Blue Ridge School100 South Bogle St.| Dalton, GA 30721 | 706-260-2700

blueridge.daltonpublicschools.com Dr. Alan Martineaux, Principal

Dr. BethAnn Browning, Assistant Principal | Ms. Kim Rhyne, Assistant Principal

2016-17 Schoolwide Title I PlanUna traducción de este documento está disponible en nuestra escuela.

Llame al 706-260-2700.

Revised: August 1, 2016Parent/Community Review: August 26, 2016Parent/Community Suggestions/Amendments: August 26, 2016Second Revision Incorporating Suggestions/Amendments: September, 1, 2016Last Call for Suggestions/Amendments: September 26, 2016Final Update for 2016-2017: September 29, 2016

Table of ContentsIntroduction 21. Comprehensive Needs Assessment 32. Schoolwide Strategies for Reform 143. Highly Qualified Instructional Staff 154. Professional Learning 155. Strategies to Attract Highly Qualified Staff 176. Strategies to Increase Parent Involvement 177. Transition Plans for Students 198. Measures to Include Teachers in Decision-Making 199. Activities to Provide Students with Effective, Timely Additional Assistance 2110. Coordination of Federal, State, and Local Programs 2211. Assessment Results 2412. Collection and Disaggregation of Data 2413. Valid and Reliable Disaggregated Results 2514. Public Reporting 2515. Plan Development Period 2516. Community Involvement in Plan 2617. Plan Availability 2618. Plan Translation 2619. Section 1116 Provision 26

IntroductionBlue Ridge is one of six elementary schools in the Dalton Public School district. It currently

serves 654 students in grades Pre-K through 5. At Blue Ridge, the ethnic representation of our students

is as follows: Hispanic - 89 percent, White – four percent, Asian – 0.3 percent, African American – two

percent, and mixed race – five percent. English Learner (ESOL) students make up 23 percent of our

student population. Students in Exceptional Services (ESS) make up five percent of the student

population, and 15 students are served in our Challenge program for the gifted make up two percent of

the student body. The socioeconomic status of Blue Ridge students is such that our school qualifies for

100% of our students to receive Free/Reduced lunch.

Blue Ridge has a staff of 78 that provides a safe and engaging learning environment for its

students. Certified staff members include 3 administrators (2 assistant principals who serve part time as

administrators and part time support teachers), 51 certified teachers, and a counselor. Support staff

includes 12 paraprofessionals, 2 office clerks, 3 custodians, 8 cafeteria workers, a nurse, and a full-time

social worker that is shared with two other schools. After school care is provided by various certified

staff.

Blue Ridge School adopts and acts upon the beliefs and vision of the district. We believe each

student is unique and can learn more at higher levels. We believe students give their attention and

commitment when provided engaging experiences. We believe literacy is fundamental for success in all

pursuits and necessary for lifelong learning. We believe together we achieve more. We believe each

individual is a learner, teacher, designer, and leader. We believe education is essential to the well-being

of each individual, the economy, and our democratic way of life. These foundational beliefs cause us to

aspire to a vision where each student of Dalton Public Schools engages in interesting, challenging, and

satisfying experiences that result in profound learning in academic disciplines, synthesis, creativity,

respect, and ethics so that each student is a contributing citizen of the world.

The Literacy Collaborative framework was adopted district-wide and a phase-in implementation

took place across the grade levels. Blue Ridge School opened at the start of the first phase of the

implementation. Over the years teachers have learned more about the reading and writing process and

are able to instruct their students in a more individualized way. Through Literacy Collaborative, teachers

have learned to analyze literacy data and make instructional decisions that will impact students.

Individual conferencing during Readers’ Workshop and Writers’ Workshop reveal deeper

understandings of the connection between reader and writer. The Literacy Collaborative framework is

supported through the implementation of the safety net resources Reading Recovery and Leveled

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Literacy Intervention. The academic and social environment of Blue Ridge is supportive of all children,

ESS, ESOL, and Gifted. All Blue Ridge students view themselves as readers and writers.

Blue Ridge will use Title I resources to provide quality, engaging work for all students. Funds will

be used to secure appropriate tools, materials, and expertise that will enhance and support the

integration of core content areas within the learning day. Literacy Collaborative coaching and

professional development will continue to be provided for our teachers. Additionally, Title I dollars will

be used to increase parent involvement and increase access to parent resources, specifically increasing

communication materials and a physical space for families to collaborate with one another. Funds

provided by Title I, as well as state and local monies, will be used to support the programs that serve all

our students, including those who need EIP, ESS, and ESOL services.

Teachers will use a variety of available resources to meet state standards in literacy and math.

Teachers work closely together to collaborate around hard to teach and difficult to learn concepts as

identified through ongoing analysis common assessments in each grade level. Additionally, instruction

in Art, Music, and P.E. will be offered to all students by full-time certified instructors. The Guidance

Counselor provides classroom lessons on a variety of themes, as well as small groups that focus on

counseling topics, and College and Career Readiness Standards. Reading Recovery, Leveled Literacy

Intervention, Early Intervention Program, English of Speakers of Other Languages, Exceptional Student

Services, and Challenge/Bridges services will also be provided for students who qualify.

Component One: Comprehensive Needs Assessment

We have developed our schoolwide plan with the participation of individuals who will carry out the

comprehensive schoolwide/school improvement program plan. Those persons involved are:

Design Team Members: Alan Martineaux (Principal & Co-Leader), BethAnn Browning

(Assistant Principal), Bekah Cook (4th grade), Laure Esters (Intermediate Literacy Coach),

Edith Nava (2nd grade & Co-Leader), Amy Norwood (Primary Literacy Coach), Kim Rhyne

(Assistant Principal)

Design Resource Team Members: Janet Hewitt (Media Specialist), Becky Keck (5 th grade),

Ashley McMath (4th grade), Karen Nadeau (2nd grade), Stephanie Queen (3rd grade), Kim

Rhyne (Assistant Principal), Angie Self (4th grade), and Elizabeth Smith (3rd grade)

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School Council Members: Marian Carrizalez (Parent), Juana Plaza (Parent), Manuel Mateo

(Parent), Mary Vasquez (Parent), Noemi Rezendiz (Parent), Maria Ramirez (Parent), Maria

Rodriguez (Parent), Zaida Rodriguez (Parent), Sandra Urias (Parent), Yebel Garcia (1st grade

teacher), Emily Guyer-Herrera (1st grade teacher), and Alan Martineaux (Principal)

School Administrative Team: Alan Martineaux (Principal), BethAnn Browning (Assistant

Principal), Kim Rhyne (Assistant Principal)

The ways they were involved were analyzing data from all data sources (listed below) in an on-going

basis, modifying instruction, coaching teachers, providing feedback, and/or increasing learning resource

allocations/opportunities based upon these data reviews.

We have used the following instruments, procedures, or processes to obtain this information:

Georgia Milestones, 3rd – 5th grades

ACCESS (ESOL)

WriteScore Writing Performance Assessments, 3rd – 5th grades

Literacy Collaborative Observational Surveys and Running Records (all grades)

Individual Reading Levels (all grades)

Careful Evaluation of Resource Allocation for High-Needs Students (EIP, ESOL, ESS, LLI, RR)

School Climate Data through TLE

Parent Perception Data

Staff Perception Data

Demographic Data (including migrant data)

Student Mobility Rate

Attendance Data

ESS Progress Monitoring Data

Reading Recovery Program Evaluation

Leveled Literacy Intervention Program Evaluation

Literacy Collaborative Program Evaluation

We have based our plan on information about all students in the school and identified students and

groups of students who are not yet achieving to the state academic content standards (Georgia

Standards of Excellence) and the Literacy Collaborative Instructional Level Expectations, including

economically disadvantaged students, students from major racial and ethnic groups, students with

disabilities, students with limited English proficiency, and migrant students.

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Examination of data from the Georgia Milestones End of Grade assessments conducted in the Spring

of 2015 and 2016 indicate the following:

There were declines in 3rd and 5th grade results in all areas.

There were gains in 4th grade results in all areas.

At first glance, these results seem to indicate that there was an issue with instruction in third and fifth

grades. However, any conclusions drawn from this data must be tempered with the following:

The students taking the assessments in 2015 and 2016 were different cohorts of students.

The students in third and fifth grades in 2016 have historically achieved at a lower level than

cohorts before or after.

The Georgia Milestones End of Grade is a relatively new assessment. 2015 was the second year

this assessment has been administered.

2016 was the first year that this assessment had been administered in an on-line platform in

third grade, and the second year it had been administered on-line in fifth grade.

o 2015 was the first year either of these cohorts of students had taken a standardized

assessment in an on-line format.

When viewed through the filter of these considerations, the results of the Georgia Milestones End of

Grade assessments indicate the following needs.

Need for professional development for teachers in the area of designing and assessing work

using on-line tools.

o Dalton Public Schools is addressing this need by providing on-line assessment tools

throughout the district.

Need for additional support for students currently in fourth grade.

o This need will be met through the Extended Learning Opportunities (ELO) program,

which provides additional instruction after school.

Need to focus on foundational skills in primary grades that will equip students with the

academic ability to achieve at higher levels during the intermediate grades.

o This need will be met through the ELO program, which will provide additional literacy

instruction before school, and by focusing resources on primary grades to ensure that

basic academic needs are provided for.

Third Grade Georgia Milestone ELA Results

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2015 & 2016

Third Grade Georgia Milestone Math Results

2015 & 2016

Third Grade Georgia Milestone Science Results

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2015 & 2016

Third Grade Georgia Milestone Social Studies Results

2015 & 2016

Fourth Grade Georgia Milestone ELA Results

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2015 & 2016

Fourth Grade Georgia Milestone Math Results

2015 & 2016

Fourth Grade Georgia Milestone Science Results

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2015 & 2016

Fourth Grade Georgia Milestone Social Studies Results

2015 & 2016

Fifth Grade Georgia Milestone ELA Results

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2015 & 2016

Fifth Grade Georgia Milestone Math Results

2015 & 2016

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Fifth Grade Georgia Milestone Science Results

Fifth Grade Georgia Milestone Social Studies Results

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The data has helped us reach conclusions regarding achievement or other related data.

The major strengths we found were

o Students understand the importance of being a reader and a writer.

o Teachers have learned to analyze literacy data which has enabled them to make

instructional decisions that will impact students the most through the implementation

of Literacy Collaborative.

o Increased collaborative support structures are in place to allow for teachers to

collaboratively analyze data, design/redesign instruction, and determine the most

effective interventions for students.

o Outdoor learning space (school garden) located on-campus, allow for authentic

integrated learning with high levels of engagement. These areas allow students learn in

an authentic setting.

o Teachers have the autonomy to innovate and creatively implement new ideas in their

classrooms.

o 1:1 devices allow for students to authentically create digital products and has increased

students’ access to content.

o Teachers are exploring ways to integrate online learning platforms, specifically CANVAS.

o Teachers, students, and parents all have input into various decision-making processes.

o Resources are allocated where they will result in the greatest impact on student

learning.

The major needs we discovered were

o Math requires more attention through increased instructional time, coaching for

teachers, and professional learning to increase content background knowledge and real-

world application by teachers.

o STEAM (Science, Technology, Engineering, Art, and Math) learning is being designed

with a focus on interdisciplinary real-world problem-based experiences.

o Families need opportunities to learn about school and how they can support learning at

home. In addition, families need a physical location within the school where they can

work on projects (as volunteers) that support learning, have resources at their

fingertips, and a place where they can converse with others that all result in building a

school community where everyone feels welcome.

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The needs we will address are

o Bridging the gap between home and school by providing opportunities for families to

actively participate in the life of the school.

o Increasing the amount of instructional support in the lower grades so that the

achievement gap closes sooner.

o Continuing to focus on engagement as a school and within each classroom.

o Deepen our understanding of literacy and math through on-going professional learning.

The specific academic needs of those students that are to be addressed in the schoolwide

program plan will be

o Math academic achievement

o Literacy academic achievement

The measurable goals we have established to address the needs are

By 2017, Blue Ridge School students will meet or exceed the state performance target in

Reading, ELA, and Math as listed above, and, in addition, student performance will increase in

Writing, Science and Social Studies.

Increase the level of collaboration between all stakeholders by developing teams and other

structures that:

o Increase levels of engagement among students, teachers, parents, and other community

members.

o Include all stakeholder voices in the decision making process to provide guidance to the

Administrative Team.

o Design engaging experiences for students, parents, and teachers that result in profound

learning and deeper understanding of the educative process.

*DPS District Goals

By 2017, Dalton Public Schools students will meet or exceed the state target cohort graduation

rate for all students.

By 2017, Dalton Public Schools students will meet or exceed the state performance target in

English Language Arts on the EOG.

By 2017, Dalton Public Schools students will meet or exceed the state performance target in

Reading on the EOG.

By 2017, Dalton Public Schools students will meet or exceed the state performance target in

Math on the EOG.

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Educate all students in learning environments that are safe, drug free, and conducive to

learning.

Component Two: Schoolwide Strategies for ReformThe way in which we will address the needs of all children in the school particularly the needs of

students furthest away from demonstrating proficiency related to the state’s academic content and

student academic achievement standard is to continue the successful use of the Literacy Collaborative

framework for reading and writing instruction, and begin to consistently implement our current math

framework throughout the learning day. We will utilize what works in our literacy framework to

enhance our direct math teaching. In addition, we will purposefully design lessons with the

opportunities for students to think critically, creatively, work collaboratively, and communicate their

understandings with an authentic audience.

Effective literacy instruction for all students at Blue Ridge School has emerged due to

implementation of a district-wide systematic phase-in of the Literacy Collaborative framework. The

framework requires extensive training for literacy coaches through Lesley University, which they

redeliver to staff. Our literacy redelivery training has reached a phase that must meet the specific needs

of staff who are at many different levels of implementation experience.

The needs of all children, particularly targeted populations, are addressed in literacy and math

instruction in order to provide individualized, differentiated, authentic learning experiences. Teachers

use a variety of available resources to meet state standards in literacy and math.

Standardized reading and math scores as well as school literacy and math data are used to

identify low performing students who may be eligible for additional services through EIP or Reading

Recovery programs. An annual analysis of our progress toward our measureable goals, as well as

evidence of students’ authentic applications of learning, will determine if such needs have been met and

will be consistent with improvement plans.

Teachers use a variety of available resources to meet state standards in literacy and math.

Teachers work closely together to collaborate around hard to teach, difficult to learn concepts as

identified through ongoing analysis of common assessments in each grade level. Additionally,

instruction in Art, Music, and P.E. will be offered to all students by full-time certified instructors. The

Guidance Counselor provides classroom lessons on a variety of themes, as well as small groups that

focus on counseling topics, as well as College and Career Readiness Standards. Reading Recovery,

Leveled Literacy Intervention, Early Intervention Program, English as Speakers of Other Languages,

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Exceptional Student Services, and Challenge/Bridges services will also be provided for students who

qualify. Migrant students will be identified and needs will be addressed with the support of our district

migrant coordinator.

Additionally, focus is given to collaboration as an effective means of school reform. Our school

schedule has been established in such a way to maximize collaboration opportunities and minimize

interruptions to instruction. Each grade level is provided 2.5 hours of collaborative time each week that

is devoted to the analysis of data, designing learning experiences for students, and professional learning.

During this time, students are immersed in connections classes, such as art, music, P.E., STEAM, and

guidance.

The school Design Team, Literacy Team, STEAM Team, and Evidence and Assessment Team are

in place to provide leadership in continuous school improvement. The Evidence and Assessment Team

is composed of one co-leader from each school team. This was an intentional move so that evidence of

and input and feedback from each team is represented in one unified school team. These teams review

and analyze student assessment data, student performance tasks, and parent and teacher feedback.

They meet to act on categories of school improvement as needed. The teams include administrators,

Literacy Coordinators and teacher leaders from multiple grade levels, as well as support staff.

Component Three: Highly Qualified Instructional Staff

We will provide instruction by highly qualified teachers who meet the standards established by

the state of Georgia. Currently, all professional staff members at Blue Ridge are highly qualified certified

teachers working in their areas of certification. All paraprofessional staff members hold a Georgia

paraprofessional license.

Component Four: Professional LearningBlue Ridge School is cognizant of the need for high quality professional learning for all staff and,

as a result, has implemented an extensive professional learning component to our yearly calendar. Time,

materials, and finances are provided to ensure high quality, ongoing professional development for all

staff.

The offerings this year will include a forty-hour Literacy Collaborative course for teachers who

have not been trained in Literacy Collaborative, twenty-hour Literacy Collaborative training for those

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who have completed the forty hour course, ten hours of literacy training for teachers with two or more

years of experience with Literacy Collaborative. Sheltered Instruction (SIOP) professional learning is

focused on the most effective tools and strategies for teachers, specifically those who work with a high

ESOL population.

Teacher observations, reflections, and conversations with colleagues and administrators

indicate the need to focus teaching energies on deepening our understanding of engagement and the

design process. This is suggested to happen through professional learning opportunities with Schlechty

Center consultants and with the guidance from design coaches.

We have devoted resources to carry out effectively the professional development activities that

address the root causes of academic problems and enhance improvements in the teaching and learning

processes in math and literacy. For example, administrators meet with classroom and support teachers a

minimum of one time a month during collaborative design time, to engage in professional learning, to

analyze data, and to design engaging student work.

We have included teachers in professional development activities regarding the use of academic

assessments to enable them to provide information on, and to improve, the achievement of individual

students and the overall instructional program. The Literacy Collaborative framework has provided

teachers with extensive opportunities to learn how to gather assessment data and analyze it in a timely

manner to determine the best instructional decisions for all students. All teachers have been trained in

using the state’s longitudinal data system (SLDS) for gathering student performance data and

instructional resources efficiently with the most recent training being in the months of August and

September. Academic progress in literacy is monitored every six weeks to ensure that students are

making adequate progress, and to provide timely, effective interventions for students who are falling

behind.

In the area of Math, Dalton Public Schools has provided a math coach who works with teachers

at each school to deepen understanding and develop the capacity of teachers to provide quality math

instruction. Training is provided at regularly scheduled intervals to ensure continuous innovation in the

math classroom. Progress monitoring in math is also conducted every six weeks to ensure that all

students are making adequate academic gains, and to ensure that effective interventions are provided

for those students who struggle in math.

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Component Five: Strategies to Attract Highly Qualified Staff

We will provide instruction by highly qualified teachers who meet the standards established by

the state of Georgia. Currently, all professional staff members at Blue Ridge are highly qualified certified

teachers working in their areas of certification. All paraprofessional staff members hold a Georgia

paraprofessional license. We recognize that importance of recruiting and inducting highly qualified staff

into our school.

As a way to recruit highly qualified staff members, Blue Ridge has partnered with Dalton State

College to form The Learning Partnership School. This partnership is designed for Block III and Block IV

student teacher candidates who are carefully selected through an interview process. The selected

candidates work under the supervision of classroom teacher in a co-teaching model for a year-long

placement. This co-teaching model is comprised of a classroom teacher and two teacher candidates.

These teacher candidates are immersed into the life of the school and are provided tailored professional

learning in literacy, math, and the design process.

Blue Ridge School and Dalton State College School of Education’s partnership extends to Block I

and II students. Authentic learning experiences are provided to these DSC students as they attend their

college class sessions at Blue Ridge School and are immediately able to apply their new learning inside

elementary classrooms.

New staff at Blue Ridge are provided a high level of support from members of our school’s

Recruitment and Induction Team. This team has developed an induction process that provides learning

opportunities tailored specifically to new staff members.

Component Six: Strategies to Increase Parent Involvement

We have involved parents in the planning, review, and improvement of the comprehensive

schoolwide program plan by continually asking for feedback through formal surveys, informal

conversations, and active participation in school projects and events.

We have developed a Parental Involvement Policy included in the appendix that

includes strategies to increase parental involvement,

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describes how the school will provide individual student academic assessment results, including

an interpretation of those results,

makes the comprehensive schoolwide program plan available to the LEA, parents, and the public

via the internet and/or newsletters,

requires signed school-home compacts, and

includes a Parental Involvement checklist.

The Blue Ridge staff recognizes the critical role a strong parent involvement program plays in the

development of students. A school-home compact is in place. This compact describes the roles and

responsibilities of parents, students, teachers, and principal to ensure student success. Information

concerning curriculum and assessment of student progress is available online at the DPS website

www.daltonpublicschools.com .

The school has made increasing parental involvement a priority in several areas of the school

program. The Title I plan and the Parent Involvement Policy are available online through our website

and in our front office upon request. There is an open invitation for parents to add suggestions or

comments at any time. Parents will be informed of the Parent Involvement Policy (PIP) at school-wide

family activities, PTO meetings, and through the School Council. Conferences, Student support team

meetings, PTO meetings, School Council meetings, Community Forums, and family activities are

scheduled at various times to allow as many parents as possible to attend. Schoolwide written

communication is sent home to parents in English and in Spanish. All school events are translated into

Spanish and interpreters are provided as needed. The following opportunities exist for parents to

participate in the life of the school:

School Council

Community Forums

Parent-Teacher Conferences

Academic Nights

Field Day

Classroom Volunteers

First Bank of Blue Ridge

Parent Teacher Organization

Family Nights

Book Fair

Pre-K and Kindergarten Peek

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Career Day

Health Fair

In addition, Blue Ridge School recognizes the need to provide a physical space for our families to work

and learn together at the school. Families need opportunities to learn about school and how they can

support learning at home. In addition, families need a physical location within the school where they

can work on projects (as volunteers) that support student learning, have resources at their fingertips via

internet-ready devices that many of our families do not have access to at home, and a place where they

can converse with others that all result in building a school community where everyone feels welcome.

Component Seven: Transition Plans for StudentsAt Blue Ridge School, we are fortunate to house three lottery funded pre-kindergarten

classrooms. In April and May, preschools throughout the local area are invited to visit Blue Ridge so that

pre-kindergarten students may visit the campus. During this time, pre-kindergarten students participate

in our annual “Jaguar Walk” where pre-kindergarten students come to the school, meet the office staff

and administrators, tour the building, have a snack in the cafeteria and spend time in a kindergarten

classroom. This activity is planned by the kindergarten teachers and is implemented in May

Each spring all of our fifth grade students take a field trip to Dalton Middle School for their

transition experience. On this day, students are able to participate in a scavenger hunt as they learn

their way around the school building. They also meet the principals and teachers. Then, before the new

school year starts, parents are invited to an orientation session at the middle school.

At the beginning of each school year, we conduct an orientation session for parents and

students to visit the school, meet their new teachers, find their classrooms, and complete necessary

documents. For students that arrive after the first day, we give families tours of the school and

personally introduce them to their new teachers and classes.

Component Eight: Measures to Include Teachers in Decision-Making

The Blue Ridge staff follows the state standards and federal guidelines regarding the

assessments of students. Various measures and assessments will be employed to determine the most

appropriate instructional circumstances for meeting each student’s needs. Teachers in each grade level

meet during grade level collaborative time to design quality and engaging work for students. Teachers

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will continue to use assessment data to determine the steps to take in order to help students meet state

goals and objectives. Every six weeks Literacy Coaches meet with grade levels to analyze literacy data

together to determine next steps for all students’ instruction. This process is also used in the area of

math. Our math implementation is in the beginning phase; therefore, as our understanding of math

deepens, our process for analyzing data and determining next steps will be refined. The school

administration and the Evidence and Assessment Team will meet to review Milestones data to

determine additional professional learning needs.

In addition, the school addresses schoolwide issues through specific, volunteer teams. Each

team is co-led by two staff members. Teams convene, needs are addressed, and reform around new

opportunities for improvement. Staff surveys are also used to inform decisions for school processes and

procedures.

Additionally, teachers are viewed as leaders who can make in-the-moment assessment of

student learning and can adjust their lessons according to the needs of students without barriers to

innovation, but rather with encouragement on the creative use on design resources.

Several school teams have been established to ensure that teachers have a voice in decisions

made at the school level. These teams include the following:

Design Team

o Design engaging experiences that result in teachers learning how to design work that

engages students and results in profound student learning. Advises the Administrative

Team on matters relating to the school’s directional system (beliefs, values, vision,

norms, etc.)

Design Resources Team

o Advises the Administrative Team on the use of design resources (space, time, money,

manpower, material, and technology) to achieve higher levels of student and staff

engagement and greater academic achievement.

Evidence and Assessment Team

o Analyzes data from state and local assessments, as well as data from surveys and other

sources, to guide school decisions regarding academic progress.

Family Engagement Team

o Designs experiences for family and community members to increase the level of

engagement in school related efforts. Works closely with the School Council and PTO.

Operations Advisory Team

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o Advises the Administrative Team on issues related to operations, policies, and

procedures.

Communications and Marketing Team

o Works to provide the community with information about the school to include events

and evidence of learning. Maintains the school’s website and social media pages.

Culture and Climate Team

o Focuses on matters of school morale and climate.

Counseling Advisory Team

o Works with the school counselor to ensure that the social and emotional needs of all

students are addressed.

Wellness Design Team

o Designs engaging experiences for students, staff, and community members that

encourage wellness and healthy lifestyles.

Literacy Team

o Works to enhance literacy in the school and community by working with teachers and

other school teams to incorporate literacy into all facets of school life.

Recruitment and Induction Team

o Designs experiences to ensure that all new staff members are inducted into the culture

and life of the school.

STEAM Team

o Designs experiences to engage students, teachers, and community members in learning

about science, technology, art, engineering, and math.

Component Nine: Activities to Provide Students with Effective, Timely Additional Assistance

Blue Ridge School provides opportunities to ensure that students who experience difficulty

mastering grade level standards are provided with effective, timely additional assistance. Those

activities are provided through Early Intervention Program (EIP), English Speakers of Other Languages

(ESOL), Reading Recovery (RR), Exceptional Student Services (ESS), and Leveled Literacy Intervention

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(LLI). ESOL services may be offered to students who qualify in grades K-5. Students receive instruction

in language skills, content area reading, math, and cultural awareness. Reading Recovery is in place as a

safety net for first grade students with acquiring reading skills so that they can continue their learning at

grade level in subsequent years. LLI is in place for students who need focused intervention strategies to

assure their literacy development. Blue Ridge students in grades 3-5 may participate in an Extended

Learning Opportunities (ELO) program which is designed to help students meet grade level standards or

aid those on the cusp of exceeding the standards. Students meet with certified teachers for two days a

week for 2 hours after school. For grades 2-3, students who are approaching grade level expectations in

reading may qualify to participate in a Level Literacy Intervention group that meets three days a week

before the school day.

Students are identified for specific needs through careful analysis of assessment data and the

tiered Response to Intervention (RTI) program. RTI structures are in place to allow for customized

learning experiences for children who need additional assistance. Tiered interventions are developed in

cooperation with the school RTI team and the classroom teachers.

Students who consistently perform well beyond grade level expectations and in need of

additional rigor and challenge are screened for qualification for gifted services. When students meet the

state criteria for qualification in grades 1-5, they are served in the Challenge program. Students in grade

5 receive standards-based advanced content instruction in the area of math and attend a full day

resource class for their enrichment at an off-site central location one day per week for exploratory and

research learning. Realizing the students who are learning English as a second language or are living in

poverty may have difficulty demonstrating their capabilities on formal assessments, Blue Ridge has

developed the Bridges program for high achieving students who do not meet the qualifications for the

gifted program. These students are served in the Challenge classroom by the teacher of the gifted. Many

of them ultimately qualify for the Challenge Program.

When it is determined that students will benefit from extra, additional assistance parent-

teacher conferences are held before services begin to define the scope and sequence of the planned

service to be provided. Information is also shared with parents explaining how they can support and

assist the student in the home.

Component Ten: Coordination of Federal, State, and Local Programs

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Blue Ridge School will implement the above plan for the improvement in math and literacy

learning and to strengthen the home-school partnership through the

Allocation of funds for salaries of educators teaching extended learning opportunities

(before and after school)

purchase of furniture for our Family Engagement Center,

purchase of consulting sessions with the Schlechty Center,

purchase of materials to enhance the authentic learning opportunities between students

and their parents, and

hosting Family Nights facilitated by the Creative Discovery Museum.

Developing the Title I plan at Blue Ridge School is an annual process spanning a one year period.

The plan is developed in coordination with the Design Team, Design Resource Team, and the School

Council. Additionally, opportunity for community feedback regarding the plan is accessible through our

school website. The Title I plan is shared with the LEA and is available throughout the year-long cycle

from our website and our school office. Translation is provided as requested through conferences with

parents. Translation is also available at each school meeting through portable translation devices.

The following programs are integrated into the schoolwide program at Blue Ridge School:

Title I

Early Intervention Program

Exceptional Student Services

English Language Learners

Bright from the Start Pre-K

Children and Families First

C-3 Center (for Gifted Students)

Dalton State College (professors and student interns)

Dalton High School and Morris Innovative High School (translators)

Dalton Police and Fire Departments

Dalton Education Foundation

First Bank of Dalton

Blue Ridge School Council

Blue Ridge PTO

Boy Scouts

Girl Scouts

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Junior Achievement

Migrant Worker

School Social Worker

CrossPointe Church

Rock Bridge Church

First Presbyterian Church

Truancy Treatment Team

United Way

Component Eleven: Assessment ResultsIndividual assessment results and interpretation are provided to parents as they become

available. All standardized assessments are reported to the school at individual, subgroup, and

classroom levels of disaggregation. These disaggregated results are available to parents online through

Infinite Campus and school report card sites. Also, written reports are sent home to parents of individual

students detailing performance on various tests and how individual performance compares to other

students in the same grade. Teachers also make themselves available to parents through conferences

when further explanation of results is needed.

Component Twelve: Collection and Disaggregation of Data

Provisions are made for the collection and disaggregation of data on the achievement and

assessment results of students. Kindergarten students will be assessed using the GKAP-R. All students in

grades 3-5 will take the Milestones in the spring. Teachers will have access to individual student profiles

of Milestones results. Disaggregated assessment data will be analyzed and used by teachers to plan

appropriate instruction in areas of need. Test results are explained and discussed with parents during

parent-teacher conferences. Teachers also have access to SLDS, the Student Longitudinal Data System,

which allows teachers to drill down to the individual student level and access educational history, test

scores and attendance information.

Standards-based report cards have now been phased in where all K-5 students receive a

standards-based report card each term. Standards-based reporting of student success allows for more

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focused dialogue between parents and teachers regarding student progress and provides parents a

clearer picture of student performance levels.

Literacy Collaborative classrooms will use Observational Surveys and running records to assess

reading progress. Other classrooms will use teacher-generated assessments to document student

achievement in reading. Benchmark data in the area of mathematics is collected periodically

throughout the year. The IKAN and GloSS assessments are used to determine what a student knows and

understands in the area of math.

Categories for the disaggregated assessment results are based on data entered into Infinite

Campus. Accurate, up-to-date student data in Infinite Campus is the responsibility of the data clerk.

Component Thirteen: Valid and Reliable Disaggregated Results

Both state mandated and other formative assessments that are given have reliability and validity

that have been predetermined either by the state or by the program specific organizations through

which the assessment is obtained. Locally developed assessments are created with fidelity and with

alignment to the Georgia Standards of Excellence. These are regularly reviewed for effectiveness

regarding the information that is obtained and the usefulness of specific test questions. Categories for

the disaggregated assessment results are based on data entered into Infinite Campus based on

requirements by the state. Data is entered and corrected as needed.

Component Fourteen: Public ReportingProvisions are made for public reporting of disaggregated data. Individual student results are

shared with students’ parents through conferences and mailings of assessment result forms.

Additionally, schoolwide performance is shared with parents and the general community via School

Council meetings, PTO meetings, and web-based content.

Please see sections one and five of the DPS plan for additional information about the reporting

of disaggregated data. Disaggregated data is reported on the Georgia Department of Education website

and the Georgia School Council website.

Component Fifteen: Plan Development Period

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The plan is developed during a one-year period, unless LEA, after considering the

recommendation of its technical assistance providers, determines that less time is needed to develop

and implement the schoolwide program.

Component Sixteen: Community Involvement in Plan

The plan was developed with the involvement of the community to be served and individuals

who will carry out the plan including teachers, principals, other school staff, pupil service personnel, and

parents. The School Council serves as the primary parent-community body for the review of the draft

and suggestion of revisions. All parents are offered the opportunity to review the plan and offer

feedback during the review window and at the annual Title I meeting. Teachers on the Design Team,

Design Resource Team, school administrators also had input into the development and review of the

plan.

Component Seventeen: Plan AvailabilityHard copies of the plan are available at the school’s front desk to parents and the public.

Electronic copies are also made available on line if requested. A copy is submitted to the district office

once the plan has been approved by the Family Engagement Council, Design Team, Design Resources

Team, Evidence and Assessment Team, and school administrators. The plan is also posted on the

school’s website.

Component Eighteen: Plan TranslationThe plan is made available to parents in English. A Spanish translator is available to explain the

Title I plan, compact, and Parent Involvement policy to any monolingual, Spanish speaking parent who

requests further information about the plan. The parent compact and Parent Involvement Policy are

available in Spanish.

Component Nineteen: Section 1116 ProvisionNot applicable.

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