MIDDLE RIDGE ELEMENTARY SCHOOL SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

Transcription

1 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Middle Ridge Elementary District Name: Newton County Principal Name: Rhonda Battle : School Mailing Address: South Covington Bypass Road Telephone: (770) District Title I Director/Coordinator Name: Dr. Shelia Thomas District Title I Director/Coordinator Mailing Address: Address: thomas.shelia@newton.k12.ga.us Telephone: (770) ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Comprehensive Support School Targeted Support School Title I Alert School Revision Date: June 1, 2018 Revision Date: Revision Date: October 2017 Page 1 of 55

2 DISTRICT STRATEGIC GOALS Strategic Goal Area I: Student achievement and success o Performance Objective A: Increase student mastery of standards o Performance Objective B: Increase opportunities for students to demonstrate success beyond test scores o Performance Objective C: Increase graduation rate Strategic Goal Area II: High-quality workforce o Performance Objective A: Recruit a high-quality workforce o Performance Objective B: Increase capacity of staff to deliver and support high-quality instruction o Performance Objective C: Retain high-quality personnel by cultivating and supporting staff Strategic Goal Area III: Culture. Climate, & Communication o Performance Objective A: Provide an equitable and inclusive learning environment o Performance Objective B: Provide opportunities for two-way communication with all stakeholders o Performance Objective C: Ensure strong community partnerships Strategic Goal Area IV: Organizational and operational effectiveness o Performance Objective A: Ensure a systemic culture of safety o Performance Objective B: Provide high-quality operational and instructional supports o Performance Objective C: Utilize professional learning communities to improve performance o Performance Objective D: Utilize performance management strategies aligned to the strategic plan October 2017 Page 2 of 55

3 Planning Committee Members: NAME MEMBER S SIGNATURE POSITION/ROLE Candice Davey Instructional Coach Julie Delgado SpEd / SpEd Team Lead Debra Rivas Teacher/ 1 st Grade Team Lead Jennifer Allen Teacher/ 5 th Grade Team Lead Heather Hodge EIP Teacher/ Student Support Team Lead Vickie White Teacher/ Kindergarten Team Lead Stephanie Teacher/ 2 nd Grade Team Lead TerLouw Brittany Miller Teacher/ 3 rd Grade Team Lead Amy Thomas Teacher/ Special Areas Team Lead Lisa Spencer Paraprofessional/ 21 st Century Director Leeann Farmer Paraprofessional/ Para Team Lead Melissa Brown Behavioral Health Clinician Odia Hinds School Counselor De Wanda Assistant Principal Chester Rhonda Battle Principal October 2017 Page 3 of 55

4 SWP/SIP Components 1. Comprehensive Needs Assessment: Sec. 1114(b)(6) 1. A comprehensive needs assessment is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6) We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were Response: 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 were Debra Rivas (First Grade Teacher), Stephanie TerLouw (Second Grade Teacher), Julie Delgado (Special Education Teacher), Brittney Miller (Third Grade Teacher), Candice Davey (Instructional Coach), Odia Hinds (Counselor), Vickie White (Kindergarten Teacher), Melissa Brown ( Behavioral Clinician ), Amy Thomas (Specials-Music Teacher) Lisa Spencer (Paraprofessional), De Wanda Chester (Assistant Principal), Rhonda Battle (Principal), and parents. All were involved in analyzing data and identifying strengths, weaknesses, root causes, and proposing potential researchbased improvement strategies. Administrators, teachers, instructional coaches, parents, and other stakeholders assisted in reviewing and modifying the draft plan for school-wide plan of improvement during the planning sessions. We have used the following instruments to obtain this information... Response (Embed graphs or charts in this section. Write a brief summary that explains data charts.) SEE THE COMPREHENSIVE NEEDS ASSESSMENT October 2017 Page 4 of 55

5 Why are students not performing well in Math? ROOT CAUSE HOW TO ADDRESS CONCERNS Teacher knowledge as to how to motivate/ connect with students Professional development in the foundational math skills required to Unstructured number talks and implementation of CRA instruction become a fluent math teachertransitioning students through the Teacher knowledge and understanding of concepts concrete, representational, and abstract instructional phases, with an Summarizing emphasis on mathematical classroom Mathematical discourse in the discourse. classroom Provide After- School/ Saturday Use of technology to set goals and School tutoring for students. Provide utilize data for differentiation supplies/manipulatives to support students concrete, representational, and abstract mathematical understanding. SMART Goal: To increase Math achievement by 3% by as measured by IOWA by the end of the school year. Why are students not performing well in ELA/Reading? ROOT CAUSE HOW TO ADDRESS CONCERNS Teacher knowledge as to how to motivate/ connect with students Professional development focused on teaching reading and transitioning Limited opportunity for reading leisurely or for learning students effectively as they become fluent readers within a balanced Integration of non-fiction text across literacy framework. curricula Provide After- School/ Saturday Technology integration for the purpose of creating School tutoring for students. Provide supplies/manipulatives to support Exposure to high level questioning students reading fluency and and content integration comprehension growth. Phonics skills Professional knowledge about reading progressions and Lexile Speaking, listening, and writing skills Time given to analyzing writing exemplars Writing across curriculum Consistency in expectations October 2017 Page 5 of 55

6 SMART Goal: To increase ELA/ Reading achievement by 3% by as measured by IOWA by the end of the school year. Why are students not performing well in Science? ROOT CAUSE HOW TO ADDRESS CONCERNS Authentic connections with self, text, and the world Teachers will need to plan lessons with connected themes related to the Opportunities to experience the students interests. content in other subjects Teachers will need to plan lessons Increased experiments-testing with curiosity as the guiding focus. hypotheses Teachers will increase experiments for students and develop students curiosity as they test their hypotheses. SMART Goal: To increase Science achievement by 3% by as measured by IOWA by the end of the school year. Why are students not performing well in Social Studies? ROOT CAUSE HOW TO ADDRESS CONCERNS Authentic connections with self, text, and the world Teachers will need to plan lessons with connected themes related to the students Opportunities to experience the content in other subjects interests. SMART Goal: To increase Social Studies achievement by 3% by as measured by IOWA by the end of the school year. October 2017 Page 6 of 55

7 Why are students not performing well in Behavior? ROOT CAUSE HOW TO ADDRESS CONCERNS Teacher knowledge as to how to motivate/ connect with students Implementation of school-wide social emotional learning program- Second Steps. Consistency in expectation and importance of safety Knowing how to provide structure and consistent discipline plan Consistent recognition of appropriate behaviors Models or role playing of expected behaviors-consistent revisiting of expectations SMART Goal: To decrease office discipline referrals by 3% by as measured by SWIS by the end of the school year. October 2017 Page 7 of 55

8 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education MATH GOAL To increase Math achievement by 3% by as measured by IOWA by the end of the school year. OVERARCHING MATH PROGRAM Middle Ridge Elementary School teachers use EnVision and the Georgia Department of Education Math Frameworks and Exemplars to provide students with practice of math concepts using many hands-on experiences that enable students to gain mastery of crucial mathematical skills. EnVision Math also incorporates opportunities for students to work in a variety of cooperative learning situations and provides each student with internet access to many resources that can be used at school or home. Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards. Title I Logic Model: Yes No Moby Max, computer software program, will be utilized to increase math fluency and basic numeracy understanding of students. The program will track students progress and provide critical data needed to set goals and monitor students achievement. Title I Logic Model: Yes No Math Manipulatives will be used to implement the CRA (concrete, representational, abstract) model strategy to help build Timeline for Implementation October 2017 Page 8 of 55 Funding Source Title I, Part A Title I, Part A Title I, Part A Person(s) Responsible Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach

9 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education student s mathematical knowledge. The manipulatives will help to move students from the concrete understanding to abstract understanding. Title I Logic Model: Yes No Achieve 3000 will be used to assist teachers while they work with students in small/flexible groups to strengthen math fact fluency, problem-solving, and real-world connections to mathematical concepts. Title I, Part A Instructional Coach Principal, Assistant Principal, & Teachers Title I Logic Model: Yes No Flocabulary will be used by classroom teachers to engage students and develop core literacy skills through the use of standards-based videos, instructional activities and student creativity tools to supplement instruction. Title I, Part A Instructional Coach Principal, Assistant Principal, & Teachers Title I Logic Model: Yes No Finishline student workbooks, Leveled readers and Interactive Notebooks will be used to assist teachers while they work with students in small/flexible groups to strengthen math fact fluency, problem-solving, and real-world connections to mathematical concepts. Title I Logic Model: Yes No Title I, Part A Instructional Coach Principal, Assistant Principal, & Teachers Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantage Foster And Homeless After-School Tutoring After-School Tutoring Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. October 2017 Page 9 of 55

10 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education English Learners After-School Tutoring Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. Migrant After-School Tutoring Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. Race/Ethnicity/Minority After-School Tutoring Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. Students With Disabilities After-School Tutoring Vast experiences with hands-on applications of mathematical concepts through the manipulation of mathematical manipulatives. October 2017 Page 10 of 55

11 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education ELA/READING GOAL To increase ELA/ Reading achievement by 3% by as measured by IOWA by the end of the school year. OVERARCHING ELA/Reading PROGRAM Middle Ridge Elementary School teachers utilize the Phonics kits, Next Step Guided Reading, Traits Writing, and county unit plans. These research-based programs encompass all areas of literacy and address the six components of a balanced reading program. These programs link classroom instruction with everyday experiences, authentic literature, and all other areas of the curriculum. County-developed and school level units that coordinate the Next Step Guided Reading with Learning Focused strategies and the Georgia Performance Standards are also used. Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards. Title I Logic Model: Yes No Moby Max, computer software program, will be utilized to increase math fluency and basic numeracy understanding of students. The program will track students progress and provide critical data needed to set goals and monitor students achievement. Title I Logic Model: Yes No Timeline for Implementation Funding Source Title I, Part A Title I, Part A Person(s) Responsible Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers October 2017 Page 11 of 55

12 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education Leveled Texts- used as resource to increase students reading fluency and comprehension. Teachers will be able to download print and copy leveled-text based on the students Lexile ranges to meet students where they are. Title I Logic Model: Yes No Achieve 3000 will be used to assist teachers while they work with students in small/flexible groups to provide exposure to high level questioning and content integration. Students receive phonics instruction, as well as development in the areas of speaking, listening, and writing. Teachers provide opportunities for students to write across the curriculum. Title I Logic Model: Yes No Flocabulary will be used by classroom teachers to engage students and develop core literacy skills through the use of standards-based videos, instructional activities and student creativity tools to supplement instruction. Title I Logic Model: Yes No Finshline student workbooks and Interactive Notebooks will be used to assist teachers while they work with students in small/flexible groups to provide exposure to high level questioning and content integration. Students receive phonics instruction, as well as development in the areas of speaking, listening, and writing. Teachers provide opportunities for students to write across the curriculum. Title I Logic Model: Yes No October 2017 Page 12 of 55 Title I Title I, Part A Title I, Part A Title I, Part A Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Supplemental Supports: What supplemental action steps will be implemented for these subgroups?

13 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education Economically Disadvantage After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. English Learners After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. Race/Ethnicity/Minority After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. Foster And Homeless After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. Migrant After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. Students With Disabilities After-School Tutoring Vast experiences with a variety of text, both fiction/non-fiction. An emphasis on co-construction and properly responding to short and extended writing prompts. October 2017 Page 13 of 55

14 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education SCIENCE GOAL To increase science achievement by 3% by as measured by IOWA by the end of the school year. OVERARCHING SCIENCE PROGRAM Middle Ridge Elementary School uses McGraw-Hill Science textbook and resources. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the McGraw-Hill reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County. Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards. Title I Logic Model: Yes No Moby Max, computer software program, will be utilized to increase math fluency and basic numeracy understanding of students. The program will track students progress and provide critical data needed to set goals and monitor students achievement. Title I Logic Model: Yes No Achieve 3000 will be used to assist teachers while they work with students on science lessons integrated into ELA/Reading using non-fiction leveled-readers and Stemscopes lessons to ensure that Timeline for Implementation October 2017 Page 14 of 55 Funding Source Title I, Part A Title I, Part A Title I, Part A Person(s) Responsible Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, &

15 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education students have access to the content-rich information for comprehension. Title I Logic Model: Yes No Interactive Notebooks will be used to assist teachers while they work with students in small/flexible groups to provide opportunities for students to make authentic connections with self, text, and the world as it relates to scientific concepts. Students experience the content in other subjects and participate in experiments which allows them to test their hypotheses and build curiosity. Title I Logic Model: Yes No Flocabulary will be used by classroom teachers to engage students and develop core literacy skills through the use of standards-based videos, instructional activities and student creativity tools to supplement instruction. Title I Logic Model: Yes No Increased experiments-testing hypotheses Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. Title I, Part A Title I, Part A Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantage Foster And Homeless Increased experiments-testing hypotheses Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. English Learners Increased experiments-testing hypotheses Migrant Increased experiments-testing hypotheses October 2017 Page 15 of 55

16 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. Race/Ethnicity/Minority Increased experiments-testing hypotheses Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. Students With Disabilities Increased experiments-testing hypotheses Teachers will need to plan lessons with connected themes related to the students interests. Teachers will plan lessons with students curiosity as the guiding focus as they test their hypotheses. October 2017 Page 16 of 55

17 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education SOCIAL STUDIES GOAL To increase social studies achievement by 3% by as measured by IOWA by the end of the school year. OVERARCHING SOCIAL STUDIES PROGRAM Middle Ridge Elementary School uses Georgia Studies Weekly resources for Social Studies. These materials facilitate student learning and promote investigation of the world around them. A county-provided curriculum map helps to align units of study in these areas with the Georgia Weekly Studies reading experiences. It also ensures that transient students experience continuity in instruction when they move to other schools within Newton County. Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) BrainPop Software is utilized to access videos, games, quizzes, graphic organizers and, lesson plans to extend lessons. Teachers can progress monitor and receive real-time data to determine the next instructional steps for their students. Teachers will use the components to activate the learning process, give quizzes to check for understanding, and to provide whole class and small group instruction to make real-world connections to the standards. Title I Logic Model: Yes No Moby Max, computer software program, will be utilized to increase math fluency and basic numeracy understanding of students. The program will track students progress and provide critical data needed to set goals and monitor students achievement. Title I Logic Model: Yes No Social Studies lessons will be integrated into ELA/Reading using non-fiction leveled-readers and Interactive Notebooks to ensure that students have access to the content-rich information for Timeline for Implementation October 2017 Page 17 of 55 Funding Source Title I, Part A Title I, Part A Title I, Part A Person(s) Responsible Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, & Teachers Instructional Coach Principal, Assistant Principal, &

18 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education comprehension. Teachers will be able to check-out resources from the guided-reading room located in marked storage bins. Title I Logic Model: Yes No Teachers will work with students in small/flexible groups to provide authentic opportunities for students to make connections with self, text, and the world. Students also are provided opportunities to experience the social studies content in other subjects Title I Logic Model: Yes No Flocabulary will be used by classroom teachers to engage students and develop core literacy skills through the use of standards-based videos, instructional activities and student creativity tools to supplement instruction. Title I Logic Model: Yes No Title I, Part A Title I, Part A Teachers Instructional Coach Instructional Coach Principal, Assistant Principal, & Teachers Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantage Foster And Homeless Teachers will plan lessons with connected themes related to Teachers will plan lessons with connected themes related to the the students interests and applicable to their lives. students interests and applicable to their lives. English Learners Migrant Teachers will plan lessons with connected themes related to Teachers will plan lessons with connected themes related to the the students interests and applicable to their lives. students interests and applicable to their lives. Race/Ethnicity/Minority Students With Disabilities Teachers will plan lessons with connected themes related to Teachers will plan lessons with connected themes related to the the students interests and applicable to their lives. students interests and applicable to their lives. October 2017 Page 18 of 55

19 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education PARENT AND FAMILY ENGAGEMENT PROGRAM Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) Timeline for Implementati on Funding Source Person(s) Responsible We will offer parent and family engagement events at times that are convenient for parents. Parents will receive strategies and tools to assist their children with fundamental skills at home. We will offer in-person and continuous support and training to teachers to assist teachers in building the capacity to work with parents as equal partners Parents Make a Difference and Parent Calendars are research-based newsletters and tip sheets that provide practical, proven information for parents, on a comprehensive array of school success topics. The documents will be posted on our school s website and located in our parent resource room and main office. Parent Resource Room will be open to parents throughout the week and parent nights. The Parent Resource Room provides parents with resources for check-out that reinforces those skills that students may need to improve achievement. Title I, Part A Title I, Part A Title I, Part A Title I, Part A Principal, Assistant Principal, Title I Parent Contact, Teachers Principal, Assistant Principal, Title I Parent Contact, Teachers Principal, Assistant Principal, Title I Parent Contact, Teachers Principal, Assistant Principal, Title I Parent Contact, Teachers Supplemental Supports: What supplemental action steps will be implemented for these subgroups? October 2017 Page 19 of 55

20 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education All students participating in the Title I, Part A program, and their families will be encouraged and invited to fully participate in all parent and family engagement opportunities. Middle Ridge Elementary will provide full opportunity for the participation of parents and family members by Providing assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, state and local academic assessments, the requirements of this part, how to monitor a child s progress, and work with educators to improve the achievement of their children Inviting all parents in multiple ways to our annual parent orientation meeting, at a convenient time, to inform parents about the school s Title I program, the nature of the Title I program, the parents requirements and the school parent and family engagement policy, the schoolwide plan, and the school-parent compact. Providing materials and training to help parents work with their children to improve achievement, such as literacy training and using technology, the harms of copyright piracy as appropriate, to foster parental involvement. Providing training to teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents. This includes how to reach out to, communicate, and work with parts as equal partners, implement and coordinate parent programs and build ties between parents and the school by hosting two professional development trainings a year, sharing tips to all school staff, and gathering input on parents on suggested topics of these trainings and tips. Providing full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand. October 2017 Page 20 of 55

21 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education Providing opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by hosting two schoolwide days of parent conferences. Jointly developing with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by conducting an annual parent input meeting and by providing feedback forms on our school s website, in our front office or parent resource room. Coordinating and integrating parental involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conducting other activities, such as parent resource centers, that encourage and support parents to fully participating in the education of their children We will, to the extent feasible and appropriate. Offering a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, childcare, or home visits. Providing such other reasonable support for parental involvement activities, as parents may request. October 2017 Page 21 of 55

22 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education OTHER INSTRUCTIONAL METHODS Use effective instructional methods that increase the quality and amount of learning time. o increase the amount and quality of learning time, such as providing and extended school year and before- or afterschool and summer programs and opportunities, and help provide an enriched and accelerated curriculum o increase the amount and quality of learning time, such as class-size reduction teachers, supplemental teachers, paraprofessionals, etc. Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice (If Title I Funded, a Logic Model is required.) Timeline for Implementation Funding Source The Class Size Reduction Teachers will be used to support the implementation of research-based instructional practices by creating a reduced classroom size. Through the reduced classroom model, students across the grade level will be able to receive more intensive instruction due to the decrease in the number of pupil to teacher ratio. Title I Logic Model: Yes No The Instructional Coach will assist in building teacher capacity and their understanding of instructional practices as related to the Georgia Performance Standards and Data Driven Instruction. The Instructional Coach will ensure high-quality instruction in classrooms through modeling, October 2017 Page 22 of 55 Person(s) Responsible August 2018-May 2019 Title I, Part A Admin, Instructional Coaches, CSR Teachers August 2018-May 2019 Title I, Part A Admin, Instructional Coaches, All teachers

23 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education co-planning, co-teaching and providing feedback to teachers. Title I Logic Model: Yes No Moving Mustangs Afterschool Program will increase the amount and quality of learning time to help provide an intense remediation to help students meet the state s proficient and advanced levels of student academic achievement. The areas of focus will be ELA/Reading and Math. The School Year Title I, Part A Afterschool Teachers, Instructional Coach, and Principal Title I Logic Model: Yes No E-Camp Before School Program will increase the amount and quality of learning time to help provide an intense remediation to help students meet the state s proficient and advanced levels of student academic achievement. The areas of focus will be ELA/Reading and Math. The School Year General Funds Before School Teachers, Instructional Coach, and Principal Title I Logic Model: Yes No The Title I Parent Contacts will serve as the liaison between the school and the district. The Title I Contact will be used to assist the principal in carrying out the requirements of the Parent Involvement Program in order to provide parents with academically based August 2018-May 2019 Title I, Part A Title I Parent Contact, Classroom Teachers, Instructional Coach, and Administrators October 2017 Page 23 of 55

24 2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii) 2a.i School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; 2a.ii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education strategies to help support parent involvement beyond the school day. Title I Logic Model: Yes No EIP Teachers will provide additional instructional support to students, who are performing below grade level in math, by helping them obtain the necessary academic skills to reach grade level performance. Title I Logic Model: Yes No August 2018-May 2019 General Funds Principal Instructional Coach K-5 Teachers EIP Teachers PROFESSIONAL LEARNING Evidence-Based Action Steps: Describe the evidence-based action steps to be taken to achieve the goals. Intervention/Strategy/Practice Timeline for Funding Person(s) Responsible (If Title I Funded, a Logic Model is required.) Implementation Source Teachers will receive professional learning from the Georgia Center for Assessment for best practices in Title I Principal, Assistant Principal, Teachers October 2017 Page 24 of 55