• FLP Components

    School: Miles Intermediate

     

    1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:

    Core content area(s): Mathematics and Reading

    Subgroup(s): Students with Disabilities, Free and Reduced Lunch Students, and African- American Males

    Graduation rate(s): 72% at Mays High School (Based on Revised Scores)

    Note: The LEA must identify the measurable performance goals and outcomes to be met.

    Response:

    In 2013-2014 Miles Intermediate had 58 students with disabilities (SWD) on AYP grade levels at Miles Elementary. 58 of those students tested were FAY (Full Academic Year) children. Of those 58 students, there were 26 students (44.4%) did not meet standards in Reading/ELA and 29 (50%) did not meet grade level standards in Mathematics. Performance on the Spring 2014 administration of the CRCT in Reading revealed that 22.2% of ALL students did not meet standards while 44.4% of the SWD did not meet standards. Performance on the Spring 2014 administration of the CRCT in Mathematics revealed that 36.9% of ALL students did not meet the standard; while 50% of the SWD did not meet standards. The results of the students with disabilities are not comparable to the achievement of other subgroups tested at Miles during this same year. There is a large gap between the percentage of SWD students not meeting the standard and other subgroups. Therefore, the data supports that Miles Intermediate greatest need is in the areas of Reading/ELA and Mathematics. Additionally, the SWD students represent the lowest performing group in Reading/ELA and Mathematics, many are economically disadvantaged. See the comparison in the chart below.

    Miles Elementary School

    2012-2014 CRCT Reading/ ELA and Math Results

    Category/

    Subgroup

    2012

    % Not Meeting Standards in

    Reading/ELA

    2013

    % Not Meeting Standards in Math

    2014

    % Not Meeting Standards in

    Reading/ELA

    2012

    % Not Meeting Standards in Math

    2013

    % Not Meeting Standards in

    Reading/ELA

    2014

    % Not Meeting Standards in Math

    All Students

    15.9%

    11.9%

    11.7%

    40%

    5.4%

    36.9%

    Black

    16%

    18.1%

    21.7%

    40%

    7.8%

    37%

    Economically Disadvantaged

    15.9%

    16.5%

    22.8%

    40.9%

    11.4%

    37.3%

    Students with Disabilities

    40%

    26.1%

    44.4%

    88.2%

    18.4%

    50%

    Difference

    24.1

    14.2%

    32.7

    48.2%

    13%

    13.1%

    It is imperative that Miles institutes strategies to close the achievement gap of students with disabilities and the other subgroups served in the building. Miles Intermediate will continue to reduce the achievement gap for students with disabilities not meeting the standards in Reading/ ELA and Mathematics by 10% each year in each category.

    2. Describe the multiple educationally related selection criteria by core content area served with the weighting that will be applied to the criteria per school to determine the rank order list of eligible students by greatest academic need.

    Response:

    The strategies created in this plan are specifically catered to the SWD population. However, an additional tier has been established to include other students in Miles’ population. Students who score between 650 -799 on the CRCT Reading/ELA and Math test will be assigned 5 points and students scoring >799 on the CRCT Reading/ELA and Math test the student will be assigned 0 points. This criterion will receive a weight of 50%. Students who did not meet the standards in Reading/ELA and Math and are Free and Reduced Lunch students will be assigned 4 points. This criterion will receive a weight of 20%. Students that are SWD or in the SST process will be assigned 3 points while students who are not will be assigned 0 points. Students retained or placed in school 1 time will earn 2 points; students retained or placed in school 2 times will earn 3 points. This criterion will receive a weight of 15%. Students who receive teacher and/or parent recommendations will be assigned 1 point. This criterion will receive a weight of 15%. Using this rating scale, students can earn a maximum of 16 points. Students receiving the highest scores overall will receive services first. Then use a similar verbiage for ranking the remaining tiers.

    Students will be selected according to the following criteria:

    · Set I – Students with Disabilities participating in the Free and Reduced Lunch Program that have not met the standard in Reading/ELA and Mathematics with a score less than 799.

    · Set II – Students with Disabilities not participating in the Free and Reduced Lunch Program that have not met the standard in Reading/ELA and Mathematics with a score less than 799.

    · Set III– Students in grades 3rd – 5th that are in the EIP and/or in the SST process that participate in the Free and Reduced Lunch Program and did not meet the standard in Reading/ELA and Mathematics with a score less than 799. The students in this tier will be selected and ranked for eligibility based upon multiple criteria which include:

    a) 2010, 2011, and 2012 CRCT scores

    b) District benchmark scores less than 70%

    c) School-based common assessment less than 70%

    d) Pearson Education Common Core Pre-Assessment

    e) Teacher recommendation

    f) Parent recommendation

    3. Describe the scientifically research based strategies that the LEA will implement to ensure that supplemental academic intervention time is designed to support students meeting academic performance goals.

    Response:

    The FLP instructional staff will use several researched-based strategies with students. The instructional support program is designed to give the students of Miles Intermediate a structured program to increase achievement in the subject areas of Reading and Mathematics. Utilizing the strategies of Direct Instruction, Scaffolding, Guided Practice, and Differentiated Instruction within a small group environment. Staff will focus on the Individualized Learning Plan designed from pre-assessments, school performance data, and teacher feedback. A blended model of Direct Instruction and Instructional Technology will be used. The sessions will also include engaging hands on math instruction where student are taught the fundamentals of mathematics. As for the Reading component, we will utilize resources provided by The Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin to focus on Activating Prior Knowledge, Vocabulary Development, and Questioning Technique. These strategies can be used before, during, and after reading text in the content area classroom in order to help student become independent learners.

    4. Describe the program delivery model that the LEA/school will implement. The description must address the delivery schedule (when, where, how), hours of service, student/instructor ratios, progress monitoring, plans to address program modifications when applicable, transportation services, etc. Is the LEA/school and its’ FLP program in compliance with Title I laws and regulations?

    Response:

    Based upon the data received from our Parent Meetings conducted on the Flexible Learning Program, the parents suggested a desire to have small teacher-student ratios, increased exposure to various strategies, methods, and instructors, the implementation of a data driven program with proven results (i.e.: Sylvan Learning, University Instructors, 21st Century, STAR Cooper Learning), and transportation provided for the students who participate in the afterschool program.

    Therefore, we are currently reviewing the proposal to create an instructional program that will be administered during the instructional day. By implementing the FLP program during the day we will have a better opportunity to serve more students versus in an afterschool program. The students will attend the FLP classes during their connection classes on Tuesdays, Wednesdays, Thursdays, and Fridays. The FLP program began on March 11, 2014 and will conclude on May 21, 2014. Our desire was for the students to participate in a 26-week program prior to testing that will culminate with an additional 3 weeks in the summer. The program will provide double dosed instruction for those students with 2 additional hours for at least 1 days per week. The class sizes will be extremely small with a ratio of 6 students to every teacher/coach. FLP instructors will be hired to service the students and work a maximum 29 hours per week for tutorial instruction. No snack ins provided due to the fact that the program is taking place during the regular instructional day. The Flexible Learning Program is supplemental to the students CCGPS classroom, remedial classes, and special education classes offered at Miles Intermediate. Furthermore, the instruction provided is different from that of the regular school day.

    Parameters for our FLP Needs:

    § Maximum of 6:1 student/teacher ratio

    § 4 hours per week, reading and/or math

    § Approximately 26 weeks of service

    § Individualized plan for each student

    § Begin with Diagnostic assessment of each student in reading and math

    § Ability to follow IEP directives when appropriate

    The program itself will include strategies to engage the students in Reading/ELA and Mathematical problem-solving through a hands-on/minds-on approach. Students will construct mathematical knowledge by working with project based instruction and moving from the concrete (manipulatives, acting-out, etc.) to the abstract (drawing models, mental computation, etc.). Students will be engaged in real-world tasks using the Common Core Standards provided by the state department of education as a guide.

    Finally, students will have the opportunity to make connections to what they are learning in the FLP Reading/ELA and Mathematics sessions with the real world through the two culminating weeks in the summer. The summer program will give students the opportunity to receive additional tutorial services during the months of June.

    5. Describe the professional development (PD) that the LEA will provide for the FLP instructional staff/contractor to ensure that:

    Instruction is tailored to the needs of participating students

    Instructional strategies are effective in helping at-risk students achieve success

    Response:

    Professional learning experiences will be provided to the SWD teachers and the Regular Education instructional staff by Miles’ instructional coaches in the following areas:

    § Fluency, Text Comprehension, and Phonemic Awareness

    § Examining the disaggregated data to group students and plan for instruction.

    § Devising a plan to understand the mathematics problem (problem-solving strategies)

    § Using multiple intelligences to meet the needs of the at-risk learner

    Professional learning experiences will be provided to the SWD teachers, Regular Education Instructors, and FLP Instructors. The professional development will be conducted by EDMAT and will consist of an interactive, hands on meeting, engaging the teachers in training to work with at risk students, common core standards and assessments. This professional development is required for FLP instructional staff and will focus on instructional strategies related to the subject areas of FLP, progress monitoring, and formative assessments.

    6. Describe the procedures the LEA will implement to ensure that the instructional goals of the FLP students are aligned with the Common Core Georgia Performance Standards.

    Response:

    Miles’ instructional coaching team and special education lead teacher will guide the service provider ensuring that instructional strategies used in the FLP program are aligned to the Common Core Georgia Performance Standards for Mathematics and the students’ individualized need. This will occur through:

    § Creating a curriculum calendar that outlines standards that will be taught in each FLP session.

    § Regularly scheduled planning sessions with the FLP instructional staff

    § Observations and informal feedback provided to the FLP instructional staff concerning the alignment and implementation of lesson activities

    § Frequent progress monitoring to gauge the progress of student mastery of the CCGPS mathematics standards.

    7. Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students with the greatest need for the FLP?

    Response:

    Miles will implement several strategies to maximize enrollment and provide incentives for student attendance. These include:

    § Daytime Intervention to provide activities that meet the needs of the targeted group of students during the course of the day as a (Double Dose of Instruction). Therefore, we capture the students during the instructional day while they are on site.

    § Ms. Dorsey will assist and be responsible for collecting and monitoring attendance data and maintaining a record of student and teacher participation.

    § Have an initial meeting/workshop with the parents of students that qualify for the program. This meeting will address the need for additional services for their child/children and provide an orientation to some of the strategies that will be used to help their students.

    8. Describe the procedures the LEA/school will use to monitor the implementation of the program and the tracking of all required data (assessment, program cost, etc.). The procedures must include the person(s) responsible for monitoring the implementation of the FLP plan in the LEA’s schools.

    Response:

    The Principal, Assistant Principal, Instructional Coach, and FLP Coordinator will be responsible for making sure that the FLP program is implemented with fidelity. The Instructional Coaches will have weekly meetings with FLP instructional staff to review student data and make adjustments, if necessary, to the program. Weekly Reports will be reviewed by the instructor’s, the math coach, the literacy academic coach, and the FLP Coordinator. Weekly reports of student progress will be shared with the Principal and the Assistant Principal in administrative team meetings. Class observations will be documented on a school wide observation form and maintained for documentation and records by those noted above on a weekly basis. Student data for students in the FLP program will also be kept on the data wall of the Data Room to allow for ease of tracking progress of students.

    It will also be the responsibility of Miles Principal, Assistant Principal and Instructional Coaches to monitor the allocation of funds for the program to ensure that funds are spent for their specified uses. All purchases, personnel and professional learning costs will require approval by the Federal Program Director who will also monitor financial reports on a monthly basis.

    9. Describe the internal controls that the LEA will implement to promote efficiency, assure the fidelity of the implementation of the LEA’s FLP program, and to safeguard assets and/or avoid fraud, waste, and abuse.

    Response:

    The Principal and Instructional Coaches will conduct a Needs Assessment to determine what instructional resources are needed in order to support the BMSFLA. A budget item analysis will be created and maintained that will outline what resources are ordered and used on a consistent basis. The Lead Teachers will also survey existing instructional resources already in the building and will monitor how all resources are being used in each classroom. There will also be a checkout system in place that will allow for the Lead Teachers to determine who is using resources and for what purpose. Teachers will submit a request for instructional resources and will be required to sign for them. Lesson plans that outline needed resources will also be required in order to verify that there are lessons aligned with requested instructional resources. All program expenditures will be reviewed by the Principal to promote efficiency and safeguard assets to avoid waste and fraud. The Title I director will approve all expenditures made with Title IA funds. An APS Title I Grants Specialist will train the teachers and tutorial staff members on waste and fraud using Title IA funds. All FLP staff will be trained on how to safeguard assets and on how to avoid waste, fraud, and abuse to ensure the fidelity of the program.

    They will:

    · Review the weekly data collected by the Instructional Coaches.

    · Periodically visit the FLP instructional classes and provide feedback to the instructional coaches and individual FLP teachers.

    · Regularly monitor the allocation of funds to safeguard against fraud or waste.

    10. LEAs are required to evaluate outcomes of their FLP interventions. Describe the LEA’s evaluation plan. The evaluation plan must address program goals, program effectiveness, measurement instruments, administration, and include an analysis for each school implementing FLP program implemented in the LEA:

    A. List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program. (What are the measureable outcomes that the intervention is designed to improve?

    B. List and describe the assessment instrument(s) that will be used to measure each program target/goal.

    C. Include a plan/procedure(s) for administering assessment instruments and for collecting and maintaining data. (A timeline for assessments must be provided. How will the LEA/school maintain student assessment information to ensure confidentiality?)

    D. Include the LEA’s/school’s data analysis plan. (How will the LEA/school determine program effectiveness based on the program goals and measurement instruments listed above?

    E. Include a description of the procedures that the LEA/school will implement to collect, analyze, and report participant feedback.

    F. Describe the LEA’s/school’s plan for informing parents/guardians of participating students’ progress toward the student’s academic goals.

    G. Describe the LEA’s/school’s plan for informing stakeholders regarding results of the program evaluation, effectiveness of the program, and ongoing program improvement(s).

    Response:

    A. The goal of the program is to decrease the percentage of students not meeting the standard in Reading, English/Language Arts, and Mathematics by 30% over the 3-year period.

    B. Students will be tested using the assessments provided by EDMAT with the Excelegrade Software, Computer Adaptive Assessment, and CRCT. To ensure that multiple measures are used to gauge program effectiveness, students will be assessed using benchmarks provided by the district and teacher-made assessments. These assessments will be utilized to yield information on academic achievement at the student, class, school, system, and state levels. This information will be used to diagnose individual student’s strengths and weaknesses as related to the instruction of the state adapted curriculum, and to gauge the quality of education throughout Georgia. An assessment schedule will be established to provide for ongoing progress monitoring.

    C. A portfolio binder will be kept for each student to house samples of student work. It will also include the results of the assessments given at each 36 hour interval. Access to this data will be given to parents at the scheduled parent workshops and when requested, to teachers after every 36 hours of instruction during collaboration with the FLP teacher, and to the principal, assistant principal, and 3 – 5 coach after each tutorial session.

    D. A diagnostic assessment will be administered at the onset of the program which will determine the customized learning plan for students. Then students will be assessed after every 4 weeks of instruction to determine program effectiveness. The students will be assessed by the FLP teachers. The Instructional Coaches and FLP tutors will administer the Excelegrade Assessment and the Computer Adaptive Assessment at the school to determine student progress and to monitor academic growth. Finally, students will be given an end-of –program assessment to determine growth.

    E. Brief questionnaires will be provided periodically to the students, parents, and regular classroom teachers to gauge the effectiveness of the program and the quality of the service given by the vendor. Key stakeholders including the principal, assistant principal, instructional coaches and the SIT (School Improvement Team) will analyze the questionnaires to ensure that students are provided with optimal services.

    F. Progress reports will be given to parents after every 36 hours of instruction. Three parent workshops will be mandatory for parents of students participating in the FLP. These parent workshops will occur at the beginning, midpoint and end of the program to inform parents of student progress and suggest strategies for working with students at home.

    G. The program evaluation is a systematic method of collecting, analyzing, and using information to answer questions about the overall effectiveness and efficiency of the program. The evaluation will address and measure student growth based on student participation and attendance in the program. Furthermore, we will conduct a quality assurance survey to the parents to receive customer satisfaction feedback. Once we conclude the program in May we will analyze and triangulate the data from parents, students, and teachers to determine the overall effectiveness and efficiency. The evaluation of the program will be conducted in June 2014 and a written summary of the analytical data will be provided at that time. This report will be prepared by the Principal and the Instructional Coach. A data wall will be kept in the Data Room displaying the results of the ongoing monitoring of the program and individual student progress and the written report will be housed in the main office and the parent center for all stakeholders.

    Itemized Budget

    Need

    Cost

    # of

    Terms

    Total

    Tutors

    $29.24 per hour x 18 hours= $526.32

    4 Tutors

    26 weeks

    $54,737.00

    Instructional Materials

    Assessments

    iReady@ 12,747.00

    150 students

    1 year

    $12,800.00

    Instructional Materials

    As

    FLP Components

    School: Miles Intermediate

     

    1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:

    Core content area(s): Mathematics and Reading

    Subgroup(s): Students with Disabilities, Free and Reduced Lunch Students, and African- American Males

    Graduation rate(s): 72% at Mays High School (Based on Revised Scores)

    Note: The LEA must identify the measurable performance goals and outcomes to be met.

    Response:

    In 2013-2014 Miles Intermediate had 58 students with disabilities (SWD) on AYP grade levels at Miles Elementary. 58 of those students tested were FAY (Full Academic Year) children. Of those 58 students, there were 26 students (44.4%) did not meet standards in Reading/ELA and 29 (50%) did not meet grade level standards in Mathematics. Performance on the Spring 2014 administration of the CRCT in Reading revealed that 22.2% of ALL students did not meet standards while 44.4% of the SWD did not meet standards. Performance on the Spring 2014 administration of the CRCT in Mathematics revealed that 36.9% of ALL students did not meet the standard; while 50% of the SWD did not meet standards. The results of the students with disabilities are not comparable to the achievement of other subgroups tested at Miles during this same year. There is a large gap between the percentage of SWD students not meeting the standard and other subgroups. Therefore, the data supports that Miles Intermediate greatest need is in the areas of Reading/ELA and Mathematics. Additionally, the SWD students represent the lowest performing group in Reading/ELA and Mathematics, many are economically disadvantaged. See the comparison in the chart below.

    Miles Elementary School

    2012-2014 CRCT Reading/ ELA and Math Results

    Category/

    Subgroup

    2012

    % Not Meeting Standards in

    Reading/ELA

    2013

    % Not Meeting Standards in Math

    2014

    % Not Meeting Standards in

    Reading/ELA

    2012

    % Not Meeting Standards in Math

    2013

    % Not Meeting Standards in

    Reading/ELA

    2014

    % Not Meeting Standards in Math

    All Students

    15.9%

    11.9%

    11.7%

    40%

    5.4%

    36.9%

    Black

    16%

    18.1%

    21.7%

    40%

    7.8%

    37%

    Economically Disadvantaged

    15.9%

    16.5%

    22.8%

    40.9%

    11.4%

    37.3%

    Students with Disabilities

    40%

    26.1%

    44.4%

    88.2%

    18.4%

    50%

    Difference

    24.1

    14.2%

    32.7

    48.2%

    13%

    13.1%

    It is imperative that Miles institutes strategies to close the achievement gap of students with disabilities and the other subgroups served in the building. Miles Intermediate will continue to reduce the achievement gap for students with disabilities not meeting the standards in Reading/ ELA and Mathematics by 10% each year in each category.

    2. Describe the multiple educationally related selection criteria by core content area served with the weighting that will be applied to the criteria per school to determine the rank order list of eligible students by greatest academic need.

    Response:

    The strategies created in this plan are specifically catered to the SWD population. However, an additional tier has been established to include other students in Miles’ population. Students who score between 650 -799 on the CRCT Reading/ELA and Math test will be assigned 5 points and students scoring >799 on the CRCT Reading/ELA and Math test the student will be assigned 0 points. This criterion will receive a weight of 50%. Students who did not meet the standards in Reading/ELA and Math and are Free and Reduced Lunch students will be assigned 4 points. This criterion will receive a weight of 20%. Students that are SWD or in the SST process will be assigned 3 points while students who are not will be assigned 0 points. Students retained or placed in school 1 time will earn 2 points; students retained or placed in school 2 times will earn 3 points. This criterion will receive a weight of 15%. Students who receive teacher and/or parent recommendations will be assigned 1 point. This criterion will receive a weight of 15%. Using this rating scale, students can earn a maximum of 16 points. Students receiving the highest scores overall will receive services first. Then use a similar verbiage for ranking the remaining tiers.

    Students will be selected according to the following criteria:

    · Set I – Students with Disabilities participating in the Free and Reduced Lunch Program that have not met the standard in Reading/ELA and Mathematics with a score less than 799.

    · Set II – Students with Disabilities not participating in the Free and Reduced Lunch Program that have not met the standard in Reading/ELA and Mathematics with a score less than 799.

    · Set III– Students in grades 3rd – 5th that are in the EIP and/or in the SST process that participate in the Free and Reduced Lunch Program and did not meet the standard in Reading/ELA and Mathematics with a score less than 799. The students in this tier will be selected and ranked for eligibility based upon multiple criteria which include:

    a) 2010, 2011, and 2012 CRCT scores

    b) District benchmark scores less than 70%

    c) School-based common assessment less than 70%

    d) Pearson Education Common Core Pre-Assessment

    e) Teacher recommendation

    f) Parent recommendation

    3. Describe the scientifically research based strategies that the LEA will implement to ensure that supplemental academic intervention time is designed to support students meeting academic performance goals.

    Response:

    The FLP instructional staff will use several researched-based strategies with students. The instructional support program is designed to give the students of Miles Intermediate a structured program to increase achievement in the subject areas of Reading and Mathematics. Utilizing the strategies of Direct Instruction, Scaffolding, Guided Practice, and Differentiated Instruction within a small group environment. Staff will focus on the Individualized Learning Plan designed from pre-assessments, school performance data, and teacher feedback. A blended model of Direct Instruction and Instructional Technology will be used. The sessions will also include engaging hands on math instruction where student are taught the fundamentals of mathematics. As for the Reading component, we will utilize resources provided by The Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin to focus on Activating Prior Knowledge, Vocabulary Development, and Questioning Technique. These strategies can be used before, during, and after reading text in the content area classroom in order to help student become independent learners.

    4. Describe the program delivery model that the LEA/school will implement. The description must address the delivery schedule (when, where, how), hours of service, student/instructor ratios, progress monitoring, plans to address program modifications when applicable, transportation services, etc. Is the LEA/school and its’ FLP program in compliance with Title I laws and regulations?

    Response:

    Based upon the data received from our Parent Meetings conducted on the Flexible Learning Program, the parents suggested a desire to have small teacher-student ratios, increased exposure to various strategies, methods, and instructors, the implementation of a data driven program with proven results (i.e.: Sylvan Learning, University Instructors, 21st Century, STAR Cooper Learning), and transportation provided for the students who participate in the afterschool program.

    Therefore, we are currently reviewing the proposal to create an instructional program that will be administered during the instructional day. By implementing the FLP program during the day we will have a better opportunity to serve more students versus in an afterschool program. The students will attend the FLP classes during their connection classes on Tuesdays, Wednesdays, Thursdays, and Fridays. The FLP program began on March 11, 2014 and will conclude on May 21, 2014. Our desire was for the students to participate in a 26-week program prior to testing that will culminate with an additional 3 weeks in the summer. The program will provide double dosed instruction for those students with 2 additional hours for at least 1 days per week. The class sizes will be extremely small with a ratio of 6 students to every teacher/coach. FLP instructors will be hired to service the students and work a maximum 29 hours per week for tutorial instruction. No snack ins provided due to the fact that the program is taking place during the regular instructional day. The Flexible Learning Program is supplemental to the students CCGPS classroom, remedial classes, and special education classes offered at Miles Intermediate. Furthermore, the instruction provided is different from that of the regular school day.

    Parameters for our FLP Needs:

    § Maximum of 6:1 student/teacher ratio

    § 4 hours per week, reading and/or math

    § Approximately 26 weeks of service

    § Individualized plan for each student

    § Begin with Diagnostic assessment of each student in reading and math

    § Ability to follow IEP directives when appropriate

    The program itself will include strategies to engage the students in Reading/ELA and Mathematical problem-solving through a hands-on/minds-on approach. Students will construct mathematical knowledge by working with project based instruction and moving from the concrete (manipulatives, acting-out, etc.) to the abstract (drawing models, mental computation, etc.). Students will be engaged in real-world tasks using the Common Core Standards provided by the state department of education as a guide.

    Finally, students will have the opportunity to make connections to what they are learning in the FLP Reading/ELA and Mathematics sessions with the real world through the two culminating weeks in the summer. The summer program will give students the opportunity to receive additional tutorial services during the months of June.

    5. Describe the professional development (PD) that the LEA will provide for the FLP instructional staff/contractor to ensure that:

    Instruction is tailored to the needs of participating students

    Instructional strategies are effective in helping at-risk students achieve success

    Response:

    Professional learning experiences will be provided to the SWD teachers and the Regular Education instructional staff by Miles’ instructional coaches in the following areas:

    § Fluency, Text Comprehension, and Phonemic Awareness

    § Examining the disaggregated data to group students and plan for instruction.

    § Devising a plan to understand the mathematics problem (problem-solving strategies)

    § Using multiple intelligences to meet the needs of the at-risk learner

    Professional learning experiences will be provided to the SWD teachers, Regular Education Instructors, and FLP Instructors. The professional development will be conducted by EDMAT and will consist of an interactive, hands on meeting, engaging the teachers in training to work with at risk students, common core standards and assessments. This professional development is required for FLP instructional staff and will focus on instructional strategies related to the subject areas of FLP, progress monitoring, and formative assessments.

    6. Describe the procedures the LEA will implement to ensure that the instructional goals of the FLP students are aligned with the Common Core Georgia Performance Standards.

    Response:

    Miles’ instructional coaching team and special education lead teacher will guide the service provider ensuring that instructional strategies used in the FLP program are aligned to the Common Core Georgia Performance Standards for Mathematics and the students’ individualized need. This will occur through:

    § Creating a curriculum calendar that outlines standards that will be taught in each FLP session.

    § Regularly scheduled planning sessions with the FLP instructional staff

    § Observations and informal feedback provided to the FLP instructional staff concerning the alignment and implementation of lesson activities

    § Frequent progress monitoring to gauge the progress of student mastery of the CCGPS mathematics standards.

    7. Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students with the greatest need for the FLP?

    Response:

    Miles will implement several strategies to maximize enrollment and provide incentives for student attendance. These include:

    § Daytime Intervention to provide activities that meet the needs of the targeted group of students during the course of the day as a (Double Dose of Instruction). Therefore, we capture the students during the instructional day while they are on site.

    § Ms. Dorsey will assist and be responsible for collecting and monitoring attendance data and maintaining a record of student and teacher participation.

    § Have an initial meeting/workshop with the parents of students that qualify for the program. This meeting will address the need for additional services for their child/children and provide an orientation to some of the strategies that will be used to help their students.

    8. Describe the procedures the LEA/school will use to monitor the implementation of the program and the tracking of all required data (assessment, program cost, etc.). The procedures must include the person(s) responsible for monitoring the implementation of the FLP plan in the LEA’s schools.

    Response:

    The Principal, Assistant Principal, Instructional Coach, and FLP Coordinator will be responsible for making sure that the FLP program is implemented with fidelity. The Instructional Coaches will have weekly meetings with FLP instructional staff to review student data and make adjustments, if necessary, to the program. Weekly Reports will be reviewed by the instructor’s, the math coach, the literacy academic coach, and the FLP Coordinator. Weekly reports of student progress will be shared with the Principal and the Assistant Principal in administrative team meetings. Class observations will be documented on a school wide observation form and maintained for documentation and records by those noted above on a weekly basis. Student data for students in the FLP program will also be kept on the data wall of the Data Room to allow for ease of tracking progress of students.

    It will also be the responsibility of Miles Principal, Assistant Principal and Instructional Coaches to monitor the allocation of funds for the program to ensure that funds are spent for their specified uses. All purchases, personnel and professional learning costs will require approval by the Federal Program Director who will also monitor financial reports on a monthly basis.

    9. Describe the internal controls that the LEA will implement to promote efficiency, assure the fidelity of the implementation of the LEA’s FLP program, and to safeguard assets and/or avoid fraud, waste, and abuse.

    Response:

    The Principal and Instructional Coaches will conduct a Needs Assessment to determine what instructional resources are needed in order to support the BMSFLA. A budget item analysis will be created and maintained that will outline what resources are ordered and used on a consistent basis. The Lead Teachers will also survey existing instructional resources already in the building and will monitor how all resources are being used in each classroom. There will also be a checkout system in place that will allow for the Lead Teachers to determine who is using resources and for what purpose. Teachers will submit a request for instructional resources and will be required to sign for them. Lesson plans that outline needed resources will also be required in order to verify that there are lessons aligned with requested instructional resources. All program expenditures will be reviewed by the Principal to promote efficiency and safeguard assets to avoid waste and fraud. The Title I director will approve all expenditures made with Title IA funds. An APS Title I Grants Specialist will train the teachers and tutorial staff members on waste and fraud using Title IA funds. All FLP staff will be trained on how to safeguard assets and on how to avoid waste, fraud, and abuse to ensure the fidelity of the program.

    They will:

    · Review the weekly data collected by the Instructional Coaches.

    · Periodically visit the FLP instructional classes and provide feedback to the instructional coaches and individual FLP teachers.

    · Regularly monitor the allocation of funds to safeguard against fraud or waste.

    10. LEAs are required to evaluate outcomes of their FLP interventions. Describe the LEA’s evaluation plan. The evaluation plan must address program goals, program effectiveness, measurement instruments, administration, and include an analysis for each school implementing FLP program implemented in the LEA:

    A. List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program. (What are the measureable outcomes that the intervention is designed to improve?

    B. List and describe the assessment instrument(s) that will be used to measure each program target/goal.

    C. Include a plan/procedure(s) for administering assessment instruments and for collecting and maintaining data. (A timeline for assessments must be provided. How will the LEA/school maintain student assessment information to ensure confidentiality?)

    D. Include the LEA’s/school’s data analysis plan. (How will the LEA/school determine program effectiveness based on the program goals and measurement instruments listed above?

    E. Include a description of the procedures that the LEA/school will implement to collect, analyze, and report participant feedback.

    F. Describe the LEA’s/school’s plan for informing parents/guardians of participating students’ progress toward the student’s academic goals.

    G. Describe the LEA’s/school’s plan for informing stakeholders regarding results of the program evaluation, effectiveness of the program, and ongoing program improvement(s).

    Response:

    A. The goal of the program is to decrease the percentage of students not meeting the standard in Reading, English/Language Arts, and Mathematics by 30% over the 3-year period.

    B. Students will be tested using the assessments provided by EDMAT with the Excelegrade Software, Computer Adaptive Assessment, and CRCT. To ensure that multiple measures are used to gauge program effectiveness, students will be assessed using benchmarks provided by the district and teacher-made assessments. These assessments will be utilized to yield information on academic achievement at the student, class, school, system, and state levels. This information will be used to diagnose individual student’s strengths and weaknesses as related to the instruction of the state adapted curriculum, and to gauge the quality of education throughout Georgia. An assessment schedule will be established to provide for ongoing progress monitoring.

    C. A portfolio binder will be kept for each student to house samples of student work. It will also include the results of the assessments given at each 36 hour interval. Access to this data will be given to parents at the scheduled parent workshops and when requested, to teachers after every 36 hours of instruction during collaboration with the FLP teacher, and to the principal, assistant principal, and 3 – 5 coach after each tutorial session.

    D. A diagnostic assessment will be administered at the onset of the program which will determine the customized learning plan for students. Then students will be assessed after every 4 weeks of instruction to determine program effectiveness. The students will be assessed by the FLP teachers. The Instructional Coaches and FLP tutors will administer the Excelegrade Assessment and the Computer Adaptive Assessment at the school to determine student progress and to monitor academic growth. Finally, students will be given an end-of –program assessment to determine growth.

    E. Brief questionnaires will be provided periodically to the students, parents, and regular classroom teachers to gauge the effectiveness of the program and the quality of the service given by the vendor. Key stakeholders including the principal, assistant principal, instructional coaches and the SIT (School Improvement Team) will analyze the questionnaires to ensure that students are provided with optimal services.

    F. Progress reports will be given to parents after every 36 hours of instruction. Three parent workshops will be mandatory for parents of students participating in the FLP. These parent workshops will occur at the beginning, midpoint and end of the program to inform parents of student progress and suggest strategies for working with students at home.

    G. The program evaluation is a systematic method of collecting, analyzing, and using information to answer questions about the overall effectiveness and efficiency of the program. The evaluation will address and measure student growth based on student participation and attendance in the program. Furthermore, we will conduct a quality assurance survey to the parents to receive customer satisfaction feedback. Once we conclude the program in May we will analyze and triangulate the data from parents, students, and teachers to determine the overall effectiveness and efficiency. The evaluation of the program will be conducted in June 2014 and a written summary of the analytical data will be provided at that time. This report will be prepared by the Principal and the Instructional Coach. A data wall will be kept in the Data Room displaying the results of the ongoing monitoring of the program and individual student progress and the written report will be housed in the main office and the parent center for all stakeholders.

    Itemized Budget

    Need

    Cost

    # of

    Terms

    Total

    Tutors

    $29.24 per hour x 18 hours= $526.32

    4 Tutors

    26 weeks

    $54,737.00

    Instructional Materials

    Assessments

    iReady@ 12,747.00

    150 students

    1 year

    $12,800.00

    Instructional Materials

    Assessments

    Edmat

    340 students

    1 year

    $10,500.00

    Instructional Materials

    Assessments

    $537.89/session

    8 teachers

    1 session

    $4,812.00

    82,849.00

    $82,849.00 Total

    sessments

    Edmat

    340 students

    1 year

    $10,500.00

    Instructional Materials

    Assessments

    $537.89/session

    8 teachers

    1 session

    $4,812.00

    82,849.00

    $82,849.00 Total