• SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

    School Name:  L. P. Miles Intermediate School

    District Name: Atlanta Public Schools

    Principal Name:  Thalise Perry

    School Year:        2014-2015

    School Mailing Address:  4215 Bakers Fery Road Atlanta, Georgia 30331

    Telephone:  (404) 802-8900

    District Title One Director/Coordinator Name:  Andrea Fairries-Moore

    District Title One Director/Coordinator Mailing Address:  130 Trinity Avenue Atlanta, Georgia 30303

    Email Address:  AFairries-Moore@atlanta.k12.ga.us

    Telephone:  (404) 802-2727

    ESEA WAIVER ACCOUNTABILITY STATUS

    (Check all boxes that apply and provide additional information if requested.)

    Priority School   

    Focus School   

    Title I Alert School   .

    Subject Alert 

    List Subject(s)

    Sub-Group Alert

    List Subgroup(s):

    Students with Disabilities (SWD)

    Graduation Alert 

    List Subgroup(s)

     

     

     

    Principal’s Signature:  

     

    Date: 8/14/14

    Title I Director’s Signature:

     

    Date:

    Superintendent’s Signature:

     

    Date:

    Revision Date: 8/14/14

    Revision Date:

    Revision Date:

     

     

     

     


    Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions

     

    Notes:

    ·         Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation.  The asterisk (*) denotes required components as set forth in section 1114 of ESEA.

     

    ·         While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed.  Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan.

     

    ·         Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists.  All components/elements marked as not met need additional development.

     

    ·         Please list your planning committee members on the next page along with signatures
    of participating team members.  This team must include stakeholder involvement
    (parents of Title I students, community representatives, teachers, administrators, etc.).  Note:
    The planning team must involve parents in the planning process. 
    See section 1114 (b)(2)(B)(ii) Plan Development which states:  The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school.

    ·         Attach the SIP as an addendum to the template.  See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/School-Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf.

     


    Title I Schoolwide/School Improvement Plan

     

    Planning Committee Members:

     

    NAME

    MEMBER’S SIGNATURE

    POSITION/ROLE

    Ms. Thalise Perry

     

    Principal

    Ms. Tiffany Burney

     

    Assistant Principal

    Ms. Keisha Miles

     

    Instructional Coach

    Ms. Tracy Rodgers

     

    Instructional Coach

    Mrs. Barbara Hargrove

     

    Media Specialist

    Mrs. Ernestine Northern

     

    Lead Teacher (PEC)

    Ms. Erica Jones

     

    Teacher

    Ms. Marilyn Fuller

     

    Teacher

    Mrs. Gloria Davies

     

    Teacher

    Dr. Karen Hood

     

    Teacher

    Ms. Karen Cole

     

    Teacher

    Ms. Danyale Hutson

     

    Parent Liaison

     

     

    Parent

     

     

    Parent

    Pastor Stowers

     

    Community Partner

    (Mt. Calvary Baptist Church)

    Mr. Alex Hines

     

    Community Partner

    (Betterment Charities)

     

     

     


    SWP Components

     

    *1.    A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

    Response: 

     

    A.    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 . . .

    POSITION/ROLE

    The ways they were involved were . . .

    Ms. Thalise Perry

    Principal

    ·   Assisted in determining the academic performance of the students who attend the school the previous year as well as the academic performance of the students who are entering the school should be considered to establish FY’13 goals.

    ·   Informed the budgeting process based on student needs, parent requests/concerns and community resources available to support the total school program.

    Ms. Tiffany Burney

    Assistant Principal

    Ms. Keisha Miles

    Instructional Coach

    Ms. Tracy Rodgers

    Instructional Coach

    Mrs. Barbara. Hargrove

    Media Specialist

    Mrs. Ernestine Northern

    Lead Teacher (PEC)

    Mrs. Erica Jones

    Teacher

    Ms. Marilyn Fuller

    Teacher

    Mrs. Gloria Davies

    Teacher

    Dr. Karen Hood

    Teacher

    Ms. Karen Cole

    Teacher

    Ms. Danyale Hutson

    Parent Liaison

    Informed the budgeting process based on student needs, parent requests/concerns and community resources available to support the total school program.

     

    Parent

     

    Parent

    Pastor Stowers

    Community Partner (Mt. Calvary Baptist Church)

    Mr. Alex Hines

    Community Partner

    (Betterment Charity)

     

    B.     We have used the following instruments, procedures, or processes to obtain this information, Third grade students were assessed using a universal screener during the first weeks and throughout the school year, Spring 2014 CRCT data and CAAS scores were reviewed school wide and teachers completed a needs assessment to inform strategies to best meet the needs of our students and to established FY’14-15 goals.

     

    C.     We have taken into account the needs of migrant children. Presently the district does not have a migrant population in need of service. If we receive migrant students, we will contact the district migrant liaison and follow the prescribed procedures.

     

     

     

    D.    We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved.  For example 82%

    E.     We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved.  For example 78% of our students met and/or exceeded standards in the area of Reading but only 63% in Math. Our students also showed a need for improvement in Science with a 49% Does Not Meet rate. 41% did not meet in the area of Social Studies. Overall, there was a four point decrease in the average CRCT score for Miles students.

     

     

    Average CRCT Score:

     

    2013: 816                     2014: 812

     

    Longitudinal Data Graphs for Miles intermediate:

     

     

    A further review of the data reveals that an average of 78% of our students met and exceeded the state standards in Reading which is well below the 91% District pass rate and 95% State rate. We work to close this gap with a focus on Balanced Literacy and the integration of writing throughout all content areas. We have a Literacy Instructional Coach that works with the students as well as the teachers to improve Literacy Instruction in the classroom.  Teachers will continue to focus on small group instruction through Guided Reading and Math through the Continuous Quality Improvement Model. The implementation of this model allows teachers to identify grade level academic skills that students demonstrate a weakness and construct instructional lessons to enrich and remediate the learning needs of our students. We summarized that the scores in the grade 5 could be largely attributed to the strategies and interventions that have taken place in grades 3 and 4. We discussed as a team that we need to put a plan in place for Math instruction in order to provide safety nets for our students. Early intervention helps to identify problems in Math that can be rectified before new instruction is introduced. Teachers will receive training on differentiation strategies to enrich students to excel in the areas of Mathematics.

     


     

    A.    Of those students who were identified as Students with Disabilities (SWD) the gap between none SWD students who met and/or exceeded in the area of Reading increased from 4% to 22%. Equally as troubling is the gap between the meet and exceeds rate of SWD and none SWD students in math. Formally 8%, now 13%.

    CRCT SWD

     


     

     

     

     

     

    The Miles leadership team looked at historical data to develop a comprehensive instructional plan to reach and teach those students and assist teachers in the best instructional practices in the Reading, ELA, Math content areas. The Average Student Percentile data (below) shows that in all of these content areas Miles student are falling well below the Mays Cluster Target of the 50th percentile.  All grade levels in all three content areas have average percentiles in the 30s.  In effort to reach and surpass the 50th percentile goal a thirty minute RTI block has been added to the math and Reading/ELA blocks.  The instructional schedule includes a 120 minute Reading/ELA block and a 90 minute Math block.

     

                                                                                                

    B.     We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student achievement standards including our economically disadvantaged students, students from different ethnic groups, students with disabilities and students with limited English proficiency.

    ·         Enrollment by grade level: (408 Students)

    ·         Enrollment by gender:

    ·         Ethnicity:

    ·         Economically disadvantaged:

    of 408 students

    ·         Students with disabilities:

     of 408 students

     

    ·         Gifted serviced students:

     

    of 408 students

     

    ·         English language Learners:

     of 408 students

    ·         Attendance:

     

     

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

    The major strengths we found were in our reading program in the areas of literary comprehension and fluency and in our math program in the areas of numbers and operations and measurement. However algebra and measurement are two math domains that will receive intentional focus in planning and instructional delivery.

     

    The major needs we discovered were in reading in the domains of reading for information and vocabulary acquisition and in math in the domains of geometry and data analysis and probability.  Additionally, we have identified the need for a school wide reading and math, more hands-on Science instruction, and Social Studies and Science unit development and instruction using the Backwards Design Model with the full integration of CCSS Literacy standards.

     

    The needs we will address are focused on the identified needs in reading for information and vocabulary acquisition and in the math domains of geometry and data analysis and probability.  Another method to address our needs has been the full implementation of the co-teaching model for all Special Education students, allowing them to receive the instruction in the general education setting with support from the special education teacher.

     

    The specific academic needs of those students that are to be addressed in the school-wide program plan will be the school wide program plan will be reading, writing, language arts, mathematics, science and social studies.

     

     

    The ROOTCAUSE/s that we discovered for each of the needs identified was that not all standards were taught to mastery and the tasks as outlined in the frameworks and scope and sequence were not implemented with fidelity throughout the school.  Instructional Coaches have been allocated for all content areas.  These coaches will facilitate firsthand the common planning of each grade level, support teachers with instructional deficits and concerns and help monitor the fidelity of implementation of best practices and standards based instruction at its highest level of rigor.

     

     

     

     

     

     

     

     

     

     

     

     

    D.    The measurable goals/benchmarks we have established to address the needs are as follows:

     

         #1- Increase the achievement of the high and low performing subgroups in meeting and exceeding standards with a composite score for BLACK from 73.5% to 80.2% and Students with Disabilities from 34.7% to 51.1% and in all content areas:

     

    a.     Increase student achievement in Reading for BLACK from 79% to 83%; SWD from 56% to 60%.

    b.     Increase student achievement in Mathematics for BLACK from 63% to 70%; SWD from 50% to 54%.

    c.     Increase student achievement in Science for BLACK from 52% to 70%; SWD from 16.7% to 45%.

    d.     Increase student achievement in Social Studies for BLACK from 59% to 70%; SWD from 33% to 45%.

     

     

     

    CCRPI Content Mastery

         #’s 2- 5  Increase the number of students in ALL and each subgroup meeting and   

                       exceeding the state performance standards in each contents area:

    There was a significant increase in the percentage of students that met and exceeded in all content areas.

     

    Percent of Students that Met and Exceeded on the Spring and Summer CRCT Administrations

     

    2.Reading

    3.Math

    4.Science

    5.Social St.

     

    2012

    2013

    2014

    2012

    2013

    2014

    2012

    2013

    2014

    2012

    2013

    2014

     

    All Students

    82

    94.6

    77.8

    63.6

    88.1

    63.1

    62.7

    82.3

    50.8

    71.9

    81.3

    58.8

     

    Black

    95.1

    78.3

    81.9

    63

    72.3

    51.9

    72.1

    59

     

    ED

    92.2

    77.2

    83.5

    62.7

    75.5

    50.6

    74.1

    57.9

     

    EL

    88.6

    50

    81.2

    50

    71

    20

    69.5

    60

     

    SWD

    81.6

    55.6

    72.9

    50

    64.4

    16.7

    62.2

    33.3

     

    Hispanic

    94

    60

    87.8

    60

    79.7

    33.4

    78.4

    58.3

     

    Multi-Racial

     

    96.6

    100

     

    90.3

    100

     

    86.5

    100

     

    85.2

    100

     

    Gifted

     

    100

    100

     

    100

    100

     

    90.9

    87.5

     

    90.9

    91.7

     

     

    CCRPI Post Elementary School Readiness Goals:

     

    1.      Increase percent of English Learners with positive movement from one Performance Band  to a higher Performance Band as measured by the ACCESS for ELLs

    2.      Increase percent of Students with Disabilities served in general education environments greater than 80% of the school day (65%)

    3.      Increase percent of students in grade 3 achieving a Lexile measure equal to or greater than 650

    4.      Increase percent of students in grade 5 achieving a Lexile measure equal to or greater than 850

    5.      Increase percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters (operational in 2012-2013)

    6.      Increase student Attendance Rate (%)

     

     

     

    CCRPI Predictor for High School Graduation:

     

    7.      Increase percent of students in Grade 5 passing at least four courses in core content areas 

    8.      Increase percent of CRCT Assessments scoring at the Exceeds Level

     

    CCRPI Exceeding the Bar:

    1.      Percent of students in grades 1 – 5 earning a passing score in above grade level core courses (N/A)

    2.      Percent of students earning a passing score in world language courses

    3.      Percent of students earning a passing score in fine arts courses

    4.      Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017) 

    5.      School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement.

    6.      School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school.

     

     

     

     


     

    *2.    Schoolwide reform strategies that are scientifically-researched based.

    2(a).   Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

    Response: 

    The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are by putting goals and best practices in place that will assist us in achieving improved performance by our students. At Miles Intermediate the keys to our success are through effective teaching and learning. We follow the Georgia Common Core Performance Standards and Atlanta Public Schools scope and sequences. The APS scope and sequences are based on the Georgia Performance Standards and Common Core Performance Standards. Each year our school leadership team develops a Local School Plan of Improvement based on analysis of our student achievement data. Our goals and objectives for the 2014-2015 school year are as follows:

     

    Mathematics

    Goal: Miles Intermediate will increase academic performance in Mathematics for all of the students and targeted subgroups to meet or exceed baseline targets through collaborative planning with classroom teachers, targeted interventions, professional learning opportunities, common formative assessments, Daily Math Drills, and Math Interventions in the math block and in the Math Lab.

    Improvement Strategies

    ·         Using research-based strategies to address academic improvement:

    i. Good Questions: Great Ways to Differentiate Mathematics Instruction,(Small, 2012)

    ii. Response to Intervention in Math (Riccomini and Witzel ,2009)

    iii. Hands-on Standards (Learning Resources, 2008)

    iv. Guided Math: A Framework for Mathematics Instruction (Sammons, 2010)

    ·         Adopting instructional “best practices” for all students/subgroups

    ·         Planning meeting professional development needs addressing academic achievement

    ·         Using professional learning funds effectively

    ·         Setting annual goals to meet set objectives for continuous progress by each subgroup of students

    ·         Increasing effective parent involvement

    ·         Increasing instructional time

    Implementation Actions/Activities:

    ·         Math and Reading Interventions will be implemented at all grade levels.

    ·         Teachers will participate in district and local staff development opportunities designed to provide them with effective math instructional practices.

    ·         A Daily Math Drill will be conducted each day to build computational skills.

    ·         At least one teacher from each grade level will participate in the ASCD Math and Language Arts(Writing) Staff Development.

    ·         Math and Science Night - This school-wide event is planned for one night each school year. The objective for the event is to provide parents with ideas for Math and Science support at home. The parents are able to make and take activities that they can use with their children at home to reinforce standards taught at school. Parents will also be given an opportunity to review the math and science standards that have been taught and review data to see where students are in these content areas.

    ·         Technology - The students will be given the opportunity to access a variety of programs including iXL Math, Brain Pop, Reading A to Z and Mountain Math Learnzillion and Khan Academy. These websites are communicated to the parents via the school website as well as through the monthly parent newsletter. Teachers will utilize active vote devices, digital visualizers/document cameras, and educational websites to create engaging lessons for students in all content areas.

    ·         Targeted Populations - Our special education and regular education teachers collaborate to ensure that student academic needs are being met. The ESOL teacher meets quarterly with the classroom teachers to update the modification plans. Most of our special education students are served through an inclusion setting with effective co-teaching mode implemented daily. The special education teachers and classroom teachers plan together to meet the academic needs of the students.

    ·         Teachers will participate in staff development in Math, Reading and Language Arts to gain additional strategies that can assist them in their classrooms to help students effectively prepare for the GAMilestones Assessment.

    ·         Teachers will attend workshops to assist with writing across the curriculum and completing open ended responses with students.

    ·         Teachers will collaboratively plan during planning days to discuss the best instructional practices and develop lesson plans that provide rigor and high engagement for students. Extended Learning Time opportunities will be offered to at-risk and struggling students with additional instructional time during weekly special periods and 3:00-4:30 tutorial offered every Wednesday with transportation provided.

    ·         The Parent Center will support parent and student instructional needs with parent workshops and materials through our Parent University program to increase mathematics achievement.

    ·         Parent Expectation Nights will be offered quarterly to educate parents on the upcoming curriculum (GAMilestones), how to read CRCT Student Growth Reports and ways to reinforce the standards that will be taught in the upcoming nine weeks.

     

     

     

     

    Reading –Language Arts

    Goal: Miles Intermediate will increase academic performance in Reading and Language Arts for all students and targeted subgroups to meet or exceed baseline targets through collaborative planning with classroom teachers, targeted interventions, direct reading instruction (Balanced Literacy ) and vocabulary development.

    Improvement Strategies:

    ·         Using research-based strategies to address academic improvement

    i. Guided Reading (Fountas and Pinnell, 1996)

    ii. Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (Fountas and Pinnell, 2001)

    iii. Writing Workshop: The Essential Guide (Fletcher and Portalupi, 2001)

    iv. Units of Study for Primary Writing: A Yearlong Curriculum (Calkins, 2003)

    vii. Reading with Meaning (Miller, 2002)

    viii. Revisiting The Reading Workshop (Orehovec and Alley, 2003)

    ix. Greek & Latin Roots Keys to Building Vocabulary (Rasinski & Padak, 2008)

    ·         Adopting instructional “best practices” for all students/subgroups

    ·         Planning meeting professional development needs addressing academic achievement

    ·         Using professional learning funds effectively

    ·         Setting annual goals to meet set objectives for continuous progress by each subgroup of students

    ·         Increasing effective parent involvement

    ·         Increasing instructional time

    Implementation Actions/Activities:

    ·         To ensure Balanced Literacy, reading, grammar and vocabulary skills are integrated in all content areas.

    ·         Miles Intermediate will incorporate a Skill of the Week to address student deficits. Students and teachers will be asked to incorporate the school of the week into their daily lessons.

    ·         Teachers will participate in district and local staff development opportunities designed to provide them with effective reading/ela instructional practices.

    ·         Leveled classroom libraries will be developed and utilized to support students at their individual reading Lexile levels. A school-wide leveled library will be developed to provide reading resources at the various reading levels of Miles’ students.  

    ·         Literacy Night - This school-wide event is planned for one night each school year. The objective for the event is to provide parents with ideas for literacy support at home. Each grade level plans literacy based learning games and activities which are modeled for students and parents. Parents , Teachers and Students also get an opportunity to review literacy data to see students’ progress.

    ·         Technology - The students will be given the opportunity to access a variety of programs including Education City, Brain Pop, and Reading A to Z. These websites are communicated to the parents via the school website as well as through the monthly parent newsletter. Teachers will utilize active vote devices, digital visualizers/document cameras, and educational websites to create engaging lessons for students in all content areas.

    ·         Teachers will collaboratively plan during planning days to discuss the best instructional practices and develop lesson plans that provide rigor and high engagement for students. Extended Learning Time opportunities will be offered to at-risk and struggling students with additional instructional time during weekly special periods and 2:30-4:30 tutorial offered every Wednesday with transportation provided.

    ·         The Parent Center will support parent and student instructional needs with parent workshops and materials through our Parent University program to increase reading achievement.

    ·         Parent Expectation Nights will be offered quarterly to educate parents on the upcoming curriculum (GAMilestones), how to read CRCT Student Growth Reports and ways to reinforce the standards that will be taught in the upcoming nine weeks.

     

     

    2(b).   Are based upon effective means of raising student achievement.

    Response:

    Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies:

     

    Research-Based Reform Strategies

    The following are resources supports the research-base of the instructional strategies selected to increase student achievement:

     

    Classroom Instruction that Works 2nd Edition (Marzano et al. 2012)

    These learning strategies are the basis of the thirteen Quality-Plus Teaching Strategies that teachers at Miles Intermediate employ every day to teach our students. The strategies featured in the book are the following: summarizing and note-taking, reinforcing effect and providing recognition, homework and practice, non-linguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, and questions, cues, and advanced organizers.

    Building Background Knowledge for Academic Achievement (Marzano et al. 2012)

    Miles teachers will utilize research from this text to install background knowledge in permanent memory. This initiative is intended to make sure students have multiple exposures to the information and focus on students’ developing surface-level knowledge across broad spectrum of subject areas.

     

    In addition to PLC’s and Professional Development anchored in these text we use other research proven strategies in our instructional program.

     

    At Miles Intermediate use a variety of research based strategies to impact learning:

     

    Teaching Practices

         Small group instruction

         Differentiation of assignments (tiered and individualized)

         Differentiation of assessments (tiered and individualized)

         Peer tutoring

         Previewing

             Acceleration

             Modification based on instructional needs

             Common planning time

         Anchor Charts

             Use of Performance Tasks in all Content areas

     

     

     

    School Processes

         EIP reading and math services that are in addition to regular instruction

             Math and Computer intervention lab for reading and math.

             Science Lab to focus on deficit standards in Science

             Use Library Time to review Literary Skills and Standards

         Extended Day Program

         Common planning time

         Required instruction time for reading, math and writing

         Team collaborative model

             Implementation of RTI (Response to Intervention)

             Disaggregation of data on the achievement and assessment results of students

             Instructional Coaches in Literacy, Social Studies, Math and Science

     

     

     

     

     

     

     

    2(c).   Use effective instructional methods that increase the quality and amount of
    learning time.

    Response: 

    C. We will increase the amount and quality of learning time by minimizing classroom disruptions and providing uninterrupted blocks of instructional time with “bell-to-bell” instruction each instructional day.  We will also utilize before and after school time by offering instructional enrichment activities (math, science, technology, etc) and tutoring for our most at-risk students.  Specialists (PE, Music, Art, Counselors, and Media Specialist) are also in frequent communication with regular classroom teachers to provide extra content area support through their instructional delivery.  This additional small group instruction to identified at-risk students (3rd -5th grades).   The teachers will instruct students in areas of deficiency and keep accurate data on their progress.

     

    Title I Funds have been allocated ($ 184,000) to maintain 2 instructional coaches who will continue to provide support for teachers by making observations and providing feedback, modeling lessons, providing resources, managing PLCs and facilitating professional development opportunities.

     

    Title I Funds have been allocated($15,000) for Title I paraprofessionals to assist students in math and reading. The paraprofessionals will provide small group remediation throughout the math and reading blocks in addition to providing small group remediation on deficit standards after each unit or common assessment.

     

    We provide a school-based new teacher orientation prior to the beginning of a new school year and an on-going new teacher induction program for new teachers with appropriate mentors based here at Miles.  We set three hours each week for members of grade levels to meet as a group for common planning purposes.

     

    2(d).   Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

    Response: 

    ·      In an effort to address the needs of all children, particularly targeted populations we will: Develop and Implement modification plans for effective instructional strategies to use with students who are English Learners (ELL), as well as Test Participation Plans (TPP) that list appropriate testing accommodations for these students to promote success on local and standardized assessments.

    • Development and Implementation of an Individualized Education Plans (IEP) for Special Education students to ensure that effective instructional strategies are implemented and appropriate testing accommodations are provided based on the students' needs.
    • Utilize the models of inclusion and co-teaching for our Special Education and ELL/ESOL students on a daily basis.  Using these models, the general education, Special Education, and ESOL teachers work collaboratively to teach all students with/without disabilities or language deficits in a shared classroom.
    • Analyze local and State assessment data regularly to ensure that data-driven decisions are made to meet the needs of all students, particularly targeted populations.
    • Review ELL and IEP plans regularly and modify, as needed, based on student progress. We look at data to analyze the needs for our Core Quality Instructional time(CQI) for our students.
    • Development and Implementation of an Individualized Education Plans (IEP) for Special Education students to ensure that effective instructional strategies are implemented and accommodations are being met to meet the needs of the learners.
    • Differentiated instruction based on ongoing data analysis.

     

    2(e).   Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards.  Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia.

    Response:  We have not allocated any Title 1 funds for field trips this school year.

     


    *3.    Instruction by highly qualified professional staff.

    Response:  Miles Intermediate has 37 certified staff members: fifteen homeroom teachers, five Early Intervention Program teachers (4 self-contained), two instructional coaches, a special education lead teacher, RTI Intervention Specialist,  two administrators, one counselor, a school psychologist, a school social worker, a physical education teacher,  visual arts teacher,$ 188,000.kes ocial Studies,Math and Scienceresearch proven strategies in our instructional program.

    a visual arts teacher, a media specialist, speech and language pathologist, three special education teachers, and one gifted teacher and a Spanish teacher. In addition, Miles has certified paraprofessionals in both Special Education classrooms and serving in a math and reading intervention capacity . More than 50% of Miles teachers hold advanced degrees: Masters- 36%, Specialist 12% and Doctorate- 3%.

     

     

    *3(a).    Strategies to attract highly qualified teachers to high-needs schools.

    Response:

    We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia by 100% Miles teachers being HiQ Certified in all areas.

     

     

    *4.    Professional development for staff to enable all children in the school to meet the state student academic achievement standards.

    Response: 

    1. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities.  These activities are designed to addresses the root causes of our identified needs.  For example in our initial planning, a review of the data was done to identify the areas of weakness in student performance using the Georgia CRCT as the base instrument of assessment. Professional development, based on domain weaknesses is a primary focus in teacher training and/or coaching. In-house professional development occurs during individualized teacher session during weekly common planning meetings and faculty/professional development sessions afterschool on Tuesdays.
    • Due to Title I School Improvement status, Miles Intermediate will use the additional Professional Development funds to address targeted instructional strategies that will improve teachers’ “best practices” such as; Math with Meaning, Math Literacy, Effective Use of Data, Professional Learning Communities, Teacher Reflection and Integration of Reading, Writing, Science, and Social Studies.
    • The APS’ district-wide trainings and national conferences are well attended by the faculty and instructional leadership of Miles Intermediate such as the National Council for Teachers of Mathematics,   
    • A yearly calendar of Professional Development is established, and will be reviewed monthly and annually.
    1. We have included teachers, principals, para-professionals and, if appropriate, pupil services personnel, parents, and other staff in our professional development that addresses the root causes of our identified needs which include the following: high student mobility and socioeconomics.

     

    We have aligned professional development with the State’s academic content and student academic achievement standards by scheduling in-services such as: GAMilestones, Formative Assessments, Data Analysis, ESOL related initiatives, Academic Pre-Assessments and diagnostic Screenings. The need for these trainings was identified by the Miles Intermediate Administrative Team, Leadership Team and Support Team Members.

     

    1. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, 80% of the Title I budget is allocated towards Improvement of Instructional Services in the form of two Instructional Coaches to support teachers and students in in all core content areas and two Title I paraprofessionals and a math and science lab teacher. 10% of the Title I budget is allocated towards Instruction in the form of teacher stipends for tutorial and instructional materials and supplies. The remaining 10% of the budget is allocated to support parental Involvement by funding a full time parent liaison.

     

    1. We have included teachers and paraprofessionals in professional development activities regarding the use of academic assessments, analysis of classroom and benchmark data, differentiation of instruction in all content areas, and CCPGS Performance Standards frameworks/curriculum maps to increase student achievement and trainings on the upcoming assessments GAMilstones.

     

    1. Teachers will continue to receive professional development form coaches on the GAMilestones assessment.
    2. Teachers will continue to utilize collaborative planning to assist with using data to drive instruction for students in the classroom.
    3. Instructional coaches will train on the balance literacy block and remedial math block.

     

     

     


     

    *5.    Strategies to increase parental involvement.

    In completing this section, you should review the parental involvement strategies already  defined in your school’s parental involvement policy.  These could include many of the suggested responses below, although other strategies may still be considered.

    Response: 

     

    A.    We will involve parents in an organized, ongoing, and timely way in the planning,
    review, and improvement of schoolwide programs and the school parental involvement policy by hosting parental focus groups on the Title I Budget, and the School wide Title I Plan. Additionally, we have involved parents in the planning, review, and improvement of the comprehensive school-wide improvement plan by seeking their input during Open House, PTA Meetings, Parent University Meetings, Parent/Teacher conferences and Quarterly Local School Council Meetings.

     

    B.     Jointly with our parents, a parent survey/ needs assessment was created and distributed to all the students for the parents to complete in November. Based upon the findings from the survey we will provide workshops or alternatives for parent assistance through our Parent University initiative.

     

    C.     We will conduct an annual 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 parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend.

     

    D.    We will offer a flexible number of meetings coordinated by our parent liaison, in collaboration with the principal and the Leadership Design Team, schedules training sessions through the monthly Parent University meetings that address parental concerns and strategies that serve to better equip parents in the process of helping their children with school work. Parents are encouraged, and scheduled to come into the school as Parent Volunteers. Weekly progress reports are provided to inform and engage our parents. Parent volunteerism will continue to increase with monthly “Lunch and Learn , Dialogue and Donuts and monthly Principal Chat” sessions.

     

    E.     We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms
    of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide 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 making all Parental Involvement Documents available in the Parent Center, on the Miles Intermediate website, and disseminating the documents to all parents in the month of October.

     

    F.      We will jointly develop with parents of Miles Intermediate 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 which the school and parents will build and develop a partnership to help children achieve the state’s high standards by hosting parental focus groups on the revision and development of the parent compact document.

     

    G.    We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress,
    and how to work with educators, by hosting parental focus groups on the Title I Budget and the School wide Title I Plan.

     

    H.    We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate,
    to foster parental involvement, by designing Parent University sessions to cover such information.

     

    I.       We will provide training to educate the teachers, pupil services personnel, principal,
    and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school through the monthly Parent University initiative.

     

    J.       We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education
    of their children, by events and activities lead and coordinated through our school-based parent center and parent liaison.

     

    K.    We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by providing translated flyers and letters in the languages of non-English speaking students.

     

    L.     We will provide 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 under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by providing translators, non-English documents and other methods needed to bridge communication gaps.

     

    *6.    Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

    Response: 

    At Miles counselor, administrators and teachers will work to facilitate a seamless transition for incoming 3rd graders and outgoing 6th graders. Grade 3 and 5 teachers will conduct annual vertical team meetings. These meetings will allow grade 5 teachers to share the achievement data for students with 6th grade teachers at our feeder middle school. During the last few weeks of school, 5th grade teachers teach previewing units for 6th grade. During vertical team meetings 5th and 6th grade teachers can review the previewing units to ensure that the instructional strategies used support a seamless transition for students. A similar vertical team meeting between 3rd and 2nd grade teachers from our primary campus will occur in order to assist with transition. Instructional coaches as well as other educators from all schools pass on academic information to help gauge each student and where they will be academically.

     

    Our 3rd grade transitional program provides students with the confidence and overall information to succeed at the next level of their education. Parent involvement planning meetings will focus on the academic needs for the upcoming school level as well as provide parents with necessary information about the daily operations of the new school.

     

    We have also included transition plans for students entering middle school.  A 6th grade transitional team is in place that coordinates a middle school visit near the end of the 5th grade school year. The middle school sends a representative to Miles for a parent meeting, which provides parents with necessary information about the daily operations of the middle school.   5th grade students also participate in the APS three day summer program at the middle school before the start of the 6th grade year.

     

     


     

    *7.    Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

    Response:

    The ways that we include teachers in decisions regarding use of academic assessment are through formative assessments, the school’s data tracker spreadsheets, and our data room. School administrators, instructional coaches and instructional staff will collaborate frequently to analyze data through-out the school year. These assessment measures will guide teachers to discover the academic areas that students struggle with the most.

     

    We utilize local school assessments, to identify strengths and weaknesses in reading comprehension and fluency. These assessments will be utilized to help guide quarterly instructional planning and focus on reading skills and student Lexile levels. These assessments will be discussed with teachers, instructional coaches and administrators through class profile planning meetings and/or weekly data planning meetings within grade levels.

     

    Local school assessments will include writing across all content areas to help guide quarterly instructional planning and focus on student responses to open ended questioning.  These assessments will be discussed with teachers as administrators conduct student data-talk s during common planning sessions.

     

    Teachers will utilize data walls and data notebooks to record student performance on all assessments.

     

    Teacher involvement in assessment also includes:

    During first semester common planning, CRCT results were shared with all the teachers. Areas of strength and weaknesses were discussed with each grade level. From this activity, the teachers’ instructional focus schedules were created for the first few weeks with continued focus on core academic areas as determined by CRCT test results. Teachers will continue to meet regularly to update and adjust the instructional calendar that highlights essential CCGPS; this will promote consistency and provide flexibility for remediation or accelerating students based on our needs.

     

    Weekly grade level planning meetings provide the means for on-going discussion among teachers and administrators to ensure that appropriate and effective instruction is being implemented.  Continuous monitoring and re-teaching assists students in planning meeting and exceeding state standards for academic achievement.

     

    *8.    Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 

    8(a).  Measures to ensure that student’s difficulties are identified on a timely basis.

    Response:   

    We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, and additional assistance.  Weekly tutorials are provided for targeted students by classroom teachers on Wednesdays from 2:30- 4:30.

     

    Through comprehensive assessment, classroom instruction, and, when indicated by assessment results, small group instruction through the Double Dose Reading & Math Intervention program using a full time teacher tutor.

     

    In addition to the screening provided by the District Computer Adaptive Assessments g. Analysis of data from Think Gate allows teachers to better plan instruction. At Miles, we administer the CORE Reading Assessment to struggling students (Tier 3) three times per year. We also track reading progress with running records and student conferences. Writing assessments are scored three times per year based upon the GADOE adopted writing continuum.

     

    All assessment results will be analyzed and discussed during weekly data-talks during grade level common planning.   The data-room will be used to chart, monitor and discuss student progress, interventions and results.

     

     

    8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

    Response: 

    Weekly PLC’s are experienced by Miles teachers in all grade levels via common planning time wherein student data is reviewed, strategies are shared and additional focus is realized for the purpose of meeting the educational needs of identified students struggling with the CCGPS curriculum performance standards. Professional Development at our Local School Site is scheduled to address all aspects of the Miles instructional program. 

     

    Teachers receive training from the Title 1 funded instructional coaches to assist with teaching strategies in the classroom to improve academic success. District level personnel and our Local School Technology Coordinator provided teachers with training on how to use iPads, promethean boards and other District instructional programs. The Title I Assistant Principal will provide further training during collaborative planning to identify students who are academically at-risk and strategies to increase student achievement that is data-driven and results-oriented. The administrative team will continuously monitor student performance to provide

     

     

    8(c).   Parent-Teacher conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community.

    Response:  Parents are involved in their children’s progress through weekly home work sheets, bi- weekly progress reports, grade reports, SST planning meetings, monthly parent/teacher conference days and twice yearly Report Card night w/ student led conferences. As well as, parents may conference with teachers each morning in between the window of 7:30 a.m. and 7:55 a.m. and every Wednesday following Tiger Tutorial.

     

    Math Night and Literacy Night are held annually to show parents interactive and fun activities they can do at home with their children. During Math Night, parents attend sessions of their choice and learn math games that they can play at home. As families leave Math and Literacy Nights they have make and take activities and ideas to offer reinforcement at home with their children. During the annual Literacy and Math nights, parents are informed of resources online and in the community.

     

    Our Title 1 parent liaison will offer numerous classes to parents on how they can better assist their students academically through the Parent University initiative. The classes will be determined by our school’s needs assessment, our Title I Parent Involvement Survey results and with parent input and offered at a variety of times so that all interested parents can attend.

     

     

    *9.    Coordination and integration of federal, state, and local services and programs.

    This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

     

     

    9(a).  List of state and local educational agency programs and other federal programs that will be included.

    Response: 

    Funding

    Source

    Program

    School Use

    Federal

     

     

    Title I

     

    School Improvement Grant

     

     

    1. Salary for Instructional Coaches

    2. Salary for Parent Liaison

    3. Purchase materials, supplies, and supplemental Materials

     

     

    State

     

     

    School Nutrition Program- Community Eligibility Option

     

     

    Fresh Fruit and Vegetable program

    Early Intervention Program

     

     

     

     

    HealthCare

    Help-A-Child Smile

    American Scores

     

    1. All students receive free lunch and breakfast
    2. Waivers for summer camp fees
    3. Waivers for summer school fees
    4. After school snacks

     

     

    1. Daily fruit/vegetable snack  for all students

     

    1. EIP Models support co-teaching method through reduced class size. There is minimum pull out instruction.  EIP provides additional instructional time for identified students with specific reading and math deficits.

     

    1. Hearing and Vision Screenings
    2. Free dental services
    3. Services through Department of Family and Children Services (DFACS)

    Local

     

     

    School Partners(Donations)

    1. School supplies used in the classroom.
    2. Uniforms
    3. Teacher appreciation incentives
    4. Volunteers
    5. Increase text for the Media Center

     

    All of the above resources are in direct support of assisting students with meeting designated achievement goals.

     

     

     

    9(b).  Description of how resources from Title I and other sources will be used.

    Response: 

    Title I funds are used in a variety of ways for personnel, job-embedded professional development, parental involvement, programs and resources.

     

    90% of the Title I budget is allocated towards Improvement of Instructional Services in the form of two Instructional Coaches to support teachers and students in in all core content areas.  The remaining 10% of the budget is allocated to support parental Involvement by funding a full time parent liaison.

     

    Materials Miles  will purchase using Title I funds which will support our Title I programs ( Professional Development, Tiger Tutorial, Double Douse Reading & Math Intervention, Parent University workshops) which will include:

    • Writing, Reading and Math software, interactive technology, teacher stipends, transportation, presenters, resources and books to support grades 3-5 in literacy and math, and printed materials to distribute to parents.
    • Additional IPad Apps for as instructional resources.
    • Additional interactive software programs to support instruction through technology (Education City, iXL Math, Brain Pop, Reading A to Z, Mountain Math and Time for Kids)
    • Professional learning opportunities in reading, writing, and math including conference costs and fees.

     

    Other non-Title 1 funded resources will be used to support the following:

     

    • Special education teachers to assist in co-teaching, collaborative, or resource models based on the needs of the SWD students
    •  ESOL teacher to support our small but growing ESOL population

     

     

    9(c).  Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

    Response: 

    * Leonora P. Miles Intermediate does not benefit from the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

     

    10.    Description of how individual student assessment results and interpretation will be provided to parents.

    Response: 

    Parents will be informed regarding the following state and district administered assessments: GA Milestones, GAA, ITBS, CogaT, CAAS,NAEP

     

    For state tests, individual student results are sent to the local schools where the results are given to the parents in hard copy with explanations through conferences, sent home by students, or mailed to the students’ home.

     

    Additionally, parents are involved in their children’s progress and assessment performance through weekly home work sheets, Weekly progress reports, grade reports, SST planning meetings, monthly parent/teacher conference days and twice yearly Report Card night w/ student led conferences. As well as, parents may conference with teachers each morning between the window of 7:30 a.m. and 7:55 a.m. and every Wednesday following Tiger Tutorial.

     

     

     

    11.    Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

    Response: 

    Disaggregated results for state assessments are provided by the vendor in hard copy. Disaggregated data are also provided to the school system from the Georgia Department of Education. Data used for student assessment and achievement are collected and disseminated through the APS Portal via the Statewide Longitudinal Data website (SLDS).

     

    Teachers, Instructional Coaches and administrators in local schools view results for both aggregated school information as well as current classroom and individual student results. Teachers, Instructional Coaches and administrators can also view historical data for their school or class and can be disaggregated into subgroups. Data from standardized tests are used by teachers to target weak areas and to improve the delivery of instruction.

     

    For district developed assessments, based on the CCGPS, we will use the Computer Adaptive Assessment Program and Unit Assessments to collect and disaggregate student achievement data for all subgroups which helps to drive our instruction.

     

    All assessment results will be analyzed and discussed during weekly data-talks during grade level common planning, Weekly Leadership Team meetings and weekly Administrative Team Planning.   The Miles data-room will be used to chart, monitor and discuss student progress, interventions and results.

     

     

     

    12.    Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

    Response:   

    During the summer months the Georgia Criterion Referenced Competency Tests are verified for validity and reliability in accordance with Infinite Campus (Student Information System). The lists of students that have been identified as Economically Disadvantaged from the October 1 deadline are compared to the list generated by the state and are analyzed for accuracy in numbers and student reporting.

     

    Additionally, the Title-1 Assistant Principal planning meetings also provide training in test data interpretation. Training for test data interpretation will also be provided for teachers and administrators at the local school level using the test data from CAAS applications. Assessment data from these applications is very valuable in that it drives staff development sessions, curriculum planning, and day to day teaching opportunities.

     

    The Georgia Department of Education provides disaggregation of data on assessments. The achievement data can be disaggregated by student, subgroup, classroom, grade level and whole school providing an extensive view of student achievement and pinpointing strengths and weaknesses via the SLDS portal.

     

    13.    Provisions for public reporting of disaggregated data.

    Response:   

    The disaggregated test scores will be reported to the public by the Georgia Department of Education website. The results will also be published by the Atlanta Journal and Constitution. Additionally, we will create a newsletter and disseminate a press release to the parents to inform them of the school’s academic performance. Additionally, we incorporate the use of our school website to provide real time information to our parents and to improve our lines of communication. Furthermore, we display our data performance on the school marquee to ensure public viewing of our academic performance and place a sign to indicate that a copy of the disaggregated data is available in the Media Center.

     

    14.    The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program.

    Response:   

    Leonora P. Miles Intermediate Elementary school wide plan was written in August of 2013 after the reporting of GCRCT scores were published. The school-wide plan is carefully revised on an annual basis after the CCRPI results, Atlanta Public Schools Performance Goals, district and state CRCT results are compiled and analyzed.  The current plan is a result of the latest revision.

     

    15.    Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).

    Response:   

    Those persons involved were . . .

    POSITION/ROLE

    The ways they were involved were . . .

    Ms. Thalise Perry

    Principal

    ·   Assisted in determining the academic performance of the students who attend the school the previous year as well as the academic performance of the students who are entering the school should be considered to establish FY’13 goals.

    ·   Informed the budgeting process based on student needs, parent requests/concerns and community resources available to support the total school program.

    Ms. Renetta Carter-Spencer

    Assistant Principal

    Ms. Keisha Miles

    Instructional Coach

    Ms. Tracy Rodgers

    Instructional Coach

    Mrs. Nikki Bivins

    Media Specialist

    Mrs. Ernestine Northern

    Lead Teacher (PEC)

    Ms. Erica Jones

    Teacher

    Ms. Marilyn Fuller

    Teacher

    Mrs. Gloria Davies

    Teacher

    Dr. Karen Hood

    Teacher

    Ms. Karen Cole

    Teacher

    Ms. Danyale Hutson

    Parent Liaison

    Informed the budgeting process based on student needs, parent requests/concerns and community resources available to support the total school program.

     

    Parent

     

    Parent

    Pastor Stowers

    Community Partner (Mt. Calvary Baptist Church)

    Mr. Alex Hines

    Community Partner (Betterment Charity)

    Ms. Alexis Richbourg

    Community Partner

    (Boy Scouts of America)

     


     

    16.    Plan available to the LEA, parents, and the public.

    Response:   

    The school achievement plan is available for all parents and stakeholders in the Parent Center at Leonora P. Miles Intermediate. Copies are available on file at the West Regional office. Additionally, parents receive copies of the condensed plan in an annual newsletter. Parents may obtain a hard copy upon request, download a copy from the school website or request to copy/review the document that is on file in the parent center.  Furthermore, a copy has been provided to the Office of Federal Grants and Program Compliance.

     

    17.    Plan translated to the extent feasible, into any language that a significant percentage of
    the parents of participating students in the school speak as their primary language.

    Response: 

    At the current time English is the first language of 90% of our students. The translation services provided by Atlanta Public Schools will serve the needs of communicating effectively and immediately without parents. It is our practice to have all written communications translated in Spanish including our School-wide Plan.

     

    18.    Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver.

    Response:   

    At the beginning of each year the School-wide Planning Team collaborates and analyzes the previous school year data from CRCT assessments. At that juncture, strategies and programs needed for funding are identified and established to meet the state standards. Additionally, any necessary resources to improve instruction are discussed and presented at that time. The School-wide Planning Team will confer with their grade level and return in two weeks with the necessary recommendations to enhance student achievement for their team and the school. Additionally, the School-wide Planning Team collaborates and provides input on the school wide balanced scorecard.

     

     

     

     

     



    Our Goals for Student Achievement

    APS District Goals                                                       

    In order to create a full partnership with each child’s family, we will work to

    ·          Provide guidance for implementing CCGPS mathematics curriculum through teaching resources for Math.

    ·          At least 85% of educational leaders and teachers will implement the framework in Literacy.

    ·          Increase the number of students who exceed on the CRCT by 10% compared to the state in Science.

    School Goals

    This compact pledges our school family to increase student Science, Social Studies, Math, and Literacy skills so that all students will be proficient by the end of academic school year. Miles’ goals from School Wide Plan are as follows:

    ·         Increase CRCT scores in Science and Social Studies by 10% based on 2013-2014 school data.

    ·         Will provide additional academic assistance in Math and Literacy to ensure success and mastery of newly implemented CCGPS standards.

     

     

     

     

     

     

     

     

    Revised 5/14

     

     

     

    Family Engagement is the Key to Student and School Success!

    Student Responsibilities

    Students have an important role in succeeding in their academic career and should do the following:

    1.        Review academic progress bi- weekly.

    2.        Log homework daily in agenda, complete homework and do reading and studying outside of assignments.

    3.        Participate in Literacy, Science, Social Studies and Math Clubs.

    4.        Excel in Math Facts, i.e. addition and multiplication.

    5.        Learn and apply revising and editing process for writing.

    6.        Utilize complete thoughts and sentences when speaking and writing.

    7.        Read with parents and peers at least twice a week.

    8.        Check out and return books from school and local library.

     

     

    School Responsibilities

    Our grade level teams will work with students and their families to support students’ success by doing the following:

    1.        Hold weekly parent-teacher conferences to discuss student achievement. 

    2.        Provide parents with frequent reports on their children’s progress through weekly progress reports, Parent Portal, and student agenda.

    3.        Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities through the Main Office and Counselor(s).

    4.        Provide parent meetings for feedback, workshops, events and seminars to help parents understand and assist in making decisions with academic goals the school and district have set.

    5.        Provide academic critical writing and thinking skills and activities in Math, ELA, Social Studies and Science.

     

     

     

     

    Parent Responsibilities

    Parents and family members play a role in helping their child achieve their best. Here are ways you can support learning at home:

    1.     Review academic progress bi- weekly.

    2.     Log homework daily in agenda, complete homework and do reading and studying outside of assignments.

    3.     Participate in Literacy, Science, Social Studies and Math Clubs.

    4.     Excel in Math Facts, i.e. addition and multiplication.

    5.     Learn and apply revising and editing process for writing.

    6.     Utilize complete thoughts and sentences when speaking and writing.

    7.     Read with parents and peers at least twice a week.

    8.     Check out and return books from school and local library.

    9.     Utilize the Parent Center OR attend a parent event once per semester for help with learning at home

    10. 

    Teachers, Families and Students – Together For Success

    The families, students and staff of (insert school name) developed this School-Family-Student Compact for Achievement.  Teachers suggested home learning strategies, families added ideas to make them more specific, and students told us what would help them learn.  Meetings are held each year to review the Compact and make changes based on student needs.

    PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME!

    Check Parent Portal weekly for missing assignments