Georgia Department of Education Title I Schoolwide/School ...avondalees.dekalb.k12.ga.us/Downloads/Avondale ES... · Donna Jones Teacher Librarian . Georgia Department of Education
Post on 26-Jul-2020
0 Views
Preview:
Transcript
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 1 of 29
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Avondale Elementary District Name: DeKalb
Principal Name: Dr. Dontae Andrews School Year: 2015-2016
School Mailing Address:
8 Lakeshore Drive
Avondale Estates, GA 30002
Telephone: 678-676-5202
District Title I Director/Coordinator Name: Mrs. Andrea Farries-Moore
District Title I Director/Coordinator Mailing Address:
DeKalb County School District
1701 Mountain Industrial Blvd
Stone Mountain, Ga 30083
Email Address: Andrea_Farries_Moore@dekalbschoolsga.org
Telephone: 678-676-0528
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date: Revision Date: Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 2 of 29
SWP Template Instructions
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.
Please add your planning committee members on the next page.
The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page in
this document.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 3 of 29
Planning Committee Members (parents must participate) NAME MEMBER’S SIGNATURE POSITION/ROLE
Dr. Dontae Andrews
School Principal
Dr. Candace Sagers
SWP Facilitator
Stephanie Smith Parent Representatives
Dr. Kris Mullis
Community Representatives
Dr. Virginia Lucear Office of Federal Programs
Representative
Dawn Robinson-McDonald School Counselor
Tope Harris Special Education
Representative
Brenda Walker Reading/ELA Chair
Aundrea Whitehead Math Chair
Eric Thomas Science Chair
Bridgette Samuel
Social Studies Chair
Lucretia Ford
Professional Learning Liaison
Kim Siddiqui
IB Coordinator/Gifted
Teacher
Donna Jones
Teacher Librarian
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 4 of 29
SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
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: Dontae Andrews, Candace Sagers, Stephanie Smith, Dawn
Robinson-McDonald, Tope Harris, Brenda Walker, Aundrea Whitehead, Eric Thomas,
Bridgette Samuel, Dr. Kris Mullis, and Lucretia Ford. The ways they were involved
include drafting a skeleton of the SWP (Dr. Andrews, Dr. Sagers, Dr. McDonald, Mrs.
Ford, & Ms. Siddiqui. The skeleton version of the SWP was given to the remainder of the
SWP team for additional suggestions and feedback. Finally, the SWP was revised to
reflect the suggestions and feedback given.
Dontae M. Andrews Principal
Candace M. Sagers SWP Facilitator
Stephanie Smith Parent Representative
Dawn Robinson-McDonald School Counselor
Tope Harris Special Education Representative
Brenda Walker Reading/ELA Chair
Aundrea Whitehead Math Chair
Eric Thomas Science Chairs
Bridgette Samuel Social Studies Chair
Dr. Kris Mullis Community Representative
Lucretia Ford Professional Learning Liaison
Kim Siddiqui IB Coordinator/Gifted Teacher
B. We have used the following instruments, procedures, or processes to obtain this
information . . .
As a part of strategic planning, the Avondale Elementary School Improvement Planning
Committee developed a comprehensive needs assessment by analyzing various types of
data throughout the school year (Georgia Milestones, GKIDS, ACCESS, and Universal
Screener).
Georgia Milestones- The Georgia Milestones measures how well students in grades 3-12
have learned the knowledge and skills outlined in the state-adopted content standards in
language arts, mathematics, science, and social studies.
GKIDS- The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year-
long, performance-based assessment aligned to the state mandated content standards. The
goal of the assessment program is to provide teachers with information about the level of
instructional support needed by individual students entering kindergarten and first grade.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 5 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Universal Screener:
STAR Reading- STAR Enterprise assessments use the most sophisticated statistical and
test-creation technology and psychometrics to get more value out of each testing session.
Extensive item calibration determines each test item’s difficulty in relation to thousands of
real students, applying advanced principles of Item Response Theory (IRT) and computer-
adaptive testing.
STAR Early Literacy- STAR Enterprise assessments use the most sophisticated statistical
and test-creation technology and psychometrics to get more value out of each testing
session. Extensive item calibration determines each test item’s difficulty in relation to
thousands of real students, applying advanced principles of Item Response Theory (IRT)
and computer-adaptive testing.
STAR Math- STAR Enterprise assessments use the most sophisticated statistical and test-
creation technology and psychometrics to get more value out of each testing session.
Extensive item calibration determines each test item’s difficulty in relation to thousands of
real students, applying advanced principles of Item Response Theory (IRT) and computer-
adaptive testing.
Currently, we do not have any migrant students enrolled in our school. However, if we
have new enrollees, we would follow the guidelines of Dekalb County School District for
migrant students policies & procedures.
C. Data Analysis Chart: CCRPI 2012-2015
CCRPI Components Indicators
Actual Results
2011-2012
2012-2013
2013-2014
2014-2015
Ach
ieve
me
nt
Content Mastery
Percent of students scoring at proficient or higher on the GA Milestones ELA (required participation rate > 95%)
84.2 79.1 84.0
Percent of students scoring at proficient or higher on the GA Milestones mathematics (required participation rate > 95%)
68.9 78.1 73.9
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 6 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). Percent of students scoring at proficient or higher on the GA Milestones science (required participation rate > 95%)
61.2 68.4 66.0
Percent of students scoring at proficient or higher on the GA Milestones social studies (required participation rate > 95%)
58.4 65.8 64.9
Post Elementary School Readiness
Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs
76.2 Too Few Student
85.4
Percent of Students with Disabilities served in general education environments greater than 80% of the school day
95.2 95.5 91.3
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 on the GA Milestones
42.5 54.9 45.5
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 on the GA Milestones
50.8 58.1 53.6
Ach
ieve
me
nt
Post Elementary School Readiness
Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters
N/A 0 99.5
Percent of students missing fewer than 6 days of school
95.2 94.8 94.4
Predictor for High School Graduation
Percent of students in grade 5 passing at least 5 courses in core content areas (ELA, mathematics, science, and social studies) and scoring proficient or higher on all GA Milestones
47.1 57.9 54.6
Percent of students scoring at the highest performance level on all GA Milestones
31.7 35.9 34.4
Pro
gres
s
Student Growth Percentiles
Percent of students with SGPs of 35 or more in ELA 71 57 68
Percent of students with SGPs of 35 or more in mathematics
77 73 66
Percent of students with SGPs of 35 or more in science
70 74 76
Percent of students with SGPs of 35 or more in social studies
65 70 62
Ach
ieve
me
nt
Gap
Gap Change
Achievement Gap Change score for ELA 0 1 2
Achievement Gap Change score for mathematics 0 3 1
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 7 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). Achievement Gap Change score for science 0 3 1
Achievement Gap Change score for social studies 0 2 1
Ach
ieve
me
nt
Gap
Gap Size Achievement Gap Size score for ELA 0 0 0
Achievement Gap Size score for mathematics 0 0 0
Achievement Gap Size score for science 0 0 0
Achievement Gap Size score for social studies 0 0 0
Exce
ed
ing
the
Bar
Exceeding the Bar
Percent of students in grades 3-5 earning a passing score in above grade level core courses (ELA, mathematics, science, social studies) and scoring at proficient or higher on all Georgia Milestones
N/A N/A 0
Percent of students earning a passing score in world language courses or earning a passing score in fine arts courses
.5 .5 .5
Earn/maintain STEM Certification 0 N/A 0
Percent of fifth grade students with a complete career portfolio by end of grade 5 (moves to face of CCRPI in 2016-2017)
N/A 0 0
Percentage of teachers utilizing the Statewide Longitudinal Data Systems -SLDS (50% of teachers generating an average of 50 page hits or more a month)
N/A N/A 0
Exce
ed
ing
the
Bar
Exceeding the Bar
School or LEA-defined innovative practice accompanied by data supporting improved student achievement. Examples include but are not limited to Charter System, Georgia College and Career Academy, Race to the TOP, Striving Reader initiative, dual language immersion program, Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), Response to Intervention (RTI), Positive Behavioral Interventions and Support (PBIS), local instructional initiatives, etc. Practice must be reported via the CCRPI Data Collection application
N/A N/A N/A
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 8 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1). School or LEA Research/Evidence-based Program/Practice designed to facilitate a personalized climate in the school. Examples include but are not limited to Teachers as Advisors program, mentoring program, Positive Behavioral Interventions & Supports (PBIS), service-learning program, peer mediation, and conflict mediation
N/A N/A N/A
GKIDS: 2014-2015
GKIDS
Year Strand # of Elements
Mean # of Elements
Mean# of Elements Meets/Exceeds
Mean % Elements Meets/Exceeds
2014 Reading 22 22.0 17.8 80.7
2015 Reading 22 22.0 16.1 73.3
2014 Writing 6 6.0 3.8 64.1
2015 Writing 6 6.0 3.2 52.5
2014 Speaking & Listening 3 3.0 2.5 84.2
2015 Speaking & Listening 3 3.0 2.2 73.3
2014 Language 12 12.0 9.1 75.5
2015 Language 12 12.0 7.5 62.8
2014 ELA Total 43 43.0 33.2 77.2
2015 ELA Total 43 43.0 29.0 67.4
2014 Counting and Cardinality
9 9.0 7.8 86.3
2015 Counting and Cardinality
9 9.0 7.5 82.8
2014 Operations and Algebraic Thinking
5 5.0 4.1 82.2
2015 Operations and Algebraic Thinking
5 5.0 3.5 69.8
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 9 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
2014 Numbers and Operations in Base 10
1 1.0 0.7 73.6
2015 Numbers and Operations in Base 10
1 1.0 0.5 45.3
2014 Measurement and Data
3 3.0 2.7 89.7
2015 Measurement and Data
3 3.0 2.4 81.4
2014 Geometry 6 6.0 5.3 87.5
2015 Geometry 6 6.0 5.1 85.3
2014 Math Total 24 24.0 20.6 85.7
2015 Math Total 24 24.0 18.9 79.0
2014 Curiosity & Initiative 3 3.0 2.7 90.5
2015 Curiosity & Initiative 3 3.0 2.3 75.2
2014 Creativity & Problem Solving
3 3.0 2.0 65.6
2015 Creativity & Problem Solving
3 3.0 1.9 64.3
2014 Attention/Engagement 4 4.0 2.4 60.7
2015 Attention/Engagement 4 4.0 2.3 58.4
2014 Approaches Total 10 10.0 7.1 71.1
2015 Approaches Total 10 10.0 6.5 65.2
STAR Reading
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade
School Year Aug 1 - Sep 30
(Fall)
Percent of Students by District Benchmark
Category Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Grade
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 10 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
1 2014 - 2015 Grade 1 7
29% 2
14% 1
29% 2
29% 2
2013 - 2014 Grade 1 51
55% 28
14% 7
18% 9
14% 7
Grade 2
2014 - 2015 Grade 2 74
45% 33
15% 11
15% 11
26% 19
2013 - 2014 Grade 2 87
44% 38
17% 15
11% 10
28% 24
Grade 3
2014 - 2015 Grade 3 79
33% 26
19% 15
20% 16
28% 22
2013 - 2014 Grade 3 70
37% 26
13% 9
20% 14
30% 21
Grade 4
2014 - 2015 Grade 4 77
32% 25
14% 11
25% 19
29% 22
2013 - 2014 Grade 4 72
42% 30
22% 16
13% 9
24% 17
Grade
5
2014 - 2015 Grade
5 60
35%
21
28%
17
22%
13
15%
9
2013 - 2014 Grade
5 64
38%
24
11%
7
27%
17
25%
16
STAR Math
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade
School Year Aug 1 - Sep 30
(Fall)
Percent of Students by District Benchmark
Category Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Grade 1
2014 - 2015 Grade 1 40
88% 35
3% 1
8% 3
3% 1
2013 - 2014 Grade 1 70
79% 55
10% 7
7% 5
4% 3
Grade
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 11 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
2 2014 - 2015 Grade 2 76
50% 38
16% 12
20% 15
14% 11
2013 - 2014 Grade 2 91
51% 46
16% 15
19% 17
14% 13
Grade 3
2014 - 2015 Grade 3 78
59% 46
15% 12
12% 9
14% 11
2013 - 2014 Grade 3 72
57% 41
14% 10
13% 9
17% 12
Grade 4
2014 - 2015 Grade 4 76
46% 35
20% 15
21% 16
13% 10
2013 - 2014 Grade 4 74
46% 34
16% 12
20% 15
18% 13
Grade 5
2014 - 2015 Grade 5 60
57% 34
17% 10
20% 12
7% 4
2013 - 2014 Grade 5 66
50% 33
12% 8
21% 14
17%
Early Literacy Numeracy
Longitudinal Report 2014, 2015
Shows growth over multiple years
Avondale Elementary School - Cross Sectional
Grade School Year
Aug 1 - Sep 30 (Fall)
Percent of Students by
District Benchmark Category
Students Tested
40+ PR
25-
39 PR
10-
24 PR
1-
9 PR
Kindergarten
2014 - 2015 Kindergarten 98
45% 44
21% 21
21% 21
12% 12
2013 - 2014 Kindergarten 106
57% 60
14% 15
18% 19
11% 12
Grade 1
2014 - 2015 Grade 1 96
66% 63
16% 15
10% 10
8% 8
2013 - 2014 Grade 1 46
67% 31
9% 4
13% 6
11% 5
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 12 of 29
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
D. Strengths Identified:
Percent of students scoring at proficient or higher on the GA Milestones ELA
increased 5% from 79.1 in 2014 to 84.0 in 2015.
Percent of students with SGPs of 35 or more in ELA increased from 57% in 2014
to 68% in 2015.
Achievement Gap Change score for ELA increase from 1 in 2014 to 2 in 2015.
Percent of English Learners with positive movement from one Performance Band
to a higher Performance Band increased from 76.2 in 2013 to 85.4 in 2015.
Percent of students in grades 1-5 completing the identified number of grade
specific career awareness lessons increased from 0% in 2014 to 99.5% in 2015.
E. Weaknesses Identified
Percent of students scoring at proficient or higher on the GA Milestones
mathematics decreased 4% from 78.1% in 2014 to 73.9% in 2015.
Percent of students with SGPs of 35 or more in mathematics decreased 7% from
73% in 2014 to 66% in 2015.
Percent of students scoring at proficient or higher on the GA Milestones science
decreased 2% from 68.4% in 2014 to 66.0% in 2015.
Percent of students with SGPs of 35 or more in social studies decreased 8% from
70% in 2014 to 62% in 2015.
Percent of students in grade 3 achieving a Lexile measure equal to or greater than
650 on the GA Milestones decrease 9% from 54.9% in 2014 to 45.5% in 2015.
Percent of students in grade 5 achieving a Lexile measure equal to or greater than
850 on the GA Milestones decrease 4% from 58.1% in 2014 to 53.9% in 2015.
The mean % elements of students meeting/exceeding on GKIDS decreased in
every strand from 2014 to 2015.
2. Schoolwide reform strategies that:
Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
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:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 13 of 29
Measurable Objectives Addressed
Increase the number of students who meet/exceed in Mathematics on the spring 2016
Georgia Milestones Assessment by 5%.
Reduce the number of Level 1 students in Science on the spring 2016 Georgia
Milestones Assessment by 5%.
Increase the number of students who meet/exceed in Social Studies on the spring 2016
Georgia Milestones Assessment by 5%.
Increase the number of students who meet/exceed in Reading on the spring 2016
Georgia Milestones Assessment by 5%.
Instructional Strategies Chosen To Address Need
Supplemental Title I Funded Staff: Academic Data Coach
Paraprofessional
Providing after school tutorial program
The after school program will be an additional safety net for remediation of standards
in Reading and English Language Arts. The additional reading time will help to
increase literacy comprehension, information and media literacy, and sentence
construction. Maintaining additional math time will help to increase numbers and
operations, measurement and data analysis, geometry, and algebra. The academic data
coach will provide professional learning to the faculty based on assessment needs,
observations, and teacher input on areas that need improvement.
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 as follows:
Examples:
Data analysis from Common Assessments, Early Literacy/Numeracy, and STAR
Math, and other classroom assessments
Common planning
Adjust content, process, product, and learning environment as needed
Differentiation of instruction based on skill level, exceptionality, or learning style
Centers/workstations
Small groups/guided reading and math operations
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 14 of 29
Use effective methods and instructional strategies that are based on scientifically based research
that:
o strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved
populations
We will increase the amount and quality of learning time by providing after school
tutorials. We will group students not meeting standards according to assessment results
2(b). Are based upon effective means of raising student achievement.
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our
effective methods and instructional practices or strategies.
Targeted Remediation- *Hock, Pulvers, Deshler, & Schumaker (2001). The effects of an
after-school tutoring program for at-risk students: New York, Pearson.
Academic Data Coach-*Knight, J. & Cornett, J. (2007). Studying the Impact of Instructional
Coaches. Kansas Coaching Project, 1-27.
*McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategies
for working effectively with paraprofessionals. Beyond Behavior, 19(2), 2-6.
*United States Department of Education. (2000). Identifying and Implementing Educational
Practices Supported by Rigorous Evidence: A User Friendly Guide. Washington, D.C.
http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf
Common Core Math training- *Ysseldyke, J. (2008). Use of a Progress Monitoring System
to Enable Teachers to Differentiate Mathematics Instruction: Minnesota, Journal of Applied
School Psychology, vol 24, 1-28
*The National Council of Teachers of Mathematics (NCTM) strongly emphasizes the
importance of manipulatives in math education, particularly at the elementary level, as state in
the publication, Curriculum and Evaluation Standards for School Mathematics.
Provide Early Intervention Prevention- *Supon, V. (2008). High Stakes testing: strategies
by teachers and principals for student success: New York, Journal of Instructional Psychology,
1-3.
Instruction Standard 2: 2.7/ Performance/ Action 2
Performance actions selected from the Georgia DOE School Keys Implementation Resources
are predicated on scientifically based research. In identifying these School Keys, the Division
of School and Leader Quality of the Georgia Department of Education along with its
collaborative partners aligned the School Keys with the research by Dr. Robert Marzano in the
meta-analysis, What Works in Schools (2003), School Leadership that Works, (Marzano,
Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and
Schools Council on Accreditation and School Improvement.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 15 of 29
and assign to safety net instruction which occurs before, during and after school. These
programs will include:
After school tutorial:
- Extending the learning time
Increasing the efficiency of lesson delivery (Academic Data Coach)
Increasing the efficiency of classroom time (Academic Data Coach)
Lesson Planning & Collaboration (extended planning, Academic Data Coach)
Technology – Assessments, Accelerated Reading and REFLEX Math, Technology
Teacher Specialist
Math and Reading with an additional teacher in homerooms with the greatest
identified need.
Morning Study Hall for students needing additional Reading and Math Support.
During school tutorial provided by volunteer tutors.
Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o counseling, pupil services, and mentoring services;
o college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
o the integration of vocational and technical education programs; and
We will address the needs of all children in the school, particularly the needs of low-achieving
children and those at risk by providing the following:
Monthly Character Education program
Monthly IB learner profile/traits incentive
Student of the Month
Monthly Attendance Celebration
Monthly REFLEX Math Champions/classroom winners
Monthly OPEN Book Word Builder Champions
Address how the school will determine if such needs have been met; and o are consistent with, and are designed to implement, the state and local
improvement plans, if any.
We will monitor all students especially the low-achieving students through RTI, data team
meetings, benchmark assessments, end of chapter / unit tests, progress monitoring, SST, OPEN
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 16 of 29
Book Data Reports, REFLEX Math Data Reports, student portfolios, and teacher made
checklists.
3. Instruction by highly qualified professional staff
Avondale Elementary has 40 teachers and 1 data coach with a range of experience from one year
to twenty-eight years. 100% of the teachers at Avondale Elementary are highly-qualified
according GPSC and GaDOE standards. Educational experience for the faculty is as follows.
Degree Number of People
Bachelor’s 17
Master’s 19
Specialist 2
Doctorate 2
Avondale Elementary develops and maintains policies, procedures, and protocols to ensure a
supportive school environment for each teacher through the following.
Assigns mentors to teachers new to the profession to address concerns, provide
continuous support and feedback through informal observations and Focused Walks.
Assigns mentors to teachers new to the building to address concerns
Provides continuous support and feedback through informal observations and Focused
Walks.
Provides mentors to veteran teachers upon request.
Schedules a formal time for mentors and mentees to meet monthly.
Provides guidelines to mentors regarding how to effectively serve in their roles.
Schedules meetings with the IB coordinator once a month to receive training on effective
implementation of the International Baccalaureate Primary Programme.
Utilizes the Sunshine Committee in building and maintains a positive work environment
through monthly treats.
New teachers will attend New Teacher Orientation and continue support through the Professional
Learning Department with four additional sessions. They will also participate in an orientation
session at Avondale ES conducted by the principal. All other professional learning will be
tailored to the needs of the individual teacher. Furthermore, new teachers will receive additional
support through the Teacher Support Team.
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 17 of 29
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
A. We have included teachers, principals, and paraprofessionals and, if appropriate, pupil
services personnel, parents, and other staff in our staff development that addresses the
root causes of our identified needs.
Staff attendance at local, state, and federal conferences
Parent opportunities offered through PTA and other volunteer opportunities
Attendance of staff at staff development opportunities on the local and county level
Participation of the staff working on higher level degrees
Attendance and participation on our local school council, including administration,
teachers, and parents involved in local businesses.
Inclusion of Partners in Education through tutoring, mentoring, volunteering, and
financial support.
Higher-order thinking skills – Inquiry based learning, Depth of Knowledge, Thinking
Maps, Multiple Intelligences in-services.
Differentiated instruction – Online class on differentiated instruction offered through
DCSS and courses offered through Metro RESA.
Students’ personal efficacy and responsibility – Training for parents to help them
support their student.
Training on how to conduct student led conferences.
Training on implementing Thinking Map strategies.
An evening for parents/students to participate in Reading and Math Make-It-Take-It
nights.
Teacher articulation of standards and assessments – training on reading data and how
to implement effective teaching strategies based on the data and peer observation.
Monthly School-wide Professional Learning Communities to analyze student work and
assessment data and generate strategies and engaging lesson plans to address student
learning needs.
Weekly Grade Level Professional Learning Communities - analyze student work and
assessment data and generate strategies and engaging lesson plans to address student
learning needs.
B. We will align professional development with the State’s academic content and student
academic achievement standards.
All of our school’s Title I funded professional development have been aligned with our
needs assessment. Each professional development activity has been reviewed to ensure
the training is related to Georgia’s academic content with the goal of raising student
achievement in content areas identified within our needs assessment.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 18 of 29
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
C. We will devote sufficient resources to carry out effective professional development
activities that are primarily job embedded and address the root causes of academic
problems.
Based on careful examination of past performance, new data, and staff capacity and buy-
in, the following plan of action will be taken for 2015-2016:
o RTI: on-going training will be provided to staff members to assist them on how
to collect data, as well as, how to use the school and other resources to
implement RTI.
The following programs, initiatives, and/or interventions will continue for the 2015–
2016 school year:
o Accelerated Reader (AR)
o STAR Reading
o OPEN Book
o STAR Math,
o REFLEX Math
o Before/After School Tutorial and in class tutorial
o Instructional Teacher Meetings
o Weekly Data Meetings
o International Baccalaureate Program
o Professional Learning Communities
o Parent Communication-Title I Parent meetings, Make and Take It Night,
Parent-Teacher Conferences, Class and School Newsletters
o Professional Book Study
D. We will included teachers in professional development activities regarding the use of
academic assessments to enable them to provide information on, and to improve, the
achievement of individual students and the overall instructional program in the following
ways.
Understanding and using assessment data is important to making sound instructional
Decisions. All Professional Learning will be related to our needs assessment.
RTI: On-going training will be provided to staff members to assist them on how to
collect data, as well as, how to use the school and other resources to implement RTI.
Substitute teachers will be secured to cover classes during teacher training.
Accelerated Reading and Early Literacy/Numeracy,.
Professional development: Attend the IB Annual Conference to support teaching and
learning.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 19 of 29
4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Title I funds will only be used to support core content subject professional learning
activities.
E. Schools yearly professional development schedule
2014-2015 Professional Development For: Avondale Elementary School
Month PL Topic Core Academic Area Addressed
Location Estimated Cost Funds planned utilization
August-September
Georgia Standards of Excellence, Differentiation
Mathematics ELA
School-based
Title I Academic Data Coach District Trainer
Title I FY 16
October-November
Lexile & IB All content School-based
Title I Academic Data Coach Teacher Trainer
Title I FY 16
November-December
Interactive Notebook
Science, Social Studies, & Mathematics
School-based
Data Coach Teacher Trainer
Title I FY 16
January-February
STEM and Lexile All content School-based
Teacher Trainer Data Coach
Title I FY16
May-June IB Instructional/Data Summit
All content School-based
Title I Academic Data Coach Teachers
Title I FY 16
Title I funds will only be used to support core content professional learning activities.
5. Strategies to attract high-quality highly qualified teachers to high-need schools.
Avondale Elementary School has been identified as an International Baccalaureate
(IB) School working towards Science, Technology, Engineering and Mathematics
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 20 of 29
(STEM) certification. Our technology advances include a MAC Lab, Computer Lab,
four laptop carts and many iPods.
To provide support for teachers to maintain high teacher retention. The principal will
schedule one or more individual conferences with all new teachers and administrators
per semester to address teacher concerns and express support. Follow-up regarding
supportive actions will be documented. Teachers also are given opportunities to be
recognized for positive contributions to themselves and others.
Attend job fairs
School mentors for new hires
On site opportunity to earn PLUs
International Baccalaureate Authorized
Staff Stress Management Activities
We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. The Human Resources Department notifies all
teachers that are not highly qualified each year and outlines the requirements that they
must meet. The master schedule is developed so that all teachers teach courses that
they are qualified to teach. If a teacher or paraprofessional is not highly qualified the
parents are notified by letter.
6. Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
A. We will involve parents in an organized, ongoing, and timely way in the planning,
review, and improvement of school-wide programs and the school parental involvement
policy by working collaboratively with parents through our Annual Title I Meeting,
School Council meetings, PTA meetings, and Parent Workshops. Parents collaborate on
writing the SWP, parent involvement policy, and school-parent compact. Various
community members also work with the school to support and encourage student learning
through volunteering and partnership. Our School Council has worked to improve student
achievement in ways that exemplify the school mission and vision statement.
Thursday Courier – Couriers are sent home to keep parents abreast of information from
the school system, school, PTA, and teacher.
Marquee- Meeting dates are posted on the school’s marquee for parent and community
notification of annual Title meeting
Newsletter – Grade levels send home monthly newsletters to update parents.
Calling Post – The calling post goes out to all parents using numbers from the Infinite
Campus database. This updates them about events going on at the school
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 21 of 29
B. We will update the school parental involvement policy periodically to meet the changing
needs of parents and the school and distribute it to the parents of participating children
and make the parental involvement plan available to the local community, by creating the
Title I Parent Involvement Policy with the parents during Open House, PTA meetings.
We will make these documents available to parents by posting on the school’s website, as
well as kept in the media center for review upon parent request.
C. We will conduct an annual meeting on October 31, 2015 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 by
explaining what the Title I program is and the resources we provide. We provide
opportunities for parents to give input on the creation of the Title I Parental Involvement
Policy, schoolwide plan, and school-parent compact.
D. We will offer a flexible number of meetings, such as meetings in the morning or evening,
and may provide, with funds provided under Title I, transportation, child care,
community parent meetings or home visits, as such services relate to parental
involvement by parents completing surveys to help us determine times most convenient
for parents; summaries are developed based on the survey data and used accordingly. A
timeline of these meetings is as follows.
August –September: Annual Title I meeting, Coffee Tea & Sympathy
October: Helping Students Have Success at School- In-servicing parents on how
to help their children become better students.
November: Mental Health- Providing information and support for parents with
students who have special needs.
December: International Night- Helping our parents better understand and
participate in the International Baccalaureate (IB) Primary Years Programme
(PYP) and helping their student home.
January: GA Milestones, “Are you smarter than a student – Parents are invited to
learn strategies and become knowledgeable about the Georgia Milestones
Assessment and other assessments that their children will be required to take.
Parents also participate in math make-it/take-it activities to carry home to work
with their children.
March: Science, Technology, Engineering, & Mathematics (STEM) Night:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 22 of 29
Parents learn about STEM and participate in STEM activities.
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 conducting parent/teacher conferences. Parents are
notified by using student agendas, emails, teacher websites, school flyers, newsletters,
school marquee, and calling post.
F. We will jointly develop with parents of participating children a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility
for improved student academic achievement and the means by which the school and
parents will build and develop a partnership to help children achieve the state’s high
standards by compacts. The Parent Compacts is reviewed, revised, and distributed to all
parents prior to October 31, 2015. The principal, teacher, parent(s), and student all sign
the compact. Parents verbally share their input, as well as, complete a parent survey to
finalize the Parental Involvement Policy and school-parent compact. The homeroom
teacher collects and files each compact in the school’s Title I notebook. A signed copy of
the compact is also sent to the Office of Federal Programs.
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 Test Taking Night – Parents are invited to learn
strategies and become knowledgeable about the GA Milestones and other assessments
that their children will be required to take. The assistant principal initially provides
parents with this information during the Annual Title I meeting in October. We send
information letters on the various tests about their purpose and their interpretation to
parents in Thursday’s couriers. We also utilize the calling post to inform parents of
testing dates and informational meetings. Parents may request a meeting/conference with
their child’s teacher any time by calling the front office at 678-676-5202.
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 Make-It/Take It- Parents are invited to come to a
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 23 of 29
parent meeting and learn strategies that they can use at home to assist their children.
Title I parent meetings for building capacity are scheduled throughout the entire school
year.
I. We will provide training prior to curriculum night conducted by the administrators, 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, by providing professional
learning opportunities related to creating and maintaining a class website.
J. We will, to the extent feasible and appropriate, coordinate and integrate parental
involvement programs and activities with feeder schools and district-wide parent resource
centers that encourage and support parents in more fully participating in the education
of their children, by Pre-K – the school provides a three week summer transition Program
if funds are available. During the Spring we host a Pre K/Kindergarten Round Up
especially for Avondale Estates Community. Parent communication is sent home to all
parents in various ways and families are welcome to visit, observe, and schedule
orientation at Avondale Elementary School.
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 using
home language surveys in students’ permanent records to determine whether or not
written information related to the school and parent programs, meetings and other
activities needs to be translated into the parents native language in order to keep them
informed.
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 use of a translator, phone conferences,
school website, agendas, newsletter, calling post, and use of support staff; such as social workers
if requested.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 24 of 29
7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
We routinely plan activities for assisting preschool children in the transition from early
childhood programs. We also include transition plans for students entering middle school
or high school and for students entering from private schools including students entering
our school throughout the school year.
New students – They are assigned a classroom buddy to help them get acclimated to the
school.
Pre-K – The Pre-K teacher provides orientation for the parents; the school provides a
three week summer school tutorial, when funds are available.
Kindergarten – The school hosts a Kindergarten Roundup in the spring, when the funds
are available.
Grade Five to Middle School - Students participate in the middle school pre-
registration/transition, middle school visits, and orientations. Grade 5 teachers plan with
grade 6 teachers once per semester.
Special Education – Student needs are identified, an IEP is created, implemented, and
monitored. Accommodations are made as needed to ensure access to the curriculum.
ELL – Students are identified and provided support throughout the school year.
Accommodations are made as needed to ensure access to the curriculum. Students new to the
country in grades 3-5 attend DCSD International Center. ELL students exit the program when
they have achieved a passing score on ACCESS and they are then monitored for two years.
8. Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Teachers are given the opportunities to participate in the decision-making process of selecting,
implementing, and monitoring site-based academic assessments, for example through monthly
Professional learning Communities (PLC), the first Wednesday of the month, weekly faculty
meetings on Wednesdays, grade level meetings bi-weekly, and data meetings on Thursdays. In
Language Arts, the school selected Reading and Early Literacy to assess the student’s reading
level. The school also selected Math to assess students’ math performance, in addition to
progress monitoring in all core subjects. The state requires all third, fourth, and fifth grade
teachers to use the Georgia Milestones as an assessment for mastery of grade level standards in
all subjects. The state requires all kindergarten teachers to assess using GKIDS for Kindergarten
readiness. ITBS is a national assessment that is given to first, third and fifth grade students each
year. Teachers select as well as develop common assessments to use to monitor their students’
mastery of the Common core Georgia Performance Standards and the Georgia Standards of
Excellence. Teachers will plan collaboratively to improve students’ mastery of the CCGPS and
identify strategies to ensure students are successfully meeting and exceeding the requirements of
the Georgia Milestones Assessment.
School Wide: Staff analyzes the schools’ performance (CCRPI) and the Georgia Milestones at
the beginning of the school year. Teachers analyze their students’ performance on grade level
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 25 of 29
common assessments to dictate daily instruction, and on-going classroom and grade-level
assessments. This data shows overall strengths and weaknesses. This allows the grade level to
make adjustments in instruction to cover the gaps. It also allows the current grade level to make
a year-long plan that includes the previous year’s deficiencies and current deficiencies. At the
end of each school year, all assessment data is used between grade levels in the process of
vertical planning. Grade level data is valuable in planning to cover deficient areas.
Individual Classrooms: Each classroom teacher compiles a comprehensive data notebook
which contains assessment results from STAR Reading assessments, STAR Math assessments,
writing prompts, pre-and post- math tests, and all standardized testing. This data helps teachers
to plan for effective and differentiated instruction. These assessment tools help teachers to
address growth and weaknesses and to monitor the achievement of each student on a regular
basis. The standardized tests, like the Georgia Milestones, and Norm Reference Tests, like the
ITBS & CoGAT, give teachers valuable information on each child.
9. Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.
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 additional assistance. These activities will be available to all students
with an emphasis on students with the greatest deficits. They will include:
Students at risk are identified by their scores on the Georgia Milestones, ACCESS,
classroom performance, STAR Reading, Early Literacy and STAR Math. Results are
analyzed on an ongoing basis. The Georgia Milestones and ACCESS tests are given
once a year. STAR Reading, Early Literacy and STAR Math are administered each
month in the school year. The data from these tests is reviewed on a weekly basis at
grade level meetings. In addition, all teachers maintain and review Level One Plans
every two – three weeks. Parents, Reading/Math Specialists, ESOL Specialists, Special
Education Teachers, Counselors, and administrators provide input for the completion of
the plans. Teachers also utilize a variety of assessment tools on a daily basis to
effectively identify students who are having difficulty mastering a standard. The
teachers then plan instruction that will allow students’ learning to be differentiated as
needed. All students are provided with Tier 1 standards based instruction. Students that
require more assistance are provided with Tier 2 interventions (extended learning,
tutorial, flexible grouping, additional support). Students that are not successful with Tier
2 interventions are referred to Tier 3.
For students needing additional assistance (Tier 2 and Tier 3 students), there is an after-
school tutorial funded by Title I. The focus is on Reading and Math. Additionally,
before and/or after-school support is provided by Cool Girls and the After School
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 26 of 29
Extended Day Program. The Accelerated Reader, Open Book, REFLEX Math, and
ALEX are software programs available in the computer lab. Following are the measures
to ensure the identification of students who are having difficulty.
• Reader’s & Writer’s teacher/student conferences (weekly)
• Staff Meetings (preplanning)
• Leadership Team Meetings (monthly)
• Professional Learning Communities (weekly)
• Instructional Teacher Meetings (bi-weekly)
• Reading and Math Unit Test (every 6 weeks)
10. Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
• Title I
Staff (Academic Data Coach & Paraprofessional)
Core Content
Student Consumables & Supplies
Technology
Books
Hands on Manipulatives
Professional Learning Subs
Professional Learning Stipends
• Per Pupil Funds
• PTA
• Partners in Education
Title I Funds support reading and math materials and program supplies; Reading and Math
technology such as Accelerated Math, Accelerated Reading, STAR Math, STAR Reading, and
Open Book, software and other equipment to deliver instruction; student tutorial program,
intensive intervention materials; various professional learning for staff to improve their reading
and math pedagogy.
Per pupil funds are used to support the instructional program in all core content areas.
Principal Discretionary Funds are to support student achievement and professional development.
PTSA and Partners in Education provide student/teacher incentives.
11. Description of how individual student assessment results and interpretation will be provided to
parents.
Teachers and administration are able to interpret and effectively articulate assessment results to
stakeholders through assessment training, correspondence, Parent/Teacher Conferences, and
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 27 of 29
Curriculum Night. Administrators are trained in data analysis during administrative
meetings/workshops. Teachers are trained in data analysis during instructional teacher meetings,
Professional Learning Communities, and staff meetings. Letters are sent home to parent(s) or
guardian(s) that explain the results of standardized tests as well as how the test data should be
interpreted. The School Counselor also host parent meetings to assist parents on how to read
state assessment data reports. Parents are invited to request information on how to interpret test
scores. Parent/Teacher Conferences are a time that teachers share the interpretation and results of
test scores with individual students’ parent(s) or guardian(s). Test results are sent home the first
week of school. A calling post message goes out to each parent letting them know when test
results are coming home. The homeroom teacher, with the assistance of special area teachers,
meets with parents to explain the test results. Teachers also share the test results with students
during teacher/student conferences.
12. Provisions for the collection and disaggregation of data on the achievement and assessment results
of students.
Data is collected and disaggregated for all state mandated test by the state of Georgia
Department of Education. Teachers maintain data notebooks to collect and disaggregate data.
Accountable talks are held in grade level Professional Learning Communities and with the
principal in our data meetings. The state collects and disaggregates data.
13. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
The Georgia Department of Education provides disaggregation of data assessment; therefore, the
disaggregation results are valid and reliable. In addition DeKalb has a protocol for ensuring
assessment data is valid and reliable.
14. Provisions for public reporting of disaggregated data.
Our school will communicate to the widest range of stakeholders the results of the disaggregated
data by providing them with the Georgia Department of Education: Office of Student
Accountability website, the DeKalb County School System website, as well as local newspapers.
The Georgia Department of Education provides a comprehensive report card for each school in
the state of Georgia in which data-disaggregated information is clearly stated. Our school will
communicate the SWP to the widest range of stakeholders by housing a copy in the Parent
Center that is available for stakeholders to view. A copy will also be electronically placed on the
school website. Test results, other school related results, and the SWP will also be discussed
during PTA meetings, school council meetings, and at other school related functions. Data is
posted on local school website, displayed on bulletin boards and school newsletters.
15. Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 28 of 29
The plan was developed during a one-year period in the 2014-2015 school year and has been
updated annually since that date with the 2015 – 2016 revisions included in this plan.
16. 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).
As a part of strategic planning, Avondale Elementary School’s instructionally focused SWP
Steering Committee/Leadership Team developed a comprehensive needs assessment by
analyzing various types of data throughout the school year (Georgia Milestones, GKIDS,
ACCESS, and Universal Screener). The committee meets monthly at the school to discuss the
needs of the school. SWP teams will meet four times throughout the school year to update the
SWP plan (August 2015, September 2015, January 2016, and May 2016). Grade levels meet on
Tuesdays and/or Thursdays during Instructional Teacher Meetings with the Principal, Assistant
Principal, and the Academic Data Coach to analyze school, grade level, and individual student
data. The principal meets regularly with teachers to analyze data, focusing on formative
assessments and student’s mastery of standards. Teachers also meet monthly with Professional
Learning Communities to analyze data. The School Council also meets four times a year to
discuss school improvement.
Committee Members
Dontae M. Andrews Principal
Candace M. Sagers SWP Facilitator
Stephanie Smith Parent Representative
Dawn Robinson-McDonald School Counselor
Tope Harris Special Education Representative
Brenda Walker Reading/ELA Chair
Aundrea Whitehead Math Chair
Eric Thomas Science Chairs
Bridgette Samuel Social Studies Chair
Dr. Kris Mullis Community Representative
Lucretia Ford Professional Learning Liaison
Kim Siddiqui IB Coordinator/Gifted Teacher
17. Plan available to the LEA, parents, and the public.
The SWP will be available to the parents and public on the school website and in the parent
resource center. Information will be sent home with the students. A copy will remain on file in
the Parent Center and in the principal and assistant principals’ offices. The SWP will be
discussed at all parent meetings including Open House, Curriculum Night, school marquee,
school website, Title I Annual Parent Meeting, PTA meetings, and School Council meetings.
The contact for those who will need additional information or explanation of the SWP will be
Dr. Candace Sagers, Assistant Principal. A copy is on file in the Title I Department of the
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Georgia Department of Education April 2015 ● Page 29 of 29
DeKalb County School District.
18. 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.
Translation or interpretation of the plan, to the extent feasible, shall be provided for any
language that a significant percentage of the parents of participating students in the school speak
as their primary language. The languages include, but are not limited Spanish, Farsi, Thai, and
Nepali. For assistance getting this plan transmitted we will contact our Title I Representative.
19. Plan is subject to the school improvement provisions of Section 1116.
This plan is subject to the school improvement provisions of section 1116. The School wide Plan
is based on the needs assessment of the school. This document provides the framework for
improving academic achievement. Teachers and administrators refer to this document when
planning for student instruction as well as professional development.
top related