Georgia Department of Education Title I School-wide/School Improvement Plan Mr. Richard Woods, State School Superintendent July 2014 ● Page 1 of 76 NCSS-Revised 2/2/16 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Livingston Elementary District Name: Newton County Principal Name: Dr. Patrick Carter School Year: 2016-2017 School Mailing Address: 3657 Highway 81, South Covington, Ga. 30016 Telephone: 770-784-2930 District Title I Director/Coordinator Name: Dr. Sheila Thomas District Title I Director/Coordinator Mailing Address: 2109 Newton Drive NE Covington, GA 30014 2109 Newton Drive NE Covington, GA 30014 Email Address: [email protected]Telephone: 770-787-1330 extension 1250 ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School Revision Date: 6/7/2017 Revision Date: 8/25/2017 Revision Date:
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Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 1 of 76
NCSS-Revised 2/2/16
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Livingston Elementary District Name: Newton County
Principal Name: Dr. Patrick Carter School Year: 2016-2017
School Mailing Address: 3657 Highway 81, South Covington, Ga. 30016
Telephone: 770-784-2930
District Title I Director/Coordinator Name: Dr. Sheila Thomas
District Title I Director/Coordinator Mailing Address:
2109 Newton Drive NE Covington, GA 30014 2109 Newton Drive NE Covington, GA 30014
Mr. Richard Woods, State School Superintendent July 2014 ● Page 2 of 76
NCSS-Revised 2/2/16
SWP Template Instructions
All components of a Title I School-wide 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 School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 3 of 76
NCSS-Revised 2/2/16
Planning Committee Members:
NAME MEMBER’S SIGNATURE POSITION/ROLE
Dr. Patrick Carter
Principal
Amber St. Clair
Assistant Principal
Karen Wright
Instructional Coach
Katie Norman
Specialist
Kathy Sager
Kindergarten teacher
Brooke Mote
1st Grade teacher
Melanie Patterson
2nd grade teacher
Catherine Grant
3rd Grade Teacher
Katherine Carter
4th Grade Teacher
Natarshia Nolley
5th Grade Teacher
Keitha Watson
Special Education
Kathryn Shropshire
EIP
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 4 of 76
NCSS-Revised 2/2/16
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).
Response:
A. We have developed our school wide plan with the participation of individuals who will carry out the
comprehensive school wide/school improvement program plan. Those persons involved were includes
community members and parents, the school wide planning committee, the leadership team and the Instructional Design Team. Both planning and design teams consists of staff from every grade
level/department. Efforts of these teams include leading the school through the process of developing
school improvement goals and action steps for this Title I Plan. The team met on June 7 and 8, 2016, to
begin the work. First, the team completed the 2015-2016 Title I Annual Program Review Report. The
team also conducted an in-depth analysis of data obtained during the 2015-2016 school year in order to
revise and update Livingston’s School-Wide Title I Improvement Plan. Livingston’s process of
determining the comprehensive needs of the school has many facets and includes input from all
stakeholders. The district’s school improvement planning process requires each school to conduct both
formative and summative assessments to determine school wide strengths and areas of improvement
as a part of the annual review of school wide data.
B. We have used the following instruments, procedures, or processes to obtain this information.
This includes:
2017-2018 Title I Program Review Report
Demographic data regarding the student population
Student achievement data
Professional learning data
Parent surveys
Climate Surveys
Brainstorming and Collaboration
C. Currently, Livingston doesn’t have any Migrant students. However, if any shall enroll, we will follow
the following procedures. The Migrant Education Program is part of the Title I Program. Each year, all
students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is
returned, the school’s designee sends all forms to the Migrant Education Liaison in the Office of
Federal Programs. Upon receipt, and review of each survey, the Migrant Education Liaison sends
selected surveys to the regional Migrant Education Program office. Newton County is a part of the
Migrant Education Consortium which means Georgia Department of Education allows Abraham
Baldwin Agricultural College (ABAC) to serve as the fiscal agency. The Migrant Education Program
Specialist from ABAC will contact each school to provide support to any student who qualifies for
these services. Classroom teachers will implement strategies for any Migrant Education student based
on the areas of need. “
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 5 of 76
NCSS-Revised 2/2/16
D. We have reflected current achievement data that will help the school understand the subjects and skills
in which teaching and learning need to be improved. For example:
School Demographics 2016-2017 Total
Enrollment
Total
%
Black
%
White
%
Hispanic
%
Asian
%
American
Indian
%
Multi-
Racial
% Male %
Female
490 69.5 19.38 4.89 .4 .2 5.5 55.10 44.89
Number of Students Percent of Student Population
Free and Reduced Lunch 407 83.06
Special Education Enrollment 72 14.69
Gifted Enrollment 19 3.87
EIP Enrollment 79 16.1
ESOL Program Enrollment 11 2.2
Mobility Rate (%) 28.6
Attendance Rate - % of students with fewer than 6 absences 39.59
Summary: Livingston’s total enrollment decreased by 30 students for the 2016-2017 school
year, and the number of students on free and reduced lunch increased from 64.5% (2015-2016
SY) to 83.06% for the 2016-2017 SY. The mobility rate decreased from 37.07% to 28.6%,
and the percentage of students with fewer than 6 absences decreased from 51% to 39.53%.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 6 of 76
NCSS-Revised 2/2/16
Georgia Milestones Data
3RD Grade ELA Domain Report
Percentage of Students with Each Score Point
2014-2015
3RD Grade ELA Domain Report
Percentage of Students with Each Score Point
2015-2016
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 7 of 76
NCSS-Revised 2/2/16
3RD Grade ELA Domain Report
Percentage of Students with Each Score Point
2016-2017
Percentage of Students
Number of Students Below Grade Level Grade Level or Above
86 35 % 65%
Lexile Distribution by Percentage Lexile Distribution Below The Stretch Band (Below 740L)
Within the Stretch Band (740L-940L) Above the Stretch Band (Above 940L)
Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating
Summary: Strengths – Parts of a book, organization of print, rhyming words, blend and segment onset and
rime, recognize upper and lower case letters and produce initial, medial and final sounds. Weaknesses –
reasons author gives to support points, explore tools to produce and publish writing, draw, dictate, write to
compose informational text, and with support, participate in shared research and writing projects
Standard: English Language
Arts
Element Description Rating %
NA ND EM PR MS EX Meaning of words and phrases With support, identify new meanings for familiar words; use acquired words and phrases 0 3 32 65
With support, use inflections and affixes as a clue to meaning of a word 0 0 22 53 25
Word relationships Sort common objects into categories 0 0 28 72
Relate verbs and adjectives to their opposites; begin to distinguish verb meanings 0 8 29 63
Identify connections between words and their use 0 7 21 72
Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating
Summary: Strengths – sort common objects into categories, Weaknesses – with support, use inflection and
affixes as a clue to meaning of a word.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 32 of 76
NCSS-Revised 2/2/16
Standard: Approaches to
Learning
Skill/Element Description Rating %
NA AC DE CD
Curiosity Asks questions. 0 1 35 64
Self-selects activities and topics. 0 1 35 64
Seeks help when needed. 0 3 31 67
Creative Capacity Shows creativity by appropriately using materials in unique ways. 0 4 65 31
Displays imagination in storytelling, writing, drawing, play, songs, etc. 0 1 64 35
Uses a variety of problem solving strategies. 0 13 65 22
Displays motivation/enthusiasm for learning. 0 1 35 64
Works independently. 0 8 44 47
Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating
Summary: Strengths – seeks help when needed, asks questions, self-selects activities, and displays
motivation/enthusiasm for learning. Weaknesses – uses a variety of problem solving strategies, pays
attention, shows creativity by appropriately using materials in unique ways.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 33 of 76
NCSS-Revised 2/2/16
Standard: Personal/Social Devel
Skill/Element Description Rating %
NA AC DE CD Personal Devel Demonstrates self-confidence/positive attitude. 0 0 11 89
Adjusts well to changes in routines and environments. 0 3 11 86
Expresses emotions and needs through appropriate words and actions. 0 1 39 60
Social Devel Treats others with respect in words and actions. 0 0 14 86
Shows caring for others. 0 0 14 86
Follows directions and school rules. 0 3 35 63
Respects the property of others. 0 1 10 89
Works cooperatively with others. 0 7 15 78
Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating
Summary: Strengths – demonstrates self-confidence/positive attitude, respects property of others.
Weaknesses – expresses emotions and needs through appropriate words and actions, follows directions and
school rules.
Standard:
Mathematics
Element Description Rating %
NA ND EM PR MS EX Count to 100 by Is and 10s Count to 100 by ones and by tens 0 0 4 19 68 8
Count forward from given
numbei Count forward beginning from a given number 0 1 11 88
Write numbers from 0 to 20 Represent a number of objects with a written numeral 0-20 0 1 8 64 26
lumbers and quantities Say the number names in the standard order 0 0 14 86
Last number name said tells the number of objects 0 1 10 89
Each number name refers to a quantity that is one larger 0 6 4 68 22
'How many" questions Count to answer "how many?" questions up to 20 0 1 3 10 71 15
Count objects to 20 0 1 0 14 63 22
Identify and count pennies to 20 0 0 1 8 71 19
3reater than/less than/equal to Whether a group is greater than/less than/equal to another 0 8 18 74
Compare numerals 1-10 Compare two written numerals between 1 and 10 0 0 35 47 18
Represent addition/subtraction Represent addition and subtraction with objects 0 1 22 76
Solve word problems Solve addition and subtraction word problems 0 0 47 53
Decompose numbers Decompose numbers less than or equal to 10 into pairs 0 8 33 58
Find the number that makes 10 For any number 1-9, find the number that makes 10 0 8 31 61
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 34 of 76
NCSS-Revised 2/2/16
fold/subtract within 5 Fluently add and subtract within 5 0 7 10 49 35
Compose and decompose Compose and decompose numbers from 11 to 19 0 1 53 46 0
Measurable attributes of objects Describe measurable attributes of objects 0 0 51 49
Compare two objects Compare 2 objects with a measurable attribute in common 0 0 31 69
Classify, count, and sort objects Classify and count objects, sort categories by count 0 0 1 11 69 18
Shape names and positions Describe objects using shape names and describe position 0 0 29 71
Correctly name shapes Correctly name shapes 0 0 13 88
Identify shapes as 2-D or 3-D Identify shapes as 2-D (flat) or 3-D (solid) 0 4 96
Analyze and compare shapes Analyze and compare 2-D and 3-D shapes 0 1 36 63
Model shapes in the world Model shapes by building from components or drawing 0 0 3 97
Compose to form larger shapes Compose simple shapes to form larger shapes 0 1 99
Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating
Summary: Strengths – represents number of objects with a written numeral 0 – 20, each number name refers
to a quantity that is 1 larger, identify and count pennies to 20, compose simple shapes to form larger shapes,
model shapes by building from components or drawing. Weaknesses – solve addition and subtraction word
problems, decompose numbers less than or equal to 10 into pairs, describe measurable attributes of shapes,
compose and decompose numbers from 11-19
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 35 of 76
NCSS-Revised 2/2/16
2016 -2017 ITBS Assessment Data Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average range Kindergarten Grade Fall Report Percent of Students in NPR Ranges
2016-2017 Reading Language ELA
Total
Word
Analysis
Listening Extended
ELA
Total
Math Core
Composite
Level One
1-24
Level Two
25-49
Level Three
50-74
Level Four
75-99
Summary: Kindergarten students did not take a FALL ITBS assessment.
Kindergarten Grade Spring Report Percent of Students in NPR Ranges
2016-2017 Reading Language ELA
Total
Word
Analysis
Listening Extended
ELA
Total
Math Core
Composite
Level One
1-24
31 35 30 26 39 21 25 17
Level Two
25-49
16 28 23 31 28 38 19 45
Level Three
50-74
28 32 32 24 16 39 32 29
Level Four
75-99
30 6 19 19 19 8 28 15
Summary: No base line data – Took Cogat in the Fall and ITBS in the Spring. This is our first year
taking ITBS. Our level 3 and 4 strengths are Reading (58%) and Math (60%). Our biggest
weaknesses for level 3 and 4 are listening (35%) and language (38%).
Summary (Trend): Our goal is to become more proficient in levels 3 and 4 in the areas of listening
and language focusing on more background knowledge using concrete examples and making a
conscience effort to practice listening skills. We will make specific listening skills and providing
concrete examples of vocabulary to enhance background knowledge a priority each week.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 36 of 76
NCSS-Revised 2/2/16
Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average range
1st Grade Fall Report Percent of Students in NPR Ranges
2016-
2017
Reading Language Vocabulary ELA
Total
Word
Analysis
Listening Extended
ELA Total
Math Computation Math
Total
Core
Composite
Level
One
1-24
19 38 28 26 28 41 26 19 NA 19 16
Level
Two
25-49
21 24 21 21 21 29 26 31 NA 31 25
Level
Three
50-74
32 17 37 35 36 19 40 34 NA 34 47
Level
Four
75-99
28 21 5 18 16 10 7 16 NA 16 12
Summary: First Grade took the ITBS Form 5/6 in the fall. The scores indicate a strength in
Reading based on 60% of students scoring at levels 3 or 4. The scores indicate a weakness in
listening based on only 29% of students scoring at levels 3 or 4.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 37 of 76
NCSS-Revised 2/2/16
1st Grade Spring Report Percent of Students in NPR Ranges
2016-
2017
Readin
g
Languag
e
Vocabular
y
ELA
Tota
l
Word
Analysi
s
Listenin
g
Extende
d ELA
Total
Mat
h
Computatio
n
Mat
h
Total
Core
Composit
e
Level
One
1-24
28 41 33 36 33 40 36 30 24 32 38
Level
Two
25-49
33 26 19 26 29 21 26 29 26 28 26
Level
Thre
e
50-74
19 25 26 21 29 28 33 32 24 32 30
Level
Four
75-99
21 9 22 17 13 12 5 11 26 11 9
Summary: First Grade took the ITBS Form 7 in the spring. The scores indicate a slight strength
in Word Analysis and Computation based on 52% and 50% of students scoring at levels 3 or 4.
The scores indicate a weakness in language based on only 34% of students scoring at levels 3 or
4.
Summary (Trend): 2016-2017 was our first year to administer the ITBS in first grade. The
number of students at level 3 and 4 decreased in all reading skills except vocabulary and
listening. The number of students at level 3 and 4 decreased in all math skills except
computation. We did not take the computation portion in the fall. In computation, 50% of first
graders scored at 3 or 4.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 38 of 76
NCSS-Revised 2/2/16
Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average range
2nd Grade Fall Report Percent of Students in NPR Ranges
2016-
2017
Readin
g
Languag
e
Vocabular
y
ELA
Tota
l
Word
Analysi
s
Listenin
g
Extende
d ELA
Total
Mat
h
Computatio
n
Mat
h
Total
Core
Composit
e
Level
One
1-24
41 61 42 53 56 63 64 40 38 41 45
Level
Two
25-49
34 28 27 32 37 18 22 42 38 39 40
Level
Thre
e
50-74
18 10 18 11 3 12 13 16 18 18 15
Level
Four
75-99
7 1 12 4 4 7 1 1 17 3 No
Score
Summary: The data analysis of NPR ranges for second graders at LVES first year taking the
ITBS is as follows: During the fall students were assessed using form level E-7. Students’
strengths were in Math and Computations. The weaknesses were in Language, Listening, and
Word Analysis. All of these areas had percentages above 55 percent for Level One.
2nd Grade Spring Report Percent of Students in NPR Ranges
2016-
2017
Readin
g
Languag
e
Vocabular
y
ELA
Tota
l
Word
Analysi
s
Listenin
g
Extende
d ELA
Total
Mat
h
Computatio
n
Mat
h
Total
Core
Composit
e
Level
One
1-24
48 55 52 48 38 56 47 38 22 31 36
Level
Two
25-49
14 22 20 25 48 20 35 25 8 21 30
Level
Thre
e
50-74
20 20 17 18 15 17 14 25 18 24 26
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 39 of 76
NCSS-Revised 2/2/16
Level
Four
75-99
18 8 11 9 5 14 8 14 52 29 13
Summary: During the spring students were assessed using form level E-8. Students’ spring
scores showed strengths in Math and Computations. Weaknesses were in Listening and
Language; both had percentages above 55 percent.
Summary (Trend): The data shows that from fall to spring, students made gains and Math and
Computations remained the strengths. Listening and Language also remained as the weakness
from fall to spring.
Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average range
3rd Grade Fall Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conven
Of
Writing
Vocabulary ELA
Total
Math Computation Math
Total
Core
Composite
Level
One
1-24
45% 53% 56% 38% 51% 51% 33% 45% 52%
Level
Two
25-49
35% 22% 20% 30% 25% 21% 38% 25% 22%
Level
Three
50-74
19% 19% 14% 21% 20% 19% 22% 21% 205
Level
Four
75-99
1% 6% 11% 12% 5% 9% 7% 10% 6%
Summary: Students strengths were vocabulary. Weakness included reading.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 40 of 76
NCSS-Revised 2/2/16
3rd Grade Spring Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conven
Of
Writing
Vocabulary ELA
Total
Math Computation Math
Total
Core
Composite
Level
One
1-24
42% 40% 40% 39% 39% 35% 48% 36% 38%
Level
Two
25-49
30% 29% 29% 26% 35% 30% 28% 34% 36%
Level
Three
50-74
20% 20% 21% 24% 19% 18% 20% 21% 25%
Level
Four
75-99
8% 12% 15% 14% 13% 18% 9% 17% 12%
Summary: Strengths were in math and a relative strength in conventions of writing.
Summary (Trend): This was the first year taking the ITBS. Students experienced most growth in the area of
math compared to other academic areas. All areas had growth at level four.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 41 of 76
NCSS-Revised 2/2/16
4th Grade Fall Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conven
Of
Writing
Vocabulary ELA
Total
Math Computation Math
Total
Core
Composite
Level
One
1-24
52% 35% 37% 33% 37% 29% 31% 35% 32%
Level
Two
25-49
28% 41% 38% 38% 41% 30% 41% 33% 44%
Level
Three
50-74
19% 15% 23% 21% 17% 28% 22% 22% 18%
Level
Four
75-99
1% 9% 3% 9% 6% 13% 8% 12% 6%
Summary: Students’ strengths were in the areas of Math and Vocabulary. Students’ weaknesses were in
the areas of Reading and Computation.
Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average range
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 42 of 76
NCSS-Revised 2/2/16
4th Grade Spring Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conven
Of
Writing
Vocabulary ELA
Total
Math Computation Math
Total
Core
Composite
Level
One
1-24
29% 17% 21% 20% 21% 14% 15% 17% 21%
Level
Two
25-49
39% 34% 35% 31% 34% 35% 25% 27% 30%
Level
Three
50-74
24% 34% 28% 34% 30% 31% 28% 37% 36%
Level
Four
75-99
9% 15% 15% 15% 16% 20% 31% 20% 14%
Summary: Students’ strengths were in the areas of Computation and Conventions. Weaknesses were in the
areas of Reading and Core Composite. This is the first year assessing with the ITBS. Stu
Summary (Trend): This is the first year assessing with the ITBS. Student growth is noted in the decrease
of percentages at Level 1and the increases of percentages at Level 4 in all areas.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 43 of 76
NCSS-Revised 2/2/16
Level Descriptions of NPR (National Percentile Ranking) Ranges:
Level 1: Scores from 1-24 are in the below average range
Level 2 and Level 3: Scores from 25-74 are in the low average to high average range
Level 4: Scores from 75-99 are in the above average ran
5th Grade Fall Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conv
of
Writing
Vocab ELA
Total
Mathematics Computation Math
Total
Core
Composite
Soc.
Stud
Science Comp
Comp
Level
One
1-24
47 34 35 32 42 38 38 38 39 42 34 34
Level
Two
25-49
31 41 34 38 34 36 34 36 36 26 28 39
Level
Three
50-74
16 20 25 22 16 16 20 18 19 25 30 23
Level
Four
75-99
7 5 6 9 8 10 8 8 6 7 8 5
Summary: Students exhibited a strength in the area of mathematics and a relative strength in vocabulary.
Weaknesses included written expression and conventions of writing.
5th Grade Spring Report Percent of Students in NPR Ranges
2016-
2017
Reading Written
Expression
Conv
of
Writing
Vocab ELA
Total
Mathematics Computation Math
Total
Core
Composite
Soc.
Stud
Science Comp
Comp
Level
One
1-24
35 28 27 22 31 31 28 34 29 37 27 31
Level
Two
25-49
43 47 40 41 43 31 34 28 41 26 43 37
Level
Three
50-74
13 15 24 32 15 26 19 24 19 30 18 24
Level
Four
75-99
9 10 11 7 12 12 20 15 12 12 14 10
Summary: Students exhibited a strength in the area of computation and a relative strength in science.
Weaknesses included vocabulary and reading.
Summary (Trend): This was the first year of administration of ITBS. Students are experiencing the most
growth in the area of math as compared to other academic areas. All areas had growth at Level Four.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 44 of 76
NCSS-Revised 2/2/16
K 1 2 3 4 5 Basic Alphabet
Knowledge 0 0 0 0 0 0
Using Letter
Sounds 3 0 0 0 0 0
Using Letter
Patterns 3 3 0 0 0 0
Blends and
Digraphs 33 6 2 1 3 5
R-Controlled
Vowels 27 6 0 1 1 0
Vowel
Consonant -e 0 7 6 2 1 0
Vowel Teams 4 12 4 8 3 0 Lower Text
Complexity 2 24 14 18 6 28
Higher Text
Complexity 0 0 5 19 3 5
Students Read
Silently 0 0 10 34 54 44
2016-2017 End of The Reading Progression Chart
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 45 of 76
NCSS-Revised 2/2/16
Phonemic Awareness Reading Progression 2016-2017
2016-2017 End of The Year Next Step Guided Reading
KK 1st 2nd 3rd 4th 5th
Pre-A 7 1 0 0 0 0
A 3 1 0 0 0 0
B 3 3 0 0 0 0
C 10 2 0 0 0 0
D 5 2 0 0 0 0
E 10 5 1 0 0 1
F 3 2 1 0 0 0
G 5 2 4 0 0 0
H 5 3 2 0 0 0
I 12 1 3 0 0 0
J 1 12 4 0 0 1
K 1 10 4 6 1 1
L 0 3 4 3 0 1
M 1 0 16 3 0 0
N 5 7 10 2 3 0
O 1 0 1 4 4 0
P 0 0 2 13 6 1
Q 0 0 2 1 7 3
R 0 0 2 9 6 2
S 0 0 0 4 3 8
T 0 0 1 8 4 8
U 0 0 1 6 6 9
V 0 0 0 6 2 17
W 0 0 0 2 3 8
X 0 0 0 2 2 12
Y 0 0 0 4 0 10
Z 0 0 0 10 20 16
Summary:
Students made good progress with the phonics kid and NSGRA. Most students (60) are in Blends and
Digraphs or R controlled vowels in the phonics kid. In NSGRA 37 students are between levels E and K, 23
are below level E and 7 are above level K. First Grade: On the end of the year reading progression data, 41% of first graders were on grade level in phonetic
ability, 33% were below grade level and 21% were significantly below. On the end of the year NSGRA data, 59% of
first graders were on grade level or above in reading, 11% were below grade level and 30% were significantly below.
Second Grade: End of year reading progression data – 70 percent of second graders have completed
phonemic awareness instruction and have progressed to fluency, vocabulary, and comprehension. An analysis
of the end of year NSGR data showed 11 students were reading below grade level. Second Grade: End of
year reading progression data – An analysis of the end of year NSGR data showed 70 percent of
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 46 of 76
NCSS-Revised 2/2/16
second graders have completed phonemic awareness instruction and have progressed to fluency,
vocabulary, and comprehension and 11 students reading below grade level.
Summary of CCRPI Data: Between the 2014-15 to the 2015-16 school years, overall the CCRPI score
went down 3.3 points, however the progress points doubled.
*The tests used in 2014-15 were the GCRT. The tests used in 2015-on are the Georgia Milestones. How
CCRPI is calculated is changed each year.
Elementary CCRPI Data Profile CCRPI COMPONENT 2014 2015 2016
School CCRPI Score 69.1 58.6 60.1
Elementary School CCRPI Data Profile CCRPI COMPONENT 2014 2015 2016
Ind # 1. ACHIEVEMENT (Developing
learner or above on Milestones from
2016-on; 2014 meets or exceeds in
CRCT)
ELA (%)* 88.3%
47.321%
43.913% Reading (%)* 94.9%
Mathematics (%) 81.3% 51.345% 50.217%
Science (%) 65% 39.013% 39.783%
Social Studies (%) 68.7% 34.459% 34.130%
Scores were combined in In Reading& ELA to just ELA start in 2015
Positive Movement for ELL's TFS TFS
% SWD in Gen Ed ≥ 80% of school day 53.3% 95.726% 86.207%
5th grade Writing Assessment 62.5% n/a n/a
% 3rd graders with Lexile ≥ 650 53.6% 38.158% 48.684%
% 5th graders with Lexile ≥ 850 65.7% 53.947% 57.692%
% of Career Assessment Lessons 100% 100% 100%
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 47 of 76
NCSS-Revised 2/2/16
Ach: Post ES Readiness Category Performance
% Grade5 Pass 4 content and CRCT Meet
or Exceed 60.2% n/a n/a
% Exceeds on CRCT 37% n/a n/a
Ach: Predictor for HS Category Performance 0.0000 0.0000 0.0000
Predictor for HS Grad Points Earned (out of 18) 0 0 0
Predictor for HS Grad Weighted Performance 0 0 0
ED/EL/SWD 2.4 Points 0 Points 0
Exceeding The Bar Points Earned 1 point 1 point 2
Summary of CCRPI Data: There was a 3.3 point decrease from the 2014-2015 CCRPI to the 2016-2016
CCRPI. The largest cause for the deficit was attributed to 2.4 point decrease in the ED/EL/SWD
subgroups. *Combined to make ELA in 2015.
E. 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 the State Academic content standards and the state
student academic achievement standards.
Georgia Milestones End-Of- Grade Performance Targets These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5 points,
Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia Milestones EOG and
GAA Grades 3-8.
Statewide Assessment Student Group 2015
Proficiency
Rate
2016
Performance
Target
2016
Proficiency
Rate
2017
Performance
Target
2017
Proficiency
Rate
2018
Performance
Target
2018
Proficiency
Rate
English/
Language
Arts
State Target /
All Students
71 63.6 72 66.9 70.2
American
Indian/Alaskan
72 65.9 61 69.0 72.1
Asian/Pacific
Islander
0 93.3 0 93.9 94.5
Black 58 49.7 60 54.3 58.9
Hispanic 64 55.4 75 59.5 63.6
Multi-Racial 0 68.4 0 71.3 74.2
White 68 75.1 62 77.4 79.7
Economically
Disadvantaged
59 51.9 59 56.3 60.7
English Learners 20 41.6 33 46.9 52.2
Students With
Disability
31 37.3 30 43.0 48.7
Mathematics State Target /
All Students
76 66.8 77 69.8 72.8
American
Islander
78 100.0 70 100.0 100.0
Asian/Pacific 0 68.6 0 71.5 74.4
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 48 of 76
NCSS-Revised 2/2/16
Black 64 50.7 68 55.2 59.7
Hispanic 50 60.3 74 63.9 67.5
Multi-Racial 0 70.2 0 72.9 75.6
White 75 79.1 70 81.0 82.9
Economically
Disadvantaged
65 55.3 67 59.4 63.5
English Learners 20 50.6 33 55.1 59.6
Students With
Disability
36 42.2 46 47.5 52.8
Georgia Milestones End-Of- Grade Performance Targets These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5
points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia
Milestones EOG and GAA Grades 3-8.
Statewide
Assessment
Student Group 2015
Proficiency
Rate
2016
Performance
Target
2016
Proficiency
Rate
2017
Performance
Target
2017
Proficiency
Rate
2018
Performance
Target
2018
Proficiency
Rate Science State Target /
All Students
68 61.0 69 64.6 68.2
American
Indian/Alaskan
55 62.4 58 65.8 69.2
Asian/Pacific
Islander
0 90.1 0 91.0 91.9
Black 51 43.9 56 49.0 54.1
Hispanic 72 52.6 50 56.9 61.2
Multi-Racial 0 66.5 0 69.6 72.7
White 64 75.2 62 77.5 79.8
Economically
Disadvantaged
52 49.5 56 54.1 58.7
English Learners 25 41.7 0 47.0 52.3
Students With
Disability
21 41.5 41 46.8 52.1
Social
Studies State Target /
All Students
73 63.1 73 66.5 69.9
American
Indian/Alaskan
52 65.1 55 68.3 71.5
Asian/Pacific
Islander
0 94.0 0 94.6 95.2
Black 49 48.2 52 52.9 57.6
Hispanic 72 55.2 75 59.3 63.4
Multi-Racial 0 67.2 0 70.2 73.2
White 58 75.3 59 77.6 79.9
Economically
Disadvantaged
48 51.5 51 55.9 60.3
English Learners 25 42.9 67 48.1 53.3
Students With
Disability
8 42.3 24 47.5 52.7
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 49 of 76
NCSS-Revised 2/2/16
Summary:
Elementary School Staff Profile
2014-2015 2015-2016 2016-2017 Number of Certified Staff (teachers) 36 37 37
Number of Certified w/ Advanced Degrees 15 20 20
Average Number of Years’ Experience 18 12 12
% of Staff Highly Qualified 100% 100% 100%
Number of Teachers at school 3 or more
years
32 31 31
Number of teachers at school less than 3
years
4 20 20
Number of Classified Staff
(paraprofessionals)
9 9 9
Summary For the 2016-2017 school year the number of teachers remained the
same from the previous school year. 100% of the teachers at Livingston are
highly qualified.
TKES of Teachers at
the Level (%) on Summative Assessment
2015 2016 2016
Ineffective Level 1 0 0 0
Remedial Level 2 5.8% 5.4% 0
Proficient Level 3 94.2% 94.6% 100%
Exemplary Level 4 0 0 0
Teacher observation data has been maintained in the TKES platform. 100% of the teachers at Livingston Elementary School were 100% proficient regarding the 2016-2017 TKES evaluations overall rating.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 50 of 76
NCSS-Revised 2/2/16
LVES Parent Survey 2016-2017
2016-2017 Parent Survey Results
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 51 of 76
NCSS-Revised 2/2/16
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 52 of 76
NCSS-Revised 2/2/16
Data Summary and School Reflection
Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The
Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence
(GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources
supporting student achievement.
Subject-Grade K Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved. ELA Strengths: Alphabetic Principle, Concept of Word (STAR)
Weaknesses: Writing was identified as an area of weakness according to GKIDS data Phonemic Awareness, Phonics, Structural Analysis, Sentence and paragraph level comprehension
(STAR).
Math Strengths: Early Numeracy (STAR), Number Naming and Number Identification (STAR)
Weaknesses: Numbers and operations was identified as an area of weakness according to GKIDS
data Number /Object Correspondence, Sequence Completion (STAR)
Subjects-Grade 1 Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved.
ELA Strengths: Vocabulary Acquisition and Use (STAR), Craft and Structure (Informational and
Literature (STAR)
Weaknesses: (Informational Reading) Integration and Knowledge of Ideas (STAR),
(Informational Reading) Level of Text Complexity (STAR) Math Strengths: Measurement and Data, Operations and Algebraic Thinking (STAR)
Weaknesses: Geometry, Numbers and Operations in Base 10 (STAR)
Subjects-Grade 2 Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved.
ELA Strengths: Phonics and Word Recognition,
Weaknesses: Text Complexity (Informational and Literature (STAR)
Math Strengths: Geometry, Operations and Algebraic Thinking (STAR)
Weaknesses: Measurement and Data (STAR)
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 53 of 76
NCSS-Revised 2/2/16
Subjects-Grade 3 Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved.
ELA Strengths: 75 students were within or above the expected Lexile stretch band for 3rd grade.
Weaknesses: The majority of students scored "remediate Learner" in subcategories of Writing
and Language.
Math Strengths: Measurement & Data was a noted area of strength
Weaknesses: Numbers and Operations in Base Ten
Science Strengths: Life Science
Weaknesses: Earth Science Social Studies Strengths: Economics
Weaknesses: Government and Civics
School Climate Strengths: Caring environment
Weaknesses: Challenging and relevant work
Subjects-4 Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved.
ELA Strengths: Reading and vocabulary
Weaknesses: Writing and Language
Math Strengths: Geometry
Weaknesses: Numbers and Operations/Fractions
Science Strengths: Life Science
Weaknesses: Earth Science Social Studies Strengths: Civics and Government
Weaknesses: History
School Climate Strengths: Teachers caring and provide a respectful environment
Weaknesses: Challenging and relevant work
Subjects-5 Discuss the strengths AND weaknesses for the subjects to include the domain and
skills in which teaching and learning need to be improved.
ELA Strengths: Reading & Vocabulary
Weaknesses: Writing and Language
Math Strengths: Operations & Algebraic Thinking
Weaknesses: Numbers and Operations in Base Ten
Science Strengths: Earth Science
Weaknesses: Physical Science
Social Studies Strengths: Government & Civics
Weaknesses: History
School Climate Strengths: My teacher cares about my learning and treats me with respect
Weaknesses: The work in this class challenges me.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 54 of 76
NCSS-Revised 2/2/16
F. The data has helped us reach conclusions regarding achievement or other related data. As part of the school-wide plan needs assessment-data gathering process, we have used the following
instruments, procedures, or processes to obtain this information:
• 2016-2017 Title I Annual Program Review Report
• Demographic data regarding the student population
• Student achievement data
• Professional learning data
• STAR data about school strengths and weaknesses
• Brainstorming and Collaboration
i. The relative strengths we found for students in grades 3, 4, and 5 had 56, 57, and 70
percent of students respectively meeting or exceeding the grade level Lexile Stretch
Band expectations. Geometry and Operations and Algebraic Thinking were strengths
in mathematics for grade 3. Algebraic Thinking and Numbers and Operations in Base
10 were strengths for Grade 4. Operations and Algebraic Thinking was a strength in
mathematics for Grade 5. According to ITBS data, Word Analysis and Computation
were strengths in Grade 1. Reading and math were relative strengths in Kindergarten.
ii. The needs we discovered in Kindergarten and First Grade were Language and
Listening Skills. The needs in 3rd grade were identified as comprehension, reading
fluency, critical vocabulary, and communication. Fourth and fifth grade needs were
identified as writing and language. In grades 3-5, we will also focus on increasing math
performance through computation, problem solving, multistep process, fact fluency
and critical vocabulary.
iii. The ROOT CAUSE/s that we discovered for each of the needs was foundational skill
deficits including phonemic awareness, phonics, fluency, sight vocabulary, and
comprehension. We also determined that additional professional learning targeting
specific strategies would be beneficial to teachers in their classrooms. These strategies
include phonics, close reading, paired text analysis, constructed response, and sight
word remediation. In addition, we determined that number decomposition, place
value, math fact fluency, and fractions were deficits. Numbers and operations with
fractions was also a deficit. We determined that parent events targeting specific areas
such as reading and math offering grade level hands on activities would additionally
support instructional efforts at home.
G. The measurable goals/benchmarks we have established to address the needs are:
o To increase parent participation and awareness of school activities and workshops by
20%
Target professional learning
o To increase staff utilization of consistently utilizing RBIS by 100% through targeted
professional development gleaned from areas of greatest need.
o To implement the strategies presented in professional development through a Book
Study on Next Step Forward Guided Reading
o To increase staff participation in County offered staff development opportunities
Increase student achievement in math
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 55 of 76
NCSS-Revised 2/2/16
SWP/SIP Components
o Increase the total percentage of students in Kindergarten scoring in Math from 77.5% to
82% as measured by the GKIDS Assessment
o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 1-2 in
Math scoring from 45% to 50% as measured by ITBS (43%-1st grade)
o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 3 – 5
in math scoring from 45% to 50% as measured by ITBS
o Decrease the total percentage of students in grades 3 – 5 scoring at Level 1 Beginning
learner from 30.6% to 25.6% as measured by the Georgia Milestones test
o Decrease the total percentage of students in grades 3 – 5 scoring at Level 2 Developing
Learner from 42.4% to 37.4% as measured by the Georgia Milestones test
Increase student achievement in reading
o Increase the total percentage of students in Kindergarten in Reading scoring from 68% to
73% as measured by the GKIDS Assessment
o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 1 and
2 in Reading from 7.5% to 12.5% as measured by ITBS (40% - 1st grade)
o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 3 – 5
in reading scoring from 28% to 33% as measured by ITBS
o Decrease the total percentage of students in grades 3 – 5 scoring at Level 1 Beginning
learner from 31.7% to 26.7% as measured by the Georgia Milestones test
o Decrease the total percentage of students in grades 3 – 5 scoring at Level 2 Developing
Learner from 42.6% to 37.6% as measured by the Georgia Milestones test
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 56 of 76
NCSS-Revised 2/2/16
2. School-wide reform strategies that:
are directly tied to the comprehensive needs assessment
are scientifically researched based
are based upon effective means of raising student achievement.
use effective instructional methods that increase the quality and amount of learning time.
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 school
improvement plans
develop opportunities for all children in the school to meet or exceed Georgia’s Standards
of Excellence.
Increase parental Involvement and awareness
Increase Student Achievement in reading and math
Provide Professional Learning- focusing on providing content and grade level specific
Parental Involvement Strategies
2(a) 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).
Livingston Elementary provides opportunities for all children to meet the state’s proficient and
advanced levels of student academic achievement by following the K-5 Reading/Language Arts,
Math, Science, and Social Studies curriculum maps for the Newton County School System
(NCSS). The curriculum maps provide a planned sequence of instruction and learning
experiences appropriate to the various developmental levels of students. The curriculum maps
are used to guide teachers’ daily instruction and are aligned to appropriate Georgia Standards of
Excellence.
Our goal is to utilize a variety of strategies that move students towards meeting or exceeding
levels of achievement set forth by the Georgia Standards of Excellence. To address the needs of
all students at Livingston Elementary School, we will provide a rigorous and relevant education,
to empower students to think critically in order to produce, perform, create, and communicate
their knowledge competitively in a hyper-connected, global environment. Additionally,
Livingston will utilize the prescribed curriculum of the NCSS which is aligned with Georgia
Standards of Excellence and research based strategies as a foundational component to the overall
instructional plan implemented in each classroom.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 57 of 76
NCSS-Revised 2/2/16
2(a) 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).
Instruction:
Teaching strategies, instructional materials and evaluation methods are framed by research based
instructional practices. Livingston’s staff integrates the nine highly effective instructional
strategies from Robert Marzano’s work Classroom Instruction that Works. These strategies are
used to increase student achievement, including but not limited to: building background
knowledge, direct vocabulary instruction, small group differentiated instruction, use of non-
linguistic representations, activating strategies, and higher order thinking skills.
Livingston will maximize instructional time by adhering to the State required instructional
minutes for Reading/ELA in order to accommodate the implementation of the Daily 5/Café’
model and the Six Traits of Writing.
Six Traits of Writing is utilized to improve the writing skills of all Livingston Elementary
students. Six Traits of Writing is a research based writing program that focuses on the four
domains of writing, Ideas, Organization, Style, and Conventions while integrating the traits that
make writing effective. Professional development will be provided to assist teachers in their
integration of this program into the Language Arts block by the school Instructional Coach.
A county-provided curriculum map helps to align units of study in science and social studies.
Livingston Elementary School instruction includes the utilization of EnVision and the Georgia
Department of Education Math Frameworks to provide students with practice of math concepts
using many hands-on experiences that enable students to gain mastery of crucial mathematical
skills. EnVision Math also incorporates opportunities for students to work in a variety of
cooperative learning situations and provides each student with internet access to many resources
that can be used at school or home. Daily Number Talks are used to practice math strategies in
context.
LVES teachers utilize Phonics kits, Daily 5/Café frameworks, Next Step Guided Reading, Six
Traits of Writing, and county unit plans. These research-based programs encompass all areas of
literacy and address the six components of a balanced reading program. These programs link
classroom instruction with everyday experiences, authentic literature, and all other areas of the
curriculum. County-developed and school level units that coordinate the Next Step Guided
Reading with Learning Focused strategies and the Georgia Standards of Excellence are also
used. This provides useable and clearly organized units that incorporate all the elements needed
to provide effective student instruction.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 58 of 76
NCSS-Revised 2/2/16
2(a) 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).
A vital part of instruction is addressed through multiple assessment probes. These assessment
tools include Illuminate, and classroom assessments (formative, summative, and diagnostic).
2(b) Use effective methods and instructional strategies that are based on scientifically based
research that:
o strengthen the core academic program in the school.
o include strategies for meeting the educational needs of historically
underserved populations
Teacher Effectiveness
To further strengthen the core academic program at the school, research based strategies
from Robert Marzano’s work are used to increase student achievement. Professional
learning will be provided by the Instructional Coach concerning the implementation of
research based instructional strategies. Substitutes may be utilized in order for teachers
to attend such professional learning sessions.
Some of the practices that are used as a part of the research based instructional
framework include the building of background knowledge, direct vocabulary instruction,
small group differentiated instruction, implementation of non-linguistic representations,
activating strategies, higher order thinking questions, and advanced organizers among
others. The goal of these strategies is to increase the retention and application of the
Georgia Standards of Excellence in real life settings amongst the school’s
underperforming students.
Professional Learning
School-wide job embedded Professional Development allows for cohesiveness among the
entire staff. Everyone understands our common goals and we all move in the same
direction. The Title I Instructional Coach will work with the faculty to promote learning
that impacts student achievement and provide professional learning to address our root
causes.
Continuous professional development and instructional monitoring assures the
implementation of the Georgia Standards of Excellence. Teachers attend weekly grade
level meetings to participate in a continuous analysis of data gathered from various
assessments. Within the context of this collaboration, teachers use the available data to
identify deficiencies, reflect on current teaching strategies, and determine resources
necessary for teaching and enhancing deficient skill areas.
We will provide opportunities for all children to meet state proficiency standards by
implementing various support strategies and tools.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 59 of 76
NCSS-Revised 2/2/16
Faculty and staff at Livingston are committed to working with all students to ensure
emotional and academic growth. The staff utilizes a variety of scientifically-based
research methods and instructional strategies to address the needs of students. The
Common Core Georgia Standards for Excellence (CCGSE) are the cornerstone of the
school’s curricular program. Teachers also implement activities from the Newton County
Curriculum Map, Six Traits of Writing, Envision Math, Georgia Department of
Education Math Frameworks, and Newton County Phonics Kits.
Parent and Family Engagement
Ongoing research shows that family engagement is a teaching and learning practice that
helps to improve student achievement, reduce absenteeism, and restore parents’
confidence in their child’s education.
We will utilize the efforts of the Title I Parent Contact to serve as the liaison between the
school and the district. The Title I Contact will be used to assist the principal to carry out
the requirements of the Parent Involvement Program in order to provide parents with
academically based strategies, resources, materials, and tools to help support parent
involvement beyond the school day.
ELA/Reading
Guided Reading is a strategy that helps students become effective readers. Livingston
will utilize various resources for ELA/Reading to support the Daily 5/CAFÉ Reading
Framework to include the Scholastic Guided Reading (a leveled book system) as a
systemic strategy for underperforming learners (Tier 2 and Tier 3 students).
Small Flexible Groups ensure that students receive instruction that is tailored to their
individual needs. Skills addressed include comprehension, fluency, and phonics. Daily 5
tasks are activities created to deepen students’ literacy skills. Syllaboards and Phonics
Magnetic Boards will be used in grades K-3 to foster early literacy foundational skills for
reading.
Small Flexible Groups ensure that students receive instruction that is tailored to their
individual needs. Skills addressed include comprehension, fluency, and phonics. The
groups change according to the results of informal/formal assessments. This model of
instruction emphasizes intervention rather than remediation. Supplemental resources for
at-risk learners include instructional technology and Leveled Readers.
Math
Teachers differentiate instruction during small/flexible groups to address the needs of
struggling students in the areas of problem solving, fact fluency, and base ten.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 60 of 76
NCSS-Revised 2/2/16
Supplemental instructional resources include BrainPop, Envision Math, CRA and ST
Math. They provide individualized practice on the Georgia Standards of Excellence
(GSE) in Math.
Math manipulatives will be used to provide students with hands-on opportunities to learn
abstract mathematical concepts.
Instructional Technology
Integrating technology allows us to support visual learning and to promote critical
thinking and collaboration among students, facilitate problem-based learning and team-
based learning. Educational Apps/ to include BrainPop will be used to supplement
ELA/Reading and Math whole group, small group and independent instruction.
Technology resources and peripherals, to include Document Cameras, are also utilized to
increase student engagement, individualize student learning, and increase retention of
content.
2(c) Use of effective instructional methods that increase the quality and amount of
learning time.
o increase the amount and quality of learning time, such as providing and
extended school year and before- or after-school and summer programs
and opportunities, and help provide an enriched and accelerated
curriculum
We will increase the amount and quality of learning time by creating a comprehensive
schedule that allows uninterrupted instruction. Additional math support will be provided
daily during homeroom and in the computer lab with targeted skill assessment and
individualized instruction through research based technology platforms.
We will provide additional support through LEAP (Learning Extension Afterschool
Program). LEAP focuses on departmentalized instruction supported by content teachers,
technology, and research based strategies.
A highly-qualified para-professional will be hired to assist teachers via a pull out or push
in model to assist students in the areas of Reading and Math.
Livingston will maximize the quality of learning time via the implementation of
differentiated instruction and student engagement strategies. Teachers will pre-test
students on skills to be taught for a particular unit. Students will be placed in readiness
level groups to provide differentiated small group instruction in both Reading and Math.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 61 of 76
NCSS-Revised 2/2/16
2(d) 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
school-wide 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.
Title I funds will not be used for the assistance with field trips.
2 (e) 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 provide various opportunities for students to gain skills necessary to meet state
achievement standards. We will use research based instructional methods and strategies to
strengthen and provide additional opportunities for students to exceed standards in the school
and meet the educational needs of the Livingston Elementary population.
These opportunities include:
Monthly counseling sessions that focus on meeting the behavior, social, emotional, and
educational needs of students
NBA program that celebrates students quarterly who have Never Been Absent
Mentorship programs for girls and boys that focuses on adaptive skills and life skills
Career Day that focuses on college and career awareness
PTO programs that focuses on educating parents and providing opportunities for parents
to learn strategies and skill to support student home learning
PBIS behavior framework that utilizes research based strategies to encourage school
appropriate behavior
LEAP (Learning Extension Academic Program) o Afterschool support for those students who need additional content specific
support. Content area teachers have designated days to work for two-hours on
Tuesdays and Thursdays. This support is offered on a first-come first serve basis.
o LEAP will occur from January to March. Transportation will also be provided.
2(f) Address how the school will determine if such needs have been met; and
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o Are consistent with, and are designed to implement, the state and local
improvement plans, if any.
To assess if needs have been met, we will conduct parent surveys, analyze student data, conduct
walk through observations, review lesson plans, and utilize assessment tools. These components
will be discussed during professional learning communities and grade level meetings. Lesson
plans will be submitted weekly for review and support. Formal and informal walkthroughs will
be conducted and immediate feedback will be provided for support as needed. Additionally, data
notebooks will be used to collect and evaluate individual student data to drive instruction.
3. Instruction from highly qualified professional staff
The Newton County School System monitors the HiQ assignment of all teachers considering
student demographic information for each school. It is the intention of the school system to
provide students with highly qualified teachers at each site and ensure that there is an equitable
distribution of teachers. At the time of hire, each principal completes a remediation plan for
teachers who are considered “Not Highly Qualified.” Teachers with a remediation plan are
required to provide information relative to their progress toward becoming Highly Qualified. A
component of the plan requires the principal and teachers with a remediation plan to meet three
times during the course of the school year to monitor teacher progress toward attainment of HiQ
status. Teachers are reimbursed using Title II A funds when they pass the appropriate GACE.
Additionally, teachers who are seeking certification in critical areas and participate in the
Georgia TAPP program receive one half of their TAPP tuition throughout the TAPP until
completion of the program. Finally, teachers participate in a variety of professional learning
activities to assist in attainment of “Highly Qualified” status. Currently, 100% of Livingston
Elementary teachers, paraprofessionals, and administrators are Highly Qualified. In order to
ensure that all students are receiving solid, rigorous instruction, administrators monitor
classroom instruction very carefully through the use of walk-throughs, the Teacher Keys
Effectiveness System (TKES), grade level meeting minutes, Tier 2 and Tier 3 intervention
meetings, and Individualized Education Program (IEP) meetings. With the addition of an
instructional coach teachers have access to modeling of best practices, data driven decision
making, and school and district professional learning. A variety of professional development
activities are offered to ensure that teachers continue to stay abreast of effective teaching and
learning practices and strategies. Many staff members are also enrolled in advanced degree
programs. All administrators will schedule and hold mid-year meetings with all teachers to
discuss their specific class data, students who are not making adequate progress, and specific
strategies that need to be implemented the last half of the school year to ensure that all students
have the opportunity and resources to meet and/or exceed standards. Furthermore, we will ensure
instruction is provided by professionals meeting Highly Qualified (HQ) standards. Additionally,
we will provide professional learning targeting research based instructional practices, integrated
technology, lesson planning and data assessment.
3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.
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Livingston utilizes the following strategies to attract Highly Qualified teachers: Newton County
School System Job Fair, local college Job Fairs, recruiting from Student Teachers placed in our
building, and internet employment postings with the NCSS HR Department and Teach Georgia.
Livingston offers a variety of professional learning activities to assist in attainment and
maintenance of “Highly Qualified” status as well as support through instructional coaching,
common planning, team building, staff celebrations, extensive and comprehensive professional
development.
*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. Professional development for staff to enable all
children in the school to reach optimum potential.
4(a) Paraprofessionals, support staff, and administrators participate in school-based staff
development along with the certified teaching staff. They also participate in system professional
development activities in order to renew their certification. Administrators attend an annual
retreat during pre-planning. Recent topics of study include legal updates, relationship building,
school improvement initiatives, development of professional learning communities, and
supporting foundational skills in reading and math. Additionally, the administration participates
in training sessions about increasing rigor by Dr. Dan Mulligan, and implements the TKES
evaluation system. Professional development for administrators occurs regularly as part of
required monthly meetings. Teachers and paraprofessionals receive ongoing professional
development on how to increase student achievement using Marzano and other best practices
strategies. Parents participate in planned activities throughout the year that focus on strategies to
enhance their child’s learning at home (i.e. how to use manipulatives at home).
SUBJECT ROOT CAUSE PROFESSIONAL
LEARNING
ELA/Read Students do not
understand/apply context
clues and decoding skills to
higher level texts, and cannot
comprehend grade level texts
without teacher support.
Continued use of the
Daily 5 Café
framework
Phonics Training
Book Study
Math Numbers and Operations with
Fractions and Base 10 are the
greatest area of need.
Students are not fluent with
Number Talks
Subitizing
Base Ten
Numbers and
Operations- fractions
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*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. Professional development for staff to enable all
children in the school to reach optimum potential.
basic facts and numeracy
skills. CRA Training
4(b) Ongoing professional development for faculty is an important element of student
achievement. Researched Based Instructional Strategies and Learning Focused Schools
Strategies are presented in Professional Learning sessions. Teachers meet within their grade
levels on a regular basis during common planning time to review and discuss implementation of
instructional strategies to increase student learning. During these designated planning times,
grade level-appropriate professional development will occur on topics such as curriculum
development and alignment, data analysis, standards based teaching strategies, walkthroughs,
and the Pyramid of Intervention (POI).
4(c) We will devote sufficient resources to effectively carry out the professional development
activities that address the root causes of academic problems. For example, our funds are used to
provide instructional coaching, the purchase of technological devices such as laptops and iPads,
the purchase of educational standards based platforms (i.e. Brain Pop.) Additionally, funds are
used to obtain consumable resources (i.e. chart paper and leveled texts) and coaching materials to
promote best practices in the classroom.
4(d) Teachers will participate in professional development activities regarding the use of
academic assessments. This will enable teachers to receive information, improve the
achievement of individual students and the overall instructional program by understanding
diagnostic, summative and formative assessments. In addition, they will be able to effectively
drill down specific standards and identify the foundational skill needed to support further
learning and achievement. Furthermore, assessment efforts will focus on identifying
instructional gaps to support effective small group differentiation.
5. Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
5(a) We will involve parents in an organized, ongoing, and timely way in the planning,
review, and improvement of schoolwide programs and the school Parent and Family
Engagement Policy by inviting all parents to participate in our end of the year Revision and
Development meeting where parents can give input on the development the schoolwide plan,
Parent and Family Engagement Policy, school-parent compact, parental involvement budget,
and the CLIP. Parents can also access the policy, schoolwide plan, and policy on the school’s
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website and in the Parent and Family Engagement Resource Section. Additionally, parents
will be given surveys at each of the Title I meetings throughout the year for the purpose of
offering suggestions and participating in decision making regarding their child’s education.
All parent feedback is considered prior to the revision of the plan annually.
5(b) We will update the school parental involvement policy periodically to meet the changing
needs of parents and the school and distribute it to parents of participating children and make
the parental involvement plan available to the local community by hosting an annual revision
and developmental meeting where all stakeholders are invited to give input and feedback on
the policy. The policy is also located in the front office, in the parent resource section, and
posted on our school’s website where parents can also give feedback throughout the year. At
the beginning of the year, the policy is sent home as part of the Title I Parent and Student
Packet. Parents can access the policy from our website or pick up a copy from the front office
and from the parent resource room.
5(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’s Parent and Family Engagement Policy, the schoolwide plan, and the School-Parent
Compact and encourage and invite all parents of participating children to attend by sending
home flyers that give parents several options to attend our annual parent orientation and/or to
receive the information shared. We will communicate using multiple methods including flyers
with available services with each student with each student, school messenger and via the
school’s website and additional reminders.
5(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, or home visits,
as such services relate to parental involvement by sending home flyers that allows parents to
choose a time for multiple meetings via our flyers. We also seek how utilize our parent
surveys and meeting evaluations to gather feedback from our parents to better prepare for
future meetings. Notifications about all meetings is sent home two weeks in advance. Several
communication methods will be used as reminders.
5(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 sending home invitations in English and Spanish about Annual Title I Parent Orientation
meeting where parents will be given information about our Tittle I schoolwide programs.
Open House where the grade level standards and expectations, curriculum and assessments
information along with progress reports and report card dates will be shared. A school
calendar will distributed at the beginning of the school year as well as posted on our school’s
website to inform parents about our regular upcoming parent meetings including the dates for
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Mr. Richard Woods, State School Superintendent July 2014 ● Page 66 of 76
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parent conferences and the Title I Revision meeting where parents and families can formulate
suggestions and be involved in the decision making process relating to their child’s education.
5(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 inviting
all parents to attend our Annual Revision and Development meeting at the end of the year.
The school-parent compact is posted on our school’s website. Parents are welcomed to give
input on the school-parent compact throughout the school year. A copy of the school-parent
compact is shared at our parent conferences in the efforts to build partnerships with parents
for student achievement.
5(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 ensuring that all information related to school and parent
programs, meetings, and other activities is provided in English and Spanish and posted on the
school website, posted on school marquee, and sent home via school messenger; sharing
information via ongoing parent meetings and through parent conferences, and how to monitor
their child’s progress via progress reports and infinite campus.
5(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 proving math, literacy, study skill training, and provide
resources supporting research based strategies supporting increased student achievement.
5(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 by conducting
training to faculty and staff in efforts to build the capacity for teachers and families to partner
for student success via faculty meetings and PLCs. Also, LVES will offer joint trainings with
parents and teachers to discuss strategies to build effective family-school partnerships.
5(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 providing
open house and tips on how to prepare their students for the school year. Parents are given
information regarding county policies and procedures for student success as well as
transitional activities throughout the year.
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Mr. Richard Woods, State School Superintendent July 2014 ● Page 67 of 76
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5(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 frequent and
advanced method of technology. Various method of communication will also include written
notification.
5(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
necessary resources to access components needed to promote academic achievement.
6. 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 will plan activities for assisting preschool children in the transition from early childhood
programs. We have also included 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. We understand that smooth transitions are important at the
elementary level in order to promote learning at all grade levels. To encourage smooth
transitions, Livingston Elementary implements many strategies to enable all children to succeed
academically and socially from year to year.
Prior to entering Pre-K, many children attend daycares, Head Start, and Babies Can’t Wait. The
school works with these organizations so that families know about Pre-K registration for the
lottery funded classes. Pre-K students are assessed using developmental skills checklists so that
children needing support can be identified before going to kindergarten making their transition
into kindergarten much smoother. Pre-K students also visit the kindergarten classrooms and are
introduced to the teachers prior to the end of the year. This way they have an idea about what to
expect in Kindergarten.
The Pre-K Building Coordinator works with daycare preschool programs so that parents of
students not chosen in the lottery still receive opportunities to attend parenting workshops,
kindergarten registration, etc.
Transition from one grade to another is a priority as well. Promotion to the next grade depends
on mastery of skills outlined on the skills-based report card issued to each student in
Kindergarten, First, and Second grade. Students are either promoted fully into the next grade
level or placed with additional academic services.
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Special education students are transitioned from one case manager to the next by introducing the
student to the new teacher prior to the end of the year. When feasible, students also spend time
with the new teacher prior to the end of school so that a relationship is started before the child
leaves for the summer. Placement meetings are held in May for all special education students.
Parents and a representative from the receiving middle school attend the meetings. The current
IEP is discussed and plans are made to make the transition smooth and positive for the students
and their parents.
Students entering our school from private schools are provided a welcome packet containing an
agenda planner, name of classroom teacher, and log in information for technology. The student
and his/her parent are given a tour of the school and are encouraged to ask questions. Students
new to LES are administered a screening to determine possible reading and math placement if
their school records are not available.
In May, fifth graders will visit the middle school that they will attend. The middle schools also
hold a Sixth Grade Day Camp to allow students to come to school prior to the first day to meet
teachers, learn the layout of the building, etc.
7. 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.
The Leadership Team is an inclusive team that includes a representative from each department at
the school. Once a month, a Leadership Team meeting will be held to discuss current school
climate concerns, provide input and share feedback from staff members. Data is analyzed during
Leadership Team meetings to improve the performance of individual students and the
instructional program. Minutes from meetings are emailed to each staff member as a
communication tool.
At each grade level, teachers review the results of students’ performance on all mandated tests,
benchmark assessments, and other common assessments to determine areas of weaknesses and
strengths. Teachers utilize both grade level and individual student performance data to design or
modify instruction for individual students or groups of students as indicated. During Leadership
Team and Grade Level Team meetings where data is discussed, decisions are made to modify
instructional programs when there is evidence that such programs are not working. In addition
to using the results of state mandated testing, Livingston teachers use results from a number of
diagnostic tools including: Illuminate Common Assessments and ITBS.
At the end of the year the administrative staff, with help from classroom teachers, pulls
individual test data for student placement.
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8. 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
This plan was 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. Therefore, every reasonable effort is
made to administratively coordinate and integrate federal, state, and local programs to support
the academic achievement of all students. Coordination and integration may involve combining
service eligibility criteria and funding streams with federal, state, and local guidelines.
8(a) List of State and local educational agency programs and other federal programs that will
be included. Title I - supplements Title I-designated teacher’s salary and purchases supplemental
program materials; underwrites the cost of selected school-wide improvement activities
shown in the school’s action plans
Title II-A Teacher Quality Program - Funds have been used to ensure that all teachers
meet the highly qualified teacher requirements of No Child Left Behind.
Title II-D Technology - provides opportunities to expand and upgrade our technology
inventory.
Title III- Various funding sources used to sustain academic programs Federal, state, and local funds are used to provide at-risk and struggling students with
an after-school program in order to remediate the needs of individual learners.
IDEA, Part B - Funds are used to provide professional development for regular and
special education teachers on co-teaching students with disabilities; and to employ
special education and related services staff.
Title VI Instructional Support - Funds are used to supplement state and local funding
available for instructional supports to address the needs of at risk, underachieving
student groups.
State funds are used to provide instructional support for struggling students to be served
in the Early Intervention Program (EIP).
State and federal funds are used to serve preschoolers with disabilities in preschool
special education programs and non-disabled four-year old preschoolers in a state
lottery-funded prekindergarten program.
Safe and Drug Free Schools funds are used to supplement activities and materials
associated with Red Ribbon Week.
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8(b) Description of how resources from Title I and other sources will be used.
Title I Part A Line Item Expenditures -
Description of Expenditures
Strategies from Component 2 Evaluation
Did it work or not?
How do you know that this
purchase benefit your program?
Include Data Source
Instructional Coach LVES’s Instructional Coach will support teachers
by substantiating instructional practices that are
research based and target various learning styles
and methods and to address root causes.
Title I Paid Staff Salaries and Benefits A highly-qualified para-professional will be hired
to assist teachers via a pull out or push in model to
assist students in the areas of Reading and Math.
Title I Parent Contact Stipend LVES’s Title I Contact will serve as the liaison
between the school and the district to assist the
principal in carrying out the requirements of the
Parent Involvement Program.
Subs for Title I Paid Teachers Insures continuous classroom expectations Math Manipulatives Math manipulatives will be used to provide
students with hands-on opportunities to learn
abstract mathematical concepts.
BrainPOP To provide students with assistance in
understanding complex concepts in the subject
areas of reading and math.
Syllaboards and Phonics Magnetic Boards Targets early literacy foundational skills necessary
for increasing higher order thinking and reading
skills.
LEAP: After School Provides selected students with additional
instructional team to increase academic proficiency
in reading and math. Transportation will be
included.
Document Cameras Document Cameras, are utilized to increase student
engagement, individualize student learning, and
increase retention of content.
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Instructional Supplies ( Ink Cartridges, Paper) Instructional supplies to supplies to support content
area instruction
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8(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. Currently, we are not involved in any federal programs pertaining to vocational, career, work, or
community service.
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.
The activities that we are providing at Livingston Elementary School are implemented to
ensure that students who experience difficulty mastering proficient and advanced levels of
academic achievement standards shall be provided with effective, timely additional assistance
are grounded in data-based decision making. These activities include the following:
EIP (Reading and Math)
Response to Intervention (RTI)
FastBridge
LEAP (Learning Extension Academic Program)
Parent Conferences
Peer Mentoring
Professional Learning
9(a) Activities to ensure that students who experience difficulty mastering standards shall
be provided with effective, timely assistance, which shall include:
Livingston utilizes the Response to Intervention system for students who are either
academically and/or behaviorally at risk. Students who receive Tier 2 support receive
additional research based interventions in Reading, Math, and/or Behavior. These students are
progress monitored using the district prescribed tools (i.e. Fast Bridge) in order to determine
the effectiveness of interventions. If a student does not show growth on set goals (according
to individual student data points), the student is referred to Tier 3. Students in Tier 3 receive
individualized and intensive (4 times a week) instructional intervention(s).
9(b) Measures to ensure that student weaknesses are identified on a timely basis.
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All students at Livingston Elementary School receive instruction in a standards based
classroom by a highly qualified teacher who provides differentiated instruction. All students
will take the ITBS in August. Those students that scored in Level 1 or Level 2 and meet
indicators are identified as RTI students. These students will be placed into the Fast Bridge platform, and will receive progress monitoring. Data is reviewed during a 4 to 6-week period.
Common formative and summative assessments, developed by Livingston teachers, will assist
in progress monitoring students who are at risk of not meeting grade level standards.
To provide assistance to students who are not mastering proficient or advanced levels of
academic achievement in a timely manner, students receive academic interventions from their
classroom teacher. During these tutorial times, research based activities are utilized. Students
who are academically at-risk also receive support through Early Intervention Placement (EIP)
and Title I staff members, who provide academic support through a variety of service models
including pull-out, augment, and reduced class size. Furthermore, LEAP, an afterschool
program, will be offered TBD. This program is implemented to provide academic support for
students who did not show mastery of CCGSE as assessed through State Standardized Testing.
9(c) Periodic training for teachers in the identification of weaknesses and appropriate
assistance for identified weaknesses.
Teachers at Livingston Elementary will receive on-going professional development on topics
that reflect identified student academic needs, working with a diverse student population and
effective instructional strategies to aid in increasing student achievement in Reading and Math.
These professional development opportunities occur during PLCs, after school faculty
meetings and/ or on staff development days. Qualified personnel will deliver these
professional development sessions.
9(d) Teacher-parent 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.
Open House is held before the school year begins to allow parents to meet faculty and staff,
learn school and classroom expectations, and ask questions. Formal teacher-parent conferences
are held twice per school year. Teachers and parents attend RtI, IEP, and 504 meetings.
Teachers and parents also meet informally as often as necessary to help address individual
student needs. Title I parent seminars and monthly activities, PTO meetings, grade level
newsletters and the school website. Teachers will share data that allows parents to understand
their child’s strengths and weaknesses. Teachers also offer parents suggestions that provide
assistance to students at home. Technology (i.e. Canvas) gives parents access to teacher
information, student resources, textbooks, and assignments. Parents are also made aware of
community resources that are available, including: parent/family support group meetings,
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mental health services, Help a Child Smile (dental), and community-based tutoring and
support programs.
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Through communication, avenues are created to inform parents about their child’s academic
success. There are many ways of communicating student’s individual assessment results and
test interpretation to parents. Livingston’s faculty members will use the following methods for
communication:
Send local mail – informative letter explaining results
Newspaper – article w/visual aid explaining county results
Web-page – County site w/links to test results
Wednesday Folders- results w/ informational letter
School Messenger- Telecommunication service notifying parents of upcoming results
through other types of publications
Parent – Teacher Conferences
One-on-One Phone Call to parents by teachers
Parent Portal on Infinite Campus
Report Cards
11. Provisions for the collection and disaggregation of data on the achievement and
assessment results of students.
Student needs are formally assessed using results of state-mandated testing with the GKIDS,
CogAT, ITBS, and Georgia Milestones (3rd-5thgrades). Results of these tests come from the
state in the fall and late spring of each year. School level staff, including principal, assistant
principals, classroom teachers (regular and supplemental –Title I, EIP, Special Education, &
Gifted), and members of the Livingston’s School Improvement Leadership Committee analyze
student performance data for overall strengths and weaknesses. Academic data is
disaggregated by subgroups and examined to make both external and internal comparisons.
12. Provisions to ensure that disaggregated assessment results for each category are valid
and
reliable.
Efforts will be made to ensure that disaggregated assessment results are valid and reliable.
Demographic data is obtained from Infinite Campus. Labels containing demographic data are
developed by the testing companies and attached to testing materials. This helps to ensure that
teachers do not inadvertently code incorrect information. Coding for special education,
economically disadvantaged, etc. that is not encoded into the label is done by the school’s test
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coordinator to ensure accuracy. Parents are asked to check student demographic information
annually either at conferences or on surveys that are sent home. The aforementioned
processes are verified by the school’s test coordinator and data entry clerk.
13. Provisions for public reporting of disaggregated data.
Disaggregated data is made available to the public through the Department of Education
website. Disaggregated reports on the performance of all major student groups are published
on the school’s website and released to several local newspapers as well as post for public
review on the school’s data wall.
14. 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
During the 2016-2017 school year, Livingston faculty and stakeholders were involved in the
year-long development of a Title I School-Wide plan. Teachers, paraprofessionals,
community members, parents and administrators were involved in the plan. During the
summer of 2017, data was reviewed by the school administration and school leadership team.
The school-wide plan is reviewed and revised to address data findings. The school wide plan
is shared with families and community members in a school council meeting; a link to the plan
is made available on the school website, once the plan is approved. Hard copies of the plan
are kept in the media center.
The school wide plan and the school improvement plan are working documents which are
reviewed every semester by the Leadership Team. During those reviews all classroom data,
benchmarking data, and student performance data is analyzed. Programs and research based
practices that are currently in place are reviewed. Through professional learning communities
and with the assistance of Title I and Special Education Instructional Coaches, strategies and
materials that may be effective based on data and needs are reviewed and/or implemented.
The Leadership Team researches and review strategies and materials that will address the
identified areas of need by looking at the time of implementation, cost, and research based
results of the strategies and materials. The amount of professional learning needed for
implementation of a strategy or material is taken into consideration by the Leadership Team.
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).
Livingston Elementary’s Leadership Team, which is comprised of grade level teachers,
paraprofessionals, and administration, utilized available data to develop the Title I plan.
Feedback on the draft was solicited and received from the Local School Council,
representatives from the PTO, and faculty. It is also reviewed at the Annual Revision and
Development Meeting. Final approval of the plan involved all certified staff.
Georgia Department of Education
Title I School-wide/School Improvement Plan
Mr. Richard Woods, State School Superintendent July 2014 ● Page 76 of 76
NCSS-Revised 2/2/16
At the end of the school year all parents will be invited to offer input on the school wide plan
during our Annual Title I Parent Revision and Development Meeting.
16. Plan available to the LEA, parents, and the public.
The school-wide Title I plan will be posted on the school’s website. Hard copies will be made
available in the school office and media center for parents that do not have access to the
Internet and for any community member that may wish to review it. Furthermore, the plan is
discussed at School Council Meetings and PTO Meetings. The Newton County Board of
Education’s Federal Programs Office also has both an electronic and paper copy of the plan.
The plan will be updated annually and made available through the process described here.
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.
About 1% of the student population at Livingston Elementary School speaks another language
besides English, with that language being Spanish. Documents sent home are translated into
Spanish; in addition, the parent involvement policy and home-school compact are available in
Spanish to Hispanic families.
18. Plan is subject to the school improvement provisions of Section 1116.
Livingston Elementary uses state academic assessments and other indicators described in this
plan to annually review the progress of the school to determine whether the school is making
adequate yearly progress. Data from the aforementioned are then used to determine how Title
I funds will be utilized to increase student achievement needs addressed in Component 2 on
(pg. 5). The materials purchased and/or staff hired will correlate to areas that the Livingston
Leadership Team deems as areas in need of improvement. During the annual review of data
and update of school improvement action plans, the Leadership Team will review and update
the components of the Title I addendum as a part of the planning process.