Georgia Department of Education US ED Monitoring Indicator 3.4 Finding 1 Title I Schoolwide/School Improvement Plan Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School May 2012 ● Page 1 of 55 1/21/13 School Name: Anderson-Livsey Elementary School School Mailing Address: 4521 Centerville Highway LEA Name: Gwinnett County Public Schools LEA Title One Director Name: Carol Grady LEA Title One Director Signature: Date: Telephone: (678) 301-7060 Fax: (678) 301-7058
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Georgia Department of Education US ED Monitoring Indicator 3.4 … · 2013-04-23 · SWP/SIP Template Instructions Notes: All components of a Title I Schoolwide Program Plan and a
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Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 1 of 55 1/21/13
School Name: Anderson-Livsey Elementary School
School Mailing Address: 4521 Centerville Highway
LEA Name: Gwinnett County Public Schools
LEA Title One Director Name: Carol Grady
LEA Title One Director Signature:
Date:
Telephone: (678) 301-7060
Fax: (678) 301-7058
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 2 of 55 1/21/13
SWP/SIP Template Instructions
Notes:
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists all components/elements marked
as “Not Met” need additional development.
Please add your planning committee members on the next page.
The asterisk (*) denotes 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
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 3 of 55 1/21/13
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME POSITION/ROLE
Wubisha Tilahun Geda Parent
Stella Walton Teacher
Michelle Getta Parent
Gwen Brown Community Leader
Robin Briggs Community Leader
Tonya Johnson Parent
Sharon Fort Parent
David N Mitchell Community Leader/Parent
Rachael Hennington Parent
Tim Hennington Parent
Rachel M Dill Parent
Talmara Stanley Parent
Brenda Christian Parent
Jasmine Wells Parent
John Pitre Parent
Melvin Jackson Parent
Shanee Berry Parent
Gabriela Mendoza Parent
Quintonya Robinson, MBA Parent
Julie Alford Media Specialist
Pat Roling LSTC
Janice W. Warren Principal
Kristy Hendricks Asst. Principal
Jessica McMenomy Teacher
Holly Acton Teacher
Deborah Browning Teacher
Diane Steele Teacher
Leander Bryant 4th
grade teacher
Gina Lawrence Teacher
Cecilia Anderson Teacher
Donna Kane Counselor
Wesane Abiy Parent
LaTrisha Echols Parent
Terri Newsom Parent
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 4 of 55 1/21/13
SIP Components of Anderson-Livsey Elementary School
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Response:
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were staff, parents and community stakeholders. The ways they were
involved were through parent and staff surveys, Title 1 Planning Meeting and document
review, email and face-to-face input.
B. We have used the following instruments, procedures, or processes to obtain this
information:
The Anderson-Livsey School Wide Plan was developed as a collaborative effort of
the individuals responsible for its implementation including the principal, parents,
teachers, school, and stakeholders representing a cross-section of the entire school
community. The Parent Surveys were administered in February of 2012. Results
were collected and analyzed. Email and face to face communication is collected
continuously through an open door policy between the school and community
The Title I Planning Meeting was held August 16th
, 2012 to develop a shared vision
for increasing student achievement. Parents, school administrators, community
members and staff representing various disciplines within the school began this
process with a review of the Purpose of Title 1 funding, a comprehensive review of
current and longitudinal data was shared and analyzed. Results of surveys provided
information on non-academic areas as well. Feedback and input was generated by all
stakeholders through brainstorming ideas that would increase student achievement in
the four core content areas. Ideas to be funded were collected through sharing at the
meeting and on feedback forms.
Through a review of the data, the committee developed a comprehensive plan to
meet the specific academic needs of all student subgroups. This School Wide Plan is
considered a critical component of an ongoing process focused on improving student
achievement. This process will ensure annual review of progress toward goals and
the subsequent revision of plans to meet the needs of Anderson-Livsey’s students.
The Anderson-Livsey staff, instructional leadership team and administrative team as
well as the parent community will work together to carry out this plan.
C. Working with the Title I migrant program liaison at the district level, we will ensure that
identified migrant students are receiving all services for which they are eligible. Migrant
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 5 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
and homeless students attending Anderson-Livsey will benefit from all
resources/programs utilizing Title I funds. Additional services may include, but are not
limited to:
before/after school tutoring
in home tutoring
summer school
in-home learning for pre-school age children (3-5 years old);
supplemental learning materials;
counseling
minor health services
transportation to and from school events.
We have taken into account the needs of migrant children by adhering to Common Core
Standards so that students will have a consistent education. Additional services may
include extended learning time, small group support, summer school, and counseling. We
monitor student progress and attendance closely and have a Parent Support Plan in place
to provide extensive resources and education of our most at risk students, which may
include our migrant students.
D. We have reflected on current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. In developing the
School wide Title I Needs Assessment, Anderson-Livsey faculty, staff, parents and
community stakeholders reviewed the following data:
Non-academic data including:
Student Ethnicity
Lunchroom Data
Discipline Data
Parent Survey Results
Performance Data
2012 CRCT Scores
2011 ITBS Scores
2012 5th
Grade Writing Test Data
2 year trend data
Local School Assessment Data
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 6 of 55 1/21/13
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
SuccessMaker: Strand Scores, Prescriptive Schedules, class performance
summaries
Classroom Profile Data Sheets
Teacher RBES results
Fountas and Pinnell Reading Levels
Study Island Reports
Other Assessment Data
CoGAT Results: Verbal, Quantitative, Non-Verbal and Composite
Interim scores
EL: ACCESS and WAPT Scores
a. We have based our plan on information about all students in the school and
identified students and groups of students who are not yet achieving to the State
Academic content standards [the Common Core Georgia Performance Standards
(CCGPS)] and the State student academic achievement standards including
Economically disadvantaged students
Students from Major racial and ethnic groups
Students with disabilities
Students with limited English proficiency
Enrollment data
The current student enrollment at Anderson-Livsey is 702 students. Kindergarten is our
largest grade level with 133 students. The average class size at Anderson-Livsey is 25
students per class, due to the five teachers funded by Title 1. Otherwise, it would be
significantly higher. The average for each grade level is shown below. Among our
population, 9% are served in EL, 7% are in special education and 5% are in the gifted
program. 72% of our students receive free or reduced lunch. We are a diverse student
2 Teachers with Teacher Support Specialist Endorsements (Lawrence,
Morrow)
1 half time EL teacher (Toledo)
1 Reading Specialist (Hravatic)
1 Math Specialist (McMenomy)
4 Special Areas teachers - (Thomson, Dudley, Blanchard, Tucker)
1 Parent Instructional Support Coordinator (Boyce)
7 and 1/2 Teachers with EL Endorsements (Anderson, Askew, A. Brown,
Clifton, Mulligan, Carr, Guppy, and Toledo 1/2)
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 35 of 55 1/21/13
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
A. Response: We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how
certification deficiencies are being address.)
At Anderson-Livsey Elementary, we understand the importance of attracting and
retaining highly-qualified teachers. Currently, all teachers are highly qualified. Should
the need arise to hire a teacher or long term substitute that is not highly qualified, a letter
will be sent to the parents of impacted students. GCPS Human Resources has a plan for
working with teachers and substitutes that are not highly qualified. Various studies have
shown the following elements to be effective in attracting and retaining highly-qualified
teachers:
A positive and supportive work environment
A supportive administration that encourages and provides professional growth
Providing and emphasis on teacher leadership
Providing an opportunity for teachers and staff to receive consistent and high
quality professional development
Ability of the school’s staff to provide a high level of support and expertise to
incoming teachers. Provision of teacher support will be accomplished through
our mentoring program, structured learning teams, and weekly collaborative
planning times.
The recruitment strategy of Gwinnett County Public Schools (GCPS) and Anderson-
Livsey Elementary includes all of these elements. It is an ongoing policy of GCPS and
Anderson-Livsey Elementary to disseminate information about these elements via
websites and job fairs.
In addition, Anderson-Livsey Elementary will ensure a safe and positive working
environment. Anderson-Livsey Elementary will have an effective school-wide student
discipline plan which is developed and implemented by the staff. Anderson-Livsey
Elementary will also ensure that teachers are given appropriate teaching assignments;
adequate time to work with their colleagues and students, and transparent access to
information, materials, and technology.
The administration at Anderson-Livsey Elementary will also ensure that staff members
are supported by providing them with ongoing quality professional development
opportunities. New teachers are provided with additional support through the New
Teacher Induction Program. Highly qualified, content-specific mentors will be used to
support new teachers. Mentees are given opportunities to observe research-based
instruction and effective classroom management strategies.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 36 of 55 1/21/13
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
In addition, to funding from Title I, teachers are also offered loan forgiveness for
teaching in a Title I School for five or more years.
*4. Professional development for staff to enable all children in the school
A. Response: We have included teachers, administrators, and, if appropriate, pupil services
personnel, parents, and other staff in our staff development that addresses the root causes
of our identified needs.
We identified the root causes of poverty and the accompanying stresses, lack of student
background knowledge, lack of vocabulary acquisition. In some cases there is a lack of
home support. Teachers need to be better prepared to meet the unique needs of our
student population. Therefore, to better prepare our staff we will have all professional
staff participate in monthly, afterschool staff development opportunities throughout the
2012-2013 school year guided by the GCPS Quality Plus Teaching Strategies and the
Learning Focused Schools Model. Grade level staff development is held each Tuesday.
The focus rotates weekly between Math, Literacy, Science/Social Studies and Data. The
faculty meets each Thursday after school as well. In addition, all instructional faculty
members will meet weekly in collaborative planning sessions in which each team
member will provide input in regards to planning lessons, assessing students, and
participating in additional staff development activities. All professional staff
development opportunities will focus on implementing the Gwinnett County Quality Plus
Teaching Strategies to promote positive student engagement, as well as, student
achievement at the proficient and exceeds levels.
Anderson-Livsey staff participated in the following staff development during the summer
prior to the school opening in the fall:
Literacy Institute
Math Institute
eClass Training
EL endorsement
Language Arts Staff Development
All professional staff will be engaged in developing and implementing a Balanced
Literacy Model at Anderson-Livsey Elementary School. All professional staff will be
involved in prioritizing and sequencing the Balanced Literacy components in terms of
staff development presentations based upon student data and needs. All Language Arts
staff development will focus on ensuring that all students are proficient or exceed in
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 37 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
Language Arts on the state and county assessments.
Language Arts staff development will include formal writing workshops relating to
Gwinnett County and state writing assessments. All Language Arts staff development
will include lessons that will support student writing achievement across all content areas
and at all grade levels.
Language Arts staff development will focus on positive student engagement to help
ensure that Anderson-Livsey students will indeed become life-long readers and writers.
All Language Arts staff development will focus on modeling best practices in reading
and writing by the school Reading Specialist, which will include the establishment of a
model classroom.
Math Staff Development
Math staff development will include Exemplar Training, Math Counts, Math Workshop,
Everyday Counts Calendar Math, use of manipulatives and accessing and utilizing the
Math Online Communication Center. An additional staff development plan will include
the establishment of a model classroom which will be facilitated by the Math Specialist.
If available, staff will also participate in the Math Institute. Teachers, students and
parents will be provided training to utilize the online math tutorials. We have requested
additional support, in the form of staff development, from the county math department.
Science Staff Development
Science staff development will include implementing hands-on experiments in the
classroom, integrating science with literacy, questioning skills and accessing and utilizing
the Science Communication Center. Since science interaction requires many different
kinds of equipment and materials, it is imperative that the room be organized to
accommodate the activity approach to science. To support resource-based learning, we
will also have in place a variety of instructional resources and support materials.
Social Studies Staff Development
Social Studies staff development will focus on economic Concepts and accessing and
utilizing the Social Studies Online Activities and Resources. Supplemental materials and
resources to support social studies may be utilized to support student achievement.
Technology Staff Development
When students are using technology as a tool or a support for communicating with others,
they are in an active role rather than a passive role of recipient of information transmitted
by a teacher, textbook, or broadcast. The student is actively making choices about how to
generate, obtain, manipulate, or display information. Technology use allows many more
students to be actively thinking about information, making choices, and executing skills.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 38 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
Therefore, the faculty at Anderson-Livsey Elementary will actively be involved in
technology related staff development that will include use of the Mimeos in every
classroom, Successmaker, Go Gwinnett Portal, Elements, IG Pro, classroom
technologies, school and teacher websites, and site licenses such as BrainPop and
Education City. Staff will also be trained on making instructional posters for classroom
and school use. A Poster Maker and supplies will be provided for staff use as funds
become available.
Staff Development Evaluation will be based on:
Analysis of Formal and Informal student assessment data, which includes Student
achievement scores on the CRCT, Gwinnett County Interims, and student
progress reports.
Evidence of implementation of best practices by staff and students
Staff needs assessments
To further support school wide goals, staff will receive funding for subs for release days and
stipends.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards. All professional staff will participate in monthly,
afterschool staff development opportunities throughout the 2012-2013 school year guided
by the GCPS Quality Plus Teaching Strategies and the Learning Focused Schools Model.
Grade level staff development is held each Tuesday. The focus rotates weekly between
Math, Literacy, Science/Social Studies and Data. The faculty meets each Thursday after
school as well. In addition, all instructional faculty members will meet weekly in
collaborative planning sessions in which each team member will provide input in regards
to planning lessons, assessing students, and participating in additional staff development
activities. All professional staff development opportunities will focus on implementing
the Gwinnett County Quality Plus Teaching Strategies to promote positive student
engagement, as well as, student achievement at the proficient and exceeds levels.
Anderson-Livsey staff participated in the following staff development during the summer
prior to the school opening in the fall:
Literacy Institute
Math Institute
eClass Training
EL endorsement
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 39 of 55 1/21/13
*4. Professional development for staff to enable all children in the school
C. We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems. For example,
we have scheduled time for professional learning, if wish list funds become available, we
will provide release time for professional learning/collaborative planning, and our staff
takes advantage of GCPS professional learning. We have a weekly staff development
schedule that designates each Tuesday during planning for professional development in
addition to Thursday afternoons from 3:15pm-4:00pm. Anderson-Livsey Elementary
School will continue to provide high quality and on-going professional development
opportunities for all staff enabling all students to meet Gwinnett County and state student
academic achievement standards, as well as national achievement standards at the
proficient or exceeds levels. All staff development in the content areas and across all
grade levels will be based on student strengths and needs identified through county and
state student achievement data. The opportunities for professional learning that are
scientifically based will be provided by Gwinnett County staff, as well as by the
Anderson-Livsey Elementary School instructional leadership team and staff members.
We have two Instructional Coaches to provide daily, classroom embedded development.
D. We have included teachers in professional development activities regarding the use of
academic assessments such as common assessments to enable them to provide
information on, and to improve, the achievement of individual students and the overall
instructional program in the following ways:
Ensure teachers have the necessary skills to properly analyze data to make
instructional decisions.
Use frequent, informal assessments to assess student learning.
Develop common assessments to guide instruction.
*5. Strategies to increase parental involvement.
Response:
A. We have involved parents in the planning, review, and improvement of the
comprehensive schoolwide program plan by recognizing the importance of parental
involvement and will facilitate on-going opportunities to increase the involvement of our
families. We advertise in a variety of ways including flyers, on our website, and posters
to recruit parents.
Research suggests that parental involvement has a positive impact on all levels of
academic achievement (Jeynes, 2003). It is not surprising therefore that parent
involvement has emerged as one of the most important topics in education circles
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 40 of 55 1/21/13
(Jeynes, 2003). Additional research suggests that parental involvement is particularly
important in the primary grades (Rasinki, 2003).
The administrative team, faculty, and staff of Anderson-Livsey Elementary School have met
and jointly developed this Title I Parent Involvement Policy in conjunction with parents. This
policy describes the school’s expectations for parent involvement. The planning meeting
agenda included: o School Status(Priority/Focus Schools) o School Data o Needs Assessment/Parent Survey Results o School Wide Plan Revision o Parent Involvement Policy o Action Plan o School-Parent Compact o Budget o Prioritized “Wish List”
o Opportunity to provide feedback
o
We use the School Parent Involvement Policy Checklist when developing your Title I
Parent Involvement Policy. It will be distributed to parents of all students. The term
parent in this policy refers to parents/guardians of students attending Anderson-Livsey
Elementary School. In addition, we have a Parent Involvement Action Plan, and a
School-Parent Compact. We adhere to a transparent process, where all parents are
encouraged to be involved.
We also have a Parent Support Plan to provided extra assistance to our EL parents. This
support will include additional workshops and individual contact. The purpose of this
plan is to improve the home-school connection necessary for student success. The
involvement of the PARENT INSTRUCTIONAL SUPPORT COORDINATOR is
imperative to provide training for parents so that they may better support their children
academically.
B. We have developed a parent involvement policy included in our appendices that
includes strategies to increase parental involvement (such as family literacy services)
describes how the school will provide individual student academic assessment results,
including a interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
compacts required – include with policy
Parent Involvement checklist included
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 41 of 55 1/21/13
*6. Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
A. Following are our plans for assisting preschool children in the transition from early
childhood programs. Also included are transition plans for students entering middle
school or high school and entering form private schools plus students entering our school
throughout the school year.
Transition from Pre-K to elementary school is such a big change for students; having a
transitional program in place will provide students with the confidence and overall
information to feel comfortable about the new change. Scheduled meetings for upcoming
Kindergarten parents will focus on the academic needs of kindergarteners as well as provide
parents with necessary information about the daily operations of the school.
Working with childcare centers and parents
We will invite Pre-K teachers, students, and parents to visit Anderson-Livsey to experience a
“Day in the Life of a Kindergartener”. This visit would include the opportunity to tour the
school, visit a kindergarten classroom, walk through the cafeteria, and view other areas of
interest within the school.
In addition we will provide opportunity for area preschool directors and Pre-K teachers to
participate in vertical planning to help students be prepared for kindergarten.
We will provide parents with resources to help their children be ready for school. These may
include early language strategies, reading strategies, technology resources, and community
resources.
Advertise to invite students/parents to K registration
Beginning early Spring, we will send information to current Anderson-Livsey families as
well as to our feeder childcare centers regarding kindergarten registration. Registration
information will also be easily-accessible on the school’s website.
Kindergarten Registration
During Kindergarten registration, parents will fill out all necessary registration forms and
provide all necessary documents. The Kindergarten teachers will administer an assessment
for each child, and at the end will enjoy a bus ride. In addition, during the summer, we will
offer three days of “Kinder Camp” designed to prepare our most at risk rising
kindergarteners.
Transition to Middle School
Fifth grade students will also visit to the middle school in preparation for sixth grade as well
as have a guest speaker and mentor visits from the middle school. We will disseminate
information provided by the middle school to inform parents about meeting and facilitate the
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 42 of 55 1/21/13
transition.
*7. Measures to include teachers in the decisions regarding the use of assessment to provide
information on, and to improve, the performance of individual students and the overall
instructional program.
Response:
A. The ways that we include teachers in decisions regarding use of academic assessment are
shared decision making, Building Leadership and LSPI committees. At Anderson-Livsey
Elementary School our goal is to inspire learning that lasts a lifetime. Anderson-Livsey’s
Local School Plan for Improvement (LSPI) will be created through continuous analysis
of our student achievement data. In order to ensure that Anderson-Livsey Elementary is
achieving this mission, the school’s Building Leadership Team (BLT), comprised of
representation from each grade level or department, will meet annually to develop the
LSPI. In conjunction with the LSPI, each teacher and administrator will create an annual
goal for achievement in the form of a Results Based Evaluation System (RBES). Each
individual RBES will be aligned with the goals set forth in the LSPI. This process
ensures that our instructional staff is working to improve achievement levels in the
identified areas of weakness.
Anderson-Livsey Elementary School will use the Continuous Quality Improvement
(CQI) model as we work towards reaching the highest level of student achievement.
Teachers will deliver the Academic Knowledge and Skills (AKS) by following the
timelines created by the district instructional calendars. Teachers will employ both
locally created and district created assessment to track the progress of the students toward
mastering the AKS for their grade level. Using Elements software, teachers are able to
disaggregate data from district-created Interim Assessments. This data will guide the
Continuous Quality Improvement (CQI) schedule as teachers target those AKS that have
not been previously mastered in the areas of Language Arts and Math. Lessons will be
developed to remediate students who show weakness in skills previously taught. At the
same time, students who have shown mastery in those skills will receive enrichment to
ensure that they are being moved forward. A CQI team will be developed, consisting of
grade level and administrative representation, in order to monitor strengths and
weaknesses by grade level.
Each grade level is provided with a common planning time to allow for collaboration.
This time allows teachers to discuss current and historical data as a means to guide daily
instruction. The teachers will work together to make any modifications to instructional
strategies. This collaboration will allow Anderson-Livsey to meet the needs of all
learners.
At Anderson-Livsey, teachers as well as students in grades 1-5, will keep data notebooks.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 43 of 55 1/21/13
Teacher notebooks will house teacher historical data and individual student achievement
data. This will allow for quick reference as the teacher continues to guide and improve
instruction. Student notebooks will include data and work samples for the individual student.
The notebooks will be maintained throughout the year and will be reviewed by the student
and teacher regularly. This will allow students to take ownership of their individual strengths
and weaknesses. In collaboration with the teacher, the student will set personal goals for their
academic achievement.
MATHEMATICS AND SCIENCE
Local school assessments, such as mathematics/science benchmarks and exemplars will also
be utilized to help guide quarterly instruction planning and focus on mathematics problem
solving skills. These assessments will be discussed with teachers as administrators conduct
Kid Talk sessions. Additional math and science materials will be purchased as funds become
available.
READING
Local school assessments, like reading Fountas and Pinnell Levels, reading standards,
reading comprehension and fluency, will be utilized to help guide quality instructional
planning and focus on reading skills. These assessments will be discussed with teachers as
administrators conduct walk-throughs and the literacy coach gives feedback on observations.
The LSPI will be created by a committee including representation from each grade level.
Staff will review and give input regarding LSPI to ensure everyone is involved in the
creation of the plan and, therefore, has ownership of the plan.
Each educator will complete a RBES goal that is aligned with the LSPI. Benchmark tests
will be given throughout the year to assess student progress. Teachers will use Elements to
disaggregate data.
Teachers and students will participate in AKS CQI. Bi-weekly mini-assessments will be
graded and evaluated on each grade level which will allow teachers to track progress. This
allows an opportunity for enrichment, as well as, remediation. Grade levels will meet weekly
to plan collaboratively.
Students will also be provided with test prep books to give additional opportunities to boost
scores on standardized testing.
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
Migrant and homeless students attending Anderson-Livsey will benefit from all
resources/programs utilizing Title I funds. Additional services may include, but are not limited
to Extended Learning Time, at home resources that can be checked out through the Parent
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 44 of 55 1/21/13
Center, transportation accommodations, and translated conferences if needed.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
Response:
In addition to the coordinating efforts listed in Anderson-Livsey’s Local School Plan,
Anderson-Livsey Elementary will also participate in the following programs:
a. Title I
b. Title II ~ Eisenhower funds for Math and Science Professional Learning
c. Title III-English for Speakers of Other Languages (EL)
d. Gifted Program
e. Special Education Programs
f. Free and/or Reduced Lunch for Families that Qualify
g. Gwinnett County Public Schools IE2 Flexibility Contract
h. PTA
i. Be There National Campaign
j. Gwinnett County Public School Staff Development Funding related to district
initiatives and our local school’s plan of improvement
k. Gwinnett County Public Schools Summer School
l. Department of Family and Children Services
m. Parent Involvement/PARENT INSTRUCTIONAL SUPPORT
COORDINATOR
n. Migrant Education
o. Students living in Institutions for Neglected Children
p. Education of Homeless Children and Youth
Gwinnett County Public School’s Staffing Allotments based on Anderson-Livsey
Elementary School’s enrollment, poverty, and mobility rate include:
a. Early Intervention Program
b. School Nurse
c. School Counselor
d. School Psychologist
e. Transition Program for students failing the fourth grade Gateway requirements
f. Support from the School Resource Officer
g. School Social Worker
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 45 of 55 1/21/13
8(b). Description of how resources from Title I and other sources will be used.
Response:
Items to be funded from Title I resources:
School wide Title I Fund 410 Budget Additional Details
Teaching Positions: Salaries/Benefits $200,439
Parent Instructional Support Coordinator, 4th grade teacher, 5th grade teacher
Direct Instruction $ 70,013
Books for the bookroom, math and science equipment, supplemental toner and paper, software renewals, supplemental printing, math and science materials, Extended Learning Time Programs
Instructional Support $10,391
Release days for collaborative planning, stipends for Professional Development, Professional Resources,
Transportation $7,145 Transportation for Extended Learning Time
Parent Involvement $5,124
Interpreters and Childcare for Parent Workshops, Resources for Parent Checkout, Kindercamp
TOTAL ALLOCATION $293,112
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 46 of 55 1/21/13
68%
24%
4% 2% 2%
Teaching Positions: Salaries/Benefits
Direct Instruction
Instructional Support
Transportation
Parent Involvement
If additional funds are allocated, the following items will be funded from Title I resources:
A detailed budget template and narrative was prepared and submitted to the Title I office
for approval.
Local and federal funds will be combined to support the expenditures outlined above.
In addition, should additional funds become available, our wish list that was developed as
a result of the Title I Planning Meeting is as follows:
Additional ELT funding to support reading and math
Additional books for the book room
Educational games
Parent Center-educational materials and storage
Traveling trunks
Professional Library resources
Instructional Manipulatives
Coach Books
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 47 of 55 1/21/13
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.
Response:
This does not apply to Anderson-Livsey Elementary.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response:
A. We are providing activities to ensure that students who experience difficulty mastering
proficient or advanced levels of academic achievement standards shall be provided with
effective, timely additional assistance. Those activities include weekly grade level
meetings to evaluate the effectiveness of instruction. There will also be periodic grade
level meetings to discuss curriculum and units. At these meetings teachers will analyze
benchmark assessments and other classroom data to identify strengths and weaknesses in
order to guide instruction. This data will drive Continuous Quality Improvement Model
(CQI). This program groups students by ability based on assessments of specific
standards. These groups are flexible based on how students perform on any particular
standard. We have provided five additional teachers in grade K-5 to lower class size and
better support students. With smaller class sizes, students are better able to implement
and collect data on RTI interventions, differentiate instruction, provide small group
support and there are more opportunities for co-teaching with Special Education and EL
teachers.
The Building Leadership Team (BLT) will meet bi-monthly to discuss progress towards
school goals. Regular staff development will be required of all staff members to provide
an opportunity for growth in teaching techniques and subject mastery in all critical areas.
A rigorous reading program will be implemented under the supervision of our full time
reading coach. Materials such as leveled readers and coach books will provide test prep
practice for students in grades 1-5. Students will use the Successmaker Program as
additional practice in core subjects. Other programs such as Brain Pop, Education City
and United Streaming will be available technology sources for students in our three
computer labs. Teachers also have access to two wireless computer carts for use in
classrooms. In addition, teachers have at their disposal additional technology such as the
new Stratologica Map System, mimeo boards and digital document imagers.
Data notebooks will be maintained by teachers and students who will be evaluating their
own progress. A writing folder will be maintained for each student with writing samples
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 48 of 55 1/21/13
throughout the year for each genre scaffolding our intense reading program. Writing
samples will be sent to the University of Georgia for evaluation prior to the mandated 5th
grade writing assessment. All students will also have agenda books to keep track of
materials and homework. Parents will be notified via a school calling system to inform
parents of important events. This will enable parents to continuously monitor their child’s
progress and enhance school involvement. Students will also be provided with daily cards
to track work habits. The cards along with agenda books will provide information
regarding student progress regularly and ongoing. Parents can also monitor progress
online through the Parent Portal. Parents will be able to check out instructional material
from the Parent Center to support all core academic areas.
We provide additional intervention programs including EIP, EL, Morning Writing Help
Sessions, Successmaker Club, Intervention help classes during specials, and if funds are
available, afterschool and Saturday support programs.
Students who experience difficulty during the school year and receive either a D or a U on
their report card in any of the core academic areas will receive an Academic Contract in
November. This contract outlines for the parent the academic knowledge and skills (AKS)
that are still in need of improvement as well as interventions that the school, parents and
student should focus on to improve in that area. The contract is updated in January/February
and then a final contract is given in April. If the student has not progressed in their learning,
the final contract outlines the recommendation that the student attend summer school. Since
promotion is based on performance on state testing, the student's attendance in summer
school is only a recommendation.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Response:
Anderson-Livsey utilizes numerous measures to ensure student weaknesses are identified in a
timely manner. School-wide, the following data is collected:
Annually:
CoGAT
ITBS
CRCT
State Writing Test
Quarterly:
Interims Assessments
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 49 of 55 1/21/13
Three times a year:
Fountas and Pinnell Reading Levels
Monthly:
Big 20’s
Exemplars
Computation Tests
Writing Assessments
Successmaker Data
Ongoing:
CQI Assessments
Teacher Observation
Classroom Performance
Grade Level Unit Assessments
RTI interventions
Differentiation of instruction
Small groups
Co-teaching
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Response:
Teachers will participate in ongoing professional development to better support
students. Professional development will be provided to assist teachers in data driven
decision making and documenting the Response to Intervention Process. Math and
Literacy coaches are available to support teachers and model lessons. Ongoing staff
development will provide support in all academic areas using the Quality Plus
teaching strategies to ensure the success of all students at Anderson-Livsey
Elementary. Staff Development, including data reviews, are held each Tuesday,
Wednesday and Thursday.
In addition, Kid Talk meetings bi-monthly. Kid talks allow teachers to collaborate
and develop strategies for students having academic difficulties. After implementing
strategies from Kid Talk meeting, students experiencing difficulty may be
recommended for SST at which time additional strategies and intervention will be
implemented and monitored. Strategies offered at SSTs may include RTI.
Georgia Department of Education
US ED Monitoring Indicator 3.4 Finding 1
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent Anderson-Livsey Elementary School
May 2012 ● Page 50 of 55 1/21/13
9c). 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.
Response:
Parent-Teacher conferences will be offered to all parents twice per year (October and
February) to discuss student progress. Student led conferences will be utilized. Academic
Contracts will be created with parents, student, and teacher when students are demonstrating
below grade level performance in any core academic area. Evening parent informational
sessions will be provided for the parents of all students to raise student achievement. Staff
and Parent informational sessions regarding the Parent Portal and Elements Reports training
will assist in identifying student weaknesses.
Parents are involved in the monitoring of their child’s progress on the AKS/CCGPS through