Part: 7
PART 7: LOCALLY REQUIRED PLANS
1. Technology Use Plan
2. Attendance and Truancy Intervention Plan
3. Safety/Security Plan
4. Character Education Plan and Teachers As Advisors Plan (MS – HS)
5. Homework Plan
6. Career, Technology, and Agricultural Education Plan
7. Response To Intervention (RTI) Plan
8. SACS CASI Assurance
9. Title I Plan for School Wide Programs (ES – MS)
10. Title I Plan for Targeted Assistance Programs (ES)
11. Waivers
2012-13 School Improvement Plan
Little River Elementary School
Page 1
Part: 7
TECHNOLOGY USE PLAN
Each school’s Technology Planning Committee assumes the roles of
assessing the effective use of the technologies provided by the District, local
school-based revenues, donations or grants. The assessment must be
comprehensive and cover all areas of technology need and use including
hardware, software, online resources and technology-based professional
development. CCSD has established standards for technology deployment to
ensure as much equity as possible, while also providing for unique needs
where appropriate and financially feasible.
Hardware Assessment – Include printers, desktop and laptop
computers, interactive whiteboards, peripherals and accessories.
Provide a general summary of the effectiveness of the hardware
technology currently allocated in classrooms and specific for student
instruction.
Each of our classroom teachers currently utilizes 5 classroom computers
and one printer for student use and one laptop for teacher use. All of our
teachers and staff are very effective and consistent at integrating technology
use in virtually every classroom.
Little River offers the use of two computers labs which house thirty
computers and one printer in each lab. These labs are used extensively
throughout the day. We have procedures in place that reinforce the care and
maintenance of the systems to minimize down time.
Provide a general summary of the effectiveness of the hardware
technology currently allocated in classrooms and specific for teacher
use, lesson planning and instruction delivery.
CCSD provides each classroom with 5 desktop computers, docking stations
with promethean boards and teacher laptops. Select teachers have been
given wireless labs, that each come equipped with 16 laptops, as a
component of their Teach 21 coursework. All of these marvelous
components are paramount technological devices used daily for
instructional productivity. Our tech savvy teachers utilize these valuable
tools each and everyday to provide instruction, to extend and remediate
students, and provide necessary tools to support our students in their
academic growth and improve student achievement.
Little River also offers two computer labs, each containing thirty networked
Dell computers. Each lab has one computer connected to a Promethean
Board so that the teacher can demonstrate on the board what they want
2012-13 School Improvement Plan
Little River Elementary School
Page 2
Part: 7
students to do on their individual computers. Every child spends at least
45 minutes per week in the computer lab.
All classrooms also share access to centrally located color laser printers.
Every student has access to the Internet in his or her classroom as well as
in the computer labs and media center. The network has been upgraded to
fiber optics allowing faster access to the worldwide web. Special Education,
speech, gifted, ESOL, art, music and PE also have at least one, some as
many as five networked computers.
Provide a general summary of the effectiveness of the hardware
technology currently allocated in administrative and support offices.
Little River Elementary Administrative personnel have been issued personal
laptops, have office printers and access to color printers. Our front office
support staff have the latest operational technologies on hand in which to
better serve our parents, students and teachers.
Please identify any gaps in the provisioning of hardware for your
school/location.
With the Science initiative in which Little River Elementary School is
embracing, we have developed a new Science Lab where all students can
conduct hands on experiments based on the learning taking place in the
classroom. We would like to request that “Weather Bug” be granted in
support for all students via the Science Lab as this will continue to enhance
student learning and reinforce important science skills. Additionally, we
understand that STEM 21 initiative is vital for the STEM Academies, but we
feel that STEM 21 professional development for staff would be a huge asset
for our teachers and students.
2012-13 School Improvement Plan
Little River Elementary School
Page 3
Part: 7
Software Assessment & Gap Analysis
Indicate on the following Chart, the overall frequency of use for the
Instructional software listed (include list of common software used at your
school)
SOFTWARE USE
Name of
Software
Frequency
of Use
Reading
Math
SuccessM
aker
Accelerat
ed Reader
Knowledg
e Box
Active
Microsoft
Office
Timeliner
Wild West
Math
Graph
Club
IXL Math
Inspiratio
n
SOLO
Type to
Learn
Write to
Learn
Daily
X
X
Daily
X
Weekly
Daily
Daily
X
X
X
X
Monthly
Weekly
X
Monthly
X
Daily
Weekly
X
Science
Social
Studies
X
X
X
X
X
X
Writing
CTAE
(list)
X
X
X
X
X
X
X
Daily
Weekly
X
X
Weekly
X
Internet Safety
In regard to CIPA certifications required of schools for eRate funding,
the Protecting the Children in the 21st Century Act requires the
school, school board, local educational agency, or other authority with
responsibility for administration of the school to certify that, "as part
of its Internet safety policy, [it] is educating minors about appropriate
online behavior, including interacting with other individuals on social
networking websites and in chat rooms and cyberbullying awareness
and response.
Cyberbullying- taught by LRE School Counselors
2012-13 School Improvement Plan
Little River Elementary School
Page 4
Part: 7
Does your school have an active recycling program for used toner or
ink cartridges or cell phones?
LRES has a program for recycling toner and ink cartridges. We use the
funds to purchase incentives for student achievement.
What technology-focused cost cutting practices has your school
discussed or implemented? (e.g. duplex printing, shutting down
computers at the end of the day, reduced repair costs through better
monitoring of systems, etc).
While utilizing technology, all Little River teachers and staff reinforce and
model appropriate care and usage of computers. Additionally, all staff help
to ensure that computers are shut down at the end of each school day.
Please identify new, unique or innovative programs centered around
technology use that are currently being implemented or are being
developed.
LRES has created a Science Lab where technology is used to record and
track data for various science experiments.
Special education teachers at Little River are using Clarity to develop and
track Individual Education Plans (IEPs). This allows parents access to a
word processed document at the completion of IEP meetings.
Every classroom has a Promethean Board. These electronic boards serve as
chaulk/marker boards, video displays, and internet portals (among other
educational uses). Teachers and students interact with the board using
Activpens. These pens write like markers but with the added functionality
of a mouse.
In addition to their classroom computers, all certified faculty have a Dell
laptop provided by the Cherokee County School Board. Laptops connect to
the internet wirelessly and allow teachers and administrators to work easily
anywhere in the school.
Each teacher and paraprofessional, the office staff, lunchroom manager and
custodial staff have email addresses. All faculty and staff have been asked
to check their email periodically during the school day and are encouraged
to use this form of communication. This is vital as e-mail is a universal
communication tool at Little River Elementary School.
2012-13 School Improvement Plan
Little River Elementary School
Page 5
Part: 7
Faculty and staff can access Little River’s extranet site which gives instant
access to various links – Clarity, Documents/Forms in the shared CCSD
folders, Aspen, Media Center, CRCT online, our Morning Messenger
(communication to staff re: school events, staff birthdays, procedural
changes, etc.), – various learning resources, the Weather Channel and the
school calendar.
Little River also has eleven digital cameras, eleven Avery Keys, thirty one CD
burners, one wireless keyboard, three portable hand held scanner housed in
the Media Center for remote circulation and five palm pilots. These various
types of equipment related to technology allow students and teachers the
opportunity to produce quality multimedia presentations from a networked
workstation.
Little River has a web page which can be accessed through the county
website. It contains information of interest such as: the faculty listing and
their email addresses, breakfast and lunch menus for the month, dress
code, each grade level’s school supply list, and links for our PTA, Media
Center, sports program, School Council, and information regarding our
homework policy.
Little River Elementary is utilizing Music In Education (MIE) a technology
assisted teaching program developed by YAMAHA. MIE is a hands-on
general music program emphasizing the learning and application of music
concepts rather than Keyboard performance. The system includes fifteen
electronic keyboards for student use and one for the teacher. The
keyboards can accommodate as many as 30 students at one time. Also
included are headphones, a complete multi-year sequential curriculum, and
management software for the teacher controlled computer. Through the use
of the computer and its software, students are directed in a variety of
activities, including playing rhythm, melody and harmony, using many
different tone colors; singing, listening, analyzing and describing. The
software records student responses during assessment and maintains a
grade book file on each student.
2012-13 School Improvement Plan
Little River Elementary School
Page 6
Part: 7
PREPARATION FOR TECHNOLOGY COMPETENCY
(TEST IN 8TH GRADE)
Grade Level
K-1
2-3
4-5
Skills (Competencies) Addressed/Mastered
Identifying basic technology tools and the effective care and
use of these tools. The inclusion of appropriate technology
that individualizes, enhances, and enriches technology.
Utilizes technology to communicate ideas and results of
class work. Uses technology to solve problems. The
inclusion of appropriate technology that individualizes,
enhances, and enriches technology. Identifying basic
technology tools and the effective care and use of these tools.
Creates, modifies, and edits information using technology.
Uses technology to locate, analyze, synthesize, and apply
information. Utilizes technology to communicate ideas and
results of class work. Uses technology to solve problems.
The inclusion of appropriate technology that individualizes,
enhances, and enriches technology. Identifying basic
technology tools and the effective care and use of these tools.
2012-13 School Improvement Plan
Little River Elementary School
Page 7
Part: 7
ATTENDANCE AND TRUANCY INTERVENTION PLAN
Section I: Provide a brief description of the school-to-home correspondence utilized to relate
important student attendance information (i.e., School Board Policy, School-site Programs,
Improvements or Declines in School Attendance Rates, Improvements or Increases in Student
Drop-Out Rates, the State’s Compulsory Attendance Law).
A number of different correspondences and methods (personal letters,
classroom and school newsletters, email, phone calls, etc.) are utilized
to communicate important attendance information to stakeholders.
The principles governing these communications are summarized
below.
Little River Elementary recognizes that, in order to receive
maximum benefit from the instructional program, students are
expected to attend school each day. It is understood that good
attendance habits positively impact the learning process. While
administrators and teachers are responsible for providing
quality instruction in an environment where learning can
flourish, parents/guardians and students must assume
responsibility for being punctual and attending school regularly.
Although circumstances may necessitate that a student be
absent from school, Little River Elementary recognizes that
optimal learning takes place when the student is present and
involved in classroom activities. Accordingly, it is critically
important that parents/guardians make every effort to have
their children attend school.
Truancy is the act of willful and/or continued unexcused
absences, tardies and/or early checkouts from school.
Absences, tardies and early checkouts of this nature are
unlawful within the State’s compulsory attendance law and can
result in penalties under that law. Students and
parents/guardians are notified of the State’s compulsory
attendance law on an annual basis through the School
District’s Student/Parent Handbook.
Section II: Provide a brief description of school-based protocol utilized to insure accurate
student attendance data.
Teachers, administrators and office personnel keep accurate
attendance data to reflect students' excused, unexcused absences,
tardies, and early checkouts. The foundation of this system is the
daily roll taken by homeroom teachers. The supporting pillars of the
2012-13 School Improvement Plan
Little River Elementary School
Page 8
Part: 7
system include log books maintained in the office as well as
computerized data from Aspen.
During preplanning, the attendance clerk reviews procedures for
keeping accurate attendance and printing reports using Aspen.
Teachers are also trained in these processes.
Last, frequent and timely communication between home and school
serves to monitor the accuracy of attendance data.
Section III: Provide a brief description of how student attendance patterns are tracked and
underlying causes of truancy identified for purposes of implementing appropriate solutions.
After 3 consecutive absences, the teacher will make a phone call to
the parent/guardian to inquire about the reasons for the student
being absent from school.
If a student has been absent from school 5 days, the school counselor
will send a letter of notification to the parent.
The Attendance Protocol Committee for Little River Elementary
recognizes the following causes/ reasons for student absenteeism and
truancy:
□ Ignorance of Attendance Policy/Compulsory Attendance Law
□ Physical Ill-Health
□ Emotional Ill-Health
□ Lack of Personal Incentive
□ General Apathy
□ Influence of Truant Peers/Friends
□ Lack of Proficiency
□ Working at Low Achievement Levels
□ Poor Influence of Siblings
□ Meaningless Penalties/Consequences for Absenteeism
□ Parental Drug/Alcohol Abuse
□ Parents with Differing Views of School
□ Family Vacations
□ Missing the bus
□ Lack of Transportation (if student misses school bus)
□ Family pattern (e.g., history of absences on Monday and
Friday)
□ Parent retaliation for school policy or discipline decisions
□ Use of Student as Caregiver Due to Lack of Child Care
□ Student Serving as Caregiver to Parent Due to Illness
□ High Mobility Rates
□ Parents Providing Less Supervision Due to Multiple Jobs
2012-13 School Improvement Plan
Little River Elementary School
Page 9
Part: 7
Section IV: Provide a brief description of school-based incentive program/activities for
students with good/ improved attendance rates. This should include formalized incentive
programs organized by the school or through the school’s parent organizations/communitybased partnerships.
Students with excellent attendance will receive incentives, from our
various Partners in Education, with their report cards each grading
period. Students with perfect attendance will have the opportunity to
be selected, via raffle, for a larger incentive (bike, family dinner, family
movie tickets, etc.) at the end of each semester.
Section V: Provide a brief description of school-based interventions or consequences for
students in violation of the State’s compulsory attendance law, dropping out of school prior to
graduation or exceeding the 15-day absence limit used for NCLB-related accountability.
Little River Elementary has initiated a truancy prevention plan to help
deal with the challenge of reaching a certain percentage of students
who seem to have chronic attendance concerns.
General
The principal or designee will disseminate literature to parents about
the NCLB reported student attendance rate and information relative
to the school’s efforts to promote good student attendance through
progressive discipline, parent notifications and incentive programs.
Little River will send home a copy of the attendance policy with all
students to be signed by a parent or guardian, returned and kept in
each classroom. Letters will be sent to the parents of at risk students
for truancy according to Board Policy.
2012-13 School Improvement Plan
Little River Elementary School
Page 10
Part: 7
Excused Absences
At Little River, reducing student absenteeism has been a specific
school focused goal. Through the Attendance and Truancy
Intervention Plan, this concern has been addressed and continues to
be monitored. By decreasing student absenteeism, opportunities for
student learning will be increased. This will help to increase the
number of students who exceed expectations and decrease the
number of students who do not meet expectations on all sections of
the GCRCT.
Routine
Each time a student is absent for three consecutive days, the
homeroom teacher will contact the parent, remind them of the
attendance policy, and problem solve any emerging attendance
issues. Teachers will monitor and document parent contact, as
well as the reason for absences, and share with the school
administration.
The school principal or designee will regularly send out letters
to the parents of students with 5 or more excused absences in a
semester.
Excessive
The school principal or designee will send a county generated
letter to the parents of students with 7 or more excused
absences. The school may ask for a physician’s excuse if one or
more of the following conditions exist.
 A persistent, systematic pattern of absences has been
established
 Seven or more days of absences have been accumulated
during the semester.
 More than ten days of absences were recorded the prior
school year.
2012-13 School Improvement Plan
Little River Elementary School
Page 11
Part: 7
Unexcused Absences
Little River will adhere to Board Policy (Code:JBD) with regards to
truancy, parent notification and reporting protocol:
Truancy is the act of willful and/or continued unexcused absences, tardies
and/or early checkouts from school. Absences, tardies and early
checkouts of this nature are unlawful within the State's compulsory
attendance law and can result in penalties under that law. Students and
parents/guardians are notified of the State's compulsory attendance law
on an annual basis through the School District's Student/Parent
Handbook.
Parents/guardians of students with five unexcused absences will be
notified by the school regarding the consequences of such absences. This
notification will be accomplished through certified mail, if all other
reasonable attempts to notify the parents/guardians have failed.
Students with seven or more unexcused absences in a class per semester
will be referred to a school social worker for truancy. It is the role of the
school social worker to work collaboratively with the school, student and
parents/guardians to resolve truancy issues.
When all administrative actions taken to correct truancy have not had the
desired effect, the school social worker may require families to attend the
Cherokee County Truancy Panel and request them to sign a contract
designed to help improve attendance, file proceedings in Cherokee County
Juvenile Court for violation of the State's compulsory attendance law for
students under sixteen years of age or refer families to the Cherokee
County School Police if proceedings need to be filed against parents for
failure to send their children to school.
Chronic truants will be referred each school year to the school social
worker. School administrators will not assume that cases will be held over
by the social worker for monitoring from one school year to the next.
Some cases that have been referred to the Cherokee County Truancy
Panel or to court may be held over; but an updated referral by the school
may be requested.
I.
Absence Notification Procedures
School personnel will monitor absences by following the steps below:
1. Student absentee phone calls are made to parents/guardians and
after the third consecutive absence and documented in a log at
each school.
2. The school will notify the parent/guardian on the fifth unexcused
absence that continued absences will result in a referral to the
school social worker.
3. On the seventh unexcused absence in any class during a semester,
a referral to the school social worker will be filed.
2012-13 School Improvement Plan
Little River Elementary School
Page 12
Part: 7
4. The school social worker will notify the proper authorities if
unexcused absences continue.
Little River Truancy Committee
After five or more absences in a semester, or seven or more
absences in a school year, a student will be referred by the
principal or designee to the Little River Truancy Committee
(LRTC). The LRTC will consist of classroom teacher(s), an
administrator, a school counselor, and other school personnel
when warranted. Parents will be asked to attend a LRTC
conference and set up a plan to improve their child's
attendance. An attendance contract will be signed by all
committee members in support of this plan of action.
Tardy Entry
By decreasing tardies, opportunities for student learning will be
increased. This will help to increase the number of students
who exceed expectations and decrease the number of students
who do not meet expectations on all sections of the GCRCT.
Little River Truancy Committee
After five or more tardies in a semester, or 10 or more tardies in
a school year, a student will be referred by the principal or
designee to the Little River Truancy Committee (LRTC). The
LRTC will consist of classroom teacher(s), an administrator, a
school counselor, and other school personnel when warranted.
Parents will be asked to attend a LRTC conference and set up a
plan to improve their child's attendance. An attendance
contract will be signed by all committee members in support of
this plan of action.
2012-13 School Improvement Plan
Little River Elementary School
Page 13
Part: 7
CHARACTER EDUCATION PLAN and/or TEACHER AS ADVISOR PLAN
System Plan
Cherokee County Board of Education (CCBOE) policy IHE, Pupil Progression states that
all school, kindergarten through grade twelve, shall provide instruction that addresses core
values and provides instruction in character education as adopted by the Georgia Board of
Education. The three strands, Citizenship, Respect for Others, and Respect for Self are
located on GeorgiaStandards.org under QCC Curriculum (helpful links).
A district-wide calendar “words of the week” are provided to schools and listed in the
Student Handbook.
Each school is responsible for the development of an individual school plan utilizing the
Words of the Week and the standards.
With the approval of SB387, it is now a requirement to provide career counseling and
advisement for students in grades 6-12. Teacher As Advisor for Grades 6 – 12, a period
requiring 15 – 20 (30??) minutes per week to address four areas or domains: Character
Education, Personal/Social, Academic (Educational and Occupation Exploration) and
Career (Education and Career Planning) will be implemented beginning in the 2010-11
school year. Lessons have been provided for each grade, 6-12. Plans for implementation
are developed at each school and are provided in this section.
2012-13 School Improvement Plan
Little River Elementary School
Page 14
Part: 7
School Plan (Grades K – 5)
Little River Elementary School has implemented the State Department
of Education’s Guidelines for Character Education through five
specific avenues. These include the use of the morning news show,
counselor guidance, teacher instruction, and targeted groups.
Each week the closed circuit morning news show highlights a
character quality word. Through the week the word is defined with
specific examples related to the school, and the students are
presented with a challenge to demonstrate that character quality in
daily activities.
The school counselors meet regularly with classes to discuss and
demonstrate the value of each character quality through role play,
activities, modeling, video presentations, storytelling, and hands-on
tasks. The emphasis in guidance is not to simply cover the list of
words provided by the state, but to tailor the class objectives to
address specific needs for improvement in character as experienced in
the individual classroom.
The Presidential Youth Fitness Program focuses on making kids
healthy and active for life. We know a lot more about healthy living
now than we did nearly three decades ago, when the first national
youth fitness test was born. Experts in health and fitness education
developed an assessment, FITNESSGRAM®, that accurately measures
a student’s health—not just performance in physical tests. The
program also includes professional development for educators and
recognition for students.
Individual classroom teachers utilize the county word of the week as a
part of their curriculum by incorporating them as spelling words, as
the subject for essays, and as a focus of other classroom activities. A
developmentally appropriate understanding and application of
character traits is emphasized.
The faculty sponsors of school based service clubs work to encourage
leadership and character development. Through benevolent service to
others, participating students are taught to expand their world view
beyond themselves so that they will become focused on making a
positive difference in their community both now and in the future.
While all county character quality words are covered each academic
year, emphasis is placed on different words at different times based
on the developmental, emotional, or social needs of students. The
2012-13 School Improvement Plan
Little River Elementary School
Page 15
Part: 7
intent at Little River is not simply for students to know the character
quality words and what they mean. Our goal is to support parents in
teaching students to incorporate the practice of good character into
their daily lives.
HOMEWORK PLAN
System Plan
Cherokee County Board of Education (CCBOE) policy IHB, Homework, establishes
system-wide parameters for the assignment of homework. The district homework policy
also directs that homework standards and procedures shall be established by each school’s
administration and faculty, with input from parents and the community in accordance with
CCBOE policy IHB.
School Plan
Homework will reinforce skills taught in the classroom, which relate to
real world situations.
Teachers will coordinate class assignments and test dates or days so that
students do not have an excessive amount of work due on the same day.
Teachers will review and provide feedback to students regarding
homework assignments.
Parents may provide guidance with assignments; however, homework is
the responsibility of the student.
The allotted time for homework should be 10 minutes per night, Monday
through Thursday, per grade level:
Kindergarten/Grade 1 10 minutes per day
Grade 2
20 minutes per day
Grade 3
30 minutes per day
Grade 4
40 minutes per day
Grade 5
50 minutes per day
2012-13 School Improvement Plan
Little River Elementary School
Page 16
Part: 7
CAREER, TECHNOLOGY, AND AGRICULTURAL EDUCATION (CTAE)
PLAN
Elementary School
CAREER AWARENESS PLAN
The faculty and staff at Little River Elementary acknowledges that career
awareness is an important component of elementary education. The career
awareness plan at Little River is founded and operated on the following
ideas.
All stakeholders are career awareness educators.
Career awareness is not the same as career training or preperation.
Elementary students should not be encouraged to make premature
career choices. They should be encouraged to remain open to career
ideas and possibilities.
Career awareness helps students develop realistic expectations for
careers.
Career awareness education provides students with developmentally
appropriate information and skills to better predict the required
training and aptitude necessary to be successful in a multitude of
careers.
Elementary career awareness education helps students see
themselves as valuable future contributors in the work force.
Teachers and counselors consistently and pervasively use career
awareness education to assist students in forming connections
between school activities and work activities.
RESPONSE TO INTERVENTION (RTI)/STUDENT SUPPORT TEAM (SST)
Tier I: For All Students
Tier I includes the instructional setting and support provided for 100% of the
student population not previously identified as students with disablities in need of a
more restrictive setting.
2012-13 School Improvement Plan
Little River Elementary School
Page 17
Part: 7
Tier II: Academic Improvement Plan
Students presenting difficulties in the school setting are discussed at a team meeting
as possible candidates for an Academic Improvement Plan (AIP). Criteria for an
AIP may include, but is not limited to, the following:
-
Level 1 on the CRCT in Reading, Language Arts or Math
Retention (current year)
More than 2 failing grades in a 9 week grading period
Eligibility for EIP or an REP class
Below level on an ESOL screening as recommended by the ESOL teacher
Scoring below satisfactory academic performance in regular and/or gifted
education classes (gifted served students only)
An invitation is sent to the parents and an information gathering meeting is
convened. Data regarding the student’s past and present educational and/or
behavioral performance are reviewed at this meeting. If it is decided that more
information is needed, the team develops a course of action for obtaining that
information.
After adequate data has been reviewed, a plan is developed by the team to address
the student’s strengths and weaknesses. Appropriate Response to Intervention
(RTI) strategies (minimum of 2) are developed to meet pre-determined measurable
goal(s), and timelines for follow-up are established. It is the responsibility of the
staff member(s) implementing research based strategies to ensure all modifications
are being implemented, and that results are documented through an AIP every 3
weeks. The administrator or designee will work with the teams to analyze the
information and discuss the results with the student and teachers.
When a student makes sufficient progress and/or modifications are no longer
needed, the student will be placed back into Tier I status. Records regarding the use
of RTI strategies are part of the student’s permanent record and should follow the
student as he progresses through the educational system.
Tier III: Student Support Team (SST)
If documented modifications are ineffective in the Tier 2 phase, the team reconvenes
to discuss possible changes in the plan or to refer the student to the Student Support
Team (SST). Criteria for placement in SST may include, but is not limited to, the
following:
-
Level 1 on CRCT in 2 or more areas (Reading, English/Language Arts,
Social Studies)
4 or more data points at Tier II indicating no improvement or less than
expected growth.
2012-13 School Improvement Plan
Little River Elementary School
Page 18
Part: 7
In this phase the team teachers will consult with the school psychologist regarding
the student’s past and current progress and defining areas of possible deficits in
learning. Once the student has been placed in Tier III through an SST referral and
approved by the SST chairperson, a formal meeting will be scheduled, and a parent
will be invited to attend. This meeting will include a minimum of 3 school personnel
and other professionals (SST chairperson, administrators, school psychologist,
counselors, and speech teacher). A consent form for hearing and vision screening
will be presented or mailed to the parent.
The committee will review Tier II documentation and the SST referral form, as well
as update pertinent information (assessments, medical information, etc.). The
committee will create measurable goals for the student and collect weekly data
points obtained through research based interventions. Data collection will be
documented on a Point Plan on a weekly basis. Teachers will evaluate progress after
2 to 4 weeks of implementation. If student is not making adequate progress, then
the team will meet to change or modify the interventions. If the student makes
acceptable progress, then the interventions will continue and will be documented. If
the student continues to exhibit difficulties after a minimum of 4 RTI strategies have
been implemented over 12 weeks, the team may refer the student to the SST
Coordinator and school psychologist to begin consideration towards the evaluation
process for additional services.
Tier IV: Special Education Services
At this tier, students have been referred for a comprehensive evaluation to determine
if they are eligible for special education services. A multidisciplinary team has
collaboratively assessed the student in academics and behavioral skills. Students
found eligible participate in special education services as needed. Most of these
students participate in the general education testing program with or without testing
accommodations. A small percentage will take alternate tests in lieu of the general
education testing program.
2012-13 School Improvement Plan
Little River Elementary School
Page 19
Part: 7
SACS/CASI CHECKLIST
STANDARD 1: PURPOSE and DIRECTION
The system maintains and communicates at all levels of the organization
a purpose and direction for continuous improvement that commit to
high expectations for learning as well as shared values and beliefs about
teaching and learning.
Indicators
__X___
1.1 The school engages in a systematic, inclusive, and comprehensive process
to review, revise, and communicate a school purpose for student success.
__X___
1.2 The school leadership and staff commit to a culture that is based on shared
values and beliefs about teaching and learning and supports challenging,
equitable educational programs and learning experiences for all students that
include achievement of
learning, thinking, and life skills.
__X___
1.3 The school’s leadership implements a continuous improvement process
that provides clear direction for improving conditions that support student
learning.
9
2012-13 School Improvement Plan
Little River Elementary School
Page 20
Part: 7
STANDARD 2: GOVERNANCE AND LEADERSHIP
The school operates under governance and leadership that promote student performance and
support student performance and school effectiveness.
Indicators
__X___
2.1 The governing body establishes policies and supports practices that
ensure effective administration of the school.
__X___
2.2 The governing body operates responsibly and functions effectively.
__X___
2.3 The governing body ensures that the school leadership has the autonomy
to meet goals for achievement and instruction and to manage day-to-day
operations effectively.
__X__
2.4 Leadership and staff foster a culture consistent with the school’s purpose
and direction.
__X___
2.5 Leadership engages stakeholders effectively in support of the school’s
purpose and direction.
__X___
2.6 Leadership and staff supervision and evaluation processes result in
improved professional practice and student success.
2012-13 School Improvement Plan
Little River Elementary School
Page 21
Part: 7
STANDARD 3: TEACHING AND ASSESSING FOR LEARNING
The school’s curriculum, instructional design, and assessment practices
guide and ensure teacher effectiveness and student learning.
Indicators
___X__
3.1 The school’s curriculum provides equitable and challenging learning
experiences that ensure all students have sufficient opportunities to develop
learning, thinking, and life skills that lead to success at the next level.
__X___
3.2 Curriculum, instruction, and assessment are monitored and adjusted
systematically in response to data from multiple assessments of student
learning and an examination of professional practice.
__X___
3.3 Teachers engage students in their learning through instructional strategies
that ensure achievement of learning expectations.
__X___
3.4 School leaders monitor and support the improvement of instructional
practices of teachers to ensure student success.
___X__
3.5 Teachers participate in collaborative learning communities to improve
instruction and student learning.
__X___
3.6 Teachers implement the school’s instructional process in support of
student learning.
__X___
3.7 Mentoring, coaching, and induction programs support instructional
improvement consistent with the school’s values and beliefs about teaching
and learning.
__X___
3.8 The school engages families in meaningful ways in their children’s
education and keeps them informed of their children’s learning progress.
___X__
3.9 The school has a formal structure whereby each student is well known by
at least one adult advocate in the school who supports that student’s
educational experience.
__X___
3.10 Grading and reporting are based on clearly defined criteria that represent
the attainment of content knowledge and skills and are consistent across grade
levels and courses.
2012-13 School Improvement Plan
Little River Elementary School
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Part: 7
___X__
3.11 All staff members participate in a continuous program of professional
learning.
__X___
3.12 The school provides and coordinates learning support services to meet
the unique learning needs of students.
2012-13 School Improvement Plan
Little River Elementary School
Page 23
Part: 7
STANDARD 4: RESOURCES AND SUPPORT SYSTEMS
The school has resources and provides services that support its purpose and direction to
ensure success for all students.
Indicators
__X___
4.1 Qualified professional and support staff are sufficient in number to fulfill
their roles and responsibilities necessary to support the school’s purpose,
direction, and the educational program.
__X___
4.2 Instructional time, material resources, and fiscal resources are sufficient to
support the purpose and direction of the school.
__X___
4.3 The school maintains facilities, services, and equipment to provide a safe,
clean, and healthy environment for all students and staff.
__X___
4.4 Students and school personnel use a range of media and information
resources to support the school’s educational programs.
___X__
4.5 The technology infrastructure supports the school’s teaching, learning, and
operational needs.
___X__
4.6 The school provides support services to meet the physical, social, and
emotional needs of the student population being served.
__X___
4.7 The school provides services that support the counseling, assessment,
referral, educational, and career planning needs of all students.
2012-13 School Improvement Plan
Little River Elementary School
Page 24
Part: 7
STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENT
The school implements a comprehensive assessment system that generates a range of data
about student learning and school effectiveness and uses the results to guide continuous
improvement.
Indicators
__X___
5.1 The school establishes and maintains a clearly defined and comprehensive
student assessment system.
__X___
5.2 Professional and support staff continuously collect, analyze, and apply
learning from a range of data sources, including comparison and trend data
about student learning, instruction, program evaluation, and organizational
conditions.
__X___
5.3 Professional and support staff are trained in the evaluation, interpretation,
and use of data.
__X___
5.4 The school engages in a continuous process to determine verifiable
improvement in student learning, including readiness for and success at the
next level.
___X__
5.5 Leadership monitors and communicates comprehensive information about
student learning, conditions that support student learning, and the achievement
of school improvement goals to stakeholders.
2012-13 School Improvement Plan
Little River Elementary School
Page 25
Part: 7
SACS/CASI ASSURANCE
Standard
Indicators (check if met)
1 2 3 4 5 6 7 8 9 10 11 12
X X X
1
Purpose and Direction
2
Governance and
Leadership
3
Teaching
and X X X X X X X X X X
Assessing for Learning
4
Resources
Support
Systems
Using Results for
Continuous
Improvement
5
X X X X X X
X
and X X X X X X X
X X X X X
Principal’s Signature ____________________________________
2012-13 School Improvement Plan
Little River Elementary School
Page 26
X
Part: 7
2012-13 School Improvement Plan
Little River Elementary School
Page 27