Title I Schoolwide Plan for
Cumming Elementary School
Original Plan Written during the School Year: 2010-2011
Revised Plan Written during the School Year: 2013-2014
1
Table of Contents
Needs Assessment
1.
Conduct a COMPREHENSIVE needs assessment
Page 3
Strategies
2.
Develop school wide reform strategies that
Page 13
a. Provide opportunities for all children in the school to meet or exceed Georgia’s
proficient and advanced levels of student performance.
b. Are based upon effective means of raising student achievement
c. Use effective instructional methods that increase the quality and amount of
learning time.
d. Address the needs of all children, particularly targeted populations, and address
how the school will determine if such needs have been met and are consistent
with improvement plans approved under Educate America act.
3.
Provide instruction by highly qualified teachers
Page 17
a. Strategies to attract highly qualified teachers
4.
Provide high-quality and ongoing professional development
Page 19
5.
Develop strategies to increase parental involvement
Page 23
6.
Devise a plan for assisting preschool children in transition
Page 27
Evaluation
7.
Include teachers in decisions regarding the use of academic assessment
information for the purpose of improving student achievement.
Page 28
8.
Coordinate and integrate Federal, State, and local services and programs.
Page 32
a. List of State and local educational agency programs and other Federal programs
that will be included
b. Description of how resources from Title I and other sources will be used
c. Plan developed in coordination with other programs.
2
9.
Provide 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.
Page 34
a. Measures to ensure that students’ difficulties are identified on a timely basis
b. Periodic training for teachers in the identification
c. Teacher-parent conferences that detail what the school will do to help the
students, what the parents can do to help the students, and additional assistance
available to the student at the school or in the community.
10.
Description of how individual student assessment results and interpretation
will be provided to parents.
Page 38
11.
Provisions for the collection and disaggregation of data on the achievement
and assessment results of students.
Page 38
12.
Provisions for seeking statistically sound results for each category for which
assessment results are disaggregated.
Page 39
13.
Provisions for public reporting of disaggregated data.
Page 40
14.
Plan revised yearly
Page 40
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 services personnel, parents and students (if
secondary).
Page 40
16.
Plan available to the LEA, parents, and the public.
Page 41
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.
Page 41
18.
Plan is subject to the school improvement provisions of section 1116.
Page 42
3
1.
Conduct a Comprehensive Needs Assessment
Cumming Elementary School (CES) engages in a continuous process of
improvement. Each member of our team has a part in the completion of our
comprehensive needs assessment and school improvement plan. Team
members are represented on our CES’s Leadership Team.
Leadership Team members include the following staff members, parents, and
community members.
Principal - Pam Pajerski
Assistant Principal – Jennifer Bailey
Assistant Principal - Dawn Bush
Fifth Grade – Lisa Runion
Fourth Grade- Lisa Milligan
Third Grade- Christie Zerkel
Second Grade – Jennifer Lundstrum
First Grade - Nancy Pappas
Kindergarten- Dana Webb
Instructional Lead Teacher - Jennifer Williams
Parent Involvement Coordinator- Katy Gunter
Sp. Ed. Dept. - Laura McCormack
Technology/Media – Scott Gaglione
ESOL - Stephanie Reid
Special Areas – Shari Cobb
Local School Council Chairperson: Wendy Yates
Local School Council Parent Rep: Nelson Logan
Local School Council Business/Community Rep: Quincy Holton
Local School Council Teacher/School Rep: Gail Lindstrom
The process we follow to complete our plan involves gathering data and
dispersing the information to the appropriate groups for analyzing and
disaggregating. The following instruments serve as a means for collecting
pertinent data:

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







Georgia Criterion Reference Competency Test (CRCT) for third, fourth, and
fifth grades
Georgia Writing Assessments for third and fifth grades
Interim Assessments for second, third, fourth, and fifth grades
AIMSWeb Universal Screening and Progress Monitoring for all grades
Reading Benchmark Assessments (Rigby, Fountas & Pinnell) for all grades
Standards Based Report Cards for all grades
Needs Assessment Surveys of Staff and Parents
Ga DOE School Keys survey for all stakeholders
Georgia Kindergarten Inventory of Development Skills (GKIDS)
ACCESS (ELL Assessment) for all grades
4
By using the instruments above, a comparison of school data to system
expectations is conducted to ensure that school goals reflect Forsyth
County’s commitment to excellence. In order to meet the needs of all
students, CRCT data is disaggregated and reviewed in depth by each
teacher at CES. Data from each of the sub-groups including economically
disadvantaged, students with disabilities, English language learners,
students identified through the McKinney-Vento Act, and students who
have participated in Head Start is reviewed. Data from each of the content
areas is analyzed to determine areas of strength and need for our school
improvement plan. When identifying students who are most at-risk, CES
uses TINA (Title I Needs Assessment) to collect additional data on
students.
As a result of the new accountability measures implemented by the Georgia
Department of Education in 2012, we changed the manner in which we collect
our data. Data was taken from the School Summary Reports of All Student
Populations generated from the results of the Spring 2013 Criterion Referenced
Competency Test (CRCT). The data included the following demographic
information for Cumming Elementary:
CRCT READING (Grade level distribution)
All
Hispanic White
Students
3rd
108
44
55
Grade
4th
136
61
67
Grade
5th
124
50
64
Grade
Total
368
155
186
CRCT MATH (Grade level distribution)
All
Hispanic White
Students
3rd
110
47
54
Grade
4th
135
61
67
Grade
5th
122
50
63
Grade
Total
367
158
184
SWD
ELL
17
20
Economically
Disadvantaged
Not available
16
31
Not available
20
13
Not available
53
64
Not available
SWD
ELL
18
23
Economically
Disadvantaged
Not available
15
31
Not available
17
14
Not available
50
68
Not available
5
In addition to the demographic data from the Georgia CRCT School Summary
Report, the following assessment data for Cumming Elementary was reported:
Third Grade
% Does Not Meet
Math
ELA
Reading
Science
Social
Studies
% Meets
% Exceeds
2010
2011
2012
2013
2010
2011
2012
2013
2010
2011
2012
2013
9
6
4
8
9
4
7
4
12
10
13
4
3
17
16
11
3
2
18
9
47
51
45
49
65
47
52
40
36
55
30
50
41
44
50
31
49
37
48
74
45
43
51
43
25
64
41
56
52
35
57
46
55
41
34
58
49
61
39
42
Fourth Grade
% Does Not Meet
Math
ELA
Reading
Science
Social
Studies
% Meets
% Exceeds
2010
2011
2012
2013
2010
2011
2012
2013
2010
2011
2012
2013
12
6
5
12
6
6
4
13
15
4
5
15
8
7
5
17
50
55
52
43
38
38
38
40
47
51
35
42
47
54
48
49
38
39
43
45
56
56
59
48
38
45
61
44
44
39
47
33
11
11
13
22
59
62
62
59
30
27
25
19
Fifth Grade
% Does Not Meet
Math
ELA
Reading
Science
Social
Studies
% Meets
% Exceeds
2010
2011
2012
2013
2010
2011
2012
2013
2010
2011
2012
2013
7
5
5
8
3
3
3
13
4
3
4
18
3
7
8
29
24
46
56
42
32
54
49
36
40
41
52
41
40
49
53
36
69
49
38
50
65
43
48
51
56
56
45
41
57
44
39
35
11
13
14
22
54
46
55
64
35
41
31
14
The data displayed indicates the following strengths and weaknesses of
individual grade levels:
3rd Grade Strengths/Weaknesses
 Reading Exceeds increased by 6%
 Math, ELA, Reading, Social Studies Exceeds all increased from 2012
 Science Meets and Exceeds was 87%
4th Grade Strengths/Weaknesses
 Math Exceeds increased by 6%
6



ELA and Reading Exceeds both decreased from 2012
Science Meets and Exceeds was 82%
Social Studies Meets and Exceeds was 78%
5th Grade Strengths
 Math Exceeds increased by 1%
 Reading and ELA Exceeds decreased from 2012
 Science Meets and Exceeds was 71%
 Social Studies Meets and Exceeds was 78%
Because achievement in multiple content areas continued to decrease, CES will
focus on integrating science and social studies in the areas of reading and math.
2008
2009
2010
2011
2012
2013
2008
2009
2010
2011
2012
2013
CRCT Reading- Students with Disabilities
% Meets and Exceeds
89.4
81.4
80.2
83.8
rd
3
4th
92
91
rd
3
4th
88
82
5th
91
5th
70
CRCT Reading- ELL Students
% Meets and Exceeds
80.7
86.4
89.4
83.5
rd
3
4th
94
75
rd
3
4th
90
87
5th
80
5th
62
7
2008
2009
2010
2011
2012
2013
2008
2009
2010
2011
2012
2013
CRCT Math- ELL Students
% Meets and Exceeds
66.7
71.2
78.8
87.5
rd
3
4th
84
50
rd
3
4th
73
84
5th
87
5th
78
CRCT Math- Students with Disabilities
% Meets and Exceeds
86.4
70.6
69.8
87.3
rd
3
4th
5th
83
68
Not enough
data to report
3rd
4th
5th
67
67
89
Major Strengths Discovered:

The percentage of students who met or exceeded on the math portion of the
CRCT increased in 3rd, 4th, and 5th grades. The percentage of students who
exceeded on the math portion in 4th grade increased by six percent.

The percentage of third students who exceeded on the reading portion of the
CRCT increased by six percent from 2012 to 2013. Although the percentage
of students who exceeded on the reading portion of the CRCT decreased in
grades 4 and 5, CES met the reading GA Performance Target for 2013 of
92.3% and the 2014 target of 93%

Although the percentage of students with disabilities who met or exceeded on
the reading portion of the CRCT decreased for 3rd, 4th, and 5th grades, the
percentage of 3rd and 4th grade SWD who met or exceeded, surpassed the
2013 and 2014 GA Performance Targets.
8

The percentage of ELL students who met or exceeded on the reading portion
of the CRCT in third and fourth grades surpassed the 2013 performance
target of 84.1 with 90% and 87% of students meeting or exceeding
respectively. The percentage of fourth grade students who exceeded on the
reading portion increased by 12 percent from 2012 to 2013

The percentage of ELL students in fourth grade who met or exceeded on the
math portion of the CRCT increased by 34 percent from 2012 to 2013.

89% of SWD in fifth grade met or exceeded on the math portion of the CRCT
in 2013. (GA 2013 Performance Target for SWD was 69.8.)
Major Weaknesses Discovered:

In 2013, the percentage of both Students with Disabilities (SWD) and English
Language Learners (ELL) in fifth grade that met or exceeded on the reading
portion of the CRCT decreased significantly.

In 2013, the percentage of ELL students in third and fifth grades who met or
exceeded on the math portion of the CRCT decreased. The percentage of
third grade SWD who met or exceeded on the math portion of the CRCT
decreased.

In 2013, the percentage of students in 3rd, 4th, and 5th grade that did not meet
the standard on the science portion of the CRCT was significant. Twenty-two
percent of students in fourth and fifth grade did not meet the standard on the
social studies portion of the CRCT.
Additional Data
AIMSweb is a norm-referenced universal screening that monitors student
progress through curriculum-based measurement. The data is updated regularly
and provides schools the ability to track student progress throughout the school
year. The program also provides progress monitoring and supports the RTI
process. CES assesses all students three times per year in the areas of reading
and math. The reading assessments address fluency. The math assessments
address math computation, math concepts, and math applications.
9
Reading-Curriculum Based Measurement (RCBM)- Fluency
Grade
2nd
3rd
4th
5th
Fall
2012-2013
Fall
2013-2014
Winter
2012-2013
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
62
60
56
56
38
40
44
44
61
61
58
48
39
39
42
52
55
60
49
55
45
40
51
45
Winter
2013-2014
%
Above
Target
%
Below
Target
Spring
2012-2013
%
Above
Target
%
Below
Target
51
54
48
54
49
46
52
46
Spring
2013-2014
%
Above
Target
%
Below
Target
Mathematics Concepts and Applications (M-CAP)
Grade
2nd
3rd
4th
5th
Fall
2012-2013
Fall
2013-2014
Winter
2012-2013
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
51
65
33
36
49
35
67
64
56
67
48
50
44
33
52
50
68
54
44
48
32
46
56
52
Winter
2013-2014
%
Above
Target
%
Below
Target
Spring
2012-2013
%
Above
Target
%
Below
Target
60
46
33
29
40
54
67
71
Spring
2013-2014
%
Above
Target
%
Below
Target
Math Computation (M-COMP)
Grade
2nd
3rd
4th
5th
Fall
2012-2013
Fall
2013-2014
Winter
2012-2013
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
%
Above
Target
%
Below
Target
69
74
70
75
31
26
30
25
65
84
65
84
35
16
35
16
84
76
78
70
16
24
22
30
Winter
2013-2014
%
Above
Target
%
Below
Target
Spring
2012-2013
%
Above
Target
%
Below
Target
78
72
71
73
22
28
29
27
Spring
2013-2014
%
Above
Target
%
Below
Target
This data substantiates our discovery of math and reading being areas of
concern for CES students. In reading this fall, we are in the range of 48-63% in
fluency that are at or above the target level, with fourth and fifth grade scores a
significant concern. In math this fall, although the students’ performance in
computation is 65% (2nd and 4th grades) or 84% (3rd or 5th grades) at or above
the target level in all grade levels, there is a great need to improve mathematical
concepts and applications, which in some grade levels is as low as 48%.
10
Name 2-3 areas you have identified to be your goal areas for improvement.
MATH
Math-All Students
Math concepts and applications is a schoolwide focus that will be measured by
the increase in the percentage of students above the 50%ile on the AIMSweb
assessment. In the spring of 2012, the percentage of students who did not meet
the MCAP target score decreased for all grade levels. This year’s goal is that the
percentage of students who meet the target on the winter MCAP will increase to
75% for each grade level, and will continue at that level in the spring.
Grade Level Specific Math CRCT Goals- All Students
Grade
2012 % Exceeds
2013 % Exceeds
3rd Grade
57
58
th
4 Grade
38
44
th
5 Grade
56
57
2014 % Exceeds
65
50
65
2014 GA Performance Target for All Students in Math = 88.1% (Meet or Exceed)
Math- Students with Disabilities (SWD)
The percentage of students with disabilities (SWD) in third and fourth grades who
meet or exceed on the math portion of the CRCT will increase from 67% to 75%.
The percentage of SWD in fifth grade who meet or exceed on the math portion of
the CRCT will increase from 89% to 92%.
2014 GA Performance Target for SWD in Math = 72.9% (Meet or Exceed)
Math- English Language Learners
The percentage of English language learners (ELL) in third and fifth grades who
meet or exceed on the math portion of the CRCT will increase to 82% (from 73%
and 78% respectively). The percentage of ELL in fourth grade who meet or
exceed on the math portion of the CRCT will increase from 84% to 88%.
2014 GA Performance target for ELL in Math = 81.2% (Meet or Exceed)
READING
Reading-All Students
Reading, both fluency and comprehension, is a continued schoolwide focus.
Fluency success will be measured by an increase in the percentage of students
above the 50%ile on the AIMSweb assessments. In the spring of 2012 less than
50% of all third, fourth, and fifth graders met the target RCBM score. The goal
for this year is to increase the percentage of second-fifth grade students who
meet the RCBM targets to 75% in the winter, and continue at that level in the
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spring.
Grade Level Specific Reading CRCT Goals
Grade
3rd Grade
4th Grade
5th Grade
2012 % Exceeds
55
61
45
2013 % Exceeds
61
47
39
2014 % Exceeds
70
60
50
2014 GA Performance Target for All Students in Reading = 93% (Meet or
Exceed)
Reading- Students with Disabilities and English Language Learners
The percentage of fifth grade SWD who meet or exceed the CRCT in reading will
increase from 70% in 2013 to 82% in 2013.
2014 GA Performance Target for SWD in Reading= 81.6% (Meet or Exceed)
The percentage of fifth grade ELL students who meet or exceed the CRCT in
reading will increase from 62% in 2013 to 88% in 2014.
2014 GA Performance Target for ELL in Reading= 88.6% (Meet or Exceed)
SCIENCE AND SOCIAL STUDIES
The percentage of all CES third, fourth, and fifth grade students who meet or
exceed the science portion of the CRCT will increase by 10%.
2014 GA Performance Target for All Students in Science= 82.3% (Meet or
Exceed)
The percentage of all CES fourth and fifth grade students who meet or exceed
the science portion of the CRCT will increase by 10%.
2014 GA Performance Target for All Students in Social Studies= 81.3% (Meet or
Exceed)
PARENT INVOLVEMENT
Last year CES began a new parent involvement initiative, “Involvement Matters,”
to support the schoolwide goal of increasing parent involvement. Parent
involvement was measured through a token program. Parents earned tokens by
being involved with the school through activities such as, signing compacts,
attending parent/teacher conferences, volunteering in the classroom,
participating in parent workshops, checking out materials from the Parent
Resource Center, etc. Once parents earned ten tokens, their students received
a “My Parent is Involved” t-shirt.
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The tokens are a tangible measure of parent engagement at CES. Our current
goal for the 2013-2014 school year is to increase the number of earned parent
involvement tokens from 4444 (in 2012-2013) to 6000.
To assist with our goal, we employ a CES Parent Involvement Coordinator who
monitors and implements all parent involvement activities. Specific Parent
Involvement Coordinator duties include:

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
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Serve as a liaison between parents and teachers to relay the needs of
each group
Create workshops, classes, and activities (day and night) for parents on a
regular basis
Conduct professional learning for staff that will educate them on how to
work with and communicate effectively with parents
Create opportunities for parents who have limited English proficiency such
as English language learning classes.
Develop community collaborations
Maintain Cumming’s Parent Resource Center
Promote parental engagement opportunities
Document parent involvement on master spreadsheet
Distribute tokens to parents for involvement activities (and provide t-shirts
when parents have earned 10 tokens)
Conduct surveys to assess the needs of parents and analyze the
effectiveness of the parent involvement program
Maintain Parent Involvement Documentation (33 Folders) with activities,
reports, surveys, funding, evaluation, and communications with parents
See Appendix (2013-2014 Parent Involvement Plan)
2.
Develop schoolwide reform strategies that are scientifically researched
based and (a) provide opportunities for all children in the school to meet or
exceed Georgia’s proficient and advanced levels of student performance,
(b) are based upon effective means for raising student achievement, (c) use
effective instructional methods that increase the quality and amount of
learning time, (d) address the needs of all children, particularly targeted
populations, and address how the school will determine if such needs have
been met and are consistent with improvement plans approved under
Educate America act.
Cumming Elementary has incorporated several strategies to assure continuous
improvement in student learning.

The school’s vision, mission, and beliefs are aligned to the system’s vision,
mission, and beliefs. Stakeholders incorporate these components to govern
decisions affecting the goals and strategies to ensure that all CES students
13
meet or exceed Georgia‘s proficient and advanced levels of student
performance.

The CES Strategic Plan was established to share with stakeholders plans and
goals in a user friendly manner. This is available online on CES website.

To ensure that students receive quality instructional time, all classroom
schedules provide a minimum of sixty minutes of mathematics and a
minimum of ninety minutes of reading /language arts per day.

The Leadership Team analyzes, interprets, and shares score reports and
survey results from the following:
o Georgia Criterion Reference Competency Test (CRCT) for third, fourth,
& fifth grades
o Georgia Writing Assessments for third and fifth grades
o Interim Assessments for second, third, fourth, and fifth grades
o Reading Benchmark Assessments (Rigby, Fountas, & Pinnell) for all
grades
o AIMSWeb Universal Screening and progress monitoring for all grades
o Needs Assessment Survey of Staff and Parents
o GaDOE School Keys Survey for all stakeholders
o Standards Based Report Cards for all grades
o Georgia Kindergarten Inventory of Development Skills (GKIDS)
o ACCESS (ELL Assessment) for all grades

All grade levels, including support staff (ESOL teachers, special education
teachers, gifted teachers, EIP teachers) meet on a regular basis to discuss
and analyze student work, score reports, and the effectiveness of
implemented strategies. The information provides constructive feedback,
allowing the grade-level teams to modify instructional plans that meet
students’ academic needs.

Implementation of differentiated instruction derives from identified strengths
and weaknesses found in students’ formative and summative assessments.

All CES students attend a forty-minute daily, differentiated learning session,
“Cougar Connections” (RTI). Students are grouped according to performance
data from the CRCT, AIMSWeb Universal Screening, grade-level
assessments, and classroom performance. Teachers use research-based
strategies to differentiate or extend grade level curriculum. Differentiation
occurs on multiple levels: content, product, and process through readiness,
interest, and learning profile.

The RTI Pyramid
Response to Intervention (RTI) is the process by which all students’ academic
and behavior needs are met. When students do not make adequate
14
progress, they are labeled “at-risk” and are served through RTI (Response to
Intervention) process, which is illustrated by the RTI Pyramid.
Means for Identifying Students Who Are Most At-Risk
Multiple pieces of data are used to create a spreadsheet that ranks all students
at Cumming Elementary. This rank order allows the school to identify those
students who are at risk of failing to make academic progress. Prior to the
beginning of each semester, data is uploaded to TINA from the system’s student
information system. (New surveys are completed in August and late January
each year following individual student assessments.) Surveys are created in
TINA for each student in each grade. Teachers are asked if each student needs
extra help to perform well academically. If the teacher indicates “yes,” he/she will
then complete a survey for the student. When the information is compiled in
TINA, a custom report for each grade level is produced. The report is rankordered and includes the following information:
 If a student has attended Head Start or has no pre-school experience (K2);
 If a student is at risk based on his/her GKIDS score(K-2);
 If a student is served in the McKinney-Vento (Homeless), Migrant, Special
Education, EIP, or ESOL Programs;
 If a student has been retained or placed or has excessive absences;
 If the teacher or parent requests support in ELA or math;
 If the student has failing grades, class work indicating a need for
additional help in ELA or math, FCS Interim Cumulative Assessments
below 50%, or AIMSweb scores below 25%.
Each school then uses the TINA report to develop teachers’ schedules.
Teachers serve students based on their academic need. Teachers will be asked
to complete surveys twice during each school year.
All eligible children, including economically disadvantaged, disabled, migrant,
LEP, and homeless children as well as those who have participated in Head
Start or Even Start or who received services from a neglected or delinquent
facility during the previous two years are included on the multiple criteria
worksheet and are ranked with other potentially eligible children.
All students begin at Tier I of the pyramid. These students are performing on
grade-level. When students struggle academically or behaviorally, as identified
through teacher-collected data, they may move up to Tier II. At this point, the
identified students are provided alternative research-based strategies and / or
programs recommended and documented by the Instructional Support Team
(IST).
The Instructional Support Team (IST) consists of grade level teachers and
support staff, and the team meets to create student goals, develop research-
15
based strategies, and/or review progress toward specific learning goals. These
strategies / programs may be used during classroom instruction, small group
instructional support, school-wide RTI sessions, after-school tutoring programs,
and summer support. Students may often fluctuate between Tier I and Tier II of
the RTI Pyramid as needs are identified, and strategies are implemented to
assist the students in meeting current grade-level expectations.
When students performing at the Tier II level of the RTI Pyramid continue to have
difficulty meeting grade level expectations despite the recommended
interventions, they progress to Tier III. Tier III intervention includes the Student
Support Team (SST). The SST consists of the assistant principal, school
counselor, classroom teacher, grade-level representative, other involved
teachers, and the student’s parents. They meet to discuss the at-risk student’s
strengths and need. In addition, they set additional learning/behavior goals.
Other research-based strategies and/or programs are suggested, and student
progress towards goals is continuously reviewed and documented through
AIMSWeb progress monitoring. If the at-risk student continues to make limited
progress towards the academic/behavior goals, the Student Support Team may
collectively decide to evaluate the student to determine any learning/behavior
deficits, identify learning styles, and determine eligibility for special education
programs. If the student qualifies for special education services, he/she moves
to Tier IV of the RTI Pyramid.

Students identified as failing the CRCT Reading and/or CRCT Math the
previous year are part of the IST or SST process and receive additional
support through small group, supplemental instruction during the school day.
Many of these students are supported through the Early Intervention Program
or Title I.

Various models are implemented to support classroom instruction for at-risk
students. Through collaboration among administrators and teachers, the
appropriate model is determined and a schedule is created that best meets
the needs of the student. The time allotted for each small group setting
depends upon the individual students and/or grade levels.
Scheduling Models:
o RTI (Response to Intervention)
o I/A (Inclusion/Augmented),
o PO (Pull-out)
By using these models and closely monitoring data collected throughout the
year, at risk students will demonstrate improvement through appropriate gains
on AIMSweb progress monitoring/strategic monitoring administered
monthly/bi-monthly and benchmark data that is taken in the fall, winter, and
spring. Small group instruction gives teachers a daily, in-depth view of every
child in the group. Observations of students’ strengths and weaknesses
16
determine instructional strategies implemented in the classroom.
3.

Each grade level shares a summary report with the Leadership Team after
CRCT scores or Benchmark Assessments are analyzed. Grade level
teachers use these summary reports to guide instruction.

Teachers analyze formative and summative assessments to evaluate the
effectiveness of instructional methods and to ensure that all students are
receiving appropriate instruction.

Leadership Team meeting minutes can be found in a designated computer
file for current and future reference.

Professional development opportunities target teachers’ instructional needs
as indicated by the schoolwide needs assessment and student performance.
Provide instruction by highly qualified teachers
Currently, all teachers and paraprofessionals in Forsyth County are highly
qualified.
a.
Strategies to attract highly qualified teachers
Forsyth County Schools is committed to providing the best education possible for
all students by assuring that all children have equitable opportunities to receive
quality instruction from highly qualified teachers. The system has consistently
met the goal of providing all students with highly qualified teachers at an average
of 99 percent or higher since the signing of No Child Left Behind.
In Forsyth County Schools, all teachers are required to be highly qualified and infield for their current teaching assignment. Continuous monitoring and analysis
of the highly qualified assignment of teachers based on student demographics
(poverty level, minority, etc.) is systematically done using information from the
Certified/Classified Personnel Information, Georgia Professional Standards
Commission HIQ2 data, and local system data. This ensures that poor and
minority students are not taught by inexperienced, unqualified, or out-of-field
teachers at higher rates than other children. In addition, individual class sizes
are monitored routinely to maintain equal opportunity for all students according to
the system's class size allotment criteria and Georgia Department of Education
rules. Forsyth County Schools provide notification to parents at the beginning of
each school year that describes how parents can request teacher qualifications
for their child's teacher. The Forsyth County School System maintains a high
standard in its recruitment of teachers and paraprofessionals. All teachers must
be highly qualified or must be able to obtain highly qualified status within one
year (unless they are in an alternative preparation program) before being offered
17
a teaching position in Forsyth County. All paraprofessionals must be highly
qualified before they can be hired. Title I may not employ paraprofessionals with
Title I funds. In addition, Forsyth County provides assistance to English- certified
teachers to add ESOL (English as a Second Language) to their certificates and
for ESOL teachers to add English certification. Endorsement classes in ESOL,
Reading, Gifted, Preschool Special Education, and Teacher Support Specialist
(Georgia's Mentor Teacher Program) are supported through Title IIA funds.
Many of the endorsements include at least part of the instruction online. Forsyth
County Schools has reimbursed teachers for taking and passing the appropriate
content assessments, offered study sessions for teachers who were required to
take assessments, provided scholarships to teachers in alternative preparation
programs, and reassigned teachers to areas where they are highly qualified. The
system will continue these procedures; in addition, the system supports the use
of distance learning/technology-based instruction in classrooms where this
delivery model is appropriate. Title III funding supported summer school teachers
who are fluent in English, and that was the language of instruction.
FCS and Metro RESA are in a cooperative program that allows our teachers to
participate in a one-year supervised practicum for converting their teaching
permits to clear, renewable certificates. A one-year practicum program began in
January 2010 for a new group of teachers to help them obtain their clear,
renewable teaching certificates. These teachers obtained their clear, renewable
certificates in December of 2010.
In the spring of 2008, FCS classroom teachers were invited to participate in the
first teacher efficacy survey. The same survey was conducted in the spring of
2009 and 2010. The survey was designed to help school and district
administrators gain a better understanding of the kinds of things that create
difficulties for teachers in their school activities. Forty-one percent of classroom
teachers participated in the survey in 2008, 37 percent participated in 2009, and
42 percent in 2010. The results of those surveys were given to key leadership
personnel for analysis and further study.
CES Certified Staff for 2012-2013
Number of
Certified Staff and
Percent of HQ
75 (100% Highly
Qualified)
Bachelor’s
Degrees (Number
and Percentage)
18 (24%)
Master’s Degrees
(Number and
Percentage)
38 (51%)
Specialist’s
Degrees (Number
and Percentage)
19 (25%)
CES Certified Staff information for the 2013-2014 will be available October 2013.
This data is a reflection of the motivation and desire of CES teachers to become
lifelong learners and to remain highly qualified faculty members. CES teachers
are continuously pursuing professional development/education that will
supplement classroom instruction and develop them as educators that are more
18
effective and knowledgeable regarding students and curriculum. By being highly
qualified and increasing their level of education, CES teachers implement
research-based strategies to raise all students’ achievement levels and bring
diverse experiences to share with one another during collaboration.
4.
Provide high quality and ongoing professional development.
Each year, CES teachers participate in professional learning surveys. The
following information reflects the teachers’ feedback:






Teachers would like professional learning, in order to help parents
facilitate their children’s learning, in the following areas:
 Learning at Home- Providing resources to families in order to help
with homework and other academic needs (75% of staff)
 Collaborating with the Community- Using resources to strengthen
student learning at home (58% of staff)
 What does parent involvement look like in my classroom? (Several
teachers stated that they did not have parent involvement in their
classrooms.)
 Helping teachers identify resources in the Parent Resource Center
that can support their classroom instruction and ways to send them
home to parents (64% of staff)
56% of teachers feel confident about sharing Common Core Standards
with parents, while 44% do not. In the CES Professional Learning Survey,
only 9% of those surveyed strongly agreed with the statement that they
feel comfortable implementing the Reading & ELA CCGPS in their
classrooms. Teachers need continued staff development with the
CCGPS.
85% of teachers either strongly agree or agree that they would benefit
from professional learning about understanding the needs of struggling
readers.
In addition to the Title I staff survey, CES teachers participated in a
Professional Learning Survey about literacy. The results from the survey
indicated that they would like to participate in the following additional
learning opportunities:
 Daily 5 (balanced literacy)
 Guided reading (building fluency & comprehension)
 Close reads (beyond the text questions)
 Phonics instruction
86% of teachers either strongly agree or agree that they would benefit
from professional learning about understanding the needs of struggling
math students.
Teachers indicated that there are best practices for improving the
academic achievement of struggling learners. The following topics should
be addressed as part of our school’s professional learning:
 Building relationships with students
19




Developing students’ confidence and self-esteem
Differentiated instruction
Direct instruction
Student engagement
CES parents provided feedback at through our Title I Parent Meeting and parent
surveys. They recommended teacher learning in the following areas:
 Gifted endorsement
 Project-based homework
 Helping struggling students with math
 Continue current professional learning opportunities
 Improving home-school communication
Student assessment data also impacts professional development at CES.
 According to student data on the 5th grade state-wide writing assessment,
teachers need professional development in the area of writing. The
percentage of CES students who met or exceeded the writing assessment
in 2013 compared to those in 2012 decreased 10%. Teachers specifically
requested professional learning in the following writing areas (based on
this year’s CES Professional Learning Survey):
 Writing process
 Craft & Structure
 Opinion writing
 Writing across the curriculum
 Reading comprehension (fiction/nonfiction) and fluency
 Math computation
 Science and social studies- integrating across the curriculum
Based on this teacher, parent, and student data, CES’s Professional Learning
Goals include:



Teachers will attend Professional Learning Communities that offer
instructional strategies to meet our student learning needs based on
current data.
The Instructional Lead Teacher and Lead Writing Teacher will lead
professional learning, plan lessons, and model instructional strategies in
all K-5 classrooms.
Teachers will participate in professional learning in the following areas:
 Imagine It! Phonics instruction
 Common Core Georgia Performance Standards
 Writing Process
 Writing across the curriculum
 Guided reading
 Math fluency and problem-solving strategies
 Daily 5 balanced literacy
 Reading fluency and comprehension
20


Bring Your Own Technology (BYOT)
Engaging students with technology
CES teachers have many professional learning opportunities that enable them to
collaborate with teachers across the school. Schoolwide learning teams consist
of the following:
 Student, Parent, and Community Support Team
 RTI/ Schoolwide Data Team
 School Climate Team
 Technology and Media Team
 Science and Environmental Education Team
Cumming Elementary believes in a balanced literacy approach that includes
instruction in all five areas of reading. The Daily 5 is one framework that
supports this approach in classrooms throughout the school. The Daily 5 model
includes: reading to self, reading to someone, listening to reading, working on
writing, and spelling/word work. Instruction is directed toward meeting individual
needs through small group, leveled reading instruction, incorporating higherorder questioning techniques (Bloom’s Taxonomy), and using a hands-on
approach with manipulatives. Reciprocal reading, repeated reading/ repeated
math practice, guided reading, literacy and math centers, and special projects
designed for individual students and/or small groups are incorporated into
engaging lessons that address multiple intelligences and varied learning styles.
These various strategies also provide students with opportunities to acquire
higher order thinking skills.
Teachers have the opportunity to attend overnight state conferences that include
sessions on reading, writing, and/or math. Teachers gain valuable information
from these events and redeliver the sessions to the faculty. In addition, teachers
may attend the Family Engagement Conference in Athens, PIC Conferences,
and the ASCD Conference in Atlanta.
District professional learning opportunities are also provided for teachers,
principals, and paraprofessionals. Professional learning is developed based on
the results of the needs assessment surveys provided to all stakeholders and
from data showing student needs. Numerous opportunities are provided for
teachers to engage in quality and ongoing professional development and include
the following:



Reading, gifted, and ESOL endorsement programs. The endorsement
programs are year-long endeavors with 150 to 200 hours of course work.
School improvement activities at the district and school level that align to
stated goals and priorities
A variety of learning opportunities during the summer, such as Common Core
reading and math strategies, engaging students with technology, Spanish for
Educators, and best teaching practices with Danny Brassell.
21

District collaboration days for grade level teachers and support teachers to
review data, collaborate on lesson plans, and align lessons with state and
system standards and assessments.
At the school level, all Cumming faculty and staff participate in periodic and
ongoing professional learning that includes the following:
 Balanced literacy training that includes instruction on determining students’
instructional reading levels using Rigby or Fountas & Pinnell Reading
Benchmark Assessment kits.
 Implementation of the Common Core Georgia Performance Standards in K-5
classrooms.
 Rotation through learning carousels (taught by CES teacher leaders) that
align with the Cumming’s school improvement goals, the professional learning
focus, and the results of the teachers’ needs assessments.
 Learning and understanding instruction and questioning based on Depth of
Knowledge (DOK). Multiple training sessions are offered for teachers to
learn, understand, and implement the Depth of Knowledge (DOK) questioning
technique.
 Review and implement the new teacher evaluation system (TKES).
 Collaborative grade level meetings that provide teachers with opportunities to
discuss assessment results and share effective teaching strategies.
 Effective implementation and integration of technology is an ongoing focus.
CES continues to maintain a technology- rich environment for students and
teachers. Teachers integrate technology daily into their instructional program
via Active boards, educational websites, and educational software. The
school is participating in a Bring Your Own Technology initiative and students
are encouraged to bring their own electronic devices (netbooks, notebooks,
iPod Touches, iPads, DSi, cell phones with Internet access) that can access
the school network to complete online activities. In addition, a pilot is
currently being implemented which provides iPod Touches/iPads with
installed instructional applications for students to use in their learning. The
pilot is designed to provide equity for students who may not have technology
devices.
 The school’s Instructional Technology Specialist (ITS) leads training sessions
for teachers to support the use of technology in the classroom. Some of the
topics addressed include: itslearning (an online course management system),
creating engaging flipcharts, using EduSoft (an online assessment system),
training in educational programs (Pixie, ActivInspire, Frames,
ActivExpressions, ActivVotes), and using iPads/iPods with instructional apps
in the classroom to maximize student achievement. All teachers are
encouraged to incorporate technology into their lessons at a minimum of
twice per quarter. These lessons address grade-level standards through
project based-learning. Students gain higher-order thinking skills through the
use of the latest-technology programs, such as Glogster, Wordle, Frames,
and Pixie.
22

The faculty continues to take advantage of learning opportunities in the
community by inviting guest speakers, visiting authors, and adding in-school
and out of school content consultants into our learning experiences.
In addition to the professional development above, CES teachers will have the
opportunity to participate in the following professional development activities and
utilize available resources to focus on SWD and ELL subgroups in the areas of
reading and math. These goals and areas of improvement were identified in
Section 1.









5.
Staff development presentations by experts in the fields of special education,
ELL, at-risk students, reading, and math
Additional literature resources for teachers to checkout from the Title I
Inventory Room (Professional Development section for teachers)
Organize book clubs to collaborate on research-based texts and share
strategies across grade levels with various support personnel
Collaborative planning time for classroom/ELL/special education/ and other
support teachers of at-risk students
Vertical teaming to align curriculum and strategies across grade levels
Training sessions that allow teachers to become familiar with the Title I
inventory and how to utilize the resources in the CES Title I Inventory Room
and the Parent Resource Center effectively.
Training on schoolwide reading and math online resources to increase
student achievement in both of these areas
Incorporating writing and higher order thinking skills in the area of math
Staff training focusing on raising the awareness of reading and math
strategies among the parents of CES students
Develop strategies to increase parental involvement.
CES follows Joyce Epstein’s Six Types of Parental Involvement model, which
addresses parenting, communicating, volunteering, learning at home, decisionmaking, and collaborating with community. The CES School-Parent compact, the
CES Parent Involvement Plan, the CES Parent Involvement School Policy, and
the Forsyth County Parent Involvement Policy represent how the six types of
parent involvement are effectively implemented. Transportation to some parent
involvement events will be provided by taxi or bus routes. Parent activities and
events are scheduled based on Needs Assessment results.
See Appendix (Parent Needs Assessment)
Overall CES Parent Involvement Program goals:
 Provide a variety of learning opportunities to parents.
 According to the parent survey, parents would like to see the following
23


learning opportunities:
o English classes for Spanish-speaking parents
o How to help children become better readers
o Opening the lines of communication between teachers and parents
o Workshops for parents and children to attend together
o Partnerships with the community
 According to the staff survey, teachers would like to see the following
learning opportunities for parents:
o 1-2-3 Magic
o Reading/writing workshop for parents to help them with some
essential English phrases
o Community resources available for parents and how to use them
(collaboration with the community)
o Understanding reading levels of their children
o Understanding math skills
o Communication
o Decision making
o Developing oral language at home
o Establishing good homework environments/learning environments at
home
o Using technology at home-navigating the Internet
o Literacy and math support
Make parents aware of the variety of ways to be engaged at CES
(conferences, volunteering in the classroom and around the school, providing
feedback, etc.)
Ensure that parents are comfortable and content with their child’s education
at Cumming Elementary.
The following resources support parent involvement at CES:
 Summer workbooks
 Summer reading packs
 Audio books (on tape, on MP3, on CD, on Apple apps)
 Parent resource books/readers
 Parenting brochures (hard copy/online)
 Parenting videos/CDs/online subscriptions
 Translation system
 Fiction/non-fiction readers
 Paired text
 Intervention workbooks to practice for additional homework in math and
ELA
 Bilingual books (fiction and nonfiction)
 Spanish/English dictionaries
 iPods/iPads/Apple care/Apps/Cases/VGA connector cords/charging carts
24

Instructional supplies: printer ink, folders, pencils, grips, erasers, pens,
colored pencils, pencil sharpeners, correction fluid, glue, crayons, rulers,
dry erase markers, dry erase boards, scissors, clips, tape, flash drives,
staples, staplers, CDs, envelopes, labels, dividers, markers, index cards,
sticky notes, pencil pouches, tabs, timers, highlighters, dice, desk shields,
writing materials (student journals), test prep, batteries, headphones, chart
paper, clocks, self-inking stamps, thermometers, rings, paper (all types),
card stock, batteries, signs, reading aides, postage, storage bags, storage
bins, canvas storage bags, hole punchers, rubber cement, bar coding
labels, academic DVD/video/CD, rulers with ¼ and ½, ELA/math teaching
centers, magnetic letter tiles, measuring kits, shapes, Algebra
manipulatives, file folder games, binders, chart paper, paper clips, loose
leaf binder rings
Evening Parent Academy
In addition to the daytime Kinder Camp Parent Academy sessions that occurred
during the month of June, a Reading Night and Math Night were planned for
parents. A Reading Night was held June 10, and a Math Night was held June
12. Parents from Cumming, Midway, and Chestatee met together at the Hill
Center for a two- hour workshop. Transportation was provided from the home
schools to the Hill Center, and childcare was available.
Activities for these two evenings included a basic introduction to reading and
math concepts and skills, an explanation of tools that parents may use at home
to assist their children and an opportunity to participate in small group and large
group activities with other parents.
Parent University
CES sponsors a Parent University each year. The Parent University is
comprised of learning carousels based on parent interests indicated by the needs
assessments, and parents may choose the carousels they wish to attend.
Carousels are hosted by guidance counselors and teachers and include
resources from the community, such as the Forsyth County Library.
By attending Parent University, parents will become familiar with strategies to
implement at home in the areas of reading, writing, and math. Materials and
strategies on how to use these resources will allow parents to support the
students at home with ease. Technology resources, including programs relevant
to Forsyth County and our school (Parent Portal, itslearning, Infinite Campus)
are also shared during the carousels. In addition to addressing academic areas,
a community resource expo will supplement the carousels. By exploring
community resources available, parents will become more aware of how to best
utilize the services available to them and the children. One example is how the
Forsyth County Library will conduct a follow up session on location for parents to
tour and explore the facility. This will, in turn, encourage them to use outside
25
resources even if there is a language barrier within the community. By
conducting Parent University as part of our parent involvement, the parents will
become stronger partners with the school. Statistics show that there is a
correlation between parent involvement and student achievement in school.
Parent University will set the parents and students up for success by developing
the relationship among the two. There will be a common goal of raising student
achievement and student success among these partners in education. Special
emphasis will be placed on strategies for parents to utilize at home to support the
academic success of our at-risk students, including ELL, SWD, and ED students.
Through both written communication and personal phone calls, parents of these
at-risk students will be encouraged to attend these events
Parent Resource Center
Materials that supplement classroom instruction in reading, writing, and math are
available in our school’s Parent Resource Center. Other available support
materials include parenting information, bilingual dictionaries, and We Both Read
books. These Parent Resource Center materials are also shared during CES
parent meetings, conferences, and other special events. Information regarding
checkout procedures is available online and in the school information box in both
English and Spanish. An updated list is also available in our Parent Resource
Center and online. This includes the availability of resources at our district facility
as well, located at the Almon C Hill Center.
Involvement Matters Initiative
Parents will be given the opportunity to attend various meetings and events while
communicating with the school in order to earn tickets for participation. At the
end of the year, a required minimum number of tickets documenting multiple
areas of parent involvement for the school year may be exchanged for a free
student t-shirt purchased by CES with non-Title I funds.
Parent Advisory Committee
CES’s Parent Advisory Committee (Local School Council) will assist in
developing a parent-school compact, parent involvement plan, and schedule of
parent involvement meetings. Attendees at CES’s parent involvement meetings
participate in revisions and approve the plan. Students, teachers, and parents
sign the parent – school compact. All documents are sent home with students
and posted on our school’s website. Having a variety of representation on these
committees gives CES invaluable insight into the needs of the parents and
students. It opens the door for positive relationships among teachers and
parents in a non-threatening environment.
Communication
In order to improve school-parent communication, Cumming Elementary, along
with our PTO, publishes the online biweekly Cougar Chronicle in English and
Spanish. This school newsletter includes a message from our school’s principal,
information about available parent resources, required notifications, student
26
support, and a schedule of upcoming events. The newsletters are emailed each
week, using Constant Contact, and posted on our school’s web page.
Additionally, teachers provide hard copies of the newsletter to students without
home Internet access. In addition to receiving information, parents are
encouraged to provide feedback either online or in written format through
surveys, the CES Title I online guestbook, or other required Title I documents
that are shared with all parents.
Translation Devices are available for parents attending large workshops or
meetings who need the English presentation translated to Spanish.
Parents need opportunities to actively engage in their children’s education.
Childcare and transportation are made available to parents in order to facilitate
their attendance at classes and meetings. Parents are encouraged to volunteer
at our school and there are a specific opportunities available:
Parent Teacher Organization (PTO) is a national organization that encourages
parent involvement. PTO hosts family events such as Movie Night, BINGO
Night, and Father/Daughter and Mother/Son activities. PTO also promotes
volunteerism with the school and students’ classrooms.
Watch D.O.G.S. (Dads of Great Students) is a national organization that
encourages fathers or father figures to take at least one day off work during the
school year to volunteer at their children’s school. Watch D.O.G.S. at CES follow
a specific schedule, which allows them to spend time in their children’s
classroom as well as other classrooms in various grade levels. They may read
aloud to the class or work with small groups reviewing letter names/sounds, sight
words, or multiplication facts. Watch D.O.G.S. also assist with car duty,
lunchroom duty, specials classes, and the morning news program.
Title I Schoolwide Events (Examples: Parent University, Math Night, Reading
Night, Science Night, Cultural Heritage Night, Cool Tools for Summer,
Technology Night, CRCT & Dr. Seuss Fun, Annual Meeting, conferences, PTO,
Guest speakers such as Danny Brassell, Lunchtime Learning, etc)
6.
Devise a plan for assisting preschool children in the transition from early
childhood programs (such as Head Start, Even Start, Early Reading First,
or a preschool program under Individuals with Disabilities Act to the
schoolwide program).
Transition from preschool into kindergarten:
 Parents/Guardians receive a letter and information packet about the school’s
expectations of kindergarten students.
 The kindergarten teachers host an orientation meeting for parents and
prospective students.
 Kindergarten teachers present parents of prospective students with a literacy
27


book, demonstrating how to help their child with reading.
Pre-K Visitation Day provides prospective students with an opportunity to visit
the kindergarten classes and meet the kindergarten teachers.
Kindercamp is a Title I summer camp that supports both rising kindergarten
children and their parents. The camp educates parents of rising kindergarten
students who have attended Head Start or have had no exposure to
organized preschool. Parents attend educational sessions regarding entering
kindergarten while the children get the full experience of activities and
expectations of kindergarten. Lessons on basic skills necessary to be
successful in kindergarten are provided. Transportation is provided for both
students and parents.
Transition activities from fifth grade into middle school include the following:
 Middle school counselors, administrators, regular education, ESL, Special
Education, and Horizons (gifted program) teachers meet with fifth grade
teachers initially to discuss course options offered at each middle school.
 Fifth grade teachers collaborate and discuss individual students to determine
the appropriate placement of students in regular education, gifted, and
support classes. Placement recommendations are entered into Infinite
Campus.
 Each middle school offers a transition night for parents to explore
extracurricular opportunities as well as band and chorus options. Parents
have the opportunity to ask questions regarding scheduling at this time as
well.
 After all recommendations have been entered, recommendation sheets are
sent home with each child. At this time, parents may agree or request
different courses for their child.
 Parents complete a student information sheet for middle school.
 Each middle school holds a visitation day that the fifth graders attend in the
spring. They are guided by middle school ambassadors to various
classrooms to see students and teachers in action.
 The middle school ambassadors also visit each elementary school to answer
additional questions that the students have following the visit to their
respective middle schools.
 Parents of rising sixth graders have an opportunity to attend the middle
school’s open house (Saturday session prior to pre-planning week) in order to
familiarize themselves with the middle school’s expectations for their child.
7.
Include teachers in decisions regarding the use of academic assessment
information for the purpose of improving student achievement.
a. Explain how the staff is given an opportunity to assist in data and root
cause analysis.
b. How do you involve teachers in the decisions regarding the use of
academic assessments to improve instructional programs?
28
c. How are teachers involved in making decisions regarding individual
students through the analysis and use of their test data?
Data-driven instruction is a key component to the success of the students at
Cumming Elementary. By using a comprehensive assessment system to monitor
and evaluate student learning, all students have an opportunity to reach high
levels of achievement. By analyzing the data, teachers can create and
incorporate research-based strategies that will improve curriculum and
instruction. The staff is provided multiple and ongoing professional learning
opportunities that assist them in determining the root causes when students do
not show progress. Teachers gather data from the following assessments/reports
to drive instruction year round:
 Georgia Criterion Reference Competency Test (CRCT) for third, fourth, and
fifth grades
 Georgia Writing Assessments for third and fifth grades
 Interim Assessments for second, third, fourth, and fifth grades
 Reading Benchmark Assessments (Rigby, Fountas & Pinnell) for all grades
 AIMSweb for all grades
 Summative assessments (district-created) for all grades
 Formative assessments (district-created) for all grades
 Standards- based, teacher- created assessments at the school level using
Depth of Knowledge questioning for all grades
 ACCESS (ELL assessment) for all ELL students
 GKIDS for Kindergarten students
By using the assessment data above, teachers continuously make instructional
decisions. The data is compiled and evaluated by all teachers. Various ways
that it is used by teachers to improve student achievement include the following:
 Participating in the development of the school improvement plan (AIM plan) ;
Organizing and creating lessons for Cougar Quest (supplemental after-school
tutoring program that incorporates reading, writing, math, and technology);
 Creating flexible groups and effective instruction for RTI groups (segment in
each student’s schedule that includes remediation and/or enrichment);
 Differentiating instruction through flexible grouping at every grade level for
reading and math;
 Collaborating during IST meetings (data evaluation by IST to determine
strategies to support students who have not been successful with current
support);
 Establishing a professional development plan and utilizing specific resources
available to meet the needs of each student;
 Focusing on collaboration efforts among classroom teachers and support
teachers to examine AIMSweb Benchmark and Forsyth County interim
results and to make adjustments to instruction on specific areas of need;
29

Sharing data with administration, Leadership Team, support staff, and faculty
(looking for common denominators in low/high areas of achievement).
In addition to being able to discuss data on the school level, we have a number
of teacher leaders participating in Forsyth County committees as part of the
district assessment and accountability initiative. Cumming teachers are
members of the following committees:
 Engage Me with Common Core Team- School administrators and teacher
leaders become grassroots experts of the Common Core Georgia
Performance Standards (CCGPS) and facilitators of collaborative learning for
all. This supports the successful implementation of the CCGPS in Forsyth
County Schools and ensures the utmost achievement of our students.
 Forsyth County Data Committee- School administrators and teacher leaders
receive training at the county level on how to create data teams at individual
schools. The purpose of the data teams is to identify students’ academic
levels (based on data) in order to differentiate instruction and maximize
student achievement.
 Literacy Learning for Leaders- Teacher leaders receive training on the
balanced literacy approach to reading and writing instruction. This training
includes information on leveling students using reading running records and
organizing and implementing small group, guided reading in classrooms. L3
leaders redeliver the information shared to the colleagues in their buildings.
 Grade Plus Report Card Committee- Teachers work on aligning Standards
Based Report Cards to the Common Core Georgia Performance Standards in
Grades K-3. Teachers also work on creating Summative Assessments for
Grade 4 that align to the CCGPS.
 Georgia Keys Committee- Teacher leaders are part of groups that visit
schools and evaluate the teachers’ lessons/instruction. They offer
suggestions for areas of weakness and compliments on areas of strengths
using the Georgia Keys as an evaluation tool.
Most major assessments administered are either county or state- mandated; yet,
as a school, we take additional measures to meet the needs of all students
through supplementary assessments. At CES, ALL students participate in
AIMSweb universal screening assessments. This data provides a baseline
assessment score for all students. Forsyth County requires that the universal
screening probes be administered to all K-2 students as well as all at-risk
students in third, fourth, and fifth grades. The data collected from these
assessments gives teachers valuable information at the beginning of the year.
The assessments are administered three times per year. Not only do the
teachers use the results to differentiate instruction, but support teachers use this
information as one component of the student profile that is created on every child
at CES.
Classroom teachers also use Reading Benchmark Assessment kits, such as
Rigby and Fountas & Pinnell, to determine the instructional reading levels of all
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students. These benchmark assessments are completed three times during the
school year (fall, winter, and spring), and their results are used to plan instruction
for students based on their individual instructional reading levels.
Multiple pieces of data are used to create a spreadsheet that rank orders all
students at Cumming Elementary. This rank order allows the school to identify
those students who are at risk of failing to make academic progress. Prior to the
beginning of each semester, data is uploaded to TINA from the system’s student
information system. (New surveys are completed in August and late January
each year following individual student assessments.) Surveys are created in
TINA for each student in each grade. Teachers are asked if each student needs
extra help to perform well academically. If the teacher indicates “yes,” he/she will
then complete a survey for the student. When the information is compiled in
TINA, a custom report for each grade level is produced. The report is rankordered and includes the following information:
 If a student has attended Head Start or has no pre-school experience (K-2);
 If a student is at risk based on his/her GKIDS score(K-2);
 If a student is served in the McKinney-Vento (Homeless), Migrant, Special
Education, EIP, or ESOL Programs;
 If a student has been retained or placed or has excessive absences;
 If the teacher or parent requests support in ELA or math;
 If the student has failing grades, class work indicating a need for additional
help in ELA or math, FCS Interim Cumulative Assessments below 50%, or
AIMSweb scores below 25%.
Each school then uses the TINA report to develop teachers’ schedules. Teachers
serve students based upon their academic need. Teachers will be asked to
complete surveys twice during each school year.
All eligible children, including economically disadvantaged, disabled, migrant,
LEP, and homeless children as well as those who have participated in Head
Start or Even Start or who received services from a neglected or delinquent
facility during the previous two years are included on the multiple criteria
worksheet and are ranked with other potentially eligible children.
Because the school is no longer implementing a Targeted Assistance program,
we will not have to use this spreadsheet to determine which students are
designated Title I, However, the spreadsheet will help us ensure that all at-risk
students are receiving additional support.
Title I and EIP teachers work closely to provide effective instruction to all
students identified academically at-risk. There is a plan in place for identifying
new students to the school, how to assess, what to assess, who will assess, and
in what time frame it should be done.
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Teachers are continuously receiving professional learning that gives them the
knowledge and tools needed to not only administer assessments but to use them
to drive instruction. Grade level teachers and support teachers also have time to
collaborate and differentiate for the students based on multiple assessment
results.
8.
Coordinate and integrate Federal, State, and local services and programs
1. The dollar amounts of each federal fund that is allocated to the school
should be listed, showing coordination. Describe how resources from
Title I and other sources will be used. The following federal funds have
been allocated to our school.
Amount
Title I
Grant
Title I – A
Homeless
Grant
District:
School Allocation:
$476,621
Parent
Involvement:
$5918
District:
Description of Services
Show how the funds are coordinated
for the improvement of the entire
school.
 Parent Involvement
 Technology Purchases
 After School and Summer
Programs: Kinder Camp, Book
Clubs
 Professional Learning
 Instructional Resources
 Resource Materials and
Supplies
 Tutors
 Transportation for Parents to
Meetings
 Parent Training Materials
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Title II
Title II-A
District:
Title III
TitleIII-A
Immigrant
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Tutors (only in non-Title I
schools) and Tutoring Supplies
Supplies for Parent Meetings
Transportation for Parents
Packets with resources sent
home
Travel
Registration, materials,
Consultants
___________________________
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TitleIII-A
LEP
District:
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Teachers,
Tutors, Supplies, Materials
Professional Learning
Parent Involvement
(a) List of State and local educational agency programs and other Federal
programs that will be included
All schools in the system receive an allotment of personnel to support the
Early Intervention Program and the gifted program. These personnel
allotments are awarded based on a formula ensuring that all schools receive
the same number of personnel, regardless of whether they also receive Title I
funds. Allotments of personnel are also provided by formula for the ESOL
program. Title I-C funds are provided for migrant students. Title I funds are
only provided to those schools which qualify according to rank order of
schools
(b) Description of how resources from Title I and other sources will be
used
State and federal funds are equitably divided and disbursed among all
schools in the system in accordance with program requirements and
guidelines. When possible, funds from multiple sources are used to support
the most at-risk students. For example, state instructional extension funds
are used to provide a limited number of tutoring sessions for at risk students.
After those funds have been depleted, Title I funds help to continue the
program. All schools follow the system’s Response to Intervention plan for
serving students whose needs are not met in Tier I. However, Title I students
receive this support as well as an additional time for intervention through Title
I. Title I funds are always used to supplement programs, not supplant. Strict
internal controls are in place to ensure supplanting of funds does not occur.
Title I funds are used to: (1) provide staff to reduce the class size or for
additional staff to serve students in a smaller group setting for appropriate
academic interventions, (2) provide funds for teachers to work with students
in extended day opportunities such as after school tutoring and summer
programs, (3) assist parents in supporting their children, and (4) provide the
necessary materials and resources.
(c) Plan developed in coordination with other programs
The consolidated application is reviewed and revised each year. Each spring,
input is gathered from multiple sources including parents, teachers,
paraprofessionals, support staff, and administrators. Data are reviewed to
determine the progress made toward the nine goals listed in the consolidated
application. Administrators from all departments including special education,
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student support, career and technology, federal programs (migrant,
homeless, ESOL), professional learning, curriculum and instruction, and
technology review the assessment data, as well as feedback from parents
and other groups to make suggested revisions to the consolidated
application. Teams also meet to review the success, or lack of success, of
the activities that were determined to help the system meet the stated goals.
This process begins in the spring of each year.
9.
Strategies for increasing academic achievement for students having
difficulty mastering standards.
a. Measures to ensure that students’ difficulties are identified on a timely
basis
b. Periodic training for teachers in the identification
c. Teacher-parent conferences that detail what the school will do to help
the students, what the parents can do to help the students, and
additional assistance available to the student at the school or in the
community
The CES Leadership Team meets annually during the summer to review the
previous year’s assessment data and surveys to determine schoolwide areas of
strength and weakness from the previous year. This information is presented to
all grade level teams when the new school year begins. The results are
compared to previous years and across the grade levels to allow teachers to look
for trends and areas of concern.
Teachers plan as a team to identify weaknesses and determine strategies that
will increase achievement in these areas. Teachers identify at-risk students and
offer additional instructional support opportunities through inclusion and pull-out
models determined by student need in individual subject areas of reading and/or
math. Professional development supports these instructional support
opportunities for our at-risk students.
CES develops a professional development plan based on the collected data and
areas of need. Multiple strategies are explored on professional development
days to support teachers in addressing the needs of all students - at-risk students
and gifted.
Training on data analysis, progress monitoring tools, depth of knowledge,
determining students’ reading levels, and specific curriculum standards enables
teachers to provide extended support to their students.
Teachers implement CCGPS throughout the school year and adhere to district
pacing guides that ensure students are prepared for spring assessments with
success.
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Students who are not successful after receiving additional support instruction are
referred to IST/SST and are progress/strategic monitored through AIMSweb
monthly/bi-monthly.
All CES teachers received training on the pyramid of interventions and
Response to Intervention (RTI). Special education teachers have specific
interventions/resources to supplement the regular education curriculum for their
students through IEPs.
In-school intervention opportunities –
A dedicated RTI time for addressing individual needs is included in the
schoolwide schedule. During this time, students are placed in small group
settings that are geared toward a specific area of need. These are flexible
groups that may be changed at any time based on the success of each student.
CES has access to and uses the following interventions and resources:
 Imagine It! Phonics Kits
 Fountas & Pinnell Leveled Literacy Intervention Kits
 Intervention readers/leveled readers for all subject areas
 Mentor texts for all subject areas
 Headsprout
 Reading Assistant
 SRA- Reading Mastery
 Achieve 3000
 Think through Math
 Read Naturally and all components (such as the One Minute Readers and the
timers)
 COACH- all subject area books
 COACH online-Triumph Learning
 Math tubs
 Drops in the Bucket
 Intervention workbooks such as test prep or remediation of skills in reading
and math
 Touch Math for all grade levels
 Versatiles for reading, math, and other content areas
 Transmath
 Houghton Mifflin Interventions
 Earobics
 SRA- Corrective Reading
 Edmark
 Language!
 Orton Gillingham
 Visualizing and Verbalizing
 McGraw Hill Math Kits
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Word Warm-Ups
Take Aim!
Book Flix
Frog Games
Mountain Math
Mountain Language
Reflex Math
Audio books (on tape, on MP3, on CD, on Apple apps)
Games and manipulatives for ELA (reading/language) and math
Flashcards for reading and math
Reading benchmark assessment kits (Rigby, Fountas & Pinnell)
The Comprehension Toolkit and all components
Listening Comprehension Toolkits for special education students (supplement
to regular toolkit)
Study Buddies with all components
Dictionaries, thesauri (picture, bilingual, student)
Readers’ Theater
Magazine subscriptions (Storyworks, Scholastic News/Weekly Reader with
Science Spin, Dynamath)
Do the Math
Learning Palettes
iPods/iPads/Apple care/Apps/Cases/VGA connector cords/charging carts
Laptops/laptop carts
Bilingual texts
Little Red Readers
Sight Words that Stick
Hot-Dot Kits for all subjects and additional pens
Houghton Mifflin Math Steps
Music instruments to incorporate into math and language arts
Writing resources
Achieve 3000
Write Steps Writing Program
Instructional supplies: printer ink, folders, pencils, grips, erasers, pens,
colored pencils, pencil sharpeners, correction fluid, glue, crayons, rulers, dry
erase markers, dry erase boards, scissors, clips, tape, flash drives, staples,
staplers, CDs, envelopes, labels, dividers, markers, index cards, sticky notes,
pencil pouches, tabs, timers, highlighters, dice, desk shields, writing materials
(student journals), test prep, batteries, headphones, chart paper, clocks, selfinking stamps, thermometers, rings, paper (all types), card stock, batteries,
signs, reading aides, postage, storage bags, storage bins, canvas storage
bags, hole punchers, rubber cement, bar coding labels, academic
DVD/video/CD, rulers with ¼ and ½, ELA/math teaching centers, magnetic
letter tiles, measuring kits, shapes, Algebra manipulatives, file folder games,
binders, rings, chart paper, paper clips
Guided math and reading books
36
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Literature packs
Reference books
School counselors provide “check-in” programs for students who are struggling
with organization issues that affect their academics.
Middle school students are mentors for many of the at-risk students. There is not
a fee for this service. It is part of a class offered at the cluster middle school in
our district. These mentors are available for students throughout the day and in
the after school daycare program to support students with homework needs.
Maymester is an intense basic skills review for students who do not meet
standards on the spring CRCT. The students receive additional small group
support to prepare them for the CRCT retest that is given at the end of the school
year.
After school opportunities –
Cougar Quest is a CES afterschool program that supports students who
demonstrate difficulty mastering reading/and or math concepts. CES teachers
from various grade-levels meet together to design the curriculum based on the
students’ performance on county-wide grade-level benchmarks (measuring
mastery of CCGPS). Cougar Quest is a project based learning program that
incorporates technology into these subject areas. Criteria for placing students in
the program are based on previous CRCT scores and the CES Multiple Criteria
Spreadsheet, identifying our most at-risk students. Students spend time
reviewing homework, practicing reading fluency and test-taking skills, and
engaging in project-based learning activities.
Summer school opportunities –
KinderCamp is a Title I summer camp that supports both rising kindergarten
children and their parents. The camp educates parents of rising kindergarten
students who have attended Head Start or have had no exposure to organized
preschool. Parents attend educational sessions regarding entering kindergarten
while the children get the full experience of activities and expectations of
kindergarten. Lessons on basic skills necessary to be successful in kindergarten
are provided.
Parent Engagement / Community Opportunities
Teacher-parent conferences are held at least twice a year. All students receive
individual conferences to discuss assessments, resources available, strategies
used at school, and strategies to use at home. In school translators are used for
every ELL student who needs Spanish translation.
Resources from the community are provided to the school counselors and school
nurse. MV students and other at-risk students may receive these outside
37
resources free of charge or at a reduced fee depending upon individual needs.
These resources include, but are not limited to:
 School supplies
 Dental visits
 Clothing
 Food
 Vision appointments/eye glasses as needed
 Doctor referrals
 County library resources
 List of other community resources available
10.
Individual student assessment results and interpretation will be provided to
parents in the following manner:
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11.
CES receives three copies of student test results. One copy goes to the
parents through the mail, in student packets, or during parent/teacher
conferences. One copy is for the teacher, and the other copy is for the
student’s permanent record.
Parents receive interpretation of the test results via letter (available in English
and Spanish) as well as during conferences and upon request.
Parents receive data from the Interim Assessment scores, showing which
standards are not being mastered at that time.
During the 2012-2013 school year, Georgia is instituting a new accountability
measure, the College and Career Readiness Index. This will replace
Adequate Yearly Progress as a measure of a school’s growth. Under the new
system, at risk schools may be identified as Priority, Focus, or Alert schools.
There are currently no Priority, Focus, or Alert Schools in Forsyth County.
Our provisions for the collecting and disaggregating of data on the
achievement and assessment results of students are….
CES uses the following instruments, procedures, or processes to obtain student
data:
 Georgia Criterion Reference Competency Test (CRCT) for 3rd, 4th, & 5th
grades
 Georgia Writing Assessments for 3rd & 5th grades
 Interim Assessments for 2nd, 3rd, 4th, & 5th grades
 Reading Benchmark Assessments (Rigby, Fountas & Pinnell) for K-5th grades
 AIMSWeb Universal Screening and Progress Monitoring for K-5th grades
 Standards Based Report Cards for K-5th grades
 Needs Assessment Survey of Staff and Parents
 GaDOE School Keys survey for all stakeholders
 Georgia Kindergarten Inventory of Development Skills (GKIDS)
 ACCESS (ELL Assessment) for K-5th grades
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Analyzing the data as it becomes available drives our programs, strategies, and
plan. The collection, analysis, and evaluation of data enable us to determine our
most crucial needs for the upcoming year. Ongoing monitoring of the data might
result in changes within our plan throughout the year to meet the needs of our
students. Adjustments are made when informed data driven decisions are
implemented.
CRCT score reports disaggregated by subgroup, grade level, content areas
provide CES a means for analyzing the school‘s data. (See Appendix-CRCT
School Performance Summary Report .)
Student attendance is monitored through classroom teachers and school
counselors. Forsyth County has an established attendance policy. Rewards and
incentives purchased with CES funds, not Title I funds, are offered to students
who are at risk of violating the attendance policy. Parents, teachers, and
counselors meet to discuss strategies that will inspire school attendance.
Safety and discipline reports are kept by the school’s administrative team. CES
is proactive in this area by ensuring that each grade level has created a grade
level discipline plan prior to school starting. It is posted in the classroom and
discussed with the students during the first week of school. CES is part of the
Olweus bullying reform. Classroom teachers serve on the Olweus committee.
Students attend counseling once every three weeks for forty minutes to discuss
various types of bullying and other social situations that might occur with an
average elementary school student.
The Georgia Department of Education provides disaggregation of data on
assessments. The data is analyzed by staff and is used in the improvement of
the delivery of instruction.
12.
Our provisions for seeking statistically sound results for each category for
which assessment results are disaggregated are...
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CES collects data from the DOE website and other data which is sent to us by
the district testing director.
Student test results administered by the state are valid and reliable.
Multiple criteria are used for determining the most academically at-risk
students.
The Georgia Department of Education provides disaggregation of data on
assessments.
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13.
Our plans for public reporting of disaggregated data
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14.
The Georgia School Performance Summary Reports for the CRCT are posted
on the Georgia Department of Education website.
CES School Improvement Plan, including data, will be posted on the school’s
website (Strategic Plan) and available upon request.
CES also publishes the school’s results in the local media and in the school’s
newsletter, the Cougar Chronicle.
CES shares the plans and data reports regularly with the PTO and Local
School Council, which is comprised of parents, community members,
administrators, and teachers.
CES discusses school data with parents during conferences if necessary or
upon request.
Our plan is revised each year.
The initial plan was developed during a one year period, and each year the plan
will be revised.
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15.
The district utilizes CRCT data to monitor our progress in the implementation
of our instructional strategies listed in our plan. Mid-year reviews of our school
improvement plan and formative assessment data are held in January or
February. During this meeting, district staff and school administration meet to
check on the progress of our plan implementation and the results of our
formative assessments.
The Leadership Team meets periodically to review the implementation of the
plan, reviews CRCT scores, benchmark scores, and discusses any additional
areas of concern.
This information is shared with grade-level and special areas teams for further
input.
The Leadership Team makes deletions and/or addendums to the plan as
needed, basing it on score reports, surveys, and stakeholders’
recommendations.
The plan is shared at periodic parent meetings
Our plan was 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.

The opinions of CES parents and community members are important. An
electronic parent involvement survey opened to parents each spring allows
them to give their opinions and offer comments and suggestions concerning
our parent involvement program. School computers are available for parents
who do not have computer access at home. Additional paper survey copies
are provided as needed.
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16.
Each year the Leadership Team, in collaboration with parents, review and
revise the Parent Involvement Policy. Members of the Parent Advisory
Committee participate in this process by reviewing the previous year’s plan
and providing input on ways to improve the Parent Involvement Policy. In
addition, the school leadership team reviews and revised the School
Improvement Plans.
CES has parents and business leaders as members of the Local School
Council. They review CES plans during development and after completion.
CES considers the comments and suggestions made by the Local School
Council.
Once the draft of the plan is completed, the Leadership Team representatives
share the draft with their teams and solicit input and questions for
consideration.
The CES Leadership Team uses feedback to make final revisions to the plan.
Upon completion, our plan becomes available to all of our stakeholders.
Our plan is made available to the LEA, parents and the public in the
following ways
o At the end of each school year, throughout the summer, and during preplanning, students and parents receive an opportunity to provide feedback on
the CES Parent Involvement Policy and the CES School-Parent Compact.
The revised Compact, which requires teacher, parent, and student signatures,
as well as the revised Policy are provided to all parents at the beginning of
the new school year..
o Parents can access the final versions of the Schoolwide Title I Plan, School
Improvement Plan, Parent Involvement Policy, and School-Parent Compact
via the CES website, which allows parents and the community easy access to
the documents.
o Copies of these documents are also available to any interested stakeholders
(including new students) in our School Information Center, located in the front
lobby and our Parent Resource Center, located in the media center.
17.
Our plan is translated, to the extent feasible, into any language that a
significant percentage of the parents of participating students in our
school speak as their primary language (may be included in the appendix)
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The SchoolwideTitle I Plan, CES and Forsyth County Parent Involvement
Policies, CES Parent Involvement Plan, and the School-Parent Compact are
distributed in English and Spanish (based on the primary languages of the
majority of CES students and families). All communication (including the form
distributed at the beginning of the school year regarding the Schoolwide Title I
Plan) to parents and families will also be available in English and Spanish.
All forms and documents are translated in Spanish by qualified bilingual CES
staff members.
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18.
Copies of the plans are distributed as needed, housing additional copies in
the front office area and the Parent Resource Center. Links are provided on
the school web page as well.
Plan is subject to the school improvement provisions of section 1116. If
our school enters Needs Improvement we will complete and participate in
all requirements according to state and federal guidelines. (School Choice,
Supplemental Educational Services, Corrective Action, or Restructuring)
During the 2012-2013 school year, Georgia is instituting a new accountability
measure, the College and Career Readiness Index. This will replace Adequate
Yearly Progress as a measure of a school’s growth. Under the new system, at
risk schools may be identified as Priority, Focus, or Alert schools. There are
currently no Priority, Focus, or Alert Schools in Forsyth County.
School Improvement Plan (AIMS) and Title I Schoolwide Plan both are based on
assessments and strategies to help students meet state standards. Both the
schoolwide planning team and the school improvement planning team
collaboratively plan to analyze the assessment to determine the strategies and
programs funding to help students meet state standards. The schoolwide plan is
subject to the school improvement provisions of Section 1116. The schoolwide
plan and the schoolwide improvement plan are not in isolation of one another.
They work together in assisting students in meeting and achieving state
standards.
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