Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Cumming Elementary
District Name: Forsyth
Principal Name: Pam Pajerski
School Year: 2014-2015
School Mailing Address: 540 Dahlonega Street, Cumming, GA 30041
Telephone: 770-887-7749
District Title I Director/Coordinator Name: Fonda Harrison
District Title I Director/Coordinator Mailing Address: 1120 Dahlonega Hwy, Cumming, GA 30040
Email Address: fharrison@forsyth.k12.ga.us
Telephone: 770-887-2461 ext. 202243
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date:
Revision Date:
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 1 of 39
Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in
this document.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 2 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Planning Committee Members
NAME
MEMBER’S SIGNATURE
POSITION/ROLE
Pam Pajerksi
Principal
Jennifer Bailey
K-1 Administrator
Jennifer Williams
QWF, Grades 2-3
Dawn Bush
4-5 Administrator
Megan Geren
K teacher
Jessica Jones
1st grade teacher
Jennifer Lundstrum
2nd grade teacher
Christie Zerkel
3rd grade teacher
Lisa Milligan
4th grade teacher
Mandy Wansley
5th grade teacher
Natalie Sanfilippo
Title I Lead Teacher
Katy Gunter
Parent Involvement
Coordinator
Special Ed. Lead
Laura McCormack
Scott Gaglione
Jennifer Lozen
Instructional Technology
Specialist
Media Specialist
Stephanie Reis
ESOL Lead
Carrie Leggett
Special Areas Lead
Gail Lindstrom
Local School Council
Chairperson
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 3 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP/SIP Components
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
Response:
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
FCS Interim Assessments for second, third, fourth, and fifth grades
AIMSWeb Universal Screening and Progress Monitoring for all grades
Reading Benchmark Leveling Assessments (Fountas & Pinnell) for all grades
IKAN/GLOSS Leveling Assessments for all grades
TKES (Teacher Keys Effectiveness System)
Ga DOE School Keys survey for all stakeholders
Standards Based Report Cards for all grades
Needs Assessment Surveys of Staff and Parents
Georgia Kindergarten Inventory of Development Skills (GKIDS)
ACCESS (ELL Assessment) for all grades
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 2014 Criterion Referenced Competency Test (CRCT). The data included the
following demographic information for Cumming Elementary:
CRCT READING (Grade level distribution)
3rd Grade
4th Grade
5th Grade
Total
All Students
Hispanic
White
SWD
ELL
120
107
124
351
53
40
55
148
63
59
63
185
15
16
10
41
41
20
15
76
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 4 of 39
Economically
Disadvantaged
Not available
Not available
Not available
Not available
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
CRCT MATH (Grade level distribution)
3rd Grade
4th Grade
5th Grade
Total
All Students
Hispanic
White
SWD
ELL
122
104
123
349
55
38
55
148
63
58
62
183
16
13
8
37
43
19
16
78
Economically
Disadvantaged
Not available
Not available
Not available
Not available
In addition to the demographic data from the Georgia CRCT School Summary Report, the following assessment data for
Cumming Elementary was reported:
Third Grade
Math
ELA
Reading
Science
Social
Studies
% Does Not Meet
2011 2012 2013 2014
4
13
11
8.2
7
4
3
0.8
4
3
2
2.5
12
17
18
17.7
10
16
9
8.5
2011
47
52
40
36
55
% Meets
2012
2013
30
31
50
49
41
37
44
48
50
74
2014
36.9
61.2
40
50
54.3
2011
64
41
56
52
35
% Exceeds
2012 2013
57
58
46
49
55
61
41
39
34
42
2014
54.9
38
57.5
32.3
37.2
Fourth Grade
Math
ELA
Reading
Science
Social
Studies
% Does Not Meet
2011
2012 2013
6
15
8
6
4
7
4
5
5
13
15
17
11
13
22
2014
7.7
6.7
1.9
12.5
2011
38
38
38
40
12.5
62
% Meets
2012 2013
47
47
51
54
35
48
42
49
62
59
2014
23.1
54.8
32.7
33.9
2011
56
56
59
48
50.9
27
% Exceeds
2012
2013
38
44
45
39
61
47
44
33
25
19
2014
69.2
38.5
65.4
53.6
36.6
Fifth Grade
% Does Not Meet
Math
ELA
Reading
Science
Social
Studies
% Meets
% Exceeds
2011
3
3
3
13
2012
4
3
4
18
2013
3
7
8
29
2014
6.5
2.5
0.8
21.7
2011
32
54
49
36
2012
40
41
52
41
2013
40
49
53
36
2014
27.6
52.9
58.9
45.7
2011
65
43
48
51
2012
56
56
45
41
2013
57
44
39
35
2014
65.9
44.6
40.3
32.6
13
14
22
25.5
46
55
64
59.1
41
31
14
15.3
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 5 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
The data displayed indicates the following strengths and weaknesses of individual grade levels:
3rd Grade Strengths/Weaknesses
- ELA Exceeds decreased by 11%
- Math Meets increased by 6%
- Math, ELA, Reading, Science, and Social Studies Exceeds all decreased from 2013
- Reading Meets and Exceeds was 97.6%
- ELA Meets and Exceeds was 99.2%
4th Grade Strengths/Weaknesses
- Math Exceeds increased by 25%
- Reading, Math, Science, and Social Studies Exceeds all increased from 2013
- Science and Socials Studies Meets and Exceeds was 88%
- Reading Meets and Exceeds was 98.2%
5th Grade Strengths/Weaknesses
- Math Exceeds increased by 9%
- Reading, ELA, Math, and Social Studies Exceeds increased from 2013
- Reading Meets and Exceeds was 99.2 %
- Science Meets and Exceeds was 78.8%
- Science Exceeds decreased by 2%
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
2014
CRCT Reading- Students with Disabilities
% Meets and Exceeds
89.4
81.4
80.2
83.8
3rd
4th
92
91
3rd
4th
88
82
3rd
4th
93.3
68.8
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 6 of 39
5th
91
5th
70
5th
30
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
2008
2009
2010
2011
2012
2013
2014
2008
2009
2010
2011
2012
2013
2014
2008
2009
2010
2011
2012
2013
2014
CRCT Reading- ELL Students
% Meets and Exceeds
80.7
86.4
89.4
83.5
3rd
4th
94
75
3rd
4th
90
87
3rd
4th
70.7
40
5th
80
5th
62
5th
26.7
CRCT Math- ELL Students
% Meets and Exceeds
66.7
71.2
78.8
87.5
3rd
4th
84
50
3rd
4th
73
84
3rd
4th
74.4
68.4
5th
87
5th
78
5th
68.8
CRCT Math- Students with Disabilities
% Meets and Exceeds
86.4
70.6
69.8
87.3
3rd
4th
5th
83
68
Not enough data
to report
3rd
4th
5th
67
67
89
3rd
4th
5th
81.3
92.3
Not enough data
to report
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 7 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
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 25%.
 The percentage of 4th grade students who exceeded on the reading portion of the CRCT increased by 18%. Although
the percentage in 5th grade increased very little and decreased in 3rd grade, Cumming Elementary met the reading GA
Performance Target for 2014 of 94.6% and the 2015 target of 95.2%.
 The percentage of 4th grade students who exceeded on the Science and Social Studies portion of the CRCT increased
significantly.
 The percentage of third grade students with disabilities who met or exceeded on the reading portion of the CRCT
increased by 5% from 2013 to 2014.
 The percentage of ELL third grade students who met or exceeded on the math portion of the CRCT increased from
2013 to 2014.
 The percentage of students with disabilities in 3rd and 4th grade who met or exceeded on the math portion of the
CRCT increased from 2013 to 2014.
Major Weaknesses Discovered:

The percentage of students with disabilities who met or exceeded on the reading portion of the CRCT decreased for
4th and 5th grades.

The percentage of ELL students who met or exceeded on the reading portion of the CRCT decreased significantly in
3rd, 4th, and 5th grades.

The percentage of ELL students who met or exceeded on the math portion of the CRCT decreased in 4th and 5th
grades.

Twenty-six percent of 5th grade students did not meet the standard on the Social Studies portion of the CRCT.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 8 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the
achievement of children in relation to the state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
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 twice per year in the areas
of reading and math. The reading assessments address fluency. The math assessments address math computation.
Reading-Curriculum Based Measurement (RCBM)- Fluency
Grade
1st
2nd
3rd
4th
5th
Fall
2013-2014
%
Above
Target
84
61
61
58
48
%
Below
Target
16
39
39
42
52
Fall
2014-2015
%
Above
Target
71
62
48
55
47
Winter
2013-2014
%
Below
Target
29
38
52
45
53
%
Above
Target
72
54
61
57
53
%
Below
Target
28
46
39
43
47
Winter
2014-2015
%
Above
Target
%
Below
Target
Spring
2013-2014
%
Above
Target
64
54
62
53
51
%
Below
Target
36
46
38
47
49
Spring
2014-2015
%
Above
Target
%
Below
Target
Math Computation (M-COMP)
Grade
1st
2nd
3rd
4th
5th
Fall
2013-2014
%
Above
Target
65
83
64
83
%
Below
Target
35
17
36
17
Fall
2014-2015
%
Above
Target
75
71
56
49
64
%
Below
Target
25
29
44
51
36
Winter
2013-2014
%
Above
Target
69
83
54
77
%
Below
Target
31
17
46
23
Winter
2014-2015
%
Above
Target
%
Below
Target
Spring
2013-2014
%
Above
Target
26
64
75
53
78
%
Below
Target
74
36
25
47
22
Spring
2014-2015
%
Above
Target
%
Below
Target
First, third, and fourth grade percentages of above target decreased from fall 2013-2014 to fall 2014-2015. All grade levels are
below 71% of students reading above the fluency target. All grade levels are at least 25% below target in math computation
with the greatest weaknesses in 4th grade with 51% 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% -71% in fluency that is at or above the target level, with fourth and fifth grade scores being a concern.
In math this fall, the students’ performance in computation is 49% - 75 % at or above the target level in all grade levels with
third and fourth grade being a concern.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 9 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Additional Data (Rigby, F&P Leveling Data)
Kindergarten, 1st, and 2nd Rigby Instructional Reading Levels
Grade
Fall
2012-2013
Fall
2013-2014
% of
DNM
% of
M&E
% of
DNM
% of
M&E
K
96
4
98
1st
83
17
2nd
74
26
Fall
Winter
2012-2013
Winter
2013-2014
% of
DNM
% of
M&E
% of
DNM
% of
M&E
2
59
41
73
81
19
54
46
65
35
45
55
(F&P)
2014-2015
% of
DNM
% of
M&E
Winter
Spring
2012-2013
Spring
2013-2014
% of
DNM
% of
M&E
% of
DNM
% of
M&E
27
27
73
26
74
51
49
33
67
31
69
50
50
31
69
36
64
(F&P)
2014-2015
% of
DNM
% of
M&E
Spring
(F&P)
2014-2015
% of
DNM
% of
M&E
3rd, 4th, and 5th Fountas and Pinnell Instructional Reading Levels
Grade
Fall
2012-2013
Fall
2013-2014
Fall
2014-2015
Winter
2012-2013
Winter
2013-2014
Winter
2014-2015
Spring
2012-2013
Spring
2013-2014
Spring
2014-2015
% of
DNM
% of
M&E
% of
DNM
% of
M&E
% of
DNM
% of
DNM
% of
M&E
% of
DNM
% of
M&E
% of
DNM
% of
DNM
% of
M&E
% of
DNM
% of
M&E
% of
DNM
3rd
73
27
65
35
61
39
56
44
45
55
44
56
4th
85
17
65
35
61
39
50
50
52
48
40
60
5th
93
7
78
22
64
36
60
40
43
57
46
54
% of
M&E
% of
M&E
Percentage of students at or above the end of the year reading level target:
Grade Level Winter 2013 Winter 2014 Winter 2015
K
41
27
1st
46
49
nd
2
55
50
rd
3
34
39
4th
39
50
th
5
36
40
Instructional Goals:
MATH
Math-All Students
CES will explore a new way to assess number knowledge, strategies, and reasoning by implementing
math leveling assessments, IKAN and GLOSS. Math computational fluency and number knowledge is a
school wide focus and this year’s goal is for students to meet the IKAN and GLOSS end of the year
expectations.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 10 of 39
% of
M&E
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
GLOSS: End-of-Year Expectations
Addition/Subtraction
Multiplication/Division
K
1
2
3
4
5
Proportion/Ratio
Stage 2/3
Stage 3
NR
Stage 4
Stage 3
NR
Stage 5
Stage 4
NR
Stage 5
Stage 5
Stage 4
Stage 5
Stage 6
Stage 5
Stage 6
Stage 7/8
Stage 6
IKAN: End-of-Year Expectations
Counting Interview
Written Assessment
K
FNWS/BNWS/R&S to 20
-NA-
1
FNWS/BNWS/R&S to 120
Some correct at stage 4
2
FNWS/BNWS/R&S to 1000
Most correct at stage 4
3
-NA-
Stage 4 (all 8 items correct)
4
-NA-
Stage 5 (all 8 items correct)
5
-NA-
Stage 6/7 (all 8 items correct)
READING
Reading-All Students
Reading, both fluency and comprehension, is a continued school wide 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 2014, less than 62% of all third, fourth, and fifth graders met the target RCBM score. The
goal for this year is to increase the percentage of first through fifth grade students who meet the RCBM
targets to 75% in the winter. The goals for reading comprehension this year is to increase the percentage
of meets and exceeds of instructional reading levels.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 11 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Instructional Reading Levels
Grade
Spring
2012-2013
Spring
2013-2014
% of M&E
% of M&E
Spring
2014-2015
GOALS
% of M&E
K
73
74
76
1st
67
69
73
2nd
69
64
70
3rd
55
56
59
4th
48
60
65
5th
57
54
60
SCIENCE AND SOCIAL STUDIES
Performance on the Science and Social Studies portions of the CRCT continue to be a weakness for CES
students in third, fourth, and fifth grade. The percentage of fifth grade students who met or exceeded on
the Science portion of the CRCT was 78.8% and 75.2% on the Social Studies portion of the CRCT. The
2014 GA Performance Target for All Students in Science was 82.3% (Meet or Exceed). The 2014 GA
Performance Target for All Students in Social Studies was 81.3% (Meet or Exceed).
In the 2014-2015 school year, the state assessment will transition from the CRCT to the new Georgia
Milestones assessment. Our goal is for the percentage of third, fourth, and fifth grade students who meet
or exceed the Science and Social Studies portion of the new assessment to be greater than 82%.
PARENT INVOLVEMENT
CES will continue the parent involvement initiative, “Involvement Matters,” to support the school wide
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.
The tokens are a tangible measure of parent engagement at CES. Our current goal for the 2014-2015
school year is to increase the number of earned parent involvement tokens from 4,980 (in 2013-2014) to
6000.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 12 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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:
 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 (21 Folders) with activities, reports,
surveys, funding, evaluation, and communications with parents
 Attend DOE conferences and other trainings to gain new ideas to expand the Parent
Involvement Initiative
2.
Schoolwide reform strategies that:

Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
Response:
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 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.

ESOL and classroom teachers complete an in-depth analysis of ACCESS scores to assure the
best instructional practices are used to meet individual needs and continuously support the
improvement of our ELL students.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 13 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan


Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).

The 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 FCS Interim Assessments for second, third, fourth, and fifth grades
o Reading Benchmark Assessments (Fountas, & Pinnell) for all grades
o AIMSWeb Universal Screening and progress monitoring for all grades
o Needs Assessment Survey of Staff and Parents
o IKAN/GLOSS Assessments for all grades
o GaDOE School Keys Survey for all stakeholders
o TKES (Teacher Keys Effectiveness System)
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, support 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.
Use effective methods and instructional strategies that are based on scientifically based research
that:
o
strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum
o include strategies for meeting the educational needs of historically underserved
populations
Response:

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 progress, they are labeled “at-risk” and are
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 14 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
served through RTI (Response to Intervention) process, which is illustrated by the RTI Pyramid.

Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o
o
o
counseling, pupil services, and mentoring services;
college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
the integration of vocational and technical education programs; and
Response:
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, a federal programs needs
assessment software tool, 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
rank-ordered 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 49%, 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 15 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Address how the school will determine if such needs have been met; and
 Are consistent with, and are designed to implement, the state and local improvement plans, if any.
Response:
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-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
determine instructional strategies implemented in the classroom.

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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 16 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Teachers analyze formative and summative assessments to evaluate the effectiveness of instructional
methods and to ensure that all students are receiving appropriate instruction.

Teachers and administrators collaboratively meet at least twice a month in DATA teams. They work
through a number of steps to ensure they are meeting student’s instructional needs including collecting data
and charting results, evaluating assessment results, analyzing strengths and obstacles, identifying effective
teaching strategies in terms of impact on student learning, and determine any needed support for students
and teachers.

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 school wide
needs assessment and student performance.
3.
Instruction by highly qualified professional staff
Response:
Currently, all teachers and paraprofessionals in Forsyth County are highly qualified.
Number of Certified
Staff and Percent of
HQ
88 (100% Highly
Qualified) as of
August 2014
Bachelor’s Degrees
(Number and
Percentage)
Available in October
Master’s Degrees
(Number and
Percentage)
Available in October
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 17 of 39
Specialist’s Degrees
(Number and
Percentage)
Available in October
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
4.
In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for
teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to
enable all children in the school to meet the state’s student academic achievement standards.
Response:
Each year, CES teachers participate in professional learning surveys. The following information reflects the teachers’
feedback:






Additional training for staff is needed on what resources are available in the Parent Resource Center (77% of staff have sent
home materials from the PRC) and materials that best support students’ learning (67% of staff have suggested ideas for
resources to purchase with Title I funds)
Additional training for teachers is needed on how to communicate the following with parents:
o State Curriculum Standards (66% confident)
o Standardized Assessments (57% confident)
o Teacher-Created Assessments (67% confident)
o Report Card Rubric (65% confident)
Teachers need professional development in ways to involve parents in the classroom.
Teachers would benefit from professional learning about understanding the needs of both struggling readers (79%) and
struggling math students (80%).
Teachers would benefit from professional learning in the following areas of parent involvement:
o Parenting: Helping all families establish home environments which support children as students. (54%)
o Learning at Home: Providing resources to families; help with homework and other academic needs. (69%)
o Collaborating with the Community: Using resources to strengthen student learning at home. (61%)
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:
 the needs of ESL learners
 the needs of special education learners
 Catching up students who are multiple grade levels behind
 Math improvement- previous focus has been on reading and written expression
 Parent Involvement- having materials to support students at home, academics and discipline at home
 Reading fluency and comprehension (reading on grade level)
CES parents provided feedback through our Title I Parent Meeting and parent surveys. They recommended teacher learning in
the following areas:



Information about the STEM program
Enrichment and meeting various students’ interests
Training for teachers on how to best communicate with parents and diverse families
Student assessment data also impacts professional development at CES.
According to our student data, our teachers need professional learning in the following areas:


Integration of science and social studies in reading and language arts.
Math (IKAN/GLOSS) including implementing Number Talks into math instruction
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 18 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan






Writing
Guided Reading
Utilizing running record data to guide reading instruction.
Integrating technology in classroom (4 C’s)
Utilizing technology for communication (itslearning)
Project-based learning
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 including IKAN/GLOSS training, math instruction including implementing
Number Talks, guided reading training, and teaching content and literacy across the curriculum.
A team consisting of the following staff will lead professional learning: Instructional Technology Specialist (ITS),
Title I Lead Teacher, Parent Involvement Coordinator, Writing Coach, and Quality Work Facilitator. The ITS and
Writing Coach will plan lessons, and model instructional strategies in all K-5 classrooms.
Teachers will participate in professional learning in the areas listed above
CES teachers have many professional learning opportunities that enable them to collaborate with teachers across the school.
School wide learning teams consist of the following:
 Student, Parent, and Community Support Team
 RTI/ School wide Data Team
 School Climate Team
 Technology and Media Team
 Science and Environmental Education Team
 Math Assessment Team (IKAN/GLOSS)
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 higher-order 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.
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,
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 19 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

engaging students with technology, and Spanish for Educators.
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
Fountas & Pinnell Reading Benchmark Assessment kits.
 Implementation of the Common Core Georgia Performance Standards in K-5 classrooms.
 Math training that includes ways to assess number knowledge, strategies, and reasoning by using math leveling
assessments, IKAN and GLOSS.
 Math training that includes implementing Number Talks and utilizing assessment results to drive instruction
 Rotation through learning carousels (taught by CES teacher leaders) that align with the CES 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.
 Vertical collaboration among grade levels that provide teachers with opportunities to discuss Common Core
Standards, expansion of standards, and discuss resources needed to assist in meeting instructional goals.
 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 Activ 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, the school provides iPod Touches/iPads with installed instructional
applications for students to use in their learning. The access to the devices is designed to provide equity for
students who may not have their own technology.
 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), training in educational programs (Pixie, ActivInspire, Wixie), and using iPads/iPods with instructional
apps in the classroom to maximize student achievement. All teachers are encouraged to incorporate technology
into their lessons as frequently as possible. These lessons address grade-level standards through project basedlearning. Students gain higher-order thinking skills through the use of the latest-technology programs, such as a
variety of apps and web 2.0 tools. 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.
Month
Topic
Pre-Planning
Itslearning
September
What Does Student-Centered
Classroom Mean?
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 20 of 39
Learning Objectives
 Planner
 Dashboard
 Assignments
 Learning Inventory

Share Basics of Student-Centered
Classroom
 Quick tips to Get Started
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Basics of Conducting
Walkthroughs
October
Roles of Teachers and Students in
Student-Centered Classroom
November
Good Questions for Inquiry
January
Showing Students How to Ask
Good Questions
February
Resources for Student-Centered
Learning
March
Assessment in Student-Centered
Environment
April
Quality Feedback for Growth
 Teacher Roles
 Student Roles
 Continue Walkthroughs
 What Makes a Good Question for
Inquiry?
 Crafting Questions to Stimulate
Thinking
 Continue Walkthroughs
 Review Key Components of Good
Questions
 How to Help Students Ask Good
Questions
 Continue Walkthroughs
 Project Based Learning
 Continue Walkthroughs


May
Year in Review
Begin Walkthroughs
Ways to Incorporate formative
Assessments in SLC
 Continue Walkthroughs
Providing Feedback for Student’s
Growth
 Continue Walkthroughs
 What Worked?
What Needs to be Changed?
 Examples from the year
 Review Walkthrough Process

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.









Staff development presentations by experts in the fields of special education, ELL, at-risk students, reading, and
math
Additional resources for teachers to checkout from the Leveled Library (Professional Development section for
teachers)
Organize teacher focus groups 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 school wide 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 21 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
5.
Strategies to attract high-quality highly qualified teachers to high-need schools.
Response:
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 in-field 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 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 2014-2015
Number of Certified
Staff and Percent of
HQ
Bachelor’s Degrees
(Number and
Percentage)
Master’s Degrees
(Number and
Percentage)
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 22 of 39
Specialist’s Degrees
(Number and
Percentage)
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
88 (100% Highly
Qualified) as of
August 2014
Available in October
Available in October
Available in October
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 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. The
Title I Lead Teacher receives a supplement for an additional eighty hours of off-contract work.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 23 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
6.
Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
Response:
CES follows Joyce Epstein’s Six Types of Parental Involvement model, which addresses parenting, communicating,
volunteering, learning at home, decision-making, 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. Childcare will be provided at some parent involvement events. 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 and May meeting feedback, parents would like to see the following learning
opportunities:
 Support for Common Core math instruction (52%- survey)
 Using technology for education/being connected through technology (55%- survey)
 Homework help (56%- survey)
 English language classes
 Communication about school curriculum
 Make parents aware of the variety of ways to be engaged at CES (conferences, volunteering in the classroom and
around the school, providing feedback, making decisions, etc.)
 Ensure that parents are comfortable and content with their child’s education at Cumming Elementary.
 According to the staff survey, teachers would like to see the following learning opportunities for parents:
 Behavior/discipline
 Parenting classes
 Common Core math
 Hands-on activities to help children at home
 Homework help
 Technology
The following resources support parent involvement at CES:
o Math games and manipulatives (61%- survey)
o Reading games and specific reading help resources (58%- survey)
o Study skills/test-taking skills/homework help (58%- survey)
o Summer workbooks (May meeting feedback)
o Summer reading packs
o Audio books (on tape, on MP3, on CD, on Apple apps)
o Parent resource books/readers
o Parenting brochures (hard copy/online)
o Parenting videos/cds/online subscriptions
o Translation system
o Fiction/non-fiction readers
o Paired text
o Intervention workbooks to practice for additional homework in math and ELA
o Bilingual books (fiction and nonfiction)
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 24 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
o
o
o
o
Spanish/English dictionaries
iPods/iPads/Apple care/Apps/Cases/VGA connector cords/charging carts
T-shirt w/ new design (sponsored by PIE)
Instructional supplies: printer ink, folders, pencils, grips, erasers, pens, colored pencils, pencil sharpeners, White
Out, 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 (see Milligan rulers- flip over kind), modeling clay/Model Magic, kite kits,
fossil kits/replacements, disposable, lab coats, goggles, Can-Do! Science kits, ELA/math teaching centers,
magnetic letter tiles, measuring kits, shapes, Algebra manipulatives, file folder games, binders, chart paper,
paper clips, loose leaf binder rings, book bags/pouches
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 3rd, and a Math Night was held June
5th. 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 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 25 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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 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. Teachers
will share information and post assignments on itslearning for parents and students to access. In addition to receiving
information, parents are encouraged to provide feedback either online or in written format through surveys, 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 26 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide Events (Examples: Parent University, Math Night, Reading Night, Science Night, Cool Tools for
Summer, Technology Night, Georgia Milestones, Annual Meeting, conferences, PTO, guest speakers, Lunchtime
Learning, etc)
7.
Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
Response:
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 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 27 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
8.
Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Response:
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
 FCS Interim Assessments for second, third, fourth, and fifth grades
 Reading Benchmark Assessments (Fountas & Pinnell) for all grades
 IKAN/GLOSS Assessments 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)
 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)
 Vertical collaboration among grade levels to discuss expansion of standards and meet the
needs of high achieving students
 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
 Collaborating through Data Teams to share data with administration, support staff, and
classroom teachers in order to drive instruction and meet student’s needs
 Focusing on sharing data with administration, support staff, Leadership Team, and faculty
(looking for common denominators in low/high areas of achievement).
 Organizing and creating lessons for Cougar Quest (supplemental after-school tutoring
program that incorporates reading, writing, math, and technology)
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 28 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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:
 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 receives 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 twice 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, Fountas & Pinnell, to determine the
instructional reading levels of all students. Forsyth County requires these benchmark assessments to be
completed twice during the school year (fall and spring) for grades K-3. CES teachers will use Reading
Benchmark Assessment kit three times a year (fall, winter, and spring) for all grade levels 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 rank-ordered 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;
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 29 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

If the student has failing grades, class work indicating a need for additional help in ELA or
math, FCS Interim Cumulative Assessments below 49%, 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.
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.
9.
Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.
Response:
The CES Leadership Team meets annually during the summer to review the previous year’s assessment
data and surveys to determine school wide 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 30 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Teachers implement CCGPS throughout the school year and adhere to district pacing guides that ensure
students are prepared for spring assessments with success.
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 school wide 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
 FocusMATH Intervention kit
 Headsprout
 Reading Assistant
 SRA- Reading Mastery
 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
 Houghton Mifflin Interventions
 Earobics
 SRA- Corrective Reading
 Edmark
 Language!
 Orton Gillingham
 Visualizing and Verbalizing
 McGraw Hill Math Kits
 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 31 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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Reading benchmark assessment kits (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
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, 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, rings, chart paper, paper clips, book bags/pouches
Guided math and reading books
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.
High school students are mentors or classroom aids 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 high school in our district. These students work
individually or in small groups with our at-risk students.
Maymester is an intense basic skills review for students who do not meet standards on the spring Georgia
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 32 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Milestones assessment. The students receive additional small group support to prepare them for the
Georgia Milestones 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. Transportation for parents and students to
and from school will be provided.
Cougar Camp is a week long summer program offered to at-risk students in rising third, fourth, and fifth
grades. Camp Cougar will address learning targets in core academic areas including reading, writing,
math, and science. Students will also have an opportunity to meet with a science consultant. TINA, a
multiple criteria rank order, will be used to identify the students who will participate in the summer camp.
Transportation for students to and from school will be 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 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 33 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
10.
Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Response:
Cumming Elementary
Title I
Title I – A
Amount
District:
$2,419,762
Description of Services
Show how the funds are coordinated for the improv
school.
 Parent Involvement
 Technology Purchases
 After School, Saturday, and Summer Program
Book Clubs
 Professional Learning
 Instructional Resources
 Resource Materials and Supplies
 Tutors
 Transportation for Parents to Meetings
 Parent Training Materials
School Allocation:
$497,700
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Parent Involvement:
$6,097
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Grant
Homeless
Grant
District:
$40,117
Title II
Title II-A
District:
$322,585
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Parent Involvement
Technology Purchases
After School and Summer Programs: Kinder Cam
and Cougar Camp
Professional Learning
Instructional Resources
Resource Materials and Supplies
Transportation
Parent Training Materials
Tutors (only in non-Title I schools) and Tuto
 Supplemental Salary for Homeless Liaison
 Calculators
 School Fees
Teacher and Leader Quality
 Travel
 Registration, materials,
 Consultants
 Salaries
 Recruitment and Retention
 Release Time
 Highly Qualified
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 34 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title III
Title
LEP
Migrant
Migrant
III-
District:
$268,232
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District:
$36,153
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Teachers
Tutors, Supplies, Materials
Professional Learning
Parent Involvement
Extended Learning Opportunities
Translations
Interpreters
Supplemental Tutoring
Parent Outreach
(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 g
personnel allotments are awarded based on a formula ensuring that all schools receive the same number of pers
whether they also receive Title I funds. Allotments of personnel are also provided by formula for the ESOL pr
funds are provided for migrant students. Title I funds are only provided to those schools which qualify accordi
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
requirements and guidelines. When possible, funds from multiple sources are used to support the most at-risk
example, state instructional extension funds are used to provide a limited number of tutoring sessions for at risk
funds have been depleted, Title I funds help to continue the program. All schools follow the system’s Respons
for serving students whose needs are not met in Tier I. However, Title I students receive this support as well a
for intervention through Title I. Title I funds are always used to supplement programs, not supplant. Strict inte
place to ensure supplanting of funds does not occur. Title I funds are used to: (1) provide staff to reduce the cl
additional staff to serve students in a smaller group setting for appropriate academic interventions, (2) provide
work with students in extended day opportunities such as after school tutoring and summer programs, (3) assis
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 s
parents, teachers, paraprofessionals, support staff, and administrators. Data are reviewed to determine the prog
nine goals listed in the consolidated application. Administrators from all departments including special educat
career and technology, federal programs (migrant, homeless, ESOL), professional learning, curriculum and ins
technology review the assessment data, as well as feedback from parents and other groups to make suggested r
consolidated application. Teams also meet to review the success, or lack of success, of the activities that were
system meet the stated goals. This process begins in the spring of each year.
11.
Description of how individual student assessment results and interpretation will be provided to
parents.
Response:
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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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 35 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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12.
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 instituted a new accountability measure, the
College and Career Readiness Index. This replaced 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.
Provisions for the collection and disaggregation of data on the achievement and assessment results
of students.
Response:
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

FCS Interim Assessments for 2nd, 3rd, 4th, & 5th grades

Reading Benchmark Assessments (Fountas & Pinnell) for K-5th grades

IKAN/GLOSS
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TKES (Teacher Keys Effectiveness System)

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
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 a
school wide student recognition and character education program. Classroom teachers serve on a School
Parent Community Support team. 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 36 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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.
13.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
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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.
14. Provisions for public reporting of disaggregated data.
Response:
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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.
15.
Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Response:
The initial plan was developed during a one year period, and each year the plan will be revised.
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The district utilizes state assessment 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 37 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
16.
Plan developed with the involvement of the community to be served and
individuals who will carry out the plan, including teachers, principals, other school staff,
and pupil service personnel, parents, and students (if secondary).
Response:
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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.
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.
17.
Plan available to the LEA, parents, and the public.
Response:
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At the end of each school year, throughout the summer, and during pre-planning, 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.
Parents can access the final versions of the School wide 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.
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.
18.
Plan translated, to the extent feasible, into any language that a significant
percentage of the parents of participating students in the school speak as their primary
language.
Response:
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The School wide Title 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 School wide 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 38 of 39
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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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.
19.
Plan is subject to the school improvement provisions of Section 1116.
Response:
During the 2012-2013 school year, Georgia instituted a new accountability measure, the College and
Career Readiness Index. This replaced 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 School wide Plan both are based on assessments and
strategies to help students meet state standards. Both the school wide 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 school wide plan is subject to the school
improvement provisions of Section 1116. The school wide plan and the school wide improvement plan
are not in isolation of one another. They work together in assisting students in meeting and achieving
state standards.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 39 of 39