Principal’s Signature
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Title I School-wide Plan
Planning Committee Members for School-wide Plans Review
Date of Meetings:
6/26/13, 7/26/13,
8/20/13
Name of School: Smyrna Elementary
NAME
James Brett Ward
Heather Flury
Melissa Rone
Jennifer Lundeen
Jennifer Houze
Kim Waits
Heather Lyon
Madalyn Linskey
Alisa Simms
Susan Bell
Amber Henning
Leah Izenour
Andrea Cooley
Elayne Ongtingco
POSITION/ROLE/PARENT
Principal (
Parent ( required required )
Assistant Principal
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
)
SIGNATURE
Jason York
Stephanie Jacobs
Heidi Garguilo
Sarah Lowder
Teacher
Teacher
Media Specialist
Speech
Marissa Sherman
Leonissa Johnson
Lou Ferretti
Krista Bennett
Teacher
Title I
Teacher
Counselor
Genie Brown Teacher
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1.
Comprehensive Needs Assessment
A.
Participation of Individuals……………………………………………
B.
Instruments, Procedures, or Processes…………………………………
C.
The Needs of Homeless, Neglected, and Migrant Children……………
D.
Current Achievement Data……………………………………………..
E.
Information about All Students………………………………………...
F.
Data, Conclusions (Summary of Needs)
………………………………
G.
Measurable Goals/Benchmarks………………………………………...
2.
H.
H. hhh
School-wide Reform Strategies That Provide Opportunities For All
I.
J.
Data, Conclusions………………………………………………………
B.
Effective Means of Raising Student Achievement…………………….
C.
Effective Instructional Methods That Increase Learning Time………...
D.
Address the Needs of All Children……………………………………..
3.
Instruction by Highly Qualified Professional Staff
A.
Strategies to Attract Highly Qualified Teachers……………………….
B.
School Status of Highly Qualified Teachers…………………………...
4.
Professional Development For Staff
A.
Include Teachers, Principals, Paraprofessionals, and Others…………
B.
M.
Aligned Professional Development with the State’s Academic
Content…………………………………………………………………
C.
Professional Development Activities that Address the Root Causes…..
D.
Include Teachers in Professional Development Activities Regarding
E.
the Use of Academic Assessments……………………………………..
Schools Yearly Professional Development Schedule………………….
5.
Strategies to Increase Parental Involvement
A.
Involved Parents in the Planning of the Comprehensive School-wide
Program………………………………………………………………...
B.
Parent Involvement Policy and Parent Compact………………………
6.
Plans for Assisting Preschool Children in the Transition From Early Childhood
Programs and/or Students Entering Middle School or High School………………….
7.
Measures to Include Teachers in the Decisions Regarding the Use of
Assessment……………………………………………………………………..
Pages
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8.
Coordination and Integration of Federal, State, and Local Services and
Programs
A.
List of State and Local Educational Agency Programs and Other
Federal Programs that will be Included………………………………
B.
Description of How Resources from Title I and Other Sources will be
Used……………………………………………………………………
C.
Plan Developed in Coordination with Other Programs………………..
9.
Activities to Ensure that Students who Experience Difficulty Mastering
Standards shall be Provided with Effective , Timely Assistance
A.
Measures to Ensure that Students’ Difficulties are Identified on a
Timely Basis……………………………………………………………
B.
Periodic Training for Teachers in the Identification of Difficulties……
C.
Teacher-Parent Conferences……………………………………………
10.
Description of how Individual Student Assessment Results will be Provided to Parents……………………………………………………………………….
11.
Provisions for the Collection and Disaggregation of data…………………….
12.
Provisions to Ensure the Disaggregated Assessment Results are Valid and
Reliable…………………………………………………………………………
13.
Provisions for Public Reporting of Disaggregated Data………………………
14.
Plan Developed During a One-Year Period…………………………………...
15.
Plan Developed with the Involvement of the Community to be Served………
16.
Plan Available to the LEA, Parents, and the Public…………………………...
17.
Plan Translated………………………………………………………………...
18.
Plan is Subject to the School Improvement Provisions of Section 1116 ……...
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1.
Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
A.
We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement plan. Those persons involved were the administrators, academic coach, school secretary, EIP lead teacher, ESOL lead teacher, Writing Lab instructor, Special Education lead teacher,
Media paraprofessional, Media Specialist., grade level team leaders, and the parent liaison.
Prior to writing the actual grant, members of the leadership team met to brainstorm various topics related to the School Strategic Plan (SSP) and to discuss what strategies would be useful in implementing the SSP goals. Specifically, they considered researched-based best practices focusing on student needs in reading, writing and math. Additionally, the administrators met with the parent liaison and representatives from the grade level team leaders to discuss ways to improve parent involvement.
B.
We have used the following instruments, procedures, or processes to obtain this information…. (Be sure to use brainstorming as a strategy for Needs Assessment.)
As a new school, the data available was limited. Most of the information typically used in a Title I plan will not available at a school level until June, 2014 when the students participate in state assessments at this school for the first time. In some cases,
Brown Elementary School’s data was utilized as that group of students will comprise at least 50% of all students in the school. While not perfect, this information will provide a direction for FY14 school year. The following instruments were utilized in various capacities to draw conclusions regarding Smyrna’s student population.
CRCT assessments – Grade 3-5: CRCT scores were manually calculated to determine school wide passing trends. The information will allow Smyrna to identify broad academic strengths and weaknesses.
C.
Smyrna Elementary takes into account the needs of homeless, neglected and migrant children. All stakeholders at Smyrna Elementary strongly feel that children in homeless situations have the right to attend school and participate in all school programs regardless of their home/living situation. Smyrna Elementary staff and administration provides support and assistance to parents in helping them to decide between the local school where they currently reside (or) their home school- Smyrna
Elementary. Administration helps the parents to weigh the positives and negatives of
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both scenarios and provides support in helping the parent to make final decisions.
Smyrna Elementary works with transportation to ensure safe and prompt transportation between school and home. Administration works with parents to ensure transportation to after school events so that children can participate. Administration and teachers work hard to ensure communication between school and home. The primary goal of Smyrna Elementary is to partner with the parent to ensure a quality education and equal learning opportunities for homeless, neglected, and migratory students.
D.
We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. See data tables:
Mathematics
Cobb
County
All
Students
Black
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black White Hispanic Asian
American
Indian
Multiracial
SWD LEP
2012-2013*
89 71.5
2013-2014
2014-2015
*The 2012-2013 data was calculated by hand based upon OnTrack reports. The math CRCT score for
Smyrna is one of the lowest of the 5 content areas. Student group data is not available at this time.
Reading % Meeting/Exceeding Standard on CRCT
White Hispanic Asian
American
Indian
Multiracial
SWD LEP
2012-2013*
96 92
2013-2014
2014-2015
*The 2012-2013 data was calculated by hand based upon OnTrack reports. The reading CRCT score is the highest of the 5 content areas. While still 4 percent below the Cobb County average, reading is one of the strengths at Smyrna. Student group data is not available at this time.
Econ
Disadv
Econ
Disadv
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ELA % Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black White Hispanic Asian
American
Indian
Multiracial
SWD LEP
2012-2013*
94 84
2013-2014
2014-2015
*The 2012-2013 data was calculated by hand based upon On-Track reports. The ELA CRCT score is
10 percent lower than Cobb County’s average. Student group data is not available at this time.
Science % Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black White Hispanic Asian
American
Indian
Multiracial
SWD LEP
2012-2013*
85 71
2013-2014
2014-2015
*The 2012-2013 data was calculated by hand based upon On-Track reports. The science CRCT score is the lowest of the 5 content areas. Smyrna’s science scores are 14% below Cobb County’s average.
Student group data is not available at this time.
Social Studies % Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black White Hispanic Asian
American
Indian
Multiracial
SWD LEP
2012-2013*
85
73
2013-2014
2014-2015
*The 2012-2013 data was calculated by hand based upon OnTrack reports. The social studies scores is
12% lower than Cobb County’s average. Student group data is not available at this time.
5 th Grade
Writing
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black White Hispanic Asian
American
Indian
Multiracial
SWD
2012-2013 75
2013-2014
2014-2015
The current 5 th
Grade at Smyrna has not yet participated in the 5 th
grade writing assessment.
LEP
Econ
Disadv
Econ
Disadv
Econ
Disadv
Econ
Disadv
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3 rd Grade
2012-2013
% of Students Achieving a Lexile Level =>650
51.7%
2013-2014
2014-2015
4 th Grade
2012-2013
% of Students Achieving a Lexile Level =>850
NA
23% Current 4 th
Graders 2013-2014
2014-2015
5 th Grade
2012-2013
% of Students Achieving a Lexile Level =>850
NA
40% Current 5 th
Graders 2013-2014
2014-2015
English/Language Arts
Reading
GKIDS 2012-2013
% Meets/Exceeds
Writing
Listening/Speaking/Viewing
ELA TOTAL
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GKIDS 2012-2013
Mathematics
Numbers and Operations
% Meets/Exceeds
Measurement
Geometry
Data Analysis
MATH TOTAL
E.
We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including
 Economically disadvantaged students……
 Students from Major racial and ethnic groups…..
 Students with disabilities……
 Students with limited English proficiency……
**The following chart is from Brown Elementary. Brown was absorbed in its entirety into Smyrna
Elementary. The data does not perfectly reflect Smyrna Elementary’s student group performance, but in the absence of data, it will at least provide the new school a starting point.
F.
The data has helped us reach conclusions regarding achievement or other related data.
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
The major strengths we found in our programs are that 92% of students are meeting/exceeding standards on the CRCT reading. The overall CCRPI score was 81.6%.

The major academic needs we discovered and will address are that only 75% of students are meeting/exceeding standards on the 5 th Grade Georgia Writing
Assessment and only 71.5% of students are meeting/exceeding standards on the Math CRCT.

The ROOTCAUSE that we discovered for each of the needs are difficult to determine as we are a new school. We understand from the data that there must be a school-wide emphasis on Writing Instruction and Guided Math
Instruction.
Summary of Needs:
G.
The measurable goals/benchmarks we have established to address the needs are…
Goal #1: Increase the % of students meeting and exceeding standards on the 5 th
Grade
Georgia Writing Assessment.
Goal #2: Increase the % of students meeting and exceeding standards on the Math
CRCT.
2.
Schoolwide Reform Strategies that are scientifically researched based.
A.
Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

Teachers will utilize the district instructional framework for Writing
Workshop and implement strategies from Folio Writing Assessment.
Title I funds will support writing workshop through staff development.

Teachers will work with the Math Coach to understand and fully implement Guided Math Instruction on a daily basis. Title I funds the academic math coach.

Differentiated guided reading – Teachers will differentiate guided reading groups to ensure students are reading on their instructional levels. Title I funds will supplement additional leveled classroom readers to allow teachers the opportunity to work with struggling readers with books aligned to their academic level.
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
Title I funds are used to employ an academic coach to assist in development and implementation of writing, science integration, and math problem-solving initiatives.

A parent liaison is hired to assist all parents in participating with all school activities. The parent liaison is also available to assist with the communication to parents including those parents who do not speak
English as their first language. Title I funds the parent liaison position.
B.
Are based upon effective means of raising student achievement. These strategies are based upon research and best instructional practices.
Academic Coach - The Academic Coach position at our school is instrumental in helping to provide teachers with staff development needs, modeling lessons, as well as being a resource provider. Deborah Meier (2011), a writer for
Educational Leadership, stated: “The aim of coaching is to get educators to reflect and improve on their theory and practice—to ponder…what they used to do and think, and to be open to changing their minds. By helping educators learn for themselves and from one another…coaching can boost teacher effectiveness, enhance student learning, deepen subject area expertise, and improve staff relationships” (p.7).
Parent Liaison - Parent/Teacher communication is one of the firm beliefs at
Smyrna Elementary School to ensure parents are aware of how their child is doing academically as well as emotionally at school. The teachers understand that children do better in school when the teachers and parents have a clear and open line of communication that is an ongoing process. Researchers for Harcourt
Brace confirmed this through their research findings. They found that by having a line of communication that happens within the context of ongoing interactions is vital to student success (Adler & Rodman, 1994).
Guided Reading - Guided reading instruction is a necessity in the elementary classroom. Through such instruction educators can meet the diverse needs of their readers as these programs allow for differentiated reading lessons. Schools that implement a guided reading program produce more confident readers.
Overall, they are more fluent, accurate, and can effectively answer comprehension questions related to a piece of reading. (Heston 2011, p.2)
C.
Use effective instructional methods that increase the quality and amount of learning time. Smyrna Elementary teachers will focus on quality instruction during the Writing and Math blocks. Teachers will create a checklist of expectations for Writing Workshop and Guided Math Instruction and implement on a daily basis.
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D.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary
Education Act of 1965 (ESEA).
The goal of the grade level data teams is to track the progress of each and every student at Smyrna Elementary. Common Assessments are designed with the purpose of evaluating the strengths and weaknesses of all students. They are administered regularly and they pinpoint specific deficits. Teachers brainstorm strategies and adjust instruction to meet the needs of those who have difficulty understanding basic concepts. The Workshop Model lends itself to flexible grouping so that targeted populations are better served. If need be, students exhibiting considerable need will receive individual instruction, all within the guidelines set forth by the Elementary and Secondary Education Act of 1965
(ESEA).
3.
Highly Qualified Professional Staff.
A.
Strategies to attract highly qualified teachers to high-needs schools.
In order to attract highly qualified teachers, the administrative team at Smyrna participates in local job fairs and reviews candidate qualifications using the Cobb
County Human Resources STAR applicant system. As a school we host interns from many local and regional universities including Kennesaw State University,
Mercer University, Georgia State University, and the University of Georgia to name a few. We believe that providing field experiences for these pre-service teachers allows us to observe their performance with our students and in turn, select those who will be an asset to our school.
B.
School status of highly qualified teachers to high-needs schools
Smyrna Elementary currently has 100% highly qualified teachers. If that changes at any point during the school year, Smyrna leadership will work with those teachers to ensure they become highly qualified.
4.
Professional development for staff to enable all children in the school
A.
We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example, we will implement Folio Writing in grade 5 to help our students become more fluent writers. We will utilize our Math Coach to provide professional learning and model lessons which will help teachers to become stronger math facilitators.
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B.
All of Smyrna’s Title I funded professional development have been aligned with our needs assessment. Each professional development activity has been reviewed to ensure the training is related to Georgia’s academic content with the goal of raising student achievement in content areas identified within our needs assessment.
C.
We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example: a.
Money from multiple sources are used to pay for teacher substitutes, consultants, guest speakers, training materials, and supplies b.
Time is set aside during and after school for professional development activities c.
Resources (substitutes, partners in ed., etc.) d.
Instructional Coaches (both local and at the district level) e.
Technology (webinars, blackboard, etc.) f.
Title II, Part A g.
Purchase of necessary materials for training
D.
We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional of all students.
E.
Schools yearly professional development schedule
2013-2014 Professional Development For:
Smyrna Elementary
Month
August
September
October
PL Topic
Math/Writing
Math/Writing
Math/Writing
Core Academic
Area Addressed Location
Math/Writing
Math/Writing
Math/Writing
Smyrna
Smyrna
Smyrna
Estimated
Cost
Funds planned utilization
Coach
Coach
Coach
November
December 2-3
Math/Writing
Conference for
GA Kindergarten
Teachers
Math/Writing
All common core subjects
Smyrna
Atlanta $2800
Coach
Title I
December Math/Writing Math/Writing Smyrna Coach
January
February
March
Math/Writing
Math/Writing
Math/Writing
Math/Writing
Math/Writing
Math/Writing
Smyrna
Smyrna
Smyrna
* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!
Coach
Coach
Coach
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5.
Strategies to increase parental involvement
A.
We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan through surveys, school council, leadership team, PTA, and collaboration.
B.
We have developed a parent involvement policy included in our appendices that

Includes strategies to increase parental involvement
Strategies for 2013-2014:
Parent-Teacher Conference in October 2013.
RTI Meetings
IEP Meetings
Parent Compact and Policy Development
Plaza Communiteria
6.
Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year…
7.
Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

The ways that we include teachers in decisions regarding use of academic assessment are through Leadership Team, Key Teams, and Data Teams.
8.
Coordination and integration of Federal, State, and local services and programs

This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the school-wide plan.
A.
List of State and local educational agency programs and other federal programs that will be included
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B.
Description of how resources from Title I and other sources will be used.
Funding Source Funding Use
FTE Funds
SPLOST Funds
Title I
Instructional staff (teachers, parapros), consumable supplies, technology, expendable equipment, professional learning
Technology, expendable equipment
Instructional staff (teachers and paraprofessionals) consumable supplies, technology, expendable equipment, professional learning, academic coaches
Title II, Part A Professional Learning
C.
Plan developed in coordination with other programs, including those under the
School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and
Applied Technology Act, and National and Community Service Act of 1990.
9.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities are…
(Especially for those students who are struggling.)
A.
Measures to ensure that student’ difficulties are identified on a timely basis.
Data Teams, RTI, IEP
B.
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
C.
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, additional assistance available to the student at the school or in the community.
10.
Description of how individual student assessment results and interpretation will be provided to parents. Conference week is scheduled for October 2013. Weekly reports are communicated between school and home to ensure that parents know
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how students are performing. Academic Alerts are send at the 4 ½ week of the grading period for all students not mastering standards.
11.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Data is collected and disaggregated by the Georgia Department of Education.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
The Georgia Department of Education has verified the validity and reliability of the disaggregated data.
13.
Provisions for public reporting of disaggregated data.
The GaDOE and CCSD publish disaggregated data for each school on their respective websites. In addition to this, Smyrna shares data with all stakeholders through website, parent newsletters, and phone out system. .
14.
Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school-wide program.
The plan was developed during a one-year period in the 2012-2013 school year for the
2013-2014 school year and has been revised as needed.
15.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary).
The Title I, School-wide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, and parents.
16.
Plan available to the LEA, parents, and the public.
The Title I, School-wide Plan is available to the LEA, parents, and the public by
17.
Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.
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18.
Plan is subject to the school improvement provisions of Section 1116.
This school-wide plan is subject to the school improvement provisions of Section 1116.
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