Title I School-wide Plan for
SMYRNA ELEMENTARY
Name of School
Written/Revised during the
School Year: 2014-2015 for the 2015-2016 School Year
Plan Submitted:
June 30, 2015
James Brett Ward
Principal’s Signature
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Title I School-wide Plan
Planning Committee Members for School-wide Plans Review
Date of Meeting: 7/27/15
Name of School: Smyrna Elementary
NAME
Hayli McQuade
POSITION/ROLE/PARENT
Parent (required)
Jennifer Bond
Kindergarten Teacher
Kim Olson
First Grade Teacher
Madalyn Linskey
Second Grade Teacher
Alisa Simms
Second Grade Teacher
Abby Sandlin
Third Grade Teacher
Cathe Simonson
Reading Support
Annalisse Nelson
Fourth Grade Special Education
Jason York
Fifth Grade Teacher
Elayne Ongtingco
Fifth Grade Teacher
Sarah Lowder
Special Education Teacher
Laurie Hairston
Gifted Teacher
Amber Henning
Reading Support
Ana Riley
Parent Liaison
Melissa Rone
Assistant Principal
Elaine Shanti Ventura
Special Education Administrator
James Brett Ward
Principal
SIGNATURE
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Table of Contents
Pages
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………………………………………...
H. H. Reform Strategies That Are Scientifically Researched
2. Schoolwide
hhh
A. Schoolwide Reform Strategies That Provide Opportunities For All
I. Children………………………………………………………………..
J.
Conclusions………………………………………………………
B. Data,
Effective
Means of Raising Student Achievement…………………….
K.
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…………
L.
B. Aligned Professional Development with the State’s Academic
M. Measurable
Goals/Benchmarks………………………………………...
Content…………………………………………………………………
C. Professional Development Activities that Address the Root Causes…..
D. Include Teachers in Professional Development Activities Regarding
the Use of Academic Assessments……………………………………..
………………………………………………..
E. Schools Yearly Professional Development Schedule………………….
5. Strategies to Increase Parental Involvement
A. Involved Parents in the Planning of the Comprehensive Schoolwide
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……………………………………………………………………..
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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 ……...
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
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persons involved were administrators, academic coaches, grade level teachers,
counselors, special education teachers, media specialist, and the parent liaison.
Prior to writing the actual Title I plan/grant, members of the Lighthouse Leadership
team met in late May to brainstorm various topics related to student achievement,
student behavior, and student leadership. The ideas generated were used to write the
Title I Plan and the School Strategic Plan (SSP). Numerous strategies discussed will
be useful in implementing the SSP goals. Researched-based best practices focusing on
student behavior and leadership as well as student academic needs in reading, writing
and math were investigated and discussed. Administrators also met with PTA board,
School Council and Foundation Board to discuss additional strategies for parent
involvement.
B. We have used the following instruments and procedures to obtain a broad picture of
academic and school needs: ITBS, GKIDS, SRI , STAR, DRA, and Math Exemplars.
We anticipate receiving results from the GA Milestones in fall to determine how
students performed on the state standardized assessment. Monthly reviews of our
local student data helped us to recognize those students who exceeded, met or did not
meet standards. As the year progressed, data teams utilized and disaggregated the data
further to determine specific strands that needed more intensive instructional focus.
The teams brainstormed specific strategies to address the needs of the students. They
considered the strengths of the students and used research-based strategies to develop
common assessments to monitor student progress
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
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 on 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 (insert all applicable data tables)
GRADES 3-4-5
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13-14 % Meeting/Exceeding Standards-CRCT
14-15 GA Milestones Data TBD
Mathematics
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
88%
80%
75%
93%
77%
100%
0
100%
62%
67%
76%
2014-2015
Our 13-14 data reflects that SES students are performing below students throughout the district in
Math. Special emphasis will be placed on teaching strategies and PL to help our SWD and LEP
students to improve.
13-14% Meeting/Exceeding Standard on CRCT
14-15 GA Milestones Data TBD
Reading
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
97%
93%
93%
98%
88%
100%
0
100%
83%
81%
90%
2014-2015
Our data reflects that SES students are performing well in Reading. Special emphasis will be placed on
teaching strategies and PL to help our SWD and LEP students to improve.
13- 14 % Meeting/Exceeding Standard on CRCT
14- 15 GA Milestone Data TBD
ELA
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
89%
90%
86%
99%
87%
100%
0
100%
79%
73%
86%
2014-2015
Our data reflects that SES students are performing above students throughout the district in ELA.
Special emphasis will be placed on teaching strategies and PL to help our SWD and LEP students to
improve.
13-14 % Meeting/Exceeding Standard on CRCT
14 – 15 GA Milestones Data TBD
Science
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
84%
73%
68%
88%
67%
100%
0
100%
51%
54%
66%
2014-2015
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Our data reflects that SES students are performing significantly below students throughout the district
in Science. Special emphasis will be placed on teaching strategies and PL to help all students improve.
13 – 14 % Meeting/Exceeding Standard on CRCT
14 – 15 GA Milestones Data TBD
Social Studies
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
87%
79%
80%
88%
71%
100%
0
100%
57%
52%
74%
2014-2015
Our data reflects that SES students are performing significantly below students throughout the district
in Social Studies. Special emphasis will be placed on teaching strategies and PL to help all students
improve.
13-14 % Meeting/Exceeding Standard on CRCT
14-15 GA Milestones Data TBD
Writing
2013-2014
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
84%
71%
68%
71%
74%
1%
0
0
36%
59%
NA
2014-2015
Our data reflects that SES students are performing significantly below students throughout the district
in Writing. Special emphasis will be placed on teaching strategies and PL to help all students improve.
3rd Grade
% of Students Achieving
a Lexile Level =>650
2013-2014
60%
2014-2015
TBD
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4th Grade
% of Students Achieving
a Lexile Level =>750
2013-2014
64%
2014-2015
TBD
5th Grade
% of Students Achieving
a Lexile Level =>850
2013-2014
57%
2014-2015
TBD
Our data reflects that the % of students achieving at the required Lexile Level is far below expectation.
Special emphasis will be placed on strategies and PL to help students improve in reading which will
result in increased Lexile Reading levels.
First and Second Grade Data
Grade Level
First
Second
Average DRA
Fall
5.52
14.04
Average DRA
Spring
15.20
26.6
Average
Growth
+9.68
+12.56
Our DRA data reflects that students in first and second grades are making appropriate gains in reading.
Grade Level
First
Second
Q1 Math
Q4 Math
Problem
Problem
Solving Rubric Solving Rubric
1.07
2.15
1.10
2.32
Growth
+1.08
+1.22
Our data reflects that students are making some improvement in communicating how they are finding
solutions to mathematical problems. The goal would be for students to earn a 3 or 4 in the
mathematical communication. Special emphasis will be placed on strategies and PL to help students
improve in mathematical communication.
GKIDS- Kindergarten
English/Language Arts
Reading
13-14 % Meets/Exceeds
14-15% Meets/Exceeds
73.5%
Writing
66.6%
48.9%
Listening/Speaking/Viewing
78.1%
74.8%
50.9%
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GKIDS- Kindergarten
English/Language Arts
Reading
13-14 % Meets/Exceeds
14-15% Meets/Exceeds
66.6%
64%
73.5%
13-14 % Meets/Exceeds
53.9%
14-15% Meets/Exceeds
Measurement
84.3%
92.9%
Geometry
79.8%
79%
Data Analysis
84.3%
92.9%
MATH TOTAL
75.4%
ELA TOTAL
67.4%
GKIDS- Kindergarten
Mathematics
Numbers and Operations
72.2%
83.8%
Our data reflects that Kindergarten students have made progress in ELA and Math.
Special emphasis will be placed on teaching strategies and PL to help all students
improve in these areas.
E. The following table reflects 2014 CRCT performance. When GA Milestone results
are received, we will identify 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……
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F. The data has helped us reach conclusions regarding achievement or other related data.
 The major strengths we found in our programs are that our Caucasian and
African American students are achieving well in Reading Comprehension
 The major academic needs we discovered and will address are academic
challenges for all students in Math, Science, Social Studies, and ELA.
 The ROOTCAUSE that we discovered for each of the needs include
transiency of students, gaps in vocabulary and background knowledge of ELL
and economically disadvantaged students, and learning challenges for special
education students.
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Summary of Needs:
Students need rigorous instruction and learning opportunities to help them improve in the areas of
Math, Writing, Science, and Social Studies.
G. The measurable goals/benchmarks we have established to address the needs are…
Goal #1: Increase by 5 % the number of students meeting/exceeding standards in ELA.
Goal #2: Increase by 5 % the number of students meeting/exceeding standards in Math.
Goal #3: Increase by 5% the number of students meeting/exceeding standards in Science.
Goal #4: Increase by 5% the number of students meeting/exceeding standards in SS.
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.
Title I funds
Academic Goal Addressed
Cost
We will support the following
supplemental strategy/initiative
so that all children have the
opportunity to meet or exceed
standards
Literacy Coach
ELA/Math/Accelerated Curriculum
107,662
Professional Learning
(Salary/Benefits
)
Math Coach
Math/Science-Professional
90,530
Learning/Modeling
(Salary/Benefits
)
Parent Liaison
Parent
37,883
Support/Training/Writing/Math/Science (Salary/Benefits
/
)
Social Studies
Professional
Specific teaching strategies and PL for
30,000
Learning/Substitutes/Instructiona ELA/Math/Science/Social Studies
l Supplies to support
which will support and assist teachers
ELA/Math/Science/SS
with implementing direct instruction for
students with disabilities and English
Language Learners
Supplies
Various supplies to supplement
5,000
classroom learning (paper, toner,
markers, flip charts, pencils, folders,
glue, tape, etc.)
Total 271,075
Proposed Budget 328,350
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B. Are based upon effective means of raising student achievement.
Academic Coaches - The Academic Coaches at our school are 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).
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.
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).
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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 administrators and HR 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 utilize our Math Coach to provide professional learning and model
lessons which will help teachers to become stronger math facilitators.
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.
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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
2015-2016 Professional Learning
Month
1st Quarter
1st
PL Topic
Scope and
Sequence
Quarter
Leader In Me
1st Quarter
2nd
2nd
3rd
3rd
3rd
Quarter
Quarter
Quarter
Quarter
Smyrna U
Scope and
Sequence
Smyrna U
Scope and
Sequence
Leader In Me
Quarter
Smyrna U
4th Quarter
Scope and
Sequence
Cobb County School District
Core Academic Area
Addressed
Estimated
Location Cost
Funds
planned
utilization
ELA/Math/SC/SS
Student Leadership
and Efficacy
New Teacher
Training/Support
SES
Subs
Title I
SES
Subs
SFSD
SES
Subs
Title I
ELA/Math/SC/SS
New Teacher
Training/Support
SES
Subs
Title I
SES
Subs
SFSD
ELA/Math/SC/SS
Student Leadership
and Efficacy
New Teacher
Training/Support
SES
Subs
Title I
SES
SES
Subs
Subs
SFSD
SFSD
ELA/Math/SC/SS
SES
Subs
Title I
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4th Quarter
New Teacher
Smyrna U
Training/Support
SES
Subs
* Travel Forms and Performance Contracts must
be Completed Six Weeks in Advance!
Title I
5. Strategies to increase parental involvement
A. We have involved parents in the planning, review, and improvement of the
comprehensive schoolwide program plan through surveys, school
council/foundation, PTA, and volunteer programs. Title I funds are used to employ
a Parent Facilitator. This individual works with teachers, parents, administrators,
and community members to ensure that parents remain involved in the education
process. The facilitator disseminates information to parents, coordinates
volunteer/mentor programs, collaborates with social workers, counselors,
administrators, and teachers to identify resources and support for children and
parents, and participates in district and local school professional learning to ensure
a positive educational experience for all families.
B. We have developed a parent involvement policy included in our appendices that
 Includes strategies to increase parental involvement
Strategies for 2014-2015:
Our parents are involved in the decisions regarding how the 1% reserved fund
will be used for parental involvement.
Event
Description
Meet and Greet
Stakeholders have the opportunity to
tour the school, meet teachers, and
receive important information regarding
the school year.
Building
Capacity
Standard
Addressed
Standards 16
DATE
TIME
Cost
July 30
8:00 AM
No Cost
Information
regarding
Smyrna
Elementary
and Title I
will be shared
with parents
and
stakeholders
No Cost
Annual Title I
Meeting
Information regarding Smyrna
Elementary and Title I will be
shared with parents and
stakeholders
Standards
1-6
August
11
5:00 PM
Parent Open
House
Stakeholders have the
opportunity to visit the school,
meet teachers and administrators,
receive important information
Standards
1-6
August
11
6:00 PM
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regarding PTA, School Council,
Foundation, and Curriculum.
Conference Week
Kindergarten
Registration and
Parent Night
Curriculum
Nights
Spirit Nights
Students, Parents, and Teachers meet
together at a scheduled time to discuss
student successes, challenges, and
leadership.
Parents of rising Kindergarten students
are invited to complete registration
information, tour the school, meet
teachers and administrators, and learn
about the CCSD Kindergarten program.
Parents and students have the
opportunity to visit Smyrna Elementary
to work collaboratively on activities
supporting curriculum
Local schools partners with local
business leaders to build community
among all stakeholders.
1:00 PM –
4PM Daily
No Cost
March 30
and March
31
6:00 PM
No Cost
Standards 16
10/13,
1/12, 3/1
6:00 PM
$250
Standards 16
8/13, 9/3,
10/15,
11/5, 12/3,
1/14, 2/4
6:00 PM
No Cost
Standards 16
Week of
October
19-23
Standards 16
 Describes how the school will provide individual student academic assessment
results, including an interpretation of those results
 Makes the comprehensive schoolwide program plan available to the LEA,
parents, and the public (internet, newspaper, newsletters)
 Compacts required-include with policy
 Parent involvement checklist included
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…
March 2016- Kindergarten Registration and Parent Night
Parents complete all registration information and are provided with an overview of the CCSD
Kindergarten program. Parents tour the facility and meet teachers and administration.
June 2016 Kindergarten Camp
Students become aware of procedures and routines for Kindergarten.
April 2016- Rising 6th Grade Student and Parent Nights
Parents and rising 6th grade students have multiple opportunities to visit the middle school,
talk with administration, teachers, guidance counselors, and students about the transition to
middle school.
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.
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The use of data teams in mathematics allows teachers to make instructional decisions
based on current and specific academic achievement. Data teams meet on a regular basis
to analyze student data and make instructional decisions based on student needs.
Additionally, teachers meet with the academic coach to analyze student writing samples.
Next steps are discussed with regard to instruction and assessment.
The Lighthouse Leadership Team is used to communicate ideas effectively and share
decision making with the entire staff. Monthly meetings are held with the Leadership
Team. The Lighthouse Leadership Team at Smyrna Elementary is focused on school
improvement and develops goals based on improving student learning and school
performance. The Lighthouse Leadership Team uses a collaborative/data driven
approach to determine the success and upcoming challenges of the learning community.
The Lighthouse Leadership Team is responsible for instructional decisions and
determining needed improvements within the school. Improving instructional and
organizational effectiveness is necessary for students to achieve success overall as a
learning community.
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 schoolwide plan.
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.
Funding Source
FTE Funds
SPLOST Funds
Title I
Title II, Part A
Funding Use
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
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.
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Community and Business Partners in Education include:
First Baptist Church of Smyrna, Tillman Methodist Church, Halpern Enterprises,
North Metro Martial Arts, State Farm Insurance, Smyrna Golden Kiwanis, Keep
Smyrna Beautiful, City of Smyrna Education Foundation, City of Smyrna Fire
Department, Atkins Park, Tara Simon Performing Arts Studio and Wickham
Financial.
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.
Informational Writing:
Students will produce informational writing samples throughout each quarter. The
Cobb County informational writing rubric will provide the criteria for student
success in writing. The data collected will be posted using our local data reporting
system. This summative look at student learning will provide us with feedback
about the effectiveness of our instructional practices.
In order to make instructional decisions in an ongoing manner, teachers will analyze
student work periodically throughout each quarter and compare it to writing
samples provided by the Georgia DOE. An emphasis will be placed on the
organizational writing domain and conventions as they directly reflect our school
goal. Based on weaknesses identified through this process of analysis, instructional
adjustments will be formulated not only as they relate to students, but to teachers
through professional learning as well.
Math Problem-Solving:
Students will produce math problem samples throughout each quarter. The Math
Exemplars Problem Solving rubric will provide the criteria for student success in
math problem solving. The data collected will be posted using our local data
reporting system. The summative look at student learning will provide us with
feedback about the effectiveness of our instructional program.
Data will be collected on every student for each math concept taught using
formative and summative assessments. One specific standard germane to the
concept will be identified and a common assessment created to be used pre and post
instruction. After the initial data is collected for each learning segment, students
will be placed in small flexible groups to meet student needs. Students whose
summative/formative assessment performance reveal they do not meet the standard
will receive intensive small group instruction. The progress toward the standard
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will then be monitored and charted by the teacher providing the intensive
instruction.
Science Integration:
To address the needs of our students in the area of integration, we will integrate
writing into our science instruction. Instruction will be delivered in classrooms and
our writing lab through the writing workshop model. This consists of an opening,
work time, closing, and sharing of student work as the model dictates.
B. Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties. TKES assessment will assist in monitoring
teacher effectivenss.
HR works closely with all schools to ensure HiQ teachers. Teachers not meeting
HiQ standards must work with administration to submit a plan for completing all
necessary requirements. Local school and district coaches provide Professional
Learning opportunities for teachers to learn and discuss strategies that will
provide additional support for struggling students. Monthly learning focus
meetings provide an opportunity for teachers to discuss specific strategies that
will help struggling students to be more successful. Guidance counselors and
special education teachers also work with classroom teachers on a regular basis to
develop and implement strategies to help struggling students.
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.
Parents are provided with specific data (Reading Levels/Lexiles, Academic
Grades, SRI) relative to their child’s academic growth across the core academic
subjects.
Parents are provided with specific strategies that address the academic
weaknesses that their child may be experiencing (How to find appropriate text
levels for their child/At home math games and activities).
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Parents are invited in during the scheduled conference period set by the county and are also
invited in on a regular basis by the classroom teacher for conferences when the need arises.
Academic Alerts are sent home to parents in the middle of each nine week quarter,
notifying them of students’ progress on assessments. Report Cards are sent home every
nine weeks to parents as well as accompanying assessments. Phone calls are made
regularly by the teachers of record, as well as written communication sent home. The
school also has an open door policy where parents are encouraged to come in and request
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a meeting or conference at any needed time. If the parents do not speak English, our parent
liaison and/or another translator is present to assist. Furthermore, one of the
classes/trainings offered in our parent resource room is Test Preparation and Score
Interpretation.
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 data teams and grade level teams maintain data at
each grade level. Moreover, a Title I informational meeting will held at the beginning of
the school year for the purpose of informing parents about being a Title I school, current
academic needs, and the importance of parent involvement and engagement.
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 schoolwide program.
The plan was developed during a one-year period in the 2014-2015 school year for the
2015-2016 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, Schoolwide 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.
Hard copies are available in the front office or through the parent liaison. An electronic
copy is posted to the school website.
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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.
Smyrna’s original Title I plan is translated by the International Welcome Center (IWC)
and made available to all speakers of other languages. Smyrna’s parent liaison is
available to meet with parents as needed.
18. Plan is subject to the school improvement provisions of Section 1116.
This schoolwide plan is subject to the school improvement provisions of Section 1116.
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