MIDDLE RIDGE ELEMENTARY
TITLE I
School Wide Program
Initial Plan 2006-2007
Date of Plan Updates: September 2007
October 2008
November 30, 2009
September 15, 2010
September 20, 2011
September 20, 2012
September 20, 2013
1|Page
Title I School Improvement Leadership Team Members
Name
Position
5th grade Teacher
Instructional Coach ELA
Instructional Coach Math
Media Specialist
3rd Grade Teacher
4th Grade Teacher
Para Professional
Assistant Principal
Principal
1st Grade Teacher
Special Ed Lead
K Teacher
TOTY
Counselor
Gifted Teacher
2nd Grade Teacher
Jennifer Allen
Robin Arocho
Misty Smith
Tammy Privette
Rebecca Sizemore
Carrie Scott
Chandra Mitchell
Rhonda Battle
Michael Forehand
Debra Rivas
Jessica Adams/Katie Smith
Sarah Thelen
Valerie Strickland
Leslie Styles
Christina Lowe
Angela Page
Parents who attended the Revision Meeting
Middle Ridge Elementary School
Doris Galvan
Yolanda McDonald
Chandra Mitchell
Jeanine Williams
Marie Petit-Ferer
Kristen Emerson
Amanda Jackson
Corey Jackson
Michael Forehand
Rhonda Battle
2|Page
Table of Contents
School Summary
1. Comprehensive Needs Assessment Plan
Page 5
2. School Reform Strategies that are Scientifically Researched Based
Page 6
3. Instructions by Highly Qualified Staff
Page 9
4. Professional Development for Staff to Enable Children Meet Standards
Page 10
5. Strategies to Increase Parental Involvement
Page 11
6. Plans for Assisting Preschool Children to Transition
Page 12
7. Measures to Include Teachers in Decision Making
Page 12
8. Coordination and Integration of Federal, State and Local Services
Page 13
9. Activities to Ensure that Students Experiencing Difficulty
Page 14
10. Description of How Student Assessment is Provided to Parents
Page 15
11. Provisions for the Collection and Disaggregation of Data
Page 15
12. Provisions to Ensure that Disaggregation is Valid and Reliable
Page 16
13. Provisions for Public Reporting of Data
Page 16
14. Plan Developed During One Year Period
Page 16
15. Plan Developed with Involvement of Community
Page 16
16. Plan Available to LEA, Parents and Public
Page 16
17. Plan Translated for Parents in their Primary Language
Page 17
18. Plan Subject to School Improvement Provisions of Section 116
Page 17
3|Page
Every morning, when 700 students walk through the doors of Middle Ridge Elementary School, each
are provided with the opportunity to achieve their “great perhaps,” (Green, J. 2012). Through the efforts
of the staff of Middle Ridge, focus is concentrated on preparing our students for daily success, as well as
productive life beyond the classroom. Middle Ridge envisions our learners as those of strength,
intelligence and determination. Every child is known to have a “great perhaps” and through the energies
of both the student and educator, Middle Ridge strives to assist each child in achieving their aspirations.
Middle Ridge is located 25 miles east of Atlanta, in Newton County, Ga. Once identified as the
fastest growing county in the United States, it is now designated as the county with the highest number of
foreclosures in the country. Newton County has a population of 100,814. The Middle Ridge School
Community is made up of 690 students. It is diversely populated with students of all cultures.
Middle Ridge strives to meet the challenge of our transitory and socially-economically
disadvantaged (87.43%) student needs. As a uniform school, Middle Ridge focuses the learning
atmosphere on academics. Students in need are provided with a daily breakfast. The school has received
a grant that affords all our students with a fruit/vegetable snack daily. Numerous philanthropic and
religious organizations are generous in donating school supplies for our teachers and students.
A multiplicity of people, programs, ideas, and industry are employed in supporting students in
realizing and advancing their possibilities in education. Building background knowledge for our student
population is an essential component to the academic success of Middle Ridge. As our learners’ world
expands in word and knowledge, so does their desire for experience and achievement. Middle Ridge
offers education to students through academic instruction, modeling of successful life skill behaviors, and
experiences outside of their own.
Since its inaugural opening in 1997, Middle Ridge Elementary has endeavored to develop an
effective working relationship with its community. The PTO of the school involves parents daily,
volunteering throughout the school. PTO programs are focused on students, championing them by
sharing their achievements through displays of projects and student driven productions. Community
events such as Fall Festivals, Christmas Programs, Community Thanksgiving Dinner, and school
fundraisers are customary of the PTO. At different stages in the history of Middle Ridge, the school has
reached out to the community through Adult Literacy Programs, and giving to families in need through
our yearly Angel Tree Program.
As a Title I school, we have a plethora of technology providing our students with educational
proficiencies not otherwise available to them. Middle Ridge has been the recipient of a 21st Century and
Big Lots Technology Grant. Reading and math goals are a recognized part of the curriculum. The
accelerated reader program is utilized in classrooms and rewarded through a community, year-end,
bicycle raffle. For three years, Middle Ridge was a 21st Century After-School Program recipient. This
allowed the school to provide students with tutoring in math and reading, expounded experiences in
science and social studies, and a safe place to be after school. As the first school to model co-teaching in
the county, Middle Ridge’s commitment to meeting all students’ educational needs in the least restrictive
environment is recognized to be paramount. Our identified gifted student ratio has increased
exponentially. Numerous Physical Education grants awarded have provided our school with equipment
and expanded health-related programs.
Middle Ridge became a Positive Behavior Intervention Supports school (PBIS) in the 20092010 school year. This behavior management system was infused to develop within our students a sense
of pride in their positive choices and behaviors. Students and teacher buy-in to this program was
overwhelmingly affirmative. The PBIS program offers students the opportunity to participate in
4|Page
“Mustang Marvelous Parties” and the “Mustang Market” as incentives for their appropriate
behavior. Since its inception, the PBIS program has seen a 70% decrease in office referrals for
inappropriate behaviors.
The staff of Middle Ridge is exceptional. In 2004, Middle Ridge had an identified
county Teacher of the Year. Our SID/PID teacher was featured on a local TV station focusing on her
exceptional work with children. Administrative and teacher walk-throughs of classrooms are utilized to
assist in providing teachers feedback for growth in their instruction. Professional Learning Communities
are the basis for curriculum development, and are supported through weekly professional learning. Our
school went for many years considered as Needs Improvement to being recognized as making Adequately
Yearly Progress. Currently, we are exceeding in 4 out of the 8 categories of Exceeds under our current
CCRPI. Not only are our students defined by our vision of strength and determination, but so too is our
staff; which truly makes us worthy of being a school of National Blue Ribbon Status.
Component # 1: Results of Comprehensive Needs Assessment
Description of Community and School Population
Middle Ridge Elementary opened in 1997 with a predominantly white population of 800
students. Currently, Middle Ridge has a population of 703 students. The current population
ethnicity reflects 64% Black, 24.4 % White, 6% Hispanic, 4 % Multi-Racial, and 1.6 % Asian or
other. Approximately 17% of the current population qualifies for Special Education services
ranging from Special Needs Pre-Kindergarten to Moderate Intellectual Disabilities Self
Contained programs. In 2012-2013 of the total population, more than 87% participated in the
federal Free and Reduced lunch programs, with more than 50% of the population served free
lunch. In 2013-2014 two positions were added due to increased enrollment in kindergarten.
Both teachers were hired into the school system. Additionally, the position of Mathematics
Instructional Coach was added to our faculty.
Our PTO president is a parent, with the other board offices filled by teacher/parents. The
attendance at PTO meetings has increased from year to year with the largest numbers of parents
attending on our holiday/family nights.
The Leadership Team reviews and analyzes a variety of performance data annually to determine
school-wide needs. Data sets reviewed include: Behavior and Attendance Reports, Classroom
Walk-Throughs, CRCT, CRCT-m, GAA, Writing Assessments and CCRPI Reports.
Summary of GAPSS Analysis and Needs Assessment Information:
A voluntary GAPSS walk was conducted in October 2008. Newton County provided a GAPSS
survey team of administrators and teacher leaders from the local schools as well as
representatives from the Georgia Department of Education. Middle Ridge Faculty was
commended for its focus on:

The implementation of Georgia Performance Standards. Standards are posted in
classrooms with teachers and students using the language of the standards during
instruction.
5|Page

The implementation of Learning Focused Schools Strategies instruction as directed by
Newton County.

Regular use of diagnostic assessments for benchmarks and progress monitoring.

Building relationships with their at-risk students and families within the community
through a Community Outreach Program. Teachers and staff visit a local community
with many at-risk students. Homework support and extra school instruction are
provided.
Student Performance Data
School level staff, including principal, assistant principal, and the Student Achievement
Committee, analyzes student performance data for overall strengths and weaknesses. The data is
disaggregated to show the differences or gaps in ethnic groups, special and regular education
students, ELL students, and economically disadvantaged students. At this time final data has not
been released by Georgia Department of Education. The data provided in this document is a
disaggregated look at preliminary results of grades 3, 4 and 5 Spring 2013 CRCT scores. Reports
were analyzed to determine weaknesses and strengths for grade levels.
The most common standardized assessment used in our school is the CriterionReferenced Competency Test (CRCT). The performance levels used are: does not meet, meets,
and exceeds. ‘Does not meet’ indicates that students have not mastered a majority of standards
assessed. ‘Meets’ indicates that students were able to master a majority of standards. ‘Exceeds’ is
a term used to identify those students who were able to perform above and beyond their peers.
Our school considers meets and exceeds acceptable performance levels. However, through Title
II A- Teacher Effectiveness, our teachers create high expectations for student achievement each
year. We look closely at the performance targets stated in the College and Career Readiness and
Performance Index (CCRPI) to set a baseline goal, but we "reach for the stars."
As a school, we aim to surpass the first three levels of Bloom’s Taxonomy in order to
develop rigor in standards. Therefore, it is our goal for students not only to 'know and
understand' but also to 'do'. Since our students are expected to apply, evaluate, and create
throughout the year, we expect this rigor to lead our students to exceeding standards rather than
just meeting them. Whereas most schools aim to meet standards, our school strives to exceed
through rigorous and relevant instruction. In fact, we have done just that!
We are proud of our school. In analyzing Middle Ridge’s state criterion-referenced test
data, one can see an apparent increase in student achievement from 2007 to 2012. Beginning
with third grade mathematics, we saw a thirty-percentile gain between 2007 and 2012. In fact, a
forty-six percentile gain is evident between 2007 and 2012 for our special education students.
Our socio-economically disadvantaged students (SEDS) enjoyed a thirty-two percentile gain.
Our African-American students improved by twenty-two percentile points. Our white students
improved by forty-three percentile points over a period of five years. We are also proud of our
third grade reading scores. With sixty-nine percent of our students meeting and exceeding in
2008, current data posits eighty-six percent of our students meeting and exceeding standards. We
have noted an achievement gap of thirteen percentile points between the test scores of all
6|Page
students and the test scores of special education students. However, over a five-year period our
special education students have increased thirty-seven percentile points. In order to close this
achievement gap, monthly data meetings are held to discuss appropriateness of educational
setting, progress monitoring of IEP goals, and common planning time is given to regular
education and special education teacher to collaborate on lesson design and students’ academic
needs. As stated above, our teachers expect more from our boys and girls. For third grade
mathematics, only thirteen percent of our students exceeded the standard in 2008. Each year the
percent of students increased to thirty-one percent of students exceeding the standard. This trend
is evident in all subgroups. This trend can also be found in our third grade reading data. In April
of 2008, only eleven percent of our students exceed the standards, whereas current data shows
thirty four percent of our students exceeding standards. Again, this is evident in all subgroups.
Remarkable achievement can also be seen in our fourth grade data. In 2007-2008 only
forty-four percent of our students met and exceeded standards in mathematics. Our most recent
data shows marked improvement with seventy-six percent of our fourth graders meeting and
exceeding standards. We are most proud of our gains with our socio-economically disadvantages
students (SEDS) and our white subgroup. Data shows a thirty-two percentile gain for our SEDS
students and our white subgroup. Fourth grade reading yields excellent data as well. We have
seen extensive growth in all subgroups, especially our special education students who achieved a
forty-two percentile gain over a period of five years. Our SEDS started at sixty-six percent
meeting and exceeding standards, with current data showing eighty- two percent of our students
meeting and exceeding the standards. A continuous improvement in the exceeds category across
subgroups is evident in reading, as well. For example, the percent of students exceeding over all
rose from eleven percent in 2008 to thirty-two percent in 2012. Our African-American subgroup
increased from eight percent of students in the exceeds category in 2008 to twenty-eight percent
exceeding standards in 2012.
Our fifth grade students also enjoyed tremendous growth over a five year period. In 2008,
seventy-seven percent of our boys and girls met and exceeded standards in reading. Present data
documents ninety-six percent of all students meeting and exceeding standards. Remarkable
improvement can be seen across all subgroups with a twenty percentile gain with for our SEDS,
a twelve percent gain for African-American students, a thirty-four percentile gain for our special
education students, and a twenty-five percentile gain for our white subgroup. Our SEDS students
increased in the exceeds category from two percent in 2008 to twenty-four percent in 2012. Most
notable is a change in the exceeds category for our white subgroup from nineteen percent in 2008
to forty-one percent exceeding in 2012. Similar trends can be found in fifth grade mathematics.
A twenty-nine percentile gain is evident from 2008 to 2012 for all students in mathematics. With
a thirty-eight percentile gain for our SEDS students. Six percent of our fifth grade students
exceeded the standards for mathematics in 2008, which improved to thirty percent in 2012.
Trends for exceeding standards can be found across the subgroups. An achievement gap of
twenty-three percentage points is noted between all students and special education students,
however over a five-year period our special education students have increased by forty-six
percentage points. Documentation of our plan to close this achievement gap is presented above.
We have learned that it doesn't matter what level of student you are, good instruction will
move you. The foundation of our success with students lies with the "passionate, inspired
7|Page
teacher" (Hattie, 2012). Our staff places high value on the "ability to influence students' surface
and deep learning" by providing an optimal learning environment, feedback and believing in all
students' success (Hattie, 2012). We don't contribute our success to a program, but to our
teachers deep and abiding dedication to our students. With the development of our professional
learning communities, over time, our true data-driven instructional focus aims at looking at
individual student achievement. Other factors which contributed to our significant gains include;
PLC's, using a balanced literacy model, writer's workshop, using Marzano's instructional
strategies, focusing on concrete-representational-abstract sequence of instruction for math,
writing across the curriculum, and celebrating ALL achievements through school-wide
incentives. We know that teachers have control of two things; the relationship they have with
their students and the work they give their students or the work they encourage them to
undertake. "Effective teacher get students to do the right things, and they design things for them
to do that are right for the students they teach" (Schlechty, 2011).
Mission Statement
The mission of the faculty and staff of Middle Ridge Elementary School is to provide a
strong foundation of challenging educational opportunities using a variety of educational
techniques for all children. Believing that it is vital to the total learning experience of the child,
we will provide opportunities for parental involvement and community support and guidance.
We are dedicated to providing meaningful learning experiences in a disciplined, safe and
organized environment. We seek to create life-long learners who demonstrate a feeling of selfworth and a respect for authority and others.
Vision Statement
Middle Ridge Elementary Mustangs: Students of strength, intelligence, and determination.
Beliefs
(Developed by MRES Leadership Team 6.3.13)
Students take ownership of their learning.
Effective planning provides the key to effective lessons; designing engaging and rigorous work.
All students can learn, but they learn in different ways.
Assessments should be varied, frequent, and should provide feedback that DRIVES instruction.
Poverty should not prevent a student’s ability to learn.
Teachers and staff are advocates for ALL students.
We all have strengths that benefit the whole group.
Students choose to give us their attention and effort.
8|Page
Component # 2: Reform Strategies
Middle Ridge Elementary School is driven by data. Professional Learning Communities (PLC)
meeting daily are common place around our school. Prior to the opening of the school year, our
leadership team disaggregates standardized testing data to evaluate instructional effectiveness. We do not
only analyze subgroups, we also analyze content domains for mastery. Our state test reports data for each
content domain. Teachers work on vertical teams to analyze content domains and compare achievement
to the previous year. This way teachers are able to identify their own areas of strength and challenge. As a
team, we collaboratively use subgroup data analysis to develop a school wide plan targeting not only
subgroups where there is a weakness, but also subgroups in need of acceleration. Goals developed in the
school wide improvement plan are discussed and interventions are planned to remediate each difficulty.
Our school improvement plan serves as a guide which helps us to determine how to spend our
instructional money. This plan is developed by the leadership team, however we seek feedback from all
teachers, staff, parents, and community. The plan is presented to our school council and posted on our
school's website for stakeholder access. This data is proudly displayed in our school wide data room,
which exhibits data for each grade level and documents progress towards College and Career Readiness
Performance Index Targets (CCRPI). Each of the indicators are displayed and reviewed monthly at grade
level data meetings. For example, current STAR Reading testing data was converted to Lexile in order to
monitor students’ progress toward end of year goals. The school leadership team sets non-negotiable
goals which are expectations for teachers in their daily instructional practices.
Throughout the school year we look at data constantly. Our executive leadership team (ELT)
consisting of the principal, assistant principal, instructional coaches, special education contacts and
counselor review data such as instructional strategies noted in classroom observations, discipline referrals
per subgroup and benchmarking trends across our school district. We look at student responses to
interventions, and discuss student growth towards baseline goals. Data collected during this meeting is
used to plan our classroom observations and coaching needs and strategies. Each grade level team works
as a professional learning community (PLC) and meets at least three times each week to discuss a variety
of data.
One PLC meeting each week is used to look at common assessment data. Common assessments are
created, administered, and analyzed to evaluate instructional effectiveness. Fast Five assessments are
created as formative tools to inform instruction, as well. For example, teachers create these quick
assessments on Activ Board technology and use student response systems to collect data. After the
completion of each question, data is immediately presented for teachers and students to review. Teachers
not only talk to each other about the data, but they also discuss the data with students. On a separate day
each professional learning community analyzes student work such as writing samples, multiple choice
tests, open-ended responses, student portfolios and has critical discussions about the work. Not only do
our regular education teachers meet in professional learning communities, our special education teachers
do as well. Co-Teachers have extended planning time to review data and plan instruction. Furthermore, all
special education teachers meet monthly with administration to review progress monitoring goals and IEP
goals, and specifically progress towards moving students to their least restrictive environment. Data
notebooks are used by teachers and encompass student progress monitoring scores, as well as formative
and summative assessment data. Additionally, many teachers document anecdotal records and student
conferencing notes. Title II A- Teacher Effectiveness goals are housed in this notebook and evidence is
stored to show growth towards meeting goals.
Data from formative and summative assessments are analyzed immediately to develop flexible
small groups geared toward differentiated instruction. Teachers work collaboratively to design lessons
and student work that is rigorous and relevant for each students’ academic need. Teachers work diligently
9|Page
to ensure that each assignment is designed in a way that results in student learning. As a district, our
students complete an online assessment at the beginning of the year, middle of the year, and end of the
year. We compare our data to schools with a population that is similar to ours. We share instructional
strategies with our sister schools when our students perform highly in a content domain, and seek
guidance from our sister schools when we identify an area that needs improvement. Our grade level teams
analyze each question on these benchmark assessments to evaluate why our students did well or why they
were unsuccessful. Detailed plans are developed to remediate or extend instruction. Behavior data is also
analyzed by our Positive Behavior Team. We perform a root-cause analysis to determine our goals for
the month and ways to improve behavior.
As a school, we value each of our stakeholders. We inform parents, students, and the community
of students’ academic achievement in a variety of ways. Progress report cards are sent home monthly and
report cards are sent home quarterly. However, communication folders are sent home weekly which house
weekly-assessed assignments for parents to review. We review student data during school council
meetings, parent-teacher organization meetings, during conferences with both parents and students. Parent
conferences are schedules flexibly morning, during the day, after school, and into the evenings to
accommodate all parents and their schedules. We are proud of our data and will continue to share our
data with all stakeholders.
The following strategies have been chosen after review of research as strategies that would
help meet our goals in Math, Reading and written expression, as well as increase our use of
technology which was noted as a growth area from the GAPSS process. The faculty and staff are
committed to locating and utilizing results based practices. The following is a list of current
reform strategies being implemented at Middle Ridge Elementary. We believe that these
combined strategies form a comprehensive approach to school reform that will benefit all our
learners.






Small group reading instruction, supported by the Daily 5 management system, guided by
consistent assessment using STAR Reading and Math, DRA, and teacher based
assessment, such as running records, for a minimum of one hour daily. K-2 includes 30
minutes of direct phonics instruction, as well. All students have monthly Reading goals
to meet.
Writing Workshop, consisting of a focused mini-lesson, whole group, and independent
student writing of choice while the teacher works one-on-one with individual students.
The workshop closes with an author’s share time for 10 minutes. Writers Workshop will
be enhanced using Write Traits.
1.5 hours of Math instruction focuses on problem solving and utilizing hands on materials
through the CRA method.
Technology brought in to supplement Level 1 and at risk students includes the Active
Expressions, Active Votes, iPads, Laptops, Netbooks, ALEKS, Read 180 and Otter
Creek.
Special Education teachers are working towards inclusion as frequently as possible with
their students. When inclusion is not possible, the same strategies, with modifications
which meet the students’ needs, are utilized in the special education classrooms.
A variety of learning modalities are addressed through our teaching strategies which are
geared to meet the learning styles of our at risk populations (Special Education, Black,
and English Language Learners).
10 | P a g e










EIP and Special area staff members are utilized as safety nets before school and at other
times during the day working with students at risk.
Professional Learning occurs during planning time and Wednesdays after school, based
on staff input of needs aimed at supporting our school improvement goals and strategies.
Our school wide discipline plan is RESPECT. Grade levels teach students the MRE
Essential 5, PBIS, Olweus and what respect means and then set up their rewards and
consequences to guide students toward daily respectful behavior allowing instructional
time to be maximized.
Curriculum is based on Common Core Georgia State Performance Standards.
Writers’ Workshop addresses the need for differentiation with students as well as
development of vocabulary.
Classroom libraries need to be grown so that independent sustained Reading occurs
effectively and consistently. Research recommends 500 books in each classroom.
The Gifted Instructor does a pullout model of service, which has grown our identified
population of gifted students. We have implemented a STEM lab for increasing our math
and science achievement.
Technology for learning has been stressed with the use of Video Streaming, Google
Earth, LCD Projectors, Activboards, AcitvSlates, ActivExpressions, Dual Pen Software,
WRConnect.com and other software that staff has been trained to use this year.
Interventions used are: Dr. Cupp Readers, SRA, Isucceed Math, Read 180
Professional Learning Communities are used to ensure high expectations across the grade
levels using common lesson plans, common assessment, and data analysis.
Furthermore, the following instructional non-negotiables were developed:
Adopted by Middle Ridge Elementary School Leadership Team 6/3/13
-
Student Learning Maps should be displayed on classroom walls or in students’
Interactive Notebooks.
Meaningful summarizing throughout the lesson using multiple summarizing strategies.
The language of the standards will be used actively during the lesson to address learning
goals.
Lesson plans created collaboratively in PLC’s will be followed. After review of student
data, reteach and enrichment plans will be designed and implemented.
Flexible strategy skill groups
Interactive Notebooks will be utilized for ELA, Mathematics, Science, and Social
Studies.
Effective use of My Big Campus as an individual or grade level team as an extension of
the classroom
Effective use of anchor charts and/or flipcharts
Students will use digital tools/technology to gather, evaluate, and/or use information for
learning.
Students will use digital tools/technology to conduct research, solve problems, and/or
create original works for learning.
Students will use digital tools/ technology to communicate and work collaboratively for
learning.
11 | P a g e
-
Teachers will use the Audio Enhancement system daily.
Utilization of Marzano’s Six Steps for Direct Vocabulary Instruction in each subject area.
READING/ELA
-Reading and writing should follow workshop model
-Conferencing in reading and writing (using the conferencing notebook) to guide instruction
-Maintain current running records for each student that demonstrates their “progression up the
ladder of text complexity”
-Small group/guided reading
-Daily use of the Daily 5
-Reading should be cross-curricular with science and social studies woven into reading and
writing
-Every student will write everyday
MATH
-Math manipulatives
-Always use manipulatives when introducing a new concept.
-CRA (Concrete, Representation, Abstract) embedded in everything you do in math.
-Math Centers (utilizing CRA)
-Math vocabulary will be directly instructed daily using critical vocabulary from the curriculum
map.
-Number talks and writing will be used to evaluate students’ ability to communicate
mathematically.
-Utilize the school wide problem solving method on the poster provided to you.
PROFESSIONAL LEARNING COMMUNITIES
-Active and positive participation in all PLC meetings.
-Implement planned instruction and common assessments developed in PLC.
-PLC will assess formative and common assessments to guide instructional development.
-Work on ‘the work.’
Surveys at our school indicate that both students and parents believe our discipline needs to be
more effective so that behavior does not interfere with learning in the classroom. The
Reflection Zone (commonly called opportunity room) personnel is funded for 6 hours daily.
This gives administration a resource to keep our students in school, yet not allow them to disrupt
regular classroom learning. This also allows the student to remain in school continuing with
academic instruction in a more restrictive setting than the normal classroom setting.
Our physical site is supportive of our student population size. GAPSS analysis noted our
Physical Plant as Fully Operational and up to date. Our building and grounds are healthy and
safe for all occupants. Procedures are effectively followed for the safe operation of our school.
According to state regulations, all necessary safety drills are performed. In the 2009-10 school
year installation of Activ Boards was completed for all classrooms, except PreK, Music, Art, and
PE. Each teacher has a minimum of two computers in the classroom along with access to a mini
computer lab of 10 computers, a lab with 24 computer stations, 2 laptop carts, and Netbook cart
12 | P a g e
and an IPad cart. We also have a computer lab (30 computer stations), which is a part of our
music, art, and physical education rotation.
Research References
Research to meet instructional needs:
Mike Schmoker: Results Now
Robert J. Marzano: Building Academic Vocabulary and Classroom Instruction that
Works
Research to meet English Language Arts needs; specifically written expression and vocabulary
development:
Lucy Caulkins: The Art of Teaching Writing and the Writing Workshop
Ralph Fletcher: Writing Workshop: The Essential Guide
William E. Nagy: Teaching Vocabulary to Improve Reading Comprehension
Donald Graves: A Fresh Look at Writing
Research to meet Reading Comprehension needs:
Stephen G. Barkley: Quality Teaching in a Culture of Coaching
Gayle H. Gregory and Carolyn Chapman: Differentiated Instructional Strategies;
One Size Doesn’t Fit All
Irene C. Fountas and Gay Su Pinnell: Guided Reading; Good First Teaching for
All Children
ASCD : The Common Sense of Differentiation; Meeting Specific Learner Needs
in the Regular Classroom
Research to meet Math needs:
Wendy Miller: STAND OUT MATH
Marilyn Burns: About Teaching Mathematics, a K-8 Collection and 50 Problem
Solving Lessons: The Best from 10 years of Math Solutions
Component # 3: Instruction by Highly Qualified Teachers.
Middle Ridge Elementary has 52.2 certified staff members: two administrators, one
counselor, a school psychologist, a music teacher, an art teacher, an additional art teacher one
day per week, a physical education teacher, a media specialist, an ELL teacher for 3 segments,
two part-time speech and language pathologists, seven interrelated resource teachers, one selfcontained special education teacher, two special needs Pre-K teachers, a gifted teacher, two
regular Pre-K teachers, two instructional coaches and 32 regular classroom teachers. All of our
teachers meet highly qualified status according to NCLB regulations. In the Fall of this year
2013, Newton County Schools implemented the Teacher Keys Evaluation System (TKES). Each
teacher receives data from at least 4 10 minute walk-throughs and two 30 minute formative
13 | P a g e
evaluations. Evaluators rate teachers on ten standards and use the totality of evidence and
consistency of practices to rate teacher effectiveness. The county directed Focus Walk form is
used as a basis for Focus Walks in our building. This gives all staff feedback on our daily
progress toward accomplishing our School Improvement Plan.
The Newton County School System monitors the HiQ assignment of all teachers considering
student demographic information for each school. It is the intention of the school system to
provide students with highly qualified teachers at each site and ensure that there is an equitable
distribution of teachers. At the time of hire, each principal completes a remediation plan for
teachers who are considered “Not Highly Qualified”. Teachers with a remediation plan are
required to provide information relative to their progress toward becoming Highly Qualified. A
component of the plan requires the principal and teachers with a remediation plan to meet three
times during the course of the school year to monitor teacher progress toward attainment of HiQ
status. Teachers are reimbursed using Title II A funds when they pass the appropriate GACE;
additionally, teachers who are seeking certification in critical areas and participate in the Georgia
TAPP program receive one half of their TAPP tuition throughout the TAPP-until completion of
the program; finally, teachers participate in a variety of professional learning activities to assist
in attainment of “Highly Qualified” status.
Description of Strategies Used to Ensure the Recruitment and Retention of High Quality, Highly
Qualified Teachers/Staff.
The mission of Newton County School System is to provide educational excellence for all
students. To accomplish this mission, one of the performance goals stated in the system’s
improvement plan is to recruit, employ, and retain highly qualified employees. National research
related to teacher retention finds that 20 to 30 percent of teachers leave the profession in the first
5 years. There is additional evidence that the acquisition of skills and knowledge gained with
experience enable teachers to become more effective in the classroom setting. With improved
effectiveness, student instruction and achievement is positively impacted.
To this end, the Building Excellence and Support for Teachers (BEST) program was
designed by Newton County teachers and administrators to address the induction, retention, and
professional development of highly qualified teachers. The BEST program provides new to the
profession and teachers new to Newton County with support, mentoring, and professional
development. This year at Middle Ridge, we are using the BEST program to mentor nine new
teachers. Additional support comes from our academic coach in modeling Best Practices in
teaching and instructional strategies. Administration gives feedback via quick classroom
walkthroughs, observations with formal written feedback as well as informal notes and email
comments. School focus walks provide feedback to all staff, as well as new teachers.
Administration has also developed an in-house system to monitor teacher certification and highly
qualified status.
Our highly qualified staff members also believe in sharing our success with others.
Middle Ridge Elementary has worked hard to become worthy of the National Blue Ribbon
School status. Throughout the years, we have had various teachers and administrators visit
numerous educational functions in an effort to share what has worked for us. “In today’s
environment, hoarding knowledge ultimately erodes your power. If you know something very
14 | P a g e
important, the way to get power is by actually sharing it” (Badaracco, 2013). Middle Ridge
believes its successes should not be a secret. They must be shared with others in an effort to truly
support the education of all students. The following abstract recalls ways in which Middle Ridge
Elementary has shared some of its successful strategies with others.
Middle Ridge’s previous and current administrations are and were proponents of teaching
the students the benefits of positive behavior. This administration was influential in
implementing our current Positive Behavior Intervention and Supports (PBIS) program. PBIS is
designed to reward students for positive behavior rather than punishing negative behaviors
(Cregor, 2008). The success of PBIS at Middle Ridge led the assistant principal during the 20082009 school year to travel to various schools within Newton County to train teachers and
administrators on PBIS execution. He also represented Middle Ridge for three years as a PBIS
State Consultant presenting to educators at their annual conferences. Topics ranged from using
PBIS to change the culture of a school to transforming its status through an undeniable decrease
in discipline referrals.
Middle Ridge’s focus on data has led to teachers going within and outside of our county to
share their success stories. In conducting an analysis of the gaps found in our student academic
data, writing was an area in need of improvement. To address this concern, Middle Ridge
implemented the Writers’ Workshop Model. This model allows students to spend more time
actually writing and getting support in the areas of need. We have had a kindergarten teacher
invited to a high performing Cobb County School to share her experiences with Writers’
Workshop. This workshop targeted elementary teachers and included discussions as well as
hands-on experiences related to organizing the Writers’ Workshop, managing behaviors, and
differentiating lesson content based on student data.
Our current counselor has visited seminars for preparation of the CCRPI requirements
related to the 16 National Career Clusters. She has arranged several real world experiences with
our students including a field trip to the Newton College and Career Academy. In addition, each
grade level will have the opportunity to meet professional men and women in varying work
fields and dialogue with them. Middle Ridge’s counselor has taken what she has learned and
shared it with other counselors in the school system. She has assisted them with gaining a deeper
understanding of the requirements, as well as creating a plan to successfully complete the
requirements.
The above abstract recalls some of the ways in which Middle Ridge Elementary has
shared its successful strategies with others. We believe you must share your successes in order to
continuously grow.
Parental support is gained through setting clear expectations from administration and reiterated
in the staff handbook. Some of these expectations are:

A school – home compact. The compact outlines mutual responsibilities of parents,
teachers, and students for the education of students. The compact can be found in student
agendas.
15 | P a g e



“Five Star Family” Program implemented by PTO and staff, in which students and their
families are rewarded and encouraged to attend PTO school functions.
Monthly Title 1 parent workshops are held.
Forehand Challenge
Component # 4: Staff Development. Description of High Quality, Ongoing Professional
Development Activities for Teachers, Principals, Paraprofessionals, Other Staff, Parents,
and Others (Include Use of Results of Annual Professional Development Survey)
Professional learning is ongoing throughout the school year for all staff during PLC’s and
Wednesday after school sessions. Training is based on student achievement data, staff survey of
needs, research based best practices and state recommendations. Professional Learning was
developed based on current research to compliment the needs of our data. Middle Ridge will be
served by the Newton County Special Education Instructional Coach, Mathematics Instructional
Coach, ELA Instructional Coach, Technology Coach, and the Newton County Federal Programs
Instructional Coach.
During the summer of 2010 all teachers attended a two day training conducted by a
Learning Focused Schools trainer focusing on Acquisition Lesson Planning. The Professional
Learning focus from the Academic Coach this year will be focused implementation of Marzano’s
Instructional Strategies. The sessions will be two hours per grade level and will focus on
Number and Operations. Professional Learning Communities will be implemented at each grade
level focused on planning, data analysis, and common assessments.
Staff experts on various content needs are utilized to lead staff development along with
administration and outside trainers, when necessary. Elementary Leadership meets monthly with
our county level directors to keep informed of current information. Our Griffin Regional
Educational Support Association offers training and support by coming to our school as well as
offering courses at their site for staff. Title I staff hold monthly meetings for Title I parents to
offer support information about literacy, Math, and test taking skills. Our school team,
consisting of administration and an instructional coach participated in the Georgia Leadership in
School Improvement Institute (GLISI) beginning February, 2007. In the summer of 2009, a
group of teachers spent a weekend visiting the Ron Clark Academy to gain ideas on how to
foster parent support and to learn strategies that could be used to encourage student engagement.
Our school wide Title I status affords an academic coach for the staff. The coach provides
continuous ongoing professional development in the form of model teaching training as well as
professional learning throughout the school year. The counselor and media specialist meet with
their counterparts at monthly county wide meetings for professional growth and networking.
While we have had some training for our paraprofessionals at the school level, more emphasis
needs to be given to training this group in strategies for small group instruction in Reading,
written expression and Math. The leadership team at participated in three day retreat in June
2012. The team focused on data analysis, Professional Learning Communities, and scheduling.
Professional Learning is vital to our continuous growth. It was a key factor to our
improvement and continues to help us adjust with the needs of our students. Our school goals
mirror the district and focus on specific content areas: increase teacher effectiveness and
16 | P a g e
learning for all students in reading, increase teacher effectiveness and learning for all students in
math, and integrate technology.
Our approach to professional learning is three pronged. Teacher leaders have been
selected to support implementation of district goals. These leaders present and document
implementation on lesson planning, mentoring new teachers, School Keys to Quality, core
subject areas, and technology implementation. These presentations are given at quarterly half
day sessions or in afterschool meetings. Support for new teachers comes from the Building
Excellence and Supporting Teachers Teacher Leader (BEST). The BEST teacher leader meets
with mentors and mentees, offers support and instruction for the new teachers’ first year. The
support continues as needed for the next two years. As technology is an ever changing piece in
education, the technology teacher leader conducts monthly support meetings that highlight
devices in a new way or give tips and support for classroom integration. Ways to use real world
applications and create digital products are essential for our students to be college and career
ready.
A second approach that was implemented in 2006, was an instructional coach
position. The instructional coach supports administration by conducting walk throughs and
analyzing data with grade level teams. Data from these sources, as well as curriculum needs,
help to determine the topics for weekly professional learning. This year, English Language Arts
Common Core has been a focus. Data showed that students still needed support in vocabulary
instruction. A series of sessions on creating a risk taking environment, becoming vocabulary
conscious, and direct vocabulary instruction vs. indirect instruction were developed using
research based articles, video segments of instruction, and peer dialogue. Administration seeks
to increase use of specific learning strategies and increase student learning by giving “Caught Ya
Summarizing” slips during walk throughs when summarizing is used.
A third approach is using consultants. We have made use of Georgia Regional
Educational Service Agency consultants to prepare for unpacking the common core
standards. Consultants have played integral roles in development of foundational math
understanding, balanced literacy, interactive notebooks.
We recognize that we are the lead learners at our school and cannot expect students to keep
growing if we do not. Our continuous improvement and achievement rely on this.
The principal of Middle Ridge Elementary School serves as the instructional leader of the
school and utilizes the strengths of the faculty and staff to maximize student achievement. Every
e-mail sent to faculty and staff encompasses the following quote, “Don’t be afraid to fail. If you
don’t fail, that means you aren’t trying new ideas, new lessons, new approaches, strategies, and
techniques.” Teachers are empowered as professionals and experts in the field, yet are held
accountable for student success. We operate with a shared leadership philosophy with the belief
that each teacher is an expert in a different area. We utilize the strengths of our experts to grow
professionally from each other. Furthermore, both the principal and the assistant principal are
transformational leaders who consistently build professional relationships with the faculty and
staff through professional learning communities on a daily basis. The principal, assistant
principal, instructional coach, and counselor make-up the executive leadership team (ELT). We
17 | P a g e
meet weekly to discuss our classroom observations, strengths, weaknesses, needs, and
celebrations. This time is used to plan interventions for struggling students or teachers. We plan
celebrations for outstanding achievement and successful teaching. Most importantly, this time is
used to review data and create an action plan for advancement. For example, our most recent
meeting was used to analyze walk-through data.
As a team, we divide the grade levels over a two-week period to observe in classrooms
and meet with grade-level professional learning communities in order to provide support and
feedback to teachers. We bring our observations and discussions back to each other to reflect and
plan. Based on 150 walk-throughs, we determined that ‘teacher and student summarizing’ was a
challenge for the school overall. Noting the research of Robert Marzano, we were able to identify
summarization as an instructional strategy which yields a 34 percentile gain in student
achievement when implemented with fidelity and integrity. We decided to make this a goal for
our faculty. During our walk-throughs we hand out “caught-ya summarizing” coupons every
time we notice effective summarizing happening in the lesson. We will revisit our data to
determine the growth in summarizing on a monthly basis. In addition to the ELT, we have a
school leadership team consisting of grade level and department chairs. This group meets
monthly to review achievement data on benchmark and formative assessments, behavior data,
and to discuss opportunities and challenges for each team. This distributed leadership team helps
build consensus for the school.
Component # 5: Strategies to Increase Parental and Community Involvement.
Description of Strategies to Increase Parental Involvement (Include Policy, and ParentSchool Compact). The following strategies have been used to increase parental
involvement and awareness at Middle Ridge:
Regardless of a family’s socioeconomic status or history, parents that are actively
involved in their student’s education are prone to obtain the better grades, attend school
regularly, have positive behavior, and attend a postsecondary institution (Henderson & Mapp,
2002). At the start of each school year, Middle Ridge opens its doors to over 600 families.
Having only forty-nine teachers, we are aware that we need our parents and community members
to help with the education of our students. Middle Ridge has numerous parental involvement
activities as well as community events, which help to build a family atmosphere within our
school.
Our parents enjoy volunteering at Middle Ridge. Middle Ridge holds a 5 STAR Family
Celebration during the month of May to celebrate the families that have met the qualifications.
These are families that have joined PTO, attended all parent- teacher conferences, volunteered a
minimum of eight hours at school or home, attended three PTO Meetings, and signed the
Teacher-Student Compact. The volunteers work hard to receive this honor and our teachers
appreciate the support.
We believe it is equally important to educate the parents as well as the students. There is a
Parent Resource Center where parents can bring their student to check out family oriented books
18 | P a g e
that they can read together. They are also able to take various pamphlets on topics such as
'parents and stress' and 'getting involved in your child’s education.'
Parents of Middle Ridge students enjoy seeing their students share their talents, as well as
their academic successes. During our PTO meetings, we invite parents to come and see various
grade levels perform. Whether it is a multiplication rap, dance, song, or poetry, these nights are a
hit at Middle Ridge. Parents are informed of such events through our monthly PTO newsletters.
Community support is always welcomed at Middle Ridge. Our partners in education along
with our school board members visit our school to tutor our students and assist teachers in the
classroom. They also volunteer with our site-based spelling bee and book fair each year. Middle
Ridge has established relationships with some of the students’ favorite social scenes in the
community. We hold Spirit Nights and Stevi B’s, Chick-fil-A, and Waffle House. The local
AMF Bowling Alley, CiCi’s Pizza, McDonald’s, and Longhorns all contribute certificates for
free meals and games to our students each month as an incentive to read more books.
In addition, Golden State Food donates school supplies to our boys and girls each year.
They began three years ago with the kindergarten students. Each year they come back and donate
to the next grade level, with a goal of supplying those initial kindergarten students with school
supplies each school year. The students’ book bags are filled with paper, glue, crayons and many
other necessary supplies.
Middle Ridge is deeply grateful for our parent volunteers, community volunteers, and our
partners in education. As the African proverb states- It takes a village to raise a child.
Middle Ridge Elementary School faculty and staff take seriously its obligation to involve
parents and the community in educating students. In light of this, the school has established a
parent involvement policy (see Attachment). The policy assures parents that their feedback will
be sought on the school’s performance and lists specific ways in which parent will be involved.
A school-home compact is also used to enlist parents’ support in getting students to meet grade
level expectations (see copy of compact in Attachment). The compact is reviewed and discussed
at initial conferences and meetings at the beginning of the school year. Signed copies of the
compact are referenced repeatedly throughout the school year as appropriate. Parent
involvement activities that are on-going at Middle Ridge Elementary include:


PTO nights are held every month. Every other month these meetings are termed family
nights in an effort just to get families in the habit of coming to the school for a night
activity. The other meetings connect to curriculum in some way to highlight student
performance and academics.
The PTO is sponsoring a 5 Star Family award this year. Parents who meet the
stipulations of the 5 Star Family contract will be recognized with their child at the
Honor’s Day Celebration at the end of the year. We are seeking community support for
other awards or prizes to be given to our 5 Star Families. To date, it appears that
approximately 50 families may earn the 5 Star Distinctions this school year.
19 | P a g e












Teachers are encouraged to invite parents to volunteer in their classrooms. A record of
parent visitation to the school is being kept to baseline our parents in the building during
this current school year.
Parents are encouraged to visit their student’s class by giving the teacher a 24 hour notice
as to when they would like to come in and volunteer or observe.
Parent workshop, sponsored by the school in cooperation with the district wide Title I
Parent Involvement Coordinator, are held regularly.
Title I meetings are scheduled for parents to receive quarterly updates.
Annual parent surveys are conducted and the results are used to address identified
concerns.
Communications occur through: student agenda planners, school newsletter, teachers’
correspondence, school marquis, and school website.
Weekly Thursday folders are sent home to provide parents with important information
concerning their child’s performance.
PTO Board meetings are held quarterly.
Parent participation with teachers and business representatives on the School Council
meets four times a year.
An Open House is held at the beginning of the school year to orient parents to grade level
expectations.
Parent conferences are scheduled throughout the school year.
Parent workshop to review summer strategies to use and the book Summer Counts.
Books were for grades 3-5.
Component #6: Transition Assistance Activities for Students (e.g. preschool, middle school,
etc.).
We have three Pre-Kindergarten classes at Middle Ridge Elementary, one is regular, one
is inclusion and the other is special needs. Our Pre-Kindergarten teachers are included in all
professional learning activities as well as attending training geared toward their young learners.
Registration for Pre-Kindergarten is advertised via the school marquis, flyers, newspaper,
Covington Cable and school newsletter. Families of children served in the Babies Can’t Wait
Early Intervention Program participate in transition planning meetings that are coordinated by
that agency. Registration at Kindergarten Roundup provides an activity bag with demonstrations
for parents on how to use the activities to as they help their child become prepared for
Kindergarten in the fall. Our 5th grade students go to their prospective middle school for a visit,
shadowing the sixth grade students. Parents are given written information as well as an
orientation session at the middle school.
In the month of May all students will participate in a Step Up day. On Step Up day
students will spend half a school day in the next grade level. Every student will be placed with a
teacher and experience the daily routine of that grade level. This day will provide the students an
opportunity to gain an understanding of the expectations for that next grade level. This will also
lessen the anxiety level of students being promoted to the next grade level.
20 | P a g e
Component #7: Measures to Include Teachers in the Decisions Regarding Use of Academic
Assessments
Our county curriculum directors require that STAR Reading and Math, ThinkGate
Benchmark Assessments, BLT, Phonics, and state wide writing assessment requirements be
followed. At Middle Ridge, administration and teachers have agreed upon also using the
Developmental Reading Assessment (DRA) for finding students’ reading and comprehension
levels. Teachers give formative benchmark assessments three times a year. Each grade level
meets with the Administrative team once monthly in the data room to disseminate benchmark
data, common assessment data, and CRCT results. At the end of the school year, the data is
gathered once again, along with the Georgia CRCT performance reports and 3rd and 5th grade
state wide writing assessments. During the Summer Leadership Workshop all CRCT data is
disseminated and root cause is done in analyzing the data. The purposes are to assess our student
achievement and analyze the effectiveness of strategies used to plan our school improvement
goals for the upcoming school year. Once a month grade levels will meet with administration to
focus on data that has been collected and how it is been used to drive instruction.
Component # 8: Description of How Federal, State, and Local Programs are Coordinated
and Integrated to Support Student Learning (Include programs. supported under NCLB
violence prevention programs, nutrition, housing, adult education, Head Start, vocational
technical education, and job training)
Early intervention of student learning is supported by the funding of two PreKindergarten programs at Middle Ridge. The students are selected through a lottery process for
this program and may or may not be students who continue their education at Middle Ridge after
completing Pre-Kindergarten.
Federal funding of special education programs supports the following classes at Middle Ridge
Elementary:






1 MOID classroom
7 IRR Co-Teachers
1 SNPK classrooms
1 Inclusive SNPK classroom
1 Gifted Teacher
7 Paraprofessionals to support the special education program numbers.
During the 2013-2014 school year we are using three EIP teachers to lower class size by opening
homerooms in the 3rd, 4th, and 5th grade levels. Lowering the class size will reduce the pupil to
teacher ratio in all homerooms in those grades.
One second grade teacher is funded by Title I funds. Two instructional coaches are also funded
by Title I.
K-8 funds are utilized to support the Language Arts and Math needs of our classroom learners
through program materials and professional learning opportunities.
21 | P a g e
The following items are being considered for purchase using Title I Funds for the 2013-2014
school year:
 K-Unit Books to support the Common Core
 K-Alphabet Center Pock Charts (2) for New Kindergarten Classes
 K-Starfall.com (website release)
 1-Reading Eggs
 1-Parental Involvement take-home packs
 2-IXL Math
 2-Discovery Education
 3-Yard Sticks
 3-Tape Measures
 3-Balance Scales
 3, 4, 5-Georgia Science Weekly
 3-American Heroes Biographies
 4-Nonfiction Resources for STEM Lab
 4-Moby Math Licenses
 4-Interactive Map Materials
 5-Cuisenaire Rods
 5-Operations with Fractions and Decimals Common Core Teaching Kit
 5-Graph Paper & Large Graph Paper
 5-Yard & Meter Sticks
 5-3D Shapes & Geoboards
 5-Class sets of calculators
 5-Discovery Science
 SPED- Batell Developmental Inventory Kit
 ActivBoard Pens
 Planning Time for Teachers
 Field Trips for Students
 Individual Reading Baskets to house ‘good fit’ books
 Ink/Paper for instructional interventions
 STEM Lab Equipment for integration of math and science
Component # 9: Description of Activities Used to Ensure that Students Not Mastering
Proficient or Advanced Levels of Academic Achievement Standards are Provided Effective,
Timely Assistance
The workshop method of content delivery in Language Arts and Math affords
prescriptive, differentiated teaching. After a focused whole group lesson lasting approximately
15 minutes, teachers begin working with students in small skill based groups or one-on-one to
assure maximum instruction aimed at achieving academic gains. Students who need more time
and practice, as reflected on their Georgia CRCT performance, are offered after school tutoring,
supplemental services, and extended instructional services. Parents of these students are invited
periodically for informative workshops meant to support their knowledge of what is expected of
their children daily and how they can support the learning of their children.
22 | P a g e
Middle Ridge has 1 gifted teacher affording support for our Level 3 students (exceeds
standards) She collaborates with all teachers for enrichment strategies and provides guidance to
teachers on the identification of gifted students. She is using the Pull Out model with the Gifted
classes. Each day she has a different grade level for the entire day. Her focus is on the
Curriculum Units developed by the Newton County School System gifted teachers. She affords
the regular teacher a smaller group of students to work on intervention as she continues on
acceleration with the other students. The number of students qualifying for the gifted program
at Middle Ridge is now at 45, with over 10 students to be tested. Additionally, our gifted teacher
facilitates mathematical and scientific thinking for third, fourth, and fifth grade students in our
MRES STEM Lab.
In an effort to provide additional support to our key subgroups, teachers in support and
special areas such as art, music, and physical education are used as interventionists. They give
consistent and structured tutoring to support classroom instruction during, before, and after
school times. As we address issues of school climate, we believe that classrooms will become
more conducive to student learning and achievement. Our school has set aside a thirty minute
block of time every day to individualize learning to the extreme! Every faculty and staff member
in our school will work in small groups with children; we will try some different teaching
methods with those who are struggling, and ‘stretch the brains’ of those who need acceleration.
The Instructional Focus Period will be held between 1:35 PM and 2:05 PM.
Parent conferences are held twice a year, once in October and once in February, on a
school wide basis. The parent conferences are held to address student achievement,
benchmarking, progress monitoring, student behavior and expectations. Parent conferences are
also held throughout the year to address needs and concerns as they arise. Workshops are
conducted throughout the year for parents that focus on how they can provide support at home.
The workshops are designed to focus on Math, Literacy, Science, and School Expectations.
During the workshops the parents work through a lesson to provide the parent with an example
of what is expected at their child’s grade level. Exemplary work is also showcased. School
Messenger, our school website, fliers and the school marquee are used to communicate with
parents the many opportunities that are provided for them.
Component #10: Using and Publishing Disaggregated Student and School Assessment
Data
The Newton County School System requires all schools to administer state-mandated
criterion referenced and norm referenced tests consistent with the A Plus Education Act of 2001
and the federal No Child Left Behind Act of 2002. Using information prepared by the Georgia
Department of Education, the system’s testing coordinator issues instructions for testing and
establishes quality assurances that guarantee parents and the public that results are reliable. Our
school administers the state developed and validated Criterion Referenced Competency Tests
and the nationally normed Iowa Tests of Basic Skills. Copies of individual students’
performance on these tests are provided to parents upon receiving results from Riverside Testing
Company. Disaggregated reports on the performance of all major student groups are published
on the school’s website, and are disseminated to local newspapers by the County Office. Our
23 | P a g e
school adheres to all assessment and disaggregation guidelines specified in the System’s
Consolidated Federal Application, which is updated at least annually and filed with the Georgia
Department of Education. A data room will be developed to centrally locate all data.
Component #11: Provisions for Collection and Disaggregation of Data on Achievement and
Assessment Results of Students.
Student needs are formally assessed using results of state-mandated testing with the
GKIDS, ITBS, CRCTs, GA Writing Assessments (3rd, 5thgrades); Results of these tests come
from the state in the fall and late spring of each year. School level staff, including principal,
assistant principals, classroom teachers (regular and supplemental –Title I, EIP, Special
Education, & Gifted), and members of the Middle Ridge Elementary School Improvement
Leadership Committee analyze student performance data for overall strengths and weaknesses.
Academic data is disaggregated and examined by student sub groups, gender, subject, and grade
levels to make both external and internal comparisons.
Each teacher is involved in data-analysis. The data is used to develop part of the School
Improvement Action Plans that address academic needs for each grade level. The administrative
staff, with help from classroom teachers, pulls individual test data for each student in developing
classroom assignments. Every grade level teacher is required to maintain data for the students in
their homeroom. The data sheets tracks all diagnostic measures, and benchmark testing
information. Each teacher meets in PLC’s to review the data and progress. Every grade level
meets with the Administrative team at least once a month to analyze common assessments,
benchmark data, and statewide testing.
In addition to state mandated testing Middle Ridge also uses a number of diagnostic tools
mentioned earlier to include: STAR, and OAS,. These scores are used to help focus instruction
for teachers and EIP support.
Component #12: Assessment results are valid and reliable.
All state mandated assessments are considered to be valid and reliable from GaDOE. State rule
160-7-01 Single Statewide Accountability System states “The purpose of the Single Statewide
Accountability System includes, but it is not limited to, providing valid, reliable accountability
determinations at the school, LEA, and state levels that can help promote continuous
improvement in raising student achievement and closing achievement gaps”. Further, the
principal and school personnel are provided an opportunity to review preliminary results of
CCRPI Reports that contain assessment results to ensure that they are accurate.
Component #13: Provisions for Publicly Reporting of Disaggregated Data
24 | P a g e
Disaggregated reports on the performance of all major student groups are published on the
school’s website and released to several local newspapers as well as maintained at the school in
data notebooks.
Component #14: Period of Development of Title I Plan
Middle Ridges’ initial Title I School-wide Plan was developed over a one-year period with
support from a technical assistance provider who is external to the school and district. The Title
I Plan is reviewed and updated annually during the school improvement planning process.
Component #15: Involvement of Stakeholders in Development of Title I Plan
A Title I School Improvement Committee comprised of diverse representation of the school
community developed the initial Title I plan. Those involved included: teachers from each
program area and grade level, administrators, instructional coach, parent representative,
community representative, Georgia Department of Education representative, and central office
personnel. Final approval of the plan involved all certified staff. The Local School Council and
PTO representatives discussed, reviewed and approved the contents of the plan.
Component #16: Availability of Title I Plan
A copy of the school’s Title I Plan is available in the school’s media center and the principal’s
office for review by parents and members of the community. Additional copies are filed with the
district’s Office of Federal Programs. Any parent or community member desiring a copy of the
plan may make a request for a copy through the principal.
Component #17: Translation of Plan
Families whose primary language is other than English may utilize the District level translation
services to receive relevant Title I information translated into their primary language. Families
who need information translated to Spanish may receive that translation by the ESOL teacher at
Middle Ridge Elementary.
Component #18: School Improvement Provisions of Section 1116 of NCLB Act of 2001
The School wide Title I Plan for Middle Ridge Elementary school is subject to the School
Improvement Provisions of Section 1116 of NCLB Act of 2001 and Georgia’s Waiver for ESEA
Requirements. Each year the Middle Ridge Elementary School Improvement Team, composed of
grade level teachers and administrators, meet to develop the school improvement plan. School
data is studied for a review of strengths and weaknesses. School wide action plans are
developed. Grade level leaders also meet with all teachers to address specific grade level domain
concerns that come out of the annual review of data. Action plans are developed to address
school-wide weaknesses in the core subjects as reflected by performance on subtest or domains
by student subgroups. Each component of the School-wide Title I Plan is reviewed and updated
annually in conjunction with the Leadership Team’s deliberations on school improvement. The
25 | P a g e
school’s comprehensive school improvement plan is the same as the Title I Plan and consists of
three major parts: School Profile, School Action Plans, and the 18 Components of a Tile I Plan.
26 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Mathematics
Grade: 3 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Department of Education
20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08
Testing Month
Apr
Apr
Apr
Apr
Apr
Meets & Exceeds
80
75
65
53
50
Exceeds
31
24
25
11
13
Number of students tested
64
79
79
95
111
Percent of total students tested
SCHOOL SCORES
100
100
100
100
100
Number of students alternatively assessed
0
6
3
5
2
Percent of students alternatively assessed
0
7
3
5
2
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
82
73
64
50
50
Exceeds
26
17
14
3
13
Number of students tested
42
41
44
39
72
Meets & Exceeds
71
73
52
51
49
Exceeds
26
17
14
3
13
Number of students tested
42
41
44
39
72
Meets & Exceeds
100
92
100
73
70
Exceeds
27
0
0
0
9
Number of students tested
11
17
10
21
22
Meets & Exceeds
73
52
50
57
27
Exceeds
27
0
0
0
9
Number of students tested
11
17
10
21
22
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
Meets & Exceeds
100
91
92
50
55
Exceeds
0
36
38
13
18
Number of students tested
1
11
13
16
11
Meets & Exceeds
93
65
74
63
50
Exceeds
33
30
47
17
12
Number of students tested
15
20
19
30
26
6. White
13GA8
27 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Reading
Grade: 3 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Department of Education
20 11-20 12
20 10-20 11
20 09-20 10
20 08-20 09
20 07-20 08
Apr
Apr
Apr
Apr
Apr
Meets & Exceeds
86
92
89
80
69
Exceeds
34
29
23
11
11
Number of students tested
64
78
79
95
111
Percent of total students tested
100
100
100
100
100
Number of students alternatively assessed
0
6
3
5
2
Percent of students alternatively assessed
0
7
3
5
2
Testing Month
SCHOOL SCORES
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
88
91
86
80
66
Exceeds
37
23
24
11
10
Number of students tested
49
69
66
80
94
Meets & Exceeds
90
93
82
79
71
Exceeds
21
22
7
5
8
Number of students tested
42
41
44
39
72
Meets & Exceeds
100
100
100
73
70
Exceeds
50
25
0
20
0
Number of students tested
2
12
7
15
9
Meets & Exceeds
73
71
50
57
36
Exceeds
1
0
0
0
0
Number of students tested
11
17
10
21
22
100
100
100
81
55
Exceeds
0
27
31
25
0
Number of students tested
1
11
13
16
11
Meets & Exceeds
80
84
95
83
69
Exceeds
53
37
47
13
23
Number of students tested
15
19
19
30
26
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
Meets & Exceeds
6. White
28 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Mathematics
Grade: 4 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Georgia Department of Education
20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08
Testing Month
Apr
Apr
Apr
Apr
Apr
Meets & Exceeds
76
83
67
59
44
Exceeds
22
32
24
12
4
Number of students tested
78
66
84
83
102
Percent of total students tested
SCHOOL SCORES
100
100
100
100
100
Number of students alternatively assessed
4
2
4
3
3
Percent of students alternatively assessed
4
2
4
3
2
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
71
81
65
56
39
Exceeds
15
28
23
14
1
Number of students tested
62
57
75
72
77
Meets & Exceeds
68
84
61
63
41
Exceeds
16
19
15
10
2
Number of students tested
50
31
41
49
49
Meets & Exceeds
100
83
54
40
50
Exceeds
50
16
23
10
0
Number of students tested
2
6
13
10
2
Meets & Exceeds
63
61
23
38
33
Exceeds
6
0
0
10
0
Number of students tested
19
13
13
21
24
100
86
67
66
75
Exceeds
0
42
17
0
0
Number of students tested
1
7
12
9
4
Meets & Exceeds
95
90
75
60
51
Exceeds
32
45
42
15
5
Number of students tested
19
20
24
20
39
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
Meets & Exceeds
6. White
13GA8
29 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Reading
Grade: 4 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Georgia Department of Education
20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08
Testing Month
Apr
Apr
Apr
Apr
Apr
Meets & Exceeds
84
85
73
78
70
Exceeds
32
33
18
11
11
Number of students tested
79
67
85
83
102
Percent of total students tested
100
100
100
100
100
Number of students alternatively assessed
4
2
4
3
3
Percent of students alternatively assessed
4
2
4
3
2
SCHOOL SCORES
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
82
83
71
78
66
Exceeds
26
28
17
10
10
Number of students tested
62
58
76
72
77
Meets & Exceeds
81
82
64
76
69
Exceeds
28
24
12
8
8
Number of students tested
50
33
42
49
49
Meets & Exceeds
100
83
62
80
50
Exceeds
50
0
15
0
0
Number of students tested
2
6
13
10
2
Meets & Exceeds
79
38
43
57
37
Exceeds
16
0
0
0
4
Number of students tested
19
13
14
21
24
100
86
67
65
57
Exceeds
0
29
8
5
5
Number of students tested
1
7
12
9
4
Meets & Exceeds
95
90
87
85
69
Exceeds
35
45
29
20
10
Number of students tested
20
20
24
20
39
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
Meets & Exceeds
6. White
13GA8
30 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Mathematics
Grade: 5 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Georgia Department of Education
20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08
Testing Month
Apr
Apr
Apr
Apr
Apr
Meets & Exceeds
83
84
78
74
54
Exceeds
30
13
16
15
6
Number of students tested
71
67
81
102
108
Percent of total students tested
100
100
100
100
100
Number of students alternatively assessed
4
5
3
5
7
Percent of students alternatively assessed
5
6
3
4
6
SCHOOL SCORES
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
84
82
76
72
46
Exceeds
23
11
18
9
4
Number of students tested
62
57
68
74
84
Meets & Exceeds
80
78
81
75
47
Exceeds
20
12
13
17
4
Number of students tested
42
41
48
60
78
Meets & Exceeds
80
86
88
84
86
Exceeds
25
25
0
0
25
Number of students tested
5
8
9
5
8
Meets & Exceeds
61
57
53
67
15
Exceeds
0
0
0
0
0
Number of students tested
18
19
17
21
27
Meets & Exceeds
100
50
75
75
66
Exceeds
33
0
0
0
0
Number of students tested
3
6
8
8
6
Meets & Exceeds
100
94
78
69
69
Exceeds
42
11
30
12
6
Number of students tested
24
18
23
26
16
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
6. White
13GA8
31 | P a g e
STATE CRITERION-REFERENCED TESTS
Subject: Reading
Grade: 5 Test: Criterion-Referenced Competency Test
Edition/Publication Year: Georgia Publisher: Georgia Department of Education
20 11-20 12 20 10-20 11 20 09-20 10 20 08-20 09 20 07-20 08
Testing Month
Apr
Apr
Apr
Apr
Apr
96
89
85
87
77
Exceeds
4
10
7
2
7
Number of students tested
71
72
81
102
108
Percent of total students tested
100
100
100
100
100
Number of students alternatively assessed
4
5
3
5
7
Percent of students alternatively assessed
5
6
3
4
6
SCHOOL SCORES
Meets & Exceeds
SUBGROUP SCORES
1. Free/Reduced-Price Meals/Socio-economic Disadvantaged Students
Meets & Exceeds
93
87
84
86
73
Exceeds
24
8
7
1
2
Number of students tested
59
60
68
74
84
Meets & Exceeds
89
85
83
83
77
Exceeds
12
7
8
2
4
Number of students tested
36
41
48
60
78
Meets & Exceeds
100
86
88
84
86
Exceeds
25
25
0
0
25
Number of students tested
4
8
9
5
8
Meets & Exceeds
78
73
53
67
44
Exceeds
6
0
0
0
0
Number of students tested
20
19
17
21
27
100
50
75
75
66
Exceeds
0
0
12
0
0
Number of students tested
3
6
8
8
6
Meets & Exceeds
100
90
91
96
75
Exceeds
41
14
9
0
19
Number of students tested
24
21
23
26
16
2. African American Students
3. Hispanic or Latino Students
4. Special Education Students
5. English Language Learner Students
Meets & Exceeds
6. White
13GA8
32 | P a g e
Student Data
Science
3rd
All
71%
74%
68%
61%
-7
White
90%
75%
64%
73%
9
Black
57%
96%
64%
50%
-14
SWD
30%
36%
45%
33%
-12
2010
2011
2012
2013
68%
74%
66%
74
+8
92%
95%
86%
76
-10
57%
65%
61%
64
+3
46%
27%
54%
NA
2010
2011
2012
2013
63%
63%
74%
74%
0
70%
86%
92%
83%
-9
61%
51%
62%
71%
+9
27%
36%
38%
42%
+4
2010
2011
2012
2013
Difference
4th
Difference
5th
Difference
Soc. Studies
3rd
2010
2011
2012
2013
Difference
4th
2010
2011
2012
2013
Difference
33 | P a g e
All
83%
75%
75%
85%
+10
White
94%
75%
59%
86%
+27
Black
75%
67%
79%
82%
+3
SWD
40%
36%
55%
74%
+19
57%
71%
70%
75%
+5
76%
91%
77%
76%
-1
48%
60%
68%
70%
+2
33%
27%
40%
NA
0
5th
2010
2011
2012
2013
Difference
45%
58%
81%
73%
-8
52%
73%
92%
77%
-15
76%
51%
71%
72%
+1
21%
21%
50%
37%
-13
Year
Total
Enrollment
%
Black
%
White
%
Hispanic
%
Asian
%
American
Indian
%
MultiRacial
%
Male
%
Female
2013-2013
2006-2007
696
689
545
571
652
684
653
64%
60%
57%
54%
51%
56%
53%
24%
27%
27%
28%
29%
29%
32%
6%
7%
10%
11%
10%
7%
8.9%
.008%
.005%
.007%
.007%
1%
7%
.32%
0%
0%
0%
0%
0%
0%
0%
4.3%
5.5%
5.8%
5.7%
9%
6%
6.2%
55%
55%
55%
54%
54%
56%
55%
45%
45%
45%
46%
46%
44%
45%
2005-2006
595
46%
36%
09%
0.6%
0%
06%
51%
47%
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008
Number and
Percent
of
Student
Population
1112#
1011#
1011%
0910 #
09-10
%
0809 #
0809
%
0708
#
07-08
%
Free / Reduced
Lunch
463
85%
473
83%
532
81%
541
Special Education
106
18.5%
107
18.7%
153
23%
ESOL
44
8.07%
64
11.2%
51
Gifted Education
48
8.8%
48
8.4%
46
34 | P a g e
1112%
0607
#
06-07
%
0506
#
05-06
%
79%
494
76%
437
73%
160
23%
158
25%
131
22%
8%
47
6.9%
59
09%
43
07%
7%
51
7.5%
30
05%
20
03%
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008
2006-2007
No Title I
Program
--------
Targeted-Assistance
Title I Program
NO
NO
NO
NO
NO
NO
NO
YES
School wide Title I
Program
YES
YES
YES
YES
YES
Yes
Yes
In progress
2005-2006
--
YES
Requested
Title I
% Absent More Than 15 Days – Grades 3-5
Attendance:
All
Students
%
Black
2010-2011
310
4.7%
2009-2010
314
6.3%
2008-2009
348
6.6%
2007-2008
299
67%
2006-2007
262
1%
%
White
%
Hispanic
%
Asian
%
MultiRacial
%
Other
%
Male
%
Female
%
SWD
%
LEP
%
SES
2013-2014
2012-2013
2011-2012
13.8
%
13.8
%
12.7
%
30%
10.3%
14.8
%
10.7
%
13.6
%
10.5%
10.5%
2.9%
11.1%
3%
3%
Faculty/Staff Data:
Attrition Rate* of
Teachers
Number
Percent of Teacher
Population
Grade or Subject with
Greatest Turn-over
2012-2013
4
7.6%
1st
2011-2012
2
4%
1st-4th
2013-2014
35 | P a g e
2010-2011
2
4%
2009-2010
4
8%
2008-2009
16
28%
2007-2008
8
15%
2006-2007
8
16%
Special Ed.
2005-2006
13
26%
Primary
4th
5th
*Attrition rate is defined as the number of teachers who leave the profession or transfer to another school
from the beginning of the school year to the beginning of the next school year, excluding retirement.
Attrition Rate*
of Administrators
2012-2013
1
Percent of Administrator
Staff
50
2011-2012
1
50
2010-2011
0
0
2009-2010
0
0
2008-2009
1
50
2007-2008
0
0
2006-2007
1
50
2005-2006
0
0
Number
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession
or transfer to another school from the beginning of the school year to the beginning of the next school
year, excluding retirement.
Highly Qualified Teachers
Percent of Highly Qualified
Number of Core Teachers Teaching
Number of
Teachers Teaching in Field for
Out of Field for One or More Periods
Certified Teachers
Entire Day
During the Day
52.2
100%
0
If you have one or more in column 3, add an explanation of your actions to highly qualify the core
teacher(s).
36 | P a g e
AYP Report:
See CCRPI Performance Index Report (attached) *lagging data
Previous Year Report: 2010-2011
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look
(confidence interval, multiyear average, safe
harbor)
Did Not meet AMO for the following subgroup(s)
Met second indicator for all students
Previous Year Report: 2009-2010
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look
(confidence interval, multiyear average, safe
harbor)
Did Not meet AMO for the following subgroup(s)
Met second indicator for all students
37 | P a g e
Mathematics
English Language Arts
YES
YES
YES
YES
YES
YES
YES
YES
SWD
YES
Mathematics
English Language Arts
YES
No
No
YES
No
No
SWD
Yes
SWD
Yes
Middle Ridge Elementary School
HOME/SCHOOL COMPACT (Revised on 8/2/13)
As the Principal of Middle Ridge Elementary I agree to:




Provide an environment which fosters open communication.
Provide a safe and orderly environment conducive to learning.
Support teachers in providing standards-based instruction.
Encourage students, their families and staff to keep this pledge.
__Michael J. Forehand
Principal’s signature
______________________________________
Date
As a Classroom Teacher of Middle Ridge Elementary School I will:





Be present and prepared for a fresh start each day.
Establish a community of learners in a standards-based classroom environment.
Expect high standards of academic performance and social skills for myself, students and parents.
Communicate consistently through agendas, Thursday Folders, and other means as needed.
Involve parents in the activities of the classroom, as well as the school.
____________________________________
Teachers signature
_______________________________________
Date
As a Parent/Guardian of a Middle Ridge Elementary School student I will:





Have my child present, on time, and dressed in the school uniform ready for daily learning.
Check for communication and communicate in the agenda nightly as well as review Thursday folders
weekly.
Attend all conferences, review homework and keep the school notified of current contact
information.
Expect and reinforce best behavior choices for my child.
Help my child meet his/her monthly academic goals.
_____________________________________
Parent/ Guardian’s signature
______________________________________
Date
As a Student of Middle Ridge Elementary School I will:
 Attend school daily, on time and dressed in my school uniform for learning.
 Take responsibility for my own learning by being an active listener and thinker.
 Follow the school rule of respect and make wise choices.
 Believe that I can learn and do my work at school and at home.
 Meet my monthly academic goals.
____________________________________
Student’s signature
38 | P a g e
______________________________________
Date
Middle Ridge Elementary School
COMPACTO LA ESCUELA/CASA (revisado el 8/2/13)
Como el director de Middle Ridge Elementary Estoy de acuerdo con:




Proporcionar el ambiente que fomente la comunicación abierta.
Proporcionar un ambiente seguro y ordenado que conducta el aprendizaje.
Apoyar a los profesores en la provisión de instrucción basada en estándares.
Anime a los estudiantes, sus familias y el personal para mantener este compromiso
__Michael J. Forehand
Firma del director
_______________________________________
Fecha
Como el maestro del salón de Middle Ridge Elementary School haré lo siguiente:
 Estar presente y preparado para empezar de nuevo cada día.
 Establecer una comunidad de aprendices en un ambiente de clase basado en normas.
 Exigir un alto nivel de rendimiento académico y las habilidades sociales para mí, los
estudiantes y los padres.
 Comunicar constantemente a través de agendas, carpetas de jueves, y otros significa, según
sea necesario.
 Involucrar a los padres en las actividades del aula, así como la escuela.
____________________________________
Firma de Maestro
_______________________________________
Fecha
Como el padre / madre / tutor de Middle Ridge Elementary School haré lo siguiente:
 Tener a mi hijo presente, a tiempo, y vestido con el uniforme de la escuela lista para aprender
todos los días.
 Revise la agenda cada noche y carpetas de jueves semanal.
 Asistir a todas las conferencias, revistar las tareas y mantener la escuela notificado de la
información de contacto actual.
 Esperar y reforzar las mejores opciones de comportamiento de mi hijo.
 Ayudar a mi hijo a cumplir con su / mes sus objetivos académicos.
______________________________________
Firma de padre / madre / tutor
____________________________________
Fecha
Como estudiante de Middle Ridge Elementary School haré lo siguiente:
 Asistir a la escuela todos los días, puntualmente y vestido con uniforme escolar para el
aprendizaje.
 Asumir la responsabilidad de mi propio aprendizaje al ser un oyente activo y pensador.
 Seguir las reglas de la escuela de respeto y tomar decisiones sabias.
 Creer que puedo aprender y hacer mi trabajo en la escuela y en casa.
 Cumplir con mis metas académicas mensuales.
____________________________________
______________________________________
Firma del estudiante
Fecha
39 | P a g e
TITLE 1 PARENT INVOLVEMENT POLICY
MIDDLE RIDGE ELEMENTARY SCHOOL
2013-2014(Revised on 8-2-13)
Middle Ridge Elementary School faculty and staff take seriously its obligation to involve parents
and the community in educating students. In light of this, the school has established a parent
involvement policy. The policy assures parents that their feedback will be sought on the school’s
performance and lists specific ways in which parents will be involved. A school-home compact
is also used to enlist parents’ support in encouraging students to meet grade level expectations.
The compact is reviewed and discussed at conferences and meetings at the beginning of the
school year. Signed copies of the compact are referenced repeatedly throughout the school year
as appropriate. Parent involvement activities that are on-going at Middle Ridge Elementary
include:












PTO nights are held every month. Every other month these meetings are termed “Family
Nights” and are held in an effort to develop habits with families of attending school
activities. The other meetings connect to curriculum to highlight student performance
and academics.
The PTO sponsors a 5 Star Family award each year. Parents who meet the stipulations of
the 5 Star Family contract will be recognized with their child at the Honor’s Day
Celebration at the end of the year. We are seeking community support for other awards
or prizes to be given to our 5 Star Families. At the end of the 2012 -2013 school year, we
had 95 families that earn the 5 Star Family Award.
Teachers are encouraged to invite parents to volunteer in their classrooms. A record of
parent visitation to the school is being kept to baseline our parents in the building during
this current school year.
Parents are encouraged to visit their student’s class by giving the teacher a 24 hour notice
as to when they would like to volunteer or observe.
Parent workshops, sponsored by the school in cooperation with the district wide Title I
Parent Involvement Coordinator, are held regularly.
Title I meetings are scheduled for parents to receive quarterly updates.
Annual parent surveys are conducted and the results are used to address identified
concerns.
Communications occur through: student agenda planners, school messenger, school
newsletter, teachers’ correspondence, school marquis, and school website.
Weekly Thursday folders are sent home to provide parents with important information
concerning their child’s performance.
PTO Board meetings are held quarterly.
An Open House is held at the beginning of the school year to orient parents of grade level
expectations.
Parent conferences are scheduled throughout the school year.
40 | P a g e
POLÍTICA DE PARTICIPACIÓN de PADRES de TÍTULO 1
MIDDLE RIDGE ELEMENTARY SCHOOL
2013-2014 (Revisado el 8-2-13)
Middle Ridge Elementary School y el personal tomar en serio su obligación de involucrar a los
padres y la comunidad en la educación de los estudiantes. Por eso, la escuela ha establecido una
política de participación de los padres. La política asegura a los padres de que sus comentarios
serán pedidos en el desempeño de la escuela y las listas de formas específicas en que los padres
estarán involucrados. Un acuerdo entre la escuela - hogar también se utiliza para obtener el
apoyo de los padres para alentar a los estudiantes a cumplir con las expectativas de nivel de
grado. El pacto es revisado y discutido en las conferencias y reuniones al comienzo del año
escolar. Firmadas copias del pacto se hace referencia en repetidas ocasiones durante el año
escolar, según corresponda.
Actividades de participación de los padres en el curso del año en Middle Ridge Elementary
incluyen:
 Noches de PTO se celebran cada mes. Cada dos meses estas reuniones se denominan
“noches familiares”, en un esfuerzo para que las familias se acostumbren de venir a la
escuela para una noche de actividad. Las otras reuniones conectar al plan de estudios de
alguna manera para destacar el desempeño de los estudiantes y académicos.
 El PTO está patrocinando un premio para la Familia de 5 Estrellas este año. Los padres
que cumplen con las estipulaciones del contrato de Familia de 5 estrellas será reconocido
con sus hijos en la Celebración en el Día de Honor al fin de año. Estamos buscando
apoyo de la comunidad para otros premios o los premios que debe darse a las Familias de
5 Estrellas. Hasta. Al final del 2012-2013 año escolar, teníamos 95 familias que
recibieron el Premio de Familia de 5 Estrellas.
 Los profesores se les anima a invitar a los padres como voluntarios en sus clases. Un
registro de visitas de los padres a la escuela se mantiene con los horarios de nuestros
padres en la oficina durante este año escolar.
 Animamos a los padres a visitar la clase de su hijo, dando al profesor un aviso de 24
horas de cuándo les gustaría ser voluntario u observar.
 Talleres para Padres, patrocinado por la escuela en colaboración con el Coordinador de
Participación de Padres de Título I del distrito, se llevan a cabo regularmente.
 Reuniones del Título I están programadas para los padres para recibir actualizaciones
trimestrales.
 Encuestas anuales de padres se llevan a cabo y los resultados se utilizan para tratar las
preocupaciones identificadas.
 Semanalmente carpetas de jueves son enviados a casa para proporcionar a los padres
información importante sobre el rendimiento de sus hijos.
 Reuniones de la Junta de PTO se llevan a cabo cada tres meses.
 Una casa abierta se lleva a cabo al comienzo del año escolar para orientar a los padres las
expectativas de nivel de grado.
 Las conferencias de padres se programan durante todo el año escolar.
41 | P a g e