Byron Elementary School
Peach County, Georgia
Title I Schoolwide Plan
Adopted April 27, 2012
Approved by the DOE May 9, 2012
Revised September 27, 2012
Revised May 30, 2013
Revised August 22, 2013
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Table of Contents
PAGE
Introduction .............................................................................................................................. 3
Mission, Vision and Belief Statements .................................................................................... 3
Header Page ............................................................................................................................. 4
Planning Team Members ......................................................................................................... 5
Components:
1. Comprehensive Needs Assessment...................................................................................... 6
2. Scientifically Based Research and Reform Strategies ....................................................... 17
3. Instruction by Highly Qualified Professional Staff ........................................................... 19
4. Professional Development for Staff ................................................................................... 20
5. Strategies to Increase Parental Involvement ...................................................................... 21
6. Plan for Assisting Children in Transition .......................................................................... 22
7. Inclusion of Teachers in Decisions Regarding Use of Academic Assessment .................. 23
8. Coordination and Integration of Federal, State, and Local Services and Programs .......... 23
9. Effective, Timely Assistance for Students Experiencing Academic ................................. 24
10. Description of How Student Assessment Results Will Be Provided to Parents .............. 26
11. Provision for the Collection and Disaggregation of Data ................................................ 26
12. Provisions for Ensuring Assessment Results are Valid and Reliable .............................. 26
13. Provisions for Public Reporting of Disaggregated Data .................................................. 27
14. Plan Developed During a One-year Period ...................................................................... 27
15. Plan Developed With the Community to be Served and Who Will Carry it Out ........... 27
16. Plan available to the LEA, Parents, and the Public.......................................................... 27
17. Plan Translated to the Extent Feasible ............................................................................. 28
18. Plan is subject to the school improvement provisions of Section 1116........................... 28
APPENDECES
APPENDIX 1: Non-Academic Data ...................................................................................... 29
APPENDIX 2: HiQ Staff Report ........................................................................................... 29
APPENDIX 3: HiQ Staff Roster............................................................................................ 30
APPENDIX 4: Parent Policy and Compact ........................................................................... 34
APPENDIX 5: References ..................................................................................................... 37
APPENDIX 6: Parent Forum ................................................................................................. 39
APPENDIX 7: School Improvement Plan ............................................................................. 41
Introduction
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 2 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Byron Elementary School is one of three elementary schools in Peach County, Georgia. It
serves approximately 617 students in grades kindergarten through fifth grade.
Byron Elementary School was originally housed in the old school complex located next to
the Byron Municipal Building. Students from grades first through eight were served there for
many years. Byron’s population was growing rapidly and the old school complex was no
longer suitable, so a new Byron Elementary School was planned. The new building was
constructed in several stages beginning in 1980. The first stage included the office, media
center, cafeteria and seven classrooms.
Over the years, additions were made to accommodate a growing student population. The last
addition included the current fourth grade hall, the gymnatorium, and the music and art
rooms. Kindergarten through eighth graders attended Byron Elementary until the school was
divided into Byron Elementary and Byron Middle School. Middle school students were later
moved to the newly constructed Byron Middle School.
Mission
“The Mission of Byron Elementary School is to graduate college and career ready students.”
Vision
“Learning Today – Leading Tomorrow”
Motto
“Challenge students to achieve high standards and goals.”
Beliefs
We believe the main responsibility of the Byron Elementary is to ensure a relevant and rigorous
education for all students.
We believe that students learn best in a safe, nurturing, orderly, and creative/reflective
environment.
We believe all students need the opportunity to reach their full potential through high
expectations and an appropriate challenging career path.
We believe strategic planning, educational best practices, and data-driven decision-making are
essential to improve student achievement.
We believe when all stakeholders form respectful relationships and strong, active partnerships
with high expectations of success, children thrive and prepare for an ever-changing future.
We believe that Byron Elementary School needs access to 21st Century resources to provide an
education which prepares students for today’s digital and informational society.
We believe all students can learn and that all students should graduate from high school prepared
for post-secondary opportunities.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 3 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name:
Byron Elementary School
Principal Name: Dannelly Martin
District Name:
Peach County Schools
2013 - 2014
School Year:
School Mailing Address:
202 New Dunbar Road Byron, Georgia 31008
Telephone: (478) 825-9650
District Title One Director/Coordinator Name: Dr. Ken Banter
District Title One Director/Coordinator Mailing Address: 523 Vineville Street
Email Address: kbanter@peachschools.org
Telephone:
Fort Valley, GA 31030
(478) 825-5933
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Focus School
Title I Alert School
.
Subject
Alert
List Subject(s) N/A
Graduation
Alert
List Subgroup(s) N/A
Sub-Group Alert N/A
List Subgroup(s) N/A
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Adopted Date:
April 27, 2012
Revision Date:
September 27,
Revision Date: August
2012
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 4 of 50
22, 2013
Title I Schoolwide/School Improvement Plan
FY 14 Planning Committee and Parent Focus Group Members:
NAME
POSITION/ROLE
NAME
POSITION/ROLE
Mr. Dannelly Martin
Principal
Georgia Cook
Parent
Mallerina Marshall
Assistant Principal
Holly Madison
Parent
Nancy Townsend
Kindergarten Teacher
L’Ketra Foster
Parent
Tonya Penson
1st Grade Teacher
Brittni Jump
Parent
Denise Easterling
2nd Grade Teacher
Phyllis Smith
Parent
Joy Bassett
3rd Grade Teacher
Jessica Henry
Parent
Quandal Williams
4th Grade Teacher
Marie Simar
Parent
Aston Gibbs
5th Grade Teacher
Veronica Ross
Parent
Charlotte Shepherd
Counselor
Tamye Fitzgerald
Parent
Margaret Gilreath
Media Specialist
Holly McQueen
Parent
Kristine Fleckenstein
Music Teacher
Parent and
Special Ed. Teacher
Sonia Aguilar
Director of Federal
Programs
Sara Mason
Parent
Parent and
Parent Coordinator
District Parent
Coordinator
Ruth Langlois
Dr. Ken Banter
Laurie Smith
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Components
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Response:
A. We have developed our Schoolwide plan with the participation of individuals who will
carry out the comprehensive Schoolwide/school continuous improvement program plan.
Those persons involved are listed on page 3 of this document.
The ways they were involved include the Planning Team analyzed a variety of data sources
including academic and non-academic information. We also used the parent and teacher
surveys in our revision of the plan. This past year, we went through the SACS accreditation
process in which we used the 5 standards to add to our plan. We brainstormed, did a rootcause analysis, and researched literature.
B. We used the following instruments, procedures, or processes to obtain this information:









We conducted a review of the school’s Mission, Vision, and Beliefs to envision the
school’s future
We conducted a Needs Assessment
SACS Accreditation Report
Parent/teacher surveys
We disaggregated and analyzed academic and non-academic data
We brainstormed reasons for the lack of achievement in specific areas
We used The Five Why’s to determine possible root causes
We researched literature for best practices
We held collaborative conversations
C. We have taken into account the needs of migrant children by conducting an annual
Comprehensive Needs Assessment (CNA) of our migrant students. During the CNA
process, we examine data from various sources which includes student demographic
information, report cards, test scores, attendance, enrollment, discipline,
graduation/drop-out rates, students retained, participation in extended learning time,
surveys from students/parents/teachers, and reports from our Parent Action
Council. The CNA team reviews the data to find where “gaps” exist between migrant
students and all students, and aligns the identified needs with the four Georgia Migrant
Education Program Goals. The team, which includes migrant parents, prioritizes the
needs of migrant students and makes program-planning decisions based on the data and
best practices.
D. We have reflected on current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. The tables
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 6 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
below give a thorough review of the academic performance of students at Byron
Elementary School and include data on non-academic factors that influence
achievement.
D.1: School Status
The FY 2011 school year was the first time that the school had not met all requirements for
making AYP when the Met and Exceeded rates in Math for Black and Economically
Disadvantaged students fell below the 75.7% AMO. The Economically Disadvantaged
sub-group made the cut score through the application of the Confidence Interval.
Beginning in FY12, Georgia no longer has an AYP status. However they have designated a
school status as priority, focus, alert, or none.
FY2008
FY2009
FY2010
FY2011
FY 2013
Yes
Yes
Yes
No
None
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
N/A
N/A
N/A
N/A
School
Status
Reading
Math
Attendance
Participation
Math AMO: => 86.8%
ALL
Black
Met or
Exceeded
Met
Yes
No
AMO
Hispanic
White
M.Racial
SWD
Econ.Dis.
Yes
Yes
Yes
Yes
Yes
(Confidence
Interval)
D.2: Demographic Data 2012-2013
D.2a: All Students 2012-2013
In the 2012 school year, over half of the students at Byron Elementary School were classified
as economically disadvantaged. 2012-13 BES has 40 special education students who are
environment 1 (80% or more time in regular classroom). We also had 5 additional students
who withdrew who were environment 1 at some point during the school year.
# Students
ALL
617
Black
70
Asian
2
Hispanic
26
White
198
M.Racial
20
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 7 of 50
SWD
41
ED
316
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
%
Students
100% 11%
.03%
4%
32%
3%
6%
51%
D.2b: Four-Year Historic View of Demographic Data
The percentage of white, non-Hispanic students fell after 2009 but it is still the largest ethnic
group comprising almost two thirds of the student body. The number of Asian and Hispanic
students, although still small, has increased over the last two years.
2013
2012
2011
2010
2009
2008
Asian
3
12
14
15
N/A
N/A
Black
124
131
154
146
206
187
Hispanic
47
52
53
57
43
49
MRacial
37
25
29
32
31
25
White
390
395
477
506
807
798
All
677
617
732
762
1104
1073
D.3. Academic Data
D.3a Four-year Historical View of CRCT: All students in Grades 3-5
Students at Byron Elementary have been consistently strong in reading over the last four
years, and almost as strong in ELA with predominantly single-digit Did Not Meet rates and
Exceeds rates between one half and one third. Math, science and social studies
achievement is noticeably lower, however, with the Did Not Meet rate hovering around the
25% mark for the last for years.
2013
2012
2011
2010
Reading
DNM
M
5
51
14
53
0
59
8
63
2013
2012
2011
2010
Science
M
44
42
45
52
DNM
16
21
24
17
E
44
33
31
29
E
40
37
31
31
DNM
10
14
16
4
ELA
M
52
65
60
66
E
37
21
25
20
Social Studies
DNM
M
19
63
28
58
29
59
27
66
DNM
22
23
25
21
E
19
14
12
7
D.3b. 2013 CRCT by Grade and Subject
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 8 of 50
Math
M
43
51
51
58
E
34
26
24
21
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Reading
ELA
Math
DNM
M
E
DNM
M
E
DNM
M
E
4.6
40.4
55
12.8
51.6
36
22.8
36.75
43.6
3
4
5
3
4
5
5
1
51
64
DNM
22.6
15.25
13.5
44
35
Science
M
38.4
42
50
12
6.5
E
39.2
43
36.5
46
56
39
37.5
24.25
9.75
54.75
50.25
21.25
40
Social Studies
DNM
M
E
19.2
47.8
33
24
59.25
17
13.75
78
8.25
D.3c: CRCT for Educationally Disadvantaged Students Showing Achievement Gaps
The following tables show large gaps between ED and Non-ED students who did not meet
expectations in Math, Science and Social Studies with smaller gaps in Reading and ELA.
DNM
M
E
DNM
M
E
ED
26.9
48.5
24.6
Math
Non-ED
15.9
37.1
47.0
ED
12.6
57.5
29.9
ELA
Non-ED
7.6
45.5
47.0
Gap
11
+11.4
22.4
Gap
5
+12
17.1
ED
6.0
56.0
38.1
Reading
Non-ED
4.5
44.7
50.8
Gap
1.5
+11.3
12.7
ED
20.2
68.5
11.3
Social Studies
Non-ED
16.7
55.3
28.0
Gap
3.5
+13.2
16.7
Science
DNM
M
E
ED
19.0
48.8
32.1
Non-ED
13.6
37.1
49.2
Gap
5.4
+11.7
17.1
D.3d: CRCT for Black and White Students Showing Achievement Gaps
There was a substantial gap between Black and White students not meeting expectations
and exceeding in math, science and social studies. Smaller gaps were visible in the other
two core subjects.
Math
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 9 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
DNM
M
E
DNM
M
E
DNM
M
E
Black
28.1
40.6
31.3
White
21.6
43.2
35.1
Gap
6.5
3.4
4.2
Black
10.9
59.4
29.7
Reading
White
3.8
48.4
47.8
Black
20.3
64.1
15.6
Science
White
16.1
36.6
47.3
ELA
White
9.1
51.6
39.2
Gap
7.1
+11
18.1
Black
14.3
52.4
33.3
Gap
5.2
+.8
5.9
Gap
4.2
+27.5
31.7
Social Studies
Black
White
Gap
26.6
17.2
9.4
62.5
63.4
.9
10.9
19.4
8.5
D.3e: CRCT Achievement by Math Domains
Measurement & Data Analysis and geometry stands out as a weak area, followed by Numbers
and Operations. Algebra seems to be relatively strong.
Algebra
Measurement & Data
Analysis
Geometry
Numbers &
Operations
3rd
Grade
75%
% Correct
4th
5th
Grade
Grade
78%
66%
Over-all
Average
73%
74%
77%
63%
58%
68%
68%
68%
68%
70%
68%
68%
69%
D.3f: Report Card Grades: 2012-2013 School Year
Grade
Subject
Reading/ELA
1
Math
Reading/ELA
2
Math
Reading/ELA
3
% of A’s
67.37
70.9
46.16
65.69
43.36
% of B’s
18.53
27.3
41.98
32.04
47.98
% of C’s
12.37
1.75
18.85
5.65
6.49
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 10 of 50
% Below
1.73
0
0
0
2.16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Math
58.18
33.4
14.76
6.74
Reading/ELA
54.89
37.02
7.12
3.85
4
Math
40.5
44.5
10.3
4.35
Reading/ELA
52.48
43.16
8.70
0
5
Math
27.8
58
27.86
3.85
D.3g: GKIDS School Summary 2012-2013
#
Elements
Reading/ELA
Math
Approaches to
Learning
Personal/Social
Development
43
24
Mean #
Elements
Assessed
42.8
24
Mean #
Mean %
Elements
Elements
Meets/Exceeds Meets/Exceeding
29.1
68.0
19.3
80.8
10
10.0
4.9
48.6
8
8.0
5.4
67.2
E. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic
Content Standards and the State student Academic Achievement Standard including:
 Economically disadvantaged students in math
 Students from major racial and ethnic groups; black students in math
 Students with disabilities – math
 Students with limited English proficiency - math
 All students in the Exceeds category for all subject areas
F. The data has helped us reach conclusions regarding achievement or other related data.
 The major strengths we found in our program were in the areas of ELA and
Reading. ELA scores were equally strong in both the Grammar and Sentence
Construction domains. In Reading, the Literary Composition and Reading Skills
and Vocabulary Acquisition were the two strongest domains.
 The major needs we discovered were:
 To raise math achievement for the black students
 To raise math achievement for economically disadvantaged students
 To increase the number of students in the Exceeds category for all subjects
 The needs we will address are:
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 11 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
 To raise math achievement for the black students
 To raise math achievement for economically disadvantaged students
 To increase the number of students in the Exceeds category for all subjects
 The specific academic needs of those students that are to be addressed in the
Schoolwide program plan will be to:
 Provide increased numerical literacy for all students, but particularly for
educationally disadvantaged ones
 Increase students’ higher order thinking skills to increase the percentage of
students in the Exceeds category
 The root causes that the planning team brainstormed reasons for the lack of
academic achievement:
 They noted that 18 or 60% of the Black students were also ED and that 22 or
37% of ED students were classified as Black or Multi-Racial.
 The problem might, therefore, lie in economic rather than racial disparities
 Parents of ED students are less likely to be involved in school life
 Early identification and interventions for struggling students are essential
 Technology could support early identification and differentiation strategies
 The Planning Team used the Five Why’s tool to identify the root-causes of two
important issues:
o Why parents were not more involved
o Why technology was underused
The results of the Five Why’s activity are listed below.
Parent Involvement
#1: Why are our parents not more involved?
Brainstorm:
 Work schedules
 Intimidated by school
 Don’t understand the curriculum
 Responsibility



Lack of parenting skills
Don’t know how
They had bad experiences



Format presented in
Perception school does not want them
Lack of technology
#2: Why don’t they understand the curriculum?
Brainstorm:
 Lack of education
 Lack of clarity from teachers
 Different intelligences/interests
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 12 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.

What they think is important
#3: Why is the format of curriculum unclear to parents?
Brainstorm:
 Acronyms & terminology
 Different grade levels do things
differently
 Not explained clearly
 Way it has always been
 Volume of material




Everything does not go home
Language barriers
Communication not always clear
Communication not always parent friendly
Technology
#1: Why are we not using technology in the classroom as much as we would like?
Brainstorm:




Intimidating
Lack of time to learn
Lack of hands-on training
Lack of follow-up training




Different models of same technology
Lack of technology support
Lack of updated technology
Cost
#2: Why do we not have the technology training we need?
Brainstorm:






Cost
People who are experts
Time
Equipment
Too much at once: hard to absorb
Not enough implementation time





Need smaller steps
Everybody on different levels
Lack of written directions
Different learning styles
Concise directions


End of the day: brain dead
Rushed
#3: Why is technology training undifferentiated?
Brainstorm:



One-step process
Software
Time
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 13 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
G. The measurable goals/benchmarks we have established to address the needs were used
as the basis for our School Improvement Plan. They are:
Strategic Goal Area – I. Student Achievement and Learning
1. All students will reach high standards, at a minimum attaining proficiency or better in
reading/language arts and mathematics.
2. All students will be able to use a variety of problem solving techniques to solve word problems.
3. All students will conduct themselves in a manner that does not interfere with their own learning
and achievement or with that of others.
*2.
Schoolwide reform strategies that are scientifically researched based.
Response:
See APPENDIX 4 for the full reference
Increasing Parental Involvement:
(The five major strategies below are the result of combining similar strategies found in more than
one of the references listed in APPENDIX 5)
1. Use parent education to help establish home environments that support children as students:
a. Homework
b. Goal-setting
2. Implement effective school-to-home and home-to-school communications about school
programs and children's progress including conferences and translators:
a. Communicate with parents in a variety of media including welcome packets,
website, PA announcements, marquee sign, and TV
b. Include fun announcements
c. Maintain an upbeat and stress the positive tone
d. Listen and be open to parent suggestions
3. Recruit and organize parent help and support through volunteerism:
a. Respect parent’s time and contributions
b. Ensuring that parents are thanked
c. Welcome people one-on-one and take the time to get to know a couple of things
about each one of them.
d. Contact parents personally when assistance is needed
e. Continue to foster involvement of dads through the “Watch Dogs (Dads of Great
Students)” Program.
4. Increase parental input in school decisions by developing parent leaders and representatives:
a. Create an interest in becoming involved
b. Remove barriers like time and schedules
c. Provide a smorgasbord of options for involvement
d. Make personal contacts and invitations
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 14 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*2.
Schoolwide reform strategies that are scientifically researched based.
e. Establish procedures, bylaws, etc. that let parents know the PTO is a legitimate
group with parliamentary procedures
5. Identify and integrate resources and services from the community to strengthen school
programs, family practices, and student learning and development
Increased Use of Technology







Increase the student: computer ratio e.g. laptops and desk tops (Berry, 2009) (Looi,
2010)
Increase the student: peripheral ratio e.g. scanners, digital cameras and document readers
(Berry, 2009) (Looi, 2010)
Provide MP# Listening Centers (Stabile, 2009)
Provide data processing tools such as digital microscopes and scientific probes that allow
students to analyze data in the context of a well-crafted lesson plan. (Chen 2005)
Provide digital cameras and videoconferencing equipment to transfer images and support
conferencing (Carlyle, 2005)
Interactive white boards to increase student engagement (McLafferty, 2007)
Interactive response systems to promote active engagement (Bruff, 2009)
2(a). Schoolwide reform strategies that provide opportunities for all children in the school
to meet or exceed Georgia’s proficient and advanced levels of student performance.
A. Response: The ways in which we will address the needs of all children in the school
particularly the needs of students furthest away from demonstrating proficiency related to
the State’s academic content and student academic achievement standard are:



Provide remediation opportunities for identified students in writing, math and social
studies.
Create a Technology-Smart school by:
o Providing additional opportunities for students to use a variety of state-of-the art
technologies
o Using the roll-out of the CCGPS as an opportunity to construct new units and
lessons that increase the use of technology
Utilize job-embedded professional learning to increase and enhance:
o Ability to Meet the Diverse Needs of students (Differentiation)
o The implementation of standards-based classrooms to include differentiated
instruction
o A rigorous and relevant curriculum by writing new lessons and units as we rollout the CCGPS
o Teacher use of a variety of technologies
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 15 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2(b). Are based upon effective means of raising student achievement.
B. Response: Following (or in our appendices) are examples of the SCIENTIFICALLY
BASED RESEARCH supporting our effective methods and instructional practices or
strategies.
See APPENDIX 5: References
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
C. Response: We will increase the amount and quality of learning time by implementing or
improving the following research-based strategies:

Restructuring the schedule to allow for tutoring (Quantity):
o Maintain Increase Learning Time sessions for teachers during the school day
o Providing multiple tutoring opportunities
o Providing targeted assistance
o Maximize in-class learning time by increasing differentiation

Create home-based learning program (Quality and Quantity):
o Implementing homework program that will involve parents at home
o Train parents to help instructionally
o Provide activities that parents can help accomplish
o Encourage parents to read with children at home
o Make literacy materials available to parents

Provide access to technology (Quality):
o Provide quality instructional programs with high interest graphics
o Provide programs that offer instant feedback to students
2(d). Address the needs of all children, particularly targeted populations, and address how
the school will determine if such needs have been met and
are consistent with improvement plans approved under the Elementary and
Secondary Education Act of 1965 (ESEA).
Response:
We will use our continuous improvement process to evaluate if the needs of all students are
being met. This process includes a pre-planning data analysis, mid-year progress reviews, and
public reporting of achievement data.
Teachers meet on a regularly-scheduled basis to discuss student progress and identify which
students are struggling and need to be identified for additional help and support.
The school improvement plans and the GDOE Consolidated Application are consistent with the
provisions of the Elementary and Secondary Education Act of 1965 (ESEA).
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 16 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2(e). Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide
plan and must be connected to the support of assisting students to achieve proficiency or
advanced status in relation to the state academic content standards. Documentation must be
provided during the budget approval process. Required based on FY12 US ED monitoring
finding for Georgia.
Response:
No educational field trips are being taken using Title I funding.
*3. Instruction by highly qualified professional staff.
Response:
The No Child Left Behind law requires that certified teachers of core academic subjects, that is,
reading, language arts and math, meet the Title IX definition of highly qualified. They must
have:
a) Full certification or have passed the state teacher examination, hold a license to teach in
the state, and do not have requirements waived on an emergency, temporary, or
provisional basis.
b) Demonstrated subject area competence in each of the core academic subjects taught
c) Received at least a bachelor’s degree.
All certified staff and Para professionals at Byron Elementary School, including teachers, media
specialist, and the counselor meet all these criteria.
See APPENDIX 2: HiQ Report and APPENDIX 3: HiQ Staff Roster
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
A. Response: We will provide instruction by highly qualified teachers who meet the
standards established by the state of Georgia. (Use HiQ Report and school staff roster.
Indicate how certification deficiencies are being addressed.)
See APPENDIX 2: HiQ Report and APPENDIX 3: HiQ Staff Roster
 All staff are HiQ.
 No deficiencies exist.
 A Remediation Plan will be implemented on any non-HiQ or any non-clear
renewable certificate for a teacher or paraprofessional.
*4. Professional development for staff to enable all children in the school to meet the state
student academic achievement standards.
Response:
A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff in our staff development that addresses the root causes
of our identified needs. For example:
 The Leadership Team shared the data analysis, research findings, and suggested
research-based strategies with the entire staff.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 17 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*4. Professional development for staff to enable all children in the school to meet the state
student academic achievement standards.
 A condensed version of the research findings was presented at a PTO/Title I meeting
 Parent representatives sit on all of our Title I committees
 We have included job-embedded and traditional trainings that address parenting and
technology into the Professional Learning plan for the 2013-2014 school year.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards through:





Teacher Surveys
Teacher Interviews
The evaluation of academic data collected through informal walkthroughs (Teacher
Keys - TKES) to determine processional learning needs.
An in-depth analysis down to the classroom level of academic data using CRCT
reports and the SLDS
Research-based best practices developed collaboratively by the school’s Leadership
Team and shared with the entire school staff
C. We have devoted sufficient resources to carry out effectively the professional development
activities that address the root causes of academic problems. For example (money, time,
resources, instructional coaches)
Because of financial limitations, the majority of professional learning occurs in-house.
For example, we have:
 Provided job-embedded professional learning this year on:
o Several aspects of technology, including SMART boards and on-line assessments
o Formative assessment strategies (book study)
o Strategies for differentiating math instruction
 Scheduled common planning time to support collaborative study of student work and
research-based practices
 Drawn on the expertise of the Math and ELA Instructional Facilitators to work with
individual and groups of teachers
 Used PTO funds to supplement state funding
D. We have included teachers in professional development activities regarding the use of
academic assessments to enable them to provide information on, and to improve, the
achievement of individual students and the overall instructional program in the following
ways:




Keep Data Room updated.
We conducted an in-depth analysis of student data from the whole school to the
classroom-level.
Scheduled regular Math/ELA Increase Learning Time team meetings
Scheduled regular collaborative grade and cross-grade-level team meetings to analyze
data and identify areas of concern in the overall instructional program
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 18 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*4. Professional development for staff to enable all children in the school to meet the state
student academic achievement standards.
 Scheduled RTI and SST conferences and implemented strategies to support the
struggling students
*5. Strategies to increase parental involvement.
Response:
A. We will involve parents in an organized, ongoing, and timely way in the planning, review,
and improvement of the comprehensive schoolwide program plan by:
 Using parent surveys and parent questionnaires to elicit initial input and feedback on
the plan
 Ensuring that all the Title I committees include parent representatives
 Making Power Point presentations at Title I and PTO meetings
 Holding a parent Forum to review the plan and elicit additional feedback from parents
B. We will update the school parent involvement policy periodically to meet the changing
needs of parents and the school and distribute it to the parents of participating children and
make the parental involvement plan available to the local community, by including in our
appendices that
 includes strategies to increase parental involvement (such as family literacy
services)
 describes how the school will provide individual student academic assessment
results, including an interpretation of those results
 makes the comprehensive Schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
 compacts required – include with policy
 Parent Involvement checklist included
C. We will conduct an annual meeting, at a convenient time, to inform parents about the
school’s Title I program, the nature of the Title I program, the parents’ requirements
and the school parental involvement policy, the schoolwide plan, and the school-parent
compact and encourage and invite all parents of participating children to attend by;
 Sending parent notifications home
 Sending out email notifications
 Placing on the marque
 Placing an “call out” to all parents
 Place notifications in the local newspaper
D. We will offer a flexible number of meetings, such as meetings in the morning or evening,
and may provide, with funds provided under Title I, transportation, child care, or home
visits, as such services relate to parental involvement by…
 Making Power Point presentations at Title I and PTO meetings
 Holding a parent Forum to review the plan and elicit additional feedback from
parents
 Having meetings at various times based on parent surveys
E. We will provide parents of participating children with timely information about the Title I
program, a description and explanation of the curriculum in use at the school, the forms
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 19 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
of academic assessments used to measure student progress, and the proficiency levels
students are expected to meet, and provide opportunities for regular meetings, if requested
by parents, to formulate suggestions and to participate, as appropriate, in decisions relating
to the education of their child, and respond to any such suggestions as soon as practicably
possible, by …
 Sending parent notifications home
 Making Power Point presentations at Title I and PTO meetings
 Sending out email notifications
F. We will jointly develop with parents of participating children a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility
for improved student academic achievement and the means by which the school and
parents will build and develop a partnership to help children achieve the state’s high
standards by…
 Using parent surveys and parent questionnaires to elicit initial input and feedback on
the school-parent compact
 Ensuring that all the Title I committees include parent representatives
 Making Power Point presentations at Title I and PTO meetings to share/discuss the
school-parent compact
 Holding a parent Forum to review the plan and elicit additional feedback from parents
G. We will provide assistance to parents of participating children, as appropriate, in
understanding the state’s academic content standards, the state’s student academic
achievement standards, the state and local academic assessments including alternate
assessments, the requirements of Title I, Part A, how to monitor their child’s progress,
and how to work with educators, by…
 Sending weekly signed papers of student work
 Phone, notes, email
 Four and half weeks progress/report cards
 Understanding the Common Core Workshop
H. We will provide materials and training to help parents to work with their child to improve
their child’s achievement, such as literacy training and using technology, as appropriate,
to foster parental involvement, by…
 Holding various parents workshops i.e. “Understanding Common Core, Using
OAS, IXL, & Study Island software
I. We will provide training to educate the teachers, pupil services personnel, principal,
and other staff in how to reach out to, communicate with, and work with parents as equal
partners, in the value and utility of contributions of parents, and in how to implement and
coordinate parent programs, and build ties between parents and the school, by …
 Faculty meetings
 Grade Level meetings
 School Council meetings
J. We will, to the extent feasible and appropriate, coordinate and integrate parental
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 20 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
involvement programs and activities with Head Start, Even Start, Home Instruction
Programs for Preschool Youngsters, the Parents as Teachers Program, and public
preschool and other programs, and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully participating in the education
of their children, by …
 Visits to school by area daycares & Head Start
 “Getting Ready for Kindergarten” Workshop
 Daycare “On site” kindergarten registration
 Kindergarten teacher visits to daycares
K. We will take the following actions to ensure that information related to the school and
parent programs, meetings, and other activities, is sent to the parents of participating
children in an understandable and uniform format, including alternative formats upon
request, and, to the extent practicable, in a language the parents can understand, by…
 Purchasing language translation software in order to translate information
 Notifications of meetings and workshops will be sent to student’s parents in their
home language.
L. We will provide full opportunities, to the extent practicable, for the participation of
parents with limited English proficiency, parents with disabilities, and parents of
migratory children, including providing information and school reports required under
section 1111 of the ESEA in an understandable and uniform format and including
alternative formats upon request, and, to the extent practicable, in a language parents
understand, by…
 Interpreters will be provided to assist ESL parents in completing applications and
notifications.
 Notifications of meetings and workshops will be sent to student’s parents in their
home language.
*6.
Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
A. Following are our plans for assisting preschool children in the transition from early
childhood programs. Also included are transition plans for students entering middle
school or high school and entering from private schools plus students entering our school
throughout the school year

Pre-school to Kindergarten:
Getting students off to a good start, is an important foundation of Byron Elementary School’s
transition plan. The counselor visits all the Day-Care centers in the county and contacts as
many churches as possible during the spring. Closer to Kindergarten Registration, the
counselor invites students and parents to the school to meet the Kindergarten teachers and
visit their classrooms. During this meeting, teachers present information to parents on
needed skills and ways to get their children prepared for Kindergarten. The Open
Registration Day provides a second opportunity for parents to meet teachers. Kindergarten
teachers make a presentation and answer questions at the Getting Ready for Kindergarten
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 21 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Workshop held every spring.

Transition to Middle School:
The counselor works closely with the middle school counselor to ensure that students move
as easily as possible between school levels. For example, the counselors arrange a visitation
during the last month of school so that students can meet their 6th grade teachers. This is
followed by a night event when teachers and parents can get together to talk about
expectations and procedures.

Private Schools and Mid-year Transitions:
The Registrar addresses migrant and/or ELL placements during the registration process.
Students coming from Home School and some private schools are given a placement test to
ensure that they are placed correctly and to identify any areas of strength or weakness that
need to be addressed. The counselor provides school tours for parents and the student.
Teachers assign a buddy to help them get acquainted with the school.
*7.
Measures to include teachers in the decisions regarding the use of assessment to provide
information on, and to improve, the performance of individual students and the overall
instructional program.
Response:
A. Teachers are included in decisions regarding use of academic assessment through:
Overall instructional program:
 Annual data analysis sessions
 Math/ELA Increase Learning Time meetings
 Quarterly reviews of benchmarks
 Mid-year reviews of student progress
Individual Student Progress:
 IEP goals and progress reports
 RTI meetings
 SST meetings
 Parent contacts via conferences, notes or telephone
 Collaborative study of student work
*8. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response:
A. We are providing activities to ensure that students who experience difficulty mastering
proficient or advanced levels of academic achievement standards shall be provided with
effective, timely additional assistance.
These include:
 Extra time in, after or before school and summer sessions
 Improved and more rigorous content with the full implementation of the CCGPS
 Early identification of struggling students through frequent benchmarking and
application of RTI protocols
 Title I paid remediation for identified students
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 22 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Increased Learning Time (ILT) during the school day.
8(a). Measures to ensure that students’ difficulties are identified on a timely basis.
Response:










STAR Reading
Lexia
GRASP
ABE
IXL
BIP
Study Island (3rd – 5th)
WriteScore
Reading Eggs (K-2nd)
Quarterly benchmarks
8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance
for identified difficulties.
Response:
 On-going training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties is provided by the Director of Support Services and
Assessment/Accountability.
 The application of this training is supported at the school level by Instructional
Facilitators who monitor the RTI & SST processes during their weekly meetings with
teacher groups.
 The Instructional facilitators are also available to assist individual teachers who need
specific help with individual students.
 In addition, the Principal and Assistant Principal work with individual and groups of
teachers to monitor student progress towards their academic and behavioral targets.
 Professional Learning on using data to drive decisions and instruction.
8c). Teacher-parent conferences that detail what the school will do to help the student, what the
parents can do to help the student, and additional assistance available to the student at the
school or in the community.
Response:
The school has developed an extensive network of ways to notify parents when their children are
struggling and to provide resources that will help parents to work with their children at home.
 Teachers make an initial parent contact at the beginning of school to ensure that parents
know how to contact them if they have questions or concerns
 Teachers make parent contacts by phone, email, or letter when students are seen to be
struggling
 The Parent Portal is an excellent link to teachers or to parent resources
 Parents can e-mail teachers through the school web site
 The One-Call system is used for blanket messages
 Parent conferences are scheduled every nine weeks and the dates published at the beginning
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 23 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan





of the year so that parents can put them on their calendars
Monday Tutoring is provided for struggling students
Many teachers provide individual tutoring for students after school
The parent page on the school web-site provides information, homework helps and links to
other helpful web sites
The PTO has a facebook page
A marquee out front informs parents about upcoming events
*9. Coordination and integration of Federal, State, and local services and programs.
Response:
A. This component requires a description of how the school will implement the programs
listed above, a description of how Title I resources and other resources will be coordinated
to support student achievement goals in the school improvement plan, and a listing of all
state and federal programs consolidated in the Schoolwide plan.
9(a). List of State and local educational agency programs and other included federal programs.
Response:
The following funding streams will be used to support high student achievement:
Federal Funds:
 Title I
 Title IIA
 Title III
 Title VI-B
 IDEA
State Funds:
 EIP
 QBE
 Professional Learning
 Media
Local Funds:
 Local fair share
 PTO
9(b). Description of how resources from Title I and other sources will be used.
Response:
The principal, with input from the Leadership Team, creates a school budget that allocates all
available finds to meet the identified student needs. These resources include the funding streams
identified in section 8(a) above and will be used to:
o Purchase quality hardware and peripherals technology
o Purchase high-quality software
o Purchase supplementary instructional supplies, particularly to support math instruction
o Support PLC’s through the purchase of books and training supplies
o Purchase materials to engage parents and build parent capacity.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 24 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
9(c). Plan developed in coordination with other programs, including those under the School-toWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Response:
This plan has been developed in accordance with the regulations and guidelines of all local, state,
and federal programs.
10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
Because they value the important relationship between school and home, Byron Elementary
teachers go to great lengths to educate parents about the assessments that their children will take.
They have two complementary goals: to educate the parents about assessments and to ensure that
they know how well their children performed on those assessments. In order to achieve these
goals, the school:






Holds an Open House at the beginning of the school year to discuss assessment issues
Holds a Getting ready for the CRCT workshop for parents
Makes additional presentations on assessment throughout the year at Curriculum Nights,
Title I meetings and Parent’s Nights.
Hold principal conferences with struggling students
Sends home state summary sheets in report cards
Test Participation Committee meetings are held with EL parents to discuss ACCESS
scores and test accommodations
11.
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response:
Teachers at Byron Elementary School gather data on student progress throughout the year. They
conduct a thorough analysis of previous spring’s CRCT data and then use this information to
adjust their curriculum maps. They do this in grade level and cross-grade level teams to ensure
that they get multiple perspectives on the scores. Teachers collaboratively analyze achievement
and assessment data in their weekly team meetings and use this information to adjust their
instructional plans.
Teachers in grades 3-5 monitor student writing across the curriculum every nine weeks using
writing folders and writing prompts.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 25 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
The Georgia Department of Education has determined that the Criterion Referenced Competency
Test (CRCT) and GKIDS are both valid and reliable. Since the school’s benchmark tests are
taken from the Georgia Department of Education’s Online Assessment System (OAS) which
consists of retired CRCT items, they are also valid and reliable assessments.
13. Provisions for public reporting of disaggregated data.
Response:
Disaggregated school data is publically reported in several ways. Annual CRCT and AYP to
CCRPI reports are published in the local newspaper. Parents receive information through
newsletters, conferences, meetings, workshops, and the website.
14.
Plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to
develop and implement the schoolwide program.
Response:
The initial Title I plan was developed during the 2011-2012 school year with facilitation help
from Middle Georgia RESA. The plan is revised and updated yearly through parent and staff
surveys and meetings.
15.
Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil service
personnel, parents and students (if secondary).
Response:
The school had a Planning Team included representatives from each grade level as well as
support staff and administrators. The team met monthly to analyze data, share their research
findings and develop their plan. Information was gathered from internal and external
stakeholders through:
 Surveys
 4 School Council Meetings
 4 PTO meetings
 Website postings
 Parent Forum
External stakeholders, including the School Council, will continue to have opportunities to
review and comment on the plan. The staff at Byron Elementary School welcome community
input and suggestions for ways to strengthen instruction.
16. Plan available to the LEA, parents, and the public.
Response:
A copy of the Title I plan will be located in the media center where it will be freely available to
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 26 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
teachers and parents. In addition, it will be placed on the school website.
17.
Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response:
The Title I plan will be translated into Spanish. We will use Transact or other software to
translate it into other languages as the need arises.
18. Plan is subject to the school improvement provisions of Section 1116 of ESEA as amended
by Georgia’s ESES Flexibility Wavier
Response:
Byron Elementary School will comply with all elements of this statute. Title I funds will be used
to supplement not supplant other non-federal funding sources.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 27 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDICES
APPENDIX 1 Non-Academic Data
E.1 Four-Year Historic View of Enrollment
The school experienced a dramatic drop in enrollment at the end of the 2009 school year
when Kay Road Elementary School opened and there were some attendance zone changes due to
re-districting. The school sustained some smaller losses, although much in 2011.
PK*
K
3
105
2012-13
2
109
2011-12
1
122
2010-11
5
135
2009-10
12
184
2008-09
3
179
2007-08
*PK Handicapped Program
1
103
96
121
107
181
202
2
106
94
100
121
193
176
3
89
92
125
132
188
187
4
100
107
129
142
184
161
5
111
106
134
120
162
165
All
617
606
732
762
1104
1073
E.2 Attendance for 2012-2013 by Grade Level
The attendance pattern is consistent across all grade levels and has remained so over the last
four years.
K
1
2
3
4
5
ALL
0 Days
8
9
15
6
9
8
55
1-5 Days
44
38
43
43
50
61
279
6-10 Days
40
36
41
33
34
35
219
10+ days
24
21
16
13
20
16
110
E.3 Four-Year Historic View of Attendance
In the last four years, the school has almost halved the number of students who missed
more than 10 days.
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
0 Days
9%
14%
14%
11%
9%
8%
1-5 Days
45%
65%
54%
54%
43%
39%
6-10 Days
35%
27%
22%
25%
29%
34%
10+ Days
17%
10%
10%
10%
19%
19%
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 28 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
E.4 Four-year Historic View of Retentions
The number of retentions has remained consistently low over the last four years
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
Number
Students
617
606
732
762
1104
1073
Number
Retained
44
39
36
52
78
77
%
Retained
7%
6%
5%
7%
7%
7%
Other Non-Academic Data
1. Technology
K
1
2
3
4
5
Number
Number
Student
Teacher
Computers Computers
/Notebooks
15
5
15
5
15
5
15
5
12
4
12
4
Number
Smart
Boards
5
5
5
5
4
4
2. School-wide Parent Meetings: 2012-2013
Number
Average
of Events Number
Attending
K–
16
33
5th
APPENDIX 2: HiQ Report
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 29 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDIX 3: HiQ Staff Roster
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 30 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 31 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 32 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDIX 4: Parent Involvement Policy and Compact*
BYRON ELEMENTARY SCHOOL
PARENT INVOLVEMENT POLICY
Adopted August 25, 2011
Revised May 30, 2013
2013-2014
Byron Elementary School recognizes the importance of and the legal requirements for
implementing programs, activities, and procedures for the involvement of parents of
participating public and private school children in the school wide Title I program. This
involvement shall include but not be limited to input into the planning, design, and
implementation of the school’s school wide Title I program. Procedures shall be established to
ensure that consultation with parents is organized, systematic, practical, and timely in relation to
decisions about the program.
It shall be the intent of all parent involvement activities to encourage and support the efforts of
home, school, and community in improving educational opportunities of economically
disadvantaged children. This home-school partnership will help children to succeed within the
regular program of the school, to attain grade level proficiency, and to improve achievement in
basic and advanced skills.
The Title 1 School wide Steering Committee (Better Seeking Team) shall implement procedures
for planning and presenting required parent involvement activities. The parent involvement
program shall have the following goals:
1. To involve parents in the development and annual review of the school’s parent involvement
policy (through scheduled meetings and periodic parent surveys).
2. To involve parents in the process of school review and improvement (through the local
School Improvement Committee, School Council, School Committees, and accreditation
visits).
3. To provide each parent with information about the School wide Title I program and to assist
them in understanding the purpose of the program.
4. To support parents’ efforts by providing training and materials as needed so that they may
effectively work with their children for the purpose of reinforcement of academic and study
skills taught at school, thus improving their child’s overall achievement.
5. To encourage parents, teachers, administrators, related services, and support personnel to
build and sustain partnerships between the home and the school.
6. To provide coordination, technical assistance, and resources necessary to assist the school
as it trains teachers, administrators, and other staff members involved in the school wide
program to work effectively with parents.
7. To communicate and consult with parents on a regular basis so that each child’s academic
progress can be closely monitored at both school and home.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 33 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
8. Communication methods will include, but not be limited to: conferences, Open Houses,
parent volunteering in the classrooms i.e. volunteer readers, progress reports, report cards,
daily agendas, informal conversations, etc.
9. To provide a comprehensive range of opportunities for parents to become involved in the
design, operation, and evaluation of the schoolwide Title I program.
10. To ensure opportunities to the extent practicable for the full participation of parents with
disabilities, who lack literacy skills, or whose native language is not English.
11. To gather information at least annually from parents, teachers, related services and support
personnel, and students for the assessment of the parent involvement program.
12. To conduct workshops for parents in such areas as understanding
 Common Core Georgia Performance Standards (CCGPS) and student performance
standards within the CCGPS Curriculum
 School improvement initiatives
 Title 1 Schoolwide Project
 State and local testing requirements
 Expectations for involvement of parents of all students
13. To coordinate and integrate the Schoolwide Parent Involvement program with other existing
parent involvement programs such as PTO and School Council.
14. To encourage the formation of partnerships among community-based organizations, local
businesses, schools in the system, and parents.
15. To respond promptly to all criticisms, suggestions, ideas, and commendations regarding the
school’s plan for organization and implementation of the schoolwide program.
16. To provide a home-school compact to each parent, outlining both parties’ shared
responsibility for educating students. Signatures of both parties will be acquired to symbolize
agreement of shared responsibilities.
17. To distribute this parent involvement policy to all parents of participating children, and to
evaluate annually the policy as to its effectiveness in increasing parent participation.
Byron Elementary School, in cooperation with the Peach County Board of Education,
supports the active involvement of parents in the Schoolwide Title l program. The school
shall maintain an “open door” policy for parent teacher interaction related to student
progress and on-going assessment of the parent involvement program.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 34 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Byron Elementary School
Teacher-Student-Parent Compact
2013-2014
“Learning Today-Leading Tomorrow.”
The Mission of BES is to graduate college and career ready students.
202 New Dunbar Road
Byron, Georgia 31008
Phone: (478)825-9650
Fax: (478)956-5910
Dannelly Martin, Principal
______________________________________________________
District and School Goals
All students will reach high standards at a minimum attaining proficiency

or better in reading/language arts and mathematics.

All students will graduate from high school, college and career ready.


All students will be taught by highly qualified teachers.
All students will be educated in learning environments that are safe, drug
free, and conducive to learning.
______________________________________________________________
Teachers Goals for Success
As a whole we will keep our websites updated
Kindergarten: Encourage students to learn and abide by BES rules and
procedures
Encourage students to be responsible for keeping up with
and returning daily weekly folders
Stay in contact with students, parent/guardians
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 35 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
First Grade:
The beginning of the school year, a meeting will be held with
parents/guardians regarding First grade procedures and
expectations for the year
Our Social Studies teacher will incorporate character
education lessons to help build student unity
Students’ teacher will pre-assess students’ knowledge prior
to a new unit being taught
Second Grade: Provide differentiated instruction for remediation and
enrichment
Discover me, is a time for teachers to reflect how to improve
a students learning and meeting is held with the individual
Collaborative lesson planning
Third Grade: Provide intensive instruction to all students
Collaborate with other teachers to plan lessons, analyze
data, and decide how to utilize data to improve student
performance
Fourth Grade: Collaborate on the best strategies for meeting the needs of
all students
Differentiate for the needs of each individual student
Use data to guide our instruction
Fifth Grade:
Publish an online grade level newsletter to inform parents of
current events and curriculum maps
Provide useful and relevant website links to parents and
students to supplement student learning
____________________________________________________________
Student Goals for Success
Kindergarten: Behave appropriately
Come to school prepared
Use their best effort when completing assignments
First Grade:
Refrain from and report bulling incidents that may have seen
or experienced
Be responsible for their assignments
Second Grade: Be responsible for homework and projects
Be accountable for improving their grades
Third Grade:
Come to school with proper supplies and a positive attitude
Set goals for personal achievement
Fourth Grade: Completing assigned work and participating in class
Using results from test and other strategies taught to them
for improving grades
Fifth Grade:
Come to class with the proper supplies
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 36 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Utilize the useful and relevant website links provided by the
teachers
_______________________________________________________________
Parental Goals from Home
Ensure my student is well rested, has breakfast and is dressed appropriately
for school and the weather

Make sure student is at school and on time every day with proper supplies

Keep the school informed regarding any changes in family situation(i.e. home
phone number, cell number-mail, address, health, and custodial issues)

Maintain regular communication with students teacher(s)

Limit use of electronics(i.e. tablets, I Pods, cell phones,x-box,ps3) and
encourage reading and daily exercise

Look over student’s Agenda daily and sign it

Make sure homework, projects, assignments are completed and turned in on
time

Look over journals daily
_______________________________________________________________
BES Opportunities
There are many volunteer opportunities here (monthly educational workshops,
reading to classes, helping teachers, etc.) and we hope you will take part
because being involved; a child tends to perform better in school.
Revised May 2013
APPENDIX 5: References
A. Parent Involvement
Epstein, J.L (e.g., 1992, School and family partnerships, Encyclopedia of Educational Research
(6th ed.) and (e.g., 1994, Perspectives and previews on research and policy for school, family,
and community partnerships. Epstein’s 6 Levels of School Related Involvement Opportunities
for
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 37 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Parents, pg317 Parental Involvement in Children’s Education: Why Does It Make a Difference? ,
Kathleen V. Hoover-Dempsey and Howard M. Sandler
Forhan, Christy. “13 Keys to Strong Involvement - A step-by-step guide for parent group leaders
who want to reach out and engage more parents.” PTO Today, 2011.
http://www.ptotoday.com/pto-today-articles/article/5-13-keys-to-strong-involvement
National Coalition for Parent Involvement in Education. “A New Wave of Evidence: The Impact
of School, Family, and Community Connections on Student Achievement.” Accessed February
12, 2012. http://www.sedl.org/connections/resources/evidence.pdf
“Parent Involvement.” Education Week, September 21, 2004.
http://www.edweek.org/ew/issues/parentinvolvement/
Project Appleseed. “Parent Involvement Checklist.” Accessed February 28, 2012.
http://www.projectappleseed.org/chklst.html
“What Research Says About Parent Involvement in Children’s Education” In Relation to
Academic Achievement from the Michigan Department of Education from the Michigan
Department of Education-March 2002
http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
B. Technology
“Archipelago Learning’s Study island Recognized by Tech & Learning Magazine with Award of
Excellence,” Globe Newswire, November 30, 2010. Accessed February 20, 2012.
http://www.archipelagolearning.com/salessheets/Study%20Island%20Wins%20Tech%20&%20
Learning%20Award%20of%20Excellence.pdf
Berry, A. M., and S. E. Wintle. 2009. Using laptops to facilitate middle school science learning:
The results of hard fun. Gorham, ME: Maine Education Policy Research Institute.
Bruff, D. 2009. Teaching with Classroom Response Systems: Creating Active Learning
Environments. Vanderbilt University. Jossey Bass. CA, San Francisco.
Carlyle, Sarah. 2005. Projecting Success - Digital cameras increase student self-concept as high
achievers. REL Northwest. Accessed February, 2012.
http://www.netc.org/focus/examples/projec.php
Chen, J. 2005. Magnifying Learning - Young English language learners talk about the world
using hand lenses. REL Northwest. Accessed February, 2012.
http://netc.org/focus/examples/magnif.php
Stabile, C. 2009. Are Literature Circles an Effective Reading Strategy for Struggling Readers?
Retrieved February 2012. http://www.cehs.ohio.edu/resources/documents/stabile.pdf
Looi, C. K., W. Chen, and F-K. Ng. 2010. Collaborative activities enabled by GroupScribbles
(GS): An exploratory study of learning effectiveness. Computers and Education 54 (1): 14–26.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 38 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
McLafferty, L. (2007). Interactive whiteboards: A quiet revolution in the classroom. CABHAIR,
the Newsletter of the Special Education Support Service (SESS), Issue 1, April, 2007. Retrieved
on February 19, 2012. http://assets.pearsonschool.com/asset_mgr/legacy/200925/beeland_am1_22602_1.pdf
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 39 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDIX 6: Parent Forum
Agenda and Parent Responses
I.
Purposes:
A. To get general feedback from parents about the academic program at BES
B. To get specific feedback to the Title I Schoolwide Plan currently out for review
II.
Background Information:
Title I: A federal program that provides supplemental financial support to schools based
on the number of students receiving free and reduced meals.
 Targeted Assistance: funds can be spent on students receiving free and reduced
meals
 Schoolwide: funds can be spent on programs that support all students
III.
Review of the Plan and Parent responses
Each section of the plan was reviewed with the group and parents were asked for their
comments, concerns, and suggestions. All parents participated in the discussion and were very
supportive of Byron Elementary School, the faculty and the administration.
The following points were made:
The parents agreed with teachers that some of the things that limit parent involvement are;
 Work schedules
 Having bad experiences with school when they were students
 The level and volume of work students are responsible for
They also commented that:
 They needed to know that teachers truly cared about their child
They suggested:
 Increasing the access to meetings by changing times
 Ensuring that all teachers respond to them in a timely way
In response to question #6: Plans for assisting preschool children in the transition from early
childhood programs to local elementary school programs, parents suggested:
 Putting information on the website about the skills that students entering kindergarten or
first grade should have so that parents could better help to prepare their children over the
summer.
In response to question #9: Activities to ensure that students who experience difficulty mastering
standards shall be provided with effective, timely assistance, parents suggested that posting
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 40 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
information for parents and students in the website would be helpful. They also mentioned that
using email is a good way to contact parents quickly.
In response to question #10: Description of how individual student assessment results and
interpretation will be provided to parents, parents requested that information about AYP be put
on the website.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 41 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDIX 7: School Continuous Improvement Plan
Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Target: To increase percentage of all students meeting or exceeding state performance targets.
Baseline Data (FY13)
Action/Strategies
Building level experts and
Instructional Facilitators led
training on effective
implementation of CCGPS
in Math, ELA and literacy
standards
Professional
Learning
(Include funding
source and cost)
Monthly
collaboration
with teachers.
(Sharing
effective
instructional
strategies and
Best Practices,
Unit Building
Planning and
creating
assessment)
Resources or
Materials
Needed
(Include
funding source
and cost)
Common Core
Standards
Teacher
Computers
Georgia
Department of
Education
(GADOE)
website and
webinars;
Effectively implement
CCGPS in math, ELA, and
literacy standards.
Ongoing job
embedded
professional
learning during
common planning
and after school;
Peer Observations
Georgia Public
Broadcasting
System (GPBS)
videos;
CCGPS
resources and
GADOE
website;
Substitutes
Title 1 Funds
$1320
Implement and provide
Administrators
Registration,
Positions
Responsible
Administrators
Timeline for
Implementation
Means of
Evaluation
Monitoring of
Action/Strategies
(Artifacts)
Evidence
(Outcomes)
2011-2014
(monthly)
Units
developed,
Lesson plans,
classroom
observations
and
walkthroughs
Agendas, Sign-In
sheets
Units
Agendas; sign-in
sheets, curriculum
documents
(instructional
frameworks,
pacing guides,
instructional units,
formative
assessments)
Lesson plans,
Increased teacher
effectiveness;
increased student
achievement
Instructional
Facilitators
Building Level
Experts
Administrators
Instructional
Facilitators
July 2012 and
ongoing
Lesson plans;
classroom
observations;
walkthroughs
Administrators,
July 2012 and
PL evaluation
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 42 of 50
Increased teacher
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
instruction for effective use
of research-based programs
and strategies:
 Standards-based
classroom (grades
K-12)
 Increased Learning
Time (grades K12)
 Common planning
for all core content
teachers
 Differentiated
instruction
 Class-size
reduction teachers
(3rd and 4th grades)
and teachers
attend workshops
focusing on
research-based
programs and
strategies
Conferences:
International
Reading
Conference,
National Science
Teachers
Conference,
National Council
of Teachers of
Mathematics
Conference, the
Power of Student
Engagement
Conference (SDE)
and TESOL
Conference
Provide technology and
training needed to
effectively utilize
technology to promote
student engagement,
learning, and increase
student achievement
Ongoing
professional
learning on use
of technology as
an instructional
tool
Conference: 1st
Annual Griffin
RESA
Technology
Drive-In
Conference
Participation in
GADOE Student
Learning
Objectives (SLO)
Assessment
Training
Design and implement
effective and balanced
assessment techniques
stipends and
travel (FY14:
Title I Funds
$16,000)
Teachers,
Instructional
Facilitators
ongoing
form, agendas,
redelivery,
walkthroughs,
lesson plans
redelivery agendas,
sign-in sheets
effectiveness;
increased student
achievement
IT Department;
administrators
Fall 2012 and
ongoing
Agendas, signin sheets,
purchase orders,
School Wide
Plan
Walkthroughs,
lesson plans,
classroom
observations
Teacher/student
use of technology
within the
classroom and
computer labs.
Administrators,
June 2012 and
Test
ongoing
Coordinators;
Instructional
Facilitators;
Director of
Support Services
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 43 of 50
Remediation
and Enrichment
plans
Training agendas
and sign-in sheets
Increased student
achievement
Unit plans
Increased use of
assessment
strategies and
assessment uses in
Substitutes
(FY14: Title 1
Funds $800)
Supplemental
Instructional
Resources Title1 - $6000
Salaries for
class-size
reduction
teachers (FY14:
Title I Funds
$65,000)
Software – IXL
and Study
Island , student
response
systems,
interactive
boards, etc.
(FY14: Title I $ 29,478)
Training
Materials
Analysis of
teacher’s use of
assessment
Assessments
developed
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Conduct data
workshops at the
end of each nine
weeks with grade
level teachers
GADOE
personnel
strategies and
use of
assessment
based on data
from Teacher
Keys
Effectiveness
System (TKES)
walkthroughs
and Formative
observations
Training to
develop unit pre
and posttest
using ThinkGate
and OAS
Training on
effective use a
variety of test
banks (OAS and
WriteScore)
the classrooms
Increase in number
of students meeting
and exceeding
performance
targets on state
assessments
Leader Keys
Effectiveness
System
Training teachers
on Teacher Keys
Effectiveness
System
Data Mining
Workshop
To use best practices,
formative & summative
assessments, and learning
teams to increase/maintain
the percentage of all
students.
Design and implement best
practice in writing
instruction
Professional
Learning
Communities
across grade
levels and
schools
Writing
performance
tasks will be
Books
Data Results
Writing Plan
School
Administrators
Teachers
Instructional
Facilitators
School
Administrators
August 20132014
August 20132014
Unit of Study
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 44 of 50
Student Work
Teacher
Observations
Increased
number of
students
mastering
standards
Lesson Plans
Classroom
Writing
Assessments
Student Portfolio
Increased student
achievement
Benchmark
Data Team
Meetings
Formative
Assessment
Writing Folders
Lesson Plans
Effective use of
formative
assessments in the
classrooms.
Increase student
performance on
writing
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
monthly prompts will be
administered to assess
Writing progress in
grades K-5.
Continued training for
teachers and instructional
facilitators on
disaggregating and
analyzing assessment data
Continue to monitor
implementation of school
continuous improvement
plans
administered to
assess writing
progress in
grades K-5.
Grade Level
Teams will meet
to analyze local
assessment and
Write Score data,
discuss
instruction and
share ideas
regarding best
practices.
Ongoing data
analysis and data
team training
Training on data
use, analysis of
data, and use of
assessment
programs
Data Mining
Workshop
Ongoing review
of plans
Technical
Assistance
Meetings
(monthly)
(K-5)
Teachers
assessments
Instructional
Facilitators
Administrators
Testing
Coordinator
Data Team
Leadership Team
Teachers
Instructional
facilitators
Assessment
Director and
Support Services
May 2012ongoing
School
Continuous
Improvement
Plans
Leadership Team
Director of Title
1
School Council
Fall 2011 and
ongoing
Title 1 School
Wide Plan
Parent
Coordinator
State
Longitudinal
Data System
Assessment
results
Data graphic
organizers
Classroom
conferencing
documentation
Write Score Data
Completed data
reports; school
data
presentations;
observation of
school data
rooms
Training agendas
and sign-in sheets;
data rooms, school
Data presentations;
data usage reports
3rd & 5th Writing
Assessment
Increased student
achievement
Use of Data Rooms
Data Presentations
Increased student
achievement
Parent
Involvement
Action Plan
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 45 of 50
Monitoring of
plans during
technical
assistance
meetings
Agendas; sign-in
sheets; School
Improvement Plans
Increased student
achievement and
Parent Involvement
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Goal 2: All students will graduate from high school, college and career ready.
Performance Target: To increase percentage the high school graduation rate to meet or exceed state performance targets.
Action/Strategies
Professional
Learning
(Include
funding source
and cost)
Provide additional
opportunities for students
to participate in advanced
content coursework at all
grade levels
Training for
school-level
personnel on
advanced
content
coursework (i.e.
Advanced
Content, Gifted
Cohort
(MGRESA),
etc.)
Share researchbased strategies
and programs to
build student
leadership
capabilities at
monthly faculty
meetings
Expand student leadership
opportunities
Resources or
Materials
Needed
(Include funding
source and cost)
Training
materials
Class Rosters
Website links;
books;
periodicals;
articles
Positions
Responsible
Timeline for
Implementation
Administrators
Gifted
Coordinator,
Instructional
Facilitators,
Gifted/Gifted
Cohort Teachers
Fall 2012 and
ongoing
Administrators
School
Counselors
Teachers
Fall 2012 and
ongoing
Means of
Evaluation
Monitoring of
Action/Strategies
(Artifacts)
Evidence
(Outcomes)
Increased number
of staff Gifted
Endorsement
Agendas, sign-in
sheets
Increased student
achievement and
high school
graduation rate.
Implementation
of new student
leadership
programs and the
number of
students
participating in
the program.
Workshop
agendas, meeting
sign-in sheets
Increased student
achievement;
increased graduation
rate; decrease in
number of
disciplinary referrals
Numbers of
students
completing 5th
Drop-out
Prevention Plan
Increased number
of students
participating in
advanced content
coursework
Dance Team
Chorus
Discipline
Referrals
Safety Patrol
C.H.A.M.P.S.
Participate in the
development and
implement a drop-out
School
representative
will participate
4-H
Website links;
books;
periodicals;
Administrators
School
Counselors
September 2012
and ongoing
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 46 of 50
Increased number of
students completing
K-5 (elementary)
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
prevention plan for all
schools
Implement Response To
Intervention (RTI) with
fidelity
Implement effective
career guidance for all
students
Increase family and
community involvement
in research of
effective
dropout
prevention
strategies
articles
Train school
staff on
effective use of
RTI strategies
and
development of
RTI plan
Counselors
participate in
training and
present career
guidance
lessons in the
classrooms.
RTI manuals;
GADOE webinars
Administrators
Teachers, RTI
grade band
leaders,
Counselor
September 2012
and ongoing
RTI files;
number
of students
referred for
testing; review of
school RTI plan
Agendas; sign-in
sheets; school
RTI plan
Increased student
achievement;
Increased number of
students completing
K-5 (elementary)
with cohort
GADOE
provided Career
Guidance
Lessons
Counselors
Teachers
September 2012
and ongoing
College and
Career Readiness
Performance
Index (CCRPI)
Implementation
Schedule
Increased student
achievement;
increased graduation
rate
Parent
coordinators
provide
strategies and
workshops to
increase family
and community
involvement
Parent
Involvement
Action Plan
Family
Engagement
Regional
Meeting
Parent
Coordinator
FTE Clerk
grade with cohort
Complete
withdrawal
records
with cohort
College and
Career Readiness
Performance
Index Reports
(CCRPI)
Family
Engagement
Regional
Meeting – Local
$50
Parent
Coordinator
District Parent
Coordinator
Title I Director
Administrators
Teachers
Fall 2012 and
ongoing
Parent
Involvement
Action Plan
Lesson Plan
Career and
Readiness
Portfolio
Agendas; sign-in
sheets; Parent
Involvement
Action Plan;
Professional
Learning
Planning and
Evaluation forms
Impact Survey
Implementation
Guide of Watch
D.O.G.S.
$350
Monthly Parent
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 47 of 50
Daily Schedules
Career and
Readiness Portfolio
Increased family and
community
involvement;
increased student
achievement;
increased graduation
rate
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Coordinator’s
Meetings
Watch
D.O.G.S.
(Dads Of Great
Students)
March 2013 and
ongoing
Goal 3: All students will be taught by highly qualified teachers.
Performance Target: Continue to ensure that 100% of Byron Elementary teachers are highly qualified.
Action/Strategies
Recruit highly qualified
staff
Maintain current
certification on all
certified personnel
Professional
Learning
(Include funding
source and cost)
Train teachers on
recruitment
strategies
Maintain current
requirements for
full certification.
Resources or
Materials
Needed
(Include
funding source
and cost)
Human
Resources
(HR) training
materials;
brochures,
recruitment
materials
HR training
materials
Positions
Responsible
Administrators
Teachers
Principal
Timeline for
Implementation
Fall 2012 and
ongoing
Fall 2012 and
ongoing
HR assistance
Professional
Standards
Commission
Means of
Evaluation
Evidence
(Outcomes)
Review
Principal
staffing
recommendatio
ns using HR
strategies
checklist
Agendas, sign-in
sheets; principals’
recommendation
packages
100% HIQ teachers
and administrators
List of certified
personnel
meeting
certification
requirements
Agendas; sign-in
sheets; certified
personnel list
100% HIQ teachers
and administrators
HIQ Data
Goal 4: Operations will enhance learning environments that are safe, orderly, and conducive to learning.
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 48 of 50
Monitoring of
Action/Strategies
(Artifacts)
Increased student
achievement
Increased student
achievement
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Performance Target: To reduce student discipline referrals and the number of student/adult accidents annually.
Action/Strategies
Review and refine school
wide discipline plans and
provide monthly data
analysis to the District
leadership team
Schools will maintain
Georgia Accrediting
Commission (GAC)
certificate by
implementing
requirements of GAC
Implement and follow the
Georgia Emergency
Management Agency
(GEMA ), district and
local school guidelines

Establishes and
enforces rules
and policies to
ensure a safe,
secure, efficient,
and orderly
facility and
grounds.
Monitor building for
cleanliness to ensure
healthy environment using
best practices and safe
Professional
Learning
(Include funding
source and cost)
Administrators
will attend
training on data
analysis on
discipline data
Administrators
will attend
training on
requirements of
the GAC
Administrators
will attend
training on the
GEMA guidelines
Familiarize staff
with appropriate
guidelines
Awareness with
School Council
School level
custodians will
attend annual
training on
Resources or
Materials
Needed
(Include
funding source
and cost)
Review and
refine schoolwide discipline
and provide
monthly data
analysis to the
Better Seeking
Team
GAC manuals
GEMA
guidelines
Peach County
Schools Crisis
Response Plan
Positions
Responsible
Means of
Evaluation
Monitoring of
Action/Strategies
(Artifacts)
Evidence
(Outcomes)
Monthly
discipline report
Discipline Report
Complete Data
Analysis and Agenda
Reduction in
number of
discipline referral.
Fall 2011 ongoing
GAC checklist
GAC certificate for
the school
GAC certificate
for the school
Principal
Assistant
Principal
Director of
Operations
August 2013-May
2014
Completed
Crisis Response
Action Plan
Completed Crisis
Response Action
Plan, agendas, sign-in
sheets
GEMA certificate
school level
Principal and
Assistant
Principal
Lead custodian
Summer 2012ongoing
Observations
checklists
Periodic
inspections
Satisfactory
completion of the
CIMS checklist
Decrease in
number of
student/adult
accidents
Administrators
Principal and
Assistant
Principal
Timeline for
Implementation
Spring 2012ongoing
Byron
Elementary
Crisis
Response
Action Plan
Weekly
building
monitoring
checklist
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 49 of 50
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
methods
Provide bus safety
training in accordance
to GADOE guidelines to
all students.
Continue to improve all
aspects of school safety.
Cleaning Industry
Management
Standards
(CIMS)
Review step-bystep instructions
provided by
GADOE
Faculty and staff
will promote
safety and antibullying program.
Training
schedule
GADOE
guidelines
In-focus
Projector
Laptop
Computer
Posters
Meeting
schedules
Administrators
Physical
Education
Teachers
Director of
Transportation
Annually
Report
signifying
completion of
Safety Training
Sign-off sheet
completed by
Physical Education
Instructors
Decrease in
number of
student/adult
accidents
Administrators
Counselors
Teachers
Fall 2012-ongoing
Reports to
Administrators
Entries follow-up
Decrease in
number of bullies
more children will
be prepared to
take action to help
someone that is
being bullied.
Intervention Timeline
Calendar of event
School counselor
will educate
parents and
students on cyber
safety.
August 2013
Cyber-Safety
manual
Byron Elementary Schoolwide Plan
Dr. John D. Barge, State School Superintendent
May 2013● Page 50 of 50
Parent
Involvement
Action Plan
Agendas
Sign-in sheets
Increase parent
awareness on how
to reduce risks
online.