Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Name: Venetian Hills Elementary School
School Mailing Address:
1910 Venetian Drive, SW
Atlanta, Georgia 30311
LEA Name:
Atlanta Public School District
LEA Title One Director/Coordinator Name: Andrea Farries-Moore
LEA Title One Director/Coordinator Signature:
LEA Title One Director/Coordinator Mailing Address:
130 Trinity Ave
Atlanta, Georgia 30331
Email Address:
Telephone:
(404) 802-3500
Fax:
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 1 of 20
Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Template Instructions
Notes:
 All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists all components/elements marked
as “Not Met” need additional development.

Please add your planning committee members on the next page.

The asterisk (*) denotes required components as set forth in Section 1114 of the
Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in
this document.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 2 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME
Ms. Diamond M. Jack
POSITION/ROLE
Principal
Ms. Shalewa Thrash
Assistant Principal
Ms. Paulette Nelson
Home School Liaison
Mr. Nassar Raheem
KDG Team Leader
Ms. Lillian Norwood
1st Grade Team Leader
Mr. Derrick Anderson
2nd Grade Team Leader
Ms. Aurelia Blunt
3rd Grade Team Leader
Mr. Ambe Olinga
4th Grade Team Leader
Ms. Marie Hall
5th Grade Team Leader
Ms. Upenda Dubose
EIP Team Representative
Ms. Danika Woods
Instructional Coach
Dr. Mary Norris
Instructional Coach
Ms. Brenda Hall
Parent
Ms. Tommie Jones
Parent
Ms. Veronica Gibson
Parent
Ms. Shelia Johnson
Media Specialist
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 3 of 20
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:

We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive school-wide/school improvement plan. Those persons
involved were the Venetian Hills Design Team, which consists of school
administrators, teachers who serve as grade-level chairs, the media specialist, academic
coaches as well as the Parent Liaison. The Design Team met to review the plan and
offered ideas. This plan was shared with the Parent Liaison for additional feedback. In
addition, the plan was posted on the school SharePoint site for teacher review and
input. A Title I Plan will remain in the main office for parent review and suggestions.
Suggestions will be reviewed and discussed at scheduled Design Team meetings for
any necessary or valid revisions.

We have used the following instruments, procedures, or processes to obtain this
information. First, the Venetian Hills Design Team gathered data from multiple
sources to assess the needs of the school. These assessment sources include the
following: CRCT, Georgia Writing Assessment, Pre-Assessments, attendance,
discipline, parent survey and teacher Needs Assessment Survey. Then, the committee
met to review the data and share ideas to generate a rough draft of the plan. The
process of brainstorming was used to generate strategies for developing action plans
and set goals for the upcoming school year. The plan was shared with other school
stakeholders and input was gathered from them for suggested revisions. The parent
representative reviewed the plan and provided feedback. In addition, it was posted as a
PDF document on the school’s website for parents to review. Parents were also invited
to participate in a review of the plan. Parents could provide feedback by leaving a
completed suggestion card in the main office.

We have taken into account the needs of migrant children by adhering to the guidelines
as indicated below:
 Immediately inform the ESOL teacher for support
 The ESOL teacher will inform an interpreter that we need his/her service in
another language other than English is listed on the Home Language Survey.
 The ESOL teacher will then assess the child to determine his/her level of
aptitude and will assist the classroom teacher(s) with plans to help the child
quickly adapt to his/her environment and classroom. The collaboration between
the ESOL teacher and classroom teacher(s) will aid the child in academic and
social achievement.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 4 of 20
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.

We have reflected current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved.
 Reading- 85%
 ELA- 84%
 Mathematics- 69%
 Science- 63%
 Social Studies- 57%
 5th Grade Writing – 89%
This data assisted us in developing goals and creating necessary action steps to make
gains in our core academic subjects. The data is also used to assist us in identifying
professional development needs to support the transition to Common Core.

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 [the Common Core Georgia Performance Standards (CCGPS)] and
the State student academic achievement standards including
 Economically disadvantaged students . . .
 Students from Major racial and ethnic groups . . .
 Students with disabilities . . .
 Students with limited English proficiency . . .
The data from the 2012 CRCT has been compiled and distributed to the appropriate
grade levels. Data was shared and reviewed with the Design Team and Parent Title I
Planning Committee. The administrators and academic coaches will lead the teachers
in data discussions during common planning to determine areas of strengths and areas
for growth and improvement. Flexible grouping and targeted lessons will be planned
for remediation and enrichment. Ongoing weekly assessments and benchmarks will be
disaggregated to offer additional data for implementing varied instructional strategies
and lesson modifications.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 5 of 20
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.
 The data has helped us reach conclusions regarding achievement or other related data.
Writing
Weight
DOMAIN
40%
IDEAS
(40%)
ORGANIZATION
(20%)
STYLE
(20%)
CONVENTIONS
(20%)
20%
20%
20%
PERSUASIVE
INFORMATION
NARRATIVE
3.3
2.9
3.3
3.1
2.7
3.0
2.9
3.0
2.7
2.8
2.8
2.8
2.8
2.4
2.6
(Averages)
3.1
 The strengths observed in the 5th grade 2012 Writing data are:
IDEAS: Persuasive & Narrative genres
ORGANIZATION: Persuasive & Narrative Genres
STYLE: Persuasive Genre
CONVENTIONS: Persuasive, Information & Narrative
 The strengths observed in Reading are noted in Reading Skills and Vocabulary.
READING
Literary Comprehension
Reading for Information
Reading Skills & Vocabulary
3rd
4th
5th
60%
63%
74%
73%
55%
77%
62%
63%
74%
 The strengths observed in Mathematics are noted graphically below.
MATHEMATICS
Numbers and Operations
Measurement
Geometry
Algebra
Data Analysis
3rd
4th
5th
63%
50%
61%
60%
67%
62%
59%
53%
74%
80%
63%
58%
62%
55%
74%
Overall, students in grades 3-5 showed strength in Data and Analysis. Algebra was
observed as strengths in 4th Grade.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 6 of 20
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.
 The major needs that we discovered in 5th grade Writing are in the following areas:
IDEAS: Information Genre
ORGANIZATION: Information Genre
STYLE: Information & Narrative Genres
CONVENTIONS: Persuasive, Information & Narrative
 The major needs in Reading are as follows
Grades 3-5 Reading is Reading for Information.
Grades 3 & 5 Reading Comprehension.
 The major needs we discovered in Mathematics were Measurement and Geometry in
addition to Algebra for Grade 5.
 The need we will address in 5th grade Writing is the informational genre.
Teachers can provide additional time on the informational genre; such as, science,
social studies, newspapers, brochures, recipes, and other reference materials. Students
can select books from the biography and autobiography section of the libraries.
 The needs we will address in Reading are to provide instructional activities to students
on how to monitor their reading or think about what they are reading. Ex.: Rereading,
previewing, questioning, summarizing, monitoring, background knowledge, and
visualizing. Secondly, expose students to 50% Informational reading & 50% Narrative
reading.
 The needs we will address in Mathematics include the need for students to develop
their abilities to use algebraic operations to solve problems involving measurement and
conversions of measurement. Students will need to be presented with problems and
tasks developed by teachers that include heavy emphasis on the use of numerical
operations as they relate to solving real-world problems that require representing and
interpreting data, analyzing and comprehending geometric measurement.
 The specific academic needs of our students that are to be addressed will be developed
through daily instructional focus lessons and implemented through classroom lessons,
as well as monitored closely using many formative assessments to ensure that the
standards are being met for every student identified.
 The ROOTCAUSE(s) that we discovered for 5th Grade Writing, Reading and
Mathematics are described below.
5th Grade Writing: Students lacked opportunities to practice writing in the
informational genre. For example, writing about the life cycle of a frog or writing the
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 7 of 20
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.
directions for baking a cake.
Reading: Students were exposed more frequently to reading skills and vocabulary than
to other domains. Additionally, skills were often taught in isolation.
Mathematics: Measurement and Geometry were among the lowest of the five domains.
Students lacked opportunities to utilize manipulatives and tools to build conceptual
knowledge of those domains. Additionally, teachers needed additional content support
on implementing GPS Tasks that incorporated these concepts.
Students can discuss how a topic is presented in the media: books, television,
magazines, online, movies, and songs.
The measurable goals/benchmarks we have established to address the needs are to demonstrate
the following improvement gains:






From 85 % meeting and /or exceeding the standards in Reading to 89%
From 84 % meeting and /or exceeding the standards in ELA to 88 %
From 69 % meeting and /or exceeding the standards in Mathematics to 73 %
From 63 % meeting and /or exceeding the standards in Science to 67 %
From 57 % meeting and /or exceeding the standards in Social Studies to 61 %
From 89 % meeting and /or exceeding the standards in 5th Grade Writing to 91 %
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 8 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*2.
Schoolwide reform strategies that are scientifically researched based, directly tied to the
comprehensive needs assessment and academic standards.
Response: The scientifically researched base school-wide reform strategies that will be used at
Venetian Hills include Understanding by Design by Wiggins and McTighe, Marzano’s Nine
High Yield Instructional Strategies, and Assessment for Learning researched by Rick Stiggins.
These strategies focus on three major components of instruction and curriculum which are
planning, delivering, and assessing student mastery. The implementation of these strategies will
be supported through weekly Professional Learning Community Meetings (PLC) guided by
instructional coaches and lead teachers. Teachers work collaboratively to plan lessons based on
the Common Core Georgia Performance Standards (CCGPS). Lesson plans are generated
electronically and shared on the school wiki page. To monitor the implementation of the schoolwide reform strategies, minutes are recorded and posted to SharePoint. A member from the
leadership team also attends PLC Meetings to support implementation.
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 through
ongoing progress monitoring of how students are meeting the CCGPS.
Students who do not pass the CRCT or who are identified as not performing on gradelevel are recommended to receive services through the Early Intervention Program (EIP).
The EIP teachers provide additional support for forty-five minutes daily in the areas of
reading and/or math. Students are also provided the opportunity to receive tutoring in the
after-school program. Academic tutorial will be provided in reading and mathematics on
Monday, Wednesday, and Thursday afternoons.
Additionally, the RTI Team also meets on a regular basis to identify specific,
individualized strategies for students who have not met expectations in an effort to
improve their academic and/or behavioral performance, and the classroom teacher is
responsible for implementing the strategies identified and progress monitoring.
Furthermore, the instructional coaches provide ongoing professional learning in the areas
of flexible grouping, instructional technology and formative assessment strategies.
2(b). Are based upon effective means of raising student achievement.
B. Response: Following are examples of the SCIENTIFICALLY BASED RESEARCH
supporting our effective methods and instructional practices or strategies implemented at
Venetian Hills. To address planning rigorous instruction, research and frameworks from
Wiggins and McTighe will be used. Understanding by Design, also referred to as
“backwards design” require teachers to plan lessons with the end in mind. This means
that teacher analyzes the standard and identifies key assessment questions, activities, and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 9 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
performance tasks prior to the introduction of the lesson. The goal is for teachers to
identify what students are to know and do at the conclusion of the lesson (Wiggins &
McTighe, 2005). To address delivery of rigorous instruction, Marzano’s Nine High Yield
Instructional Strategies will be used. According to Marzano (2001), students who are
engaged in strategies like Summarizing and Note-taking, Cooperative Learning, and NonLinguistic Representation can gain up to 23 percentile points in their academic
performance. To address assessing student mastery of the CCGPS, Stiggins (2008)
Assessment for Learning will be used. These research based strategies suggest a varied
and balanced approach to assessing student learning and providing students with an
opportunity to self-assess by comparing their work to the standard.
These three major scientifically based research strategies are considered school-wide Tier
I instructional approaches on the RTI Pyramid. Level 2 on the RTI Pyramid includes
small group instruction and ongoing progress monitoring. Progress monitoring is a
collection of assessment and evidence based tools used to identify students’ strengths and
areas for growth (National Center on Response to Intervention). The goal of the RTI Tier
2 is to provide students with targeted support and interventions.
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 providing
additional instructional support beyond the regular classroom environment. Interventions
are provided to students who need additional instruction through small groups and pull out
classes. Weekly, students who are identified as needing additional tutoring during the
school day can receive support in a small group setting by their teacher. This is achieved
through a thirty minute class segment in the master schedule. This time is flexibly
scheduled and can be used as needed by the teacher. Students who do not need additional
support during that flexible time will receive additional enrichment courses.
In addition, the after school program will provide assistance in reading and mathematics.
Grades K- 5 can receive support on Wednesday. Students in grades 3-5 can receive
additional support in reading and mathematics on Monday, Wednesday and Thursday.
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: To ensure that the needs of all students are met, teachers will utilize progress
monitoring to identify students needing additional support. Daily formative assessment
embedded in the lesson, weekly check points, computer adaptive assessments and benchmarks
will be used. Outcomes of the data will be used to create flexible groups, vary the instructional
strategies, and provide possible Tier 2 intervention.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 10 of 20
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.
Response: Title I Instructional Field Trips will not be included in this years’ school-wide plan.
*3. Instruction by highly qualified professional staff.
Response: Teachers are expected to utilize best practices and research-based strategies, such as
the following: the teachers and students know and can explain content in the language of the
standards; the teacher serves as the facilitator of instruction; differentiation is prevalent;
technology is integrated into the lessons to maintain active student engagement; students work in
a variety of groupings including independently, pairs, and small groups; students are given
multiple opportunity to demonstrate mastery of the standards; and teachers provide ongoing
commentary and feedback. The specific strategies and teaching practices that are chosen on a
daily basis will be used grounded on the results of the data.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 11 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response: At the present, all of the teachers at Venetian Hills are highly qualified. We
have a team of professionally trained staff members who participate in continuous
improvement through graduate and staff development courses. Many staff members
possess degrees at the Master’s level or higher.
In an effort to attract, recruit, and retain highly qualified teachers, we market our school via
our partners, the school website, brochures, and community networks. Whenever
vacancies occur on the teaching staff, every effort is made to recruit and retain, highly
qualified teachers. The principal reviews applications with the assistance of the HR
Generalist and then selects applicants to interview with the assistance/input of the Design
Team members and other support staff. Candidates are selected based on the needs of the
school and the strengths of the potential staff member.
To retain highly qualified instructors at Venetian Hills, teachers are assigned a team
member as a mentor. Administrators, coaches and grade-level chairperson, also provide
mentoring and instructional support for new teachers to Venetian Hills or novice teachers
to the profession.
*4. Professional development for staff to enable all children in the school
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. To gain new ideas and learn new strategies and best practices,
teachers will meet with the academic coaches on a bi-weekly basis during their common
planning time. During common planning, instructional coaches provide professional
development on the CCGPS, Marzano’s Nine High Yield Instructional Strategies,
Understanding by Design, and Formative Assessment. Teachers are guided through
unpacking the standards and developing classroom based assessments, activities and
performance tasks to monitor student progress towards mastery of the standards.
Additional opportunities for professional development are provided during faculty
meetings.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards. Data analysis will be used continuously to identify
specific academic weaknesses, influence curriculum decisions, and direct decisions
regarding the types of professional development offered to the school’s staff. Below are
examples of professional learning opportunities that will be provided for teachers to
support the planning and delivery of rigorous instruction to meet needs of all students;
Marzano’s Nine High Yield Instructional Strategies, Flexible Grouping, Common Core
Georgia State Standards, Instructional Technology, Formative Assessment and
Understanding by Design.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 12 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*4.
Professional development for staff to enable all children in the school
C. We have devoted sufficient resources to effectively carry out the professional development
activities that address the root causes of academic problems. For example, teachers are
provided with professional development by instructional coaches at least one day a week.
Teachers also engage in professional development provided by the administrators to
develop an understanding of CCGPS and analyzing student data.
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. Teachers meet in
collaborative grade level teams with the instructional coaches for mathematics and literacy
on a bi-weekly basis. As a professional learning team, they work collaboratively to create
lessons and assessments. Using elements of Understanding by Design, teachers work to
develop activities, tasks and assessments prior to beginning the lesson. Throughout the
month, teacher teams review weekly assessment data and student work to see how well
students are meeting the expectations of the CCGPS.
*5. Strategies to increase parental involvement.
Response:
A. Parental involvement is a critical component in student academic success. Therefore,
Venetian Hills Elementary School has implemented the following activities and/or
strategies to increase parental involvement:
 Include parents in the development and implementation of the school’s Title I Plan
by having Parent Advisory Meeting (see Appendices: Help Wanted, Title I
Planning Agenda)
 Elect parents to serve on the PTSA, as well as attend PTSA meetings, to discuss
school improvement projects, as well as school and student needs.
 Offer academic workshops for parents and students to attend together so that
parents can stay involved and learn ways to help their children at home (see
Literacy & Mathematics Academic Nights)
 Encourage parents to volunteer at the school in a variety of ways, including
assisting in the front office, chaperoning field trips, or supervising school related
activities and events.
B. We have developed a parent involvement policy included 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 a 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
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 13 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*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 form private schools plus students entering our school
throughout the school year.
Pre-K to Kindergarten
A Pre-K Orientation is held and facilitated by district personnel. New parents and students
are invited to the classroom for activities. During the first week of school, the teachers and
paraprofessionals help students practice cafeteria procedures (i.e. standing in the lunch line,
entering identification numbers into the system, and carrying their own lunch tray), as well as
procedures for walking quietly in a straight line in the hallway. Throughout the year, the
teachers continue to practice routines and procedures and work with students to prepare them
to become kindergarten students. Open House nights are scheduled to allow Pre-Kindergarten
parents and perspective parents to see the classroom and meet the teachers.
Elementary to Middle
To support 5th grade students in transitioning to middle school, the following activities will be
offered:
 5th graders will travel to the feeder middle school to visit the campus and get a preorientation.
 The counselors from the feeder middle school will collaborate with the Venetian Hills
counselor to develop transition activities during the spring. These activities may
include a parent information sessions and career portfolio development.
*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. The ways that we include teachers in decisions regarding use of academic assessment are
 Teachers work collaboratively with literacy and mathematics coach to create
weekly and unit assessments. Using the Understanding by Design approach,
teacher works in partnership with coaches to identify specific skills needed for
CCGPS mastery. Assessment questions or performance tasks are created.
 Teachers are also provided the opportunity to develop culminating projects that
are aligned to the CCGPS. Teachers plan collaboratively to create quarterly
projects.
 Teachers work in grade-level teams to review student work and offer standardsbased aligned commentary.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 14 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*8. 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 school-wide plan. All Title I resources and
programs are used to directly impact and improve student achievement in an effort to
reach the school improvement goals that were identified and the new Common Core
Career Readiness Index. A more detailed list of the programs and resources utilized are
listed below.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
Response:
Below is a list of state, local, and federal programs that are utilized or will be utilized at
Venetian Hills this school year;
 F.I.T. After School Tutoring Program (Focused Intervention Tutoring)
 Early Intervention Program (EIP)
 ESOL
 Program for Exceptional Children (PEC)
 Response to Intervention (RTI)
8(b). Description of how resources from Title I and other sources will be used.
Response:
Title I resources are used to support the academic goals of Venetian Hills. Resources will
be used in the following ways.
 Human resources funded by Title I include a teacher, mathematics coach and
literacy coach.
 Technological resources include funding online programs to assist teachers in
providing mathematics and literacy instruction to students.
 Technology resources including equipment to assist teacher in providing effective
and engaging instruction to students.
 Professional learning activities and resources to support content and pedagogy
growth in identified areas for growth.
8(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:
These programs are not applicable to elementary-aged students.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 15 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 16 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*9. 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. Those activities are as follows:
 Intervention (which includes additional time for Tutorial/Remediation)
 Early Intervention Program
 Other assessments (Benchmarks, Computer Adaptive Assessment, Core Literacy
assessments, etc.)
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Response:
There are several methods in place at Venetian Hills to identify and address student
weaknesses in a timely manner. The following measures will be used:
 Ongoing daily and weekly formative assessments to identify students struggling
on CCGPS tasks and activities.
 6 week benchmarks to identify students needing Tier 2 services through EIP.
 Students will use Study Island and Brain Pop web based assessment to get
immediate feedback.
 Professional Learning Teams will analyze and disaggregate multiple sources of
student data to inform instruction or RTI Team.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Response:
Instruction is closely monitored at Venetian Hills through short and extended
observations and walk-throughs. Teachers identified as having difficulty in curriculum
and instruction will be supported by instructional coaches, administrative staff and lead
teachers. Instructional Coaches will use aspects of Cognitive Coaching and coaching
cycle to support teachers. Efforts to support teachers will include:
 Peer observation by providing release time to observe specified teachers’
classrooms.
 Model lessons on specific content or pedagogy.
 Pre-observation, observation and post conference.
 Lesson plan development support.
Classroom management is directly tied to instruction and planning. Teachers who are
experiencing difficulty with classroom management may be supported through the steps
listed above. Additionally, teachers may observe a master teacher for effective classroom
management strategies and best practices.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 17 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
9c). 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 n the community.
Response:
 Parents are strongly encouraged to attend regularly scheduled parent-teacher
conferences. Parents are welcome to come to the school weekly on Wednesday’s
to meet with teachers about their child’s academic performance. Parents may also
request conferences by calling the school or providing a written request. Student
academic performance is communicated through bi-weekly progress reports,
Parent Portal, report cards, quarterly deficiencies, etc.
 In addition, RTI/SST meetings are scheduled by teachers for students who are
consistently struggling to perform on grade-level so that they may receive
additional support. Parents are invited to attend these meetings, as well as
behavior interventionist and school psychologist when necessary.
10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
Assessment data is shared throughout the school year using a variety of communication
methods. Parents are informed on student progress and test data results bi-weekly,
telephone calls, written notes home, progress reports, deficiency notices, report cards, and
individual parent conferences.
11.
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response:
Preliminary data is received during the month of May. The administrative team and
instructional coaches work to disaggregate the data by grade, teacher, content and
domain. Upon the opening of the school year, the administrative team will lead the
teachers through “data talks” during PLCs on CRCT test results. During these sessions,
instructional coaches share strengths and weaknesses identified in the data. The CRCT
data is used in combination with the universal screener and benchmark results to
determine strengths and weaknesses in grade-level, subject areas, and domains. SMART
goals are then created by grade-levels based on subject and domains.
Additionally these data points support in identifying students struggling in mathematics
and reading.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
The school has a testing plan in place to ensure that the results for each category are valid
and reliable. This plan includes specific procedures and protocols that the teachers and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 18 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
administrators must follow. In addition, the tests are kept in a safe and secured location
during times of non-testing, and they are returned to the district testing coordinator
immediately after the testing process is complete. This process ensures that the results
will be valid and reliable.
13. Provisions for public reporting of disaggregated data.
Response:
An annual Title I Meeting is held at the beginning of each school year. During this
meeting the school’s CRCT data are shared with parents, teachers, and community
members. In addition, a copy of the School Improvement Plan will be posted on the
school’s 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 school improvement plan is updated on a yearly basis in an effort to ensure that the
data included in the report is the most recent data available at the time. This data is used
to help make decisions regarding staffing and professional development, as well as set
new goals for the upcoming year.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 19 of 20
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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:
All stakeholders, including administrators, teachers, other school staff and parents who
will carry out the plan played an active role in the development of the plan to obtain buyin and ensure that they thoroughly understood it and agree with its contents.
16. Plan available to the LEA, parents, and the public.
Response:
An electronic copy of the plan will be posted on the school’s website, and a hard copy of
it will be available in the main office for parents as well as the public to view.
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 plan is not translated in an additional language. Venetian Hills does not service a
high percentage of second language families. However, additional translations can be
made available if requested.
18. Plan is subject to the school improvement provisions of Section 1116.
Response:
This plan follows the guidelines presented in Section 1116.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 20 of 20