Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Kay Road Elementary
District Name: Peach County
Principal Name: Miss Angela Ezell
School Year:
2013-2014
School Mailing Address: 880 Kay Road , Byron, GA 31008
Telephone: 478-825-8893
District Title One Director/Coordinator Name: Dr. Ken Banter
District Title One Director/Coordinator Mailing Address: 523 Vineville Street, Fort Valley, GA 31030
Email Address: kbanter@peachschools.org
Telephone: 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)
Graduation
Alert
List Subgroup(s)
Sub-Group Alert
List Subgroup(s)
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date:
Revision Date:
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 1 of 26
Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME
MEMBER’S SIGNATURE
POSITION/ROLE
Principal
Angela T. Ezell
Assistant Principal
David Evatt
Parent Coordinator
Debbie Whyte
F.T. E. Clerk
Coretta McKenzie
Media Specialist
Pamela Hester
Counselor
Josey Allen
Terri Moore
Teacher
Marle Usry
Teacher
Jennifer Farrow
Instructional Facilitator
Courtney Ritter
Teacher
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 2 of 26
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.
A. KRES developed our Schoolwide plan with the participation of individuals who will
carry out the comprehensive Schoolwide/school improvement plan. Those persons
involved are listed on page 3 of this document. We broke into grade-level groups to
analyze a variety of data sources including academic and non-academic information. We
brainstormed, did a root-cause analysis, and researched literature. We meet monthly to
share our thoughts and findings.
.
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
 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/dropout 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 below
give a thorough review of the academic performance of students at Kay Road Elementary
School and include data on non-academic factors that influence achievement.
E. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards and the State student academic achievement standard including
 Economically disadvantaged students . . .
 Students from major racial and ethnic groups . . .
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 3 of 26
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 with disabilities . . .
 Students with limited English proficiency . . .
DNM
ED
13%
0%
97%
6%
54%
3%
40%
16%
Hispanics 0%
18%
81%
ELL 0%
Black
Exceed
69%
19%
SWD
White
Meet
68%
77%
0%
50%
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 4 of 26
16%
23%
100%
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.
21%
ED
ELL
14%
White
14%
54%
3%
56%
30%
63%
8%
Hispanics
0%
83%
25%
Black
12%
72%
0%
#
14%
46%
SWD
Subgroup
65%
20%
ELA
20%
40%
Math
60%
Reading
80%
Science
100%
S.S
2012
2013
Diff.
2012
2013
Diff.
2012
2013
Diff.
2012
2013
Diff.
2012
2013
Diff.
Asian/P.I.
1
100.0
%
100.0
%
0.0%
100.0
%
100.0
%
0.0%
100.0
%
100.0
%
0.0%
100.0
%
100.0
%
0.0%
100.0
%
100.0
%
0.0%
Black
78
68.9
%
75.3
%
6.4%
57.1%
60.0%
2.9%
66.1%
77.8%
11.7
%
45.7%
45.6%
0.1%
44.8%
55.4%
10.6
%
Hispanic
62
89.2
%
91.7
%
2.5%
70.4%
83.3%
12.9
%
83.1%
98.3%
15.2
%
75.4%
83.7%
8.3%
64.6%
81.7%
17.1
%
Alaskan/
A.I.
0
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
White
98
88.9
%
86.0
%
2.9%
71.0%
80.2%
9.2%
95.0%
92.5%
2.5%
78.8%
88.1%
9.3%
79.8%
82.8%
3.0%
MultiRacial
6
100.0
%
83.3
%
16.7
%
88.9%
100.0
%
11.1
%
100.0
%
83.3%
16.7
%
62.5%
83.3%
20.8
%
75.0%
100.0
%
25.0
%
SWD
42
est
.
50.0
%
53.7
%
3.7%
30.8%
45.9%
15.1
%
67.5%
76.2%
8.7%
35.9%
44.4%
8.5%
38.8%
40.0%
1.2%
ELL
33
est
.
76.0
%
86.2
%
10.2
%
45.2%
75.9%
30.7
%
70.0%
96.5%
26.5
%
48.0%
65.5%
17.5
%
65.6%
68.9%
3.3%
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 5 of 26
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.
ED
16
5
est
.
79.2
%
88.9
%
9.7%
57.9%
68.7%
10.8
%
76.7%
84.0%
7.3%
59.6%
62.8%
3.2%
56.6%
66.7%
10.1
%
F. We compared overall school CRCT results and subgroup results. The subgroup with the
most positive growth was ELL students. They showed an average growth of 17.64
percentage point increase across all subjects with the greatest gain in mathematics with a
30.7 percentage point increase from 2012-2013. Although KRES showed an increase in
all subject areas from 2012 to 2013, our main focus continues to be the area of
mathematics. We have implemented new computer programs and provided time within
the school day to address these weaknesses. KRES added Study Island/Reading Eggs
computer programs which are implemented within the classroom, in computer lab during
Specials, and can be used at home or anywhere with internet access.
G. The measureable goals that have been established are as follows:
 Every student will be given the opportunity for remediation.
 Specific student needs will be targeted by working on the new computer program
Study Island.
 Teacher will continue to use IXL Math which has helped in most recent growth
numbers.
 Teachers will continue to use specific student data to drive instruction and
remediate specific student needs.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 6 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*2.
Schoolwide reform strategies that are scientifically-researched based.
 Kay Road Elementary School’s comprehensive plan is designed to increase academic
achievement for all students, with additional focus and strategies for students who are not
currently achieving at state standards-based instructional framework .The instructional
framework consists of a mini-lesson, work session, and closure. During the work session,
teachers have an opportunity to work in small groups in order to address individual needs
of students. Teachers address and give direct instruction aligned to the specified Common
Core Georgia Performance Standard and correlated essential question during the minilesson. They then have an opportunity to work individually with students at a pace
befitting remediation and/or acceleration during the work session, before readdressing the
standard in the closure of the lesson and quickly assessing students’ mastery of the
standard by returning to the essential question.
 The Standards-Based Classroom at Kay Road uses research based strategies. The center
of this research is Marzano’s book which was published in 2003, What Works in Schools:
Translating Research into Action.
 The Essential components of beginning reading instruction are: Phonemic Awareness,
Phonics, Fluency, Vocabulary, and Text Comprehension. These five components are
taught daily in whole group and small group in our classrooms. Students are identified
through benchmark testing and progress monitoring throughout the year. This is done to
determine how to group students to drive small group instruction. All students will be
taught reading strategies that increase comprehension, vocabulary development, and
fluency. Renaissance Reading will be used to progress monitor student reading skills.
 The National Council of Teachers of Mathematics (NCTM) finds that effective
mathematics instruction allows for problem-solving to occur in context and in real world
situations, allows students to experience open-ended questions, math journals, math
portfolios, and complete performance tasks. Professional development will continue to
be provided to teachers to allow teachers to provide instruction that equips students with
the skills and knowledge to learn and utilize a variety of problem solving techniques to
problem solve in real life situations, and on formative and summative assessments.
 Students will have 30-45 minutes of remediation/enrichment daily in math or language
arts.
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.
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:
 School-wide Standards-Based Classroom implementation with fidelity
 Implement and use research based strategies that will help to ensure that students
read on grade level by third grade
 Ensure that all students become independent mathematical thinkers who can apply
problem solving strategies to real life experiences
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 7 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan




To ensure that all students develop computational fluency with whole numbers by
the end of fifth grade.
To ensure effective use of instructional supports for Mathematics and ELA
achievement at all tiers of the pyramid of interventions.
Provide Increased Learning Time (ILT) daily for remediation/enrichment.
Teachers will assess students using: pre-assessments, benchmark assessments, and
common assessments; and will adjust instruction based on data retrieved from
those assessments.
2(b). Are based upon effective means of raising student achievement.
Response:
Following are examples of the scientifically-based research supporting our effective
methods and instructional practices or strategies :
1. The math curriculum must simultaneously develop conceptual understanding,
computation fluency, and problem solving skills. These capabilities are mutually
supportive, each facilitating learning of the others.” (National Mathematics Advisory
Panel Final Report 2008)
2. Integrating technology throughout the curriculum (Tomei, 2002).
3. Promoting professional growth of staff through professional learning throughout the
year (Fogarty & Pete, 2007)
4. Focusing the teaching to develop a mastery of skills rather than a memorization of
facts (Frieberg & Driscoll, 1996)
5. Data-driven instruction that stems from a school culture that uses objective and
subjective data to direct instruction and provide evidence of student learning.
6. Collaborative analysis of student work to improve instruction
7. Establishing and maintaining an open communication between parent and school.
8. Enhancing the involvement of parents within the framework of the school. Research
shows children are more eager to learn and participate at school if they observe their
parents are interested in their learning (Epstein, 2001)
9. Writing across the curriculum
10. Use the nine high yield instructional strategies that are most likely to improve student
achievement across all content areas and across all grade levels (Marzano, Pickering,
& Pollock, 2001):
 Identifying similarities and differences
 Summarizing and note taking
 Reinforcing effort and providing recognition
 Homework and practice
 Nonlinguistic representations
 Cooperative learning
 Setting objectives and providing feedback
 Generating and testing hypotheses
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 8 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
 Cues, questions, and advance organizers
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
Response:
We will increase the amount and quality of learning time by providing additional
instructional support beyond the regular classroom environment.
We will increase the amount and quality of learning time by implementing the following:
 Home-based Learning (Quantity)
 Homework
 Provide activities that parents can assist with at home
 Online instructional computer programs that can be accessed at school as
well at home

Scheduling (Quality)
 Provide Increased Learning Time (ILT) daily for remediation/enrichment
 Extend learning sessions to the computer/science labs instead of classroom
only
 Provide instructional computer programming that offers 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:
Kay Road Elementary will strive to ensure that the needs of all of our students are met by using
data from student and class profiles to monitor student progress continuously. The teachers use
common planning time to collaboratively discuss and to create instruction that meets the needs of
students based on the data results of classes and individual students.
Teachers use the results from classroom assessments, common unit assessments, and
benchmarks to decide which students require remediation and which students require
enrichment. Periodic assessments such as Student Learning Objectives(SLO), STAR testing,
state recommended Benchmark testing, Write Score testing, etc. to help to identify students who
may be struggling and their area of weakness.
Students’ progress will be monitored through grade level teachers, the RTI Team, and
administration. A plan of remediation will be created for these students and shared with parents.
Support will also be provided for Special Education students, focusing on their individualized
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 9 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
educational plan and the grade level standards. Students who are struggling to perform on gradelevel receive additional support through the Response to Intervention (RTI) process. The RTI
Team recommends instructional strategies that will help students to excel academically.
Interventions for struggling students are determined and monitored using the Response to
Intervention (RTI) process.
Student progress on assessments and teacher observations are communicated to parents through
report cards, notes, conferences, parent portal and phone calls. Parent surveys are used to gather
feedback from parents and other stakeholders on student progress and instructional effectiveness.
The school improvement plans and the GDOE Consolidated Application are consistent with the
provisions of the Elementary and Secondary Education Act of 1965 (ESEA).
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:
All field trips are standard based and documentation is available as support.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 10 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*3.
Instruction by highly qualified professional staff.
Response: NCLB requires that teachers be highly qualified as defined by Title IX. The
definition of “highly qualified” includes three components- state certification, bachelor’s degree,
and demonstrated subject matter competency in each of the academic subjects taught. The
“highly qualified” standard applies to any teacher of “core academic subjects” who are hired
after the first day of the 2002-2003 school year and who are working in a program supported
with Title I funds. The core academic subjects include: Reading, Language Arts, Math, Science,
and Social Studies.
HiQ Report
Academic Year: 2013
School System: Peach County
School Building: Kay Road Elementary
Non-HiQ FTE: 0
Total FTE: 34.5
HiQ Percentage: 100%
Need Remediation: 0 of 0 Required
Last Modified Date: 6/30/2013 10:17:25 PM
Data release: Data has been released to principal on 6/13/2013 3:50:41 PM
Principal Signoff: Data was signed off on 6/25/2013 11:50:57 AM by Angela T. Ezell
General Education
Special Education
Non-HiQ
FTE
Total FTE
HiQ
Percentage
Non-HiQ
FTE
Total FTE
HiQ
Percentage
Arts
0
1
100%
n/a
n/a
n/a
Elementary Instruction
0
23.5
100%
0
1
100%
English Language Arts
n/a
n/a
n/a
0
1
100%
Mathematics
0
2
100%
n/a
n/a
n/a
Paraprofessional
0
6
100%
n/a
n/a
n/a
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response:
The teaching staff at Kay Road Elementary is 100 % Highly Qualified and works to attract and
retain a highly qualified staff as required by NCLB. The instructional staff consists of teachers, a
counselor, an instructional coach, and a media specialist who are all certified by the Georgia
Professional Standards Commission in their fields. The Kay Road faculty consists of highly
qualified teachers who have:
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 11 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
(a.) full state 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
Strategies:
(a.) participate in recruitment fairs
(b.) maintain current certification on all certified personnel
*4. Professional development for staff to enable all children in the school to meet the state
student academic achievement standards.
Response:
A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services
personnel, parents, and other staff in the following professional development activities.
New teachers are assigned a mentor to coach throughout the year. These are designed to
address the root causes of our identified needs. Kay Road Elementary School (KRES) not
only recruits and employs highly qualified teachers and staff, but we make a concerted
effort to maintain a highly quality status through an intensive staff development program.
Professional learning communities (PLC’s) have been established and Professional
Learning (PLU’s) can be earned throughout the year. All educators in Peach County are
required to obtain at least two professional learning units (PLU) each year. The school is
offering two Professional Learning Opportunities for the 2013-2014 school year: Data
Analysis and Interpretation and Using Technology and Technology Tools in the
classroom.
We place our primary focus on academic improvement and teacher effectiveness. All
teachers at KRES are required to complete 100 hours of staff development every five
years in order to renew their Georgia Teaching Certificate and to remain highly qualified.
Collegiality plays an important part in any successful learning community, and we provide
common planning times for our grade level teachers.
B. We will align professional development with the State’s academic content and student
academic achievement standards. Professional Development will be designed and provided
in accordance to a staff development needs assessment. Staff development will be ongoing
throughout the school year during staff development days and grade level meetings to
ensure proper implementation of programs. Increased student achievement will be
measured by teacher grade distribution, Benchmarks, Writing Assessments, and the
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 12 of 26
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.
Georgia Criterion-Referenced Competency Tests.
C. We will devote sufficient resources to carry out effective professional development
activities that are primarily job embedded and address the root causes of academic
problems. For example the Teacher Keys Effectiveness System requires each teacher to
complete a self-assessment for professional learning. The results of the assessment are also
used to develop a professional development plan (if necessary) for professional learning at
the school and district level. Training sessions with our Instructional Facilitators and
representatives from Middle Georgia RESA in the areas of Math, English/Language Arts,
Science and Social Studies have been used to demonstrate how to use the Common Core
Georgia Performance Standards and Georgia Performance Standards daily in their
designing activities for the students. We are also making use of our Media Specialist,
Music Teacher, and paraprofessional to help teach small group sessions for numerous grade
levels.
2013 Rock Eagle Math Conference
•
Georgia Parent Engagement Conference
•
Georgia Title I Conference
•
Data Analysis
•
Data Team Monthly Meetings
•
Analyzing and Interpreting Data
•
Using Technology and Technology Tools
D. We will include teachers in professional development activities regarding the use of
academic assessments such as Benchmark Assessments in Reading, English Language Arts
and Math (Science and Social Studies in grades 4-5) to enable them to provide information
on, and to improve, the achievement of individual students and the overall instructional
program with teachers being trained in the CCGPS. Teachers, administrators, and the
instructional coaches conduct workshops at the school level to include: center and small
group training, Response to Intervention (RTI) training using and analyzing assessment
data, analyzing the standards, and parent workshops. Other professional learning
opportunities are provided as the need is seen for them, including flexible grouping,
differentiated instruction, performance assessment, and the Georgia Writing Assessment.
Several teachers are also furthering their education as they pursue higher degrees.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 13 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*5.
Strategies to increase parental involvement.
In completing this section, you should review the parental involvement strategies already
defined in your school’s parental involvement policy. These could include many of the
suggested responses below, although other strategies may still be considered.
Response:
A. We will involve parents in an organized, ongoing, and timely way in the planning, review,
and improvement of schoolwide programs and the school parental involvement policy.
Parents are an integral part of KRES’ Leadership Team, School Council, and PTO. Our
primary goal of parental involvement is to promote the inclusion of parents as
stakeholders in their child’s educational experiences. Parents are involved in the planning,
review, and improvement of the comprehensive school wide program plan as they attend
an informative session (Comprehensive LEA Improvement Plan - CLIP) each August,
giving them an opportunity to review and suggest improvements to the plan. Input from
parents is welcomed each spring as we meet again to discuss/amend the parental
involvement plan. The plan is posted on the school website for review. Additionally,
parents are afforded the opportunity to voice their opinions through the following surveys:
Title I Parental Involvement Survey, Annual Needs Assessment Survey of Parents, GA
Department of Education’s Family Friendly Survey, and SACS Parent Survey. Survey
results are utilized to evaluate the school’s effectiveness in meeting the needs of parents
and students and to implement necessary changes. The parent involvement plan assures
parents that their feedback will be sought on the school’s performance and lists specific
ways in which parents will be involved.
B. We will update the school parental 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 ...
KRES’ Parent Involvement Plan is distributed in a Title I flyer that each parent receives at
KRES’s Annual Title I meeting. It is also posted on our school website. Copies of the
plan are available at various parent nights/workshops throughout the school year.
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…
Parents are invited to our Annual Title I meeting at the beginning of each school year.
The meeting is scheduled after work hours for parents’ convenience. A translator is
present for our Spanish speaking parents. At the meeting, an overview of the Title I
program is given and parents are given an opportunity to ask questions and/or voice
concerns. Parents are notified of this meeting by flyers, One Call Now messages, school
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 14 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
website, local newspapers, and school marquee.
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…
Parental feedback about the most convenient meeting dates and times is solicited through
parent surveys. This information is used to plan and schedule meetings. English
translators are available for our Spanish speaking parents.
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
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 …
The school’s Title I Plan, Title I brochure, and School-Parent Compact are available on
the school website. Copies of these documents are also available in the Parent Resource
Center.
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…
Signed copies of each student’s school-parent compact are kept in the Parent Resource
Center at KRES. Input from stakeholders is solicited through a Parent Input Meeting,
Teacher Input Meeting, and also a Student Input Meeting. The language of the compact is
appropriate for the stakeholders (children, parents, teachers, administrators).
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
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 15 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
assessments, the requirements of Title I, Part A, how to monitor their child’s progress,
and how to work with educators, by…
KRES hosts Curriculum Night each autumn. During the parents’ visit, teachers give a
presentation containing grade-level specific information. The information given includes
an overview of the curriculum, a list and explanation of assessments that will be given
throughout the year and additional grade level expectations. Parents are encouraged to
voice their concerns and opinions during this time.
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…
KRES’ Parent Resource Center is available for parents to check out instructional materials
to help improve their child’s academic achievement. Letters advertising this service are
sent home with students.
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 …
Teachers and other staff members are made aware of the results of parent surveys. This
information is used to drive professional development. Staff members participate in
professional development and offer suggestions to maintain and improve parent/school
relationships.
J. We will, to the extent feasible and appropriate, coordinate and integrate parental
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 …
We coordinate our parental involvement programs with several early learning entities:
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 16 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Head Start and lottery funded pre-k classes. We support these programs in our school by
coordinating our calendars, referring families, offering transitional Early Entry workshops,
promoting registration, and distributing flyers and other important information.
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…
Information about updates, meetings, and activities are presented to parents in a variety of
ways. An updated calendar can be found on our school website. Some classroom teachers
send home a monthly newsletter. Flyers and weekly parent emails offer parents more
information about school news and events. Additionally, One Call Now gives
administrators the option to send an automated phone message to parents.
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…
Translators are available for meetings that are held during and after school hours. All
pertinent documents, letters, and notices are available in a Spanish version that is sent
home with students whose parents speak Spanish. This information is also available
online.
*6.
Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
Kay Road Elementary collaborates with Preschool Directors to discuss the curriculums needs
and skills that students should have upon entering kindergarten. Parents of upcoming
kindergartners are invited to a Kindergarten Roundup each year where information is provided
about the kindergarten curriculum and Kay Road Elementary. Parents are allowed to talk with
kindergarten teachers and administrators about the instructional needs of their children. In
addition to the aforementioned, we offer a transitional service that allows the local daycare
services to bring their Pre-K students to KRES to tour the school.
To effectively help students transition from fifth to sixth grades, our counselor works
collaboratively with the school counselors of our two feeder schools, Fort Valley and Byron
Middle Schools. Our counselor works with the middle school counselors to organize a
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 17 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
designated fifth grade visitation day. During the tour, the students have the opportunity to meet
teachers, visit classrooms and find out about all the extra-curricular activities that their school
has to offer. Fifth grade parents have a workshop and receive information from the middle
schools outlining expectations and welcoming them to their new middle schools.
*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:
The ways that we include teachers in decisions regarding use of academic assessments are ..
1) Collaboration occurs with our teachers on a regular consistent basis. They meet during
their common planning to discuss instructional strategies that are working in their
classrooms. They also meet with the English Language Arts and Math Instructional
Coaches to help them determine if their goals are being met and implemented correctly in
their classrooms. As our teachers plan to develop their lessons they are guided by
students’ need and Common Core Georgia Performance Standards. This type of
collaboration is a vital part of our professional growth as a staff at Kay Road Elementary
School. As they meet, they decide as a team how to assess and what assessments will be
taken during the year.
2) Some of the assessments that are used are Accelerated Reader, Star Literacy, Early
Literacy Test, Georgia OAS, Common Assessments, SLOs and mini-assessments which
indicate strengths and weaknesses in the areas of student learning.
3) Teachers use running records as a mini assessment to test fluency. Some may have pop
quizzes over vocabulary words. Some may have a one minute drill on math skills learned
for the week such as multiplication or division. Pre and post tests are given at the
beginning and end of a unit to evaluate learning. These are examples that are used to
diagnose students and assess their learning. Teachers are challenged to ask “Has the
student learned this material? If not, what can I do to re-teach and to ensure that the
student has learned the skills needed to move to the next level?”
4) Teachers are using frameworks and units to guide their teaching throughout the year.
They are divided into units for each section. They are aligned with the Common Core
Georgia Performance Standards.
5) The Georgia Online Assessment Site (OAS) is also used by teachers to develop miniassessment and to benchmark and monitor student progress.
6) The school data team meets regularly to analyze and disaggregate classroom data
provided by teachers. In addition, grade level teachers will evaluate individual student
work while using a rubric or scoring guide. This will be done on a consistent basis to
improve teaching and student learning.
7) Writing Folders with students’ samples in each of the content areas are used to progress
monitor students use of conventions and the writings standards and to integrate writing
across the curriculum.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 18 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*8. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
8(a). Measures to ensure that student’s difficulties are identified on a timely basis.
Response:
Kay Road Elementary School addresses the needs of students experiencing difficulty by a
number of effective means.
CRCT data, Benchmarks, teacher assessments & Georgia OAS results are used to make
instructional program decisions. Daily communication among classroom teachers is used to
identify struggling students needing intervention and students needing enrichment. The
curriculum is aligned with the Common Core Georgia Performance Standards. Enrichment and
intervention activities are provided in the areas of math and reading. Increased Learning Time,
Discover Me (One-to-one Advocacy Program), Career Awareness, Peer reading, Character
Education, C.H.A.M.P.S. and the Georgia Online Assessment System are various programs that
are used in our school.
Small group instruction with needs based learning is taught daily in our classrooms. Also, a parttime Math Remediation teacher works with identified students either one-on-one or small group
to provide extra support in the area of mathematics. Reading and Math goals are in place and
students are expected to meet or exceed by the end of the school year according to the Common
Core Georgia Performance Standards.
8(b). Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties.
Response:
Through data-driven professional development, districts can achieve success for all students
(Goldberg, 2006). Schools and districts that have changed traditional practices in order to
provide more time for shared planning, professional development time and opportunities for
teachers are more successful at meeting the needs of diverse learners (Darling-Hammond, 2007;
Fickel, 2002). Site based school leaders and district professional development coordinators are
beginning to realize the critical need to provide ongoing support for teacher learning. Teachers
must have time for shared teacher planning, and opportunities to assess teaching and learning. In
a rapidly changing technological age educators must have exposure to technical expertise and
resources. According to the National Commission on Teaching and America’s Future (1997)
these practices along with opportunities for networking and collaborating with other colleagues
will pay off in improved student outcomes.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 19 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
The Teacher Keys Effectiveness System requires each teacher to complete a self- assessment for
professional learning. Kay Road Elementary uses the results of the assessment to provide
professional learning opportunities for teachers and staff members. The results of the assessment
are also used to develop a professional development plan for professional learning at the school
and district level. Trainings with our Instructional Facilitators and representatives from Middle
Georgia RESA in the areas of Math and English Language Arts have been used to demonstrate
how to use the Common Core Georgia Performance Standards daily in their designing activities
for the students.
Teachers, administrators, and the instructional coach conduct workshops at the school level to
include: center and small group training, Response to Intervention (RTI ) training, using and
analyzing assessment data, analyzing the standards, and parent workshops. Professional learning
communities are developed as teachers work together weekly to plan and analyze standards as
well as analyze student work. All educators in Peach County are required to obtain at least two
professional learning units (PLU) each year. All teachers at Kay Road Elementary are required to
complete 100 hours of staff development every five years in order to renew their Georgia
Teaching Certificate and to remain highly qualified.
8(c). Parent-Teacher 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:
Research has shown that parents play a critical role in the development of a child’s education
(Epstein, 2001). When parents are involved in their children's education, kids do better in
school. Therefore by using parental involvement effectively, the students at Kay Road
Elementary School benefit greatly from a close parent and school relationship. In addition,
parent involvement in schools has shown to have positive effects not only on the children, but
also on teachers, on administration, and on the overall school-learning environment.
In recognition of the positive benefits of parent involvement in school, Kay Road Elementary
School has developed and initiated a Parent-Student-Teacher Compact, a voluntary agreement
between the home and school that defines the goals, expectations, and shared responsibilities of
each partner for student learning.
As we evaluate our needs relating to parent involvement at Kay Road Elementary School
we want to implement the following to address these needs: Our school staff, under the
direction of Kay Road Elementary administrators, parent coordinator, and parents
collaborate to establish the following programmatic strategies:
1. Provide student agendas/folders to update parents on a daily basis about homework,
behavior, academic growth, or other concerns
2. Provide parents with a monthly newsletter and calendar about school and classroom
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 20 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
activities
3. Post important announcements and events on the school website and the school’s marquee
4. Hold an orientation/open house event before school begins so that parents and students can
come to school to meet their teacher and see their classroom
5. Hold Curriculum Night to Inform Parents about the Curriculum
6. Work with the School Council to address various school issues
7. Assist the PTO to address issues important to parents.
8. Provide a parent resource center in the school that would serve as a lending library for
learning activities, instructional resources, parental videos, and books
9. Initiate Family activities at the school to provide an opportunity for parents and children to
spend quality time together and to create a less formal relationship between home and
school
10. Offer workshops and classes designed to meet parental needs. Some planned workshops
include: Volunteering in the School, Test Taking Tips, Math Workshop for ELL, Working
With Words, Grand-friends Teach 2, etc.
11. Encourage parents to visit the school in conjunction with special events, e.g., family
Thanksgiving dinner, Community Read Alouds, Grandparent Day, Career Day, Veterans
Day Program ,KRES Book fair Activities such as Books for Breakfast,—which provides an
opportunity to browse the book fair
12. Encourage parents to visit our school monthly to eat with their child in recognition of our
“Sunshine Student” program. These students are those who have been selected by their
teacher and have demonstrated academic achievements, sportsmanship among their peers,
good conduct, among other traits of an all-around exemplary student in the classroom. They
are our Sunshine Students of the month. However, parents are always welcome to have
lunch and/or breakfast with their child on a daily basis.
13. Maintain an open-door policy which allows parents to visit their child’s classroom as
outlined by board policy and/or conference with the teacher.
14. Maintain an active link on the school’s website which provides information on classroom
assignments, activities and events. Student’s grades can be accessed through the Parent
Portal. Teachers will schedule conferences with parents throughout the year to discuss test
talks and/or academic performance.
15. One Call Now is an automated call out system that keeps parents informed of
events/activities pertaining to KRES.
*9. Coordination and integration of federal, state, and local services and programs.
Kay Road Elementary uses federal, state, and local services and programs through Title I and
Title II funds, EIP, Pre-Kindergarten, QBE, and SPLOST (special local option sales tax). Every
grade level has input into the budget process each year based on needs. Each grade
level/department is allowed to submit a list of materials, equipment needs, textbooks, and
technology equipment that would enable Kay Road Elementary to focus on purchasing
instructional materials that will increase student achievement. Parents are invited to be a part of
the planning process.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 21 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
9(a). List of state and local educational agency programs and other federal programs that will be
included.
Response: Federal Funds:
 Title I

Title II A

Title III

IDEA
State Funds
 EIP

QBE

Professional Learning

Media

Pre-Kindergarten
Local Funds
 PTO

SPLOST
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 22 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
9(b). Description of how resources from Title I and other sources will be used.
Response:
Kay Road Elementary School’s 2013-2014 allocation of $157,080 in Title I funds will provide:
•
•
•
•
•
•
•
•
•
•
•
Salaries and benefits for Title I paid teachers and Parent Coordinator
Substitutes for salaried Title I teacher
Stipends for Direct Instruction
Communication
Supplies
Expendable Computer Equipment – laptops and mobile smartboards
Books other than Textbooks – Supplemental Resources
Professional Development – Stipends, Travel reimbursement, lodging, registration, etc.
Computer Software – IXL Math and Study Island
½ Math Remediation Teacher – additional academic support and learning opportunities to
help low-achieving children master challenging curricula and meet state standards in core
academic subjects
Professional Development for teachers – enhance classroom instruction
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:
N/A for Elementary
10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
A) Conferences will be held when a child is failing in any subject area. Teachers will
send home correspondence to inform parents.
B) Conference Nights will be held at least once during each semester to inform parents
of student performance.
C) CRCT workshop will be offered to parents to explain and demonstrate how to use
CRCT on- line test to help students to understand test strategies and questioning
techniques. The major focus of the workshop will be to assist our parents in helping
their child succeed academically. Our parent coordinator will coordinate this activity.
D) On-going communication will be completed by teachers weekly to inform parents of
any academic weaknesses and/or strengths of their students.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 23 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
11.
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response: Kay Road Elementary School has a “Data Team” who collects and disaggregates data
on the achievement and assessment results of students. In addition, this year we have a
Professional Learning for all teachers and paraprofessionals on Analyzing and Interpreting Data.
These committees/teams meet monthly in an effort to analyze and disaggregate data.
As a part of professional learning, teachers work together to disaggregate test data for
benchmarks, standardized test, and mini-assessments. Through data analysis, subgroups that are
having difficulty are identified in all subject areas. The results of disaggregated data are used to
drive and guide instruction. Data is used to plan for instruction and map out the units of
teaching.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
The instrument utilized to measure student achievement under the provisions of No Child Left
behind is the Criterion-Referenced Competency Test. The state assessment has been proven to
be valid and reliable.
13. Provisions for public reporting of disaggregated data.
Response:
Peach County School System’s testing coordinator and Media representative take responsibility
for the public reporting of disaggregated test results data through the newspaper, system website,
Georgia Department of Education website, and other means. The school also reports general test
results to the School Council and staff. Representatives from administration and faculty are
actively involved in reviewing and analyzing the data as the School Improvement Plan is
evaluated and revised each year.
14.
The plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers under section 1117, determines that
less time is needed to develop and implement the schoolwide program.
Response:
One year is a sufficient amount of time for Kay Road Elementary School to administer the
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 24 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
comprehensive needs assessments, analyze the data, and prepare the School-wide 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:
The Leadership Team as well as other teachers along with parents and administration worked to
develop the Title I Plan by providing input through collaboration and data collection. Members
of the Leadership Team contributed to each section of the plan. The plan will also be available at
the annual Title I meeting and School Council (October 2013) meeting for parents and
community to suggest revisions.
In an effort to increase community involvement, our School Council and PTO will meet on a
regular basis to discuss school issues and strategies that will allow our community leaders to
assist Kay Road Elementary in meeting our goals and strategies based on the needs of our
students and teachers as outlined in the Title I Plan. The plan will be made available to all
teachers and the School Council electronically.
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 25 of 26
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
16. Plan available to the LEA, parents, and the public.
Response:
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:
18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended
by Georgia’s ESES Flexibility Waiver.
Response:
* Required component of SWP as set forth in section 1114 of ESEA
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 26 of 26