Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Name:
Temple Elementary School
School Mailing Address:
95 Otis Street Temple, Georgia 30179
LEA Name:
Jennifer Shirley
LEA Title One Director/Coordinator Name:
Dr. Karen Pate
LEA Title One Director/Coordinator Signature:
LEA Title One Director/Coordinator Mailing Address:
Email Address:
Karen.pate@carrollcountyschools.com
Telephone:
770.832.3568
Fax:
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 1 of 40
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 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME
POSITION/ROLE
Jennifer Shirley
Principal
Matthew Huckeba
Assistant Principal
Sue Jones
School Guidance Counselor
Holly Robinson
Media Specialist/Exploratory Team
Shea Childers
Sped Team
Kathy Powell
EIP Team
Kim Cargal
Kindergarten Team
Gayla Blanton
First Grade Team
Katrina Wagner
Second Grade Team
Katrina Thomas
Third Grade Team
Laura Harris
Fourth Grade Team
Jolena Downing
Fifth Grade Team
Kathy Roberts
Gifted
Angie Terrell
Parenting Coordinator/Front Office
Secretary
Barb Hale
Parent
Joyce Sims
Paraprofessional
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 3 of 40
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. The Leadership/School Improvement Team at Temple Elementary School consists of
the principal, school counselor, the media specialist, one teacher from each grade level,
one special education teacher, one Early Intervention teacher, one gifted teacher, one
secretary, one paraprofessional, one parent, and one person from each supporting area.
Each person is either in a leadership position, a volunteer or is chosen by their team.
A list of monthly meetings is distributed at the beginning of the school year. It is also
posted on the school calendar. The meetings are held after regular school hours to
ensure that all may attend. Two collegial planning days are also held for the leadership
team as well for planning. A variety of information is discussed at these meetings. The
information is taken back to the faculty and staff by their specific team leaders and is
open to discussion and comments. Team leaders then provide appropriate feedback
and input. Agendas are set before the meetings so that team leaders can get input from
the team that they represent. Notes from the leadership team meetings are also
distributed to all staff members following each meeting.
The administration and leadership team work together to provide the best instruction
possible in a safe and nurturing environment. Policies and procedures are made in
alignment with county and state board policies. School policies and procedures are
reviewed at the end of each school year to evaluate effectiveness are helping reach our
school and county goals.
The administration and leadership team are committed to planning a school schedule
which promotes collaboration and common planning among grade levels. Three
collegial planning days are also given to grade level/subject areas to plan engaging
lesson plans that align with standards. Appropriate resources are provided through ongoing professional development in a variety of modes such as faculty book-studies, offsite professional development courses, and on-site professional development provided
by administrators or others deemed by the principal.
The Leadership Team also serves as the School Improvement Team. There are four
other school teams created by the school leadership team. Focus for these teams are
driven by charges given to them by the leadership team. Beyond that are vertical
subject area teams.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 4 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
The school leadership team (SLT) serves as the school’s school improvement team.
This team serves as the guiding force for the development of the school improvement
plan. The members of the leadership team were selected by their grade level as
representatives to the school leadership team. The team members serve for two years
and rotate off for new grade representatives. The grade level representatives of the
leadership team have developed roles and responsibilities that outline their work and
include their responsibility for communicating and gathering input from the teachers
they represent. Significant staff and administrative effort have been spent in the
analysis of the available standardized test scores at the system, school, and classroom
levels. The SLT compiled the disaggregated data onto a school needs assessment. The
school profile provides a breakdown of the data analysis and needs assessment for all
students, subgroups, and content areas.
B. The intensely focused needs assessment sessions included a detailed analysis of
students’ performance on required state tests for all subgroups in which the analysis of
said data led to a root cause determination that was followed by action planning and
strategizing through brainstorming and research of successful programs and plans in
settings similar to Temple. During the year teachers and administrators monitor data
and adjust the plan be reviewing graphs and individual student data our universal
screeners (STAR & GRASP). We also use nine week benchmarks and analyze student,
sub-group, and standard data.
C. Temple Elementary School makes every effort to meet the needs of at-risk and migrant
students through identification of these students, examination of their test data,
gathering information on their academic and social skills, and scheduling them into
classes or programs structured to meet their needs. Teachers complete pre-tests or
placement tests on all students in Math and Reading, examine past school performance
records, and consider all test data available on each student in order to create a learning
environment which meets the needs of every student. In- School tutoring is provided
for struggling students who do not pass unit tests and/or benchmarks. These sessions
are provided twice per week for each content area. During these sessions extra
materials are used that are not used in the regular classroom such as CARS/STARS,
CAMS/STAMS, and STEM LEGO hands-on kits.If a migrant child should enroll,
school personnel would contact the Director of Federal Programs who will contact the
migrant consortium to assist the school in providing services to the migrant
student.Migrant students will be provided all services for which they qualify.
D. The Leadership Team has reflected current achievement data that will help the school
understand the subjects in which teaching and learning need to be improved.
According to our CCRPI data all content areas need improvement. Temple Elementary
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 5 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School met in relation to the overall target performance with the exception of Math.
However, each subject had subgroups that did not meet these performance targets. In
ELA White and Multi-racial students did not meet the performance targets. In Reading
Black and Multi-racial students did not meet performance targets. In Mathematics,
Black, Hispanic, White, Multi-racial, Students with Disabilities, and Economical
Disadvantages did not meet their required performance targets. In Science, White
students did not meet their performance target. For Social Studies, Whites, Multi-racial
and Students with Disabilities did not meet their corresponding performance targets.
STAR REading at the beginning of the year showed a range of 24%-40% of students in
each grade level who are identified ans needing intervention. In STAR MATH the
range was from 11%-29%. These scores decreased in reading to 5%-25% and in math
from 4%-15%. Benchmarks revealed weakness in math science, and social studies.
E. The Leadership Team has based our plan on information about all students in the
school and identified individual and group of students who are not yet achieving to the
State Academic content standards (the Common Core Georgia Performance Standards)
and the State student academic achievement standards.
SubGroup Data:
➢ Economically Disadvantaged Students are not meeting standards in
Mathematics
➢ Black students are not meeting in Reading and Mathematics
➢ White students are not meeting in ELA, Mathematics, Science, and Social
Studies
➢ Multiracial students are not meeting in ELA, Reading, Mathematics, and Social
Studies
➢ Students with Disabilities are not meeting in Math and Social Studies
➢ ELL students are meeting in all subject areas
Overall School Performance:
➢ Reading performance is 93% of students meet or exceed standards.
○ Reading for Information was the weakest domain..
○ 74% 0f students are hitting their grade-level lexile score.
➢ ELA performance is 94% of students meet or exceed standards.
○ Grammar and sentence construction was the weakest domain.
➢ Writing performance is 76% of students meet and exceed standards.
➢ Mathematics performance is 86% of students meet or exceed standards.
○ Measurement and Data Analysis was the weakest domain.
➢ Science performance is 84% of students meet or exceed standards.
○ Earth Science is the weakest domain.
➢ Social Studies performance is 88% of students meet or exceed standards.
○ Government/Civics is the weakest domin.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 6 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
○
F. The data has allowed us to reach the following conclusions regarding achievement or
other related data.
➢ The major strengths we found in our program were:
- Reading fiction text.
- ELA research and writing
- Data Analysis and Algebra in Math.
- Life and Physical Science
➢ The major needs we discovered were:
- Reading for Information (non-fiction text)
- Grammar and Sentence Construction
- Writing
- Earth Science
- Social Studies
- Instructional Strategies for CCGPS
➢ The needs we will address are non-fiction reading, writing, mathematics, earth
science, and social studies..
➢ The specific academic needs of those students that are to be addressed in the
schoolwide program plan will be that we identify all low performing students in
all sub-groups. These students will be assessed and progress monitored for
meeting new performance targets, since all were close to not meeting the
current indicators.
➢ The root cause that was discovered for each of these needs were:
○ In Mathematics it was discovered that students required more time and
small group instruction. It was also discovered that there was not
enough instructional time being provided in order to ensure that student
are mastering individual skills. Student did not know basic facts and
required more practice to master these skills.
○ In Reading students were not exposed to enough non-fiction text. A
concern was also identified in relation implementing CCGPS that
Guided Reading needed to be continued as well as independent reading
practice.
○ In Writing it was discovered that student did not write enough and that
there was not a common school wide expectation for the writing
process. Not only were students not writing enough in ELA classes they
were not writing at all in content classes.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 7 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
○ In Science and Social Studies there has not been a focus of success in
these subjects. It was also discovered that there was not enough hands
on activities for student inquiry.
G. The balanced scorecard was developed by the SLT in alignment with the District’s
Strategic Plan Performance Objectives. The measurable goals were identified and
shared with grade level/horizontal teams for input and revision. The newly established
goals are revisited at each benchmarking quarter by horizontal, vertical, and dynamic
teams to determine status toward achievement. (See Balanced Scorecard)
➢ Writing scores will increase from 76% to 80% meets and exceeds on the 5th
grade writing test.
➢ Reading scores will increase from 93% to 95% meet/exceeds on the CRCT.
➢ ELA scores will increase from 93% to 95% meet/exceeds on the CRCT.
➢ Math scores will increase from 86% to 90% meet/exceeds on the CRCT.
➢ Science scores will increase from 84% to 88% meet/exceeds on the CRCT.
➢ Social Studies will increase from 88% to 91% meet/exceeds on the CRCT.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 8 of 40
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.
Data-driven action plans, which include school-wide strategic strategies and practices, were
developed following the review and analysis of the needs assessment results.
➢ Thinking Maps to promote consistent use of graphic organizers that correlate directly to
thinking strategies
➢ Learning Focused School lesson planning format (SEATS) to plan instruction for all
subject areas
➢ Writing across the curriculum to enhance understanding of all major concepts being
taught in all subject areas.
➢ Accelerated Reader to enhance reading for information and comprehension skills that
will enhance Lexile scores.
➢ Differentiated Instruction to remediate and accelerated learners in reading and
mathematics
➢ Orton-Gillingham/ SRA Reading to teach reading to struggling readers that are
significantly below grade level.
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. 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:
Reading/Language Arts
● STAR Reading is administered to students in grades K-5 three to five times per year to
determine reading levels and bimonthly for students that struggle. Results of the STAR
are used to determine the instructional reading level and reading strategies required to
enhance learning for individual students.
● Students in grades K-5 receive daily guided reading sessions. These sessions occur during
reading block and the extended learning period.
● Compass Learning Odyssey, Moby Max, IXL, Sum Dog, and Gloster are used in one of
the two computer labs during exploratory. This program creates a learning path for
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 9 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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students. A paraprofessional will run this lab and set individual assignments based on
student need.
Reading Eggs will be used for young and struggling students in the area of phonics. In the
upper grades it focuses on reading comprehension skills. IT is set up based on a prescreener and then puts students on a learning path.
Study Island will be used in grades 1-5 in all content areas. This computerized program
will be used as a tool to helping assess knowledge and thinking at high levels of learning.
Literacy stations are established in all classrooms.
Students with disabilities participate in the special education program, which uses the same
programs and practices used in regular education with modifications. Special Education
Teachers have been trained in a research-based instructional approach by Orton
Gillingham, which is a sensory-based instructional method and SPIRE, which is an explicit
phonics program.
Informational text is used in English/Language Arts to reinforce reading comprehension.
The Accelerated Reader Program (AR) provides a formal mechanism by which students in
grades K-5 earn incentives while meeting the school’s one million words or 25 books per
year campaign. The AR Program encourages students to read at their independent reading
level. The STAR Assessment is used to determine students’ AR reading levels. Results
are shared with parents to show growth in reading skills, comprehension and vocabulary
development.
Writing rubrics are used in writing instruction. Writing skills are reinforced through the
use of the district’s defined, five-step writing process that is emphasized in all subjects. A
copy of the writing process is posted in all classrooms.
A systematic writing plan is in place that includes key sentences for successful writing.
These sentences include an attention grabber, a controlling idea, topic sentences, closing
sentences, and a clincher.
Benchmark assessments are conducted the first, second, and third nine weeks of school to
determine student progress in Reading and English/Language Arts. Results of benchmark
assessments are used to differentiate instruction around the identified needs of students.
In school tutoring provides support to students who need additional help with their Reading
and English/Language Arts skills. Students scoring at or below 800 on the Reading or
English Language Arts CRCT are targeted for participation. CRCT practice opportunities
are provided, in addition to direct instruction in areas of identified weakness on the CRCTs.
Coach practice books, STARS reading program, Focused Strategies, and IReady are used
for small group instruction/large group instruction with students needing additional support
and practice with reading skills.
Mathematics
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 10 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● The STAR Math Test is administered 5 times a year to yield a profile of students’ math
strengths and weaknesses. Results are used to differentiate instruction. Struggling
students are monitored more closely and are assessed once per month.
● Common Core Bellwork is used in grades 1-5 to review, reinforce, and accelerate basic
math skills on a daily to weekly basis.
● In grades three, four and five, math is taught on a departmentalization basis.
● Small group instruction occurs in every classroom 45 minutes per day to enhance lacking
skills. Centers are also used during this time to reinforce and practice previously taught
skills.
● CRCT on-line practice in Math and Study Island are available in the school’s computer
lab, at home, and in the Tutoring Program.
● IXL, Mobey Math, Sum Dog and Compass Odyssey are all used to reinforce and reteach
need math skills.
● An In-School Tutoring Program provides support to students who need additional help
with their Math skills. Students scoring at or below 800 on the Math CRCT are targeted
for participation. CRCT practice opportunities are provided, in addition to direct
instruction in areas of identified weakness on the CRCT.
● Daily practice with Problem Posing and Error Analysis skills are used in all grade levels.
Students are learning how to diagnose their own error in order to further comprehend
mathematical computation.
● Accelerated Math is used with EIP students in grades three-five.
● Coach practice books, STARS reading program, Focused Strategies, and IReady are used
for small group instruction/large group instruction with students needing additional support
and practice with Math skills.
● Math manipulatives will be used to create a hands-on learning evironment for students to
understand conceptual concepts.
Science:
● Hands-on labs will be used for student engagement such as Delta Science Kits, STEM
Builders, and STEM Lego sets.
● Coach Books will be used for reviewing materials and re-teaching.
● Class sets of realistic fiction and non-fiction books will be used during extended learning
time to enhance understanding of topics being taught in class.
Social Studies:
● Social Studies Weekly newspapers will be used weekly in class so that students can read
non-fiction texts about topics being read in class.
● Class sets of realistic fiction and non-fiction books will be used during extended learning
time to enhance understanding of topics being taught in class.
General Practices Used
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 11 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● TES is implementing standards based instruction with a particular focus on lesson planning
following the SEATS (standard, essential question, activator, teaching strategy,
summarizer) format.
● The Thinking Map program has been implemented school wide as a structure for thinking.
● Teachers have common planning time in all grades. Planning time is used to work on units
and engage in professional learning relating to various school improvement topics.
● Teachers meet with faculty from other elementary schools within the district to review and
align practices.
● Use of technology to engage all students and to monitor for understanding. This is done
through Promethean Boards, Document Cams. ActiSlates, ActivExpressions, Presentation
remotes, wireless printers for projects, ipads, and laptops.
● Reducing class size as often as possible to give a smaller teacher/student ratio.
● Since 3rd grade is a critical year of change for students, class size reduction is used to
ensure more one to one teacher time and individual attention.
● By providing a parapro that is a certified teacher in our computer lab that focuses on
weaknesses of core content areas, we are able to bring digital learning to life for students.
This parapro sets up and monitors digital projects connected to the classroom such as
Gloster and PowerPoint projects.
Selected strategies and programs are incorporated into annual school Action Plans, as seen in
part d, to ensure that student identified needs are the major targets of school improvement
efforts. New strategies, interventions, and programs are researched and incorporated as
emerging needs are identified.
2(b). Are based upon effective means of raising student achievement.
B. In the appendices are examples of the SCIENTIFICALLY BASED RESEARCH
supporting our effective methods and instructional practices or strategies.
●
Thinking Maps: Seeing is Understanding
By David Hyerle, Ed.D.
Education Leadership, January 1996
By using visual tools that correspond to thinking processes, students can organize their ideas on
paper or by computer, and — as a result — read, write, and think better.
●
"Barbara Bell, principal of the Joe Hall Elementary School in Miami, says one reason she
adopted Thinking Maps at her school was that it is particutarly difficult to find strategies that
work together to develop higher-order thinking skills. By learning how to use Thinking Maps
together, students show they can persevere and not give up in midproblem."
Download the article Thinking Maps: Seeing is Understanding (Acrobat PDF file)
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 12 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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Feeder Patterns and Feeding the Flame at Black Middle School
Student Successes with Thinking Maps, Chapter 11
Edward V. Chevalleir, Ed.D.
Thinking maps help students actively process information. The use of the maps creates
immediate and specific questions. In a middle school classroom, the constant challenge is
maximum engagement. Used in even their most limited form, thinking maps ensure eight
“ready” questions—questions associated with each of the eight thinking skills.
read more excerpts from Feeder Patterns and Feeding the Flame at Blalack Middle School in
Student Successes with Thinking Maps
●
Organization: The Internal Structure of Writing
Marsha Morgan, SNWP Fall Institute, 2001
Summary: But the glaring revelation for me was the obvious lack of organization in many of the
pieces. So began my journey to find ways to help my students stay focused in their writing, to
build bridges with words that would link thoughts together in logical ways. I wanted them to write
beginnings that built anticipation in their readers, and endings that made the reader linger over
what they just read. What would the experts tell me about organization in children's writing?
What could I learn from the children themselves?
Download Organization: The Internal Structure of Writing (Acrobat PDF file)
●
Chapter 16: Mentoring Mathematics Teaching and Learning
Kathy Ernst, M.S.
“So many people have come into my classroom with vague advice and comments that have just
made things worse. This is the first time anyone’s given me concrete suggestions about what I can
do. This has been really helpful—thank you.”
Teacher (after Kathy and colleague used the Flow and Multi-Flow Maps in post-conference
supervision conversation)
read more excerpts from Student Successes with Thinking Maps chapter 16
●
The Effects of Thinking Maps on Reading Scores 1998
Dissertation by Marjann Kalehoff Ball
Unpublished doctoral dissertation University of Southern Mississippi, 1999
Summary: A highly significant correlation was found between the use of Thinking Maps and
reading comprehension scores of college students using the Stanford Diagnostic Reading Test.
Download the summary of the dissertation The Effects of Thinking Maps on Reading Scores
1998 (Acrobat PDF file)
Download the complete dissertation The Effects of Thinking Maps on Reading Scores 1998
(Acrobat PDF file)
Read Marjann Ball's Reflections on her dissertation
●
Samuels, SJ amd Farstrup EA (1992) What research has to say about reading instruction,
2nd edition. Newark, DE: International Reading Association
● Steen, S. (October, 1991). Better Teachers, better readers. R & D Preview. Washington,
DC: Council for Educational Development and Research.
● Sweet, AP (1992) Transforming ideas for teaching and learning to read. Washington,
DC: US Department of Education.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 13 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
We will increase the amount and quality of learning time by
● In school tutoring for students in third through fifth grades struggling to master
skills during exploratory.
● Creation of an extended learning time for small group reading and Language Arts.
● A small group initiative is presented in the master schedule to give teachers time
to meet student on their level in relation to the implementation of the CCGPS.
● Instruction is improved by utilizing SEATS instruction plan and collorative
planning.
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).
Under performing students are targeted and monitored through data analysis of
unit tests, benchmarks, GRASP, and STAR data each nine weeks. If a student is
not being successful, teachers provide individual plan for success for these
students in small group learning times tutoring, extended access to computerized
programs that enhance understanding and providing motivation incentive for
success.
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.
All educational field trips are used as instructional strategies and are aligned to the
comprehensive needs assessment found in the schoolwide plan. They are connected to
the support of assisting students to achieve proficiency or advanced status in relation to
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 14 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
the Common Core Georgia Performance Standards. No Title I funds were used for
fieldtrips.
*3.
Instruction by highly qualified professional staff.
Currently, all of our staff, teachers, as well as paraprofessionals, meet the highly qualified
requirements dictated by the federal No Child Left behind Act of 2002 and are teaching in the
area for which they are certified. Our staff is evaluated with the Georgia Teacher Observation
Instrument (GTOI). The GTOI is utilized by the administration to evaluate highly qualified
teachers and determine individual professional development needs. Beginning teachers are
evaluated three times a year for the first three years. Veteran teachers are evaluated once per
year. Observations, mid-year conferneces and end of year interviews provide teachers and
administrators with the opportunity to discuss areas requiring additional growth through
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 15 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
professional development, as well as documentation for instructional goals. Paraprofessionals are
required to pass an approved test and must meet clearly delineated educational requirements
prior to being employed.
Temple Elementary School has thirty-five certified staff members: two administrators, a halftime counselor, a part-time school psychologist, a half-time nurse, an on call social worker, two
and a half early intervention teachers, we share a music and art teacher with a neighboring
school, a physical education teacher, a media specialist, a speech and language pathologist, two
interrelated resource teachers, a pre-kindergarten teacher, a gifted teacher, and twenty-one
classroom teachers. Of these, ten have Bachelor’s, twenty-two have Master’s, and the remainder
have advanced degrees.
*3(a).
Strategies to attract highly qualified teachers to high-needs schools.
Temple Elementary administrators and staff work collaboratively with Carroll County’s
Human Resources Assistant Superintendent to implement a variety of recruitment
strategies designed to attract high-quality, highly-qualified personnel. The Human
Resource Department identifies prospective teachers through attendance at career and job
fairs held through-out the state in conjunction with meetings of professional associations.
Only applicants meeting the requisites for a position are invited to interview at TES.
Temple Elementary also serves as a mentor school for the University of West Georgia.
We host student teachers every semester as well as serve as mentors to young science
teachers. Our school has a Recruitment and Retention Committee that works to assist in
identifying and directing qualified individuals to submit applications to the district’s
Human Resources Department. This committee was created nearly seven years ago to
reduce the high turnover rate that existed at the time among TES’ faculty and staff. One
of the committee’s primary goals is to promote TES as a successful and safe learning
community. Prospective hires that have cleared the district level screening process
participate in a team interview at TES. Together, administrators and members of the
school-based interview team make a recommendation regarding the most highly qualified
applicant.
Upon employment at TES, new teachers participate in the district’s Teacher Induction
Program (TIP) where they are introduced to district-wide policies, expectations and
practices, including curricular and instructional frameworks. Orientation to the school
continues, and a variety of retention strategies are immediately activated including:
• A mentor is assigned to work with each new teacher. Mentors are to make formal
contacts with their Mentees on a regular basis and are available to serve as a
professional sounding board and help with problems that may arise. They can model
lessons and provide feedback to teachers after planned observations and walkDr. John D. Barge, State School Superintendent
May 2012 ● Page 16 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
throughs.
• Collegial Planning — All teachers meet with grade level peers for extensive planning
days throughout the school year. The purpose of the planning is to develop units,
study/review target areas of instruction, and engage in reflections. Collegial planning
has become a significant peer support group for new and veteran teachers.
● Vertical planning-these planning days are given to teams of teachers so that they
can connect learning to the frade level above and below them. They can also help
develop a common goal for all school personnel to strive to reach.
A number of activities are implemented to promote teacher support, morale, and
cohesion, which are major factors in teacher retention. Major activities include:
• Weekly recognition of staff
• Grade level team building sessions
• Recruit & Retain Committee/ Stakeholder Engagement Team
• Secret Santa/Ornament Exchange
• Showers/Parties/Celebrations
• Monthly refreshments
• Dress Down Days
• Teacher Appreciation Week
• Community Outreach (i.e., Relay for Life & Angel Tree).
*4.
Professional development for staff to enable all children in the school
A. The results of an annual professional development survey, coupled with the results of the
analysis of student performance data, are used to determine the type and intensity of
professional development activities to be offered. The district-wide committee serves as a
conduit for the dissemination of information pertaining to planned activities. Much of the
funding allotted for professional learning by the County Office has been used to develop
and sustain professional learning communities that engage in collegial planning and
reflection. Teachers, principals, paraprofessionals and, if appropriate, pupil services
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 17 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
personnel, parents, and other staff in our staff development that addresses the root causes
of our identified needs. Temple Elementary School selected professional development in
the areas of guided reading for the middle grade struggling students based upon the CRCT
data. Thinking Maps have been implemented school-wide as a means for structuring a
format for students in decoding the format of text and determining the purpose of
informational writing. During Professional Learning Community time the focus is on
Common Core Georgia Performance Standards and the successful implementation of the
states mandated curriculum. Teachers will attend various math workshops aimed at
improving the instruction of math and the achievement of students as this is noted as an
area of need in the data analysis. Writing continues to be a focus for improvement based
on the results of the 5th grade writing tests. Opportunities will be provided to teachers in
order to enhance the instruction of writing. The following is a list of the professional
learning activities taken by school staff members in the past two years that were focused
on school improvement. Support personnel such as the counselor, media specialist,
psychologist, and special educators participate in a variety of district level professional
development activities to promote skill development pertaining to work assignments and
specialties. Professional development units accrued by these staff are used to maintain a
current certificate or license. Paraprofessionals have opportunities to participate in on-line
professional development courses for PLU credit through the Para Educator Learning
Network. Some professional development topics are offered for all faculty and staff such
as: CPR, Universal Precautions, Recognizing Child Abuse, Ethics, Test Utilization, etc.
Information and skill-building sessions are scheduled for parents in conjunction with
major school events such as Open House, Math Night, Reading Night, Science Night, and
PTSO meetings. A Parent Involvement Committee is in place and has responsibility for
planning and implementing specific workshops for parents. Administrators and selected
staff attend a variety of state and national conferences on topics relating to school
improvement. When relevant, these individuals “redeliver” what they have learned to the
remainder of the faculty during scheduled meetings. The administrators of this school
participate in leadership training programs offered through the Georgia Leadership
Institute on School Improvement (GLISI) and RESA academies.
Professional Learning Activity
Year(s)
Offered
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 18 of 40
Participants
On-site (school) or
Off-site (Central office,
conference, or other)
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Literacy Strategies for Students
2013
All Staff
On-site
Compass Learning Odyssey Training by Jim
Kostel of Compass Learning
2009
All
Teachers
On-site
Math Training (System Initiative) Dr. Jill
Drake of UWG
2009-2010
All Math
Teachers
TLC
Ron Clark Academy visits
2011-2013
12 teachers
Ron Clark Academy
Moving Schools: Lessons from Exemplary
Schools by Max Thompson
Spring
2012
Leadership
Team
Atlanta Conference
Center
Increasing Instructional Technology- usage
of promethean boards and activities to
increase student learning
Spring201
2
All
Teachers
On-site
SEATS Instruction Methods
2011-2013
All
Teachers
On-site
System Math Professional Development
seminars
2010-2011
All Math
Teachers
TLC in Bowdon, GA
Book Study “Classroom Instruction That
Works”
2012-2013
All
Teachers
On-site
Professional Learning Communities:
Weekly sessions focused on Standards
Based Classrooms and Instruction, Student
Achievement, Progress Monitoring, Data
Analysis
2011-2013
All
Teachers
On-site
Six-Trait Writing
2012
All
Teachers
On-site
Thinking Maps Training
2012-2013
All Staff
Cluster Trainings
PES
Moving Writers From Meets to Exceeds
2012-2013
Writing
Teacher 3-
Cluster Training
PES
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 19 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
5, SPED,
EIP
Helping K Writers
2012
All parapros
Cluster Training
PES
National Science Conference
2012
4th/5th
Science
Teacher
World Congress
Center
Technology Conferences
2013
Team
Leaders
RESA
B. All trainings that are provided are to improve student performance in the classroom and
therefore are related to the state’s academic content (CCGPS and GPS Standards).
Administrators and selected staff attend a variety of local, state, and national conferences
on topics relating to school improvement. When relevant, these individuals “redeliver”
training to the remainder of the faculty during scheduled faculty meetings and weekly
staff development. The administrators of this school participate in leadership training
programs offered through the Georgia Leadership Institute on School Improvement
(GLISI) and RESA.
C. Temple Elementary has devoted sufficient resources to carry out effectively the
professional development activities that address the root causes of academic problems.
For example we have utilized funding to provide substitute teachers to cover classes while
teacher are involved in training with Title I funds such as Ron Clark, RESA course to
increase content knowledge, and Thinking Maps training. We have also used school
administrators, instructional coaches, consultants and RESA staff to support the
professional development process that are aligned to our school improvement plan or
individual teacher weakness on TKES self-assessments. Teachers are provided daily
common planning and participate in 4 collegial planning days during the year to enhance
planning paid for through Title I. Administrators provide materials necessary when
implementing all school improvement initiatives. We also have a shared instructional
coach that helps support the implementation of all curriculum initiatives that also supports
teachers who are in need of extra help in the classroom.
D. Temple Elementary has 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 by
administrators. There is a specific plan for determining strengths, weaknesses, and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 20 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
individual students who are not meeting targets. The development of assessments along
with the implementation of data analysis has resulted in informed decision making for
instruction of needs based and flexible grouping. Student assessment also determines
teaching and re-teaching needed in whole group instruction. It also determines the
students who participate in our tutoring program.
Teachers are lead by administrators in activities in desegregating data from benchmarks,
tests, quizzes, lexile, GRASP and STAR levels. Through reading and math monitoring
guides, the STAR data is used in determining independent and instructional reading
levels. Students are held accountable for individual goals set by their data. For tests and
quizzes, the data is used for re-teaching and accelerating purposes during small group
instruction. Benchmark data is used in forming extended learning time groups based on
weaknesses as well as tutoring groups. These group remediate and accelerate based on
student need.
All assessment data is shared with parents through parent friendly reports sent home with
report cards. Assessment data for individual students is gone over with parents a
minimum of twice per year.
*5.
Strategies to increase parental involvement.
Temple Elementary School recognizes the importance of implementing strategies to increase
parental involvement in our school. We work hard to encourage our parents to become an active
part of our school. Therefore, faculty and staff maintain an open door policy, welcome parents
into the school, and embrace the parent involvement provisions outlined in the Parent
Involvement Policy shown in Appendix II. In addition, the Home-School Compact found in
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 21 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix III has been used to forge a partnership with parents characterized by mutual respect
and shared responsibility for student learning. Temple Elementary School utilizes both formal
and informal strategies to increase parent involvement.
● Written information is disseminated to parents regarding the school’s testing program
including tips on test preparation. We also hold a CRCT Night to help both students and
parents prepare to for the CRCT. An internet access code is provided for parents so that
their children can participate in the Georgia CRCT on-line assessment practice program as
well as Compass Learning Odyssey, IXL, Sum Dog, and Mobey Max.
● A Parent Involvement Committee is in place and is responsible for planning and
conducting workshops, parenting events, and educational sessions for parents.
● Communication methods used to inform parents include: school brochure; school-wide
and grade level newsletters; Facebook, messages on the school’s marquis; use of the
school’s website to provide current publicity of all school activities; teacher web pages; email access to teachers and administrators; parent-teacher conferences; daily student
agenda planners; and the School Messenger telephone system for school or grade level
events and information.
● Parents are invited to attend all scheduled events and activities involving their children
including: Open House, Curriculum Night, Math Night, Science Night, Writing Night, the
PTSO Fall Festival, PTSO Movie Under the Stars, Spirit Nights (4 per month), student
performance musical productions, Donuts with Dads, Muffins for Moms, Grits with
Grandparents, Field Day, Career Day, and Book Fairs.
● Parents are elected to serve on the school council, along with teachers and community
representatives. The school council serves in an advisory capacity to the school and
provides feedback on the school improvement plan during quarterly meetings.
● A Parenting Center has been established to provide information about various educational
and community resources.
● Good news post cards are send home about student progress.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 22 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● Parenting and community outreach are also solicited. We work closely with TACUM
(Temple Area Christian United Ministries) to serve needy students, relay for Life, St.
Jude’s, Ronald McDonald House. Our Backpack Program provided by the Lady of
Perpetual Help Church to support needy children to have food over the weekend and times
away from school. Our school also participates in local celebrations and parades to share
school spirit, share and reach out to community members, and to help with community
days.
● A parent coordinator is hired each year to be the liaison between home and school. She
coordinates all events, helps with parent volunteers, sets up parent trainings, and maintains
the parenting room.
A. All parents are invited to participate in the school-wide planning process. We involved
parents in the planning, review, and improvement of the comprehensive school-wide
program plan by
● Providing opportunity for parents to meet along with the SLT in the school
improvement planning process.
● Provide opportunity for parents to review and provide feedback at the annual Title
I Review meeting each fall as well as the parent volunteer training days.
● Surveyed parents and their needs, wants, and opinions.
● Shared decision making about parenting policy and solicitation with our school
council.
● Provide printed copies of parent involvement plans to parents for review and
feedback each year.
B. Temple Elementary has developed a parent involvement policy included in the appendices
that
➢ includes strategies to increase parental involvement (such as family literacy services,
Academic Night, Reading Night, Math Night, Science Night, and Getting ready for
the CRCT)
➢ describes how the school will provide individual student academic assessment results
to parents for state testing, benchmarks, and STAR testing data. We will include a
parent friendly form to help parents understand the results. They will also be gone
over in detail at every parent teacher conference and SST meeting. Letters are also
sent home with reports telling parents they are available for questions or concerns
with reports and report cards.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 23 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
➢ Comprehensive school-wide program plan available to the LEA, parents, and the
public as it is posted on our website, sent home to every student, and a copy is
available in our parenting center.
➢ compacts is included in Appendix 1
➢ Parent Involvement checklist included in Appendix 1
6.
Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Staff at Temple Elementary School strive to assist students with their transition into our school,
as well as assisting them transition to higher education. This involves the planning and
execution of key activities that ease fears regarding movement to the next level of education.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 24 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Temple Elementary School plans various events and activities to assist all students transitioning
through grade levels from pre-kindergarten through fifth grade. Fall Open House provides a
school-wide transition activity which allows parents to learn about expectations that teachers will
have for their children in the new grade and school year. Within the first months of school an
Academic night is held to inform parents of what is being taught in the classroom and to answer
any questions, especially with the implementation of the CCGPS. During the concluding weeks
of school, students at all grade levels are pre-taught key concepts to be encountered in the next
grade level using specific Standards Based Classroom Strategies (called academic acceleration).
Opportunities afterschool are offered for families to participate in their child’s education
through:
• Parent orientation sessions
• Open house
• Make and Take Activities
• Opportunities for parents to participate in mock classroom activities
Early Childhood Transitions
To support students’ smooth transition from the various early childhood settings within the
community, the following activities are implemented:
● Pre-Kindergarten Program: The County Office advertises the availability of
prekindergarten placements based on a lottery drawing.
● Invitations are issued and publicized to all surrounding childcare programs, churches, Head
Start, and public Pre-K locations to visit the school prior to enrollment. Field trips are
arranged for these facilities to bring their Pre-K students for a tour. Parents may drop-in
for visits at anytime to receive a tour of the facilities, a school newsletter, welcome letters,
and a school brochure.
● Registered students entering Pre-K or Kindergarten are invited to attend an orientation day
where teachers provide appropriate information to parents and complete sample grade level
activities with the students.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 25 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● Pre-school Individualized Education Plan (IEP) meetings are held with all new parents
with upcoming teachers, special education staff, and administrators to discuss disabilities,
transitions from Preschool Assessment Learning Services (PALS).
● All parents who are new to the school receive a copy of the academic learning goals and
expectations for the grade in which their student is entering.
Fifth Grade Transition to Middle School – Transition to Temple Middle School is achieved
through the following activities:
● Students tour Temple Middle School facilities during a designated day prior to the end of
their fifth grade school year.
● A Parents’ Night is scheduled at Temple Middle School to formally orient parents and
students to middle school expectations and practices.
● Many parenting events are held for our cluster at Temple Middle School so that parents
and students can get acquainted with school personnel and facilities.
● The departmentalization approach used in the third, fourth, and fifth grades at TES is
designed to prepare students for increasing levels of responsibilities leading up to middle
school. Organizational and study skills are a major emphasis in these grades.
Grade Level to Grade Level Transitions – Within the school, care is taken to provide students
with opportunities to get a “peek” at the requirements of the next grade level through the
following activities:
● Registration Day - set aside for any incoming students, including kindergartners that have
not attended Pre-K.
● Readiness Night- Families in grades K-4 gather to receive an introduction to expectations
of the new grade.
Students From Private Schools, Home school, and Transit Students:
Currently all parents receive a Plan for Success Notebook with a letter from the principal, Math
Facts, Sight Words, School Brochure, State curriculum expectations and Informational booklets
from the United States Department of Education.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 26 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Our website site contains all the information a parent could ask for such as general information,
curriculum information, grade level expectations, how to get involved, and a school tour.
Parents are also given a registration packet as they are welcomed into school with our parenting
plan, school brochure, and all information that other parents have received previously. As
students come in, they are greeted with open arms and taken on school tours. Questions/answer
sessions are encouraged during this time by the school counselor or administration.
*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.
At Temple Elementary School, teachers are involved extensively in decisions regarding the use
of academic assessments. Teachers play an integral part in receiving and using academic
assessment data to make decisions regarding student learning and progress. Each grade level
team is actively involved in reviewing student progress through weekly grade level meetings and
staff development sessions, analyzing barriers to student performance, and modifying the
instructional focus as data suggest. All teachers receive copies of CRCT and additional
standardized testing data, local benchmark assessments, universal screening results for individual
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 27 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
students. Universal screeners and benchmark scores are utilized for progress monitoring student
achievement each month.
● During the summer, the leadership team meets and discusses all year-end data such as
CRCT scores, writing scores, GKID results, and STAR data. From that we make a
plan to increase student performance and put mechanisms in place to monitor our
efforts.
● All grade level teams meet to review and analyze their individual and grade level
CRCT, writing, and GKIDS results with the principal at the beginning of the school
year. Teachers develop Student Academic Achievement Plans also known as Test
Utilization Plans based on students’ needs.
● Test utilization charts are created to summarize the primary weaknesses of specific
subject domains based on the previous CRCT student scores. Teachers analyze CRCT
test data to determine instructional strengths and weaknesses. Using these strengths
and weaknesses, teachers develop an Instructional Plan implementing either new or
different strategies. Test data on individual students are analyzed and then profiled
based on percentage scores to determine levels of mastery and understanding.
● Benchmark assessments are administered at the end of each of the first three nine-week
periods of the school year. Teachers then use the results of these assessments to
determine how to revise the focus of instruction for their class as a whole, as well as
for individual students.
● STAR Reading and Math assessments are given five times per year to help determine
the appropriate instructional levels and student placement.
● 3-panel boards are used to track the progress of all students within the school who are
performing below grade level. These boards are used to protect the privacy of students
but spur conversation among faculty members to help put a individualized plan in
action for these students.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 28 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● Bi-monthly progress monitoring is put into place for students performing below the
grade level benchmark to track the growth of students in reading and math. From this
data, students are identified who need more intense interventions and supports through
the RTI progress.
*8.
Coordination and integration of Federal, State, and local services and programs.
Temple Elementary School uses Federal, State and local services and programs to meet the
needs of all students. Efforts will be made to coordinate and integrate use of the following
services and programs:
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 29 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
8(a). List of State and local educational agency programs and other federal programs that will be
included.
● Title II-A Teacher Quality Program
● Title II-D
● Title I
● Federal, state, and local funds
● IDEA, Part B
● Early Intervention Program (EIP)
● Title VI
● PreSchool
● Foundation funds received through teacher written grants.
8(b). Description of how resources from Title I and other sources will be used.
● Title I- to purchase to fund teachers, tutors, paraprofessionals, activboards, actiexpresions,
STEM activities, educational software, ipads, student novels, hands-on learning kits for
science, and teacher resources for learning.
● Title II-Teacher Quality Program- will use funds to provide professional learning to ensure
that all teachers receive training to enhance classroom performance.
● Splost- Technology– will use to expand technology inventory such as internet ports and teacher
laptops;
● Title III- ELL teacher, instructional materials, supplies, technology, and instructional software.
● FTE are used for teachers, paraprofessionals, administrators, support staff such as media and
PE, custodians, office staff, classroom supplies, textbooks, energy, transportation. State funds
are used for Early Intervention Program (EIP) to provide instructional support for struggling
students.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 30 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
● IDEA- Used specifically for IDEA students for instructional materials, supplies, technology,
teachers, and instructional software.
● Pre- K-State and federal funds are used to serve preschoolers with disabilities in preschool
special education programs and non-disabled four-year old preschoolers in a state lotteryfunded pre-kindergarten program.
Foundation funds received through teacher written grants – numerous teachers on Temple’s staff
have written grants for special projects at the school including: An Outdoor Science Classroom,
Tiger Town Economics, making social studies come alive and more. All funds from these grants
have been, and will continue to be, utilized to benefit all students.
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.
The school does not receive funding from the School-to-Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service
Act of 1990.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Teachers employ a full range of informal assessment tools to monitor the continuous progress of
all students. Benchmark assessments in English/Language Arts, Math, Social Studies and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 31 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Science represent a major informal assessment tool. Administered every nine weeks,
benchmark assessment results are used to determine which students are mastering grade level
concepts and which ones require additional support. Results are used to modify the instructional
focus, and to recommend students for participation in in-school tutoring, focus groups for
extended learning, or work during the instructional day with the Early Intervention Program.
In Reading, teachers use results of bi-monthly testing with the STAR Assessment, skill
assessments, end of unit assessments, benchmarks, and observations to review and monitor
student progress and needs. STAR Math Assessment results yield information concerning a
student’s weaknesses in basic math skills. Results of STAR Math assist teachers in determining
instructional interventions that need to be provided. Students scoring 800 or below on the CRCT
in Math, Reading, or English/Language Arts are given first-priority consideration for enrollment
in the In-school tutoring Program and Early Intervention classes. Teacher recommendations and
parent requests are also considered for placement of students in the In-School Program.
After each benchmark, teachers meet individually with the principal and present remediation
plans. These plans include strength and weaknesses of specific standards. A plan to re-teach all
standards below 80% mastery. Teachers must also include a list of all students failing their class
at the nine week mark as well as a list of students who did not pass the benchmark. Teachers
must have a plan to help struggling students be successful that includes a variety of things based
on student need. Student subgroup data is also reviewed at this time and individual students are
discussed.
Students in grades (1-5) who transfer to Temple Elementary throughout the school year are given
the most recent benchmark assessments, STAR Reading and Math within the first week of their
arrival to determine the most appropriate instructional placement. Kindergarten students are also
assessed with the GKIDS and Brigance instruments.
Our teachers are utilizing a Response to Intervention approach to determining student support
strategies in conjunction with a district Student Support Team (SST) project. The school has
developed a Pyramid of Intervention, outlining a four tiered system of continually aggressive
intervention methods. Under the RTI guidelines, teachers meet as a team and establish
interventions with measurable goals to meet individualized student objectives. These
interventions are implemented prior to making a referral to the SST. Referrals are made to the
SST only if data on the implementation of the interventions show unsuccessful results in meeting
the student’s needs. Preliminary results of the RTI Model show that the number of referrals
made to the SST have declined under this new approach. Use of the SST will be implemented
for students demonstrating persistent difficulty in mastering grade level standards in the core
subjects, based on use of all of the above tools. Referrals will continue to be made for more
intensive interventions through other programs, including special education, when a need is
indicated. Every effort is made to expedite students’ access to needed services.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 32 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Action Plans as part of the School Improvement Plan, are developed annually and
reviewed throughout the school year. Action plans identify underachieving subgroups and
outline specific interventions to be used to address their needs.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Teachers assess student progress at the Tier I level as units and skills have been taught. Tier II
and Tier III students have progress monitoring on identified skills weekly and bi-weekly that are
analyzed at bi-monthly meetings with teachers.
After each benchmark, teachers meet individually with the principal and present remediation
plans. These plans include strength and weaknesses of specific standards. A plan to re-teach all
standards below 80% mastery. Teachers must also include a list of all students failing their class
at the nine week mark as well as a list of students who did not pass the benchmark. Teachers
must have a plan to help struggling students be successful that includes a variety of things based
on student need. Monthly these students and their progress is discussed in team meeting with the
principal and assistant principal.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance
for identified weaknesses.
Teachers are provided training for the effective implementation of Response To Intervention by
the assistant principal. Monthly sessions during planning time are used to address questions
during implementation. Teachers have access to training on reading and math through weekly
staff development sessions on instruction. Teachers have the opportunity to attend training at
area RESA clinics and other Atlanta-based conferences.
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 in the community.
Two school-wide conference times are set up by school administrators. During this time parents
are encouraged to meet with teachers about their child’s performance. During parent contacts
teachers offer options for student support in academics, social, mental, and physical areas of
need. Parents and teachers can call a conference at any time. Students that do not respond with
the acceptable amount of improvement will be identified as needing Tier III interventions and
involved in Student Support Team process. We also offer assistance on our website and school-
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 33 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
wide emails with links to helpful websites that aide with grade-level curriculum as well parent
informational sessions as to how they can help at home.
10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Parents are made aware of individual assessment results and progress in a variety of ways.
Teachers provide information on student performance weekly to parents in the Tiger Folder. For
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 34 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
students that struggle with meeting monthly goals for progress monitoring parents are notified on
a 4-6 week basis in a Student Support Team process. Report cards or progress reports go home
every four and a half weeks. These reports are standard-based in K-3 so that parents can see the
exact standards students are mastering and those still left to master. Letters go home with these
reports explaining how to read the reports and encourage parents to contact their child’s teacher
with any and all questions. We also send that information out in our school email and on
Facebook. The first school-wide conference is held after the first progress report goes home so
that we can talk to parents face to face about what their child’s progress is and how they can help
at home. Parents are also made aware of students Reading and Math levels through STAR
assessment parent reports explaining the report and giving next steps at home. Students who are
struggling academically or behaviorally are progressed monitored through the Response to
Intervention process. This process involves parent conferences and data on interventions put in
place to address either academic or behavioral concerns. Interpretation of this data is explained
to the parents. Also, our teachers make every effort to communicate academic progress in a
variety of informal ways, i.e. phone calls, email, parent conferences.
11.
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
The state of Georgia collects and disaggregates achievement and assessment data on student in
Georgia through the state testing program. A data collection process is in place to monitor and
store data needed to assess progress toward the targets set in the School Improvement Plan and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 35 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
the balanced scorecard. We monitored all subjects, grade levels, subgroups, and individuals in
our balanced scorecard and/or school data room. The results are looked at on a school, grade
level, classroom, and individual student level. Vertical and grade teams meet and analyzing the
test data along with the school leadership team. Tests are analyzed to determine strengths and
weaknesses by system, cluster, school, grade level, and sub-groups. During pre-planning each
school will have a data Review when all staff will engage in an in-depth review of data. A Mini
Data Review will be held in January to use the data provided by mid-year grades, benchmarks
and predictor assessments to adjust action steps in the School Improvement Plan .As new tests
are given scores are posted in the school data room and talked about in leadership and grade
level meetings. Additionally, the school has an instructional tracking sheet to individualize the
tracking of students at risk academically, behaviorally or due to attendance issues. Data review
and analysis is part of the normal meeting structure, culture and professional learning of each
department and grade level.
The following data is reviewed:
● STAR Early Lit.- Kindergarten
● STAR Math● STAR Reading
● Benchmark Assessments
● DIBELS
● CRCT Scores
● State Writing Scores
● Attendance Data
● IXL and Mobey Math Reports
12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 36 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
The state of Georgia has assured the validity and reliability of the tests used by the Georgia
Department of Education. Teachers and staff are trained on test security and administration in
order that testing results be sound reflections of student learning. Data is stored in a database
format, spreadsheets, or teacher data notebooks in order to keep it as secure as possible.
At Temple Elementary School, data is used by teachers to plan instruction so that all students
can achieve at high levels. Teachers work collaboratively during common planning time, faculty
meetings, professional learning meetings, or vertical team meetings, while using data to ensure
students are mastering the mandated curriculum. Administration and the instructional staff
disaggregate data by subgroups to ensure that all students continue to make progress.
Temple Elementary uses only programs that are proven valid and reliable, such as, STAR
Reading, STAR Math, Compass Learning Odyssey, IXL, Mobey Math, and DIBELS.
*13.
Provisions for public reporting of disaggregated data.
In early summer each year, the system and school data is reported to local newspapers and radio
stations and are posted on the county website. Every October each Carroll County School is
required to produce an annual report of progress. The annual report will be based on the School
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 37 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Improvement Plan and the Balanced Scorecard. School leaders will present their annual report to
their cluster group, school council, school leadership team, community, parents, students, and
school staff. The report will be available for the public by publishing it on the school and
website. The annual report will include:
● School Student/Staff Data and ATP Status Report with Historical Data
● Balanced Scorecard
● School Highlights
Temple Elementary also has a data room to use as a focus of discussion with staff, parents,
students and community. The data room is chunked around the district’s four strategic goal
areas. The data displayed is updated annually before school starts and during the year as data
becomes available. Additionally, each school’s data room should include copies of its School
Improvement Plan, materials including the Standards Based Classroom Handbook, School
Safety Plan, Professional Learning Calendar and any additional information that could be used in
the planning process. The school posts its current and past years’ balanced scorecard in the data
room. School departments such as school nutrition, custodians, and exploratory develop visual
reporting areas to display performance data and targets.
Messages are built around the data in the school’s data room to explain why this particular piece
of data is gathered. These messages should be used in regular communication with stakeholders
to illustrate relevant parts of the data or the performance process. Also, a link to the school’s SIP
and balanced scorecard is 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.
The Title I and School Improvement Plan is reviewed by the School Leadership Team and
School Council, updated to reflect current initiatives, and reviewed annually by the LEA each
year. The LEA makes recommendations for revision to the school on the Title I plan and/or
School Improvement Plan. Changes are made to reflect the recommendation of the LEA.
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).
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 38 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Temple Elementary School starts the review process of their School Improvement Plan and Title
I Plans during each school year. These plans are reviewed quarterly to analyze progress towards
our goals. Parent, student, and staff surveys are sent out to assess where we are in meeting the
needs of our students and their families. Yearly, these strategic reviews involve the school
administrative team, school leadership team, school council, and central office staff or
consultants where applicable among the process throughout the year. Each group is given an
opportunity for input using appropriate quality tools structured around the following protocol:
● Review progress toward performance targets set in the current SIP and BSC
● Review of Initiatives
Perform an inventory of all current initiatives in SIP
Map the initiatives to the district strategic improvement plan
Delete initiatives that have been completed
Retain initiatives that need to be continued
Add new initiatives where needed
Prioritize initiatives
● Review of action steps for each initiative
Perform an inventory of all action steps for each initiative
Delete action steps that have been completed
Retain action steps that need to be continued
Modify action steps where needed
Add action steps as needed
Identify individual(s)/group(s) responsible for each action step
The elimination, revision, and addition of initiatives or action steps are a natural part of the
continuous improvement process. This allows for the direction of resources towards the
initiatives with the highest priority. School Improvement Plans, School BSC’s and supporting
documents are hosted on the system eBoard strategic plan site.
16.
Plan available to the LEA, parents, and the public.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 39 of 40
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Comprehensive school-wide program plan available to the LEA, parents, and the public as it is
posted on our website, and a copy is available in our parenting center. Our annual report is
posted on our website as well. The School Improvement Plan along with balanced scorecard are
made available online through eBoard and is posted in the data room. Informational flyers and
parent email notifications are send home making parents aware of where to locate these items.
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.
At the current time Temple Elementary School does not have a significant percentage of parents
whose primary language is a language other than English. If in the future a significant
percentage of parents speak primary language that is not English, this school-wide plan will be
translated into that language.
18.
Plan is subject to the school improvement provisions of Section 1116.
This plan is subject to the school improvement provisions of Section 1116.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 40 of 40