Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Beaver Ridge Elementary
District Name: Gwinnett County
Principal Name: Jose DeJesus
School Year: 2013 – 2014
School Mailing Address: 1978 Beaver Ruin Road, Norcross, GA 30071
Telephone: 770-447-6407
District Title I Director: Lynn Howard
District Title I Director Mailing Address: 437 Old Peachtree Road; Suwanee, GA 30024
Email Address: lynn_howard@gwinnett.k12.ga.us
Telephone: 678.301.7060
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: 8/29/13
Revision Date:
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 1 of 42
GCPS Federal & Special Programs
Revised: July 22, 2013
Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions
Notes:
 Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires
a Title I schoolwide program plan to contain the ten components listed on this template as
well as related measurable goals and strategies for implementation. The asterisk (*)
denotes required components as set forth in section 1114 of ESEA.

While there are eighteen components, all ten required components of a Title I Schoolwide
Program Plan (marked in this template with an asterisk) must be addressed. Response
starters are provided in this template to guide the planning team/committee in the process
of completing the schoolwide section of the plan.

Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All
components/elements marked as not met need additional development.

Please list your planning committee members on the next page along with signatures
of participating team members. This team must include stakeholder involvement
(parents of Title I students, community representatives, teachers, administrators, etc.).
Note: The planning team must involve parents in the planning process.
See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan
shall be developed with the involvement of parents and other members of the community
to be served and individuals who will carry out such plan, including teachers, principals,
and administrators (including administrators of programs described in other parts of this
title), and, if appropriate, pupil services personnel, technical assistance providers, school
staff, and, if the plan relates to a secondary school, students from such school.

Attach the SIP as an addendum to the template. See the Georgia Department of
Education School Improvement Fieldbook for guidance and instructions on completing a
school improvement plan http://www.doe.k12.ga.us/School-Improvement/SchoolImprovement-Services/Documents/School%20Improvement%20Fieldbook%2020122013.pdf.
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 2 of 42
GCPS Federal & Special Programs
Revised: July 22, 2013
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME
MEMBER’S SIGNATURE
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 3 of 42
GCPS Federal & Special Programs
Revised: July 22, 2013
POSITION/ROLE
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Components
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Response:
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were. Those persons involved were parents, staff members, community
members, and administrators.
Participants
Cecilia Garcia
Chim Yen Lin
Manuel Echevarria
Jose DeJesus
Nury Crawford
Andrea Garcia
Savina Servin
Hannelly Herrera
Cielo Zamora
Thawng Suan Lian
Nicole Browne
Irma Delgado
Maria Sanchz
Maria Salazar
Rufina Martinez
Tamyka brewer
Zoila Hernandez
Bonnie Colon
Ella Dennie
Maria Morales
Fidela Ramirez
Janet Estrada
Katherine Dillard
Dena Gaddie
Maria Jose
Nayeli Jose
Henry Rivera
Zulma Alarcon
Marieli Villa Negro
Ngoz Pmi
Thuy Pang
Corina Marica
Maria De Jesus
Magali Flores
Veronica Martinez
Michael Urbanik
Hanna Awoke
Julie Valvo
Angelica Garcia
Ana Bell Lopez
Ismaela Castillo
Sarah Wiktorski
Santa Trinidad
Miguel Montas
The ways they were involved included the creation of the Schoolwide Plan by reviewing all
achievement data. The Title I Planning Team analyzed the data through visual graphs and
narratives. Once all data was presented, the members were able to provide feedback and input
with any clarifications or questions answered. A Title I “Wish List” was created and presented
with the support of the Title I Planning members. The overall needs of the school were reviewed
and funds were allocated as needed to each category in the budget. The allocations were based
on last year’s budget detail. Most recently, the planning members met to review and revise the
parent involvement documents - specifically, the Parent Involvement School Events Calendar,
School-Parent Compact, and the Parent Involvement Policy. Additional dates and times were
welcomed for the revision/input process of these documents. Our Title I funds will allow us to
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 4 of 42
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.
have a part-time PISC to lead meetings/workshops as such. The documents were made available
for review and revision in Parent Center.
B. We have used the following instruments, procedures, or processes to obtain this
information. The attendees of the planning meeting were provided with academic and nonacademic data. The participants were able to analyze and assess the data to determine the
needs of the school.
Non-academic data
 Student Attendance
 Class Size
 Student Ethnicity
 Program Enrollment
 Student Discipline
 Teacher Experience and Degrees
 Parent and Staff Surveys
 Participation
 Reading/English Language Arts 2013 CRCT Scores
 Mathematics 2013 CRCT Scores
 Historical 4-year Trends for All Measured Subgroups in Reading/English Language Arts,
and Math
 Review of Students Exceeding the Standards
Other Assessment Data


Iowa Test of Basic Skills (ITBS) (2009-2013)
Georgia Grade 5 Writing Assessment
Data was collected from the following resources:






Local School Plan for Improvement (LSPI)
My Students and My School
Gwinnett County Public Schools School Reports Database
Local School Accountability Report
Georgia Department of Education Website (gadoe.org)
Results of the Schoolwide Title I Survey and Teacher Surveys
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 5 of 42
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.
 Georgia Department of Education School Performance Summary Reports
The graph shows the majority of the students are of Hispanic origin and, as can be seen in
Program Enrollment data that follows, also speak a language other than English at home.
This means that our student population may have limited background knowledge and their
expected developmental vocabulary is not at the level where students would be expected if they
were native English speakers. Many of the research-based strategies that support our Hispanic
students are also best practice for all children. Differentiated instruction, specific vocabulary
development, and balanced literacy programs are just a few of the strategies that Beaver Ridge
employs to ensure the academic growth of all children.
Ethnic Subgroups
2013-14
Black
Asian/Pacific Islander
Hispanic
American Indian/Alaskan
Native
Multiracial
White
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 6 of 42
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.
Beaver Ridge Elementary
Student Enrollment 2013-14
FIFTH GRADE
FOURTH GRADE
THIRD GRADE
SECOND GRADE
FIRST GRADE
KINDERGARTEN
195
200
205
210
215
220
225
230
235
Student Count
Beaver Ridge Elementary Program Enrollment
Beaver Ridge Elementary’s total enrollment for the 2013-2014 school year is approximately
1265 students. The graph below shows the percentage of students served in English Language
Learner (ELL), Special Education, Early Intervention (EIP), and Gifted (FOCUS) programs.
These programs provide services with targeted interventions beyond those available to all
students.
It is also notable that about 90% of our students receive Free and Reduced priced lunch while at
school. With the exception of the Gifted Program, students enrolled in these programs or who
receive free or reduced lunch, are considered at risk of not meeting state academic standards.
As a Title 1 school, Beaver Ridge is able to provide additional supplemental services to our most
at-risk students.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 7 of 42
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.
Program Enrollment
2013-14
7%
11%
ELL
SpEd
Gifted
82%
The data charts below display the historical performance of students in grades 3-5 on the CRCT.
Beaver Ridge Elementary Academic Data - Reading
Historical Grade 5 Trend
CRCT: Reading
80
70
60
50
% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 8 of 42
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.
Historical Grade 4 Trend
CRCT: Reading
80
70
60
50
% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Historical Grade 3 Trend
CRCT: Reading
80
60
% DNM
40
% Meets
% Exceeds
20
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 9 of 42
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.
Beaver Ridge Elementary Academic Data – English/Language Arts
Historical Grade 5 Trend
CRCT: ELA
80
70
60
50
% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Historical Grade 4 Trend
CRCT: ELA
70
60
50
40
% DNM
30
% Meets
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 10 of 42
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.
Historical Grade 3 Trend
CRCT: ELA
80
70
60
50
:% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Based on our five year trend data, our students have demonstrated consistent growth and
progress in the area of Reading / Language Arts due to the additional support teachers we have
been able to supplement each grade levels in K, 1, 2, 3, 4, and 5 with. Our specific trend data,
we can see that our areas of concern lie in Reading for Literary Comprehension and Reading
Skills and Vocabulary. Our ELA data shows consistent progress. In reviewing the data forthe
past two years, it is evident that additional support in early literacy is justified. The additional
teachers are needed in order to maintain and continue academic growth in this grade level. In
addition to schoolwide Model Workshop for Reading, our school participates in staff
development that supports this academic area throughout the school year. It continous to be
partof our focus, since we are commited to all of our students reading at or above grade level.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 11 of 42
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.
Beaver Ridge Elementary Academic Data – Math
Historical Grade 5 Trend
CRCT: Math
70
60
50
40
30
20
10
0
% DNM
% Meets
% Exceeds
2012-13
2011-12
2010-11
2009-10
2008-09
Historical Grade 4 Trend
CRCT: Math
70
60
50
40
% DNM
30
% Meets
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 12 of 42
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.
Historical Grade 3 Trend
CRCT: Math
60
50
40
% DNM
30
% Meets
20
% Exceeds
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Reviewing the mathematics data on the historical charts above, we can determine that Math
continues to be an area of focus for Beaver Ridge Elementary School. When reveiewing the five
year trend strand data for Math, we can determine that Measurement and Number and
Operations, will continue to be our focus area. In supporting this academic core subject, we have
two local school Instructional Coaches in our school staff roster. In doing so, we are able to
accommodate all of our grade levels with support for teachers and students at their level. This
also has allowed us to maintain an additional teacher for our Math Specials. All of our students
receive Math Specials. Beaver Ridge Elementary School is expecting to host an Extended
Learning Time Program in the Spring of 2014 in order to be able to meet our At Risk Students in
this area of need. We hope to be able to provide transportation for these students. Our Special
Area teachers, will meet weekly in order to review and determine wich math standards will be
taught in order to support our LSPI.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 13 of 42
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.
Beaver Ridge Elementary Academic Data - Writing
2010-11
2011-12
12
Exceeds
13
Meets
10
Does Not Meet
76
Exceeds
11
Meets
Does Not Meet
2009-10
11
Does Not Meet
8
79
Exceeds
11
Exceeds
18
Meets
81
71
Meets
90
80
70
60
50
40
30
20
10
0
Does Not Meet
Axis Title
Grade 5 Writing Assessment
4 Year Trend
2012-13
Our school’s Writing Assesment data has reflected consistent growth, we attribute that growth to
our consistent strategies implemented to support our staff. In reviewing the last two years, we
see the growth from Meets/Exceeds maintained a percentage of 89% to 88%, a difference of 1%.
Some of those interventions have been monitoring data closely, administering the UGA Mock
Writing Assessment to our FifthGrade students, Extended Learning Time Programs focusing on
writing. In addition, our Instructional Coaches support our teachers with various strategies, tips,
and interventions for all of our students and specifically for our At Risk Students. The coaches
also hold mini lessons for our At Risk Students.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 14 of 42
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.
Beaver Ridge Elementary Academic Data - Science
Historical Grade 5 Trend
CRCT: Science
60
50
40
% DNM
30
% Meets
20
% Exceeds
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Historical Grade 4 Trend
CRCT: Science
70
60
50
40
% DNM
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 15 of 42
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.
Historical Grade 3 Trend
CRCT: Science
70
60
50
40
% DNM
30
% Meets
20
% Exceeds
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Our school’s science data reflects that growth is needed. . In Third Grade we decreased from
78% in the Meets/Exceeds category to 71%. In Fourth Grade, we decreased from 85% to 84% in
the Meets/Exceeds category. In Fifth Grade, we increased from 805 to 81% in the Meets/Exceeds
category. To support this need, we will continue to offer a Science Special to all of our students
and incorporate Science strands into our professional development. Reading and Math are both
incorporated into all of our Science and Social Studies lessons.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 16 of 42
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.
Beaver Ridge Elementary Academic Data – Social Studies
Historical Grade 5 Trend
CRCT: Social Studies
80
70
60
50
% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
Historical Grade 4 Trend
CRCT: Social Studies
80
70
60
50
% DNM
40
% Meets
30
% Exceeds
20
10
0
2012-13
2011-12
2010-11
2009-10
2008-09
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 17 of 42
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.
Historical Grade 3 Trend
CRCT: Social Studies
80
70
60
50
40
30
20
10
0
% DNM
% Meets
% Exceeds
2012-13
2011-12
2010-11
2009-10
2008-09
Social Studies has shown an upward trend of growth from 2009 to 2012 school years. Third
Grade went from 84%-76% in the Meets/Exceeds category for Social Studies. Fourth Grade
from 83%-77% and Fifth Grade an increase from 76% to 78%. At Beaver Ridge Elementary
School we will continue to support our Social Studiens standards by incorporating Math and
Reading into all of our lessons. In addition, we will incorporate as many standards as we can
into our Parent Night events, such as Math Night, Science Night, parent workshops to build
parental involvement
C. We have taken into account the needs of migrant children by providing an Occupational
Survey in the registration packet of each new enrollee. If a family acknowledges they are
migrants, then the forms are sent to the Gwinnett County Migrant Office. Beaver Ridge
Elementary School will collaborate with the Migrant Liaison to meet the needs of migrant
students. All migrant students will be provided with all opportunities for support available at
Beaver Ridge Elementary School. Parents of migrant students will receive information from
the Parent Center regarding resources available to assist them in supporting the academic
needs of their children.
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. We will conduct staff
development, support through walk-throughs, provide feedback and have individual
conversations when creating RBES Goals. For example Beaver Ridge Elementary will
increase academic achievement in the areas of language arts, reading, and writing for all
students to meet or exceed state and district targets through staff development, student
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 18 of 42
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.
interventions and extensions, parental involvement, teacher collaboration, Balanced Literacy,
and an increased emphasis on problem-solving and computational skills. Additionally, we will
increase writing proficiency through best practices including Balanced Literacy Framework
strategies, Writing Boot Camp, Saturday ELT Program, differentiated instruction strategies,
Fountas and Pinnell reading proficiency standards/assessments, and the workshop
instructional model.
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 our
At Risk Students, ELP/ELL students and our Students with Disabilities. As a result of this
disparity, we will continue implementing strategies proven to support our students and
implement new strategies to assist in closing such achievement gaps.
Early Intervention Program support will be provided for those students who did not score
a Meets/Exceeds in the state standardized assessment (CRCT). These students will be
taught in a small group instruction model in the areas of reading and math - up to five
times weekly. We will also implement a student mentoring program, individual
volunteers for one – on – one support; Extended Learning Time Programs (After School,
Before School, Saturday School, Writing Boot Camp) and individual teacher tutoring all
focusing on Reading, ELA, Math, and/or Writing for grades 1-5. The programs can last
anywhere from 3 weeks to 12 weeks for an average minimum of 1-3 hours. To support all
ELTs and instruction during school hours - students will have access to eReaders and
laptops, all with selected academic support and enriching programs for students to use as a
resource of support and/or enrichment individually, partner setting or small group. These
programs mentioned will allow for smaller groups and targeted instruction to meet the
individual needs of students. Our students and teachers will also benefit from the support
our Instructional Coaches.
F. The data has helped us reach conclusions regarding achievement or other related data.
 The major strengths we found in our program were in Reading specifically in the
areas of fluency and comprehension.
 The major needs we discovered were in the subject area of Math specifically in the
areas of number sense and operations.
 The needs we will address are to maintain and increase the percentage of
Meets/Exceeds in all subject areas, including but not limited to Reading skills and
vocabulary and Math: number sense and operations.
 The specific academic needs of those students that are to be addressed in the
schoolwide program plan will be our three subject areas that correlate to our school’s
Local School Plan for Improvement: Reading, Math, and Science.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 19 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
 The root cause(s) that we discovered for each of the needs are the high number of
transition students and the minimal percentage of attendees at parent meetings. We
will implement additional professional development needed for workshop models and
Common Core Standards.
After analyzing all forms of data received during the 2012-2013 school year we can determine
that our strengths fall under Reading/Language Arts academic areas. Although we have
additional progress to make in these subject areas. Overall in comprehension which is a
reflection of grade level reading standards and fluency. We have also noted the need to
strengthen and continue our skills in Math, specifically Number Sense where computation is the
key to moving forward in any of the remaining standards. We also note Science, and Social
Studies scores have somewhat declined. This could be a reflection of the implementation of the
Common Core Standards. With additional staff development to support teachers and provide
multiple resources to cover the Common Core Standards, we look forward to significant
progress being made with our students. We will increase student achievement in the previously
mentioned areas through a variety of strategies and interventions. Beaver Ridge Elementary will
continue the use of Extended Learning Time Programs. Our Saturday ELT will consist of up to
a total of 10 teachers; one to two teachers per subject/grade level, third grade through fifth
grade. The program is geared towards remediation for At-Risk Students. It will also have a
director.
In addition, our parents will have the ability to participate in workshops throughout the year.
The workshops include content academic core areas sponsored by Title I funds in addition to
other workshops and events that are hosted by the Beaver Ridge Elementary. Parents will have
the opportunity to take home packets, booklets, make and takes, and check out educational
materials from the Parent Center. The Parent Center will be maintained and available to all of
our parents by a Parent Instructional Support Coordinator. The Parent Instructional Support
Coordinator is a veteran teacher, who participates in curriculum staff development, in addition
to attending all staff meetings. This ensures that our parents can receive the best information
from our school. The Parent Center has hours of operation which correlate within our school
hours.
To support our fourth grade students, where countywide all subject areas assess determine
progression to fifth grade, we will supplement our allotted number of teachers by adding an
additional classroom teachers.
G. The measurable goals/benchmarks we have established to address the needs are as follows:
Beaver Ridge Elementary will increase the percentage of students who meet or exceed on the
Math section of the CRCT to a minimum of 90%. Teachers will use collaborative planning,
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 20 of 42
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.
differentiated instruction, targeted interventions, individualized math instruction (Guided Math),
and vocabulary development to accomplish this goal.
Beaver Ridge Elementary will increase the percentage of students who meet or exceed on the
Reading/Language Arts sections of the CRCT to a minimum of 91%. Teachers will use
collaborative planning with classroom teachers, differentiated instruction, targeted interventions,
and will focus on literacy in the content areas of Science and Social Studies.
Beaver Ridge Elementary will increase the percentage of students who meet or exceed on the
Science section of the CRCT to a minimum of 81%. Teachers will use collaborative planning
with classroom teachers, differentiated instruction, targeted interventions, and will focus on
literacy in the content areas of Science and Social Studies.
Beaver Ridge Elementary will increase the percentage of students who meet or exceed on the
Science section of the CRCT to a minimum of 81%. Teachers will use collaborative planning
with classroom teachers, differentiated instruction, targeted interventions, and will focus on
literacy in the content areas of Science and Social Studies.
To meet or exceed annual state and district targets through staff development in the areas of
mathematics for all students. We will provide student interventions and extensions, promote
parental involvement, implement differentiated instruction and teacher collaboration, utilize
Balanced Numeracy instructional framework strategies, and have an increased emphasis on
problem solving and computational skills.
Beaver Ridge Elementary will increase academic achievement in the areas of language arts,
reading, and writing for all students to meet or exceed annual state and district targets through
staff development, student interventions and extensions, parental involvement, parental support
via our Parent Instructional Support teacher for parents of our at risk students, teacher
collaboration, and Balanced Literacy instructional framework strategies. Our additional
classroom teachers will also support this goal.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 21 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*2.
Schoolwide reform strategies that are scientifically-researched based.
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 by conducting a
complete comprehensive needs assessment. It has been determined that Title I funds will
be used to fund additional teachers in the four core academic areas. This will allow us to
reduce class size and provide greater individualized interventions for students. In support
of student achievement Beaver Ridge Elementary will fund 9 teachers; 5 teachers in K-3,
4 teachers in grades 4-5, and a half time Parent Instructional Support Coordinator. The
teachers will work with primary age students and intermediate level students.
Furthermore, we will implement the following:
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Collaborative planning
Use Quality Plus Teaching Strategies to teach the AKS and Common Core Standards
Adhere to the Instructional Calendars to ensure that all students are being taught the AKS in
an effective and timely manner
Integrate the use of technology into the curriculum via interactive classroom lessons (Smart
boards, Mimios, visualizers, eClass, Student Response systems, Document Cameras,
Laptops, eReaders)
Use computer based instruction as effective tools to extend learning opportunities for
students (such as Study Island)
Design Extended Learning Time Programs to target areas of weakness for At Risk Students
who are not demonstrating proficiency on state and / or local assessments; including After
School, Before School, Saturday Programs, KinderCamp, Writing Boot Camp
Develop and Implement modification plans for effective instructional strategies to use with
limited English proficiency students , as well as Test Participation Plans that list appropriate
testing accommodations for these students to promote success on local and standardized
assessments
Develop and Implement Individualized Education Plans (IEP) for Special Education students
to ensure that effective instructional strategies are implemented and appropriate testing
accommodations are provided based on students’ needs
Provide additional instructional support to students who are not proficient in Reading and/or
Math through the EIP (Early Intervention Program)
Extend the Summer School offered for promotion purposes by the county with the use of
Title I funds, if data shows that this is a need
Use of Instructional Coaches to provide additional support to teachers on implementing
effective instructional strategies via professional development and / or modeling lessons; as
well as the to provide additional support to students in the classroom as needed
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 22 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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Writing across the curriculum, Traits of Writing, UGA Mock Writing Test
Media: fiction and non-fiction text; lessons on research strategies
Student Support Team (SST)
Response to Intervention (RTI)
A leveled bookroom to provide texts for guided reading
Science Instructional Lab
Math Instructional Lab
Guidance Specials; supporting test taking strategies and organizational skills to support
students in keeping organized and focused
Parent Instructional Support Coordinator/Parental Involvement
Title I funded classroom teachers, in order to lower class sizes
Parent Liaison to communicate with our ELL students families
2(b). Are based upon effective means of raising student achievement.
Response:
Following (or in our appendices) are examples of the scientifically-based research
supporting our effective methods and instructional practices or strategies:

Quality Plus Teaching Strategies Marzano, R. J. (2001). Classroom instruction that
works: Research-based strategies for increasing student achievement. Alexandria,
Virginia: Association for Supervision and Curriculum Development
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AKS Since its inception in 1996, GCPS’ AKS curriculum has reflected the collective
wisdom of thousands of educators and community members who worked together to
determine what students need to know and be able to do in order to be successful at the
next grade level and in the future. This investment by GCPS’ stakeholders has ensured
that the AKS curriculum remains a rigorous and relevant blueprint for student learning in
Gwinnett. As part of that ongoing effort, the GEMS Oversight Committee— made up of
community and GCPS staff members— meets annually to review proposed additions,
deletions, and changes to the AKS that come out of school and community surveys.
Following validation by the GEMS committee, recommendations are submitted to the
superintendent for approval by the School Board, with implementation the following
school year.
IEP/ELL Plans (overcoming learning barriers through implementation of effective
instructional plans) Parents should be aware that a well-designed IEP should prepare
students for assessments by ensuring that any modifications or accommodations given for
assessments are also part of the daily instructional program.
Integrating Technology According to the research of Pitler, Hubbell, Kuhn, & Malenoski
(2007), in the book entitled Using Technology with Classroom Instruction that Works
Extended Learning Time Programs Faberman, D. & Kaplan, C. (2005). Time for a
Change: The Promise of Extended-Time Schools for Promoting Student
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* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 23 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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Achievement. Boston, MA 2020
Targeted instruction (making data driven decisions)
Instructional Coaches (Benefits of professional development)
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 (before/after school, summer
school, Saturday school, block scheduling) conducting the following extended learning
opportunities. Supplies, materials, resources, and transportation will be needed to conduct
the program along with funds to pay the salaries of the teachers during the programs.
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Extended Summer school
Saturday School
KinderCamp
Writing Boot Camp
After School Program
Before School
Extension of learning time will allow for re teaching and reviewing of academic
standards. Students who are noted as at risk will be invited to attend all of the programs
listed above and their progress will be monitored with various types of assessments.
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:
 Develop and Implement modification plans for effective instructional strategies to use
with students who are ELL, as well as Test Participation Plans that list appropriate testing
accommodations for these students to promote success on local and standardized
assessments.
 Develop and Implementation of an Individualized Education Plans (IEP) for Special
Education students to ensure that effective instructional strategies are implemented and
appropriate testing accommodations are provided based on the students’ needs.
 Use Quality Plus Teaching Strategies for all subject areas and with all children
 Analyze local and state assessment data regularly to ensure that data driven decisions are
made to meet the needs of all students, particularly targeted populations.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 24 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Review ELL and IEP plans regularly and modify, as needed, based on student progress.
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: Not applicable to Beaver Ridge Elementary School.
*3. Instruction by highly qualified professional staff.
Response:
According to the Professional Standards Commission of the state of Georgia all of our teachers and
paraprofessionals at Beaver Ridge Elementary School are highly qualified. To ensure the highly
qualified status of our staff we frequently check the certification status of all employees. The
certification of our staff is verified through the Georgia Department of Education teacher certification
website, www.gadoe.org. Additionally, our staff has on-going local and district staff development
opportunities. These opportunities are tracked through the use of yearly staff development logs. After
the completion of such courses Professional Learning Units (PLU’s) are earned. Employees are able
to use PLU’s to re-certify. Beaver Ridge Elementary School takes pride in having all teachers
teaching in the areas in which they are certified. Our staff includes the following: Five
administrators, two and a half guidance counselors, nine clerical staff members, one Parent
Instructional Support Coordinator, one Parent Liaison, one PreK teacher, ten kindergarten teachers,
eleven ten grade teachers, two Reading Recovery/Transition/EIP teachers, nine second grade
teachers, ten third grade teachers, ten fourth grade teachers, nine fifth grade teachers, five and half
ESOL teachers, two Academic coaches, two gifted teachers, two Media Center personnel, seven
Special Area teachers, nine Special Education teachers, two technology personnel, nine
paraprofessionals, nine cafeteria personnel, and five custodians.
Parents receive a Right-to-Know Letter indicating the regarding how to receive information
regarding the certification level/status of their child’s teacher.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 25 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response:
We will provide instruction by highly qualified teachers who meet the standards established by
the state of Georgia.
Plans to support teachers who are not Highly Qualified are in place. We will offer staff
development and update information on where to access certification procedures. Teachers also
have access to the staff development opportunities offered by the district. Teachers are informed
of these opportunities on a regular basis. HR has a remediation plan in place for non-Highly
Qualified teachers.
Procedures for notifying parents when their child’s teacher doesn’t meet the definition of Highly
Qualified are in place. All students served through a non-Highly Qualified teacher will receive a
letter from the school principal notifying them of the status.
We attract Highly Qualified teachers by providing support in areas such as professional
development, mentor programs for teachers, GCPS Job Fair, Professional Learning
Communities, Parent Center, Parent Liaison, etc.
*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, and paraprofessionals and, if appropriate, pupil
services personnel, parents, and other staff in the following professional development
activities. These activities are designed to address the root causes of our identified needs in
math, science, and literacy. For example Common Core Standards alignment, ( MathScience Staff Development (County Level Course), Math Institute (Summer County Level
Course), Improving Student Achievement at Beaver Ridge Elementary (Local School
Course), Summer Literacy Institute (County Level Course), Vision 2016 (County Level
Course), Improving Student Achievement at Beaver Ridge Elementary (Local Level
Course). Homeroom teachers and Instructional Coaches will participate in Local, State and
National Conferences focusing on the four Core Academic Subjects.
B. We will align professional development with the State’s academic content and student
academic achievement standards. We review Professional Development is based on the
utilization of the AKS, which are aligned with the Common Core of Georgia Performance
Standards. Teachers will participate in half day planning in order to meet the needs of
students. Substitutes will be provided. Funds will be used for release time, supplies,
resources, and materials for the professional development. If you are hiring a consultant
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 26 of 42
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.
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. Including but not limited to funds, professional resources, supplies/materials,
time, and other support as needed.
D. We will include teachers in professional development activities. Teachers are given the
opportunity to create and analyze assessments to make data driven decisions regarding the
use of academic assessments to enable them to provide information on, and to improve the
achievement of individual students and the overall instructional program in the following
ways: Elements Program training, goal setting support per grade level/department, At Risk
Students Meeting, Data Pull/Data Driven workshop, and individual support in reviewing
Standardized Assessment data as well as District Level and Local school data. Supplies and
resources will be needed during these professional development activities.
The school provides Instructional Coaches for peer observations opportunities, collaboration
among grade level teams and vertical teams, training analysis, assessments, and various
strategies to implement in supporting students.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 27 of 42
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 by having participation in the Planning Meeting process, data review, school status
review, and revision of all Parent Involvement documents, including Parent Involvement
Policy, Calendar of Events, School-Parent Compact and developing the Title I budget and
“Wish List” and improvement of the comprehensive schoolwide plan. We have
implemented various forms of communication to advertise for meetings and events such
as a marquee, flyers, email, stickers, wrist bands, school website, and newsletters.
The importance of creating an atmosphere that welcomes parents as partners in the
education of our students continues to be a primary goal for Beaver Ridge Elementary.
Research continues to show that when parents become involved in their children’s
education, these children earn better grades, have better attendance, and have more
positive attitudes than others whose parents are not involved at school. In addition, the
Parent Instructional Support Coordinator will support parental involvement by providing
training for parents so they can better support their children academically.
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…
 Including strategies to increase parental involvement (such as family literacy
services)
 Describing how the school will provide individual student academic assessment
results, including an interpretation of those results
- Beaver Ridge Elementary School will provide individual student academic
assessment results, including interpretation of those results during Parent –
Teacher Conferences, copy of the results sent home with report card, and our
PISC will be available to support parents in interpreting the results as well.
 Making the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
**Note – the Parent Involvement Policy is included in the appendix of this document.
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
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 28 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
announcing the meeting via flyers, sticker reminders, marquee advertisement, phone calls,
classroom newsletters, school newsletters, mass emails, school website, and individual
invitations.
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 ensuring all of our invitations
note time available. We will need and provide materials and resources for these meetings.
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 presenting such information in Welcome Packets for new students, Parent
Teacher Conferences, Planning Meetings, Parent Events, Conference Days, and our school
website.
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 providing each child’s parent with the opportunity and encouragement to
sign a School-Parent Compact at conferences and reviewing them at every opportunity
available.
G. We will provide assistance to parents of participating children, as appropriate, in
understanding the state’s academic content standards, the state’s student academic
achievement standards, the state and local academic assessments including alternate
assessments, the requirements of Title I, Part A, how to monitor their child’s progress,
and how to work with educators, by supporting them in the Parent Center as well as Parent
Teacher Conferences. Parents will be provided resources through the Parent Center and
Parent Workshops will be offered throughout the school year. Funds will be needed for
supplies and materials for each workshop. Teachers will provide strategies to parents that
will help their students achieve success at home and at school.
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 inviting them to visit the Parent Center, making Parent
Center hours feasible for parents, and by providing conducive hours and special hours if
needed. In addition, we will send and communicate with parents via mail, if needed. We
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 29 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
will need postage to mail out communication to parents.
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 presenting
the Title I Federal Programs at a schoolwide staff meeting as well as short reminders and
key points at grade level meetings. The PISC will also be available provide support to
teachers on building parent capacity.
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 noting such resources in our school Parent Center.
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. We will
provide documents in Spanish when feasible (newsletters, announcements, and the
website).
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 supporting parents/families with the our bilingual Parent Liaison and
documents needed in both English and Spanish. If other languages are necessary we will
contact the GCPS department that supports interpretation and translation for our families,
via our Parent Liaison. You may want to state that information will be provided in the
Parent Center for those parents.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 30 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*6.
Plans for assisting preschool children in the transition from early childhood programs to
local elementary school programs.
Response:
A. We will plan activities for assisting preschool children in the transition from early childhood
programs. We have also included transition plans for students entering middle school or high
school and for students entering from private schools including students entering our school
throughout the school year.
The following are our plans for assisting preschool children in the transition from early
childhood programs. Also included are transition plans for students entering middle school or
high school and entering from private schools, as well as students entering our school throughout
the school year.
PreK to Elementary Transitional Plan
Transition from Pre-K to elementary school is important to the success of the students in our
schools. Transitional programs provide students with the confidence and overall information
to succeed at the next level of their education. The parent involvement meetings will focus on
the academic needs for the upcoming school year as well as provide parents with necessary
information about the daily operations of the new school. The student summer camps will
focus on instructional and social emotional aspects of the beginning of school as well as
provide activities that would relieve any anxieties the parent or student may be experiencing
before entering their new school. A transition team is selected to review the parent meeting
activities and to help plan out our summer camp activities. This team is made up of the
principal, the AP in charge of Kindergarten, the Assistant Principal for Title I, this position is a
locally funded administrator who oversees Title I Programs in the local school level, the Parent
Instructional Support Coordinator, the Parent Liaison, a Kindergarten Teacher, and a member
of the feeder Child Development Center. Activities are included in the Parent Involvement
Schoolwide Events calendar.
Elementary to Middle School Transitional Plan
Transition from elementary school to middle school is important to the success of the students
in our schools. Transitional programs provide students with the confidence and overall
information to succeed at the next level of their education. The parent involvement meetings
will focus on the academic needs for the upcoming school year as well as provide parents with
necessary information about the daily operations of the new school. The student summer
camps will focus on remediation and enrichment activities in all four core academic areas as
well as provide activities that would relieve any anxieties the student may be experiencing
before entering their new school. A transition team is selected to review the parent meeting
activities. This team is made up of the principal, the AP in charge of Fifth grade and Sixth
grade, the Assistant Principal for Title I from both schools, the Parent Instructional Support
Coordinators from both schools, the Parent Liaison from both schools, and a Fifth and Sixth
grade teacher. Activities are included in the Parent Involvement Schoolwide Events Calendar.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 31 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*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
as follows:
MATHEMATICS AND SCIENCE
 Local school assessments, such as Math/Science interims and exemplars, will be utilized
to help guide quarterly instruction planning and focus on mathematics problem solving
skills. These assessments will be discussed with teachers as administrators conduct
quarterly data sessions. The local school assessments are created collaboratively.
READING
 Local school assessments, like reading level, reading standard, reading comprehension
and fluency, will also be utilized to help guide quarterly instructional planning and focus
on reading skills. Literacy coaches will discuss these assessments with teachers on a
quarterly basis. The local school assessments are created collaboratively.
WRITING
 Local school assessments, like the writing benchmarks, will be utilized to help guide
quarterly instruction planning and focus on writing skills. Literacy coaches will discuss
these assessments with teachers on a quarterly basis. The local school assessments are
created collaboratively.
Teacher involvement in assessment also includes:
 During the summer, the grade level/departments leaders along with administration and
Instructional Coaches meet to review data and revise/amend Beaver Ridge Elementary
Local School Plan for Improvement (LSPI).
 RBES Goals are created individually with the support of each grade level/ department
and guidance/ support from the Title I Assistant Principal.
 Continuous Quality Improvement lessons are created to support weak areas noted
through data analysis and specific to each grade level. All lessons are based on the four
core content areas.
 Disaggregated, Data Analysis and Interim data is reviewed through meetings with the
Title I Assistant Principal and grade levels/ departments.
 The Norcross Cluster meets periodically to support Vertical Planning in Core Subject
areas.
 During the preplanning sessions, CRCT results were shared with all the teachers. Areas
of strengths and weaknesses were discussed with each grade level. Teachers will
continue to meet regularly to update and adjust the instructional calendar that highlights
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 32 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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essential AKS; this will promote consistency and provide flexibility for remediating or
accelerating students based on their needs.
Planning sessions for teachers to work on their RBES /SLO goals will be offered.
Assessment results are analyzed by teachers in order to provide students with the most
effective instruction in the areas of reading, language arts, math, and science.
Test talks will be conducted with students in grades 3-5 to provide positive feedback for
students regarding their achievements as well as suggestions for improvement on our
spring CRCT assessment.
Students are organized into flexible skills groups in order to provide the best instructional
environment possible.
Weekly grade level meetings provide the means for on-going discussion among teachers
and administrators to ensure that appropriate and effective instruction is being
implemented.
A Saturday Writing Boot Camp will take place for our at-risk fifth graders prior to the
fifth grade writing gateway. This Boot Camp includes Saturday instruction provided by
5th grade teachers and literacy coaches and will cover all genres. Funds will be used to
pay for teacher stipends and supplies. Supplies.
Extended Learning Time Programs Funds will be used to pay for teacher stipends and
supplies. Supplies.
Providing additional Staff Development for our teachers to correlate Common Core
Standards with students’ identified needs for further reinforcement and enrichment.
Funds will be used to pay for teacher stipends and supplies. Supplies.
*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:
We are providing activities to ensure that students who experience difficulty mastering
proficient or advanced levels of academic achievement standards shall be provided with
effective, timely, and additional assistance. Those activities are as follows by content area(s):
MATHEMATICS AND SCIENCE
• Implementation of a Math Special
• Balanced Numeracy/Guided Math
• Continued use of our Math Coach as a mentor teacher (which enables her to work in the
classrooms and model lessons for teachers).
• Our Fall/Spring Extended Learning Time Programs / tutoring sessions will be offered for
those students who may need additional help in grades 3-5.
• Terrific Thursdays will be offered for 8-10 weeks during the first semester. A variety of
enrichment classes will be used to help enrich students’ higher level thinking skills.
• Continuous Quality Improvement (CQI) will be offered to students Grades K-5 daily for
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 33 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
30 minutes.
• Two Instructional Coaches to support classroom teachers will also be an integral
component of our success.
• Field trips
READING
 Students with disabilities (MOID) will use the Smart board weekly to increase fine motor
skills.
 Fall and Winter Extended Learning Programs (i.e. after school and/or before school)
tutoring sessions will be offered for students who may need additional help in grades 3-5.
 Additional Reading Recovery teacher to support and maintain the gains we have made in
the last few years.
 Field Trips
 Balanced Literacy/Guided Reading
WRITING
At-risk students in 5th grade will participate in a Saturday Writing Boot Camp where students
learn how to address each of the four writing genres. During these writing sessions, students
also learn how to improve the writing piece according to the four areas on the rubric: ideas, style,
organization, and conventions. Our final writing piece will be created in a 5th grade “lock-in”
where students will participate in activities which will assist them on the Georgia 5th grade
writing assessment.
SUMMER SCHOOL
Students who experience difficulty during the school year and receive either a D or a U on their
report card in any of the core academic areas will receive an Academic Contract in November.
This contract outlines for the parent the academic knowledge and skills (AKS) that are still in
need of improvement as well as interventions that the school, parents and student should focus
on to improve in that area. The contract is updated in January/February and then a final contract
is given in April. If the student has not progressed in their learning, the final contract outlines
the recommendation that the student attend summer school. Since promotion is based on
performance on state testing, the student's attendance in summer school is only a
recommendation. Transportation may be needed.
RTI PROCESS
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of
students with learning and behavior needs. The RTI process begins with high-quality instruction
and universal screening of all children in the general education classroom. Struggling learners at
Beaver Ridge Elementary are provided with interventions at increasing levels of intensity to
accelerate their rate of learning. These services may be provided by a variety of personnel,
including general education teachers, special educators, and specialists. Progress is closely
monitored to assess both the learning rate and level of performance of individual students.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 34 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Educational decisions about the intensity and duration of interventions are based on individual
student response to instruction. RTI is designed for use when making decisions in both general
education and special education, creating a well-integrated system of instruction and intervention
guided by child outcome data in order to monitor, revise if needed, with the goal of academic
success for those students who need extra support to be successful.
EARLY INTERVENTION PROGRAMS
Students who need additional support for academic subjects of math and reading will be
provided for up to five times per week. The small group instruction will support these students
who do not meet goals in Standardized Testing and District Assessments or are performing
significantly below grade level.
Other measures we take to ensure that student weaknesses are identified on a timely basis are as
follows:
• Disaggregation of local and district assessment data
• Disaggregation of standardized test scores
• Collaborative planning time among teachers to discuss students’ needs on grade level
and to use data to drive instructional planning
• RTI/SST Process
• Interim Assessments
• Grade level common assessments
• At Risk students meetings
• Elements training targeting subject areas and students in need
• Reports targeting students failing in core subject areas
8(b). Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties.
Response:
 Professional development for teachers to identify student needs and to provide support
and /or remediation
 Professional development offered by district and or Title I Assistant Principal in the
disaggregation of data and making data driven decisions
 Provide instructional coaching support for teachers who need additional support
 Supplies, resources, materials, substitutes, teacher salaries
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.
 During Parent – Teacher Conferences (District Early Release Days), the School-Parent
Compacts can be shared/reviewed. In addition, parents and teachers can request
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 35 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
conferences at any time to communicate areas of concern.
 Students targeted in the RTI/SST Process are provided with a minimum of two strategies
per concern. A Kid Talk 1 and Kid Talk 2 Meeting are held about 4 weeks apart to
monitor a student’s growth and determine if the strategies implemented are successful.
Homeroom and support teachers are included in these meetings, in addition to the Title I
AP.
 Parent Involvement Workshops (Organized by the PISC- Parent Instructional Support
Coordinator)
 Methods of communication to parents concerning student’s academic needs and progress.
Weekly behavior and academic progress sheets are sent home, agendas are used on a
daily basis as a form of communication, monthly newsletters (classroom and
schoolwide).
Methods of communication to parents about the various programs/ events offered at the school to
support and extend student learning. To supplement the methods listed above, we also use the
marquee, flyers, stickers, wristbands, posters, phone calls, and email blasts to advertise to our
parents and families of programs and events offered at Beaver Ridge Elementary School.
*9. Coordination and integration of federal, state, and local services and programs.
9(a). List of state and local educational agency programs and other federal programs that will be
included.
Response: The programs listed provide Beaver Ridge Elementary with the necessary funds and
personnel to give the students in our school an exceptional education. Lunch programs, snack
programs, Drug Safety programs, and the school nurse ensure that the students stay healthy.
Through IE2 Flexibility contract and other Gwinnett County initiatives, Beaver Ridge
Elementary is able to provide a multitude of academic support for the students. Funding from
the Title I Federal Program supports academic programs that Beaver Ridge is able to offer such
as Extended Learning time Program before school. Finally, campaigns like the Be There
Campaign provide additional support and guidance to our parents.
9(b). Description of how resources from Title I and other sources will be used.
Response:
In addition to the coordinating efforts listed throughout our school’s improvement plan - the
following programs are utilized at Beaver Ridge Elementary:
 Free and/or Reduced Lunch to Qualify Families
 After School Snack Program
 School Nurse
 Be There Campaign
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 36 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
 Red Ribbon Week and Drug Free Schools Programs
 IE2 Flexibility Contract
 Gwinnett County Public School Staff Development Funds
 Gwinnett County Public School’s Staffing Allotments
 Early Intervention Program
 English to Speakers of Other Languages
 Special Education Programs
 Support from the Resource Officer- GCPS
 School Social Worker-GCPS
 Gifted Program
 Title I
 Title II
 Title III
 Migrant Education
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.
Not applicable to Beaver Ridge Elementary
*10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
Parents receive individual student test results for all required state assessments and Gwinnett
County Public Schools locally required tests. For state tests, individual student results are sent to
Beaver Ridge and the results are given to the parents in hard copy with explanations through
conferences. Results are sent home in the student folders, or mailed to the student’s home.
Individual student results of the CRCT administered to elementary students are mailed home to
parents/guardians. Interpretations of test results are sent with the student scores. In addition,
school personnel conduct meetings/workshops for parents to explain the purpose of the
assessments and how to interpret the results. These workshops / meetings are communicated
through the Title I Calendar of Events and all means of communication used at Beaver Ridge
Elementary (stickers, wrist bands, flyers, marquee, yard signs, etc.) Whenever possible, letters
explaining results are translated in the home language.
*11.
Provisions for the collection and disaggregation of data on the achievement and
assessment results of students.
Response:
Disaggregated results for state assessments are provided by the vendor in hard copy. The
GADOE also provides disaggregated date on state assessments (CRCT). Data used for student
assessment and achievement are collected and disseminated through the Go Gwinnett Portal to
My Students, My School and My District. Teachers and administrators at Beaver Ridge view
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 37 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
results for both aggregated school information as well as current classroom and individual
student results of students. Teachers and administrators can also view up to 4 years of historical
data for their school or class, disaggregated into subgroups. Student results on countywide
pretests, posttests, and Interims are disaggregated by the Elements Program. Teachers and
administration work collaboratively to examine and analyze this data for instructional purposes,
including error patterns, and the need for remediation, acceleration or enrichment. Elements can
also be used to build common local assessments in the Classroom Assessment Module (CAM)
for which results can be disaggregated. Staff uses data from multiple sources to improve
instruction.
*12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:
GCPS follows assessment development procedures that are approved by local and national
groups. GCPS uses field tests items, standardized administration and scoring procedures for all
GCAAS assessments to maintain validity, reliability and fairness.
Standardized test data is not reported for student subgroups having less than ten students. At
Beaver Ridge, curriculum planning and instructional decisions are made based on test results for
subgroups equal to or greater than forty students. We also use multiple data sources for
instructional planning.
The GCPS office of Accountability and Assessment offers professional learning to local schools
to support the GCPS required GCAAS assessments. Session topics include: Learning
Targets/Deconstructing the Standards & DOK (Depth of Knowledge), Elements CAM
(Classroom Assessment Module) Basics, Elements Data Reports and Item Writing.
The Georgia Department of Education provides disaggregated data on assessments. In addition,
the GADOE Division of Assessment and Accountability offers Formative Instructional Practices
(FIP), a professional learning opportunity for all educators. This professional learning
opportunity assists educators in learning about formative instructional practices and enhancing
their own use of these strategies.
*13. Provisions for public reporting of disaggregated data.
Response:
 The College and Career Ready Performance Index (CCRPI), is a comprehensive school
improvement, accountability, and communication platform for all educational
stakeholders that will promote college and career readiness for all Georgia public school
students. The CCRPI is available to parents and the community on the Georgia
Department of Education website (www.doe.k12.ga.us).
 Each Gwinnett County Public School publishes district accountability reports annually.
The report includes trends in data and highlights programs that schools are implementing
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 38 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

to increase student achievement. The most recent version is included with this
schoolwide plan. The Beaver Ridge Accountability Report is also available on the
Gwinnett County Public Schools website (www.gwinnett.k12.ga.us).
A copy of the local school Accountability Report on Beaver Ridge’s the school website
Each Gwinnett County Public School publishes district accountability reports annually. The
most recent version is included with the schoolwide plan. The local school accountability report
is also available on the Gwinnett County Public Schools website (www.gwinnett.k12.ga.us)
 This information is shared with parents / guardians during Title I Annual Orientation,
Title I Planning meetings, Academic based schoolwide events, Parent workshops, and
Parent – teacher conferences.ow you share school status information, including
disaggregated results during specific parent meetings, such as the Title I Annual Parent
Meeting, Title I Planning meetings, math/literacy events, etc…
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:
Beaver Ridge Elementary School met with the Title I Planning Team in order to review and
revise the Local School Plan for Improvement, the Schoolwide Plan, the Parent Involvement
Plan and Title I Budget for the 2013 - 2014 school year, as well as other Title I Parent
Involvement documents. During our meetings, data was reviewed, and instructional strategies
were identified. All input and feedback are valued and considered.
All stakeholders, including parents were invited to become part of the Title I Planning Team
meeting through announcements made in weekly school newsletters. Meeting dates were also
publicized in the school newsletters. Once the plan is finalized, it will be shared with the entire
faculty as well as with the parents in our school community in various formats including but not
limited to the school website, in the Title I AP’s office, the Parent Center, etc.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 39 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
15.
Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil service
personnel, parents and students (if secondary).
Response:
Parents and staff members took part in the Schoolwide Plan revisions. Parents and community
members were invited to participate in the revisions of SWP via school website, flyer, marquee,
stickers, and school yard signs. The format of the meeting was whole group and small groups to
discuss various parts of the plan.
Participants
Cecilia Garcia
Chim Yen Lin
Manuel Echevarria
Jose DeJesus
Nury Crawford
Andrea Garcia
Savina Servin
Hannelly Herrera
Cielo Zamora
Thawng Suan Lian
Nicole Browne
Irma Delgado
Maria Sanchz
Maria Salazar
Rufina Martinez
Tamyka brewer
Zoila Hernandez
Bonnie Colon
Ella Dennie
Maria Morales
Fidela Ramirez
Janet Estrada
Katherine Dillard
Dena Gaddie
Maria Jose
Nayeli Jose
Henry Rivera
Zulma Alarcon
Marieli Villa Negro
Ngoz Pmi
Thuy Pang
Corina Marica
Maria De Jesus
Magali Flores
Veronica Martinez
Michael Urbanik
Hanna Awoke
Julie Valvo
Angelica Garcia
Ana Bell Lopez
Ismaela Castillo
Sarah Wiktorski
Santa Trinidad
Miguel Montas
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 40 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
16. Plan available to the LEA, parents, and the public.
Response:
A copy of Beaver Ridge Elementary School’s Schoolwide Plan is available to the LEA at
Gwinnett County Public Schools Instructional Support Center in the office of the Director for
Federal and Special Programs. Complete copies of the Schoolwide Plan are available to parents
and the public in our media center, Principal’s office, Assistant Principal for Title I’s Office,
school website and the Parent Center. Also, excerpts of pertinent sections of the plan have been
distributed directly to parents at various meetings.
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:
Appropriate portions of our Title I plan will be translated into Spanish and any additional
primary languages on request as is feasible for parents to include:
1. The Parent Involvement Policy
2. The Schoolwide Events calendar
3. The Parent Compact
18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended
by Georgia’s ESES Flexibility Waiver.
Response:
The revised schoolwide plan of Beaver Ridge Elementary school is subject to the school
improvement provisions of section 1116.
As stated in the GA ESEA Flexibility Waiver, Georgia is no longer held accountable for
requirements of the Elementary and Secondary Education ACT (ESEA) section 1116(b) that
require LEAs to identify schools for improvement, corrective action, or restructuring when
they have not made AYP for two or more years. The Georgia ESEA Flexibility Waiver
instead requires the SEA to identify Title I schools as having a Priority, Focus, Alert, or
Reward status.
The ESEA requirement for parent involvement and parent notification has not changed.
There are specific requirements for parental notification of a Title I school’s status as
Priority, Focus or Alert. Title I schools that are identified as Priority or Focus are required to
provide Flexible Learning Programs (FLPs) to increase time spent on learning. Priority and
Focus schools are required to invite all parents to be involved in the design of the FLP. In
addition, these schools are required to notify parents of their child’s eligibility to participate
in FLPs.
Beaver Ridge Elementary has not been identified as a Priority, Focus, or Alert School for the
2013-2014 school year and is therefore, not required to provide a Flexible Learning Program
at this time.
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 41 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
* Required component of SWP as set forth in section 1114 of ESEA
Beaver Ridge Elementary School – Revised September 12, 2013
Dr. John D. Barge, State School Superintendent
May 2013 ● Page 42 of 42