Title I Schoolwide Plan for
Birney Elementary
Written/Revised during the
School Year: 2012- 2014 for the 2014-2015 School Year
Plan Submitted:
August 13, 2014
Principal’s Signature
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Cobb County School District
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Title I Schoolwide Plan
Planning Committee Members for Schoolwide Plans Review
Date of Meeting:_______
Name of School
__Birney E.S______________________________________
NAME
POSITION/ROLE/PARENT
Michael Perkins
Principal (required)
Tiffany Renfro
Parent (required)
Pauline Cutts
Assistant Principal
Tara Oliver
Academic Coach / EIP
Carmen Bandy
Academic Coach
Nicole Birch
Kindergarten
Kenya Ransey
First Grade
Odessa Harris
Second Grade
Lisa Sonenshine
Third Grade
Molly Lippert
Fourth Grade
Jennifer Itnyre
Fifth Grade
Shelli Carlson
Reading Recovery
April Lindo
ESOL
Lashonda Smith
Specialist
Michelle Mclane
Counselor
Keisha McKinney
Special Ed.
SIGNATURE
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Pages
Table of Contents
1. Comprehensive Needs Assessment
A. Participation of Individuals……………………………………………
B. Instruments, Procedures, or Processes…………………………………
C. The Needs of Homeless, Neglected, and Migrant Children……………
D. Current Achievement Data……………………………………………..
E. Information about All Students………………………………………...
F. Data, Conclusions (Summary of Needs)………………………………
G. Measurable Goals/Benchmarks………………………………………...
H. H. Reform Strategies That Are Scientifically Researched
2. Schoolwide
hhh
A. Schoolwide Reform Strategies That Provide Opportunities For All
I. Children………………………………………………………………..
J.
Conclusions………………………………………………………
B. Data,
Effective
Means of Raising Student Achievement…………………….
K.
C. Effective Instructional Methods That Increase Learning Time………...
D. Address the Needs of All Children……………………………………..
3.
Instruction by Highly Qualified Professional Staff
A. Strategies to Attract Highly Qualified Teachers……………………….
B. School Status of Highly Qualified Teachers…………………………...
4. Professional Development For Staff
A. Include Teachers, Principals, Paraprofessionals, and Others…………
L.
B. Aligned Professional Development with the State’s Academic
M. Measurable
Goals/Benchmarks………………………………………...
Content…………………………………………………………………
C. Professional Development Activities that Address the Root Causes…..
D. Include Teachers in Professional Development Activities Regarding
the Use of Academic Assessments……………………………………..
………………………………………………..
E. Schools Yearly Professional Development Schedule………………….
5. Strategies to Increase Parental Involvement
A. Involved Parents in the Planning of the Comprehensive Schoolwide
Program………………………………………………………………...
B. Parent Involvement Policy and Parent Compact………………………
6. Plans for Assisting Preschool Children in the Transition From Early Childhood
Programs and/or Students Entering Middle School or High School………………….
7. Measures to Include Teachers in the Decisions Regarding the Use of
Assessment……………………………………………………………………..
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8. Coordination and Integration of Federal, State, and Local Services and
Programs
A. List of State and Local Educational Agency Programs and Other
Federal Programs that will be Included………………………………
B. Description of How Resources from Title I and Other Sources will be
Used……………………………………………………………………
C. Plan Developed in Coordination with Other Programs………………..
9. Activities to Ensure that Students who Experience Difficulty Mastering
Standards shall be Provided with Effective , Timely Assistance
A. Measures to Ensure that Students’ Difficulties are Identified on a
Timely Basis……………………………………………………………
B. Periodic Training for Teachers in the Identification of Difficulties……
C. Teacher-Parent Conferences……………………………………………
10. Description of how Individual Student Assessment Results will be Provided
to Parents……………………………………………………………………….
11. Provisions for the Collection and Disaggregation of data…………………….
12. Provisions to Ensure the Disaggregated Assessment Results are Valid and
Reliable…………………………………………………………………………
13. Provisions for Public Reporting of Disaggregated Data………………………
14. Plan Developed During a One-Year Period…………………………………...
15. Plan Developed with the Involvement of the Community to be Served………
16. Plan Available to the LEA, Parents, and the Public…………………………...
17. Plan Translated………………………………………………………………...
18. Plan is Subject to the School Improvement Provisions of Section 1116 ……...
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1. Comprehensive Needs Assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
A. We presented our preliminary Title 1 Plan and Budget to our school leadership team, our
PTA Executive Board, and our Local School Council. We then gathered feedback on our
plans to use for editing and adjusting certain items within the plan. This helped for
stakeholder participation and shared decision making. The ways in which we
communicated our final plans were through participation in monthly Professional
Learning Committees (PLC’s), afterschool Georgia Key committee meetings, staff
meetings, weekly team meetings and monthly team leadership meetings, quarterly PTA
meetings and monthly PTA Board meetings.
B. We have used the following instruments, procedures, or processes to obtain this
information….
 Cobb County School Improvement Survey – We looked at the Parental piece and
established other venues to address the parent need and academic on goings of the
school.
 Monthly feedback/parking lot staff concerns following SIT team/staff meetings –
The Academic coaches and administration use it to plan for school changes and to
directly link the needs of the staff to the School Strategic Plan.
 Minutes from various committees that met throughout the month – Staff have the
opportunity to participate in shared decision making and problem solving that
directly impacts the school and student achievement.
 Weekly America Choice Design Team (ACDT) meetings - The team develops
policies, practices, and procedures to keep the school focused on student learning.
 CRCT, DRA, Data Team Cycles, GKIDS, teacher made assessments – It is used
to determine student academic progression and next steps.
 CCRPI index report – accountability system to determine Birney’s performance.
We start the school year by meeting with key stakeholder groups such as; our PTA Board,
our School Council, our School Leadership Team, Partners in Education, and community
outreach personnel such as our Parent Liaison and our School Social Worker. Once we
had their input, we then looked at school achievement data as listed above. Group survey
data as well as summative assessments results impacted our approach and our specifics
within our plan.
C. We have taken into account the needs of homeless, neglected and migrant children by
using various school programs such as parent./teacher conferences, Bobcat Pals, social
worker and counselor input (backpacks, school supplies, school uniforms, personal
hygienic items, etc.,), Cobb County resources with the Homeless Office and other
services. Our Partners in Education provide uniforms, tutoring, a food pantry, school
supplies, holiday food and gifts for needy families. Title I materials are freely available
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and given. We also immediately administer formative assessments with these new
students to evaluate their academic progress and intervene with special services when
appropriate. Such services include but are not limited to; RTI interventions, EIP services,
ELL services, and/or Special Education services. By quickly assessing these students who
typically come from unstable environments, we can quickly help stabilize their academic
and behavioral needs to help ensure their transitional success.
D. We have reflected current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. See data tables:
Mathematics
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
85.5
83.2
78.3
88.9
88.8
92.3
NA
64.3
49.1
90.5
81.1
2010-2011
86.2
79.2
78.1
80.6
77.5
94.4
NA
80
64.3
78.8
76.3
2011-2012
87
70.3
64.3
79.3
75
82.4
NA
71.4
37.2
69.4
66
2012-2013
89
74.5
74
96.4
72.6
93.3
NA
66.7
31.9
65.4
73.7
2013-2014
87
77
69.3
77
82
NA
NA
NA
46
73.6
NA
We are excited that our scores in mathematics continue to increase for all students as compared to last
school year. We have concerns about our Black, White, SWD and LEP student group performances,
although SWD and LEP went up in the number of students that met and succeeded. We implement a
standardized strategy for problem solving for all grade levels. We instituted Number Talks for all grade
levels. Our students still need additional instruction in all four mathematical domains. It is clear that with
the rigor of the Common Core curriculum that we have multiple areas within mathematics to focus on and
address. Our Math lab teacher will analyze our CRCT data and current student work to develop specific
instruction in areas of grade level concerns to support the learning in the classroom. She will also provide
hands-on activities, technology and collaborative learning experiences for a more in-depth application.
Reading
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
93.7
90.6
90.2
89.1
90.6
96.3
N/A
95
60.8
88.4
89.4
2010-2011
93.8
87.7
86.7
83.7
87.5
100
N/A
100
75.6
85.5
85.4
2011-2012
94.7
87
81.7
96.7
89.7
94.1
N/A
100
68.9
82.2
85.1
2012-2013
96
88
85.3
96.6
88.8
93.3
N/A
66.7
64.3
83.2
87.4
2013-2014
97
89
81.6
91.5
91
NA
NA
NA
63.3
87.3
NA
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Our Reading committee is researching and developing a standardized instructional strategy for close
reading. Our grade level and K-5 vertical data team will be more focused on analyzing formative reading
assessments (DRA, Running Records, SRI and miscue analysis) to drive focused reading instruction. We
also recognize that we still need to emphasize vocabulary acquisition, text complexity, and overall nonfiction comprehension strategies within the Common Core rigor.
ELA
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
91.6
84.9
84.1
84.4
90.9
96.3
N/A
90
49.3
79.7
82.6
2010-2011
93.1
89.4
89
83.3
89.8
100
N/A
85
84.4
87.3
87.7
2011-2012
94.6
86.8
82.3
82.7
91.7
100
N/A
92.9
49.3
79.7
82.6
2012-2013
94.1
84.5
81.5
93.1
87.4
100
N/A
66.6
56.1
82.2
84.6
2013-2014
94
84
78.3
88.5
88.6
NA
NA
NA
47.3
82.3
NA
Although we experienced only a .5% decrease in this content area, we still feel that our ELA instruction is
fairly consistent. Our writing committee has adapted a standardized student framework for each type
(Narrative, Opinion, and Informative) of writing. Each grade level is asked to assess student progress in
writing with a writing prompt and analysis of student work to analyze student progress and inform
instruction. With the increased text complexity and academic vocabulary development there is a definite
need to develop and use common assessments and increase teacher rounds to improve our ELA instruction.
Science
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
79.1
65
62
72
62
NA
NA
NA
41
59
61
2010-2011
80.6
68
62
77
68
84
NA
80
55
63
65
2011-2012
82.4
66.8
60.3
82.1
68.6
82.4
NA
85.7
37.2
63
62.8
2012-2013
84.4
69.4
65.6
86.2
70
86.7
NA
66.7
44
65.7
69
2013-2014
84
65
56.3
88.5
69.3
NA
NA
NA
35
52
NA
This year we will increase our K-5 instructional approach for non-fiction vocabulary instruction especially
for our LEP students. We will pre-teach science specific vocabulary. Our Science committee will institute
STEM activates both school-wide and for home. The science/writing committee will explore ways to
integrate students writing about their learning using content specific vocabulary. In the classroom ,
teachers will use this framework in their instruction and assessment. The Science lab teacher will continue
to support standard based hands on learning that collaborates with the grade level classroom instruction
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Social Studies
% Meeting/Exceeding Standard on CRCT
Cobb
County
All
Students
Black
White
Hispanic
Asian
American
Indian
Multiracial
SWD
LEP
Econ
Disadv
2009-2010
78.1
59.3
58.5
78.1
53.6
66.7
N/A
62.6
40.4
45.3
53.9
2010-2011
78.1
50
51.3
65.7
40.5
73.7
N/A
66.6
41.8
37.5
44.8
2011-2012
81.9
58.8
55.9
64.2
58.9
70.6
N/A
71.5
27.1
36.1
54.4
2012-2103
85.3
64.6
63.8
69
62.4
86.6
N/A
66.7
32.7
57
62.6
2013-2014
86
68
59
80
73
NA
NA
NA
38
59.3
NA
Again, we are excited with our 3.4% increase within the Social Studies content area. We must keep up our
efforts at integration to continue to experience multiple point gains. We plan to work hard this year at
finding, purchasing, or borrowing more and more primary resource type materials to give our students
more authentic task experiences, and to encourage them to investigate historic text material.
5th Grade
Writing
Cobb
County
Birney
ES
75
2009-2010
2010-2011
83
70.4
2011-2012
84
60.8
2012-2013
82
78
2013-2014
82
69
We experienced a 9% loss in our 5th grade writing scores this school year. As a staff we met at the
beginning of the year to discuss the emphasis of having our students write in every subject, every day. A
school-wide writing committee was created in order to use teacher leaders from each grade level to develop
a uniform approach to our writing instruction. We feel that another year’s worth of time spent utilizing our
writing committee will help us continue to brainstorm on practices that will enhance more uniform writing
instruction among all grade levels. We will continue to emphasize reading comprehension, vocabulary
development, and writing conventions to create better readers and writers among our students.
G-KIDS 2013-14
English/Language Arts
Reading
Writing
Listening/Speaking/Viewing
% Meets/Exceeds
68.1
56.3
84
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G-KIDS 2013-14
English/Language Arts
Reading
% Meets/Exceeds
68.1
ELA TOTAL
67.7
G-KIDS 2013-14
Mathematics
Numbers and Operations
Measurement
% Meets/Exceeds
81
62.1
Geometry
69.3
Data Analysis
87.1
MATH TOTAL
83.8
Our G-KIDS data indicate reading comprehension, writing, and measurement as our main
domains of academic concern among our kindergarteners. Our school-wide emphasis on
RTI practices will continue to provide better differentiated instruction, research based
interventions, and frequent data collection in order to support our kindergarteners in need.
1st and 2nd Grade Data
Percent of students Reading on or above 2013-14 DRA levels for each semester.
Grade Level 1st Semester 2013-14 2nd Semester 2013-14
1st grade
68%
82%
nd
2 grade
72%
84%
DRA Reading data for both 1st and 2nd grade show consistent progress from the 1st Semester to 2nd
Semester.
Percentage of students making adequate growth, as evident from 2nd Semester grade level data
teams - Math
Grade Level Pre-test 2013-14
Post-test 2013-14
st
1 grade
53.2%
70%
2nd grade
54.9%
71.8%
This school year our county discontinued any required math benchmark assessment. Therefore, in the 2nd
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half of our school year we placed increased emphasis on grade level data teaming in the area of math. In
addition, our Academic Coaches collaborated with county personnel to research a new math assessment
that we plan on implementing K-5 three times next year. Our plan is to administer a DRA assessment and
the new math assessment in the first month of school, prior to the winter holiday, and during the last month
of school. We feel this will give us adequate, yearlong data showing the growth of our students within
reading and math.
E. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards and the State student academic achievement standard including
 Economically disadvantaged students……
 Students from Major racial and ethnic groups…..
 Students with disabilities……
 Students with limited English proficiency……
F. The data has helped us reach conclusions regarding achievement or other related data.
1. The major strengths we found in our programs are…
1. 4% increase in the domains of reading for information.
2. LEP and Hispanics improved in Reading, Math, ELA, and Social Studies
from the previous years.
3. All students improved 1% in the Science domain of Earth Science.
4. All students improved in 2 domains of Social Studies 1% in government and
civics and 2% in economics.
2. The major academic needs we discovered and will address are…..
1. Students need increased supports in the areas of ELA grammar and sentence
construction and research and writing process.
2. 2.5% decrease in Grammar was observed.
3. 4% decrease in the domain of research and writing process.
4. Students need increased supports in all 4 math domains of algebra,
measurement, numbers and operations and geometry
5. 2.5% decrease in algebra was observed.
6. Students need increased support in all domains of Science.
3. The ROOTCAUSE that we discovered for each of the needs are…
1. Concentration on reading skills in previous years has not adequately prepared
students for the increased rigor of Common Core.
2. Last year 42% of our students transitioned into or withdraw from Birney.
3. The role-out of Common Core with its increased rigor have magnified the
gap between all standards and student performance.
Summary of Needs:
Our students need increased support in all domains of Math, ELA and 2 domains of
Science (Life and Physical).
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G. The measurable goals/benchmarks we have established to address the needs are…




Goal #1: On the Georgia Milestone, 3-5% more students will move from Does Not Meet to Meet
and Exceeds in English Language Arts.
Goal #2: On the Georgia Milestone, 3-5% more students will move from Does Not Meet to Meet
and Exceeds in Mathematics..
Goal #3: To increase the opportunities for parents and community members to become
engaged in the academic programs at our school by 3-5%.
2. School-wide Reform Strategies that are scientifically researched based.
A. School-wide reform strategies that provide opportunities for all children in the school
to meet or exceed Georgia’s proficient and advanced levels of student performance.
Comprehensive Reform Strategies 2002-2015
School
Year
2002-2015
2004-2015
2004-2015
2012-2015
2002-2015
Cost
Initiative or Reform Effort
Technology integration into the classrooms for higher student
engagement and achievement across all core content areas. Title I
funds will support this initiative by providing Active Boards,
iPads, and printers.
Title I funds substitutes that are partially provided for new teacher
support and staff needs (teacher rounds, mentoring, etc.)
Focus on Facts: Intensive instruction of basic mathematical skills
pertinent to a specific grade level. Title I funds our Academic
coaches to promote Focus on the Facts.
In our school we have 1.5 academic coaches funded through Title I
who assist / mentor new teachers to the profession and to our
building. They also model exemplary lesson plans, help
collaborate with teams of teachers for best practice teaching, assist
with the implementation of school wide Title I initiatives, and
provide professional development sessions for our faculty. They
assist in all content areas with a focus in reading, mathematics, and
writing instruction as well as in the integration of cross curricular
content based lessons.
Academic During and Saturday Tutoring provided through 20 day
additional funds, a Title I initiative. Students are identified for
tutoring for not meeting standards through grade level based data
team information. Students will receive from 3 to 6 Saturday
tutoring sessions based on their academic needs. Tutoring will
take place for Reading and Mathematics.
$3185.00 (iPads)
7837.00
N/A
$134,000.00
$20,000.00
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2012-2015
Developing a uniform instructional approach in the area of Writing
(Mark Diamond and Lucy Calkins) for all grade levels. Title I pays
the Academic coaches’ salaries. Title I also pays for substitutes
for a teacher to attend a writing committee meeting to design and
create a standardized writing curriculum for Birney.
$825.00
2006-2015
Parent Liaison is provided for through Title I funds. She is a
certified teacher that assists parents, teachers, students and the
community.
$92,000.00
Title I paid for about 6-8 teachers/paras and supplies for
Summer
2015
2012-2015
2014-15
2010-2015
2014-2015
2014-15
2013-2015
2014-2015
2014-15
Kindergarten camp for rising kindergartners.
$5000.00
Title I paid for registration/accommodations for Reading Recovery
conference, Title I, and Literature conferences and substitutes, if
needed.
$4500.00
Fontas and Pinnell teacher kits for assessing students in
reading
PLC – School-wide Curriculum Committees. Monthly
collaborative meetings serving as professional learning
communities.
Storyworks magazine for students. This magazine has
quizzes and activities that are aligned with the Common Core
in reading and ELA.
Reading A-Z software that is aligned with the Common Core
and reinforces reading objectives and competence.
Instructional Paraprofessional that works with students to
increase learning
Desktop computer and Printer for the Parent Liaison office
for parent use.
700 Student agendas for student organization and
parent/teacher communication on a daily basis
$2,430.00
N/A
$384.85
$4,000
$36,746
$1186.61
$1617
B. Are based upon effective means of raising student achievement.
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective
methods and instructional practices or strategies.
 Technology: Becta, July 2009. Impact of technology on educational outcomes. “Schools
that take a systematic and planned approach to using technology to support learning achieve
better outcomes with technology than other schools.”
 PLC: Annenberg Institute for School Reform, 2004, p. 3.
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





“We support and encourage the use of professional learning communities (PLCs) as a central
element for effective professional development and a comprehensive reform initiative. In our
experience, PLCs have the potential to enhance the professional culture within a school
district.”
Focus on Facts: Common Core State Standards for Mathematics.
“The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on
important ‘processes and proficiencies’ with longstanding importance in mathematics
education. . . . The second are the strands of mathematical proficiency specified in the
National Research Council’s report Adding It Up: adaptive reasoning, strategic competence,
conceptual understanding (comprehension of mathematical concepts, operations and
relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently
and appropriately).”
Academic Coaches: Darling-Hammond, 2000. Teacher quality and student achievement: A
review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1–42.
“Researchers who examine issues related to teacher professional development are finding
that the best-trained, most knowledgeable teachers (in any domain, not just reading) have had
substantial support from a strong mentor or coach who helped them to learn new concepts
and practice new skills in the classroom.”
Tutoring: U.S. Department of Education, 2001.
“In an effort to improve academic achievement in youth, there has been an increase in
programs that provide additional educational support. Increasingly, efforts have turned to
after‐school (and sometimes during‐school) tutoring programs which include services
ranging from homework assistance to one‐on-one strategic skill building. A review of the
literature demonstrates that tutoring programs have shown some promise in reducing the gap
in achievement and increasing students’ academic success. Supplemental one‐on‐one
instruction has been shown to be an effective avenue for increasing student achievement,
especially for students at risk for academic failure.”
Math Academy: Kilpatrick, Swafford, & Findell, 2001, p. 421.
“Problem solving should be the site in which all of the strands of mathematics proficiency
converge.” (Strands are: conceptual understanding, procedural fluency, strategic competence,
adaptive reasoning, and productive disposition.)
Uniform Instructional Approach to Writing: ELL RESEARCH. Empowering English
Language Learners to Grow as Writers, 2012.
“For ELLs, more than nearly any other group, consistency in instructional methods and
vocabulary is essential to maximizing their confidence, learning growth, and demonstrated
ability. Because ELLs struggle to understand and master each word, sentence, and set of
instructions that they encounter in the educational setting, it is imperative that educators build
and utilize familiar frameworks of instruction. In doing this, teachers allow ELLs to move
beyond simply working to comprehend the directions and allow them to put more cognitive
work into the completion of the learning task. This consistency allows ELLs to function in
the classroom more similarly to their English language peers.”
Tuning Protocol: Lois Brown Easton. Redesigning Professional Development, Pages 28-31
How the Tuning Protocol Works.
“The tuning protocol is an effective way to structure a group's close examination of student
work and to foster professional dialogue. The tuning protocol is a process through which
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educators can hone their skills by examining student work in a supportive, problem-solving
group. Initially developed by the Coalition of Essential Schools (Allen, 1995), the tuning
protocol is a form of collective inquiry that allows participants to work together on
improving student learning.”
 Parent Liaison: The Journal of Educational Research , Volume 101, Issue 5, 2008. “In this
qualitative case study, the author describes (a) how parent liaisons in a diverse suburban
district have supported school, family, and community partnerships and (b) the role played
by the district family and community involvement specialist. On the basis of analyses of
interview, observation, survey, and document data, the author identifies 4 roles played by
liaisons that enhanced home-school partnerships. The liaisons provided (a) direct services to
families at risk, (b) support for teacher outreach, (c) support for school-based partnership
teams, and (d) data for partnership program improvement. On the basis of these findings, the
author concludes the parent liaisons positively support ties between schools and the families
of all students.”
 Teacher Collaboration: Richard DuFour, Rebecca DuFour, and Robert Eaker. Revisiting
Professional Learning Communities at Work (2008).
“The most promising strategy for sustained, substantive school improvement is developing
the ability of school personnel to function as professional learning communities. The
challenge of improving schools does not depend upon educators discovering new ideas; it
depends upon their willingness to implement what is already known regarding best practices
for student learning. We believe that the first step in breaking free of the traditional norm of
educators working in isolation is to establish a new image of the fundamental structure of the
school, one that is based on a communal gathering of high-performing collaborative teams
that share collective responsibility for the learning of their students.”
C. Use effective instructional methods that increase the quality and amount of learning
time.
School Year
Effective Instrumental Methods
2009-2015
Kindergarten camp for rising kindergartners.
2008-2015
Reading Bowl to increase reading comprehension and fluency. This prepared
them to compete in the Helen Ruffin Reading Bowl.
2009-2015
Saturday School with certified teachers for 3rd, 4th and 5th graders.
2009-2015
Technology Club to increase student’s fluency in the technology standards and
prepare them for national competitions.
2002-present
Reflect on assessment regularly to drive instruction
2010-2015
Math Bowl for 4th and 5th grade. To increase problem solving and
computation skills and to move more student from our Meets category to our
Exceeds category
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Connect with Kids software – to be used by teachers and counselors to teach
social skills.
2011-2015
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).
Birney will determine our targeted populations from current assessments available
from state, county and local sources to track the progress of our students and create
the next steps for student growth. Progress will be assessed frequently to determine
necessary strategies for success.
3. Highly Qualified Professional Staff.
A. Strategies to attract highly qualified teachers to high-needs schools.
Teacher Quality Partnership Grant (TQP) is a collaborative professional development
school model between Cobb County School District and KSU. It was created
specifically to improve student achievement in school with an urban emphasis by
reforming teacher preparation and induction. The Urban Ed option utilizes a cohort
model as well as a specific focus on teaching and learning experiences in cultural
responsiveness, family engagement, literacy pedagogy, inclusive education, ESOL,
assessment, instructional technology and differentiation. Courses are co-taught by Cobb
County School District and KSU faculty at the seven participating schools
B. School status of highly qualified teachers to high-needs schools
As a high needs school our school status shows we have 100% highly qualified staff.
4.
Professional development for staff to enable all children in the school
A. We have included teachers, principals, paraprofessionals and others, if appropriate,
pupil services personnel, parents, and other staff in our staff development that
addresses the root causes of our identified needs. For example…
•
•
•
Staff attendance at local, state and federal conferences
Parent opportunities offered through PTA and other volunteer opportunities
Attendance of staff at staff development opportunities on the local and county
level
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•
•
•
Participation of the staff working on higher level degrees
Attendance and participation on our local school council, including
administration, teachers, and parents involved in local businesses.
Inclusion of Partners in Education through tutoring, mentoring, volunteering,
and financial support.
B. All of our school’s Title I professional development have been aligned with our
needs assessment. Each professional development activity has been reviewed and to
ensure the training in related to the State’s academic content and student academic
achievement standards with the goal of raising student achievement in content areas
identified within our needs assessment. This is accomplished by having all staff
members participate in Learning Teams throughout the year and meet regularly to
plan instruction. The collaborative work is aligned with Common Core and state
standards. Administrators require regular updates on how each grade level and team
is implementing strategies and interventions. Student data is discussed and
desegregated monthly.
C. We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems. For
example….
•
•
•
•
•
•
•
Providing teacher training time during the academic day for staff by using
local and county funds to pay for substitutes
Using Academic and county coaches help train and assist teachers in best
practices within the classroom
Using EIP/ESOL teachers/Academic Coaches help work with staff to provide
strategies and modeling for classroom teachers
Using Title I and Title II money for materials and training
Using the Parent Liaison and School Social worker to assist the school with
parent/student concerns and training
Guest speakers as needed
Using PTA funds, materials, and activities for our students and parents as
scheduled
D. We have included teachers in professional development activities regarding the use
of academic assessments to enable them to provide information on, and to improve,
the achievement of individual students and the overall instructional program in the
following ways….
•
•
•
•
Data team meetings monthly to assess and reflect on student achievement data
Continual reflection of assessments
Staff meetings monthly
Monthly staff/RTI/committee meetings
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•
•
County wide assessment training and desegregation of data materials as
scheduled
Using SSP survey information from parents, students, and staff responses
E. Schools yearly professional development schedule
F.
2014-15 Professional Development For:
Birney Elementary
Month
August-May
January
PL Topic
RTI
Collaboration
Reading
Recovery
Core Academic
Area Addressed
Estimated
Location Cost
C,I,A
Birney
Off
campus
Off
campus
C,I,A
March
August-May
UGA Children’s
Literature Conf.
Professional
Books
* Travel Forms
and Performance
Contracts must
be Completed
Six Weeks in
Advance!
C,I,A
Funds
planned
utilization
SFSD
$650.00
Title I
$3500.00
Title I
$1000.00
Title I
C,I,A
*Conference
Agendas must be
class specific to
core academic
areas.
Birney
$5000.00
5. Strategies to increase parental involvement
A. We have involved parents in the planning, review, and improvement of the
comprehensive school-wide program plan by….
•
Offering academic programs once a year by each school-wide committee.
•
Videotaping strategies being taught in classrooms and sharing at staff/grade
level meetings.
•
Offering Career Day/Week with Counselors
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•
•
•
•
•
•
•
*
•
Offering a fulltime Parent Liaison paid for with Title I Funds. This person
will assist parents and staff with our ESOL community, International Night
and in the front office with translations and parent concerns.
Conducting Open House/parent workshops with a curricular focus.
Conducting a May PTA meeting “International Night” to celebrate and
educate others on the many nationalities present at Birney.
Conducting Parent-Teacher conferences as mandated by county school
district and as needed based on student needs (translators provided as needed).
Maintaining a Parent Resource Room with bilingual books, cd’s and games
available for parents to check out. Also a computer and printer for parent use
as needed to look up information to help their child.
Creating and maintaining a program for Dads (Dad’s Reading Club) to come
interact and read to every classroom.
Soliciting business owning parents to participate on our local school council
on a yearly basis.
In cases where the students reside in a Neglected and Delinquent Residential
Facility, a representative from that Facility can serve as a proxy for the
parent(s) and attend all parent involved activities.
Offering yearly grade level activities to educate and involve parents/guardians
in our academic program.
B. We have developed a parent involvement policy included in our appendices that
 Includes strategies to increase parental involvement
Strategies for 2014-2015:
 Author’s Tea with all grade levels which focuses on student writing.
 Dad’s Reading Club– Dad’s come and read to all grades 3 times a year.
 Food Pantry is available for Birney parents in need and is maintained by
a local church and Birney staff.
 Birney Boot Camp night in conjunction with our school-wide Wellness
committee.
WORKSHOP
Annual Title 1
Parent
Information
Meeting
Parent
Contributions
Training
DESCRIPTION OF WORKSHOP
Provides parents information on state
academic standards, standardized
assessments, student achievement
progress monitoring, school-wide
communication practices, and
available special programs.
Presentation to teachers and support
staff detailing the value and
contributions of parents as related to
student achievement. Includes
Building
Capacity
Standard
Addressed
1, 4
DATE
TIME
Cost
Oct. 17, 2014
9:00 am
N/A
Staff
Meeting
3:00 pm
N/A
Nov. 19, 2014
3
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strategies describing how to engage
increased amounts of parent
involvement in the academic process.
Parent Liaison –
parent resource
center
Phun Homework
School Initiative
Compliance with
parental
communication
policy
Dad’s Reading
Club / School
Tours
Parent
Curriculum Night
Parent Input
Meeting
Parents come to resource center to
obtain local agency support literature,
conference with parent liaison, obtain
translation services, and use computers
for internet access.
Participating teachers send home
differentiated homework which
includes emphasis on educational
games. This allows parents with
language barriers to be better involved
in student homework completion, and
thus positively impact student
achievement.
All written and phone dial-out
information regarding testing,
meetings, events, and other activities is
sent to parents in formats/languages
that parents can understand.
Parent liaison organizes quarterly
event that invites fathers to the school
to read in classrooms. She also offers
tours of the school upon
parent/community requests.
Presentation of teachers and support
staff to parents explaining the reading,
math, writing, and social
studies/science websites and detailing
the strategies and importance of using
them to increase student achievement.
These websites will also prepare
students for the Georgia Milestone
testing.
Review the Title I plan for the current
year, parent compact and policy and
gather input for the next year.
2, 4
Ongoing as
needed/requested.
2
Ongoing
throughout the
school year.
As
assigned
by
teacher
5
Ongoing
throughout the
school year.
As
needed
N/A
6
Quarterly (Dad’s
reading club) As
requested (school
tours).
7:45-8:15
AM
(Dad’s
reading
club) As
requested
for
school
tours.
N/A
6-7:30
pm
N/A
2
February 5, 2015
.
May 12, 2015
1,4
As
needed
N/A
$3000.00
9 am
N/A
 Describes how the school will provide individual student academic assessment
results, including an interpretation of those results
Makes the comprehensive school wide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
 Compacts required-include with policy
 Parent involvement checklist included
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6. Plans for assisting preschool children in the transition from early childhood programs
to local elementary school programs and/or students entering middle school or high
school
Following are our plans for assisting preschool children in transition from early childhood
programs. Also included are transition plans for students entering middle school and
entering from private schools plus students entering our school throughout the year:
•
We host local Pre-K schools that brought about 100 children. Each Pre-K group
spent one half day visiting kindergarten classrooms through interaction with the
students, teachers, and participation in the school lunch experience.
•
We offer a summer kindergarten camp to about 45 pre-kindergarten students to
expose them to kindergarten expectations and the curriculum to better prepare them
for kindergarten. This 2 week camp is taught by certified early childhood teachers.
•
We invited and received key staff members and students from the middle school in
our feeder pattern to come and orient our fifth graders and give them important
information on how to successfully transition to the middle school. We also obtained
information regarding the parent orientation night that the middle school hosted and
distributed/promoted the event with our local school communication options such as;
dial out system, flyers sent home, daily announcements, etc…
•
All classes have Bobcat Pals, a program maintained by our counselors that designates
2 students to help any newcomers with classroom and school needs and to help them
adjust more quickly to a new school.
•
Our counselors also help with providing transitional supplies for indigent students
such as; helping find backpacks, paper, pencils and such, also helping to provide for
standard school attire for these at-risk students.
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.
The ways that we include teachers in the decisions regarding use of academic assessment are:
•
Teacher sharing information at staff meetings
•
Teacher sharing information at monthly Professional Learning Committee’s
•
Periodically teachers meet to share information across grade and building levels
•
Teacher sharing at monthly data team meetings and plan strategies for student
instruction
•
Shared leadership has been embedded into the culture at Birney Elementary.
Instructional staff members meet twice a month, analyzing data and then planning
lessons to accelerate students’ progress.
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•
•
•
•
•
•
Each grade level and members of the America’s Choice Design Team review the data
to ensure that ALL students make academic gains.
The America’s Choice Design Team is the leadership team that is made up of
administration and academic coaches and meets weekly to guide consistent
implementation of best practices. The team also conducts Focus Walks as a means to
monitor and evaluate instruction and student learning.
Staff members collaborate with the Response to Intervention team (RTI) and
Teacher-Led Collaboration Teams to develop support systems for those students
whose needs warrant individual analysis and behavior/academic improvement plans.
Team Leaders meet with administration (SIT) once a month to review assessments,
discuss school news and collaborate on team needs.
Staff communication occurs through representation on school wide committees and
through frequent staff newsletters transmitted via email.
Professional development occurs after school at staff meetings and on Early Release
and Professional Learning Days.
8. Coordination and integration of Federal, State, and local services and programs
 This component requires a description of how the school will implement the
programs listed above, a description of how Title I resources and other resources will
be coordinated to support student achievement goals in the school improvement plan,
and a listing of all state and federal programs consolidated in the school-wide plan.
A. List of State and local educational agency programs and other federal programs that
will be included
B. Description of how resources from Title I and other sources will be used.
Funding Source
FTE Funds
SPLOST Funds
Title I, Part A
Title II, Part A
20 Day Additional money
EIP monies
Carry Over money
Funding Use
Instructional staff (teachers, parapros),
consumable supplies, technology,
expendable equipment, professional
learning
Technology, expendable equipment
Class size reduction, Instructional staff
(teachers, parapros) consumable
supplies, technology, expendable
equipment, professional learning,
academic coaches, parent liaison,
agendas for parent involvement
Professional Learning
Pays Saturday School tutors
School wide Educational software
Purchase technology (scanners,
ActiveBoards, printers, IPads),
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Kindergarten camp teachers
C. Plan developed in coordination with other programs, including those under 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. Other
community service programs are Serve Cobb and our Partners in Education and
community churches.
 PSLive Marketing, one of our Partners In Ed comes and reads with
selected First grade students once a month.
 Volunteers from community churches read to our students and help with
Birney Beautification.
 Local Master Gardeners supervise the Garden Club once a week.
9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
 We are providing activities to ensure that students who experience difficulty
mastering proficient or advanced levels of academic achievement standards shall be
provided with effective, timely additional assistance. Those activities are…
(Especially for those students who are struggling.)

Measures to ensure that student’ difficulties are identified on a timely basis.




Reading Recovery / EIP Supplemental Math/Literacy services
Gifted program
Saturday School
ASP (After School Program) offers a wellness program, a hands-on environmental
education program through Master Gardeners. Each second through fifth grade
student in the After School Program also receives assistance with homework and test
preparation.
After school activities such as technology, science, environmental science
School social worker, school counselors and specials teachers: monitor and notify
classroom teachers of excessive student absences and tardies. Due to our transience
population, this is an area we continue to monitor as it has been a challenge for us
previously.
Response to Intervention (RTI) process
Academic Alerts to parents every 4 ½ weeks
Grade level data team cycle information as well as school-wide reading/math
benchmark assessments all contributing to school-wide data room.






Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties.
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•
•
•
•

DRA/RTI training
Differentiation of Instruction
Best practices through school, local and county staff developments
Professional development delivered at monthly staff meetings
Teacher-parent conferences that detail what the school will do to help the student,
what the parents can do to help the student, additional assistance available to the
student at the school or in the community.
 Teachers schedule siblings back-to-back on the same day for the convenience
of the parent.
 Each conference is schedule for 20-30 minutes and reminders are sent home.
 Each teacher describes student current functioning, including strengths and
weakness and provided resources and strategies that can be used at home to
address academic and social concerns.
 Support teachers such as EIP, ESOL, Sped are invited to participate if the
child receives any of the supportive services.
 Translators are provided through IWC or the school.
 Parents have the opportunity to be active participants during conferences by
asking for input from all involved and expressing concerns and positive
affirmations.
 If missed, parents are given the opportunity to reschedule or have a phone
conference.
10. Description of how individual student assessment results and interpretation will be
provided to parents.









Parents are invited in during the scheduled conference period set by the county and are
also invited in on a regular basis by the classroom teacher for conferences when the need
arises.
Academic Alerts are sent home to parents notifying them of student’s progress on
assessments and classroom performance.
Report Cards are sent home every nine weeks to parents as well as accompanying
assessments.
Individual student reports are sent home to parents to inform them of their student’s
performance.
Phone calls are made regularly by our teachers, as well as written communication sent
home.
School newsletter (translated in Spanish as well) is sent home quarterly and given to
newly registered students.
Weekly Calling Post messages are sent out to parents in English and Spanish notifying
parents of upcoming school events, important dates, and reminders.
Open door policy where parents are encouraged to come in and request a meeting or
conference at any needed time.
State mandated retention/placement meeting for 3rd/5th grade students
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(If the parents do not speak English, the parent liaison and/or other translator is present to
assist).
11. Provisions for the collection and disaggregation of data on the achievement and
assessment results of students.
Data is collected and disaggregated by the Georgia Department of Education.
12. Provisions to ensure that disaggregated assessment results for each category are valid
and reliable.
The Georgia Department of Education has verified the validity and reliability of the
disaggregated data.
13. Provisions for public reporting of disaggregated data.
The GaDOE and CCSD publish disaggregated data for each school on their respective
websites. In addition to this, our school:








Updated school website available to public
Newspapers
Television
Call out system from local school
School newsletters
Classroom newsletters
Radio
Parent communications
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 school wide program.
The plan was developed during a one-year period in the 2013-2014 school year for the 20142015 school year and has been revised as needed.
15. Plan developed with the involvement of the community to be served and individuals
who will carry out the plan including teachers, principals, other staff, and pupil service
personnel, parents and students (if secondary).
The Title I, School wide Plan was developed with the involvement of the community to be
served and individuals who will carry out the plan including teachers, principals, other staff,
and pupil service personnel, and parents.
16. Plan available to the LEA, parents, and the public.
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Our School wide Plan as well as our School Strategic Plan is available to access on Birney’s
local website and county website in English and Spanish. Paper copies are also available in
the front office, Media Center as well as in the Parent Resource Center. It is available at
parent meetings, School Council and PTA 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.
The School wide Plan is available in the Parent Resource Center. All materials sent home are
also translated in both languages (English and Spanish, the predominant languages spoken by
our student population) as needed. Only the final version is posted on the school website. An
IWC translated copy is posted in the front office and on the school website.
18. Plan is subject to the school improvement provisions of Section 1116.
This school wide plan is subject to the school improvement provisions of Section 1116.
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