Lyerly Elementary School
150 Oak Hill Road
Lyerly, Ga 30730
Title I / CLIP
School-Wide Plan
Chattooga County Schools
Mr. Mike Martin, Title I Director
Mr. Robbie Robison, Principal
wrobison@chattooga.k12.ga.us
706-895-3323 phone
706-895-2848 fax
REVISED August 10, 2012
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Table of Contents
1.
2.
3.
4.
5.
6.
Develop a Comprehensive Needs Assessment
Develop school-wide reform strategies
Provide instruction by highly-qualified teachers
Provide high-quality and ongoing professional development
Strategies to increase parent involvement
Devise a plan for assisting preschool and
eighth-graders in transition
7. Teacher involvement in use of academic decisions
8. Coordinate and integrate federal, state, and local services
and programs
9. Provide timely assistance to struggling students
10. Communicate assessment results to parents
11. Collection and disaggregation data
12. Provisions for statistically sound test results
13. Report test data publicly
14. Development of school-wide plan
15. School and community involvement in school-wide plan
16. Plan availability
17. Translation of Title I Plan
18. Section 1116 Provisions
Page 3
Page 6
Page 7
Page 8
Page 10
Page 11
Page 12
Page 12
Page 14
Page 16
Page 16
Page 16
Page 17
Page 17
Page 17
Page 17
Page 17
Page 17
Appendices
Appendix A (2010 CRCT Data)
Page 19
Appendix B (Parent Involvement Policy)
Page 20
Appendix C (Parent Compact)
Page 23
Appendix D (Parent Survey Results)
Page 24
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1. Conduct a comprehensive needs assessment
A school-wide plan has been developed with the help and participation of the
following persons:
Robbie Robison, Principal
Shirley Marbut, Media Specialist
Tracey Reynolds, Parent Coordinator
Missy Lanier, Academic Coach
Karen Tribble, Leadership Team, teacher
Patti Luther, Leadership Team, teacher
Lindsay Eckroat, Leadership Team, teacher
Lisa Bullard, Leadership Team, teacher
Denise Jones, Leadership Team, teacher
Jessica Cook, Leadership Team, teacher
Rozzie Starr, teacher
Wanda Bain, Leadership Team, teacher
Rebecca Thomas, Parent
Tracy Dotson, Parent
Mrs. Mitchell, Parent
Sherry Wallin, Paraprofessional, parent
Mike Martin, District Title I Director
Information and data were obtained from the following sources:
Staff Needs Assessment Survey
Teacher Survey
Student Survey
Parent Survey
Community Survey
CRCT scores
GKIDS results
Local assessments such as STEEP, STAR, benchmark and DRA tests
Although the plan is based on the needs of all students in the school, we have
focused on and identified students and groups of students who are not meeting
state academic standards including:
 Students with disabilities…
We are focusing on helping more students with disabilities meet state
standards in math and reading. Middle school students tutor elementary
students during the school day as we work to support and grow our
learning community at LES. We provide additional and skill- specific
tutoring and extra practice with computer software during many classes.
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Struggling students also benefit from the pyramid of interventions (RTI),
supplemental resource classes, and the addition of extended learning time
built into the schedule.
 Regular education students….
We are using test results to identify regular education students who are in
danger of not meeting standards in both reading and math (Appendix A).
Students who did not meet standards last year are receiving specific skills
instruction through RTI and Extended Learning Time (ELT). We have also
identified students who may move from the “meets” to “exceeds”
categories and are accelerating them during ELT with additional
instructional computer software and advanced instruction.
We are using current and longitudinal data to help the school identify and understand
areas that need to be addressed both in teaching and student learning.
 School improvement data is being used to determine areas of concern. For
example, we are addressing students’ weak math skills by providing
research-based best practices to teach CCGPS during Extended Learning
blocks.
 Local and state test data help identify specific areas needing improvement.
After reviewing scores, we are targeting instruction for students with
disabilities in math, reading and language arts.
The major strengths we found in our program were….
 We are doing well in reading scores overall. Additional ELT time is offered to
work on reading skills.
 We are instituting a more rigorous math curriculum based of the CCGPS math
frameworks. We have also extended the class time for math instruction each
day.
 Students with disabilities are being served with a special emphasis on academic
areas of math and reading. For many students, ELT is spent with the special
education teachers in a resource room to further meet instructional needs. They
also receive services through co-taught classes in all areas. Tutoring is offered
after school for some students through the McKinney-Vento Grant.
The major needs we discovered were…..
 A focus on standards-based instruction to align with the CCGPS is needed.
Lessons should include rubrics, graphic organizers, teacher commentary,
journaling and differentiation when needed. Classroom instruction and
assessments need to be more closely aligned with the standards, which have
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changed. Further staff development to support the school improvement plan is
needed.
 Teachers and paraprofessionals need further staff development in the use of
RTI, focusing on specialized interventions.
 All teachers need to be using the workshop model for instruction. This includes
an opening lesson on a specific grade-level, content standard, work time for
students to apply the standard, and a closing for sharing and summarizing what
was learned. This model helps teachers and students understand what is
expected for work and performance each day. Classroom routines and rituals
help provide a safe and predictable environment for learning that makes
productive use of class time.
The school-wide program will address the specific academic needs of identified students
in these ways….
 The new state curriculum has created gaps in math skills as the standards have
changed. Interventions and new strategies have been put in place in all grade
levels.
 Timed math drills are being conducted to improve mathematical fact fluency.
 Students who are below grade-level will receive specific reading interventions.
 Differentiated lessons are being used to emphasize more hands-on activities.
We feel that the following are root causes of some of our identified weaknesses:
 Academic interventions were not started early enough to prevent large skill
gaps for some students.
 State math curriculum changes have left gaps in students’ math understanding.
This may be a result of the standards not being rolled out from the earliest
grades forward.
 Manipulatives and kinesthetic learning activities were not introduced early
enough to make a difference for some children.
 Phonics instruction was lacking for some children.
 High rates of transience have hurt some students.
The measurable goals to address these needs are in the appendices and are aligned with
the Georgia Department of Education directions for measurable annual objectives for
continuous and substantial progress by each group of students enrolled in the school.
Measurable Goals: 2012-2013:
 A minimum of 91% of students in grades 3-8 will meet and/or exceed
standards in reading on the Georgia CRCT.
 A minimum of 80% of students in grades 3-8 will meet and/or exceed standards
in mathematics on the Georgia CRCT.
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 A minimum of 89% of students in grades 3-8 will meet and/or exceed standards
in language arts on the Georgia CRCT.
 A minimum of 79% of 3rd-8th grade special education students will meet and/or
exceed standards in reading.
 A minimum of 72% of 3rd-8th grade special education students will meet and/or
exceed standards in language arts.
 A minimum of 62% of 3rd-8th grade special education students will meet and/or
exceed standards in mathematics.
2) School-wide reform strategies and instructional methods
Lyerly School implements scientifically-based reform strategies that are effective
in raising student achievement throughout the school. We address the needs of all
children in the school. A strong focus remains on students who are not
demonstrating grade-level proficiency related to the state’s academic content
standards. The strategies are as follows:
 Workshop Method training and follow up for all teachers.
 Use of Georgia Online Assessment for student practice and teacher
assessments.
 Training in Response to Intervention for all teachers.
 Professional development on standards-based instruction and increasing the use
of: common assessment, student commentary, rigorous questioning, and
grading rubrics, as well as the use of benchmarks for progress monitoring.
 Use of Developmental Reading Assessment (DRA) and STAR to determine
reading levels.
 Use of Study Island and Classworks computer tutorials in math, reading,
language arts, fine arts and technology.
 Utilize writing tasks across the curriculum.
 All students will participate in the 25 book campaign.
 An agriculture class for our eighth grade. It meets each day with a certified
agriculture instructor.
 Use of system-developed benchmarks
 STEEP testing for math and reading fluency in grades 1-5
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 Continued use of computer software, games, CCGPS framework tasks and
manipulatives to provide differentiated instruction.
 Continue small-group instruction interventions in math, reading and writing
in Extended Learning time (ELT).
 Use of smartboards and other technologies in the classroom.
We will increase the amount of quality learning time by….
 Altering the daily schedule for elementary students to allow for 90 minutes of
extended learning time (ELT) with 45 minutes in the mornings for math and a
similar block in the afternoon for reading. Middle school students have one 45
minute block in the afternoons to extend their learning time.
 We will offer after school tutoring in conjunction with the McKinney-Vento
grant.
 Math and reading websites will be posted in the school and on websites to offer
students extra opportunities to practice.
 Students will be provided login and passwords to Online Assessment System
(OAS) and Study Island for use through home internet connections.
 Timed tests will be used to increase math fluency (STEEP).

We now use Renaissance Place for the online version of Accelerated Reader
(AR).
Lyerly School’s School Improvement plan targets populations that include all students in
grades K-8 in reading and math. A special emphasis is put on children with disabilities.
CRCT data, benchmark testing, writing test, pre- and post-unit tests, student portfolios
and parent surveys all help determine if the needs of the targeted population have been
met, and are consistent with our school improvement plan. Establishing measurable goals
to meet academic standards, measuring and monitoring student progress, and providing
support in the targeted areas of mathematics and reading are consistent with the Educate
America Act.
3) Instruction by highly-qualified professional staff
We will provide instruction by highly-qualified teachers who meet the standards
established by the State of Georgia Professional Standards Commission. Currently
100% of Lyerly School’s teachers and paraprofessionals are listed as highly
qualified to teach in their assigned areas.
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 All classes are taught by teachers certified for the subject and grade level they
are assigned to.
 The percentage of teachers with a Master’s degree or higher is 80%. There is
one National Board certified teacher on staff.
 The average years of experience for the staff is 17 years.
 All paraprofessionals have passed the state exam.
Strategies used to attract highly-qualified teachers:

Focus on the following characteristics of effective teachers when
interviewing prospective candidates:
o
Extensive knowledge of content
o
Knowledge of best practices in instruction
o
Knowledge of the learning process
o
Understanding of data-driven decision-making practices in the
classroom
o
Respect of students
o
High expectations
o
Passion for teaching and learning
o
Ethical and moral commitment
o
Results
 Provide ongoing staff development in areas of need.
 Provide adequate teaching resources and support.
 Strengthen relationships with local and regional teacher preparation programs.
 County-sponsored gifted, reading, and English as a second language
endorsements.
4) High-quality and ongoing professional development
Principals, teachers, paraprofessionals, and other staff participate in and redeliver staff
development that addresses the root causes of our identified needs.
 Working with the entire faculty, the Lyerly School Leadership Team identifies
specific needs for school improvement in the areas of math, reading, and
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language arts. This year we have also looked at instructional gaps in science.
The school improvement plan is modified each year to reach these goals.
 Teachers are continually trained in best practices and will be evaluated using
Georgia Teacher Observation Instrument.
 Teachers undergo training for the Student Support process and intervention
strategies in order to implement Response to Intervention in the classroom for
struggling learners.
 Teachers are trained off-site and redeliver to the rest of the faculty when
necessary to keep abreast of research based methods and strategies.
Some examples of these staff-led redeliveries include: “Writing to Win,” Ethics
in Testing, “Thinking Maps,” (GYSTC) classes, and the Georgia Math
Academy, among others.
We have aligned professional development with the state’s academic content standards.
 Teachers are required to plan collaboratively within grade levels and within
content areas when possible.
 Teachers are encouraged to collaborate with grades above and below them
through regular vertical planning sessions.
 Teachers are trained in the Georgia Common Core Standards and lesson plans
are developed that reflect these standards.
We have devoted sufficient resources to carry out effective professional development
activities that address the root causes of academic problems.
 Throughout the school, the workshop method is the primary instructional model
across grade levels.
 Co-teaching in the classroom is a focus. Several classroom teachers are attending a
co-teaching academy with the special education teachers. This team-building and
training enhances instruction for all students in these classrooms.
 Response to Intervention is another focus. Many teachers are still learning about
the process. Staff development time is often devoted to this.
Teachers have been included in professional development activities in the areas of
formative and summative academic assessment. This enables them to collect information
to improve the academic understanding and performance of individuals and adjust
instruction in the following ways:
 Teachers have been trained in reading various score reports and explaining them to
students and parents.
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 Teachers have also been trained to disaggregate data for classes, looking for
patterns in strengths and weaknesses among groups and individual students.
5. Strategies to increase parental involvement
We involve parents in planning, review, revising and improving the comprehensive
school wide program by:
 Inviting parents to participate in writing the needs assessment surveys, and the
plan itself.
 Asking the school council, which is primarily made up of parents, to review and
make suggestions to the school wide plan
We have developed a parental involvement policy (Appendix C) that includes strategies
to increase parental involvement and describes how the school will provide individual
students’ academic assessment results to parents.
The following are ways we involve parents:
 We have a family math night that provides parents an opportunity to learn
and play math games that will assist their children in learning the grade-level
standards in a fun and motivating way. “Bags of Games” are available for
parents to take home and continue to build those math skills through game
playing.
 Parents are invited to open discussions during PTO and Open House events.
 A CRCT Math Night is held to let parents practice sample Common Core
items and to inform them about using the Infinite Campus Parent Portal.
 Classroom newsletters are sent home with students.
 Invitations to events are posted on the school web page and those of
individual teachers.
 A parent resource area is available where parents can check out items to use
with their children.
 The Parent Portal function of the system web page allows parents to check
on their child’s academic progress, attendance and upcoming assignments.
 LES has an active Parent Teacher Organization.
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
Agendas are used in the classrooms at all grade-levels to ensure regular
parent-teacher communication on daily activities, assignments and test
grades.
 There is a part-time Parent Coordinator funded through Title I.
 A needs assessment is conducted each year to access targets for parental
involvement activities.
6) Assisting preschool children in the transition from early childhood program and
middle school transition to high school
Preschool and Kindergarten
Lyerly School offers a Pre-k program for up to twenty- two, 4 year olds per year. This
classroom is in the main part of our school building. This makes the transition easier for
them because they are already comfortable in the surroundings and with school routines.
These students are introduced to the kindergarten teachers several times during the year.
They visit in the kindergarten classrooms to watch a part of the day.
Other students entering kindergarten are able to meet the teachers during pre-entrance
placement testing and at Open House the night before school starts. The parent
coordinator is introduced to the students at this time and visits the classrooms often
during the first weeks of school.
Additional support is provided through kindergarten paraprofessionals. All school
paraprofessionals are required to have 50 hours of professional development training and
have successfully passed the state exam to become highly qualified.
8th to 9th Grade Transition
The transition from eighth to ninth grade is a big step for students. Some of these students
have been in the same school for their entire education career. Planning ahead for the
transition makes it easier on the students. The transition plan will include:
In February, the students will take a field trip to the Chattooga High School. They will
take part in the following activities while there:
(a) The principal will welcome them to the high school
(b) A campus tour will include hallways, the lunchroom, gym, and any
classrooms where elective and vocational classes are held
(c) Vocational teachers and those who teach freshman elective classes will
describe what they have to offer
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(d) A content area teacher will explain what the freshman academic year
will be like
In March, students who are active in academics, sports, electives, clubs, etc. will visit for
a question and answer session from a student’s point of view. Some ninth grade teachers
will accompany them, so the students can match a face with a name in the fall.
 Also in March, the high school counselor will visit the school and talk about
registering for classes. Paperwork for registration will be distributed and
explained.
 Students will be assisted in the use of Infinite Campus to register for classes.
7) Teacher involvement in use of academic assessment decisions
Teachers are included in decisions regarding use of academic assessment by:
 Using classroom data for progress monitoring
 Using the system level benchmarks to determine areas of strengths and
weaknesses to see which skills have been mastered and which ones need
to be re-taught
 Using data to target at-risk students in the areas of reading and math for
Response to Intevention
 The academic coach rendering assistance in the analysis of data.
There are teacher teams that have been assigned specific tasks. They include:
 The Leadership Team: This team is charged with looking at specific data
to make decisions about instruction. The team is made up of school
leaders and teachers. They develop an action plan for school
improvement.
 Design Team: This team is made up of elementary, special education,
and middle school teacher representatives, the academic coach, Media
Specialist, and administrator. They are charged with finding the roots of
problems and academic weaknesses.
 Student Support Team: A coordinator, classroom teachers, resource
teacher, counselor, and administrative representative utilize test data to
identify areas of needed growth for students with academic weaknesses.
They work towards helping meet RTI goals.
8) Coordinate and integrate Federal, State, and Local services and programs
County level administration coordinates the local and federal supplemental programs.
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The Chattooga County School System and each individual school site has a heightened
awareness of the opportunity provided by their designation as a Title I Schoolwide
Project. With this designation ,we are able to blend federal, state, and local funds to
maximize services to students and families and provide for greater achievement in
targeting specific goals for school improvement. We are able to promote greater student
achievement, maintain a highly qualified staff, and provide tools and resources for
instruction. Decisions are based on scientifically- based instructional strategies and
methods of instruction. School improvement plans and professional development funds
are used to support these scientifically- based methods. All federal Title grants, state
allocations for personnel and materials, transportation and operations, as well as locally
alloted dollars are used consistently with their intended purposes in supporting high
levels of expectations for a quality Chattooga County educational experience.
Following is a list of Federal, State, and Local services and programs with an explanation
of how we are coordinating and integrating those services and programs….
 Title I Enrichment classes: Teachers will work collaboratively with the RTI
coordinator to target and address the needs of students at risk of not meeting
the math and reading standards. Classes for students who have struggled to
meet standards in previous years are given additional support and instruction
during daily Extended Learning Time (ELT).
 Designate school Title I funds to improve student achievement by:
(a) Proposing to fund one academic coach and one teacher to enhance
student performance
(b) Using Title I funds to purchase the Internet -based Study Island computer
program. The package includes math, reading, language arts, science,
social studies, fine arts, and technology components. These are accessible
from any Internet connected computer with logins and passwords.
(c) Creating parental involvement which has been enhanced by offering
programs such as reading picnics, Thanksgiving and Christmas lunches
with parents, Grandparents’ breakfast, and CRCT Math Night
(d) Using Title I funds to assist with funding teacher training in areas of
reading and math improvement and standards- based classrooms
Various sources of funding are used together in the school.
After School Tutoring: Title I funds are used in conjunction with the McKinney-Vento
Grant to support after school tutoring services. These services are provided in hopes of
bringing students from a deficit to meeting standards. The combination of funds will help
to provide school materials to students, and transportation on an as-needed, qualifying
basis.
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9) Timely additional assistance to students who experience difficulty
Periodic analysis of school effectiveness will help improve student learning.
Analyzing data provides for schedule adjustments to place students in the
best learning environments. Yearly progress is monitored through CRCT
scores, benchmark scores, unit pre and post tests, and Annual Yearly
Progress reports. Twice a year, students take reading, writing, and math
benchmark tests based on retired OAS prompts. Data from these
measurements are reported and analyzed by educators at the county office
and the school.
The staff participates in periodic grade level meetings where best practices
are discussed and research is used to make decisions about curriculum and
instruction. Teachers review students’ permanent records, Student Support
Team (SST) records, previous test results, and other data to determine
students strengths and weaknesses. Teachers compile class and individual
profiles to determine class profiles and address strengths and weaknesses.
We are providing activities to ensure that students who experience difficulty
mastering proficient or advanced levels of academic achievement shall be
provided with effective, timely, and additional assistance.
These strategies/activities include:
 Extended Learning Time (math and reading) each day
 Response to Intervention with tiered level interventions
 Student Support Team
 Tutoring before and after school as funds allow
 Teachers observe other teachers who use activities successfully
 Centers, games, and manipulatives to motivate and assist in weak areas
 Rewards for achievement (Accelerated Reader, Study Island blue ribbons,
attendance, behavior, Academic Honor Roll)
 Classworks, Study Island, and OAS tutorials
 Writing to Win student journaling
 Motivational speakers and programs
Monitoring the success of each program is based on weekly and monthly reports
provided by teachers, tutors, the Media Specialist, and computer databases. Cooperation
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with Northwest Georgia RESA provides training to all faculty members in standardsbased instruction, authentic assessments, and other best practices.
 Teachers are continually trained in best practices and will be evaluated using
Class Keys.
 Teachers undergo training over the Student Support process and intervention
strategies in order to improve teacher Response to Intervention (RTI).
 Teachers are trained off-site and then redeliver data to the faculty when
necessary to keep abreast of research-based data and strategies.
Some example of teachers attending workshops and redelivering to the faculty are:
“Writing to Win”
“Ethics in Testing”
GYSTC classes
Math Academy
Elluminate sessions in content areas and the Georgia Performance Standards
Frameworks
Thinking Maps
We have aligned professional development with the state’s academic content standards…
 Teachers are required to plan collaboratively within grade levels and within
content areas when possible.
 Teachers are encouraged to collaborate with grade level teachers above and
below them.
 Teachers are trained in the Common Core Georgia Performance Standards, and
lesson plans are developed that reflect these standards.
We have devoted sufficient resources to carry out effective professional development
activities that address the root of academic problems.
Parent contact is mandatory at Lyerly School . Teachers must contact all parents of their
students within the first six weeks of school. Conferences are encouraged to discuss
student progress according to progress reports, report cards, benchmark gains, and CRCT
strengths and weaknesses. Student behavior may also be discussed at these conferences
through meetings, notes home, and /or email.
Parent support may include the following:
 Classroom newsletters with skill practice suggestion
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Links to practice websites on teacher web pages
Reading and math games that may be checked out from the PAL Center
Parent workshops
Community and state funded programs such as McKinny-Vento, GED classes,
and Even Start
Infinite Campus Parent Portal access to grades and assignments
Student agendas
Teacher e-mails via the school web site
Phone conferences
Student Support Team meetings are held to discuss strategies and procedures to
encourage student success. Parents are notified by letter and encouraged to attend and
participate in these meetings. The meetings are attended by a committee of the student’s
present, past, and resource teacher. This is the first step towards RTI referrals.
10) Communication of Assessment Results to parents
Parents are encouraged to maintain contact with their child’s teachers regarding results of
state-mandated assessments. Parents are informed of their child’s performance through
conferences, agendas, progress reports, report cards, e-mails, calls, or notes home.
Results reflected in the AYP Report and School Report Card are shared at a ParentTeacher Organization (PTO) meeting in October. The web URL address is provided for
parents to review data regarding the school’s AYP status, and academic achievements are
made available on the school’s website.
11) Collection and Disaggregation of Data
Test data is collected according to state guidelines by the system Testing Director and
Assistant Superintendent. The State Department of Education will dissagregate the data
and provide information to the system and schools. This data will be provided to the
media through the central office.
At the school level, the principal, Media Specialist, academic coach, and teachers
disaggregate national, state, system, and school data to develop student profiles that help
ensure that the needs of individual students are met. Examples of data used include:
CRCT scores, STAR, Developmental Reading Assessment (DRA), 3rd, 5th, and 8th grade
StateWriting Test results, Benchmarks (reading and math), computer programs, reports
from OAS, Study Island, and Classworks. The data is disaggregated by gender, ethnicity,
free and reduced lunch, and students with disabilities.
12) Provisions for Statistically Sound Test Results
The state mandated assessments meet reliability and validity requirements, therefore,
being statistically sound. Reading and math benchmarks were developed countywide
using questions from the Georgia On-line Assessment System.
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13) Public Reporting of Disaggregated Data
The disaggregated data shall be reported to the public in accordance with state guidelines.
The State Report Card and local system reports shall be disseminated to the media at the
state and system levels. Lyerly School holds a parent meeting to discuss schoolwide
disaggregated data. Data reflected in the AYP report and School Report Card are shared
at a PTO meeting and at Open House.
14) Development of schoolwide plan over a one year period
Lyerly School’s Title I Schoolwide Plan was developed during the 2009-2010 school
year and will be implemented during the 2010-2011 school year. Changes and additions
were made in August 2010 to reflect 2010 CRCT scores and ammended goals.
15) School and Community Involvement in Schoolwide Plan
The school Leadership Team, parents, and grade level teachers meet to assist in the
development of the schoolwide plan. The plan is then presented to the School Council
and PTO for community feedback.
After incorporating suggestions and ideas from these groups, the completed plan is
presented to the faculty and staff for approval.
16) Plan Availability
A hard copy of the plan will be filed in the school office and Media Center. Parents will
be notified through the school website and teacher newsletters that they may access the
plan at any time during the school day. A hard copy of the planwill also be provided to
the Title I Curriculum Director.
17) Translation of the Title I Plan
At this time, we are not serving any non-English speaking students. If a need for a
translation arises, it will be furnished by Central Office personnel.
18) Section 1116 Provisions
This plan is subject to the school improvement provisions of Section 1116 of the No
Child Left Behind Act. Lyerly School is currently making Adequate Yearly Progress and
has never been on a needs improvement list.
Summary and Evaluation
The schoolwide program will be evaluated annually through state and local testing. The
school’s Leadership Team will meet as needed to monitor progress in the implementation
of the program and to assess the effectiveness of the schoolwide plan. In addition, the
Leadership Team will evaluate and modify the School Improvement Plan as needed on an
annual basis. The following methods will be utilized in the evaluation of the schoolwide
plan:
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Records for attendance for professional learning activities
Analysis of annual reading and math CRCT results , including sub-populations
Analysis of annual norm-referenced tests results in reading, writing, and math
Analysis of reading and math benchmarks
Review of school assessments such as Accelerated Reader and STAR results
Media Center circulation records
Review of daily schedules and lesson plans
Review of student writing portfolios to determine writing achievement
Results of 3rd, 5th, and 8th grade State Writing Tests
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Appendix A
Math
GRADE
LEVEL
DNM
Meets
Exceeds
1
DID
NOT
TEST
2
DID
NOT
TEST
3
4
5
6
7
8
19%
39%
16%
34%
13%
5%
35%
43%
72%
51%
54%
67%
47%
17%
12%
15%
33%
28%
Grade Level
DNM
Meets
Exceeds
1
DID
NOT
TEST
2
DID
NOT
TEST
3
4
5
6
7
8
2%
17%
16%
7%
6%
0%
40%
48%
66%
54%
79%
56%
58%
37%
18%
39%
15%
44%
Lang. Arts
Grade
Level
DNM
Meets
1
DID
NOT
2
DID
NOT
3
4
5
6
7
8
2%
22%
12%
20%
10%
2%
53%
48%
70%
59%
52%
44%
Exceeds
TEST
TEST
44%
30%
18%
22%
38%
53%
Reading
19
Appendix B
Lyerly Elementary School
Parent Involvement Policy
August 2, 2012
The following parent involvement policy was developed and agreed upon by the staff and parents of
students at Lyerly Elementary School. This policy will be distributed to and discussed with parents
during an annual Meet the Teacher orientation. A copy will also be sent home to each family.
Parent’s perceptions will be improved by using more effective communication plans. Parental input will
be sought to strengthen the school-home partnership.
The Common Core Standards, school curriculum, state and local assessments, school mission and belief
statements, and the school’s annual report card will be communicated to parents in a variety of flexible
ways including but not limited to the following:
A. Meet the Teacher Orientation
B. AYP Meetings
C. Open House
D. PTO Meetings
E. Scheduled conferences and early release day conferences
F. Personal contact by phone or letter/ Shout Point Phone System
G. Online Newsletter
H. Student Compacts
I. Online Infinite Campus
J. Open Lunch Invitation
K. Reading Picnic, Thanksgiving Lunch, and Christmas Lunch
L. School Marquee
M. Teacher Newsletters
N. 8th Grade School Orientation for High School
Opportunities will be provided for parents to share expertise, to be involved and share appropriate
decision making through:
A. Classroom visits
B. Parent Volunteer Programs
C. Site-based Council Meetings
D. School Committees
E. Student Program and Projects
20
F. Site-based Workshops (Math night/ Science night/ music night/ CRCT night)
G. Parent Workshops
H. Community/Family Reading night
Effective parent involvement and support partnerships among the school, parents and community
will be ensured by:
A. Providing materials and training
B. Developing appropriate roles for community organizations and businesses in parent involvement
activities
C. Providing Parent involvement activities through parent involvement coordinator
D. Providing opportunities for parents to become involved in school/classroom activities
E. Providing parent volunteer packets
F. Providing parents the opportunioty to be involved in developing the parent volunteer policy
G. Classroom Mom, Dad, and Grandparents
The school will provide information and opportunities for parents with limited English proficiency or
disabilities to participate in programs and workshops.
PROVIDING INFORMATION
Lyerly Elementary School will provide parents with timely information either by conferences, meetings,
online resources, school marquee sign, progress reports, report cards, and workshops concerning:
A. Title I programs
B. Individaul student asssessment results and their interpretation
C. A discription and explaination of the school curriculum, academic assessments, and proficiency
levels that students are expected to meet.
D. Opportunities for regular meetings to participate in decisions relating to the education of their
children, if requested
E. Provide timely responses to parent suggestions through oral or written communication with the
parent or guardian.
F. Collect all unsatifactory parent comments/concerns regarding the school-wide plan and attach
those to the School-Wide Plan submitted to the LEA.
PROVIDING MATERIALS AND TRAINING
As appropriate and feasible, Lyerly Elementary School will coordinate and/or provide materials,
technology, and literacy training, determined by parent surveys and input, to help parents work with
their children to improve achievement.
EQUAL PARTNERS
21
The staff of Lyerly Elementary School will be educated to recognize the value of parent involvement
and strive to implement and coordinate parent programs that build ties between home and school. The
staff will communicate with and support parents as equal partners. Workshops, staff development
programs, the parent volunteer program, local PTO and other community agencies will be the means to
involve parents and help achieve this goal. Parent involvemnet programs and activities will be
coordinated and integrated with Head Start and local public or state preschool programs and agencies.
Revised April 25, 2012
22
Appendix C
Lyerly Elementary School 2012
Parent, Teacher, and Student Compact
SCHOOL MISSION: The mission of Lyerly Elementary School is to provide an environment where every child is welcome,
important, and is preparing to become a productive member of society.
TEACHER AGREEMENT - I believe that each child can be successful. I will:
• Believe that each child can learn.
• Show respect for each student and his/her family.
• Enforce school and classroom rules fairly.
• Demonstrate professional behavior and a positive attitude.
• Come to class prepared to teach.
• Seek ways to involve parents in the school program.
Teacher Signature ______________________________________ Date _____________
STUDENT AGREEMENT - I believe that I can be successful. I will:
• Attend school regularly and on time.
• Show respect for myself, my school and other people.
• Believe that I can and will learn.
• Obey the school and bi-rules.
• Always try to do my best in my work and in my behavior.
• Work cooperatively with my classmates, teachers and other school staff.
Student Signature ______________________________________ Date_____________
PARENT/GUARDIAN AGREEMENT - I believe that my child can be successful. I will:
• See that my child is punctual and attends school regularly and on time.
• Communicate with my child's teachers on a regular basis.
• Support the school in developing positive behaviors.
• Provide a home environment that encourages my child to learn.
• Stay aware of what my child is learning.
Parent/Guardian Signature _______________________________ Date _____________
ADMINISTRATIVE TEAM AGREEMENT: I believe _____________________________
School will continue to be successful.
• Provide an environment that allows for positive communication between the
teacher, parent and student.
• Support the teachers in providing high quality instruction.
• Provide a safe and orderly environment conducive to learning.
• Encourage students, their families and staff to keep this compact.
Principal __________________________________________ Date _______________
Revised March 30, 2012
23
Appendix D
Question 4: I have been informed
about my child's progress throughout
the year and understand
parent/teacher conferences are
available upon request
250
200
150
100
50
0
Yes
No
Question 5: The school has a written
statement about partnership with
parents that is available for all parents
to read.
200
150
100
50
0
Yes
No
Question 6: Teachers communicate often with
parents about curriculum, homework, special
programs, and "No Child Left Behind".
200
150
100
50
0
Yes
No
Question 7: The school holds evening
and weekend events so that employed
parents can attend.
200
150
100
50
0
Yes
No
24
Question 8: The school keeps you up
to date through new sletters, calendars,
and announcements.
200
150
100
50
0
Yes
No
Question 9: The school holds an annual meeting “Open House”
to which all parents are invited to attend and school programs
and activities are explained.
200
150
100
Series1
50
0
Yes
No
Question 10: When w ill it be most
convenient for you to attend
meetings?
100
80
60
40
20
0
AM
PM
Any time
Question 11: How often do you visit your child's
schoo l?
60
50
40
30
20
10
0
Often
Never
W eekly
Monthly
Question 11.b How often do you talk
with school staff about school
programs?
50
40
30
20
10
0
Often
Never
W eek ly
Monthly
25
Question 11.c How Often Do you
attend Back -to-School Night?
70
60
50
40
30
20
10
0
Yes
No
Question 11.d How often do yoiu
attend Parent-Teacher Conferences
45
40
35
30
25
20
15
10
5
0
Often
Never
W hen Needed
Question 11.e How Often Do you
attend PTO meetings?
90
80
70
60
50
40
30
20
10
0
Often
Never
Question 12: I am familiar with the
school/parent compact.
160
140
120
100
80
60
40
20
0
Yes
No
Question 13: I received a copy of the
school/parent compact.
180
160
140
120
100
80
60
40
20
0
Yes
No
26
Question 15.a: Your school or district supplies a
written Title I Parent Involvement Policy that
outlines the partnership among the student,
parent, and school.
200
150
100
50
0
Agree
Disagree
Neutral
Question 15.b Your school or district holds
an annual meeting to inform parents about the Title I program.
140
120
100
80
60
40
20
0
Agree
Disagree
Neutral
Question 15.c Your school or district
schedules varied meeting times to
accomodate parents work and child
care schedules.
200
150
100
50
0
Agree
Disagree
Neutral
Question 15:d Your school or district
provides parents with ideas on how to
help their children with homework.
160
140
120
100
80
60
40
20
0
Agree
Disagree
Neutral
27
Question 15.e Your school or district
thinks of the community as an
extension of the family.
160
140
120
100
80
60
40
20
0
Agree
Disagree
Neutral
Question 15.f Your school or district
uses information from parent and
family surveys to design or change
school procedures.
120
100
80
60
40
20
0
Agree
Disagree
Neutral
Question 16: I am aware that parents
can be involved in making decisions
about the Title i program.
120
100
80
60
40
20
0
Agree
Disagree
Neutral
Question 17: I am aware that the
Parent Coordinator, Tracey Coley, is
available to assist me.
160
140
120
100
80
60
40
20
0
Agree
Disagree
Neutral
28
Question 18: I communicate with my
child's teacher through:
a
il
s
-m
te
E
N
o
C
o
n
fe
re
n
ce
s
a
g
e
n
d
A
e
le
p
T
W
e
b
P
a
g
e
h
o
n
e
140
120
100
80
60
40
20
0
Question 19: I am encouraged to
volunteer at my child's school.
160
140
120
100
80
60
40
20
0
Yes
No
Question 20: I am kept informed about
my child's progress in academics and
behavior at my child's school.
200
150
100
50
0
Agree
Dis agree
Neutral
Question 21: When I visit or phone the
school, I am greeted in a courteous
manner.
250
200
150
100
50
0
Agree
Disagree
Neutral
29
Question 22: School signs and diplays
are helpful, clear, and easy to locate.
200
180
160
140
120
100
80
60
40
20
0
Agree
Disagree
Neutral
Question 23: I feel comfortable
communicating with my child's
teacher.
250
200
150
100
50
0
Yes
No
Question 24: I feel comfortable
communicating with my child's
principal.
250
200
150
100
50
0
Yes
No
Question 25: I check my child's
backpack for teacher notes/ school
communication
250
200
150
100
50
0
Yes
No
30
Question 26: My child has access to a
computer with Internet at home.
160
140
120
100
80
60
40
20
0
Yes
No
IDEAS or SUGGESTIONS:
1. Parents who are visiting the school should not be allowed to tie up traffic.
2. Grades should not be based on class work. I could help them more if they had homework to
show what they are doing.
3. Need exploratory classes for middle school.
4. I would like to see monthly school wide newsletters.
5. Help for parents dealing with students with anger management problems.
6. Suggestion Box in office.
7. More teachers posting assignments online.
8. Before and after school tutoring.
9. Stronger math instruction. Send home examples home.
10. After school programs for average and gifted students.
11. More communication from middle school teachers.
31