Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
School Name:
White Sulphur Elementary School
School Mailing Address:
2480 Old Cornelia Hwy.
Gainesville, GA 30542
LEA Name:
Betsy Ainsworth
LEA Title One Director/Coordinator Name: Anna Sargent
LEA Title One Director/Coordinator Signature:
LEA Title One Director/Coordinator Mailing Address:
Hall County Schools
711 Green Street NW
Gainesville, Ga 30501
Email Address:
betsy.ainsworth@hallco.org
anna.sargent@hallco.org
Telephone:
(770) 532-0945
Fax:
(770) 531-2324
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 1 of 31
Date:
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
SWP/SIP Template Instructions
Notes:
 All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists all components/elements marked
as “Not Met” need additional development.

Please add your planning committee members on the next page.

The asterisk (*) denotes required components as set forth in Section 1114 of the
Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in
this document.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 2 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME
POSITION/ROLE
Betsy Ainsworth
Principal
Amy Bright
Assistant Principal
Michelle Palmer
Instructional Coach
Jessica Burce
Teacher/Parent
Sherry Carroll
Paraprofessional
Beverly Clark
Teacher
Deena Woodworth
Teacher
Javaye Stubbs
Teacher
Rashada Wood
Teacher
Lindsey Keef
Teacher
Phil Brooks
Teacher
Marsha Baucom
Media Specialist
Tracie Turk
Teacher
Evelyn Langston
Secretary
Susanne Croft
Counselor
Claudia Spinks
Parent Liaison
Christy Broome
Parent
Zulma Yount
Parent Outreach Coordinator
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 3 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
SIP Components
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
A. White Sulphur has developed its school-wide plan with the participation of individuals who
will carry out the plan. Those persons involved include Leadership Team members: Betsy
Ainsworth; Principal, Amy Bright; Assistant Principal, Michelle Palmer; Instructional Coach,
Jessica Burce; Kindergarten Teacher/ Parent, Beverly Clark; First Grade Teacher, Rashada
Wood, Second Grade Teacher, Lindsey Keef; Fifth Grade Teacher, Tracie Turk, Intervention/
Gifted Teacher, Deena Woodworth, Third Grade Teacher, Javaye Stubbs, Fourth Grade
Teacher, Evelyn Langston, Secretary, Phil Brooks, PE Teacher, Marsha Baucom, Media
Specialist, Sherry Carroll, paraprofessional, Susanne Croft, Counselor; and School Council
members: Christie Broome, parent, Claudia Spinks, parent liaison, and Zulma Yount, parent
outreach coordinator. These White Sulphur stakeholders were responsible for collecting,
disaggregating, analyzing and reviewing the assessment data as well as developing school
improvement goals based on current performance.
The WSES School Council meets four times a year to review data and school improvement
initiatives that are being implemented. The Council examines trends and makes suggestions
for future reform.
The PTO Board comprised of parents also meets on a regular basis to plan events, review the
calendar, plan budgets, and to plan school events that invite other parents to come in for
performances, meetings, and the yearly Walk-a-thon.
The WSES Leadership Team comprised of representatives from all grades and departments
meets once a month to develop and review Short Term Action Plans, which are based on the
WSES School Improvement Plan.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 4 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Claudia Spinks is the full-time Parent Liaison at WSES. We communicate all messages to
parents through a Monday Folder system. All Monday Folder items are translated into
Spanish. We also send home a translated parent newsletter once a month. All of these
documents are uploaded on to our website for easy access for all stakeholders.
B. White Sulphur used the following instruments, procedures, or processes to obtain this
information.

Criterion Referenced Competency Test Results (CRCT)

Hall County Benchmark Assessments

Directed Reading Scales (DRA)

Parent Survey Data

System Math Assessments

State Writing Tests

Classroom Performance Rubrics

GAPPS Rubrics for School Improvement
The individuals named above, along with grade level teams analyzed the instruments
mentioned above to set both year long and short term goals. Teams brainstormed and
discussed reasons for weakness, ways to address weakness and a plan for professional learning
and instruction was created for each grade level.
C. We only have three identified Migrant students at this time. All three will be provided with
60 minutes of extra tutoring twice a week by a certified teacher. Their individual needs will
be addressed based on our formative assessments and classroom teacher input.
D. We have used and reflected current achievement data based on the charts below which
include both DRA reading scores and CRCT data. We have also used Hall County’s Unit
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 5 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Assessments, monthly math checks, and teacher input to analyze student performance.
White Sulphur Elementary School strives to uphold the mission of Hall County School System:
Character, Competency, and Rigor…. For All. As a school, White Sulphur Elementary has
established our school level vision and mission that support and reflect our system beliefs and
goals.
The goals of White Sulphur Elementary School are focused on reading on or above grade level,
CRCT performance, and rigor. These goals are aligned to the goals of the Hall County School
System Balanced Scorecard.

90% of students will read at or above grade level based on the DRA-II

90% of students in Grades 3-5 will meet or exceed in all content areas of the CRCT

40% of students in Grades 3-5 will exceed in all content areas of the CRCT
WSES DRA On/ Above Reading Level
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2011
2012
2013
K
1st
2nd
3rd
4th
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 6 of 31
5th
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
WSES CRCT Meets & Exceeds Levels
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2011
2012
2013
Reading
English/
Language
Arts
Math
Science
Social
Studies
E. In the analysis of groups of students, based on our Alert School status, WSES needs to
focus on the achievement of our white subgroup students. In addition to this subgroup, we
have incorporated an Intervention/ Enrichment time at the end of the day four days a week to
address individual student achievement needs (LEAP Time).
F. The data has helped us to reach conclusions regarding achievement or other related data.
Hall County Benchmark Tests, and DRA analyses found that comprehension was lower than
decoding in every grade level. Students continue to have difficulty summarizing, or retelling
text even though an emphasis was placed on comprehension the last two year. Basic retellings
improved, but students continue to struggle with when to use strategies and to make inferences
or include details. Number sense is still a weak area in grades K-2. A root cause analysis
indentified several factors which contributed to the low comprehension scores.
-
For the three years before 2009-2010, White Sulphur participated in
Reading First. An emphasis in both time and instruction was placed on
decoding. Comprehension and Writing were not focused on during this
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 7 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
time.
-
Many teachers were not utilizing data to implement guided reading groups.
Individual student needs were not being addressed.
-
The new Common Core Standards require students to think and explain their
thinking on deeper levels. We have not been asking students to think on
deeper levels and have not been taking the time to require students to
explain their thinking.
Students scored about evenly on all domains of the writing test. An analysis indicated that
many teachers were still not comfortable with the Writer’s Workshop model and were
spending time on worksheets and grammar drills.
Students continue to score lower on word problems than on other types of mathematical
questions, although, their use of bar modeling has improved from last year. A root cause
analysis, along with an examination of the CRCT content descriptors indicated that:
-
Reading comprehension was interfering with understanding of the problems.
-
Students struggled with Data Analysis questions that required inferring.
-
Teachers are not supplementing Singapore Math as needed.
-
Depth of Knowledge questions are kept at levels 1 and 2 in a majority of
math instruction and activities.
CRCT/Writing Test Analysis indicated the following strengths and weaknesses in each grade
level.
3rd : Reading
Strengths:
Reading Skills
Weak Areas: Literary Comprehension, Vocabulary
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 8 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
ELA:
Strengths:
Ideas
Weak Areas: Organization, Conventions, Research,
Writing Process
Math:
4th: Reading:
Strengths:
Geometry, Numbers and
Operations
Weak Areas: Measurement, Data Analysis
Strength;
Literary Comprehension, stamina,
identifying just right books
ELA:
Weak Areas:
Inferences with support, Dictionary Sk.
Strength:
Fact and Opinion, ideas, conventions,
writing stamina
Weak areas: Grammar, Sentence Construction
Math:
5th : Reading
Strengths:
Addition, Subtraction
Weak Areas:
Multi step word problems, order of
operation, multiplication facts.
Strength:
Literary Comprehension,
Compare/contrast characters
Weak Areas: Cause/effect, chronological order,
Drawing on information from multiple
print or digital sources
ELA:
Strengths:
Conventions, parts of speech, writing
style, paragraph organization
Weak Areas: On demand writing, prompts, ideas,
identifying extraneous information.
Math:
Strengths:
Data Analysis
Weak Areas: Converting different measurements
applying formulas for volume and area
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 9 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
G. Parent involvement surveys indicated that parents were interested in the following.
-
Parent/Student Activity based curriculum nights
-
Financial assistance in coming to school
-
Receiving supplemental information to assist students at home with
academic tasks.
H. Through this needs assessment, we recognized the need to focus our improvement planning
on the following:

Workshop Model training and support for all reading teachers with a focus on using
data to drive small group instruction. Our instructional coach will meet with each
teacher individually to analyze student DRA scores and plan for small group instruction
based on the DRA data. Lessons will be planned collaboratively based on the CCGPS
and will include DOK levels 3 and 4 when possible.

A focus on Math workshop. Lessons will be modeled and collaborative planning
sessions will be held with the instructional coach to look at student work and to discuss
strategies.

Teachers will participate in coaching labs that focus on research based math and
reading instruction to addresses the CCGPS.

Each grade level will select and implement short term goals to address weaknesses
based on the data listed above.

The technology team will present new technology to improve instruction and student
engagement to the staff.

Technology professional learning will be offered to teachers who have received new
technology over the summer.

Our Parent/ Community committee will meet monthly to plan and implement activities
designed to involve our parents and the community.

We will continue our emphasis on the Leader in Me leadership habits for our students
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 10 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
and our parents.

We will continue to focus on Wellness and limit outside food and food as incentives to
improve student health.

We will increase the amount of co-teaching in SpEd, ESOL, and Intervention classes.
These teachers will be offered co-teaching training.
Along with the goals above, student achievement goals have been set as indicated in the Hall
County School Improvement Plan Document placed at the beginning of this notebook.
*2. Schoolwide reform strategies that are scientifically researched based.
Response:
White Sulphur Elementary School has implemented the Common Core Georgia Performance
Standards and is working to improve the effectiveness of our standards-based classrooms. In
classrooms, teachers implement a variety of strategies to address the needs of all of the students
in their classrooms. All strategies listed below are researched based . Strategies include:

Hall County Balanced Literacy Framework which address all researched areas of literacy

Reader’s Workshop

Math Workshop

Wilson Fundations

Good Habits, Great Readers

Making Meaning

Singapore Math Instruction and Every Day Counts Calendar Math

Writer’s Workshop

Flexible Grouping as Needed

Collaborative Planning for Teachers

Co Teaching with Special Education, Intervention, and ESOL Teachers
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 11 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*2.
Schoolwide reform strategies that are scientifically researched based.
 Modeling and Scaffolding of Instruction

Hall Connect Blended Learning Projects

Depth of Knowledge (DOK) assignments and lessons
2(a). Schoolwide reform strategies that provide opportunities for all children in the school
to meet or exceed Georgia’s proficient and advanced levels of student performance.
Response: The ways in which we will address the needs of all children in the school particularly
the needs of students furthest away from demonstrating proficiency related to the State’s
academic content and student academic achievement standard are Instructional Extension, EIP
and Intervention support, RTI support, Special Education and ESOL services.
In addition to the classroom strategies listed above, each grade level has a daily intervention time
(LEAP) to address the individual RTI needs of each student. Intervention strategies include
Wilson Phonics, Touch Math, Write Group Intervention Program, Lexia, Symphony Math,
Renzulli, Touch Phonics, and additional small group instruction. Data for each student is
collected on a regular basis to monitor achievement and adjust instruction as needed. Students
who would benefit from Enrichment activities are offered these during LEAP time as well.
2(b). Are based upon effective means of raising student achievement.
Response: Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting
our effective methods and instructional practices or strategies used at WSES.
All students are expected to meet or exceed the Common Core Georgia Performance Standards.
White Sulphur Elementary strives to meet the goals of ESEA by providing quality education to
all students. We do this by using research based strategies. The center of this research is
Marzano’s book which was published in 2003. What Works in Schools: Translating Research
into Action. This book provides a meta-analysis of research for the past 30 years about the
effects of leadership on student achievement.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 12 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
The essential components of beginning reading instruction are: Phonemic Awareness, Phonics,
Fluency, Vocabulary, and Text Comprehension. These five components are explicitly taught
daily in whole group and small group settings. Students are identified through benchmark
testing and progress monitoring throughout the year. These processes help us to determine how
to group students during small group instruction.
A review of research indicates that effective schools engage in the following best practices, and
WSES adheres to these practices:
1. Writing across the curriculum.
2. Enhancing the involvement of parents within the school. Research supports that children
are more eager to lean and participate in school if they see their parents interested in their
learning (Epstein, 2001).
3. Maintaining open communication between school and parent is an important part of a
successful environment.
4. When teachers collaboratively examine student work, instruction improves.
5. Objective and Subjective data should be used to develop a school culture that focuses on
data-driven instruction.
6. Students should be taught to develop a mastery of skills rather than a memorization of
facts (Frieberg & Driscoll, 1996).
7. Professional learning for staff should be job-embedded and should be ongoing throughout
the year (Fogarty & Pete, 2007).
The National Council of Teachers of Mathematics (NCTM) finds that effective mathematics
instruction allows for problem-solving to occur in context and real world situations, allow
students to experience open-ended questions, math journals, and complete performance tasks.
That is why our school has adopted Singapore Math school wide in grades Kindergarten through
fifth grade. Singapore Math training and collaboration meetings are provided for teachers at
both the school and county level to support the ongoing implementation of the inquiry based
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 13 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
instruction that the program provides to students.
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
Response: White Sulphur increases the amount and quality of learning time by providing a
double dose of reading, math, or writing through our grade level intervention periods. We
provide after school tutoring through our instructional extension program. In June we offered
summer school to students completing grades K-4th. Title 1 reading materials, including, but not
limited to Fountas and Pinnell’s Leveled Literacy Intervention and Rigby Intervention by Design
have been purchased to be utilized in providing differentiated support that is not used by the
regular classroom teacher.
2(d). Address the needs of all children, particularly targeted populations, and address how
the school will determine if such needs have been met and
are consistent with improvement plans approved under the Elementary and
Secondary Education Act of 1965 (ESEA).
Response: The majority of students in our school are included in a targeted population. We set
goals and monitor goals for each grade level every 45 days. Individual goals are set and
monitored through our intervention classes and RTI procedures.
*3. Instruction by highly qualified professional staff.
Response: All teachers at White Sulphur Elementary meet the federal definition of highly
qualified. The chart below represents the breakdown of year’s experience, degrees held, along
with special endorsements or certifications.
Years of Experience:
0-3 Years
7 Teachers
4-10 Years
11 Teachers
10+ Years
19 Teachers
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 14 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*3. Instruction by highly qualified professional staff.
Highest Degrees Earned
Bachelor’s Degree
13 Teachers
Masters Degree
13 Teachers
Specialist Degree
11 Teachers
Other Endorsements/Certifications
National Board Certification
3 Teachers
Reading Endorsement
13 Teachers
Gifted Endorsement
2 Teachers
ESOL Endorsement
5Teachers
Special Education Certification
7 Teachers
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response: We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. The Hall County School System Supports Title I schools in
their efforts to attract highly qualified teachers. They provide a system-wide website which
includes interview scores and Gallup Insight scores for principal review. Candidates are
screened and rated by groups of principals and high quality applicants are referred to schools.
In order to attract highly qualified teachers, White Sulphur:

Provides tours and interviews for perspective teachers.

Maintains a School Website to highlight our accomplishments and activities.

Participates in district recruitment efforts.

Establishes a reputation with community partners (e.g., Northeast Georgia Medical
Center, Community Bank and Trust, New Holland Baptist Church, Junior League food
program) that fosters teacher recruitment.

Works with local higher education programs to provide student placement opportunities.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 15 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
 Solicits parent and community volunteers to work with students and staff on academic
initiatives.
White Sulphur does not have certification deficiencies to address at this time.
*4. Professional development for staff to enable all children in the school
Response:
A.We have included teachers, principals, paraprofessionals and, if appropriate, student services
personnel, parents, and other staff in our staff development that addresses the root causes of our
identified needs.
White Sulphur Elementary is committed to providing job-embedded professional learning for all
staff members and stakeholders throughout the year. The Instructional Coach, along with the
principal and assistant principal plan, prepare and present professional learning based on the
school improvement plan. Professional learning is held twice a month at extended Monday
afternoon meetings, throughout the school day once or twice a month during teachers’ planning
times, and on system Professional Learning days when needed. The coach also attends grade
level planning meetings to assist teachers with implementation of strategies and analysis of
student work. The instructional coach provides modeled lessons for classroom teachers.
Professional development tracts were developed based on staff survey results in the areas of
Differentiation, Technology, and Workshop Models.
Four parent curriculum nights are held in the areas of curriculum, reading, math, science and
technology to provide parents with strategies for assisting their children at home. Activities are
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 16 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*4. Professional development for staff to enable all children in the school
shared for parents to complete with their children. For example, parents are taught math and
reading games, provided with a family writing journal and shown how to integrate science into
every day activities.
Staff professional learning is provided in the areas of common core standards in math, literacy,
and technology. Based on our data, differentiation, technology, and workshop model are a focus
for this school year through Monday staff meetings, Wednesday grade level meetings, short term
action plans and system Professional Learning student holidays. Each month, we focus on
reading, math, technology, or writing instruction. Specific strategies are provided in the school
improvement plan to target all tiers of instruction and intervention.
B.We have aligned professional development with the State’s academic content and student
academic achievement standards. All professional learning is based on our school improvement
plan which is aligned to State and System goals and Common Core Georgia Performance
Standards. In addition to our weekly collaboration meetings that focus on planning for the
implementation of the new standards, the following topics have been a part of the ongoing
professional learning at White Sulphur Elementary School:

Balanced Literacy

Reader’s Workshop

Guided Reading

Running Records

DRAII

Writer’s Workshop

Differentiation

Literacy Centers

Singapore Math/Bar Modeling

Calendar Math
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 17 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*4.
Professional development for staff to enable all children in the school
 Calendar Math – Partner Games

Learning Technology – Blended Learning Activities

Effective Co-teaching

Looking at Student Work

Math Workshop
C.We have devoted sufficient resources to carry out effectively the professional development
activities that address the root causes of academic problems. Professional development activities
are job-embedded and held during teachers’ extended planning time. The instructional coach
provides training in reading, writing and math, model lessons and assists teachers with planning.
Teachers receive the time they need to implement activities in their classrooms with the support
of the instructional coach and media specialist. The administrative leaders also provide training
and additional support through observations and feedback for teachers as they carry out the
activities learned. Teachers are also provided subs to cover their classrooms in order for them to
observe other teachers in our school and at other schools as well as participate in two half day
CCGPS collaborative planning sessions. Administrators follow up these training sessions with
grade level meetings, walk-throughs, and examination of student work. County and Title I
professional learning funds are combined to address our professional learning needs.
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 multiple
All staff are trained in assessment techniques and are supported through data collection as well
as analyzing the data collected. Teachers are instructed in the administration and use of DRA
and running records in order to analyze reading strategies and habits used by students. Our
instructional coach meets with each teacher and grade level to analyze DRA scores and plan
instruction based on the data. Administrators meet with grade level teachers each month to
analyze data and review short term action goals.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 18 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*4.
Professional development for staff to enable all children in the school
Teachers are supported in the prescription of skills and strategies in order to help students
improve in the area of reading. Students are tested in the areas of decoding, vocabulary, fluency,
and comprehension and receive help in the areas of individual weakness. Staff are also trained in
analyzing the results of unit assessments and RTI screenings. Teachers are also supported as
they create performance-based assessments to match standards for the state of Georgia.
*5. Strategies to increase parental involvement.
Response: White Sulphur has involved parents in the planning, review, and improvement of the
comprehensive school-wide program by meeting with our Title I parent committee to create,
review, and revise the parent involvement section of the plan. All parents are invited to
participate in the review and revision of the policy. The plan is shared at an annual school-wide
parent meeting and sent home in both English and Spanish, along with a letter inviting comments
and suggestions. The plan is also posted on the school website.
We have developed a parent involvement policy included in our appendices that

includes strategies to increase parental involvement (such as family literacy
services)

describes how the school will provide individual student academic assessment
results, including a interpretation of those results

makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)

compacts required – include with policy

Parent Involvement checklist included
White Sulphur has developed a parental involvement policy that aligns to our system policy. Our
policy includes:
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 19 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan

Strategies to increase parent involvement and to inform parents such as monthly parent
meetings and activities, four curriculum nights focusing on curriculum, reading, math,
and, science and technology, meeting with the instructional coach to explain the CRCT,
monthly meetings conducted in Spanish, school newsletter and website, and a
parent/student handbook;

Annual Title I Parent Meetings/ school-wide data review;

Availability of Title I plan for parent and public review;

Use of telephone and email system to keep parents informed;

Use of administrators, teachers, parent liaison, and instructional coach to explain test data
to parents;

Special speakers and visitors on subjects such as Student Leadership Emphasis, Cyber
Safety, and SafeKids;

All class and school communications are sent home in both English and Spanish;

Parent activities are scheduled based on the Parent Liaison’s parent survey needs;
A half time Parent Liaison coordinates the following activities:

Setting up parent conferences;

Notifying parents about special activities and opportunities for them to participate in
school and classroom activities;

Interpreting for teachers and administrators when needed;

Monthly meetings for Spanish speaking parents based on their needs as indicated in
annual parent survey
Parent Feedback has been gathered through PTO, School Council, school parent survey, and the
Parent Liaison’s survey to Spanish speaking parents.
*6.
Plans for assisting preschool children in the transition from early childhood programs to
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 20 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
local elementary school programs.
Response: Following are WSES plans for assisting preschool children in the transition from
early childhood programs. Also included are transition plans for students entering middle school
or high school and entering form private schools plus students entering our school throughout the
school year.

Kindergarten teachers assess children who register for kindergarten to determine
strengths and areas of need. They use this information to determine instructional goals
during the school year.

Kindergarten teachers meet with parents of upcoming kindergartners in May for
orientation, to give the parents a tour of the facility and preview the curriculum. This also
gives the parents an opportunity to ask questions and share concerns about their young
children.

The kindergarten teachers prepare and distribute a packet of information that contains
kindergarten expectations. The children are able to work through the packet with their
parents during the summer and become familiar with the type of information they will
need to learn (i.e. Shapes, colors…).
Elementary to Middle School Transition

Fifth grade students participate in goal setting guidance lessons which include looking at
grades, CRCT scores, cost of living, and career interests. These lessons give them the
opportunity to see how the decisions they make now can affect their future and give them
more ownership of their own learning.

The middle school counselor brings a group of sixth grade students to White Sulphur to
share their middle school experiences with our fifth graders. They also share important
information about the day in the life of a middle school student.

The fifth grade students, teachers, and counselor participate in a tour of the middle school
to become familiar with the facility and the programs.

Parents of rising sixth graders participate in an orientation program that allows them to
visit the middle school, hear about the academic programs offered, and ask questions
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 21 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
about any concerns they have.

When the students get to the middle school, the counseling department offers programs to
the parents about the changes that the children go through during this stage of
development and how to deal with them.
*7.
Measures to include teachers in the decisions regarding the use of assessment to provide
information on, and to improve, the performance of individual students and the overall
instructional program.
Response: At White Sulphur Elementary, teachers are involved in most decisions regarding the
use of academic assessments. Their involvement includes:

Data conferences with Administration and Instructional Coach to discuss and review
grade level trends and how to use the data to guide instruction, plan for student needs and
provide support for teachers.

Reviewing data from CRCT, Georgia Writing Test, Hall County benchmark, Hall County
unit assessments, and DRA, assessments to determine grade level strengths and
weaknesses to guide instruction and to set short term action goals.

Use of classroom data to guide decisions and confer with parents about RTI based on
student needs and progress monitoring.

Standards Based Report Card grades (1st -3rd) development of Common Assessment
Maps and assessments for each nine week period.

Using data to set short term action goals derived from identified student deficiencies
reflected on CRCT, DRA and Hall County Benchmark Assessments.

Creation of classroom assessment used to measure progress towards short term action
goals.

School Improvement Teams meet monthly to guide school improvement decisions
(Leadership Team, RTI Team, Curriculum Team, Technology/ Enrichment Team).

Committees which meet monthly to guide school initiatives (Student Leadership,
Wellness, Sunshine, Parent/ Community).
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 22 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*8. Coordination and integration of Federal, State, and local services and programs.
Response: White Sulphur uses federal, state, and local services and programs through Title I,
Title II, Title III funds, EIP, and State and local pupil expenditures (based on FTE) to enhance
the instructional program. Federal, state and local professional development funds are used for
teacher training and materials to increase student achievement. SPLOST (special local option
sales tax) funds are used for building improvements. Title I funds are used for various
instructional needs like supplies, leveled reading materials, etc., professional learning funds,
parent involvement funds and extra personnel (1 Instructional Coach, 1.5 Intervention
Teachers). In addition to these salaries, Title I funds our Summer School Program and Parent
Involvement Program. Title III funds support our ESOL Teachers, Parent Liaison, Migrant
Parapro and basic supplies for the ESOL Program. Every grade level had input into the budget
process based on needs by submitting a list of materials, equipment, resources, software, and
technology equipment to be used to implement our goals and impact student achievement.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
Response: White Sulphur Elementary uses federal, state and local funds and programs including
- Title I
- Title II
- Title III
- EIP
- Technology funds
- Rigor funds
- State instructional extension funds
- State instructional funds
- State Professional learning funds
- Migrant education funds
- SPLOST funds
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 23 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
- Business partner donations
Pioneer RESA provides support service to our school as follows:

Services that promote continuous school improvement planning, building system
capacity to sustain change and to connect school improvement plans to system goals.
This includes the grade level and teacher growth reports.

Alpine Program

Georgia Learning Resources System

Technical Services

Endorsement Trainings for Gifted, ESOL, Science, and Reading

Cooperative Purchasing
In addition, White Sulphur has many supports provided by the Hall County School System with
information provided on www.hallco.org on the following topics:

System Unit Assessments

Hall Connect Resources for TKES, CCGPS

Balanced Literacy and Math Support with Instructional Coach

Standards-based Report Cards

Infinite Campus (Student Information System)

Data, Technical, and Assessment Systems

School Nurse Program

RTI Training and Support

ESOL

Students with Disabilities Information

Rigor Specialist

Student Support Services offered through Hall County Board of Education comprises of
services provided by a School Social Worker, School Psychologist, Resource Officers,
Safe Schools
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 24 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan

Counseling program has certified counselors who help students by assisting them in
making decisions and changing behaviors.
8(b). Description of how resources from Title I and other sources will be used.
Response: Title I funds will be used to pay personnel- a Title I Instructional Coach and 1.5
certified teachers. Title I funds will also be used to pay for supplemental instructional materials,
books, and resources that promote parent involvement and parenting materials for parent
workshops and meetings. In addition, Title I funds will be used to provide additional technology
to support blended learning in all classrooms. Title I funds provide additional professional
learning funds for teachers to meet and observe in other schools. We have supplied our leveled
library with content materials at all levels for teaching content areas with leveled books.
Local Staff Development funds will be used to pay for teacher training in the areas of
technology, co-teaching, reading, writing, mathematics, and differentiation.
SPLOST funds have been used to upgrade existing technology through the purchase of new
computers for students and projection systems and technology for classrooms.
State media funds will be used to purchase books, periodicals, audio-visuals, and equipment.
State and local per pupil expenditures (based on FTE) will be used to enhance the instructional
program in compliance with specified guidelines.
PTO funds will be used to encourage and increase parent participation within the school, provide
needed materials for the instructional programs, and incentives for student achievement.
Donations from our community partners will assist in the implementation of our “Learning
Through Leadership” initiative which focuses on character education and leadership traits.
8(c). Plan developed in coordination with other programs, including those under the School-toWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 25 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Response: This plan was developed in coordination with parents, teachers, and central office
staff.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response: We are providing activities to ensure that students who experience difficulty
mastering proficient or advanced levels of academic achievement standards shall be provided
with effective, timely additional assistance. White Sulphur addresses the needs of students
experiencing difficulty with a number of effective means. We utilize the co-teaching/ inclusion
model when possible with Special Education, Intervention, Early Intervention, and ESOL
teachers. These push-in models allow for smaller teacher to student ratios and increase teacher
attention with students. In addition to these interventions, we have afterschool support for
struggling students through After School Extension.
Student progress is monitored every 4 to 6 weeks to be sure that interventions continue to be
appropriate for each student. Many sources of data are used to make instructional program
decisions. In Reading, DRA-2, Running Records, Unit Assessments, and Formative/Summative
Assessments are used to determine specific needs of our students. Using these sources of data,
teachers identify students needing intervention or enrichment. Enrichment and intervention
activities are provided in the areas of math, reading, and writing. LEAP time for 45 minutes
Monday- Thursday afternoons allows for teachers to individualize enrichment and intervention
activities by grouping students by need with the support of additional staff. Reading and Math
Campaigns, before school services, Breakfast-in-the-Classroom, After School Extension, Lexia
Learning, Symphony Math, Wilson Reading, Fundations Phonics, Touch Math, Readers Theater,
Character Education, ADVANCE, 4-H, Junior Achievement, and the Online Assessment System
are various programs that are used in our school.
Small group instruction with needs based learning is used daily in our classrooms. DIBELS
data and/or running records are done through progress monitoring in classrooms. DRA-2 is used
as a benchmark reading assessment and completed 2-3 times yearly. DRAs are completed in
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 26 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
September, January, and March. Teachers teach based on what students need. This type of data
drives instruction and is based on student need. This data is evaluated by our instructional
reading coach, teachers, and administrators regularly. Students will move from one small group
to another to meet their needs as the year progresses. Reading and Math goals are in place and
students are expected to meet or exceed by the end of the year according to the Common Core
Georgia Performance Standards.
A detailed Response to Intervention (RTI) Program has been implemented at White Sulphur to
provide assistance for students having academic or behavioral difficulties. The Pyramid of
Intervention framework is used by teachers, administrators, counselors, and parents to provide
students with an individually designed intervention plan and to help students master specific
skills. Instructional teams collaborate to provide research-based instructional strategies to help
students who are experiencing academic, behavioral, and/or speech problems. The team meets
regularly throughout the tier process to evaluate the effectiveness of each intervention in helping
students become more successful in meeting the standards. Research shows that student growth
is increased when evaluation results are used to guide continued instruction (Wiggins &
McTighe, 2005). Progress monitoring throughout the tier process, allows educators to determine
if students are increasing their skills as expected, or if they need additional instructional
interventions to enable them to increase academic success. Interventions are implemented during
LEAP time as mandated by the master schedule throughout the week.
9(a). Measures to ensure that students’ difficulties are identified on a timely basis.
Response: White Sulphur offers instructional activities to guarantee success for students who
experience difficulty mastering the Common Core Georgia Performance Standards. These
activities are provided in an effective and timely manner. Student progress is monitored every 4
to 6 weeks to be sure that interventions continue to be appropriate for each student. Each grade
level has a daily intervention time (LEAP) built into the schedule to ensure that every student
receives needed assistance daily. Interventions are targeted to individual student needs and are
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 27 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
monitored for effectiveness. Intervention strategies include the following.

Daily grade level intervention groups

Reading, Math and Writing intervention teachers

Instructional extension – after school

School counselor conducts group counseling sessions for common needs (e.g. friendship,
grief, divorce, anger management)

School social worker to address absenteeism or major family issues

Volunteer mentors who work/visit with students on a weekly basis

Before school tutoring groups for students provided by teachers
9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance
for identified difficulties.
Response:
The Instructional coach meets with teachers three times a year to review
procedures for administering and interpreting DRA and Math Screeners. Administrators meet
with teachers every month to analyze data and set short term action goals for individuals and
grade levels. Teachers are also provided with training on how to give running records and how
to collect and use anecdotal records. The Instructional Coach and Assistant Principal meet and
plan with grade levels to suggest and provide guidance on intervention strategies through the RTI
process. The Assistant Principal leads an RTI committee and the Instructional Coach leads a
Curriculum committee. Both committees are conducting book studies to stay abreast of recent
research related to providing identifying student needs.
9c). Teacher-parent conferences that detail what the school will do to help the student, what the
parents can do to help the student, and additional assistance available to the student at the
school or n the community.
Response: Each year, WSES will invite parents to conferences in a two-week window twice
(once in the fall and once in the spring). In addition to our regularly scheduled parent
conferences, teachers, coaches and an administrator meet with the parents of each student during
the RTI process to develop detailed plans for intervention. Parents are provided with suggestions
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 28 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
on how to help their students at home. Our school counselor attends meetings when needed and
provides recommendations for community resources such as mental health counseling, tutoring,
and after-school programs.
School administrators call or meet with parents when students receive behavioral referrals.
Individual behavior plans are created and reviewed with students who experience continued
behavioral difficulties.
10.
Description of how individual student assessment results and interpretation will be
provided to parents.
Response:
In addition to parent conferences held twice a year and RTI meetings held every
4-6 weeks, parents are provided with progress reports and report cards once each nine weeks.
Teachers send home graded student work each Monday in our “Monday Folders”. A CRCT
information meeting is held each year to explain the test and the student reports. Parents of
students receiving testing accommodations are met with once a year to explain the
accommodations (in Section 504, IEP, or TPC-ELL meetings).
11.
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response: At the beginning of each year, administrators meet with grade level teams to
disaggregate spring test data. Teachers are provided with CRCT and DRA data. Student
subgroups, along with individual student scores, are analyzed for strengths and weakness.
School goals, along with short term action plan goals are created based on the data. Intervention
strategies targeted to improvement are developed.
Grade level and support teams meet each month with administrators for “Data Chats”. At these
monthly meetings aggregated and disaggregated data is examined in order to target interventions
to student needs. Each grade level picked “Top Ten” students performing on the bubble of grade
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 29 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
level or above grade level to monitor closely throughout the year.
The Leadership Team meets monthly to develop and review Short Term Action Plans based on
data and the School Improvement Plan. Short Term Action Plans are created each 45 days.
12.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response: In compliance with Georgia Department of Education and ESEA legislation, the
instrument used to measure student achievement is the Georgia Criterion Referenced
Competency Test (CRCT). The assessment has been proven valid and reliable. Beyond the
CRCT, the school administers the Developmental Reading Assessment- 2 (DRA), a nationallynormed assessment, to measure and analyze reading achievement.
13. Provisions for public reporting of disaggregated data.
Response: Disaggregated data is published on the Governor’s Office of Student Achievement
Website, http://www.gaosa.org/ for public review. Our school system also publishes testing
data on the school system website.
A Title I information meeting is held each year at the school and test results from the previous
year are reviewed with parents and stakeholders.
14.
Plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to
develop and implement the schoolwide program.
Response: An updated plan is created by WSES stakeholders each fall based on information
collected during the previous year.
15.
Plan developed with the involvement of the community to be served and individuals who
will carry out the plan including teachers, principals, other school staff, and pupil service
personnel, parents and students (if secondary).
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 30 of 31
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Response: The White Sulphur Title I plan is developed in conjunction with the school
improvement plan. Teams of teachers examine data and set goals. The plan is shared, critiqued
and revised during School Council meetings, Leadership Team meetings, parent committee
meetings, and LEA meetings.
16. Plan available to the LEA, parents, and the public.
Response:
The Title I plan will be made available online to parents and community stakeholders. A hard
copy of the plan will be available in the front office. Upon request within a reasonable
timeframe, the plan will be made available in hard copy.
17.
Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response: The Title I plan will be translated into Spanish by our Parent Liaison in order for our
Hispanic parents to access the plan for White Sulphur Elementary.
18. Plan is subject to the school improvement provisions of Section 1116.
Response: WSES will comply with this statute. We will supplement, not supplant, the amount
of Title I funds that would, in the absence of Title I funds, be made available from non-federal
sources for the school.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 31 of 31