Elementary School Title I Schoolwide Plan for Riverside Primary School Name of School

Written/Revised during the School Year: 2015- 2016 for the 2016-2017 School Year Plan Submitted: June 30, 2016 August 5, 2016

Dr. Doris Billups-McClure Principal’s Signature (Required)

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Title I Schoolwide Plan Planning Committee Members for Schoolwide Plans Review Date of Meeting: June 1-2 Name of School Riverside Primary School

NAME

POSITION/ROLE/PARENT

Dr. Doris Billups-McClure

Principal

Mrs. Seba Wright

Secretary, PTA

Dr. Amy Ford

Academic Coach

Ms. Darnisha Johnson

School Leadership Intern

Dr. Virginie Jackson

Literacy Specialist

Ms. Dana Pierro

Teacher

Ms. Suzanne Martin

Teacher

Mr. Jeffery Andrews

Custodian

Mrs. Alecia Carter

Media Specialist

Mrs. Tameka Stanley

Bookkeeper

Dr. Ramonia Cooper

Assistant Principal

Mrs. Veronica Bantum

Teacher

Mrs. Erica Anderson Mrs. Annette DangerfieldLewis

SSA

SIGNATURE

Parent Facilitator

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Table of Contents 1. Comprehensive Needs Assessment A. Participation of Individuals…………………………………………… B. Instruments, Procedures, or Processes………………………………… C. The Needs of Homeless, Neglected, and Migrant Children…………… D. Current Achievement Data…………………………………………….. E. Information about All Students………………………………………... F. Data, Conclusions (Summary of Needs)……………………………… G. Measurable Goals/Benchmarks………………………………………... H. H. Reform Strategies That Are Scientifically Researched 2. Schoolwide hhh A. Schoolwide Reform Strategies That Provide Opportunities For All I. Children……………………………………………………………….. J. Conclusions……………………………………………………… B. Data, Effective Means of Raising Student Achievement……………………. K. C. Effective Instructional Methods That Increase Learning Time………... D. Address the Needs of All Children…………………………………….. 3.

Instruction by Highly Qualified Professional Staff

4. Professional Development For Staff A. Include Teachers, Principals, Paraprofessionals, and Others………… B. Aligned Professional Development with the State’s Academic Content………………………………………………………………… L. C. Professional Development Activities that Address the Root Causes….. M. Goals/Benchmarks………………………………………... D. Measurable Include Teachers in Professional Development Activities Regarding the Use of Academic Assessments…………………………………….. E. Schools Yearly Professional Development Schedule…………………. ……………………………………………….. 5. Strategies to attract high-quality highly qualified teachers to high-need schools 6. Strategies to Increase Parental Involvement A. Involved Parents in the Planning of the Comprehensive Schoolwide Program………………………………………………………………... B. Parent Involvement Policy and Parent Compact………………………

Pages 5 5 5 5 6 11 11

12 14 15 15 15

16 16 16 16 16

19 119 TBA

7. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………….

23

8. Measures to Include Teachers in the Decisions Regarding the Use of Assessment……………………………………………………………………..

23

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9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis…………………………………………………………… B. Periodic Training for Teachers in the Identification of Difficulties…… C. Teacher-Parent Conferences…………………………………………… 10. Coordination and Integration of Federal, State, and Local Services and Programs A. List of State and Local Educational Agency Programs and Other Federal Programs that will be Included……………………………… B. Description of How Resources from Title I and Other Sources will be Used…………………………………………………………………… C. Plan Developed in Coordination with Other Programs……………….. 11. Description of how Individual Student Assessment Results will be provided to parents………………………………………………………………………. 12. Provisions for the Collection and Disaggregation of data…………………….

23

24 24 25

13. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable…………………………………………………………………………

25

14. Provisions for Public Reporting of Disaggregated Data………………………

25

15. Plan Developed During a One-Year Period…………………………………...

26

16. Plan Developed with the Involvement of the Community to be Served………

26

17. Plan Available to the LEA, Parents, and the Public…………………………... 18. Plan Translated………………………………………………………………...

26 26

19. Plan is Subject to the School Improvement Provisions of Section 1116 ……...

26

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1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement. 2. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were….The ways they were involved were: A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were members of the leadership team that included regular and special education teachers from kindergarten, first grade, ESOL, counselors, media specialist, paraprofessionals, parents, and administrators. B. Members of the leadership team and members of their team were involved by collecting math, reading, and writing data, analyzing the results, and reporting the results to members of the staff. In addition, members from the climate team analyzed the results of survey from parents and reported out to staff. Data gathered from parent surveys revealed the impact programs offered at the local school supported them and the needs of their child. Next, members from the School Improvement Team lead brainstorming sessions to determine the strengths of the strategies used to improve learning and the ones that were not successful. Through these brainstorming sessions, staff and members of the community were able to determine goals for the 2016-2017 school year, strategies needed to improve teaching and learning, projected cost of services and programs, and ways to enhance involvement from community stakeholders. C. We have taken into account the needs of homeless, neglected, and migrant children to have equal access to a free and appropriate education. The plan also promotes high academic performance for all students. Following the guidelines under Administrative Rule JFABD of the CCSD, students entering Riverside who are homeless, neglected and migrant children are enrolled with the support of the school clerk. The enrolling parent/guardian is provided the residency statement form to complete and the form is forwarded to the district’s homeless liaisons to determine eligibility as defined by the criteria under the aforementioned rule. Enrollment for the identified population is not delayed. With the support from the homeless liaison and the school social worker, families are put in contact make with a variety of agencies to ensure that students attend school, have the appropriate academic tools for learning, provided access to Federal lunch program, participate in after school and extended day program to accelerate and remediate student learning, and offered transportation to get their children to school. “All homeless, neglected, and or immigrant students will receive services by any program for which they qualify.” D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. The following measures were used to report student performance: Georgia Kindergarten

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Inventory of Developing Skills (GKIDS) DRA2, Lucy Calkins Writing Rubric, local developed math tool, Scholastic Math and Reading Inventories. See data tables below:

GKIDS

Riverside

Cobb

2014 2015 2016

2014 2015

2016

Reading

78.7%

80.9%

78.1%

80.2%

80.8%

81.0%

Writing

68.1%

76.7%

70.9%

76.4%

76.1%

76.1%

Listening/Speaking/Viewing

83.7%

84.5%

82.7%

84.1%

84.4%

84.2%

Language

72.8%

77.3%

73.5%

77.0%

77.2%

77.5%

English Language Arts Total

76.3%

79.6%

76.0%

79.0%

79.2%

79.5%

Chart 1. GKIDS Literacy

GKIDS

Riverside

Cobb

2014 2015 2016

2014 2015

2016

87.7%

86.5%

84.5%

88.6%

88.5%

88.9%

83.6%

85.2%

77.7%

77.7%

81.1%

82.7%

68.3%

71.9%

62.0%

73.8%

74.1%

72.6%

75.6%

92.1%

81.1%

87.9%

88.9%

88.1%

Geometry

85.8%

90.0%

84.4%

87.5%

87.6%

Math Total

85.1%

87.2%

81.8%

86.1%

86.3%

Counting Cardinality Operations and Algebraic Thinking Number & Operations in Base 10 Measurement & Data

86.9% 86.5%

Chart 2. GKIDS Math

Grade K 1

DRA2 % On Grade Level 2013-2014 2014-2015 2015-2016 61%

63%

63%

57%

63%

62%

Chart 3. DRA2

Lucy Calkins Writing % Proficient Grade 2013-2014 2014-2015 81% 77% K 1

72%

89%

2015-2016 78%

86%

Chart 4. Lucy Calkins Writing

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Math Problem Solving %Proficient Grade 2013-2014 2014-2015 90% 85% K 64%

1

93%

2015-2016 90%

72%

Chart 5. Math Problem Solving

Grade K K 1 1

Test

Scholastic Math Inventory – FY16 % Below Basic % Basic % Proficient

% Advanced

1st Test

31.2%

50.6%

15.6%

2.6%

2nd Test

24.4%

33.3%

27.4%

14.9%

1st Test

19.9%

52.2%

25.6%

2.4%

17.9%

35.5%

33.2%

13.4%

nd

2 Test

Chart 6. Scholastic Math Inventory

Grade K K

Test 1st Test 2nd Test

Scholastic Reading Inventory – FY16 % Below Basic % Basic % Proficient

% Advanced

0.0%

0.0%

88.0%

12.0%

0.0%

0.0%

98.0%

2.0%

91.7%

7.9%

0.3%

70.5%

27.6%

1.9%

0.0% 1 1st Test 0.0 1 2nd Test Chart 7. Scholastic Reading Inventory

E. In addition to SRI, SMI, DRA2, Math Problem Solving, and Lucy Calkins Units of Studies, we used GKIDS to measure students’ performance in Reading, ELA, and Math. While the data does not categorize students results according to economically disadvantage, major racial and ethnic groups, students with disabilities, or limited English proficiency. The data collected over a three year period compare kindergarten students at Riverside to kindergarten students in Cobb County School District. F. We have used the following instruments, procedures, or processes to obtain this information. The data has helped us reach conclusions regarding achievement. ELA Data Summary In 2015-16, kindergarten students showed a decrease of 3.6% in ELA over the 2014-2015 score 79%. When comparing the total ELA percentage to Cobb County, Riverside score was 3.5% less than the district. In the area of math, kindergarten students at Riverside posted a score of 81.8% in 2015-2016. This score decreased by 5.4% over last year and the score of 81%8% was 4.7% less than total math for Cobb County School District.

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Core Content Area Reading

Major Academic Strengths Sight word recognition Daily opportunities read Use of a balanced literacy approach

ELA/Writing

Reading readiness skills Letter sound recognition Daily opportunity to write using writing workshop model

Math

Counting and carnality Following one-step directions Number talk Verbal communication

Core Content Area Reading

ELA / Writing

Math

Major Academic Needs

Root Cause

Comprehension Interpreting meaning Fluency/Accuracy Vocabulary Experiences to connect to learning Writing for multiple purposes Mechanics

Retelling events in a story Comprehension Limited vocabulary Fluency Following multiple-directions Expressive and written language

Math Problem Solving

Reasoning skills Strategies to solve problem Written communication

Number and Operation

Multi-step approach to problem solve Incorrect use of operation Understanding vocabulary

Priority of Need (1-3) 1

3

2

High frequency word recognition plays a critical part in the advancement from one reading level to another in the early emergent reading levels. At the end of Quarter 4, 69% of Kindergarten students were proficient with high frequency word recognition. This may have contributed to the 63% of kindergarten students that were proficient in reading at the end of Quarter 4. In order to be proficient, students needed to read at a Level 6 or above. At the end of Quarter 4, 78% of Kindergarten students were proficient in the area of Writing as it relates to the Lucy Calkins’ Writing Rubric. This was our third year implementing Lucy Calkins Units of Study. Teachers utilized the On Demand Pre and

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Post assessment to measure progress and growth in the area of writing. The On Demand Pre and Post assessments were given in the areas of Narrative, Information, and Opinion writing. The use of the On Demand assessments was a consistent measurement tool used across grade levels. The pre On Demand was an effective formative assessment that teachers used to drive their writing instruction. At the end of Quarter 4, 62% of First Grade students were proficient in the area of reading as scored by the DRA2 Assessment. Our SSP goal indicated that 70% of students would be proficient at Level 16 or above by the end of the school year. We did not meet our goal. One weakness that was observed was that first grade students displayed difficulty with comprehending both fiction and non-fiction texts. As it relates to the DRA2 Reading assessment, students were required to be independent readers with fluency and comprehension on both fiction and not fiction Level 16. We had several students who were able to pass the fiction text as opposed to the nonfiction text. In addition, some students had difficulty with oral reading fluency. Beginning with level H, students are assessed according to the amount of words per minute. In order for students to be rated on an independent level, students must be able to read the passage in the rage of 2:57 and 5:14. The SRI is an on line assessment that measures students reading growth and monitor their progress over a period of time. The majority of kindergarten students were administered the Foundational Reading Assessment which measures phonological awareness, letter sound, letter word identification, decoding, and sight word recognition. Our first grade students were administered the Reading Comprehension Assessment which focuses on literal comprehension. Student scores are reported in Lexile. From Chart 6, note that 88.0% of kindergarten students score Proficient at the first administration of SRI and 98.0% scored proficient and 12.0% scored Advanced. The results for first grade show 91.7% scored Basic in the first administration and 70.5% scored Basic in the second administration of the SRI. Overall, the number of students scoring Proficient and Advanced increased at the second testing period. At the end of Quarter 4, 86% of First Grade students were proficient in the area of writing as scored by the Lucy Calkins Writing Rubric. This was our third year implementing the Lucy Calkins Units of Study. Therefore, our veteran teachers have gained more experience with effectively utilizing the program. The majority of our kindergarten students came into first grade familiar with Lucy Calkins’ Units of Study Program which could have contributed to our increase in student achievement in the area of writing. Teachers utilized the On Demand Pre and Post assessment to measure progress and growth in the area of writing. The On Demand Pre and Post assessments were given in the areas of Narrative, Information, and Opinion writing. The use of the On Demand Assessments was strength because it served as a consistent measurement tool across grade levels. Grade level teachers collaboratively scored the writing assessments which helped to validate assessment scores. In addition, the pre On Demand was an effective formative assessment that teachers used to drive their writing instruction. Math Summary

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In the area of math, kindergarten students at Riverside posted a total math score of 81.8% in 2015-2016. This score decreased by 5.4% over last year and the score of 81%8% was 4.7% less than total math for Cobb County School District. The lowest score in the area of math for kindergarten students was in the area of Number & Operations in Base 10. The students showed a decrease in the 2016 scores of 71.9% to 62.0% in 2016. Our students scored 10.6% lowered than other kindergarten students representing the Cobb County School district. Kindergarten and first grade students were given a problem solving performance task created by an assessment team in which they had to meet standards in four areas of a problem solving rubric designed by the CCSD. The four areas included: representation, strategies and reasoning, computation and communication. The County Math Benchmark was used to measure the progress of first students in the area of math. Student progress was reported at the end of each marking quarter. The math benchmark scores are reported in the following categories: Multiple Choice, Constructed Response, and Performance Task. The Scholastic Math Inventory performance levels are reported as Advanced and Proficient, Basic, and Below Basic. As reported in Chart 6, at the first administration of the SRI, 31.2% of students scored Below Basic in kindergarten and 19.9% scored Below Basic in first grade. Each grade level showed a decrease in the number of students who scored Below Basic at the second administration of the SMI. Further, there was an increase at each grade level in the number of students who scored Advanced and Proficient. In the kindergarten the number increased from 18.2% at the first administration of SMI to 42.3% which resulted in a 24.1% increase. A similar increased was noted at first grade. At the first administration of SMI, 28% of first students scored Proficient and Advances. The percentage of students scoring at the same level at the second administration was 46.6%. 

The major academic needs we discovered and will address are math, reading, writing, and literacy. The ROOTCAUSE -Although high frequency words were not a part of our SSP goals, it may have impacted our results. This year, only 68% of our kindergarten students mastered 75 or above of the Kindergarten High Frequency Words. Another noted weakness was that kindergarten students had difficulty applying comprehension strategies at the higher reading levels. Difficulties were also noted as it relates to making inferences and retelling events in sequential order. At the conclusion of the 2015-2016 school year it was noted that the weakest area of achievement for first grade students was the performance task in math problem solving. In order for students to be successful, students had to have conceptual understanding, provide reasoning and strategies, be able to compute and find solutions, and communicate how they got the answer to word problems. Students were not only required to solve a problem but give a verbal and/or written explanation of how to solve problem according

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to common core standards. The four areas included: representation, strategies and reasoning, computation and communication. In the 2014-2015 school year 85% of kindergarten met/exceeded the goal in math. Although there was an 8% drop from the previous year, students still exceeded the goal of 80%. For the 2015-2016 school year, teachers incorporated number talks and problem solving into their daily routines and modeled utilizing mathematical vocabulary in order to improve communications skills among students. First grade teachers required students to be successful in all four areas of the rubric in order to meets standards as opposed to only three areas of the rubric in quarter one through three. Kindergarten required students to be successful in three areas of the rubric in order to meets standards. As a result, 90% of kindergarten students met/exceeded the goal and 72% of the First grade students met/exceeded their goal. Kindergarten exceeded their goal by 10%. First grade did not meet their goal by 3%. Other perceptual causes may be that students enter school with limited experiences to connect to the required standards needed for academic success. Forty-one percent of the students are identified as ESOL and many of them are new comers to our country. Therefore, regular classroom teachers and ESOL staff spend a great portion of the day supporting our children in small group activities that focus on language development in order to build a foundation for learning. We have also seen an increase in the number of students entering our school with pre-school experience, however; a large number of the students continue to enter with limited experiences to support a successful transition to kindergarten. G. The 2016-2017 measurable goals/benchmarks we have established to address the needs are: Goal #1: Math 80% of kindergarten students will score successful in (3 of 4) areas of the CCSD problem solving rubric. By the end of the 2015-2016 school year, 75% of first grade students will score successful in 4 areas of the CCSD problem solving rubric Goal #2: Reading By the end of the 2016-2017 school year, 70% of kindergarten and first grade students will read on grade level using the DRA2 Goal #3: Writing By the end of the 2016-2017 school year, 70% of kindergarten students will score 2328 points using in writing using the Lucy Calkins Writing Rubric. By the end of the 2016-2017 school year, 75% of first grade students will score 28-44 points in writing using the Lucy Calkins Writing Rubric.

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2.

Schoolwide Reform Strategies that are scientifically researched based 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. Reading and writing will continue to be the focus for the 2016-2017 school year. Teachers will continue to implement the Reading Workshop framework. In addition, in an effort in increase student engagement through the use of technology, teachers will consistently and effectively utilize the iRead and AR programs to support reading comprehension. In the area of Writing teachers will continue to consistently and effectively utilize the Lucy Calkins Units of Study with an emphasis on conferencing and writing across the pages. In addition, teachers will utilize student checklists and learning progressions as tools to support writing instruction. In the area of math teachers will continue to implement the Math Workshop framework and incorporate the First in Math Software in order to track progress and increase student achievement. Teachers will continue to use Number Talks daily and math share into their daily routines. Staff members and members of the parent committee carefully brainstormed strategies to help students improve in the area of reading. Some of their suggestions included a greater focus on making text to text, text to self, and text to world connections, increased focus on the use of higher order thinking strategies, more opportunities for students to write across content, and ensure that the delivery of the instructional program support the Common Core Georgia Performance Standards. The strategies and programs for the 2016-2017 school year are below: The Extended Day Program will serve 80-100 The Extended Day program will be comprised of 3 cycles. The program will operate on Tuesdays and Thursdays from 3:00-5:30 pm. Transportation for students will be provided. To determine student participation, we will look at kindergarten and first grade reading data at the end of each grading period. Classroom teachers will then recommend the students that are not reading on grade level at the end of each quarter. Our program will focus on literacy and teachers will with students in small groups during guided reading to reinforce grade level standards. In addition, students will be given 30 additional minutes to login to the iRead software inside the computer lab. The student teacher ratio will be 8:1. Our goal is to increase the number of students that are reading on level at the end of each marking quarter as well as decrease the number of students on the retention list. Utilize Lucy Calkins’ Units of Study in Opinion, Informational, and Narrative Writing to purposefully guide the instructional program and increase student and staff performance in the area of writing. Four planning days will be scheduled for each teacher in the 2016-2017 school year. These days will occur prior to the end of each marking period. On these days, teachers will conduct data team meetings, identify students who need support, collaborative score math and writing, develop curriculum maps, identify resources and assessment measures to enable them to help students think critically

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using the Rigor/Relevance Framework. 

Title I funds will support the following supplemental personnel to increase student achievement Academic Coaches (2)

Parent Liaison

Additionally, our staff development activities will continue to help staff make use of guided math strategies to increase math achievement, implement differentiated learning strategies based on needs and interest, improve their understanding of the balanced math framework, use of math journals, and create performance tasks that will allow students to demonstrate their understanding of content standards in a variety of ways.

PERSONNEL Explain how the personnel will be Academic utilized. Goal Addressed

The academic coaches support teachers, students, and parents. The coaches assist teachers by modeling best practices, conducted informal walks of the learning environment and offering feedback to improve learning. The coaches will also facilitate parent learning and professional staff development for our teachers. The parent liaison serves as a link between parents and the school community. She organizes resources for parent and student check out, disseminates information to the community, acquires translators for meetings, ensures all parent documents are submitted, and facilitates parent workshops.

1,2,&3

1, 2, & 3

Estimated Cost

Data used to evaluate effectiveness

Timeline for evaluation

$198,002

Documentatio n of staff development

Mid-year and end of year

Review of students data Direct Observation Documentatio n of Parent Logs

Mid-year and end of year

$42,003.00

Direct Observation

INSTRUCTIONAL

Title I funds will support the following supplemental instructional strategy/initiative to increase student achievement

Explain how the instructional Academic strategy/initiative will be implemented. Goal Addressed

Estimated Cost

Data used to evaluate effectiveness

Timeline for evaluation

Extended Day Program

The program will be offered at the end of every quarter and during the summer to serve students who fail to meet reading and math goals.

1, 2, &3

$30,000.00

Progress Report

Quarterly

Transportation for students participating the program Guided reading books to allow students access to a variety fiction and non-fiction texts

1, 2, & 3

$8,000.00

1, 2, & 3

$3500.00

Level Textbooks

Removal from the Program Direct Observation Purchase Order/Usage

Quarterly On going

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Instructional Resources

Paper, toner, math manipulatives, and start up supplies for teachers

Title I funds will support the following professional development performance contract to increase student achievement

1, 2, & 3

$22,000.00

Performance Contracts (Must be submitted 6 weeks prior to delivery of services) Explain why the performance contract Academic Estimated is needed. Goal Cost Addressed

Purchase Order/Usage

On going

Data used to evaluate effectiveness

Timeline for evaluation

TBA

COST Professional Development Parental Involvement

$17,000.00 $5,000.00 $22,000.00 $326,005.00

See professional development chart in section 4E for details. See parental involvement chart in section 5B for details.

Total Proposed Budget

B. Effective Means for Raising Student Achievement Title I funds are used employ an academic coach in the area of literacy and one in the area of math. In addition to the administrators, the coaches will help to monitor the instructional program to ensure staff implement the math and reading framework and provide workshops to support veteran and new teachers with developing best practices in the area of literacy. To meet the needs of all students and especially the ones who fail to master grade level content, the instructional staff at Riverside Primary will implement a Balanced Literacy Program described in the ELA/Reading Framework written by the CCSD. Title I Funds are used to purchase additional leveled textbooks to build classroom libraries. According to the National Reading Panel, children must be able to read and write if they are to be successful in other areas. The balanced literacy program will be implemented to improve reading skills using the following components: guided reading, writer’s workshop, and shared reading. These components will be implemented within a three-hour literacy block. Each guided reading group will meet with the teacher for 15-20 minutes for guided reading instruction and a group will rotate every 15 minutes. Students will have a variety of ways to show and reflect on their learning. Using the Math Framework, teachers will implement guided math strategies and offer opportunities for students to participate in math centers that focus on content standards during math instruction. Similar to guided reading, guided math is a structured strategy used to group students and offer instruction based on their developmental level. Over time, the difficulty level of the content increases once students are ready to move to the next level. During guided math, the teachers

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engage students in a variety of questions, scaffolding strategies, and hands-on learning. Teachers will employ the use of technology using a variety of tools and software to increase students’ acquisition of the required standards in the areas of reading and math. For the 2016-2017 school year, the instructional staff will continue to use include SRI as a tool to monitor student l growth. The digital foundational reading program is designed to close the achievement gap before it begins and place all K-2 students on a predictable path to college and career readiness. C. Use effective instructional methods that increase the quality and amount of learning time. Title I funds will be used to implement an Extended Program Academy Program that will offer remediation and acceleration strategies for students performing below level in reading and math. Students will meet with a high qualified teacher who will address their needs two days per week for 3 hours per session. We will continue to use Title I funds to employ a literacy and math coach to support teachers with implementing the Common Core Georgia Performance Standards by modeling best practices, conducting peer observations, scheduling instructional walks, and facilitating professional learning outlined in the professional development plan. The math coach will assist teachers with implementing assist teachers in their efforts to help students acquire and maintain essential skills will be developed using Georgia Standards of Excellence. D. The Comprehensive Reform Program for Riverside Primary School provides a variety of research-based strategies to meet the needs of our student population. Additionally, the program identifies the target student population and a plan that will be used to extend the instructional day through after school program. The program is designed to ensure that the needs of all students are being met during and after the school day. Finally, the program is consistent and adheres to the guidelines under the Elementary and Secondary Education Act of 1965 (ESEA). 3. Instruction by Highly Qualified Professional Staff School status of highly qualified teachers to high-needs schools As a Title I School, we are delighted to report 100% of certified and classified staff members are highly qualified. The members in the organization understand that if we work collaboratively, much will be accomplished for students. Based on the philosophy that is engrained in the works of DuFour, DeFour, and Eakers, a Professional Learning Community At Work, we will continue to operate as a unit that strives to understand what we want students to know, implement a variety of researchbased strategies to get students to high levels of achievement, and have a clear plan of action to help those students who experience difficulty meeting the required learning goals.

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4. Professional Development For Staff Professional learning is non-negotiable at Riverside Primary and it is crucial to student success. Through the year, the staff and the principal participate in a series of brainstorming sessions to reflect on our individual personal professional needs as well as school needs to increase student achievement. With the feedback received from certified and classified staff members, professional learning activities are developed to support student achievement. A. All staff members at Riverside Primary are included in a variety of on -going professional learning activities. Staff development opportunities are presented through team planning days that include the local and county academic coaches, study groups, peer observations, participation in advance courses, and study groups. At the local school, staff members also work collaboratively to create a variety of assessment tools to measure student growth. Paraprofessionals will also engage in training to support literacy and math instruction. The school counselor and the SSA will facilitate the Response to Intervention Process. Through a collaborative effort using the RTI Process that includes the social worker, school psychologist, instructional support staff, grade level representatives, parent facilitator, administration, and parents meet, the team will meet throughout the year to help monitor students and their learning. Our professional development plan focus is on increasing student achievement. B. Professional development activities will help our staff build the capacity to implement Georgia Standards of Excellence in the areas of literacy and math. Through the activities planned for this school year, our staff will be involved in small group learning focused on the literacy/ELA, Lucy Calkins Writing Rubric, collaborative scoring, and the math framework. In addition, teachers will be afforded opportunities to develop leveled instructional strategies to address the rigor and relevance framework. Title I Funds will be used to acquire substitute teachers to allow teachers time to plan. Teachers will engage in data meetings, correlate activities to the common core curriculum that focus on the rigor and relevance framework, identify assessments, and resources to support thematic units. C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. We have allocated time for planning days where teams of teacher collaborative to plan instructional units, develop common assessments, and identify resources to address the curriculum. Funds are allocated to provide substitute teachers for every teacher four times this school year. Teachers will spend their day learning from their peers best practices to address literacy and math, develop common assessments, and conduct data team meetings. Our staff development will be organized and facilitated by our academic coaches, teachers, and local district personnel. D. We have included teachers in professional 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

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the following ways. Using the school improve goals, grade level teachers use Georgia standards of excellence to map out curriculum content, resources, and develop common assessment to measure student growth. Teachers use the depth of knowledge chart, sample questions from state website, and other curriculum resources to ensure they expand the types of questions and tasks students are required to support rigor and relevance. Data team meeting is another method teams use to reflect on school improvement goals, daily instructional practice to measure how well students are progressing toward meeting the required standards. At the end of each quarter, the academic coached and grade level teachers facilitate staff learning on data team process, sharing of best practices, and resources to improve student learning. Teachers model strategies for their peers and observe classroom instruction to build their capacity for improved student performance. The academic coaches provide teacher strategies on ways to facilitate parent meeting. Teacher meet with parents of struggling students at the end of every quarter to discuss their academic plan and teachers offer strategies to parents on ways to support their academic program from home. E. Our Professional Development Plan for the 2016-2017 are included in the chart below: 2016-2017 Professional Learning Month /Day / Yr

Professional Learning Topic

9/16/201 6

New Teacher Institute

REQUIR ED 9/21/2016

Staff Professional Development #1 Building the Contributions and Capacity of Parents

School: Riverside Primary A. Academic Area Addressed – Must be linked to a goal B. Brief description of the Professional Learning and how it will increase student achievement. ELA Adoption Rollout/Identification of Math Resources Best Practices Walkthroughs Title I Parent Involvement Presentation Title I Six standards requirement. The school staff will learn about the 6 standards of parent involvement. Building Capacity Standard: 3 To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency that receives Title I funds shall educate teachers, pupil services personnel, principals, and other staff with the assistance of parents in the value and utility of contribution of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.

Location

Estimated Funding Cost Source

Riverside

$600.00

Title I

Riverside Primary

N/A

Local School

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October 11 and 13

Title I Planning Day 1 Curriculum Mapping (literacy, math, science, and social studies)

Novembe r 11 2016

New Teacher Institute

December 13 and 15

Title I Planning Day 2 Curriculum Mapping (literacy, math, science, and social studies)

January 27, 2017

New Teacher Institute

January 25, 2017

Staff Professional Development #2 Building the Contributions and Capacity of Parents

March 14 & 15, 2017

Title I Planning Day 3 Curriculum Mapping (literacy, math, science, and social studies)

Riverside

$3,500.00

Title I

Riverside Primary

$600.00

Title I

Riverside Primary

$3,500.00

Title I

Riverside Primary

$600.00

Title I

Riverside Primary

N/A

Local School

Riverside Primary

$3,500.00

Local School

Title I Days will consist of grade levels teachers working collaboratively in teams to develop rigorous assessments, differentiated centers, and curriculum maps aligned to Georgia Standards of Excellence. Teachers will also review student data and develop strategies to increase student learning for all students. In addition, they will collaboratively score math and writing assessments. CTLS Training Guided Reading Review Technology resources Math Workshop Title I Days will consist of grade levels teachers working collaboratively in teams to develop rigorous assessments, differentiated centers, and curriculum maps aligned to Georgia Standards of Excellence. Teachers will also review student data and develop strategies to increase student learning for all students. In addition, they will collaboratively score math and writing assessments. CTLS Training Art of Differentiation TKES Walkthrough Student retention Building Capacity Standard: 3 To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency that receives Title I funds shall educate teachers, pupil services personnel, principals, and other staff with the assistance of parents in the value and utility of contribution of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Title I Days will consist of grade levels teachers working collaboratively in teams to develop rigorous assessments, differentiated centers, and curriculum maps aligned to Georgia Standards of Excellence. Teachers will also review student data and develop strategies to increase student learning for all students. In addition, they will collaboratively score math and writing assessments. CTLS Training

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March 24, 2017 May 12, 2017 June 1 & 2, 2017

New Teacher Institute New Teacher Institute Title I Planning Day 4

TKES: Academically Challenging Environments Reflections- Goal Setting Review of Title I/SSP Goals: Analyzing results and setting goals for the 2017-2018 school year

Riverside Primary Riverside Primary Riverside Primary

$600.00

Title I

$3500.00

Title I

Literacy(reading and writing) and math

TOTAL COST (list this cost in section 2.A as well)

5.

$17,000.00

Strategies to attract highly qualified teachers to high-needs schools. To attract and maintain staff, we operate under the principles of a professional learning community. All staff members employed at Riverside must be willing to meet the needs of all students using a variety of strategies to support their uniqueness and assume ownership for student learning. It is important that staff members support the mission, vision, and the values established by the members of the learning community. It is also crucial that all staff members are active participants in the school improvement process. Again, this school year, during the Title I Planning Days in June, the staff revisited the mission, vision, and beliefs, reflected on goals, developed the local school calendar of events, and analyzed and shared results from the 20152016 school year, and recommended strategies to achieve school goals for the 20162017 school year.

6. Strategies to increase parental involvement A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by:     

Gathering feedback from parents through the School Council and PTA Sending survey home and directing parents to school website to complete state surveys on school climate Involving parents in developing the Parental Involvement Policy Sharing school improvement data at PTA/School Council meetings and giving them opportunities for feedback Planning conferences and sharing individual student academic plans A full time parent facilitator is employed at Riverside. One of her primary roles is to improve the collaboration between parents, school personnel, and community members. The parent facilitator also plans parent involvement activities that will help close the achievement gap between students in Title-I and non-Title I schools, and she coordinates

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parent involvement meetings to help plan school goals and determine school progress. B. Parent Involvement Policy and Parent Compact C. Our parents are involved in the decisions regarding how the 1% reserved fund will be used for parental involvement.

Parental Involvement Activities 2016 – 2017 MEETING/ ACTIVITY NAME Open House

Title I Annual Parent Meeting

School Council Meeting

PTA Meeting

Improving Literacy and Math Skills through Technology

DESCRIPTION OF MEETING/ACTIVITY

Students and parents will meet with their homeroom teachers and receive an overview of the middle school procedures and academic expectations. Parents will learn “What Does it Mean to be a Title I School?” and parents will receive a copy of the Parental Involvement Policy. Parents, Administration, and Staff are meeting to gather input from all stakeholders on school’s bylaws, school wide plans, parent participation, and student’s academic performances. Parents and teachers collaborating to enhance the academic performance of all students. This workshop will provide parents with information about academic programs that parents will be able to assess at home to help their child (ren) in the areas of reading and Math. (First in Math, A.R., and Iread).

Building Capacity Standard Addressed Standard: 1

DATE

TIME

Estimated Cost

August 25

5:30 – 7:00

Water/Fruit Bar $150.00

Standard: 1

Sept. 15

6:00 – 7:00 pm

Water/Fruit Bar $150.00

Standard: 3

Oct. 6 Dec. 8 Feb. 9 March 16 April 20

5:00 – 6:00 pm

Water $50.00

Standard: 3

Oct. 6 Dec. 8 Feb. 9 March 16 April 20 August 30

6:00 – 7:00 pm

N/A

6:00 – 7:00 pm

Water/Popcorn

Standard: 2

$100.00 Childcare $125.00

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Development of Social Skills: The impact on student achievement across content

Literacy Breakfast

Parents will participate in a workshop to help their children master the 4 C’s of Social Skills: Confidence, Cooperation, Communication, and Curiosity Families will eat breakfast as they share in reading fun and exciting Dr. Seuss books (Read Across America Week). 

    

Nutritional factors impact Student Achievement

Increasing Reading Stamina using Parent ReadAlouds

School Policy, Compact, and School Wide Plan Parent review meeting

Standard: 2

Nov. 4

6:15 – 7:15 pm

Standard: 2

March 3

7:20 – 8:00 am

Instructional supplies $200.00

Increasing reading stamina using developmentally appropriate text Sight Word development Asking comprehension questions Sequencing story events Inferencing Retelling story details

This workshop will provide parents with information on healthy diets and the association to possible academic achievement Families will eat muffins and doughnuts as they share in reading fun with their children.

Parents, staff and community meet to review parent involvement policy, compact and school wide plan for 2015-2016. Plan may be accepted or revised after review and discussion from parent involvement committee.

Standard: 2

Feb. 16

6:15 – 7:30 pm

Water/Popcorn $50.00 Childcare $75.00

Standard: 2

March 21 – Moms April 25 Dads

7:20 – 8:00

Donuts/Muffins/Coffee/Juice $125.00

April 20 Standard: 1

5:30-6:30 pm

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Parental Involvement = Student Achievement Parents will be given practical ways to support their children’s reading and math skills

Parent Resource Room

Parent Survey (Parent may complete surveys at home or at school.)

Methods of Communication

Engage all parents in their child’s educational experiences. Welcome all families into school community by letting them know they are valued and whatever their contributions are they can make a difference. Parents are encouraged to volunteer at 3 hours during the 2014-2015 school year (PTA events, enrichment classes, field trips, line monitor, classroom helpers (reading, laminating, cut outs, small groups) Parent Liaison is available to provide resources and activities for parents to help their children in becoming successful in school. Games, dvds, books and many other resources are available for checkout. Brochures and pamphlets on various topics are available. Computers are also available for parents use in parent resource room. Parent input on surveys for 2015-2016 which include parenting activities, days, times available. Results are used for planning 20162017 parenting activities.

Standard: 3

Daily folder-Weekly newsletter, ClassroomParent/Teacher Conferences-October and by request-NewslettersWeekly/monthly news school wide-Emails, letters, phone calls, Remind 101, (IT) In Touch, website, marquee board and parent board

Standard: 5

Sept. 1

10:00 – 11:00 am (Orientation) 8:30 – 11:30am (Open House)

Standard: 4

Open daily

9:00 – 1:30 pm

Popcorn Certificates Pens Name Tags Instructional Games $450.00

Instructional games, books, DVDs, paper, Toner, stamps, phone, etc.

$3,150.00

Standard: 6

Continuous

Through the school day

Water/fruit bar

$75.00

Continuous

Daily

Home/School Communication Folders

$450.00

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7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools, plus students entering our school throughout the school year.   

Kindergarten students new to Riverside will participate in a four weeks summer camp to help them prepare for kindergarten Four year old students from local daycares. Students from Riverside Primary and their parents are given opportunities to participate in various academic workshops Riverside Intermediate prior to them entering second grade. At the end of the school year, our students will be invited to enroll in various academic camp activities during the summer. It is through these activities and the annual walk from the primary to intermediate, that our students are able to make an effective transition to the second grade.

8. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.  The ways that we include teachers in decisions regarding use of academic assessment are:  Professional learning activities that address analysis and interpretation of data  Collaborative opportunities to review common assessment results and plan strategies to support student achievement  Conferencing strategies with parent to help them understand student data 9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:  We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance.  Periodic training for teachers to address the specify needs of students in the areas of reading and math will be done through grade level meetings, faculty meetings, professional learning days, and teacher work days. Riverside Primary has systems in place that allows them to monitor students’ performance on a daily and weekly basis. One of the systems that we use is the Response to Intervention Process. Grade level teams meets weekly to discuss students who are in the RTI Process.

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Tier one occurs with the whole class. Interventions are universal and available to all students. Tier I interventions attempt to answer the questions: Are routine classroom instructional modifications sufficient to help the student achieve academic success? If not the student is referred to Tier two. An intervention plan is developed for each student in Tier 2. Each plan developed is embedded with research based strategies that will assist them in acquiring appropriate skills needed to help meet grade level performance standards. If students are unsuccessful after the implementation of Tier 2, the classroom teacher meets with a committee that consists of the parent, school counselor, social worker, psychologist, instructional as well as the assistant administrator. At Tier 3, using a collaborative approach, the team generates additional strategies in addition to Tier 2 strategies. If the student does not make progress, a referral is made to Tier 4. Students could qualify for special education and could possibly have accommodations/modifications through an IEP, Gifted Plan or ESOL Plan. Parent conferences and workshop focus on specific ways parents can assist in the educational process of their children. Additional parents have opportunities to participate in make and take workshops. The individual student academic plan is another tool that offers parents strategies to implement at home. 10. Coordination and integration of Federal, State, and local services and programs The chart below provides a summary of the coordination of Federal, State, and Local funds are used to supplement services provided to students at Riverside Primary. Coordination of the services below are maximized to ensure students meet the goals established in the SSP. Funding Source FTE Funds

SPLOST Funds Title I, Part A

Title II, Part A

Funding Use Instructional staff (Regular, ESOL, and EIP teachers and paraprofessionals), consumable supplies, technology, expendable equipment, professional learning Technology, expendable equipment Class size reduction, Instructional staff (2 academic coaches, 1 parent facilitator, substitute teachers for planning days) consumable supplies, technology, expendable equipment, professional learning, academic coaches Professional Learning Days)

11. Description of how individual student assessment results and interpretation will be provided to parents. The staff will continue to collaborate with parents to inform them of students’ growth.

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By the end of the fourth week in each quarter, parents of students at risk of failure will meet with the classroom teacher, collaborate with the teacher on developing an individualized academic growth plan, inform student of the plan, and each party will sign off on the plan agreeing to support the components and the goals. During conference week, teachers also share individual student results from their data notebook. The notebook provides a variety of artifacts to show how students are progressing toward meeting grade level requirement. Daily communication between teachers and parents will continue using the daily communication folder. Collaboration and between school and home is vital to student success and we are committed to communicating to all stakeholders to ensure that the students attending Riverside Primary reach maximum levels of achievement. 12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Student data are collected and reported at the end the fourth week in the nine weeks period. Current pre and post data assessment from the DRA2, locally developed math assessment, and the Lucy Calkins Writing Rubric are reliable tools to measure and report student progress. These tools will provide feedback on student performance, help guide instructional decisions, and allow school personnel to report student performance to community stakeholders. Prior to data team meetings, the staff also provides a breakdown of student progress after administering pre and post grade level assessments. Students are reported on a form by teacher. Data results are reported by gender, ethnicity, and performance level. The data allow the teacher to know where to target instructional assistance and the capacity level for implementing the support. The results of student data are shared with parents using the school’s website, PTA and School Council meetings, Parent Workshops, and parent-teacher conferences, and the local school newsletter. Data results are posted up in the building at the end of each benchmarking period to give parents a visual view of student progress. 13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Each year, test results from numerous assessment sources are analyzed to identify specific strengths and weaknesses in student performance. This information is used guide instruction. Data is collected from CogAT, ACCESS for LEP (Limited English Proficiency) county math assessment, portfolios, student writing samples, G-KIDS, Developmental Reading Assessments are utilized to ensure that the disaggregated data is reliable and valid. 14. Provisions for public reporting of disaggregated data. Student progress will be reported to parents using progress reports, report cards, and parent-teacher conferences. Compiled student data will be shared at PTA/Council meetings, school brochure, and the local school website. Parents not attending conferences are also given many opportunities to meet the local school staff to review and discuss student performance based on formal and informal assessment data.

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Georgia Department of Education and the Cobb County School District also make annual reports available of school data to the public through their websites. 15. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. The Plan for Riverside Primary School was developed in the 2015-2016 school year for the 2016-2017 school year and has been revised as needed. 16. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary). The Title I Plan for Riverside Primary School was developed in collaboration with members of the school staff (certified and classified) administration, and members from the parent community. The plan reflects the current needs of the school and reliable measures to monitor and report student achievement and performance goals. 17. Plan available to the LEA, parents, and the public. The Title I Plan for Riverside Primary School was developed in collaboration with members of the school staff (certified and classified) administration, and members from the parent community. The plan reflects the current needs of the school and reliable measures to monitor and report student achievement and performance goals. 18. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. The Title I Plan will be provided in two languages that reflect our student population. The languages are English and Spanish. The parent facilitator elicits volunteers to help translate the Title I Plan in order that the parent community and other stakeholders will have a better understanding of the requirements of Title I Part A of the Elementary and Secondary Education Act of 1965, Reauthorization (ESA), Section 1118. 19. Plan is subject to the school improvement provisions of Section 1116. This schoolwide plan is subject to the school improvement provisions of Section 1116.

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