Live Oak Elementary School
Title I School-wide Plan
Ms. Ericka Anderson, Principal
Ms. Melissa Daniell, Assistant Principal
Dr. Ryan James, Assistant Principal
2013-2014
Initial Date: November 30, 2009
Updated: September 30, 2013
Title I School Improvement Leadership Team Members
Name Position
Tonia Middlebrooks PreK Teacher
Towanda Henderson Kindergarten Teacher
Tawanna Shields 1st Grade Teacher
Ingrid Finch 2nd Grade Teacher
Roxanne Levy 3rd Grade Teacher
Mary Hall 4th Grade Teacher
Monica Brumfield 5th Grade Teacher
Donna Edmiston Academic Coach
Rothell Lewis, Jr. Special Education Teacher
Tomeka Stringer Counselor
Ryan James Assistant Principal (PK-2)
Melissa Daniell Assistant Principal (3-5)
Ericka Anderson Principal
TABLE OF CONTENTS
Title I Plan Components Page #
1. Comprehensive Needs Assessment…………………………………....5
2. Reform Strategies to be Used………………………………………....6
3. Instruction by Highly Qualified Teachers.…………………………….7
4. Professional Learning for Staff……………………………………….8
5. Strategies to Increase Parental and Community
Involvement…………………………………………………………...9
6. Description of Transition Assistance Activities
for Students…………………………………………………………...9
7. Measures to Include Teachers in the Decisions
Regarding Use of Academic Assessments……………………………10
8. Description of How Federal, State, and Local………….……………..10
Programs are Coordinated and Integrated to
Support Student Learning
9. Description of Activities ……………………………………………...11
Used to Ensure Students Not Mastering
Proficient or Advanced Levels of Academic
Achievement Standards are Provided Effective,
Timely Assistance
10. Description of How Individual Student Assessment
Results will be Provided to Parents……………………………………12
11. Provisions for Collection and Disaggregation of
Data on Student Achievement and Assessment
Results…………………………………………………………………13
12. Provisions to Ensure that Disaggregated Assessment
Results are Valid and Reliable for Each Category………………….....12
TABLE OF CONTENTS
Title I Plan Components Page #
13. Provisions for Public Reporting of Disaggregated
Data…………………………………………………………………13
14. Description of Plan Development Over One-Year
Period……………………………………………………………….13
15. Description of Individuals Involved in Plan
Development………………………………………………………..13
16. How Plan is Made Available to the LEA, Parents
And Public………………………………………………………….13
17. Translation of Plan into Language(s) Spoken by
Significant Numbers of Parents of Participating
Students…………………………………………………………….14
18. How Plan Meets School Improvement Provisions of
Section 1116………………………………………………………..15
Appendix A……………………………………………………………
Appendix B……………………………………………………………
Appendix C……………………………………………………………
1. Comprehensive Needs Assessment
Brief Description of School Population
Live Oak Elementary, which was established in school year 2009-2010, has a diverse student population with approximately 81% of its students participating in the federal free and reduced lunch programs. Thirty-nine percent of the students receive services through the Early Intervention (EIP) program while 8.8% of the students receive academic support through the Special Education program. Seven percent of the students are identified as being English Language Learners (ELL). Additional relevant demographic data is shown in the School Profile, which is found in Appendix B.
Needs Assessment Process
Live Oak operates under a shared governance leadership concept. The leadership team consists of staff from every grade level/department. The leadership team also served as the School Improvement Committee as it led the school through the process of developing school improvement goals and action steps for this Title I Plan. The leadership team also plays an integral role in determining the organizational aspects of the school.
Live Oak’s process of determining the comprehensive needs of the school has many facets and includes input from all stakeholders. The district’s school improvement planning process requires each school to conduct both formative and summative assessments to determine school wide strengths and areas of improvement as a part of the annual review of school wide data.
Student performance data–Student performance data from the Spring Administration of the CRCT was analyzed to determine strengths and areas of improvement concerning student achievement.
Results from the 2010-2011 CRCT (See Appendix A) indicate that our students have strengths in the following domain areas:
· Literary Comprehension (Grades 3 and 5)
· Literary Comprehension (Grades 4 and 5)
Results from the 2010-2011 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3, 4, and 5)
· English/Language Arts, Literary Comprehension, and Math (Grade 4)
Results from the 2011-2012 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3 and 5)
· Math (Grades 3 and 5)
Results from the 2012-2013 CRCT indicate that our students have areas in need of improvement in the following domain areas:
· Social Studies and Science (Grades 3 and 5)
· Math (Grades 3 and 5)
Needs Based on Data Conclusions
Based on an analysis of teacher perception data and student achievement data, the following represents a prioritized listing of needs that will be the focus of the school:
· Science Achievement (this is also supported in Appendix B--CRCT data)
· Writing (this is also supported in Appendix C--Writing Test data)
2. Reform Strategies Used
Faculty and staff at Live Oak are committed to working with all students to ensure their emotional and academic growth. The staff utilizes a variety of scientifically-based research methods and instructional strategies to address the needs of participating students. Strategies from Learning Focused Schools and “What Works in Schools” are utilized to address the individual needs of the student along with differentiated instruction. The Georgia Performance Standards (GPS) are the driving force of the school’s curricular program.
Live Oak utilizes various resources for English/Language Arts instruction. The resources for literacy instruction include the Houghton-Mifflin textbook series for all students in all grade levels, Guided Reading (a leveled bag book system). As a systemic intervention for at-risk learners (Tier 2 and Tier 3 students), Fast ForWord, Dr. Cupp’s Readers, Quick Reads, Soar to Success, and materials from internet sources are in place. Harcourt-Brace serves as the core mathematical program at Live Oak. Supplemental resources for at-risk learners include iSucceed Math, Week by Week Math Essentials, Rhymes n Times, ALEKS, V Math, SRA, and iStation.
Research based strategies gleaned from Robert Marzano’s work are used to increase student achievement. Some of the practices that are used include the building of background knowledge, direct vocabulary instructional, small group differentiated instruction, implementation of non-linguistic representations, activating strategies, higher order thinking questions, and advanced organizers among others. The goal of these strategies is to increase the likelihood of retention and application of the Common Core Georgia Performance Standards in real life settings.
Differentiated instruction is a strategy that is prevalent in a majority of Live Oak’s classrooms. However, continued work needs to be done to improve in this area. Students are placed heterogeneously in their homerooms for their instructional day. Teachers then pre-test students on skills to be taught for a particular unit. Students are then placed in readiness level groups to provide differentiated small group instruction in both Reading and Math. Accelerated Reader is implemented in grades 2-5 and consists of individualized goal setting for the average percent correct to increase students’ reading comprehension.
3. Instruction by Highly Qualified Teachers
The Newton County School System monitors the HiQ assignment of all teachers considering student demographic information for each school. It is the intention of the school system to provide students with highly qualified teachers at each site and ensure that there is an equitable distribution of teachers. At the time of hire, each principal completes a remediation plan for teachers who are considered “Not Highly Qualified”. Teachers with a remediation plan are required to provide information relative to their progress toward becoming Highly Qualified. A component of the plan requires the principal and teachers with a remediation plan to meet three times during the course of the school year to monitor teacher progress toward attainment of HiQ status. Teachers are reimbursed using Title II A funds when they pass the appropriate GACE. Additionally, teachers who are seeking certification in critical areas and participate in the Georgia TAPP program receive one half of their TAPP tuition throughout the TAPP-until completion of the program. At Live Oak 100% of our teachers meet the federal requirements for Highly Qualified Teachers. All teachers are evaluated using the GTOI and GTDRI and are observed during informal focus walks. The teacher who does not meet Highly Qualified status is observed and monitored by the principal on a regular basis.
Live Oak utilizes the following strategies to attract Highly Qualified teachers: Newton County School System Job Fair, local college Job Fairs, recruiting from Student Teachers placed in our building, and internet employment postings with the NCSS HR Department and Teach Georgia. Finally, teachers participate in a variety of professional learning activities to assist in attainment and maintenance of “Highly Qualified” status.
4. Professional Learning for All Staff
At Live Oak Elementary, on-going professional learning for teachers, paraprofessionals, and administrators is considered as an integral component in our goal to increase student achievement. A professional learning needs assessment was conducted by all teaching staff in order to determine a starting point for the school based professional learning program. Live Oak’s professional learning plan was also correlated to address the known areas that need to be improved according to the school profile data. The chart below shows professional learning activities that are being offered during the 2013-2014 school year for teachers, paraprofessionals, and administrators.
School Year / Initiative or Reform Effort2009-2010 / Learning Focused School strategies, beginning implementation on Conscious Discipline behavioral framework. Focus on differentiated instruction strategies centered on interest level and student ability. Focus on increasing the number of SWD who are educated in the Least Restrictive Environment.
2010-2011
2011-2012
2012-2013
2013-2014 / Collective study of the following materials:
· For the Improvement of School‐Based Professional Practice: Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning
· For the Improvement of District‐Based Professional Practice: District Leadership That Works: Striking the Right
· For the Improvement of Classroom‐Based Professional Practice: Classroom Instruction That Works: Research‐Based Strategies for Increasing Student Achievement
· Building Background Knowledge for Academic Achievement
· Working On The Work: An Action Plan for Teachers, Principals and Superintendents
For the Improvement of Classroom‐Based Professional Practice: Classroom Instruction That Works: Research‐Based Strategies for Increasing Student Achievement
For the Improvement of Classroom-Based Professional Practice: Building Background Knowledge
Professional learning on Early Numeracy & Math Exemplars through school based Teacher Leaders
Professional learning on the integration of technology to enhance instruction
Professional learning on the implementation of CCGPS in Math and ELA.
Professional learning on the integration of science curriculum, on science instructional strategies.
Professional learning on the integration of technology to enhance instruction.
Professional learning concerning the implementation of Formative Assessment and Instruction.
Professional learning on the integration of science curriculum into literacy.
Professional learning on the implementation of the TKES & LKES electronic platform.
Live Oak is fortunate to have an Academic Coach on staff to support the professional learning initiatives of the school as well as model effective teaching practices for our staff members. The school’s Academic Coach also facilitates weekly professional learning community meetings among teachers. Teacher Leaders are also utilized to obtain professional learning in the school’s area of focus such as Robert Marzano’s High Yield Instructional Strategies, Learning Focused Schools strategies, Technology, and Georgia School Keys to Quality. Teacher Leaders then redeliver information and collaboratively work with teachers to ensure that the professional learning concepts are applied and job-embedded. Live Oak also utilizes the Teacher Leader concept to build leadership capacity among staff members and to increase ownership in our professional learning plan.
5. Strategies to Increase Family and Community Involvement
To guarantee student success, a partnership between the school, parents, and our community is vital. The staff at Live Oak Elementary recognizes that parents are students’ primary teacher and that parent support is critical in our efforts to increase student achievement. Based on the GAPSS data, areas of improvement in terms of family and community involvement are the following: providing opportunities for parents to participate in training and informational sessions to enhance student performance and providing opportunities for parents and community members to participate in school governance, decision-making and problem-solving.
Activities for parental involvement include informational Title I parent meetings and dissemination of parent involvement reading materials. These activities are specifically tailored to assist parents in aiding students in increased academic achievement. Other activities such as Grandparent’s Breakfast, Curriculum Night, Fitness Night, CRCT Prep Night, and Math Night also provide increased parent involvement and participation. Other opportunities for parental involvement include “Men in Brown”, an initiative designed to increase male parents’ visibility in high traffic areas and volunteer opportunities for all parents. Parents are given the opportunity to be elected and serve on the Local School Council (LSC). The LSC members are involved in the decision making process for school matter in an advisory manner. The PTO Board also meets once a month and provides advice to the administration concerning school business.
Live Oak’s Title I program has a parent involvement component to help ensure the success of students. A parent involvement policy is in place and is available in both English and Spanish (See Appendix I). Parents are given opportunities to attend monthly workshops on a variety of topics. Parents are notified of these workshops through newsletters, School Messenger phone calls, fliers, and our website. Live Oak also has a home-school compact (See Appendix H) which requires a signature from the principal, parents, educators, and students agreeing to share the responsibility for each student’s education. By working together we can prepare students with the knowledge, skills, and attitudes needed to think independently, make responsible decisions, and to solve problems.
6. Description of Transition Assistance Activities for Students
A system wide continuum exists from grade to grade and from home to school, to provide transition services for students. PreK conferences are held with parents to provide information on students’ transition to Kindergarten. Opportunities are extended for children attending community based day care programs and Head Start to visit Live Oak Kindergarten classes. Kindergarten Roundup is held to provide an open forum for parents to register their children for Kindergarten classes. Fifth grade parents are invited to visit middle schools and receive pertinent information prior to their children transitioning to their respective middle school. Fifth grade students take a trip to their upcoming middle school(s) to tour the facilities and receive an orientation to the school. The local Babies Can’t Wait Early Intervention Program staff also works closely with Live Oak’s Special Needs PreK staff to provide transition services for students as needed. Live Oak will conduct school wide transition opportunities such “Step-Up Day”, in which students receive accelerated instruction from teachers. Vertical team meetings will also take place across grade levels to ensure continuity of behavioral and academic expectations among all staff members.