Response:

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 and their roles are listed in the table below.

Planning Committee:

A. School Keys Curriculum 3.1 Implementation Resources Performance Action 2: Formative and summative assessment data are routinely disaggregated to adjust implementation of the curriculum and improve instruction.

The Comprehensive Title I School-wide/School Improvement Task Force actively participated during weekly team and faculty meetings that were held at Canby Lane. During these meetings, the CSIP Task Force presented current data and a needs assessment for the school. The faculty and staff members discussed concerns, shared ideas, collaborated, and reached consensus concerning decisions that impacted our school based on data in all core content areas for all grade levels as well as data that spoke to school culture, professional learning, and parent perception. On Thursdays, the CSIP Task Force compiled and disaggregated data that will be utilized to discuss interventions and school improvements in student achievement, professional growth, and parent engagement throughout the 2013-2014 school year. Additionally, the CSIP Task Force reviewed the existing school improvement plan to determine which components were not addressed according to the updates from the Georgia Common Core Performance Standards in all core content areas. All faculty members were provided the opportunity to participate in this process as well as community members, business partners, and parents.

The CSIP Task Force reviewed the schools’ mission, vision, goal statements, and surveys. The task force also analyzed and disaggregated formative and summative assessments to determine students’ academic progress and highlight areas of greatest need, trends over a period of four years, and to identify areas of growth. The assessments that were taken into consideration included: Criterion Reference Competency Test (CRCT), Criterion Reference Competency Test-Modified (CRCT~M), Iowa Test of Basic Skills (ITBS), Georgia Kindergarten Inventory of Developing Skills (GKIDS), and Georgia Third and Fifth-Grade Writing Assessments, ACESS (ELL), and Georgia Alternative Assessment (GAA). The CSIP Task Force discussed Canby Lane Elementary staff and parent survey data.

B. The CSIP task force used the following instruments, procedures, or processes to obtain this information: Georgia School Keys, DeKalb County School District Benchmarks, school report card, CCRPI data, CRCT/CRCT~M, Parent Surveys, Teacher Surveys, discipline data, ITBS, attendance data, demographic data, Georgia Writing Assessment for grades 3 and 5. On July 16, 2013, Canby Lane Elementary faculty met during Summer Restructuring to discuss formative and summative assessments findings. During this session, the instructional and administrative staff identified and prioritized the needs of the school to ensure academic achievement and student success for the upcoming school year. In August, the Parent Involvement Policy, Parent Compact and the parent engagement portion of the plans was reviewed again by parents and community members for further suggested revisions.

Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national assessments that have been validated and administered state-wide and nation-wide (ESEA Mandate #12).

C. There are no migrant students enrolled at Canby Lane Elementary at this time. However, in the event some are enrolled, we will take into account their needs by immediately identifying and encoding them in our student information system and providing them with educational and, when necessary, support services.

Note: A migrant child is defined as:

1. The child is not older than 21 years of age

2. The child is entitled to free public education (through grade 12) under State law or is below the age of compulsory school attendance

3. The child is a migratory agricultural worker or migratory fisher, or the child has a parent, spouse, or guardian who is a migratory agricultural worker or a migratory fisher

4. The child moved within the preceding 36 months in order to see or obtain qualifying work, or to accompany or join the migratory agricultural worker or migratory fisher identified in paragraph 3, above, in order to seek or obtain qualifying work

5. With regard to the move identified in paragraph 4, above, the child:

a) Has moved from one school district to another

b) In a State that is comprised of a single school district, has moved from one administrative area to another within such district

School Keys Assessment Standard 1.1 Implementation Resources Performance Action 1: Student data from state assessment results (CRCT/CRCT~M, Writing Assessments, ITBS, etc…) is disaggregated to identify patterns for specific students or groups of students. Grade level and/or all content area teachers and administrators collaborate to analyze data to determine learning priorities for school improvement plan.

D. We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Leadership and teachers communicate strengths and challenges that are identified in state assessment data. A brief summary of our results are listed below.

Canby Lane Elementary School is located at 4150 Green Hawk Trail, Decatur, Georgia. This suburban school is in the Emerald Estates Subdivision in Decatur, Georgia and is one of eighty elementary schools in the DeKalb County School District (DCSD). Our current enrollment is six hundred eighty-six students; Pre-Kindergarten-fifth grades. The school’s population is comprised of three hundred and thirty-nine female students and three hundred forty-seven male students. The racial composition of the student population consists of ninety-three percent African-American, six percent other and one percent white. The free/reduced lunch program serves approximately ninety percent of the student population at Canby Lane Elementary. The subgroup composition consists of twelve percent students with disabilities and three percent English Language Learners.

Analysis of out discipline data indicated that fifty percent of the incident were the result of students refusing to follow directions and classroom disturbance, thirty percent of the incidents were the result of bus misconduct, and twenty percent were the result of students fighting or using profaned language during the instructional day. Nine students were absent eight or more days. Seven of the nine students with eight or more absences were referred to the Social Worker. The school counselor along with the school social worker continued to try and decrease the number through parent meeting, home visits, and student incentive programs.

The summative data indicates a need for improvement in all core content areas with our greatest challenges in the core content are of mathematics, writing, science, and social studies. For each standardized assessment a graph and commentary will describe the strengths and challenges for progressing forward during the 2013-2014 school year. Canby Lane Elementary current (2012-2013) CCRPI data reveals an overall score of sixty-eight and one tenth. The achievement gaps earned were forty-eight and one tenth. The challenge points received from the ELL and SWD programs were three and eight tenths. The challenge points earned by exceeding the bar were five tenths.

School-wide CRCT Data Spring 2013

Georgia Kindergarten Inventory of Developing Skills (GKIDS)

The 2013-2014 GKIDS assessment conveyed strengths in the core content area of mathematics and in the non-academic area of personal and social development. Under the core content area of mathematics, the domain of counting and cardinality was the greatest strength rating at sixty-one and seven tenths percent. Under the personal and social development area, the domains of personal and social were strengths rating at sixty percent and sixty-five and six tenth percent, respectively. The core content area of language arts/reading is a challenge area for Canby Lane Elementary rising first grade population as well as the non-academic area of approaches to learning. The core content area of language arts/reading rated at forty-three and seven tenths percent. The area of approaches to learning rated at forty-nine and five tenths percentage points. Further analysis of the core content area of language arts/reading revealed fifty-four and seven tenths percent rating was earned in the area of reading. Also, fifty-four and one tenth percent rating was earned in the area of curiosity and initiative in the non-academic area of approaches to learning.

Third-Fifth Grade Spring CRCT Results over a Four-Year Period (2010-2013)

The analysis of the third grade Spring CRCT assessments over a four-year period conveyed an increase in the number of students performing at level one (below eight hundred) consistently rose in the core content areas of reading, English language arts, mathematic and science. The number of students performing at level two (eight hundred to eight hundred fifty) decreased over the four-year assessment period in the core content areas of reading, English language arts, mathematics, and science. The Spring 2013 assessment result revealed the greatest decline in the number of students who performed at the level of proficiency: level two.

Further analysis of the third grade Spring CRCT assessments for third grade over a four-period conveyed an increase in the number of student exceeding in the core content area of reading by five percent. In the core content area of social studies, the data revealed a decrease in the nunmber of students who performed at a level of non-proficiency: level one by three percent. Canby Lane Elementary also increase the number of students exceeding (eight hundred fifty-one or higher: level 3) in the core content area of social studies by four percent.

The analysis of the fourth grade Spring CRCT assessments over a four-year period conveyed a consistent increase in the number of students who performed at level one in the core content areas of science and social studies. Over a four-year period the number of students performing at level two in the core content areas of reading, English language arts, mathematics, science, and social decreased. In the core content area of mathematics, the decrease was a dramatic fifty-three percent. The number of students performing at level three in English language arts and science, also deceased over a four-year assessment period.

Further analysis of the fourth grade Spring CRCT assessments over a four-year period conveyed an increase in the nuber of students who met the standard and exceeded the standard in the core content area of reading by three percent and eight percent, respectivley. The results revealed a decrease in the number of sutudents that did not meet the standard in the core content area of English language ares by two percent and increased the number of students who performed at level two by two percent in the core content area of reading. In the core content area of mathematics, there is a four percent decrease in the number of students who did not meet the standard (level one performance). Finally, there was a six percent increase in the number of students who performed at level two in science.

The analysis of the fiftth grade Spring CRCT assessment of a four-year period conveyed a decrease in the number of students performing at level two in the core content area of reading. The number of students performaing at level two in the core content areas of English language arts, mathematics, and science were decreased. The analysis also portrayed a significant increase in the number of students who performed at level one in science by eight percent. There was a significant decrease in the number of students who performed at proficiecy in science by sixteen percent.

Further anlaysis of the fifth grade Spring CRCT assessments over a four-year period conveyed an increase in the number of students who met the standard in the core content area of reading by two percent and the number of students who exceeded the standard in the core content area of reading by six percent. The data portrayed a decrease in the number of students who did not meet standards in reading by three percent. Also, there was an increase in the number of students that performed in the proficient range by nine percent in the core content area of English language arts. In the core content area of mathematics, Canby Lane Elementary experienced a nineteen percent increase in the number of students who performed in the range of meets the standard. In the core content area of science, there was a twenty-three percent increase in the number of students who met the standard. Finally, in the core content area of social studies, there was a twelve percent increase in the number of students who met the standards.

Third and Fifth Grade Writing Assessments

The analysis of the third grade Winter Writing results conveyed over thirty percent of Canby Lane students performed in the range of did not meet the standard in the domain of convention for each genre of writing. In the genre of persuasive writing, more students performed at the range of did not meet the standard in the domains of organization and syle. The genre of persuasive writing had the lowest number of students performing at meet or exceed the standard.

Further analysis of the third grade Winter Writing result conveyed Canby Lane students out performed the DCSD, RESA, and the state in the area of exceeding the standard for all domains in each genre of writing. Canby Lane students also perfomed lower thatn the DSCD, RESA, and the state in the area of did not meet in all domains for each genre of writing.

The analysis of the fifth grade writing assessments over a four-year period conveyed a consistent, significant decrease in the number of students who performed at the level of proficiency. The analysis also revealed a steady, significant increase in the number of students who performed below proficiency in writing.

CRCT~M Spring 2013 Assessment Data

The analysis of the 2013 Spring CRCT~M assessment conveyed a significant number of students performed at level one in the core content areas of reading, English language arts and mathematics. The most challenging core content area was mathematics. Students performed in the level one range for each mathematical domain: number and operations, algebra, geometry, and measurement and data analysis for all grade levels. In each domain more than fifty percent of the student population performed in the did not meet range.

Further anlaysis of the assessment reveals the in the core content area of English language arts for each grade level forty-eight percent of the students performed at the proficient level in the domains of gramar and sentence construction. In the core content area of reading, fifty-nine percent of third graders, forty-five percent of fourth graders, and forty-seven percent of fifth graders performed in the proficient range for the domain of reading skills and vocabulary acquisition.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including

i. Economically disadvantaged students: ninety percent

ii. Students from major racial and ethnic groups: ninety-three percent African-American, six percent other, and two percent white.

iii. Students with disabilities: twelve percent

iv. Students with limited English proficiency: two percent

b. The data has helped us reach conclusions regarding achievement or other related data.

i. The major strengths we found in our program were eight-one percent of the students performed in the range of meeting and exceeding the standard in the core content area of reading based on school-wide data. In the core content area of English language arts, seventy-four percent of students performed in the range of meeting and exceeding the standard. Domains of strength were literary comprehension and reading skills and vocabulary acquisition for the core content area of reading. In the core content area of English language arts, the domain of grammar and sentence construction was the strength across all grade levels, including the CRCT~M results. The domain of numbers and operations was identified as the strength in the core content area of mathematics.

(Be specific. Example: not just reading – indicate fluency, comprehension, etc.)

ii. The major needs we discovered were in the core content areas of science and social studies. Students across the grade levels decrease over the four-year analysis period in performance in the range of proficiency. These results correlate with the poor performance in the content area of reading in the domain of reading for information. Also, in the core content area o English language arts, students performed below proficiency in the domain of research and the writing process which correlates with our below proficient performance on the fifth grade writing assessment. In the core content area of mathematics, students were challenged in the domain of geometry and measurement and data analysis which requires a higher acquisition of reasoning and interpreting data.

iii. The needs we will address are students need to read more informational text. Classroom libraries will be purchased, so that teachers will have access to classroom sets of informational and narrative text. Teachers will also use a read aloud during the mini-lesson and opening of each core content area to expose students to more informational text and higher order thinking questioning and activities. Students must be able to scan a text for responses which need to be developed more by teachers giving more guidance and modeling of how to obtain answers from text in both word and graphic presentation.

In addition, the teachers will utilize a variety of teaching methods, catering to the unique learning styles of the students. These methods are aligned to the designed curriculum and parallel to DSCD mission statement. Canby Lane instructional staff will incorporate technology in all core content areas for instructional and assessment purpose. Furthermore, the cohesiveness throughout the curriculum will provide students with more opportunities to develop and use a greater depth of knowledge in oral and written responses in the learning environment.

iv. The specific academic needs of those students that are to be addressed in the school-wide program plan: Canby Lane’s analysis of data yielded the following areas of opportunities to improve its overall organizational effectiveness. These areas include: increasing the rigor of instruction for students with disabilities in grades 1-5, increasing the use of technology across all core content areas and grade levels, implement after-school and summer school tutorial and enrichment programs, and disaggregating achievement data according to specific student groups. Also, increase student achievement and rigor in all core content areas.

Our school-wide professional development will take place weekly and monthly during faculty and teacher meetings. Teachers will analyze student data during grade level and vertical team meetings with the administrative team.

Specific reading and math concepts will be addressed during the after-school and summer tutorials that will be integrated into the social studies and science curriculum. The emphasized skills will include: reading informational text, reading for information, research/writing process, data analysis, measurement and geometry, and multiplication skills in all grade levels. Assessments from the I-Ready computer program will provide for determining challenging domains for students then grouping and teaching them accordingly. The students will receive small group and differentiated instruction. For science and social studies students will be familiarized with the vocabulary necessary for mastery and conceptual understanding. All intervention is inclusion of the entire school academic population using teacher assessment, diagnostic assessments, IEP accommodations and modifications.

Parents will also be involved in the learning process. Workshops will be held to build parent capacity to allow them to help their children at home.

v. The root cause(s) that we discovered for each of the needs are . . .

(How did you get in this situation? What are some causes?)

Canby Lane instructional staff described the root causes being the shift from GPS to CCGPS was instrumental in the decrease in proficient scores in all core content areas on all grade levels that were assessed. Through a professional learning survey, the instructional staff indicated the need that exist for professional learning in standards-based instructional models, guided reading and math, developing higher order thinking skills, and support in teaching comprehension and effectively modeling to students through the structure of the three-part lesson. Finally, it was indicated that some student lack many foundational skills and prior knowledge needed to test in the intermediate grades at Canby Lane Elementary.

In addition to the many administrative instructional changes, there was disconnecting in instructional expectations, monitoring of implementation, and providing immediate feedback in a timely manner.

c. The measurable goals/benchmarks we have established to address the needs are . . .

School Keys Leadership1.1 Implementation Resources Performance Action 1: The principal and school administration exhibit a deep understanding of curriculum, assessments, and instruction, which fosters focused, professional learning. As a result of the role of instructional leader and the high level of consistency using the knowledge of the pedagogy, teachers are involved in data analysis, reviewing student work, and making decisions concerning instructional practices.

Personnel:

· Principal

· API

· Counselor

· Academic/Instructional Coach

· Data Clerk

Time:

· 2013-2014

Artifacts:

· Agenda from faculty meetings, team meetings, and Title I meetings

· Sign-in sheets

· Copies of information disseminated during the meetings

Evidence:

· School leaders can articulate the processes used to roll out instructional foci, monitoring instruments, and feedback given to teachers

School Keys Leadership1.3 Implementation Resources Performance Action 3: The principal and school administrators develop policies, practices, and procedures to protect the instructional time and keep the school focused on student learning.

Personnel:

· Principal

· API

· Counselor

· All Teachers

Time:

· 2013-2014

Artifacts:

· School schedule

· Discipline plan

· Discipline reports

· Teacher surveys

· Student surveys

· Posting of school rules and procedures

· Posting of classroom rules and procedures

· Beginning-of-the-year assemblies and mid-year assemblies concerning discipline policies

· Student code of conduct assessments

Evidence:

· Stakeholders can articulate that the school’s climate and culture is supportive and inviting

· Stakeholders can articulate how policies and procedures maximize instructional time and provides a safe, orderly learning environment.

School Keys Curriculum 3.2 Implementation Resources Performance Action 2: System level personnel and school level administrators work collaboratively to utilize federal, state, and local resources to support the student needs and curriculum implementation:

Personnel:

· Academic Data Coach ------$47,000

· 1^st Grade Core Area Teacher---------41,000

· Data Clerk ---------------------$25,000

· Community Outreach Liaison--------------$38,000

Time:

· Master schedule supports additional time-on task for science and social studies.

· Departmentalization in Grades 4 and 5; whereby all core content is taught within specialized instruction.

· After-school academic support

· During school academic support

· Summer academic support: Kinder-Camp, Remediation, and Enrichment

Technology: I-pads and support carts, student laptops and support carts, antennas to support wireless connection for laptop computers.

Resource Materials: Supplemental Common Core materials (Literacy Libraries), Common Core books, general supplies for tutorial (paper, pens, pencils, notebook paper, toner, ink cartridges, folders, glue sticks, erasers, markers, construction paper, chart paper), I-pad applications, and Math Excel. Supplies are need during professional learning activities: folders, binders for data and information disseminated, paper, pencils, chart paper, markers.

School Keys Leadership 2.1 & Curriculum 3.2 Implementation Resources Performance Action 1: The principal and school administrators facilitate the development and sustained implementation of consistent policies, practices, and procedures that ensure a safe, orderly, and inviting learning environment…

Teachers and administrators use a systematic process for monitoring, evaluating, and supporting the implementation of the curriculum.

The use of an Academic Data Coach, Core Area Teachers, and Data Clerk will supplement all core content areas academics in the school to strengthen the implementation of the curriculum.

· The academic data coach will work one-on-one and in small groups with teachers, providing guidance, modeling, and professional learning opportunities; differentiate learning activities; create individualized plans for Level One students, and make referrals to Student Support Services as documentation for the Tiers of RtI.

· The data clerk will compile and analyze data from formal and informal assessments and continuously graph the results, facilitate data discussions to assist teachers with planning, creating, and revising weekly lesson plans based on the data from all core content areas.

· The after-school and during-school academic support (beginning in November) provides the opportunity for targeted students to improve performance in specific and deficient standards in all core content areas.

· Through the integration of technology and additional resources, the students will be assessed and provided individualized activities that address their challenges as identified by formative and summative assessments in all core content areas. To ensure effective and consistent utilization of the technology, there is a need for additional supplies: bulbs, batteries, ink cartridges, toner, etc…

School Keys Instruction 2.1 Implementation Resources Performance Action 1 & 2: All learning environments and classroom instruction consistently demonstrate research-based learning strategies and processes, ensuring the achievement of all learners.

Teachers and administrative team meet to determine and agree upon school-wide expectations in the structure of the instructional framework: three-part lesson and use of Read-A-Louds, classroom libraries, and Principal’s books of the month to introduce standards in all core content areas.

Personnel:

· Principal

· API

· Academic Instructional/Data Coach

· All Teachers

Time:

· 2013-2014

Artifacts:

· Lesson plans

· Documented observation of the three-part lesson

· Documented observation of the teacher in various instructional roles, instructional models, etc…Modeling, demonstration, small group instruction, whole group instruction, and team teaching are some of the strategies used to present content in a logical and sequential process. The instructional roles and models are selected as a result of data analysis, which is used to guide daily instruction with emphasis on rigor and differentiation. The analysis of the data allows teachers to organize and sequence lessons that meet the needs of all students and ensure that they have ample opportunity to develop understanding.

Evidence:

· Teacher and students can articulate the different instructional roles of the teacher

· Students can articulate the various instructional models used during the instructional day

· Identify was presented, taught, and clarified during the three-part lesson

· TKES result in the domain of professional knowledge.

School Keys Instruction 2.2 & 2.3 Implementation Resources Performance Action 1: Teachers and other instructional leaders study the standards and elements to determine the higher-order thinking skills needed to understand and apply standards. Teachers develop high-level questions for assessments as well as performance tasks that require critical thinking, application etc. Teachers also ask high–level questions to assess students understanding of concepts during instruction. Teachers will use various strategies to emphasize and encourage all learners to use higher-order thinking skills, such as providing open-ended questions on assessments; creating rubrics for comparison /contrast and self-assessment.

Also, on-going professional development will be provided on using the higher levels of Depth of Knowledge, Marzano’s Nine Instructional Strategies for Effective Teaching and Learning, creating critical thinking assessments using the IDMS question bank and the On-line Assessment System.

Personnel:

· Principal

· API

· Academic Instructional/Data Coach

· Data Clerk

· All Teachers

· Teacher-Librarian/Professional Learning Liaison

Time:

· 2013-2014

Artifacts:

· Teacher-created assessments using IDMS and OAS

· Performance rubrics

· Posted essential questions as a part of the structure of the instructional environment

Evidence:

· Examples of various forms of assessments

School Keys Implementation Resource Guide Instruction Standard 2.7, Performance Action 1 & 2: All teachers and students work collaboratively to use technology to reinforce achievement of standards mastery in all core content areas, to support students’ conceptual understanding and independent application of all core content, and to differentiate the teaching and learning process to accommodate students’ readiness needs, interest, and learning profiles. The technology will be used to provide college and career readiness through real-world application by enhancing students’ research skills, final examples of various genres of writing, computer-based assessments in all core content areas, etc…There is a clear and comprehensive evidence of technology being integrated into the curriculum design, development, implementation, and evaluation process.

Personnel:

· Principal

· API

· Counselor

· Academic/Instructional Data Coach

· Data Clerk

· All Teachers

· Teacher-Librarian

Time:

· 2013-2014

Artifacts:

· Equitable access to Laptops, I-pads, desktop computers, and computer lab through a rotational schedule which includes all grades of all core content areas and wireless antennas to support wireless usage throughout the building

· Lesson and unit plans developed through collaboration with the teachers, the academic data coach and data clerk

· A comprehensive schedule to integrate technology through on-line assessments

Evidence:

· Teachers can articulate collaborative efforts to develop a clear, comprehensive plan to integrate technology into the daily structure of the curriculum

All instructional practices or strategies selected for this school-wide plan are cited from the Georgia School Keys Implementation Resource. Performance actions selected from the Georgia DOE School Keys Implementation Resource are predicated on scientifically based research. In identifying these School Keys, the Division of School and Leader Quality of the Georgia Department of Education along with its collaborative partners aligned the School Keys with the research by Dr. Robert Marzano in the meta-analysis, What Works in Schools (2003), School Leadership that Works, (Marzano, Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and Schools Council on Accreditation and School Improvement.

2(b). Are based upon effective means of raising student achievement.

Response:

School Keys Implementation Resource Guide Instruction Standard 2.3, Performance Action 2:

Use the standards as the expectation for learning, but assess the needs of student prior to instruction. Classroom instruction may need to be paced and presented differently based on the student’s level of understanding.

§ Data analysis/common planning

§ Adjust content, process, product, and learning environment as needed

§ Differentiation of instruction based on skill level, exceptionality, or learning style

§ Student choice

§ Centers/workstations

§ Individualized activities using iPads, I-Ready, and MacBook

§ Small group instruction

§ Additional math segment

§ Summer School Enrichment and Remediation

§ After-school/During-school Tutorial

Response:

A. We will increase the amount and quality of learning time by providing students within extended instructional day: after-school/during-school tutorials, and summer enrichment and remediation as well as Kinder Camp.

School Keys Assessment 3.1 Implementation Resources Performance Action 4: Group students not meeting standards according assessments results and assign to safety net instruction which occurs before, during, and after school, including:

§ After School tutorial

ú Extra activity pay/benefits @ $25 per hour/2.65% (T1 $30,000)

ú Transportation (T1 $4,000)

§ During School

§ Classroom Teacher – General Funds/Title I to reduce class size

§ Summer School /Kinder camp

ú Extra-activity pay/benefits @ hourly rate/2.65% (T1 $101,000)

ú Transportation (T1 $3,000)

ú Supplies (paper, toner, folders, pens, pencils, ink cartridges, chart paper, markers, crayons, glue, notebook binders) (T1 $3,000)

· I-Ready

· Classroom Teachers (2) – Title I

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: Our mission at Canby Lane Elementary School is to ensure that all of our students are college or career ready by entering the next grade on level or above. We will place students who are not meeting standard(s) into groups according to assessment results and assign them to the after-school tutorial program and during school small group sessions to meet additional instructional challenges. The extended learning sessions will be monitored for effectiveness regularly by analyzing assessment data. Lesson plans will be developed collaboratively with the Special Education/Gifted/ELL teachers that have clearly established goals based on the subject and/or grade level standards and elements. The lessons specify the concepts to be mastered and provide time for independent practice, peer or group support, and application of the concepts. Students are provided time to share the concepts learned orally or in writing. The use of technology programs will provide individualized instruction: I-Ready, STAR Reading and Math.

To ensure that the needs of all students are met, teachers will also implement the Seven-Step Process from Teaching and Learning as a method to diagnose, plan, teach, and access, so that lesson plans and consensus maps can be developed, as well as mini-lessons, formal and informal assessments, and flexible small-group instruction for remediation and /or acceleration. Teachers will use the results from universal screener and I-Ready to decide which students require remediation or acceleration. In addition, students’ individual assessments and academic needs will be discussed during WOW days and team meetings. Students who continue to struggle in specific areas will be documented through the RtI process. As it relates to special education/gifted/ELL students, reviews and amendments will be made to ensure that students are providing with the least restrictive academic environment.

2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia.

Response: Field trips will be planned based on targeted standards in all core content areas to reinforce, support, and enrich students’ learning and experiences outside the traditional classroom setting. Field trips will integrate the curriculum and CCGPS content to inspire students to continue to build and discover knowledge. Field trips will also help stimulate student thinking and learning by allowing them to explore their environment through experience outside the traditional classroom.

Field trip approval process will require teacher to submit documentation to the assistant principal of instruction, principal, and regional office for approval. Once approved, students and parents will be informed about the field trip and possible funding collected for transportation and/or admissions.

Response:

Response: The System Personnel Director is responsible for the initial screening of all potential applicants. Therefore, it is their responsibility to determine the HQ status and to identify and report existing staff members who are not “highly qualified”. In turn, to assure all teachers are highly qualified in core academic subjects, the school principal advises the faculty and staff about available staff development courses, the option to test out with study sessions for the GACE test.

Response:

A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. Administrators and teacher met to discuss professional development needs in 2013 and the needs were based on student academic data and teachers’ professional learning surveys. Professional development was also determined by the DSCD and state which mandates common core standards for all core content areas. Professional learning agendas and scheduled meetings will take place based on identified staff development needs.

Additional training/workshops for all instructional staff responsible for providing instruction to all population of students at Canby Lane. Teachers will gain a deeper understanding of all core content areas through school-based, DSCD, and national trainings and consultants.

B. We will align professional development with the State’s academic content and student academic achievement standards and student achievement goals. Canby Lane created professional learning opportunities to assist in identifying struggling students and to provide appropriate interventions and strategies. These opportunities are provided for administrators, academic data coach, data clerk, certified, and classified staff to assist in improving academic achievement and meeting the academic goals of Canby Lane to ensure that all students move to middle school, college and career ready.

· TKES

· GCCPS (substitutes for training $10,500)

· CCRPI

· WOW Days (data analysis, planning, and unpacking standards, curriculum consensus mapping)

· Guided Reading/Math (Best Practices)

· Three-Part Lesson (Best Practices)

· RtI (Response to Intervention)

· Seven Step to Teaching and Learning

Data analysis will continuously identify the specific academic needs, influence curriculum decisions, and direct decisions regarding quality and sustainable professional development opportunities.

School Keys Instruction 2.1 & Professional Learning 1.1 Implementation Resources Performance Action 2: Teachers present content in a logical and sequential process using a variety of delivery modes to enable students to develop understanding. Teacher teams meet regularly to examine student work and data in order to demine students’ understanding of standards and how to adjust instruction to meet the needs of the student.

C. We will devote sufficient resources to carry out effective professional development activities that are primarily job embedded and address the root causes of academic problems. For example (money, time, resources, instructional coaches, etc,)…

Personnel:

Principal

· Assistant Principal of Instruction

· Academic Data Coach

· Data Clerk

· Instructional Staff

Time:

· 2013-2014

Artifacts:

· Agendas

· Sign-in sheets

· Data Presentations

· Focus Walks

· Peer Observations

Evidence:

· WOW Days (Working on the Work: substitutes- $30,000)

· Training in standards-based instructional practices

-Guided Reading and Guide Mathematics

-Three-part Lesson Study

-Small group instruction

D. We will included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:

· Train in standards-based instructional practices

· Three-part Lesson Model

· Guided Reading/Mathematics

· Creating formative and summative assessment using IDMS

The teachers meet in teams with the assistant principal of instruction and the academic data coach every Wednesday to discuss current data analysis, plan for future instructional activities, provide support in challenges, and provide ideas to create lessons that are engaging and interactive as the teacher continue to support students as they work to meet the expectations of the DCSD and the state guidelines. Teams operate collaboratively planning and development best practices using the Seven Step for Teaching and Learning to ensure mastery of every standard for every core content area across all grade levels. Using wireless antennas on laptop commuters, teachers are also capable of reviewing data, creating excel files, and charts during the professional development.

*5. Strategies to increase parental involvement.

In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered.

Response:

School Keys Student, Family, and Community Involvement 1.1 Implementation Resources Performance Action 1: Communication between the school, parents, and community members is consistently regular, two-way, and meaningful with clear and comprehensive evidence of its contribution to short-and long-range school improvement plans goals, particularly student achievement targets.

A. We will involve parents in an organized, ongoing, and timely way in the planning,
review, and improvement of schoolwide programs and the school parental involvement policy by:

· Engage parents in the development and implementation of Canby Lane’s Title I Plan.

· Engage parents to read, review, and revise the Title compact that address the responsibilities of all stakeholders.

· Engage parents by electing them to serve on the executive board of the Canby Lane School Council, attend council meetings to discuss school-wide improvement projects, school and student needs.

· Engage parent by sending written invitation as well as a personal invitation to attend parent meetings.

· Engage parents by sending written and verbal invitations to attend parent/teacher conferences, RtI meetings, and data talks to review student performance and engage in conversation of how they can assist in obtaining performance targets.

· Engage parent by offering parental workshops that will realistically assist them in assisting their child at home.

· Engage parents by providing opportunities for them to volunteer at the school in a variety of ways.

· Providing parent with the Parent Right to Know Letter during the month of August.

· Engage parents by inviting them to participate in various curriculum nights: DSCD Curriculum Night, Math Night, Science Night, and Read-In.

· Engage parents by offering workshops and conferences at Canby Lane that speaks to reading standardized test data, interpreting report cards/progress reports, and attendance protocol.

B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children
and make the parental involvement plan available to the local community, by:

· Includes strategies to increase parental involvement (such as family literacy services)

· Describes how the school will provide individual student academic assessment results, including an interpretation of those results: ITBS, CogAT, CRCT, CRCT~M, ACCESS for ELL, Georgia Alternative Assessment (GAA), Student Learning Objectives (SLO)

· Makes the comprehensive school-wide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters)

· Compacts required – include with policy

· Parent Involvement checklist included

C. We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements
and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by using resources to hire a parent liaison to communicate to parents in a timely manner concerning the annual meeting during the evening at 6:00 p.m. until 7:00 p.m. in the cafeteria of Canby Lane The liaison will utilize the calling post, personal phone calls made by liaison and classroom teacher, flyers sent home each day until the annual meeting is held as well as personally distributing flyer in the parent-pick-up loop before and after-school. Flyers will also be located in the main office, so that parents will have access to this pertinent information when visiting, volunteering, or participating in early check-out. The liaison will disseminate information to parents in writing during the meeting, so that every attendee will have the current policy, plan and compact.

· Parent Facilitator--$28,00.00

· Site-based Parent Centers/Information Stations/Lending Libraries

· Parental Involvement Workshops---$1,700.00 (postage & communication)

· Parental Involvement Survey/Summary

· Parental Involvement Handbook for Parents

· Student Agenda: $3,200 (parent communication tool)

· School Website

· Newsletters/flyers---$1,600.00 (Paper/toner/ink cartridges)

· Calling Post

· Parent Portal

· DCSS Website/Community.Net

· Nikki Folders for Thursday courier to parents

D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by:

· Title I Parent Facilitator will establish a Parent Resource Center for parents to have access to Title I plan, compact, and policies.

· Title I Parent Facilitator schedule parent brunch and lunch programs to provide various personal resources and academic information during various hours of the school day and during the weekend.

· Title I Parent Facilitator will survey parents for appropriate times and topics to discussion during the parent sessions.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms
of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by:

· Describes how the school will provide individual student academic assessment results, including an interpretation of those results: ITBS, CogAT, CRCT, CRCT~M, ACCESS for ELL, Georgia Alternative Assessment (GAA), Student Learning Objectives (SLO)

· Engage parents by offering workshops and conferences at Canby Lane that speaks to reading standardized test data, interpreting report cards/progress reports, and attendance protocol.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

Communication Tools:

· Student Agenda: $3,200 (parent communication tool)

· School Website

· Newsletters/flyers---$1,600.00 (Paper/toner/ink cartridges)

· Calling Post

· Parent Portal

· DCSS Website/Community.Net

· Nikki Folders for Thursday courier to parent

· Canby Lane Parent Handbook ($1,500.00)

· Facebook Account

F. We will jointly develop with parents of participating children a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by…

· Engage parents, teachers, and students in the development and implementation of Canby Lane’s Title I Plan.

· Engage parents and teachers to read, review, and revise the Title compact that address the responsibilities of all stakeholders.

· Title I Parent Facilitator will establish a Parent Resource Center for parents to have access to Title I plan, compact, technology, and policies.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

G. We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress,
and how to work with educators, by:

· Describes how the school will provide individual student academic assessment results, including an interpretation of those results: ITBS, CogAT, CRCT, CRCT~M, ACCESS for ELL, Georgia Alternative Assessment (GAA), Student Learning Objectives (SLO)

· Engage parents by offering workshops and conferences at Canby Lane that speaks to reading standardized test data, interpreting report cards/progress reports, and attendance protocol.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

Communication Tools:

· Student Agenda: $3,200 (parent communication tool)

· School Website

· Newsletters/flyers---$1,600.00 (Paper/toner/ink cartridges)

· Calling Post

· Parent Portal

· DCSS Website/Community.Net

· Nikki Folders for Thursday courier to parent

· Canby Lane Parent Handbook ($1,500.00)

· Facebook Account

H. We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate,
to foster parental involvement, by:

· Engage parents, teachers, and students in the development and implementation of Canby Lane’s Title I Plan.

· Engage parents and teachers to read, review, and revise the Title compact that address the responsibilities of all stakeholders.

· Title I Parent Facilitator will establish a Parent Resource Center for parents to have access to Title I plan, compact, technology, and policies.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

· Title I Parent Facilitator schedule parent brunch and lunch programs to provide various personal resources and academic information during various hours of the school day and during the weekend.

I. We will provide training to educate the teachers, pupil services personnel, principal,
and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by collaboration with the Title I Parent Facilitator and guidance counselor will communicate the needs of parents, so that a relationship can be established on mutual respect and a need of serving students to reach the performance target outlined by current student data. Through the Title I Facilitator, create an at-risk environment for staff, parents, and community stakeholders, so that all concerns and needs are voiced and addressed in a timely manner.

J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education
of their children, by:

· Title I Parent Facilitator will establish a Parent Resource Center for parents to have access to Title I plan, compact, technology, and policies.

· Title I Parent Facilitator will be instrumental in scheduling conference for parents at appropriate times before, during, and afterschool with teachers without interrupting the instructional environment.

· Title I Parent Facilitator will contact area daycares to establish partnership to encourage and support parents more fully in participating in the education of their children.

K. We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by:

Communication Tools:

· Student Agenda: $3,200 (parent communication tool)

· School Website

· Newsletters/flyers---$1,600.00 (Paper/toner/ink cartridges)

· Calling Post

· Parent Portal

· DCSS Website/Community.Net

· Nikki Folders for Thursday courier to parent

· Canby Lane Parent Handbook ($1,500.00)

· Facebook Account

L. We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by disseminating information to parents of students with limited English proficiency in their native language. The Title I Parent Facilitator and the guidance counselor will assist in ensuring full opportunities for all stakeholders to participate in the educational process at Canby Lane in an understandable and uniform format. At all meeting, all necessary personnel will be present to ensure that all stakeholders have equal access to information and an understanding of all school-issued documents.

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

Response: A well-organized plan of transition exists regarding the movement from grade to grade within Canby Lane. Teachers meet to share data and concerns related to incoming and upcoming students. The data collected from previous grade levels is used to formulate classrooms during the vertical grade level meetings held mid-year and end-of year.

Pre-K-Kindergarten/Kindergarten Students:

Students entering Pre-Kindergarten and Kindergarten programs are given the opportunity to attend an orientation. The Kindergarten Summer Camp is the means by which incoming kindergarteners are introduced to the Canby Lane family. Rising Pre-K and Kindergarten Kinder Camp is a school transition program for families and children who are transitioning from home and/or early learning settings to a Pre-K or Kindergarten Program. Kinder Camp provides the opportunity for children to become acclimated to their new “big school” to experience school rituals and routines, to learn or practice skills needed in Kindergarten, and to develop relationships with school staff and other Kindergarten students prior to the actual first day of school.

The Kindergarten Remediation Program (Kinder Camp, as well) is designed to give struggling students an extra boost on their way to first grade. This program is used in conjunction with their regular Kindergarten classroom. The Kindergarten Remediation Program will provide early interventions for students with learning differences, effectively remediate students with reading, spelling, handwriting, and math weaknesses and create eager and successful lifelong learners. Kinder Camp will span three weeks from 7:45 a.m. to 2:00 p.m. during the summer month. This program is funded through Title I.

Grade to Grade:

Teachers plan across grade level and vertically with other grade level teams to ensure that students are being prepared for the next grade level or school.

Elementary to Middle School:

Fifth grade students are given an orientation visit to the feeder school. Administrators and counselors from the feeder middle school visit Canby Lane during the school year to address expectations and academic concerns. Fifth grade students are given an orientation visit to the feeder school during the spring semester. During registration for rising sixth graders, students may enroll in electives of their choice. During the summer, the feeder school offers a two-week special orientation program for rising sixth graders.

Special Education Program:

Students in special programs are gradually moved from our special programs to our regular programs with additional support. Special education settings are offered for students with academic and behavioral deficits. Special education students are served in their least restrictive environment based on the Individualized Education Programs (IEP). Students who transition from general education programs to special education classes participate in a co-teaching or supportive instruction model in the general education classroom.

*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:

The ways that we include teachers in decisions regarding use of academic assessments are teachers, on a daily basis during classroom instruction, observe and assess student performance through class work, informal and formal assessments, and standardized assessments. The teachers are actively involved in the decision-making process through grade level and faculty meetings. Grade levels work closely with the API and Academic Data Coach to interpret and disaggregate data that will allow the development of targeted assessments for students.

Based on the data, teachers meet during the summer during Canby Lane Leadership Summit to analyze student data. Also, during WOW Days teachers will collaborate and common assessment based on the analysis of teaching and student performance. These common assessments are administered every nine weeks. The assessments are monitored by the administrative staff and teachers in their collaborative planning meetings.

Data provide teachers with evidence to adapt to different instructional strategies/techniques and modalities within the instructional framework that will enable each learner to become engaged in lifelong learning. Data is also used to raise standards and increase the use of academic assessments in determining instruction within the guidelines of best practices and improve academic achievement. Data from academic assessments is ultimately used to provide evidence, identify deficiencies, and adapt and/or employ additional instructional strategies.

CRCT/CRCT~M - (Criterion Referenced Competency Test ~Modified) – is a standardized assessment used for diagnosing deficient areas in all core content areas.

GKIDS-(Georgia Kindergarten Inventory of Developing Skills)-Level I Plans are used to identify deficiencies and specific strategies to develop and address areas of concerned.

Flexible Grouping – Flexible grouping is used for development of varied student skill levels.

Math Benchmarks – Provide a beginning and ending measure to determine levels of student’s understanding of a particular set of standards.

ELA Benchmarks – Provide a measure to indicate student’s level of understanding on a set of Language Arts concepts.

Accelerated Reader—tests student knowledge and comprehension on selected reading material according to their reading levels.

STAR READING—Online assessment program used to identify strengths and weaknesses in Reading

STAR MATH - Online assessment program used to identify strengths and weaknesses in Math

Story Town Placement Tests—used to determine children’s reading levels—below level, on level, and above.

THIRD & FIFTH-GRADE Writing Assessment-analysis of student writing on three genres of writing.

GAA-Georgia Alternative Assessment-standardized assessment for special education population.

SLO-Student Learning Objectives

ACCESS for ELL-standardized assessment for English Language Learners

RENZULLI-standardized assessment used to determine students for gifted.

ITBS/Cog AT-nationally normed reference test.

I-READY Assessment-diagnostic assessments used to determine reading and math proficiency levels.

*8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

8(a). Measures to ensure that student’s difficulties are identified on a timely basis.

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, and additional assistance. Those activities are (especially for those students who are struggling)…

Student data is reviewed weekly during grade team meetings. Teachers are required to submit test data compiled by the data clerk to the assistant principal and the academic data coach and post test scores in the data room and complete their classroom inventory. Teachers have classroom profiles on all students and they consist of all test scores, which actually shows the strengths and weaknesses of students by domain and some by the standards. The scores of each individual student are discussed and a plan for remediation is developed. Parents are informed of their child’s progress via weekly courier reports, personal phone calls, agenda planners, and formal letters. If interventions are required parents are notified immediately and conference is requested. Teachers are available for conference daily from 2:45 to 3:15 or during their common planning time.

The faculty utilizes a collaborative approach to identify students that need additional assistance at the time of enrollment that continues throughout their tenure. The administrative team and counselor evaluate the existing information and determine proper classroom placement and any additional assistance that may be required at that time. Once weaknesses are determined, a team which consists of the classroom teacher, assistant principal, counselor, and parent begins the Pyramid of Intervention process and provides proper instructional support and monitoring as needed. Students that require additional assistance are also identified throughout the school term by the use of formative and summative data. If it is determined, after approximately four to six weeks, that the students are successful in Tier I and/or Tier II, the interventions will continue. If it is determined that the interventions used are unsuccessful, the student is referred for consideration by the Student Support Team (SST).

8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

Response: The principal, assistant principal and academic data coach will provide opportunities to further the faculty’s knowledge and skills of data analysis and collection and how it is related to differentiated instruction, as well as the DCSS’ Instructional Frameworks for the Seven Steps to Teaching and Learning during team meetings and faculty meetings. Staff members will receive training in the area of data analyses with an emphasis on creating flexible groups based on student need. Also, teachers will receive professional development concerning guided reading and math standards-based implementation that is embedded in the 3-part lesson structure of the instructional day. Project ICE training will be provided to assist teachers in developing effective collaborative teaching models. The school counselor and school psychologist will provide the importance of accurate data collection in relation to the RTI process. The Department of Teaching and Learning is also available to provide requested professional development: Guided Reading, Electronic Platform, Introduction to TKES, Classroom Management.

8(c). Parent-Teacher 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 in the community.

Response: Every year Canby Lane offers four opportunities for parents to participate in parent teacher conferences wherein teachers and parents discuss student progress and concerns. Each Level I student’s parent is invited in for a data meeting to discuss the student’s current standing and his/her goals for the school year. Agendas, notices sent via courier, and reminders on the school marquee inform parents of parent-conference dates. Parents or teachers may schedule additional conferences as needed. The school counselor, social worker, psychologist are all available to confer with teachers and parents during these conferences. Teachers offer parents instructional strategies to be implemented at home to correlate with standards-based instruction in the classroom. If any additional assistance is needed, a referral to the school counselor can be made.

*9. Coordination and integration of federal, state, and local services and programs.

This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

9(a). List of state and local educational agency programs and other federal programs that will be included.

Response: Title I funds will be used to implement an afterschool and summer school tutorial program to increase student achievement in all core content areas; transportation will be provided for the students (bus driver salary/energy cost for buses). Funds will be used to implement the I-Ready technology program in all grades and professional development activities associated with its implementation. Teachers will also need support, professional development and resources to supplement teaching the Common Core Georgia Performance Standards. A desktop computer will be purchased for parents to have access to Parent Portal and online resources to assist their child with homework and the standards in the core content areas; postage stamps will be used for parent communication above and beyond what the district requires (Title I meetings, newsletters, letters, flyers). General supplies will supplement instruction in the after school tutorial program for all core content areas to be used for assessments, student work samples, and student responses-paper, pens, toner, paper, folders. Common Core books for the core content areas will supplement instruction and for student remediation of the core content standards. Substitutes will be for professional learning for content planning, data analysis, and Teacher Keys. There will be consultants and professional learning for I-Ready for CRCT test prep professional learning in core content areas. Additional staff will be paid using Title I funds. These staff members include an academic data coach, first grade core teacher, data clerk, and a parent facilitator. Bulbs for ActivBoards will supplement core content instruction for hands on application of core standards and for technology integration on student work, assessments, and student responses to core content. Study Island software to supplement core content instruction for reinforcement of content and for student remediation. Leveled reading books/classroom libraries and principal’s books of the month will supplement Common Core literacy for reading comprehension and reading fluency for all core content areas.

PTSA Funds that are allocated from the PTA have been discussed and approved in an Executive Board Meeting and subsequently approved by the parents in a regular PTA meeting. The funds are used to purchase school agendas for all students.

General School Per Pupil Funds are used to support the instructional program in all core content areas.

Partners in Education Funds are given with the designation of how the funds will be used. The school, in turn, uses the funds in the way that have been designated. The funds are designated for professional development of the staff and to provide snacks/meals for various parent and teacher meetings.

Professional Learning Funds are used for WOW Days, conferences, workshops, and substitutes to support improved differentiated teaching strategies in reading, language arts, math, writing, science and social studies.

9(b). Description of how resources from Title I and other sources will be used.

Response: General supplies will supplement instruction in the after school tutorial program for all core content areas to be used for assessments, student work samples, and student responses-paper, pens, toner, ink cartridges, paper, and folders. I- Reading supplemental books and Common Core books for the core content areas will supplement instruction and for student remediation of the core content standards. Substitutes will be for professional learning for content planning, data analysis, and Teacher Keys. There will be consultants and professional learning for I-Ready for CRCT test prep professional learning in core content areas. Additional staff will be paid using Title I funds. These staff members include an academic data coach, first grade core teacher, data clerk, and a parent facilitator. Bulbs, pens, and remotes for ActivBoards will supplement core content instruction for hands on application of core standards and for technology integration on student work, assessments, and student responses to core content. Study Island software to supplement core content instruction for reinforcement of content and for student remediation. Leveled reading books/classroom libraries will supplement Common Core literacy for reading comprehension and reading fluency for all core content.

9(c). Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

Response: N/A

10. Description of how individual student assessment results and interpretation will be provided to parents.

Response: Individual student assessments results will be provided to parents by providing results through first class mailings using address information in the eSIS system. Students will also be responsible for hand-delivery results to parents. These results will be thoroughly explained to parent during a standardized testing meeting as well as during parent/teacher conferences.

Various assessment techniques are used by teachers to assess student work. The results and the interpretation of the assessments are provided to parents and students in the following ways:

· At Parent Teacher Conferences teachers share and interpret the results of test scores with parents.

· Letters are sent home to parents that explain the results of standardized tests as well as how the test data should be interpreted.

· Parent meetings, held with the 3rd and 5th grade students, are utilized to identify the criteria students must meet to be promoted to the next grade level.

· Conferences are held with students to explain their individual test scores and to develop academic goals every reporting period.

Additional means for providing results and interpretation for student assessments are through public media:

· http://public.doe.k12.ga.us/

· DeKalb’s and Canby Lane’s Websites

· http://www.dekalb.k12.ga.us/canbylane

· Office of Student Accountability

· Open House

· Monthly PTA meetings

**Translation of documents is provided by the International Center as needed.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Response: Data is collected and disaggregated for all State-mandated test by the State of Georgia Department of Education.

Teachers will keep data notebooks for all core content areas. These notebooks will be updated regularly and monitored by the administrative team. They will also be used to discuss student progress and interventions. The I-Ready program provides charts that are useful for teachers. They measure student growth by domain and inform teachers of the amount of individual practice necessary to reach mastery.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

Response: The Georgia Department of Education provides disaggregation of data assessment; therefore, the disaggregation results are valid and reliable.

13. Provisions for public reporting of disaggregated data.

Canby Lane communicates with stakeholders through a variety of venues such as the Georgia Department of Education website

http://public.doe.k12.ga.us/

DeKalb’s and Canby Lane’s Websites

http://www.dekalb.k12.ga.us/canbylane

Office of Student Accountability

Open House

Monthly PTA meetings

Grade Level Meetings

Translation of documents is provided by the International Center as needed.

Through the school’s website, parents and other stakeholders will be able to view the Schoolwide Plan. The information will also be discussed during school council meetings, parent conferences, and PTA meetings.

** Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the parents of participating students in the school speak as their primary language.

14. The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program.

Response: The plan was developed during a one-year period in the 2013-2014 school year and has been updated annually since that date.

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).

Response: The Title I, Schoolwide plan was developed with the involvement of the community to be served and individual who will carry out the plan including administration, teachers, other staff, pupil service personnel, and parents.

16. Plan available to the LEA, parents, and the public.

Response: Canby Lane Elementary School will communicate its’ School-wide Program Plan data to the school’s stakeholders by utilizing the following methods:

· PTA meetings

· Title I Parent Meetings

· Local School Council Meetings

· School based website

The school will display available copies available of the School-wide Plan for public viewing in the media center. Teachers will have access to the School-wide Plan via First Class through the school’s website address. The contact person is Linda Freeman-Allen, SWP Facilitator, if additional information or explanation of the SWP is needed.

The outcome and summative assessment data utilized in the development of this plan is derived from both state and national assessments that have validated and administered state-wide and nationally. Achievement data is collected, disaggregated, and published by the Georgia Office of Student Achievement and is therefore valid and reliable.

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: Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that significant percentage of the parents of participating students in the school speaks as their primary language.

18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver.

Response: The School-wide Plan is subject to the school improvement provisions of section 1116 and the school-wide plan is based on the needs assessment of the school and its population. This document provides the framework for improving academic achievement at Canby Lane Elementary. Teachers, parents, and administrators refer to this document when planning for the improvement of student instruction as well as professional development.