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Georgia Department of Education

Title I School-wide/School Improvement Plan

Mr. Richard Woods, State School Superintendent July 2014 ● of 76

NCSS-Revised 2/2/16

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Livingston Elementary District Name: Newton County

Principal Name: Dr. Patrick Carter School Year: 2016-2017

School Mailing Address: 3657 Highway 81, South Covington, Ga. 30016

Telephone: 770-784-2930

District Title I Director/Coordinator Name: Dr. Sheila Thomas

District Title I Director/Coordinator Mailing Address:

2109 Newton Drive NE Covington, GA 30014 2109 Newton Drive NE Covington, GA 30014

Email Address: [email protected]

Telephone: 770-787-1330 extension 1250

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Revision Date: 6/7/2017

Revision Date: 8/25/2017

Revision Date:

mailto:[email protected]




NCSS-Revised 2/2/16

SWP Template Instructions

All components of a Title I School-wide Program Plan and a School Improvement Plan must be

addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need

additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the

Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.




NCSS-Revised 2/2/16

Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLE

Dr. Patrick Carter

Principal

Amber St. Clair

Assistant Principal

Karen Wright

Instructional Coach

Katie Norman

Specialist

Kathy Sager

Kindergarten teacher

Brooke Mote

1st Grade teacher

Melanie Patterson

2nd grade teacher

Catherine Grant

3rd Grade Teacher

Katherine Carter

4th Grade Teacher

Natarshia Nolley

5th Grade Teacher

Keitha Watson

Special Education

Kathryn Shropshire

EIP




NCSS-Revised 2/2/16

1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which

includes the achievement of children in relation to the state academic content standards and the state

student academic achievement standards described in Section 1111(b)(1).

Response:

A. We have developed our school wide plan with the participation of individuals who will carry out the

comprehensive school wide/school improvement program plan. Those persons involved were includes

community members and parents, the school wide planning committee, the leadership team and the Instructional Design Team. Both planning and design teams consists of staff from every grade

level/department. Efforts of these teams include leading the school through the process of developing

school improvement goals and action steps for this Title I Plan. The team met on June 7 and 8, 2016, to

begin the work. First, the team completed the 2015-2016 Title I Annual Program Review Report. The

team also conducted an in-depth analysis of data obtained during the 2015-2016 school year in order to

revise and update Livingston’s School-Wide Title I Improvement Plan. Livingston’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.

B. We have used the following instruments, procedures, or processes to obtain this information.

This includes:

2017-2018 Title I Program Review Report

Demographic data regarding the student population

Student achievement data

Professional learning data

Parent surveys

Climate Surveys

Brainstorming and Collaboration

C. Currently, Livingston doesn’t have any Migrant students. However, if any shall enroll, we will follow

the following procedures. The Migrant Education Program is part of the Title I Program. Each year, all

students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is

returned, the school’s designee sends all forms to the Migrant Education Liaison in the Office of

Federal Programs. Upon receipt, and review of each survey, the Migrant Education Liaison sends

selected surveys to the regional Migrant Education Program office. Newton County is a part of the

Migrant Education Consortium which means Georgia Department of Education allows Abraham

Baldwin Agricultural College (ABAC) to serve as the fiscal agency. The Migrant Education Program

Specialist from ABAC will contact each school to provide support to any student who qualifies for

these services. Classroom teachers will implement strategies for any Migrant Education student based

on the areas of need. “




NCSS-Revised 2/2/16

D. We have reflected current achievement data that will help the school understand the subjects and skills

in which teaching and learning need to be improved. For example:

School Demographics 2016-2017 Total

Enrollment

Total

%

Black

%

White

%

Hispanic

%

Asian

%

American

Indian

%

Multi-

Racial

% Male %

Female

490 69.5 19.38 4.89 .4 .2 5.5 55.10 44.89

Number of Students Percent of Student Population

Free and Reduced Lunch 407 83.06

Special Education Enrollment 72 14.69

Gifted Enrollment 19 3.87

EIP Enrollment 79 16.1

ESOL Program Enrollment 11 2.2

Mobility Rate (%) 28.6

Attendance Rate - % of students with fewer than 6 absences 39.59

Summary: Livingston’s total enrollment decreased by 30 students for the 2016-2017 school

year, and the number of students on free and reduced lunch increased from 64.5% (2015-2016

SY) to 83.06% for the 2016-2017 SY. The mobility rate decreased from 37.07% to 28.6%,

and the percentage of students with fewer than 6 absences decreased from 51% to 39.53%.




NCSS-Revised 2/2/16

Georgia Milestones Data

3RD Grade ELA Domain Report

Percentage of Students with Each Score Point

2014-2015



2015-2016




NCSS-Revised 2/2/16



2016-2017

Percentage of Students

Number of Students Below Grade Level Grade Level or Above

86 35 % 65%

Lexile Distribution by Percentage Lexile Distribution Below The Stretch Band (Below 740L)

Within the Stretch Band (740L-940L) Above the Stretch Band (Above 940L)

35% 53% 14%

Percentage of Students in Each

Mastery Category

Reading and Vocab

Remediate Learning Monitor Learning Accelerate Learning

73.5 13 14

Writing and Language


67% 26% 7%

Percentage of Students in Each Score

Point

Extended Writing Task

Idea Development, Organization and Coherence

0 1 2 3 4

9.5 32.75 48.75 9.5 0

Extended Writing Task Language Usage and

Conventions

0 1 2 3 4

19 34 49 8 0

Narrative Writing Response

0 1 2 3 4




NCSS-Revised 2/2/16

15.25 76.75 6.25 2.5 0

Summary: In grade 3, 73.5% of the students will need remediation for Reading and Vocabulary. 67% will need

remediation in Writing and Language. In grade 3, 32.75% of the students performed below the proficiency level in

the extended writing task for Idea development, organization, and coherence. 43% scored below the proficiency

level in the extended writing task for language usage and conventions. 76.75% of students in grade 3 performed below

the proficiency level for narrative writing response.

Summary (Trend Data 15-17): Grade three students increased in proficiency (Level 3) in all

areas of the ELA portion of the GA Milestones.


3RD Grade Math Domain Report

Percentage of Students in Each Master Category

2014-2015




NCSS-Revised 2/2/16



2015-2016



2016-2017

Percentage of Students in Each Mastery Category

Operations and Algebraic Thinking

Number of Students Rem Learn Monitor Learning Accelerate Learning

86 74.5 17.25 8.2

Numbers and Operations Number of Students Rem Learn Monitor Learning Accelerate Learning

86 82.75 4.75 12.75

Measurement and Data


86 83.75 6.75 9.5

Geometry


86 70.75 25.75 3.5




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Summary: Strengths were in math were relative to each section, for 70.75% - 83.75% require remediation

in the domains of Operations and Algebraic Thinking, Numbers and Operations, Measurement and Data and

Geometry.

Summary (Trend Data 15-17): Students in grade 3 still experience deficits in the area of mathematics

in the aforementioned domains.


3RD Grade Science Domain Report


2014-2015




NCSS-Revised 2/2/16

3RD Grade Science Domain Report


2015-2016

Summary: Students were not administered the Science section of the Ga Milestones for the

2016-2017 school year.

Summary (Trend Data 15-17): For the 14-15 school year 88% of the students will need remediation in

Earth Science. 76% will need remediation Physical Science. 82% will need remediation in Life Science. For the 15-16

school year 77% of the students will need remediation in Earth Science. 70% will need remediation in Physical

Science. 70% will need remediation in Life Science.




NCSS-Revised 2/2/16


3RD Grade Social Studies Domain Report


2014-2015

3RD Grade Social Studies Domain Report


2015-2016

Summary: Students were not administered the Social Studies section of the Ga Milestones

for the 2016-2017 school year.




NCSS-Revised 2/2/16

Summary (Trend Data 15-17): For the 14-15 school year, 73% of the students will need remediation

in History. 87% will need remediation in Geography. 93% will need remediation Government and Civics and

75% will need remediation in Economics. For the 15-16 school year, 67% of the students will need remediation

in History.65% will need remediation in Geography. 78% will need remediation Government and Civics and 61% will

need remediation in Economics.


4th Grade ELA Domain Report


2014-2015




NCSS-Revised 2/2/16



2015-2016




NCSS-Revised 2/2/16



2016-2017



72 44.5% 55.5%

Lexile Distribution by Percentage

Lexile Distribution Below The Stretch Band (Below 740L)

Within the Stretch Band (740L-940L)

Above the Stretch Band (Above 940L)

44.5% 32.25% 24.25%

Percentage of Students in Each

Mastery Category

Reading and Vocab


54% 35% 11%



70% 19% 11%

Percentage of Students in Each Score Point



0 1 2 3 4

3.25% 22.75% 74.5% 0% 0%


Language Usage and Conventions

0 1 2 3 4

3.25 11% 74.5% 1.75% 0%


0 1 2 3 4

1.5% 66.75% 26.5% 5.5% 0%




NCSS-Revised 2/2/16

Summary: The students that were at or above grade level were the same students that were within or above

the stretch Lexile band. The majority of students are at Level 1 and 2 on all writing task categories.

Summary (Trend Data 15-17)

In the area of writing, the percentage of students at Level 0 decreased, Levels 1 and 2 increased, Level

3 decreased, Level 4 remained the same.

In the area of ELA, the percentage of students in the “remediate learning” category decreased.

However, the percentages of students in “monitor learning” and “accelerate learning” increased.


4th Grade Math Domain Report


2014-2015




NCSS-Revised 2/2/16



2015-2016



2016-2017

Percentage of Students in Each Mastery Category



72 37.75% 41.75% 20.5%

70

Numbers and Operations in Base 10 Number of Students Rem Learn Monitor Learning Accelerate Learning

72 50.75% 33.5% 15.75%

Numbers and Operations –Fractions


72 60.75% 15% 24%

Measurement and Data Number of Students Rem Learn Monitor Learning Accelerate Learning




NCSS-Revised 2/2/16

72 39% 51.5% 9.5%

Geometry


72 64.75% 28.25% 7%

Summary: (add new information about 16-17 school year.)

Strength: Operations and Algebraic Thinking/

Weakness: Geometry


Operations and Algebraic Thinking as well as Measurement/Data have both shown the greatest improvement

with overall decreases in Level 1 and increases in Levels 2 and 3.

Numbers and Operations in Base 10 and Numbers, Operations-Fractions, and Geometry continue to be areas

of weaknesses.




NCSS-Revised 2/2/16


4th Grade Science Domain Report


2014-2015



2015-2016

Summary: Students were not tested in the area of Science for the 2016-2017 school year.

Summary (Trend Data 15-17) The percentage of students that scored Level 1 increased from 2014-2015 to the 2015-2016, while the percentages of

students at Level 2 and Level 3 decreased.




NCSS-Revised 2/2/16

4th Grade Social Studies Domain Report


2014-2015



2015-2016

Summary: Students were not assessed in the area of Social Studies for the 2016-2017 school

year.

Summary (Trend Data 15-17)The percentage of students that scored Level 1 increased from 2014-2015 to

the 2015-2016, while the percentages of students at Level 2 and Level 3 decreased.




NCSS-Revised 2/2/16



2014-2015




NCSS-Revised 2/2/16



2015-2016



2016-2017



86 30 70

Lexile Distribution by Percentage Lexile Distribution Below The Stretch Band (Below 830L)

Within the Stretch Band (830L-1010L) Above the Stretch Band (Above 1010L)

30 47 23

Reading and Vocab


58.25 31 10.75





NCSS-Revised 2/2/16


86 11.75 2.25

Percentage of Students in Each Score Point



0 1 2 3 4

0 40.25 55 4.75


Language Usage and Conventions

0 1 2 3 4

0 36 58.5 5.75


0 1 2 3 4

10.25 65.75 22.75 1.25

Summary: Strengths: Data shows that students exhibited a relative strength in the area of reading and

vocabulary as compared to writing and language. Writing and language is a weakness with more than 80% of

students performing below grade level. Strengths in writing: Data shows that students exhibited strength in the area of language and usage with more

than 60% performing on or above grade level. Students also performed relatively well with idea

development, organization, and coherence with over 50% performing at or above grade level.

Weaknesses in writing: Students exhibited a weakness in the area of narrative writing with over 65%

performing below grade level.

Summary (Trend Data 15-17) Data shows that there is no trend. The performance showed increases in students performing below grade

level and decreases in students performing at or above grade level.




NCSS-Revised 2/2/16



2014-2015



2015-2016




NCSS-Revised 2/2/16



2016-2017

Mathematics Domain Performance



86 45 30.75 24.25

Numbers and Operations in Base 10 Number of Students Rem Learn Monitor Learning Accelerate Learning

86 77.75 11.5 10.75

Numbers and Operations –Fractions


86 80 13 7

Measurement and Data


86 77 12.5 10.5

Geometry


86 50 41 9

Summary:

Over 50% of students are performing at or above in the area of Operations and Algebraic Thinking. Numbers

and Operations in Base 10, Numbers and Operations with fractions, and Measurement and Data are

weaknesses with more than ¾ of the students performing at the remediate level. According to the data,

Operations and Algebraic Thinking is the relative strength with less than 50% performing at the remediate

level and 24.25 performing at the accelerate level.


In the area of Operations and Algebraic Thinking, the percentage of students performing in the area of

remedial learning significantly decreased each year. In all other domains, the percentages showed

inconsistencies at each level, but growth was shown.




NCSS-Revised 2/2/16



2014-2015



2015-2016




NCSS-Revised 2/2/16



2016-2017

Science

Domain Mastery

Earth Science


86 86.25 10.25 3.5

Physical


86 86 9.5 4.5

Life


86 78 13 9


Strengths: Life Science appears to be a mild strength with 22% performing at or above grade level as

compared to Earth (13.75%) and Physical Science (14%).

Weaknesses: According to the data, science is a weakness with more than75% of students performing at the

remediate level.


Students consistently perform in the remediate level for all 3 domains in Science.




NCSS-Revised 2/2/16



2014-2015



2015-2016




NCSS-Revised 2/2/16



2016-2017

Social Studies

Domain Mastery

History


86 89.75 8 2.25

Geography


86 94.25 5.75 0

Government and Civics


86 72.25 25.75 2.25

Economics



Strengths: Data shows that students exhibited a mild strength in the area of Government and Civics with 28%

performing at or above grade level as compared to History (10.25%) and Geography (5.75%).

Weaknesses: Data shows that students exhibited weaknesses in the areas of History (89.75%) and Geography

(94.25%) of students performing at the remediate level.


In the area of Government and Civics, students performing at the remediate level consistently decreased each

year, and students performing at the monitor level increased.




NCSS-Revised 2/2/16

Kindergarten

GKIDS School Summary Report 2016-2017

This chart displays the percentage of kindergarten students proficient in each listed domain.

GKIDS School Report 2016-2017-ELA Standard: English Language

Arts

Element Description Rating %

NA ND EM PR MS EX Story Reading Skills Answer questions about a text, retell familiar stories 0 1 28 64 7

Words in a text With support, ask and answer questions about words in a text 0 3 44 53

Types of literary texts Recognize common types of texts 0 1 17 82

Authors and illustrations Describe the role of the author and illustrations in a text 0 1 6 8 85

Compare and contrast stories Compare and contrast experience of characters in stories 0 0 32 68

3roup reading activities Actively engage in group reading activities 0 1 17 82

Informational texts Answer questions about and describe informational texts 0 3 46 51

Parts of a book Identify front cover, back cover, and title page 0 4 1 94

Author's supporting reasons Identify the reasons an author gives to support points 0 4 64 32

Compare informational texts Identify similarities and differences in two texts 0 4 33 63

Organization/features of print Follow words left-right, top-bottom, page-by-page 0 1 8 90

Spoken words are represented by sequences of letters 0 3 14 83

Recognize and name upper- and lower-case letters 0 0 1 7 92

Spoken words, syllables, sounds Recognize and produce rhyming words. 0 1 3 96

Count, pronounce, blend, and segment syllables 0 1 26 72

Blend and segment onsets and rimes 0 0 8 92

Pronounce initial, medial vowel, and final sounds 0 0 1 7 92

Add/substitute individual sounds to make new words 0 1 18 81

Phonics and word analysis Demonstrate basic knowledge of consonants and vowels 0 1 0 35 49 15

Distinguish between similarly spelled words 0 3 22 75

High-freq words; emergent texts Read common high-frequency words and emergent-reader texts 0 1 10 28 53 8

Opinion pieces Draw, dictate, and write to compose opinion pieces 0 4 15 14 67

Informative texts Draw, dictate, and write to compose informative texts 0 10 42 49

Narratives Draw, dictate, and write to narrate an event 0 6 40 54

Suggestions from peers Respond to suggestions from peers to improve writing 0 1 32 67

Writing tools Explore tools to produce and publish writing 0 0 57 43 0

Shared research/writing project With support, participate in shared research and writing projects 0 26 26 47

Collaborative conversations Participate in collaborative conversations 0 1 19 79

Information presented orally Ask/answer questions about information presented orally 0 0 26 74




NCSS-Revised 2/2/16

Describe people, places, things Describe familiar people, places, things, and events 0 1 21 78

Grammar/usage Print many upper- and lowercase letters 0 0 35 35 31

Use frequently occurring nouns/verbs; form plurals 0 7 24 69

Understand and use question words 0 0 31 69

Use the most frequently occurring prepositions 0 6 33 61

Produce and expand complete sentences 0 14 26 60

Capitalization/punctuation/spell Capitalize words and name end punctuation 0 1 44 54

Spell phonetically; letters for consonant/vowel sounds 0 6 32 56 7

Ratings: NA = Not Yet Assessed, ND = Not Demonstrated, EM = Emerging, PR = Progressing, MS = Meets Standard, EX = Exceeds Standard, AC = Area of Concern, DE = Developing, CD = Consistently Demonstrating

Summary: Strengths – Parts of a book, organization of print, rhyming words, blend and segment onset and

rime, recognize upper and lower case letters and produce initial, medial and final sounds. Weaknesses –

reasons author gives to support points, explore tools to produce and publish writing, draw, dictate, write to

compose informational text, and with support, participate in shared research and writing projects

Standard: English Language

Arts


NA ND EM PR MS EX Meaning of words and phrases With support, identify new meanings for familiar words; use acquired words and phrases 0 3 32 65

With support, use inflections and affixes as a clue to meaning of a word 0 0 22 53 25

Word relationships Sort common objects into categories 0 0 28 72

Relate verbs and adjectives to their opposites; begin to distinguish verb meanings 0 8 29 63

Identify connections between words and their use 0 7 21 72


Summary: Strengths – sort common objects into categories, Weaknesses – with support, use inflection and

affixes as a clue to meaning of a word.




NCSS-Revised 2/2/16

Standard: Approaches to

Learning

Skill/Element Description Rating %

NA AC DE CD

Curiosity Asks questions. 0 1 35 64

Self-selects activities and topics. 0 1 35 64

Seeks help when needed. 0 3 31 67

Creative Capacity Shows creativity by appropriately using materials in unique ways. 0 4 65 31

Displays imagination in storytelling, writing, drawing, play, songs, etc. 0 1 64 35

Uses a variety of problem solving strategies. 0 13 65 22

Attention Pays attention. 0 13 60 28

Demonstrates increasing task persistence. 0 6 56 39

Displays motivation/enthusiasm for learning. 0 1 35 64

Works independently. 0 8 44 47


Summary: Strengths – seeks help when needed, asks questions, self-selects activities, and displays

motivation/enthusiasm for learning. Weaknesses – uses a variety of problem solving strategies, pays

attention, shows creativity by appropriately using materials in unique ways.




NCSS-Revised 2/2/16

Standard: Personal/Social Devel

Skill/Element Description Rating %

NA AC DE CD Personal Devel Demonstrates self-confidence/positive attitude. 0 0 11 89

Adjusts well to changes in routines and environments. 0 3 11 86

Expresses emotions and needs through appropriate words and actions. 0 1 39 60

Social Devel Treats others with respect in words and actions. 0 0 14 86

Shows caring for others. 0 0 14 86

Follows directions and school rules. 0 3 35 63

Respects the property of others. 0 1 10 89

Works cooperatively with others. 0 7 15 78


Summary: Strengths – demonstrates self-confidence/positive attitude, respects property of others.

Weaknesses – expresses emotions and needs through appropriate words and actions, follows directions and

school rules.

Standard:

Mathematics


NA ND EM PR MS EX Count to 100 by Is and 10s Count to 100 by ones and by tens 0 0 4 19 68 8

Count forward from given

numbei Count forward beginning from a given number 0 1 11 88

Write numbers from 0 to 20 Represent a number of objects with a written numeral 0-20 0 1 8 64 26

lumbers and quantities Say the number names in the standard order 0 0 14 86

Last number name said tells the number of objects 0 1 10 89

Each number name refers to a quantity that is one larger 0 6 4 68 22

'How many" questions Count to answer "how many?" questions up to 20 0 1 3 10 71 15

Count objects to 20 0 1 0 14 63 22

Identify and count pennies to 20 0 0 1 8 71 19

3reater than/less than/equal to Whether a group is greater than/less than/equal to another 0 8 18 74

Compare numerals 1-10 Compare two written numerals between 1 and 10 0 0 35 47 18

Represent addition/subtraction Represent addition and subtraction with objects 0 1 22 76

Solve word problems Solve addition and subtraction word problems 0 0 47 53

Decompose numbers Decompose numbers less than or equal to 10 into pairs 0 8 33 58

Find the number that makes 10 For any number 1-9, find the number that makes 10 0 8 31 61




NCSS-Revised 2/2/16

fold/subtract within 5 Fluently add and subtract within 5 0 7 10 49 35

Compose and decompose Compose and decompose numbers from 11 to 19 0 1 53 46 0

Measurable attributes of objects Describe measurable attributes of objects 0 0 51 49

Compare two objects Compare 2 objects with a measurable attribute in common 0 0 31 69

Classify, count, and sort objects Classify and count objects, sort categories by count 0 0 1 11 69 18

Shape names and positions Describe objects using shape names and describe position 0 0 29 71

Correctly name shapes Correctly name shapes 0 0 13 88

Identify shapes as 2-D or 3-D Identify shapes as 2-D (flat) or 3-D (solid) 0 4 96

Analyze and compare shapes Analyze and compare 2-D and 3-D shapes 0 1 36 63

Model shapes in the world Model shapes by building from components or drawing 0 0 3 97

Compose to form larger shapes Compose simple shapes to form larger shapes 0 1 99


Summary: Strengths – represents number of objects with a written numeral 0 – 20, each number name refers

to a quantity that is 1 larger, identify and count pennies to 20, compose simple shapes to form larger shapes,

model shapes by building from components or drawing. Weaknesses – solve addition and subtraction word

problems, decompose numbers less than or equal to 10 into pairs, describe measurable attributes of shapes,

compose and decompose numbers from 11-19




NCSS-Revised 2/2/16

2016 -2017 ITBS Assessment Data Level Descriptions of NPR (National Percentile Ranking) Ranges:

Level 1: Scores from 1-24 are in the below average range

Level 2 and Level 3: Scores from 25-74 are in the low average to high average range

Level 4: Scores from 75-99 are in the above average range Kindergarten Grade Fall Report Percent of Students in NPR Ranges

2016-2017 Reading Language ELA

Total

Word

Analysis

Listening Extended

ELA

Total

Math Core

Composite

Level One

1-24

Level Two

25-49

Level Three

50-74

Level Four

75-99

Summary: Kindergarten students did not take a FALL ITBS assessment.

Kindergarten Grade Spring Report Percent of Students in NPR Ranges

2016-2017 Reading Language ELA

Total

Word

Analysis

Listening Extended

ELA

Total

Math Core

Composite

Level One

1-24

31 35 30 26 39 21 25 17

Level Two

25-49

16 28 23 31 28 38 19 45

Level Three

50-74

28 32 32 24 16 39 32 29

Level Four

75-99

30 6 19 19 19 8 28 15

Summary: No base line data – Took Cogat in the Fall and ITBS in the Spring. This is our first year

taking ITBS. Our level 3 and 4 strengths are Reading (58%) and Math (60%). Our biggest

weaknesses for level 3 and 4 are listening (35%) and language (38%).

Summary (Trend): Our goal is to become more proficient in levels 3 and 4 in the areas of listening

and language focusing on more background knowledge using concrete examples and making a

conscience effort to practice listening skills. We will make specific listening skills and providing

concrete examples of vocabulary to enhance background knowledge a priority each week.




NCSS-Revised 2/2/16

Level Descriptions of NPR (National Percentile Ranking) Ranges:



Level 4: Scores from 75-99 are in the above average range

1st Grade Fall Report Percent of Students in NPR Ranges

2016-

2017

Reading Language Vocabulary ELA

Total

Word

Analysis

Listening Extended

ELA Total

Math Computation Math

Total

Core

Composite

Level

One

1-24

19 38 28 26 28 41 26 19 NA 19 16

Level

Two

25-49

21 24 21 21 21 29 26 31 NA 31 25

Level

Three

50-74

32 17 37 35 36 19 40 34 NA 34 47

Level

Four

75-99

28 21 5 18 16 10 7 16 NA 16 12

Summary: First Grade took the ITBS Form 5/6 in the fall. The scores indicate a strength in

Reading based on 60% of students scoring at levels 3 or 4. The scores indicate a weakness in

listening based on only 29% of students scoring at levels 3 or 4.




NCSS-Revised 2/2/16

1st Grade Spring Report Percent of Students in NPR Ranges

2016-

2017

Readin

g

Languag

e

Vocabular

y

ELA

Tota

l

Word

Analysi

s

Listenin

g

Extende

d ELA

Total

Mat

h

Computatio

n

Mat

h

Total

Core

Composit

e

Level

One

1-24

28 41 33 36 33 40 36 30 24 32 38

Level

Two

25-49

33 26 19 26 29 21 26 29 26 28 26

Level

Thre

e

50-74

19 25 26 21 29 28 33 32 24 32 30

Level

Four

75-99

21 9 22 17 13 12 5 11 26 11 9

Summary: First Grade took the ITBS Form 7 in the spring. The scores indicate a slight strength

in Word Analysis and Computation based on 52% and 50% of students scoring at levels 3 or 4.

The scores indicate a weakness in language based on only 34% of students scoring at levels 3 or

4.

Summary (Trend): 2016-2017 was our first year to administer the ITBS in first grade. The

number of students at level 3 and 4 decreased in all reading skills except vocabulary and

listening. The number of students at level 3 and 4 decreased in all math skills except

computation. We did not take the computation portion in the fall. In computation, 50% of first

graders scored at 3 or 4.




NCSS-Revised 2/2/16





2nd Grade Fall Report Percent of Students in NPR Ranges

2016-

2017

Readin

g

Languag

e

Vocabular

y

ELA

Tota

l

Word

Analysi

s

Listenin

g

Extende

d ELA

Total

Mat

h

Computatio

n

Mat

h

Total

Core

Composit

e

Level

One

1-24

41 61 42 53 56 63 64 40 38 41 45

Level

Two

25-49

34 28 27 32 37 18 22 42 38 39 40

Level

Thre

e

50-74

18 10 18 11 3 12 13 16 18 18 15

Level

Four

75-99

7 1 12 4 4 7 1 1 17 3 No

Score

Summary: The data analysis of NPR ranges for second graders at LVES first year taking the

ITBS is as follows: During the fall students were assessed using form level E-7. Students’

strengths were in Math and Computations. The weaknesses were in Language, Listening, and

Word Analysis. All of these areas had percentages above 55 percent for Level One.

2nd Grade Spring Report Percent of Students in NPR Ranges

2016-

2017

Readin

g

Languag

e

Vocabular

y

ELA

Tota

l

Word

Analysi

s

Listenin

g

Extende

d ELA

Total

Mat

h

Computatio

n

Mat

h

Total

Core

Composit

e

Level

One

1-24

48 55 52 48 38 56 47 38 22 31 36

Level

Two

25-49

14 22 20 25 48 20 35 25 8 21 30

Level

Thre

e

50-74

20 20 17 18 15 17 14 25 18 24 26




NCSS-Revised 2/2/16

Level

Four

75-99

18 8 11 9 5 14 8 14 52 29 13

Summary: During the spring students were assessed using form level E-8. Students’ spring

scores showed strengths in Math and Computations. Weaknesses were in Listening and

Language; both had percentages above 55 percent.

Summary (Trend): The data shows that from fall to spring, students made gains and Math and

Computations remained the strengths. Listening and Language also remained as the weakness

from fall to spring.





3rd Grade Fall Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conven

Of

Writing

Vocabulary ELA

Total


Total

Core

Composite

Level

One

1-24

45% 53% 56% 38% 51% 51% 33% 45% 52%

Level

Two

25-49

35% 22% 20% 30% 25% 21% 38% 25% 22%

Level

Three

50-74

19% 19% 14% 21% 20% 19% 22% 21% 205

Level

Four

75-99

1% 6% 11% 12% 5% 9% 7% 10% 6%

Summary: Students strengths were vocabulary. Weakness included reading.




NCSS-Revised 2/2/16

3rd Grade Spring Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conven

Of

Writing

Vocabulary ELA

Total


Total

Core

Composite

Level

One

1-24

42% 40% 40% 39% 39% 35% 48% 36% 38%

Level

Two

25-49

30% 29% 29% 26% 35% 30% 28% 34% 36%

Level

Three

50-74

20% 20% 21% 24% 19% 18% 20% 21% 25%

Level

Four

75-99

8% 12% 15% 14% 13% 18% 9% 17% 12%

Summary: Strengths were in math and a relative strength in conventions of writing.

Summary (Trend): This was the first year taking the ITBS. Students experienced most growth in the area of

math compared to other academic areas. All areas had growth at level four.




NCSS-Revised 2/2/16

4th Grade Fall Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conven

Of

Writing

Vocabulary ELA

Total


Total

Core

Composite

Level

One

1-24

52% 35% 37% 33% 37% 29% 31% 35% 32%

Level

Two

25-49

28% 41% 38% 38% 41% 30% 41% 33% 44%

Level

Three

50-74

19% 15% 23% 21% 17% 28% 22% 22% 18%

Level

Four

75-99

1% 9% 3% 9% 6% 13% 8% 12% 6%

Summary: Students’ strengths were in the areas of Math and Vocabulary. Students’ weaknesses were in

the areas of Reading and Computation.








NCSS-Revised 2/2/16

4th Grade Spring Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conven

Of

Writing

Vocabulary ELA

Total


Total

Core

Composite

Level

One

1-24

29% 17% 21% 20% 21% 14% 15% 17% 21%

Level

Two

25-49

39% 34% 35% 31% 34% 35% 25% 27% 30%

Level

Three

50-74

24% 34% 28% 34% 30% 31% 28% 37% 36%

Level

Four

75-99

9% 15% 15% 15% 16% 20% 31% 20% 14%

Summary: Students’ strengths were in the areas of Computation and Conventions. Weaknesses were in the

areas of Reading and Core Composite. This is the first year assessing with the ITBS. Stu

Summary (Trend): This is the first year assessing with the ITBS. Student growth is noted in the decrease

of percentages at Level 1and the increases of percentages at Level 4 in all areas.




NCSS-Revised 2/2/16




Level 4: Scores from 75-99 are in the above average ran

5th Grade Fall Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conv

of

Writing

Vocab ELA

Total

Mathematics Computation Math

Total

Core

Composite

Soc.

Stud

Science Comp

Comp

Level

One

1-24

47 34 35 32 42 38 38 38 39 42 34 34

Level

Two

25-49

31 41 34 38 34 36 34 36 36 26 28 39

Level

Three

50-74

16 20 25 22 16 16 20 18 19 25 30 23

Level

Four

75-99

7 5 6 9 8 10 8 8 6 7 8 5

Summary: Students exhibited a strength in the area of mathematics and a relative strength in vocabulary.

Weaknesses included written expression and conventions of writing.

5th Grade Spring Report Percent of Students in NPR Ranges

2016-

2017

Reading Written

Expression

Conv

of

Writing

Vocab ELA

Total

Mathematics Computation Math

Total

Core

Composite

Soc.

Stud

Science Comp

Comp

Level

One

1-24

35 28 27 22 31 31 28 34 29 37 27 31

Level

Two

25-49

43 47 40 41 43 31 34 28 41 26 43 37

Level

Three

50-74

13 15 24 32 15 26 19 24 19 30 18 24

Level

Four

75-99

9 10 11 7 12 12 20 15 12 12 14 10

Summary: Students exhibited a strength in the area of computation and a relative strength in science.

Weaknesses included vocabulary and reading.

Summary (Trend): This was the first year of administration of ITBS. Students are experiencing the most

growth in the area of math as compared to other academic areas. All areas had growth at Level Four.




NCSS-Revised 2/2/16

K 1 2 3 4 5 Basic Alphabet

Knowledge 0 0 0 0 0 0

Using Letter

Sounds 3 0 0 0 0 0

Using Letter

Patterns 3 3 0 0 0 0

Blends and

Digraphs 33 6 2 1 3 5

R-Controlled

Vowels 27 6 0 1 1 0

Vowel

Consonant -e 0 7 6 2 1 0

Vowel Teams 4 12 4 8 3 0 Lower Text

Complexity 2 24 14 18 6 28

Higher Text

Complexity 0 0 5 19 3 5

Students Read

Silently 0 0 10 34 54 44

2016-2017 End of The Reading Progression Chart




NCSS-Revised 2/2/16

Phonemic Awareness Reading Progression 2016-2017

2016-2017 End of The Year Next Step Guided Reading

KK 1st 2nd 3rd 4th 5th

Pre-A 7 1 0 0 0 0

A 3 1 0 0 0 0

B 3 3 0 0 0 0

C 10 2 0 0 0 0

D 5 2 0 0 0 0

E 10 5 1 0 0 1

F 3 2 1 0 0 0

G 5 2 4 0 0 0

H 5 3 2 0 0 0

I 12 1 3 0 0 0

J 1 12 4 0 0 1

K 1 10 4 6 1 1

L 0 3 4 3 0 1

M 1 0 16 3 0 0

N 5 7 10 2 3 0

O 1 0 1 4 4 0

P 0 0 2 13 6 1

Q 0 0 2 1 7 3

R 0 0 2 9 6 2

S 0 0 0 4 3 8

T 0 0 1 8 4 8

U 0 0 1 6 6 9

V 0 0 0 6 2 17

W 0 0 0 2 3 8

X 0 0 0 2 2 12

Y 0 0 0 4 0 10

Z 0 0 0 10 20 16

Summary:

Students made good progress with the phonics kid and NSGRA. Most students (60) are in Blends and

Digraphs or R controlled vowels in the phonics kid. In NSGRA 37 students are between levels E and K, 23

are below level E and 7 are above level K. First Grade: On the end of the year reading progression data, 41% of first graders were on grade level in phonetic

ability, 33% were below grade level and 21% were significantly below. On the end of the year NSGRA data, 59% of

first graders were on grade level or above in reading, 11% were below grade level and 30% were significantly below.

Second Grade: End of year reading progression data – 70 percent of second graders have completed

phonemic awareness instruction and have progressed to fluency, vocabulary, and comprehension. An analysis

of the end of year NSGR data showed 11 students were reading below grade level. Second Grade: End of

year reading progression data – An analysis of the end of year NSGR data showed 70 percent of




NCSS-Revised 2/2/16

second graders have completed phonemic awareness instruction and have progressed to fluency,

vocabulary, and comprehension and 11 students reading below grade level.

CCRPI CCRPI

2014-2015* 2015-2016 2016-2017

Overall Score: 58.6 Overall Score: 60.1 Overall Score:

Acad

em

ic

Ach

iev

em

en

t P

oin

ts (

50)

Pro

gre

ss

Po

ints

(40)

Ach

iev

em

en

t G

ap

Po

ints

(10)

Ch

allen

ge

Po

ints

(10)

Acad

em

ic

Ach

iev

em

en

t P

oin

ts (

50)

Pro

gre

ss

Po

ints

(40)

Ach

iev

em

en

Gap

Po

ints

(10)

Ch

allen

ge

Po

ints

(10)

Acad

em

ic

Ach

iev

em

en

t P

oin

ts (

50)

Pro

gre

ss

Po

ints

(4

0)

Ach

iev

em

en

t G

ap

Po

ints

(10)

Ch

allen

ge

Po

ints

(10)

Pro

gre

ss

Po

ints

(40)

Ach

iev

em

en

t G

ap

Po

ints

(10)

Ch

allen

ge

Po

ints

(10)

41.7 13.8 3 3.4 22.7 29.6 5.8 2

Summary of CCRPI Data: Between the 2014-15 to the 2015-16 school years, overall the CCRPI score

went down 3.3 points, however the progress points doubled.

*The tests used in 2014-15 were the GCRT. The tests used in 2015-on are the Georgia Milestones. How

CCRPI is calculated is changed each year.

Elementary CCRPI Data Profile CCRPI COMPONENT 2014 2015 2016

School CCRPI Score 69.1 58.6 60.1

Elementary School CCRPI Data Profile CCRPI COMPONENT 2014 2015 2016

Ind # 1. ACHIEVEMENT (Developing

learner or above on Milestones from

2016-on; 2014 meets or exceeds in

CRCT)

ELA (%)* 88.3%

47.321%

43.913% Reading (%)* 94.9%

Mathematics (%) 81.3% 51.345% 50.217%

Science (%) 65% 39.013% 39.783%

Social Studies (%) 68.7% 34.459% 34.130%

Scores were combined in In Reading& ELA to just ELA start in 2015

Positive Movement for ELL's TFS TFS

% SWD in Gen Ed ≥ 80% of school day 53.3% 95.726% 86.207%

5th grade Writing Assessment 62.5% n/a n/a

% 3rd graders with Lexile ≥ 650 53.6% 38.158% 48.684%

% 5th graders with Lexile ≥ 850 65.7% 53.947% 57.692%

% of Career Assessment Lessons 100% 100% 100%




NCSS-Revised 2/2/16

Ach: Post ES Readiness Category Performance

% Grade5 Pass 4 content and CRCT Meet

or Exceed 60.2% n/a n/a

% Exceeds on CRCT 37% n/a n/a

Ach: Predictor for HS Category Performance 0.0000 0.0000 0.0000

Predictor for HS Grad Points Earned (out of 18) 0 0 0

Predictor for HS Grad Weighted Performance 0 0 0

ED/EL/SWD 2.4 Points 0 Points 0

Exceeding The Bar Points Earned 1 point 1 point 2

Summary of CCRPI Data: There was a 3.3 point decrease from the 2014-2015 CCRPI to the 2016-2016

CCRPI. The largest cause for the deficit was attributed to 2.4 point decrease in the ED/EL/SWD

subgroups. *Combined to make ELA in 2015.

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 the State Academic content standards and the state

student academic achievement standards.

Georgia Milestones End-Of- Grade Performance Targets These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5 points,

Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia Milestones EOG and

GAA Grades 3-8.

Statewide Assessment Student Group 2015

Proficiency

Rate

2016

Performance

Target

2016

Proficiency

Rate

2017

Performance

Target

2017

Proficiency

Rate

2018

Performance

Target

2018

Proficiency

Rate

English/

Language

Arts

State Target /

All Students

71 63.6 72 66.9 70.2

American

Indian/Alaskan

72 65.9 61 69.0 72.1

Asian/Pacific

Islander

0 93.3 0 93.9 94.5

Black 58 49.7 60 54.3 58.9

Hispanic 64 55.4 75 59.5 63.6

Multi-Racial 0 68.4 0 71.3 74.2

White 68 75.1 62 77.4 79.7

Economically

Disadvantaged

59 51.9 59 56.3 60.7

English Learners 20 41.6 33 46.9 52.2

Students With

Disability

31 37.3 30 43.0 48.7

Mathematics State Target /

All Students

76 66.8 77 69.8 72.8

American

Islander

78 100.0 70 100.0 100.0

Asian/Pacific 0 68.6 0 71.5 74.4




NCSS-Revised 2/2/16

Black 64 50.7 68 55.2 59.7

Hispanic 50 60.3 74 63.9 67.5

Multi-Racial 0 70.2 0 72.9 75.6

White 75 79.1 70 81.0 82.9

Economically

Disadvantaged

65 55.3 67 59.4 63.5


Students With

Disability

36 42.2 46 47.5 52.8

Georgia Milestones End-Of- Grade Performance Targets These targets are based on a weighted average where Beginning Learners earn 0.0 points, Developing Learners earn 0.5

points, Proficient Learners earn 1.0 point, and Distinguished Learners earn 1.5 points. Rates and targets include Georgia

Milestones EOG and GAA Grades 3-8.

Statewide

Assessment

Student Group 2015

Proficiency

Rate

2016

Performance

Target

2016

Proficiency

Rate

2017

Performance

Target

2017

Proficiency

Rate

2018

Performance

Target

2018

Proficiency

Rate Science State Target /

All Students

68 61.0 69 64.6 68.2

American

Indian/Alaskan

55 62.4 58 65.8 69.2

Asian/Pacific

Islander

0 90.1 0 91.0 91.9

Black 51 43.9 56 49.0 54.1

Hispanic 72 52.6 50 56.9 61.2

Multi-Racial 0 66.5 0 69.6 72.7

White 64 75.2 62 77.5 79.8

Economically

Disadvantaged

52 49.5 56 54.1 58.7


Students With

Disability

21 41.5 41 46.8 52.1

Social

Studies State Target /

All Students

73 63.1 73 66.5 69.9

American

Indian/Alaskan

52 65.1 55 68.3 71.5

Asian/Pacific

Islander

0 94.0 0 94.6 95.2

Black 49 48.2 52 52.9 57.6

Hispanic 72 55.2 75 59.3 63.4

Multi-Racial 0 67.2 0 70.2 73.2

White 58 75.3 59 77.6 79.9

Economically

Disadvantaged

48 51.5 51 55.9 60.3


Students With

Disability

8 42.3 24 47.5 52.7




NCSS-Revised 2/2/16

Summary:

Elementary School Staff Profile

2014-2015 2015-2016 2016-2017 Number of Certified Staff (teachers) 36 37 37

Number of Certified w/ Advanced Degrees 15 20 20

Average Number of Years’ Experience 18 12 12

% of Staff Highly Qualified 100% 100% 100%

Number of Teachers at school 3 or more

years

32 31 31

Number of teachers at school less than 3

years

4 20 20

Number of Classified Staff

(paraprofessionals)

9 9 9

Summary For the 2016-2017 school year the number of teachers remained the

same from the previous school year. 100% of the teachers at Livingston are

highly qualified.

TKES of Teachers at

the Level (%) on Summative Assessment

2015 2016 2016

Ineffective Level 1 0 0 0

Remedial Level 2 5.8% 5.4% 0

Proficient Level 3 94.2% 94.6% 100%

Exemplary Level 4 0 0 0

Teacher observation data has been maintained in the TKES platform. 100% of the teachers at Livingston Elementary School were 100% proficient regarding the 2016-2017 TKES evaluations overall rating.




NCSS-Revised 2/2/16

LVES Parent Survey 2016-2017

2016-2017 Parent Survey Results




NCSS-Revised 2/2/16




NCSS-Revised 2/2/16

Data Summary and School Reflection

Our plan will be based on data reviewed in the Comprehensive Needs Assessment for the entire school. The

Comprehensive Needs Assessment is based on information related to the Georgia Standards of Excellence

(GSE), Georgia Performance Standards (GPS), local student achievement data, and other data sources

supporting student achievement.

Subject-Grade K Discuss the strengths AND weaknesses for the subjects to include the domain and

skills in which teaching and learning need to be improved. ELA Strengths: Alphabetic Principle, Concept of Word (STAR)

Weaknesses: Writing was identified as an area of weakness according to GKIDS data Phonemic Awareness, Phonics, Structural Analysis, Sentence and paragraph level comprehension

(STAR).

Math Strengths: Early Numeracy (STAR), Number Naming and Number Identification (STAR)

Weaknesses: Numbers and operations was identified as an area of weakness according to GKIDS

data Number /Object Correspondence, Sequence Completion (STAR)

Subjects-Grade 1 Discuss the strengths AND weaknesses for the subjects to include the domain and

skills in which teaching and learning need to be improved.

ELA Strengths: Vocabulary Acquisition and Use (STAR), Craft and Structure (Informational and

Literature (STAR)

Weaknesses: (Informational Reading) Integration and Knowledge of Ideas (STAR),

(Informational Reading) Level of Text Complexity (STAR) Math Strengths: Measurement and Data, Operations and Algebraic Thinking (STAR)

Weaknesses: Geometry, Numbers and Operations in Base 10 (STAR)



ELA Strengths: Phonics and Word Recognition,

Weaknesses: Text Complexity (Informational and Literature (STAR)

Math Strengths: Geometry, Operations and Algebraic Thinking (STAR)

Weaknesses: Measurement and Data (STAR)




NCSS-Revised 2/2/16



ELA Strengths: 75 students were within or above the expected Lexile stretch band for 3rd grade.

Weaknesses: The majority of students scored "remediate Learner" in subcategories of Writing

and Language.

Math Strengths: Measurement & Data was a noted area of strength

Weaknesses: Numbers and Operations in Base Ten

Science Strengths: Life Science

Weaknesses: Earth Science Social Studies Strengths: Economics

Weaknesses: Government and Civics

School Climate Strengths: Caring environment

Weaknesses: Challenging and relevant work

Subjects-4 Discuss the strengths AND weaknesses for the subjects to include the domain and


ELA Strengths: Reading and vocabulary

Weaknesses: Writing and Language

Math Strengths: Geometry

Weaknesses: Numbers and Operations/Fractions

Science Strengths: Life Science

Weaknesses: Earth Science Social Studies Strengths: Civics and Government

Weaknesses: History

School Climate Strengths: Teachers caring and provide a respectful environment

Weaknesses: Challenging and relevant work

Subjects-5 Discuss the strengths AND weaknesses for the subjects to include the domain and


ELA Strengths: Reading & Vocabulary

Weaknesses: Writing and Language

Math Strengths: Operations & Algebraic Thinking

Weaknesses: Numbers and Operations in Base Ten

Science Strengths: Earth Science

Weaknesses: Physical Science

Social Studies Strengths: Government & Civics

Weaknesses: History

School Climate Strengths: My teacher cares about my learning and treats me with respect

Weaknesses: The work in this class challenges me.




NCSS-Revised 2/2/16

F. The data has helped us reach conclusions regarding achievement or other related data. As part of the school-wide plan needs assessment-data gathering process, we have used the following

instruments, procedures, or processes to obtain this information:

• 2016-2017 Title I Annual Program Review Report

• Demographic data regarding the student population

• Student achievement data

• Professional learning data

• STAR data about school strengths and weaknesses

• Brainstorming and Collaboration

i. The relative strengths we found for students in grades 3, 4, and 5 had 56, 57, and 70

percent of students respectively meeting or exceeding the grade level Lexile Stretch

Band expectations. Geometry and Operations and Algebraic Thinking were strengths

in mathematics for grade 3. Algebraic Thinking and Numbers and Operations in Base

10 were strengths for Grade 4. Operations and Algebraic Thinking was a strength in

mathematics for Grade 5. According to ITBS data, Word Analysis and Computation

were strengths in Grade 1. Reading and math were relative strengths in Kindergarten.

ii. The needs we discovered in Kindergarten and First Grade were Language and

Listening Skills. The needs in 3rd grade were identified as comprehension, reading

fluency, critical vocabulary, and communication. Fourth and fifth grade needs were

identified as writing and language. In grades 3-5, we will also focus on increasing math

performance through computation, problem solving, multistep process, fact fluency

and critical vocabulary.

iii. The ROOT CAUSE/s that we discovered for each of the needs was foundational skill

deficits including phonemic awareness, phonics, fluency, sight vocabulary, and

comprehension. We also determined that additional professional learning targeting

specific strategies would be beneficial to teachers in their classrooms. These strategies

include phonics, close reading, paired text analysis, constructed response, and sight

word remediation. In addition, we determined that number decomposition, place

value, math fact fluency, and fractions were deficits. Numbers and operations with

fractions was also a deficit. We determined that parent events targeting specific areas

such as reading and math offering grade level hands on activities would additionally

support instructional efforts at home.

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

Increase Parent Involvement/ Increase parent awareness

o To increase parent participation and awareness of school activities and workshops by

20%

Target professional learning

o To increase staff utilization of consistently utilizing RBIS by 100% through targeted

professional development gleaned from areas of greatest need.

o To implement the strategies presented in professional development through a Book

Study on Next Step Forward Guided Reading

o To increase staff participation in County offered staff development opportunities

Increase student achievement in math




NCSS-Revised 2/2/16

SWP/SIP Components

o Increase the total percentage of students in Kindergarten scoring in Math from 77.5% to

82% as measured by the GKIDS Assessment

o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 1-2 in

Math scoring from 45% to 50% as measured by ITBS (43%-1st grade)

o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 3 – 5

in math scoring from 45% to 50% as measured by ITBS

o Decrease the total percentage of students in grades 3 – 5 scoring at Level 1 Beginning

learner from 30.6% to 25.6% as measured by the Georgia Milestones test

o Decrease the total percentage of students in grades 3 – 5 scoring at Level 2 Developing

Learner from 42.4% to 37.4% as measured by the Georgia Milestones test

Increase student achievement in reading

o Increase the total percentage of students in Kindergarten in Reading scoring from 68% to

73% as measured by the GKIDS Assessment

o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 1 and

2 in Reading from 7.5% to 12.5% as measured by ITBS (40% - 1st grade)

o Increase the total percentage of students scoring in NPR Levels 3 and 4 in Grades 3 – 5

in reading scoring from 28% to 33% as measured by ITBS

o Decrease the total percentage of students in grades 3 – 5 scoring at Level 1 Beginning

learner from 31.7% to 26.7% as measured by the Georgia Milestones test

o Decrease the total percentage of students in grades 3 – 5 scoring at Level 2 Developing

Learner from 42.6% to 37.6% as measured by the Georgia Milestones test




NCSS-Revised 2/2/16

2. School-wide reform strategies that:

are directly tied to the comprehensive needs assessment

are scientifically researched based

are based upon effective means of raising student achievement.

use effective instructional methods that increase the quality and amount of learning time.

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 school

improvement plans

develop opportunities for all children in the school to meet or exceed Georgia’s Standards

of Excellence.

Increase parental Involvement and awareness

Increase Student Achievement in reading and math

Provide Professional Learning- focusing on providing content and grade level specific

Parental Involvement Strategies

2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels

of student academic achievement described in Section 1111(b)(1)(D).

Livingston Elementary provides opportunities for all children to meet the state’s proficient and

advanced levels of student academic achievement by following the K-5 Reading/Language Arts,

Math, Science, and Social Studies curriculum maps for the Newton County School System

(NCSS). The curriculum maps provide a planned sequence of instruction and learning

experiences appropriate to the various developmental levels of students. The curriculum maps

are used to guide teachers’ daily instruction and are aligned to appropriate Georgia Standards of

Excellence.

Our goal is to utilize a variety of strategies that move students towards meeting or exceeding

levels of achievement set forth by the Georgia Standards of Excellence. To address the needs of

all students at Livingston Elementary School, we will provide a rigorous and relevant education,

to empower students to think critically in order to produce, perform, create, and communicate

their knowledge competitively in a hyper-connected, global environment. Additionally,

Livingston will utilize the prescribed curriculum of the NCSS which is aligned with Georgia

Standards of Excellence and research based strategies as a foundational component to the overall

instructional plan implemented in each classroom.




NCSS-Revised 2/2/16



Instruction:

Teaching strategies, instructional materials and evaluation methods are framed by research based

instructional practices. Livingston’s staff integrates the nine highly effective instructional

strategies from Robert Marzano’s work Classroom Instruction that Works. These strategies are

used to increase student achievement, including but not limited to: building background

knowledge, direct vocabulary instruction, small group differentiated instruction, use of non-

linguistic representations, activating strategies, and higher order thinking skills.

Livingston will maximize instructional time by adhering to the State required instructional

minutes for Reading/ELA in order to accommodate the implementation of the Daily 5/Café’

model and the Six Traits of Writing.

Six Traits of Writing is utilized to improve the writing skills of all Livingston Elementary

students. Six Traits of Writing is a research based writing program that focuses on the four

domains of writing, Ideas, Organization, Style, and Conventions while integrating the traits that

make writing effective. Professional development will be provided to assist teachers in their

integration of this program into the Language Arts block by the school Instructional Coach.

A county-provided curriculum map helps to align units of study in science and social studies.

Livingston Elementary School instruction includes the utilization of EnVision and the Georgia

Department of Education Math Frameworks to provide students with practice of math concepts

using many hands-on experiences that enable students to gain mastery of crucial mathematical

skills. EnVision Math also incorporates opportunities for students to work in a variety of

cooperative learning situations and provides each student with internet access to many resources

that can be used at school or home. Daily Number Talks are used to practice math strategies in

context.

LVES teachers utilize Phonics kits, Daily 5/Café frameworks, Next Step Guided Reading, Six

Traits of Writing, and county unit plans. These research-based programs encompass all areas of

literacy and address the six components of a balanced reading program. These programs link

classroom instruction with everyday experiences, authentic literature, and all other areas of the

curriculum. County-developed and school level units that coordinate the Next Step Guided

Reading with Learning Focused strategies and the Georgia Standards of Excellence are also

used. This provides useable and clearly organized units that incorporate all the elements needed

to provide effective student instruction.




NCSS-Revised 2/2/16



A vital part of instruction is addressed through multiple assessment probes. These assessment

tools include Illuminate, and classroom assessments (formative, summative, and diagnostic).

2(b) Use effective methods and instructional strategies that are based on scientifically based

research that:

o strengthen the core academic program in the school.

o include strategies for meeting the educational needs of historically

underserved populations

Teacher Effectiveness

To further strengthen the core academic program at the school, research based strategies

from Robert Marzano’s work are used to increase student achievement. Professional

learning will be provided by the Instructional Coach concerning the implementation of

research based instructional strategies. Substitutes may be utilized in order for teachers

to attend such professional learning sessions.

Some of the practices that are used as a part of the research based instructional

framework include the building of background knowledge, direct vocabulary instruction,

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 retention and application of the

Georgia Standards of Excellence in real life settings amongst the school’s

underperforming students.

Professional Learning

School-wide job embedded Professional Development allows for cohesiveness among the

entire staff. Everyone understands our common goals and we all move in the same

direction. The Title I Instructional Coach will work with the faculty to promote learning

that impacts student achievement and provide professional learning to address our root

causes.

Continuous professional development and instructional monitoring assures the

implementation of the Georgia Standards of Excellence. Teachers attend weekly grade

level meetings to participate in a continuous analysis of data gathered from various

assessments. Within the context of this collaboration, teachers use the available data to

identify deficiencies, reflect on current teaching strategies, and determine resources

necessary for teaching and enhancing deficient skill areas.

We will provide opportunities for all children to meet state proficiency standards by

implementing various support strategies and tools.




NCSS-Revised 2/2/16

Faculty and staff at Livingston are committed to working with all students to ensure

emotional and academic growth. The staff utilizes a variety of scientifically-based

research methods and instructional strategies to address the needs of students. The

Common Core Georgia Standards for Excellence (CCGSE) are the cornerstone of the

school’s curricular program. Teachers also implement activities from the Newton County

Curriculum Map, Six Traits of Writing, Envision Math, Georgia Department of

Education Math Frameworks, and Newton County Phonics Kits.

Parent and Family Engagement

Ongoing research shows that family engagement is a teaching and learning practice that

helps to improve student achievement, reduce absenteeism, and restore parents’

confidence in their child’s education.

We will utilize the efforts of the Title I Parent Contact to serve as the liaison between the

school and the district. The Title I Contact will be used to assist the principal to carry out

the requirements of the Parent Involvement Program in order to provide parents with

academically based strategies, resources, materials, and tools to help support parent

involvement beyond the school day.

ELA/Reading

Guided Reading is a strategy that helps students become effective readers. Livingston

will utilize various resources for ELA/Reading to support the Daily 5/CAFÉ Reading

Framework to include the Scholastic Guided Reading (a leveled book system) as a

systemic strategy for underperforming learners (Tier 2 and Tier 3 students).

Small Flexible Groups ensure that students receive instruction that is tailored to their

individual needs. Skills addressed include comprehension, fluency, and phonics. Daily 5

tasks are activities created to deepen students’ literacy skills. Syllaboards and Phonics

Magnetic Boards will be used in grades K-3 to foster early literacy foundational skills for

reading.

Small Flexible Groups ensure that students receive instruction that is tailored to their

individual needs. Skills addressed include comprehension, fluency, and phonics. The

groups change according to the results of informal/formal assessments. This model of

instruction emphasizes intervention rather than remediation. Supplemental resources for

at-risk learners include instructional technology and Leveled Readers.

Math

Teachers differentiate instruction during small/flexible groups to address the needs of

struggling students in the areas of problem solving, fact fluency, and base ten.




NCSS-Revised 2/2/16

Supplemental instructional resources include BrainPop, Envision Math, CRA and ST

Math. They provide individualized practice on the Georgia Standards of Excellence

(GSE) in Math.

Math manipulatives will be used to provide students with hands-on opportunities to learn

abstract mathematical concepts.

Instructional Technology

Integrating technology allows us to support visual learning and to promote critical

thinking and collaboration among students, facilitate problem-based learning and team-

based learning. Educational Apps/ to include BrainPop will be used to supplement

ELA/Reading and Math whole group, small group and independent instruction.

Technology resources and peripherals, to include Document Cameras, are also utilized to

increase student engagement, individualize student learning, and increase retention of

content.

2(c) Use of effective instructional methods that increase the quality and amount of

learning time.

o increase the amount and quality of learning time, such as providing and

extended school year and before- or after-school and summer programs

and opportunities, and help provide an enriched and accelerated

curriculum

We will increase the amount and quality of learning time by creating a comprehensive

schedule that allows uninterrupted instruction. Additional math support will be provided

daily during homeroom and in the computer lab with targeted skill assessment and

individualized instruction through research based technology platforms.

We will provide additional support through LEAP (Learning Extension Afterschool

Program). LEAP focuses on departmentalized instruction supported by content teachers,

technology, and research based strategies.

A highly-qualified para-professional will be hired to assist teachers via a pull out or push

in model to assist students in the areas of Reading and Math.

Livingston will maximize the quality of learning time via the implementation of

differentiated instruction and student engagement strategies. Teachers will pre-test

students on skills to be taught for a particular unit. Students will be placed in readiness

level groups to provide differentiated small group instruction in both Reading and Math.




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2(d) 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

school-wide 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.

Title I funds will not be used for the assistance with field trips.

2 (e) Include strategies to address the needs of all children in the school, but particularly the

needs of low-achieving children and those at risk of not meeting the state student

achievement standards who are members of the target population of any program that is

included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods,

which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

We will provide various opportunities for students to gain skills necessary to meet state

achievement standards. We will use research based instructional methods and strategies to

strengthen and provide additional opportunities for students to exceed standards in the school

and meet the educational needs of the Livingston Elementary population.

These opportunities include:

Monthly counseling sessions that focus on meeting the behavior, social, emotional, and

educational needs of students

NBA program that celebrates students quarterly who have Never Been Absent

Mentorship programs for girls and boys that focuses on adaptive skills and life skills

Career Day that focuses on college and career awareness

PTO programs that focuses on educating parents and providing opportunities for parents

to learn strategies and skill to support student home learning

PBIS behavior framework that utilizes research based strategies to encourage school

appropriate behavior

LEAP (Learning Extension Academic Program) o Afterschool support for those students who need additional content specific

support. Content area teachers have designated days to work for two-hours on

Tuesdays and Thursdays. This support is offered on a first-come first serve basis.

o LEAP will occur from January to March. Transportation will also be provided.

2(f) Address how the school will determine if such needs have been met; and




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o Are consistent with, and are designed to implement, the state and local

improvement plans, if any.

To assess if needs have been met, we will conduct parent surveys, analyze student data, conduct

walk through observations, review lesson plans, and utilize assessment tools. These components

will be discussed during professional learning communities and grade level meetings. Lesson

plans will be submitted weekly for review and support. Formal and informal walkthroughs will

be conducted and immediate feedback will be provided for support as needed. Additionally, data

notebooks will be used to collect and evaluate individual student data to drive instruction.

3. Instruction from highly qualified professional staff

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. Finally, teachers participate in a variety of professional learning

activities to assist in attainment of “Highly Qualified” status. Currently, 100% of Livingston

Elementary teachers, paraprofessionals, and administrators are Highly Qualified. In order to

ensure that all students are receiving solid, rigorous instruction, administrators monitor

classroom instruction very carefully through the use of walk-throughs, the Teacher Keys

Effectiveness System (TKES), grade level meeting minutes, Tier 2 and Tier 3 intervention

meetings, and Individualized Education Program (IEP) meetings. With the addition of an

instructional coach teachers have access to modeling of best practices, data driven decision

making, and school and district professional learning. A variety of professional development

activities are offered to ensure that teachers continue to stay abreast of effective teaching and

learning practices and strategies. Many staff members are also enrolled in advanced degree

programs. All administrators will schedule and hold mid-year meetings with all teachers to

discuss their specific class data, students who are not making adequate progress, and specific

strategies that need to be implemented the last half of the school year to ensure that all students

have the opportunity and resources to meet and/or exceed standards. Furthermore, we will ensure

instruction is provided by professionals meeting Highly Qualified (HQ) standards. Additionally,

we will provide professional learning targeting research based instructional practices, integrated

technology, lesson planning and data assessment.

3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.




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Livingston 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.

Livingston offers a variety of professional learning activities to assist in attainment and

maintenance of “Highly Qualified” status as well as support through instructional coaching,

common planning, team building, staff celebrations, extensive and comprehensive professional

development.

*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing

professional development for teachers, principals, and paraprofessionals and, if appropriate,

pupil services personnel, parents, and other staff to enable all children in the school to meet the

state’s student academic achievement standards. Professional development for staff to enable all

children in the school to reach optimum potential.

4(a) Paraprofessionals, support staff, and administrators participate in school-based staff

development along with the certified teaching staff. They also participate in system professional

development activities in order to renew their certification. Administrators attend an annual

retreat during pre-planning. Recent topics of study include legal updates, relationship building,

school improvement initiatives, development of professional learning communities, and

supporting foundational skills in reading and math. Additionally, the administration participates

in training sessions about increasing rigor by Dr. Dan Mulligan, and implements the TKES

evaluation system. Professional development for administrators occurs regularly as part of

required monthly meetings. Teachers and paraprofessionals receive ongoing professional

development on how to increase student achievement using Marzano and other best practices

strategies. Parents participate in planned activities throughout the year that focus on strategies to

enhance their child’s learning at home (i.e. how to use manipulatives at home).

SUBJECT ROOT CAUSE PROFESSIONAL

LEARNING

ELA/Read Students do not

understand/apply context

clues and decoding skills to

higher level texts, and cannot

comprehend grade level texts

without teacher support.

Continued use of the

Daily 5 Café

framework

Phonics Training

Book Study

Math Numbers and Operations with

Fractions and Base 10 are the

greatest area of need.

Students are not fluent with

Number Talks

Subitizing

Base Ten

Numbers and

Operations- fractions




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*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing

professional development for teachers, principals, and paraprofessionals and, if appropriate,

pupil services personnel, parents, and other staff to enable all children in the school to meet the

state’s student academic achievement standards. Professional development for staff to enable all

children in the school to reach optimum potential.

basic facts and numeracy

skills. CRA Training

4(b) Ongoing professional development for faculty is an important element of student

achievement. Researched Based Instructional Strategies and Learning Focused Schools

Strategies are presented in Professional Learning sessions. Teachers meet within their grade

levels on a regular basis during common planning time to review and discuss implementation of

instructional strategies to increase student learning. During these designated planning times,

grade level-appropriate professional development will occur on topics such as curriculum

development and alignment, data analysis, standards based teaching strategies, walkthroughs,

and the Pyramid of Intervention (POI).

4(c) We will devote sufficient resources to effectively carry out the professional development

activities that address the root causes of academic problems. For example, our funds are used to

provide instructional coaching, the purchase of technological devices such as laptops and iPads,

the purchase of educational standards based platforms (i.e. Brain Pop.) Additionally, funds are

used to obtain consumable resources (i.e. chart paper and leveled texts) and coaching materials to

promote best practices in the classroom.

4(d) Teachers will participate in professional development activities regarding the use of

academic assessments. This will enable teachers to receive information, improve the

achievement of individual students and the overall instructional program by understanding

diagnostic, summative and formative assessments. In addition, they will be able to effectively

drill down specific standards and identify the foundational skill needed to support further

learning and achievement. Furthermore, assessment efforts will focus on identifying

instructional gaps to support effective small group differentiation.

5. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services.

5(a) We will involve parents in an organized, ongoing, and timely way in the planning,

review, and improvement of schoolwide programs and the school Parent and Family

Engagement Policy by inviting all parents to participate in our end of the year Revision and

Development meeting where parents can give input on the development the schoolwide plan,

Parent and Family Engagement Policy, school-parent compact, parental involvement budget,

and the CLIP. Parents can also access the policy, schoolwide plan, and policy on the school’s




NCSS-Revised 2/2/16

website and in the Parent and Family Engagement Resource Section. Additionally, parents

will be given surveys at each of the Title I meetings throughout the year for the purpose of

offering suggestions and participating in decision making regarding their child’s education.

All parent feedback is considered prior to the revision of the plan annually.

5(b) We will update the school parental involvement policy periodically to meet the changing

needs of parents and the school and distribute it to parents of participating children and make

the parental involvement plan available to the local community by hosting an annual revision

and developmental meeting where all stakeholders are invited to give input and feedback on

the policy. The policy is also located in the front office, in the parent resource section, and

posted on our school’s website where parents can also give feedback throughout the year. At

the beginning of the year, the policy is sent home as part of the Title I Parent and Student

Packet. Parents can access the policy from our website or pick up a copy from the front office

and from the parent resource room.

5(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’s Parent and Family Engagement Policy, the schoolwide plan, and the School-Parent

Compact and encourage and invite all parents of participating children to attend by sending

home flyers that give parents several options to attend our annual parent orientation and/or to

receive the information shared. We will communicate using multiple methods including flyers

with available services with each student with each student, school messenger and via the

school’s website and additional reminders.

5(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 sending home flyers that allows parents to

choose a time for multiple meetings via our flyers. We also seek how utilize our parent

surveys and meeting evaluations to gather feedback from our parents to better prepare for

future meetings. Notifications about all meetings is sent home two weeks in advance. Several

communication methods will be used as reminders.

5(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 sending home invitations in English and Spanish about Annual Title I Parent Orientation

meeting where parents will be given information about our Tittle I schoolwide programs.

Open House where the grade level standards and expectations, curriculum and assessments

information along with progress reports and report card dates will be shared. A school

calendar will distributed at the beginning of the school year as well as posted on our school’s

website to inform parents about our regular upcoming parent meetings including the dates for




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parent conferences and the Title I Revision meeting where parents and families can formulate

suggestions and be involved in the decision making process relating to their child’s education.

5(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 inviting

all parents to attend our Annual Revision and Development meeting at the end of the year.

The school-parent compact is posted on our school’s website. Parents are welcomed to give

input on the school-parent compact throughout the school year. A copy of the school-parent

compact is shared at our parent conferences in the efforts to build partnerships with parents

for student achievement.

5(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 ensuring that all information related to school and parent

programs, meetings, and other activities is provided in English and Spanish and posted on the

school website, posted on school marquee, and sent home via school messenger; sharing

information via ongoing parent meetings and through parent conferences, and how to monitor

their child’s progress via progress reports and infinite campus.

5(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 proving math, literacy, study skill training, and provide

resources supporting research based strategies supporting increased student achievement.

5(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 conducting

training to faculty and staff in efforts to build the capacity for teachers and families to partner

for student success via faculty meetings and PLCs. Also, LVES will offer joint trainings with

parents and teachers to discuss strategies to build effective family-school partnerships.

5(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 providing

open house and tips on how to prepare their students for the school year. Parents are given

information regarding county policies and procedures for student success as well as

transitional activities throughout the year.




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5(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 providing frequent and

advanced method of technology. Various method of communication will also include written

notification.

5(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 providing

necessary resources to access components needed to promote academic achievement.

6. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to

local elementary school programs.

We will plan activities for assisting preschool children in the transition from early childhood

programs. We have also included transition plans for students entering middle school or high

school and for students entering from private schools including students entering our school

throughout the school year. We understand that smooth transitions are important at the

elementary level in order to promote learning at all grade levels. To encourage smooth

transitions, Livingston Elementary implements many strategies to enable all children to succeed

academically and socially from year to year.

Prior to entering Pre-K, many children attend daycares, Head Start, and Babies Can’t Wait. The

school works with these organizations so that families know about Pre-K registration for the

lottery funded classes. Pre-K students are assessed using developmental skills checklists so that

children needing support can be identified before going to kindergarten making their transition

into kindergarten much smoother. Pre-K students also visit the kindergarten classrooms and are

introduced to the teachers prior to the end of the year. This way they have an idea about what to

expect in Kindergarten.

The Pre-K Building Coordinator works with daycare preschool programs so that parents of

students not chosen in the lottery still receive opportunities to attend parenting workshops,

kindergarten registration, etc.

Transition from one grade to another is a priority as well. Promotion to the next grade depends

on mastery of skills outlined on the skills-based report card issued to each student in

Kindergarten, First, and Second grade. Students are either promoted fully into the next grade

level or placed with additional academic services.




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Special education students are transitioned from one case manager to the next by introducing the

student to the new teacher prior to the end of the year. When feasible, students also spend time

with the new teacher prior to the end of school so that a relationship is started before the child

leaves for the summer. Placement meetings are held in May for all special education students.

Parents and a representative from the receiving middle school attend the meetings. The current

IEP is discussed and plans are made to make the transition smooth and positive for the students

and their parents.

Students entering our school from private schools are provided a welcome packet containing an

agenda planner, name of classroom teacher, and log in information for technology. The student

and his/her parent are given a tour of the school and are encouraged to ask questions. Students

new to LES are administered a screening to determine possible reading and math placement if

their school records are not available.

In May, fifth graders will visit the middle school that they will attend. The middle schools also

hold a Sixth Grade Day Camp to allow students to come to school prior to the first day to meet

teachers, learn the layout of the building, etc.

7. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b)(3) in order to provide information on, and to improve, the

achievement of individual students and the overall instructional program.

The Leadership Team is an inclusive team that includes a representative from each department at

the school. Once a month, a Leadership Team meeting will be held to discuss current school

climate concerns, provide input and share feedback from staff members. Data is analyzed during

Leadership Team meetings to improve the performance of individual students and the

instructional program. Minutes from meetings are emailed to each staff member as a

communication tool.

At each grade level, teachers review the results of students’ performance on all mandated tests,

benchmark assessments, and other common assessments to determine areas of weaknesses and

strengths. Teachers utilize both grade level and individual student performance data to design or

modify instruction for individual students or groups of students as indicated. During Leadership

Team and Grade Level Team meetings where data is discussed, decisions are made to modify

instructional programs when there is evidence that such programs are not working. In addition

to using the results of state mandated testing, Livingston teachers use results from a number of

diagnostic tools including: Illuminate Common Assessments and ITBS.

At the end of the year the administrative staff, with help from classroom teachers, pulls

individual test data for student placement.




NCSS-Revised 2/2/16

8. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and

job training

This plan was 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. Therefore, every reasonable effort is

made to administratively coordinate and integrate federal, state, and local programs to support

the academic achievement of all students. Coordination and integration may involve combining

service eligibility criteria and funding streams with federal, state, and local guidelines.

8(a) List of State and local educational agency programs and other federal programs that will

be included. Title I - supplements Title I-designated teacher’s salary and purchases supplemental

program materials; underwrites the cost of selected school-wide improvement activities

shown in the school’s action plans

Title II-A Teacher Quality Program - Funds have been used to ensure that all teachers

meet the highly qualified teacher requirements of No Child Left Behind.

Title II-D Technology - provides opportunities to expand and upgrade our technology

inventory.

Title III- Various funding sources used to sustain academic programs Federal, state, and local funds are used to provide at-risk and struggling students with

an after-school program in order to remediate the needs of individual learners.

IDEA, Part B - Funds are used to provide professional development for regular and

special education teachers on co-teaching students with disabilities; and to employ

special education and related services staff.

Title VI Instructional Support - Funds are used to supplement state and local funding

available for instructional supports to address the needs of at risk, underachieving

student groups.

State funds are used to provide instructional support for struggling students to be served

in the Early Intervention Program (EIP).

State and federal funds are used to serve preschoolers with disabilities in preschool

special education programs and non-disabled four-year old preschoolers in a state

lottery-funded prekindergarten program.

Safe and Drug Free Schools funds are used to supplement activities and materials

associated with Red Ribbon Week.




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

Title I Part A Line Item Expenditures -

Description of Expenditures

Strategies from Component 2 Evaluation

Did it work or not?

How do you know that this

purchase benefit your program?

Include Data Source

Instructional Coach LVES’s Instructional Coach will support teachers

by substantiating instructional practices that are

research based and target various learning styles

and methods and to address root causes.

Title I Paid Staff Salaries and Benefits A highly-qualified para-professional will be hired

to assist teachers via a pull out or push in model to

assist students in the areas of Reading and Math.

Title I Parent Contact Stipend LVES’s Title I Contact will serve as the liaison

between the school and the district to assist the

principal in carrying out the requirements of the

Parent Involvement Program.

Subs for Title I Paid Teachers Insures continuous classroom expectations Math Manipulatives Math manipulatives will be used to provide

students with hands-on opportunities to learn

abstract mathematical concepts.

BrainPOP To provide students with assistance in

understanding complex concepts in the subject

areas of reading and math.

Syllaboards and Phonics Magnetic Boards Targets early literacy foundational skills necessary

for increasing higher order thinking and reading

skills.

LEAP: After School Provides selected students with additional

instructional team to increase academic proficiency

in reading and math. Transportation will be

included.

Document Cameras Document Cameras, are utilized to increase student

engagement, individualize student learning, and

increase retention of content.




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Instructional Supplies ( Ink Cartridges, Paper) Instructional supplies to supplies to support content

area instruction




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8(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. Currently, we are not involved in any federal programs pertaining to vocational, career, work, or

community service.

9. Activities to ensure that students who experience difficulty mastering the proficient

or

advanced levels of academic achievement standards required by Section 1111(b)(1)

shall be provided with effective, timely additional assistance, which shall include

measures to ensure that students’ difficulties are identified on a timely basis and to

provide sufficient information on which to base effective assistance.

The activities that we are providing at Livingston Elementary School are implemented to

ensure that students who experience difficulty mastering proficient and advanced levels of

academic achievement standards shall be provided with effective, timely additional assistance

are grounded in data-based decision making. These activities include the following:

EIP (Reading and Math)

Response to Intervention (RTI)

FastBridge

LEAP (Learning Extension Academic Program)

Parent Conferences

Peer Mentoring

Professional Learning

9(a) Activities to ensure that students who experience difficulty mastering standards shall

be provided with effective, timely assistance, which shall include:

Livingston utilizes the Response to Intervention system for students who are either

academically and/or behaviorally at risk. Students who receive Tier 2 support receive

additional research based interventions in Reading, Math, and/or Behavior. These students are

progress monitored using the district prescribed tools (i.e. Fast Bridge) in order to determine

the effectiveness of interventions. If a student does not show growth on set goals (according

to individual student data points), the student is referred to Tier 3. Students in Tier 3 receive

individualized and intensive (4 times a week) instructional intervention(s).

9(b) Measures to ensure that student weaknesses are identified on a timely basis.




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All students at Livingston Elementary School receive instruction in a standards based

classroom by a highly qualified teacher who provides differentiated instruction. All students

will take the ITBS in August. Those students that scored in Level 1 or Level 2 and meet

indicators are identified as RTI students. These students will be placed into the Fast Bridge platform, and will receive progress monitoring. Data is reviewed during a 4 to 6-week period.

Common formative and summative assessments, developed by Livingston teachers, will assist

in progress monitoring students who are at risk of not meeting grade level standards.

To provide assistance to students who are not mastering proficient or advanced levels of

academic achievement in a timely manner, students receive academic interventions from their

classroom teacher. During these tutorial times, research based activities are utilized. Students

who are academically at-risk also receive support through Early Intervention Placement (EIP)

and Title I staff members, who provide academic support through a variety of service models

including pull-out, augment, and reduced class size. Furthermore, LEAP, an afterschool

program, will be offered TBD. This program is implemented to provide academic support for

students who did not show mastery of CCGSE as assessed through State Standardized Testing.

9(c) Periodic training for teachers in the identification of weaknesses and appropriate

assistance for identified weaknesses.

Teachers at Livingston Elementary will receive on-going professional development on topics

that reflect identified student academic needs, working with a diverse student population and

effective instructional strategies to aid in increasing student achievement in Reading and Math.

These professional development opportunities occur during PLCs, after school faculty

meetings and/ or on staff development days. Qualified personnel will deliver these

professional development sessions.

9(d) Teacher-parent conferences that detail what the school will do to help the student,

what the parents can do to help the student and additional assistance available to the

student at the school or in the community.

Open House is held before the school year begins to allow parents to meet faculty and staff,

learn school and classroom expectations, and ask questions. Formal teacher-parent conferences

are held twice per school year. Teachers and parents attend RtI, IEP, and 504 meetings.

Teachers and parents also meet informally as often as necessary to help address individual

student needs. Title I parent seminars and monthly activities, PTO meetings, grade level

newsletters and the school website. Teachers will share data that allows parents to understand

their child’s strengths and weaknesses. Teachers also offer parents suggestions that provide

assistance to students at home. Technology (i.e. Canvas) gives parents access to teacher

information, student resources, textbooks, and assignments. Parents are also made aware of

community resources that are available, including: parent/family support group meetings,




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mental health services, Help a Child Smile (dental), and community-based tutoring and

support programs.

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

provided to parents.

Through communication, avenues are created to inform parents about their child’s academic

success. There are many ways of communicating student’s individual assessment results and

test interpretation to parents. Livingston’s faculty members will use the following methods for

communication:

Send local mail – informative letter explaining results

Newspaper – article w/visual aid explaining county results

Web-page – County site w/links to test results

Wednesday Folders- results w/ informational letter

School Messenger- Telecommunication service notifying parents of upcoming results

through other types of publications

Parent – Teacher Conferences

One-on-One Phone Call to parents by teachers

Parent Portal on Infinite Campus

Report Cards

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

assessment results of students.

Student needs are formally assessed using results of state-mandated testing with the GKIDS,

CogAT, ITBS, and Georgia Milestones (3rd-5thgrades). Results of these tests come from the

state in the fall and late spring of each year. School level staff, including principal, assistant

principals, classroom teachers (regular and supplemental –Title I, EIP, Special Education, &

Gifted), and members of the Livingston’s School Improvement Leadership Committee analyze

student performance data for overall strengths and weaknesses. Academic data is

disaggregated by subgroups and examined to make both external and internal comparisons.

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

and

reliable.

Efforts will be made to ensure that disaggregated assessment results are valid and reliable.

Demographic data is obtained from Infinite Campus. Labels containing demographic data are

developed by the testing companies and attached to testing materials. This helps to ensure that

teachers do not inadvertently code incorrect information. Coding for special education,

economically disadvantaged, etc. that is not encoded into the label is done by the school’s test




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coordinator to ensure accuracy. Parents are asked to check student demographic information

annually either at conferences or on surveys that are sent home. The aforementioned

processes are verified by the school’s test coordinator and data entry clerk.

13. Provisions for public reporting of disaggregated data.

Disaggregated data is made available to the public through the Department of Education

website. Disaggregated reports on the performance of all major student groups are published

on the school’s website and released to several local newspapers as well as post for public

review on the school’s data wall.

14. Plan developed during a one-year period, unless the LEA, after considering the

recommendation of its technical assistance providers, determines that less time is

needed to develop and implement the schoolwide program

During the 2016-2017 school year, Livingston faculty and stakeholders were involved in the

year-long development of a Title I School-Wide plan. Teachers, paraprofessionals,

community members, parents and administrators were involved in the plan. During the

summer of 2017, data was reviewed by the school administration and school leadership team.

The school-wide plan is reviewed and revised to address data findings. The school wide plan

is shared with families and community members in a school council meeting; a link to the plan

is made available on the school website, once the plan is approved. Hard copies of the plan

are kept in the media center.

The school wide plan and the school improvement plan are working documents which are

reviewed every semester by the Leadership Team. During those reviews all classroom data,

benchmarking data, and student performance data is analyzed. Programs and research based

practices that are currently in place are reviewed. Through professional learning communities

and with the assistance of Title I and Special Education Instructional Coaches, strategies and

materials that may be effective based on data and needs are reviewed and/or implemented.

The Leadership Team researches and review strategies and materials that will address the

identified areas of need by looking at the time of implementation, cost, and research based

results of the strategies and materials. The amount of professional learning needed for

implementation of a strategy or material is taken into consideration by the Leadership Team.

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).

Livingston Elementary’s Leadership Team, which is comprised of grade level teachers,

paraprofessionals, and administration, utilized available data to develop the Title I plan.

Feedback on the draft was solicited and received from the Local School Council,

representatives from the PTO, and faculty. It is also reviewed at the Annual Revision and

Development Meeting. Final approval of the plan involved all certified staff.




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At the end of the school year all parents will be invited to offer input on the school wide plan

during our Annual Title I Parent Revision and Development Meeting.

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

The school-wide Title I plan will be posted on the school’s website. Hard copies will be made

available in the school office and media center for parents that do not have access to the

Internet and for any community member that may wish to review it. Furthermore, the plan is

discussed at School Council Meetings and PTO Meetings. The Newton County Board of

Education’s Federal Programs Office also has both an electronic and paper copy of the plan.

The plan will be updated annually and made available through the process described here.

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.

About 1% of the student population at Livingston Elementary School speaks another language

besides English, with that language being Spanish. Documents sent home are translated into

Spanish; in addition, the parent involvement policy and home-school compact are available in

Spanish to Hispanic families.

18. Plan is subject to the school improvement provisions of Section 1116.

Livingston Elementary uses state academic assessments and other indicators described in this

plan to annually review the progress of the school to determine whether the school is making

adequate yearly progress. Data from the aforementioned are then used to determine how Title

I funds will be utilized to increase student achievement needs addressed in Component 2 on

(pg. 5). The materials purchased and/or staff hired will correlate to areas that the Livingston

Leadership Team deems as areas in need of improvement. During the annual review of data

and update of school improvement action plans, the Leadership Team will review and update

the components of the Title I addendum as a part of the planning process.