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Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

Mr. Richard Woods, State School SuperintendentJuly 2014 ● of 28

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SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: West Newton Elementary District Name:

Principal Name: Sammy Fudge School Year: 2016-2017

School Mailing Address: 13387 Brown Bridge Rd. Covington, Ga. 30016

Telephone:

District Title I Director/Coordinator Name: Dr. Shelia ThomasDistrict Title I Director/Coordinator Mailing Address: 2109 Newton Dr. Covington, GA 30014Email Address: [email protected]

Telephone: 770-784-2973-Dr. Shelia Thomas

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature: Sammy Fudge Date: 08/27/2016

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:

mailto:[email protected]


SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The 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.


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Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLE

Teresa SaulAssistant principal

Marci Scott Kindergarten Teacher

Tequlia Anthony Title I Teacher

Alysha Ashby First Grade Teacher

Dr. Helena Foster Instructional Coach

Yvonne Peters Fifth Grade TeacherZandra Mapp

Title I Teacher

Sabrina Grant Instructional Coach

Tamara Jones SPED Teacher

Chinosa Hollier ELL Teacher

Yokita Byrd Title I Teacher

Kesia Gatewood Media Specialist

Candice Boone Fourth Grade Teacher

Terra Johnson Guidance CounselorArdena Johnson

PTO President/ ParentDr. Takila Curry

Principal


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SWP/SIP Components1. 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).

SEE COMPREHENSIVE NEEDS ASSESSMENT

2. Schoolwide reform strategies that: Response:

are based on a comprehensive needs assessment provide schoolwide reform strategies that are scientifically researched based tailored to meet the unique needs at WNES.

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).

Response: To provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement, West Newton Elementary School uses the researched based Georgia curriculum guidelines, which identify important concepts students are expected to know for each subject area and at every grade level. All grade level teachers utilize the Georgia Department of Education’s Georgia Standards of Excellence (GSE), Georgia Performance Standards (GPS) and Frameworks to guide instruction and target student learning expectations in all subject areas. The Georgia Standards of Excellence set forth clear expectations of essential knowledge and skills students need for each subject area. By using these performance-based objectives, instruction is differentiated to best meet the needs of all students. Learning Focused School strategies are also used to support learning in all areas of instruction.

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 populationsFollowing are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies.

Professional Learning-Instructional Coaches are utilized to provide on-going


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professional learning in all academic areas to support teachers and paraprofessionals. West Newton’s instructional coaches support teachers by modeling great instruction, gathering important instructional resources and helping teachers understand the benefits. ICs will conduct monthly new teacher classes to help the new teachers gain a more in-depth understanding of our school data, how to use the data, how to plan for instruction, differentiate the instruction for all learners as well as how to make instructional adjustments when students do not master the content. Professional Learning will also take place to address the root causes.

Translators-Translators are used to help support teachers and parents. West Newton has a large Hispanic population, therefore, translators are needed at all meetings. Translators help our teachers explain information in detail to parents in a language that they can understand. Parents are given an opportunity to ask questions when they do not understand. Translators help our parents so that language is not a barrier to them understanding and supporting their children.

Six Steps Vocabulary Process-Our school will use this process to assist students to develop their vocabulary skills and increase vocabulary development.

Reading Libraries- Our students need to be exposed to a text rich environment. The Scholastic reading libraries help to provide our 300 books that are written on a variety of topics. Our students need to have an opportunity for choice when choosing books daily. Our students read more when they are exposed to books that they are interested in reading. The reading libraries give them a variety of text and in turn helps increase their reading levels.

Professional Development Substitutes- West Newton utilizes substitute teachers so that classroom teachers can participate in grade level professional learning at the school and district level. It is our goal to grow our teachers so that they can continue to provide quality instruction in the classroom and our substitute teachers give us that opportunity.

Big Briainz Math Program This program has assisted in increasing student achievement in the area of Math at West Newton Elementary

Moby Max Personalized learning for students. Provide students with the opportunity for remediation and acceleration. It also reinforce 21st Century skills of problem solving, critical thinking and higher order thinking

Brain Pop- Brain Pop is a computer- based program. The program gives students small chunks of important information in kid friendly terms. The program covers all academic areas and is a quick way for kids to learn and its fun. Brain Pop is a meaningful instructional tool that gains the attention of the students and makes learning meaningful.

Writing Journals- Journals allow for writing across the curriculum. Students are able to respond to various prompts that appeal to the conceptual and procedural processes for the writing process.

Technology – The goal at the school and district level is to increase the use of technology in the classroom. We also desire to provide students access to use a variety of technology tools such as laptop computers, tablets, and the Osmo Learning System. We also desire to pilot one to one technology tools at each grade level.

o Activboard- The goal at the school and district level is to increase the use of technology in the classroom. The activboard is an interactive tool that helps makes instruction more engaging.


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o Laptops-The goal of the school and the district is increase the use of technology in the classroom. This will allow students access to variety of instructional programs

Parent and Family Engagement- West Newton will utilize the efforts of the Title I 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 to ensure that our Parent and Family Engagement activities are linked to learning and provide famileis with the opportunities to build effective partnerships with their child’s teacher.

Classroom Instruction That Works(Research-Based Strategies for Increasing Student Achievement) by: Ceri Dean, Elizabeth Ross Hubbell, Howard Pitler and BJ Stone

Building Background Knowledge for Academic Achievement by: Robert Marzano Building Academic Vocabulary by: Robert Marzano and Debra Pickering Instructional Coaching: Professional Development Strategies that Improve Instruction

by: Annenberg Institute for Reform Parent Engagement as a School Reform Strategy

Hollyce C. Giles Research Spotlight on Parental Involvement in Education:NEA Reviews of the Research

on Best Practices in EducationResearch Spotlight on Parental Involvement in Education

2(c) Use 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

Response: We will increase the amount and quality of learning time by:

Supplemental Math Classes will provide small group intense instruction for our students that struggle academically and provide a classroom environment where the students are met at their instructional level each day. Our staff knows the importance of analyzing data, making instructional changes due to data results and how to drill down to exactly what our student’s need. The teacher will work to improve the knowledge of basic math facts, address deficits in number sense and math vocabulary.

Students have an opportunity to participate in early morning instruction based on their academic weaknesses. Students will gain the support needed during morning instruction to help them be successful during the regular instructional day.

We will offer a 21st Century Afterschool Program that will focus on all academic areas.


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2(c) Use 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 teaching by have two instructional coaches that focus on supporting teachers to enhance their teaching skills that will benefits all teachers and students.


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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.

Response: Title I funds will not be used for the assistance with or for 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

Response:Currently at West Newton Elementary School, we offer several special service programs that are not Title 1 funded. These programs include:

Distinguished Gents Club-A mentoring program that groups male students in need of positive male role model with a male teacher in the school for support.

Leading Ladies Club- A mentoring program that groups female students in need of positive female role model with a female teacher in the school for support.

Junior First Lego League/First Lego League Team- Design, build, test and program robots using technology.

BETA Club- Students are able to participate in community service projects. Chorus- Students who are musically inclined in ability or enjoy music have the

opportunity to refine their abilities and perform at various opportunities.

Below are 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 the programs listed above:

21st Century Afterschool Program- A free afterschool program for low income and under achieving students.

Early Morning Instruction-Students receive individualized instruction based upon their needs for refinement, reinforcement, and acceleration.


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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

R.I.S.E.- Reaching Individual Students Early- This program is designed to assist students who do not have home support to complete school assignments.

Z.A.P.-Zeroes Are Not Permitted- This program is designed to help students who are in danger of failing meet grade level standards.

Robotics Team

2(f) Address how the school will determine if such needs have been met; and o Are consistent with, and are designed to implement, the state and local

improvement plans, if any.Response:West Newton has a free and reduced lunch rate of 88.75% which equates to a high rate of poverty and because of this number, it is vital that we provide our students with the best education possible and monitor student progress. Our students have many supports in place for them in and outside of school. During the school day they are provided with a quality education, free and reduced lunch, free school supplies, early morning instruction, differentiated instruction, counseling services, and field trips that provide additional experiences that their resources outside of school cannot provide. West Newton has the largest English Language Learner (ELL) population and a growing special education population. Data is used when determining the supports they will be given and data is used to determine if the supports are working and if not changes are made. We meet weekly to review student data and to make instructional changes as needed. The following measures are in place to determine if the targeted population needs are being met

Grade Level Progress Reports to evaluate all components of section 2. Progress Reports to evaluate all components of section 2. Benchmark Assessments to evaluate components of section 2. Common Formative Assessments to evaluate Content Area Support.

3. Instruction from highly qualified professional staffResponse: Currently, West Newton has 97% of its teachers, paraprofessionals and


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3. Instruction from highly qualified professional staffadministrators highly qualified status according to NCLB regulations. Newton County Schools Focused Walks are used as an informal observation tool to help teachers identify their strengths and weaknesses. These Focused Walks are extremely beneficial because they provide immediate feedback to teachers so that instructional changes can take place if needed. The district has implemented the Teacher Keys Effectiveness System (TKES). The TKES process requires that teachers have walkthroughs, formative and summative assessments. The evaluation system is new to Newton County and Georgia.

West Newton teachers participate in on-going professional learning to help them stay abreast of the effective teaching practices. Professional learning at West Newton is directly tied to district requirements, teacher, paraprofessional and student needs. Teachers are trained on the use of data and how to interpret data effectively. Teachers and paraprofessionals are encouraged to continue their education aspirations to seek out advance degrees.

Teachers are attracted to West Newton because of the following reasons: Newton County offers competitive salaries, teachers are fully supported, teachers are given grade placements where they feel most comfortable, first year teachers are assigned quality mentors, first years teachers attend monthly support meetings, out of classroom responsibilities for first year teachers are limited, teachers are engaged in quality professional development opportunities, teachers are provided with resources that will help them become successful in the classroom, teachers are rewarded with staff incentives on a monthly basis, teachers are given staff of the month recognition, teacher birthdays are acknowledged, teachers are treated with dignity and respect, teachers are recognized monthly for being outstanding staff members, teachers are given the opportunity to serve in leadership capacities. It is evident that teachers enjoy their work environment and colleagues because West Newton has little turn over each year. Teachers are attracted to West Newton because of the following reasons: Newton County offers competitive salaries, teachers are fully supported, teachers are given grade placements where they feel most comfortable, first year teachers are assigned quality mentors, first years teachers attend monthly support meetings, out of classroom responsibilities for first year teachers are limited, teachers are engaged in quality professional development opportunities, teachers are provided with resources that will help them become successful in the classroom, teachers are rewarded with staff

3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. The Newton County School System monitors the Highly Qualified (HiQ) assignments 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


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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, some teachers are seeking certification in critical areas and participate in the Georgia TAPP program. Finally, teachers participate in a variety of professional learning activities to assist in attainment of “Highly Qualified” status. Parents are notified in writing if their child’s teacher is not “Highly Qualified”.

*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 …

4(a) West Newton has included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

Subject Root Cause Professional LearningVocabulary

Students do not have decoding strategies.

Students do not have time to practice decoding strategies

Parents lack the skill set to support students with reading at home.

Six Steps Vocabulary 9 RBIS Strategy Reading For Information Instructional Coach Classroom

Support Educating Faculty and Staff Parent Academies-Professional

Learning for ParentsWriting Students lack the knowledge needed to

determine when it is appropriate to use formal vs. informal language

Students need to enhance writing skills Parents lack the skill set to support

students with writing at home

Six Traits Writing Modeling by the instructional coaches Daily Oral Language/Mentor Sentences Educating Faculty and Staff Parent Academies-educating parents

on the importance of proper grammar-verbal and oral

Basic Math Students lack understanding of number sense.

Students lack understanding of math vocabulary.

Students lack understanding of basic math facts.

Parents lack the skill set to help students with math at home

Number Talks Math Strategies 6 Step Vocabulary Process (Math) Instructional Coach Classroom Support Educating Faculty and Staff Parent Academies- communicating

with parents about the importance of students learning basic math facts

4(b) West Newton has aligned professional development with the State’s academic content and student academic achievement standards. Professional learning is determined at West


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Newton based on county initiatives, teacher performance on formal and informal evaluations and walkthroughs and the Georgia Common Core Performance Standards for all subject areas. The goal at West Newton is to prepare students to be College and Career Ready. Teachers meet weekly with administrators to review lesson plans, analyze data and to make instructional changes as needed.

4(c) West Newton has devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example

Professional Development and resources to increase students decoding strategies and reading skills.

Professional Development and resources to increase Lexile Levels across all grade levels.

Professional Development and resources for Number Talks and Concrete-Representational-Abstract (CRA) model across all grade levels.

Professional Development and resources to improve writing skills across all grade levels.

Professional Development and resources to improve basic math facts. Professional Development and resources to close the achievement gap between

students with disabilities and white students in the area of math.

4(d) West Newton has included teachers in professional development activities regarding the use of academic assessments such as STAR, Benchmarks, and Georgia Milestones to enable them to provide information on, and to improve the achievement of individual students and the overall instructional program in the following ways: teachers and administrators meet during grade level planning to review, discuss and analyze student data; teachers and administrators discuss root causes of academic deficits and discuss strategies to address the problems; teachers and administrators meet during Thursday data meetings each week to review student data and discuss ways to accelerate or remediate students; the leadership team meets monthly to discuss data and ways improve instructional practices; continuous review of the schools data by teachers, administrators and the leadership team meet to review the schools data and update the schools Continuous Improvement Plan (CIP) which is included in Appendix C.

Professional Learning Activity Year(s) Offered

Number of Participants

On-site (school) orOff-site (Central office, conference, or other)

CRA Math Model- Concrete, Representational, Abstract

2013-2017 School-wide On-site/County Level

Math Talks/Number Talks 2013-2017 School-Wide On-site/County Level

Differentiated Instruction 2013-2017 School-Wide On-site/County Level


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Learning Focused School Strategies 2001-2017 School-wide On-site/County Level

Common Core Georgia Performance Standards

2004-2017 School-wide On-site and State Level Training for Coaches and administration

Math Strategies for Instructional Improvement

2006-2017 School-wide On-site/Conferences/ Griffin RESA

Co-Teaching 2007-2017 School-wide On-site

Science Strategies for Instructional Improvement

2012-2017 School-wide On-site/Griffin RESA staff

Research Based Instructional Strategies 2010-2017 School-Wide On-site/County level

6 Step Vocabulary Process 2011-2017 School-wide On-site/County level

Accelerated Reader 2010-2017 School-wide On-site

Dan Mulligan Strategies 2010-2017 School-Wide On-site/County level

Standards Based Classrooms 2007-2017 School-wide On-site

Walkthroughs/Edivate 2007-2017 School-wide On-Site

RTI Training 2007-2017 School-wide On-Site

Implementing GA Frameworks 2009-2017 School-wide On-Site

LFS-KUDS/Student Learning Maps 2009-2017 School-wide On-Site

Infinite Campus Training 2009-2017 School-wide On-Site

Mindset Training 2009-2017 SPED teachers/parapros

BOE

Star Reading/Math/Early Literacy 2011-2017 Gr. K-5 On-site

Early Numeracy/Math Exemplars 2010-2017 School-wide On-site/County Office

Traits Writing 2014-2017 Gr. K-5 District Level

Daily 5/Café 2014-2017 Gr. K-3 District Level

Parent Math Academy 2014-2017 School-Wide On-Site

Dr. Cupp Readers/Jack n Jilly 2012-2017 Gr. K-2 On-Site

How to Teach Reading 2014-2017 K, 1st, and paraprofessionals

On-Site

Istation 2015-2016 School-Wide On-Site

Big Brainz 2015-2017 School-Wide On-Site


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Use of Mentor Sentences to support and improve writing.

2016-2017 School-Wide On-Site

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

Response: 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 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.


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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 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 posted on the school website, posted on school marquee, sent home in letter/newsletter format, and sent home via school messenger. WNES will communicate with all families and the community on a regular basis regarding parent and family engagement events and activities, such as phone messages, social media and flyers. WNES will also use Infinite Campus and progress reports to assist parents in monitoring their child’s progress.


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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 hosting parent academies and working with them to learn more specifics about the trainings that will help them help their children. WNES will provide the necessary materials for parents at conferences, meetings, and activities to help parents work with their child to improve their child’s achievement. We will also listen and respond to parents’ requests for additional support for parental involvement activities and provide parent resource section to meet our parents’ needs.

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 training our personnel on how to best communicate with parents and train our parents on how to best communicate with the school by using modules specifically designed to educate our teachers to engage parents by creating parent meetings and activities that are linked to learning and by hosting a joint training with teachers and parents to share ideas on building 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 integrating Parent Involvement classes for parents of Pre-Kindergarten student’s that focus on early literacy skills. We will communicate effectively with parents the importance of them reading daily with their children and create early literacy packets for parents of Pre-Kindergarten student’s literacy packets. Parents will be given reading resources to help build early reading skills outside of school. We will invite parent resource room at West Newton where parents can come and learn more about different ways they can support their children as well as give parents access to make and take items to use instructionally at home.

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 sending information to parents such as Wednesday Folders each week and monthly newsletters the first Wednesday of each month.

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 parents with documents


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translated in a language that they can understand. We will provide a translator for parents as well during meetings, parent academies and conferences.

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.

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

Transition to Pre-K through 5th Grade Currently, West Newton has three Pre-Kindergarten classes. Two serve as regular classrooms and one serve as a special needs classroom. Our Pre-Kindergarten staff is included in all the professional development opportunities that take place at the school. Pre-Kindergarten parents attend conferences with the Pre-K staff to gain information on the transition services provided for the students. Community daycares and Head Start Programs are allowed to bring their Pre-Kindergarten students to West Newton to visit our Kindergarten classes. Kindergarten Round-Up is a county initiative that takes place each spring. Kindergarten Round-Up provides parents an opportunity to register their children for Kindergarten classes. Babies Can’t Wait is an organization designed to provide services to students that have developmental delays works alongside West Newton to make certain that students are provided with adequate and appropriate education services, for example speech.

Transitions from one grade level to the next are highly important. Students must master the skills outlined in the district report card. The skills must be met in order for promotion to the next grade level to take place. Students that enter the next grade level with academic deficits are given the necessary support to be successful. West Newton participates in a teacher exchange program to help students transition to the next grade level, for example a third teacher transitions to second grade during the month of May to begin introducing students to the third grade expectations and curriculum. West Newton also has a curriculum night in May for all parents where parents are introduced to the upcoming year’s curriculum, student requirements and expectations are discussed.

Transitions to Middle SchoolFifth grade students and parents participate in middle school orientation prior to school beginning for the new school year. Fifth grade students are given an opportunity to visit


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their middle schools during the month of May to help their transition to middle school. The middle school teams also set up parent and student orientations throughout the summer to help better prepare students for their transitions.

Transitions from Private Schools and Enrollment Throughout the School YearStudents that enroll at West Newton Elementary from private schools are first given a placement test if the private school is not accredited. Once student placement is determined parents along with the student meet with administration to discuss the school and to discuss any important information concerning West Newton or student concerns. West Newton’s registrar works diligently to gain records from the previous school to assist the classroom teacher with determining the student’s strengths and weaknesses.

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.Response:

The ways that we include teachers in decisions regarding use of academic assessment are: West Newton Elementary School teachers use a variety of assessments to evaluate instructional needs, monitor students’ progress and determine students’ abilities. Data from these assessments provide valuable information to help teachers with planning and guiding instruction. Results of these assessments are used by all teachers to ensure that students are meeting curriculum standards and reaching grade level benchmark goals. Teachers are expected to use common grade level formative and summative assessments to determine student mastery of Common Core Georgia Performance Standards. The variety of assessments is used to guide instructional decisions in the classroom and to determine student’s strengths and weaknesses.

AssessmentsThe following assessments are administered for validation of student progress: Star Early Literacy, Star Reading, Star Math, Envision Math assessments, Benchmark assessments, Cognitive Abilities Test (CogAT), Georgia Kindergarten Inventory of Developing Skills (GKIDS), and the Georgia Milestones Testing. Results of these assessments are used to identify students for the Early Intervention Program (EIP) and other supplemental services. Subject area tests, unit tests, quizzes, individual assessments, and projects are utilized by classroom teachers as a method of assessing students throughout the year to ensure appropriate instruction and implementation of differentiation strategies.

The assessments mentioned above are used throughout the school year to assess and instruct students at their appropriate level of development. The assessments results are used to determine students’ strengths and weaknesses.


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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

Response: Every reasonable effort is made to administratively coordinate and integrate federal, state and local programs in order to support learning for all students. Coordination and integration may involve combining service eligibility criteria and funding streams, where legal and feasible. The listing of funding sources in 8 (a) describes how Title I and other funds will be used to support our student achievement goals in the Title I School-Wide Plan

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

Response: Response: Below are lists of descriptions for various funding sources that will be used to sustain the implementation of programs at West Newton Elementary.

Title I-designated for teacher salaries and purchases supplemental program materials; underwrites cost of selected school improvement activities shown in the schools Continuous Improvement Plan (CIP).

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.

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; 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.


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State ESOL program funds- are used to provide staff and resources to English Language Learners.

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.

Response: (Include NCSS Title I Budget Justification form here or add as an appendices.)Title I- supplements Title I-designated for teacher salaries and purchases supplemental program materials; underwrites cost of selected school improvement activities shown in the schools Continuous Improvement Plan (CIP). A brief description is provided above in 8 (a) on how other sources of funding will be used.

Title I Part A Line Item Expenditures - Description of Expenditures

Strategies from Component 2 EvaluationDid it work or not?How do you know that this purchase benefit your program?Include Data Source

Instructional Coaches Instructional Coaches are utilized to provide on-going professional learning in all academic areas to support teachers and paraprofessionals. West Newton’s instructional coaches support teachers by modeling great instruction, gathering important instructional resources and helping teachers understand the benefits. ICs conduct monthly new teacher classes that helps the new teachers gain a more in-depth understanding of our school data, how to use the data, how to plan for instruction, differentiate the instruction for all learners as well as how to make instructional adjustments when students do not master the content.

Title I Paid Staff Salaries and Benefits Our Title I paid staff provide daily small group intense instruction for our students that struggle academically. Our staff knows the importance of analyzing data, making instructional changes due to data results and how to drill down to exactly what our student’s need. Our Title I staff provide our students with a classroom environment where the students are met at their instructional level each day.

Title I Contact Stipend WNES’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 West Newton utilizes substitute teachers so that classroom teachers can participate in grade level professional learning at the school and district level. It is our goal to grow our


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teachers so that they can continue to provide quality instruction in the classroom and our substitute teachers give us that opportunity.

BrainPop Software Brain Pop is a computer -based program. The program gives students small chunks of important information in kid friendly terms. The program covers all academic areas and is a quick way for kids to learn and its fun. Brain Pop is a meaningful instructional tool that gains the attention of the students and makes learning meaningful.

Istation Istation is a web based individualized Reading Intervention Program. West Newton Elementary students have shown significant growth K-5 through the use of the program .

Big Briainz Math Program This program has assisted in increasing student achievement in the area of Math at West Newton Elementary

Moby Max Personalized learning for students. Provide students with the opportunity for remediation and acceleration. It also reinforce 21st Century skills of problem solving, critical thinking and higher order thinking

Laptops The goal of the school and the district is increase the use of technology in the classroom. This will allow students access to variety of instructional programs

Activboard The goal at the school and district level is to increase the use of technology in the classroom. The activboard is an interactive tool that helps make instruction more engaging.

Writing Journals West Newton will purchase, chart paper, copy paper, card stock, and that will support the instructional program in all academic areas for writing across the curriculum. Students are able to respond to various prompts that appeal to the conceptual and procedural processes for the writing process.

Six Steps Vocabulary Process West Newton will purchase notebooks, folders, card stock, and chart paper to implement assist students to develop their vocabulary skills and increase vocabulary development.

Translators Translators are used to help support teachers and parents. West Newton has a large Hispanic population therefore, translators are needed at all meetings. Translators help our teachers explain information in detail to parents in a


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language that they can understand. Parents are given an opportunity to ask questions when they do not understand. Translators help our parents so that language is not a barrier to them understanding and supporting their children.

Reading Library Our students need to be exposed to a text rich environment. The Scholastic reading libraries help to provide our 300 books that are written on a variety of topics. Our students need to have an opportunity for choice when choosing books daily. Our students read more when they are exposed to books that they are interested in reading. The reading libraries give them a variety of text and in turn helps increase their reading levels.

Classroom Supplies Ink, Multi-purpose paper, pencils, binders, dividers, storage bins, envelopes, toner, file folders, clips, pens, markers, tape, construction paper, batteries, notepads, staples, labels, sheet protectors, rubber bands, index cards, sticky notes, chart paper


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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.

Response: Our plan has been developed in consideration of the Georgia Department of Education’s College and Career Ready Performance Index (CCRPI) indicators. 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.

Response: We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance.

Those activities (especially for those students who are struggling.) are: STAR Reading and Math Writing Rubrics Response to Intervention Process Pyramid of Intervention Periodic Training For Teachers Parent Conferences Reaching Individual Students Early (R.I.S.E) Title I Parent Academies

9(a) Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

Response: West Newton provides activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Data from the following sources will be used to inform instructional decisions: Student Learning Objective (SLO) Assessment, Star Data, and Benchmark data, and Traits Writing rubrics, formative and summative assessments. Results from these assessments will be used to identify students requiring additional instruction in their areas of weakness. Students that are identified are monitored on a regular basis, and interventions are offered based on the Response to Interventions (RTI) process. Students that


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have difficulty not only in the classroom, but with homework are given the opportunity to participate in the Reaching Individual Students Early (R.I.S.E) program each morning for homework support. Students have an opportunity to go to the R.I.S.E. teacher any day of the week prior to the instructional day beginning to seek help with their homework assignments. R.I.S.E. is a great opportunity for students to gain that extra support needed to help them be successful in the regular classroom.

9(b) Measures to ensure that student weaknesses are identified on a timely basis.Response: When students continue to exhibit academic difficulties, individual action plans are developed using the Pyramid of Intervention (POI) with specific strategies and interventions provided in the classroom. Interventions, data points and modifications are recorded to support the interventions taken. Students continuing to demonstrate a lack of mastery following multiple, intensive interventions by regular classroom teachers may be referred for a psycho-educational evaluation to determine the need for more specialized services in other programs such as Special Education, ELL, Title/EIP, etc. The foremost expectation of teachers and staff is that students receive the assistance they need as soon as it is established that they require more in-depth instruction to meet proficiency.

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

Response: West Newton Elementary provides periodic training for teachers in the identification of weaknesses and appropriate assistance for the identified weaknesses. Teachers are trained how to give multiple assessments and how to analyze assessment data. Teachers are trained to use assessment data to make instructional adjustments in the classrooms as well as how to flexible group using assessment data across the entire grade level.

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 n the community.

Response: West Newton Elementary holds two teacher-parent conferences each year that are required by the school district. The first conference is held in September and the second conference is held in February. Additional parent conferences, however, are held as the need arises. During teacher-parent conferences, parents are given detailed updates on their child’s performance and if additional support is needed; parents are informed of the support and how often it is provided. Parents are also given specific suggestions for helping their children, such as reviewing homework and reading with and to their children. Parents will be asked to complete the School-Parent Compact Conference Summary form during the conferences to provide their input in to their child’s academic progress. In addition, parents are given a list of community resources from the school counselor if additional educational support is needed. Parents also receive four student progress reports throughout the school year to keep them abreast of student academic performances. In addition to parent conferences parents are given an opportunity to participate in Parent Academies. Parent Academies are designed to teach parents academic skills and strategies that will help them support their children outside of school. Parents are provided instruction by varies staff members that take the time to walk our


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parents through a step by step process so that when their children need help parents can provide that help. Parent Academies empower our parents to be role models and a strong support system for their children.

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

Response: Assessment results and interpretation are provided to parents through several lines of communication. West Newton parents receive assessment information through Wednesday folders, parent conferences that are held throughout the school year, school messenger notifying parents to check student folders for assessment results, and report cards. West Newton staff has been trained to analyze student data and are always prepared to review data results with parents.

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

Response: Standardized test score reports are collected, stored and organized by test and year in notebooks in the school’s data room for easy accessibility to all staff members. Disaggregated data and subgroup reports are housed in the schools data room and are referenced there when data are needed for meetings, analysis and discussions. Individual teachers receive score reports for their students, which are used for flexible grouping and to make instructional changes. Data reports from benchmark assessments and formative and summative assessments are reported back to the school and analyzed by teachers and administrators. The data is used to make instructional changes that may require remediation or acceleration.

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

Response: All state mandated assessments are considered to be valid and reliable from the Georgia Department of Education. State rule 160-7-01 Single Statewide Accountability System states “The purpose of the Single State Wide Accountability includes, but it is not limited to, providing valid, reliable and accountability determinations at the school, LEA, and state levels that can help promote continuous improvement in raising student achievement and closing the achievement gaps.” The schools’ student performance data is made available through the Department of Education portal by passcode access. Results are downloaded and reviewed against Infinite Campus and other sources of data such as FTE, to ensure accuracy. Administrators and Superintendent sign an assurance verifying accuracy.

13. Provisions for public reporting of disaggregated data.Response: Disaggregated data is sent to the Georgia Department of Education by the testing company where it is posted on the state website. Data presentations are held with staff, school council and PTO during Title I meetings, school council meetings and PTO meetings. Disaggregated


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data on the performance of all student subgroups are published on the state, county and school’s website each year. West Newton’s disaggregated data is posted in the schools data room and meetings are held in the data room in order to review and discuss data on an on-going basis with school personnel.

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

Response: West Newton’s leadership team which is comprised of representatives of all grade levels and departments, as wells as community stakeholders met to develop the Title I School-Wide Plan over an entire year when it was initially presented for approval. Subsequently, each year thereafter, the School-Wide Plan is reviewed annually by all stakeholders.15. Plan developed with the involvement of the community to be served and

individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Response: The following group of people participated in developing and reviewing West Newton’s Title I School- Wide Plan for the 2016-2017:

Principal Assistant Principal Parents Title I Planning Team (Leadership team members representative of each grade level and

department) School Counselor PTO President

The groups listed include individuals that will be directly involved in carrying out the implementation of the School-Wide Title I Plan. Our annual process for involving stakeholders in updating the School-Wide Title I Plan includes: Inviting stakeholders groups to review data and provide input and make suggestions on how the School-Wide Plan/Program is implemented and how parents can be more involved in the educational process and how Title I monies can be best spent throughout the school year. 16. Plan available to the LEA, parents, and the public.Response: The School-Wide Title I plan is posted on the schools website for our parents and the public to view annually. Copies of the School-Wide Plan are available in the front office and the media center. The Newton County Board of Education’s Federal Programs Office has both an electronic and paper copy of plan available as well. 17. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary language.Response: West Newton has a significant number of students (15%) whose primary language is not English; therefore, our School-Wide Title I plan is translated each year. Translation services are available through the central office. West Newton provides a translator for all Title I meetings and Parent Academies held throughout the school year due to the large population of English Language Learners.18. Plan is subject to the school improvement provisions of Section 1116.Response: West Newton Elementary School’s School-Wide Title I Plan is subject to the provisions of Section 1116 of the Elementary and Secondary Act (2001). In addition to the School-Wide Title I Plan, the school has developed a Continuous Improvement Plan (CIP) that is aligned with Georgia’s approved ESEA Waiver document known as the College and Career Ready Performance Index (CCRPI). West


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Newton Scored 73.4 % out of 100% on the CCRPI College and Career Ready Performance Index in 2015.


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