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Henry County SchoolsContinuous Improvement Planning Process

Hickory Flat Elementary2018-19

GUIDANCE:This plan will guide your Continuous School Improvement work for the next year or more. The purpose of this document is to develop strategic goals & actions for school improvement based on targeted areas identified by longitudinal data analysis of four key data buckets: Perceptions, Student Learning, School Processes, and Demographics.

The school leadership team, led by the principal, should complete this document. While Assistant Superintendents are working in conjunction with the Learning and Performance Services and Leadership Departments, your Assistant Superintendent is the best resource to help you complete this form.

It is essential that your work include an alignment of the District Strategic Priorities to the fundamental work that will be accomplished at your school:

Unify Henry County around excellence in public education Strengthen our core business of student learning Ensure a high performing environment for all students

GOALS and STRATEGIES:Start with the end in mind.

What needs are identified by your data (current and historical)? What do you need to accomplish the learning outcomes you have identified? Have you identified the root cause?

Goals should be achievement goals to increase student learning. For example, a measurable achievement goal is there will be a 3% increase (based on

your school’s specific data) in developing or proficient for all students in mathematics during the 2018 -19 school year.

All goals should be S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, time-bound).Each goal should have metrics associated with it.

Each achievement goal requires strategic actions to accomplish the goal. Focus these strategic actions around the professional development activities needed to support full implementation of the goal. Remember effective professional development includes four components: constructing knowledge, transferring knowledge into practice, to practice teaching, and to promote reflection.

ALIGNMENT: Cohort 15, 16, 17 and 18 personalized learning schools’ CIP goals and strategies must align with those outlined through the school redesign process and articulated in the School Readiness Criteria (SRC) document.

Title schools’ plans must align with Title goals and strategies outlined in the Title documents.

All schools must align with the Henry County strategic priorities of Unify, Strengthen, and Ensure outlined above.

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Monitoring Plan:CSIP achievement goals are intended to improve student-learning outcomes. As such, student learning are data points to be monitored as part of the Plan, Do, Study, Act process.Monitoring of Achievement practices should focus on monitoring implementation in the classroom (e.g., walk-throughs, examining student work protocols), not just artifacts that suggest implementation might be occurring (e.g., lesson plans).A process for the monitoring of achievement practices should be developed/articulated (e.g., Focus walk-throughs conducted by Administrators, Leadership team, Department Chairs, Grade Level Chairs, and District Leadership Team members quarterly).

Feedback & Monitoring Loops: To facilitate schools receiving feedback on their plans, we have developed the following

timelines. Draft #1- Due July 5th, 2018 – Assistant Superintendent will provide feedback not later than

July 16th, 2018. Final Draft of CSIP- Due July 27th- completed Final Draft is due to Assistant Superintendent,

which should incorporate/address any concerns/feedback provided on Draft #1. CSIP Share- Due Preplanning Week- schools are expected to have CSIPs finalized and shared

with school staff during preplanning to contextualize the focus of your school’s work for the upcoming year.

Assistant Superintendents of Leadership Services are expected to schedule quarterly visits with schools to participate in the process schools are using to support and monitor implementation of the school’s goals (e.g., conducting walk-throughs, participating in data examination/analysis and needs analysis of next steps, participating in components of PD).

Monthly Performance Review (MPR)-This will occur monthly where each building leader will meet with the Assistant Superintendents to report status of CSIP actions and 5 x 5 walk-thru results.

All schools with be required to conduct a MPR. The specific schedule for your school is dependent upon your CCPRI score (see your Assistant Superintendent for more details.)

NOTE: All MPR sessions will be held at your school. District Leadership Team from various departments will attend each session.

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Dates Level I – 100 - 80 Level II – 79 - 70 Level III – 69 -60Level IV – below

60August 31,2018 MPR MPR MPR MPR

September 28,2018 MPROctober 26,2018 MPR MPR

November 30,2018 MPR MPRDecember 13,2018 MPR

January 25,2019 MPR MPRFebruary 22,2019 MPR MPR

March 29,2019 MPR MPRApril 26,2019 MPRMay 31,2019 MPR MPR MPR MPR

Section A: Where are we now as a school?

What Perceptions data did you use? What did the data tell you?

Hickory Flat utilizes a variety of perceptions data to gather information about our school from various stakeholders. This year we collected perceptions data from the HCS Personnel Surveys, Georgia Health and Parent Surveys, Title I Program Surveys, and our annual Charter Survey of Parents. Additionally, our faculty completed the Data Collection Analysis rubric for needs identification and root cause analysis (shared in #3 of Section C).

Surveys of administrator effectiveness indicate that the principal continues to trend positively in the eight Leader Keys Standards showing continuous improvement for the past 4 years. The assistant principal survey data also indicates strength in all 8 Leader Keys Standards with a score of Agree (3) or Strongly Agree (4) for all eight standards.

Our annual Charter Survey is given every spring to parents and employees. In 2018, parent surveys reached a 53% return rate with 98% of the responding parents indicating that they are satisfied with the quality of their child’s education at Hickory Flat. 98% of the employees surveyed indicated that they are satisfied with their job at Hickory Flat.

Our most recent Climate Star rating is 4 out of 5. This rating comes from the feedback of our Georgia Health and Parent surveys as well as attendance, discipline, and safe/substance free school reports.

At each Title I event, we survey parents to ascertain their thoughts and gather feedback for continuous improvement. Parent feedback this past year indicated that our parents greatly enjoy the academic family events provided (Family Writing Night and Family Science Night) as well as our Innovation Station Parent Nights. Respondents overwhelmingly feel that they want to be an effective support for their child’s academic growth and appreciate it when grade levels offered specific academic support workshops. This year, each grade level provided parents an opportunity to engage in grade level specific presentations about topics related to curriculum and instruction. We had a 27% increase in the number of parents who signed in at events in the 2017-2018 school year.

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What demographics data did you use? What did the data tell you?

Hickory Flat gathered demographic data from the State Longitudinal Data System, Infinite Campus, and FTE information. Our demographic data offers statistics about our student population in order to generalize information about our school. By examining historical data, we see trends such as a decrease in enrollment, growth in the diversity of our students, and an increase in our free/reduced lunch population. Our average daily attendance is consistently steady; within 1% from year to year. Our behavior data is showing a slight decline in the number of office referrals (less than 1%) and disciplinary hearings (from 5 to 1).

What student learning data did you use? What did the data tell you?

Hickory Flat collects and uses data from the Measures of Academic Progress (MAP) Assessment, Georgia Milestones Assessment, Personalized Learning Observations, and School-based Writing Assessments.

Our MAP Assessment data is collected three times per year and used to track progress towards our students’ individual expected growth targets.

Our Georgia Milestones Assessment data shows a decline in the overall percentage of students scoring Developing to Distinguished in ELA, Science and Social Studies. The data showed a 1% gain in students scoring Developing to Distinguished in Math. Our black students, our highest enrollment demographic, are consistently our lowest performing subgroup for the past three years.

What internal processes & programs did you evaluate? What did this evaluation tell you?

Hickory Flat evaluates the implementation of our annual Continuous School Improvement Plan (CSIP), our Positive Behavior Interventions & Support (PBIS) implementation as well as our Personalized Learning School Readiness Criteria (SRC).

For the 2017-2018 school year, we had two CSIP goals. The first goal was to use Formative Instructional Practices (FIP) to support student learning in Science and Social Studies by creating and using clear learning targets. This goal was expected to provide an increased outcome of 3% of the number of students performing at or above proficiency in Science and Social studies as measured by the Georgia Milestones Assessment. We had our ILT provide all teachers with strategies and resources to implement Science and Social Studies standards during PL sessions, faculty meetings, collaborative planning, grade-level planning, and district release days. We monitored this goal through observational data, MAP assessments, and teacher created assessments. While the monitoring data showed progress and improvement with the implementation of FIP, we did not see the expected increased outcome of 3% of our students performing at or above proficiency in Science and Social Studies as measured by the Georgia Milestones Assessment. Preliminary data indicates that the percentage of students passing the Georgia Milestones Assessment dropped 13.3% in Science and

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6.7% in Social Studies.

Our second goal was to cultivate a culture of writing by providing standards-focused writing instruction daily that emphasizes differentiations, engagement and writing for authentic purposes. We expected that this goal’s evidence would be an increase of 3% of the number of students performing at or above proficiency in ELA as measured by the Georgia Milestones. Our ILT supported the county’s implementation of the Writing Units of Study. We monitored this goal through school wide, genre specific, common formative writing assessments. Our pre and post data from these writing assessments showed overwhelming student growth in writing. However, our Georgia Milestones data indicates an overall drop of students’ ELA scores by 4.1%.

Reflecting on our goals and the process of evaluating these goals, it seems the process for monitoring our goals and our chosen metrics for measuring success of the goals are disconnected. There could be several factors that are affecting our measurement of success. For example, only 5th graders took the Science and Social Studies Georgia Milestones Assessment and this was their first time having this assessment; MAP data was not utilized to inform instruction in Science; teacher created assessments were not as rigorous as the Georgia Milestones Assessment; we have a transient school population, etc.).

Our most recent PBIS End of Year Data Report indicates that we had a less than 1% improvement change in office discipline referrals (0.61%). We did however see over a 95% change in In-School Suspensions and over a 45% change in Out-of-School Suspensions. We were hoping for a more significant change in the number of office discipline referrals submitted since our PBIS implementation. We will continue to support and grow our PBIS program at Hickory Flat with the addition of Second Step, a social-emotion curriculum that will be implemented in the 2018-2019 school year.

Our Year 1 findings for our SRC Year 1 Implementation Review indicate that our school has the capacity and willingness to make fundamental changes to our instructional practices. There was insufficient objective data to show progress toward achieving the outcomes for ‘Year 1’. Positive developments that should be built upon to further personalized learning include data-driven, small-group instruction, math centers/stations, pathways, goal setting, and student-let conferences. Challenges that we face with progressing our plan to increase personalization is to connect the concept of ‘student agency’ with the instructional practices that support it, make academic content more relevant and engaging to students through our Innovation Stations, using goals to impact student learning and enable students to exercise agency in their learning, and monitor and measure program effectiveness.

Section B: Where do we want to be?

Purpose and vision statement:Hickory Flat’s vision is to emphasize inquiry, hands-on, and project-based learning through the purposeful application of Howard Gardner’s Multiple Intelligences (MI) research. We recognize that each student is a unique individual, we value their individuality, and we are committed to creating personalized learning opportunities for them.

For Cohort 15, 16, 17 & 18 schools, what are the key personalized learning priorities outlined in your approved School Readiness Criteria (SRC) document for this school year? Reference the Rollout

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Sequence and Implementation Roadmap sections of your SRC.

Hickory Flat’s personalized learning priorities included student agency, student-led conference, blended learning, and authentic learning. With student agency, homeroom teachers use learning targets during instruction and students will use the learning targets to set and monitor academic goals. Student progress is shared each semester through our student-led conferences. This opportunity affords students to share their learning with families and to outline next steps for continued growth. Students at Hickory Flat experience a blended learning model that includes small group instruction with learning pathways and technology integration as support for learning. Through our Innovation Stations, students have multiple opportunities throughout the school year to engage in real-world, authentic learning opportunities. The students and their families make class choices 3 times per year and the classes are aligned to multiple intelligences. Each grade plans and executes a backwards-design project-based learning event that engages students in real-world problem solving tasks.

How does your vision align with the HCS Strategic Priorities? Explain.

Hickory Flat’s vision directly aligns with the HCS Strategic Priorities of ‘Strengthening our Core Business of Student Learning’ by providing balanced instruction that uses digitally-directed, student-directed, as well as teacher-directed instruction. Learning targets are used to clarify what we teach.

Section C: FY19 Comprehensive Needs Assessment

1. Planning and Preparation

1.1 Identification of Team MembersThe comprehensive needs assessment team consists of people who are responsible for working collaboratively throughout the needs assessment process. Ideal team members possess knowledge of programs, the capacity to plan and implement the needs assessment, and the ability to ensure stakeholder involvement. Documentation of team member involvement must be maintained.

Position/Role Name

Principal Marla Surette

Assistant Principal Sharif Muhammad

Instructional Lead Teacher Rachel Embrey

Personalized Learning Lead Teacher Jessica Dose

Title I Teacher Julie Davies

Parent Involvement Professional Mary Beth Middlebrook

Media Specialist Kristy Sullivan

Special Education Department Chair Jacquelyn Osborne

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Kindergarten Chair Cindy St. John

1st Grade Chair Ashley Moss

2nd Grade Chair Charity McDaniel

3rd Grade Chair Jordan Sager

4th Grade Chair Alicia Triplett

5th Grade Chair Sherry Hayes

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1.2 Identification of StakeholdersStakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Stakeholders must be engaged in the process in order to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained.

Position/Role Included (Yes/No)

Instructional coaches Yes

Counselors Yes

Parent liaison Yes

Health care providers

Social workers

Faith-based community leaders

School/District based Technology staff

Librarian

Parents Yes

Students Yes

District Staff

How did the team ensure that the selection of stakeholders were included in the CSIP?

Hickory Flat’s Leadership Team, with guidance from the Administration Team, constructed this Continuous Improvement Plan. After review by the Leadership Team, additions and revisions were made to the document. Again, the Leadership Team reviewed the document and it was also shared with our School Council.

3. Needs Identification and Root Cause Analysis (All Schools must complete)

3.1 Strengths and Challenges based on Trends and PatternsCoherent Instructional System: Summarize the coherent instructional system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to address the various educational needs of your students?

Reflection of our school’s Coherent Instructional system, shows that we are ‘Emerging’ in the two Curriculum Standards. We intend to strengthen our collaboration process to build common expectations for providing our students to meet rigorous standards, curriculum, assessment, and instruction. Regarding the nine Instruction Standards, seven of them are ‘Operational’. The two areas

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for growth are in communicating clear learning targets and success criteria to students and growing our teachers’ repertoire of effective, research-based instructional practices. We will provide additional support to our teachers in the use of clear learning targets for instruction as well as continue our professional development with Total Participation Techniques to increase student engagement in classroom instruction.

Effective Leadership System: Summarize the effective leadership system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you and the administrative team doing to ensure high quality instruction for all classes/students?

There were eight Leadership Standards assessed by stakeholders. Three were identified as ‘Exemplary’. Those three were in building leadership capacity through shared decision-making and problem-solving, establishing and supporting a data-driven school leadership team that is focused on student learning, and providing ongoing support to teachers and other staff. Three of the Leadership Standards were determined to be ‘Operational’. Those standards were building and sustaining relationships to foster the success of students and staff, initiating and managing change to improve staff performance and student learning, and using processes to systematically analyze data to improve student achievement. The two standards identified as ‘Emerging’ are 1) using a system to ensure effective implementation of curriculum, assessment, instruction, and professional learning practices; and 2) monitoring and evaluating the performance of teachers and other staff using multiple data sources. We will continue to increase our collaborative planning effectiveness as we support teachers in pacing curriculum, instruction and assessment that aligns with our county progressions and teaching and learning standards.

There were six Planning and Organization Standards assessed with regards to an Effective Leadership System. Two of the standards were designated as ‘Emerging’; 1) Developing, communicating, and implementing rules, policies, schedules, and procedures to maximize student learning and staff effectiveness and 2) using protocols to maintain the school campus and equipment providing a safe, clean, and inviting learning environment. Three of the four remaining Planning and Organization Standards were scored ‘Exemplary’. Standard 3, Monitoring implementation of the school improvement plan and making adjustments as needed was rated ‘Operational’. With regards to the Planning and Organization Standards, we realize that there needs to be more consistency with our staff and feel that alignment of our curriculum, instruction, and assessments will increase effectiveness in this area. We continue to struggle as a school with the cleanliness of our learning environment. There will be continual communication with SSC personnel to communicate our school and students’ needs with their services.

Professional Capacity System: Summarize the professional capacity system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? Do your professional development practices align with the expectations of a PLC? How frequently will the

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PLC be monitored?

Leadership was rated ‘Exemplary’ in building leadership capacity through shared decision-making and problem-solving in regards to our school’s Professional Capacity System. The remaining six Professional Learning Standards indicated three areas as ‘Emerging’. We will be implementing a data tracking system this year to assist us in addressing our school’s need to establish a culture of collaboration among administrators and staff to enhance individual and collective performance. This will also help us to focus professional learning to support the various learning needs of the staff and to monitor and evaluate the impact of professional learning on staff practices and student learning.

Family and Community Engagement System: Summarize the family and community engagement system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to involve the families in improving the academic achievement of the child?

About Family and Community Engagement, our stakeholders felt that all standards evaluated were ‘Operational’ or ‘Exemplary’ except one. Standard 5, developing the capacity of families to support their child at home that enhance academic achievement was rated as ‘Emerging’. The discussion with this strategy is an on-going one with our school. It will be a continual challenge to develop the capacity of a transient family that is disengaged from school. We will provide a series of workshops for families to increase their knowledge and enlist their support as well as continue to provide multiple avenues of communication to help families engage with their child’s school.

Supportive Learning Environment System: Summarize the supportive learning environment system trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What are you doing to decrease the number of discipline referrals and attendance concerns?

Of the three Instruction Standards within the Supportive Learning Environment System, all were rated ‘Operational’. The five School Culture Standards specified one standard as ‘Emerging’, one standard as ‘Exemplary, and the remaining three standards as ‘Operational’. The ‘Emerging’ standard is in establishing a culture that supports the college and career readiness of students. We are working to decrease the number of discipline referrals through our PBIS initiatives and our planned implementation of the social-emotional curriculum Second Step. We also will continue to provide attendance incentives to our students.

Demographic: Summarize the demographic trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in the following areas

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(Subgroup data, mobility, remedial/early intervention/alternative/gifted)?

Our data points to an overall need for improvement in the area of ELA. Our African American and White subgroups continue to show a decline in ELA performance. These two subgroups account for almost 80% of our student population. Our students’ need for remedial/early intervention continues to increase from year to year and we often do not have room within these support programs for all the students who qualify. Because of this growing need and our loss of SIEP funding for the 2018-2019 school year, we will begin piloting a Breakfast Club learning opportunity for targeted students before school. We have adjusted employee work day hours to be able to provide this program. We have increased our gifted population by 100% over the past two years and will continue to diligently seek students who would benefit from an evaluation.

Financial: Summarize the financial trends and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs? What is happening in terms of the financial status of the families?

Hickory Flat has approximately 8-10% new teachers annually. We have had a significant amount of professional development with Personalized Learning, PBIS, curriculum, and instruction over the past few years. It is important that new personnel are provided the knowledge, skills, and opportunity to develop their ability with our school’s initiatives.

The percentage of our population identified as Economically Disadvantaged showed its largest increase in recent years with a 5% increase in 2017-2018. We now have just over 61% of our school population qualifying for Free/Reduced Lunch. The financial impact on families is great and in turn increases the importance of school support for students.

Student Achievement: Summarize the student achievement trends (milestones/student subgroups) and patterns observed by the team while completing this section of the report. What are the important trends and patterns that will support the identification of student, teacher, and leader needs?

Our school’s Milestones performance continues to decline in ELA, Science and Social Studies. Science showed the greatest decline in 2018 followed by Social Studies and ELA.

After reviewing our student behavior data, it appears that our PBIS initiative has had little impact on our discipline referrals. A majority, 21%, of our referrals are for ‘Disrespectful Behavior’. Many of our students lack the necessary self-regulation skills to cope with events and situations that present themselves. Our school will be implementing the social-emotional curriculum Second Step this year in

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an effort to build our students’ social-emotional skills. We will also continue our monthly character trait program and Habits of Mind teaching.

3.2 Identification and Prioritization of Identified Needs

Overarching Need

How severe is the need? (High, Medium, Low, Unknown)

Is the need trending better or worse over time? (Better, No Change, Worse, Unknown)

Please identify a root cause. You may list more than one root cause.

Priority order (Number 1-10)

Impacted programs (See list below).

Additional considerations (Optional)

Self-Regulation Skills

High No Change in office referrals, increase in traumatic situations

Students are lacking family unity and support for their education.Anger management issues are more prevalent.Students are frustrated with their learning.

3 Behavior, Social Skills, Academic Success

Literacy High Worse Less students are reading on grade level.

Families do not read together as prevalently today as they have in the past.

Students’ independent reading for pleasure has declined.

There is a decline in the number of

1 All academic content areas

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students attending preschool.

Student attention spans are underdeveloped

Writing High No Change Students do not have the skills to write effectively which impedes their communication.

Students do not have the stamina to write.

The use of text language is increasing.

2 All academic content areas

Science High Decline Change in standards, which creates gaps in learning.

Time constraints for teaching science standards.

Inability to read on grade level.

4 Science achievement

Social Studies High Decline Change in standards, which creates gaps in learning.

Time constraints for teaching social studies standards.

5 Social Studies Achievement

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Inability to read on grade level.

3.3 Root Cause Analysis (Reference for Title 1 Schools Only)

Impacted Programs (Local, Title II, Title III)- IDEA – Special Education- School and District Effectiveness- Title I, Part A – Improving Academic Achievement- Title I, Part A – Foster Care Program- Title I, Part A – Parent and Family Engagement Program- Title I, Part A – School Improvement- Title I, Part C – Education of Migratory Children- Title I, Part D – Programs for Neglected or Delinquent Children- Title II, Part A – Improving Teacher Quality- Title III, Part A – Language Instruction for English Learners- Title III, Part A – Language Instruction for Immigrant Students- Title IV, Part A – Student Support and Academic Enrichment- CTAE – Career, Technical and Agricultural Education

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Section D: School Improvement Plan Required Questions 2018-19 (Title I Schools ONLY)

Federal funding options is traditional funding (all Federal funds budgeted separately).

Factors used by district to identify students in poverty: Free/Reduced meal applications.

School-wide Plan Development: Sec. 1114(b)(1-5)a. is developed during a 1-year period, unless— the school is operating a school-wide program

on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Response: The school was operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act.

b. remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;

Response: This plan will remain in effect for the duration of the schools participation under this part, except that the plan will be regularly monitored and revised as necessary.

c. is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;

Response: The plan will be posted on the schools website.1. In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was sought and included. [Sec. 2103(b)(2)] (Was 4a)

Response:HFE regularly surveys stakeholders (teachers, staff, Governance Council, PTO, parents/guardians, etc.) to gather information to support the writing of this plan. The school’s Leadership Team was instrumental in compiling data and input, determining needs, identifying steps for improvements, and writing this plan.

2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. [Sec. 1111(g)(1)(B)] (Was 4b)Response:Our school does not have any ineffective, out-of-field, or inexperienced teachers. All teachers working with identified Title I students at Hickory Flat are certified in the content they teach and have passed the state assessment in that area. We support teachers new to the profession through on-going

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assistance with mentors, administration and grade level support.

3. Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec.1114(b)(7)(ii)] (Was 4c)

Response:Our Title I instructional program has been negatively impacted by the loss of personnel due to budget cuts. With the recent years’ loss of a Math & Literacy Coach and Title I Tutors, we have not been able to serve all the intervention needs of our students currently identified.

For the 2018-2019 school year, we expect to be able to have a Title I Teacher, an Instructional Lead Teacher (ILT), and a Parent Involvement Professional (PIP) to serve our instructional community. The Title I program will be in place during regular school hours for a minimum of 40 hours per week. Our Title I teacher will work with our Early Intervention Program (EIP) teachers and homeroom teachers to identify students who are eligible to receive Title I services for academic support (prioritizing ELA, Science, and Social Studies). If funds are available to support Title I Tutors, our Title I Teacher will coordinate tutoring services to support small groups of students demonstrating a need for academics support prioritizing ELA, Science, and Social Studies. We will rank our students in order to serve those most in need of academic support. Students will be identified based on MAP scores in ELA, Science, and Math as well as GA Milestones scores in ELA, Science, Social Studies and Math. Teacher recommendations will also be considered. Approximately 14 students will be served by the Title Teacher during each instructional segment. Students in 1st – 5th will be served through pull out models for 6 instructional periods of approximately forty-five minutes per day. Our Title Tutor will work under the guidance of our Title Teacher providing integrated instruction in ELA, Science and Social Studies. The Tutor will serve an additional 6+ students per segment as long as the funding provides for this position. We will allot over 99% of our remaining Title I budget to provide for Tutor services. However, this will only provide 336 hours of instruction within the entire school year (approximately 56 days of Tutor support). All teachers working with identified Title I students at Hickory Flat are certified in the content they teach and have passed the state assessment in their area of service.

Title 1 Schedule:8:05 – 8:50 small group instruction for 1st grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)9:00 – 9:45 small group instruction for 2nd grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)9:55 – 10:40 small group instruction for 4th grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)11:30 – 12:15 small group instruction for 1st grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)12:30 – 1:15 small group instruction for 3rd grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)1:30 – 2:15 small group instruction for 5th grade – alternating weekly with integrated content (ELA, Science, Social Studies, Math)

The role of our ILT is to provide professional development and support to instructional staff to

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increase curriculum knowledge, provide guidance on instructional best practices, and to support the ongoing work of our School Improvement Goals. Our ILT will work with individuals, teams, and the whole staff to meet content area instructional needs. The role of our PIP is to support parents in engaging in and supporting their child/children’s academic progress at school. Our PIP is the liaison between parents, teachers, and the school system.

4. List interventions (programs, strategies, activities, software, staff, etc.) you plan to purchase and use in your Title I school program to improve student achievement. Research your program and indicate the evidence-based level. Note that you should only list your strategies and programs that are being paid with your Title I funds.

Evidence for ESSA – www.evidenceforressa.org

What Works Clearinghouse – https://ies.ed.gov/ncee/wwc/ (See pages 25-28 of this document)

Best Evidence Encyclopedia Program Review – Johns Hopkins – www.bestevidence.org

(attach a screen shot of the evidence)

Please complete the Logic Model below for each Title I funded evidence-based intervention not found in one of the three clearinghouses listed above.

Statistically significant effect on improving student outcomes or other relevant outcomes

based on: Check one

Evidence-Based Intervention List Subject: Math, Reading, or Other

Subjects

Strong Evidence

Moderate Evidence

Promising Evidence

Rationale Evidence

Title I Instructional Coach (ILT)

(See Screenshots on Pages 25 -28)

Our Title I Instructional Coach will support teachers in utilizing Secret Stories to develop awareness of the segments of sounds in speech and how they link to letters, teach students

Science, English Language Arts, Social Studies, and Math

X

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http://www.bestevidence.org/

https://ies.ed.gov/ncee/wwc/

http://www.evidenceforressa.org/

to decode words, analyze word parts, and write and recognize words, as well as ensure that students read connected texts to support reading accuracy, fluency and comprehension in the content areas including Science. Additionally, our Title Tutor will teach students to use the writing process for a variety of purposes in content areas such as Science, Social Studies, ELA and Math.

Title I Teacher

(See Screenshots on Pages 25 -28)Using Secret Stories, our Title Teacher will develop awareness of the segments of sounds in speech and how they link to letters, teach students to decode words, analyze word parts, and write and recognize words, as well as ensure that students read connected texts to support reading accuracy, fluency and comprehension in the content areas including Science. Additionally, our Title Teacher will teach students to use the writing process for a variety of purposes in content areas such as Science, Social Studies, ELA and Math.

Science, English Language Arts, Social Studies, and Math

X

Title I Parent Involvement Professional


Parental Involvement – Science, English Language Arts, Social Studies, and Math

X

Title I Tutor Science, English X

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Using Secret Stories, our Title Tutor will develop awareness of the segments of sounds in speech and how they link to letters, teach students to decode words, analyze word parts, and write and recognize words, as well as ensure that students read connected texts to support reading accuracy, fluency and comprehension in the content areas including Science. Additionally, our Title Tutor will teach students to use the writing process for a variety of purposes in content areas such as Science, Social Studies, ELA and Math.

Language Arts, Social Studies, and Math

5. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic- based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students. [Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)] (Was 4d)

Response:Our Title I teacher will work with our Early Intervention Program (EIP) teachers and homeroom teachers to identify students who are eligible to receive Title I services in reading and math. We will prioritize the students in order to serve the most in need of support. Students will be identified based on MAP scores in ELA and Math as well as teacher recommendation that includes classroom data and performance. Additionally, Georgia Milestones scores for 4th & 5th Grades and IKAN/GloSS and F & P Benchmark assessment data will be utilized. Approximately 14 students will be served by the Title Teacher during each instructional segment. Students in 1st – 5th will be served through pull out models for 6 instructional periods of approximately forty-five minutes per day. Students determined to receive Title I services for reading and/or math will be monitored through our MTSS program and services. Administration will review student progress quarterly to determine entrance/exit from our Title I instructional program.

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6.Elementary Only: describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)] (Was 4e). Middle School Only: describe how the school will support, coordinate, and integrate services with middle school programs at the school level, including strategies for assisting middle school children in the transition from middle school to local high school programs.

Response:Our Parent Involvement Professional (PIP) will visit all area preschools with information about Kindergarten registration and set up a date for them to visit, if desired. HFE will host early Kindergarten Registration during a week in May as well as a Kindergarten Registration Night for families during May 2018 where faculty will be available to assess incoming Kindergarten students and families will be able to register their Kindergarten students. Feedback will be provided to the parents on their child’s Kindergarten Readiness Evaluation. Families with registered Kindergarteners will be invited to a Kindergarten Round Up in May where students can participate in a Kindergarten lesson and families will be introduced to Title I and HFE programs. Furthermore, families will receive Take Home Packets that include information and activities to use over the summer in order to have a smooth transition to Kindergarten.

7. High School Only: describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:

• Coordination with institutions of higher education, employers and local partners; and• Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)] (Was 4f)

Response:N/A

8. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students. [Sec. 1114(b)(7)(III)] (Was 4g)Response:HFE does not overuse its discipline practices. All students are disciplined appropriately as governed by the Henry County Schools Department of Discipline and Safety guidelines. We utilize our Multi-Tiers Student Support system to identify, intervene and progress monitor students that demonstrate difficulty with their achievement in regards to academics, behavior, or attendance. Our MTSS team works closely with teachers to support them in providing interventions and monitoring progress. Team members meet with parents at least 3 times per year to report progress, design additional interventions and determine next steps. We will continually monitor school data, including discipline data, to ensure that students’ needs are being met and that discipline is fair and consistent. We will also determine if there are specific needs for individuals or subgroups of students and provide the necessary supports so that students are able to access their classroom instruction with minimal

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interruptions.

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Section E: School Improvement Template(All Schools Must Complete)

(see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt

Note: Goals for the 18-19 SY must focus specifically on improving student learning outcomes. Personalized learning schools’ goals and strategies should align with those outlined and previously approved in the SRC document. Title schools’ goals should align with the Title I guidance. All schools must align their plan with the HCS Strategic Priorities:

o Unify Henry County around excellence in public educationo Strengthen our core business of student learningo Ensure a high performing environment for all students

Goal 1: HFE student Lexile scores will increase to more than 50% of the students in each grade level (K-5) meeting College and Career Readiness standards as measured by the Reading MAP Assessment. Students in K need to achieve a Lexile score of 115 (currently 4%). Students in 1 st need to achieve a Lexile score of 360 (currently 12%). Students in 2nd need to achieve a Lexile score of 535 (currently 19%). Students in 3rd need to achieve a Lexile score of 670 (currently 20%). Students in 4th need to achieve a Lexile score of 840 (currently 23%). Students in 5th need to achieve a Lexile score of 920 (currently 29%). Hickory Flat will integrate Science instruction with Literacy to address academic needs in the area of Science and to provide targeted Science support within this goal’s specific actions.

Description of Specific Actions

to Improve Educational Practice

Persons Responsible

Measurement of Strategies How Is It Done?

Measurement of Strategies Timeline

Evaluation How Effective Was It?

Familiarization and review of Henry County Teaching and Learning Standards for ELA and the ELA Learning progressions.

ILT Grade Level Meetings Pre-planning, Monthly support, Collaborative Planning

Exit Ticket Survey

Familiarization and review of Henry County Teaching and Learning Standards for Science and the Science Learning progressions.

ILT Grade Level Meetings Pre-planning, Monthly support, Collaborative Planning

Exit Ticket Survey

Survey teachers to determine their comfort level with teaching Reader’s Workshop and Science Integration design targeted professional development.

ILT Faculty Meeting/Planning Pre-planning Survey to assess staff readiness for teaching Reader’s Workshop and to determine how much support or training may still be required with Science Integration

Teacher introduction and training for Secret Stories to familiarize

ILT, Administration

Faculty/Grade Level Meetings, Morning News Show – A Dose of

Pre-planningDaily until Fall Break

Exit Ticket Survey

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Persons Responsible




teachers with the content and provide specific examples of how to utilize the phonics resource with fidelity.

Embrey

One School, One Book reading of Masterpiece by Elise Broach with Word of the Day introduction of Secret Stories.

ILT, Administration

Reading Schedule, School wide Trivia Contest, Morning News Show – A Dose of Embrey

Daily until Fall Break Trivia Participation, Parent and Student Survey of One School, One Book program, Teacher checklist of Secret Stories class follow up.

Parent Workshops:

Family Literacy Night Family Science Night Title I Nights Curriculum Night Grade Level Workshops

ILT, Teachers Family Evening Event Monthly Survey

Science Innovation Stations (8-10 class offerings each quarter) designed to support unit implementation of science progressions

Teachers Quarterly Innovation Station Master Schedule/Parent Guide

Quarterly Students Outcomes Assessment, Parent Survey

Daily school wide Sustained Silent Reading (SSR).

Administration, Teachers

From 2:00 – 2:15 each day the entire school will participate in SSR.

Daily MAP Reading Assessment Data, AR participation data

Professional Development & Support

Guided Reading Reading in the content areas

targeting Science Student Conferencing Goal Setting towards learning

targets w/student choice F & P Benchmark Assessment Formative Instructional

Practices

ILT, PLL, PL Coach

Pre-planning, Faculty/Grade Level Meetings, Collaborative Planning

Monthly Surveys, classroom observations, and lesson plans

MAP Assessment Data (Reading & Science) Review

Administration, Teachers, ILT

Lexile scores will be analyzed for growth, Data Resource List for

Quarterly Data Documentation of growth

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Persons Responsible




Science Data

Teachers will assess student Lexile levels using the MAP assessment and examine how the Learning Continuum can be effectively used to guide and differentiate their reading instruction.

Teachers w/ILT Support

MAP Assessments, Collaborative Planning

Quarterly Data Documentation of growth, Lesson Plans

Professional Development sessions on Science instruction through Modeled Reading, Shared Reading, and Interactive Reading.

ILT Collaborative Planning, Professional Learning

Quarterly Exit Ticket Survey, Classroom observations

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(see pg. 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt



Goal 2: HFE teachers will cultivate a culture of writing by providing standards-focused writing instruction daily that emphasizes differentiation, engagement and writing for authentic purposes, which will be evidenced by an increase of the number of students overall performing at or above Developing Learner to 80% in ELA as measured by the Georgia Milestones. Hickory Flat will integrate Science instruction with writing to address academic needs in the area of Science and to provide targeted Science support within this goal’s specific actions.



Persons Responsible




Survey teachers to determine their comfort level with teaching writing and professional development needs

ILT Survey Pre-planning Survey to assess staff readiness for teaching writing and to determine how much support or training may still be required

Familiarization and review of writing instructional frameworks

ILT Grade Level Meetings Monthly Exit Ticket Survey

Professional Development sessions on integrating Science through Modeled Writing, Shared Writing, and Interactive Writing.

ILT Collaborative Planning, Professional Learning

Quarterly Exit Ticket Survey, Classroom Observations

Teachers will assess student writing and examine how this information can be effectively used to guide and differentiate their instruction.

Teachers w/ILT Support

Pre & Post Genre Assessments, Teacher will set 3 Instructional Goals based off of pre-assessment data

Quarterly Data Documentation of growth, Lesson Plans

Professional Development & Support

WOW visits (Watching Others Work) Peer Classroom

ILT, PLL, PL Coach

Pre-planning, Faculty/Grade Level Meetings, Collaborative Planning

Monthly Classroom observations & lesson plans

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Persons Responsible




Observations Learning Targets Rubrics / alternative

assessments Assessment calibration of

grade levels Formative Instructional

Practices Student Goal Setting

Teachers will gain knowledge of the use of technology as an instructional tool for integrating writing in the content areas.

ILT, iTEACH Coach

Faculty Meetings & Grade Level Collaborative Planning

Quarterly Exit Ticket Survey

Teachers will plan project-based learning (PBL) units through the Backwards Design Model integrating Science and Writing

PLL, PL Coach Collaborative Planning Bi-Annually PBL Board, Sharing of project with faculty to include student presentation of learning

Teachers will support students with setting monthly writing goals.

Teachers, ILT Teacher-student conferencing in the classroom

Monthly Student Learner Profile Goals shared each semester with parents

Parent Workshops:


ILT, Teachers Family Evening Event Monthly Parent Survey

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(see pg 162-163 Data Analysis for Continuous School Improvement by Victoria Bernhardt



Goal 3: HFE teachers will enhance our safe, supportive PBIS school environment by implementing Second Step, a framework for protecting children and promoting social, emotional, and academic success. This will increase students’ ability to effectively solve problems and will result in a reduction of office referrals by 20% as compared to the 2017-2018 school year, which had 329 referrals. Additionally, 90% of our instructional staff will indicate that students effectively access Second Step terminology and skills in order to address and/or resolve conflicts at school.



Persons Responsible




Teacher introduction and training for the Second Step Curricula to familiarize teachers with the content and provide specific examples of how to deliver the program with fidelity.

Counselors/Second Step Champion

Faculty/Grade Level Meetings August Implementation Preparedness Survey to assess staff readiness for teaching the program and to determine how much support or training may still be required

Weekly Self-Report ratings of implementation

Administration Computer Survey, Lesson Completion Checklist, Lesson Reflection Logs

Weekly Survey the faculty to record adherence to the curriculum and program engagement. This will help to determine implementation progress.

Monthly Faculty Meeting activities to support, monitor, and sustain the program’s implementation

Counselors/Second Step Champion

Faculty Meetings Monthly Exit Ticket Survey

Formative Assessments Teachers Writing prompts and Home Link activities

Bi-weekly To help track what students are learning and assess when a lesson might need to be reinforced

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Persons Responsible




Summative Knowledge Assessments

Teachers Grade specific versions Conclusion of each unit To provide a snapshot of how much students have learned about the skill, behaviors, and attitudes taught in the curriculum program.

Mid-year and end-of-the-year outcomes evaluation

Counselors/Second Step Champion along with PBIS Team Leader

Discipline Referral Review and SWIS Data ReviewPost-Implementation Survey

Bi-Annually Data Review, Post-Implementation survey to review the full range of implementation readiness and actual implementation

Parent Workshops:


ILT, Teachers Family Evening Event Monthly Survey

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CSIP Goal #1 –

What Works Clearinghouse evidence for increasing student Lexile level (ILT, Title Teacher, Title Tutor, Parent Involvement Professional).

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CSIP Goal #1 –

What Works Clearinghouse evidence for increasing student Lexile level (ILT, Title Teacher, Title Tutor, Parent Involvement Professional).

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CSIP Goal #2 –

What Works Clearinghouse evidence for teaching students to be effective writers (ILT, Title Teacher, Title Tutor, Parent Involvement Professional).

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CSIP Goal #3 –

What Works Clearinghouse evidence for reducing behavior problems (PBIS/Second Step-Social Emotional Curriculum). (Parent Involvement Professional)

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