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TITLE I SCHOOLWIDE PLAN

School Name: Feldwood Elementary District Name: Fulton County Schools

Principal Name: Racquel Harris School Year: 2020-2021School Mailing Address: 5790 Feldwood Rd.; College Park, GA 30349

Telephone: 470-254-2001

District Title I Director/Coordinator Name: Catherine HarperDistrict Title I Director/Coordinator Mailing Address: 6201 Powers Ferry Rd. NW; Atlanta, Georgia 30339Email Address: [email protected]: 470-254-0200

ESSA ACCOUNTABILITY STATUS

Comprehensive Support School Targeted Support School Consolidated School Principal’s Signature: Date:

Title I Director’s Signature: Date:

Revision Date: Revision Date: Revision Date:

http://www.fultonschools.org/en

District Strategic Plan Outcomes


The Principal attests that a Title I committee meeting via conference call was held. The following

stakeholders collaborated on this Title I Plan. Agendas and sign-in sheets for all Title I planning

meetings must be uploaded in Crate.

NAME MEMBER’S SIGNATURE POSITION/ROLE

Racquel Harris Principal

Aliza Dennis Assistant Principal

Allision Bridges Curriculum Support Teacher

Krista Brown Title 1 Literacy Coach

Andera Troutman School Counselor

Lisa Colbert Title Stem Teacher

Michelle Davis Parent Liaison

Felicia Fabre Bookkeeper

Jenae Pierre School Social Worker

Christi Johnson Parent

Michael Miller Parent

Jericha Barksdale Parent


2019 Georgia Milestones Results: Distribution of Proficiency Levels Over Time

Graph A1: All Students (Grades 3-5)



Graph A2: Economically Disadvantaged (Grades 3-5)



Graph A3: Economically Disadvantaged (Grades 3-5)


Graph B: 2018-2019 Fountas and Pinnell End-of-Year AssessmentK-2 Reading Results


1. Comprehensive Needs Assessment: Sec. 1114(b)(6)1. A comprehensive needs assessment is based on a comprehensive needs

assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; Sec. 1114(b)(6)

Describe the Comprehensive Needs Assessment Process used to develop your needs and goals for your Strategic Plan, 90-day plan, and/or School Improvement Plan.Feldwood ES utilized the school’s Strategic Plan to develop our Title I Schoolwide Program (SWP) Plan. The plan was developed by a committee of administrators, school staff, parents, and community members indicated on the above Committee Members page. All staff and parents were invited to attend Title I planning meetings, as well as give feedback throughout the school year through parent meetings, surveys, emails, and leadership team meetings.

Changes were made to last year's schoolwide plan to address the needs for the 2020-2021 school year based on a review and analyses of the 2018-2019 Georgia Milestones results (SY20 Milestones data unavailable), Fountas and Pinnell, College and Career Ready Performance Index (CCRPI) scores, and stakeholders' input. Data from the Georgia Milestones and CCRPI were used to identify areas of strength, weakness, trends, and academic gaps within subgroups of students (Black, Economically Disadvantaged, and Students with Disabilities). Administrators led a discussion on some of the challenges (or barriers) for some of the trends, followed by a root-cause analysis for the existence of identified challenges The committee used the gathered information to brainstorm ideas and evidence-based strategies to address identified needs for the 2020-2021 school year.


Review your data by subgroup and note areas of deficit. (ED, EL, Race, SW)

The plan is based on information about all students in the school who are not yet achieving to the State Academic content standards [the Georgia Standards of Excellence (GSE)] and demonstrating proficiency on the 2018-2019 Georgia Milestones Assessments.

ALL students: 54.8% (+12.4) of 3rd grade students performed in the Developing Learner Level and above on the ELA

Georgia Milestones. 69.2% (+3.6) of 3rd grade students performed in the Developing Learner Level and above on the Math

Georgia Milestones. 55.3% (+5.6) of 4th grade students performed in the Developing Learner Level and above on the ELA

Georgia Milestones. 67.4% (+11.1) of 4th grade students performed in the Developing Learner Level and above on the Math

Georgia Milestones. 54.6% (+9.9) of 5th grade students performed in the Developing Learner Level and above on the ELA

Georgia Milestones. 53.1% (+7.5) of 5th grade students performed in the Developing Learner Level and above on the Math

Georgia Milestones.

Economically Disadvantaged (ED) students: 62.9% (+6.2) of 3rd – 5th grade ED students performed in the Developing Learner Level and above on the

Math Georgia Milestones. 54.9% (+9) of 3rd – 5th grade ED students performed in the Developing Learner Level and above on the

ELA Georgia Milestones.

Students with Disabilities (SWD): 5.9% (+1.4) of 3rd – 5th grade SWD students performed in the Developing Learner Level and above on

the ELA Georgia Milestones. 8.8% (-0.3) of 3rd – 5th grade SWD students performed in the Developing Learner Level and above on the

Math Georgia Milestones. All (100%) of 5th grade SWD students performed in the Beginning Learner Level on the ELA and Math

Georgia Milestones.

See Graphs A1 – A3 on previous pages.

List your needs and goals based on your comprehensive needs assessment.

Need 1: Increase student academic achievement on the Georgia Milestones Assessment in grades 3rd -5th with the support of Literacy and Math Coaches.

Data to Show Need 1: 2015-2016, 2016-2017, 2017-2018, and 2018-2019 Georgia Milestones ELA and Math (See Graphs A1-A3.)

Need 2: Implement Saturday School to support student academic achievement on the Georgia Milestones.

Data to Show Need 2: 2015-2016, 2016-2017, 2017-2018, and 2018-2019 Georgia Milestones ELA and Math (See Graphs A1-A3.)

Need 3: Increase K-2 student reading levels on the Fountas and Pinnell.

Data to Show Need 3: 2018-2019 Fountas and Pinnell (See Graph B.)


2a.i: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

2a.ii: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

4a: Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B) (Logic Model can be used for Title I, but not for 1003a)Goal 1: Increase the percentage of 3rd – 5th grade students scoring at Developing Learner,


Proficient Learner, and Distinguished Learner on the Georgia Milestones ELA End-of-Grade (EOG) from 54.9% (SY19) to 59.9% for the 2020-2021 school year.

Evidenced Based Strategies and Interventions

Level of Evidence

(if level 4 – a logic model is

required)

Timeline for Implementation

Cost and Budget Used

(Title I or 1003a)

Person(s)/Position

Responsible

Title 1 Literacy Coach N/A August 2020 – May

2021

See Consolidated Budget / Intent and Purpose Statement.

Principal

Parent Engagement Coordinator N/A August 2020 – May 2021


Principal

Saturday School N/A March 2021See Consolidated

Budget / Intent and Purpose Statement.

Principal

Instructional Supplies N/A August 2020 – May 2021


Principal

Please refer to the approved GaDOE FY21 SI1003a JOE to review evidence-based strategies/interventions used for CSI school support.Supplemental Supports: What supplemental action steps will be implemented for these subgroups?

2a.i: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)

Economically Disadvantaged Foster and Homeless- Use i-Ready (3-5) adaptive software to personalize and provide explicit instruction and guided practice to build mastery.- Ensure students read connected text every day to support reading accuracy, fluency and comprehension.- Teach students to decode words, analyze word parts, and write and recognize words.- Teach academic vocabulary in the context of other reading activities.- Purchase K-5 classroom leveled libraries and various genres of books.- Monitor students’ progress weekly (data analysis)- Implement Saturday School tutorial (grades 3-5).

- Our professional school guidance counselor and district social workers will provide additional resources (housing information, uniforms, food, and tutoring services).- Community in Schools will provide support and resources (housing information, funding for hotels, uniforms, and food).

English Learners MigrantN/A N/A

Race/Ethnicity Students with DisabilitySee strategies and activities listed in ED subgroup. -Set aside specific time for general education teachers

and SEC teachers in co-taught model to plan.-Conduct data talks regarding student achievement data with IST and SEC teachers.-Monitor students’ progress weekly.-Use computer adaptive instruction iRead (K-2) and i-Ready (K-5).-Support instruction development by the IST and Instructional Coaches.


(2)]) to meet the challenging State academic standards;2a.ii: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

4a: Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B) (Logic Model can be used for Title I, but not for 1003a)Goal 2: Increase the percentage of 3rd – 5th grade students scoring at Developing Learner, Proficient Learner, and Distinguished Learner on the Georgia Milestones Math End-of-Grade (EOG) from 62.9% (SY19) to 67.9% for the 2020-2021 school year.


Level of Evidence


required)



(Title I or 1003a)

Person(s)/Position

Responsible

Title 1 Math Coach N/A August 2020 – May 2021


Principal

Title 1 STEM Teacher N/A August 2020 – May 2021


Principal

Parent Engagement Coordinator N/A August 2020 – May 2021


Principal

Saturday School N/A March 2021See Consolidated

Budget / Intent and Purpose Statement.

Principal

Instructional Resources N/A August 2020 – May 2021


Principal

Please refer to the approved GaDOE FY21 SI1003a JOE to review evidence-based strategies/interventions used for CSI school support.Supplemental Supports: What supplemental action steps will be implemented for these subgroups?


Economically Disadvantaged Foster and Homeless- Use i-Ready (K-5) adaptive diagnostic and individualized online instruction to support math. - Provide systematic and explicit instruction.- Provide visual representation of functions and relationships, such as manipulatives, pictures, and graphs.- Help students move from concrete to abstract understanding.- Integrate writing into math instruction.- Employ real-world problems to help students develop mathematical concepts.- Provide ongoing, formative assessment (data analysis).- Implement Saturday School tutorial (grades 3-5).






2a.i: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will provide opportunities for all children, including each of the subgroups of students (economically disadvantage students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards;

2a.ii: School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will use methods and instructional strategies strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

4a: Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B) (Logic Model can be used for Title I, but not for 1003a)Goal 3: Increase K-2 students’ academic reading level in Exceeds and Meets on the Fountas and Pinnell End-of-Year Assessment from 55.87% (SY19) to 60.7% by May 2021.


Level of Evidence


required)



(Title I or 1003a)

Person(s)/Position

Responsible

Title 1 Literacy Coach N/A August 2020 – May 2021


Principal

Instructional Resources N/A August 2020-May 2021


Principal

Please refer to the approved GaDOE FY21 SI1003a JOE to review evidence-based strategies/interventions used for CSI school support.


Supplemental Supports: What supplemental action steps will be implemented for these subgroups?

2a.iii School-wide reform strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include:a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areasThe school counselor provides individual and small-group counseling, and whole-class guidance lessons to improve students’ skills outside the academic subject areas. Additionally, students receive support from mentoring groups, PEARLS and Next Generation Men.Some of the topics addressed are bullying, problem-solving skills, conflict resolution, anger management, peer relations, character education, goal setting, career, and test-taking skills.

Community in Schools (CIS) focuses on the lowest 10% of students in academics, behavior, and attendance. The CIS coordinator works with small groups, support goal settings for behavior and attendance, build relationships with parents, and provides incentives in all three areas. The CIS coordinator also provides community resources to families.

b. preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening

Economically Disadvantaged Foster and Homeless- Use iRead (K-2) adaptive software to personalize and provide explicit instruction and guided practice to build mastery.- Ensure students read connected text every day to support reading accuracy, fluency and comprehension.- Teach students to decode words, analyze word parts, and write and recognize words.- Teach academic vocabulary in the context of other reading activities.- Purchase K-5 classroom leveled libraries and various genres of books.- Monitor students’ progress weekly (data analysis)- Implement Saturday School tutorial (grades 3-5).






secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);Not applicable to Feldwood ES

c. implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);Feldwood Elementary is a Positive Behavioral Interventions and Supports (PBIS) school. PBIS is an evidence-based, data-driven framework which provides a multi-tiered approach to social, emotional and behavior support. In addition to PBIS, Feldwood ES provides students with a therapeutic support system with the implementation of the Cougar Den. The Den provides therapeutic activities that focus on the social, emotional, and behavioral needs of students. Our schoolwide discipline team, school counselor, and CIS work monthly to identify students with behavioral needs and supports evidence-based interventions. Feldwood Elementary houses Odyssey Family Counseling which offers in-school counseling. The MTSS Specialist works with the school counselor and teachers to identify students with behavior and/or academic concerns. Interventions are implemented based on student need.

e. strategies for assisting preschool children in the transition from early childhood educationFeldwood Elementary School will employ strategies for assisting preschool children in the transition from early childhood education, as follows:

Provide opportunities for private pre-kindergarten providers to have a scheduled visit to our school. The students and their parents will be invited to take a tour and spend time in kindergarten classrooms. These opportunities will be available in the spring, after statewide testing is completed.

Pre-kindergarten students currently enrolled in the school will also spend time in a kindergarten classroom to familiarize the students with a typical kindergarten day. They will receive a scheduled specials time (art, music, PE, computer) to familiarize them with these programs.

Parents of Pre-kindergarten students are invited to an informational meeting (in May 2021) to meet Kindergarten teachers and learn about the kindergarten student learning objectives, curriculum assessments, and schedule(s).


3. Schoolwide Plan Development: Sec. 1114(b)(1-5)a. is developed during a 1-year period, unless – the school is operating a schoolwide 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;Feldwood Elementary School developed its schoolwide plan with stakeholder input. Stakeholders were invited to participate and provide input in the Title I schoolwide planning process by multiple means of communication. We have developed, and will revise yearly, our school improvement plan with the participation and input of all invited parents/stakeholders (staff, community members and parents) who will participate in carrying out our comprehensive school improvement plan.

b. is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extend feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;We invited stakeholders to participate and provide input in the Title I schoolwide planning process by multiple means of communication (school’s website, flyer, email). We have developed, and will revise yearly, our plan with the participation of individuals (staff, community members and parents) who will carry out our comprehensive improvement plan. Our team consists of the principal, Admin team, teachers from core academic areas, school support personnel, parents, and community members. The school will create a Parent and Family Engagement Plan (PFEP) and School-Family Compact to educate the parents and students on programs, strategies and workshops to foster continued academic achievement and student success overall.

c. 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;The plan will be regularly monitored and revised as necessary based on student needs. The plan will remain in effect for the school year.

d. 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.A copy of our Title I schoolwide plan, PFEP, as well as our School-Family Compact, will be available after it is written and reviewed with the assistance of the committee, parents, and community members. Plans will be made available on the school’s website, PTSA meetings, and school council meetings, and will also be housed in the parent resource room. Additional copies of the plans will be made available upon request, provided in a language that parents can understand (e.g., use clear, simple language that avoids educational jargon; translate the plan into the languages spoken by school parents; ensure that parents approve and understand the content of the plan).


4b: Describe how the school will use and implement effective parent and family engagement strategies for parents of English Learners. Section 1116, Sec. 1112(b)(7), and Sec. 1112(e)(3)(C)Not applicable to Feldwood ES

4c: If a middle or high school, 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, if applicable—i. through coordination with institutions of higher education, employers, and other local partnersNot applicable to Feldwood ES

ii. through increased student access to early college high school or dual or concurrentenrollment opportunities, or career counseling to identify student interests and skills

Not applicable to Feldwood ES

5. Evaluation of Schoolwide Plana. Annually evaluating the schoolwide plan, using data from the State’s assessments, other student performance data, and perception data to determine if the schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement particularly for the lowest-achieving students. Schools must annually revise the plan, as necessary, based on student needs and the results of the evaluation to ensure continuous improvement. (ESEA section 114(b)(c); 34 C.R.R. 200.26(c)).

FES Title 1 Committee will determine the effectiveness of the Schoolwide Plan through the analyzation of iReady Reading and Math data, Fastbridge data, interim assessments, parent/staff feedback survey data and the completion of predetermined workshops, professional development, and trainings.


Professional Development Plan

List planned professional learning activities related to your goals.

Professional LearningStrategy

Professional Learning Timeline

Audience(grade level

/subject)

Person/Position Responsible

Microsoft Teams August 6, 2020 Teachers (K-5) Teacher LeaderProfessional Development

Coordinator

ClassDojo August 6, 2020 Teachers (K-5) Teacher LeaderProfessional Development

Coordinator

Flipgrid August 6, 2020 Teachers (K-5) Teacher LeaderProfessional Development

Coordinator

Nearpod August 6, 2020 Teachers (K-5) Teacher LeaderProfessional Development

Coordinator

Parent Workshop (Parent Portal, Infinite Campus, ClassDojo,

Microsoft Teams)

August -Ongoing Parents Instructional TeamLiteracy Coach

CSTProfessional Development

CoordinatorVirtual Classroom

ManagementSeptember- November Teachers (K-5) Professional Development

Coordinator


Parent and Family Engagement Plan

* District Requirement Deadlines may be adjusted due to Federal/State guidance* Title I Parent and Family Engagement requirements are mandated.

Parent Engagement

Activities

District Requirement

Deadline

Scheduled Date(s) of Required Activity/Event

Person / Position

Responsible

Date Principal will meet with the school’s

Parent / Family

Engagement designee to

ensure requirements are completed with fidelity

School and District Parent & Family Engagement Plan (PFEP) sent home and on school website

10/15/20 Revised from secondary parent input by 9/11/20

Distributed by 9/25/20

Parent LiaisonPrincipalSchool Staff

9/4/20

School-Family Compact sent home and on the school website

10/15/20 Distributed by 9/11/20

Signed and returned by 10/15/20


9/4/20

School-Family Compact discussed in parent-teacher conferences (elementary)

12/11/20 P-T Conference Days Parents/FamiliesSchool Staff

10/1/20

Annual Title I Parent Meetingheld and documents on school website

09/30/20 9/19/20 PrincipalParent Liaison

9/4/20

Transition Meetings 05/14/21 3/25/21- Day3/26/21- Evening

PrincipalParent LiaisonCounselorTeachersParents/Families

2/25/21

Building Staff Capacity (Fall and Spring)

Fall: 12/04/20Spring: 03/12/21

Fall Date: 10/22/20Spring Date: 3/26/21

PrincipalParent Liaison

Fall:9/27/19Spring: 2/25/20

Parent Resource Center Open House held

12/11/20 12/9/20 Parent Liaison 11/11/20

Parent Capacity Events

Fall: 12/04/20Spring: 03/12/21

Technology and Copyright Piracy –


Fall: 9/27/20Spring: 2/25/20


Assessments Workshop –

Curriculum Night –

Math Family Night –

Parents/Families

Parent Input Meeting Held

03/27/21 TW PrincipalParent LiaisonParents/Families

2/27/21


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