Title I Schoolwide Plan for

Birney Elementary School

Name of School

Written/Revised during the

School Year: 2011- 2012 for the 2012-2013 School Year

Plan Submitted:

June / 28th / 2011 - 2012

Principal’s Signature

Title I Schoolwide Plan
Planning Committee Members for Schoolwide Plans Review
Date of Meeting: 8/6/12
Name of School Birney Elementary
NAME / POSITION/ROLE/PARENT / SIGNATURE
Michael Perkins / Principal
Tiffany Renfro / Parent
Carmen Bandy / Academic Coach
Vonda Benham / Academic Coach
Shellis Carlson / Reading Recovery Teacher
Suzanne Waters / Reading Recovery Teacher
Chandra Marshall / Parent Liaison
Tara Oliver / Data Discipline Coordinator
Marilyn Rahman / Counselor
Michelle Mclane / Counselor
Kishea McKinney, / 5th Grade Special Education Teacher
Scott Custance / 5th grade teacher
Anthony Merriles / 4th grade teacher
Kaylee Custance / 3rd grade teacher
Pauline Cutts / Assistant Principal
Raquel Rodriguez / Social Worker
Shawn Kirby / Media Specialist
Table of Contents / Pages
1.  Comprehensive Needs Assessment
A.  Participation of Individuals……………………………………………
B.  Instruments, Procedures, or Processes…………………………………
C.  The Needs of Homeless, Neglected, and Migrant Children……………
D.  Current Achievement Data……………………………………………..
E.  Information about All Students………………………………………...
F.  Data, Conclusions (Summary of Needs)………………………………
G.  Measurable Goals/Benchmarks………………………………………...
H.  H.
hhh
I. 
J.  Data, Conclusions………………………………………………………
K. 
L. 
M.  Measurable Goals/Benchmarks………………………………………...
………………………………………………..
2.  Schoolwide Reform Strategies That Are Scientifically Researched
A.  Schoolwide Reform Strategies That Provide Opportunities For All Children………………………………………………………………..
B.  Effective Means of Raising Student Achievement…………………….
C.  Effective Instructional Methods That Increase Learning Time………...
D.  Address the Needs of All Children……………………………………..
3.  Instruction by Highly Qualified Professional Staff
A.  Strategies to Attract Highly Qualified Teachers……………………….
B.  School Status of Highly Qualified Teachers…………………………...
4.  Professional Development For Staff
A.  Include Teachers, Principals, Paraprofessionals, and Others…………
B.  Aligned Professional Development with the State’s Academic Content…………………………………………………………………
C.  Professional Development Activities that Address the Root Causes…..
D.  Include Teachers in Professional Development Activities Regarding the Use of Academic Assessments……………………………………..
E.  Schools Yearly Professional Development Schedule………………….
5.  Strategies to Increase Parental Involvement
A.  Involved Parents in the Planning of the Comprehensive Schoolwide Program………………………………………………………………...
B.  Parent Involvement Policy and Parent Compact………………………
6.  Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School………………….
7.  Measures to Include Teachers in the Decisions Regarding the Use of Assessment……………………………………………………………………..
8.  Coordination and Integration of Federal, State, and Local Services and Programs
A.  List of State and Local Educational Agency Programs and Other Federal Programs that will be Included………………………………
B.  Description of How Resources from Title I and Other Sources will be Used……………………………………………………………………
C.  Plan Developed in Coordination with Other Programs………………..
9.  Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance
A.  Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis……………………………………………………………
B.  Periodic Training for Teachers in the Identification of Difficulties……
C.  Teacher-Parent Conferences……………………………………………
10.  Description of how Individual Student Assessment Results will be Provided to Parents……………………………………………………………………….
11.  Provisions for the Collection and Disaggregation of data…………………….
12.  Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable…………………………………………………………………………
13.  Provisions for Public Reporting of Disaggregated Data………………………
14.  Plan Developed During a One-Year Period…………………………………...
15.  Plan Developed with the Involvement of the Community to be Served………
16.  Plan Available to the LEA, Parents, and the Public…………………………...
17.  Plan Translated………………………………………………………………...
18.  Plan is Subject to the School Improvement Provisions of Section 1116 ……...

1.  Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A.  We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were

Michael Perkins, Principal Pauline Cutts, Assistant Principal

Tara Oliver, Data and Discipline Coordinator Vonda Benham, Academic Coach

Carmen Bandy, Academic Coach Angela Ellis, IRR Special Education

Shawn Kirby, Media Specialist Kaylee Custance, 3rd Grade Teacher

Chandra Marshall, Parent Liaison Shane Petrillo, 5th Grade Teacher/Parent

Suzanne Waters, Reading Recovery, EIP Teacher

Shellis Carlson, Reading Recovery, EIP Teacher

Marilyn Rahman, Professional School Counselor

Michelle McLane, Professional School Counselor

Kishea McKinney, 5th Grade Special Education Teacher

Johnelia Wilkerson, PE teacher/Parent/PTA secretary

Raquel Rodriguez, Social Worker/Parent/PTA treasurer

We presented our preliminary Title 1 Plan and Budget to our school leadership team, our PTA Executive Board, and our Local School Council. We then gathered feedback on our plans to use for editing and adjusting certain items within the plan. This helped for stakeholder participation and shared decision making. The ways in which we communicated our final plans were through participation in monthly Professional Learning Committees (PLC’s), afterschool Georgia Key committee meetings, staff meetings, weekly team meetings and monthly team leadership meetings, quarterly PTA meetings and monthly PTA Board meetings.

B.  We have used the following instruments, procedures, or processes to obtain this information…. (Be sure to use brainstorming as a strategy for Needs Assessment.)

Cobb County School Improvement Survey

Internal Georgia Assessment of Performance on School Standards (GAPSS) review

Monthly feedback/parking lot staff concerns following PLC’s.

Minutes from various committees that met throughout the month

Weekly America Choice Design Team (ACDT) meetings with the design team

CRCT and other assessment data

DRA data

Benchmarks and Checkpoints

GKIDS

Teacher made assessments

We start the school year by meeting with key stakeholder groups such as; our PTA Board, our School Council, our School Leadership Team, Partners in Education, and community outreach personnel such as our Parent Liaison and our School Social Worker. Once we had their input, we then looked at school achievement data as listed above. Group survey data as well as summative assessments results impacted our approach and our specifics within our plan.

C.  We have taken into account the needs of homeless, neglected and migrant children by using various school programs such as parent./teacher conferences, Bobcat Pals, social worker and counselor input (backpacks, school supplies, school uniforms, personal hygienic items, etc.,), Cobb County resources with the Homeless Office and other services. Our Partners in Education provide uniforms, tutoring, a food pantry, school supplies, holiday food and gifts for needy families. Title I materials are freely available and given. We also immediately administer formative assessments with these new students to evaluate their academic progress and intervene with special services when appropriate. Such services include but are not limited to; RTI interventions, EIP services, ELL services, and/or Special Education services. By quickly assessing these students who typically come from unstable environments, we can quickly help stabilize their academic and behavioral needs to help ensure their transitional success.

D.  We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example………

DRA, Benchmarks (ELA and Math), report cards, Academic Alerts, Checkpoints, ITBS, Cogat, GKIDS, CRCT, staff meetings, committee meetings, county office, teacher assessments, newspapers, GADOE website.

/ Mathematics / % Meeting/Exceeding Standard on CRCT /
/ Cobb County / All Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2009-2010 / 83.2 / 78.3 / 88.9 / 88.8 / 92.3 / NA / 64.3 / 49.1 / 90.5 / 81.1
2010-2011 / 79.2 / 78.1 / 80.6 / 77.5 / 94.4 / NA / 80 / 64.3 / 78.8 / 76.3
2011-2012 / 70.3 / 64.3 / 79.3 / 75 / 82.4 / NA / 71.4 / 37.2 / 69.4 / 66
/ Reading/ELA / % Meeting/Exceeding Standard on CRCT /
/ Cobb County / All Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2009-2010 / 89 / 87.5 / 90.7 / 89.7 / 92.3 / NA / 89.3 / 61 / 88.5 / 87.6
2010-2011 / 89.9 / 89.8 / 90.3 / 86.8 / 100 / NA / 100 / 73.8 / 85.6 / 88.4
2011-2012 / 85.6 / 80.5 / 89.7 / 89.1 / 97.1 / NA / 96.4 / 53.5 / 86.6 / 84
/ Science / % Meeting/Exceeding Standard on CRCT /
/ Cobb County / All Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2009-2010 / 65 / 62 / 72 / 62 / NA / NA / NA / 41 / 59 / 61
2010-2011 / 68 / 62 / 77 / 68 / 84 / NA / 80 / 55 / 63 / 65
2011-2012 / 66.8 / 60.3 / 82.1 / 68.6 / 82.4 / NA / 85.7 / 37.2 / 63 / 62.8

GKIDS

English/Language Arts / % Meets/Exceeds /
Reading / 65.3 /
Writing / 55.0
Listening/Speaking/Viewing / 78.6
ELA TOTAL / 66.7
Mathematics / % Meets/Exceeds /
Numbers and Operations / 67.4 /
Measurement / 88.3
Geometry / 80.9
Data Analysis / 78.6
MATH TOTAL / 77.7

Checkpoint Grade 1 ELA

Curriculum / Description / % Correct
Winter / % Correct
Year End /
GPS04 R.3.a / Automatically generates the sounds for all letters and letter patterns, including long and short vowels / 91.8 / 93.3
GPS04 R.3.c / Reads words containing consonant blends and digraphs / 80.0 / 93.3
GPS04 R.3.d / Reads words with inflectional endings / 36.4 / 46.7
GPS04 R.6.c / Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) / 61.8 / 83.8
GPS04 W.1.e / Writes in complete sentences with correct subject-verb agreement. / 82.7 / 81.9
GPS04 W.1.j / Begins to use common rules of spelling / 82.7 / 95.2
GPS04 W.1.l / Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns / 62.7 / 77.6

Checkpoint Grade 2 ELA

Curriculum / Description / % Correct
Winter / % Correct
Year End /
GPS04 R.1.c / Reads compound words and contractions in grade appropriate texts / 84.6 / 86.8
GPS04 R.3.c / Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms / 66.7 / 78.4
GPS04 R.4.b / Makes predictions from text content / 50.0 / 60.4
GPS04 R.4.i / Identifies and infers main idea and supporting details / 72.4 / 80.8
GPS04 R.4.l / Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts / 79.7 / 84.8
GPS04 W.1.l / Consistently writes in complete sentences with correct subject/verb
agreement. / 63.7 / 65.6
GPS04 W.1.r / Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences / 80.5 / 87.2
GPS04 W.1.s / Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and / 63.4 / 65.6
GPS04 W.1.u / Recognizes appropriate uses of quotation marks / 33.3 / 64.8

Checkpoint Grade 1 Math

Curriculum / Description / % Correct
Winter / % Correct
Year End /
GPS04 D.1.b / Pose questions, collect, sort, organize and record data using objects, pictures, tally marks, picture graphs, and bar graphs / 60.2 / 59.5
GPS04 G.1.a / Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons / 49.6 / 57.1
GPS04 M.2.b / Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year / 47.8 / 58.3
GPS04 N.1.a / Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens
and ones / 71.7 / 89.3
GPS04 N.1.f / Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills / 76.1 / 86.9
GPS04 N.2.c / Decompose numbers from 10 to 99 as the appropriate number of tens and ones / 50.4 / 66.7
GPS04 N.3.b / Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers up to 100 / 88.5 / 90.5
GPS04 N.3.f / Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency / 78.8 / 83.3

Checkpoint Grade 2 Math

Curriculum / Description / % Correct
Winter / % Correct
Year End /
GPS04 G.1 / Students will describe and classify plane figures (triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal / 21.3 / 28.0
GPS04 G.2 / Students will describe and classify solid geometric figures (prisms, pyramids, cylinders, cones, and spheres) according to such things as the number o / 23.0 / 40.2
GPS04 M.2 / Students will tell time to the nearest five minutes and know relationships of time such as the number of seconds in a minute, minutes in an hour and hour / 45.9 / 81.1
GPS04 N.1.a / Represent numbers using a variety of models, diagrams, and number sentences / 41.0 / 59.1
GPS04 N.1.b / Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens an / 53.5 / 68.7
GPS04 N.1.c / Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and
currency / 40.2
GPS04 N.2.a / Correctly add and subtract two whole numbers up to three digits each with regrouping / 42.6
/ 5th Grade Writing / % Meeting/Exceeding Standard on CRCT /
/ Cobb County / All Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2009-2010 / 75 / 68 / 92 / 80 / NA / NA / NA / 33 / 92 / NA
2010-2011 / 70.4 / 68.1 / 66.7 / 66.7 / 100 / NA / 100 / 46.7 / 61.3 / 63.3
2011-2012 / 60.8 / 59.3 / 85.7 / 44.8 / 66.7 / NA / 100 / 53.3 / 26.3 / 55.1

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

Ø  Economically disadvantaged students……

Ø  Students from Major racial and ethnic groups…..

Ø  Students with disabilities……