Fairview Elementary School
Title I Plan
2010-2011
Comprehensive Needs Assessment
A variety of instruments, procedures, and processes are used from the three previous school years, with the exception of the Georgia Kindergarten Inventory of Developing Skills (GKIDS) data that became available to us during the 2009-2010 school year,to obtain the information cited in this section.
Student Achievement and Growth:
· Georgia Criterion-Referenced Competency Test (CRCT) for first through fifth grades
· Iowa Test of Basic Skills (ITBS) for third grade
· Cognitive Abilities Test (CogAT) for fourth grade
· Georgia Kindergarten Inventory of Developing Skills (GKIDS) for kindergarten
· Georgia Writing Assessment for third and fifth grade
· School level disaggregated data sheet provided through the Pioneer Regional Education Service Agency (Pioneer RESA)
· Pioneer RESA data
· Adequate Yearly Progress Report
· Supplemental Screener and Progress Monitoring Tool Relationships and Perception:
· Bernhardt Parent Survey
· Bernhardt Student Survey
· Epstein Parent Survey
· Certified Staff Survey
· Other parent surveys
Other:
· Student Attendance
· Staff and Student Demographics
· GAPSS Review (Sept. 22-23, 2010)
Our grade level performance on the Georgia Criterion-Referenced Competency Test is easily reviewed by examining our disaggregated data sheets provided by Pioneer RESA, which is included in the Appendix. Fairview has meet Adequate Yearly Progress (AYP) in test participation, academic performance and second indicator (attendance) each year since 2003.
A review of our CRCT data indicates that we do well teaching general education students and are a little less skilled at teaching students with disabilities. We need to improve in proficiency at instructing students with disabilities.
Only our third grade students are administered the Iowa Test of Basic Skills (ITBS). The results for the ITBS are shared here in terms of normal curve equivalents (NCE).
3rd ITBS / Reading Total / Language Total / Math Total / Core Total2007-2008 / 55% / 57% / 62% / 58%
2008-2009 / 58% / 57% / 64% / 60%
2009-2010 / 56% / 59% / 60% / 58%
Only our fourth grade students are administered the Cognitive Abilities Test (CogAT). The results for the CogAT are shared here in terms of age-score percentile rank.
2007-2008 / 45% / 41% / 46% / 43%
2008-2009 / 45% / 59% / 52% / 53%
2009-2010 / 43% / 50% / 51% / 48%
Our student population taking the CoGat increased from 39 students in 2007 to 67 students in 2008. A review of our CogAT scores shows that our students perform better on the quantitative and nonverbal components as compared to the verbal.
The Georgia Writing Assessment is administered to our third and fifth grade students. The results for third grade students are reported in terms of does not meet (DNM), meets (M) and exceeds (Exc) for four types of writing; informational, persuasive, narrative and response to literature. The four areas of writing for which scores are earned include; ideas, organizations, style and conventions. Our third grade totals for students meeting and exceeding are:
3rdGr WritingInformational M/EXC / Ideas / Organization / Style / Conventions
2007-2008 / 92% / 67% / 77% / 86%
2008-2009 / 84% / 56% / 76% / 83%
2009-2010 / 72% / 58% / 65% / 82%
3rdGr Writing
Persuasive M/EXC / Ideas / Organization / Style / Conventions
2007-2008 / 59% / 58% / 67% / 78%
2008-2009 / 73% / 53% / 62% / 73%
2009-2010 / 92% / 75% / 69% / 83%
3rdGr Writing
Narrative / Ideas / Organization / Style / Conventions
2007-2008 / 76% / 73% / 62% / 69%
2008-2009 / 70% / 67% / 60% / 70%
2009-2010 / 76% / 77% / 72% / 82%
3rdGr Writing
Response to Literature / Ideas / Organization / Style / Conventions
2007-2008 / 76% / 65% / 52% / 80%
2008-2009 / 86% / 81% / 84% / 87%
2009-2010 / 88% / 80% / 84% / 87%
Our scores on the Georgia Writing Assessment reflect improvement generally over the last three years. In the 2009-2010 school year our students scored higher on persuasive writing yet lower in informational. Our work with Thinking Maps and target on writing across content areas should help students write more proficiently in all genres.
The Georgia Writing Assessment for fifth grade is scored on a does not meet (DNM), meets (M) and exceeds (ESC) format for the total written product. Our results are:
5thGrade Writing / Did Not Meet (DNM_ / Meets (M) / Exceeds (EXC) / Total M/EXC2007-2008 / 36% / 54% / 10% / 64%
2008-2009 / 26% / 55% / 19% / 74%
2009-2010 / 13% / 75% / 12% / 87%
The Georgia Inventory of Developing Skills (GKIDS) results are reported in terms of meets or exceeds for the Content Area/Strands and in terms of elements consistently demonstrated for the Non-Academic Area/Strands.
· 2009-2010 Content Area/Strand Fairview Elementary:
GKIDS 2009-2010ELA / Rdg 84.4% / Writing 63.5% / Listening/Speaking/
Viewing 89.1% / ELA Total 83.8%
Math / #s & Operations 71.9% / Measurement 89% / Geometry
83.6% / Data Analysis 82.5% / Math Total 81.2%
Our GKIDS results indicate that areas of writing and numbers/operations need improvement.
We continue to see a need for integrating technology in instruction and providing our students with access to technology through the use of computers, virtual computer set ups, iTouch/iPods, assistive technology, interactive whiteboards, and other technological devices/programs to prepare them for 21st century communication and information. Using a variety of technological devices and programs engages students and allows access to demonstrate mastery of GPS.
Adequate Yearly Progress Report
Fairview Elementary School opened in 1938 at the previous location and moved to the newly constructed facility in 2008. Fairview Elementary has participated in the CRCT administration each year. Fairview achieved AYP status every year since 2003 and is a Distinguished School in Georgia.
Stakeholder Surveys
We use the Bernhardt student and parent surveys to solicit input from those two stakeholder groups. We also use the Epstein Parent Survey as another source of parent satisfaction data. Our faculty members compete the Certified Staff Survey as a means of providing their input.
Data indicates that Fairview works well with our students as reflected in the annual Bernhardt surveys conducted with students, parents, and staff. With a scale from 1-5, 5 being Strongly Agree the students’ responses reflected an overall score of 4.27; with parents’ responses averaging 4.33. The school certified staff average was 4.42.
Low scores are looked at to see if we need to be concerned and develop a SIP. From what we see at this time, there has been no need to develop a school wide plan, but there are areas we work on that may be a need.
Attendance History
The attendance history of our staff and students is examined as part of our needs assessment. Our focus is on the percentage of students in kindergarten through fifth grade who are absent fifteen or more days.
· 2007-2008
o 5.2%
· 2008-2009
o 6.7%
· 2009-2010
o 6%
Staff and Student Demographics
Fairview Elementary School has:
· 2 administrators which include
o one principal
o one assistant principal
· 64 faculty/staff members which include
o one academic coach
o one full time English Language Learner teacher
o one and one half special education teachers
o ten paraprofessionals
o one bookkeeper/data coordinator
o two half-time secretaries
o one media clerk
o three custodians
o one nurse
o five lunchroom employees
o one full-time speech language pathologist
o one part-time speech language pathologist
13 faculty members have Bachelor’s degrees, 17 have Master’s degrees and 6 have Specialist’s degrees.
Student Enrollment has changed since the move to the new facility in 2008, as noted by our March FTE data, since Fairview Elementary opened.
· 2007-2008 265 students
· 2008-2009 371 students
· 2009-2010 399 students
The ethnic makeup of our student body has remained consistent for the last three years.
· 2006-2007
o Asian 1%
o Black 0%
o Hispanic 3%
o Native American/Alaskan Native 0%
o White 94%
o Multiracial 3%
· 2007-2008
o Asian 0%
o Black 0%
o Hispanic 2%
o Native American/Alaskan Native 0%
o White 95%
o Multiracial 3%
· 2008-2009
o Asian 1%
o Black 0%
o Hispanic 3%
o White 94%
o Multiracial 3%
The economic status of our families has remained fairly consistent for the last three years with the percentage of our students receiving free or reduced price meals noted here.
· 2006-2007
o 39%
· 2007-2008
o 40%
· 2008-2009
o 34%
· 2009-2010
o 37.84%
The percentage of our students with limited English proficiency has remained consistent for the last three years as noted here.
· 2006-2007
o 0%
· 2007-2008
o 0%
· 2008-2009
o 1%
· 2009-2010
o 2%
The percentage of our students receiving services through the migrant program has remained consistent during the last three years as noted here.
· 2006-2007
o 0%
· 2007-2008
o 0%
· 2008-2009
o 0%
· 2009-2010
o 0%
Student enrollment in selected programs for the last four years has varied slightly.
· 2006-2007
o 3.7%
· 2007-2008
o 1.5%
· 2008-2009
o 2.7%
· 2009-2010
o 2.75%
Student enrollment in compensatory programs during the last three years has remained somewhat stable with the exception of an increase in enrollment in the early intervention program.
Special Education
· 2006-2007 17 %
· 2007-2008 14.3%
· 2008-2009 12.1%
· 2009-2010 12%
English Speakers of Other Languages
· 2006-2007 0%
· 2007-2008 0%
· 2008-2009 0.3%
· 2009-2010 0.39%
Early Intervention Program
· 2006-2007 17%
· 2007-2008 23%
· 2008-2009 22.4%
· 2009-2010 14%
Additional Assessment Data is included in Appendix
School wide Reform Strategies
Scientifically Research-based Practices
We continuously find ourselves returning to Robert Marzano’s, What Works in Schools, Georgia Keys, and Mike Schmoker’s Results Now. Both of these books are ones we depend on as guides for our effective practices at the school, teacher and student level.
Addressing the Needs of All Students
We work diligently to address the needs of all learners through a variety of practices at Fairview Elementary. We strive to provide a guaranteed and viable curriculum through the use of curriculum maps, common assessments, teacher collaboration and awareness walks. We set goals based on our data and work to improve our results through providing feedback to one another and through the assistance of our instructional coach. Special needs of students are met not only in the regular education classroom, but also through services provided by Special Education, ESOL, OT/PT, EIP, speech, and Discovery (Gifted).
We have multiple opportunities for parents to be involved with their child’s education. We also offer several sessions designed to help our parents learn how to be effective in helping their child. Our school is safe in part due to a positive working relationship with our parent community and the proactive presence of the adults in the school.
We work to create a master schedule that supports the needs of our students in the realm of academics and behavior. We do our best to maximize the time we have with our students.
We utilize the data available to use to examine the proficiency level of our students and to monitor our effectiveness as individual teachers, as grade levels, as student support service providers and as a school as a whole. We celebrate when we can and we plan for improvement when necessary.
We provide flexible grouping for instruction in order to best meet the needs of our students. This grouping changes as needed based on student performance data.
Instructional Coach
The Instructional Coach serves teachers in grades K-5. Throughout the year the coach provides professional learning for all K-5 classroom teachers, special education staff, and paraprofessionals in the area of standard based instruction. The instructional coach and principals participate in instructional coach workshops provided by RESA and the Georgia DOE. Instructional coaches meet throughout the year with the Title I Director.
Resources, such as articles and chapters from professional books, are often provided and discussed during professional learning opportunities to provide further understanding of teaching the components of a standards-based classroom and other instructional strategies. In addition to professional development, teachers receive coaching allowing them to refine skills in the components of standards based instruction. Coaching supports ongoing professional learning, allowing classroom teachers to reflect on their teaching practices and refine skills.
Provision has been made for K-5 teachers and professional support staff to learn strategies for improving students’ communication skills. Workshops have taken place to increase students’ effective use of reading, writing, and oral communication skills by building an approach to collaborative work. Also, professional learning on Thinking Maps is designed to help students organize information and use that organizational structure to improve writing across content areas. Coaching support has been given to improve and strengthen the implementation of instructional strategies.
Response to Intervention
Fairview Elementary has an extensive response to intervention program, commonly referred to as PAWS – Panthers Achieving With Success, designed to provide for remedial instruction for students who have not yet mastered prerequisite skills for their current grade level. Students complete a universal assessment three times per year with the results being used to determine if remedial instruction should be provided through our PAWS work and if so these assessments help identify the content and skill area where the extra instruction is needed. If it is determined that students need to be served through our PAWS services then the student is assigned to a particular staff member to receive this instruction. PAWS groups meet each day for thirty minutes each day. Student progress is monitored on a regular basis and our instructional support team meets regularly to review student progress and determine if additional instruction is needed or may be reduced or eliminated.