Georgia Department of Education Title I Schoolwide/School Improvement Plan Robert J. Burch Elementary School 330 Jenkins Road Tyrone, GA 30290 LEA: Fayette County Title I Coordinator: Clarice Howard Title I Coordinator Signature: ______________________Date: ______ Title I Coordinator Mailing Address: 205 LaFayette Drive, Fayetteville, GA 30214 Email Address: howard,[email protected] Telephone: 7704603990 updated September 25, 2014 updated September 28, 2013 updated October 2, 2012 updated August 13, 2012 updated March 5, 2012 updated September 26, 2011 original plan March 18, 2011 Dr. John D. Barge, State School Superintendent May 2012 Page 1 Georgia Department of Education Title I Schoolwide/School Improvement Plan Title I Schoolwide/School Improvement Plan Planning Committee Members: Administrators: Felecia Spicer, Principal and Tammy Sibley, Assistant Principal Leadership Team: Kristi Goss, Cori Davis, Kim Watson, Robyn Henry, Heather Sapienza, Betty Shirley, Donna Baena, Anna Richards, Vicki Bruns, Beverly Woody, Amy Hornbuckle, Cindy Mitchell School Council Representatives: Debbie Osborne, Paraprofessionals: Tara FathyAmin, Lynette Elder, Lisa Manthey, Soo Seal, Anna Singleton Counselor: Kelly Hubbard Title I Contact: Kathy Myers ESOL: Lisa Gonzalez Technical Advisors from the Fayette County Central Office: Clarice Howard, Coordinator of Title I Services Parents: Debbie Seuss, Carole Dyce, Dorine Lewis, Yolanda Wade Smith, Pam Newson, Adriane Sharper Dr. John D. Barge, State School Superintendent May 2012 Page 2 Georgia Department of Education Title I Schoolwide/School Improvement Plan *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Response: 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: Administrators: Felecia Spicer, Principal and Tammy Sibley, Assistant Principal Leadership Team: Kristi Goss, Cori Davis, Kim Watson, Robyn Henry, Heather Sapienza, Betty Shirley, Donna Baena, Anna Richards, Vicki Bruns, Beverly Woody, Amy Hornbuckle, Cindy Mitchell School Council Representatives: Debbie Osborne, Paraprofessionals: Tara FathyAmin, Lynette Elder, Lisa Manthey, Soo Seal, Anna Singleton Counselor: Kelly Hubbard Title I Contact: Kathy Myers ESOL: Lisa Gonzalez Technical Advisors from the Fayette County Central Office: Clarice Howard, Coordinator of Title I Services Parents: Debbie Seuss, Carole Dyce, Dorine Lewis, Yolanda Wade Smith, Pam Newson, Adriane Sharper, Gloria Hernandez, M. Romero, Fatima Tgeda, Cian Phan, Martha Paredes, Sandra Meraz The ways they were involved were: Burch Elementary School conducted a comprehensive needs assessment to evaluate multiple areas of school functioning: College and Career Ready Performance Index (CCRPI); Criterion Referenced Competency Test (CRCT) results; the Georgia Kindergarten Inventory of Developing SkillsRevised (GKIDS); teacher, student, and parental perception surveys. All performance data cited in the plan was obtained from the Georgia Department of Education’s website (www.doe.k12.ga.us). Stakeholder’s, parents, and staff participated in data presentations of current test data and CCRPI scores allowing time for brainstorming, discussion, and suggestions about meeting student needs. B. We have used the following instruments, procedures, or processes to obtain this Dr. John D. Barge, State School Superintendent May 2012 Page 3 Georgia Department of Education Title I Schoolwide/School Improvement Plan information: GKIDS, CCRPI, CRCT, First/Second Grade End of Year Assessment, Fifth Grade Writing Assessment, Teacher Survey, Parent Survey, and Student Survey C: We currently have no migratory children in our boundary zone. If migrant children were to enroll at Burch Elementary School, they would be screened for placement in the title I program. Access to schoolwide and extended day programs would be offered to them. Our parent liaison would also provide a special welcome and follow up with regular communication, interpretation and translation as necessary, and outreach. D./E. We have reflected current achievement data that will help the school understand subjects and skills in which teaching and learning need to be improved. This Data Summary includes information about all students in the school who are not yet achieving state academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and state student academic achievement standards including economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency. Schoolwide Plan Data Summary Georgia Kindergarten Inventory of Developing Skills (GKIDS) 2013 2014 Average percent of elements Meets/Exceeds Average percent of elements Meets/Exceed
s ELA Total 80.8 80.2 Mathematics Total 81.9 82.3 NonAcademic Strands Total 86.7 86.8 Personal/Social Development Total 91.3 90.3 Based on state data from the School Summary Report, and after review by the Leadership and Kindergarten Teams, strengths are seen in the area of personal/social development. In the area of ELA, the subgroup for reading had an average of 76.8% of standards assessed at the Meets/Exceeds (M/E) level with the high being speaking and listening at 95%. In the area of math, the strand for numbers and operations in base 10 had 46.3% of students in the M/E range, with counting and cardinality at a high of 87.6%. The kindergarten team felt that students with appropriate home support made Dr. John D. Barge, State School Superintendent May 2012 Page 4 Georgia Department of Education Title I Schoolwide/School Improvement Plan better progress than students who did not, and there were more students in the 201314 school year that came with better early learning backgrounds. Kindergarten students did not receive EIP or Title I services this year. ESOL services were limited to 15 minutes per day. 2014 College and Career Ready Performance Index (CCRPI) CCRPI Score 82.1 Achievement Points 48.9 Progress Points 18.3 Achievement Gap Points 9 ED/EL/SWD Performance Points 4.9 Exceeding the Bar Points 1 Achievement Gap Gap Size Gap Change Points Possible CRCT: ELA 1 2 3 CRCT: Reading 1 2 3 CRCT: Mathematics 2 2 3 CRCT: Science 1 0 3 CRCT: Social Studies 2 2 3 Achievement Gap Points Earned 9 15 Performance Flags ELA Reading Math Science Social Studies American Indian/Alaskan N/A N/A N/A N/A N/A Asian/Pacific Islander N/A N/A N/A N/A N/A Black P P P P P Hispanic P PSG P P P N/A N/A N/A N/A MultiRacial N/A Dr. John D. Barge, State School Superintendent May 2012 Page 5 Georgia Department of Education Title I Schoolwide/School Improvement Plan White P P PS P P Economically Disadvantaged PSG P PSG PSG P Students with Disability PSG PSG PSG P P English Learners PSG PSG PSG P PSG P Subgroup met participation rate, state performance target and subgroup performance target. PSG Subgroup met participation rate and subgroup performance target but not state performance target. P Subgroup met the participation rate, but did not meet either the state or subgroup performance targets. THIRD, FOURTH, FIFTH GRADE CRCT TEST DATA Disaggregated by Grade Level Language 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E 6 4 58.3 56 35.3 40 Fourth Grade 2.5 12 51.9 48 45.7 40 Fifth Grade 3.2 1 63.4 50 33.3 49 Combined 3.9 5.6 58.1 51.3 38 43 Third Grade Mathematics 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E Third Grade 20 17 28.2 43 51.8 40 Fourth Grade 4.9 15 40.7 57 54.3 28 Fifth Grade 2.2 6 50.5 40 47.3 54 Combined 8.9 12.6 40.1 46.6 51.0 40.6 Reading 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E Third Grade 4.8 4 36.9 50 58.3 46 Fourth Grade 2.5 4 37.0 43 60.5 53 Fifth Grade 4.3 2 66.7 50 29.0 48 Dr. John D. Barge, State School Superintendent May 2012 Page 6 Georgia Department of Education Title I Schoolwide/School Improvement Plan Combined 3.9 3.3 47.7 47.6 48.4 49 Science 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E Third Grade 21.6 21 44.3 39 34.1 40 Fourth Grade 11.6 16 29.1 40 59.3 44 Fifth Grade 22.2 16 41.4 28 36.4 56 Combined 18.7 17.6 38.5 35.6 42.9 46.6 Social Studies 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E 17 15 61.4 47 21.6 38 7 15 50 46 43 42 Fifth Grade 19.4 14 51 39 29.6 47 Combined 14.7 14.6 54 44 31.3 42.3 Third Grade Fourth Grade THIRD, FOURTH, FIFTH GRADE CRCT TEST DATA Disaggregated by Ethnicity Language 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E American Indian/Alaskan Native 0 0 100 100 0 0 Asian 0 0 25 40 75.0 60 Black, not of Hispanic Origin 3.5 1.1 55.3 46.3 41.2 52.6 Hispanic 6.9 14.7 73.6 64.7 19.4 20.6 0 0 62.5 100 37.5 0 na 0 na 100 na 0 11.1 25 44.4 75 44.4 0 Multi Racial Two Or More Races Undefined Dr. John D. Barge, State School Superintendent May 2012 Page 7 Georgia Department of Education Title I Schoolwide/School Improvement Plan White, not of Hispanic Origin Combined 0 6.3 46 40.6 54 53.1 3.9 6.6 58.1 51.5 38 41.9 Mathematics 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E American Indian/Alaskan Native 0 0 100 100 0 0 Asian 0 0 0 20 100 80 7.1 7.4 38.9 46.3 54 46.3 14.1 25.4 53.5 46.3 32.4 28.4 0 0 50 100 50 0 Two Or More Races na 0 na 100 na 0 Undefined 10 25 40 75 50 0 8 9.4 24 40.6 68 50 8.9 13 40.1 45.6 51 41.4 Black, not of Hispanic Origin Hispanic Multi Racial White, not of Hispanic Origin Combined Reading 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E American Indian/Alaskan Native 0 0 100 100 0 0 Asian 0 0 25 0 75 100 Black, not of Hispanic Origin 1.8 0 40.7 41.1 57.5 58.9 Hispanic 2.6 11.9 78.9 65.7 18.4 22.4 Multi Racial 0 0 25 50 75 50 Two Or More Races na 0 na 50 na 50 Undefined 0 0 44.4 100 55.6 0 White, not of Hispanic Origin 0 1.5 42 35.4 58 63.1 Dr. John D. Barge, State School Superintendent May 2012 Page 8 Georgia Department of Education Title I Schoolwide/School Improvement Plan Combined 3.9 3.7 47.7 46.9 48.4 49.4 Science 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E American Indian/Alaskan Native 0 0 0 100 100 0 Asian 0 0 0 0 100 100 Black, not of Hispanic Origin 14.7 10.2 39.7 35.7 45.7 54.1 Hawaiian/Pacific Island 100 100 0 0 0 0 Hispanic 31.2 35.7 49.4 41.4 19.5 22.9 0 0 55.6 50 44.4 50 na 0 na 50 na 50 45.5 50 9.1 50 45.5 0 7.4 11.8 27.8 30.9 64.8 57.4 18.7 18.3 38.5 35.9 42.9 45.8 Multi Racial Two Or More Races Undefined White, not of Hispanic Origin Combined Social Studies 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E American Indian/Alaskan Native 0 0 0 100 100 0 Asian 0 0 25 20 75 80 Black, not of Hispanic Origin 12.1 11.2 50.9 36.7 37.1 52 Hawaiian/Pacific Island 100 100 0 0 0 0 Hispanic 27.3 24.3 59.7 55.7 13 20 0 0 66.7 100 33.3 0 Two Or More Races na 0 na 50 na 50 Undefined 30 50 50 50 20 0 Multi Racial Dr. John D. Barge, State School Superintendent May 2012 Page 9 Georgia Department of Education Title I Schoolwide/School Improvement Plan White, not of Hispanic Origin Combined 1.9 8.8 55.6 41.2 42.6 50 14.7 14.7 54 43.8 31.3 41.4 Annual CRCT Data Review Conclusions Academic Achievement Goals in 20132014 were to increase student achievement in all content areas. A comprehensive review of scores indicates that the decrease of DNM scores reduced the number of Level 1 students across content areas. Fifth grade science had the greatest gain with 6.2% of students moving out of Level 1 to Level 2 or 3. Similar success was seen in students moving into the Exceeds category with third and fifth grade students showing gains in most content areas. Fifth grade science increased in exceeds by 19.6%. Ethnicity results indicate Hispanic students had the highest percentage of DNM in all subject areas. Academic Goals for the 201314 SY included increasing student achievement in the area of language arts, specifically in writing. Fifth grade students accomplished this goal by reducing the percentage of DNM and increasing the percentage of Meeets on the fifth grade writing test. 5th Grade Writing Assessment 2013 2014 2013 2014 2013 2014 %DNM %DNM %M %M %E %E 15 14 70 75 15 11 Comparing this data to the CCRPI scores, there are still weak areas in our HIspanic, Students with Disabilities (SWD), and English Learners (EL) populations in several of the content areas. Eleven subgroups did not meet the State Performance Target. Seven subgroups did not meet the State or Subgroup Performance Targets. One subgroup did not meet the Subgroup Performance Target. In an effort to address these weaknesses, our primary Academic Achievement Goal for 201415 is to move students from Level 1 DNM to Level 2 Meets across content areas with the new Georgia Milestones assessment. CRCT 5 Year Reading Trend Data First Grade 2010 Level 2+3 2011 Level 2+3 2012 Level 2+3 2013 Level 2+3 2014 Level 2+3 33=53=86 45+35=80 35+55=90m
ock na na mock Dr. John D. Barge, State School Superintendent May 2012 Page 10 Georgia Department of Education Title I Schoolwide/School Improvement Plan Second Grade 54+38=92 38+54=92
mock 53+39=92m
ock na na Third Grade 51+45=96 53+42=95 39+56=95 37+58=95 50+46=96 Fourth Grade 57+38=95 54+38=92 59+33=92 37+61=98 43+53=96 Fifth Grade 69+27=96 53+47=100 64+33=97 67+29=96 50+48=98 2010 Level 2+3 2011 Level 2+3 2012 Level 2+3 2013 Level 2+3 2014 Level 2+3 First Grade 58+24=82 mock mock na na Second Grade 50+33=83 mock mock na na Third Grade 59+31=90 60+24=84 55+42=97 58+36=94 56+40=96 Fourth Grade 65+28=93 58+34=92 71+22=93 52+46=98 48+40=88 Fifth Grade 59+34=93 67+31=98 56+42=98 63+33=96 50+49=99 2010 Level 2+3 2011 Level 2+3 2012 Level 2+3 2013 Level 2+3 2014 Level 2+3 37+47=86 42+24=76 25+60=85 mock na na mock na na CRCT 5 Year ELA Trend Data CRCT 5 Year Math Trend Data First Grade Second Grade 61+26=87 55+39=84 mock 20+68=88 mock Third Grade 36+47=83 57+27=84 40+53=93 28+52=80 43+40=83 Fourth Grade 51+36=87 37+53=90 50+26=76 41+54=95 57+28=85 Fifth Grade 50+41=91 39+60=99 48+44=92 51+47=98 40+54=94 2010 Level 2+3 2011 Level 2+3 2012 Level 2+3 2013 Level 2+3 45+42=87 49+32=81 40+40=80 44+34=78 39+40=79 CRCT 5 Year Science Trend Data Third Grade Dr. John D. Barge, State School Superintendent May 2012 Page 11 2014 Level 2+3 Georgia Department of Education Title I Schoolwide/School Improvement Plan Fourth Grade 34+58=92 27+62=89 46+37=83 29+59=88 40+44=84 Fifth Grade 51+24=75 35+55=90 42+47=89 41+36=77 28+56=84 2010 Level 2+3 2011 Level 2+3 2012 Level 2+3 2013 Level 2+3 Third Grade 65+24=89 53+28=81 62+22=84 61+22=83 47+38=85 Fourth Grade 48+39=87 55+38=93 51+39=80 50+43=93 46+42=88 Fifth Grade 44+47=91 49+43=92 53+36=89 51+30=81 39+47=86 CRCT 5 Year Social Studies Trend Data 2014 Level 2+3 Trend data for meeting and exceeding on the CRCT in all content areas from 2010 through 2014 is shown on the above charts. By following the same color diagonally you can compare the progress or difficulties a peer group may have. By looking horizontally it helps to show an apparent drop or rise in test scores for the same grade level in different years. *Parent Survey 201213 201314 1. Welcoming Atmosphere 97% 99% 2. General Communication 98% 97% na 96% 62% 95% na 62% 89% 97% 3. Communication Related to Student Progress 4. Opportunities to Volunteer 5. Awareness of Community Volunteers at Burch 6. Involved in Decision Making Processes This year’s survey results are a combination of the AdvancED and FamilyFriendly School Parent Survey results. Parents are actively participating in many ways at Burch. Based on discussion at the Stakeholder’s Meeting, parents would like to see more information about Community Volunteers that serve as part of the school’s daily routine. Dr. John D. Barge, State School Superintendent May 2012 Page 12 Georgia Department of Education Title I Schoolwide/School Improvement Plan Teacher Survey The teacher survey was a combination of the AdvancED survey and a Title I program survey. On the AdvancED survey, teachers felt strongly that leadership implements a continuous improvement process that provides clear direction for improving conditions to support student learning. Teachers rated the areas of teaching and assessing learning lowest on this survey. Both of these elements leave teachers with the desire to build more learning communities and learn new strategies as they gain confidence in teaching new curriculum standards. The Title I program survey provides information about effectiveness of Title I materials/ programs and academic improvement of students based on these programs. Teacher’s responses include: ● Effectiveness of Title I Teaching Assistants was overwhelmingly positive. ● Parent materials were readily available for use for Burch parents. ● The majority of teachers felt that our extended day learning program was very beneficial for students. Student Survey Burch Elementary School students also participated in the AdvancED survey. Students indicated that they are treated fairly and with respect by staff and that teachers help them learn things they will need in the future. An additional survey was given to students that participated in Academic Camp (an extended day program giving additional instruction in reading, math, social studies, and science). Students were overwhelmingly positive about their learning experiences in this program. On state testing results, 83% of students that participated in Academic Camp met or exceeded in reading and math. Sixtyfive percent (65%) improved in reading, reading lexile, social studies, and science. F. The data has helped us reach conclusions regarding achievement or other related data. The major strength we found in our program was reading comprehension. Students consistently score above the 96 percentile in meets and exceeds on state testing. Major needs we discovered are in math, science, and social studies. This was evident in our Hispanic, ELL, and SWD subgroups. Dr. John D. Barge, State School Superintendent May 2012 Page 13 Georgia Department of Education Title I Schoolwide/School Improvement Plan The needs we will address are to maintain continued growth in reading comprehension, increase growth in ELA, math, social studies, and science, especially in the following subgroups: Hispanic, ELL, and SWD. The specific academic needs of those students that are to be addressed in the schoolwide program plan will be to increase vocabulary and reading comprehension in science and social studies. The root cause(s) that we discovered for each of the needs were lack of English language skills which affect vocabulary acquisition and comprehension in all content areas, lack of home support for skill reinforcement, and daily fluency practice for reading/math. (Content area domain standards: 1. Read and comprehend literature including stories, dramas, and poetry, at the high end of the grade level text complexity band independently and proficiently. 2. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. ) G. Needs Assessment Summary Burch Elementary established the following goals/benchmarks for SY 1415, based on results of the needs assessment as well as Fayette County expectations of rigorous academic instruction and maximum student engagement: School Improvement Target Area 1: College and Career Ready Performance Index (CCRPI) and Criterion Referenced Competency Test (CRCT) School Improvement Target Area 1: Academic Goals/CCRPI and Georgia Milestones ● Goal 1: To increase student achievement from Level 1 Did Not Meet to Level 2 Meets in reading (fluency/comprehension)/language arts (grammar/writing) and math on Georgia Milestones. ● Goal 2: To increase student achievement from Level 2 Meets to Level 3 Exceeds in reading (fluency/comprehension)/language arts (grammar/writing) and math on Georgia Milestones. ● Goal 3: To increase student achievement in Level 2 Meets in social studies and science on Georgia Milestones. Dr. John D. Barge, State School Superintendent May 2012 Page 14 Georgia Department of Education Title I Schoolwide/School Improvement Plan School Improvement Target Area 2: Parent Partnerships ● Goal 4: Build stronger parent partnerships and increase parental involvement to impact daytoday academic growth of their children. 2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. A. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the state’s academic content and student academic achievement standard are listed in the following reform strategies: School Improvement Target Area 1: Academic Goals Goal 1: To increase student achievement from Level 1 Did Not Meet to Level 2 Meets in reading, language arts, and math. Reform Strategies: ○ Provide small group instruction with Title I teaching assistants. ○ Offer extended instruction with Academic Camp, Lunch and Learn, Homework Help, Facts Camp, and Kindergarten Intervention Plan (KIP). ○ Utilize Text Talk, Read About, Bookflix, Trueflix, Fastt Math, Ignite Torch, and Study Buddy programs and resources. ○ Increase and utilize supply of handheld student devices, mobile hot spots, and necessary accompanying storage, chords, headphones, etc. ○ Utilize teacher cadets, Patriot Partners, community mentors and volunteers to provide small group/individualized instruction for students in content areas. ○ Encourage students to set goals for themselves related to content area improvement. ○ Provide more leveled readers, children’s literature book sets that correlate with science/social studies topics. Goal 2: To increase student achievement from Level 2 Meets to Level 3 Exceeds in reading, language arts, and math. Dr. John D. Barge, State School Superintendent May 2012 Page 15 Georgia Department of Education Title I Schoolwide/School Improvement Plan Reform Strategies: ○ Provide small group instruction with Title I teaching assistants. ○ Offer extended instruction with Early Enrichment, Lunch and Learn, Homework Help, Facts Camp, and KIP and title I teacher to organize programs. ○ Utilize Text Talk, Read About, Bookflix, Trueflix, Fastt Math, Ignite Torch, and Study Buddy programs and resources. ○ Implement Collaborative Writing Clinics with ILT or outside consultant. ○ Increase and utilize supply of hand held student devices, mobile hot spots, and necessary accompanying storage/chords, headphones, etc. ○ Utilize teacher cadets, Patriot Partners, community mentors and volunteers to provide small group/individualized instruction for students in content areas. ○ Encourage students to set goals for themselves related to content area improvement. ○ Provide more leveled readers, children’s literature book sets that correlate with science/social studies topics. Goal 3: To increase student achievement from Level 1 Did Not Meet to Level 2 Meets in social studies and science. Reform Strategies: ○ Provide small group instruction with Title I teaching assistants. ○ Utilize Read About, Bookflix, Trueflix, Ignite Torch, and Study Buddy technology programs and resources. ○ Increase supply of hand held student devices, mobile hot spots, and necessary accompanying storage/chords, headphones, etc. ○ Utilize teacher cadets, Patriot Partners, community mentors and volunteers to provide small group/individualized instruction for students in content areas. ○ Encourage students to set goals for themselves related to content area improvement. ○ Provide more leveled readers, children’s literature book sets that correlate with science/social studies topics. School Improvement Target Area 2: Parent Partnerships Goal 4: Build stronger parent partnerships and increase parental involvement to impact daytoday academic growth of their children. Dr. John D. Barge, State School Superintendent May 2012 Page 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan ○ Collaborate with PTO to clearly define parent involvement, enlightening parents about decisionmaking opportunities, encourage academic focus and use of website, and develop understanding about “parental support.” ○ Improve collaborative communication with all stakeholders through updated website, schoolwide emails, parent notes, etc. ○ Provide student data and content specific information at Academic TeacherTeam Meetings (APTT) with parents. ○ Encourage parent participation in activities that will impact day to day academic growth of their children.: APTT meetings, parent conferences. ○ Offer parent sessions in communities to assist parents in learning at home, child development, parenting, and other topics related to academic achievement. ○ Maintain and operate a Parent Center. ○ Provide grade level specific science/social studies vocabulary materials for home use. ○ Provide parents with applicable websites related to content areas. ○ Encourage parent input about their needs related to the academic achievement of their children. ○ Provide bilingual assistance with translator/interpreter. ○ Employ Parent Liaison to encourage volunteers, enlist parent participation, collaborate with PTO, and help parents better understand the educational system so they can become better advocates for their children. 2(b). Are based upon effective means of raising student achievement. B. Following are examples of the scientifically based research supporting our effective methods and instructional practices of strategies. ● 21st Century Instruction (K. O’Connor, R Stiggins, D. William, D. Reeves, A. Davies, R. Wormeli) ❏ Use of Bookflix, Trueflix, Fastt Math, Read About, Text Talk. ❏ Implementation of BYOT lessons. ❏ Utilize devices. ● Standards Based Instruction and Assessment (T. Guskey, R. Stiggins) ❏ Provide extra instruction with teaching assistants, Academic Camp, Facts Camp, Homework Help, and Lunch and Learn sessions. ● Failure is not an Option (Blankenship) ❏ Use of mentors, high school students, and community volunteers to increase development of reading/science skills. ❏ Offer workshops for parents based on topics related to academic Dr. John D. Barge, State School Superintendent May 2012 Page 17 Georgia Department of Education Title I Schoolwide/School Improvement Plan achievement. 2(c). Use effective instructional methods that increase the quality and amount of learning time. C. We will increase the amount and quality of learning time by providing small group and individual instruction with teaching assistants. We will provide extended day learning opportunities with Academic Camp (after school), Homework Help (before school), Facts Camp (before school), and Lunch and Learn sessions. 2(d). Address the needs of all children particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). D. Student needs will be addressed through a variety of interventions listed in our reform strategies. These include extended day learning opportunities with Academic Camp (after school), Homework Help (before school), Facts Camp (before school), and Lunch and Learn sessions as well as small group support with teaching assistants. Additional home support will be encouraged through parent workshops held in communities where parents live, implementing Academic ParentTeacher Team meetings, and the work our Parent Liaison does to encourage family participation in student learning. Student growth will be measured by a variety of assessment tools, including but not limited to CRCT, 9 week county math assessments, pre/post assessments in social studies and science, end of unit assessments, periodic formative assessments, and ELA county assessments. Equity Data Federal education programs require schools to ensure equity for all students. Robert J. Burch Elementary has a deep commitment to fair and just handling of all students and continually strives to provide equal services and treatment for them no matter what their gender, economic status, learning aptitude, language ability, or ethnicity. The school employs 45 teachers. All teachers meet the federal highly qualified teacher requirement with 80% having earned a master’s degree or higher. The average number of years of teaching experience is 16.7. Dr. John D. Barge, State School Superintendent May 2012 Page 18 Georgia Department of Education Title I Schoolwide/School Improvement Plan Cultural Diversity Data Robert J. Burch Elementary School (PreKindergarten through fifth grade) is home to 531 students with an ethnicity of 36% Black, 32% Hispanic, 26% White, 3% Asian, 0.3% American Indian or Alaskan Native, 0.19% Native Hawaiian or other Pacific Islander, and 3% Mixed. Currently, 54.8% of the population qualifies for free and reduced price meals. This places Burch Elementary with one of the highest percentages of economically disadvantaged students in Fayette County. The Burch district does not include any shelters for abused women and children or homeless families and there are no migrant families currently in Fayette County. Multiple federal, state, and local instructional programs provide assistance to the students at Burch Elementary. The Schoolwide Title I program serves students in all content areas. In addition, 25% of the student population is enrolled in the Early Intervention Program (EIP). The English Language Learner (ELL) program provides support to 23% of the student body. Thirteen percent (15%) of students receive services from Special Education (including Speech and Language) based on Individualized Educational Plans. Gifted students comprise 8% of the population. While the school has worked hard to recognize the struggles and accomplishments of economically disadvantaged, AfricanAmerican, and Caucasian students, the Leadership Team wants to ensure continued growth in cultural awareness for all racial and ethnic groups with the goal that all Burch stakeholders will become culturally competent. In 201314, cultural awareness training was conducted at several staff meetings. Our Title I Parent Liaison/Translator/ Interpreter plays an active role in engaging parents by interpreting at meetings and parent conferences, translating documents into a language parents can understand, and joining alongside teachers as we encourage academic achievement. 2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Requires based on GFy 12 US ED monitoring. E. No field trips are being paid for with title I funds. Dr. John D. Barge, State School Superintendent May 2012 Page 19 Georgia Department of Education Title I Schoolwide/School Improvement Plan 3. Instruction by highly qualified professional staff. Instruction to students is provided by highly qualified teachers and staff at Burch Elementary. The school employs 45) teachers, including one gifted, three EIP, four special education and three ESOL teachers. All teachers meet the federal highly qualified teacher requirement. Eighty percent (80%) have earned a master’s degree or higher. The average number of years of teaching experience is 16.17 To ensure all teachers continue to provide appropriate instruction, administrators use the Teacher Keys Evaluation System (TKES) and the Teacher Effectiveness Measure (TEM) to conduct annual evaluations of performance. Teachers needing assistance in target areas are placed on a professional development plan and their performance is monitored throughout the school year, followed by feedback. All staff participate in ongoing professional development. 3(a). Strategies to attract highly qualified teachers to highneeds schools. Fayette County has historically been able to recruit and retain highly qualified teachers in most academic areas. It remains a priority within the county to retain highly qualified teachers with diverse backgrounds that reflect the demographics of the student population. Georgia Professional Standards Commission Equity Data indicate the average Fayette County teacher retention rate is about 88.9%, which is above the state level of 85.3% Teachers are asked to complete exit interview questions to enhance the school system’s recruitment and retention efforts and to assess the overall quality of the work culture. The county provides several programs for leadership development. Factors that attract and contribute to the retention rate of highly qualified teachers at Robert J. Burch Elementary School include new teacher mentors, ongoing professional development, and supportive administrators and colleagues. The staff fosters team spirit by developing relationships among all stakeholder’s. Other factors focus on rigorous instruction, maximum student engagement, classes with adequate textbooks, other instructional supplies, and available technology to support teaching and learning. The staff enjoys a professional working climate that is collaborative, data driven, focused on high student achievement, and supportive of students and families. Staff retention rate at Burch is 82.5%. Dr. John D. Barge, State School Superintendent May 2012 Page 20 Georgia Department of Education Title I Schoolwide/School Improvement Plan 4. Professional development for staff to enable all children in the school. A. After examining data and concluding the root causes of our identified needs, we identify staff development that will address the root causes. We have included teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in our staff development. For example, continued professional development in BYOT lessons and strategies will enable teachers to engage students with 21st Century technology. B. We have aligned professional development with the state’s academic content and student academic achievement standards. This year professional development is based on student leadership and professional learning communities. Both goals are researched based strategies shown to impact student achievement. Outside funding sources will cover costs of professional development this year, so no professional development Title I goal is listed. C. We have devoted sufficient resources, from funding other than Title I, to carry out effectively professional development activities that address academic programs. For example, BYOT professional development will support all content areas with lessons and strategies to implement 21st Century technology. D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: ongoing discussions about formative/summative assessments will be part of grade level professional learning communities. Training in the spring included appropriate data presentations for parents for ParentTeacher Team Meetings. 5. Strategies to increase parental involvement. A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program by inviting them to the Title I Annual and Stakeholder’s Meetings. Parents are invited to participate in surveys that are given throughout the year as well as given opportunities to help make decisions though our PTO and School Council. B. We have developed a parent involvement policy included in our appendices that includes strategies to increase parental involvement such as providing a parent liaison to interpret and translate documents as needed and housing a Parent Center with Dr. John D. Barge, State School Superintendent May 2012 Page 21 Georgia Department of Education Title I Schoolwide/School Improvement Plan materials and activities to help athome learning. In this policy we share that parents will be made aware of individual assessment results through Infinite Campus, Academic ParentTeacher meetings, parentteacher conferences, and regular progress reports. Teachers provide interpretation of those results as needed. Our parent compact is also included as part of the parent involvement plan. To ensure regular, meaningful communication with parents, school materials (classroom newsletters, menus, etc) are translated into Spanish. Burch follows a consistent system of distributing information in students’ Friday Folders. Infinite Campus allows for easy dissemination of messages, surveys, and other pertinent information. The school website provides relevant school information. Display boards in the school foyer contain pamphlets, brochures, flyers, and other community notices. The school marquee is used to inform parents of upcoming events and student/school accomplishments. The schoolwide plan is available on our website, in the school office, parent liaison’s office, and the Parent Center for parent’s convenience. We provide additional support by offering the following: Parent Workshops Burch hosts parent workshops in response to their needs assessment. For SY 201415, parents have requested learning opportunities presented in our communities, rather than at the school. Our first session will be: My Part in Helping my Child Achieve Success. Mid year workshops will be held as lunch and learn sessions to support grade level math concepts. Materials will also be provided about learning English, test preparation, organization and study skills, etc. Academic ParentTeacher Team Meetings Parents will have an opportunity during the 201415 school year to attend Academic ParentTeacher Team meetings in the fall and spring. At these meetings, teachers will discuss student data related to academic achievement. Parents will be given Activity Packets (games and other educational resources) to use at home. Parent Liaison A Spanish speaking Parent Liaison is funded with Title I resources to provide bilingual support to our Hispanic families. She interprets at parent workshops and conferences, provides information about materials in the Parent Center, and translates documents into Spanish. Parent Center The Parent Resource Center is maintained and operated on a regular basis. Learning Dr. John D. Barge, State School Superintendent May 2012 Page 22 Georgia Department of Education Title I Schoolwide/School Improvement Plan materials are available for checkout. There is information for parents about testing, CCGPS standards, academic performance, parenting, learning at home, etc. DVDs in English and Spanish are available in order to communicate with our parents, particularly those who do not have access to the Internet. 6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. A. Following are our plans for assisting preschool children in the transition from early childhood programs. Prekindergarten Transitioning to Kindergarten As prekindergarten students approach the end of their first school year, their instructional schedule is adjusted to include longer group time and they are encouraged to be more independent. They read books about kindergarten, have special guests come in to participate in learning activities, and participate in more and varied writing activities. Parents are provided with literacy and math takehome packets. At the end of the year, students visit some of the kindergarten classes. Families are notified of kindergarten registration, including location, dates, and important documents needed for registration (immunization forms, proof of residency, birth certificate, etc.). Information is also available on our website and at the county office. School staff invites all registered kindergarten students and their parents to a Kindergarten Orientation prior to school starting. Many written communications are provided, in English and Spanish, to help parents feel welcomed and informed. Our Parent Liaison is available throughout this process to assist as needed by translating documents or interpreting. Information regarding enrolling students with disabilities at Burch is disseminated through a local collaborative and the Babies Can’t Wait Early Intervention Program. Fifth Grade Transitioning into Sixth Grade Burch Elementary School also helps prepare fifth grade students as they transition to Flat Rock Middle School. Students attend a “Shadow Day,” where they are introduced to the principal and counselors, take a tour of the school, and see many extracurricular classes in which they may be able to participate. The purpose of the tour is to ease some of the tensions students may feel and let them see what is expected of them as a sixth grader. All middle schools host a parent orientation night to introduce their faculty and define expectations for rising middle school students and their parents. Dr. John D. Barge, State School Superintendent May 2012 Page 23 Georgia Department of Education Title I Schoolwide/School Improvement Plan New Students Throughout The Year Transitioning new students into Burch Elementary is a task the faculty takes seriously. We believe parents and their children deserve a positive firsttime experience upon entering Burch. Parents are given a tour of the school and Parent Center as well as a welcome packet of relevant information. Our Parent Liaison is available to interpret, translate documents as needed, and calls to check on families once they are established as part of the school family. Students are given a peer buddy to help acclimate them to their new routine and our counselor does a welcome presentation to help acclimate students. 7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. A. The ways that we include teachers in decisions regarding use of academic assessments are: ● The Leadership Team meets with administrators to review and discuss schoolwide assessment results, analyze schoolwide data on students’ performance, and develop strategies to increase academic achievement. ● Grade Level Teams, EIP, Special Educations, and ESOL teachers meet to review and analyze CRCT results for each subject, identifying strengths and weaknesses based on performance on domains and by subgroups. Results are graphed and teachers identify grade level goals and strategies to address areas needing improvement. ● Teachers use formative assessment results to monitor progress on goals. ● Teachers are allotted extended planning time to review student assessment data, set new goals, and participate in vertical planning. Support staff members are involved in these extended data planning sessions. ● Teachers participate in Response to Intervention (RTI) meetings throughout the school year to review and analyze data collected on individual students’ performance in order to move students through RTI tiers. Information on students’ continuing needs is used to adjust instruction. ● Vertical planning meetings are held to review data and determine gaps in student performance that need to be addressed in the new school year. 8. Coordination and integration of federal, state, and local services and programs. 8(a). List of state and local agency programs and other federal programs that will be Dr. John D. Barge, State School Superintendent May 2012 Page 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan included. Local School Nurse: Provides health care services to students. Technology: Purchased a variety of technology tools for the school under the district’s eSPLOST plan (November 2012). Burch Leadership team coordinates a master schedule to include EIP, ELL, SPED, and regular education programs. Grade levels determine Title I Teaching Assistant schedules based on student need. Title I contact monitors that students are being served in close proximity. State After School Reading and Math Program: Eleven weeks of interventions for students needing support in math and/or reading. Certified EIP Teachers: Serve students identified for the Early Intervention Program. Federal Title I: Funds are used to maintain and operate a Parent Resource Center and to employ personnel for Parent Liaison, Interpreter/Translator, Teaching Assistants, Title I Contact, After School Academic Camp (small group instruction). Title II: Funds are used to employ highly qualified staff and to ensure equity. Funded positions include Instructional Support Teachers for math and reading. Title III: Three ESOLcertified teachers are hired to provide services for EL students. Title IV: Federal Safe and Drug Free Schools Program, Second Step (character education), DARE Program (drug and alcohol awareness), and Red Ribbon Week (antidrug campaign). IDEA, VIB: Two special education teachers, one speechlanguage pathologist, and one special education paraprofessional are employed to provide direct services to students with disabilities. Other Federal Funds: Free and reduced lunch food services program. 8(b). Description of how resources from Title I and other sources will be used. Title I resources will be used to fund teaching assistant positions, a contact person to oversee the program, a Parent Liaison to assist parents as an interpreter or translate documents as needed, and to cover expenses for extended day programs and parent workshops. 8(c). Plan developed in coordination with other programs, including those under the Dr. John D. Barge, State School Superintendent May 2012 Page 25 Georgia Department of Education Title I Schoolwide/School Improvement Plan SchooltoWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. The Title I plan is developed in coordination with other programs, including those under the SchoolToWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. 9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance which shall include: 9(a). Measures to ensure that student weaknesses are identified on a timely basis. Once determined that a student is struggling, teachers and parents meet together to determine interventions based on a fourtiered approach developed by the Georgia Department of Education called the Pyramid of Interventions. Under the fourtiered Pyramid, interventions are put into place before learning gaps become so large special education services are needed. Students are placed in a tier within the Pyramid of Interventions based on his/her current academic and/or behavioral needs. Tier 1 is the general education classroom with qualified staff that provides effective instruction for every student based on the Georgia Performance Standards. It is not limited to academic content areas, but includes developmental areas such as speech, behavior, and/or social development. Parents can be involved by communicating with the teacher frequently, attending school functions, communicating with their child each day, and monitoring and assisting with homework assignments. Tier 2 is necessary if a child is struggling academically or behaviorally and there is a need for targeted academic, behavioral, and/or speech interventions. Instruction at this level is in addition to what occurs in the regular classroom. In many cases, this is enough to get the student back where he/she needs to be to find success in the classroom. Parents are involved in this by attending conferences set up to discuss specific areas of need and keeping up with progress of the interventions that have been put in place. If interventions at Tier 2 are unsuccessful for the student, it might be necessary for the student to be referred to Tier 3 for more researchedbased interventions. Tier 3 is comprised of a Student Support Team (SST) which continues to analyze the student’s academic, behavioral, and/or speech concerns to make recommendations for more researchedbased interventions. This is supplemental to regular classroom Dr. John D. Barge, State School Superintendent May 2012 Page 26 Georgia Department of Education Title I Schoolwide/School Improvement Plan instruction. If progress is still not evident, it is sometimes necessary to make a referral for a comprehensive evaluation. Parents are involved at this level by attending the SST meetings, implementing and reinforcing strategies at home, and frequently communicating with the SST Team. If interventions continue to be unsuccessful at Tier 3, a referral by the SST may be necessary to determine if the student is eligible for special education (Tier 4). Specific guidelines require parental consent for special education eligibility. Parents must be notified if there is a proposed change to the student’s eligibility, services, or placement; and active participation in the Individualized Education Plan meetings is required. 9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. ● Professional development for Early Intervention Specialists in identifying weaknesses and implementation of applicable interventions to address weaknesses. ● ESOL teachers lead staff training and professional development regarding second language acquisition. ● Quarterly data review at grade level RTI meeting with assistant principal. ● Grade level meetings with administration quarterly to discuss data and identify student weaknesses. ● Data review at monthly leadership meetings. ● Training as needed at monthly staff meetings. 9(c). Teacherparent conferences that detail what the school will do to help the student, what the parent can do to help the student, and additional assistance available to the student at the school or in the community. Parentteacher conferences that detail what the school will do to help the student: Immediate outreach to parents is conducted in support of students found to be in need of additional assistance to meet state standards. Parents are contacted to schedule facetoface conferences to discuss their child’s performance. They are also participants in the RTI process and receive written notification their child is in the EIP and/or ESOL programs. During conferences, specific strategies and materials are provided and reviewed to assist the parent in working with their child in the specific area of need. Teachers conduct periodic monitoring of implementation of strategies by parents. Additionally, parents are encouraged to utilize resources available in the Parent Center. A list of community organizations supportive to parents in addressing the child’s needs is also provided. Dr. John D. Barge, State School Superintendent May 2012 Page 27 Georgia Department of Education Title I Schoolwide/School Improvement Plan Parentteacher conferences that detail what the parent can do to help the student: ● Utilize the school website (www.burchbears.org) and the system website (www.fcboe.org) to gather information about school and district events. ● Review Friday Folders containing student work and assessment information. ● As much as possible, assist students with homework. ● Participate in athome learning activities and send student work back to the teacher. ● Participate in Parent Learning Activities Parentteacher conferences detailing additional assistance available to the student at the school or in the community: ● The school provides the services of a social worker, counselor, psychologist, and a school nurse to assist families in many ways (obtaining doctor appointments and glasses for children; providing information on PEACH CARE; providing food backpacks; and identifying counseling providers, tutoring services, and community mentors). ● A Special Education counselor and parent mentor assists families with special needs children by connecting them to community resources (medical care, behavioral counseling, respite care, support group meetings, child advocacy, and parents’ rights). ● County Care provides donations to pay for after school scholarships and baskets of food at Thanksgiving and Christmas. 10. Description of how individual student assessment results and interpretation will be provided to parents. ● Results of standardized tests (Georgia Milestones) are sent home to parents in a letter inviting them to setup a time with their child’s teacher to discuss and interpret the results. ● Reports of academic progress of 4th and 5th grade students are accessible by their parents via Infinite Campus. ● Regular reports based on assessments (Progress Reports, Report Cards, EIP notification letters, periodic updates of IEP goals, ACCESS and WAPT test reports on performance of English Learners (EL) students are compiled and sent home. ● Home visits can be conducted for parents who are unable to come to the school to discuss assessments results. ● Assessment information can be translated into Spanish, if needed. Dr. John D. Barge, State School Superintendent May 2012 Page 28 Georgia Department of Education Title I Schoolwide/School Improvement Plan 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Burch administers all statemandated, plus additional tests, including: GKIDSR for kindergarteners, endofyear summative assessment s (grades 12), Georgia Milestones (grades 35), and ACCESS and WAPT for EL students who enter and exit the ESOL Program. School administrators produce data charts, post them in our data room, and present the data to the Leadership Team. A root cause analysis is conducted and action plans are developed for groups needing specific help. Leadership Team representatives take data and analyses back to gradelevel team members where individual student data is reviewed and students are identified for remediation or acceleration. Parents are invited to attend Academic ParentTeacher meetings during the year to examine data relevant to their child’s academic progress. The system testing coordinator ensures all state level testing data is collected according to state guidelines. The Georgia Department of Education and the Governor’s Office of Student Achievement disaggregate the data and provide documentation to Fayette County and the school. The Fayette County Assessment Coordinator posts school performance data on the website. In turn, the principal analyzes disaggregated data of subgroups and grade levels. 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. The statemandated assessment for students in third through fifth grades, Georgia Milestones, meets reliability and validity requirements, and is therefore, statistically sound and researchbased. The fidelity of the testing program at Burch Elementary School is of utmost importance to the faculty, students, parents, and community. In order to ensure continued validity of the results obtained for students taking Georgia Milestones, there are established procedures and protocols. Comparisons are made from yeartoyear to check for administration consistencies. Testing data from similar schools is reviewed, compared, and analyzed from yeartoyear as well. Dr. John D. Barge, State School Superintendent May 2012 Page 29 Georgia Department of Education Title I Schoolwide/School Improvement Plan Fayette County has a written district testing plan outlining, in detail, the assessment procedures for the district. The District Assessment Coordinator (DAC) is responsible for the process and training in its entirety. The DAC signs for all materials, counts the materials, secures them in a locked area, and has the testing materials delivered to schools by county courier. The DAC conducts numerous trainings for the school test coordinators. This training includes how to prepare a testing roster, ensuring correct accommodations, checkin and out procedures, and necessary observations during the testing. Testing rosters are completed in advance so all information can be verified, including accommodations and test versions. The county plan states only certified teachers are allowed to administer tests. Test examiners report any irregularities to the school test coordinator and they report to the DAC who reports to GaDOE. All materials are locked in a secure area during testing and returned to the district office by way of county courier. School test coordinators are responsible for sending home student score reports to parents. 13. Provisions for public reporting of disaggregated data. Disaggregated test data is reported to the public in accordance with state guidelines. Data is made available to the public in a number of ways: ● The Georgia Department of Education website: www.doe.k12.ga.us ● The Governor’s Office of Student Accountability website: www.gaosa.org ● The Balanced Scorecard on the Fayette County District website: www.fcboe.org ● Local newspapers (Fayette Citizen, and Fayette Daily News) ● Burch Elementary School website: www.burchbears.org ● Assessment results sent to parents ● PTO and School Council ● Data overviews at Title I Annual Meeting, Stakeholder’s Meeting, and Curriculum Night ● Data Room Displays 14. Plan developed during a oneyear period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. Burch has been schoolwide Title I since 2011. The decision to transition from a Title I TAP plan to a Title I SWP was made in April 2010 by the school’s stakeholder group, Dr. John D. Barge, State School Superintendent May 2012 Page 30 Georgia Department of Education Title I Schoolwide/School Improvement Plan following a presentation on the schoolwide Title I planning process by county office staff. Meetings were held by the Title I Schoolwide Planning Team periodically throughout the school year. Minutes were recorded of all meetings and have been filed at the school to document the planning process. 15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary). Throughout the year, feedback was solicited and received from our student body, faculty, and staff through surveys. Members of the School Council, which includes business/community representatives were also encouraged to make suggestions. Stakeholders who assisted with the development of the Robert J. Burch Elementary School Title I Schoolwide Plan for SY 1415 were: Administrators: Felecia Spicer, Principal and Tammy Sibley, Assistant Principal Leadership Team: Kristi Goss, Cori Davis, Kim Watson, Robyn Henry, Heather Sapienza, Betty Shirley, Donna Baena, Anna Richards, Vicki Bruns, Beverly Woody, Amy Hornbuckle, Cindy Mitchell School Council Representatives: Debbie Osborne, Paraprofessionals: Tara FathyAmin, Lynette Elder, Lisa Manthey, Soo Seal, Anna Singleton Counselor: Kelly Hubbard Title I Contact: Kathy Myers ESOL: Lisa Gonzalez Technical Advisors from the Fayette County Central Office: Clarice Howard, Coordinator of Title I Services Parents: Debbie Seuss, Carole Dyce, Dorine Lewis, Yolanda Wade Smith, Pam Newson, Adriane Sharper, Gloria Hernandez, M. Romero, Fatima Tgeda, Cian Phan, Martha Paredes, Sandra Meraz 16. Plan available to the LEA, parents, and the public. The Title I Schoolwide Plan is available to the local education agency, parents, and the public. It is posted on the school website: www.burchbears.org and copies are available in the school and county offices. Additional copies are available in the Parent Center, Data Room, and Media Center for access by parents and community members desiring to view a printed copy. Dr. John D. Barge, State School Superintendent May 2012 Page 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. Approximately 32% of the student population at Burch is comprised of Hispanic children whose parents speak Spanish as a primary language. In order to clearly communicate the contents of the schoolwide plan to these families, the plan will be explained in Spanish. In addition, provisions are made to use a Spanish speaking translator to assist parents in answering any questions they may have about the plan. 18. Plan is subject to the school improvement provisions of Section 1116. Burch is a highachieving Title I School and is not classified as alert or focus status. Consistent with the provisions of Section 1116, Burch will take the following steps, should it move into alert or focus status: ● Notify parents of school’s status and offer choice of attending a school not on Needs Improvement list and/or provide access to supplementary educational services. ● Develop a school improvement plan to address areas needing improvement. All other relevant sanctions required under Section 1116 will be implemented. Appendices Parent Involvement Plan Compact Dr. John D. Barge, State School Superintendent May 2012 Page 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan Dr. John D. Barge, State School Superintendent May 2012 Page 33