Williams M. Finch Elementary School Title I schoolwide Plan 2011-2012

9. (b) The following on-going training is provided to teachers to assist them in identifying the difficulties that a student is having and ways they can provide assistance to that student:

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  School-wide: Book studies for new teachers (Higher Order Questioning, Response to Intervention, Driven by Data, Managing Transitions, Differentiation Instruction with Technology), SFA/MIM component meetings, mentor teacher workshops, GPS training, and Design Team
  
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  System: GPS, and Professional Learning Framework
  
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  State: GPS, and Writing workshops
  
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  In addition, during the first quarter, a staff meeting will be held during which time it will be made clear to all staff that daily lessons must be characterized by the six critical elements. On-going discussions will be conducted to discuss the degree to which the six (6) elements are being appropriately implemented in every classroom, and why they need to be implemented to improve student learning.
  
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  Lesson plans will be checked weekly by designated instructional coaches utilizing:
  

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  Differentiate instruction based on student need
  
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  State standards and local performance indicators at the appropriate level of complexity
  
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  Real-life connections
  
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  Technology integration
  

3. 
   Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student and additional assistance available to the student at the school or in the community.
   

10. Parents will be informed regarding the GCRCT, GAA, ITBS, CogaT, GKIDS, 3^rd Grade Writing assessment, and 5^th Grade Writing assessment in the following manner: (1) parents will be notified of when students will be administered the aforementioned assessments, (2) assessment result interpretations are shared with parents during curriculum night or on an individual basis, (3)students will be administered the assessments at the school site, (4) when the results of the assessments are delivered to the school the administrative team disaggregates the results to determine academic strengthens and weaknesses by individual teacher, grade level, and individual student. After this information is compiled it is shared with the staff, and parents are given verbal and written notification of how their child performed. Parents can then at this point discuss results with individual teachers and/or the school’s Assistant Principal. It is during this time that parents are given recommendations for students who must attend summer school to comply with the GCRCT requirements for student in grades 3 and 5 who do not master the content on the test. During the opening of the next school year, teachers will review students GCRCT results to determine the make of academic strengthens and weakness of their class student body. By tracking classroom student compositions teachers will then have the ability to determine what specific domain(s) of a particular subject area should receive instructional emphasis. The use of district benchmarks and school-wide benchmarks were discussed in detail in section 1 of this document. The school-wide and district benchmarks are used as an additional tracking methods that are utilized to identify and address areas of academic need through an on-going process throughout the academic school year.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students will be addressed utilizing the previously mentioned strategies: 1) parents will be notified when students will be administered the aforementioned assessments, (2) assessment result interpretations are shared with parents during curriculum night or on an individual basis, (3)students will be administered the assessments at the school site, (4) when the results of the assessments are delivered to the school the administrative team disaggregates the results to determine academic strengths and weaknesses by individual teacher, grade level, and individual student. After this information is compiled it is shared with the staff, and parents are given verbal and written notification of how their child performed. Parents can then, at this point, discuss results with individual teachers and/or the school’s Assistant Principal. It is during this time that parents are given recommendations for students who must attend summer school to comply with the GGCRCT requirements for student in grades 3 and 5 who do not master the content on the test. During the opening of the next school year teachers will review students GGCRCT results to determine the make of academic strengths and weakness of their class student body. By tracking classroom student compositions teachers will then have the ability to determine what specific domain(s) of a particular subject area should receive instructional emphasis. The use of district benchmarks and school-wide benchmarks were discussed in detail in section 1 of this document. The school-wide and district benchmarks are used as additional tracking methods that are utilized to identify and address areas of academic need through an on-going process throughout the academic school year. The assistant principal will monitor the data of classroom teachers using the SRT-1 data dashboard, SFA Member Center, and SharePoint that will be maintained by all classroom teachers. Teachers will engage in lateral planning with teacher in the grades before and after the grade of the student. This will enable teachers to track the progress of the students. Teachers are going to examine the domains of previous GCRCT results to determine areas of strengths and weaknesses.

12. The GCRCT is a Georgia statewide test that is considered valid and reliable and has been established at the state level. The test results are disaggregated at the State level based on the Student Information System. Provisions are made to ensure that disaggregated assessment results for each category are valid and reliable. The number of students identified as Economically Disadvantaged is compared to Finch’s free and reduced lunch list which is comprised of 91% free and 2% reduced. Attendance is monitored utilizing Infinite Campus, the Communities in Schools, school social worker, assistant principal, and the home liaison to verify that student attendance count is accurate on a daily basis.

13. The disaggregated test scores will be reported to the public by the Georgia Department of Education website. The school marquee will post the website for the public to reference regarding AYP status. The results will also be published in the Atlanta Journal Constitution. Provisions for public reporting of disaggregated data. The score report forms that comprise testing results will be housed in the curriculum office at the school site. The results of the GCRCT will be announced in the PTA meetings and parent newsletters by the school and not the individual child.

14. William M. Finch Elementary School’s school wide plan was written in June 2011 after the reporting of GCRCT scores were published. The school wide plan is carefully reviewed and revised on a yearly basis after the AYP results, Atlanta Public Schools Top Priority Student Performance Goals, district and state GCRCT results are compiled and analyzed.

15. The schoolwide plan is 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, business partners, parents and students. The participants who helped to develop the plan and will participate in its monitoring is as follows:

16. William M. Finch’s school-wide plan will be made available to the LEA, parents and the public. The LEA will be given a copy to keep on file along with the minutes from the planning team, the parent involvement policy, Home-School Compact, and the Title One Budget. Parents and public can obtain a copy upon request and a copy of the document is on file in the parent center in room 109 and in the office of the Assistant Principal in room 257. The plan has been summarized and distributed to all parents upon enrollment to the school. The public will be notified by the posting on the school marquee that the school operates a Title I Schoolwide Program and the plan is available for review upon request in the parent center or in the Assistant Principal’s office.

17. At the current time, English is the language of the significant percentage of parents at William M. Finch, but if in the future another language is the language of a significant percentage of the parents, the plan will be translated into that language.

18. The plan is subject to the school improvement provisions of 1116. All schools in the State of Georgia are subject to this

In evaluating the William M. Finch 2010-2011 School Achievement Plan the school had several performance indicators that would measure student academic success. 2009-2010 AYP results indicated that William M. Finch met the AYP criteria for Test Preparation and the Second Indicator, but not for Academic Performance in Mathematics, and the school is not in Needs Improvement status. When comparing the 2008-2009 AYP data to the 2009-2010 AYP status, Finch failed to meet the Academic Performance indicator in Mathematics for the 2009-2010 year.

19. Evaluate last year’s plan. Write a brief summary of the prior year’s plan in addressing the AYP results.

19. 2009-2010 AYP results indicated that William M. Finch met the AYP criteria for Test Preparation and the Second Indicator of attendance, but not for Academic Performance in mathematics, and the school is not in Needs Improvement status.

Overall academically, we will work to improve the number of students exceeding by using the following strategies:

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  Identify the type of reasoning (inductive and deductive)
  
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  Monitor effectiveness through daily observations
  
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  Use Systematic reading techniques (questioning, predicting, summarizing, and clarification).
  
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  Highlight, summarize and review (main idea and story retell)
  

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  Follow the Five E Model Lesson Plan
  
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  Implement new lesson cycle for math to increase delivery of Focus Lesson
  

Students with disabilities (SWD)

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  In the area of mathematics we decreased the number of students in does not meet by 17%. In the meets and exceeds category combined we increased the number of students by 17%.
  
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  In the area of Reading/ English Language Arts we increased the number of students in does not meet by 3%. In the meets and exceeds category combined we decreased the number of students by 3%.
  

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  In the area of mathematics we increased the number of students in does not meet by 5%. In the meets and exceeds category combined we increased the number of students by 5%.
  
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  In the area of Reading/ English Language Arts we increased the number of students in does not meet by 3%. In the meets and exceeds category combined we decreased the number of students by 3%.
  

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  Parent Involvement Policy
  
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  Home School-Compact
  
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  William Finch Parent Survey
  
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  Title 1 Budget
  
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  FY 2011 Title 1 Budget Personnel Data Form
  
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  Title 1 Checklist