Williams M. Finch Elementary School Title I schoolwide Plan 2011-2012
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| Williams M. Finch Elementary School
Title I Schoolwide Plan 2011-2012 Signature: Date:_________________ Principal ____________________________ Date:_____________________ Executive Director ____________________________ Date: _____________________ Education Specialist ____________________________ Date: _____________________ Interim Director of External Programs
Address all components of your Schoolwide Plan in the template below. Type your responses under each required component. *Denotes required components as set forth in Section 1114 of the No Child Left Behind Act of 2001. Components *1. A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect achievement. To begin the comprehensive needs assessment process the school evaluated itself using the following progress indicators: 2009-2010 AYP results (2010-2011 AYP results are pending); 2010-2011 GCRCT results; a2010-2011 Atlanta Public Schools Top Priority Student Performance Goals; well as the 2011 5th Grade Writing Assessment results. After completing the comprehensive assessment, the targeted population of students was identified as the current second through fifth grade students in reading, ELA, and math.
A comprehensive needs assessment at the school level is conducted on an ongoing manner to address all academic areas and other factors that may affect achievement. The targeted population of students has been identified as the current third through fifth grade students in reading, ELA, and math. Those persons involved on the comprehensive needs planning team are as follows
A comprehensive needs assessment allows the school to ensure that students who experience difficulties are identified in a timely manner. The first method of addressing student achievement is through the use of differentiation where students are grouped in various ways throughout the school day to provide instruction to meet their individual needs. Various assessments are utilized to group students. The Success for All assessments include: SRI (Scholastic Reading Inventory), Stepping Stone, Reading Roots Formal Assessment, Fast Track Phonics, SOLO Assessment, District Benchmarks, Common Assessments, teacher-made assessments, and GCRCT Data Analysis. A comprehensive needs assessment is conducted in all subject areas using various assessment tools:
District Benchmarks School-wide Benchmarks
During the second method of addressing student achievement, teachers and administrators analyze the aforementioned data to conduct strategic planning. During the data analysis process, data will be examined to chart where students’ scores place them: below standard, meeting standard, or exceeding standard. This compilation of information becomes the teachers’ basis for grouping students for prerequisite skills or acceleration. In addition to grouping students based on ability, students can be grouped by interests and/or choice. The grouping strategies selected to differentiate instruction will be based on students’ needs in regards to Finch’s current reform models. The third method of addressing student achievement requires that teachers implement standards-based, integrated, product focused learning units for the Georgia Performance Standards in the areas of science, social studies, reading/ language arts and math. Grade specific Georgia State frameworks will be utilized to ensure that all Georgia Performance Standards are taught prior to GGCRCT testing. Teachers will use http://www.learningvillage.org to download current frameworks. A variety of grouping styles will produce activities/projects, which will be used to meet different learning modalities. Some instructional strategies that will be utilized to respond to students needs include:
In addition to the listed interventions, math Instruction will also include:
Teachers will utilize scoring rubrics to establish expectations for product focused learning units/ performance-based assessments. Students will utilize scoring rubrics as a means of achieving mastery on these assessments. The assessment tasks will be based on the three highest levels of Bloom’s taxonomy. The Design Team will assist in the planning, developing, and assessing of the curriculum and its correlation to the academic students’ progress. Technology will incorporate the following intervention resources to be imploded during the fourth method to address student achievement:
The fifth method of addressing student achievement is based on students’ assessment data, instruction will be delivered to accommodate students’ instructional needs as determined in Design Team, Collaborative Grade Level Planning Teams, and Component Meetings.
And For students at all levels, and in all grouping situations, teachers will include:
The PEC department will use data such as IEP goals and objectives, achievement tests, student work, observation, formal and informal assessments, and standardized tests results to guide classroom instruction and educational practices to maximize student achievement. Performance standards aligned with GPS standards will be communicated and observable in the classroom based on modifications according to the student’s disabilities. Student work will be scored and analyzed frequently to assess student achievement by IEP goals and objectives progress reports. We have taken into account the needs of migrant children. Presently the district does not have a migrant population in need of service. If we receive migrant students, we will contact the district migrant liaison and follow the prescribed procedures. The overall goal of Project GRAD Comprehensive reform is to promote supportive programs and community based services that encouraged student achievement and increase the graduation rate of high school students. Project GRAD bases its need to support at risk, low income, Title 1 schools on research that speaks to the fact that these kinds of schools tend to have students who demonstrate academic delays. The strategies utilized at William M. Finch in the Project GRAD Reform are scientifically based. These comprehensive reform components consist of: (1) Mathematics(Project GRAD Math Program a seventy-five minute block of time that focuses on reasoning and problem solving as the main thrust of students’ conceptual understanding and not memorizing mathematical facts); (2) Literacy (Success for All program a ninety minute uninterrupted reading block that ensure that students read at grade level or above); (3) Classroom Management (Consistency Management and Cooperative Discipline (CMCD) program geared at establishing a caring and respectful learning environment; and, (4) Family support Communities in Schools of Atlanta (CIS) which offers at risk students guidance, counseling and community outreach services). In conclusion, the targeted population of students (current third through fifth grade students in reading, ELA, and math) will be addressed through the implementation of the five scientifically research based methods of monitoring. *2. Schoolwide reform strategies that are scientifically researched based.
proficient and advanced levels of student performance. 2(a) Opportunities are provided at William M. Finch for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. In addition to the programs for students who may be performing below grade level, opportunities such as, the gifted program for students, the school storytelling partnership will assist the Success For All reading program by working with those students who are performing extremely well in reading. The Storytelling Club will assist students in learning new stories and writing their own stories. The Georgia Performance Standards for writing in grades 3, 4 and 5 writing will strongly be implemented. Students that have been identified as Gifted will travel to the Campbell Challenge Cluster weekly for enrichment instruction. The 12 Week Accelerated Intervention Program has been designed to assist students who are below grade-level standards in reading and math to acquire the knowledge necessary to meet those standards. Students in the Early Intervention Program (EIP) who scored below 800 on the GCRCT in reading and math will receive 2 hours of instruction. This includes the 90 minute reading block for Success For All (SFA) with an additional 45 minutes of reading services. In addition, Project GRAD (MIM) Math instruction will be implemented for 75 minutes with an additional 45 minutes of math instruction. Legal Lives program is offered by the assistant district attorney’s office to collaborate with teachers to present a specialized, law-related curriculum every other week. Technology will incorporate the following intervention resources for the gifted academically advanced students:
For those students that are pulled-out from grade level instruction during the instructional block, the teachers will assign a peer to record all notes related to subject. Then upon students arrival a peer student will redeliver the lesson to student, and the student will be given the opportunity to complete any unfinished assigned task(s) as homework.
2 (b) The Six Elements of an Effective Lesson will be utilized to raise student achievement. The components of the Six Elements of an Effective Lesson are researched based and have consistently presented evidence resulting in the raising of student achievement. The following components address the requirements for each instructional lesson:
During first quarter, staff will be engaged in professional development that will address how to effectively incorporate the six elements of a lesson and implement the GPS standards. Professional development will address CLASS KEYS, effective teaching, and teacher evaluation. A template will be provided for each core subject area for lesson planning.
The Administrative staff will review all lesson plans to ensure that the elements are present. A lesson plan feedback form will be used to inform teachers of the lessons proficiency level. Collaborative planning will occur weekly to ensure grade level consistency and discuss students’ instructional needs based on diagnostic data. In addition, to the teacher training related to the Six Elements of an Effective Lesson professional development will occur during collaborative planning time and additional professional development will be provided for teachers who still need assistance implementing the six elements of a lesson. William M. Finch does recognize that no single research based strategy works, therefore the following research based strategies are provided in teacher training sessions for teacher to select from to assure the success of every student:
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