School Accountability Plan

Transcription

Accountability and School
Improvement Plan/
Title I Plan
2015-2016
for
BLOOMINGDALE ELEMENTARY
SCHOOL
Savannah-Chatham County Public Schools
Aysha S. Parks, Interim Principal
Thomas Lockamy, Ed.D. Superintendent of Schools
August 21, 2015
INSERT Revision Date (if applicable)
Revised September, 2015
I.
Principal’s Message
August 21, 2015
Dear Bloomingdale Elementary School Stakeholders:
Our school is engaging in an ambitious school improvement planning
process this year, focusing on the vision our District has for each and every
student and the daily mission of our school.
Vision: From school to the world: All students prepared for
productive futures
Mission: To ignite a passion for learning and teaching at high levels
In many ways, our School Accountability Plan will serve as our road map for
continued success. This plan, which is supported by research-based
strategies, will focus on the continuous growth of student achievement,
ensuring a safe, secure, and disciplined learning environment, and
demonstrating that parents, business, and community members are actively
engaged in the educational process. Because we value your input and your
support, you are invited to join us as we work to make Bloomingdale
Elementary School even better.
Sincerely,
Aysha S. Parks, Interim Principal
Bloomingdale Elementary School
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II.
Development Plan and Communication Process
Various stakeholders are involved in the school improvement process to ensure that the needs
of all students are addressed. The chart below illustrates the diverse group involved with the
development of this plan. The plan is reviewed annually and communicated using a variety of
formats such as, school website, parent meetings, school newsletters, staff meetings, etc. A
comprehensive needs assessment is conducted annually and used to develop the School Data
Profile Narrative, which helps paint a total picture of the school’s progress and tells “the story
behind the numbers.”
Committee Members/Representation
Individual/Groups
Aysha S Parks
Signature
Position
Principal
Robert Owens
Assistant Principal
Lisa Barras
Kindergarten Teacher/Leadership
Team Member
Michelle McDonald
1st Grade Teacher/ Leadership Team
Member
Lori Howell
2nd Grade Teacher/Leadership Team
Member
Bethany Payne
3rd grade Teacher/Leadership Team
Member
Stephanie LaClair
4th grade Teacher/Leadership Team
Member
Cheryl John
5th grade Teacher/Leadership Team
Member
Catherine Cummings
Special Education Teacher
/Leadership Team Member
Sheila Lindbladt
Gifted Teacher/Leadership Team
Member
Shelly Willis
STEAM Teacher/Leadership Team
Member
Pamela Tyson
Media Specialist/Leadership Team
Member
Eileen Morgan
Teacher on Loan/Title 1 Parent
Contact
Natasha Cobos
Parent/PTA President
Michelle Smiley
Parent/Executive Board Member
Lisa Diaz
Paraprofessional
3
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III. Needs Assessment Data Sources
Continuous Growth of Student Academic Achievement
School Demographics (gender,
race, poverty rate, etc.)
SWD Data
SRI Data
MAP Data
 mCLASS

GKAP-R

GHSWT – First Time Pass
Rate

EOCT Data (3-years)

Incidents of Physical Violence

Incidents of Possession of
Firearms in School

Weapons Other than Firearms
in School
Professional Development
Hours and Involvement
Related to Academic
Achievement

Drugs/Alcohol on Campus

Hearing Office Data
Teacher Survey

Incidents of Out-of-School
Suspensions

Incidents of In-School
Suspensions

Incidents of Expulsions

Incidents of permanent
Expulsion
Advanced Placement Exam
Enrollment and Results
HiQ Percentage
Percent Staffed by Certified
Teachers

 DIBELS Data

Safe, Secure & Disciplined
Learning Environment

Parent Survey

Student Survey

SACS/CASI
Gifted Programs Data
CCRPI Data

SAT Participation and Results

Quarterly Assessment Data

ACT Participation and Results

Disproportional Data
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
PSAT Participation and
Results


IB Programs Data
website

Post-Secondary Enrollment
Report
Dual Enrollment Class
Results and Enrollment


PowerSchool Database Data
Accountability and Assessment
Grade Distribution Report
Other
 Parent Involvement Data
 21st Century Program Data
 INSERT other applicable

data source
INSERT other applicable
data source
Promotion/Retention Data

Governor’s Honors Program
Attendance Data for Students
and Staff
 Dropout Rate (3-Years)

Cohort Graduation Rate (3Years)
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Focus Area (#1): Continuous Growth of Student Academic Achievement
Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the
corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement.
These goals are directly aligned to the District Accountability System (DAS).
GOAL 1.
85% of all students in second and fourth grades will attain scores in the range of basic,
proficient or advanced on the spring 2016 administration of the Scholastic Reading Inventory
(SRI).
RATIONALE: The student population of Bloomingdale Elementary is a moderately high
achieving population. This goal is aimed at increasing our percent of students who simply
“meet” the standard on the SRI, as well as assisting the “bubble” students to attain at the
advanced level. This goal focuses on students without diagnosed reading disabilities. All
available supports will be provided to students with reading disabilities to ensure that they
reach their maximum potential – striving to meet/exceed the District Benchmark also.
GOAL 2.
80% of students in grades 3 and 5 will attain ratings of “On Track” or “Commendable” on the
Math portion of the spring 2015 administration of the Georgia Milestones Assessment
System (GMAS).
RATIONALE:MAP scores trend lower than SRI Scores
GOAL 3.
80% of students in grades 3 and 5 will attain ratings of “On Track” or “Commendable” on the
Reading portion of the spring 2015 administration of the Georgia Milestones Assessment
System (GMAS).
RATIONALE: Content reading, which is a primary component of standardized testing, is
weaker, as indicated by science and social studies scores. A focus on content reading and
writing across the curriculum will be implemented with the goal of increasing students’
content-area reading and writing. Teachers will teach Social studies within the context of
reading.
GOAL 4.
Increase the percentage of kindergarten and first grade students meeting or exceeding the
grade level benchmark between Middle of the Year (MOY) and End of Year (EOY)
benchmark by 10%
RATIONALE: Students have made great strides in Kindergarten and First grade raising the
literacy rate of students. Students are readying themselves for reading to learn.
Focus Area (#2): Safe, Secure, and Disciplined Learning Environment
GOAL 1.
Students with 10 or more absences will decrease by 30% from 110 to 77 by the end of the
2015-2016 school year
RATIONALE: Students’ absenteeism contributes to poor academics. Students need to
be present for instruction and wellbeing. Attendance committees will meet frequently
with the assistance of the school social worker to ensure students attend school regularly.
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GOAL 2.
The Emergency Response Team (ERT) will review and revise the evacuation and safety
procedures for Bloomingdale Elementary School, in particular the fire evacuation plan.
RATIONALE: The open concept nature of this school lends itself to question evacuation
procedures. The fire chief of Bloomingdale will work with administration and the ERT to ensure
a safe transition. Day-to-day procedures, evacuation plans and lock down procedures will be
reviewed and modified as needed and practiced through drills during the 2015-2016 school
year.
GOAL 3.
During the month of November 2015, the school will participate in a full-scale evacuation drill
to the primary evacuation site, with full evacuation of campus taking place in no more than
five minutes.
RATIONALE: The open concept nature of the campus does not lend itself to quick
evacuations. This goal supports SCCPSS Board Goal #4: Safe and Secure Environment.
Focus Area (#3): Community Engagement
GOAL 1.
During the 2015-2016 school year, the principal will make presentations on the topics of
school performance, volunteer/support opportunities, and community collaboration to a
minimum of three community groups/organizations.
RATIONALE: While this goal fulfills a District mandate for principals, it further supports
community collaboration and partnerships resulting in mutual benefits for both the school
and community entities.
GOAL 2.
As a school, we will support at least three different charities this year through collection of
funds during dress down and/or student engagement with designated program
RATIONALE: Students need to develop positive character traits and think beyond their
individual wants and needs by caring about and making a difference in the lives of others.
Character Counts is infused in everything we do and students focus monthly on a trait that
should be exhibited by all
Focus Area (#4): Fiscal Responsibility
GOAL 1.
The number of audit findings will be reduced from 9 to 5 on the Change in Principal
Audit
RATIONALE: The previous change-in-principal audit resulted in multiple (minimal level)
findings, primarily related to improper receipting. Working with office staff and teachers to
make them accountable will help to reduce the findings.
Table of Contents
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Components
Page
1. Comprehensive Needs Assessment
11
2. Schoolwide Reform Strategies
19
3. Instruction by Highly Qualified Staff
24
4. Ongoing Professional Development
24
5. Strategies to attract Highly Qualified Staff
26
6. Strategies to increase parental involvement
26
7. School Transitioning
28
8. Include Teachers in Decision Making
29
9. Assistance for Students who Experience Difficulty
31
10. Coordinate and Integrate Programs
32
11. Student Assessment Results Collection and Interpretation
34
12. Collection and Disaggregation of Data
34
13. Valid and Reliable Data
35
14. Public Reporting of Data
35
15. Plan Developed in One Year
35
16. Plan used Community Input
36
17. Plan Available to LEA and Community
36
18. Plan Translated where Feasible
36
19. Plan is Subject to School Improvement
36
20. Comments
37
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V. TITLE I SCHOOLWIDE PLAN COMPONENTS
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name:
Bloomingdale Elementary School
District Name: Chatham County
Principal Name: Aysha S. Parks
School Year:
2015-2016
School Mailing Address: 101 East Main Street, Bloomingdale, GA 31302
Telephone: 912-395-3680
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Title I Alert School
Focus School
X
Not Applicable
Principal’s Signature:
Date: 8/21/15
Title I Program Manager’s Signature:
Date:
Revision Date:
Revision Date:
Revision Date:
SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be
addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met”
need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of
the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this
document.
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1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Response: Bloomingdale Elementary is one of 34 elementary schools (including K-8 and charter
schools) in the Savannah-Chatham County Public School System. Pre-Kindergarten through
fifth grade enrollment for the 2015-2016 school year is approximately 390 students. The ethnic
composition of the school is currently 70% Caucasian, 11% African-American, 6% multi-racial, <
1% Asian, 1%Hispanic, and <1% American Indian; 11% of our student population is identified as
“unclassified.” 55% of Bloomingdale students participate in the Federal free/reduced lunch
program. Bloomingdale qualifies for many of the federal and state programs offered to help
disadvantaged students, such as the Early Intervention Program (EIP) and school-wide free
breakfast. Community partners serve a growing number of students through the “Back Pack
Buddies,” a program that provides food for students to take home for the weekend and over
holiday breaks. Bloomingdale’s student population is highly transitional. This is due, in part, to
our school’s close proximity to Effingham County and the transitional nature of families on the
west side of Chatham County – frequently relocating between Bloomingdale, Pooler, Garden
City, and Port Wentworth Elementary school zones. The majority of Bloomingdale Elementary
School’s student population lives in the greater Bloomingdale community; 9% of our students
attend on administrative placement.
Bloomingdale Elementary School’s organizational structure consists of a school leadership team
that includes a principal, full-time assistant principal, counselor, media specialist, grade
level/resource chairpersons, and a classified representative. Other support personnel include a
secretary, an information specialist, and a full-time nurse. Additional components of the
organizational structure consist of a School Council, Parent Teacher Association (PTA), and
community business partners. The school leadership team and school council work to promote
positive community- school relations and to establish coalitions for overall school
improvement.
The Title I School Improvement Team was formed to conduct a comprehensive needs
assessment of the entire school and develop a plan that will meet the needs of our learners.
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The Title I School Improvement Team is comprised of diverse representatives from each
program and department of the school. The staff members and parents listed on page 3 of this
document will contribute information and data needed to complete our Title I plan.
As part of the development of our School Accountability and Title I Plans, the Bloomingdale
staff reviews data from numerous sources to determine the overall needs of the school,
including common assessments, student progress, and achievement assessments to assess
student strengths and weaknesses. Our school’s CCRPI data is reviewed to determine specific
areas in which our school did not receive the total points available. We also scrutinize our
benchmark indicator, performance indicator and percentages for students passing the SRI,
MAPS and GMAS when results become available. We also examine other areas, fixed assets to
determine our needs in terms of technology and tools that are used to deliver the instructional
material to our students. To ensure input from our stakeholders needs assessment surveys
were administered to the students, parents, community, and staff. Additional information is
obtained from parents and members of the School Council, Title I parent meetings, and PTA.
This information is shared with the faculty for further input and processing. The school
administration, school counselors, and teachers analyze data consistently throughout the
school year.
All data sources are analyzed and cross-referenced between assessments to look for
correlations among them and examine the relationships between Common Core Georgia
Performance Standards and assessments. The team brainstorms to examine the data and
determine not only students’ strengths and weaknesses, but also instructional strengths and
weaknesses. The data, to include strengths and weakness, are presented to the committee
utilizing charts, graphs, tables, and survey results. With this information, the committee is able
to develop findings and recommendations.
Although Bloomingdale does not have any migrant students enrolled at this time, we have
taken into account the needs of migrant children. The following procedures have been put into
place determining Eligibility for Migrant Services:

A copy of the Occupational Survey is in all school registration packets
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
All surveys returned with indicators checked are sent by the school to the District
Program Manager of Homeless/N & D

Program Manager of Homeless/N&D then forwards surveys with indicators
checked to the Regional Migrant Office

The Regional Migrant Office determines what, if any services they are eligible for
and notifies the District Program Manager

The District Program Manager then works with the schools to ensure that families
receive services they are eligible to receive
In the event that the parents elect to have their children attend Bloomingdale Elementary in
lieu of the ESOL school, these are the procedures we would follow should those students be in
attendance:

Provide professional development for teachers which focus on strategies and
techniques for working with migrant students within the context of the regular
classroom.

Provide professional development for staff members to train in cultural
sensitivity.

Provide classroom buddies for migrant children to assist the child in adapting to
school.

Provide parent outreach through the parent center liaison to help parents
understand that they are authentic partners in the education of their child.

Provide individualized assessment for students to identify strengths as well as
needs.

Provide all correspondence in the home language as well as English.
Exceeding the Bar
Points
Challenge Points
ED/EL/SWD
Performance Points
Achievement Gap Points
Progress Points
Achievement Points
CCRPI Score
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2012
41.8
2013
46.7
14.7
17.1
7
12
2.3
1
3.3
5.5
0.5
6
2014
6.7
62.7
6.3
32.7
3.3
52.5
5.3
46.5
4.7
55.2
5.5
N/A
N/A
86.3
8.6
99.7
10
96.1
9.7
Points Earned on
Indicator
66.7
Performance on
Indicator (%)
Points Earned on
Indicator
Student Attendance Rate
Performance on
Indicator (%)
Percent of students scoring at Meets or
Exceeds on the 5th Grade Writing
Assessment
Percent of students in Grade 3 achieving
a Lexile measure of 650 or higher.
Percent of students in Grade 5 achieving
a Lexile measure of 850 or higher.
Percent of students in Grades 1-5
completing the Career Clusters
Points Earned on
Indicator
Post Elementary School Indicators
2014
2013
Performance on
Indicator (%)
2012
n/a
Scholastic Reading Inventory Results
Student Levels
2014-2015
2nd Grade
2014
Advanced
68
Proficient
13
Basic
4
Below Basic
15
2015
3rd Grade
Advanced
Proficient
Basic
Below Basic
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4th Grade
32
Advanced
42
Proficient
3
Basic
23
Below Basic
5th Grade
Advanced
Proficient
Basic
Below Basic
2nd Grade
2014
Advanced
2012
14%
2013
52%
68%
Proficient
52%
21%
13%
Basic
31%
8%
4%
Below Basic
3%
19%
15%
4th Grade
Advanced
10%
48%
32%
Proficient
48%
27%
42%
Basic
28%
5%
3%
Below Basic
14%
20%
23%
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Analysis:
 85% of 2nd graders met or exceeded expectations on the 2014 Spring administration;
 77% of 4th grade students met or exceeded expectations on the 2014 Spring
administration:
 There is an upward trend in students exceeding expectations (Advanced) in second
grade;
 There is also an increase in the number of 2nd and 4th grade students receiving below
basic; and
 Additional instructional emphasis must be placed on remediation, with continued
enrichment of “bubble” students who can attain improved results.
Suspected Root Causes:
 Lack of time to implement appropriate RtI interventions and progress monitoring.
 Lack of appropriate reading intervention materials for both below average and
accelerated students.
NWEA –MAP (Math)
2013-2014
NWEA MAP RIT
Grade
Spring
2013
Spring
2014
Spring 2015
2
190.9
193.6
195.8
3
199.8
202.7
203.8
4
217.1
212.1
212.3
5
220.5
223.9
218.9
Analysis:
Students at all levels are scoring at the
Proficient and Advanced level.
Suspected Root Causes:
 Individualized instruction offered through
Compass Learning, an online learning portal
which provides instruction specifically
correlated to students’ RIT scores.
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An intervention block was offered in 2014-15 which allowed classroom teachers to devote a
specific amount of time to RTI with the assistance of non-classroom teachers focusing on
areas of weakness.
Gifted Population 2015-2016
Reported by Grade Level Totals and Area(s) of Strength
Grade
Level
# of
Gifted
Students
NonVerbal
Strengths
1st
2nd
3rd
4th
5th
10
12
15
18
10
3
1
4
2
3
Quantitative
Math
Strengths
3
10
8
10
5
Verbal
Reading
Strengths
8
10
11
10
6
Creative
Strengths
10
10
14
18
8
Motivation
Strengths
10
12
13
18
10
Special Needs Population 2015-2016
Reported by Grade Level/Exceptionality
Grade
Level
Pre-K
Kdg
1st
2nd
3rd
4th
5th
Total
#
SPED
1
2
13
6
9
10
6
SDD/SI OHI/SI
1
1
5
0
0
0
0
0
0
0
0
1
1
0
OHI
OI/SI
SLD
EBD
MID
SI
SDD
SLD/SI
0
0
0
0
1
1
2
0
0
0
0
0
1
0
0
0
0
1
0
3
2
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
8
5
5
4
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Summer School Participation
Summer 2015
Grade
Level
3rd
4th
5th
White
Male
2
5
0
White
Female
9
7
3
Black
Male
0
0
0
Black
Female
0
1
0
Other
Male
0
1
0
Other
Female
0
0
0
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KDG & 1st GRADE
mClass DIBELS Reading
Grade
Kdg
1st
Meets
Benchmark
Meets
Benchmark
SY 13-14
SY 14-15
Change
+/-
74%
45%
91%
71%
17%
26%
Meets
Benchmark
Meets
Benchmark
SY 13-14
SY 14-15
Change
+/-
62%
22%
66%
59%
4%
37%
mClass: Math
Grade
Kdg
1st
2nd GRADE
Scholastic Reading Inventory (SRI)
Pass
Pass
Grade
Rate SY Rate SY
13-14
14-15
2nd
85%
91%
3rd
57%
72%
Change
+/6%
15%
STUDENT ATTENDANCE DATA
SY 13-14
SY 14-15
Change
+/-
95%
95%
0%
Bloomingdale Elementary Attendance Data
10 or more Absences
2011-2012
2012-2013
2013-2014
2014-2015
113
121
98
110
Bloomingdale students with 10 or more absences have experienced an increase in years
due to a number of factors.
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Root causes:
 Attendance Meetings were not held with fidelity
 A high number of lice cases were reported
 Misinformation of students’ ability to come to school and leave earlier to attend
appointment. Many parents kept their children out of school for the day.
 Lack of appropriate transportation
2.
Schoolwide reform strategies that:
Response:
Regular Attendance Meetings will be held with fidelity
Education about lice prevention will be distributed to parents
All staff will encourage students and parents to come to school on time and stay for the entire
school day

Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
Response:

Use effective methods and instructional strategies that are based on scientifically based research
that:
o strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum
o include strategies for meeting the educational needs of historically underserved
populations
Response:
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Small Group
Instruction
Intervention Block
Offer instruction at individual levels of
learning. This block allows time to
implement daily RTI interventions and
weekly progress monitoring for
students who are struggling. The block
is placed at the beginning of the day
and involves Specials, Gifted Ed, and
Special Ed teachers working with a
group of students at each grade level.
In-Class Small Group Instructional
Support
Specials teachers (Art, P.E., Music) and
Gifted Ed teachers will provide daily
support, to assist students in grades 35 with mastery of standards
In-School Small Group Tutorial
Utilize retired and newly-graduated
teachers to provide remediation
services to students.
Early Intervention Program (EIP)
Identified struggling students will be
provided with additional instruction
using state-specified criteria.

K-5
Burns, Matthew K., and Kimberly
Gibbons. Implementing response-tointervention in elementary and secondary
schools: Procedures to assure scientific-based
practices. Routledge, 2013.
3-5
4-5
Elbaum, B., Vaughn, S., Tejero Hughes, M., &
Watson Moody, S. (2000). How effective are
one-to-one tutoring programs in reading for
elementary students at risk for reading
failure? A meta-analysis of the intervention
research. Journal of Educational
Psychology, 92(4), 605.
2-3
Early Intervention Program. (n.d.). Retrieved
October 20, 2014, from
http://www.gadoe.org/CurriculumInstruction-and-Assessment/Curriculum-andInstruction/Pages/Early-InterventionProgram.aspx
Include strategies to address the needs of all children in the school, but particularly the needs of lowachieving children and those at risk of not meeting the state student achievement standards who are
members of the target population of any program that is included in the schoolwide program which may
include:
o counseling, pupil services, and mentoring services;
o college and career awareness and preparation, such as college and career guidance,
personal finance education, and innovative teaching methods, which may include
applied learning and team-teaching strategies; and
o the integration of vocational and technical education programs; and
Response:
Differentiated
Instruction in
Math
Informational
Text
Provide small group instruction, use of
manipulative, math journals, songs,
chants, mnemonics, and computer
software
Utilize leveled text to support struggling
readers
K-5
K-5
Cusumano, Celeste, and Jonel Mueller.
"How Differentiated Instruction Helps
Struggling Students." Leadership 36.4
(2007): 8-10.
Duke, Nell K. "The case for informational
text." Educational Leadership 61.6 (2004): 40-45.
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STEM (Science,
Technology,
Engineering, and
Mathematics)
Class and
Challenges
Experiential
Learning
Opportunities
Instructional
Technology
Enrichment
Opportunities
STEM will be utilized to increase student
achievement in math and science. It is
included as a Special for PreK-5th grade
students. All grades will participate in
STEM Day in the spring.
K-5
Portsmore, M. D., & Rogers, C. (2004). Bringing
engineering to elementary school. Journal of STEM
education, 5.
Field trips correlated to CCGPS will
provide students with academic and
cultural experiences that might not
otherwise be possible. Field trips will
also allow students the opportunity to
participate in experiential learning.
Computer Lab:
Establish a computer lab to facilitate
remediation activities and academic
enrichment.
Keyboarding Skills:
Keyboarding skills will be gained through
regular use of classroom devices and
additional practice in the computer lab.
Technology Integration:
Teachers will have access to electronic
writing portfolios. These portfolios will
follow students through their
elementary careers and will be carried
over to middle school. Also, a scanner
will be provided for each grade level.
Teachers will also have access to
Promethean ActivSlates,
projectors,Mimios and document
cameras to integrate technology into
instruction.
Each grade level will have a COW
(Computers On Wheels) to supplement
instruction
Enrichment for Gifted/Accelerated
Students:
Provide opportunities for enrichment for
gifted and accelerated (not identified as
gifted) students
K-5
Falk, J. H., & Dierking, L. D. (1997). School field trips:
assessing their long‐term impact. Curator: The
Museum Journal, 40(3), 211-218.
K-5
Sivin-Kachala, J., & Bialo, E. R. (1994). Report on the
Effectiveness of Technology in Schools, 1990-1994.
Participation in Academic Competitions:
High-achieving students will compete in
a variety of academic competitions.
Possibilities include: Odyssey of the
Mind, Spelling Bee, Quiz Bowl, Pi Day,
etc.
Family Night
Family Night events will be held for
Math, Science, and Reading. These
events will allow parents an opportunity
to learn strategies for assisting in their
child’s learning
Rogers, Harriet, et al. "The status of elementary
keyboarding—A longitudinal study." Unpublished
research study, Whitewater, WI: UWWhitewater (2003).
Christensen, R. (2002). Effects of technology
integration education on the attitudes of teachers
and students. Journal of Research on technology in
Education, 34(4), 411-433.
K-5
4-5
K-5
Kulik, J. A., & Kulik, C. L. C. (1984). Effects of
accelerated instruction on students. Review of
Educational Research, 54(3), 409-425.
Karnes, F. A., & Riley, T. L. (1996). Competitions:
Developing and Nurturing Talents. Gifted Child
Today Magazine, 19(2), 14.
Sheldon, S. B., & Epstein, J. L. (2005). Involvement
counts: Family and community partnerships and
mathematics achievement. The Journal of
Educational Research, 98(4), 196-207.
Carey, N., Lewis, L., & Farris, E. (1998). Parent
Involvement in Children's Education: Efforts by
Public Elementary Schools. National Center for
Education Statistics Statistical Analysis Report. US
Government Printing Office, Superintendent of
Documents, Mail Stop: SSOP, Washington, DC
20402-9328
21 | P a g e
Character
Education and
Community
Building
Career Education
Character Counts Program:
Improved implementation of Character
Counts program to reinforce effective
choices that impact student learning.
Expand the program and PTA
partnership to include Captain Character
and new characters—focusing on proper
behavior, respect, and academic focus.
Bear Jamboree:
Student of the Month recognition. The
Bear Jamboree will be held just after the
end of each marking period to recognize
student achievement, promote
Character Counts traits, highlight
academic goals, and build community.
Career Education Lessons:
These lessons will be implemented by
the counselor in each K-5 classroom, to
include the development of career
portfolios.
K-5
Research on Character Counts!: Summary. (n.d.).
Retrieved October 20, 2014, from
http://charactercounts.org/research/summary.html
K-5
Magnuson, C. S., & Starr, M. F. (2000). How early is
too early to begin life career planning? The
importance of the elementary school years. Journal
of Career Development, 27(2), 89-101.
Career Day
Host a Career Day to introduce students
to a variety of options for future
employment. Guest speakers provide an
opportunity to explore tools of various
trades/careers and to ask questions of
someone in the field.

Auger, R. W., Blackhurst, A. E., & Wahl, K. H. (2005).
The development of elementary-aged children’s
career aspirations and expectations. Professional
School Counseling, 8(4), 322-329.
Address how the school will determine if such needs have been met; and
 Are consistent with, and are designed to implement, the state and local improvement
plans, if any.
Response: The following data will be utilized to determine the effectiveness of the
interventions utilized:
 Student achievement data - Scholastic Reading Inventory (SRI); Monitoring Academic
Progress (MAP-RIT); Georgia Milestones Assessment System (GMAS); DIBELS/mClass;
 CCRPI Index, as related to academic performance and college/career education;
 Parent Survey data related to the school’s instructional program; and
Student Survey data (Grades 3-5) as related to the school’s instructional program and teacher
effectiveness.
Professional
Learning
Communities
Establish Data Teams
Student Data Teams:
Grade group chairs will review student
data to ascertain areas in need of
improvement and focus on ways to
adjust instruction in mathematics and
writing. Grade chairs will serve as
standing committee members.
K-5
Wayman, J. C., Midgley, S., & Stringfield, S.
(2005, April). Collaborative teams to support
data-based decision making and
instructional improvement. InAnnual
Meeting of the American Educational
Research Association, Montreal, Canada.
Miller, R. T., Murnane, R. J., & Willett, J. B.
(2008). Do teacher absences impact student
22 | P a g e
Teacher Attendance Tracking:
Teacher attendance will be tracked on a
monthly basis using Kronos. Data will be
analyzed with administration rewarding
teachers for perfect attendance and
meeting with teachers to develop a
plan to affect change in their
attendance.s.
achievement? Longitudinal evidence from
one urban school district. Educational
Evaluation and Policy Analysis, 30(2), 181200.
Knight, J. (2006). Instructional
coaching. School Administrator, 63(4), 36-40.
Professional Learning Coaches
Teachers will receive support from
district learning coaches in the areas of
Math, Literacy, Instructional
Technology, and RTI
3.
Instruction by highly qualified professional staff
A. Response: Bloomingdale works in collaboration with the Human Resources
Department to ensure that all teacher candidates are Highly Qualified prior to
employment.
Highly Qualified Percentage : 100% of teachers at our school are Highly Qualified
100% of Para Professionals at our school are Highly Qualified
Teachers at our school and their Qualification
Degrees
Number
Percentage
Bachelors
11
Masters
23
Specialist
1
Doctorate
0
Teachers at our School and Years of Experience
3 Years and Under
4 to 10 Years
11 Years or over
5
14
13
23 | P a g e
4.
In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Response: Bloomingdale Elementary has included teachers, principals, paraprofessionals,
parents, and other staff in our staff development that addresses the root causes of our
identified needs. For example: Teachers and administrators will participate in ongoing staff
development in Small Group instruction, teaching Social Studies in the context of reading,
utilizing Thinking Maps, assessment and differentiation. Response to Intervention Strategies
and documentation will be used to support the students with the most severe needs. Teachers
and administrators will utilize technology to assist in improving math instruction. Professional
Learning will be differentiated based on individual teacher needs, grade level needs, and
school-wide needs.
Professional learning is aligned with the Georgia Standards of Excellence (GSE) and student
academic achievement goals. The focus of this year’s whole-staff professional learning is
divided between math and writing. The strategies learned will be used to address the Georgia
Standards of Excellence (GSE) and enhance student achievement.





Weekly PLC/Data Team meetings to review student achievement data and to
discuss best practices in math/writing, planning for instruction and common
assessments. Each Monday is reserved for PLCs/Data Team meetings. Additionally,
every Wednesday is reserved for RTI meetings per grade level to review student
intervention data and make determinations regarding next steps. Each Thursday is
set aside for instructional planning.
Effective Use of Specials Teachers: Teachers
Effective utilization of Instructional Coaches: Monthly visits from the math, literacy,
and technology coaches will provide teachers with content-based assistance. The
coaches will provide PL activities as requested/scheduled to support teacher
requests and district/school initiatives, as well as teacher-requested support.
Faculty book/article studies to improve math and writing instruction:
o The Daily Five, Boushey and Moser (includes math)
o Craft Lessons – Teaching Writing K-8, Fletcher and Portalupi
o Comprehension Connections, Tawny McGregor
o Making Small Groups Work, Debbie Diller
o Nonfiction Craft Lessons – Teaching Writing K-8, Fletcher and
Portalupi
o Online articles from the National Writing Project
Planned professional learning topics: District-wide writing plan/RACE; Small Group
Reading Instruction; Writing Across the Curriculum; FIP; Guided Reading for
Instruction; Flexible Grouping for Math, ELA; CPUs for Effective Assessment
Management; Instructional Tech Best Practices, Thinking Maps.
24 | P a g e

Teachers who participate in District professional learning trainings outside the
school will redeliver to appropriate faculty members during PLCs or staff meetings.
 Teachers will participate in grade level professional development event facilitated by
District professional learning coaches during which grade-level teams will
disaggregate data, design effective instructional approaches, and establish short
term action plans.
 Paraprofessionals will participate in District professional learning opportunities, as
well as site-based mini-seminars:
o Effective small group instruction (reading and math)
o Modeling writing
Parent Trainings for Common Core Math will be held quarterly and will be facilitated by the
District Math Coach and grade level teachers.
5.
Strategies to attract high-quality highly qualified teachers to high-need schools.
Response: Savannah Chatham County Public School System’s ( SCCPSS) Human Resource
Department in conjunction with Title 1 schools employ a number of methods to recruit highquality highly qualified teachers to include using: Teachers-Teacher.com., K-12 Job Spot,
EdWeek –Top School Jobs, College Educator Fairs, Tweets, Career Recruitment Fairs, and
SCCPSS website postings.
The SCCPSS Human Resource Department screens all applications to insure that teachers are
high-quality high qualified prior to releasing application for interview to Title 1 schools. This
ensures that all teachers hired are properly vetted before a school begins the interview process.
6.
Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
Response: : In an effort to strengthen student academic achievement by increasing family
involvement, we have involved our parents in decisions regarding how the 1% reserved fund will
be used for parental involvement; we have involved parents in the planning, review, and
improvement of the school-wide program plan by soliciting their input in the planning and goal
setting process, providing updated data on student achievement, and training parents about
available resources and appropriate intervention strategies.
We have developed a Parent Involvement Policy (Appendix 1) that includes strategies to
increase parent involvement: parent meetings, parent trainings, parent goal setting sessions,
parent volunteer opportunities. Our Parent Involvement Policy was developed with input from
teacher, parents and community members. School-Parent compacts which are intended to build a
strong partnership between home and school have been developed with input from teacher,
parents, students and teachers (Appendix 2).
Parent verbal and written communication and opinions are highly valued and collected when
possible at meetings, during conversations and through surveys.
To keep parents and the community better informed of our intentions related to family
involvement we will make the school-wide program plan, Parent Policy and School-Parent
25 | P a g e
Compacts available to the LEA, parents, and the public (internet, at public meetings and in the
school’s Parent Resource Center).



Back to School Open House
Title I Annual Parent Meeting
PTA Back to School night during which parents are given information about their
child’s classroom assignment, curriculum, school services, classroom rules,
procedures and assessment practices
 Parent trainings for Georgia Standards of Excellence in Math will be held
quarterly and will be facilitated by the District Math Coach and grade level
teachers.
 Specific training opportunities to help parents work with their children.
Examples: Family Literacy Night, Math/Science Night, and Science Fair/Science
Fair that incorporate workshops based on Comprehensive Needs Assessment
and our school wide goals.
 SCCPSS Best Practices in Parental Involvement in parent/community programs.
 Encouraging parents to participate in the District Parent University by sending
meeting flyers and publishing information and notices in teacher and school
newsletters and on the school web site.
 Providing before and after school hours so the Parent Resource Library may be
open to the public for research and checking out materials. The resource library
is open Monday through Friday from 8:30 a.m. until 4:00 p.m. each day, or by
appointment.
 Making available to parents books and materials specific to academic standards
to assist parents in working with their children.
 Hosting at least two scheduledParent Conferences in the Fall and Spring, during
which the student’s academic progress, the state’s academic standards, and
other student concerns are discussed. This conference will include a review of
the parent-school compact (specific to each grade level).
 Encouraging parents to become involved in their children’s education through
PTA as we work toward model PTA status. Aside from active participation in
membership meetings, parents may volunteer in the classroom or though PTA
projects (such as uniform closet, fundraising committees, special events, etc…).
 Distributing a school-wide Student-Parent-Teacher Compact, jointly developed
with parent input and feedback, which outlines how parents, students, teachers,
and administrators share the responsibility for student achievement and the
means by which the school and parents will build and develop partnerships to
promote optimal student achievement.
 Hosting a spring 2015 Career Day where parents and community members share
their interests and job skills with students.
 Distributing Monthly/Weekly Newsletters informing parents of upcoming school
activities and programs.
 Sending Weekly school wide Communication Folders home with student work
and school wide/District information.
26 | P a g e










Recruiting parents and community members as mentors and classroom
volunteers.
Collaborating with PTA to host free monthly movie night to correlate with
“Character Counts”
Inviting parents to participate in the monthly birthday lunch for students having
a birthday
Establishing a Volunteer Room in which parents and other community volunteers
can collaborate on projects, work on specific tasks for teachers, or tutor
students.
Providing a volunteer clothing donation and distribution system to provide
uniforms to families who are found in need or request aid.
Providing individual student academic assessment results, including an
interpretation of those results.
Sending academic status reports home to the parents in the middle of every
marking period.
Issuing report cards four times each year.
Sharing formative assessment results with parents at scheduled conferences.
These formative assessments include Star Reading, GKIDS, and Quarterly
Assessments.
Invite parents/guardians to quarterly Bear Jamboree Assembly
We have provided written notice to parents stating both our College and Career Readiness
Performance Index (CCRPI) status and what we are doing to improve our school. These letters
are in a format and to the extent practicable in a language that the parents can understand.
7.
Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs and/ or students entering middle or high school to include new
student during the school year.
Response: Following are our plans for assisting preschool children in the transition from
early childhood programs. Also included are transition plans for students entering middle
school and students enter from private schools plus students entering Bloomingdale
throughout the year.
To enhance the transition from Pre-Kindergarten to Kindergarten:
 Kindergarten orientation is held each spring on campus.
 Parents have the opportunity to attend an informative meeting where school
leadership and Kindergarten teachers present pertinent information.
 Parents are provided information packets detailing Kindergarten standards,
expectations and resources for helping rising Kindergartners.
 All prospective students and their parents have the opportunity to visit a
Kindergarten classroom and participate in school activities during orientation.
27 | P a g e

Provide all transition information to parents of children in neighborhood private day
care centers: Little Miracles, Little Tots, and First Baptist Church Preschool. Any
known home day care providers will also receive information for parent distribution.
To assist Kindergarten students who are moving to First Grade:
 An information session for parents in the spring before the Kindergarten Promotion
ceremony.
 Parent packets with information about First Grade readiness skills and expectations;
curriculum and standards taught, and resources for helping rising kindergarteners or
First Graders.
 Parents and students have the opportunity to visit a First Grade classroom and talk
with First Grade teachers.
To facilitate the transition from Fifth Grade to Middle School:
 A tour and/or participate in an inschool program presented by the receiving middle
school.
 An Orientation Night is held for parents of fifth grade students going to middle
school.
 In the spring, several former fifth grade students who currently attend sixth grade at
the feeder school are invited to participate on a peer expert panel to give rising fifth
graders the opportunity to have their questions answered by experienced sixth
graders.
 Counselors and teachers help students understand differences of elementary and
middle school.
 Our fifth grade teachers meet with the feeder schools’ sixth grade teachers to
discuss expectations and student readiness.
 Exceptional Children Staff includes middle school personnel in end of the year
transition planning.
To enhance the transition for students entering from private schools and students entering
throughout the year:
 Students are carefully placed using available transcripts and parent information in
classrooms and programs to meet their individual needs.
 An exemplary boy and girl from each homeroom are trained by the School
Counselor to become a “Buddy Bear Ambassador”. When a new student enters,
he/she will be paired with a “Buddy Bear” from his/her homeroom who will help the
new student learn the rules and routines.
School Counselor will check-in with new students to ensure transitioning is as easy as possible.
8.
Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Response:
28 | P a g e
In addition to the methods listed below, two teacher representatives actively serve on the
School Council. There is a school leadership team comprised of each of the grade level chairs
and other teacher-leaders, in addition to the school administration.
The ways that we include teachers in decisions regarding use of academic assessment are:



School Leadership met prior to the start of school and will continue to meet monthly to
collaborate on academic, social, and business matters pertaining to the school
Weekly Grade Level Meetings are held every other Monday where administrators meet
with each grade level during their common planning time. Teachers and administrators
review state testing results, district testing results, common assessment results,
formative assessments completed by individual classes, and individual student progress.
Special education teachers and gifted teachers are included in these meetings. Data
reviewed and discussed include:
a. District Assessments
GMAS
Common Math Assessments
DIBELs (K-1)
Quarterly Assessments- Grade levels 3-4-5
SRI (Scholastic Reading Inventory) Grade levels 2-5
Measurement of Academic Assessment
GKIDS (Kindergarten)
b. Classroom Assessments
Formative Assessments – Grade levels k – 5
Summative Assessments – Grade levels k - 5
c. Power School Data (Bloomingdale)
Progress Reports – Grade levels K -5
Report Cards – Grade levels K-5
Attendance Data
Discipline Data

Monthly Data Team meetings are represented by the grade chairs to discuss the
information obtained in the bi-weekly meetings discussed above. Grade chairs are able
to report information to the team and discuss ways to support the learning process as
well as additional needs.

RTI meetings are held weekly on Wednesdays. These meetings are held during planning
periods and facilitated by the EIP teacher. Teachers meet to implement interventions
and discuss the progress monitoring at each grade level. Teachers work as a team along
with administration to move students between Tiers 1,2, and 3 depending on the
individual needs and collect necessary data.
29 | P a g e
9.

Weekly Attendance Committee Meetings occur every Tuesday and are composed of the
principal, assistant principal, information specialist, counselor and social worker.
Attendance data is compared utilizing the Administrative Dashboard (District
information) vs. Power School attendance information (school information). Parents of
students with chronic absences or tardies are contacted by the Committee and are
invited to meet to form a plan for attendance improvement.

Monthly Faculty PLC meetings are held where the administration meets with the entire
faculty and staff on the fourth Tuesday of every month. The focus of these meetings is
to review professional reading material as assigned by the administration, receive
professional development from a staff member or district member and receive training
or information regarding policy changes or curriculum innovations. Teachers then use
this information to plan for student instruction in their classrooms.

Teachers input, feedback, and participation in the development of the School
Accountability Plan and the Title I Schoolwide Plan.

Kindergarten teachers use formative data from the Georgia Kindergarten Inventory of
Developing Skills (GKIDS) and DIBELS to drive instruction within the classroom.

Informal/formative assessments are utilized in classrooms to provide differentiated
instruction to meet the needs of all students.

Teachers use academic assessment information for the purpose of improving student
achievement in making decisions as part of the Response to Intervention process.

Assessment information is used by teachers to determine which students are eligible for
the Early Intervention Program and students who are in need of tutorial support.
Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.



Response: Increase non-fiction reading, particularly through the use of leveled text
to support struggling readers.
Provide differentiated instruction in math and reading to include: small group
instruction, use of manipulatives, math journals, songs, chants, mnemonics, guided
reading instruction and computer software programs.
Implement FLEX time to provide instruction at individual levels of learning. This
block provides time to implement daily RTI interventions and weekly progress
monitoring for students who are struggling. This block is placed strategically
30 | P a g e




















throughout the day and involves gifted education, and special education teachers
working with a group at each grade level.
Implement Fast Forward reading program with students in most serious need of
reading interventions.
Provide in-class support with specials teachers (art, music and P.E.) and gifted
education teachers supporting students in grades 3 – 5 to assist in the mastery of
standards and increase technology and science awareness.
In-school tutorial programs utilizing retired or newly-graduated teachers to provide
remediation services to students.
Establish data teams for reviewing student data to ascertain areas in need of
improvement and focus on ways to adjust instruction.
Provide training in and implement writing across the curriculum using Thinking
Maps. Writing will take place in all classrooms, to include specials classes.
Conduct STEAM (science, technology, engineering, art and mathematics) class and
challenges to increase student achievement in math and science. STEAM included
as a special for prek-5th grade students.
Implement the RTI (response to intervention) process with fidelity to provide
appropriate interventions and progress monitoring.
Improved implementation of the character counts program to reinforce effective
choices that impact student learning. Expand the program and PTA partnership to
include captain character and new characters – focusing on proper behavior,
respect, and academic focus. Student of the month recognition.
Bear jamboree assembly held just after the end of each marking period to recognize
student achievement, promote character counts traits, highlight academic goals, and
build community.
Grade level professional learning communities that review student achievement
data to adjust instruction in reading and mathematics
Establish a computer lab for remediation activities and academic enrichment.
Utilize data to identify students qualifying for additional support services such as the
early intervention program, tutorials, mentors, and support by volunteers.
Providing enrichment opportunities not only for gifted students, but also for
“bubble” and accelerated (but not identified as gifted) students.
Participation academic competitions. Possibilities include: odyssey of the mind,
spelling bee, quiz bowl, pi day, etc.…
School wide participation in STEAM day in the spring.
Provide professional learning for staff
Tracking teacher attendance
Family night events for math/science/reading.
Career education lessons implemented by the counselor in each k-5 classroom, to
include the development of career portfolios.
Host a career day to introduce students to a variety of options for future
employment. Guest speakers provide an opportunity to explore tools of various
trades/careers and to ask questions of someone in the field.
31 | P a g e



10.
Keyboarding skills gained through regular use of classroom devices and additional
practice in the computer lab.
Field trips correlated to the Georgia Standards of Excellence (GSE) provide students
with academic and cultural experiences that might not otherwise be possible. (Exa:
theater, factory, beach, etc.)
Tracking Student Attendance
Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Response:
Programs/Services
Title I, Part A:
Improving Basic
Programs
Operated by Local
Education
Agencies Targeted
Assistance
Program
School Year 2014 - 2015
Teachers to provide additional support and reduce the pupil/teacher ratio.
No Title 1 funded personnel
Title I funds will be utilized to purchase items which will assist students in
mastering Georgia Performance Standards.
Teachers to provide support to students struggling in Math, Reading and
Writing
Instructional supplies for the area of Social Studies and Writing
Increased vocabulary instruction using programs such as Flocabulary.
Classroom technology support to enhance instruction such as an
additional COW and computer assisted technology programs such as
MyOn and Brain Pop
Customized professional development activities for teachers in the area of
Reading using the Social Studies curriculum, Math and Writing.
Materials and supplies for parent workshops and parent resource center
Stipend for teacher serving as Parent Contact
Thinking Maps materials and/or software
Computer Assisted technology programs such as Compass Learning will
be used to improve instruction
After school, Before School or Summer School tutorial programs for
remediation and credit recovery.
Leveled Readers (Classroom libraries to encourage both fiction and
nonfiction interest as well as reading across the curriculum
Parent involvement activities and materials to help parents support their
students at home
32 | P a g e
Title II A: Teacher
and principal
Training and
Recruiting Fund
Professional Development Courses as needed by individual or groups of teachers
Substitutes during such activities
Stipends for teachers to attend PDs
Registration fees and travel for professional development
Stipends for professional development and career enhancements
Substitutes for teachers to attend professional development activities
District Professional Development Coaches – Tomeka Barron (Literacy),
Beth Tuck (Math), and Pam Tyson (Instructional Technology)
Title V, part B:
21st Century
Learning
Communities
Carl Perkins
CHANCE (Small
Learning
Communities
ESPLOST
State Funds
Local Funds
349/and or 322
Other
After school tutorial for both remediation and enrichment
Educational, Psychological, and Social Development of all students
N/A
N/A
Technology upgrades
Building Upgrades
REP –for Math and Reading remediation
Gifted and Talented Education Teachers
Media Center books and technology
Instructional supplies
After school and Saturday School tutoring
Special Education teachers and paraprofessionals
Local Salary Supplements for additional support after school; Saturday school;
credit recovery; tutorial;
Incentive Programs
Fulltime Nurse
PTA
Business Partners
In-house funding sources such as Coke and Picture monies to support inschool projects and initiatives
11.
Description of how individual student assessment results and interpretation will be provided to
parents.
Response: Parents will receive individual student test results for all required state assessments.
For state tests, individual student results are sent to the local schools where the results are given
to the parents in hard copy with explanations through conferences, in the student folders sent
home each Wednesday, or mailed to the student’s home. Interpretation of test results is sent with
33 | P a g e
the student scores. Whenever possible, letters explaining results are translated in the student’s
home language. Parents will be invited to parent-teacher conferences so that teachers may
provide detailed explanations of local, state and national assessments and to discuss individual
student achievement. Between those conferences, teachers communicate with parents on a
regular basis through phone calls, emails and weekly reports. RTI and IEP meetings are another
opportunity for parents to discuss their student’s achievement with teachers and other
professionals. RTI meetings are held weekly on Wednesdays and parents are invited to
participate. IEP meetings are held as needed to evaluate, amend, and/or present findings to
ensure students are educated in their least restrictive environment.
12.
Provisions for the collection and disaggregation of data on the achievement and assessment results
of students.
Response: The College and Career Ready Performance Index (CCRPI), is a comprehensive
school improvement, accountability, and communication platform for all educational
stakeholders that will promote college and career readiness for all Georgia public school
students. The CCRPI is available to parents and the community on the Georgia Department of
Education website (www.doe.k12.ga.us).
Each Chatham County Public School’s data is published in the District Accountability Plan
posted on the website (www.sccpss.com). The report includes trends in data and highlights
programs that schools are implementing to increase student achievement. The most recent
version is included with this schoolwide plan which will be available for parent to read at the
parent center.
Each school year, Bloomingdale works with the Office of Student Research and
Accountability to update and maintain the most current data and information that identifies
trends within the data.
ghlights
13.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response: The statistical validity and reliability of the instruments administered are maintained
by the Georgia Department of Education. Also, initial reports of assessment results will be
downloaded from the GADOE portal and reviewed for accuracy. Teachers and staff will be
trained by the school Testing Coordinator for each test administration throughout the school
year. This training will make certain that the testing results will be valid and reliable.
Additionally, a designee from the Special Education Department, the ELL Coordinator, the
Gifted Coordinator and the 504 Coordinator will all collaborate to appropriately code groups that
require testing accommodations.
14. Provisions for public reporting of disaggregated data.
Response: For each major assessment throughout the year, the overall results of the testing,
(GMAS, EOCs, SRI, MAP, DIBELS) as well as the data disaggregated by subgroups, will be
shared with the faculty and staff. The central office will prepare a press release of disaggregated
34 | P a g e
data that will be posted to the Chatham County School System website. Also, a link to this site
will be included on Bloomingdale School’s website. Additionally, this information will be
released to the local media. The Principal will present a summary of the testing data to the
School Council, which will consist of community members, parents, and teachers. The
Leadership Team will prepare disaggregated data, charts, and graphs to be displayed in data
rooms throughout the school. A summary of testing data will also be presented to stakeholders
through email messages, school‐wide announcements, workshops, and other communication
methods.
15.
Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the school wide program
Response: The school leadership teams met multiple times during the school year to review
data, prioritize needs, and develop strategies to increase student achievement. The goals of the
plan were shared with teachers during pre-planning. Parents, students (where applicable) and
community partners were invited to provide input and feedback. This plan is intended for
implementation throughout the 2015-2016 school year. Revisions will be made as new data is
presented.
16.
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).
Response: Parents and stakeholders are invited to a Parent Forum in which a variety of topics
are discussed. They are contacted by various means such as flyers, marquee announcements,
call-out, and messages on the school’s website. At the meeting, committee members are given an
update of school wide data, and areas of strengths and weaknesses are shared. The school wide
plan is reviewed and together the committee discovers the schools needs of the most at-risk
students and what the instructional focus needs to be and what needs to be done to meet those
goals. The Title 1 budget draft is shared and parents and stakeholders are encouraged to provide
feedback and offer input on how the Title 1 funds should be spent at Bloomingdale. The Title 1
parent involvement policy is reviewed from 2014-2015. School-Parent Compact and the school
wide Calendar of Events are shared. Questions are answered which clarifies parents’
understanding of the purpose and layout of the documents. Parents and stakeholders are
encouraged to offer feedback on each of the items discussed.
Additionally, teachers met during planning times and were given the opportunity to provide
feedback on the School Improvement Plan, the Parent Policy and the School-Parent Compacts.
Students were also surveyed and their input was taken into consideration as these documents
were developed.
17.
Plan available to the LEA, parents, and the public.
Response: All components of our Title I School-wide Plan including the Parent Policy, SchoolParent Compact, and School Improvement Goals, are available to all stakeholders upon request.
Our plans are also available in the office and school’s website.
•
availability of the plan in the media center and the parent center
•
Plan posted on the website
•
District website under Accountability tab
35 | P a g e
A copy of the plan will be provided if requested.
18.
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.
Response: Bloomingdale’s population for the 2015 - 2016 school year, consists of English
speaking students. We do not have a significant sub group of non- English learners. Therefore,
Bloomingdale School does not currently have a need to provide information in multiple
languages. If in the future that need should develop, we will then provide all public notifications
and the reporting of data in the language that is appropriate.
19.
Plan is subject to the school improvement provisions of Section 1116.
Response: Beginning with the 2012-2013 school year; the GaDOE transitioned from
needs improvement (NI) school designations based on adequate yearly progress (AYP)
reports to Reward, Priority, Focus and Alert Schools designations based on ESEA
Flexibility Waiver formulas. Title I schools will now implement specific programs and
interventions based on Reward, Priority, Focus, and Alert Schools status. In addition, the
GaDOE ESEA Flexibility Waiver outlines Georgia’s new Single Statewide
Accountability System, the College and Career Readiness Performance Index (CCRPI).
The CCRPI will serve as a comprehensive report card for all schools in Georgia. The
state system will give parents, students, teachers and families a more complete and
comprehensive picture of where a school or district is meeting performance expectations
and where it is not.
The Georgia ESEA Flexibility Waiver also eliminated Supplemental Educational Services
(SES) and Public School Choice (Choice). However, for schools designated as Priority or
Focus (or Alert if they choose to provide the service) the Georgia ESEA Flexibility Waiver
provides greater flexibility in designing a Flexible Learning Program (FLP) tailored to the
needs of the schools. As a result, these identified schools will have the capacity to serve
more students in need of additional academic support.
Bloomingdale does not have a designation title.
36 | P a g e
Schoolwide Program Checklist
All components of a schoolwide program plan must be addressed. Those areas marked Not Met
need additional development.
*Denotes required components as set forth in Section 1114 of Elementary and Secondary Education
Act of 1965 (ESEA).
MET
NOT
MET
1. A comprehensive needs assessment of the entire school, (including taking into
account the needs of migratory children as defined in Section 1309(2)) that is
based on information which includes the achievement of children in relation to the
state academic content standards and the state student academic achievement
standards described in Section 1111(b)(1).
2. Schoolwide reform strategies that:

Provide opportunities for all children to meet the state’s proficient and
advanced levels of student academic achievement described in Section
1111(b)(1)(D).
37 | P a g e

MET
Use effective methods and instructional strategies that are based on
scientifically based research that:

strengthen the core academic program in the school.

increase the amount and quality of learning time, such as
providing an extended school year and before- or after-school
and summer programs and opportunities, and help provide an
enriched and accelerated curriculum

include strategies for meeting the educational needs of
historically underserved populations
NOT
MET

Include strategies to address the needs of all children in the school, but
particularly the needs of low-achieving children and those at risk of not
meeting the state student achievement standards who are members of the
target population of any program that is included in the schoolwide program
which may include:

counseling, pupil services, and mentoring services;

college and career awareness and preparation, such as college and
career guidance, personal finance education, and innovative
teaching methods, which may include applied learning and teamteaching strategies; and

the integration of vocational and technical education programs;
and
38 | P a g e

Address how the school will determine if such needs have been met; and

Are consistent with, and are designed to implement, the state and
local improvement plans, if any.
3. Instruction by highly qualified teachers.
4. In accordance with Section 1119 and subsection (a)(4), high-quality and ongoing
professional development for teachers, principals, and paraprofessionals and, if
appropriate, pupil services personnel, parents, and other staff to enable all children
in the school to meet the state’s student academic achievement standards.
5. Strategies to attract high-quality highly qualified teachers to high-need schools.
6. Strategies to increase parental involvement in accordance with Section 1118, such
as family literacy services.
7. Plans for assisting preschool children in the transition from early childhood
programs, such as Head Start, Even Start, Early Reading First, or a state-run
preschool program, to local elementary school programs.
8. Measures to include teachers in the decisions regarding the use of academic
assessments described in Section 1111(b)(3) in order to provide information on,
and to improve, the achievement of individual students and the overall instructional
program.
MET
NOT
MET
9. Activities to ensure that students who experience difficulty mastering the proficient
or advanced levels of academic achievement standards required by Section
1111(b)(1) shall be provided with effective, timely additional assistance, which
shall include measures to ensure that students’ difficulties are identified on a
timely basis and to provide sufficient information on which to base effective
assistance.
10. Coordination and integration of federal, state, and local services and programs,
including programs supported under this Act, violence prevention programs,
nutrition programs, housing programs, Head Start, adult education, vocational and
technical education, and job training.
11. Description of how individual student assessment results and interpretation will
be provided to parents.
12. Provisions for the collection and disaggregation of data on the achievement and
assessment results of students.
39 | P a g e
13. Provisions to ensure that disaggregated assessment results for each category are
valid and reliable.
14. Provisions for public reporting of disaggregated data.
15. Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program.
16. 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).
17. Plan available to the LEA, parents, and the public.
18. 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.
19. Plan is subject to the school improvement provisions of Section 1116.
Comments:
____________________________________________________________
______________________
Principal’s Signature
Date
____________________________________________________________
______________________
Title I Program Manager’s Signature
Date
____________________________________________________________
______________________
Title I Senior Director’s Signature
40 | P a g e

School Accountability Plan

Transcription

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