BES Title I School Wide Plan
Benton Elementary School
Title I School Wide Plan
2012 - 2013
1. A comprehensive needs assessment of the entire school which addresses all
academic areas and other factors that may affect achievement:
The school wide plan was developed with the participation of the following individuals:
Pam Shields, Principal,
Shirley White, Assistant Principal,
Members of the Leadership Team.
All certified staff participated in a data dig for the purpose of
reviewing school data in preparation for the 2012 - 2013 academic year. The findings were shared with School Council and parents and each group was asked to share suggestions or ask questions. Input from all stakeholders was received and used in developing the final plan. Shirley White, Judith Gault, and Joyce Henson reviewed test data over the summer to develop student watch lists and identify potential domains for students to target for the school year. All of this information was given to teachers to provide appropriate instruction for students. Additionally, benchmark scores, progress monitoring through Performance Series, and standards based reporting are being used to monitor student progress towards meeting standards.
2. School-wide reform strategies that are scientifically researched based and:
a) Provide opportunities for all children in the school to meet or exceed Georgia’sproficient and advanced levels of student performance.
b) Are based upon effective means of raising student achievement.
c) Use effective instructional methods that increase the quality and amount of learning time.
d) Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under Educate America Act.
We have used the following instruments/procedures to obtain this information: reviewed CRCT data historically, Basic Literacy Tests (BLT), Performance Series data, Quarterly benchmark assessment, writing assessments, attendance records, discipline reports and informal surveys of students, parents and teachers.
We have taken into account the needs of migrant children by monitoring their academic needs. BES staff along with the migrant worker communicates regularly on the needs of these students and their families. Monthly migrant reports are available to the school so that eligibility into the migrant program is monitored closely. As needs arise with the families, different agencies and programs work with the school to meet the needs. We have reflected on current achievement data that helps the school understand the subject area and skills in which teaching and learning need to be improved. For example, each teacher was asked to develop a SMART goal based on the performance of students on their current assignment, these goals are reflected upon each quarter and adjustments Revised August 16, 2012 made accordingly. In addition, students write SMART goals each quarter based on their areas of deficiency or as a means of accelerating learning. All staff members participate in professional learning communities that are scheduled once a month, to enrich best practices. During these meetings, staff members are asked to share examples of best practices and how it has helped with the improvement of student learning. During parent conferences and other times that there are parent meetings, the individual students strengths and/or weaknesses can/will be discussed with parents. Progress reports and frequent contact with parents give opportunities for parents to understand the data information and to know how their students are doing. We have based our plan on information about identified students and groups of students who are not yet achieving standards. This includes our economically disadvantaged, students with disabilities, students with limited English proficiency, and the Hispanic population. With the support of EIP, ESOL, our intervention specialist, learning facilitator, and gifted teacher we can plan to remediate and accelerate all students. Extended learning time, scheduled during the school day, gives teachers time to work with individual students or small groups of students on very specific skills.
The data helped us reach conclusions regarding achievement or other related data.
a. The major strengths we found in our program were: small class sizes in
most grades, science scores about the state in grades 3-5, 4th grade received recognized improvement scores for 4th grade reading, and writing scores continue to increase going from 8% to 12% at level 2 on the state writing test. Other strengths are parent involvement in the number of volunteers and more community mentors. The LIFE meetings for Hispanic parents continue to grow and parent participation is great.
b. The major needs we discovered were:
Continued emphasis on the graduation rate
• Focusing on attendance
• Preparing students for success by providing a firmer foundation
• Counseling for small groups to meet students emotional needs
• Students write individual SMART goals each quarter
Continued emphasis on literacy and mathematics as all students work toward
higher levels of learning
• High goals on continues improvement
• Teacher collaboration
• Effective use of support staff
• Professional learning
• Standards based teaching and reporting
• Continued implementation of researched strategies and programs
c. The needs we will address are: increase number of students to reach
proficiency in 5th grade reading and math on the CRCT, and to have more
students in all grades to reach proficiency in math on the CRCT
d. The specific academic needs of those students that are to be addressed
in the schoolwide program plan will be to give all students more Revised August 16, 2012 time each day with instruction on their instruction level. We will
still be sure that all students receive grade level instruction in all content areas, but during extended learning time and intervention time, struggling students will get specific help in areas of both strengths and weaknesses.
e. The Root Cause/s that we discovered for each of the needs were many
administrators changes over the past few years, increase in F/R meals,
staff changes and grade level changes, and more needy families.
Please refer to the attachment for more detailed information regarding strengths and areas of need. (Accountability Report)
The measurable goals we have established to address the needs are:
1. Schedule 120 minutes of English Language Arts for each grade level.
2. Schedule 90 minutes of math for each grade level.
3. Staff members will participate in professional development a minimum of once
4. Staff members will use the available data for instruction.
5. Students will write SMART goals each quarter based on their individual test data.
6. Professional development plans will be reviewed quarterly and adjustments to
ADDITIONAL SCHOOL-WIDE REFORM STRATEGIES
BES has a balanced reading program in all grades using Guided Reading and the
Four Blocks as the framework. There is Extended Learning time where children are grouped by ability and/or needs and given specific instruction daily. The school uses Learning Focused Strategies, Writer’s workshop, running records, and Daily Oral Language activities. Programs used for different students are: Success Maker, Every Day Math, Mountain Math, and other computer lab reinforcements. There are EIP classes, ESOL classes, inclusion classes and gifted classes.
3. Instruction by highly qualified professional staff:
a) Strategies to attract highly qualified teachers to high-needs schools
Every teacher and paraprofessional at Benton is highly qualifies for the subject they
are teaching. Parents are entitled to educational background information of teachers
upon request. We have 32 certified teachers on staff. Of those, 63% have advanced
degrees. The remaining are as follows:
0 to 3 (2%)
4 to 6 (31%)
The following are some of the ways that Benton Elementary School attracts teachers:
Jackson County website employee link, job fairs, student teachers, new teacher
orientation, grade level collaboration during the school day, mentors for new teachers and on-going staff development.
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4. Professional development for staff to enable all children in the school to meet performance standards
All the staff at Benton have opportunities for professional learning. These are provided
specifically at the school and/or county-wide. The school provides book studies,
conferences for teachers to attend, workshops within the school (Jeff Anderson book study, Inviting Students to Develop Skill and Craft in Writer’s Workshop – Everyday Editing, and Cognitively Guided Instruction). Grade level teams within the building meet weekly to collaborate. Additionally, teachers have an opportunity to observe other teachers across the county. The county supports new teacher orientation, SBRC (standards based report cards) summit during the summer. There are monthly RTI trainings, curriculum team meetings and technology trainings. Principals and API's have monthly meetings with all administrators throughout the county. As appropriate, there are opportunities for teachers and administrators to attend conferences and training offered by the state. Professional Learning is imbedded in our school throughout the school year.
5. Strategies to increase parental involvement
The faculty and staff at Benton Elementary believe that it takes a partnership between students, parents, teachers, and the community to fully develop a child’s potential.
Parents/Guardians play a vital role in the education of their children. BES provides numerous opportunities for parents to become involved. Many family members take time out of their busy schedules to do volunteer work. They work with both teachers and students to help us accomplish our goals. Listed below you will find a sampling of activities in which our parents and community have participated.
Parent/Teacher Organization (PTO)
Purpose: Inform and seek input from parents regarding events and school improvement
Theme Nights (Reading, Math, and Science)\Grade Level Orientations
Purpose: Encourage parents and community to become more involved in school and learn strategies to assist their children
Purpose: Keep parents informed about learning
Purpose: Promote physical fitness
Purpose: Promote literacy
Doughnuts for Dad and Muffins for Moms
Purpose: Celebrate parenthood and parent involvement in the education of a child
6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs
The Pre-Kindergarten resource coordinators work with the school each year in planning an open house for daycare and Head start students and parents to visit BES. We also use information for the Central Office on Child Find to help get help for special needs Revised August 16, 2012 students before they enter Kindergarten. There is a county-wide Kindergarten Round-up where all students entering school will have an orientation and registration. Parents learn
about the school, the school day and the necessary information to help make a smooth transition into Kindergarten. Some readiness skills are tested at this time so that appropriate plans can be made at the school for the following year.
Additionally, Pre-Kindergarten students participate in “Step Up Day” in late April. This gives them an opportunity to spend about an hour with a Kindergarten teacher for a brief orientation to Kindergarten. In that hour, teaches do an engaging activity as well as tell upcoming students a little bit about Kindergarten.
7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program
Teachers are involved in the development of end of unit assessments during a countywide meeting annually. Additionally, teachers participate in a data dig during the summer to prepare for upcoming students and look for trends of strength and weakness. Throughout the year, teachers collaborate with the intervention specialist during RTI meetings to review data and make academic decision about the needs of students.
8. Coordination and integration of federal, state, and local services and programs
a) List of state and local educational agency programs and other federal programs that will be included:
b) Description of how resources from Title 1 and other sources will be used
c) Plan developed in coordination with other programs, including those under the School-to Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990
1. Road to the Code – second half year of Kindergarten. This program is used for
students who have been identified by the K teachers of needing additional help
with the initial phonics.
a. Monitored by pre-assessment, post-assessment. Mid-assessment done after
four weeks. Post-assessment done after the completion of the program.
2. ELT is done very day for grades K-5. During this time, no new information is
taught. This time is used to work with gifted in their areas of strength and lower
achieving students in there are of weaknesses. Students have one week of reading,
one week of math. EIP, ESIL and gifted teachers are used to instruct the small
a. Monitored by Performance Series reporting, running records, fluency
rates. Assessment is done at the beginning, middle and end. CRCT also
provides feedback as to success of the program.
3. SRA – begins in grades where identified by SPED/classroom teacher. Second
grade intervention is in place.
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4. Additionally, EIP teachers work with specific students during ELT time daily.
a. Monitored by running records, teacher feedback, and assessment
components of the program. Monitored at the beginning, middle, and end.
5. PASS - first grade interventions for identified students (Practice Achieves Student Success). Students identified through initial Student Progression Sheet/BLT from August. Students work on areas as identified by the BLT.
a. Monitored by subsequent BLT sheets/reports
Successmaker – tool used by students identified by classroom teachers.
a. Monitored by Successmaker reports
a. Is used for students in the early grades who are having difficulty with
b. One computer in the lab has the program
c. Monitored by the teacher
7. ELT is done every day for grades K-5. During this time, no new information is
taught. This time is used to work with gifted in their areas of strength and lower
achieving students in there are of weaknesses. Students have one week of reading,
one week of math. EIP, ESOL and gifted teachers are used to instruct the small
8. Teacher-Parent Conferences are held multiple times for students at risk so that
current strategies can be reviewed and adjustments made.
Because of our county's reading goal we have created a joint goal with the expectation that we cannot reach the goal without joint activities and planning. The sharing between programs and the understanding of the goals has enabled teachers to collaborate and identify areas where there should be coordinated services. The planning process for school and system improvement begins each year during administrators meetings held twice a month. The system supports a large number of inclusion special education classes. Improved coordination among programs is being utilized to help more students. Pre-K and special needs preschool classrooms are school based which allows for transition activities to occur. Students with special needs at other locations (head start, local church and private day care centers, and children's homes) are provided appropriate services and have been expanded to increase opportunities for preschool students with disabilities to be included with their typical peers in the least restrictive environment.
Every spring there is a county wide Kindergarten registration that is publicized through local news papers. All required screenings are conducted by a team representing a variety of areas such as nurses, SLP's, Preschool Special Needs, language translators and regular education teachers. The County is serving migrant students with a county wide paraprofessional. This person is in every school on a limited basis and talks with the different teachers and administrators about needs and services needed by the identified migrant students. Homeless students are identified through the efforts of our Homeless Liaison, School Social workers and the school counselors. Any migrant or homeless students identified at Title I schools will automatically be given addition services thought Title I. Students identified at non-title I schools will receive support services through Title I dollars that have been set aside in the original budget application. The EL students
are served by an ESOL teacher. The ESOL teachers work daily with the LEP students Revised August 16, 2012
and work with classroom teachers helping with strategies and techniques in meeting the needs of these students. As additional sub groups are identified the LEA will use state, local and federal funds to meet the needs of these groups. Speech language services for preschool students with disabilities have been increased by adding a half-time SLP. The school Title I Plan is developed in coordination with other programs. Title I funds are used to provide addition support above what is provided by the state and local system.
9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:
a) Measures to ensure that students’ difficulties are identified on a timely basis
b) Periodic training of teachers in the identification of difficulties and appropriate assistance for identified difficulties
c) Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student, and additional assistance available to the student at the school or in the community
All students identified as “at-risk” are in our RTI process. Each child in the tiers has a detailed plan written specifically to target the area(s) of deficiency. The intervention specialist, teachers assigned to the student, administrators, and parents meet every few weeks to review the data and make necessary adjustments to the plan. Parents are made aware of an after school tutoring program and given strategies to try at home with their children. Parents are also encouraged to take advantage of the many programs available on our school website.
10. Description of how individual student assessment results and interpretation will be provided to parents
Results are shared as soon as they are available either by a parent conference to review the data or in their Tuesday folders.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students
The Georgia Department of Education provides disaggregation of data on assessment. This data is analyzed by staff and is used in the improvement of the delivery of instruction.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable
The Georgia Department of Education provides disaggregation of data on assessment.
This data is analyzed by staff and is used in the improvement of the delivery of
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13. Provisions for public reporting of disaggregated data
Disaggregated data is presented annually to the board of education, is published in the
local newspaper, is posted on system and school webpage and is shared at school council and PTO meetings.
14. Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school-wide program
The initial school-wide plan was developed during a one year period and each year the plan is revised.
15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if secondary)
A draft of the Title I School-Wide Plan is made available to all stakeholders. The draft is reviewed during the initial School Council meeting as well as PTO meetings. Once stakeholders have been given the opportunity to review it and have input, the final copy is made available on the website. Persons requesting a hard copy of the plan can retrieve one from our front office.
16. Plan available to the LEA, parents, and the public
Once stakeholders have been given the opportunity to review it and have input, the final copy is made available on the website. Persons requesting a hard copy of the plan can retrieve one from our front office. The school will translate any necessary document or paper into another language to the extent feasible. The county does have some individuals that can translate and all schools have access to the language line to assist with parent communication.
17. Plan translated to the extent feasible, into any language that a significant
percentage of the parents of participating students in the school speak as their primary language
The school will translate any necessary document or paper into another language to the extent feasible. The county does have some individual’s that can translate and all schools have access to the language line to assist with parent communication. Revised August 16, 2012
18. Plan is subject to the school improvement provisions of Section 1116
School Improvement Plans and School-wide plans are based on assessments and
strategies to help students meet state standards. The school leadership team analyzes assessments to determine the strategies and programs that need to be funded to help students meet state standards. This school-wide plan is subject to school improvement provisions of Section 116. The school-wide plan and the school improvement plan are not in isolation of one another as they work together in assisting students in meeting and achieving state standards.