Kilough Elementary School
Title I Schoolwide Plan 2015 - 2016
School Improvement Team Members, Belief, & Mission Statement 4
- Comprehensive Needs Assessment 5
- Schoolwide Reform Strategies that are Scientifically-Research Based 9
- Instruction by Highly Qualified Teachers 12
- High Quality and Ongoing Professional Development 13
- Strategies to Attract High-Quality, Highly Qualified Teachers to High-Needs 15
6. Strategies to Increase Parental Involvement 15
7. Plans for Assisting Pre-School Children in the Transition from Early 17
Childhood Programs to the Local Elementary School Program
8. Inclusion of Teachers in the Decisions Regarding Use of Assessment 18
For the Purpose of Improving Academic Achievement
- Activities to Ensure Students Experiencing Difficulty Mastering Standards 19
Are Provided Effective, Timely Assistance
- Coordination and Integration of Federal, State, and Local Services and 22
11. Description of How Individual Student Assessment Results and Interpretation 24
Will Be Provided to Parents
12. Provisions for the Collection and Disaggregation of Data on the 25
Achievement and Assessment Results of Students
13. Provisions to Ensure That Disaggregated Assessment Results For Each 25
Category Are Valid and Reliable
14. Provisions for Public Reporting of Disaggregated Data 26
- Schoolwide Plan Developed During a One-Year Period 26
- Development of the Title I Plan Including All Stakeholders 27
- Availability of Plan to LEA, Parents, and the Public 27
- Schoolwide Plan Translated to the Extent Feasible into Any Language to 27
Accommodate Parents of Participating Students
19. Plans Subject to School Improvement Provisions of Section 1116. 27
Members of the Kilough Elementary Title 1 Team
Janice Darnell, Director of Student Support for Dawson County Schools
Tracey Compton, Kilough Elementary School Principal
Teresa Conowal, Instructional Lead Teacher
Karen Skorich, Title I Teacher, Instructional Coach
Cindy Burks, K-2 Teacher Representative
Leslie Morawsky, K-2 Teacher Representative
Hillary Mullinax, K-2 Teacher Representative
Sarah Stewart, K-2 Teacher Representative
Carolyn Wright, 3-5 Teacher Representative
Dana Fowler, 3-5 Teacher Representative
Jennifer Tucker, 3-5 Teacher Representative
Holly Huber, Title 1 Teacher
Nicole Purdy, Counselor
Shelly Townley Martin, Parent
Donna Wood, Parent
Cheryl Adams, Parent
To be an exemplary school, with outstanding staff, that prepares students to compete globally.
To provide quality instruction and student support in a nurturing environment that results in success for all.
Kilough Elementary School’s commitment to genuine and authentic collaboration empowers students, parents, community, and staff to be leaders. This collaborative leadership will ensure the purpose and direction of the Dawson County School System is met.
- Comprehensive Needs Assessment
The Dawson County School System conducts an annual needs assessment survey that is administered to the staff of each school. The results of the Spring 2015 survey for Kilough Elementary School (KES) identified two instructional priorities for the 2015-2016 school year. Fifty-four point five percent (54.5%) of the staff surveyed indicated math as a curriculum area of top priority for instructional support. Staff also identified third grade students as the class of greatest need for this instructional support. Forty-five point five percent (45.5%) of the staff surveyed indicated that reading instruction in first grade is an area of top priority, also. The data used by the KES Title I Team to make decisions for resources and personnel for the 2015-2016 school year was derived from the results of the 2015 KES staff survey, the 2014-2015 Dawson County Quarterly Math Benchmark Assessments, and the results of other assessments outlined in the 2014-2015 KES Title 1 (T1) Schoolwide Plan (SWP) and the 2015-2016 KES School Improvement Plan (SIP).
In the spring of 2015, KES administered an Advanced Ed. Survey to parents in preparation for the 2016 reaccreditation process. The participant’s responses rated thirty-five (35) categories on a scale of zero to five with zero being the lowest rating and five being the highest. The two areas rated the highest at 4.55 and 4.50 indicated that parents strongly agree that KES provides a safe learning environment for their children and the school’s purpose statement is clearly focused on student success. The strengths outlined in the survey indicate that parents strongly believe that KES staff, students, parents and community collaborate to build leadership opportunities for all stakeholders and have developed rigorous academic activities and assessments to increase achievement for all students. The lowest score on the survey at 4.1 (82%) indicated that parents had concerns that the governing body (Dawson County Board of Education) may interfere with operation or leadership at KES.
The KES Title I Team is comprised of parents, teachers, administrators, and a counselor. The team meets at least four times per year to plan for and evaluate the results of the Schoolwide Plan. Parents are given an invitation to join the team at all KES events. The team works collaboratively to ensure that the school is constantly evolving to meet the needs of all the children at KES and that the standards and instructional methods are rigorous to prepare all populations of students at KES for lifelong learning.
According to the most recent data, KES has a largely homogenous ethnic student population, but the percentage of African American and Latino students is higher at KES in comparison to the average for Dawson County Schools. From an economic standpoint, KES has an economically diverse student population that is proportionate to the economic diversity of the Dawson County School System as indicated in the following table:
KES Student Demographics/ Subgroup Distribution 2015-2016
Total Number of Students
African American (%)
Dawson Co. School District
The academic progress of all students at KES is assessed and monitored in a number of ways. Entering kindergarten students and their parents take part in a pre-assessment to measure readiness in the areas of math and reading to identify strengths and weaknesses to make the best placement according to this data.
Throughout the year, the kindergarten students are assessed using the state-mandated assessment, Georgia Kindergarten Inventory of Developing Skills (GKIDS). This assessment measures students’ progress toward mastery of the kindergarten Georgia Standards of Excellence (GSE). The GKIDS information was used for baseline data to determine growth and set goals for improvement. The baseline data was derived from the 2010, 2011, and 2012 school years. Table 2a and 2b show the baseline data targeting the average of the math and reading mean scores from these years and the subsequent averages for the 2013 through 2015 school years.
KES Average of Math Mean Scores for Kindergarten (GKIDS)
KES Average of Reading Mean Scores for Kindergarten (GKIDS)
Through analysis of the GKIDS math and reading reports, goals were established for kindergarten students. The goals designate that the average of the mean score will increase by two percent (2%) each year beginning with the 2012 school year (baseline) mean score average. Table 3a and 3b outline the math and reading growth of kindergarten students for the 2013, 2014, 2015, and 2016 school years according to these goals. The average of the GKIDS total math mean scores for the 2014-2015 school year of ninety-six percent (96%) indicate an increase of fourteen percent (14%) from the 2013-2014 scores of eighty-two percent (82%). This exceeds the goal set in the KES T1 SWP of ninety percent (90%) by six percent (6%). The average of the total mean scores for reading, for the 2014-2015 school year of eighty-six (86%) also indicate an increase of the previous year’s average of seventy percent (70%) and exceeds the goal set in the KES T1 SWP of eighty point six percent (80.6%) by five point four percent (5.4%).
KES Goals for Kindergarteners: Average of Math Mean Scores Improvement (GKIDS)
KES Goals for Kindergartners: Average ofReading Mean Scores Improvement (GKIDS)
The KES leadership team has identified math as an area for improvement. This decision was based upon the data that was reviewed from the 2012-2014 CRCT Math Scores of third, fourth, and fifth graders at KES. During the most recent administration of the CRCT (2014), less than ninety percent (90%) of these students met or exceeded standards in Math. This is reflected in the KES School Improvement Plan. During the 2013-2014 school year, teachers began to implement math through a conceptual understanding approach and identified each students’ learning style in order to teach to the child instead of the class. Teachers will continue to implement Cognitive Guided Instruction (CGI) during math time and assess students using the Counting Proficiency Rubric.
Kindergarteners were assessed using the Counting Proficiency Rubric during the 2014-2015 school year. Seventy-five percent (75%) of the students progressed to the proficient level, which meets the goal set in the 2014-2015 KES T1 SWP. The goal for this assessment set for the 2015-2016 school year for kindergarteners will increase to seventy-eight percent (78%). This percentage of kindergarten students must reach proficient level or greater on the Counting Profile Assessment in order to meet the goal set in the 2015-2016 SWP.
Students in first grade were assessed using the Counting Proficiency Rubric during the 2014-2015 school year. Ninety-eight percent (98%) of the students progressed to the proficiency level or higher, which exceeds the goal set in the 2014-2015 KES T1 SWP of seventy-five percent (75%). The goal for this assessment will increase for the 2015-2016 school year. Eighty-five percent (85%) of first grade students will reach the proficient level or greater on the Counting Profile Assessment in order to meet the goal for the 2015-2015 SWP.
Second grade students were assessed using the Counting Proficiency Rubric during the 2014-2015 school year. Ninety-three percent (93%) of the students progressed to the exemplary level according to the rubric. This percentage exceeds the goal set in the 2014-2015 KES T1 SWP of seventy-five percent (75%). The 2015-2016 goal set for this assessment will increase, also. Eighty-five percent (85%) of second grade students will reach exemplary level on the Counting Profile Assessment in order to meet the goal set in the 2015-2016 SWP.
Through a collaborative analysis of demographics, perceptions, and student achievement data, the following SMART (Strategic, Measurable, Attainable, Relevant, Time-oriented) goals for school improvement were established to coincide with the KES School Improvement Plan (SIP) and the state performance targets:
- KES will increase the percentage of students who meet or exceed state math standards by two percent (2%) each year for the next three years. The 2014 CRCT baseline of eighty-seven point two percent (87.2%) will be used for this goal. A new baseline will be determined from the results of the mathematics portion of the Spring 2014 Georgia Milestones Assessment System (GMAS).
- KES will increase the percentage of 2nd, 3rd, 4th, and 5th grade students meeting their respective Lexile target of 450 (2nd), 650 (3rd), 750 (4th) and 850 (5th) by one point five percent (1.5%) each year for the next three years. The baseline from the 2014 CRCT will be used for this goal.
Goals for Percentage of Students meeting Lexile Targets
2nd Grade Target: 450
3rd Grade Target: 650
4th Grade Target: 750
5th Grade Target: 850
In addition to the academic smart goals, KES will focus on motivational incentives to encourage students and parents to arrive on time and increase student attendance. The third goal to coincide with the 2015-2016 KES SIP is listed below.
3. KES will decrease the percentage of students missing 6 or more days of school by 2% each year for the next three years.
Percentage Goals for Decreasing Student Absences
4. KES will also set goals for two subgroups, which include English Learners (EL) and Students With Disabilities (SWD). KES will increase the percentage of EL and SWD who meet or exceed state math standards by two percent (2%) each year for the next three years. The baseline data will be determined by the 2015 GMAS administration, when the results are released in October 2015.
- Schoolwide Reform Strategies that:
2a. Provide opportunities for all children in the school to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).
KES employs a variety of quality instructional programs, teaching strategies, and curricular modifications in order to provide all children, regardless of race, socioeconomic status, cognitive ability, or academic performance, the opportunity to meet the GSE proficient and advanced performance standards and the requirements as defined by the Elementary and Secondary Education Act (ESEA) of 1965. A detailed description of the Response to Intervention (RTI) process, which explains how students are monitored to assure they meet or exceed proficiency standards is below in section 2c. Scientifically research based strategies utilized with students according to their individual needs are listed below in 2b.
2b. Use effective methods and instructional strategies that are based on scientifically based research:
The following list includes schoolwide reform strategies that are scientifically research-based and proven to be effective means of raising achievement and strengthening the core academic program:
- Standards-based instruction based upon the GSE in Math and ELA and the Common Core Georgia Performance Standards (CCGPS) in Science and Social Studies for all students
- Guided Reading: A grades K-3 framework for delivering reading instruction based upon students’ individual reading levels
- Literacy by Design: A grades 3-5 framework for delivering reading instruction based upon students’ individual reading levels
- Thinking Maps: A grades K-5 framework targeting the use of thinking strategies for student learning and specific critical thinking skills
- Classworks: A universal screening instrument and formative assessment data management system
- Cougar Time: A needs-based academic intervention/enrichment time that is provided for students based upon specific academic and behavioral needs according to universal screenings and classroom performance data
- Co-teaching/ Collaborative/Supportive Model: Special Education, English Learners (EL), and gifted teachers as well as special education paraprofessionals serve grades kindergarten through fifth in the co-teaching, collaborative, or supportive model. These models provide for additional academic and behavior support for targeted students who receive gifted, special education, or EL services.
- Touch Math: A Tier I research-based math intervention that includes visual and kinesthetic strategies for math computation for students in grades kindergarten through five
- SRA: A direct instructional reading program used to increase reading comprehension strategies for students in grades three through five
- Essential Skills: A computer-based reading and math program that provides training for a range of reading and math skills utilized in grades K-2
- Earobics: A multi-sensory reading intervention for raising academic achievement in grades K-2. Earobics helps build phonemic awareness in those students that do not have a language rich environment prior to the school setting. Earobics builds individualized reading instruction in all of the areas deemed critical by the National Reading Panel
- Review/ preview information: Research-based strategies that are beneficial for reviewing information already taught in class and for previewing information that will be taught in class in grades K-5
- Read Naturally: With teacher modeling, a proficient reader models good, correct reading for a less able reader. In Read Naturally, students in grades two through five read along while listening to a recording of a fluent reader. This helps students learn new words and encourages proper pronunciation, expression, and phrasing.
- Reciprocal Teaching: An instructional activity in which students become the teacher in small-group reading and math sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question-generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read while building on fluency and comprehension.
- Six-Minute Fluency: A program that builds students’ reading fluency in six minutes a day. It does so with a focus on passage reading and fluency activities. It also includes letter-sound, word reading, and prefix/suffix fluency.
- SuccessMaker: Instructional software that provides elementary and middle school learners with adaptive, personalized paths for mastery of essential reading and math concepts and delivers outcome-based data to inform educational decision-making
- Student Coaching: An intervention and classroom culture that pairs students in an academic coaching environment to enhance mastery of selected academic skills. Student coach and coachee are taught the power of collaboration and the art of articulating one’s thought processes to recognize gaps and flaws in thinking.
- Conceptual Learning in Mathematics: Building mathematical language and understanding through modeling, making personal connections, and understanding linking mathematical and cross curricular concepts
- Cognitive Guided Instruction (CGI): An approach to teaching mathematics that uses student’s own mathematical thinking as the basis for instruction. The teacher’s role is to build from student prior knowledge so that students can make connections between situational experiences and the abstract symbols typically found to represent them in mathematical equation (+, -, x, and so forth). Cognitive Guided Instruction enables students to build a strong conceptual understanding of mathematics.
- Voyager Math: A math intervention program that builds upon students’ current skill level.
KES uses many effective instructional strategies (listed above) to increase the quality and amount of learning time. Three time periods during the school day, intervention time (cougar time), have been scheduled to address the needs of historically underserved populations as well as provide an enriched and accelerated curriculum to those exceeding classroom standards.
During the 2015-2016 schoolyear, students are selected to participate in an afterschool program. Students are selected using criteria such as GMAS scores, grade level assessments and underserved populations. Priority for enrolling in the program focused on low-achieving children in the school and those at risk of not meeting the state student achievement standards. The program consists of project based learning assignments that focus on starting and running a business (BizWorld). The BizWorld project teaches students how to apply economic concepts in a real-world scenario.
The KES counselor administers the CCRPI Career Cluster Lessons to students in grades one through five. There are three to four clusters designed for each grade level to help students plan for life after graduation from high school. The clusters focus on future endeavors such as college, technical school and/or work readiness following graduation. The lessons orientate students about professions that require a college education, technical school attendance and/or on the job training. The overall goal for career cluster lessons is to help students learn how to become productive working members of society. Dawson County Schools offers all fifth graders the opportunity to attend a Career Fair in May that allows students to interview adults in the workforce of the professions covered in the cluster lessons.
2c. 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.
The methods and interventions available at KES address the needs of all children, including targeted populations, as evidenced by preceding information in this section. The proposed improvement efforts are consistent with improvement plans approved under Educate America Act by ensuring equitable educational opportunities and high levels of academic achievement for all students as measured through the SIP.
Classworks is a data management tool used by KES that utilizes a variety of skill-specific probes to assess achievement, analyze intervention effectiveness, and to track student progress. The program contains probes that can be used for universal screening, strategic monitoring, and progress monitoring for the Response to Intervention (RTI) process. Universal screening for all students in the areas of math and reading is conducted three times each year. Homeroom teachers conduct additional monthly screenings, and strategic monitoring probes on students who are being served in the Tier II level of RTI. Bi-weekly monitoring is conducted by progress monitors for students who are in Tier III and IV levels of instruction. Running Records, The Counting Proficiency Profile, and district math benchmark assessments are also used as benchmarking tools. At the grade level through SST and Tier II meetings, assessment results are analyzed to determine individual student strengths and weaknesses. This information is used to plan additional supportive instruction for interventions, support, and enrichment for students. Students who have been identified with a weakness in reading or math receive additional instruction in these areas. Intervention programs include the following:
- Six-Minute Fluency
- SRA direct instruction
- Touch Math
- Essential Skills
- Reciprocal Teaching
- Student Coaches
- Read Naturally
- UNR(A)VEL Math
- UNR(A)VEL Reading
- Geomotion Math Mats
2d. Address how the school will determine if such needs have been met.
The determination of which instructional strategies are most appropriate for individual student needs is made during grade-level, Tier, Student Support Team (SST), and other specialized meetings to review student data. The decisions for scheduling are made through a collaborative group review of the student’s performance data. The amount of time allotted for the student in a particular instructional strategy is dependent upon his/her progress toward meeting proficiency levels in the identified area(s) of need. A detailed description of the Response to Intervention (RTI) process can be found in this plan in section 9a.
3. Instruction by Highly Qualified Teachers
Kilough Elementary School currently employs 100% highly qualified certified personnel and 100% highly qualified non-certified staff, including all support personnel. KES consists of 31 certified teachers, and the total staff make-up is as follows:
- Eighteen regular classroom teachers
- Four special education teachers
- One point three (1.3) Title I support teachers
- Point seventy (.70) instructional math coach
- One music teacher
- One art teacher
- One physical education teacher
- One counselor
- Point eight (.8) speech pathologist
- One principal
- One instructional lead teacher
- One school nurse
- One EL teacher/EIP teacher
- Five lunchroom staff
- One bookkeeper
- Three-Fourths records clerk
- One-half front office secretary
- Seven paraprofessional
Seventy-one percent (71%) of Kilough Elementary’s teachers have advanced degrees. Of the certified staff members, thirty-nine percent (39%) have a specialist’s degree or higher; and thirty-two percent (32%) have a master’s degree. Nineteen percent (19%) of certified staff have ten (10) or fewer years of teaching experience, fifty-five percent (55%) have eleven to nineteen (11-19) years of teaching experience, and twenty-six percent (26%) have twenty to thirty years of experience.
4. High Quality, Ongoing Professional Development
High quality, ongoing professional development is essential to professional growth and is a priority at Kilough Elementary School. KES staff participates in job-embedded professional development, targeted staff development, and conferences to maintain a high quality of teaching skills. These sessions are available through the KES administrative team, KES staff, other school system resources, contracted professionals, the Department of Education Illuminate sessions, and a relationship with University of North Georgia (UNG) faculty. The Title 1 funded instructional coach provides professional development and modeling to improve teacher performance, also.
The data utilized for targeted professional development are gathered through classroom assessments using the Teacher Keys Evaluation System (TKES) and Georgia Assessment of Performance on School Standards (GAPSS) reviews from outside agencies. The most recent KES GAPSS review indicates that improvement is needed in the areas of standards-based classrooms and differentiation. Training in differentiation has been addressed through a collaborative effort with UNG faculty and KES whereby KES teachers participate in multiple sessions with UNG faculty. The TKES are used to ensure implementation of differentiation and standards-based classrooms. School administrators have also provided additional differentiation resources for teachers as well as job-embedded professional learning opportunities through scheduled collaborative planning sessions. Standards-based classroom professional development has been provided through collaborative vertical planning of GSE, CCGPS webinars, and collaborative planning at the grade level.
KES places a large focus on teacher collaboration, coaching in best practices and teacher leadership. Teacher leaders and experts in best practices, and the standards-based classroom are identified and utilized to provide professional learning. These teachers are also recorded or videotaped demonstrating the actual use of best practices and teaching strategies. This is accomplished by using an IPAD purchased with Title 1 funds. Video-clips are viewed by teachers or groups of teachers and provide for collaboration and review of these techniques. Collaboration is fostered and encouraged with dedicated, protected time set aside to allow collaboration to occur. Title 1 funds will support one seventy percent (70%) certified staff to coach teachers in the effective methods using the Cognitive Guided Instruction (CGI) math model during the 2015-2016 school year. KES will continue to build teacher leaders and coaches to support, develop and enhance professional growth.
The KES faculty also participates in the following areas of professional learning:
Differentiation – all staff
Thinking Maps – all staff
Classworks – all staff
Mindset training for student behavior de-escalation and restraint – targeted staff
Formative and summative assessments – all staff
Response to Intervention (RTI) Process – all staff
Positive Behavior System (PAWS) – all staff
Collaboration-Professional Learning Communities- all staff
Guided Reading- all staff
Conceptual teaching and learning – all staff
Learning styles- all staff
Brain-based research and application – certified staff
USA Test Prep – targeted staff
Statewide Longitudinal Data System (SLDS) – certified staff
Cognitive Guided Instruction – certified staff
GOFAR - Georgia Formative Assessments Resources
Social Emotional Learning
Staff development opportunities will be offered outside the school setting using Title 1 funds this year. The sessions and personnel will be selected using the criterion that aligns with school goals. Conference selections may include the following but are not limited to this list:
Georgia Association of Education Leaders Conference (GAEL)
Association of Supervision and Curriculum Development (ASCD)
Georgia Association of Curriculum and Instruction Supervisors (GACIS)
Conferences to obtain best practices in reading and/or math; the development of student leaders; emotional and social learning and self-regulation of students including brain based research
Conferences to enhance and support parental engagement
Conferences/training/consulting fees in teaching math in a conceptual manner (Cognitive Guided Math Instruction)
Conferences to enhance student-focused technology and further integrate instructional technology
Conferences to enhance parent/school partnerships and collaboration
5. Strategies to attract high quality, highly qualified teachers to high-needs schools.
Dawson County enjoys an excellent reputation in each school, which has provided the district with a quality pool of applicants for vacant positions and has aided the high percentage of employee retention. Staff recruitment as a whole has not been problematic to date. In order to attract and retain needed personnel, the system utilizes the following:
- TeachGeorgia employment resource provided by the Georgia Department of Education
- The employment portal on www.dawsoncountyschools.org
- New teacher orientation prior to the beginning of each school year and ongoing sessions throughout the year
- Ongoing new teacher meetings throughout the year
- System participation at area job fairs
- Competitive benefits package
- A partnership with Dawson County Elementary Schools and University of North Georgia – Professional Development School (PDS)
At KES, there is a strong emphasis on positive school culture and positive professional relationships. Teachers are provided with pertinent, ongoing, job-embedded professional learning and frequent professional feedback and support from school leaders. Purposeful, focused strategies are used with staff, students, and parents to foster a positive working and learning environment. Each staff/leadership meeting begins with a different focus. Also, there is time for each leadership team leader to report on activities, upcoming events, and/or updates. Ongoing team building activities to strengthen collegiality are also a regular part of staff interactions. Staff introductions are made during faculty meetings throughout the year because, even though most of the staff have taught together for a number of years, it is important to make everyone feel like part of the KES family. These activities contribute to the high retention rate of the school’s highly qualified staff.
6. Strategies to Increase Parental Involvement
Parental involvement is essential in building a strong, supportive, and positive school environment. KES affirms the right of parents to be involved in every aspect of their child(ren)’s education. Parental involvement activities are planned to include flexible times, locations, and topics. The flexible scheduling of these activities is designed to accommodate the needs of the students and parents at KES. A combination of informational and fun activities are offered each year. Parents are provided the opportunities to offer suggestions, share ideas with other parents and school personnel, participate in educational decision-making, facilitate classroom activities, be equipped with skills to help their child(ren) with schoolwork, and enjoy fun activities as a family at KES.
Communication at KES is fostered through classroom and schoolwide newsletters, email communication from school personnel, KES Webpage, parent-teacher-student conferences, progress reports, report cards, Parent Teacher Organization (PTO) activities and newsletter, PTO Facebook site, the school sign, student led conferences, and the Global Message System, which is an automated calling system to relay current school and community related information and events. Parents may also access information from the school website or check grades, absences, and tardies online through PowerSchool. Parents are invited to have lunch with their child(ren) and to participate in school field trips. All students have a school agenda in which notes, test alerts, reminders, and homework assignments are recorded by the teacher or the student daily. Classroom teachers, the PTO, auxiliary, and special support programs at KES solicit volunteers to help with various tasks in the school and classroom. A computer check-in system is available in the office to provide parents and visitors with a printed photo ID. Volunteer hours and student check-in/out can be analyzed through this database software. This system is part of the school safety plan as it maintains a record of all visitors in and out of the building. Registered volunteers have permanent volunteer badges that are stored in the front office for their convenience. PTO will solicit volunteers for each room. Title 1 funds will be used to foster communication. This will include the cost of paper and copying to inform parents of upcoming activities. Title 1 funds will also fund printing/copying costs associated with the T1 School-Parent Compact, T1 Parent Involvement Policy, T1 Schoolwide Plan and any fees associated with translating T1 documents and flyers.
An annual parent meeting is scheduled at the beginning of each school year. During this meeting, parents are made aware of the various opportunities available to students at KES through the Title 1 program. Parents will be presented with a copy of the current Schoolwide Plan, Parent Involvement Policy, and School-Parent Compact. A Parent Comment form will be distributed to parents to take home and make suggestions for revision of these three documents. At the annual meeting, parents will receive a schedule of other Title 1 school meetings, which involve activities that outline how parents can assist their children with academics at home.
KES has developed a Parent Resource Room using Title I funds. The room allows parents to receive information and materials related to their children’s needs regarding academic performance in the classroom. Classroom teachers work collaboratively with resource room personnel to identify materials necessary for assistance at home or in the resource room. The Parent Resource Room includes resources such as a parent technology center, educational games, books, community information, readers, and Guided Reading materials. The room also includes listening devices, math resources, magazines, games, childhood development information, school supplies, literacy resources, English as a Second Language education resources, beginning reading resources, student leadership resource materials, student electronic devices, and videos. Title I funds will be used throughout the year to maintain materials that support academic achievement and may be used by parents at home. These materials will include restocking of school supplies for parents to take homework with their students on homework assignments, batteries to run electronic resources and the Language Interpretation System, and any other items necessary to sustain the current resources in the Parent Resource Room. Title 1 funds will also be used to purchase items necessary to conduct the various parent student sessions throughout the year and to replenish student supplies in the Parent Resource Room that are available to students who are unable to purchase supplies.
Sessions will be held throughout the year in the Parent Resource Room to show parents how to use the materials in the room with their children at home. During these parent-student game sessions, parents will be educated about different parts of the Title I Schoolwide Plan, Parent Involvement Policy and School-Parent Compact. Parents will be asked to complete needs assessment surveys and comment forms regarding these documents to ensure input into the revision process. These documents will also be available on the school website and comment forms may be obtained from the Parent Resource Room for possible revisions. Title I funds will be used to buy all materials necessary to conduct the 2016 Author’s night event. These materials will include blank books and supplies to complete illustrations for the published books. Students will present their finished publications as authors to the parents attending the event.
Opportunities for parent involvement at KES include the following:
- PTO events
- Title 1 parent involvement sessions
- Awards/Honors programs
- Scheduled parent-teacher conferences before, during, and after school
- Kindergarten and fifth-grade graduation ceremonies
- Room Parent
- Student Performances
- Chorus (Harmony) events
- Open House
- Book Fair
- Field Day
- Classroom events such as Author’s Day, Reader’s Theater, Market Day, Colonial Christmas, and Civil War Reenactment
- Math/Science Night
- Power School
- Parent-student game sessions
- Curriculum Night
7. Plans for Assisting Pre-School Children in the Transition from Early Childhood Programs to the Local Elementary School Program
KES staff recognizes that provisions for a pleasant, smooth transition from pre-school to kindergarten are crucial. KES houses a twenty-two (22) student fully funded pre-k class. Both teachers are certified and a part of the KES faculty. These students are exposed to public school and kindergarten and pre-k teachers have opportunities to discuss and plan for academic and social needs when students are making the transition from pre-k to kindergarten.
During pre-registration, known as “Kindergarten Round-up”, the kindergarten teachers meet with each child and his or her parent(s) to answer questions. A kindergarten teacher meets with each student, screens the student with a county agreed upon screening tool, provides suggestions for summer based on the screening results and provides the parent with resources to help the student transition smoothly to kindergarten. Parents are invited and encouraged to tour the school. Parents may bring their children to school to observe and to participate in a kindergarten classroom. KES works with the Beginning Resources Individualized by Developmental Assessment, Growth, and Education (BRIDGE) program to make sure preschoolers with special needs transition smoothly to kindergarten. The students are administered a diagnostic test and identified for strengths and weaknesses prior to entering kindergarten at KES. BRIDGE program personnel meet with teachers, to discuss appropriate methods necessary to serve children according to individual needs prior to the students entering kindergarten. Kindergarten teachers meet collaboratively with Head Start teachers and pre-k teachers from local day care centers to discuss ways to help transition students from the developmentally appropriate methods used in Head Start and Pre-K to the GSE driven kindergarten classrooms.
At the end of each school year, information packets are distributed to parents and students that contain ideas and suggestion that will assist parents in making the transitions smooth from one grade to the next. The packets include summer academic activities that will assist parents in helping their child(ren) maintain academic skill levels during the summer weeks. Each grade level constructs a grade level brochure, along with a school brochure to orientate parents with the expectations of the new school year.
KES also attempts to provide a comfortable transition for fifth-graders entering middle school. Students have the opportunity to participate in a middle school tour and orientation. This allows the teachers and students to spend time during the spring observing the procedures and activities at Riverview Middle School and Dawson County Middle School. Students tour the schools and receive information regarding academic and behavioral expectations, clubs, and extracurricular activities. Middle school students visit the fifth-grade classrooms and discuss their perception of a day in the life of a middle school student. The middle school subsequently provides an evening of orientation for parents and students. KES plays a key role in the promotion and success of this activity.
8. Inclusion of Teachers in the Decisions Regarding Use of Assessment for the Purpose of Improving Academic Achievement
KES teachers employ a variety of assessment techniques to assess student performance and make data driven decisions. Among the assessments are grading rubrics, student performance observations, and performance assessments. Student performance assessments include both formal and informal evaluations, open-ended questions, group projects, and writing assignments. Student performance is enriched by communication with parents, graded work with feedback, progress reports, report cards, Curriculum Night, and Open House.
At the school level, teachers are involved in decisions regarding the assessment of student mastery of standards to create the school improvement plan and to develop professional learning opportunities. Teachers assist in the development and ongoing improvements of standards-based report cards and common assessments for grades kindergarten through second. Grade-level teachers work collaboratively to develop a variety of unit assessments within each content area. Formative assessments are scored to determine mastery of skills taught. These assessments are used at the grade level and classroom level to guide instruction on GSE and to develop appropriate differentiation strategies for students to help ensure learning is maximized. Summative assessments are administered by grade levels with a three-prong assessment format that includes selective response, constructive response, and performance tasks. These assessments are used to determine mastery of GSE. Teachers continually use the results of these assessments to guide planning for daily instruction and to provide timely intervention for students who may be having difficulties. Teachers examine formative, summative, and standardized test scores to identify the strengths and needs of students and to review the school improvement plan. The goal is to improve the performance of individual students and the overall instructional program through analysis of multiple data points.
In grades two through five, common math and English/Language Arts (ELA) Dawson County Quarterly assessments are administered four times per year. Teachers and administrators use the data from these assessments to inform instruction. The information is used to identify remedial opportunities, develop intervention strategies, and identify students in need of enrichment. Students in grades 3-5 are administered the Georgia Milestones Assessment System (GMAS) each spring. Student Learning Objectives (SLOs) are administered in kindergarten through third grades and non-core content classes as determined by the school implementation schedule. The results of these assessments will be used to set goals in the SIP and the KES Title 1 SWP.
Teachers use assessment data at the classroom and grade level to adjust instruction through activities such as differentiation, re-teaching, and extension activities. At the grade level, the teachers use data at the Tier 2 and Tier 3 level to adjust academic and behavior interventions. At the school level teachers work with administrators to analyze assessment data to develop and monitor the school improvement plan.
9. Activities to Ensure Students Experiencing Difficulty Mastering Standards Are Provided Effective, Timely Assistance
Early identification of those students who enter school without adequate preparation and those who are struggling to meet standards is a priority at KES. KES kindergarten teachers have a unique opportunity to collaborate with pre-k teachers due to the fact that the pre-k class is located in the kindergarten pod. KES kindergarten teachers also have multiple opportunities to discuss the needs of incoming kindergarteners as outlined in section 6 of this plan. During the school year, students are assessed using GKIDS to monitor quarterly progress. Kindergarteners are screened in reading and math three times per year using the Classworks Universal Screener.
Students entering first grade are identified with the aforementioned instruments and referred for Title I reading small group instruction. Further screening in math and reading include the Fountas and Pinnell Benchmark Assessment and the Counting Profile Assessment administered three times per year to first and second graders. Running records are taken by the classroom teacher on a weekly basis to determine a student’s reading level, fluency, and accuracy rate.
Dawson County Quarterly Assessments occur three times per year in second through fifth grades for continuous monitoring of student progress in math. Students in kindergarten through fifth grades are also screened in math and reading three times per year using the Classworks Universal Screening Instrument. These assessments, along with grade-level Dawson County Quarterly assessments, are used by classroom teachers to monitor progress toward mastery of the GSE of each student. Through analysis of the data from the benchmark assessments, teachers will differentiate instruction to meet the needs of the students according to their individual strengths and weaknesses. Title 1 funds will be used to purchase resource materials and manipulatives to provide practice and remediation for students who do not master standards. These students are identified through frequent data checks derived from weekly classroom assessments and analysis of data performed by collaborative teams.
9a. Measures to ensure that a student’s difficulties are identified on a timely basis
The KES Response To Intervention (RTI) process is the key to identifying students with difficulties and providing effective and timely assistance to these students. This process is aligned to the Georgia RTI model and is used to help support students who may have difficulty with academic or behavioral issues. All students participate in the Tier 1 standards-based classroom, which includes GSE, differentiated instruction, and flexible groups. Teachers identify students who are experiencing difficulty and implement Tier I instructional strategies based upon individual student needs. Teachers gather information regarding strengths and specific concerns, strategies attempted, and outcomes. If the teacher determines that strategies are not successful, the student is referred to Tier II.
The grade-level Tier II Team, which may include the school counselor, assistant principal, and principal, reviews specific concerns. Intervention strategies are assigned and implemented over a period of time. The teacher will adjust instruction, monitor progress, collect data, and document the results. A web-based progress monitoring system (Classworks 1-5) is used to measure the effectiveness of each student’s prescribed intervention. This process allows the team to ensure that the intervention is appropriate and effective for the student. If the team determines that the student is not sufficiently responding to the intervention, the student is referred to Tier III.
Tier III involves the Student Support Team (SST) that meets to consider student performance and baseline data. The team reviews interventions and develops a plan, a goal(s), and a monitoring system for the student. If the objective is not met and if the student isn’t progressing, the student may be considered for specially designed learning in Tier IV. A school psychologist performs testing and makes recommendations for students not responding to interventions within the first three tiers in the RTI process.
Additionally, students may qualify for EIP assistance in grades kindergarten through fifth. Following specific eligibility criteria listed in items a through c below, students are identified as needing assistance in reading and/or math. Students who qualify receive assistance by means of EIP instructional setting via a reduced class size, augmented, or pull-out model.
a. Teacher recommendation
b. EIP Checklist: Identifies students not meeting grade level standards
c. GMAS (state standardized test) deficits
Students who experience difficulty in mastering standards, are provided with activities,
using a variety of methods, to ensure effective and timely assistance. These activities are as follow:
1. The school guidance counselor serves as a liaison for the Dawson County Mentoring Program. She works in collaboration with the county mentoring coordinator to facilitate the program at a school level. The counselor works in tandem with the assistant principal, social worker, and school staff to monitor student attendance and to assist parents in ensuring regular school attendance for all students.
2. The school social worker is available to help students and their families as crisis situations arise. She also functions as a liaison between the school and outside social agencies.
3. The school employs a nurse to address the health needs of children while at school. She also conducts staff informational meetings to inform teachers about basic first aid practices.
4. The Kilough Elementary lunchroom staff provides nutritionally balanced meals
for breakfast and lunch each day.
5. Bus drivers safely transport the students to and from school.
6. A deputy from the Dawson County Sheriff’s Department is assigned to Kilough
Elementary School as the School Resource Officer (SRO) to assist with keeping students safe while at school. The SRO provides instruction to classes on a variety of safety topics as well as the CHAMPS (Choosing Healthy Activities and Methods Promoting Safety) drug prevention/awareness curriculum.
7. PAWS for Success Program is a schoolwide approach to teaching character
education and expectations for student behavior.
The information gathered by personnel interacting with and observing students in each of the above areas assists in determining each student’s situation, thereby aiding the timely identification of difficulties, if any, that exist.
9b. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties
All KES teachers participate in ongoing, job-embedded professional learning
focused upon the implementation of standards-based instructional practices, including current assessment and differentiation techniques to identify student difficulties and to provide effective assistance for students. Teachers actively participate in training on the components of the RTI process and regularly use this knowledge to play an important role in decision-making for KES students. Teachers and paraprofessionals are trained on the specific intervention strategies/programs used with students experiencing difficulties.
9c. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community
Parents are invited and encouraged to be involved in all tiers of the RTI process. Teachers conduct two parent conferences per year for all students to review student progress. Parents, teachers, and students are actively involved in the development of the KES T1 Parent-School Compact. This document is a common commitment between all stakeholders and outlines the responsibilities of all parties. Parents, students and teachers read, discuss and sign this agreement at the beginning of each school year. Parents are also invited to be active members of SST for students in Tier III and of the Individual Education Plan (IEP) teams for the students in Tier IV. Teachers and school staff members provide detailed information and data concerning student strengths and weaknesses during parent conferences, SST, and IEP team meetings. Teachers and school staff members collaborate with parents to develop a comprehensive plan to meet each student’s needs, including additional assistance available to the student at school or in the community.
10. Coordination and Integration of Federal, State, and Local Services and Programs
Administrative leaders are responsible for implementing a fiscally sound budget, which is coordinated through the district office. The principal and assistant principal work closely with grade-level chairpersons to establish priorities to meet grade-level and department needs. The process begins annually in January with a proposal to the Board of Education to secure funds for school improvement efforts.
10a. List of Programs
KES’ schoolwide project includes coordination and integration of a variety of local, state, and federal programs. Some of the effective instructional methods that increase the quality and amount of learning are as follows:
- Read Naturally
- PAWS positive behavior program
- Essential Skills
- Six-Minute Fluency
- Reciprocal teaching
- Student leadership
- Cougar SUCCESS- positive behavior in small groups
- Multiple and Varied types of technological devices (ex. IPADS, SWIVL, Smartboards, etc)
- USA Test Prep
- Student Coaches
- Cognitive Guided Instruction
- UNRA(A)VEL Math
- UNRA(A)VEL Reading
- Parent Teacher Organization (PTO)
- Red Ribbon Week
- Book Fairs
- Cougar Dash
- Volunteer Programs
- Title I Parent Meetings and Parent Classes
- Author’s Night
- Family Activities
- Mother vs. Son Dodgeball/Kickball
- Student Variety Show
- Father/Daughter Dance
- Fine Arts Night
- Math Night
- Family Monster Mash
- Field Day
- Power School Training
- Author’s Night
- Author visit
- Chorus Performances
- Mentoring Programs
- Partners in Education
- Relay for Life/ American Cancer Society
- Gifted education
- Early Intervention Program (EIP)
- Title I, Part A
- Title II, Part A
- Title II, Part D
- Title III – ESOL
- Title III – Immigrant
- Title IV-B, 21st CCLC
- Title VI-B, SpEd
10b. Use of Title I and Other Services
KES programs are funded by a variety of sources, including but not limited to, state, federal, and local funds. Title I federal funds are allocated to assist all KES students in achieving mastery of GSE standards. One fifty percent (50%) certified teacher and one thirty percent (30%) certified teacher are funded by Title I to work with small groups of children in math and reading in third and first grades. Title 1 funds will also fund a seventy percent (70%) academic coach to work with teachers to implement effective math and reading strategies such as Cognitive Guided Instruction and Guided Reading in the classroom. The Title 1 funded instructional coach is a resource for teachers much like a guidance counselor. Materials including math manipulatives, (ex. rekenreks in K, base ten blocks and unifix cubes in k-5, and artificial money), leveled reading books, resources for student Lexile levels and writing across the curriculum will also be T1 funded along with professional journals (electronic) and professional development materials for the academic coach to use with teachers. Ready Common Core teacher and student workbooks will be purchased with Title 1 funds to be used as a remedial resource across the grade levels. Parental involvement supplies and activities, instructional materials, consulting services (CGI), professional learning activities/conferences with associated travel expenses, and homeless student needs are also procured through these funds. Title I funds are used to purchase technology such as IPADS, APPS and software to support classroom technology and to hire a translator when necessary for Title I meetings or the translation of Title I documents. Title II dollars fund professional learning activities, highly qualified requirements, and recruitments/retention efforts for personnel. State and local staff development dollars may be used to provide quality training for teachers based upon local needs assessments. State gifted and EIP funds primarily defray teachers’ salaries. Federal special education funds are utilized to meet specific needs of identified students at all grade levels. Local PTO money supplements KES’ program by purchasing instructional supplies for classrooms, first aid supplies, and playground equipment. State and local dollars provide the vast majority of KES resources and personnel.
10c. Coordination of Plan Development
KES’ Title I schoolwide plan was developed in tandem with other federal programs, state programs, and local initiatives. The coordinated planning was accomplished via use of a building-level leadership team, a comprehensive needs assessment process, inclusion of information present in school improvement plans and the most recent SACS report, input from school councils, and assessment data. The utilization of these sources to devise a school plan to improve student achievement ensures parental involvement and maintenance of a coordinated process while identifying each funding source’s role in the system plan. The proposed strategies, materials, and activities are considered, along with scientifically based research requirements.
11. Description of How Individual Student Assessment Results and Interpretation Will Be Provided to Parents
Parent-teacher conferences, newsletters, student work folders, agendas, report cards, progress reports, and test-score reports are used to convey results of individual local and state student assessments. Each parent receives an individual profile, which presents each student’s scores, strengths, and weaknesses for standardized assessment results. Parents of students in grades one through five have access to report card grades through PowerSchool, the online student information system.
Teachers interpret standardized and formative assessment results during Curriculum Night, the KES T1 Annual Meeting, school conferences and telephone conversations using the official GMAS parent information sheets as well as grade-level report cards, progress reports, and Classworks’ reports. For GMAS results, each parent receives an individual profile, which presents each student’s scores, strengths, and weaknesses. An interpreter or translator service through The Language Line is provided at conferences for parents who are not English-proficient.
Each student conference is unique; therefore, the teacher, parent, and/or students will identify strengths and weaknesses to develop a plan to help the student master grade-level academic standards. The T1 School-Parent Compact states this information in general terms. School and community resources that are available to support the student’s particular need(s) are also specific and are determined individually.
As students are supported through the RTI process, KES makes every effort to keep parents involved and informed about their children’s progress-monitoring (PM) results. The Student Support Team, including the parent(s), meet periodically to review PM data and to discuss academic and behavioral intervention efforts. Likewise, parents are an integral part of their children’s IEP committee where assessment results are shared, interpreted, and used in the decision-making process. In partnership with the school social workers, KES maintains attendance data and uses that information in collaboration with parents in the Attendance Support Team (AST) process to minimize student absences from instructional time.
12. Provisions for the Collection and Disaggregation of Data on the Achievement and Assessment Results of Students
The collection and disaggregation of data on the achievement and assessment results of students are provided by the state via the various reports supplied for each test and College and Career Readiness Performance Index (CCRPI) reports. Other types of data used are Classworks, Fountas and Pinnell benchmarks, and common grade-level benchmark assessments. Pioneer RESA produces disaggregated reports according to the school and district requests.
13. Provisions to Ensure that Disaggregation Assessment Results for Each Category are Valid and Realistic
The local educational agency relies upon the Georgia Department of Education to provide statistically sound standardized assessments that measure both student and school progress toward meeting CCRPI goals. Formative, summative, and standardized test data are continuously used to monitor and to evaluate student learning. State tests such as the GMAS, Third and Fifth Grade State Writing Assessments, and the Georgia Kindergarten Inventory of Developing Skills (GKIDS) are used to monitor progress yearly. Data from these assessments are disaggregated in a variety of ways, including by grade level, teacher, and subgroups.
Assessment results are communicated to all stakeholders in a timely manner. For those students who do not meet the standard on the GMAS in third and fifth grade, phone calls are made or letters are mailed to the parent or guardian to report the results and to provide the opportunity for discussing retesting. All state assessment results are discussed through parent conferences, SST meetings, IEP meetings, and/or English Learner (EL) meetings. GKIDS, GMAS, and Writing Assessment scores are also distributed to parents through report cards and/or parent conferences. Students are also able to meet with teachers individually to discuss their progress. Weekly assessments are sent home to parents through folders/agendas. School-level summative state assessment performance results are also shared through School Governance Council Meetings and the community newspapers.
Decisions for continuous improvement are considered only after review of all data. Professional learning focus and improvement efforts are directly related to data results. Each grade level reviews student data as a team to determine student strengths and weaknesses. Data informs instructional planning, and teachers identify instructional strategies that help maximize student performance in each subject level.
Included in the School Improvement Plan are SMART goals that address the learning needs of all students. A variety of state and schoolwide performance requirements are used to determine the success of the goals. KES ensures that measurable goals are written so that progress can be monitored. The KES leadership team conducts 45-day Action Plans to evaluate the School Improvement Plan and evaluates the level of implementation of each action on the SIP. The primary focus of the SIP is the implementation of standards-based classroom practices and the establishment of a positive school culture in order to increase student achievement. Results of the 45-day Action Plans for the SIP as well as achievement on overall SIP SMART Goals are shared with stakeholders, and each stakeholder provides input.
14. Provisions for Public Reporting of Disaggregated Data
KES communicates its expectations for student learning and school improvement results to all stakeholders. Communication occurs through various mediums such as email, school web page, newspaper articles, School Governance Council, Parent-Teacher Organization (PTO), school meetings, leadership meetings, and public Board of Education meetings. The reports present data as percentiles and scaled scores primarily, offering comparisons among KES, the state, the RESA district, and/or comparison group scores. Stakeholders are also informed of results with mid-term progress reports, report cards, conferences, and phone contacts. The state report card from the Georgia Department of Education is accessible on the web and is updated annually.
15. Schoolwide Plan Developed During a One-Year Period
The original Schoolwide Plan (SWP) was developed during the 2011-2012 school year, with its first year of implementation to be the 2012-13 school year. Those who facilitated plan development were Marsha Robinson, SWP consultant; Janice Darnell, DCS Director of Student Support; and Kathy Pruett, regional GaDOE Title I Consultant.
The KES schoolwide plan will be revised annually by individuals who will execute the plan, including teachers, administrators, paraprofessionals, pupil service personnel, community members, and parents.
16. Development of the Title I Plan Including All Stakeholders
The Kilough Elementary School Title I Team, which led the annual revision of the schoolwide plan, consists of staff representatives in consultation with Janice Darnell, Director of Student Support for Dawson County Schools. The KES members include a representative from kindergarten, first grade, second grade, third grade, fourth grade, fifth grade, school counselor, and principal. Title I teachers and parents are also members of the Title I Team.
Opportunities are provided for stakeholders to contribute to the development and implementation of the SWP. All certified staff have opportunities to review the SWP and to provide input and feedback. Parents are surveyed throughout the year to give input into the revision of the current SWP. The plan and results will be reviewed annually and shared with the School Council and the Parent Teacher Organization. Both the schoolwide and school improvement plan goals will be monitored and discussed yearly by the leadership team. After data are reviewed, the goals and strategies will be discussed and changed as necessary to meet the needs for student learning.
17. Availability of Plan to LEA, Parents, and the Public
The KES schoolwide plan is available to all stakeholders. The schoolwide plan will be available for review at the Kilough Elementary School Website, KES Parent Resource Room, and offices of the KES instructional lead teacher, and principal. The plan will be shared and reviewed by all members of the KES facility and staff through leadership meetings and grade-level meetings. It will also be shared with the School Council and PTO board members. Notice that the plan is available for review and comment will be posted on the KES school website. The school Global Messaging System will alert parents that the plan is available for review prior to submission. The directions and deadlines for stakeholders to submit comments and feedback about the plan will also be posted on the KES school website and in correspondence sent home to parents.
18. Schoolwide Plan Translated to the Extent Feasible into Any Language to Accommodate Parents of Participating Students
Currently, there is a low population of non-English speakers in the school community; therefore, no translation is required. However, should the service become necessary, the district will take measures to ensure translated documents are available to the greatest possible extent. Upon requests, any Title I document will be translated in any language to accommodate parents of participating students.
A Language Interpretation System was purchased with parent involvement funds from Title 1 to accommodate non-English-speaking parents at Title 1 meetings. Batteries to keep this system active will be purchased with Title 1 funds. Title I funds will also be used to hire translators for parent-student sessions and to translate communication items to parents.
19. Plan Subject to School Improvement Provisions of Section 1116
All Title 1 Schoolwide Plans are modified based on provisions in Section 1116. Title 1 schoolwide plans are modified annually based on appropriate data. The implementation of each plan is monitored by the school improvement leadership team. During the fall, the LEA facilitates a Peer Review of each school’s plan. After revisions are made to the plan (based on peer review), the plan is submitted to the LEA for approval. At mid-year, the LEA monitors the implementation of the plans by facilitating an implementation and impact checks of each school’s plan with the school improvement leadership team. If school improvement leadership teams make plan revisions during the school year, the plan is resubmitted to the LEA for approval.