SCES Title I School Improvement Plan

Seminole County Schools

Seminole County Elementary School

Title I School-Wide Plan

2010-2011

OUR MISSION

The mission of Seminole County Elementary School is to understand the uniqueness of each child and adapt to their individual needs in order for them to attain future academic success.

 School Profile

     Seminole County Elementary School, established in 1947, presently serves 803 students in grades pre-k through five.  It is located in the small community of Donalsonville, Georgia.  Donalsonville is located in Southwest Georgia and is the county seat for Seminole County.  The county has one school system composed of two schools:  Seminole County Elementary School and Seminole County Middle/High School.  Seminole County is fortunate to have the Seminole County Recreation Department, Scout groups, Seminole County Public Library, and churches, which offer a variety of programs and activities for the children.
    
With an enrollment of 803 in 2010-2011, the school has experienced little change in population over the years.  In 2010-2011, 76% of the school population is economically disadvantaged, approximately 4% of Seminole Elementary students have disabilities, less than 1% is gifted, and approximately 1.7% is ESOL students.
    
Specific characteristics that make Seminole County Elementary a unique and successful school are shared governance, a skilled staff, shared vision, teamwork, and strong leadership. Classroom and individual counseling positively impacts our students.  Parents provide proactive support by being classroom helpers, volunteer readers, PTO members, fundraiser supporters, and media center supporters.  Over 300 hours of service were logged during the 2009-2010 school year. Parents are dependable supporters of the RTI (Response to Intervention) process for their children.  The central office staff gives support and guidance as needed.  All of these components contribute to the confidence of the SCES administration, faculty, and staff to actively participate in positive change processes and a passion for education.  The school survey that was administered by the SCES parent involvement coordinator in the spring of 2010 indicates that sixty-two percent of the parents felt that they communicated well with their child’s teacher, thirty-five percent sometimes, and three percent never.
     Area 2 of the survey addressed learning at Seminole County Elementary.  Eighty-three percent of the parents felt that their child’s needs were being met; fifteen percent felt that their child’s needs were being met sometimes and less than one percent felt that their child’s needs were never met. In the area of school climate, eighty-nine percent of the parents felt that when they visited the school they felt welcome, eleven percent felt welcome sometimes and less than one percent never felt welcome.
     Seminole County Elementary School has sixty-five certified personnel which include a principal, a fulltime assistant principal, an assistant principal serving at 49%, one instructional lead teacher, a parent involvement coordinator, a media specialist, forty-three classroom teachers, three pre-k teachers, two part-time music teachers, two physical education teachers, five special education resource/inclusion teachers, one counselor and one part-time counselor.  Full-day paraprofessionals are provided for pre-k and kindergarten teachers, media specialist, and special education teachers.  SCES has one full-time nurse. The principal and instructional lead teacher serve as the school’s instructional specialists. The ILT coordinates and facilitates all RTI meetings, serves as the school’s test coordinator, and helps the teachers with all aspects of curriculum and student learning. The parental involvement coordinator supports teachers as well as coordinates activities for the school that involve parent participation.
     Character development and discipline are vital parts of our educational framework. We implements Positive Behavior Interventions and Support (PBIS) as our system-wide discipline plan for the 2009-2010 school year. SCES has a discipline team that analyzes discipline on a regular basis.
     SCES has an active Parent-Teacher Organization (PTO).  Meetings are held four times during the school year, with students regularly providing entertainment for their parents at the meetings.

Comprehensive Needs Assessment

     Seminole County Elementary School has met as a Leadership Team, a School Council, a Parent Teacher Organization, as grade level teams, and as a faculty and staff to review and discuss the best options for a comprehensive educational plan for all of our students. The following national and state mandated tests are used at SCES: Criterion-Referenced Competency Tests (CRCT), Georgia Alternate Assessment (GAA), the Georgia Writing Assessment (GWA) and the Georgia Kindergarten Inventory of Developing Skills (GKIDS). In addition, student performance data is collected and monitored using STAR Reading and state and local benchmarks. Data is also collected annually from student and parent surveys. The data has helped us draw conclusions regarding our achievement.
     The 2010-2011 school-wide plan was written for all students and groups of students which includes the subgroups of economically disadvantaged, black, and students with disabilities subgroups who are not yet meeting the State student academic achievement standard based on the following areas of need:

  • An increase in students qualifying for the free and reduced lunch program.
  • An increase in students referred for special services including the Response to Intervention (RTI), the Early Intervention Program (EIP), and Special Education programs.
  • A review of test data, Accelerated Reader growth profiles, and benchmark assessments indicates the need to strengthen students’ skills in the areas of writing and math word problems and math facts.
  • An increase in discipline referrals.

As a result of the needs assessment and implementation of our school wide Title I plan, the benefits to the students, staff, parents and community of SCES will include:

  • A continued collaboration among teachers, staff members and parents to improve student achievement.
  • Parent and community involvement as all students will receive the benefits of the Title I services.
  • An increase in participation by parents in curriculum workshop opportunities.
  • Positive attitude toward the teaching of discipline with the implementation of Positive Behavior Intervention Support (PBIS).

School-wide Reform Strategies

     School improvement is an ongoing process at Seminole County Elementary. This process includes a concentrated focus on incorporating best practices and data-driven decision making in meeting the goals of our ongoing school improvement process. SCES has always provided its students with a comprehensive school program that advances learning in a caring, safe environment. We strive to guide and teach our students to become leaders as they are learning.
     This process involved a needs assessment of the instructional program, a review of SCES’s School Improvement Plan, Parent Involvement Policy and an in-depth analysis of the various types of student data. Based on this data, the following improvement strategies have been implemented at Seminole County Elementary.

  • Georgia Performance Standards in all content areas for students in grades K-5;
  • Posting of the standards in each classroom;
  • Common planning time for grade level collaboration;
  • Test data disaggregated to identify areas of improvement by school leadership team and grade level teams;
  • Ongoing professional learning on instructional programs/strategies that are scientifically researched based (Accelerated Reader Program, Inclusion and standards-based classrooms);
  • Classroom instruction will follow the Georgia Performance Standards instructional framework where each lesson consists of a targeted standard and element, and essential question, an opening, a work period, and a closing. Graphic organizers and word walls will be used pervasively throughout each subject.
  • STAR Reading and Math probes administered three times per year for progress monitoring;
  • ILT to assist teachers and administration with instruction and the overall operation of the school;
  • Qualifying students receive instruction through EIP in the areas of reading and math;
  • Volunteer and Mentoring Program to support and advance student learning;
  • School counselors to provide additional instruction to students in the areas of safety and drug awareness at grades K-5;
  • Georgia Online Assessment System to diagnose students’ strengths and weaknesses and to provide opportunities for enrichment and/or remediation;
  • School Council
  • PTO
  • Parent Workshops highlighting curriculum areas
Instruction by Highly Qualified Teachers

     The faculty at SCES values each child’s differences academically, socially and culturally. We are dedicated to providing a learning environment that is developmentally appropriate and accommodating to all types of learning. High expectations and lifelong learning where today’s learners become tomorrow’s leaders are promoted in and out of school as well.
  • All certified staff members meet the criteria of the highly qualified teachers under the No Child Left Behind (NCLB) Act of 2001. All teachers teach within their certified areas.
  • The certified teaching staff provides an average of twelve years of teaching experience.
  • All paraprofessionals at SCES are considered highly qualified under NCLB.
  • Teachers and paraprofessionals participate in continuous improvement through graduate and professional development.
  • The Instructional Lead Teacher (ILT) and grade level lead teachers provide additional support to new teachers in enhancing their performance in the classroom.
  • The principal and ILT collaborate with all teachers to plan and evaluate instruction.
     Historically, SCES has been fortunate to have had a low teacher attrition rate. School leaders believe the low attrition rate can be attributed to SCES’s focus on teaching as well as on learning. Also, the Seminole County School System provides instructional support to facilitate the implementation of the state’s curriculum as well as training in strategies that are most effective in meeting the needs of diverse learners. SCES continues to enjoy the reputation of having a family atmosphere feeling throughout its buildings.

High Quality/Ongoing Professional Development

The alignment of district and school goals enables Seminole County Schools to provide professional learning designed to support school personnel with the effective implementation of the state’s curriculum. Also, professional learning is provided to assist teachers with meeting the academic and social needs of their students. Professional learning includes the following critical areas:

  • Response to Intervention (RTI), progress monitoring, Standards-based Classrooms, Differentiated Instruction, Inclusion/Co-teaching and research based strategies;
  • Twenty-first Century technology training i.e., Promethean Boards and United Streaming;
  • Collaboration with RESA to support the implementation of strategies in the School Improvement Plan;
  • Positive Behavior Interventions and Support (PBIS) School-wide Discipline Plan;
  • Job embedded professional learning;
  • Vertical and horizontal collaboration; and
  • Disaggregation of test data with system’s Test and Data Coordinator in order to identify areas of improvement.

Strategies to Increase Parental Involvement

At SCES, we encourage a stakeholder family oriented environment. We recognize our parents as valuable contributors in improving student achievement. We focus on the following initiatives to strengthen the home-school relationship:

  • Cultivation of a family atmosphere;
  • Requiring parents to sign the Home-School Compact form indicating that all parties agree to student academic success for the current year;
  • Implementation of the school’s Parent Involvement Policy to increase parents’ awareness of the benefits of parental involvement in the school;
  • Hosting school-wide workshops on various topics throughout the year;
  • Providing opportunities for parents to participate in PTO meetings, student performances, fundraisers, field day, Book Fair, and breakfasts/luncheons;
  • Utilizing the Parent Involvement Coordinator and school counselor between the community and home to help parents obtain necessary information and resources when needed;
  • Collaborating with local businesses to provide rewards and incentives for student accomplishments;
  • Continuation of newsletters, progress reports, flyers, and home-school communicators to support communication between parents and school;
  • Development of a parent/student handbook to be sent out at the beginning of the year that includes a calendar of events for the year and academic and non-academic information;
  • Involvement of parents on the School Council and PTO.

Plan to Assist Preschool Children in the Transition from Early Childhood

     In partnership from Bright from the Start, the Pre-K Project Director and Pre-K Assistant aid pre-k families in viewing the transitioning process from early childhood to elementary school programs. Throughout the year, the Pre-K Assistant and school administrator work to implement the following activities:

  • Vertical meetings between pre-k and kindergarten teachers;
  • Campus visits for pre-school children from early childhood programs in the community to tour the school and meet the faculty and staff;
  • Parent Orientation Open House to explain the transition process from Pre-K to Kindergarten;
  • Opportunities for Pre-K students to learn about the routines and procedures that happen on a daily basis in kindergarten classrooms; and
  • Provide support to parents with health document requirements.

Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments

     Utilization of weekly grade level meetings for all grade level members to monitor instruction and identify research based strategies and interventions to meet the needs of students;

  • Utilization of grade level meetings to develop common formative assessments and analyze student work samples;
  • Grade level planning meetings are held to provide teachers with information on assessment results and to determine effectiveness;
  • Benchmark Assessments are ongoing throughout the year.

Coordination and Integration of Federal, State, and Local Services and Programs

        Seminole County Schools coordinate all programs in accordance with federal, state, and local mandates. As a Title I school, SCES receives additional funds to support student achievement to help meet the needs of students who do not meet or exceed grade level standards. Pupil services and programs are integrated and coordinated by:

  • Hiring highly qualified teachers, paraprofessionals, and Instructional Lead Teacher, ESOL teacher, and Parent Involvement Coordinator;
  • Purchasing resources, supplies, and materials to implement the school’s instructional plan;
  • Purchasing Twenty-First century technology to support instruction;
  • Offering Early Intervention Program (EIP) to reduce class size in order to better meet the needs of at-risk students in kindergarten through fifth grades;
  • Professional learning provided for all employees;
  • Economically disadvantaged students provided free and reduced meals;
  • All students provided free snack daily.

Activities to Ensure that Low Performing Students Master the Proficient or Advanced Levels of Academic Achievement Standards

     Research based strategies and reform models are necessary in order to meet the needs of at-risk students. In order to ensure that at-risk students are provided the support needed to meet proficient or advanced levels of achievement, SCES utilizes the following:

  • Flexible grouping based on student needs;
  • Focus on Georgia Performance Standards
  • Response to Intervention (RTI) process for the identification and monitoring of at-risk students;
  • Research Based Assessments, i.e., STAR Reading, DIBELS, STAR Math;
  • Parent Workshops and Open Houses to help parents help their children reach academic potential;
  • Volunteers who provide additional support in both reading and basic facts.

Means Used to Provide Individual Assessment Results to Parents

     Assessment results are sent home to parents. Assessment results may be in the form of:

 

  • State mandated standardized and norm referenced test results (parents come by the school and pick up when the school receives parent reports);
  • Mid-term progress reports and report cards sent home each nine weeks;
  • RTI Meetings
  • Parent/Teacher Conferences

Collection and Disaggregation of Achievement Data

     The collection and disaggregation of achievement data for students are addressed through the following methods:

  • Data is kept on teacher spreadsheets by homeroom teacher and grade level. This information is located on the public drive. Information includes STAR Reading and Math scores (administered 3 times/year), DIBELS (administered 3 times/year). Data is part of ongoing progress monitoring process that aids teachers and the ILT as they address student needs.
  • State and local benchmarks are administered throughout the school year to monitor students’ progress toward mastering the Georgia Performance Standards. Results of these assessments help teachers to meet student needs and adjust instruction.

Validity and Reliability of Assessments

     Test developers make provisions to ensure national, state, and other research based assessments are reliable. Specific assessments include: CRCT, GAA, G-KIDS, Georgia Writing Assessment (grades 3 and 5), STAR Reading and Math, and DIBELS.

            Results of assessments are analyzed at both school and system levels in order to identify strengths and weaknesses in the performance of our students and/or our curriculum. At the school level, teachers use assessment results to plan instruction throughout the year.

Public Reporting of Disaggregated Data

     At SCES, state test data is shared with the community and other stakeholders through letters, newspaper articles, PTO meetings, and the school website. The information also includes the school’s AYP status. The results of these assessments are communicated in the school’s data room, the School Improvement Plan, and parent conferences.

Development of the Title I Plan (One Year Period)

     SCES’s Title I plan was developed by the school’s leadership team, School council, and PTO. The school wide plan is reviewed and revised annually by teachers, parents, and administrators. Revisions to the plan are based on continuous improvement goals and data collected throughout the year. Sign in sheets for meetings are on file in a notebook kept by the ILT.

Implementation of the Title I Plan

      The leadership team at SCES is responsible for the implementation of the Title I plan. The team consists of administrators, teachers, paraprofessionals, and parents. The team is responsible for collecting and examining survey data from various groups to develop annual goals, identify strategies to reach these goals, and evaluate progress throughout the year.

Availability of the Title I Plan


      SCES’s Title I Plan is made available to parents at the Meet the Teacher held prior to the beginning of each school year. The plan can be accessed on the school’s website throughout the year. Stakeholders may obtain a copy of the plan from school personnel.

Availability of the Title I Plan to Parents with Limited English Proficiency

      English is the primary language of the majority of students and parents at SCES. However, if the need arises in the future, the school will provide translated communications, services, and resources to students and parents with Limited English Proficiency. The ESOL teacher is available to assist with this process.

Plan Subjectivity to School Improvement Provisions of Section 1116

     SCES’s Title I Plan is subject to school improvement Provisions of Section 1116. SCES has continued to make progress as required by the No Child Left Behind (NCLB) Act of 2001. As a result, SCES has made Adequate Yearly Progress (AYP) for nine consecutive years. SCES has been named a Title I distinguished School.


For a printable copy of this plan, please click on the attachment below.

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rmiller@seminole.k12.ga.us,
Feb 15, 2011, 11:59 AM
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