Georgia Department Of Education Title I Schoolwide/School .
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanSCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Avondale ElementaryDistrict Name: DeKalbPrincipal Name: Dr. Dontae AndrewsSchool Year:2015-2016School Mailing Address:8 Lakeshore DriveAvondale Estates, GA 30002Telephone: 678-676-5202District Title I Director/Coordinator Name: Mrs. Andrea Farries-MooreDistrict Title I Director/Coordinator Mailing Address:DeKalb County School District1701 Mountain Industrial BlvdStone Mountain, Ga 30083Email Address: Andrea Farries Moore@dekalbschoolsga.orgTelephone: 678-676-0528ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)Priority SchoolFocus SchoolTitle I Alert SchoolPrincipal’s Signature:Date:Title I Director’s Signature:Date:Superintendent’s Signature:Date:Revision Date:Revision Date:Georgia Department of EducationApril 2015 Page 1 of 29Revision Date:
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanSWP Template Instructions All components of a Title I Schoolwide Program Plan and a School Improvement Planmust be addressed. When using SWP and SIP checklists, all components/elementsmarked as “Not Met” need additional development. Please add your planning committee members on the next page. The first ten components in the template are required components as set forth in Section1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page inthis document.Georgia Department of EducationApril 2015 Page 2 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanPlanning Committee Members (parents must participate)NAMEDr. Dontae AndrewsMEMBER’S SIGNATUREPOSITION/ROLESchool PrincipalDr. Candace SagersSWP FacilitatorStephanie SmithParent RepresentativesDr. Kris MullisCommunity RepresentativesDr. Virginia LucearOffice of Federal ProgramsRepresentativeDawn Robinson-McDonaldSchool CounselorTope HarrisSpecial EducationRepresentativeBrenda WalkerReading/ELA ChairAundrea WhiteheadMath ChairEric ThomasScience ChairBridgette SamuelSocial Studies ChairLucretia FordProfessional Learning LiaisonKim SiddiquiIB Coordinator/GiftedTeacherTeacher LibrarianDonna JonesGeorgia Department of EducationApril 2015 Page 3 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanSWP/SIP Components1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).A. We have developed our schoolwide plan with the participation of individuals who willcarry out the comprehensive schoolwide/school improvement program plan. Thosepersons involved were: Dontae Andrews, Candace Sagers, Stephanie Smith, DawnRobinson-McDonald, Tope Harris, Brenda Walker, Aundrea Whitehead, Eric Thomas,Bridgette Samuel, Dr. Kris Mullis, and Lucretia Ford. The ways they were involvedinclude drafting a skeleton of the SWP (Dr. Andrews, Dr. Sagers, Dr. McDonald, Mrs.Ford, & Ms. Siddiqui. The skeleton version of the SWP was given to the remainder of theSWP team for additional suggestions and feedback. Finally, the SWP was revised toreflect the suggestions and feedback given.Dontae M. AndrewsPrincipalCandace M. SagersSWP FacilitatorStephanie SmithParent RepresentativeDawn Robinson-McDonaldSchool CounselorTope HarrisSpecial Education RepresentativeBrenda WalkerReading/ELA ChairAundrea WhiteheadMath ChairEric ThomasScience ChairsBridgette SamuelSocial Studies ChairDr. Kris MullisCommunity RepresentativeLucretia FordProfessional Learning LiaisonKim SiddiquiIB Coordinator/Gifted TeacherB. We have used the following instruments, procedures, or processes to obtain thisinformation . . .As a part of strategic planning, the Avondale Elementary School Improvement PlanningCommittee developed a comprehensive needs assessment by analyzing various types ofdata throughout the school year (Georgia Milestones, GKIDS, ACCESS, and UniversalScreener).Georgia Milestones- The Georgia Milestones measures how well students in grades 3-12have learned the knowledge and skills outlined in the state-adopted content standards inlanguage arts, mathematics, science, and social studies.GKIDS- The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a yearlong, performance-based assessment aligned to the state mandated content standards. Thegoal of the assessment program is to provide teachers with information about the level ofinstructional support needed by individual students entering kindergarten and first grade.Georgia Department of EducationApril 2015 Page 4 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).Universal Screener:STAR Reading- STAR Enterprise assessments use the most sophisticated statistical andtest-creation technology and psychometrics to get more value out of each testing session.Extensive item calibration determines each test item’s difficulty in relation to thousands ofreal students, applying advanced principles of Item Response Theory (IRT) and computeradaptive testing.STAR Early Literacy- STAR Enterprise assessments use the most sophisticated statisticaland test-creation technology and psychometrics to get more value out of each testingsession. Extensive item calibration determines each test item’s difficulty in relation tothousands of real students, applying advanced principles of Item Response Theory (IRT)and computer-adaptive testing.STAR Math- STAR Enterprise assessments use the most sophisticated statistical and testcreation technology and psychometrics to get more value out of each testing session.Extensive item calibration determines each test item’s difficulty in relation to thousands ofreal students, applying advanced principles of Item Response Theory (IRT) and computeradaptive testing.Currently, we do not have any migrant students enrolled in our school. However, if wehave new enrollees, we would follow the guidelines of Dekalb County School District formigrant students policies & procedures.C. Data Analysis Chart: CCRPI 2012-2015Actual icatorsPercent of students scoring at proficient or higheron the GA Milestones ELA (required participationrate 95%)Percent of students scoring at proficient or higheron the GA Milestones mathematics (requiredparticipation rate 95%)Georgia Department of EducationApril 2015 Page 5 of 78.173.9
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section tPostElementarySchoolReadinessPredictorfor HighSchoolGraduationAchievement t of students scoring at proficient or higheron the GA Milestones science (requiredparticipation rate 95%)Percent of students scoring at proficient or higheron the GA Milestones social studies (requiredparticipation rate 95%)Percent of English Learners with positive movementfrom one Performance Band to a higherPerformance Band as measured by the ACCESS forELLsPercent of Students with Disabilities served ingeneral education environments greater than 80%of the school dayPercent of students in grade 3 achieving a Lexilemeasure equal to or greater than 650 on the GAMilestonesPercent of students in grade 5 achieving a Lexilemeasure equal to or greater than 850 on the GAMilestonesPercent of students in grades 1-5 completing theidentified number of grade specific careerawareness lessons aligned to Georgia’s 17 CareerClustersPercent of students missing fewer than 6 days ofschoolPercent of students in grade 5 passing at least 5courses in core content areas (ELA, mathematics,science, and social studies) and scoring proficient orhigher on all GA MilestonesPercent of students scoring at the highestperformance level on all GA MilestonesPercent of students with SGPs of 35 or more in 94.447.157.954.631.735.934.4715768Percent of students with SGPs of 35 or more inmathematicsPercent of students with SGPs of 35 or more insciencePercent of students with SGPs of 35 or more insocial studiesAchievement Gap Change score for ELA777366707476657062012Achievement Gap Change score for mathematics031Georgia Department of EducationApril 2015 Page 6 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).Achievement GapGap SizeExceeding the BarExceedingthe BarExceeding the BarExceedingthe BarAchievement Gap Change score for science031Achievement Gap Change score for social studies021Achievement Gap Size score for ELA000Achievement Gap Size score for mathematics000Achievement Gap Size score for science000Achievement Gap Size score for social studies000Percent of students in grades 3-5 earning a passingscore in above grade level core courses (ELA,mathematics, science, social studies) and scoring atproficient or higher on all Georgia MilestonesPercent of students earning a passing score in worldlanguage courses or earning a passing score in finearts coursesEarn/maintain STEM CertificationN/AN/A0.5.5.50N/A0Percent of fifth grade students with a completecareer portfolio by end of grade 5 (moves to face ofCCRPI in 2016-2017)Percentage of teachers utilizing the StatewideLongitudinal Data Systems -SLDS (50% of teachersgenerating an average of 50 page hits or more amonth)School or LEA-defined innovative practiceaccompanied by data supporting improved studentachievement. Examples include but are not limitedto Charter System, Georgia College and CareerAcademy, Race to the TOP, Striving Readerinitiative, dual language immersion program,Literacy Design Collaborative (LDC) and/orMathematics Design Collaborative (MDC), Responseto Intervention (RTI), Positive BehavioralInterventions and Support (PBIS), local instructionalinitiatives, etc. Practice must be reported via theCCRPI Data Collection applicationN/A00N/AN/A0N/AN/AN/AGeorgia Department of EducationApril 2015 Page 7 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).School or LEA Research/Evidence-basedProgram/Practice designed to facilitate apersonalized climate in the school. Examplesinclude but are not limited to Teachers as Advisorsprogram, mentoring program, Positive BehavioralInterventions & Supports (PBIS), service-learningprogram, peer mediation, and conflict mediationN/AN/AN/AGKIDS: 2014-2015GKIDSYearStrand# ofElementsMean # ofElements22.022.0Mean# ofElementsMeets/Exceeds17.816.1Mean 20142015Speaking & ListeningSpeaking & guage121212.012.09.17.575.562.820142015ELA TotalELA Total434343.043.033.229.077.267.42014Counting andCardinalityCounting andCardinality99.07.886.399.07.582.8Operations and AlgebraicThinkingOperations and 5Georgia Department of EducationApril 2015 Page 8 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).2014Numbers and11.00.773.6Operations in Base 102015Numbers and11.00.545.3Operations in Base 102014Measurement andDataMeasurement try666.06.05.35.187.585.320142015Math TotalMath Total242424.024.020.618.985.779.020142015Curiosity & InitiativeCuriosity & Initiative333.03.02.72.390.575.22014Creativity & ProblemSolvingCreativity & ion/Engagement 4Attention/Engagement 44.04.02.42.360.758.420142015Approaches TotalApproaches Total10.010.07.16.571.165.2201520151010STAR ReadingLongitudinal Report 2014, 2015Shows growth over multiple yearsAvondale Elementary School - Cross SectionalGradeSchool YearAug 1 - Sep 30(Fall)Percent of Students byDistrict BenchmarkCategoryStudentsTested 40 PRGradeGeorgia Department of EducationApril 2015 Page 9 of 292539 PR1024 PR19 PR
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).1Grade2Grade3Grade4Grade52014 - 2015 Grade1729%214%129%229%22013 - 2014 Grade15155%2814%718%914%72014 - 2015 Grade27445%3315%1115%1126%192013 - 2014 Grade28744%3817%1511%1028%242014 - 2015 Grade37933%2619%1520%1628%222013 - 2014 Grade37037%2613%920%1430%212014 - 2015 Grade47732%2514%1125%1929%222013 - 2014 Grade47242%3022%1613%924%172014 - 2015 Grade56035%2128%1722%1315%92013 - 2014 Grade56438%2411%727%1725%162539 PR1024 PR19 PRSTAR MathLongitudinal Report 2014, 2015Shows growth over multiple yearsAvondale Elementary School - Cross SectionalGradeGrade1School YearAug 1 - Sep 30(Fall)Percent of Students byDistrict BenchmarkCategoryStudentsTested 40 PR2014 - 2015 Grade14088%353%18%33%12013 - 2014 Grade17079%5510%77%54%3GradeGeorgia Department of EducationApril 2015 Page 10 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).2Grade3Grade4Grade52014 - 2015 Grade27650%3816%1220%1514%112013 - 2014 Grade29151%4616%1519%1714%132014 - 2015 Grade37859%4615%1212%914%112013 - 2014 Grade37257%4114%1013%917%122014 - 2015 Grade47646%3520%1521%1613%102013 - 2014 Grade47446%3416%1220%1518%132014 - 2015 Grade56057%3417%1020%127%42013 - 2014 Grade56650%3312%821%1417%2539 PR1024 PR19 PREarly Literacy NumeracyLongitudinal Report 2014, 2015Shows growth over multiple yearsAvondale Elementary School - Cross SectionalGradeSchool YearAug 1 - Sep 30 (Fall)2014 - 2015Kindergarten Kindergarten2013 - 2014KindergartenGrade 12014 - 2015 Grade 12013 - 2014 Grade 1Percent of StudentsbyDistrict BenchmarkCategoryStudentsTested 40 6%6316%1510%108%84667%319%413%611%5Georgia Department of EducationApril 2015 Page 11 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan1.A comprehensive needs assessment of the entire school, (including taking into accountthe needs of migratory children as defined in Section 1309(2)) that is based on information whichincludes the achievement of children in relation to the state academic content standards and thestate student academic achievement standards described in Section 1111(b)(1).D. Strengths Identified: Percent of students scoring at proficient or higher on the GA Milestones ELAincreased 5% from 79.1 in 2014 to 84.0 in 2015. Percent of students with SGPs of 35 or more in ELA increased from 57% in 2014to 68% in 2015. Achievement Gap Change score for ELA increase from 1 in 2014 to 2 in 2015. Percent of English Learners with positive movement from one Performance Bandto a higher Performance Band increased from 76.2 in 2013 to 85.4 in 2015. Percent of students in grades 1-5 completing the identified number of gradespecific career awareness lessons increased from 0% in 2014 to 99.5% in 2015.E. Weaknesses Identified Percent of students scoring at proficient or higher on the GA Milestonesmathematics decreased 4% from 78.1% in 2014 to 73.9% in 2015. Percent of students with SGPs of 35 or more in mathematics decreased 7% from73% in 2014 to 66% in 2015. Percent of students scoring at proficient or higher on the GA Milestones sciencedecreased 2% from 68.4% in 2014 to 66.0% in 2015. Percent of students with SGPs of 35 or more in social studies decreased 8% from70% in 2014 to 62% in 2015. Percent of students in grade 3 achieving a Lexile measure equal to or greater than650 on the GA Milestones decrease 9% from 54.9% in 2014 to 45.5% in 2015. Percent of students in grade 5 achieving a Lexile measure equal to or greater than850 on the GA Milestones decrease 4% from 58.1% in 2014 to 53.9% in 2015. The mean % elements of students meeting/exceeding on GKIDS decreased inevery strand from 2014 to 2015.2.Schoolwide reform strategies that: Provide opportunities for all children to meet the state’s proficient and advanced levels ofstudent academic achievement described in Section 1111(b)(1)(D).The ways in which we will address the needs of all children in the school particularlythe needs of students furthest away from demonstrating proficiency related to theState’s academic content and student academic achievement standard are:Georgia Department of EducationApril 2015 Page 12 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanMeasurable Objectives Addressed Increase the number of students who meet/exceed in Mathematics on the spring 2016Georgia Milestones Assessment by 5%. Reduce the number of Level 1 students in Science on the spring 2016 GeorgiaMilestones Assessment by 5%. Increase the number of students who meet/exceed in Social Studies on the spring 2016Georgia Milestones Assessment by 5%. Increase the number of students who meet/exceed in Reading on the spring 2016Georgia Milestones Assessment by 5%.Instructional Strategies Chosen To Address Need Supplemental Title I Funded Staff: Academic Data CoachParaprofessional Providing after school tutorial programThe after school program will be an additional safety net for remediation of standardsin Reading and English Language Arts. The additional reading time will help toincrease literacy comprehension, information and media literacy, and sentenceconstruction. Maintaining additional math time will help to increase numbers andoperations, measurement and data analysis, geometry, and algebra. The academic datacoach will provide professional learning to the faculty based on assessment needs,observations, and teacher input on areas that need improvement.The ways in which we will address the needs of all children in the school, particularlythe needs of students furthest away from demonstrating proficiency related to theState’s academic content, and student academic achievement standard are as follows:Examples: Data analysis from Common Assessments, Early Literacy/Numeracy, and STARMath, and other classroom assessments Common planning Adjust content, process, product, and learning environment as needed Differentiation of instruction based on skill level, exceptionality, or learning style Centers/workstations Small groups/guided reading and math operationsGeorgia Department of EducationApril 2015 Page 13 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan2(b). Are based upon effective means of raising student achievement.Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting oureffective methods and instructional practices or strategies.Targeted Remediation- *Hock, Pulvers, Deshler, & Schumaker (2001). The effects of anafter-school tutoring program for at-risk students: New York, Pearson.Academic Data Coach-*Knight, J. & Cornett, J. (2007). Studying the Impact of InstructionalCoaches. Kansas Coaching Project, 1-27.*McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategiesfor working effectively with paraprofessionals. Beyond Behavior, 19(2), 2-6.*United States Department of Education. (2000). Identifying and Implementing EducationalPractices Supported by Rigorous Evidence: A User Friendly Guide. Washington, rousevid/rigorousevid.pdfCommon Core Math training- *Ysseldyke, J. (2008). Use of a Progress Monitoring Systemto Enable Teachers to Differentiate Mathematics Instruction: Minnesota, Journal of AppliedSchool Psychology, vol 24, 1-28*The National Council of Teachers of Mathematics (NCTM) strongly emphasizes theimportance of manipulatives in math education, particularly at the elementary level, as state inthe publication, Curriculum and Evaluation Standards for School Mathematics.Provide Early Intervention Prevention- *Supon, V. (2008). High Stakes testing: strategiesby teachers and principals for student success: New York, Journal of Instructional Psychology,1-3.Instruction Standard 2: 2.7/ Performance/ Action 2Performance actions selected from the Georgia DOE School Keys Implementation Resourcesare predicated on scientifically based research. In identifying these School Keys, the Divisionof School and Leader Quality of the Georgia Department of Education along with itscollaborative partners aligned the School Keys with the research by Dr. Robert Marzano in themeta-analysis, What Works in Schools (2003), School Leadership that Works, (Marzano,Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges andSchools Council on Accreditation and School Improvement. Use effective methods and instructional strategies that are based on scientifically based researchthat:ostrengthen the core academic program in the school.o increase the amount and quality of learning time, such as providing and extendedschool year and before- or after-school and summer programs and opportunities,and help provide an enriched and accelerated curriculumo include strategies for meeting the educational needs of historically underservedpopulationsWe will increase the amount and quality of learning time by providing after schooltutorials. We will group students not meeting standards according to assessment resultsGeorgia Department of EducationApril 2015 Page 14 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Planand assign to safety net instruction which occurs before, during and after school. Theseprograms will include: After school tutorial:- Extending the learning time Increasing the efficiency of lesson delivery (Academic Data Coach) Increasing the efficiency of classroom time (Academic Data Coach) Lesson Planning & Collaboration (extended planning, Academic Data Coach) Technology – Assessments, Accelerated Reading and REFLEX Math, TechnologyTeacher Specialist Math and Reading with an additional teacher in homerooms with the greatestidentified need. Morning Study Hall for students needing additional Reading and Math Support. During school tutorial provided by volunteer tutors. Include strategies to address the needs of all children in the school, but particularly the needs oflow-achieving children and those at risk of not meeting the state student achievement standardswho are members of the target population of any program that is included in the schoolwideprogram which may include:ooocounseling, pupil services, and mentoring services;college and career awareness and preparation, such as college and careerguidance, personal finance education, and innovative teaching methods, whichmay include applied learning and team-teaching strategies; andthe integration of vocational and technical education programs; andWe will address the needs of all children in the school, particularly the needs of low-achievingchildren and those at risk by providing the following: Monthly Character Education program Monthly IB learner profile/traits incentive Student of the Month Monthly Attendance Celebration Monthly REFLEX Math Champions/classroom winners Monthly OPEN Book Word Builder Champions Address how the school will determine if such needs have been met; ando are consistent with, and are designed to implement, the state and localimprovement plans, if any.We will monitor all students especially the low-achieving students through RTI, data teammeetings, benchmark assessments, end of chapter / unit tests, progress monitoring, SST, OPENGeorgia Department of EducationApril 2015 Page 15 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement PlanBook Data Reports, REFLEX Math Data Reports, student portfolios, and teacher madechecklists.3.Instruction by highly qualified professional staffAvondale Elementary has 40 teachers and 1 data coach with a range of experience from one yearto twenty-eight years. 100% of the teachers at Avondale Elementary are highly-qualifiedaccording GPSC and GaDOE standards. Educational experience for the faculty is as orateNumber of People171922Avondale Elementary develops and maintains policies, procedures, and protocols to ensure asupportive school environment for each teacher through the following. Assigns mentors to teachers new to the profession to address concerns, providecontinuous support and feedback through informal observations and Focused Walks. Assigns mentors to teachers new to the building to address concerns Provides continuous support and feedback through informal observations and FocusedWalks. Provides mentors to veteran teachers upon request. Schedules a formal time for mentors and mentees to meet monthly. Provides guidelines to mentors regarding how to effectively serve in their roles. Schedules meetings with the IB coordinator once a month to receive training on effectiveimplementation of the International Baccalaureate Primary Programme. Utilizes the Sunshine Committee in building and maintains a positive work environmentthrough monthly treats.New teachers will attend New Teacher Orientation and continue support through the ProfessionalLearning Department with four additional sessions. They will also participate in an orientationsession at Avondale ES conducted by the principal. All other professional learning will betailored to the needs of the individual teacher. Furthermore, new teachers will receive additionalsupport through the Teacher Support Team.4.In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professionaldevelopment for teachers, principals, and paraprofessionals and, if appropriate, pupil servicespersonnel, parents, and other staff to enable all children in the school to meet the state’s studentacademic achievement standards.Georgia Department of EducationApril 2015 Page 16 of 29
Georgia Department of EducationTitle I Schoolwide/School Improvement Plan4.In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professionaldevelopment for teachers, principals, and paraprofessionals and, if appropriate, pupil servicespersonnel, parents, and other staff to enable all children in the school to meet the state’s studentacademic achievement standards.A. We have included teachers, principals, and paraprofessionals and, if appropriate, pupilservices personnel, parents, and other staff in our staff development that addresses theroot causes of our identified needs. Staff attendance at local, state, and federal conferences Parent opportunities offered through PTA and other volunteer opportunities Attendance of staff at staff development opportunities on the local and county level Participation of the staff working on higher level degrees Attendance and participation on our local school council, including administration,teachers, and parents involved in local businesses. Inclusion of Partners in Education through tutoring, mentoring, volunteering, andfinancial support. Higher-order thinking skills – Inquiry based learning, Depth of Knowledge, ThinkingMaps, Multiple Intelligences in-services. Differentiated instruction – Online class on differentiated instruction offered throughDCSS and courses offered through Metro RESA. Students’ personal efficacy and responsibility – Training for parents to help themsupport their student. Training on how to conduct student led conferences. Training on implementing T
Georgia Milestones- The Georgia Milestones measures how well students in grades 3-12 have learned the knowledge and skills outlined in the state-adopted content standards in language arts, mathematics, science, and social studies. GKIDS- The Georgia Kinde
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