Georgia Department of Education Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Centennial Academy

District Name: Atlanta Public Schools

Principal Name: Carol Santos

School Year:

2016 - 2017

School Mailing Address: 531 Luckie Street, Atlanta, GA 30313 Telephone: 404-802-8550 District Title One Director/Coordinator Name: LaDonna Jones District Title One Director/Coordinator Mailing Address: 130 Trinity Ave, SW, Atlanta, GA 30303 Email Address: [email protected] Telephone: 404-802-2725 ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School

Focus School

Title I Alert School

.

Subject Alert

List Subject(s)

Graduation Alert

List Subgroup(s)

Sub-Group Alert

List Subgroup(s)

Principal’s Signature:

Date: 9/27/2016

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: 9/27/2016

Revision Date:

Revision Date:

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions Notes: • Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA. •

While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan.

•

Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development.

•

Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school.

•

Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/SchoolImprovement-Services/Documents/School%20Improvement%20Fieldbook%2020122013.pdf.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Title I Schoolwide/School Improvement Plan Planning Committee Members: NAME Carol Santos Alison Shelton Daymon Arnold Lakesha Goff Stephanie Hodges

MEMBER’S SIGNATURE

POSITION/ROLE Head of School (Principal) Associate Head of School, Academic Affairs Assistant Head of School, Student Life Dean of Academics

Erika Hall

Academic Coordinator (Instructional Coach), Lower Academy Academic Coordinator (Instructional Coach), Middle Academy Academic Coordinator (Instructional Coach), Upper Academy Gifted Teacher School Advancement Coordinator Parent

Joni Chandler

Parent Liaison

Dr. Lanre Osindele

School Improvement Specialist, Metro Resa Family Academic Engagement Specialist Atlanta Public Schools, Office of Innovation Title I Compliance Analyst, Atlanta Public Schools

Ursula Borland Leah Robinson Adele Pollard Tequila Lamar

Jason Allen

LaDonna Jones

Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP Components *1.

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Response: A) We have developed our Schoolwide Plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved are listed in the above chart “Planning Committee Members.” Additional persons were involved as relates to the particular objective being addressed. The ways they all were involved include the following: a) Planning Committee i) Established the key components of the Schoolwide Plan and School Improvement Plan and to determine sub-teams/committees to carryout particular objectives. ii) Discussed and developed the Title I and School Improvement budgets iii) Monitored student data by subgroup to determine status and progress toward meeting State Targets. iv) Established a High Potential component to collaborative planning in order to track and respond to students who can move from Proficient to Distinguished. b) Leadership Team includes the Head of School, Associate Head of School, Assistant Head of School, Dean of Academics, Dean of Students and Business Operations Manager. i) Addressed student attendance and discipline monitoring processes and procedures, involving the School Information Specialist, Records Clerk, and School Counselors as additional team members ii) Addressed enrollment and withdrawal monitoring processes and procedures, involving the School Information Specialist, Records Clerk, and School Counselors as additional team members iii) Revised master schedule to ensure time and resources are allocated to allow school to reach goals in all core content areas. iv) Implemented programs and ensured the resources to support intervention, educational and professional development programs to ensure student progress and growth. v) Implement and monitor a parental involvement plan. Provide training and resources for parents and students. (Also involves FAE Specialist, Parent Liaison, School Advancement Coordinator, and School Receptionist) c) GAP and Progress Team includes the Associate Head of School for Academic Affairs, Dean of Academics, School Counselors (3), MRESA SIS, and the School Advancement Coordinator i) Established GAP strategies to develop, implement, and monitor initiatives for the Lowest Quartile with particular focus on grades 3-4 in all content areas and Social

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*1.

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Studies in all grades. ii) Established Progress Strategies to develop, implement, and monitor initiatives for Developing and Proficient “Bubble” Students to facilitate rigorous instruction and higher academic achievement in order to move them to the next level of Proficient and Distinguished. d) Intervention Team includes School Advancement Coordinator, Academic Coordinators, DSE Specialist, DSE teachers and classroom teachers. i) Monitored student data by subgroup to determine status and progress toward meeting State Targets. ii) Group students not meeting standards according to assessment results and assign them to instruction that occurs before, during and after school. e) Academic Affairs Team includes Associate Head of School for Academic Affairs, Dean of Academics, Academic Coordinators/Instructional Coaches (3), DSE Specialist and RTI/SST Coordinator i) Provide adequate resources (personnel, time, and technology, and materials) to support teacher efficacy and student achievement through professional learning and monitoring ii) Conduct follow-up training for general and special education teachers within and across all content areas iii) Provide teacher mentoring program based on career stages iv) Offer Professional Learning courses developed based on teachers’ needs f) Student Life Team includes Assistant Head of School for Student Life, Dean of Students, School Counselors, DSE Specialist and RTI/SST Coordinator. i) Monitor student and teacher Attendance data and implement parent and student communication plan to address problematic attendance and tardy trends and to encourage perfect attendance. ii) Monitor Discipline data and implement parent and student communication plan to address problematic discipline trends and encourage positive behaviors. iii) Provide celebrations for students, parents, teachers and community members. (Also involves Head of School, Special Events Committee, School Advancement Coordinator)

B) We have used several instruments, procedures, or processes to develop the plan and obtain the information, which has been and will be updated by periodically reviewing data and providing supporting information for the established FY’17 goals. The specific data used includes:

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*1.

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. a) 2014 and 2015 CCRPI data which produced a Focus School designation for three years ending 2018;

b) 2015 and 2016 Georgia Milestones Assessment data c) 2014-2015, 2015-2016 and 2016-17 Computer Adaptive Assessment Data in the areas of reading and mathematics;

d) Adaptive Screeners: i) Star Early Literacy, Star Reading and Star Math ii) Woodcock Assessments; Comprehensive Test of Phonological Processing iii) Quarterly Pre/Post Tests iv) Infinite Campus data (attendance, discipline, sub-group information) C) We have taken into account the needs of migrant children. Presently the district, nor the school has a migrant population in need of service. We follow the following procedures to account for Migrant Children: To ensure compliance with Title I Part-C (Migrant Education), GaDOE Occupational Survey questions have been incorporated within APS Student Enrollment Form. If yes, responses to any of these questions are received, the name and contact information is forwarded to the ABAC Migrant Education Consortium to determine Migrant status and eligibility for program services and support. Students who are deemed eligible for Migrant education program services, receive support at their local school and offered additional academic support, resources and other services coordinated by the ABAC consortium. Student grades and progress reports from their home school are used to identify their weakness and determine if additional support is needed. Tutorial sessions are designed to address deficiencies and to ensure students master skills required to meet academic standards. D) We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example the tables below show the school’s achievement data in comparison to State as well as other schools in its geographic area. a) We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including i) Economically disadvantaged students ii) Students from major racial and ethnic groups iii) Students with disabilities iv) Students with limited English proficiency b) The data has helped us reach conclusions regarding achievement or other related data.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*1.

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. i) The major strengths we found in our program were . . . (Be specific. Example: not just reading – indicate fluency, comprehension, etc.) ii) The major needs we discovered were . . . iii) The needs we will address are . . . iv) The specific academic needs of those students that are to be addressed in the schoolwide program plan will be . . . v) The root cause(s) that we discovered for each of the needs are . . . (How did you get in this situation? What are some causes?) c) The measurable goals/benchmarks we have established to address the needs are . . .

 

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*2.

Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are (list strategies to be used)… •

Early Intervention Program (EIP) and Instructional Support Program (ISP) – EIP and ISP teachers will support identified students on specific needs as outlined on EIP checklists/state guidelines inside the classroom (with the classroom teacher) or in small groups outside the classroom in a pull-out configuration.

•

Department of Special Education (DSE) – An interrelated teachers and associate teacher will support identified students who have an IEP with specific skills/concepts identified in small group or individual configurations.

•

Social Emotional Learning Teacher (SEL) – The SEL and School Counselors will support identified students who reside in either of the five transitional housing establishments within our school zone. The support will identify academic and emotional supports to ensure all students (regardless of students’ length of stay) are successful.

•

English Speakers of Other Languages (ELL) – The Itinerant ELL teacher and associate teacher will support limited English proficient students on identified skill needs.

•

Through our partnership with the Everybody Wins mentoring program, volunteers from the Food and Drug Administration are paired with students identified with reading deficiencies. Students meet with their mentor once a week during lunch to read and discuss various genres. Through this program, our students benefit from positive role models and career awareness as well as enhancing their reading fluency. Specific questions that are aligned to standards-based instruction have been created to continue the high-level questioning that will enhance student achievement on assessments.

•

Inclusion of Co-Teaching Practices will be infused in the classroom; these practices improve the instructional approach for reaching the wide range of students needs in an effort to provide a depth and richness of instruction that leads to powerful learning for all students.

2(b). Are based upon effective means of raising student achievement. Response: Following (or in our appendices) are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies (cite research that supports selected strategies)…

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Use of the Classroom Instruction that Works Strategies • Setting Objectives and Providing Feedback • Reinforcing Effort and Providing Recognition • Cooperative Learning • Cues, Questions and Advance Organizers Classroom Instruction that Instruction Research-based strategies for increasing student achievement, 2012, 2 Edition Marzono, Robert nd

Use of Teach Like a Champion 2.0 Techniques that put students on the Path to College • Planning for Success • Begin with the End • 4 M’s • Post It • Double Plan PBL Workbook Innovative Teaching Classroom Instruction that Instruction Research-based strategies for increasing student achievement, 2012, 2 Edition Marzono, Robert nd

Use of Teach Like a Champion 2.0 Techniques that put students on the Path to College, 2015, Lemov, Doug 2(c). Use effective instructional methods that increase the quality and amount of learning time. Response: We will increase the amount and quality of learning time by (before/after school, summer school, Saturday school, block scheduling)… •

Extended Learning Program – students identified by the state as not meeting standard and/or who are in the lowest quartile of reaching the state’s average will receive ∼ Before School Tutoring – Beginning August 31, 2015 students in all grade levels will be able to receive instructional tutorial support in the core content areas. Grade level teachers and additional support personnel will be available from 7:30-7:50 each morning totaling 100 minutes of tutorial opportunities each week. ∼ After-School Tutoring – Beginning August 31, 2015, 60 minutes of tutorial support will be offered by each teacher and coordinated with the team to provide a comprehensive tutorial schedule. ∼ Intervention Block - 45-60 of intervention support daily, built in to the instructional day in addition to the regular core content requirements; totaling 225300 minutes

Georgia Department of Education Title I Schoolwide/School Improvement Plan

2(c). Use effective instructional methods that increase the quality and amount of learning time. ∼ Fall & Spring Intersession - 10 days of instruction during the Fall/Spring Intersession. 240 minutes/day = 2,400 minutes of additional instructional time •

Differentiated Instruction embedded in our school-wide plan and professional development. Instruction will be differentiated based upon skill groups, both heterogeneous and homogeneous. Small, flexible learning groups will be established based upon content/topic, process (activity), and/or complexity of a product (performance task) that the student must develop to demonstrate mastery. The classroom teachers will ensure appropriate levels of academic rigor and understanding and will utilize a variety of ways in which students will be grouped.

•

Comprehensive Instructional Coaching Model - In addition to the instructional methods within the classroom, Instructional Coaches will support the teaching and learning within the classroom – supporting all teachers regardless of tenure to disaggregate assessment data, provide rigorous instruction to all students, developing collaborative professional learning teams to support students. The Instructional Coaches will identify the research-based strategies identified in section 2(b) to increase the teachers’ competency levels and capacity. In addition, the Instructional Coaches will receive high level mathematical training from Eureka Mathematics personnel to ensure fidelity of implementation is achieved.

•

Extended Tutorial Sessions - Our year round calendar increases the probability that the student needs will be met more effectively through remedial and enrichment instruction in Extended Tutorial. This provides early intervention throughout the year for students who require additional academic support. Intersession occurs at the end of each nine- week quarter for a two-week period in the fall and the spring and for a one-week period in the winter. Identified students who are at risk of not meeting standards are required to attend including students in the Program for Exceptional Children (PEC) program; students in the Student Support Team (SST) process; as well as students in transitional housing are accommodated during all three Extended Tutorial Sessions. Student performance levels are monitored through pre- and posttests, essential skills checklists, and teacher observation. Students who receive transportation during the year will be afforded the opportunity to receive transportation through APS transportation, funded through our Title I money.

•

Kendore Writing - In preparation for Georgia Milestones Assessment which involves constructed response to prompts, each teacher received explicit training in Kendore Writing – constructing quality sentences, effective communication in written form. In addition, teachers will receive training in lesson plan development, literature selections and graphic organizers to support students in the following domains: Ideas, Organization, Style, and Conventions. The school has developed a scope and sequence which includes quarterly/yearly benchmarks as well as Editing/Proofreading Checklists encompassing common language and systematic coding.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

2(c). Use effective instructional methods that increase the quality and amount of learning time. • Before/After School Tutorial – Identified students will be afforded before and/or after school tutorial for a minimum of one additional day per week for a minimum of 1 hour of tutorial support. The teachers will be paid an hourly Teacher Tutor payment for the hours worked, funded through Title I. The students will receive targeted assistance in the areas of deficiency. •

Maximized Instructional Time • 90 • 90

minutes Reading/Language Arts minutes Mathematics

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). Response: During the year, three major data collection periods, beginning, middle and end of year. During each data collection period, students receive the support of the most appropriate support program. Tier I – all students receive the standards-based instruction in all content areas. Tier II – identified students (based on formal data collection or other informal data sources) receive additional support to increase/maintain mastery of grade level standards Tier III – after students who receive the additional supports in Tier II are not responding to the availed supports, additional strategies and interventions are discussed and documented for a minimum of 12 weeks; Tier IV – after the effective use of the 12 weeks of interventions, the team moves to gain more information with the possibility of receiving special services. The following is a list of programs at Centennial Academy: • Challenge Program The Challenge teaches will support the gifted students with enrichment on identified skills/concepts during whole day of pull-out instruction on a daily basis. (Tier IV) •

Early Intervention Program (EIP) - Early Intervention Program (EIP) and Instructional Support Program (ISP) – EIP teachers will support identified students on specific needs inside the classroom (with the classroom teacher) or in small groups outside the classroom in a pull-out configuration. (Tier II)

•

Department of Special Education (DSE) – A dedicated Interrelated Teacher will provide students with direct instruction as outlined in each student’s IEP. The Interrelated Teacher is supported by a paraprofessional in delivering the adequate amount of instructional units to each identified student. (Tier IV)

Georgia Department of Education Title I Schoolwide/School Improvement Plan

•

English Language Learners (ELL) - An itinerant ELL teacher will support limited English proficient students on identified skill needs. The ELL teacher will utilize the ACCESS scores to effectively address the areas of expressive and receptive language. The ELL teacher and the classroom teacher will ensure WIDA standards are addressed in all lessons and the student receives appropriate support. Tier (II)

•

Interrelated Resource (IRR) – An interrelated teacher and paraprofessional will support identified students who have an IEP with specific skills/concepts identified in small group or individual configurations. (Tier IV)

•

Transitional Student Support (TSS) – The SEL Teacher and school counselors/social worker will support identified students who reside in either of the two transitional housing establishments within our school zone. The support will identify academic and emotional supports to ensure all students (regardless of students’ length of stay) are successful. (Tier II)

2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia. Response: We will not be using Title I funds to support Field Trip expenses. *3. Instruction by highly qualified professional staff. Response: According to the standards established by the State of Georgia, the percent of highly qualified teaching personnel at Centennial Academy is 100%. *3(a). Strategies to attract highly qualified teachers to high-needs schools. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia (use HiQ report and school staff roster and describe how certification deficiencies are being addressed)… As we work to attract highly qualified teachers, Centennial Academy works with Edison Learning, Carney Sandoe & Associates, Educator’s Ally, Nemnet to actively recruit teachers on an on-going basis from local colleges and universities, local job fairs and online recruitment agencies. Student teachers from colleges and universities are placed at the school for student teaching; specifically Georgia State University. The school’s website is used to provide the public with information regarding our accomplishments, achievement, community partnerships and school-wide initiatives and programs. The school’s targeted recruitment process begins in January, using a multi-level

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*3(a). Strategies to attract highly qualified teachers to high-needs schools. interviewing process in which potential candidates complete an initial phone screening, followed by a school-level invitation to an Educator Search Night where teachers take a school tour, learn more about our charter goals and complete a collaborative task; followed by a formal interview. If the candidate is selected to move forward with the process, the candidate conducts a sample lesson at the school. Non-highly qualified teachers are provided assistance to become highly qualified. All resources are coordinated with the School’s Business Operations Manager to ensure all teachers reach Highly Qualified status as soon as possible. *4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. Response: A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example . . . The focus of the professional development for the 2016-2017 school year will be centered on the State’s expectations for effective teaching. On-Site Training – Eureka Mathematics Training – Mathematics teachers in grades K-7 will receive continued follow up professional development coordinated by our Academic Coordinator for the Middle Academy, as her academic leadership focus is Eureka Mathematics. Orton Gillingham Mathematics Training – The OG Math approach provides a focus on foundational math skills while using visual and interactive demonstrations so that students understand “WHY” as well as “HOW” for each math concept and topic. Lessons focus on developing essential math skills and fluency while combining continual, ongoing assessment. This is known as diagnostic prescriptive instruction. Cognitively Guided Instruction – Cognitively Guided Instruction (CGI) is a professional development program that increases teachers’ understanding of the knowledge that students bring to the math learning process and how they connect that knowledge with formal concepts and operations. Response to Intervention Training/High-Quality Intervention Programming – Teachers will receive on-going RTI/Intervention Programming throughout the school year. The school’s SST/RTI Coordinator will provide an overview of the Tiers of instructional support, outline specific intervention strategies that yield the highest impact on student learning, train teachers on the execution of the interventions and progress monitoring. The Kendore Workshops – This training presents a multisensory approach to teaching reading, writing and spelling across the curriculum. Teachers receive on-going professional development

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. with the skills necessary to teach phonemic awareness, the alphabetic principle (phonics), vocabulary, fluency and comprehension. Teachers and students become involved in a process of discovery and learning in a fun, yet cognitive way that lasts a lifetime. Continuous assessments guide educators in making decisions regarding implementation for a differentiated delivery model. Teachers receive on-going professional development with the skills necessary to teach phonemic awareness, the alphabetic principle (phonics), vocabulary, fluency and comprehension. Teachers and students become involved in a process of discovery and learning in a fun, yet cognitive way that lasts a lifetime. Continuous assessments guide educators in making decisions regarding implementation for a differentiated delivery model. Project Based Learning (Buck Institute) Training – Project Based Learning Core Teachers along members of the school’s Leadership Team participated in 3 days of training and lesson plan development using Project Based Learning strategies at the Buck Institute. The PBL Core Teachers, Academic Leaders and Buck Institute trainers led three days of PBL training with the entire teaching faculty as part of pre-planning. The PBL lesson plans were aligned with Common Core Georgia Performance Standards (CCGPS)

B. We have aligned professional development with the State’s academic content and student academic achievement standards. The professional development directly ties to the state’s adoption of the CCGPS, the implementation of the Teacher Keys Effectiveness System (TKES), and professional learning geared to our areas of need – mathematics and science. C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems through the use of allocated funds to pay for local, off-site professional development sessions, allocated funds for needed professional reading materials/supplies for staff development, allocated money for teacher stipends, and allocated money for substitute pay. D. We have included teachers in professional development activities regarding the use of academic assessments such as universal screeners, pre/post assessments, benchmark assessments, assessments and formative assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: • • • •

Data Disaggregation Creation of specific tutorial, extended tutorial sessions targeted at specific students Creation of flexible groupings based on ability and interest Development of Differentiated tasks – based on content, process and product

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*5.

Strategies to increase parental involvement. In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered. Response: A) We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy by inviting them to participate in the planning meetings, held three times during the academic year. Parents are a part of the planning process for parental involvement, executing a fall parent survey to find out their needs, provide small group sessions for parents to learn parenting/involvement strategies. B) We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community, by planning process for parental involvement, executing a parent survey to find out their needs, provide small group sessions for parents to learn parenting/involvement strategies. We have developed a parent involvement policy included in our appendices that include: a) Strategies to increase parental involvement (such as family literacy services) b) Describes how the school will provide individual student academic assessment results, including a interpretation of those results c) The comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters) d) Compacts required – include with policy e) Parent Involvement checklist included f) Grade level Parent Learning Guides C) We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by advertising the meeting in three methods – paper collateral (book bag distribution), email blasts, website calendar, school app, telephone robo-calls (based on Infinite Campus information), and posters in the main hallway. Parents will receive electronic versions of documents when possible; in addition, parents will receive documents via mailing. This supports a method to communicate with parents during the intersession breaks about pertinent information, workshops or events during the year. The school will also implement a 3 day a week, weekly parent communication plan for communicating 1) school announcements for the week, 2) community events and 3) highlights of the week and forecast of what’s to come. D) We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by conducting satellite parent meetings in various locations in our attendance zone. In addition, parents will be offered

Georgia Department of Education Title I Schoolwide/School Improvement Plan

the opportunity to participate in morning meetings and evening meetings. We will also provide virtual meeting opportunities whenever possible. E) We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by providing parents with suggestion boxes, use of the parent resource area to review the Schoolwide Plan as well as participate in, at least, quarterly Leadership Chats to ask pertinent questions in relation to the teaching & learning process at Centennial Academy. F) We will jointly develop with parents of participating children a school-parent compact, or Grade Level Parent Learning Guide that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by establishing a planning meeting of parents, administer a school survey concerning parental involvement and updating the schoolparent compact of how to support the learning process. Our school employs a Parent Liaison, School Advancement Coordinator and School Receptionist and SEL Teacher (for homeless families) to support the efforts of bridging the home/school connection. The Home School/Parent Liaison supports the School Advancement Coordinator and Academic Affairs and Student Life Teams in organizing workshops for parents (examples include but are not limited to how to be an effective room parent, how to assist with homework, effective ways to get involved at your child’s school, effective use of the online grade book system – Infinite Campus, etc.); organizes parent volunteer efforts at the school (examples include but are not limited to: reading to students, organizing a book club for parents/kids, organizing parent-teacher conferences, etc.); creating and distributing flyers concerning upcoming events; keeping the parent board up-to-date with needed information; organizing and outfitting the Parent Center with educational games for check out, books on parenting, software, educational books, etc.) G) We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by providing parent learning opportunities through Parent University opportunities (monthly sessions to support the teaching & learning process and effective supportive strategies at home). H) We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by opening the Parent Center, located in the media center, which will be loaded with parental supports, materials for take-home activities – in

Georgia Department of Education Title I Schoolwide/School Improvement Plan

particular mathematics and science. It is our goal to inform every parent on the best practices and policies that affect their child’s education in Georgia. We strive to meet this goal by providing the support and resources through workshops, library materials available for check-out, and a clear explanation of current verbiage found in Common Core Georgia Performance Standards (CCGPS) and other curricular initiatives. It is evident that parents support the mission of the school by their active involvement in the PTA, volunteer program, and participation in school-wide activities. I) We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by participating in a free on-line service through the Harvard Family Research Project entitled HomeSchool Communication – What’s All the Commotion? J) We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by communicating learning opportunities throughout the school year for parents in which to actively participate. In addition, the Parent Academy Program at Centennial Academy supports these efforts on a monthly basis. Parent Academy meets the 1st Wednesday of every month. All courses are held at Centennial Academy from 5:00 pm - 6:30 pm unless noted with the course description. The sessions will be uploaded to the school’s website after the session. K) We will take actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by ensuring that all documentation is reviewed and vetted, translated using district resources whenever available and distributed to support all families at Centennial Academy. L) We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by ensuring that all documentation is reviewed, vetted and distributed to support all families at Centennial Academy. In addition, providing translators/interpreters on site to support the understanding of teaching & learning *6.

Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: Our plans for assisting preschool children in the transition from early childhood

Georgia Department of Education Title I Schoolwide/School Improvement Plan

programs to Kindergarten at Centennial Academy are listed below. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year. Preschool/Pre-Kindergarten Transition We currently do not have a pre-k program housed in the school. However, we have a partnership agreement with both the Blank Family YMCA and Sheltering Arms to implement our B.R.I.D.G.E. to K program in order to ensure their Pre-K curriculums and other learning strategies align with Centennial Academy’s Kindergarten expectations and standards. Kindergarten Transition These students are exposed to all facets of the elementary school program. They eat lunch with other students, attend assemblies and participate in other co-curricular activities whenever possible. The teachers in the program dialogue with the kindergarten teachers and have access to the skills tested on GKIDS. Pre-K students coming from other centers have an opportunity to spend a full day with the kindergarten classes and meet with the kindergarten teachers to identify requirements necessary for success in the “big school.” Pre-K teachers are included in staff meeting and collaborative planning sessions to gain a better understanding of what teaching practices are needed to correlate the Pre-K curriculum with that of the GPS Standards. Fifth Grade Transition to 6th Grade at Centennial Academy Centennial Academy has become a K-8 school; we are currently in our third year of the charter and our highest grade is now 8th grade. The transition for the students moving from grade 5 to grade 6 encompassed a week of team-building activities and middle grade preparation for STEAM and Project-based learning and classmate learning expectations and culture building. 8th Grade Transition to High School We are currently working with the ninth grade counselors at Grady High School, our feeder high school ensuring that our students are on target for all social and academic skills required of rising ninth grade students. Based on our school demographics, we will also work with high schools for which many of our lottery students will feed into based on their place of residence. Additionally, we are developing relationships with area independent schools and boarding schools and informing parents and students about those options and admissions processes to ensure our students have a wide array of high school options that will best advance their progress after moving on from Centennial Academy.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

*7.

Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. Response: The ways that we include teachers in decisions regarding use of academic assessment are … • Pre-Evaluation, Post Evaluation and Summary Conferences are completed by individual teachers to guide one-on-one conferences with a member of the administrative team (principal and/or assistant principal). The High Expectations Plan form includes a detailed instructional support for all leveled groups (levels 1, 2, 3) for all content areas based mid-quarter grading, pre/post test results form, and current classroom performance. Teachers identified specific methods/strategies/interventions needed to move students to higher levels, students currently receiving services from SST/IST as well as the following documentation: current grades, attendance records, and diagnostic test results. Assessment Data containing in-house assessment information will be distributed to teachers via spreadsheets September, 2014. The spreadsheet will include the following information: Tier I – universal screeners from CTOPP – Kindergarten, WRM-Word Attack ID & Attack – K-5, Star Reading and Star Mathematics and Computer Adaptive Assessments (CAAS). The data gained from the Assessments produce Individual Instructional Profiles which enable teachers to clearly assemble both heterogeneous and homogeneous groups for guided reading instruction, mathematics groups (based on pre/ quarterly post test, end of year tests which highlights specific concept strengths/weaknesses) and specific interventions relative to their tiered support level. •

*8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 8(a). Measures to ensure that student’s difficulties are identified on a timely basis. Response: The following populations are targeted on a quarterly basis. The data is gleaned from pre/post test results, APS Benchmark tests, weekly tests, quarterly standards checklists. During the year, the Pyramid of Interventions and are utilized during three major data collection periods, beginning, middle and end of year. During each data collection period, students receive the support of the most appropriate support program. Tier I – all students receive the standards-based instruction in all content areas. Tier II – identified students (based on data or other informal data sources) receive additional support to increase/maintain mastery of grade level standards Tier III – after students who receive the additional supports in Tier II are not responding to the availed supports, students enter the Student Support Team phase and additional strategies and interventions are discussed and documented for a minimum of 12 weeks; Tier IV – after the effective use of the 12 weeks of interventions within the SST process are not successful, the team moves to gain more information with the possibility of receiving special services.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Current programs will continue to be revised at Centennial Academy to provide support for lower performing students. (1) The use of non-core teachers in the data disaggregation stage, program review/revision, tutorial support, and regular meetings to discuss and devise action plans to increase student achievement. (2) The Early Intervention Program has also been reconfigured. Both programs will utilize assistance from certified, non-homeroom staff to reduce student-teacher ratios during the course of the academic day to ensure students receive remediation in areas of greatest need. Administrative Support Program In an effort to support the classroom teacher and students, the Leadership Team provides year-long support to three grades levels Associate Head of School for Academic Affairs and Dean of Academics along with the Academic Counselor for Middle Academy supports grades 3, 4, and 5. Associate Head of School for Academic Affairs and Dean of Academics supports along with the Academic Counselor for Middle Lower Academy supports grades grades K, 1, and 2. The Academic Affairs team members review lesson plans, report cards, roll books, Infinite Campus reporting, communication, classroom visitation and instructional observations. The Academic Coordinators (Instructional Coaches) support includes: small group instruction, modeling, co/team-teaching, oneon-one assistance, data disaggregation, or assessing student performance. Instructional Plan Monitoring and Tutorial Monitoring and Support The Associate Head of School, Assistant Head of School for Student Life, Dean of Academics, Academic Coordinators (Instructional Coaches) and the SST/RTI Coordinator coordinates grade level/team meetings. • As a member of the Student Support Team, the School Counselor will help create and monitor the effectiveness of all instructional plans developed during the regularly scheduled SST meetings. The counselor and Academic Coordinator (Instructional Coach) will provide classroom teachers with concrete methods to effectively implement the strategies outlined in the plan and devise alternative solutions if the strategies are deemed unsuitable. •

The School Counselors will actively monitor the attendance of all students needing additional support in core subject areas.

Early Intervention Program Changes in the Early Intervention Program occur as new needs are identified. The changes are aimed at strengthening the link between classroom instruction, diagnostic testing, criterion achievement data, and the intensity of EIP assistance. Two certified teachers will provide EIP assistance to students in performance level 1 and/or students whose scores fall within performance level 2 but whom have significant deficits in specific strands as evidenced on identified data points highlighted in section 1, and/or showcase specific areas of weaknesses on benchmark testing. •

Students will be identified for participation in EIP/ISP using the following criteria (1) Benchmark Assessments, (2) normed referenced data in the areas of reading,

Georgia Department of Education Title I Schoolwide/School Improvement Plan

English/language arts, and mathematics, (3) Pre Assessments, (4) EIP checklists for each grade level. The EIP teachers will be an integral part of the grade level common planning time to discuss weekly skills/concepts with a focus on CCGPS skills/concepts. To ensure continuity of the instructional program, it is imperative that EIP teachers and classroom teachers work collaboratively to ensure appropriate communication and effective delivery of instruction. EIP and classroom teachers will also gain strategies for improved instruction and remediation from professional development opportunities throughout the year. •

Kindergarten and First, identified as EIP, will receive support from the Syllables Reading Center. If students in grades kindergarten and first perform in the at-risk category on the CTOPP or WRM they will be administered the TIER 2 Intervention assessment, PPVT, and receive additional K, 1 intensive support from SMARTtrained tutors three days a week.

8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. Response: Classroom teachers will visit and observe peers within the school, across the district and offcampus demonstration sites. The focus will be instructional strategies in the areas of Reading, ELA, Math, Science and Social Studies. The administrative team will organize/present workshops relative to project-based learning and the effective use and integration of technology. It is a primary goal of the Leadership Team and staff to focus our attention on comprehensive lesson planning and delivery. This year’s focus is data-driven decisions within the professional learning community. Weekly collaborative planning time (45 minutes/daily common planning time is provided for all grade levels) and quarterly planning (3.5 hours of uninterrupted time per quarter) is included to allow professional learning teams an opportunity to discuss student data (class specific and grade-level specific), content/skill acquisition, as well as develop activities which include differentiated tasks. The professional learning team will devise high-quality lesson plans that are geared to the specific needs of the classroom, groups of students, and the individual child. 8(c). Parent-Teacher 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. Response: Parent-Teacher Conferences allow teachers to keep parents abreast of their child’s academic progress through periodic parent-teacher conferences. This is used as a vehicle to identify specific strategies to assist the students at school and at home. Every teacher is expected to complete a parent-teacher conference with every student in his/her class each semester. Curriculum Nights will conduct quarterly instructional nights for an hour and a half. Contentspecific material will be reinforced during these sessions in all of the core subjects. Parents and

Georgia Department of Education Title I Schoolwide/School Improvement Plan

teachers will also use the School-Parent Compact, Pyramid of Intervention to address what the school will do and what the parent will do to support the student.

*9.

Coordination and integration of federal, state, and local services and programs. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

9(a). List of state and local educational agency programs and other federal programs that will be included. Response: 9(a). List of nd local educational agency programs and other federal programs that will be state a included. Funding Program(s) School Use Source • Materials/Supplies to support core academic subject areas • Staff Development aligned to the core academic areas • Transportation for students Federal Title I for Intersession and additional tutorial support • Home School Liaison • Computer equipment and software to support the core academic subjects • Materials/Supplies to support Parent Meetings and Parental Involvement Early Intervention • EIP Models - Pull-Out Models; Program (EIP) support student in the areas of State reading and mathematics Help a Child • Dental Visits; free dental services Smile (Dental Van)

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Local

School Partners: Grady Health Services The Coca-Cola Company The Georgia Institute of Technology, Georgia Tech Foundation, Inc., Holland and Knight, LLP Atlanta Symphony Orchestra, Centennial Place Elementary

•

•

Field Trips (In-School and Out of school) • Community Planning • Tutoring (during the day) • Volunteerism • School Supplies • Uniforms Teacher Appreciation Incentives

PTA, Arthur Blank Family YMCA, Ernest Partners, LLC Everybody Wins/Food and Drug Administration (FDA), Georgia Aquarium, Georgia Natural Gas, Georgia State University, The Home Depot - Ponce de Leon Avenue, Johnson Controls, Inc, Kroger - Howell Mill, Publix - Atlantic Station, SunTrust Bank, and Tivoli Tenside Apartments Homes.

•

Inschool

Georgia Department of Education Title I Schoolwide/School Improvement Plan

9(b). Description of how resources from Title I and other sources will be used. Response: Centennial Academy will utilize the money to meet the needs of the students in achieving academic deficiencies and solidify assurances to ensure student success for all students. 9(c). Plan developed in coordination with other programs, including those under the School-toWork Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. Response: Centennial Academy does not receive funds from these programs. 10.

Description of how individual student assessment results and interpretation will be provided to parents. Response: Parent Workshops will be held quarterly to review all of the elements of the test including interpretations of the scores and how the test is divided into specific domains based on core subject areas. Parents will be further informed by the teachers throughout the school year via parent-teacher conferences which are scheduled for Wednesday of each week as well as access to the grading component of the Parent Portal in the districts’ student information system, Infinite Campus. Grade level parent meetings will be scheduled periodically throughout the year to support progress and reporting. In addition, during the each parentteacher-student conference (beginning, middle, and end of the year) there are one-on-one explanations of assessment data points. However, parents needing additional assistance or interpretation can request a session with any member of the instructional staff for clarification. Parents will be well aware of how the data is to be interpreted prior to the administration of the test. However, once the test results have been received, student scores will be immediately disseminated. Staff will be available to review and discuss test data. Parents of students who do not meet expectations will receive an additional notice from the principal regarding the next steps to support the parent and student. If needed, the administrative staff is also available during the summer to provide additional support for parents who have questions after the summer testing season. Specific strategies include: a. b. c.

d.

Parents will be provided administration dates for all assessments. Students are then administered the test at the school site. Once results are received, parents receive tests results by mail, pick up results at the school site and/or are contacted by teachers. Letters may be sent home for students who have not demonstrated proficiency to schedule a parent meeting to address the student plan for improvement. Data is reviewed by data team and shared with teachers in various forms to identify School wide, grade level and teacher focus areas. Data is also

Georgia Department of Education Title I Schoolwide/School Improvement Plan

disaggregated and used to guide instructional delivery and delivery models. During the opening of the 2016-2017 school year, teachers reviewed students’ GCRCT results to determine the academic strengths and weaknesses of their class. By monitoring classroom student data, teachers will then have the ability to make informed decisions about student outcomes and to effectively plot a course of instruction with emphasis on specific domains and subject areas. The school wide pre/mid/post tests, in addition to the district benchmarks will be utilized as an additional monitoring system to identify and address areas of academic strengths and weaknesses through an ongoing process. In summary, data for the previous three years are examined so that teachers can compare their current results with data from previous years. Performance trends are examined for each grade level. School-wide data are examined to determine strengths as well as areas needing improvement. The Leadership Team will meet monthly to discuss achievement trends, results, instructional strategies and professional development needs. Teachers will meet individually and with grade level teams to discuss their professional development needs based data. 11.

Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: All provisions are in place for the collection and disaggregation of data on student achievement from all data sources. The data sources include, but are not limited to, the following: Georgia Milestones, ITBS, CoGat, school administered pre/mid/post tests, school-administered mock tests, 3 and 5 Grade Writing Tests. Data resources are available for all assessments provided in the aforementioned information. Collection of data will be conducted periodically through weekly, quarterly and semester assessments. As assessments are given and returned, provisions for the disaggregation of data will be addressed utilizing the following rd

th

12.

Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The Georgia Milestomes is considered valid and reliable and has been established at the state level. The test results are disaggregated at the State level based on the Student Information System. Provisions are made to ensure that disaggregated assessment results for each category are valid and reliable. The number of students identified as Economically Disadvantaged is comprised of those students at Centennial Place who receive free and reduced price lunch. Attendance is monitored utilizing the district’s student information system, Infinite Campus. The Student Information Specialist works in conjunction with the classroom teacher to verify that student attendance count is accurate on a daily basis. 13. Provisions for public reporting of disaggregated data. Response:

Georgia Department of Education Title I Schoolwide/School Improvement Plan

The disaggregated test data will be made available to the public via the Georgia Department of Education website. A link for the public to access information regarding the school’s CCRPI status will be placed on the school’s website and hardcopies are made available in the school’s media center and Parent Center. A State of the School Address will be made by Head of School (Principal) and presented at a PTA meeting, Board Meeting as well as via podcast to all parents and stakeholders. The score report forms that comprise testing results will be made available at the school site. While the school does not have a marquee or any street signage, a sign communicating the information will be posted in the school (digital data display). 14.

The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program. Response: Centennial Academy’s Schoolwide plan was initially written in FY 2008 after the reporting of GCRCT scores were published. The Schoolwide plan is carefully reviewed and revised on a yearly basis after the CCRPI results, Centennial Academy Charter Academic Goals, district and state CRCT results are compiled and analyzed.

15.

Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary). Response: The Centennial Academy Title I Schoolwide plan was developed with the involvement of the community to be served and the individuals who will carry out the plan including teachers, paraprofessionals, support staff, the Principal, Instructional Learning Specialist, Media Specialist, Home School Liaisons, parents and Centennial Academy School Council. The names and positions of the Title I Planning Committee are included in Appendix A.

16. Plan available to the LEA, parents, and the public. Response: The Centennial Place Elementary Title I Schoolwide plan will be made available to the LEA at the District Office – Education Specialist in the Office of Federal Grants and Program Compliance, the East Region Executive Director, parents and stakeholders though Local School Council Meetings, Centennial Place School Foundation board Meetings, PTA Board Meetings, and during Principal’s Coffee Talk. The plan will be summarized in a newsletter disseminated to parents and the full plan will be placed in the office the school office and on the school website. Notification for the general public will be made via the school website 17.

Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Response: While Centennial Place is 94% African-American, 6% of our population comes from different races/ethnicities, including Hispanic/Latino, Asian, Native Hawaiian, White, and two or more races. We are working with the World Languages Department to provide translated documents in the primary language(s) representative in our school. The school will use district resources to make the school improvement plan translated into student’s primary language. 18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver. Response: The Centennial Academy Title I School-wide plan is subject to the school improvement provisions of section 1116. The Planning Team and Leadership Team work as a checks and balances vehicle for the school. The teams meet jointly three times during the year (beginning, middle and end of year) to determine the effectiveness of the plan and the implementation of the action items.