schools. In real terms, the size of the impact would be equivalent to a school moving from being in the 58th percentile for all schools in Indiana to the 60th percentile. The research suggests that the specific positive impacts are: 1) Increase in interest in professional development and innovation; 2) Teachers know about brain compatible research and implement this knowledge; 3) Learning is connected to the real world; 4) Teachers and Principals support each other. Further, an analysis of more objective measures of success like school attendance rates and school ISTEP test scores reveals that C.L.A.S.S. schools generally perform better than other schools, and that participation in C.L.A.S.S. does not harm attendance rates or ISTEP test scores.” (Morgan, 1998). C. Use effective instructional methods that increase the quality and amount of learning time. . Our teachers will continue to utilize the following strategies: • Folio Writing Assessments are used as a predictor of student performance in the classroom and on standardized test; teachers vary instruction based on the results of this writing assessment. • Teachers use “Clarkdale’s Consistency List” to establish a sound learning environment. • Science trips for grades 3 and 5 will support Earth Science • Teachers meet during designated days to develop year-long themes (curriculum writing days) • Teachers use information from DRA’s and running records to differentiate reading instruction. • Teachers administer local benchmarks to determine if students are mastering skills and concepts taught during each nine week period, and adjust instruction accordingly. • Teachers are being coached by the academic coach and the county literacy coach on the implementation of Reading/Writing Workshop • Grade level teams utilize non-fiction reading material to support application of extended text. • Direct instruction of comprehension strategies occurs through focused mini-lessons and guided reading. • Teachers incorporate writing across content areas • Vocabulary development is increased through direct instruction, content area integration and word walls • Teachers utilized Balanced Literacy in classrooms. Number Talks are held in all classrooms. • Direct instruction of Problem Solving strategies is utilized, and assessed using the district math rubric. Instructional resources and will include Zoo-Phonics for primary grade levels. Support teachers will use Scholastic Read 180 for student groups (EIP, SWD, and ELL). Reading will be encouraged through Renaissance Learning (AR, Accelerated Reading). Learning A-Z will be utilized by teachers in planning effective lessons.
E. 2013-2014 Professional Development For: Clarkdale Elementary School Month Professional Learning Topic Core Academic Area Addressed Location Estimated Cost Funding Source August Collaborative Team Meeting Math/Reading Clarkdale Elementary $3000.00 Title I, Title II and Staff Development September Collaborative Team Meeting Instructional Technology “Building Parent Capacity” Co-Teaching Experience (ELL and SWD) Math /Reading Clarkdale Elementary $3000.00 Title I, Title II and Staff Development October Collaborative Team Meeting Instructional Technology Math /Reading Clarkdale Elementary $3000.00 I, Title II and Staff Development November Collaborative Team Meeting Instructional Technology Math /Reading Clarkdale Elementary $3000.00 I, Title II and Development December Collaborative Team Meeting Instructional Technology Math /Reading Clarkdale Elementary $3000.00 I, Title II and Staff Development January Collaborative Team Meeting Math /Reading Clarkdale Elementary $3000.00 Title I, Title II and Focused Focused
April CRCT- 3rd, 4th, and 5th April 23-May 2 **Math Common Formative Assessments should be administered twice during each nine week period. Teams should develop assessments geared toward problem solving. Collaborative scoring should take place using the math rubric provided by the county. More information will be provided as needed. **Kindergarten will collect data on student’s recognition of upper/lower case letters for 1st and 2nd Nine Weeks. Sight word recognition 3rd and running records the 4th nine weeks. DRA-Entered in Ontrak- May 9, 2014 CRCT Retest-May 16th & 19th Math Post Assessment Fourth nine Weeks-due May 21, 2014 **Assessment Cards will be developed for each child by the AP and academic coach. Cards will be on display in the data room for future use. More information will be provided during the first nine weeks. **Data Team Process will be utilized during all analysis of student wide data. Forms will be provided. Meetings will take place during collaborative team meetings on Thursdays. All staff members receive training from both district and school based personnel regarding how to scaffold and extend learning in both reading and math. We utilize HET consultants to support curriculum writing of yearlong themes. The themes integrate science and social studies standards in reading and writing. Each year teachers participate in Model Teaching Week. This opportunity provides teachers with tools and strategies to address critical areas. Teacher teams meet every Thursday to develop lessons and assessments that are aligned to CCGPS. During the 2013-2014 school year teachers will utilize this time to develop common formative assessments and collaboratively score student work. The BLT identified math as the focus for the 2013-14 school year based on CRCT data. Because of the focus on math we will continue to enlist the help of county math coaches. As in years past we will utilize Number Talks to enhance instruction. C. Teachers at Clarkdale use various means to inform parents of student strengths and obstacles. They often provide parents with their personal cellphone numbers, they have planned and impromptu conferences when needed. Teachers send home Monday folders weekly to share student work and parent information. We have established a parent resource room for parents to access academic resources. This year we have established a W.A.T.C.H Dogs group at our school. The group consists of fathers who help support the school environment. Parent Involvement funds will be used to activities, resources, and snacks for parent activities. Proposed 2013-2014 Tutoring Plan
be submitted to the Title I Office. Information from parent surveys has resulted in the development of the Clarkdale Elementary Parent Activities Plan. School Parent Compact The parent compact was developed jointly with our parents, staff, and students. All families, school staff, and students are asked to participate by signing the compact to show their support. The compact will be distributed during Conference Week. School and Community Partnership Our school builds ties between home and school by educating teachers, pupil services personnel, administration, and other staff by gathering input from parents on how to reach out to, communicate with, and work with parents as equal educational partners. Our school partnerships with the local community. Some of our partners are Ewing Road Baptist Church, Wal-Mart, Liberty Mutual Insurance, Sammons Income Tax Inc., and Chick-fil-A. Our partners support our school by mentoring, donations, and volunteering. If you have any additional comments, questions, or concerns about this policy, you may contact Marjorie Bickerstaff, Principal of Clarkdale Elementary at 770-819-2422 or . APPENDIX 2 Parent Compact (Revisions being worked on – final revision pending) March 11, 2013 Dear Parent/Guardian: We believe that being involved with your child’s education is essential to his and her academic success. To honor our commitment of providing the best possible educational experience for your child, we would like to invite you to help us develop and/or revise the 2013 – 2014 Parent Involvement Policy and School-Parent Compact for Clarkdale Elementary. The meeting will take place on Thursday, March 21, 2013 at 9:00 a.m. in room H101. If you are interested in attending the meeting, please complete the bottom section of this letter and return it to Mrs. Arnold. Mrs. Arnold will send you a personal invitation with information regarding the meeting. If you are unable to attend the meeting, please feel free to provide Mrs. Arnold feedback on the
______ I can attend the meeting, but I have transportation difficulties. ______ I cannot attend the meeting Please note unfortunately, children will not be allowed to attend this meeting. Please provide the following information: Phone: ___________________________________________________________ Address: __________________________________________________________ Thank you for interest and commitment to ensure your child’s academic success. Sincerely, Temika Arnold School-Parent Compact: Clarkdale Elementary School Teachers, Parents, Students – “Unity Builds Community” 2013-14 Revised August 16, 2013 This School-Parent Compact for Achievement is a voluntary agreement co-developed by parents, teachers, and the administrative at Clarkdale Elementary School. School Goals: 82% of all students will meet or exceed standards on the math portion of the CRCT in 2014. Clarkdale Staff Clarkdale Families The Clarkdale staff will work with students and their families to enable students to master the math standards. At school, we will: provide teachers with professional development centered around math use guided math to address individual differences increase the use of technology in math Clarkdale parents joined staff to develop ideas about how families can support students’ math understanding. At home, we will: assist our to learn the addition facts and multiplication facts, when grade-appropriate (fact fluency)