2013-14 School Improvement Plan Cedar Ridge Elementary School 20140109

Cedar Ridge Elementary School
School Improvement Plan

2013-2014
The School Improvement Plan
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2013-2014
School Improvement Plan

School Name: Cedar Ridge Elementary School Name of Principal: Meleia Bridenstine Title I: School-Wide Program: [X] Targeted Assistance: [ ] School System: Whitfield County
Needs Improvement Status: Year: [ ] 1 [ ] 2 [ ] 3 [ ] 4 [ ] 5 [ ] 6 [ ] 7 [X] NA Sanctions Implementing (Select all that apply) [X] School Improvement Plan [ ] School Choice [ ] Supplemental Services [ ] Corrective Action [ ] Restructuring (LEA approved Restructuring Addendum will be submitted to the Georgia Department of Education with a copy of current School Improvement Plan Principals Signature: ---------Title I Directors Signature: ---------Superintendents Signature: ---------Date: Date: Date: 09/22/2013
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Identified Areas for Improvement

School Name: Cedar Ridge Elementary School Identified Area(s) for Improvement: [X] Reading Annual Measurable Goal(s): CRCT GOALS: (6% for each year) All students will increase their achievement in Reading on the CRCT in grades 3-5 from 73% meeting and exceeding standards at the end of SY 2012 to 79% meeting and exceeding standards at the end of SY 2014. White students will increase their achievement in Reading on the CRCT in grades 3-5 from 76% meeting and exceeding standards at the end of SY 2012 to 82% meeting and exceeding standards at the end of SY 2014 ELL students will increase their achievement in Reading on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 88% meeting and exceeding standards at the end of SY 2014. Students with disabilities will increase their achievement in Reading on the CRCT in grades 3-5 from 53% meeting and exceeding standards at the end of SY 2012 to 62% meeting and exceeding standards at the end of SY 2014. NWEA MAP GOALS: Kindergarten Grade level norms on the NWEA MAP test will increase from a mean RIT score of 151 to 155. The percentage of Kindergarten students who score above the grade level norm will increase from 25% to 35%. First Grade level norms on the NWEA MAP test will increase from a mean RIT score of 169 to 176. The percentage of first grade students who score above the grade level norm will increase from 26% to 36% Second Grade level norms on the NWEA MAP test will increase from a mean RIT score of 182 to 189.2. The percentage of second grade students who score above the grade level norm will increase from 28% to 38%. Third Grade level norms on the NWEA MAP test will increase from a mean RIT score of 192 to 200. The percentage of third grade students who score above the grade level norm will increase from 37% to 47%. Fourth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 200 to 206.3. The percentage of fourth grade students who score above the grade level norm will increase from 36% to 46%. Fifth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 203 to 212. The percentage of fifth grade students who score above the grade level norm will increase from 23% to 33%. [X] Language Arts Annual Measurable Goal(s): CRCT GOALS: (3% for each year) All students will increase their achievement in ELA on the CRCT in grades 3-5 from 85% meeting and exceeding standards at the end of SY 2012 to 88% meeting or exceeding standards at the end of SY 2014. White students will increase their achievement in ELA on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 89% meeting and exceeding standards at the end of SY 2014 ELL students will increase their achievement in ELA on the CRCT in grades 3-5 from 71% meeting and exceeding standards at the end of SY 2012 to 77% meeting and exceeding standards at the end of SY 2014. Students with disabilities will increase their achievement in ELA on the CRCT in grades 3-5 from 55% meeting and exceeding standards at the end of SY 2012 to 62% meeting and exceeding standards at the end of SY 2014. [X] Mathematics Annual Measurable Goal(s): CRCT GOALS:(10% for each year) All students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 54% meeting and exceeding standards at the end of SY 2012 to 64% meeting and exceeding standards at the end of SY 2014. White students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 49% meeting and exceeding standards at the end of SY 2012 to 61% meeting and exceeding standards at the end of SY 2014. ELL students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 44% meeting and exceeding standards at the end of SY 2012 to 55% meeting and exceeding standards at the end of SY 2014.
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Students with disabilities will increase their achievement in Mathematics on the CRCT in grades 3-5 from 56% meeting and exceeding standards at the end of SY 2012 to 63% meeting and exceeding standards at the end of SY 2014. NWEA MAP GOALS: Kindergarten Grade level norms on the NWEA MAP test will increase from a mean RIT score of 153 to 156. The percentage of Kindergarten students who score above the grade level norm will increase from 36% to 46%. First Grade level norms on the NWEA MAP test will increase from a mean RIT score of 171 to 179. The percentage of first grade students who score above the grade level norm will increase from 19% to 29%. Second Grade level norms on the NWEA MAP test will increase from a mean RIT score of 187 to 192. The percentage of second grade students who score above the grade level norm will increase from 33% to 43%. Third Grade level norms on the NWEA MAP test will increase from a mean RIT score of 198 to 204. The percentage of third grade students who score above the grade level norm will increase from 27% to 37%. Fourth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 209 to 212.4. The percentage of fourth grade students who score above the grade level norm will increase from 37% to 47%. Fifth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 212.7 to 221. The percentage of fifth grade students who score above the grade level norm will increase from 21% to 30%. [X] Professional Learning Annual Measurable Goal(s): 100% of the faculty and staff will participate in the PL activities as designated and embedded in this plan. [X] Parental Involvement Annual Measurable Goal(s): 100% of parents will be provided numerous opportunities to be involved in school activities with a goal of 60% parent participation in at least one event. 100% of parents will receive individualized contact from their child's teacher in the form of a conference, phone call, or individualized written communication at least one time each quarter. [ ] Social Studies Annual Measurable Goal(s): [ ] Science Annual Measurable Goal(s): [ ] Advanced Placement Program Annual Measurable Goal(s): [ ] Planning and Organization Annual Measurable Goal(s): [ ] Instruction Annual Measurable Goal(s): [ ] School Based Leadership Annual Measurable Goal(s): [ ] School Climate & Culture Annual Measurable Goal(s):
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Reading Actions to Reach Annual Measurable Goal

Dates for Review (minimum of three): 1. 9/25/2013 2. 1/15/2014 3. 04/09/2014 Annual Measurable Goal(s): CRCT GOALS: (6% for each year) All students will increase their achievement in Reading on the CRCT in grades 3-5 from 73% meeting and exceeding standards at the end of SY 2012 to 79% meeting and exceeding standards at the end of SY 2014. White students will increase their achievement in Reading on the CRCT in grades 3-5 from 76% meeting and exceeding standards at the end of SY 2012 to 82% meeting and exceeding standards at the end of SY 2014 ELL students will increase their achievement in Reading on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 88% meeting and exceeding standards at the end of SY 2014. Students with disabilities will increase their achievement in Reading on the CRCT in grades 3-5 from 53% meeting and exceeding standards at the end of SY 2012 to 62% meeting and exceeding standards at the end of SY 2014. NWEA MAP GOALS: Kindergarten Grade level norms on the NWEA MAP test will increase from a mean RIT score of 151 to 155. The percentage of Kindergarten students who score above the grade level norm will increase from 25% to 35%. First Grade level norms on the NWEA MAP test will increase from a mean RIT score of 169 to 176. The percentage of first grade students who score above the grade level norm will increase from 26% to 36% Second Grade level norms on the NWEA MAP test will increase from a mean RIT score of 182 to 189.2. The percentage of second grade students who score above the grade level norm will increase from 28% to 38%. Third Grade level norms on the NWEA MAP test will increase from a mean RIT score of 192 to 200. The percentage of third grade students who score above the grade level norm will increase from 37% to 47%. Fourth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 200 to 206.3. The percentage of fourth grade students who score above the grade level norm will increase from 36% to 46%. Fifth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 203 to 212. The percentage of fifth grade students who score above the grade level norm will increase from 23% to 33%. Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years)
GSS Strands
Actions/ Strategies/ Interventions
Student Subgroup
Timeline
Resources/ Estimated Costs/ Funding Sources

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Person(s) Responsible
Evaluation of Implementation Artifacts Evidence of Impact

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GSS Strands

Implement Fountas & Pinnell Phonics Curriculum for grades K2. Every K-2 classroom will incorporate direct instruction of phonics content following month by month scope and sequence, establish peer and self practice time during Guided Reading using the Fountas and Pinnell materials previously addressed during direct instruction, and send home at least one home connection activity each month.
Student Subgroup
ELL, SWD, White, Hispanic, ED
Timeline
October 2013 K-2 teachers: 3 20-45 minute direct instruction lessons weekly daily practice during Guided Reading Work Stations

F&P Benchmark Assessments: QBE Funds Subs for PD/Class Coverge w/ Title I Literacy Coach Fountas and Pinnell Curriculum Materials Month by Month Phonics Scope and Sequence Card Stock and folders for making manipulatives
TI Literacy Coach, Principal K-2 Teachers
Evaluation of Implementation Artifacts

Lesson Plans *posted by door
Evidence of Impact
Teachers maximize the instructional period.
Clearly identified PHONICS Increased levels in Guided Work Stations Reading and fluency Student Work Improved independence in Writing and Reading fluency (SUBGOALS for PHONEMIC AWARENESS on NWEA MAP include: Kindergarten mean RIT scores will increase from 150 to 155, First grade mean RIT scores will increase from 168 to 176.1, and second grade mean RIT scores will increase from 183 to 189.) Sign- In Sheets for training sessions Teacher Lesson Plans Graphic Organizers developed around Concepts of Print Grade level visual aids visible in each classroom. Teachers focus shared reading and writing activities around concepts of print using a systematic curriculum map. Increased levels in concepts of print as indicated on NWEA MAP assessments in the Spring of 2014. (SUBGOALS for Concepts of Print on NWEA MAP include: Kindergarten mean RIT scores will increase from 151-155, First grade mean RIT scores will increase from 172-176 and second grade mean RIT scores will increase from 178-189.)
Target "Concepts of Print" standards into Shared Reading experiences in grades k-2 systematically and cohesively across the grade levels.
Grade Level Design Days for grades k-2 TI Literacy Coach, and facilitation for developing Principal Curriculum Map using MAP RIT data 20 minutes k-2 Grade Level and ELA frameworks. Shared Homeroom teachers reading daily Fountas and Pinelle Guided Reading with an Book chapter addressing use of shared emphasis on a reading Concept of Print
August 2013 May 2014
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GSS Strands

Homeroom teachers will take a bimonthly running record of students reading (Running Records should be on guided reading text checking for fluency and miscue analysis. *See Literacy Coach for training if needed), tracking student progress and attending to pacing in all grade levels k-5. This data will be updated each quarter on the school wide Guided Reading Level Data Wall.
Student Subgroup
Timeline
August 2013May 2014 One RR per student every two weeks Quarterly updating to GR Data Wall

T1 Literacy Coach
TI Literacy Coach , Reading Recovery Staff, All Faculty and Staff grade level lead teachers

Running Record Data Sheets
Evidence of Impact
Teachers can identify the reading levels of students.
Guided Reading Level Data Formative and Summative Wall. Assessments Reading Recovery targeted students reading levels on grade level. Increased levels in Guided Reading and fluency
TI Literacy Coach will facilitate Data Wall with grade levels ELL, SWD, White, Hispanic, ED August 2013May 2014 K-5 teachers will access Bookroom to exchange books at least once a week. Students will be introduced to a new reading selection at least once every two days in grades k-2 and once every 3 days in grades 3-5. Pre-/Post-Assess. Training Leveled Reading Implementation Bookroom Check Out Log Running Records Training: in-house Book Rooms Reading Recovery TI Literacy Coach All Faculty and Staff Guided Reading Data Records
Improved Pacing of Guided Reading Instruction
Utilize Leveled Bookroom consistently for daily Guided Reading Instruction
Teachers utilize appropriate leveled texts to move students toward grade level reading. Improved Pacing of Guided Reading Instruction Students will be exposed to a greater number of texts weekly and will move through levels at an increased pace.
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GSS Strands

Title I Literacy Coach will Facilitate Literacy and Guided Reading Support/Training as needed for teachers implementing literacy work stations. K-2 Teachers will establish and facilitate these basic Guided Reading Work Stations: ? Word Work ? Writing ? Poetry ? Computer Literacy ? Baggie Books or Read to Self ? Listening Center
Student Subgroup
SWD, ELL, White, Hispanic, ED
Timeline
May 2013 & August 2013October 2013 Literacy Stations will be used during guided reading time at least 50 minutes daily

Subs for PD w/ Title I Literacy Coach
TI Literacy Coach k-2 teachers 3-5 teachers

Sign-In Sheets, Participant Reflections, Differentiated Classroom Practices, Schedules, Running Records Literacy Station work samples Literacy Station Work Boards in K-1 classrooms
Evidence of Impact
Teachers utilize appropriate resources to move students toward grade level reading. Progress Monitoring All k-5 classrooms will have at least the core literacy stations running during guided reading time. Students will become familiar with the routine and workings of the core literacy stations.
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Language Arts Actions to Reach Annual Measurable Goal

Dates for Review (minimum of three): 1. 9/25/2013 2. 1/15/2014 3. 04/09/2014 Annual Measurable Goal(s): CRCT GOALS: (3% for each year) All students will increase their achievement in ELA on the CRCT in grades 3-5 from 85% meeting and exceeding standards at the end of SY 2012 to 88% meeting or exceeding standards at the end of SY 2014. White students will increase their achievement in ELA on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 89% meeting and exceeding standards at the end of SY 2014 ELL students will increase their achievement in ELA on the CRCT in grades 3-5 from 71% meeting and exceeding standards at the end of SY 2012 to 77% meeting and exceeding standards at the end of SY 2014. Students with disabilities will increase their achievement in ELA on the CRCT in grades 3-5 from 55% meeting and exceeding standards at the end of SY 2012 to 62% meeting and exceeding standards at the end of SY 2014.
Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years)
GSS Strands
Student Subgroup
Timeline
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GSS Strands

Implement Daily Oral Language in grades 2-5 Use DOL (Daily Oral Language) consistently in ALL grade 2-5 classrooms 10 minutes daily
Student Subgroup
Timeline
Distribute materials and initial training in August 2013 Determine posting August 2013 August 2013May 2014 10 minutes daily instruction grades 2-5

Funds for Daily Oral language materials (one per teacher grades 2-5) Writing tablets, sentence strips, support supplies
2-5 grade level teachers

DOL postings student writings teacher lesson plans Increased levels in WRITING as indicated on NWEA MAP assessments in the Spring of 2014. (SUBGOALS for WRITING on NWEA MAP include: Kindergarten mean RIT scores will increase from 149-155. First grade mean RIT scores will increase from 168-176.1 and second grade mean RIT scores will increase from 181-189.2)
Evidence of Impact
Increased CRCT test scores in the area of English Language Arts on the 2014 CRCT.
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Mathematics Actions to Reach Annual Measurable Goal

Dates for Review (minimum of three): 1. 09/25/2013 2. 01/07/2014 3. 04/09/2014 Annual Measurable Goal(s): CRCT GOALS:(10% for each year) All students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 54% meeting and exceeding standards at the end of SY 2012 to 64% meeting and exceeding standards at the end of SY 2014. White students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 49% meeting and exceeding standards at the end of SY 2012 to 61% meeting and exceeding standards at the end of SY 2014. ELL students will increase their achievement in Mathematics on the CRCT in grades 3-5 from 44% meeting and exceeding standards at the end of SY 2012 to 55% meeting and exceeding standards at the end of SY 2014. Students with disabilities will increase their achievement in Mathematics on the CRCT in grades 3-5 from 56% meeting and exceeding standards at the end of SY 2012 to 63% meeting and exceeding standards at the end of SY 2014. NWEA MAP GOALS: Kindergarten Grade level norms on the NWEA MAP test will increase from a mean RIT score of 153 to 156. The percentage of Kindergarten students who score above the grade level norm will increase from 36% to 46%. First Grade level norms on the NWEA MAP test will increase from a mean RIT score of 171 to 179. The percentage of first grade students who score above the grade level norm will increase from 19% to 29%. Second Grade level norms on the NWEA MAP test will increase from a mean RIT score of 187 to 192. The percentage of second grade students who score above the grade level norm will increase from 33% to 43%. Third Grade level norms on the NWEA MAP test will increase from a mean RIT score of 198 to 204. The percentage of third grade students who score above the grade level norm will increase from 27% to 37%. Fourth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 209 to 212.4. The percentage of fourth grade students who score above the grade level norm will increase from 37% to 47%. Fifth Grade level norms on the NWEA MAP test will increase from a mean RIT score of 212.7 to 221. The percentage of fifth grade students who score above the grade level norm will increase from 21% to 30%. Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years)
GSS Strands
Student Subgroup
Timeline

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GSS Strands
Student Subgroup
Timeline
December 2012-May 2014 at least 60 minutes of daily instruction will be devoted to CCGPS Frameworks

CCGPS math standards Frameworks Training and Facilitation
Math Frameworks Consultants Teacher Leaders

Sign-In Sheets, Participant Reflections Lesson Plans Student Work Samples Walk through
Evidence of Impact
Common strategies and assessments are used in all classrooms. Students across classrooms are held to the same standards. Teachers continuously revise lessons and units. Instructional practices are based on action research results.
Utilize the CCGPS Frameworks ELL, SWD, as the CORE pacing and White, curriculum guide for mathematics. Hispanic, ED Provide uninterrupted time in all grade levels to address the CCGPS Frameworks.
Utilize "Number Talks" strategies daily to increase number fluency and math vocabulary.
September 2013
System Title II Monies: Number Talks Text
Principal Grade Level Teachers
Inventory of Purchased Texts
Common strategies are used in all classrooms.
10 minutes Title II Monies for Number Talks instructional Consultant time daily (Outside of CCGPS Frameworks instruction and Game Practice time)
Sign In Sheet from Training Students are given multiple opportunities to develop math skills outlined in Reflections from Training CCGPS. Walk Throughs Fact Fluency improves as evidenced on MAP and CRCT testing. (SUBGOALS for NUMBER SENSE on NWEA MAP include: Kindergarten mean RIT scores will increase from 151-157. First grade mean RIT scores will increase from 169-179, and second grade mean RIT scores will increase from 185-192) (SUBGOALS for NUMBERS AND OPERATIONS on NWEA MAP include: Third Grade mean RIT scores will increase from 195-203.5. Fourth grade mean RIT scores will increase from 209-212, and Fifth grade mean RIT scores will increase from 213-221.)
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GSS Strands

Establish skill specific Math Games to support CCGPS work in math Grade K-2 Students will interact with skill specific Math Games that support Number Sense for 10-20 minutes daily.
Student Subgroup
Timeline
August 2013May 2014

Materials: Greg Tang: Go Fast Go Far, Box Cars and One Eyed Dice CCGPS aligned Math Games, Khan Academy, and Math Navigator Intervention materials.
K-2 grade Level Teachers and Support Teachers

CCGPS Game Room Inventory Sign Out Sheet Lesson Plans Title I Additional Math Teacher
Evidence of Impact
Common strategies are used in all classrooms. Students are given multiple opportunities to develop math skills outlined in CCGPS. Fact Fluency improves as evidenced on MAP and CRCT testing. Increased levels in NUMBER SENSE as indicated on NWEA MAP assessments in the Spring of 2014. (SUBGOALS for NUMBER SENSE on NWEA MAP include: Kindergarten mean RIT scores will increase from 151-157. First grade mean RIT scores will increase from 169-179, and second grade mean RIT scores will increase from 185-192)
K-2 level teachers will create new math games to Organizational Materials add to Math Game Resource Lab at least once monthly. 10-20 minutes Math Game skill practice will be set aside daily for all students grades k-2
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GSS Strands

Establish skill specific Math Games to support CCGPS work in math Grade 3-5 Students will interact with skill specific Math Games that support Number and Operations for 10-20 minutes daily.
Student Subgroup
Timeline
August 2013May 2014

SIG Grant funded Materials: Greg Tang: Go Fast Go Far, Box Cars and One Eyed Dice CCGPS aligned Math Games, Khan Academy, and Math Navigator Intervention materials.
3-5 grade level teachers and Support Teachers

CCGPS Game Room Inventory Title I Additional Math Teacher Sign Out Sheet Lesson Plans
Evidence of Impact
Increased levels in NUMBER SENSE as indicated on NWEA MAP assessments in the Spring of 2014. (SUBGOALS for NUMBERS AND OPERATIONS on NWEA MAP include: Third Grade mean RIT scores will increase from 195-203.5. Fourth grade mean RIT scores will increase from 209-212, and Fifth grade mean RIT scores will increase from 213-221.)
3-5 level teachers will create new math games to Organizational Materials add to Math Game Resource Lab at least once monthly. 10-20 minutes Math Game skill practice will be set aside daily for all students grades 3-5
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GSS Strands

Provide interventions beyond CCGPS for at-risk students
Student Subgroup
Timeline
September 2013

Apply to all Actions, Strategies, and Interventions: Grade/Vertical Planning Leveled Math ResourcesI Analyzing Stu. Work/ Perform-based Assess. PL Differentiation PL-Use PD360 Strategic Performance Data Analyses: Title I & in-house EIP & ESOL Staff
Design Team Learning Teams All Faculty and Staff

Schedules Grade Level Minutes Assessments RTI Meeting Schedule
Evidence of Impact
Student Portfolios Common strategies and assessments are used in all classrooms. Students across classrooms are held to the same standards. Teachers continuously revise lessons and units. Instructional practices are based on action research results. Teachers collaboratively analyze student work to ensure students are progressing toward meeting standards. Teacher leaders redelivering and conducting PL sessions for peers throughout the building. MAP Data GKIDS Individual Assessments Computer Tracking
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Parental Involvement Actions to Reach Annual Measurable Goal

Dates for Review (minimum of three): 1. 09/25/2013 2. 01/15/2014 3. 04/09/2014 Annual Measurable Goal(s): 100% of parents will be provided numerous opportunities to be involved in school activities with a goal of 60% parent participation in at least one event. 100% of parents will receive individualized contact from their child's teacher in the form of a conference, phone call, or individualized written communication at least one time each quarter. Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years)
GSS Strands
Student Subgroup
Timeline
August 2013May 2014

Manipulatives/Materials for Make & Take items: Title I
All Staff

Sign-In Sheets Participate Reflections Increased parent satisfaction through survey results
Evidence of Impact
Increased Parent Involvement
Provide showcase and learning All opportunities around Reading and Math including: Family Reading Night, Science Night, as well as Make and Take opportunities for parents. Extend communication with Monthly School Newsletters All
August 2013May 2014
postage for communication
All Staff
Sign-In Sheets Communication Logs
Increased Parent Involvement Increased parent satisfaction through survey results
Maintain Parent Contact Log to Track Communication Trends
All
September 2013-May 2014
None
Homeroom Teachers
Completed Log
Increased Awareness of Contact
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GSS Strands

Utilize BlackBoard Connect, Facebook, and Updated Website for Home to School Connection
Student Subgroup
All
Timeline
Title I Teacher Principal

Utilization Reports
Evidence of Impact
Increased Participation in School Events Increased parent satisfaction through survey results.
July 2013-July System Bb Connect Subscription 2014
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Professional Learning Actions to Reach Annual Measurable Goal

Dates for Review (minimum of three): 1. 09/25/2013 2. 01/15/2014 3. 04/09/2014 Annual Measurable Goal(s): 100% of the faculty and staff will participate in the PL activities as designated and embedded in this plan. Specific Academic Areas within Content (i.e., domains) and Subgroups (i.e., Special Education, LEP, etc) to address (based on analysis of AYP Report and School Student Performance Data over the last three years)
GSS Strands

Determine structure, calendar, schedule, and set the purpose and function (study groups, teacher meetings, action research, etc.) for all Professional Learning throughout the 20132014 school year.
Student Subgroup
Timeline
July 2013 Principal

Greater participation in professional learning opportunities. Higher level of satisfaction expressed for connection between professional development and school needs as evidenced on end of year teacher surveys.
Administrative Team Participant Reflections, Instructional Schedules, Leadership Team SIP Title I Professional Learning Documentation
Provide opportunities for teachers ELL, SWD, that support Vision, Mission, and White, Beliefs of school which include: Hispanic, ED Mentor Teachers Individual and Small Group Coaching Professional Learning Book Studies Team Collaborative Planning Time
July 2013-May Books for Books Studies 2014 Mentor to Mentee Chart and Schedule
Administrative Team Participant Reflections, Survey Results Renee Clark & Staff Handbook Mentor Team
Higher level of satisfaction expressed for connection between professional development and individual needs of new teachers as evidenced on end of year teacher surveys.
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GSS Strands

Establish a schedule that facilitates collaborative planning time for grade level teachers with support available by administration and/or Title I Literacy Coach.
Student Subgroup
Timeline
August 2013May 2014

school wide meeting documentation protocol established by principal

Greater participation in professional learning opportunities. Greater Collaboration within grade level teams as evidenced in lesson plans and student work. Higher level of satisfaction expressed for connection between professional development and school needs as evidenced on end of year teacher surveys.
weekly grade facilitator level meetings
Administrative Team Participant Reflections, Instructional Schedules, All Faculty SIP and Staff Title I Professional Learning Documentation; Grade Level Meeting Minutes
Collaborate with Literacy Collaborative teachers in grades K and 1 for specified District training days.
All
August 2013May 2014
Class Coverage
Learning Teams at K and 1 (Teachers) Title I Literacy Coach
Participant Reflections, Lesson Plans, SIP Title I Professional Learning Documentation
Teachers utilize appropriate resources to move students toward grade level reading according to the Literacy Collaborative model. Progress Monitoring in grades K and 1 will be consistent and effective. All k-1 classrooms will have the core literacy stations running during guided reading time as models for teachers in grades 2-5. Students will become familiar with the routine and workings of the core literacy stations.
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GSS Strands

Provide initial and ogoing RTI Training for EIP teachers done by School Psychologist, Assistant Principal , EIP teachers
Student Subgroup
Timeline
August 2013May 2014

Intervention Materials
Psychologist, Assistant Principal , EIP teachers grade level and support teachers
Documentation of Teachers utilize appropriate strategies being used are resources to move students discussed in RTI, SOS, and toward grade level. SST meeting. Progress monitoring, and interventions will be used with fidelity. Students will be moved through the RTI process effectively.
Facilitate on-going ESOL Training for all teachers and development of school wide ESOL tools for use by students and teachers.
November 2013-May 2014
ESOL materials
ESOL teachers grade level and support teachers teachers
Sign In Sheet from Professional Learning "ESOL Need to Know" on a ring Purple ESOL Notebooks
ELL students needs are being met in and out of the classroom by regular education teachers as well as ESOL teachers.
Provide SIOP training for specific teachers at the district level Professional learning on ESOL strategies.
August-May FY14
ESOL materials SIOP district level materials Title III funds Substitute costs
ESOL teacehrs grade level and support teachers teachers
Professional discussions and collaboration are ongoing. grade level minutes SIOP strategies are developed and augmented continuously. Lesson plans
ELL students needs are being met in and out of the classroom by regular education teachers as well as ESOL teachers.
Provide Math Training (Number Talks, Frameworks, Common Core) for Content Support
ALL
September 2013-April 2014
Title I and Title II Funds
Principal Facilitator
Lesson Plans Walk-Throughs Schedule to Reflect Number Talks Agenda Sign In Sheets
Increase in Math CRCT Scores
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Cedar Ridge 2012-2013 Title I Documentation
SIP
FY 2013 Folder 1
Cedar Ridge has had a year of many transitions. The SIP plan has been a very fluid document of those changes. Our first review was done at the beginning of the year during a staff meeting. The SIP was reviewed and the new CRE Teacher Handbook was shared which the principal has created to help teachers understand the expectations of the current SIP plan. After the shift in leadership in November, the then interim principal and Title I Instructional coach met with RESA School Improvement Specialist to assess the SIP and make recommendation to the staff. Subsequently, meetings were held by grade level and the following changes were made: Inserting language regarding: Instruction Coach Data CCGPS Math Frameworks Instructional Coaching i2i session Design Days Grade Level Lead Teachers
Removing Specific culture and climate items that were no longer relevant Design Team Bridges Math Resources Digital Portfolios
Student Portfolios At that time the committee made recommendations to clarify the language
in the timelines and artifacts columns, In December additional Title I SIG grant funds were made available. The newly formed Title I team met to determine the best use of those funds to support the SIP plan. The team decided to purchase: Math Game resources to support CCGPS Math intervention resources to support CCGPS Greg Tang Math Fluency resources to support Number Sense and Computation To best ensure these resources would be utilized language regarding these materials was added to the SIP plan at that time. We had our second SIP review after these changes were made during grade level i2i sessions. After our interim principal, was named our official principal. We held grade level data meetings to look at trends in NWEA MAP data and on the CRCT. We analyzed the CCRPI report and made grade level goals and recommendations. These recommendations were taken to the Title I committee and the plan was amended to reflect them at that time. The new recommendations were also reviewed by the principal, instructional coach, and RESA School Improvement Specialist. The following changes were made: Inserting Language regarding: Specific MAP goals by grade level to support CRCT goals Specific MAP goals as evidence Daily Oral Language materials and usage Bringing Words to Life vocabulary strategies and professional development Specific Literacy Stations expectations Pacing for Fountas and Pinnell Phonics Specifics for Data review
Clear expectations for using SIG grant materials (ie. Greg Tang Go Fast Go Far, Box Cars and One Eyed Jacks) Specifics regarding lesson plans and grade level minutes Grade level specific goals and subgoals Phonemic Awareness support for grades k-2 Non-fiction focus for grades 3-5 Data Interpretation and Measurement strategies Strategies specific for PE, MUSIC, and GUIDANCE
Removing Language regarding: Title I instruction coach position WOW references FISH philosophy reference All Bridges Math language
From these recommendations the FY2014 SIP plan was drafted, and the staff reviewed the plan for a third time.
Parent Involvement Policy

FY 2013 Folder 2
The Cedar Ridge Parent Involvement Policy was distributed in our student/parent handbook that is sent home at the beginning of the school year. We held a Title I Information Session on August 21st, 2012 at 6:00pm to inform Parents about our Title I school. This meeting opened our school Open House. The script and sign in sheets are attached. Our signed compacts and signed handbooks are on file in the Title I filing cabinet located in room 2015. We have made our Parent Involvement Plan accessible in both English and Spanish in our Parent resources center as well as via our school website at
http://ahurlock.wix.com/wcscre
We also established a parent resources webpage with information regarding Title I and resources available in our Parent Resource Center at Cedar Ridge.
http://ahurlock.wix.com/crefamily#!home/mainPage
Our parents were able to review the parent involvement policy and compact on May 9th and 10th. Copies of sign in sheets from these dates are attached. No changes were made to the compact or parent involvement plan at this time.
Title I Parent Involvement Policy and Compact Review Meeting
May 9th and 10th during Field Day 2013
Please stop by the Title I table to review Cedar Ridges Parent Involvement Plan and Compact. We are looking for your feedback and suggestions for improving parent involvement opportunities at Cedar Ridge.
Agenda:
I. Introduction and Explanation of Title I PIP II. Review of PIP by parents III. Suggestions and Signatures
Cedar Ridge Elementary School FY12 Data Profile Folder 1

Demographics Average Enrollment Year Enrollment 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Free and Reduced Lunch Year Percentage 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Average Daily Attendance Year Percentage 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 94.94 95.14 96.23 95.64 89% 90% 87% 89% 535 529 525 535
Ethnicity Year 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Am. Indian 1% 0% 0% 0.4% Asian 2% 1% 1% 0.2% Black 2% 3% 4% 2% Hispanic 64% 66% 68% 68% Multi 11% 9% 8% 4% White 20% 21% 19% 39%
Student Demographic Data: Early Intervention Program (EIP) School Year 2012-2013 2011-2012 2010-2011 2009-2010 Program Enrollment 236 449 408 357 Percent of Student Population 44% 84% 76% 68%
English to Speakers of Other Languages (ESOL) School Year 2012-2013 2011-2012 2010-2011 2009-2010 Program Enrollment 181 199 196 190 Special Education (Grades K-12) School Year 2012-2013 2011-2012 2010-2011 2009-2010 Program Enrollment 53 29 23 26 Percent of Student Population 9.9% 9.1% 8% 5.2% Percent of Student Population 34% 50% 49% 38%
Continuing Student Demographic Data: Gifted Education School Year 2012-2013 2011-2012 2010-2011 2009-2010 Program Enrollment 54 49 47 28 Percent of Student Population 10% 9% 8.75% 5.38%
Student Performance Data Cedar Ridge Elementary School uses local, state, and individual diagnostic student data for classroom instruction and learning. State and system data were utilized in the development of annual goals for the Cedar Ridge Elementary School Improvement Plan. The group data included in the charts below was considered for Cedar Ridge Elementary School. NWEA MAP data for Mathematics grades K-5
% of students above 60%ile

MAP: MATH Primary Grades Overall Math Score Problem Solving Number Sense Computation Measurement and Geometry Statistics and Probability Algebra Kindergarten 27% 34% 28% 29% 30% 35% 26% First Grade 9% 17% 12% 18% 16% 13% 13% Second Grade 27% 26% 30% 42% 26% 24% 31% MAP: MATH 2-5 GA 2008 Overall Math Score Numbers and Operations Measurement Geometry Algebra Data Analysis and Probability Third Grade 24% 14% 18% 32% 25% 27% Fourth Grade 21% 29% 25% 42% 28% 12% Fifth Grade 11% 19% 14% 25% 18% 11%
NWEA MAP data for Reading grades K-5
% of students above 60%ile

MAP: READING Primary Grades Overall Phonological Awareness Phonics Concepts of Print Vocabulary and Word Structure Comprehension Writing First Grade 16% 19% 24% 33% 18% 20% 20% Second MAP: READING Grade 2-5 GA 2008 18% 27% 24% 13% 19% 24% 20% Overall Vocabulary Comprehension informational Comprehension Literary Third Grade 21% 12% 32% 29% Fourth Grade 23% 15% 35% 31% Fifth Grade 13% 11% 10% 22%
Kindergarten 21% 21% 27% 23% 23% 28% 18%
Grade Level
% of students at or above District Grade Level Mean in MATH 50% 26% 33% 42% 52% 33%
% of students at or above Norm Grade Level Mean in MATH 36% 19% 33% 27% 37% 21%
% of students at or above District Grade Level Mean in READING 38% 30% 38% 48% 46% 32%
% of students at or above Norm Grade Level Mean in READING 25% 26% 28% 37% 36% 23%
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Areas of Strength Regarding Math, Problem Solving and Geometry are strengths for our K-2 students in math are strong when analyzed with NWEA, Geometry continues as a strength in grades 3-5 when analyzed with NWEA. Regarding Reading, Comprehension appears to be a relative strength for grades K-2. However, there seem to be weaknesses in reading across the board. In grades 3-5, Literary comprehension seems to be stronger than informational comprehension. Areas for Improvement Regarding Math, NWEA shows great needs for improvement in Math across the board in all grade levels. In K-2 there is a specifically high need in the area of Number Sense. In grades 3-5 a strong need is evident in the areas of Data Analysis and Probability and Measurement. Regarding reading, there are many weaknesses k-5 especially as it pertains to Vocabulary. In grades k-2 there is a pattern of weakness with phonological awareness. In grades 3-5 Informational Comprehension is weak when analyzed with NWEA.
CRCT Data: ALL STUDENTS Reading English/Language Arts Mathematics Science Social Studies 2010 86 77 62 70 62 2011 80 78 56 71 68 2012 78 85 54 64 72 2013 83.7 78.7 61.6 64.8 75.8
Areas of Strength Considering the data for FY 2013 improvement has been seen in reading, mathematics, and social studies. The most significant positive growth can be seen in our fourth and fifth grade math scores. Areas for Improvement The percent of students meeting or exceeding expectation was below the state targets in all areas. This demonstrates a need for improvement in Reading, English/Language Arts, Mathematics, Science, and Social Studies. In reading, Reading for Information was very low. The language domain with the lowest performance average was Grammar/Sentence Construction. Mathematics domains needing improvement are Algebra, Geometry, and Numbers/Operations.
Grade 3: Criterion Referenced Competency Test - Percent Meeting Standard Grade 3 2010 2011 2012 2013 Reading English/Language Arts Mathematics Science Social Studies 84 78 55 74 68 76 72 41 70 72 76 86 66 62 82 85.3 77.6 54.6 66.6 70.0
Areas of Strength Considering the data for the 2013 school year, third grade saw increases in reading and science. The improvement in reading scores for third grade was just over 9%. Teachers feel that the incorporation of more rigorous reading as a part of the ELA frameworks has impacted the reading program for the third graders. They are excited to see how a consistent approach to using guided reading can continue to improve the reading instruction and achievement of our third graders. Areas for Improvement Third graders did not perform as well in English language arts, mathematics, or social studies this year as they have in previous years. Mathematics achievement dropped considerably by just over 11%, language arts dropped by just over 8%, and social studies dropped by 11.9%. A strong focus on integrating language arts and social studies more frequently will be needed to see gains in these areas. There are many needs in math especially in the domains of measurement, data interpretation and analysis, and algebraic concepts.
Grade 4: Criterion Referenced Competency Test - Percent Meeting Standard Grade 4 2010 2011 2012 2013 Reading English/Language Arts Mathematics Science Social Studies 92 87 79 84 76 74 73 62 68 68 80 84 51 67 70 83.8 77 70.1 74.6 81.9
Areas of Strength Fourth grade CRCT scores showed gains in all academic areas except English language arts. Math showed the greatest increase with a percentage gain of over 19%. The number of students who exceeded the math section of the CRCT also increased dramatically from 6% in FY12 to 25.9% in FY13. Fourth grade teachers have incorporated the CCGPS math frameworks this school year and also grouped their gifted students with high achieving students for math instruction. Areas for Improvement The percent of students meeting or exceeding expectation in Reading, ELA, Math, Social Studies, and Science was still below the state targets. This demonstrates a need for improvement in all academic areas.
Grade 5: Criterion Referenced Competency Test-Percent Meeting Standard Grade 5 2010 2011 2012 2013 Reading English/Language Arts Mathematics Science Social Studies 79 78 15 49 38 87 89 59 74 65 79 83 46 62 63 82.5 81.9 59.6 50 75
Areas of Strength Fifth grade students showed gains in Reading, Math and Social Studies. The most significant gains were in Math with just over a 13% increase with a similar increase in Social Studies of 12%. Teachers incorporated the CCGPS Frameworks as the core math instruction for the second half of the school year. Teachers also integrated social studies topics into the literature used for the CCGPS ELA frameworks this year. Teachers feel these instructional approaches helped improve student achievement in these areas. Areas for Improvement In the area of math and science, performance was well below State and District expectation. This demonstrates a need for continued improvement in Mathematics and science instruction.
Cedar Ridge Elementary School 5th Grade Writing FY10, FY11, FY12 2009-2010 2010-2011 2011-2012 2012-2013 % Exceeds 0 3 4 3 % Meets 34 69 75 56 % Did Not Meet 66 28 21 40 % EXC & MEETS 34 72 79 59 Areas of Strength Fifth grade students did considerably worse in writing this year compared to previous years. There are no strengths to report at this time. Areas for Improvement Performance was far below system expectation. The need for continued improvement in the writing process is still present.
CRE Long Range SIP GOALS

Based on FY2012 CRCT data and used for SIP FY13
Reading
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
CRE 3-5 CRE WHITE CRE ELL CRE SWD Grade 3 Grade 4 Grade 5
Math
73 76 86 53 76 80 79 54 49 44 56 66 51 46 85 86 71 65 86 84 83
79 82 88 62 81 85 84 64 61 55 64 73 62 58 88 89 76 71 88 87 86
85 88 90 71 86 89 89 74 73 66 71 80 73 70 91 92 81 77 91 90 89
91 94 92 80 92 93 94 84 85 77 78 87 84 82 94 95 86 83 94 93 92
96.4 98.2 92.4 87.7 96.4 96.4 96.4 92.1 95.2 87.5 81.9 92.1 92.1 92.1 95.4 97.1 90.5 85.4 95.4 95.4 95.4
Language Arts
CRE Long Range SIP GOALS

Based on FY2013 CRCT data and used for SIP FY14
Reading
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Math
*83.7
*86.9
*90.1
*93.3
*85.3 *83.3 *82.5 *61.6
*88 *86.6 *86 *69.2
*90.7 *89.8 *89.5 *76.8
*93.4 *93.3 *93 *84.4
96.4 98.2 92.4 87.7 96.4 96.4 96.4 92.1 95.2 87.5 81.9 92.1 92.1 92.1 95.4 97.1 90.5 85.4 95.4 95.4 95.4
Language Arts
*54.6 *70.1 *59.6 *78.7
*64 *75.6 *67.3 *82.8
*73.4 *81.1 *75.4 *86.9
*82.8 *86.6 *83.5 *91
*77.6 *77 *81.9
*82 *81.6 *85.3
*86.4 *86.2 *88.7
*90.8 *90.8 *92.1
Summary of CRCT data Cedar Ridge Elementary 2012-2013 Folder 4c
Cedar Ridge Elementary School was a school-wide Title I school during 2012-2013. We currently have 501 students in our school, with 235 students in third through fifth grade taking the Georgia CRCT test in the areas of Reading, Language Arts, Math, Science and Social Studies this year. Out of the 235, 83.7% met or exceeded standards in the Reading section of the FY13 CRCT. Our results showed that 16.3% of our students did not met or exceed on the Reading section of the CRCT this school year. In third grade 85.3%, in fourth grade 83.3%, and in fifth grade 82.5% of students met or exceeded on the reading section of FY13 CRCT. The goal for next school year is that all students will increase their achievement in Reading on the CRCT in grades 3-5 from 83.78% meeting and exceeding standards at the end of SY 2013 to 86.9% meeting and exceeding standards at the end of SY 2014. Based on data from FY 2012, sub-goals include: white students increasing their achievement in Reading on the CRCT in grades 3-5 from 76% meeting and exceeding standards at the end of SY 2012 to 82% meeting and exceeding standards at the end of SY 2014, ELL students increasing their achievement in Reading on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 88% meeting and exceeding standards at the end of SY 2014, and students with disabilities increasing their achievement in Reading on the CRCT in grades 3-5 from 53% meeting and exceeding standards at the end of SY 2012 to 62% meeting and exceeding standards at the end of SY 2014. In the area of Language Arts we had 78.7% of our 3-5 grade students met or exceeded standards in the Language Arts section of the FY13 CRCT. In third grade 77.6%, in fourth grade 77%, and in fifth grade 81.9% of students met or exceeded on the Language Arts section of FY13 CRCT. The goal for next school year will be to will be to increase percentage of students that meet or exceed Language Arts section of the CRCT in grades 3-5 from 78.7% meeting and exceeding standards at the end of SY 2013 to 82.8% meeting or exceeding standards at the end of SY 2014. Based on data from FY 2012, sub-goals include: white students increasing their achievement in ELA on the CRCT in grades 3-5 from 86% meeting and exceeding standards at the end of SY 2012 to 89% meeting and exceeding standards at the end of SY 2014, ELL students increasing their achievement in ELA on the CRCT in grades 3-5 from 71% meeting and exceeding standards at the end of SY 2012 to 75% meeting and exceeding standards at the end of SY 2014, and students with disabilities increasing their achievement in ELA on the
CRCT in grades 3-5 from 55% meeting and exceeding standards at the end of SY 2012 to 65% meeting and exceeding standards at the end of SY 2014. In the area of Math we had 61.6% that met or exceeded standards in the Math section of the CRCT. . In third grade 54.6%, in fourth grade 70.1%, and in fifth grade 59.6% of students met or exceeded on the Mathematics section of FY13 CRCT. The goal for next school year will be to increase percentage of students that meet or exceed Math section of the CRCT in grades 35 from 61.6% meeting and exceeding standards at the end of SY 2013 to 69.2% meeting and exceeding standards at the end of SY 2014. Based on data from FY2012, sub-goals include: white students increasing their achievement in Mathematics on the CRCT in grades 3-5 from 49% meeting and exceeding standards at the end of SY 2012 to 61% meeting and exceeding standards at the end of SY 2014, ELL students increasing their achievement in Mathematics on the CRCT in grades 3-5 from 44% meeting and exceeding standards at the end of SY 2012 to 55% meeting and exceeding standards at the end of SY 2014, and students with disabilities increasing their achievement in Mathematics on the CRCT in grades 3-5 from 56% meeting and exceeding standards at the end of SY 2012 to 63% meeting and exceeding standards at the end of SY 2014. In the past four years we have seen a decline in our math and reading scores on the CRCT test for grades 3-5. Because this data is focused on only half of our student body, we have begun to look closely at our NWEA MAP data as an indicator of strengths and weaknesses throughout our entire school. After carefully analyzing this data and looking for trends there are some critical weaknesses which will require collaborative focus in the upcoming school year. Regarding Math, NWEA shows great needs for improvement in Math across the board in all grade levels. In K-2 there is a specifically high need in the area of Number Sense. In grades 3-5 a strong need is evident in the areas of Data Analysis and Probability and Measurement. Regarding reading, there are many weaknesses k-5 especially as it pertains to Vocabulary. In grades k-2 there is a pattern of weakness with phonological awareness. In grades 3-5 Informational Comprehension is weak when analyzed with NWEA MAP test. We plan to have focused and deliberate collaboration next school year within grade levels. Teachers in each grade level have looked at sub-goals for the NWEA MAP test which is administered three times a year which can be monitored more frequently. We will devote collaborative time to review and analyze the data along the way and make appropriate adjustments to instruction with these sub-goals in mind. Teachers will use the CCGPS frameworks in both in mathematics and reading to keep a school-wide, cohesive and consistent focus on appropriate goals and measures for student learning. We will devote our professional learning to helping our students to be successful, our teachers to be more effective, and our CRCT scores to be reflective of the growth needed to bring us closer to the 2017 Smart Goals set by the state of Georgia.
CRE Parent Involvement Opportunities for 2012-13

Date 8/4/2012 Activity Meet Your Teacher Orientation Description Time for students, parent, and community members to see classrooms and meet their teachers.
(This opportunity was not funded through Title I)
Goal Orient students and parents to our new building. Distribute paperwork and problem solve first week transportation issues etc. Time for students and parents to feel welcome and to learn about their child(ren)'s school. Time to review Title I Information with Parents Students and families help to build a float and participate in the Raider Nation Homecoming Parade.
Results A large number of parents and students came to meet their teacher. 455 parent signatures were recorded A moderate number of parents and students came. School wide Title Information and Parent/Teacher/Administrator/Student compacts were explained. 178 signatures were recorded A moderate number of parents and students came to participate.
8/21/2012
Title 1 Open House
Parents are welcomed into the school to meet the teachers and become familiar with the school. School wide Title info was shared
(This opportunity was not funded through Title I).
10/5/2012
Raider Nation Parade
Parents and Families wish to support our local High School (Southeast) during the homecoming season.
Cedar Ridge 2012-2013 Title I Documentation Date 11/1/2012 Activity Cedar Ridge Family Reading Night Description Parents and families were invited to participate in story sessions, Student Voting Activity, Community Information for Parents, Brief Parent Resource Center Highlights, and School Book Fair.
Goal
Time for students and parents to feel welcome and to learn about community issues during the upcoming election. Time to review some of the Parent Resources in our Parent Resource Center.
Results A moderate number of parents and students came. School wide Title Information and Parent/Teacher/Administrator/Student compacts were explained. 137 signatures were recorded 25% participation
12/7/2012 12/13/2012 12/14/2012 12/19/2012
Holiday Sing Alongs
Parents and families were invited to participate in various Holiday Sing Along Activities in the mornings with their student's grade levels.
Time was dedicated to sharing holiday music with families and for students to showcase the things they have learned in music so far this school year at Cedar Ridge
A large number of parents and students came to meet their teacher.
10/15-19/2012 11/15/2012 12/13/2012
Parent Lunch Days
Parents want to come to school to eat with their children around the holidays.
For parents to enjoy eating with their children. This builds good home/school relationships.
We had a large number of parents that showed up to eat lunch with their children.
4/25/2013
Title I Science Night
Parents and families were invited to nine science stations created by the Creative Discovery Museum. .
(This opportunity was funded through Title I)
Time for students and parents to feel welcome and to learn about community issues during the upcoming election. Time to review some of the Parent Resources in our Parent Resource Center.
A greater percentage of our parents attended this opportunity than in the past . Math Summer Work handout was distributed. 258 signatures 46% participation
Folder 4e Professional Learning Summary

Following are the Professional Learning experiences that Cedar Ridge developed and used to promote effective professional development for the 2012-2013 school year as stated for the 2012-2013 School Improvement Plan.
Dates
Professional Learning Experience

RTI Binder and SST Information
Description
RTI Training for EIP teachers done by School Psychologist, Title I Instructional Coach, EIP teachers Collaboration focused on looking at grade level team themes selected for Unit 3 of ELA frameworks. Introduction of Benchmark Universe and other Title III resources to staff Developing organization of materials method and plan Review of materials by grade level teachers
Presenter
Casey Woods
Number of Participants
27
Success/Benefits/ Outcomes
Students are receiving research based strategies. More students are receiving appropriate interventions. ELL students needs are being met in and out of the classroom by regular education teachers as well as ESOL teachers.
Follow-up
Documentation of strategies being used are discussed in RTI, SOS, and SST meeting. Professional discussions and collaboration are ongoing. Flip Book tool is being developed and augmented continuously. Teacher are reviewing benchmark universe materials.
1/4/13 8/27/12 10/31/12 12/5/12 12/7/12 12/12/12 12/14/12 On-going ESOL Training for all teachers and development of school wide ESOL tools for use by students and teachers.
Amy Hurlock Zock 27 Denise Menchaca Lori Lawson Laurene Lovingood Amanda Pobieglo
Dates
11/15/12 11/16/12 11/17/12

WOW in Dalton for new teachers
Description
New teachers participated with district teachers in local Working on the Work conference focused on engaging design for 21st century learners. Digital Portfolio training for staff using portfolios as a part of the evaluation process. Staff learned to use ActivExpressions to improve instruction for students at risk. Teachers learned how to use Learning Odyssey to augment instruction, guide students according to MAP results, and intervene for students below grade level.
Presenter
Schlechty Center
8
New teachers learn about design qualities, student engagement, and building capacity.
Follow-up
Teachers are looking for design qualities in lessons and are using student engagement to design lessons. Teachers are embedding technology more frequently into their work with students. Students are becoming more proficient with technology as a tool. Odyssey is being used in the classroom/lab to strengthen student learning and as an intervention for Tier II students in the SOS or SST process.
Whitfield County Schools
8/28/12 9/28/12 10/29/12 12/10/12
ActivInspire , ipod, ipad, Learning Odyssey, TIE job embedded trainings
Amy Hurlock Zock TK Cassidy Pam Pettyjohn Vanessa Paluszcyk
39
Teachers learned how to better embed technology within their instruction better meeting the needs of their digital learners. Teachers learned how to use Learning Odyssey to augment instruction, guide students according to MAP results, and intervene for students below grade level.
Dates
8/13/12 9/21/12 9/25/12 10/4/12 11/1/12 11/5/12 11/12/12 11/14/12 12/12/12

Collaborative Planning Days
Description
Presenter
21
Grade level teams met independently or with the instructional coach for mapping curriculum and design work to augment and better align to CCGPS practices, rigor, and conceptual shifts periodically throughout the school year. New teachers worked collaboratively with instructional coach to strengthen instruction with a focus on meeting the needs of students most at risk.
Follow-up
Lesson plans and lessons are observed. Units were developed and shared within school and district. Teachers met to reflect on work with instructional coach and completed surveys and feedback forms.
Amy Hurlock Zock Curriculum Mapping and Meleia Bridenstine Content Planning for core content Independent (Math, Lang Arts, Reading, Science, Social Studies) instruction to support most at risk students.
11/6/12 11/7/12 11/8/12 11/9/12
District CCGPS Workshops for ELA Frameworks
Grade Level CCGPS ELA workshops with district Title I Instructional Coach facilitator Grade Level CCGPS ELA workshops with district Title I Instructional Coach facilitators
District Level Instructional Coaches Amy Hurlock Zock
26
Grade Levels met with District Level Title I Coaches in collaborative sessions to develop ELA framework plans that support, pacing, rigor, and conceptual shifts of the CCGPS
Teachers are using frameworks and embedding greater rigor into their ELA lesson plans. Communication between grade level, school and district level, and support teachers is more focused and clear.
Dates
9/25/12 10/1/12 10/24/12 11/27/12 12/4/12 12/14/12 1/4/13

Data Training
Description
AIMSWEB and MAP Training
Presenter
Amy Hurlock Zock
8
Teachers learned more about AIMSWEB and MAP data and how to use it.
Follow-up
Running Record Training
Running Record Training and Guided Reading Focus
Jennifer Thurman 37
8/28/12 8/31/12 9/20/12 9/21/12
New Fountas and Pinnell Phonics Curriculum Orientation and Training
Fountas and Pinnell Phonics Job Embedded training
Allyson Millican 23 Amy Hurlock Zock
Teachers are using AIMSWEB and MAP data to form fluid groups and to differentiate within their grade levels. Title I Literacy coach Teachers have better and Literacy Team data to guide their facilitated further decisions about Guided training on appropriate Reading. Guided use of Running Records Reading practices are and school wide book becoming more clear study of Fountas and and consistent across Pinnell Guided Reading. grade levels. During grade level i2i Teachers have sessions, Instructional employed a variety of Coach worked with methods for teaching grade level teams and phonics in grades K-2 support staff to learn using Fountas and methods needed for Pinnell Phonics using Fountas and materials. Grade level Pinnell Phonics program organizational systems in grades K-2. were developed for managing materials used with this program.
Dates
9/6/12 9/7/12 9/10/12 9/11/12

Bridges Training with Donna Burke
Description
Donna Burke worked with grade level teams, support teachers, and new teachers to improve instruction in math such that the most at risk of failing would have improved supports and opportunities. Design Day sessions, Job embedded new teacher support, and mentoring to strengthen skills of new teachers and provide opportunities for professional growth.
Presenter
Donna Burke
33
Teaching teams and support teachers met in sessions with Donna Burke to address instructional strategies used within the Bridges Math Curriculum and to address methods for keeping on pace with the CCGPS frameworks using the Bridges Materials. Title I Instructional Coach provided job embedded support for new teachers in each grade level allowing teachers opportunities to strengthen classroom management, instruction, and design skills, and providing focused reflection to promote new teacher growth.
Follow-up
Teacher have a better understanding of rationale behind instructional strategies and pacing within Bridges. Teachers have resources for supplementing and aligning Bridges to CCGPS frameworks for Math. New teachers are more confident in their classroom management, instruction, and design skills. New teachers have made clear goals and reflection about their work professionally.
9/25/12 10/4/12 10/13/12 11/1/12 11/5/12 12/10/12
New Teacher Support
Amy Hurlock Zock
Dates
12/11/12

Eligibility Process Training
Description
Gifted Committee Training, Eligibility Training, and Collaborative Contract training
Presenter
Amy Hurlock Zock
8
Title I Instructional Coach worked with Gifted committee to introduce proper procedures for Eligibility, Collaboration, and Differentiation pertaining to Gifted identified students
SIOP strategies are being used in the classroom and shared with other teachers. Reading Recovery teachers collaborate and observe a behind the glass lesson monthly. Grade level teachers EIP ESOL ESS
Follow-up
Eligibility committee was properly formed and co chairpersons were established. Proper lesson plan documentation for collaboration and cluster groups have been filed with Gifted Resource Teacher for FTE purposes.
Lesson plans and lessons are observed and feedback is given to SIOP participants. Implementation of strategies learned during monthly trainings into daily lessons Teachers understand CLOSE reading process and can use that strategy at least once weekly with students in at least one content area every week.
Varied Dates Varied Dates
SIOP Reading Recovery Continuing Contact Close Reading
SIOP Best Practices Reading Recovery Continuing Contact Using CLOSE reading strategies to support CCGPS ELA Frameworks and increase rigor of reading text in content areas.
District Level Coordinators Reading Recovery Coordinators Patricia Lamb
14 3
1/8/2013
22
Dates
2/27/2013

Graham Fletcher Best Practices
Description
Graham Fletcher Best Practices FRAMEWORKS (Exp questioning strategies) co-teaching training (Exp Knowing the models of coteacher to improve collaboration of a co-teaching team. OAS training overview of PARC assessment, rigo, conceptual shift of questions in assessments, and strategies for instruction that will enable students success with these models Math Games and Greg Tang strategies training Box Cars and One Eyed JacksMATH Games Phonemic Awareness Skills Dyslexia Spelling and Phonics Multisensory Instruction
Presenter
Graham Fletcher
23
Grade level teachers EIP ESOL ESS Grade level teachers EIP ESOL ESS Grade level teachers EIP ESOL ESS
Follow-up
Teachers have new questioning techniques and strategies to incorporate into their lesson plans and instruction. Teachers understand the approved models for coteaching and can effectively collaborate with co-teachers following one of the approved models. Teachers are familiar with
2/8/2013
Co-Teaching
Marcia Talkovich
31
2/7/2013
OAS
Patricia Lamb
34
new expectations and can

anticipate changes in assessment and types of questions incorporate opportunities to practice similar questions or problems within daily lessons Expectation Use of Greg Tang strategies for number sense, math games to practice skills within CCGPS frameworks (exp understand the role of phonemic awareness, phonics surveys, systematic language instruction, and issues facing students with reading difficulties such as dyslexia)
3/25/2013 3/26/2013 4/15/2013 4/16/2013 3/28
CCGPS Math strategies and Games Training EIP, ESS, ESOL Literacy Strategies for intervention
Amy Hurlock Zock
16
Grade level teachers EIP ESOL ESS Grade level teachers EIP ESOL ESS Specials Teachers
Amy Hurlock Zock
15
Dates
4/15/2013 4/16/2013 4/22/2013 4/23/2013 4/24/2013 4/27/2013

Data Trainings
Description
Data Trainings Looking over past data Identifying trends Suggestions for SIP Plans Needs for changes in Instruction PBIS protocol Overiview of PBIS Expectations for classroom teachers Begininng with Cafeteria Guided Reading Shared Reading Getting Started with Grouping Follow Up Behind the Glass: Guided Reading Lesson
Presenter
Amy Hurlock Zock
31
Grade level teachers EIP ESOL ESS Specials Teachers All Staff
Follow-up
(exp access and use MAP scores to guide expectations and increase RIGOR, use MAP scores as a grade level to guide planning, USE LEXILE and RR levels to check pacing for Guided Reading (Exp. Use 4 square to frame expectations, teach expectations using explicit instructions and scenarios, begin BLITZ, reward accordingly) (Exp. All 3rd grade teachers will use running records, written retelling, and observation to place students in appropriate guided reading groups by the end of August 2013. Teachers will align Guided Reading focus with Shared Reading focus using common lesson plan formats.)
PBIS
Amy Hurlock Zock
42
5/2/2013
Guided Reading
Amy Hurlock Zock
3rd Grade Teachers have a collaborative plan for beginning the next school year with Guided Reading.
Folder 5 Title I Funding

Cedar Ridge Elementary School received $222,480.00 in Title I funds for the 2012-2013 school year. The Title I committee met in May 2012 to prioritize the use of funds in the following manner: Instructional personnel, professional learning, instructional supplies and parent involvement. Below is a summary and graph of funding allocation for the 2012-13 school year:
Chart Title
9% 5% CRE Title I Funding 2012-13 1%
CRE Title I Funding 2012-14
85%
Description and results of funding use: Staff Funding: The majority of the 2012-2013 funds were utilized for staff positions. 1) One Instructional Coach/ Academic Tutor position was funded using Title Funds. The Cedar Ridge Instructional Coach and Academic Tutor worked with staff in the areas of curriculum and instruction. Tasks performed by the instructional coach included:

Acting as resource to leadership team for implementation and evaluation of educational programs based on identified student needs. Provided instructional support for teachers to improve teaching performance and student learning. Participating in the implementation of professional development and/or training to meet the needs and goals of school improvement plan. Used job-embedded strategies to assist teachers in successfully implementing educational programs and facilitating learning. Assisted the leadership team in monitoring the School Improvement Plan. Stayed abreast of the latest research and best practices in order to provide support for the development of high quality curriculum, assessments, and instructional innovations. Coached, modeled, and mentored new teachers. Analyzed and disaggregated data for continuous improvement of instruction and student learning. Gathered, Maintained, and completed required Title I paperwork for the school and attends all meetings regarding Title I paperwork and budget management for the school Worked with Title I committee to determine appropriate budgetary decisions for upcoming school year regarding Title I. Established, maintained, and promoted Parent Resource Center in school. Ensured the home school connection with maintenance of the various school communication methods (Parent Resource Center, newsletter, and website) Collaborated with District-level Title I Instructional Coaches and RESA Coaches Academy. Assisted the Title I Academic tutor Paraprofessional in forming and planning both a tutoring schedule and tutoring sessions.
The Cedar Ridge Instructional Coach also performed the role of Academic Tutor. Tasks performed as an Academic Tutor included:
Provided research-based, quality, data-driven, academic tutoring to students with a focus on mastery of Common Core Georgia Performance Standards either within the classroom or a small group setting. Used benchmark assessments to plan and implement tutoring programs for specified students. Completed periodic progress monitoring of tutored students to inform tutoring instruction and groups, and supervision duties as specified. Collaborated with teachers to design work for students that will address their individual needs and differentiate the learning to increase the retention of the material.
These tasks performed by the Instructional Coach/ Academic Tutor at Cedar Ridge contributed and enabled efficient delivery of services to the stakeholders of Cedar Ridge Elementary. 2) One literacy coach was partially funded with Cedar Ridges Title I money. The tasks performed by the literacy coach were split between working with a kindergarten classroom modeling instruction and professional development in the Literacy Collaborative model. Tasks performed by the Literacy Coach included:

Modeling best practices for instruction while working with kindergarten class. Interactive Read Aloud Language and Word Study Writing Workshop Shared Reading/ Interactive Writing Reading Workshop/Managed Independent Learning Coach teachers Design and lead professional development Work with the school literacy team, maintain the book room Analyze data Read and research strategies to strengthen support for children and teachers Work with school and district administrators
3) One Kindergarten paraprofessional was funded with Title I money. This position provided interventions in the areas of Reading and Math to targeted kindergarten students. This position also provided administrative support for the Kindergarten teachers who could then focus their time on student instruction. 4) One-half of the salary of a reading recovery position was funded with Title I money at Cedar Ridge. Tasks performed by this staff member included: Offering intensive reading interventions daily to 1st grade students
Attending training and practicing the guidelines of Reading Recovery Performing formative assessments regularly Collaborating with 1st grade teachers
The funding the staff position for paraprofessional and reading recovery assisted the Kindergarten and first grade teachers in delivering enhanced attention and instruction to those Eastside students with the greatest academic needs. Professional Learning: Although the majority of the Title I funds were used for staffing purposes. Professional learning in the area of Math was targeted and supported by Title I funds. Donna Burk, co-author and facilitator, for the Bridges math curriculum as well as presenter from The Math Learning Center spent five days of instructional time with our grade level and support teachers working on math instruction for the most at risk students at Cedar Ridge. In addition, Title I funds were used to hire substitutes so that certified staff could participate in design days which focused on designing work for students related to the new common core standards and the hard to teach/ difficult to
learn concepts. This allocation comprised 5% of the total Title I budget for the 20122013 school year. Instructional Supplies: In accordance with the district Literacy Collaborative focus this academic year, $20,000.00 was set aside for instructional supplies at Cedar Ridge. These materials were purchased to augment the Guided Reading book room. This allocation comprised 9% of the total Title I budget for the 2012-2013 school year. Parent Involvement: 1% of the 2012-2013 Title I budget for Cedar Ridge was allocated to Parent Involvement. Monies were used to increase parent resources and materials which are housed in the Cedar Ridge Title I Parent Resource Center.
Summary of Use of Funding Title I funding for the 2012-2013 school year at Cedar Ridge Elementary School was spent according to the suggestion of the Title I committee and in response to stakeholder needs assessment surveys. Title I funding and the operation framework provided by the Federal Laws and regulations plays an important role in meeting the needs of Cedar Ridge Elementary Schools students, parents, and staff.
Cedar Ridge Elementary School Coordination of Title I Program with Other Programs 2012-2013 Folder 6 Cedar Ridge Elementary School began to implement a School-wide Title I program. Operating a School-wide program has made it easier to work and coordinate with other programs. Funding is utilized more efficiently for maximizing student, staff, and parent services at Cedar Ridge Elementary. Coordination of Funds Cedar Ridge Elementary School received $222,480.00 in Title I funds. $191,646.00 (85%) was budgeted for additional staff; $20,000.00 (9%) was used for instructional supplies; $10,824.00 (5%) was used for improvement of services (including substitutes for professional learning, book studies, and contracted services for staff); the remaining $1902.00 (1%) was used for parent involvement materials, contracted services, and supplies. The funds used for additional staff paid the salaries for one Title I Academic Tutor and Instructional Coach, half of the Title I Literacy Coach position, one paraprofessional, two parent involvement coordinators, and partial salaries of 1 Reading Recovery teachers at CRE. Our expendable equipment provided our school with additional headphones, CCGPS aligned math games for instruction and use in our Parent Resource Center, additional phonics and literacy materials, parent resource room furnishings, and a card stock and ink for developing math games and school wide math resources. Our improvement of services included funding for substitutes for professional development opportunities, compass learning training, CCGPS workshops, grade level design days, book studies, and contracted services for professional growth. We used a small portion for supplies, such as, parent nights and intervention resources to be used during RTI for students needing extra interventions. Title I consolidation funds for the 2010-2011 school year were used in the areas of salaries, consultant fees, professional learning, expendable equipment, substitutes for professional development, parent nights, parent resource room, and parent involvement. We also received additional funding from Title II and III. These funds were received through consolidation funding. Additional funding was used in conjunction with Title I funds to purchase many needed items. These funds enabled Title I to fund parental involvement opportunities as well as needed materials and supplies. Title I
funding helped provide salaries for several teachers. Salaries funded by Title I included an instructional coach, literacy coach, instructional paraprofessional position, and one partial funded Reading Recovery teachers, a parent involvement coordinator. Title I funds focused on increasing parent involvement by purchasing items for parent nights and parent resources added to our parent resource room. Title I funds provided contracted services for teachers to be trained in common core best practices for math and using CCGPS math frameworks. These funds provided substitutes for our teachers attending workshops, technology training, best practices workshops, Activeboard training, and grade level collaboration days. Consultant fees were acquired with the coordination of these funds. Title I distinguished schools funds helped purchase several ipads, ipods, and ActivExpressions for our school. Coordination of Programs Title I coordinated with other programs within our school in several different ways. The Title I program worked closely with all regular classroom programs. Reading Recovery teachers, EIP teachers, along with the regular classroom teachers used the same behavioral plan, standards, and curriculum in all subjects served. The same standards were used to monitor student progress. Communication through various ways was ongoing to ensure that all objectives were covered fully. Similar behavior plans were used to provide consistency for students in the area of discipline. Collaborative planning took place on a consistent basis to make the best use of all of the instructional time. Title I coordinated with the Reading Recovery program as well. Strategies utilized in the Reading Recovery program were echoed throughout Title I reading instruction.
Cedar Ridge Elementary School Parent Evaluation Folder 7a 2012-2013
Parents were given an opportunity to provide feedback to several questions on the Archway on-line survey in the spring of 2012. The results are as follows: The majority of the parents agree that Cedar Ridge is a positive environment. They like our building and that our teachers have energy. Our teachers were the most positive comment about the strength of our school. They tended to appreciate complements to students, friendliness, concern for student progress, and dedication. We increased the number of parents attending our parent events by 40% by the end of the school year by adjusting the time offered to 4:006:00pm, increasing advertising, improving our webpage and facebook outreach, and improving communication with Blackboard Connect. The biggest area of concern voiced by the parents was requesting more opportunities for individual information from teachers about their childs progress and needs. Another area of concern was their childs mathematical academics. They felt that we needed to have better teaching in math. A small area of concern by a few parents felt they needed to be more informed on how to help their student at home. We plan to address these parent concerns. We have added a goal for the 2013-2014 school year to increase the number of individualized contacts per student to four times annually and we have created an instrument to track this goal more effectively. We have tried to implement and will continue to only attend professional development that is vital to our growth as professionals to minimize our absences from the classroom focusing as much of this professional learning in planning times or before or after school to minimize time out of class. We have added many new materials to our parent resource center and relocated the center to be more user-friendly and accessible to a wider range of parents. We will continue to offer multiple ways and opportunities for parents to be involved in their childs education, such as, English classes, parent nights, lunch and learns, and fun family activities.
Cedar Ridge Elementary School Teacher/Staff Evaluation 2012-2013 7b
Teachers and staff members were given an opportunity to provide feedback to several questions on an Archway on-line survey in the spring of 2012. The results are as follows: Teachers and staff agree that the students of Cedar Ridge are truly loved by the teachers and staff. The majority of the teachers and other staff members strongly agreed that Cedar Ridge is an enjoyable place to work, the schools facilities are adequate to support instructional learning, and that there is a positive teacher/administrator relationship that positively affects learning at our school. Teachers have seen great improvement in communication and follow through this school year. Teachers feel that expectations are more clear now than in the past and love the Friday Focus for keeping them informed about upcoming events and deadlines. There is a concern that although the teachers and staff have the materials they need our students are not achieving at the level required to make adequate progress each year. We have taken a close look at our school wide data both for this year and cumulatively and are committed to changing the trends we see. Administration has outlined goals with periodic checkpoints to help us stay on track towards our goal of improving overall student achievement. In addition, common best practices are being outlined for each discipline as a means of improving consistency of services across the building and grade levels. Our professional learning and evaluation will be tied directly to these goals. We intend to begin the following school year with a commitment to make expectations crystal clear and to inspect what we expect from our teachers, staff, and students frequently.
Student Survey Results
2012-2013 school year
Cedar Ridge Elementary
What is one idea that would make your school a better place? - do not talk bad words or use you maners and used sripekt - making everyone respect others - the one idea i have is helping each other. - nothing - a beach and getting wet at school go to school one day or two days - no littering - A biger music program - Everyone have a indevidual ipad - being there for every one and making there day. - if we could play out side - no math - more food!!!!!!!! - ALOT of FOOD!!!!!!!!!! - nothing - realy biger pe - Biger mosic program - tell kids no buliding - I think that there should be rotations like in 3rd ,4th,and5th grade, I also think that there should be extra free time - I think that there should be an indoor hot hot tube - I think more recess. we are kids we need to have fun.We only have 10 minutes of recess.:( - That their is no boiling and yelling.Their are no hitting other people. - let kids carrrie thear oune book bags and get better lunch laddies and better food my chicken was hard as a rock and my freands peanut butter and jelly sandwitch was hard as a rock they need better food and better cooks ..!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! - It would be a better place if people stop putting bad words on the wall,clean up the trash that they made so the janitor don't need to clean up much,I detest when people are boiling other people its gross when other people put there hands on other peoples food then they say "I don't want to eat that any more''. - YOU CAN REZIN THE WALLS - using electonicts and more rescess - able to use electronics during rescess - That almost every body would be nice or not say any thing mean - We need more reese to stay more active - nice princebl - haveing fun work at school - i do not know - Less paper work - make people nice - IF THE STAIRS WERE ESCULATERS - everybody teated fairly - jelo in the cafatera - I want a better libary - no bulling - I want a better library. - show respect when the aldolts are talkeing u go up to them and say some thing it is dist respect
What is one idea that would make your school a better place? - to have nice pepol - that know one has to be mean - our pencils cant break a lot - more free time - that every one would help one another - that every one will be nice. - we could have extra recces. - Encourage kids to read more and become smarter because that's why I am smart,I read books. - It's good the way it is. - not buliing - more math - do more math - nothing - try to lisine to your teacher - if you find trash you should pick it up or make a day that all the students pick trash up from inside and the outside - All of the students will clen the trash and cans too. - by making all students read and making this school a smater place - ice cream - more time to play outside. - doing more fun stuff. - If people treat me the same as there freinds. - a game stashon - doing more math stuff - every thang - help peopel - get along with each other and be friends - learning mroe - keep it ouiet listen to your teacher - helping - if everyone gets candy if they do something good. - helping peopel when thay need help - i think that if evry student got a chance to tell ther teacher what subject they need help in it would help people get a better education - Thire is nothing I would change. every thing is fine. - more of a most liked subject - More reading - being respectful to other people - to have more activites for us to under stand - more activites - more activities. - More activities. - Reading more big books,making sure that our beavior is getting better to imprese other teachers at my school. - more time in school - I think give them a little extra recess if their really good - To be kind to one another - i think give them a little etra recess if thay are relly good. - more math
What is one idea that would make your school a better place? - keep it clean everyday. - math - To paint the walls in the red pod blue. - to make better playground - noting - get to play morn - notting - If we had a candy mshnie. - NOTING - make the school bigger and the playground - pepol to be nice. - TO the school - it oredey the best - going to pe all the taim - nothing - make the miusc room a little better - make the school biger and the playgrow biger - if will hand a big gym - nothing will make it beder than now - when people would stop bullying people - being good - keep are whole school clean - If we had our own desk so we can consintrate. - keeping it safe - better food - we could have our own desk and stad up for people who are being bullyed - keeping us safe - more technology - more math. - being good - Be friendly - making it clean and taking care of it - PICK ARE OWN FOOD - to do more art - going outside - have are oun desk - more math - A bigger playgroud - to lear more - mor tuders - to give rewards to people how get good grads - by doing more work - more class rooms - nothing - nothing - read to little kids more often - if the principle was nicer - put soccer goal in are soccer field - have more lerning
What is one idea that would make your school a better place? - money - more activities - to get a nother playground - have an outside basket ball court - more students to make new - more freidly kids - more recces - mmm our own backpacks and go outside often becouse we oly get 15 minutes rread to kindergarten more often so they can learn how to read better go to differrent every teachers class room like 5th grade did last year change ice cream back to 50 cent go upstairs and eat in the pod with all of fifth graders go to lakewieniepesoka like danville is,go on more feildtrips we get to do more projects in scool with all of fifth grade so we can spent more time togethere and have a soccer team for each class and go vs each other play soccer in gym more often - to have our own backpacks use i pads and ipods more often to get longer free time do lots of expeaments have kindergarden behavor charts read to little kids 2s a week switch classes to do more expeaments for example when we do science we should get mixed up in 3 group and go to diffrent class or the same and when we eat lunch to go upstairs eat in the pod so we can talk to take a trip to lake wennie pesoka for summer and call our parents to have a chips on sale everyday and finally try to make the school be a funner place,AND have a soccer team for each class. THANK YOU FOR LISSENING! - lets 5th graders to have more talk time - get recess more longer - i do not know - This school could be a better place if some people will just put down the video games and do anything to make this world a better place! - if we do more art - that everyone should be nice to each other. - change the food - not so much work - its perfect - i would not do anything to change the school - more fun atefudes - hour long recess - doing math and do reaing. - FREE ICE CREAM/ AND MORE FOOD AND STRABARY MILK - A skatpark and a waterpark. - make the playground bigger. - FREE ICE CREAM EVRY DAY/ AND MORE FOOD - free ice cream and better perteion
What is one idea that would make your school a better place? - no fighting - FIGHTING - If i could make my school a better place i would like everybody would get along. - to get more time for p.e - have more time to rest and hang out with your friends for an hour because we have more time to learn - math. - I think the school should provide each student whith a ipad,because they have apps that could help kids learn and kids would have so much fun learning and you could just pass them down every year to other kids. I think that ipads would be a very good idea for kids to learn. - I think the school should provide a IPad to each class , because they have apps that can help kids learn and they would have fun learning everyday.They would learn something everyday. - Make a soccer or baseball team for the school. - one more hour in school so we cold get a better educidion. - If we hade ipads to learn with,because we could do odyssey with them.
What is one thing you don't like about your school? - ssome kids are disrespectfull. - i like evrything. - I dont hate anything about the school. - Some kids are so mean to the teachers they say bad words to them in Spanish. - Some kids play around and distrackt other kids and the kids that get distrackted want to learn and are so smart. - music. - whene techers scream cuase of geting in trouble and when lunch ladys scream at the kids - when i get in trouble - I dont like really the school lunch. - I DON'T KNOW!!! - idk - nuthing i like everything - NOTHING - nothing. - nothing. - haveing resse outsind. - i don't like anything - i dont like the food at luche - we do not swicth classes - that hall ways to loud - all the work - one thing i don't like is when we don't have specils. - how we don't use the computer that much - I don"t like this school because of one reason.That reason is that some people are mean to me and i hate that. - some of the teachers - we have to wake up early - there are atill meen people here - we dont get to use the our own backpacks,the money for ice cream is to much - we dont bring our own backpacks for school - nothing - pushing around - bulles - when it rains outside it is really mudy - some people are mean to me - when kids disrespects teachers - when they call my parents - music - we have very short recess - nothing - nothing - i dont know - reading - I dont like homwork - I don`t have my own desk - i dont have my oun desk - the jym - learning - I WOULD HAVE MY OWN DESK - homework - People mean to me alot like every day - writing - I dont have my own desk, - we don't go outside - homework
What is one thing you don't like about your school? - that sometimes people are rude and home work - school food - homework - I dont have my own desk. - i don't have my own desk - writing - some people bully me sometimes - nothing - nuthing - i dot like bling - i hant any thing - nothing - not beinb bad - nuthing - i dont like bolling in school or saying badwords - NOTING - Nothing - nothing - noting - Nothing. - music - test. - nothing - i dont like it when my class gets in troble and when my teacher gives us talks about our behavior. - The bathrooms are very nasty - I don't like when my class gets in trouble and when my teacher gives us talks about our behavior. - nothing - My whole class getting in troble. - Some people don t get tread the same way oders - some people don't get treated fairly. - people that are mean - people that are mean - I don't like getting in trouble - I don't like geting in trouble - nothing - I like every thing and, about this school. - not evry student treats me right . i am bulled alot here. - geting bolly - its sometimes dusty. - nothing - whan kids are mean - wirting - well some children are mean and say mean things to each other and dont saycthere sorry - noting at all - writing - other people be mine to others - the home work - notheah
What is one thing you don't like about your school? - How other people dont not treat me like there freinds they treat me diffrent then there freinds. - getting in trouble their. - we have to work alday. - not going outside - kind of not playing on the playground . - Bulling. - bulling - that we dont get go out side - nothing - i like ervere thing about scool - To much stiars. - i love all of it - People making the janitor work hard. - Some kids do inappropriate things in the bathroom. - I am sorry but i do not like that some kids get in trouble for an acsadent or for nothing that they did not do. - that some people are mean to me. - some kids don't repect you. - hard work - nothing - bugs can get in the class room and some people say mean things - to have bugs in our class - when peple lafe at them it is dist respect - reading - I do not like taking the crct test - libery - work - it has rats. - THE HOTWINGS - work is to hard - We do a lot of paper work - i do not know - I hate school work - my teacher - Nothing! - That some people are mean. - nothing - nothing - THAT YOU CAN BE MEAN TO OTHERS it MAKES THEM FILL BAD - I don't like how people put bad word in the boys restrooms its wet on the floor there is water on the toilet. - I don't like that wear not aloud to Carrier our one book bag . Thats how some people like to express there self's as indivisible and the book bags hearts your shoulder because there like strings and it hearts i carries my oune because i don't care what people think!. And the lunch laddies are mean they made my freand cry because she yelled at her. Her name Jennifer i dont like that about the school!!!!!!!!!!!!!!!!!!!!!!!!!! - The most thing I detest is boiling other people. Boiling is not good because people are getting heart a lot.I even detest when lunch lady's yell at me. - it is not as fun as people it is. - I do not know - Nothing. - bulid - Some of the kids
What is one thing you don't like about your school? - history an writteing - nothing - Hard things. - Science - math - mean people - some times some one hits you and they don't get in trobele. - I like everything about this school. - some of the kids - less resses - reading - nothing - i don't like bullies. - when there bullies - a lot of writting and a lot of history
What do you like the most about your school? - pe and playing - i like when we do math,science,reading,and activities - the thing i like about school is meeting new people. - math and writting - learning to your teacher every day haveing fun eating . i do love math! - learning new things - the librerey - That I have some great freinds. - If some one is mean to you they will fix it and no one will be mean to you. - that it is clean - social studies - Being with my friends - Being with my good Friends!!!!!!!!!! - learn - playing and pe - the librarey - thechers helps us learn more - That our teachers help us learn new things and when someone is confused they help us. - That there is a lot of stuff to do - it has some really great places ,such as the library. - I like to learn all about math. The most thing I love to do is to make new friends and play around. - I like to learn and make freands and do math i love math. - I like how my teacher treats me fairly and with respected they are so kind. - you can provide others - the students how nice they are. - That i get to play and learn with my friends! - That I have some friends. - Like the teacher and the principal - nothing - that I am safe. - they keep us safe - It is very ornate - i like how they keep me safe - THATALL MY FRINDS ARE HERE - it has nice teachers and they care about ,keep us safe. - all of my friends are here - I like the most about our school is our teachers are very nice - I ilke p e. - i like how mrs wood wonts us to learn - to play - it has fun activities - learning and have fun - how every body nice - the teachers are friendly some students are nice I am learning good. - that some people are nice to me. - I like that i can come to school and see my friends. - What I like most about CRE is that it has a major library that has lots of books. - We have great teachers . - we get to learn alot - It is a good place to learn. - all the techer, are nice - you get to learn and have fun
What do you like the most about your school? - doingmath - we have nice and clean stuff to learn with - we have nice and lovey teachers too.Also teachers help kids learn new things. - The class room and learning diffrent stuff. and learning so many more stuff. - math - we get to have free time. - i like learning their because its fun. - I relly like how we learn evry day. - math - the libery - i like about my school that thay want us to be saff - math - the school - that i can learn and have fun with learning activities - math - i likemy school - lerning - its clean and big. - lerning - my school is clean and safe .My teach me and incourage me in evrything that i do.My teacher makes shur that what im doing is not to hard for me i hope to reamain here not beacase of my teachers not beacase of my friends but beacase of the learning.I think that this is the best school for me beacase they prepair me for the future. - They treet people fairly.my teacher makes sher I am safe.My teather make sher I do my best. I have good frineds - to learn new things - i like reading - I like doing math and reading books - i like cheaking out books - i like p.e - p.e. - music - Learning new sorts of things. - pe - What I like most is writing. - I like writing it is really fun - what i like is math - math - the library. - math - We get to learn in activities in school. - i like pe - Recese - It has fun activdes. - i like school beacuse it is fun i learn a lot and it makes me smart. - It is clean and it has luvatrs. - RISES - i like to learn i like to play in the playground math is the best in school - The thechres help you lurn. - I LITIE PE
What do you like the most about your school? - it is goob for kids to lean - go to pe. - I like school becuse it is fun i learn a lot and it makes me smart. - i like my school to do math - i like luning - that me and my bodis yang out. - the library and pe - PE - my best teachers - My teacher. - the gym - my teacher - math and we have good maners - the gym - PE - the jym. - PE - My friends - libery - THE LIBRARY - the libary - the libery - the libery - my teacher - the gym - they care - writing class - the teachers - The difrint activites they have. - that your teacher helps you when ever you need it - the painted walls - the teachers - math - you get to sit with your friends at lunch - that it has pods - pe and soccer - computer lab - a good principal - that teacher reward people that do good work - that they have a soccer feld - the teachers - My teachers and friends - the teachers all the freindly people - math - we get ice cream and my teacher is really nice and we get to use ipods and ipads - we get to use ipads and the ipod to do experaments - i have a lot of friends here - we get to learn and meat new person - it is big - I like this school because people are always kind to me and I make good friends! - the books they have here - i really like the libary. - science - it is very big and the teachers do help you alot - doing math - recess math
What do you like the most about your school? - recess - reading and do math. - I like science and the pleyground. - I like that it has doors that you can only open with cards. - THE ICE CREAM - it has good teachers - I like P.E. - I liked the p.e. more the best!!!! - I like that the teachers always care about you if you are hurt or feeling bum . - i like p.e and chores and Helth and book far and bake sale and reading and are word of the week - i like recsses,P.E,chores and helth class book fair,bake sale,write,scince activaties,math activaties and partner read - Recess. - That I am having fun while learning. - That I can learn while having fun. - I like the playground the most. - it has allot of things to help suport your grade. - I like when we learn and have fun at the same time.
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We have great - We teachers have great . teachers . we get to learn - wealot get to learn alot It is a good-place It is ato good learn. place to learn. all the techer, - allare thenice techer, are nice you get to learn - you and get to have learn funand have fun doingmath - doingmath we have nice - we and have clean nice stuff and toclean learn stuff with to we have nice - we and have lovey nice teachers and lovey too.Also teache t The class room - Theand class learning room and diffrent learning stuff. d a math - math we get to have - wefree get time. to have free time. i like learning their because its fun. - i like learning their because its I relly like how - I relly we learn like how evry we day. learn evry da math - math the libery - the libery i like about -my i like school about that mythay school want that ustha to math - math the school - the school that i can learn and have fun with learning activities
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p.e. - p.e. music - music Learning new - Learning sorts of new things. sorts of things. pe - pe What I like -most What isI writing. like most is writing. I like writing -I itlike is really writing fun it is really fun what i like is - what mathi like is math math - math the library. - the library. math - math We get to learn - We in get activities to learnin inschool. activities in i like pe - i like pe Recese - Recese It has fun activdes. - It has fun activdes. i like school beacuse it is fun i learn a lot and it makes me smart.
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- i like school beacuse it is fun i It is clean and - It is it has clean luvatrs. and it has luvatrs. RISES - RISES i like to learn - i like i like toto learn play iin like the to playgroun play in t The thechres - The help thechres you lurn. help you lurn. I LITIE PE - I LITIE PE it is goob- it foris kids goob to for lean kids to go to pe. - go to pe. I like school -I becuse like school it is fun becuse i learn it is a lot funan il i like my school - i like to my do school math to do math i like luning- i like luning that me and - that my bodis me and yang myout. bodis yang ou the library and thepe library and pe PE - PE my best teachers - my best teachers My teacher. - My teacher. the gym - the gym my teacher- my teacher math and we have good maners - math and we have good maner the gym - the gym PE - PE the jym. - the jym. PE - PE My friends- My friends libery - libery THE LIBRARY - THE LIBRARY the libary - the libary the libery - the libery the libery - the libery
What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What do you like the most about your school? What is one thing you don't like about your school? What is one thing you don't like about your school? What is one thing you don't like about your school? What is one thing you don't like about your school? What is one thing you don't like about your school? What is one thing you don't like about your school?
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about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school?
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about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school?
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- some people don't get treated people that-are people mean that are mean people that-are people mean that are mean I don't like getting - I don'tin like trouble getting in trouble I don't like geting - I don't inlike trouble geting in trouble nothing - nothing I like every thing I likeand, every about thing this and, school. about th not evry student - not evry treats student me right treats . i am mebulle righ geting bolly- geting bolly
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one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like one thing you don't like
about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school? about your school?
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81052717 81048735 81051549 81045218 81049052 81048801
- history an writteing nothing - nothing Hard things. - Hard things. Science - Science math - math mean people - mean people some times - some times one hits some you one andhits they you do I like everything - I like about everything this school. about this sch some of the kids - some of the kids less resses - less resses reading - reading nothing - nothing i don't like bullies. - i don't like bullies. when there -bullies when there bullies a lot of writting and a lot of history
What is one thing you don't like about your school?
81047627
- a lot of writting and a lot of his do not talk bad words or use you maners and used sripekt
What is one idea that would make your school a better place?
81047628
- do not talk bad words or use y
making everyone respect others What is What is What is What is What is What is What is What is What is What is one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
81048802 81049053 81045219 81051550 81048736 81052718 81057222 81055633 81054522 81054920
- making everyone respect othe the one idea - the i have one is idea helping i have each is helping other. e nothing - nothing a beach and -a getting beachwet andat getting school wet go at to sch sc no littering - no littering A biger music - A program biger music program Everyone have - Everyone a indevidual have a ipad indevidual ipa being there-for being every there onefor and every making one there and m if we could - ifplay we could out side play out side no math - no math more food!!!!!!!!
81060312
- more food!!!!!!!!
What is one idea that would make your school a better place? What is one idea that would make your school a better place?
81064925 ALOT of FOOD!!!!!!!!!! - ALOT of FOOD!!!!!!!!!! 81067018 nothing - nothing
realy biger pe What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
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- realy biger pe Biger mosic - Biger program mosic program tell kids no -buliding tell kids no buliding I think that there I think should that there be rotations should be likerot in I think that there I think should that there be anshould indoor be hot an ho I think more -I recess. think more we are recess. kids we we need are kid t That their is - That no boiling their is and noyelling.Their boiling and yell are let kids carrrie - letthear kids carrrie oune book thear bags oune and boo g It would be -aItbetter wouldplace be a better if people place stop if put pe YOU CAN - YOU REZIN CAN THE REZIN WALLS THE using electonicts - usingand electonicts more rescess and more res able to use-electronics able to useduring electronics rescess during That almost - That everyalmost body would everybe body nice would or no We need more - We reese needto more stay reese moretoactive stay m nice princebl - nice princebl haveing fun-work haveing at school fun work at school i do not know - i do not know Less paper-work Less paper work make people - make nice people nice IF THE STAIRS - IF THE WERE STAIRS ESCULATERS WERE ESCU everybody teated - everybody fairly teated fairly jelo in the cafatera - jelo in the cafatera I want a better - I want libary a better libary no bulling - no bulling I want a better - I want library. a better library. show respect - show when respect the aldolts when are the talkeing aldolts to have nice - to pepol have nice pepol that know one - that has know to be one mean has to be mean our pencils -cant our pencils break acant lot break a lot more free time - more free time that every one - that would every help one one would another help one that every one - that will every be nice. one will be nice. we could have - weextra couldrecces. have extra recces. Encourage -kids Encourage to read kids moreto and read become more a It's good the - It's way good it is.the way it is. not buliing - not buliing more math - more math do more math - do more math nothing - nothing try to lisine - try toto your lisine teacher to your teach if you find trash - if you you find should trashpick you it should up or pic ma All of the students - All of the willstudents clen the will trash clen and the c by making all by students making read all students and making read th an ice cream - ice cream more time to - more play time outside. to play outside. doing more-fun doing stuff. more fun stuff. If people treat - If people me the treat same me asthe there same freind as a game stashon - a game stashon doing more-math doingstuff more math stuff every thang - every thang
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one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
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help peopel- help peopel get along with - get each along other with and each beother friends and learning mroe - learning mroe keep it ouiet - keep listenitto ouiet your listen teacher to your teac helping - helping if everyone gets if everyone candy ifgets theycandy do something if they d helping peopel - helping whenpeopel thay need when help thay need i think that if ievry think student that if evry got a student chance got toa Thire is nothing - Thire I would is nothing change. I would every change thing more of a most - more liked of a subject most liked subject More reading - More reading being respectful - being to respectful other people to other peopl to have more - to activites have more for us activites to under forstand us to more activites - more activites more activities. - more activities. More activities. - More activities. Reading more - Reading big books,making more big books,makin sure that more time in - more school time in school I think give them I think a little give them extra a recess little extra if their r To be kind to To one beanother kind to one another i think give them i think a little give them etra recess a little if etra thay re more math - more math keep it clean - keep everyday. it clean everyday. math - math To paint the - To walls paint in the the red walls pod in blue. the red po to make better - to make playground better playground noting - noting get to play morn get to play morn notting - notting If we had a -candy If we had mshnie. a candy mshnie. NOTING - NOTING make the school - make bigger the school and the bigger playground and th pepol to be-nice. pepol to be nice. TO the school - TO the school it oredey - it the oredey best the best going to pe-all going the to taim pe all the taim nothing - nothing make the miusc - make room the miusc a little room bettera little b make the school - make biger the school and the biger playgrow and if will hand-a if big willgym hand a big gym nothing will-make nothing it beder will make thanit now beder than when people - when would people stop bullying would stop people bullyin being good- being good keep are whole - keep school are whole cleanschool clean If we had our - Ifown we had desk our soown we can desk consintr so we keeping it safe - keeping it safe better food - better food
What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is What is
one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
What is one idea that would make your school a better place? What is one idea that would make your school a better place? What is one idea that would make your school a better place?
- we could have our own desk a keeping us -safe keeping us safe more technology - more technology more math.- more math. being good- being good Be friendly - Be friendly making it clean - making and taking it clean care andof taking it car PICK ARE OWN PICKFOOD ARE OWN FOOD to do more -art to do more art going outside - going outside have are oun - have desk are oun desk more math - more math A bigger playgroud - A bigger playgroud to lear more - to lear more mor tuders - mor tuders to give rewards - to give to people rewards how to get people good how gra by doing more - by doing work more work more class-rooms more class rooms nothing - nothing nothing - nothing read to little - read kids more to little often kids more often if the principle - if the was principle nicer was nicer put soccer goal put in soccer are soccer goal in field are soccer f have more lerning - have more lerning money - money more activities - more activities to get a nother - to get playground a nother playground have an outside - have basket an outside ball court basket ball co more students - more to make students new to make new more freidly kids 88651861 - more freidly kids 88654030 more recces - more recces 88723985 mmm our own - mmm backpacks our ownand backpacks go outside and o
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we could have our own desk and stad up for people who are being bullyed
to have our own backpack s use i pads and ipods more often to get longer free time do lots of expeame nts have kindergar den behavor charts read to little kids 2s a week
What is What is What is What is What is What is What is What is
one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
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What is What is What is What is What is What is What is What is What is What is What is
one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
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switch classes to do more expeame nts for example when we - to have our own backpacks us do 5th graders lets - lets to 5th have graders moreto talk have time more t science get recess more get recess longer more longer we i doshould not know - i do not know get mixed This school- could This school be a better couldplace be a better if some p up in do 3 more if we - if art we do more art group and - that that everyone should everyone be nice should to each be nice other t go to change the-food change the food diffrent not so class much or the same work and when - not so much work we perfect eat its - its perfect lunch tonot -do i would i would anything not to dochange anything the toscho cha go fun atefudes more - more fun atefudes upstairs hour long recess - hour long recess eat in math the -and doing doing domath reaing. and do reaing. pod soICE we FREE CREAM/ FREE ICE AND CREAM/ MORE AND FOOD MOR AN can talk - and A skatpark A skatpark a waterpark. and a waterpark. to take a playground make the - make thebigger. playground bigger. trip to FREE ICE CREAM FREE ICE EVRY CREAM DAY/ EVRY AND MOR DA lake free ice cream - free and ice better cream perteion and better perte wennie no fighting pesoka for - no fighting summer and call our parents to have a chips on
What is What is What is What is What is What is What is What is What is What is
one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place? one idea that would make your school a better place?
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FIGHTING - FIGHTING If i could make - If i my could school make a my better school place a be iw to get more- time to get for more p.e time for p.e have more time - have tomore rest and timehang to rest out and with han y math. - math. I think the school - I think should the school provide should eachprovid stud I think the school - I think should the school provide should a IPad provid to Make a soccer - Make or baseball a soccerteam or baseball for the tea sch one more hour - one inmore school hour so in we school cold get so a we b If we hade ipads - If weto hade learn ipads with,because to learn with,b we c
- pe and playing - i like when we do math,science,reading,and activities - the thing i like about school is meeting new people. - math and writting - learning to your teacher every day haveing fun eating . i do love math! - learning new things - the librerey - That I have some great freinds. - If some one is mean to you they will fix it and no one will be mean to you. - that it is clean - social studies - Being with my friends - Being with my good Friends!!!!!!!!!!
- playing and pe - the librarey - thechers helps us learn more - That our teachers help us learn new things and when someone is confused they help us. - That there is a lot of stuff to do - it has some really great places ,such as the library. - I like to learn all about math. The most thing I love to do is to make new friends and play around. - I like to learn and make freands and do math i love math. - I like how my teacher treats me fairly and with respected they are so kind. - you can provide others - the students how nice they are. - That i get to play and learn with my friends! - That I have some friends. - Like the teacher and the principal - that I am safe. - they keep us safe - It is very ornate - i like how they keep me safe - THATALL MY FRINDS ARE HERE - it has nice teachers and they care about ,keep us safe. - all of my friends are here - I like the most about our school is our teachers are very nice - i like how mrs wood wonts us to learn
- it has fun activities - learning and have fun - how every body nice - the teachers are friendly some students are nice I am learning good. - that some people are nice to me. - I like that i can come to school and see my friends. - What I like most about CRE is that it has a major library that has lots of books.
- We have great teachers . - we get to learn alot - It is a good place to learn. - all the techer, are nice - you get to learn and have fun - doingmath - we have nice and clean stuff to learn with - we have nice and lovey teachers too.Also teachers help kids learn new things. - The class room and learning diffrent stuff. and learning so many more stuff. - we get to have free time.
- i like learning their because its fun. - I relly like how we learn evry day. - i like about my school that thay want us to be saff - the school
- that i can learn and have fun with learning activities
- i likemy school - its clean and big.
- my school is clean and safe .My teach me and incourage me in evrything that i do.My teacher makes shur that what im doing is
- They treet people fairly.my teacher makes sher I am safe.My teather make sher I do my best. I have good frineds
- to learn new things - i like reading - I like doing math and reading books - i like cheaking out books
- Learning new sorts of things. - What I like most is writing. - I like writing it is really fun - what i like is math - the library. - We get to learn in activities in school. - It has fun activdes.
- i like school beacuse it is fun i learn a lot and it makes me smart. - It is clean and it has luvatrs. - i like to learn i like to play in the playground math is the best in school - The thechres help you lurn. - I LITIE PE - it is goob for kids to lean - I like school becuse it is fun i learn a lot and it makes me smart. - i like my school to do math - i like luning - that me and my bodis yang out. - the library and pe - my best teachers - My teacher. - my teacher
- math and we have good maners
- My friends - THE LIBRARY
- my teacher - writing class - the teachers - The difrint activites they have. - that your teacher helps you when ever you need it - the painted walls - the teachers - you get to sit with your friends at lunch - that it has pods - pe and soccer - computer lab - a good principal - that teacher reward people that do good work - that they have a soccer feld - the teachers - My teachers and friends - the teachers all the freindly people - we get ice cream and my teacher is really nice and we get to use ipods and ipads - we get to use ipads and the ipod to do experaments - i have a lot of friends here - we get to learn and meat new person - I like this school because people are always kind to me and I make good friends! - the books they have here - i really like the libary. - it is very big and the teachers do help you alot - doing math - recess math - reading and do math. - I like science and the pleyground. - I like that it has doors that you can only open with cards. - THE ICE CREAM - it has good teachers - I like P.E. - I liked the p.e. more the best!!!! - I like that the teachers always care about you if you are hurt or feeling bum . - i like p.e and chores and Helth and book far and bake sale and reading and are word of the week - i like recsses,P.E,chores and helth class book fair,bake sale,write,scince activaties,math activaties and partner read - That I am having fun while learning. - That I can learn while having fun. - I like the playground the most. - it has allot of things to help suport your grade. - I like when we learn and have fun at the same time. - ssome kids are disrespectfull. - i like evrything. - I dont hate anything about the school. - Some kids are so mean to the teachers they say bad words to them in Spanish. - Some kids play around and distrackt other kids and the kids that get distrackted want to learn and are so smart.
- whene techers scream cuase of geting in trouble and when lunch ladys scream at the kids - when i get in trouble - I dont like really the school lunch. - I DON'T KNOW!!! - nuthing i like everything - NOTHING - haveing resse outsind. - i don't like anything - i dont like the food at luche - we do not swicth classes - that hall ways to loud - all the work - one thing i don't like is when we don't have specils. - how we don't use the computer that much - I don"t like this school because of one reason.That reason is that some people are mean to me and i hate that. - some of the teachers - we have to wake up early - there are atill meen people here - we dont get to use the our own backpacks,the money for ice cream is to much - we dont bring our own backpacks for school - pushing around - when it rains outside it is really mudy - some people are mean to me - when kids disrespects teachers - when they call my parents - we have very short recess - i dont know - I dont like homwork - I don`t have my own desk - i dont have my oun desk - I WOULD HAVE MY OWN DESK - homework - People mean to me alot like every day - I dont have my own desk, - we don't go outside - homework - that sometimes people are rude and home work - school food - homework - I dont have my own desk.
- i don't have my own desk
- some people bully me sometimes - i dot like bling - i hant any thing - not beinb bad - i dont like bolling in school or saying badwords
- i dont like it when my class gets in troble and when my teacher gives us talks about our behavior. - The bathrooms are very nasty - I don't like when my class gets in trouble and when my teacher gives us talks about our behavior. - My whole class getting in troble.
- Some people don t get tread the same way oders
- some people don't get treated fairly. - people that are mean - people that are mean - I don't like getting in trouble - I don't like geting in trouble - I like every thing and, about this school. - not evry student treats me right . i am bulled alot here. - geting bolly
- its sometimes dusty.
- whan kids are mean - well some children are mean and say mean things to each other and dont saycthere sorry - noting at all - other people be mine to others - the home work - How other people dont not treat me like there freinds they treat me diffrent then there freinds. - getting in trouble their. - we have to work alday. - not going outside - kind of not playing on the playground . - that we dont get go out side
- i like ervere thing about scool - To much stiars. - i love all of it - People making the janitor work hard. - Some kids do inappropriate things in the bathroom. - I am sorry but i do not like that some kids get in trouble for an acsadent or for nothing that they did not do. - that some people are mean to me. - some kids don't repect you. - hard work - bugs can get in the class room and some people say mean things - to have bugs in our class - when peple lafe at them it is dist respect - I do not like taking the crct test - it has rats. - THE HOTWINGS - work is to hard - We do a lot of paper work - i do not know - I hate school work - my teacher - That some people are mean.
- THAT YOU CAN BE MEAN TO OTHERS it MAKES THEM FILL BAD - I don't like how people put bad word in the boys restrooms its wet on the floor there is water on the toilet. - I don't like that wear not aloud to Carrier our one book bag . Thats how some people like to express there self's as indivisible and - The most thing I detest is boiling other people. Boiling is not good because people are getting heart a lot.I even detest when lunch
- it is not as fun as people it is. - I do not know - Some of the kids
- history an writteing - Hard things. - mean people - some times some one hits you and they don't get in trobele. - I like everything about this school. - some of the kids - less resses - i don't like bullies. - when there bullies
- a lot of writting and a lot of history
- do not talk bad words or use you maners and used sripekt
- making everyone respect others - the one idea i have is helping each other. - a beach and getting wet at school go to school one day or two days - no littering - A biger music program - Everyone have a indevidual ipad - being there for every one and making there day. - if we could play out side
- more food!!!!!!!!
- ALOT of FOOD!!!!!!!!!!
- realy biger pe - Biger mosic program - tell kids no buliding - I think that there should be rotations like in 3rd ,4th,and5th grade, I also think that there should be extra free time - I think that there should be an indoor hot hot tube - I think more recess. we are kids we need to have fun.We only have 10 minutes of recess.:( - That their is no boiling and yelling.Their are no hitting other people. - let kids carrrie thear oune book bags and get better lunch laddies and better food my chicken was hard as a rock and my freands - It would be a better place if people stop putting bad words on the wall,clean up the trash that they made so the janitor don't need - YOU CAN REZIN THE WALLS - using electonicts and more rescess - able to use electronics during rescess - That almost every body would be nice or not say any thing mean - We need more reese to stay more active - nice princebl - haveing fun work at school - i do not know - Less paper work - make people nice - IF THE STAIRS WERE ESCULATERS - everybody teated fairly - jelo in the cafatera - I want a better libary - no bulling - I want a better library. - show respect when the aldolts are talkeing u go up to them and say some thing it is dist respect - to have nice pepol - that know one has to be mean - our pencils cant break a lot - more free time - that every one would help one another - that every one will be nice. - we could have extra recces. - Encourage kids to read more and become smarter because that's why I am smart,I read books. - It's good the way it is. - not buliing - more math - do more math - try to lisine to your teacher - if you find trash you should pick it up or make a day that all the students pick trash up from inside and the outside - All of the students will clen the trash and cans too. - by making all students read and making this school a smater place - ice cream - more time to play outside. - doing more fun stuff. - If people treat me the same as there freinds. - a game stashon - doing more math stuff - every thang
- help peopel - get along with each other and be friends - learning mroe - keep it ouiet listen to your teacher
- if everyone gets candy if they do something good. - helping peopel when thay need help - i think that if evry student got a chance to tell ther teacher what subject they need help in it would help people get a better educa - Thire is nothing I would change. every thing is fine. - more of a most liked subject - More reading - being respectful to other people - to have more activites for us to under stand - more activites - more activities. - More activities. - Reading more big books,making sure that our beavior is getting better to imprese other teachers at my school. - more time in school - I think give them a little extra recess if their really good - To be kind to one another - i think give them a little etra recess if thay are relly good. - more math - keep it clean everyday. - To paint the walls in the red pod blue. - to make better playground - get to play morn - If we had a candy mshnie. - make the school bigger and the playground - pepol to be nice. - TO the school - it oredey the best - going to pe all the taim - make the miusc room a little better - make the school biger and the playgrow biger - if will hand a big gym - nothing will make it beder than now - when people would stop bullying people - being good - keep are whole school clean - If we had our own desk so we can consintrate. - keeping it safe - better food
- we could have our own desk and stad up for people who are being bullyed - keeping us safe - more technology - more math. - being good - Be friendly - making it clean and taking care of it - PICK ARE OWN FOOD - to do more art - going outside - have are oun desk - more math - A bigger playgroud - to lear more - mor tuders - to give rewards to people how get good grads - by doing more work - more class rooms - read to little kids more often - if the principle was nicer - put soccer goal in are soccer field - have more lerning - more activities - to get a nother playground - have an outside basket ball court - more students to make new
- more freidly kids - more recces - mmm our own backpacks and go outside often becouse we oly get 15 minutes rread to kindergarten more often so they can learn
- to have our own backpacks use i pads and ipods more often to get longer free time do lots of expeaments have kindergarden beh - lets 5th graders to have more talk time - get recess more longer - i do not know - This school could be a better place if some people will just put down the video games and do anything to make this world a bette - if we do more art - that everyone should be nice to each other. - change the food
- not so much work - its perfect - i would not do anything to change the school - more fun atefudes - hour long recess - doing math and do reaing. - FREE ICE CREAM/ AND MORE FOOD AND STRABARY MILK - A skatpark and a waterpark. - make the playground bigger. - FREE ICE CREAM EVRY DAY/ AND MORE FOOD - free ice cream and better perteion - no fighting
- FIGHTING - If i could make my school a better place i would like everybody would get along. - to get more time for p.e - have more time to rest and hang out with your friends for an hour because we have more time to learn
- I think the school should provide each student whith a ipad,because they have apps that could help kids learn and kids would hav - I think the school should provide a IPad to each class , because they have apps that can help kids learn and they would have fun - Make a soccer or baseball team for the school. - one more hour in school so we cold get a better educidion. - If we hade ipads to learn with,because we could do odyssey with them.
akes shur that what im doing is not to hard for me i hope to reamain here not beacase of my teachers not beacase of my friends bu
ave good frineds
es and partner read
d are so smart.
nd i hate that.
id not do.
e toilet. ss there self's as indivisible and the book bags hearts your shoulder because there like strings and it hearts i carries my oune becau art a lot.I even detest when lunch lady's yell at me.
e extra free time
s hard as a rock and my freands peanut butter and jelly sandwitch was hard as a rock they need better food and better cooks ..!!!! y made so the janitor don't need to clean up much,I detest when people are boiling other people its gross when other people put there
e and the outside
d help people get a better education
at my school.
ten more often so they can learn how to read better go to differrent every teachers class room like 5th grade did last year change ice
eaments have kindergarden behavor charts read to little kids 2s a week switch classes to do more expeaments for example when w
thing to make this world a better place!
earn
lp kids learn and kids would have so much fun learning and you could just pass them down every year to other kids. I think that ipad s learn and they would have fun learning everyday.They would learn something everyday.
rs not beacase of my friends but beacase of the learning.I think that this is the best school for me beacase they prepair me for the f
hearts i carries my oune because i don't care what people think!. And the lunch laddies are mean they made my freand cry becau
better food and better cooks ..!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ross when other people put there hands on other peoples food then they say "I don't want to eat that any more''.
h grade did last year change ice cream back to 50 cent go upstairs and eat in the pod with all of fifth graders go to lakewieniepesok
xpeaments for example when we do science we should get mixed up in 3 group and go to diffrent class or the same and when we ea
ar to other kids. I think that ipads would be a very good idea for kids to learn.
eacase they prepair me for the future.
they made my freand cry because she yelled at her. Her name Jennifer i dont like that about the school!!!!!!!!!!!!!!!!!!!!!!!!!!
t any more''.
graders go to lakewieniepesoka like danville is,go on more feildtrips we get to do more projects in scool with all of fifth grade so we
ass or the same and when we eat lunch to go upstairs eat in the pod so we can talk to take a trip to lake wennie pesoka for summe
ool!!!!!!!!!!!!!!!!!!!!!!!!!!
scool with all of fifth grade so we can spent more time togethere and have a soccer team for each class and go vs each other play so
lake wennie pesoka for summer and call our parents to have a chips on sale everyday and finally try to make the school be a funner
ss and go vs each other play soccer in gym more often
to make the school be a funner place,AND have a soccer team for each class. THANK YOU FOR LISSENING!
LISSENING!
Community Survey Opportunity
In an effort to establish new business partnership and to increase the business and community base of our Title I Community Survey Opportunity, Cedar Ridge reached out to many new businesses this school year. This chart shows the business and community partners approached and their interest in receiving communication or participating in our annual Title I Community Survey Opportunities.
Business Partners 2012-2013 Billy Willis Photography

304 Springdale Rd St 2 Dalton, GA 30721 (706) 270-1354
RockWay Transportation
407 Lakeview Estates Drive Dalton, GA 30721
Advantage Sports
1715 Cleveland Hwy Dalton, GA 30721 706-275-9480
Hughes Construction & Power Digging

209 Cedar Ridge Road, Dalton, GA 30721 706-278-6765
Tapiceria-Rafaels Upholstery
3684 Chatsworth Hwy Dalton, GA 30721 706-270-0054
Delish Cakery
124 Kids Drive Dalton, GA 706-847-4299
Western Sizzlin
501 Legion Dr Dalton, GA 30721-2510 (706) 279-1799
Spring Creek Inflatables

706-618-5910
Las Margaritas
2150 E Walnut Ave Dalton, GA 30721-4526 (706) 272-0310
The Pine Needle

1319 Dug Gap Road Dalton, Ga 30720 706-278-0090
Chelseas on Thorton
501 S. Thorton Avenue Dalton, GA 30721
Walmart of Shugart Road

815 Shugart Road Dalton, GA 30721 706-281-2855
Belk of Walnut Square Mall

8116 Walnut Square Blvd Dalton, GA 30720 706-278-3323
JCPenney of Walnut Sq Mall

2150 E Walnut Avenue Dalton, GA 30720 706-278-3323
Liberty Baptist Church

4443 Tibbs Bridge Road Dalton, GA 30721 706-226-4936
A Formal Image Limousine Service

770-220-1880 info@aformalimage.com
Whitfield County 4H
Nicole Densmore PO Box 1385 Dalton, GA 30721
nicolde@uga.edu
Creekside Grocery 4100 Tibbs Bridge Road Dalton, GA 30721 Dawnville UMC 1409 Dawnville Rd NE Dalton, GA 30721 (706) 259-5342 Square D Farms 242 Square Farm Way Dalton, Georgia 30721-1476 (706) 278-4166 Whitfield County Saddle Club
Emily Felker
Signs 4 Less PO BOX 677 Rocky Face, GA 30740 Ponders Funeral Home 138 Chatsworth Rd SE Dalton, GA 30721 (706) 226-4002 Dalton Senior Center 302 Cappes St Dalton, GA 30720-4123 (706) 278-3700 Jandys of Dalton
1209 W Walnut Ave Dalton, GA 30720 Theresa (706) 529-3945
P.O. Box 1053 Rocky Face, GA 30740 (706) 483-4947
Junior Achievement PO BOX 864 Dalton, GA 30720
Annual Evaluation Summary Cedar Ridge Elementary School 2012-2013 Folder 8

The results from CRCT data, parent involvement surveys, professional learning, use of funding, coordination of funding sources, and all survey results worked together to show some valuable information. This information will help guide our planning as we move into the 2013-2014 school year. We will focus on making plans to strengthen areas of weakness and continue what seems to be working well for our school. Based on CRCT test data, it appears that significant growth needs to be made in the all areas of instruction. Overall, 27% of our third through fifth graders did not meet or exceed in the area of reading, 15% in the area of language arts, and 46% in math. Although these percents indicate some growth in the area of language arts, areas there is still an urgent need to see growth in all these areas. All our students would benefit from a focus on basic skills, as well as, professional development. Cedar Ridge Elementary Schools goal for total parent involvement for the 2011-2012 school year stated that 100% of Cedar Ridge parents would have numerous opportunities to be involved in activities at our school with a goal of 60% parent participation. Many opportunities were available for parent involvement throughout the school year. Parent involvement results prove that our parents are actively involved in the education of their children. In an effort to better tailor our parent involvement experiences to respond to the feedback weve received from parent surveys and conferences. We have begun to offer our parent night opportunities from 4:00-6:00 which has increased participation by 40%. In addition, several parent surveys indicated that parents wanted individualized information about their students more frequently. Therefore, we have added a parent involvement goal for 2013-2014 that states 100% of parents will receive individualized contact from their child's teacher in the form of a conference, phone call, or individualized written communication at least one time each quarter. We have also created better instruments for collecting accurate data for all our parent opportunities in the upcoming school year. We value our parents and understand the impact they have on the success of our students.
Professional development for the 2012-2013 school year showed some exciting results. We had a goal that 100% of the faculty and staff will participate in Professional Learning activities. Sign in sheets for these Professional opportunities support that we met that goal. We utilized a Title I instructional coach to facilitate grade level collaboration, CCGPS trainings, Data Discussions and Goal Setting, and job embedded professional learning. We also incorporated a Title I Literacy Coach to model the Literacy Collaborative program in one of our kindergarten rooms this school year. Professional conversations and book study revolving around Fountas and Pinnells Guided Reading and the Literacy Collaborative model, CCGPS Frameworks and Methodologies, and utilization of technology to enhance student learning and engage students in rigorous content proved to be extremely beneficial for our staff. We bridged beyond investigating FISH! For Schools in our classrooms to beginning the implementation of a systematic PBIS approach to management. Based on data collected from discipline referrals and classroom teachers, we started by targeting the common areas in our building for systematic and explicit instruction in behavior expectations and positive behavior choices for students. We implemented this process with our cafeteria this year and will branch into the other common areas in the 2013-2014 school year. Teachers will frame their classroom rules and expectations using the same framework and strategies in 2013-2014 as well. These tools help us to make our classrooms more caring, increase responsibility for our actions and attitudes, and motivate each of us to take ownership of our academic achievement. Cedar Ridge Elementary School received $222,480.00 in Title I funds. $191,646.00 (85%) was budgeted for additional staff; $20,000.00 (9%) was used for instructional supplies; $10,824.00 (5%) was used for improvement of services (including substitutes for professional learning, book studies, and contracted services for staff); the remaining $1902.00 (1%) was used for parent involvement materials, contracted services, and supplies. The funds used for additional staff paid the salaries for one Title I Academic Tutor and Instructional Coach, half of the Title I Literacy Coach position, one paraprofessional, two parent involvement coordinators, and partial salaries of 1 Reading Recovery teachers at CRE. Our expendable equipment provided our school with additional headphones, CCGPS aligned math games for instruction and use in our Parent Resource Center, additional phonics and literacy materials, parent resource room furnishings, and a card stock and ink for developing math games and school wide math resources. Our improvement of services included funding for substitutes for
professional development opportunities, compass learning training, CCGPS workshops, grade level design days, book studies, and contracted services for professional growth. We used a small portion for supplies, such as, parent nights and intervention resources to be used during RTI for students needing extra interventions. Title I consolidation funds for the 2012-2013 school year were used in the areas of salaries, consultant fees, professional learning, expendable equipment, substitutes for professional development, parent nights, parent resource room, and parent involvement. We also received additional funding from Title II and III. These funds were received through consolidation funding. Additional funding was used in conjunction with Title I funds to purchase many needed items. These funds enabled Title I to fund parental involvement opportunities as well as needed materials and supplies. Title I funding helped provide salaries for several teachers. Salaries funded by Title I included an instructional coach, literacy coach, instructional paraprofessional position, and one partial funded Reading Recovery teachers, a parent involvement coordinator. Title I funds focused on increasing parent involvement by purchasing items for parent nights and parent resources added to our parent resource room. Title I funds provided contracted services for teachers to be trained in common core best practices for math and using CCGPS math frameworks. These funds provided substitutes for our teachers attending workshops, technology training, best practices workshops, Activboard training, and grade level collaboration days. Consultant fees were acquired with the coordination of these funds. Title I distinguished schools funds helped purchase several ipads for our school. Title I coordinated with other programs within our school in several different ways. The Title I program worked closely with all regular classroom programs. Reading Recovery teachers, EIP teachers, along with the regular classroom teachers used the same behavioral plan, standards, and curriculum in all subjects served. The same standards were used to monitor student progress. Communication through various ways was ongoing to ensure that all objectives were covered fully. Similar behavior plans were used to provide consistency for students in the area of discipline. Collaborative planning took place on a consistent basis to make the best use of all of the instructional time. Title I coordinated with the Reading Recovery program as well. Strategies utilized in the Reading Recovery program were echoed throughout Title I reading instruction. Results from our student, parent, community, and faculty/staff surveys provide some valuable information as we continue to work together
to meet the needs of our students. Areas of need from each group of surveys will be discussed and plans for change in each area will be made as our design team and staff analyzes the results of all the surveys. The majority of the students at Cedar Ridge strongly agreed that they like their school and school building, they feel technology is a benefit at this school, they seem to enjoy their principal and teachers, they enjoy the soccer fields and amenities our school offers. They believe it is a positive effect to have teachers that believe in you. They are enjoying learning in from teachers who are invested in them personally. Most students agreed that other students are friendly at Cedar Ridge. They are excited about the building at Cedar Ridge, the work they are provided, and the staff here. The students suggested several areas for us to improve. The main concerns included extra recess time or PE, more opportunities for sports and competition in PE across grade levels, lack of bullying, wanting more math and snacks to buy at lunch and afterschool. Last year, our main concern was that some students felt that they were being bullied. This year Cedar Ridge Elementary was awarded the designation of a No Place for Hate for the 2012 2013 school year. Cedar Ridge was the first Whitfield County School to achieve this designation. Teachers and our school counselor will continue to work to ensure that we are able to keep each child safe and feel that they are respected in our building. Launching a systematic PBIS program to address expectations and behaviors throughout the building will foster the cohesive management required to maintain the highest level of safety for our students and staff at Cedar Ridge. We have implemented Ice Cream sales and two machines have been provided outside the cafeteria for this purpose. Teachers are allowing students to earn the privilege to purchase ice cream snacks after lunch when appropriate Adding a recreation team would be a huge benefit to our school, but would require a community member(s) stepping up to represent our school for the Whitfield County Recreation Department. Our school offers chorus and student council to students in the form of clubs, but we need to address this as a need in our staff meetings at the beginning of next year. Students suggested having intramural teams as a part of PE and our PE teacher is looking at ways to create tournaments during the school year. The majority of the parents agree that Cedar Ridge is a positive environment. They like our building and that our teachers have energy. Our teachers were the most positive comment about the strength of our school.
Parents tended to mention appreciation for the complements our teachers pay to students, friendliness, concern for student progress, and dedication. We increased the number of parents attending our parent events by 40% by the end of the school year by adjusting the time offered to 4:00-6:00pm, increasing advertising, improving our webpage and facebook outreach, and improving communication with Blackboard Connect. The biggest area of concern voiced by the parents was requesting more opportunities for individual information from teachers about their childs progress and needs. Another area of concern was their childs mathematical academics. They felt that we needed to have better teaching in math. A small area of concern by a few parents felt they needed to be more informed on how to help their student at home. We plan to address these parent concerns. We have added a goal for the 2013-2014 school year to increase the number of individualized contacts per student to four times annually and we have created an instrument to track this goal more effectively. We have tried to implement and will continue to only attend professional development that is vital to our growth as professionals to minimize our absences from the classroom focusing as much of this professional learning in planning times or before or after school to minimize time out of class. We have added many new materials to our parent resource center and relocated the center to be more user-friendly and accessible to a wider range of parents. We will continue to offer multiple ways and opportunities for parents to be involved in their childs education, such as, English classes, parent nights, lunch and learns, and fun family activities. The majority of the community felt our school was a positive atmosphere. They listed the following things as strengths of Cedar Ridge: Administrator, kind, caring and professional teachers, administration and staff have a great relationship and mutual respect for one another, and children are learning about other things that are outside of the normal teaching. They are excited to have new opportunities to partner with Cedar Ridge. Teachers and staff agree that the students of Cedar Ridge are truly loved by the teachers and staff. The majority of the teachers and other staff members strongly agreed that Cedar Ridge is an enjoyable place to work, the schools facilities are adequate to support instructional learning, and that there is a positive teacher/administrator relationship that positively affects learning at our school.
There is a concern that although the teachers and staff have the materials and strategies necessary to ensure that our students who are not achieving at the level required will make adequate progress each year. We have taken a close look at our school wide data both for this year and cumulatively and are committed to changing the trends we see. Administration has outlined goals with periodic checkpoints to help us stay on track towards our goal of improving overall student achievement. In addition, common best practices are being outlined for each discipline as a means of improving consistency of services across the building and grade levels. Our professional learning and evaluation will be tied directly to these goals. We intend to begin the following school year with a commitment to make expectations crystal clear and to inspect what we expect from our teachers, staff, and students frequently.
Folder 9a
Highly Qualified Teachers 2012-2013
The staff at Cedar Ridge Elementary School is all considered highly qualified according to the regulations set forth by the No Child Left Behind Act. We are recognized as Highly Qualified by the Georgia Professional Standards Commission for the 2012-2013 school year.
Folder 9b
Highly Qualified Substitutes 2012-2013
Teacher Name Carrie Willis Jordan Wilbourn Bridget Morrow
Substitute Name Janice Hicks
Highly Qualified Yes
Not Highly Qualified N/A
Letter Sent N/A
Janice Hicks
Yes Yes
N/A N/A
N/A N/A
*All long term substitutes were highly qualified based on the federal standards and regulations for highly qualified substitutes for the 2012-2013 school year.

2013-14 School Improvement Plan Cedar Ridge Elementary School 20140109

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Cedar Ridge Elementary School

School Improvement Plan

The School Improvement Plan

School Improvement Plan

The School Improvement Plan

Identified Areas for Improvement

The School Improvement Plan

Reading Actions to Reach Annual Measurable Goal

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts Evidence of Impact

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

ELL, SWD, White, Hispanic, ED

August 2013 May 2014

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

Improved Pacing of Guided Reading Instruction

Utilize Leveled Bookroom consistently for daily Guided Reading Instruction

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

The School Improvement Plan

Language Arts Actions to Reach Annual Measurable Goal

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts Evidence of Impact

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

The School Improvement Plan

Mathematics Actions to Reach Annual Measurable Goal

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts Evidence of Impact

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

ELL, SWD, White, Hispanic, ED

System Title II Monies: Number Talks Text

Principal Grade Level Teachers

Inventory of Purchased Texts

Common strategies are used in all classrooms.

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

The School Improvement Plan

Actions/ Strategies/ Interventions

Resources/ Estimated Costs/ Funding Sources

Evaluation of Implementation Artifacts

The School Improvement Plan

85.3 83.3 82.5 61.6

88 86.6 86 69.2

90.7 89.8 89.5 76.8

93.4 93.3 93 84.4

54.6 70.1 59.6 78.7

64 75.6 67.3 82.8

73.4 81.1 75.4 86.9

82.8 86.6 83.5 91

77.6 77 *81.9

82 81.6 *85.3

86.4 86.2 *88.7

90.8 90.8 *92.1