TITLE I SCHOOLWIDE PROGRAM/PRIORITY (TA) PLAN ADDENDUM TO SCHOOL RENEWAL PLAN

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1 TITLE I SCHOOLWIDE PROGRAM/PRIORITY (TA) PLAN ADDENDUM TO SCHOOL RENEWAL PLAN School: Ridgeland Elementary District: JASPER Percent Poverty: 81.69% School Term: SCHOOLWIDE/PRIORITY (TA) PLANNING TEAM: List the names of individuals that meet the title requirement listed. You must include parents, community members, teachers, principals, local agency administrator, pupil services personnel, technical assistance providers, other school staff, and students if the plan relates to a secondary school. Act 135 planning team members may be used to meet this requirement. Name #1 Name #2 Title Tiffany Cuylear Amanda Cox Parents Biner Lawyer-Green Kelvin Peoples Community Members Shaun Shelton Alfreda Harris Teachers Robert Candillo NOT REQUIRED Principal Marva Tigner Molly Birght Myrtis Brightharp-Walker Director of Federal Programs NOT REQUIRED NOT REQUIRED Local Agency Administrator (Include other Federal Programs) Pupil Services Personnel - If Appropriate (guidance counselor, social worker, etc.) Priority (TA) Providers - ( Math and Science Regional Centers, Teacher Specialists, higher education-ihe, etc.) Latorsha Murray - Schoolwide Facilitator Shirley Mears - Parent Involvement and Volunteer Co Other School Staff Others: Students, NOT REQUIRED because it is NOT a High School Daffney Bing - Assistant Principal Sharon Murdock - Paraprofessional Representative Cindy Leal - Assistant Principal Shari Swofford - Special Education Representative Chandra Brooks - Reading Coach

2 DISSEMINATION OF RESULTS Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by Section 1111 (b)(3) of the law. In September every parent will be invited to come in for a conference with their child s teacher to review the assessment results. Ongoing parent-teacher meetings are held at every grade level. These are usually teacher/parent requested conferences that are scheduled to discuss student weaknesses (as identified by classroom, benchmark, STAR, and other assessments). Teachers share strategies with parents regarding how they can effectively work with their children at home to help them become academically successful. A translator will translate materials into Spanish and translate in person or by phone for parents who need this service. The school report card will be disseminated to school faculty members and parents once published.

3 TITLE I SCHOOLWIDE PROGRAM/PRIORITY (TA) PLAN ADDENDUM TO SCHOOL RENEWAL PLAN District: JASPER School: Ridgeland Elementary Application: Title I Regular Activity Include Staff Development (Provide a brief one-sentence description for each activity.) Reform Strategy Funding Category (Only for Priority (TA) funded activities) Use of Funds (Only for Title I, Consolidated, and Priority (TA) funded activities) Activity Cost (Only for Title I, Consolidated, and Priority (TA) funded activities) Funding Source Budget Code Evaluation/ Evidence to Determine Successful Implementation Title I Provide technology hardware to include 7 interactive Aquos approximately 4500 per board to support State Standards and other 21 Century Curricular approved by Jasper County School District in grades CD through 5. 1 Technology Hardware 31, Title I ELA Test,Math Test Stipend for Schoolwide Facilitator to work In addition to contacted time to assist with the Title I programs such as parenting activities, professional development, etc. 1 Stipend Title I Benefits Title I ELA Test,Math Test Fund leveled reading materials for classroom libraries for grades CD through 5 and special education classes to support school efforts for each classroom to become a High Progress Literacy Classroom and to have 25 fiction and non-fiction books per child. 1 Instructional Materials and Supplies 40, Title I ELA Test Fund 1 (1.0 FTE) Schoolwide Facilitator to coordinate professional development, coordinate the comprehensive parenting plan, support teacher mentor program, work with Instructional Coach and teacher leaders to ensure effective teacher support is given and facilitate the full implementation and evaluation of the Title I and other school wide plans. Also to include general office supplies and mileage to and from in-district meetings and parenting sessions in the community. 1 Salary 18, Title I Benefits 6, Title I Office Supplies Title I ELA Test,Math Test Employ FTE to reduce class size (20:1) in the primary grades. 1 Salary 120, Title I Benefits 50, Title I Substitute Salary 3, Title I Reading MAP,Math MAP,ELA Test,Math Test

4 Fund the following computer programs: Accelerated Reader program (700 licenses -grades 1-3) to provide additional support and incentives for students to read books on their Lexile levels, Reading A-Z (64 licenses) program to assist teachers with multi-leveled books for guided reading instruction, First in Math (900 licenses) computer program to assist students with basic practice in mathematics, and other computer based programs endorsed by Jasper County School District's Curriculum Team to include System 44 hosting 3,300 per year. 2 Software 20, Title I ELA Test,Math Test Provide Summer Enrichment books and bags to students in grades CD 5 for summer enrichment. 3 Instructional Materials and Supplies 12, Title I ELA Test,Math Test Provide each student with up to 10 books, on their reading level, (fiction and non-fiction) to read during winter break and/or summer break. 3 Instructional Materials and Supplies 38, Title I Reading MAP,ELA Test Partial funding for contracted services for TE21 Benchmarking software. Benchmark Assessments for approximately 800 student licenses. 3 Software Site Licenses ELA Test,Math 16, Title I Test,Science Test,Social Studies Test Fund 2 (1.0 FTE) Interventionists to provide instruction to students who are achieving below district benchmarks or who are at risk of failing academically through collaboration with other staff members and the planning, delivery and assessment of instruction using research-based strategies and interventions. The teacher may also provide extended day support (before or after school). Additionally, the interventionist will support the development and implementation of intervention plans for students below proficient on district and state assessments, as referred by teachers to school-based intervention teams. Provide professional development to support Schoolwide academic programs by new and identified teachers (accompanied by Administrators and/or Support Staff) will conduct observations in schools with similar demographics and/or school that are implementing similar curricula. Provide stipends for in-district presenters for training outside of school hours and on half day professional development. Training will include planning and preparation for half-day professional development days, Saturdays, afternoon Instructional Fairs and summer training in the areas of literacy (Guided Reading, 6+1 Writing Traits, working with words, self-selected reading), South Carolina State Standards professional development, math training (Everyday Mathematics), technology use training, hands-on science 4 5 Substitute Salary 2, Title I Salary 106, Title I Benefits 41, Title I registration, hotel, meals, and mileage ELA Test 1, Title I ELA Test,Math Test Stipend 5, Title I ELA Test,Math Test,Classroom observations,science Test,Social Studies

5 Mathematics), technology use training, hands-on science training and other topics outlined in the year-long school professional development plan.. Stipends will also be provided for participants of outside of school hours professional development experiences. Stipends for certified per hour, per hour for classified and 100 for planning, preparation, and presentation. Purchases will also include refreshments for professional development sessions so that transition time will be minimized and professional development time will be maximized. Provide professional development to support Schoolwide programs by attending the following conferences: SC Council of Teachers of Mathematics Conference in with up to 4 persons attending; SCATA Conference in Myrtle Beach, SC with principal and Schoolwide Facilitator attending; SCIRA Conference with up to 6 persons attending to include the Reading Coach; SDE Pre-K/Kindergarten Conference in Columbia, SC with up to 5 persons attending; Dr. Jean Workshop to include up to 4 teachers in Child Development and Kindergarten; National Title I conference in February with Schoolwide Facilitator and Principal attending; National Conference such as ASCD with a team of teachers and support staff attending to redeliver cutting edge strategies to staff members; Innovative Ideas Institute in Myrtle Beach, SC with Leadership Team attending. Expenditures may include lodging, meals, travel and registration. Provide the Reading Coach with up to 5 days for pre and post planning to enhance and support the instruction in all core subject areas provided by highly qualified teachers by monitoring for evidence of best practices in lessons, modeling lessons, assisting individual teachers and teams with planning for instruction and analyzing data and provide staff development. Will work in unison with the Reading Coach and Schoolwide Facilitator to ensure all programs of the district are implemented with fidelity. Provide on-site professional development opportunities in topics such as Balanced Literacy, Daily 5, CAFE', Everyday Mathematics, hands-on science strategies, social studies best practices, project based learning, trait writing, and South Carolina State Standards implementation. Estimated cost and days: EDM x 20 days, Literacy x 7 days, Science x 5 days, PBL x 3 days, SS x 4 days and 6 Traits x 3 days. 5 Benefits 1, Title I Refreshments 2, Title I Contracted Services/Purchased Services 10, Title I Stipend 1, Title I Benefits Title I Contracted Services/Purchased Services 40, Title I Test,Classroom observations,classroom observations,classroom observations,classroom observations ELA Test,Math Test,Classroom observations,science Test,Social Studies Test,ELA PASS,Math PASS,Science PASS,Social Studies PASS,Classroom observations,ela PASS ELA Test,Classroom observations,ela PASS ELA Test,Math Test,Classroom observations,science Test,Social Studies Test,ELA PASS,Math PASS,Science PASS,Social Studies PASS,Classroom observations,ela PASS,Classroom observations,ela PASS

6 Provide substitute teachers for classroom teachers to spend time planning for instruction and analyzing data. (Daily rate: without degree, with degree, and certified teacher) Provide stipends for Teacher Leaders 500) for planning and preparation of Professional Learning Community Meetings and Teachers Leaders 1000) to plan and facilitate, beyond the school day, Curriculum mapping, analyzing data and other professional learning needed to enhance the curriculum and instruction of the school. Implement a school-based mentoring program for new and identified teachers. Purchases may include professional development books, materials for support meetings and make and take sessions (chart paper, sticky notes, highlighters, etc.), materials to support individual teachers with classroom set up and instruction along with supplies and refreshments for meetings. Provide staff incentives of 500 per teacher (per subject) to serve as rewards for progress/achievement made in core academic areas of Reading and/or Mathematics as measured by PALS, DRA2+ and STAR. PALS - 65% of students scoring above benchmark; DRA % of class achieving Level 3 or higher; STAR - Student Growth Percentile at 65% or higher. Implement training to support parent education in the core subject areas for grades CD-5. Expenditures may include materials/supplies such as chart paper, markers, ink for printers and poster maker, paper for poster maker, folders, binders, and organization materials. Refreshments may include Parent Leadership Academy celebrations, Open House evens, and snacks for parent meetings Substitute Salary 6, Title I Benefits 1, Title I Stipend 15, Title I Benefits 3, Title I Refreshments 1, Title I Instructional Materials and Supplies Stipend 2, Title I , Title I Benefits 5, Title I Refreshments 1, Title I Parenting Supplies 2, Title I ELA Test,Math Test,Classroom observations,science Test,Social Studies Test,ELA PASS,Math PASS,Science PASS,Social Studies PASS,Classroom observations,ela PASS,Classroom observations,ela PASS Classroom observations,classroom observations,classroom observations,professional Development Agendas/Minutes/Sign-in Sheets ELA Test,Math Test,Classroom observations,science Test,Social Studies Test,Science PASS,Social Studies PASS,Classroom observations,classroom observations Reading MAP,Math MAP,DRA Parent Survey,Parents Sign-in Sheet,Parents Check Out Materials,State Parent Survey of Home,Parents Sign-in Sheet,Parents Check Out Materials,Parents Sign-in Sheet,Parents Check Out Materials,Parents Sign-in Sheet,Parents Check Out Materials

7 Contract or purchase services for an interpreter to provide supplemental translation services for parents. The interpreter will attend various meeting and translate for parents and translate additional forms and letters as needed. 7 Contracted Services/Purchased Services 2, Title I Benefits Title I Parent Survey,Parents Sign-in Sheet,State Parent Survey of Home Provide stipends for presenters for the planning, preparation and implementation of parenting sessions at school and in the community to include persons trained for the Parent Leadership Academy and other school and district personnel. Approximately 3 teachers x 60 per session x 20 sessions each 7 Stipend 2, Title I Benefits Title I Mileage Title I Parent Survey,Parents Sign-in Sheet,Parents Check Out Materials,State Parent Survey of Home,Parents Sign-in Sheet,Parents Check Out Materials,Parents Sign-in Sheet,Parents Check Out Materials,Parents Sign-in Sheet,Parents Check Out Materials Provide an extended day program for students in Tier III to address Reading and math deficits. Activities may occur in the morning before school and/or in the afternoons after school. (Approximately per hour, 3 days per week over a 20 week period) 10 Stipend 15, Title I Benefits 3, Title I Reading MAP,Math MAP,ELA PASS,Math PASS,ELA PASS,ELA PASS,ELA PASS Fund instructional materials and supplies for the extended day program such as consumable reading and math workbooks. 10 Instructional Materials and Supplies 2, Title I Reading MAP,Math MAP,ELA Test,Math Test Fund 3 (1.0 FTE) floating Teaching Assistants, in graders 3-5, during the Guided Reading portion of the ELA block to assist the teacher with guided reading and needed Reading strategies. 10 Salary Benefits 60, , Title I Title I ELA Test Fund materials and licenses for 3 classes to support Reading Intervention (Tier II and/or Tier III) material such as Read 180 and System 44. Licenses and materials for approximately 15 students. 10 Software 19, Title I Reading MAP,ELA Test Implement family involvement in transitional activities from Head Start to 4K and or 5K programs. 11 Instructional Materials and Supplies 0.00 Title I Parents Sign-in Sheet Stipend for an Instructional Leader to provide support for curriculum development and Title I activities beyond the regular school day. 11 Salary 5, Title I Benefits 1, Title I Math Test Other Funding

8 Provide instructional materials in grades PreK-1 to support the Fletcher's Place Program. Expenditures may include books. 2 Instructional Materials and Supplies 0.00 OTHER - Employ 1 (1.0 FTE) Reading Intervention Teacher with other sources such as K-5 funding sources to support struggling readers in grades 1-3 using research-based Tier II/Tier III interventions. Provide opportunities to heighten awareness of the skills and competencies identified in the SCANS (United States Secretary of Labor s Commission on Achieving Necessary Skills) through Career Day, Reference Materials, Videos, and software. Purchases will also include materials for Career Day and refreshments for guest speakers along with purchases of books that highlight various careers for teachers and counselors to utilize in classrooms. Provide instructional materials in guidance to support comprehensive guidance program in grades Pre-K-5. Expenditures may include books in such areas as divorce, death, anger management, and other social issues and problems. 2 Salary 0.00 grant OTHER - 3 Instructional Materials and Supplies 0.00 Local - - Implement the district's mentoring plan under ADEPT. 4 Staff Development Supplies 10, Title II - Courses and training to ensure that teachers are highly qualified. Trained mentors will mentor new Teachers. 4 College courses & Staff Development 0.00 Title II - Implement the district's ADEPT Plan for all annual and continuing contract teachers. 4 Provide professional development training to teachers in an effort to improve academic performance in all core subject areas for students in grades Pre-K to 5. Follow-up will be provided by instructional coaches and DO Curriculum Staff. 4 registration, hotel, meals, and mileage 10, State - Participate in the district's teacher recruitment plan. 6 registration, hotel, meals, and mileage 0.00 Title II - Continue to train highly qualified staff members as SCDE certified mentors Title II -

9 A Meet the Teacher Day for each feeder program from pre-school to elementary (Head Start, Even Start etc.) This is an orientation for both students and parents. First Steps students are included in the orientation. Leadership Team will meet with each teacher periodically through the school year to analyze test scores and set and monitor classroom goals for student achievement Head Start EIA - - Teachers will be trained how to read and analyze data retrieved from benchmarking and progress monitoring software K-5 Enhancement - Administer DIAL III and MAP student assessments in reading and mathematics in grades PRE-K TO 5 in the (Classroom and/or classroom using the computer)along with use of progress monitoring tools. The results will be used to inform classroom instruction K-5 Enhancement - Continue the use of universal screeners and progress monitoring software in reading and mathematics in grades K through 5 in the (classroom and/or classroom using the computer)along with use of progress monitoring tools. The results will be used to inform classroom instruction. 9 Contracted Services/Purchased Services 6, District - Employ 2 guidance counselors to provide assistance to students in grades Pre-K to 5 and their families with related issues District - Guidance counselors will implement the comprehensive guidance plan and integrate career awareness, character education, and bullying prevention throughout monthly planned guidance activities and small groups Safe and Drug-free Schools - TITLE I PAGE TOTAL: 766, TI SUPPORT (1003a): 0.00 PRIORITY (TA) PAGE TOTAL: 0.00 CONSOLIDATED FUNDS PAGE TOTAL: 0.00 PRIORITY (SIG-1003g) PAGE TOTAL: 0.00 FOCUS (1003a) PAGE TOTAL: 0.00

10 COMPREHENSIVE NEEDS ASSESSMENT SUMMARY AND SCIENTIFICALLY BASED RESEARCH Conduct a comprehensive needs assessment of the entire school (including the needs of migratory children) that is based on achievement of the children in relation to the state academic content standards and the state student academic achievement standards. Complete the charts below, providing identified needs of students based on data, and activities funded by Title I and Priority (TA) to address the identified need. Include any other relevant information, including demographic considerations. In the last column of the chart, provide the citation(s) of the scientifically based research for the effective methods, instructional strategies, and/or programs listed within the school's Title I and Priority (TA) funded activities that will be implemented in this plan. GENERAL SCHOOL DEMOGRAPHIC INFORMATION Ridgeland Elementary School, located in JASPER School District, has an enrollment of and serves students in grades PK to 5. Identified Need Data Upon Which the Identified Need Is Based Use of Title I and Priority (TA) Funds to Address the Identified Need Citations for Scientifically Based Research of Title I Funded and Priority (TA) Activities Implement a school-based mentoring program for new and identified teachers. Purchases may include professional development books, materials for support meetings and make and take sessions (chart paper, sticky notes, highlighters, etc.), materials to support individual teachers with classroom set up and instruction along with supplies and refreshments for meetings. To increase student achievement across core subject areas. School Profile data with trends ELA Benchmark Test [grades 1-8] Developmental Reading Assessment (DRA) [grades K-8] Reading Measure of Academic Progress (MAP) [grades K-10] Trend Data for ELA PACT [grades 3-8] Trend Data for ELA PACT Subgroups [grades 3-8] Math Benchmark Test [grades 1-8] Math Measure of Academic Progress (MAP) [grades K-10] Trend Data for Math PACT [grades 3-8] Provide an extended day program for students in Tier III to address Reading and math deficits. Activities may occur in the morning before school and/or in the afternoons after school. (Approximately per hour, 3 days per week over a 20 week period) Stipend for Schoolwide Facilitator to work In addition to contacted time to assist with the Title I programs such as parenting activities, professional development, etc. Fund instructional materials and supplies for the extended day program such as consumable reading and math workbooks. Fund 1 (1.0 FTE) Schoolwide Facilitator to coordinate professional development, coordinate the comprehensive parenting plan, support teacher mentor program, work with Instructional Coach and teacher leaders to ensure effective teacher support is given and facilitate the full implementation and evaluation of the Title I and other school wide plans. Also to include general office supplies and mileage to and from in-district meetings and parenting sessions in the community. CAI Azevedd, Roger and Robert M. Bernard The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis. San Francisco: Annual meeting of the American Educational Research Association. ERIC, ED Paraprofessional Spencer, Ronald and Oneida Martin The Effect of Teacher, Paraprofessional, and Peer Monitoring on Student Learning. Knoxville: Annual Meeting of the Mid-South Educational Research Association, November ERIC, ED Professional Development Garet, Michael S., Andrew Porter, Laura Desimone, Beatrice Birman, and Kwang Suk Yoon What Makes Professional Development Effective? Results from a National Sample of Teachers. American Education Research Journal 38, no. 4: (Annotated citation can be found in ERIC, EJ )

11 Trend Data for Math PACT Groups [grades 3-8] Trend Data for Science PACT Trend Data for Social Studies PACT Trend Data for Science Test Trend Data for Social Studies Test Provide the Reading Coach with up to 5 days for pre and post planning to enhance and support the instruction in all core subject areas provided by highly qualified teachers by monitoring for evidence of best practices in lessons, modeling lessons, assisting individual teachers and teams with planning for instruction and analyzing data and provide staff development. Will work in unison with the Reading Coach and Schoolwide Facilitator to ensure all programs of the district are implemented with fidelity. Provide Summer Enrichment books and bags to students in grades CD 5 for summer enrichment. Employ FTE to reduce class size (20:1) in the primary grades. Student Incentives Miller, Andy, Eamonn Ferguson, and Rachel Simpson The Perceived Effectiveness of Rewards and Sanctions in Primary. Educational Psychology: An International Journal of Experimental Educational Psychology 18 (March), no. 1: Technology Bush, Thomas, John Armstrong, Dan Barbrow, and Lois Ulintz Design and Delivery of Integrated Learning Systems: Their Impact on Student Achievement and Attitudes. Journal of Educational Computing Research 21, no. 4: (Annotated citation can be found in ERIC, EJ ) Provide staff incentives of 500 per teacher (per subject) to serve as rewards for progress/achievement made in core academic areas of Reading and/or Mathematics as measured by PALS, DRA2+ and STAR. PALS - 65% of students scoring above benchmark; DRA % of class achieving Level 3 or higher; STAR - Student Growth Percentile at 65% or higher. Partial funding for contracted services for TE21 Benchmarking software. Benchmark Assessments for approximately 800 student licenses. To reduce class size to provide additional individual and group instruction. Provide additonal instructional materials to support the ELA Program. Developmental Reading Assessment (DRA) [grades K-8] Reading Measure of Academic Progress (MAP) [grades K-10] Provide technology hardware to include 7 interactive Aquos approximately 4500 per board to support State Standards and other 21 Century Curricular approved by Jasper County School District in grades CD through 5. Fund leveled reading materials for classroom libraries for grades CD through 5 and special education classes to support school efforts for each classroom to become a High Progress Literacy Classroom and to have 25 fiction and non-fiction books per child. Fund 2 (1.0 FTE) Interventionists to provide instruction to students who are achieving below district benchmarks or who are at risk of failing academically through collaboration with other staff members and the planning, delivery and assessment of instruction using research-based strategies and interventions. The teacher may also provide extended day support (before or after school). Additionally, the interventionist will support the development and implementation of intervention plans for students below proficient on district and state assessments, as referred by teachers to school-based intervention teams. Fund 3 (1.0 FTE) floating Teaching Assistants, in graders 3-5, during the Guided Reading portion of the ELA block to assist the teacher with guided reading and needed Reading strategies. Provide each student with up to 10 books, on their reading level, (fiction and non-fiction) to read during winter break and/or summer break. Fund materials and licenses for 3 classes to support Reading Intervention (Tier II and/or Tier III) material such as Read 180 and System 44. Licenses and materials for approximately 15 students. Classroom Libraries Shoham, Snunith Libraries and Reading Habits among Elementary School Children: The Concept of the Classroom Collection. Vancouver: Annual Conference of the International Association of School Librarianship, July. ERIC, ED Reading National Institute of Child Health and Human Development Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development. NIH Publication No Reduced Class Size Pate-Bain, Helen, Jane Boyd-Zaharias, Van A Cain, Elizabeth Word, and Edward M. Binkley STAR Follow-Up Studies, : The Student/Teacher Achievement Ratio (STAR) Project. Lebanon, TN: HERO s Inc. Available online at (Annotated citation can be found in ERIC, ED ) Student Incentives Miller, Andy, Eamonn Ferguson, and Rachel Simpson The Perceived Effectiveness of Rewards and Sanctions in Primary. Educational Psychology: An International Journal of Experimental Educational Psychology 18 (March), no. 1: Technology Bush, Thomas, John Armstrong, Dan Barbrow, and Lois Ulintz Design and Delivery of Integrated Learning Systems: Their Impact on Student Achievement and Attitudes. Journal of Educational Computing Research 21, no. 4: (Annotated citation can be found in ERIC, EJ ) Math Benchmark Test [grades 1-8] To increase student achievement in mathematics Math Measure of Academic Progress (MAP) [grades K-10] Trend Data for Math PACT [grades 3-8] Trend Data for Math PACT Groups [grades 3-8] School Profile data with trends Fund the following computer programs: Accelerated Reader program (700 licenses -grades 1-3) to provide additional support and incentives for students to read books on their Lexile levels, Reading A-Z (64 licenses) program to assist teachers with multi-leveled books for guided reading instruction, First in Math (900 licenses) computer program to assist students with basic practice in mathematics, and other computer based programs endorsed by Jasper County School District's Curriculum Team to OTHER Math Ma, Lipiig. Knowing and Teaching Elementary Mathematics. (1999) New Jersey: Lawrence Eribaum Associates Publishing.

12 include System 44 hosting 3,300 per year. Provide professional development to support Schoolwide academic programs by new and identified teachers (accompanied by Administrators and/or Support Staff) will conduct observations in schools with similar demographics and/or school that are implementing similar curricula. Provide opportunities to heighten awareness of the skills and competencies identified in the SCANS (United States Secretary of Labor s Commission on Achieving Necessary Skills) through Career Day, Reference Materials, Videos, and software. Purchases will also include materials for Career Day and refreshments for guest speakers along with purchases of books that highlight various careers for teachers and counselors to utilize in classrooms. To increase student achievement across core subject areas. Developmental Reading Assessment (DRA) [grades K-8] Reading Measure of Academic Progress (MAP) [grades K-10] Trend Data for ELA PACT [grades 3-8] Math Measure of Academic Progress (MAP) [grades K-10] Trend Data for Math PACT [grades 3-8] School Profile data with trends Trend Data for Science PACT Trend Data for Science PACT Trend Data for Social Studies PACT Provide stipends for in-district presenters for training outside of school hours and on half day professional development. Training will include planning and preparation for half-day professional development days, Saturdays, afternoon Instructional Fairs and summer training in the areas of literacy (Guided Reading, 6+1 Writing Traits, working with words, self-selected reading), South Carolina State Standards professional development, math training (Everyday Mathematics), technology use training, hands-on science training and other topics outlined in the year-long school professional development plan.. Stipends will also be provided for participants of outside of school hours professional development experiences. Stipends for certified per hour, per hour for classified and 100 for planning, preparation, and presentation. Purchases will also include refreshments for professional development sessions so that transition time will be minimized and professional development time will be maximized. Provide professional development to support Schoolwide programs by attending the following conferences: SC Council of Teachers of Mathematics Conference in with up to 4 persons attending; SCATA Conference in Myrtle Beach, SC with principal and Schoolwide Facilitator attending; SCIRA Conference with up to 6 persons attending to include the Reading Coach; SDE Pre-K/Kindergarten Conference in Columbia, SC with up to 5 persons attending; Dr. Jean Workshop to include up to 4 teachers in Child Development and Kindergarten; National Title I conference in February with Schoolwide Facilitator and Principal attending; National Conference such as ASCD with a team of teachers and support staff attending to redeliver cutting edge strategies to staff members; Innovative Ideas Institute in Myrtle Beach, SC with Leadership Team attending. Expenditures may include lodging, meals, travel and registration. Professional Development Garet, Michael S., Andrew Porter, Laura Desimone, Beatrice Birman, and Kwang Suk Yoon What Makes Professional Development Effective? Results from a National Sample of Teachers. American Education Research Journal 38, no. 4: (Annotated citation can be found in ERIC, EJ ) Provide on-site professional development opportunities in topics such as Balanced Literacy, Daily 5, CAFE', Everyday Mathematics, hands-on science strategies, social studies best practices, project based learning, trait writing, and South Carolina State Standards implementation. Estimated cost and days: EDM x 20 days, Literacy x 7 days, Science x 5 days, PBL x 3 days, SS x 4 days and 6 Traits x 3 days. Provide substitute teachers for classroom teachers to spend time planning for instruction and analyzing data. (Daily rate: without degree, with degree, and certified teacher) Developmental Reading Assessment (DRA) [grades K-8] Reading Measure of Academic Progress (MAP) [grades K-10] Trend Data for ELA PACT [grades 3-8] Math Measure of Academic Progress (MAP) CAI Azevedd, Roger and Robert M. Bernard The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis. San Francisco: Annual meeting of the American Educational Research Association. ERIC, ED

13 To increase student achievement across core subject areas. Math Measure of Academic Progress (MAP) [grades K-10] Trend Data for Math PACT [grades 3-8] School Profile data with trends Trend Data for Science PACT Trend Data for Social Studies PACT Instructional Coach Sparks, Georgea The Effectiveness of Alternative Training Activities in Changing Teaching Practices. American Educational Research Journal 23, no. 2: Paraprofessional Spencer, Ronald and Oneida Martin The Effect of Teacher, Paraprofessional, and Peer Monitoring on Student Learning. Knoxville: Annual Meeting of the Mid-South Educational Research Association, November ERIC, ED To increase parental involvement in the school and their child s education. Parent Attendance to Parent Involvement Activities Parents Attending Training Based on Sign-in Sheets School Profile data with trends Implement training to support parent education in the core subject areas for grades CD-5. Expenditures may include materials/supplies such as chart paper, markers, ink for printers and poster maker, paper for poster maker, folders, binders, and organization materials. Refreshments may include Parent Leadership Academy celebrations, Open House evens, and snacks for parent meetings. Implement family involvement in transitional activities from Head Start to 4K and or 5K programs. Contract or purchase services for an interpreter to provide supplemental translation services for parents. The interpreter will attend various meeting and translate for parents and translate additional forms and letters as needed. Provide stipends for presenters for the planning, preparation and implementation of parenting sessions at school and in the community to include persons trained for the Parent Leadership Academy and other school and district personnel. Approximately 3 teachers x 60 per session x 20 sessions each Parent Coordinator Pena, Delores C Parent Involvement: Influencing Factors and Implications. The Journal of Educational Research 94 (September/October) no. 1:42. (Annotated citation can be found in ERIC, EJ ) Parental Involvement Fuerstein, Abe School Characteristics and Parent Involvement: Influences on Participation in Children s Schools. The Journal of Educational Research 94 (September), no. 1: Reading Measure of Academic Progress (MAP) [grades K-10] To provide additional leadership to support and expand school capacity. Trend Data for ELA PACT [grades 3-8] Math Measure of Academic Progress (MAP) [grades K-10] Trend Data for Math PACT [grades 3-8] Trend Data for Science PACT Trend Data for Social Studies PACT Provide stipends for Teacher Leaders 500) for planning and preparation of Professional Learning Community Meetings and Teachers Leaders 1000) to plan and facilitate, beyond the school day, Curriculum mapping, analyzing data and other professional learning needed to enhance the curriculum and instruction of the school. Stipend for an Instructional Leader to provide support for curriculum development and Title I activities beyond the regular school day. Professional Development Garet, Michael S., Andrew Porter, Laura Desimone, Beatrice Birman, and Kwang Suk Yoon What Makes Professional Development Effective? Results from a National Sample of Teachers. American Education Research Journal 38, no. 4: (Annotated citation can be found in ERIC, EJ ) Guidance counselors will implement the comprehensive guidance plan and integrate career awareness, character education, and bullying prevention throughout monthly planned guidance activities and small groups. What does the school's disaggregated data indicate as needs for migrant students? (Title I only)

14 We do not have any migrant students in the district. We do not have any migrant students in the district.

15 Priority (TA) Plan Assurances School: Ridgeland Elementary By checking the boxes, the school/lea assures that: 1 The school/lea verifies that the principal, the School Improvement Council chairperson, the district superintendent, and the district board chairman have all reviewed and approved the use of Technical Assistance funds as outlined in this plan 2 The school/lea verifies that the school has conducted a yearly update of school performance goals as outlined in the school s five-year School Renewal Plan. 3 The school/lea verifies that this school has collaborative teams which work together to assist in making school decisions and improvement initiatives. 4 The school/lea verifies that these Technical Assistance funds are being used in accordance with the provisions and guidance of the Technical Assistance Proviso.

16 Schoolwide Program Assurances School: Ridgeland Elementary By checking the boxes, the school/lea assures that: 1 By submission of this plan to the SEA, the LEA verifies this school, prior to initiating a schoolwide program, first developed (or amended a plan for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001) a comprehensive plan for reforming the total instructional program in the school in consultation with the local educational agency and its school support team or other technical assistance provider under section This school plan was developed during a one-year period possibly through a planning process such as the renewal plan process under Act 135 (provided appropriate persons were involved in the planning process), unless: a) the local educational agency, after considering the recommendation of the technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program; or b) the school is operating a schoolwide program on the day preceding the date of enactment of the No Child Left Behind Act of 2001, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section. 3 A school participating in a schoolwide program shall use funds available to carry out this section only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-federal sources for the school, including funds needed to provide services that are required by law for children with disabilities and children with limited English proficiency. 4 This plan will continue in effect for the duration of the school s participation under this part and reviewed and revised, as necessary, by the school. 5 This plan will be made available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. 6 If appropriate, this plan has been developed in coordination with programs under Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act. 7 Provisions will be made for the collection of data on the achievement and assessment results of students (including taking into account the needs of Migratory children as defined in section 1309 (2)) which will be disaggregated, proven to be statistically sound, and reported to the public as in accord with Section 1111 (b).

17 8 The school is subject to the academic assessment and school improvement provisions of section 1116 of the law. 9 For schools coordinating resources, the schools shall maintain records that demonstrate that the schoolwide program considered as a whole, addresses the intent and purpose of each of the Federal programs that were consolidated to support the SCW program. 10 Each school receiving funds under this part for any fiscal year shall devote sufficient resources to effectively carry out the activities described in subsection (b)(1)(d) in accordance with section 1119 for such fiscal year, except that a school may enter into a consortium with another school to carry out such activities. 11 The school shall be found to be in compliance with comparability requirements as required in the law. 12 In a school improvement school, the school will spend not less than 10 % of the funds made available to the school under section 1113 for each fiscal year that the school in school improvement status for the purpose of providing to the school s teachers and principal high-quality professional development. 13 The school assures that paraprofessionals will meet the requirements of Section 1119 of the law and that the principal shall attest annually in writing to compliance with this section.

18 Priority (TA) Project Budget Project No. 17BA047 District JASPER (2701) County No. 27 School Name Ridgeland Elementary District No. 01 Period Begins July 1, 2016 Federal 2 Period Ends June 30, 2017 Sub Program 01 Object of Expenditures Functions/Codes Salaries Employee Ben. Purchased Serv. Supp. & Mat. Cap. Outlay Other Objects Transfers Totals Name No. (Indirect Cost) Instruction Parenting/Family Literacy Pupil Services Inst. Staff Supervision of Spec. Prog Pupil Trans Fed School Building Oper. & Main Food Services Security Technology and Data Processing Pupil Service Activity Com. Services Charter Schools Transfers Totals

19 Schoolwide Program Budget Project No. 17BA047 District JASPER (2701) County No. 27 School Name Ridgeland Elementary District No. 01 Period Begins July 1, 2016 Federal 2 Period Ends June 30, 2017 Sub Program 01 Object of Expenditures Functions/Codes Salaries Employee Ben. Purchased Serv. Supp. & Mat. Cap. Outlay Other Objects Transfers Totals Name No. (Indirect Cost) Instruction , , , , , , Parenting/Family Literacy 188 4, , , , Pupil Services Inst. Staff , , , Supervision of Spec. Prog Pupil Trans Fed School Building Oper. & Main Food Services Security Technology and Data Processing Pupil Service Activity Com. Services Charter Schools Transfers Totals 383, , , , , ,920.00

20 Consolidated Funds Program Budget Project No. 17BA047 District JASPER (2701) County No. 27 School Name Ridgeland Elementary District No. 01 Period Begins July 1, 2016 Federal 2 Period Ends June 30, 2017 Sub Program 01 Object of Expenditures Functions/Codes Salaries Employee Ben. Purchased Serv. Supp. & Mat. Cap. Outlay Other Objects Transfers Totals Name No. (Indirect Cost) Instruction Parenting/Family Literacy Pupil Services Inst. Staff Supervision of Spec. Prog Pupil Trans Fed School Building Oper. & Main Food Services Security Technology and Data Processing Pupil Service Activity Com. Services Charter Schools Transfers Totals