Evaluation of Title I Schoolwide School Improvement Plancreekside HS

Evaluation of Title I Schoolwide School Improvement PlanCreekside HS

Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.

You will include this Evaluation in your Title I Plan Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
No, Creekside High School was not Title I for 2011-12.

Although, Creekside’s overall achievement did increase from the School Improvement Plan for 2011-2012 in the following areas:

EOCT Math II increased 13 percentage points from 28% in 2010-2011 to 41% in 2011-2012

EOCT Biology increased 17 percentage points from 44% in 2010-2011 to 61% in 2011-2012

EOCT US History increased 30 percentage points from 45% in 2010-2011 to 75% in 2011-2012

EOCT Economics increased 16 percentage points from 58% in 2010-2011 to 74% in 2011-2012

EOCT 9th Grade Literature increased 2 percentage points from 75% in 2010-2011 to 77% in 2011-2012

GHSGT Language Arts shows a trend of 2 to 3 percentage point gains from 2009-2010 86%, 2010-2011 88%, 2011-2012 91%

GHSGT Social Studies increased 5 percentage points from 71%in 2010-2011 to 76% in 2011-2012

2 types of evaluations – ongoing or annually. Which type was selected? ______?
The use of annual assessments was utilized. The annual evaluation of student EOCT scores was used to measure progress of the goals and strategies for the plan from 2011-2012 school year.

What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?

What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data is to:
By June 2013, we will improve the performance of the first time test takers in the 11th Grade in the “All Students” student group from 79% in Spring 2012 to the performance target of 89.8% which is an 11 percentage point increase for students scoring in the meeting or exceeds performance levels in American Literature as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 65% in Spring 2012 to the performance target of 79.2% which is a 14.2 percentage point increase for students scoring in the meets or exceeds performance levels in Physical Science as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 9thth Grade in the “All Students” student group from 37.1% in Spring 2012 to the performance target of 67.8% which is a 30.7 percentage point increase for students scoring in the meets or exceeds performance levels in Math I/Algebra as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 40.8% in Spring 2012 to the performance target of 64.3% which is a 23.5 percentage point increase for students scoring in the meets or exceeds performance levels in Math II/Geometry as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 12thth Grade in the “All Students” student group from 71.6% in Spring 2012 to the performance target of 77.3% which is a 5.7 percentage point increase for students scoring in the meets or exceeds performance levels in Economics as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “All Students” student group from 44.5% (2010-11) to the 2013 Graduation target of 72.8% which is a 28.3 percentage point increase as evidenced by the 2013 Graduation Rate.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “Students with Disabilities” student group from 15.6% (2010-11) to the 2013 Graduation target of 41.5% which is a 25.9 percentage point increase as evidenced by the 2013 Graduation Rate.

Table of Contents

Schoolwide Planning

Page # / Criteria
6-10;
29
31 /

Comprehensive Needs Assessment:

Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
32
34
37
35 /

Develop schoolwide reform strategies (reference the research)

Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and areconsistent with improvement plans approved under Educate America Act.
Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.
Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

41-42 /

Provide instruction by highly qualified teachers.

Strategies to attract highly qualified teachers to high-needs schools

38 /

Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

43 /

Develop strategies to increase parental involvement.

46 /

Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

36 /

Measures to include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement and the overall instructional program.

45
46 /

Coordinate and integrate Federal, State, and local services and programs.

List of State and local educational agency programs and other Federal programs that will be included.
Description of how resources from Title I and other sources will be used.
Plan developed in coordination with other programs.

39
44 /

Provide activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance.

Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community
Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student and additional assistance available to the student at the school or in the community.

44 /

Description of how individual student assessment results and interpretation will be provided to parents.

11 /

Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

13 /

Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

13 /

Provisions for public reporting of disaggregated data.

47 /

Plan revised yearly and/or Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

9,
44 /

Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if secondary).

9 /

Plan available to the LEA, parents, and the public.

10 /

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

47 /

Plan is subject to the school improvement provisions of section 1116.

Fulton County Vision Statement:

The vision of the Fulton County School System is for all students to learn to their full potential

Fulton County Mission Statement:

The mission of the Fulton County School System is to educate every student to be responsible, productive citizens

Characteristics of the Vision:

Excellence

Trust and Honest Communication

Common Understanding

Personal Responsibility

Commitment

Academic Achievement

Measured Results

Continuous Improvement

Safe and nurturing environment

Involved family, community and staff

Transparency and Accountability

Title I Department Goal:

The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local, state and national assessments.

Title I Schoolwide Comprehensive School Improvement Plan

School: CREEKSIDE HIGH SCHOOL

Directions for Plan Completion:

Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.

Targeted Assistance Program (TA): Complete any section containing a TAcomponent as well as the PEACHhighlighted sections appropriate to your designation (TA)

Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible Learning Program template should be completed along with your Title I Documentation.

Themes / SWP/TA/FLP Component / Description
Comprehensive Needs Assessment and Planning / SACS /

Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)

Our Vision:
Our Vision is to for all students to learn to their full potential
Mission Statement:
To develop and empower 21st century life-long learners who are prepared to conquer the challenges of a global society.
Beliefs:
We believe that all students can learn.
We believe that all students can contribute to society by being productive and responsible.
We believe that parents, school, and the community have a vested interest in the success of students.
We believe that parents should have an active and ongoing involvement in the educational process.
We believe that a safe environment conducive to learning should encourage multiple perspectives and diversity.
SW – 1
TA – 1
FLP /

Describe the System/ School Demographics

The Fulton County School System is home to approximately 93,000 students. There are 100 schools in Fulton County, each accredited by the Southern Association of Colleges and Schools. These include 58 elementary, 19 middle, and 16 high schools, as well as 7 start-up charter schools. Of the total student population: 33% are White, 42% are Black and 13% are Hispanic, 9% Asian and 3% Multi-racial. Fulton County reports 44% of students are economically disadvantaged, 11% are students with disabilities and 07% are English Language Learners.
The demographics of Creekside High School:
CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP
Number of Students / Percent*
Total Enrollment / 1,414 / -
Male / 726 / 51.34%
Female / 688 / 48.66%
Ethnicity: Asian / 7 / 0.50%
Ethnicity: American Indian / 3 / 0.21%
Ethnicity: Black / 1,186 / 83.88%
Ethnicity: Hispanic/Latino / 162 / 11.46%
Ethnicity: White / 27 / 1.91%
Multi-Racial / 29 / 2.05%
LEP / 37 / 2.62%
Economically Disadvantaged / 1,088 / 76.94%
Special Education / 141 / 9.97%
* Many students belong to more than one student subgroup. The sum total for percent of total enrollment (shown in the right hand column) may consequently be greater than 100%.
SW – 1
TA – 1
FLP / Describe how the School Improvement Plan is revised annually with the participation of the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph about the TIC.The plan will be reviewed quarterly to monitor successful implementation of initiatives and strategies and to refine the processes in place to meet established goals.
The committee will utilize data gathered from various sources to include:

2009-2010 CRCT results
2010-2011 CRCT results
End of Course Test (EOCT) All Subjects
Checkpoints data (grades 9-12)
Iowa Basic Skills Test (ITBS)
Preliminary Scholastic Aptitude Test (PSAT) data
Scholastic Aptitude Test (SAT) data
American College Testing (ACT)data
Advanced Placement (AP) Exams data
Georgia High School Graduation Test data
Georgia Writing Assessments (G8WA, GHSWT)
School Achievement Management System (SAMS)
School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss
Parent Surveys
third-party evaluations
feedback from all stakeholders

The School Improvement Plan Committee is comprised of parents, teachers, students, administrators, and other school staff members. A survey sent to all stakeholders helped identify participants to include content specific teachers identified. Several parents volunteered their time and support to developing the plan and learning about the school’s needs.
The plan will be disseminated by the school’s new website, School Messenger, hard copies, the community newspaper, faith-based groups, other community groups, and PTSA groups in our feeder schools.
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Kevin M. Jones / Band Teacher
Phyllis Berry / Family and Consumer Sciences Teacher
Joanna Cavan / Foreign Language Teacher
George Fields / JROTC
Kimberley Miller / Language Arts Teacher
Mary Huysman / Literacy Specialist
Sabrina Nichols-Johnson / Mathematics Teacher
Deborah Myrick / Parent
Latarsha Wilson / Parent
Taronda Hall / Parent
Tonjie Clark / Parent
Tamica Vasconez / Parent
Jennifer Jones-Paul / Parent
Cleo Paul / Parent
Bonita Campbell / Parent and PTSA president
Brian Jones / Principal
Paulette Richmond / School Improvement Specialist
Rashanna Freeman / Science Teacher
Candace Bethea / Social Studies Teacher
Dr. Iris Morgan / Special Education Teacher
Hakeem Clark / Student
Sean Vasconez / Student
Brandon Paul / Student
Angela Addison / Teacher
Neill Crosslin / Assistant Principal
Tawana Miller / Title I Director
Brenda Bridges-Ward / Title I Consultant
Minnie Jenkins-Miller / Title I Consultant
SW-15 /

Describe how plan development involved all staff, as well as community/parents/ school council

We have developed and will revise yearly our school improvement plan with the participation of staff, community members, and parents.
Our team consists of teachers from core academic areas, parents, PTSA officers, LSAC Members, and business partners.
The input of our parents is important to us. An electronic parent involvement survey is available to parents each spring, to provide feedback concerning our parental involvement program. Each year we review and revise our Parental Involvement and School Improvement Plans
SW-16 /

Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)

Once the draft of our plan is completed, it will be shared with our staff through a faculty meeting and posted on the school’s internal network website.
Students will receive the information through grade-level assemblies.
We will use their feedback to make final revisions to the plan.
After complete, our plan will be made available to all of our stakeholders.
Our school improvement and parent involvement plans will be sent home in our beginning of the year information packets with all of our Title I students. We will also post our plans on the school’s updated website and distribute copies at our PTSA and school council meetings to any interested stakeholders. The plan will be disseminated by, School Messenger, the community newspaper, faith-based groups, other community groups, and PTSA groups in our feeder schools. Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request.
SW-17 /

Explain that the plan will be translated into other languages(Everyone translates into Spanish.Translate into other languages where feasible and needed… based on significant percentage of parents)

A copy of our School Improvement and Parent Involvement Plans, as well as our School-Parent Compact, will be translated into Spanish after it is written and reviewed with the assistance of parents and community members. Copies of these plans are distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Room/Area. Copies of the documents are given to new students when they register. We have included Spanish versions of this plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP /

Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards. (Data was collected and analyzed…)

Our schoolwide plan developed with participation of teachers, parents, and other stakeholders who will carry out the comprehensive schoolwide program. The persons involved were representative of the entire school. In both leadership and cluster meetings, staff members reviewed relevant school data and provided input on what the school needs to improve our student achievement. The committee used the all available assessment data and tools determined by State CCRPI.
SW -11
FLP /

Identify the types of data collected(Possible examples: testing data, formative assessment data, climate surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data, intervention data, or safety and discipline data.)

We have used the following instruments, procedures, or processes to obtain student data:

Georgia High School Graduation Test (GHSGT)
End of Course Tests (EOCT)
Five-year Extended Cohort Graduation Rate
Mobility Rate
Attendance
Credit Deficient Students
Discipline Data
Cambridge School Quality Review
Focus Walks
Parent, Teacher, and Student Surveys
Formative and Summative Assessments in all Core Content Areas
ACT Composite and SAT combined data
Dual Enrollment
Career, Technical and Agricultural Education (CTAE)Pathway Completion Rate

These data sources have been reviewed to determine our needs for the upcoming year. We will review these data sources periodically throughout the implementation of our plan to monitor the plan’s effectiveness.
SW-11 /

Explain how student data is collected and disaggregated.

Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s past and present year teachers collaborate to analyze student data and make informed decisions (see school profile in the appendix).
Data results are included in the School Improvement Plans and Flexible Learning Plans