10/12/18

Evaluation of Title I Schoolwide Improvement Plan–

Hamilton E. Holmes ES

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 Documentation 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? The overall achievement at Hamilton E. Holmes Elementary School has increased as a result of our Title I School Improvement Plan, because representative stakeholders from every facet of the school community worked collaboratively to create, develop, implement, and evaluate the plan in order to maintain its fidelity
  • 2 types of evaluations – ongoing or annually. Which type was selected?

ongoing

  • What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?
  • The rapidly changing student demographics need to be addressed in our School Improvement Plan. Within the past 12 months, our student demographics have changed dramatically. We now serve a significant ELL population which is primarily Latino and Spanish speaking. This population appears to be increasing. The academic needs of our Latino students are somewhat different in comparison to our African American population. The manner in which we communicate with parents will need to be revised. All of our communication to parents will need to be in Spanish and English.

Goals for 2012-2013

  1. By the end of the 2012-13 school year, we will increase the number of students in 3rd grade that meet/exceed in math by 10% from 65% to 72% as measured by the CRCT.
  2. By the end of the 2012-13 school year, we will increase the number of students in 4th grade that meet/exceed in math by 10% from 62% to 68% as measured by the CRCT.
  3. By the end of the 2012-13 school year, we will increase the number of students in 5th grade that meet/exceed math by 10% from 61% to 67% as measured by the CRCT
  4. By the end of the 2012-13 school year, we will increase the number of students in grades 3 and 5 that meet/exceed in reading by 10% on the CRCT as follows:
  5. 3rd grade from 81% to 88%
  6. 5th grade from 76% to 84%

Table of Contents

Schoolwide Planning

Page # / Criteria
10 /
  1. 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)
13 /
  1. Develop schoolwide reform strategies (reference the research)
  1. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
  2. Are based upon effective means of raising student achievement.
  3. Use effective instructional methods that increase the quality and amount of learning time.
  4. 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.
  5. 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.
  6. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

30 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

28 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

33 /
  1. Develop strategies to increase parental involvement.

27, 37 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

21 /
  1. 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.

36 /
  1. Coordinate and integrate Federal, State, and local services and programs.
  1. List of State and local educational agency programs and other Federal programs that will be included.
  2. Description of how resources from Title I and other sources will be used.
  3. 36Plan developed in coordination with other programs.

25-26 /
  1. 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.
  1. Measures to ensure that students’ difficulties are identified on a timely basis
  2. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community
  3. 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.

35 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

10 /
  1. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

11 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

11 /
  1. Provisions for public reporting of disaggregated data.

8 /
  1. 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.

8 /
  1. 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, 11 /
  1. Plan available to the LEA, parents, and the public.

9 /
  1. 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.

38 /
  1. 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.

Comprehensive Title ISchoolwide Improvement Plan

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)

Themes / SWP/TA/FLPComponent / Description
Comprehensive Needs Assessment and Planning / SACS /
  1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Mission
Hamilton Holmes Elementary School is committed to educating responsible, productive citizens who are able to function independently and successfully, and who are active participants in a global society. Teachers, parents and administrators work together to provide consistent communication between school and home. Emphasis is placed on providing a safe, stimulating and academically challenging environment where students can achieve their highest potential, express themselves articulately through reading and writing, gain an appreciation for all people, and become lifelong learners.
Vision
The vision of Hamilton E. Holmes Elementary is for all students to successfully exceed local, state, and national academic standards.
Beliefs
We believe in
  • Honor
  • Excellence
  • Honesty
  • Embracing diversity
  • Success
  • Family Engagement
  • Respect for all
  • Collaboration
  • Safe, nurturing environment

SW – 1
TA – 1
FLP /
  1. 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.
Hamilton E. Holmes Elementary School is located in East Point, Georgia and is one of 59 elementary schools in the Fulton County School System. The student population is 78% African American, 18% Hispanic, and less than 1% White, Asian, and multi-racial respectively. Ninety-one percent of students are economically disadvantage; 12% are students with disabilities. Historically, 1% of the student population has been Hispanic; however, the population of this group of students has increased significantly due to new attendance lines drawn during the 2011-2012 school year and the establishment of an English language instruction program on site. Holmes has a 63% mobility rate.
SW – 1
TA – 1
FLP /
  1. 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.(who they are, how they were selected, how they have helped with the needs assessment and plan, how they share data and information with the staff and get feedback from the staff
The members of the TIC were selected from members of the LSAC, the PTA, and other stakeholders who volunteered to serve on the committee. Our goal for creating the committee is to make sure that each of our primary stakeholder groups is represented: parents, staff, and community. The School Improvement Plan (SIP) is reviewed and revised annually with the participation of the TIC and the Local School Advisory Council (LSAC). The TIC convenes during the beginning stage of developing the new plan by evaluating progress of the current plan. Goals and objectives that continue to be challenges remain in the revised plan. The TIC reviews a variety of data sources including local, state, and national assessments and surveys to determine the success of the plan. The SIP is also reviewed and discussed with the school’s leadership team for input. After the plan is finalized, it is dispersed and shared with the entire staff, parents, and community partners, and it is posted on the school system’s website and the school’s website for public viewing.
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Renee Prior / Principal/Chair
Arnetta Eady / Assistant Principal/Member
Angela Gibson
Ms. Amanda Bell / Parent Liaison/Member
Media Specialist/LSAC Member
Mrs. Hemphill
Rev. James Lanier / PTA President, Parent
Pastor/Community Member
Ms. Maxine Davis / Media Paraprofessional
Mr. Samuel Thornton / Parent
Mr. Fred Hope / Parent
Mr. Creighton Bryan / Teacher
Ms. Tracy McDonald / Teacher
SW-15 /
  1. 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 individuals (staff, community members and parents) who will participate in carrying out our comprehensive school improvement plan.
The process we use to select our team is to ask for volunteers from our LSAC, PTA members, business partners, and staff members.
SW-16 /
  1. 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 by the principal and members of the leadership team.
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 website and distribute copies at our PTA/PTSA and school council meetings to any interested stakeholders. Additional copies of the plans will be available in the front office and the parent resource room for distribution to newly enrolled students, or upon request.
SW-17 /
  1. 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 these plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP /
  1. 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…)
Each of the members of our team had a part in the completion of our comprehensive needs assessment and school improvement plan. The process we followed to complete our plan was…
To use a variety of achievement and data sources were analyzed to determine areas of for improvement.
SW -11
FLP /
  1. 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 assessments to obtain student data:
CRCT, ITBS, Georgia Writing Assessment for grades 3 and 5, formative assessments, system benchmark assessments, UGA Mock Writing Assessment , Write Score Writing Assessment, School Quality Review Results, parent, student, and staff survey data.
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 /
  1. Explain how student data is collected and disaggregated.
Our data was disaggregated by subgroup, grade level, and content areas for analysis. The students’ past and present year teachers collaborate to analyze student data and make informed decisions. Data results are included in the School Improvement Plans and Flexible Learning Plans (if applicable).
Locally administered achievement data is disaggregated by Title I Data Support Specialist and collaboratively by grade level teams.
Data is collected from State Standardized Assessments, county benchmarks, and formative and classroom assessments.
  1. How did you identify students most at-risk of not meeting state academic standards?
Completing the needs assessment allowed us to identify students at-risk of not meeting state standards by…
Students scoring level 1 on the CRCT and the Georgia Writing Assessment.
Students scoring below proficiency on reading fluency goals.
Students scoring below proficiency on Fulton County’s First and Second Grade Instructional Assessment.
Students scoring below proficiency on common assessments and weekly instructional focus assessments.
Students scoring below proficiency on mock writing assessments.
Student performance on the DRA 2
TA-3
FLP /
  1. Describe the method by which children with the greatest need are selected for service in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into the existing program.
-Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews, teacher selection)
-Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)

SW-12
FLP /
  1. Procedures are in place to ensure that disaggregated assessment results for each category are valid and reliable.
The data we collect is from the School Report Card on the DOE website or data sent to us by our Assessment Coordinator. These student test results administered by the state are valid and reliable. The data we receive from both sources have already been disaggregated by subgroup by the Georgia DOE.
SW-13
FLP /
  1. Describe your methods for the public reporting of student data.
Test data is reported to the public through the school website, school marquee, system website, school newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results by stakeholders. Selected schools should discuss FLP as applicable.
The Georgia School Report Card and the reports are posted on the Georgia Department of Education website
Our school improvement plan will be posted on the school’s website

Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Council which is comprised of parents, community members, administrators, and teachers
We publish our results on our school website and in school newsletters.
The data is discussed with parents during conferences
Test data is reported to the public through the schoolmarquee, system website, school newsletter, newspapers, and on the GaDOE website. The web addresses are posted on the website for convenient access by stakeholders.
  1. School Profile (See School Data Profile):
Additional data used to complete our School Improvement Planning can be viewed by clicking on the link below

Elementary or Middle School Profile