12/21/18

Evaluation of Title I School Improvement Plan – Cliftondale 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?
  • 2 types of evaluations – ongoing or annually. Which type was selected? __Annual__?
  • 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?

For the most part, Cliftondale Elementary increased overall in student achievement. However, there were some areas of slight decline. In 3rd grade students improved in Reading from 90% in 2011 to 93% in 2012, English/Language Arts (ELA) from 91% in 2011 to 92% in 2012, and Math from 83% in 2011 to 85% in 2012. In 4th grade, results remained largely stable from 2011 to 2012, a 4% rise in English Language Arts (86% in 2011 to 90% in 2012). Likewise, scores remained stable in 5th grade English Language Arts, and a small gain occurred in Reading (91% in 2011 and 94% in 2012). In Math, 4th grade remained relatively stable with obtaining 77% in 2011 and 76% in 2012, while 5th grade declined slightly having 90% in 2011 and 84% in 2012.

In the area of Writing, 84% of our 5th graders met or exceeded expectations. Those students exceeding expectations remained relatively stable with 14% in 2011 and 13% in 2012. A slight decline occurred in meeting expectations with 77% in 2011 to 71% in 2012.

Based on the above results and other internal data and assessments, we believe that we should continue emphasizing improvement in reading, mathematics and writing (please view tables 1-9, 11). We feel that our plan for 2012-2013 should include the following information, some of which are continued from our previous school year:

-Emphasis on differentiated instruction (i.e. use of choice boards, leveled readers for intervention, and Depth of Knowledge strategies)

-Balanced reading approach (shared reading, guided reading, independent reading, literacy activities/centers)

-Guided math components (whole group instruction, individualized or small group instruction, independent practice, math activities/centers)

-Use of instructional strategies that promote the development of math skills in the Numerical Operations and Measurement areas. For example, teachers can use reciprocal teaching and error pattern analysis to improve the student’s understanding of math content, as well as detecting their patterns of misconception.

-Instructing students using best practices that help them to be cognizant of multiple ways of understanding numbers, relationships among numbers, and number systems, as well as understanding meaning of operations and how they relate to one another.

-We should place an emphasis on student’s ability to compute fluently and make reasonable estimates when looking at number relationships.

-We suggest the use of error pattern analysis as a fundamental pedagogical technique that can be used to improve student performance in the Numbers and Operations area Measurement.

-We should continue to emphasize specific components of the Reading Comprehension areas, such as main idea, locating information, making inferences, and comparing/contrasting information. These skills will also assist students in math problem solving as well, where students have to first identify, then execute, and the proper operation to solve math problem word problems. In essence, this process is math comprehension.

-We will continue to emphasize the fundamental aspects of the writing process (pre-write, draft, revision, edit, final copy/publish), with a greater emphasis in writing across various content areas (math, science, social studies). By end of November 2012 100% of teachers, grades 3rd-5th will have professional development in writing across various content areas.

2012-2013 Cliftondale Elementary Smart Goals:

  • During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Reading in grades 3-5 from 92% to 95% as measured by the Georgia Criterion Reference Competency Test.
  • During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Math in grades 3-5 from 82% to 88% as measured by the Georgia Criterion Reference Competency Test.
  • During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Writing in 5th grade from 84% to 90% as measured by the Georgia Writing Assessment.

Table of Contents

Schoolwide Planning

Page # / Criteria
  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)
  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 AlertSchools (if applicable).

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

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

  1. Develop strategies to increase parental involvement.

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

  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.

  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. Plan developed in coordination with other programs.

  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.

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

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

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

  1. Provisions for public reporting of disaggregated data.

  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.

  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).

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

  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.

  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 ISchool Improvement Plan

Themes / SWP/TA/FLP Component / Description
Comprehensive Needs Assessment and Planning / SACS /
  1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Vision
Every student will possess the educational tools and best learning practices to achieve academic success in the 21st century.
Belief Statement
We believe children can learn when their individual needs are met so that they can reach their fullest potential.
Mission
Our mission is to prepare Cliftondale students to reach their highest potential so they can be productive citizens and globally competitive.
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.
Approximately 78.9% of Fulton Schools made Adequate Yearly Progress (AYP) under the No Child Left Behind Act. The cost per student for fiscal year 2011 was $8,727 (estimated) and 44% of students are eligible for free/reduced lunch meals. Fulton’s high school graduation rate was 84.7%.
Cliftondale is home to approximately 787 students. Of the total student population: 98%
are Black, 1% is Hispanic and 1%Multiracial. Approximately 67% of students are
economically disadvantaged, 8% with disabilities, and no English Language Learner
students.
Cliftondale educates students in PreK-5th grade. There are approximately 54 full time teachers, 22 paraprofessionals/assistants/support personnel, and 7 administrative team members (Principal, Asst. Principal, Counselor, Curriculum Support Teacher, Data Support Specialist, Media Specialist, Technology Specialist), and 5 itinerant staff members. Cliftondale earned Adequate Yearly Progress (AYP) from 2009-2011.
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.
The Title I Committee is composed of administration, teaching staff, classified staff, and parents/community members. The members played a role in reviewing or developing the 2012-13 plan. For example, the school administrative team members who served on the Title I Committee reviewed and compiled the most recent data on students at Cliftondale Elementary. The team organized it for all Title I Plan Committee members. The teachers and Data Support Specialist, along with the principal, provided in-depth data analysis of the student achievement information. Parents on the committee served as a resource for communicating the needs of the community or provided questions from the community in relation to Cliftondale Elementary improvement efforts.
The Title I Committee reviewed several data elements concerning the 2012-13 school
improvement plan and the results from assessments during 2011-12 year to indicate success or
lack of progress on the School Improvement Plan goals.
Listed below are the members of our Title I Committee team and their titles / roles.
Member Name / Title / Role
Dr. Tony Wilcher / Principal
Lori Hudson / Data Support Specialist
Marquila Mack / Curriculum Support Teacher
Elendor Harris / Teacher
Laree Brown / Teacher
Cherrika Holloman / Parent Liason
Michelle Owens / Parent
Teresa Maxwell / Parent
Tiffany Jackson / Parent
SW-15 /
  1. Cliftondale’s 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 used to select our team is…
The team was selected based on willingness to participate, willingness to review several
elements of school achievement data, and recommended by a school, staff, or community
member. We wanted members who had a vested interest in the success of Cliftondale
Elementary, yet were also able to offer a critical analysis of the organization. The team is
committed to developing and revising yearly, the school improvement plan.
SW-16 /
  1. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed.
Upon completion, it will be shared with our staff by email and a hard copy will be available in our front office. We will use the staff’s feedback to make final revisions to the plan. After wegather feedback from the staff members, our plan will be made available to all of our stakeholders with a hard copy in the front office and a link on our website. We will also host a Title I meeting and discuss the results of our school improvement plan, as well as all components of the Title I plan.
Our school improvement and parent involvement plans will be discussed at our Annual Title I meeting , scheduled in either September or October 2012. We will also post our plans on the school website. Additional copies of the plan can be requested at the front desk.
SW-17 / Cliftondale’s plan will be translated into other languages.
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. Upon request, copies of these plans will
be distributed as needed.
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.
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 completeour planwas to first review data from the 2011-12 assessment results. We focused on students who did not perform well on assessments at the end of the 2011-12 year. Specifically, these were students who scored Level 1 on the CRCT in grades 3-5 in math and reading, and students who performed below level on standardized or internal assessments (i.e., common assessments). We discovered the following information:
Major strengths we found in our program and focused on during the 2011-12 year:
  • Relative strength in reading (phonics and reading comprehension). On the CRCT our 3rd & 5th grade students increased 3% in meeting standards (3rd from 38% in 2011 to 47% in 2012 & 5th from 58% in 2011 to 67% in 2012). (see Tables 4 & 6, p. 16-17)
  • Relative strength and increase was shown 2nd and 3rd grade math. Our 2nd grade students increased 10% in meeting & exceeding standards on the End of the Year Assessment from 76% in 2011 to 86% in 2012. Our 3rd grade students increased 6% in meeting standards from 36% in 2011 to 42% in 2012, notably the Economically Disadvantaged increased 14% in meeting & exceeding standards. (see Tables 3 & 12, p. 16 & 19)
  • Relative strength in the early literacy skills in Kindergarten using the DIBELS instrument, 89% of our kindergarten were low risk in letter naming and 90% were low risk for nonsense words. (see Table 10, p. 18)
  • Relative strength in English Language Arts in grades 3rd-5th. On the CRCT, our 5th graders scored 96% in meets and exceeds, 4th grade scored 90% in meets and exceeds, with an increase of 4% from 86% in 2011 to 90% in 2012. Our 3rd graders scored 92%, with an increase of 1% from 91% in 2011 to 92% in 2012. (see Tables 6-8, p. 17)
Major needs we discovered and will focus on during the 2012-13 year:
  • Improvement in Math on formative and summative assessments across grade levels
  • Additional professional learning in math instruction involving differentiation, questioning, higher order thinking skills
  • Improvement in Reading on summative and end of year assessments in grades 1st-2nd and 4th grade.
  • Additional professional learning in writing to address better development of ideas, organization, and conventions instudents’ written drafts
  • Analysis of the Numerical Operations, Measurement, and Data Analysis Areas

SW -11
FLP /
  1. We have used the following instruments, procedures, or processes to obtain student data:
Criterion Referenced Competency Tests (CRCT)- grades 3-5
Dynamic Indicators of Basic Early Learning Skills (DIBELS)- grades K-1
End of Year Assessments (mock CRCT)- grades 1-2
Checkpoints
Mock Writing
3rd & 5th grade Georgia Writing Assessment
Common Assessments
These data sources were reviewed to determine our needs for the upcoming year. We reviewed these data sources periodically throughout the implementation of our plan to monitor the plan’s effectiveness.
SW-11 /
  1. Student datacollection and disaggregation:
Our data was disaggregated by subgroup, grade levels, and content areas for analysis. The
student’s past and present year teachers collaborated to analyze student data and make
informed decisions by sharing CRCT and End of the Year Assessment results and student
work folders. Data results are included in the School Improvement Plans.(see Tables 12-13,
p.19)
  1. Identification ofstudents most at-risk of not meeting state academic standards:
Completing the needs assessment (review of 2011-2012 assessment results) allowed us to identify students at-risk of not meeting state standards by focusing on students who scored level 1 on the CRCT. On-going common assessments administered at the end of each unit throughout theyear helpedidentify students at risk of not meeting academic standards. The Checkpoints assessment, administered at the beginning and conclusion of the semester, also helped determine student’s progress during the year. For emerging readers in Kindergarten, the DIBELS provided detailed information on students at-risk of reading failure. Local and teacher made informal assessments help gauge student’s weekly progress on academic progress.
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 AYP data sent to us by our Assessment Coordinator. The student test results administered by the state were valid and reliable. The data we received from both sources have already been disaggregated by subgroup by the Georgia DOE.
Local data is disaggregated using the Achievement Series program. The program produces data that allows us to identify students performing in the top 25%, middle 50%, and lower 25% level on common assessments administered throughout the year. In addition, the district developed Checkpoints assessment that also allows for disaggregation.
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.
The Georgia School Report Card and the Adequate Yearly Progress reports are posted on the Georgia Department of Education website
Our school improvement plan, including data, will be posted on the school website
Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Advisory 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 in which teachers identify areas of the student’s strengths and weaknesses.
  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 (include link to your School Profile) Cliftondale School Improvement Plan

Elementary or Middle School Profile