Evaluation of Title I Schoolwide

School Improvement Plan- Banneker 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]

  1. Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?

Yes. We saw an increase in achievement based on the GHSGT results, but we did not see an overall achievement increase in EOCT tested areas. Most of the students were not making the transition from a focus on the GHSGT to the EOCTS. We had to deliver a strong and ongoing message to get our students to accept the importance of the EOCTs to student achievement and the overall quality and evaluation of our school. In three key core areas we also experienced teacher performance concerns and attrition.

2.Types of Evaluations – ongoing or annual?

Banneker’s evaluation has been ongoing through the district ‘s Intensive Schools’ measures, the Title I Committee, The Local School Council, the Leadership and CourseTeams, District Curriculum Audits, contracted Curriculum Audits, and local measures.

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

Our current data indicate that we need to focus on the school’s graduation rate, EOCT results, and teaching & learning outcomes.

For the 2012-13 School year we have set the following goals:

Objective No. 1
Improve the Graduation rate.
Measure / Increase the overall percentage of all students graduating from BHS at a rate 10% higher than the 2012 rate with a long-range target of 90 or higher by Spring of 2017.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
72% Using Leaver Method / 41.92 % Using Four Year Cohort Method / Using Five Year Cohort Method TBD / Using Four Year Cohort Method / 10 % growth or higher than the 2012 rate. / 85.6 % or higher / 87.2% or higher
Measure / Increase the percentage of students with disabilities graduating from BHS to 53.7% or higher with a long-range target of 85% or higher by 2017.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
38.5 % Using Leaver Method / 28.9% Using Four Year Cohort Method / Using Five Year Cohort Method TBD / Using Four Year Cohort Method / 5% growth or higher than the 2012 rate. / 58.3% or higher / 62.9% or higher
Measure / Increase the percentage of students that are economically disadvantaged graduating from BHS to 80% or higher with a long-range target of 85% or higher by 2017.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
73.7 % / 39 % (Corrected to 72.3 %) / Using Five Year Cohort Method TBD / Using Four Year Cohort Method / 7% growth or higher than the 2012 rate. / 82 % or higher / 84 % or higher
Objective No. 2
Increase student achievement in Science on the EOCT.
Measure / Increase percent of all students who meet and/or exceed the standards in Biology on the EOCT to 73.4 % by Fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
54 / 55 / 73.4 / 76.9 / 79.5
Measure / Increase percent of students with disabilities who meet and/or exceed the standards in Biology on the EOCT to 45.8 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
45.8 / 51.2 / 56.6
Measure / Increase percent of all economically disadvantaged who meet and/or exceed the standards in Biology on the EOCT to 64.2 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
64.2 / 67.2 / 71.4
Measure / Increase the percentage of all students who meet and/or exceed standards in Physical Science on the EOCT to 79.2 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
67 / 63 / 79.2 / 81.3 / 83.4
Measure / Increase the percentage of students with disabilities who meet and/or exceed standards in Physical Science on the EOCT to 54.8% by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
54.8 / 59.3 / 63.8
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed standards in Physical Science on the EOCT to 72.9 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
NA / NA / NA / 72.9 / 75.6 / 78.3
Objective No. 3
Increase Student Achievement in Mathematics on the EOCT.
Measure / Increase the percentage of all students who meet and/or exceed expectations in Math I on the EOCT to 67.6% by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
44 / 40 / 67.6 / 70.9 / 74.2
Measure / Increase the percentage of students with disabilities who meet and/or exceed expectations in Math I on the EOCT.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
37.4 / 43.6 / 49.9
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in Math I to 56.9 % on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
56.9 / 61.2 / 65.5
Measure / Increase the percentage of all students who meet and/or exceed expectations in Math II to 64.4 % on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
21 / 38 / 64.4 / 68 / 71.6
Measure / Increase the percentage of students with disabilities who meet and/or exceed expectations in Math II to 37.7 % on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
37.7 / 43.9 / 50.2
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in Math II to 53 % on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
53.0 / 57.7 / 62.4
Objective No. 4
Increase Student Achievement in Social Studies on the EOCT.
Measure / Increase the percentage of all students who meet and/or exceed expectations in U.S. History to 70.6% on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
49 / 37 / 70.6 / 73.6 / 76.6
Measure / Increase the percentage of students with disabilities who meet and/or exceed expectations in U.S. History to 45.4 % on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
45.4 / 50.8 / 56.3
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in U.S. History to 59.8 on the EOCT by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
59.8 / 63.8 / 67.8
Measure / Increase the percentage of students all students who meet and/or exceed expectations in Economics on the EOCT to 77.3% by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
61 / 60 / 77.3 / 79.6 / 81.9
Measure / Increase the percentage of students with disabilities who meet and/or exceed expectations in Economics on the EOCT to 47.4 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
47.4 / 52.7 / 57.9
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in Economics on the EOCT to 54.2% by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
54.2 / 58.8 / 63.4
Objective No. 5
Increase Student Achievement in English on the EOCT.
Measure / Increase the percentage of all students who meet and/or exceed expectations in 9th Grade English on the EOCT to 85.1 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
65 / 66 / 85.1 / 86.6 / 88.1
Measure / Increase the percentage of students with disabilities who meet and/or exceed expectations in 9th Grade English on the EOCT to 54.5 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
54.5 / 59.1 / 63.6
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in 9th Grade English on the EOCT to 78.3% by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
78.3 / 80.5 / 82.7
Measure / Increase the percentage of students all students who meet and/or exceed expectations in 11th grade English on the EOCT to 89.7 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
84 / 72 / 89.7 / 90.7 / 91.7
Measure / Increase the percentage of students with disabilities meet and/or exceed expectations in 11th grade English on the EOCT to 62.7 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
62.7 / 66.4 / 70.1
Measure / Increase the percentage of economically disadvantaged students who meet and/or exceed expectations in 11th grade English on the EOCT to 84.8 % by the fall of 2013.
Baseline Data / Actual Result / Targets
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2012-13 / 2013-14 / 2014-15
84.8 / 86.4 / 87.9

Table of Contents

Schoolwide Planning

Page # / Criteria
7 /
  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)
14 /
  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).

34 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

33 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

37 /
  1. Develop strategies to increase parental involvement.

41 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

40 /
  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.

40 /
  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.

27 /
  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.

38 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

12 /
  1. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

12 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

12 /
  1. Provisions for public reporting of disaggregated data.

43 /
  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.

10 /
  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).

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

11 /
  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.

43 /
  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 I SchoolwideSchool Improvement Plan

School: Banneker 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 /
  1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
The Mission of Banneker High School is to prepare its students to meet and exceed State and National Standards of Learning that will lead to responsible, productive citizenship.
Our Vision is to develop students who learn to their full potential.
We Believe in:
  • Excellence.
  • High expectations.
  • Open and honest communication.
  • Personal responsibility.
  • Commitment from students, parents, and all school personnel.
  • Academic achievement.
  • Measured results.
  • Continuous improvement.
  • Asafe environment and a culture for learning.
  • Transparency and accountability.
We value:
  • Educating each student to his/her fullest potential.
  • The engagement of parents and support of the community to accomplish our mission.
  • Banneker as the preferred high school for its community.
  • Banneker as the engine that will provide greater value to each student’s educational experience when compared to similar public schools in the nation.

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.
Of the total Banneker student population: 97% are Black, 1.6% are Hispanic, 0.5% are White and 0.3% are Asian. Banneker reports 21% student with disabilities and 80% of students are economically disadvantaged.
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.
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Will Bradley / Principal
Curt Green / Assistant Principal
Jason Ross / Assistant Principal
Traci Colton-Astin / Assistant Principal
Lywonnis Moon-Foster / Adm. Assistant
Matthew Patterson / English Chair
Vivian Pritchard / School Advisory Committee Chair
Raynard Oliver / Mathematics Chair
Michael Rozier / Science Chair
Jenna Robinson / Social Studies Chair
Glenda Shivers / PTSA Chair
Don Wimbush / Old National Merchants Assoc. President
Genia Fulton / Career & Technical Ed. Chair
Don Ogletree / P.E. & Fine Arts Chair
Kim Brown-Mack / Parent and Social Worker
Damon Smith / Exceptional Ed. Chair
Malonga Mukenge / Head Counselor
Elisha Hinton / Graduation Coach
Superintendent’s Advisory Council Rep.
J T. Milbry / Student Government Assoc. Pres.
Courtenay Brooks / Student
Deborah Flournoy / ROTC Chair
Courtney Brooks / Parent Liaison
Towanda Parker / Parent Member at Large
Mr. Threatt / Business Partner
Igola Richardson / English Instructional Coach
Keith Sims / Math Instructional Coach
Denise Glanton / Parent
Towanda Parker / Parent
Tanya Walker / Parent
Felicia Brooks / Parent
Michael Shepherd / Parent
Claudia Manning / Parent
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 Title I Committee consists of a dedicated group of educators from Banneker High School, parents, student leaders, community supporters, partners, and others who have an interest and stake in helping Banneker students achieve the goals set forth in the school’ s mission and vision through the School Based Improvement Plan . Members were selected based on the leadership roles they hold within the school. Some were selected by the principal while others were elected/ selected at large by the parents and students. Still others have simply shown a genuine interest in Banneker High School’s success over the years and made themselves available to support the school.
The Work of the Title I Committee has been truly grassroots. The Committee has reviewed quantitative and qualitative data on Banneker High School looking for trends, strengths, weaknesses and areas where there were no significant gains or losses in the last three years. The same committee has discussed the strategies used to support student achievement and growth towards the mission and vision of the school. The Committee has been briefed on the measures used within Fulton County, the State of Georgia, and nationally to determine student achievement. The Committee has had the opportunity to review state data sources and data from the state and is aware of the requirements outlined in the Georgia State Accountability Workbook for the State of Georgia. Further the Committee has read all of the studies, analysis, and reviews that have been conducted on Banneker High School within the last three years.
Understanding its mission to have voice in and support of the School Improvement Plan, the Title I Committee will advise, recommend and support activities and strategies designed to ensure that all student groups achieve academic success at the level supported in the School Based Improvement Plan. The Committee recognizes the need to differentiate among students and provide additional support to students who struggle or are considered low performing in the pursuit of the goals set. Further the Committee commits itself to an on-going review and support for student achievement by agreeing to meet at least four times during the school year beyond the initial organizing and data review meeting. Each meeting will coincide with the ending of a nine weeks period to monitor progress and recommend adjustments.