Evaluation of School Improvement Plan - Mimosa ES

5/28/19

Title I School-wide School Improvement Plan

Evaluation of School Improvement Plan - Mimosa 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?

We were disappointed in our math scores overall. Reading and ELA seem to be holding steady from year to year. We feel our focus on math did not gain the types of increase in CRCT scores we would have liked to see. We also focused on our writing scores across grade levels with the 5th grade writing assessment being our measure. We did see an increase in our 5th grade writing scores. Teachers also reported being more knowledgeable in writing strategies and understanding student progress due to professional development and outside writing assessments. We feel we will continue to see progress in student writing scores if we continue with our course of action. While our science scores did see a small increase, they are still considerably below county and state benchmarks.

• 2 types of evaluations – ongoing or annually. Which type was selected? ______?

We used both types of evaluation. The ongoing evaluations allowed us to analyze student’s strengths and weaknesses, as well as instructional effectiveness in a timely and relevant manner. Students’ weak areas can be and were addressed promptly in order to close any gaps before they become impactful to student learning. Students who mastered standards were accelerated in order to challenge each child at their level of understanding. Use of ongoing assessments allowed instructional leaders to monitor instructional pace and rigor.

Annual evaluations were also used to complete a comprehensive assessment of student learning. ACCESS testing, CRCT, 5th grade Writing, and ITBS were measurements that allowed us to compare students at our school against students in other Fulton County schools, across the state of Georgia, and nationally.

• 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?

We need to continue to specifically target writing in all grade levels. Although our 5th grade writing scores went up by 10% points, we are still considerably lower scoring than other comparable schools in our county. Waiting until 5th grade students receive their reports from the state is too long to wait to rectify any writing weaknesses. We plan to use research based strategies that are effective and have been working in other schools. Additionally, we will need to assess student writing from an outside source in 4th and 3rd grade so we have data that will allow our teachers time to plan for more effective and targeted instruction.

We also feel CCGPS will be a source of struggle for our students and teachers. Providing effective teaching strategies to engage and empower our students using CCGPS will be addressed through county training. Teachers will need to continue to engage our students using researched based strategies proven to be effective in Title I schools such as the use of technology. Providing technology training for our teachers is imperative to ensure effective, engaging lessons that will incorporate standards with the use of technology.

We also will use our full-time Data Support Specialist and our Math Instructional Coach to provide purposeful and meaningful data meetings with our teachers with consistency so they may use common assessments to guide instruction in a timely way that will enrich students who are ready for enrichment and reinforce students who are struggling with specific skills.

We also feel our goals should match the county’s direction in grouping Reading, Language Arts, and Social Studies into a Humanities category and grouping Math, Science and Technology into a STEM category so we can fully capture the needs of our students.

 Students will increase achievement in the area of humanities, including ELA, Writing and Social Studies, as evidenced by the 2013 CRCT and 5th grade state writing assessment.

 Students will increase achievement in the area of STEM, including Math, Science and Technology, as evidenced by the CRCT and the effective student use of technology.

Table of Contents

Schoolwide Planning

1. Comprehensive Needs Assessment:

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 are consistent 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).

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.

Title I School-wide

Comprehensive Title I School 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 TA component as well as the PEACH highlighted 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.

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

• The mission of Mimosa Elementary is to educate and challenge students to reach their academic potential.

• We believe that each child is unique and learns in different ways and at his/her own pace.
• We believe that a safe, respectful, positive learning environment nurtures and encourages students while holding them accountable.
• We believe that learning is a life-long pursuit that is dependent on all stakeholders’ participation.
• We believe that the teacher’s part is to inspire students to be productive citizens and life-long learners by providing appropriate instruction in a challenging environment.
• As a school, administrators, teachers, and support staff should create an environment that fosters effective communication and respect for everyone's time, space, and individuality.

1. Describe the System/ School Demographics

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)

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

1. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed.

• Presenting the information at Leadership Meetings
• Presenting the information at Faculty Meetings

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)

1. Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards.

• Results from our SIP were shared with the team.
• Using Critical Friend Protocols, strengths and weaknesses were identified and root causes were discussed.
• Based on feedback, new goals and/or targets were set.

• CRCT data
• ACCESS test scores
• County Checkpoints
• ITBS
• 3rd and 5th Grade State Writing Assessment
• Write Score - outside vendor writing assessments
• Common Assessments
• GKIDS

1. Explain how student data is collected and disaggregated.

1. How did you identify students most at-risk of not meeting state academic standards?

1. Procedures are in place to ensure that disaggregated assessment results for each category are valid and reliable.

1. Describe your methods for the public reporting of student data.

1. School Profile (See School Data Profile):

Elementary or Middle School Profile