10/9/18

Evaluation of Title I Schoolwide School Improvement Plan–High Point 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?

Our Title I school improvement plan always supports what we are doing in our school on a daily basis. We believe that the plan does

assist us in increasing our achievement because the plan allows us to work with students in ways that we would not be able to work with them otherwise. The school improvement plan has encouraged High Point ES to analyze assessments and utilize data to increase student achievement. It has pressed our school to implement, monitor and review professional learning plans to assist teachers in gaining a better understanding of the use of data to improve instruction.

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

An on-going evaluation process will be used to monitor progress at High Point ES. The Teacher Keys Evaluation instrument, Class Keys, and interim data indicators (i.e. Checkpoints, CRCT, ITBS and common assessments) are documents used to guide initiatives, strategies, stakeholder involvement and focus areas for improving student achievement. The data collected will give our school the ability to perform data analysis and interpretation of all formal and informal assessments.

  • 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 High Point ES, current data reflects the need for more intensive interventions to meet academic targets for our Special Education population. We need to make sure that we are looking at our Special Education population and how we are instructing them. We also need to make sure that we are focusing on our ESOL students. We will implement additional grade and content level data-driven instructional Professional Learning Communities. Create a more developmental process through which test results are routinely discussed with students, teachers and parent. Our below level students are always an area of concern so our continued focus to develop and implement a well-articulated professional learning plan to assists teachers in understanding the use of data to improve instruction and increase student achievement.

  • To Increase the number of 3-5 grade students that meet and exceed on the 2013 CRCT in Reading from 91% to 94%.
  • To Increase the number of 3-5 grade students that meet and exceed on the 2013 CRCT in Math from 84% to 87%.
  • To Increase the number of 3-5 grade students that meet and exceed on the 2013 CRCT in Science from 83% to 85%.
  • To increase the number of 5thgrade students that meet and exceed on the 2013 GA Writing Assessment from 86% to 89%.

Table of Contents

Schoolwide Planning

Page # / Criteria
5-19 /
  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)
20-27 /
  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).

28-32 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

33-35 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

33-35 /
  1. Develop strategies to increase parental involvement.

38 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

33-35 /
  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.

36-37 /
  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.

23-24 /
  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.

9 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

9-10 /
  1. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

9-10 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

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

6-9 /
  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.

6-8 /
  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).

36-37 /
  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 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 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/FLPComponent / Description
Comprehensive Needs Assessment and Planning / SACS /
  1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
To have all students master the curriculum. To adapt teaching to match all learning. To build an interactive learning environment. To redirect all negative behavior with effective
discipline plans. To communicate effectively. To work effectively with parents and the
community. To educate Parents.
Beliefs
We believe that all children learn at their own rates. Children and staff function best in a positive safe, comfortable, loving environment that is orderly, respectful, and creative.
Educators must adapt their teaching styles to each child’s learning style. We are a warm,
loving, dedicated staff. Children need and deserve to be valued.
Values
We value the respect for learning/Academic Success. Parent Involvement/Education;
Independent, Thinking, Responsible Citizenry; Positive Behavior/Teamwork/Positive
Environments; Professional Development
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 17 high schools, as well as 6 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.
High Point has about 862 students in grades K-5. Our population consists of about 49.65% Hispanic students, 26.68% of White students, 17.98% Black students, 3.25% Multi-Racial students and 2.44% Asian students. We have about 31.67% ESOL students, 53.71% Economically Disadvantagedstudents and 8.12% Special Education students.
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)(Be sure to include a well-rounded group of school, community, district – inside stakeholders, as well as objective outsiders. Be sure to have DATED sign-in sheets from all planning meetings. Indicate which participants are parents and community members.)
We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide program plan. The persons involved were the administrative team (principal, assistant principal, CST, DSS, and counselor), parents, Title I parent committee and the leadership team. The ways we were involved were as follows. First, the administrative team met to discuss strengths and weaknesses. We decided on the areas that need improvement. We also identified borderline areas where we almost did not meet performace targets. Next we identified our objectives and performance measures. Finally, we presented the plan to the leadership team and adjustments were made based on their feedback and recommendations.
The opinions of our parents are important to us. An electronic parent involvement survey is opened to parents each spring, allowing them to give their opinions and offer comments and suggestions concerning our parent involvement program. Each year as we begin to review and revise our Parent Involvement and School Improvement Plans, we choose parents to be involved in this process. They participate as we evaluate the previous year’s plans, giving their input on ways to improve our Parent Involvement and School Improvement Programs
Listed below are the members of our Title I Committee and their titles / roles.
Member Name / Title / Role
Adriana Aiba / Parent
Tina Wang / Parent
Lucia Quinto / Parent
Brittany Charron / Parent
Rocio Loaeza
Mariana Mendoza
Lisa Nash
Tiffany Churchwell
Judy Berger
Lori Hicks
Sheri Buehner
Julie Ellis
Lindsey Hayes
Sheri Hess
Elbert Hutton
Lib Roberts
Rachel Salomons / Parent
ESOL Parent Liaison
Principal
Teacher
ESOL Teacher
Special Education Teacher
Speical Education Tecaher
Teacher
Teacher
CST
DSS
EIP
Counselor
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 used to select our team isthat we asked for volunteers to serve on the committee. In addition to volunteers a few parents were individually approached so that we could add more members to our team.
The opinions of our parents are important to us. An electronic parent involvement survey is opened to parents each spring, allowing them to give their opinions and offer comments and suggestions concerning our parent involvement program. Each year as we begin to review and revise our Parent Involvement and School Improvement Plans, we choose parents to be involved in this process. They participate as we evaluate the previous year’s plans, giving their input on ways to improve our Parent Involvement and School Improvement Programs. We also have parents as members of our Local School Council. They review the plans during development and after completion. Their comments and suggestions are considered as the plans are written
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 during the State of the School Address/PTA Meeting.
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 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 that the administrative team began working on the plan. The leadership team and then the staff added to what was proposed from the beginning. All of the data that we have from assessments and tests was collected and analyzed by the staff.
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.)
  2. We have used the following instruments, procedures, or processes to obtain student data:
We have used the following instruments, procedures, or processes to obtain student data:
  • CRCT data
  • End of unit assessments
  • Common Assessments
  • ITBS
  • Checkpoints data
  • Quick Phonics Screener
  • Parent Survey
  • Staff Survey
  • Attendance data
  • Safety and discipline data
  • Success Maker
  • Study Island
  • Imgaine Learning English
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 Data results are included in the School Improvement Plans and Flexible Learning Plans (if applicable).
Specific SAMS student data for teachers will be collected by the DSS. This data will be analyzed on a regular basis with the teachers and CST to plan accordingly for instruction. Common Assessments are used bi weekly in grade level meetings to determine student mastery and /or reinforcement for concepts being taught.
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. Data results are included in the School Profile
Flexible Learning Programs- will be tailored to the needs of the academically at-risk students in a school in order to provide assistance for students to achieve proficiency in relation to the state academic content standards.
  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 evaluating their CRCT scores. Students scoring Level 1 or Level 2 (800-810) are considered at risk. Students performing below mastery are recommended for Extended Day by teachers.

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 has 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.
The Georgia School Report Card and the 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 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 October and towards the end of the school year.
The FLP plan will be discussed and presented during the state of the school address. In addition, it will be presented to parents whose students qualify for the FLP.
  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)

Elementary or Middle School Profile