2/6/13
Evaluation of Title I Schoolwide School Improvement Plan – Ison Springs 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]
o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
· Yes, our overall achievement improved as a result of our Title 1 plan. Math CRCT scores increased by 4% and 10% in grades 3 & 4 (78% to 85% &69% to 79% respectively) , reading increased by 11% and 11% in grades 3 & 4 (from 85% to 95% & 82% to 93% respectively), science by 10% in grade 4 (74-84%), & social studies increased by 3% and 10 % in grades 3 & 4 (from 78% to 81% & 69% to 79% respectively).
· Our students and various subgroups demonstrated improvement in several subject areas, however, there are still areas requiring growth. As a school we are working towards the specified goals in an ordered format to improve student achievement.
o 2 types of evaluations – ongoing or annually.
We will evaluate our progress via ongoing data collection such as: common assessments, pre/post unit tests, checkpoints, fluency screenings, CRCT & ITBS results.
o 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 are directing our focus towards math, science & writing improvements. We will update our school plan to reflect instructional strategies/programming to enhance student achievement focused on the subgroups denoted.
o SMART GOALS:
§ The 4th grade students will increase CRCT math scores by 5% from 79% in 2012 to 84% on the spring 2013 CRCT.
§ The 5th grade students will increase CRCT math scores by 10% from 64% in 2012 to 74% on the spring 2013 CRCT.
§ The 5th grade students will increase Writing Scores scores by 7% from 68% in 2012 to 75% on the spring 2013 CRCT.
Table of Contents
Schoolwide Planning
Page # / Criteria5 / 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)
19-27 / 2. Develop schoolwide reform strategies (reference the research)
a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
b. Are based upon effective means of raising student achievement.
c. Use effective instructional methods that increase the quality and amount of learning time.
d. 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.
e. 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.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).
27-29 / 3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
26 / 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.
30 / 5. Develop strategies to increase parental involvement.
33 / 6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
24 / 7. 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.
32-33 / 8. Coordinate and integrate Federal, State, and local services and programs.
a. List of State and local educational agency programs and other Federal programs that will be included.
b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
19 / 9. 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.
a. Measures to ensure that students’ difficulties are identified on a timely basis
b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community
c. 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.
32 / 10. Description of how individual student assessment results and interpretation will be provided to parents.
9 / 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
9 / 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
9 / 13. Provisions for public reporting of disaggregated data.
35 / 14. 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 / 15. 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).
8 / 16. Plan available to the LEA, parents, and the public.
8 / 17. 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.
35 / 18. 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 Schoolwide 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.
Themes / SWP/TA/FLP Component / DescriptionComprehensive Needs Assessment and Planning / SACS / 1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Ø Our mission is to prepare students to become respectable, contributing members of society.
Ø Our vision is for all students to maximize their learning potential in a supportive and encouraging learning environment.
Ø
SW – 1
TA – 1
FLP / 2. Describe the System/ School Demographics
Ø 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.
Ø Ison Springs demographics is as follows:
CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP
Number of Students / Percent*
Total Enrollment / 704 / -
Male / 347 / 49.29%
Female / 357 / 50.71%
Ethnicity: Asian / 21 / 2.98%
Ethnicity: American Indian / 2 / 0.28%
Ethnicity: Black / 354 / 50.28%
Ethnicity: Hispanic/Latino / 229 / 32.53%
Ethnicity: White / 68 / 9.66%
Multi-Racial / 29 / 4.12%
LEP / 139 / 19.74%
Economically Disadvantaged / 467 / 66.34%
Special Education / 68 / 9.66%
Percent*
Total Enrollment-664 / -
Male / 52.26%
Female / 47.74%
Ethnicity: Asian / 2.56%
Ethnicity: American Indian / 0.60%
Ethnicity: Black / 47.44%
Ethnicity: Hispanic/Latino / 29.07%
Ethnicity: White / 16.87%
Multi-Racial / 2.71%
Limited English Proficiency / 25%
Economically Disadvantaged / 74.10%
Special Education / 21%
Ø Many students belong to more than one student subgroup. The sum total for percent of total enrollment (shown in the right hand column) may consequently be greater than 100%.
SW – 1
TA – 1
FLP / Ø 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.
Ø The Title I Committee consists of administrators, support staff, teachers, parents and business partners. All members are selected based on their vital roles, involvement and dedication to the betterment of Ison Springs Elementary and the surrounding community.
Ø Title I Committee members assisted with the needs assessment plan by reviewing school programming and achievement data collected during the 2011-2012 school year. The data and feedback was utilized to determine overall student strengths and weaknesses and drive the goals of our school wide plan.
Ø Data and information is shared with the staff via the following methods: during teacher data dialogues, curriculum chats, faculty meetings, grade level meetings & during individual conferences. Staff members provide feedback regarding data throughout the school year.
3.
Ø Listed below are the members of our Title 1 team and their titles / roles.
Member Name / Title / Role
Sara White / Principal
Latarsha Jones / Assistant Principal & Parent
Sarah Richards / Curriculum Support Teacher
Latrina Cockrell / Consultant
Jacki Jones / Counselor
Dedrick Womble / 5th Grade Teacher
Jillian Wilson / Autism Teacher
Sarah Edelman / EIP Teacher
Rachel Ward / ESOL Teacher
Kathy Myers / PTA Co-President & Parent
Trevor Ramos / Business Partner
Carole Cosgrove / Community Member
Sarah Madejemu / Parent
Leigh Anne Carruthers / Parent
Marie Oravetz / Parent
Jessica Pedraza / Parent & PTA Co-President
SW-15 / a. Describe how plan development involved all staff, as well as community/parents/ school council
b. Our school improvement plan is developed and revised every school year with the assistance of administrators, staff members, parents, LSAC members, PTA leaders, business partners and community members. All participants are responsible for carrying out our comprehensive school improvement plan. All members of the committee are selected based on their vital roles, involvement and dedication to the betterment of Ison Springs Elementary and the surrounding community.
c. We selected the team based on their involvement in the school and their ability to review data and make informed decisions.
SW-16 / d. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed.
Ø Once the draft of our plan is completed, it will be shared with our staff during grade level and/or faculty meetings.
Ø We will use staff feedback to make final revisions to the plan. After complete, our plan will be made available to all of our stakeholders.
Ø Our school improvement and parent involvement plans will be reviewed during the title 1 meeting and posted on our school website. Additional copies of the plan will be available upon request in the front office.
SW-17 / e. Explain that the plan will be translated into other languages
Ø As with all of our school documents, 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. 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. The plans will be translated into other languages at the paretn’s request and where needed.
TA-1
SW-1
FLP / 4. Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards.
Ø 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 review the school data from 2011-2012 and determine the most pressing needs of our students and school as a whole. From there we selected resources and professional development to support eh goals of the plan.
SW -11
FLP / a. The committee utilized the following instruments, procedures, or processes to collect student data:
· Norm Referenced test results (Iowa Test of Basic Skills-ITBS)
· Student Support Team records
· Criterion Referenced Competency Test (CRCT)scores
· Checkpoints Test Results
· School system climate survey (Parent, student & staff)
· Discipline data from eSchool (student data base)
· Exceptional education records
· ACCESS scores of English Language Learners students
· English Speakers of Other Languages (ESOL) records
· Student attendance records from eSchool
· Achievement Series Results (Math Common Assessments)
· Response to Intervention (Response To Intervention) Data
· Georgia Kindergarten Inventory of Developing Skills Scores (GKIDS)
· DIBELS
· Extended Learning Tutorial
· Counselor Referrals
· Informal Classroom walk through observations and feedback
· Percentage of free and reduced lunch
SW-11 / b. Student data was disaggregated by varied subgroups, grade levels and content areas for analysis. Grade level teams and support teachers (Early Intervention, English Speakers of Other Languages & Exceptional Education) meet to review and analyze student data from the previous school years in order to make informed decisions regarding student placement, support programs and instructional calendars/plans. All data results are included in the School Improvement Plan.
c. Students at-risk of not meeting state standards were identified via the Needs Assessment through achievement data results, Fountas and Pinnell leveling, Checkpoints and common assessments.
TA-3
FLP / d. 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 / e. In order to ensure that data is statistically sound and appropriately disaggregated for each group, we utilize data collected from the School Report Card / AYP data on the DOE website, in addition to testing results from the school system 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 / f. Our methods for the public reporting of student data are as follows…
Ø Fulton County School System website
Ø State of the School Address
Ø Ison Springs Website (school improvement plan)
Ø Data Wall in the school lobby
Ø School Newsletter
Ø Local newspapers
Ø The Georgia Department Of Education website host the Georgia School Report Card and the Adequate Yearly Progress reports
All web addresses are posted for easy location of results by stakeholders and all data is shared with the Leadership team and parents. In addition, data is reviewed regularly with the Local School Advisory Council, which is comprised of parents, community members, the Principal, and teachers, and individual student data is discussed with parents during conferences, Student Support Team Meetings, and IEP meetings
g. 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)
http://portal.fultonschools.org/School_Profile/Documents/DS/DS_ison_springs.pdf
Elementary School Profile