10/6/18

Evaluation of Title I Schoolwide School Improvement Plan – Conley Hills Elementary

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?
  • Although student achievement declined in the areas of reading and math among certain subgroups, the Title 1 Plan allowedus to look at real time data in an ongoing manner to identify areas of strengths and weaknesses. From this data we determinedour academicgoals in the areas of Reading/ELA, Math and Writing. After identifying our goals and targets we begin the work of selecting practical and do-able strategies and interventions to support academic goals and objectives. We measured our progress against various assessments/data indicators through-out the school year i.e. Checkpoints Benchmark Assessments, ITBS results, and monthly common assessments.
  • 2 types of evaluations – ongoing or annually. Which type was selected? ______On-going______?
  • An on-going evaluation process was utilized to monitor progress at Conley Hills ES. Interim data indicators (i.e. Checkpoints, ITBS and common assessments) were used to guide initiatives and strategies for improving student achievement.
  • 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?
  • Last school year we inherited about ¾ of the population of students from a school indentified” Intensive”. The current data reflects the need for continuing the intensive interventions that were put in place last school year to meet academic targets on the SIP (School Improvement Plan). The CRCT results showed that students did make gains therefore the plan is working and we will continue the efforts we started last school. Teachers and staff will need additional professional development to support the academic and behavioral needs of our students.

During the 2012-2013 school year, 70% of Black students in grades 3-5 will meet or exceed the performance target (79.9%) in Math as measured by the CRCT.

During the 2012-2013 school year, 70% of Students with Disabilities in grades 3-5 will meet or exceed the performance target in Math (65.8%)as measured by the CRCT.

During the 2012-2013 school year, 70% of Hispanic students in grades 3-5 will meet or exceed the performance target in Math (86.4%) as measured by the CRCT.

During the 2012-2013 school year, 70% of Economically Disadvantage students in grades 3-5 will meet or exceed the performance target in Math (81.8%)as measured by the CRCT.

Table of Contents

Schoolwide Planning

Page # / Criteria
7-20 /
  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)
21-25 /
  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).

26-29 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

26-29 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

30-32 /
  1. Develop strategies to increase parental involvement.

33 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

19 /
  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.

32 /
  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.

21-23 /
  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.

31 /
  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.

11 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

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

8 /
  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.

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).

8-9 /
  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.

34 /
  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.

Conley HillsComprehensive 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 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)
Conley Hills' Vision
We will never be greater than the vision that guides us.All students in this school will have access to a challenging, engaging and thought-provoking education that will help them become compassionate, creative, independent, and responsible life-long learners.
Conley Hills Elementary Mission Statement:
The mission of Conley Hills Elementary is to build a better tomorrow by providing
a nurturing and risk free learning environment for all students
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.
Additionally, the total student population at Conley Hills reports, 69% are Black, 2% White, 1% Multi-racial, 28% are Hispanic
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.)
Conley Hills Elementary School has developed its school-wide plan with the participation of individuals who will carry out the comprehensive school-wide program plan. Those persons involved were: Serena Lowe (Principal), Linda Slaughter (Teacher), Kristen Siembieda (TAG Teacher), Ahmad Ferguson (ESOL Teacher), Dana Arnold (Special Education Teacher).. The ways they were involved were: analyzing data, discussing school needs, and providing input
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Serena Lowe / Principal
Linda Slaughter / Teacher
Kristen Siembieda / TAG Teacher
Ahmad Ferguson / ESOL Teacher
Dana Arnold / Special Ed. Teacher
Ayesha Little / Parent
Quintosha Swanson / Parent
Monica Mattox / Parent
Khalic McCaskill / Parent
Selina Smith / Parent Liaison
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 was to solicitstakeholders who have a vested interest in the individual and overall academic improvement and success of students at Conley Hills ES. The team members wereinvolved with analyzing data, discussing school needs, and providing input.
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)
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 and school council meetings to any interested stakeholders. Additional copies of the plans will be available in the front office for distribution 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.
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 first toanalyzed the perception data (parent/teacher/student surveys) demographic data, and student learning data (Checkpoints, CRCT, and State Writing Assessment). Next, the administrators, teachers, and parents utilized this data to identify strengths and weaknesses. Finally, the team specified priorities for improving student achievement in order to meet the challenging requirements of the Common Core Georgia Performance Standards.
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.)
We have used the following instruments, procedures, or processes to obtain student data: Perception data (parent/teacher/student surveys), demographic data, and student learning data (Checkpoints, CRCT, and the State Writing Assessment)
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 /
  1. Explain how student data is collected and disaggregated.
Our data was disaggregated by subgroup, grade level, and content areas for analysis. Teachers collaborated to analyze student data which allowed them to make informed decisionsData results are included in the School Improvement Plan.
Achievement Series and SAMS are utilized to disaggregate Checkpoints data. This data is disaggregated by grade level, classroom, subgroup, and by element. The data is used to form flexible groups for remediation and acceleration. Data is also used to reflect upon teacher strengths and weaknesses.
Achievement Series and Scan Station are used to collect and disaggregate common assessment data every 3 weeks. Reports are then generated to look at standards that may need to be re-taught, students in need of remediation or acceleration, and flexible grouping of students for instruction.
CRCT data is disaggregated utilizing SAMS. Domain disaggregation is conducted in order to look at class strengths and weaknesses.
CRCT data is also disaggregated by subgroup and subject area to determine where best to allocate resources
UGA practice writing data, as well as common writing assessment data is tracked in a spreadsheet to determine student growth throughout the year. The data is disaggregated to determine the growth students are making in each domain and genre. This tracking sheet is later compared to the state writing test results and correlations are made.
Additional data such as: perception surveys, discipline data, and attendance rates, is analyzed to determine the effectiveness of our school processes, to assist with root cause analysis of student achievement findings, and to reflect upon our practices as teachers and leaders.
Fountas and Pinnell BenchmarkAssessment System is given to students grades K-5 to provide detailed information about the students’ current reading levels. This information assists teachers as they form reading groups and plan for instruction.
  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 student’s strengths and weaknesses using a variety of formative and summative assessments.
A diagnostic assessment is given at the beginning of the year to gauge students’ mastery of the previous year’s skills. This information, coupled with CRCT domain disaggregation data, provides insight into any learning gaps that each student may experience.

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 DOE website or data sent to us by our Assessment Coordinator. The test results reported 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. Selected schools should discuss FLP as applicable.
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 and the Annual Title 1 Meeting.
  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