10/8/18

Evaluation of Title I School Improvement Plan - OakleyES

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

The Math CRCT data shows the following results: 3rd Grade- 76% of students met or exceeded standards, 4th Grade - 78% of students met or exceeded standards and 5th Grade - 77% of students met or exceeded standards. Based on the data from the CRCT, math is an area that needs improvement for Oakley ES. The average for students in grades 3-5 decreased 7.7 points this year.

The Reading CRCT data shows the following results: 3rd Grade- 89% of students met or exceeded standards, 4th Grade - 90% of students met or exceeded standards and 5th Grade - 88% of students met or exceeded standards. Reading skills continue to be a strength for Oakley ES students. The average for students in grades 3-5 increased 4.1 points.

The Georgia 5th Grade Writing Assessment data shows that 68% of students met or exceeded standards; 32 % of students did not meet standards, 67% met standards, and 1% exceeded standards. The data also shows the following mean domain scores: Ideas- 2.6, Organization- 2.6, Style- 2.7, and Conventions- 2.5. In Writing, the average was 13 points below the state average and 9 points below Oakley Elementary School’s 2011 average of 77%.

The Science CRCT data shows the following results: 3rd Grade- 68.8% of students met or exceeded standards, 4th Grade – 82.5% of students met or exceeded standards, and 5th Grade – 59.7% of students met or exceeded standards. The students in grades 3-5 average increased 7.3 points. The SIP goal of 70% was met for grades 3-5 students with an average 70.3%.

The data above, which is reflective of our annual assessments, shows that Math and Writing are areas that need improvement for Oakley ES. During the 2012-2013 school year, several initiatives will be developed and others will continue to be implemented to increase student achievement in Math and Writing. A Writing consultant will be utilized to provide teachers with strategies to increase the scores in each domain. Writing will be integrated across the curriculum. Teachers will provide more specific and immediate feedback (quick-checks, praise, prompting, delving, etc.) to students on their progress and build student efficacy (student accountability toward their learning).

We believe that the common assessments, which are ongoing, selected were not as rigorous or given consistently throughout the school as needed. Thus, data collection and analysis was not as effective in enhancing instruction and learning. Common Assessments were given about every three weeks in math and reading. Fourth and fifth grade also had assessments in science. School-wide mock writing assessments were given and analyzed three times during the year, but scoring was not used consistently to impact student writing. Writing will be occur daily across the curriculum to increase writing performance. A consultant will conduct two all day workshops on the instructional aspects of writing. Checkpoints were used to determine pacing and rigor of instruction. We will increase vocabulary development and integration across the curriculum to increase comprehension skills in all students. For our SWD students there will be additional inclusion classes added and co-teaching between Interrelated and Early Intervention teachers.

We will utilize two additional Teachers in 4th and 5th grade (class size reduction) and a Math Coach to support struggling students in math and reading during the school day; Emphasis for teachers will be: collaboration and sharing of effective strategies; more rigorous instruction, especially questioning; and incorporation of "real world" applications. Response to literarure will be continuous, with emphasis on the writing process and writing for authentic intellectual purposes. Teachers will share their successes and strategies during monthly grade level and staff meetings. We will also continue to integrate science across the curriculum to support students in applying science concepts. The Science Lab will be utilized to give students more hands-on and real life experiences. Rigorous instruction will continue to be implemented with the use of: various groupings for activities; student choice; deeper teacher understanding of content through professional development and staff collaboration; and use of Bloom's Taxonomy/Depths of Knowledge for more critical thinking.

Increase integration of technology, ongoing training on differentiated instruction,increase in hands-on relevant science instruction, and student efficacy will be our focus for Professional Development and the allocation of resourcesduring 2012-2013. Through the implementation of this plan, at Oakley Elementary we will see

  • There will be an increase from 76% to 80% of all students scoring in Levels 2 and 3 in math on the Spring 2013 CRCT
  • There will be an increase from 68% to 75% in the number of fifth graders passing the Spring 2013 Georgia Writing Assessment.
  • There will bean increase from 90% to 93% in the number of all students scoring Levels2 and 3 in reading/language arts on the Spring 2013 CRCT.
  • There will be an increase from 69% to 75% in the number all students meeting or exceeding in science on the Spring 2012 CRCT.

Table of Contents

Schoolwide Planning

Page # / Criteria
8-22 /
  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)
22-29 /
  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).

29-31 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

27 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

31-36 /
  1. Develop strategies to increase parental involvement.

36 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

25-26 /
  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.

34-35 /
  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.

28-29 /
  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.

33 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

11 /
  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.

37 /
  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.

9 /
  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).

9-10 /
  1. Plan available to the LEA, parents, and the public.

10 /
  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.

37 /
  1. Plan is subject to the school improvement provisions of section 1116.

Table of Contents

Targeted Assistance

Page # / Criteria
  1. Comprehensive Needs Assessment
  1. Describe how the needs assessment was conducted and how it will address the identified students at risk of not meeting state standards.

  1. Research Based Methods and Strategies
Description of instructional strategies and programs which coordinate with and support the regular program.
a. Grades and subject areas to be served
b. Instructional strategies to be used
c. Scheduling models to be used
d. Supplemental instructional activities
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).
  1. Student Selection and Service
Description of the method by which children with the greatest need are selected. Describe how the planning for
students served in the Targeted Assistance program is incorporated into the existing school program.
  1. PK – 2 selection criteria (not applicable to Middle School)
b. 3-12 selection criteria
  1. Coordination and Support of Students
Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even
Start or who received services from a Neglected or Delinquent institute during the previous two years.
  1. Highly Qualified Staff / Professional Development
Description of provisions for instruction by highly-qualified teachers and parapros.Description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.
  1. Parent Involvement
Describe strategies planned to increase the level of parental involvement based on the District’s Parental Involvement Policy
  1. Coordination of Funding Resources
Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State content standards and State student performance standards.
  1. Monitoring Student Progress
Process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State student performance standards. Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.
  1. Annual Assessments
Procedures for annual assessment of students for meeting state and local expectations.

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 ISchool 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)
Oakley’s Vision: “Educating Children for the World”, guides instructional design and planning, teacher professional development, community/parental involvement, and influences how data is used to enhance student learning. We will continue to thrive to create a globally conscious learning community. We believe in utilizing research-based approaches to instruction and strive to provide opportunities to create, collaborate,and celebrate each milestone we achieve collectively for each and every student.
Oakley’s Mission: At Oakley ES our mission is to collaborate with family and community to:
Develop students into critical thinkers who are technologically advanced and able to compete in a global society.
Cultivate lifelong learners by utilizing relevant real world experiences.
Promote student wellness in a nurturing environment.
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.
Describe demographics for your school here
Oakley ES is a Title I school in south Fulton County with a population of 744 students (May 212).
84% of the student population is on the Free/Reduced Lunch Program.
90% of the student population is black, with the other 5% comprised of biracial, Hispanic, and white students. (August 2012)
6.39% of the population is Students with Special Needs (August 2012)
 3% English Language Learners (August 2012
4.83% Talented and Gifted. (August 2012)
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.) ) During general Title I Meeting, first PTA meeting, and in the school newsletter, our team sent out a request for volunteers. Volunteers met with the principal about the Title I Committee and its expectations and their responsibilities. For staff, it continues to be a volunteer position and considered an adjunct duty. At least two certified teachers and a classified staff member serve on the committee
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Shalanda Gardner / Parent
Doreen Tichenor / Teacher
Veronica Walker / Parent
Destiny Elder / Parent
Dion Eison / Teacher
Dawn Williams / Teacher
Rechelle Cammilarie / Parent
Mechelle Holt / Classified Staff
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 is request for parent volunteers through our school newsletter and/or school events. Staff member voluntarily sign up for these positions as an adjunct duty. Members are presented with a draft of the plan days in advance of approval. Comments are welcomed and with agreement integrated into the plan during a meeting.
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 e-mailand by discussion during the Leadership 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 students. We will also post our plan on the school website and distribute copies at our PTA and school council meetings. Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request by any stakeholders.