2/7/13
Evaluation of Title I Schoolwide
School Improvement Plan – Camp Creek MS
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 Plan 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?
Yes, Camp Creek Middle School showed improvement in the following areas:
·6th Grade CRCT scores showed increases in Reading, Math, and Social Studies. This increase includes a 4% increase in Reading, 8% increase in Math, and a 3% increase in Social Studies. .
·7th Grade CRCT scores showed slight gains in Reading and Math. A 5% gains in Reading, and 1% in Math. .
·8th Grade CRCT scores showed an increase in Reading, English Language Arts, and Social Studies. This includes a 3% increase in Reading, and a 4% increase in English Language Arts, and a 7% increase in Social Studies,.
2 types of evaluations – ongoing or annually. Which type was selected?
We selected to utilize our annual evaluation, which includes the Iowa Test of Basic Skills (ITBS) and the Criterion Referenced Competency Test (CRCT).
What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?
We need to develop and implement strategies that focus specifically on the identified weaknesses listed below:
6th Grade Science scores of students scoring in the Level 2 and Level 3 category fell to 42% (decrease of 6%)
7th Grade ELA scores of students in the Level 2 and Level 3 category dropped to 83% (decrease of 8%)
7th Grade Science scores of students in the Level 2 and Level 3 category dropped to 62% (decrease of 7%)
8th Grade Math scores of students scoring in the Level 2 and Level 3 category fell to 47% (decrease of 21%)
· All students: We will increase the percentage of all students meeting/exceeding the mathematics standards on the 2012-2013 Criterion Referenced Competency Test (CRCT) from 59% to 69%.
· All students: We will increase the percentage of all students scoring in the 50-74 percentile grouping on the Iowa Test of Basic Skills (ITBS) from 66% to 72% during the 2012-2013 administration of the ITBS.
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)
15 / 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).
20 / 3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
22 / 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.
27 / 5. Develop strategies to increase parental involvement.
29 / 6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
28 / 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.
29 / 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.
29 / 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.
25 / 10. Description of how individual student assessment results and interpretation will be provided to parents.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
30 / 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
29 / 13. Provisions for public reporting of disaggregated data.
30 / 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.
28 / 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).
28 / 16. Plan available to the LEA, parents, and the public.
30 / 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.
30 / 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)
Camp Creek Middle School Vision:
CCMS will be valued as a premier learning environment by placing students first through quality and excellence. CCMS is a place where all students learn to their full potential by becoming life, career, and college ready.
Camp Creek Middle School beliefs
Schools should be in an environment where children are safe, treated fairly, and prepared for the future through quality instruction.
Decisions should be based on student needs and what is best for students.
All students can and will learn, but not at the same rate and with the same teaching methods. All students will experience differentiated instruction that best meets the unique needs of learning.
We must prepare all students for a knowledge-based, technologically rich, and the culturally diverse 21 st century.
Student achievement is enhanced through partnerships; learning should take place at home, in school, and in the community.
The school climate should reflect a pleasant, attractive, safe and productive environment for learning and working.
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 Camp Creek Middle has approximately 761 students. Of the total student population: 97% Black, 1% Multi Racial, and 2% Hispanic. Camp Creek Middle School reports 16% of students with disabilities and 95% of students are economically disadvantaged.
Ø
SW – 1
TA – 1
FLP / 3. 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
Our school-wide plan was developed with the participation of individuals who will collaboratively assist with implementing and managing this plan. The School Improvement Plan committee selection is based upon voluntary participation. To ensure that our team is diversely comprised, we invite all stakeholders to participate in the process. The Title Committee includes: DeMarcos D. Holland, Principal; Edward Smith, Curriculum Assistant Principal; Anita Davis, Parent Liaison; Toni Holt, Data Support Specialist; and Machelle Allen, Graduation Coach; Warren Chisholm, Technology Specialist; Shaleen Connally-James, ELA Teacher; Leslie Harris, Math Teacher and Parents: Kimberly Gordon, Octavia, Legrand, Raushan Shabazz, Jennifer James. Through an extensive analysis of the school data, personnel and programs, each member of the School Improvement Plan committee worked collaboratively to identify the needs of the school. The committee through grade-level meeting, content meeting, PTSA meetings and Local School Advisory Council meetings shared the information collected. During each meeting, feedback was collected for the development of the School Improvement Plan.
Ø Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
DeMarcos D.Holland / Principal
Kela Ward / Parent
Octavia Legrande / Parent (Guardian)
Lolyd and Terrylin Dotson / Parent
Machelle Allen / Graduation Coach
Shaleen Connally-James / Language Arts Teacher/ Extend Day Coordinator
Yolonda Magee / Reading Teacher
Dagmah Alexander / Remedial Math Teacher
Tyson Dawson / Math Teacher
SW-15 / a. Describe how plan development involved all staff, as well as community/parents/ school council
Ø 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.
Ø The process we used to select our team a voluntary based procedure. All stakeholders are invited to participate in the process; teachers are rotated yearly to give every staff member an equitable opportunity to participate in the process. It is our expectation that each member provide insight with their area of expertise.
SW-16 / b. 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)
Ø Once the draft of our plan is completed, it will be shared with our staff by…
Ø 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.
Ø 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 / c. 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)
Ø 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 / 4. 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…)
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…
§ Criterion Referenced Competency Test from the current and previous school years
§ Iowa Test of Basic Skills from the current and previous school years
§ District administered Checkpoints
§ Progress Reports
§ Report Cards and Progress Reports
§ School level Common Assessment
§ Student Support Team Data