10/8/18

Evaluation of Title I Schoolwide

School Improvement Plan–CampbellES

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?

Yes, we expect that we will experience an achievement increase as a result of our Title I School Improvement plan because we have maintained all initiatives that generated a positive result. We’ve used the funds provided by Title-I to reduce class sizes and provide meaningful professional development opportunities for staff to experience and then redeliver. We also implemented Math Moment, a comprehensive preview and review system for Mathematics. Additionally, funds were used for curriculum planning and our Summer Enrichment Academy. During this time students were engaged in integrated enrichment activities previewing the next grade level’s content.

We experienced gains as a result of our 2012plan most notably in Reading and English Language Arts. Additionally, there were significant gains in all content areas in Grade 3 and 5 on the Iowa Test of Basic Skills (ITBS). We will work to improve those initiatives, activities, and practices for the 2013 school year. We have also added additional initiatives to further address improvement in Science and Writing. This will include professional development in technology integration andwriting across the curriculum.

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

We will evaluate the success of our Title I School Improvement Plan annually using standardized measures such as the CRCT, CRCT-M, Georgia Alternative Assessment and the Georgia 5th Grade Writing Assessment. We will compare passing rates on these exams to the passing rates of the 2011 school year and compare growth among all students and specified subgroups.

  • 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?

By the end of this school year, 80% of our staff will have monitored and perfected our practices of creating the assessment portfolios for the Georgia Alternative Assessment. We will have also monitored students’ performance tasks during each collection period andgiven immediate feedback. Teachers will have received further training on the evaluation of GAA portfolios.

We will continue to monitor student learning data in all content areas with ongoing progress monitoring and the use of common and benchmark assessments. We will strategically focus on Math and cross curricular connections. Teachers will use this information to differentiate for the learning needs of students. Interventions will be applied without delay. Teachers will engage in professional learning communities and continue to be collaborative and reflective on their teaching practices and the effectiveness of strategies.

Students with disabilities will continue to receive instruction in the least restrictive environment and every effort will be made to increase the percentage of time the students are with general education peers. Special education students will be held to a high academic standard and student learning data will be frequently monitored.

Campbell has identified five goal areas for improvement.

Increase student performance on the Criterion Referenced Competency Tests (CRCT) in Reading by 5% for all students, 17% for students with disabilities, and 2% for students exceeding by April 2013.

Increase student performance on the Criterion Referenced Competency Tests (CRCT) in Science by 2% for 3rd grade, 16% for 4th grade, and 21% for 5th grade by April 2013.

Increase student performance on the Criterion Referenced Competency Tests (CRCT) in Math by 5% for all students, 13% for students with disabilities by April 2013.

Increase student performance on the 5th Grade Writing Assessment by 5% by Febuary 2013.

Increase the percentage of exceeds students by 6% in Mathematics by April 2013.

Table of Contents

Schoolwide Planning

Page # / Criteria
5-21 /
  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)
22-28 /
  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).

33-35 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

29-30 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

36-40 /
  1. Develop strategies to increase parental involvement.

40-42 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

8-10, 20, 26-27, 29-30,43 /
  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.

40 /
  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.

10-13, 22-26, 29-30 /
  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.

10 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

8 /
  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.

6 /
  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 /
  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).

7 /
  1. Plan available to the LEA, parents, and the public.

7 /
  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.

  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 ISchoolwideSchool 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)
Although Campbell Elementary takes its name from “Old Campbell County” which merged with Fulton County in the 1930’s, the school community prides itself on its progressive future. Dedicated to the education of each child, Campbell staff, parents, and students join together to create and maintain the “small-town” school atmosphere. While “Cooperatively Educating Students”, the school emphasizes reading, math, science, and technology skills. The staff’s goal is educating each child to his/her full potential to become a responsible, lifelong learner which is also the mission and vision of Fulton County Schools.
We believe in excellence, trust, and honest communication; along with personal responsibility and commitment. We strive for academic achievement through continuous improvement and provide transparency and accountability through measured results. Campbell works to live by Fulton’s motto, “Where Students Come First.”
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 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.
Campbell Elementary is a Georgia School of Excellence. Approximately 90.33% of the school’s population is eligible for free/reduce meals. The current population is 69% Black, 26% Hispanic, 2.2% White, 2.5% multi-racial, and >1% Asian. Of these students, 17% are English Language Learners and 12% are Students with Disabilities.
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)
We have developed our school-wide plan with participation of individuals who will carry out the comprehensive school-wide program plan. We have also included those community members who have stake in the total school improvement of Campbell Elementary as well as those who can objectively aid in the improvement process. We met initially with parents, teachers, and school personnel on May 14, 2012
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Denine Cadet / Principal
Brannon Gaskins / Assistant Principal
Jovita Wallace / Curriculum Support Teacher
TaSheena Johnson / Data Support Specialist
Jennifer Peterson / Instructional Support Teacher
Nutrena Johnson / Parent Liaison
Maria Ramsey / Bi-lingual Parent Liaison
Barbara Stewart / Teacher
Shantea Cowan / Teacher
Susan Stone / Parent
Calvin White / Parent
Vera Adebolu / Parent
Sherita Knox / Parent
SW-15 /
  1. Describe how plan development involved all staff, as well as community/parents/ school council
We meet multiple times with multiple groups to revise our school improvement plan. The data is shared and each group is given the opportunity to weigh in on the objectives and initiatives. The previous years’ plan is revised and the data is used as the framework to develop the current year’s plan.
We compiled a team that represents the total student body and school community. We selected from a pool of parents, staff, and community members to create a team that is able to discuss our strengths and challenges and identify root causes as well as brainstorm possible solutions. The information isopen records and available to all parents.
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 during faculty meetings.
We will use their feedback to make final revisions to the plan. Subsequently, our plan will be made available to all of our stakeholders.
During Open House, our school improvement and parent involvement statement was distributed to all Title I parents. 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 and will be given to new students when they register.
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…)
Current achievement data is shared on a consistent basis with all stakeholders so that all parties involved will understand and be familiar with our strides to promote growth in Reading, Science, Math, and Writing while implementing initiatives found within our Striving Reader’s Grant. We have gotten useful perception data from our county survey which will helps us learn more about the attitudes, values, and beliefs of our students, staff members, and parents. Open dialogue occurs regularly about our most current data and we use the information to make all academic decisions including the Title-I Plan for Improvement.
We will review the data sources periodically and use the information to monitor our plan’s effectiveness throughout this year’s implementation.
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 utilize multiple measures of data. We use process data, student learning data, demographic data, and perception data to make decisions.
Student learning data includes informal checklist, formative assessments which give us student achievement information. We also use data from our morning Math Moment to get information about skills that are previewed and then reviewed.
Student discipline data is used to brainstorm strategies about school-wide behavior plans as well as intervention strategies for individual students.
We use electronic surveys, student testing databases, assessment software to obtain information from and about our students, staff, and community.
These data sources have been reviewed to determine our needs for the upcoming year. We will continuously review these data sources throughout the implementation of our plan to monitor the plan’s effectiveness.
SW-11 /
  1. Explain how student data is collected and disaggregated.
Our plan is based on information about all students at Campbell Elementary. Campbell has the following NCLB subgroups:Students with Disabilities (12%), Hispanics (26%) and Limited English Proficient (17%) in addition to our larger groups of Blacks (69%) and Economically Disadvantaged (90.3%).
We frequently monitor and disaggregate data by each subgroup, grade level, and content area for analysis. Vertical team meetings are conducted with teachers to collaborate and discuss student data and make informed instructional decisions. Data results are included in the School Improvement Plans.
  • Each teacher has a data notebook with the following information included:
  • School Improvement Plan Summary
  • Student Information
  • Classroom Goals
  • Test Talks/Conferences
  • Standardized Test Scores
  • Benchmark Assessments Summary
  • Benchmark Item Analysis
  • Common Assessments Summary
  • Math Unit Progress Monitoring Sheets
  • English/Language Arts Progress Monitoring Sheets
  • DIBELS Next Data
  • Standards Based Progress Monitoring
  • Writing Progress Monitoring Sheets
  • Writing Rubrics
  • Accelerated Reader Summary
  • Each teacher has a corner in the room dedicated to classroom data. The information presented is student-friendly and allows for the students to see their own growth.
  • Write Score gives meaningful information about student writing. The data from this tool allows teachers to plan writing instruction and further prepare students for the 5th grade writing assessment.
  • Teachers are involved in decisions regarding the use of academic assessments in the following ways:
  • Collaborative dialogue/ Test Talks – After major assessments, teachers converse with students about the results of the exam. Goals are set during this conference.
  • Common Assessments – Created with higher level questions in mind; these assessments are taken throughout the year and allow teachers to make instructional decisions.
  • End of Unit Assessments
  • Periodic Fluency Assessments
  • CRCT Review
  • Checkpoints Data
  • Performance Assessment
  • Informal Assessment
  • Online Assessment Results
  • Georgia Writing Assessments (grades 3 and 5)
  • GKIDS (kindergarten)
  • Work sample system (Pre-K) – assessment portfolio
  • Data Committee
  • The data committee looks at school wide data and works to grow the culture of data disaggregation among their grade levels. They work to engage the team in meaningful dialogue about assessment and instructional decisions.
  • The data committee works collaborative with the Data Support Specialist.
  • We use SAMS and Achievement Series to present the data in a way that is easy to read and understand. These systems allow for easy disaggregation and sharing of data.
  • Parental Involvement
  • The data from standardized assessments and benchmark assessments are shared with parents. Parents are able to suggest strategies and discuss areas of importance. Parents are encouraged to ask questions about data they see in the newsletter or on the data boards in the hall. Teachers also share student learning data with parents at conferences or via classroom progress reports.
  • Parents have the opportunity to attend community meetings, PTA meetings, and Local School Advisor Council meetings to get information about our school as well as the county. Parents are also invited to attend the State of the School Address. At this event parents learn the goals of our school as well as our current initiatives.
  • Parents will have access to Home Access Center with allows parents access to the teacher’s grade book as well as other important information.
  • Professional Development
  • Professional development in data usage and analysis will be on-going.
  • Professional development on the use of Achievement Series and SAMS.