fultonschools.org p… · web viewevaluation of title i schoolwide. school . im. p. rovement plan -...

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Evaluation of Title I Schoolwide School Improvement Plan - Brookview ES

Evaluate the Effectiveness of your School Improvement Plan from 2012-2013 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? We have seen increases in student achievement at Brookview ES. The Title1 Plan has provided the staff of Brookview opportunity to analyze

our school wide goals from our School Improvement Plan and prioritize specific strategies and professional development needed as we work to increase student achievement. We have been able to ensure that our Title 1 funds are directly aligned to the SIP and the specific needs of students, teachers and parents. It has also afforded us the opportunity to review our data and measure our progress closely to make certain that there is alignment between our School Improvement Plan, overall school Budget and our new goals and objectives.

Objective # 1Identified Goal for Improvement

Target Group Baseline Baseline Data

Target/Indicator of SuccessEvidence of Impact

Description No. % of Population

Performance Measure(s)Annual Measureable Objective(s)

2008-09 2009-10 2010-11 2011-12 2012-13

The objective is to increase 3rd grade achievement in reading.

3rd grade students 73 16.0% % of students in grade 3 meeting/ exceeding expectations on the CRCT in Reading

% of students in grade 3 not meeting expectations on the CRCT in Reading

75%

25%

84.4%

15.6%

90%

10%

95%

5%

100%

0%

Objective # 2Identified Goal for

Improvement




Performance Measure(s)Annual Measureable

Objective(s)

2008-09 2009-10 2010-11 2011-12 2012-13

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The objective is to increase 4th grade achievement in mathematics

4th grade students 79 16% % of students in grade 4 meeting/ exceeding expectations on the CRCT in Math

% of students in grade 4 not meeting expectations on the CRCT in Math

68%

32%

59%

41%

76%

24%

95%

5%

100%

0%

Objective # 3Identified Goal for

Improvement




Performance Measure(s)Annual Measureable

Objective(s)

2008-09 2009-10 2010-11 2011-12 2012-13

The objective is to increase 5th grade achievement in writing

5th grade 67 14% % of FAY students in grade 5 meeting/ exceeding expectations on the Grade 5 Writing Assessment

% of FAY students in grade 5 not meeting expectations on the Grade 5 Writing Assessment

82%

18%

72%

28%

90%

10%

95%

5%

100%

0%

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

Our evaluations will be ongoing.

We will use benchmark assessments created by Fulton County Schools. We will also use locally created common assessments that are aligned to the school’s instructional calendars and grade level lesson plans.

Student will participate in two mock writing assessment that are aligned to the Georgia Writing Assessment. Information from these assessments will be used to hold data talks with students and parents as well as inform instruction.

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?

Our changes would be minor based on the current data. We are making steady progress. We have looked at the strategies listed in our plans closely to ensure that we are utilizing them as stated and they are implemented with fidelity. We have streamlined our strategies in the area of writing school wide based on the data so that we continue to make adequate progress.


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The following strategies have been streamlined:Standards-based Instruction Professional Development for all teachersMath – Teachers are required to incorporate differentiated instructional strategies to include flexible grouping, hands-on math strategies, and small group instruction with direct teacher guidance during math rotations.Reading – Departmentalization at 5th grade, Self contained EIP classes at 2nd, 4th and 5th, Modeling and coaching by school based Instructional coach in specific targeted classes Writing – Designated writing block, small group instruction for targeted students in writing, student use of rubrics and goal setting, school-wide writing plan to include scheduled and on-going coaching and modeling by writing coach

The objective is to increase overall student achievement in Math and Reading school wide.The goal is to increase 3rd grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013 CRCT Results.The goal is to increase 4th grade achievement in Math by 10%; moving the overall performance from 60% to 70% as indicated from the Spring 2013 CRCT Results.The goal is to increase 5th grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013 CRCT Results.

The goal is to increase 3rd grade achievement in Reading by 5%; moving the overall performance from 73% to 78 % as indicated from the Spring 2013 CRCT Results.The goal is to increase 4th grade achievement in Reading by 5%; moving the overall performance from 73% to 78% as indicated from the Spring 2013 CRCT Results.The goal is to increase 5th grade achievement in Math by 5%; moving the overall performance from 81% to 86% as indicated from the Spring 2013 CRCT Results.

tdm Fulton County Schools 2Title I SCHOOLWIDE

SCHOOL IMPROVEMENT PLAN for

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Table of Contents Schoolwide Planning


Title I SCHOOLWIDE SCHOOL IMPROVEMENT PLAN

for

SCHOOL: Brookview Elementary School DATE: 8/24/12

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Page # Criteria

7-211. Comprehensive Needs Assessment:

Strengths and ChallengesIdentifies needs in the key areas that affect student achievementRoot causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.Migrant paragraph (required)

22-262. 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).

313. Provide instruction by highly qualified teachers.a. Strategies to attract highly qualified teachers to high-needs schools

28-31,32

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

34-355. Develop strategies to increase parental involvement.

37-386. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

26-277. 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.

36-378. 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.

359. 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.


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a. Measures to ensure that students’ difficulties are identified on a timely basisb. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the

communityc. 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.

34-35 10.Description of how individual student assessment results and interpretation will be provided to parents.

10-1111.Provisions for the collection and disaggregation of data on the achievement and assessment results of

students.

1212.Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

1213.Provisions for public reporting of disaggregated data.

3914.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.

915.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).

9-1016.Plan available to the LEA, parents, and the public.

1017.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.

3918.Plan is subject to the school improvement provisions of section 1116.


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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:

ExcellenceTrust and Honest Communication

Common UnderstandingPersonal Responsibility

CommitmentAcademic Achievement

Measured ResultsContinuous Improvement

Safe and nurturing environmentInvolved 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



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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

Description

Com

preh

ensi

ve N

eeds

Ass

essm

ent a

nd P

lann

ing

SACS 1. Include school mission, vision, and beliefs

Brookview Elementary School’s mission is to prepare students to become productive, contributing members of a competitive, Culturally-diverse and technologically advanced society by:

1. Providing quality and innovative learning experiences that encourage academic excellence;2. Fostering a safe and orderly environment; and3. Establishing positive partnerships between students, parents and community leaders.

Belief StatementAt Brookview Elementary, we believe that:

all students can learn the school should be dedicated to providing an effective learning environment, placing emphasis on the

maximum development of each student the school should be dedicated to imparting to students the knowledge, skills, and work ethic which are

necessary to function successfully in an increasingly multicultural and technological society the school should be a safe and nurturing environment where students can develop to their fullest potential the school should assist each student to develop a sense of responsibility for his or her actions the school, the home, and the community should work cooperatively to create the best learning

environment for each student

SW – 1TA – 1

FLP

2. 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.

Brookview Elementary is located in East Point, Georgia and has 437 students enrolled in grades


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Pre-kindergarten to fifth grade. In the 2011-12 school year the make-up of the student body was 99.7% African American and .3% Asian. Our student body consists of 10% of students with identified disabilities, 88% ED and 71% mobility rate based on the school’s most current data. We have no students that qualify for ESL services.

For the 2012-13 chool year we currently have 7 homeless students enrolled at Brookview. We work to ensure that we meet the emotional, social, and academic needs of these students by: Referring to the Fulton County Schools Homeless Liaison for possible services and resources

through the Education of Children and Youth in Transition department. Providing professional development for staff members on the unique needs of students/families

in transition. Providing individual and group counseling sessions through the school’s counseling

department. Providing formative and summative assessments of student progress and creating opportunities

for differentiated instruction to capitalize on how these students learn best. Providing balanced and healthful breakfast and lunch. Providing supplies necessary for completing school assignments.

SW – 1TA – 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. (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)

4. Listed below are the members of our leadership team and their titles / roles.

Member Name Title / RoleDionne Glass PrincipalKimberly Prather Assistant PrincipalMichelle Hall Curriculum Support TeacherDr. Stacey Owens CounselorElizabeth Moore TeacherAngie Jackson TeacherLuvenia Ramsey TeacherApril Kim TeacherSharondalyn Dupree TeacherVonicer Williams TeacherBelinda Harris TeacherSheary McKenzie Title I parent LiasonTorey Domineck Data Support Specialist


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Pamela Anderson ParentFelicia McGhee ParentAlford Cordell ParentMichael Merritts Community MemberPamela Railey Community Member

SW-15 a. 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.

Members of the committee were selected in various ways. Grade level chairs (teachers) collaborated with their grade teams to review the School Improvement

Plan, CRCT data, the school reform strategies, and provided input on the goals and objectives. Parents and the LSAC chair provided input on the Parent Involvement section on the plan,

reviewed the plan in its entirety, and provided feedback. Parents either volunteered or were asked to join the committee.

The DSS disaggregated and collected data to assist in developing the plan. The CST and ELA Coach reviewed and revised the professional development plan to make sure it

aligned to the instructional needs of students and provided research based instructional strategies for the staff.The administrative staff used the information from all the above named sources to collaboratively create the Title I plan.

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)

Once the draft of our plan is completed, it will be shared with our staff by presentation to the leadership team. Each grade level chair will present the draft at one of their weekly grade level Professional Learning Community meetings.

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.

A notice concerning the availability of our school improvement and parent involvement plans will be sent home in our beginning of the year information packets and school newsletter 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.

The plan will be referenced in the principal’s State of the School/Annual Title I Meeting. Copies will be available at the meeting for all interested individuals.

Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request.


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An additional copy will be available in our Parent Resource Center.

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) At this time we have 2 families where English is a second language. However, copies 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 will be distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Center. Copies of the documents are given to new students when they register. We have included Spanish versions of the plans/compact in the Appendix section of our notebook.

TA-1SW-1FLP

5. Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards

Each of the members of the Brookview faculty had a part in the completion of our comprehensive needs assessment and school improvement plan. The process we followed to complete our plan was…

The most recent achievement data was presented to staff at preplanning. Plan was divided among grade level teams, the administrative staff, and support staff. All groups used the assessment data to review and revise their assigned sections.Parents were invited to participate in revising the Parent Involvement section of the plan and giving feedback on the entire plan

SW -11FLP

a. Identify the types of data collectedWe have used the following instruments, procedures, or processes to obtain student data:

o CRCT data for the last three yearso ITBS datao Georgia Writing Assessment (5th grade)o Checkpoint and common assessment data from the SAMS websiteo Parent surveyso Demographic and attendance data

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 b. Explain how student data is collected and disaggregated. Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s

past and present year teachers collaborate to analyze student data and make informed decisions Data results are included in the School Improvement Plans. We will use:


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o Checkpoint data to target deficient areas and to plan instructiono Formative common assessments to measure progress on GPS and CCGPSo Voyager Benchmark assessments and progress monitoring (3rd grade)o 2012CRCT datao Instructional Assessment (administered to 1st and 2nd graders)o 2012 Georgia Writing Assessmento Informal collaboration in grade level Professional Learning Communities and school level

vertical teamso Successmaker data

c. 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 Focusing on students who scored level 1 on the CRCT in reading, English/Language Arts, and

math. We also looked at students who scored between 800-810 on the CRCT to offer additional support.

We used 2011 ITBS data to target specific instructional areas to provide support. End of the year Voyager benchmark data was used for this year’s third and fourth grade students

identify students who are struggling in the area of reading. Checkpoints were used as diagnostic and instructional assessments Instructional Assessment data was used to identify third grade students who may be at risk in the

absence of second grade CRCT data for 2012 Informal collaboration and SST strategies/data used to focus on students who may be considered at-

riskTA-3FLP

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-12FLP

e. Procedures are in place to ensure that disaggregated assessment results for each category are valid and reliable. The data we collect is from the School Report Card on the DOE website or data sent to us by our

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.

Achievement Series is used as a means of disaggregating local data generated by common assessments and checkpoints.


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Teachers meet with the CST and the DSS regularly to review the data and make adjustments to the instructional plan.

SW-13FLP

f. Describe your methods for the public reporting of student data. The Georgia School Report Card 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

Advisory 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 our parents at our State of the School/Annual Title I meeting each year. School data is displayed on a bulletin board near the school entrance. This board is updated

regularly. School improvement status and student data is published in the school’s newsletter. Parents have access to the school data and their child’s individual test scores. This information is

shared at parent conferences. Reports on student achievement are sent home with report cards and progress reports.

Parents also have access to their child’s data via the Parent Center on the Fulton County Schools’ website.

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_brookview.pdf


http://portal.fultonschools.org/School_Profile/Documents/DS/DS_brookview.pdf

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Elementary or Middle School ProfileMajor School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)

School Year

Initiative or Reform Effort

2008-11 Extended Day/Extended Learning program and Saturday School Training2009-10 Vertical Team Training2010-11 Behavior Response to Intervention2010-11 Standard Based Instruction

Professional Learning: List the professional learning activities in the past two years that were focused on school improvement.

School Year

Professional Learning Activity Grade Level / Subject AreaAttending

2009-2010 Peace Builder Program – Positive School wide Discipline programValue Added Modules – Standards; Authentic AssessmentVertical Team TrainingSchool wide Take One Teacher CertificationAchievement Series TrainingVoyager Reading On-going Professional DevelopmentProfessional Learning Communities

2010-2011 Achievement Series – Data UtilizationMath Problem Solving Strategies – ROPESFramework For Understanding PovertyStandards Based Writing InstructionValue Added Modules - Differentiation of InstructionErrors In Math ComputationStandards-Based InstructionCo-Teaching: Classroom InstructionVoyager Reading On-going Professional DevelopmentBehavior Response To InterventionCritical FriendsGeorgia Tech Math and Science Cohort Program7 Step Lesson Planning ProcessSTEP2 Achieve Initial Teacher TrainingDataUtlization


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Faculty / Staff Data:Faculty and Staff Data (Forms provided in the Appendices)

Attrition Rate of Teachers and Administrators*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the next school year, excluding retirement.*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the beginning of the next school year, excluding retirement.

Attrition Rate of Teachers Attrition Rate of Administrators

Number % of Teacher Population Number % of Administrators Population

2009-2010 5 7.2% 0 0%2010-2011 4 8.5% 0 0%2011-2012 1 3% 0 0%

Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all Grade Levels

Attendance: ( Days Present/ (Days present + Days absent)Subgroups

Total Enrollment Grade Levels

% All Students

% Asian % Black %

Hispanic%

American Indian

% White

% Multi Racial

%SWD % ELL

% Econ. Disad. (SES)

2010-2011 490 97 96 97 98 95 96 99 972011-2012 435 96 100 96 98 95 73 962012-2013


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AYP Report – Historical information

2010-2011 School Year AYP Report Mathematics English Language Arts / Reading

Met 95% participationYes Yes

Met AMO for all students without second lookYes Yes

Met AMO for all students with second look (confidence interval, multi-year average, safe harbor)

NA NA

Met AMO for all subgroups without second lookYes Yes

Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe harbor)

NA NA

Did not meet AMO for the following subgroups(s)No No

Met second indicator for all studentsYes Yes


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Fifth Grade Writing Assessment -

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf

CRCT Assessment Data –

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf

ITBS Assessment Data –

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf









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Themes SW/TA Component

Description

SW-1TA - 1TA – 4

FLP

h. Identify/discuss strengths and needs based on data profile. We have compared our needs to system needs and have ensured that the system and school goals are aligned.

In order to meet the needs of all students and at-risk students, including Economically Disadvantaged, Students with Disabilities, 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 institution during the previous two years, the data was disaggregated and reviewed for all students, subgroups, and content areas.

We have compared our needs to system needs and have ensured that the system and school goals are aligned. In order to meet the needs of all students and at-risk students, including Economically Disadvantaged, Students with Disabilities, 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 institution during the previous two years, the data was disaggregated and reviewed for all students, subgroups, and content areas.

Major Strengths Discovered:The major strengths we found in our program are the way in which we implement our English/Language Arts Block and increased in our achievement in fourth grade math.

o Based on 2012 CRCT testing, the following achievements were made:1. Seventy-seven percent of all students met standards on Reading and 80% English Language Arts

Domains of the CRCT.2. Sixteen percent of all students exceeded standards on Reading and 15% English Language Arts

Domains of the CRCT.3. Seventy-seven percent of all students met or exceeded standards on Reading 80% English

Language Arts Domains of the CRCT. Major Weaknesses Discovered:

Findings for: (write 1-3 sentences stating your findings for each subgroup) ALL students:

All our Students group decreased in the number of students meeting/exceeding the standard in math by 20% and in reading/English Language Arts 8%.

Black students: Our Black students group decreased in the number of students meeting/exceeding the standard in

math by 27% and in reading/English Language Arts by 11%. SWD students:

Our SWD student group decreased in the number of students meeting/exceeding the standard in tdm Fulton County Schools 17

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math by 36%. Economically Disadvantaged students:

Our ED students group decreased in the number of students meeting/exceeding the standard in math by 25% and in reading/English Language Arts by 10%.

1. Third Grade ReadingThe CRCT and ITBS measures how well third graders read independently. Based on the results of these two assessments, our third graders demonstrated a lack of proficiency and/or mastery in reading for information on the CRCT and vocabulary and comprehension both on the CRCT and ITBS. Therefore, we perceived the root cause is inconsistent use of data-driven instructional decisions and implementation of research based instructional strategies pervasively.

2. Fourth Grade MathematicsIn the area of mathematics, the CRCT measures how proficient fourth graders are performing in the areas of number and operations, measurement, geometry, algebra, data analysis, and probability. Our results revealed that the fourth graders demonstrated a lack of proficiency and/or mastery in the areas of number and operations, measurement, and geometry. We have concluded the root cause is inconsistent use of data-driven instructional decisions and implementation of research based instructional strategies pervasively.

3. Fifth Grade Writing AssessmentOn the Georgia Writing Assessment the domains of ideas, organization, style, and convention are assessed. Overall, the fifth graders “did not meet” expectations in the above domains and none scored in the exceeding expectations category. Four-fifths of our SWD scored in the “did not meet” category. We perceive that the root cause to be a reliance on formulaic writing rather than a research based writing process.

Areas for ImprovementCollectively Brookview students in grades 3-5 did not meet the Annual the state performance target of 87% for math ( on page 75 of the ESEA Flexibility Request). The results show third grade meets and exceed at 52%, fourth 60%, and fifth by 52%. This data reflects a need to consistently and pervasively implement strategies that are aligned to the standards.

The objective is to increase overall student achievement in Math and Reading school wide.The goal is to increase 3rd grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013 CRCT Results.The goal is to increase 4th grade achievement in Math by 10%; moving the overall performance from 60% to 70% as indicated from the Spring 2013 CRCT Results.The goal is to increase 5th grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013 CRCT Results.


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The goal is to increase 3rd grade achievement in Reading by 5%; moving the overall performance from 73% to 78 % as indicated from the Spring 2013 CRCT Results.The goal is to increase 4th grade achievement in Reading by 5%; moving the overall performance from 73% to 78% as indicated from the Spring 2013 CRCT Results.The goal is to increase 5th grade achievement in Math by 5%; moving the overall performance from 81% to 86% as indicated from the Spring 2013 CRCT Results.

We will also focus on increasing the percentage of students with disabilities in levels 2 and 3 in both reading and math by 5%.

The 2012 data for the Georgia Writing Assessment showed a 7% increase in the number of 5th grade students exceeding standards. While we showed an increase in the number of students with disabilities (SWD) and the number of students that exceeded standards from the previous year’s scores the SIP target of 89% was missed by 23% points. We will focus on increasing our writing scores from 66% to 75% in 2012.

The measurable goals to address our needs have been placed in our appendices. They are in line with the Georgia Department of Education’s directions that we establish specific, annual and measurable, objectives for continuous and substantial progress by each group of students enrolled at Brookview Elementary. That will ensure that all groups of students will meet the state’s proficient level of achievement on the state academic assessment (CRCT or GHSGT) no later than 2014.

Name 2-3 areas you have identified to be your goal areas for improvement.The following goals for improvement will be implemented from August 2012 to May 2013:

For the SY 2012-13 100% of the teachers will work collaboratively to develop and implement a balanced assessment system.

For the SY 2012-13 data will be routinely used by 100% teachers and administrators to inform instruction and staff members will actively participate in action research.

For the SY 2012-13 100% of professional learning community meetings will focus on weakness in teacher efficacy gathered from multiple data points (surveys, walk throughs, anecdotal data). Gaps in teacher development will addressed with coaching, data talks, and professional learning community groups.

SW-1TA - 1

i. The root causes for our identified areas of weakness are included below. (Include 2-3) An implementation dip occurred during the shift to standards based instruction.

“Declines in performance in schools (and other organizations) when struggling to implement changes requiring new knowledge and skills, that challengeprevailing norms, or conflict with personal values is well documented. The implementation dip is the experience of things getting worse befor they


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get better. (Fullan, 2010) Frequency of common assessments Lack of Differentiated Instruction Systemic use of data needs to increase.

j. Include a paragraph on:i. Explain how the staff is given an opportunity to assist in data and root cause

analysis.During September professional learning meetings the teachers will participate in a root cause analysis protocol. The findings will be posted in the meeting room to reflect on throughout the year. SMART Goals will be authored by each grade level team. The teachers will develop initiatives aligned to the school plan that will potententially resolve causes determined during root cause analysis. Brookview’s staff members are actively involved in looking at student data in order to make data driven decisions. The leadership team frequently reviews the data in all areas and develops strategies aligned with that data. Grade level chairs share those data points with members of their teams and goals are set to assist in analyzing the root causes and setting goals to address those root causes. Teams meet weekly with the CST or DSS to review assessment result, align instructional strategies, and discuss/provide feedback on common assessments.

ii. How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs? Teachers are developing assessments in professional learning meetings facilitated

by the DSS. They create varied forms of differentiated assessments to diagnose student needs and determine actions.

We utilize our DSS who is trained in data analysis. He meets with the grade level teams regularly and helps to inform their instruction using the results of the data. Modifications are made as the data is disaggregated. We also have a part-time Instructional Coach who assists teachers in data-driven strategies in the areas of English/Language Arts.

iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data?

Teachers participate in regular data discussions about grade level, class, and individual student data. They make collective decisions and they will begin to use action research to develop plans to address specific student needs.

Decisions regarding the use of academic assessments to improve instructional programs Teachers review and revise the instructional calendars based on the needs of their


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students. The information is used to plan lessons. The standards outlined in the lessons are used to create the common assessments. Results of these assessments are used to provide for reteaching, acceleration, and differentiation of instruction.

Decisions regarding individual students through the analysis and use of their test data Teachers make instructional decisions for individual students by the use of formative and summative evaluation. Teachers collaborate informally to develop strategic goals/plans to meet the needs of students. Data is derived from standardized test, teacher made assessments, observations, common assessments, and checkpoints.

SW - 1 6. MIGRANT paragraph – requiredWe have taken into account the needs of migrant children by…

Student enrollment sheets are distributed and the Occupational Survey section of the form is checked by the registrar. All new students receive an Occupational Survey form, as well as the registration form. This

will be checked and verified by the registrar. We will work closely with our counselor, school social worker, and our central office liaison to

ensure that the student’s needs are met for any students identified. Providing intervention programs and additional assistance for any migrant student who might

be identified and is experiencing academic deficiencies. Students will be considered for additional services based on formative data and classroom

assessments. Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison

for possible services.We have taken into account the unique needs of migrant students. At this time we do not currently have any migrant students. If such students were to enroll in the future we will work identify such students and to ensure that we meet the emotional, social, and academic needs of these students by:

Distributing enrollment sheets to all students, including new students, with the Occupational Survey section of the form that is checked by the registrar to identify migrant students.

Providing professional development for staff members on the unique needs of migrant students/families. Working closely with our counselor, school social worker, and our central office liaison to ensure that

the student’s needs are met for any students identified. Providing individual and group counseling sessions for students by the school’s counseling department.

Providing formative and summative assessments of student progress to identify students who are experiencing academic difficulties. Based on these assessments, students may be considered for additional assistance.

Creating opportunities for differentiated instruction to capitalize on how these students learn best. Providing ongoing feedback on the student’s progress to the parents. Providing opportunities for parents to participate in school-wide planning process. Providing resources for support services through the school social worker.


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Providing balanced and healthful breakfast and lunch. Providing supplies necessary for completing school assignments. Referring students who may be homeless to the Fulton County Schools Homeless Liaison for possible

services.


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SW-1SW-2FLP

Make sure School Improvement goals are aligned to Common Core Georgia Performance Standards (CCGPS).

Goals / strategies need to target students not performing at standard/ expectation (at-risk) Strategies need to be specific and include something “more and/or different” than

what has been done previously. Consider scientifically, research-based strategies and/or promising practices that

have been effective elsewhere. Include Title I funding for additional personnel, professional learning, and parental

involvement under the budget/resource column. Evaluation/evidence needs to include both formative and summative items.

NARRATIVE within Implementation Plan1. Plan’s strategies:

SW-9aSW-2a

FLP

a. Describe how the plan provides opportunities for ALL students, to meet or exceed proficiency AND addresses the needs of all students and targeted subgroups of students, on a timely basis.We have developed schoolwide reform strategies to provide opportunities for all students to meet or exceed Georgia’s proficient and advanced levels of student performance. These strategies are designed to increase the quality and quantity on time on task in the learning process. Data from standardized tests, checkpoints, benchmarks, common assessments, and teacher made assessments/observations are used on an ongoing basis to make data-driven decisions for all students.

SW-2bTA-1FLP

b. List the strategies and instructional methods you are incorporating into your school improvement program and describe how these strategies and instructional methods are based on scientific / research based strategies and are effective means for raising student achievement and strengthening the core academic (general education) program.The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards are:

Voyager Universal Literacyo Students in kindergarten through third grades are instructed in reading with the Voyager

Universal Literacy curriculum. Voyager is designed to help students learn to read at or above grade level by third grade. Students receive instruction in key components of reading (phonemic awareness, phonics, comprehension, vocabulary and fluency) identified by the National Reading Panel (NRP, 2002). Frequent benchmark assessments allow teachers to monitor the progress and differentiate instruction for individual students. (Davidson, 2002;


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Tomlinson, 1999; Gregory and Chapman, 2002)

Early Intervention Program (EIP)o The EIP program is designed to serve students who are at risk for not reaching and master

grade level standards. It provides additional instructional resources for students are performing below grade level obtain the skills necessary to meet standards. Students’ progress is monitored and frequent feedback is given. (Marzano, 2003)

Data Talkso Student data sharing between student and teachers, parents and teachers, and students,

parents and teachers. The goal is to increase awareness of assessment data, highlight strengths, and form a plan of action for areas that need improvement. Test talks are also conducted horizontal and vertical grade level teams using gallery walks and Critical Friends protocols. (Barr and Parrett, 2003)

Extended Day/Extended Learning/Saturday School Programo These programs increase the amount of instructional time for students to provide them with

additional opportunities to learn. (Marzano, 2003)

Differentiated Instructiono Students’ instruction is differentiated by process, product, content, and environment in

flexible skills groups based on formative and summative assessment data. (Tomlinson, 1999; Gregory and Chapman, 2002; McNary, Glasgow and Hicks, 2005 )

Guidance Counseling Serviceso Provides intervention strategies based on the academic, behaviorally, emotionally, and social

needs of students. Programs involve use the entire staff as resources and adult mentors to assist students. Students are supported through small group sessions, classroom guidance lessons and individual sessions. (Payne, 2001; Jensen, 2009; Lezotte, 2004)

Instructional Focus Calendars and Power Standardso Used to address students’ academic needs as identified in G-KIDS and SAMS data analysis

(Schmoker, 1996; Lezotte, 2004)

Writing in the Content Areaso Students will use writing in all core content areas. This will allow students to use the

strategies of summarizing, synthesis, evaluation, and application to reflect on their learning (Allen, 2004; Horry, 2004)


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Additionally, we will increase the amount and quality of learning time by:o Inclusion whenever proven to be the students’ least restricted environment. IRR inclusion

model for 4th and 5th gradeso Decreasing the number and amount of time dedicated to non-instructional interruptions

during the school day, such as: Practice for school performances Announcements using the intercom Celebrations

o Reducing the amount of time required for student transitiono Teaching from bell to bello Using sponge activities during transition timeso We will decrease the amount of time used for discipline by using the Peace Builders

Curriculum school wide. This will increase the amount of time spent in class and minimize classroom disruptions

References:Allen, J., 2004. Tools for teaching Content Literacy. MA: Stenhouse Publishers.

Barr, R. C. and Parrett, W. H., 2003. Saving our students, saving our schools: 50 proven strategies for revitalizing at-risk students and low-performing schools. IL: Pearson.

Davidson, C., 2002. Enhancing student achievement: A framework for school improvement. VA: ASCD.

Gregory, G.H., and Chapman, C., 2002. Differentiated instructional strategies. CA: Corwin Press.Horry, C., 2004. Writing in the content areas: A learning-focused approach. NC: Learning Concepts, Inc.

Jensen, E., 2009. Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. VA: ASCD.

Lezotte, L. W., 2004. Learning for all. MI: Effective Schools Publications.

Marzano, R., Pickering, D.J., & Pollock, J.E., 2001. Classroom instruction that works: Results based strategies for increasing student achievement. VA ASCD.

McNary, S., Glasgow, N., and Hicks, C.D., 2005. What successful teachers do in inclusion classrooms? CA: Corwin Press.

Payne, R., 2001 A framework for understanding poverty. TX: aha Process Inc.

Schmoker, M., 1996. Results: The key to continuous school improvement. VA: ASCD.

Tomlinson, C.A., 1999. The differentiated classroom: Responding to the needs of all learners. VA: ASCD.


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SW-2cFLP

c. Describe the effective instructional methods that will be used to increase the quality and amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school tutoring, zero periods)

Remember to include information regarding Flexible Learning Program if applicable.

How will students who are experiencing difficulty mastering the standards be identified in a timely manner by teachers trained in identification methods?

How will additional assistance be provided for these students in their area of identified difficulty?

What activities will these students participate in that will focus on their area of identified need?

Instructional methods to increase quality and amount of learningWe make every effort to use effective instructional methods to identify students who need additional assistance and provide that assistance using teachers that are trained in identification methods. We provide activities to ensure that students who experience difficulty mastering proficient or accelerated levels of academic achievement standards shall be provided with effective, and timely additional assistance in the areas of the identified need. Those activities include the following:

Extended Day/Extended Learning- This program is designed for students who have performed inconsistently on state test and in the classroom students are provided with support for an additional 8 hours per week from January - March.

Saturday School – This program is designed to provide additional instructional support for third and fifth grade students who initially score level one on the Spring CRCT. Students are given four hours of instruction in reading and/or math for four Saturdays before they are retested.

Junior Great Books – This program promotes reading, thinking and shared inquiry. Students who are capable of performing at accelerated levels have an opportunity to practice higher order thinking skills.

Differentiated Instruction – The model of instruction is consistent and pervasive throughout our school. Teachers take into consideration the learning styles, performance levels, and zone of proximal development for each student when creating lessons.

Guidance Counseling - The guidance counselor assists students by providing individual, small group, and large group sessions focusing on areas of need.


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Newly Enrolled Students - We take great care to put a face to all struggling students by creating a hierarchy system for checking the permanent record folders of each newly enrolled student. This allows for immediate attention to all students that show a need.

TA-2FLP

2. Describe the instructional strategies and programs in the TA program which coordinate with and support the regular program of the school.a. Discuss grades and subject areas to be served

b. Instructional strategies to be used

c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the

targeted instruction. It must not take the place of the regular core instructional program.

d. Supplemental instructional activitiese. 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.

SW-7SW-2dTA-8

3. Describe your process for reviewing the progress made by participating children, on an on-going basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content and performance standards.Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.

Teachers meet weekly with the CST and/or DSS to discuss data, instructional strategies, and informally collaborate. Assessment data is reviewed and discussed in alternate grade level PLCs weekly. This data is used to make adjustments in lesson plans, form flexible groups, suggest strategies for differentiation and adjust pacing. Teachers also make decisions regarding common assessments based on data.

Teacher involvement in decisions regarding the use of academic assessment includes:o Collaborative dialogue/ Data Talkso Common Assessmentso End of Unit Assessmentso Periodic Fluency Assessments


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o CRCT Review (grades 3-5)o Checkpoints Datao Voyager Benchmark Assessmento Online Assessment Resultso Basic Literacy Test (administered to SWD groups)o Classroom Suite (SWD)o State writing assessments (grades 3 and 5)o GKIDS (kindergarten)o Achievement Series resultso Success Makero Study Island (3-5)o Ticket to Read (K-2)

TA-9 4. Describe procedures for annual assessment of students for meeting state and local expectations.

SW-2e 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.


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Title IIA 1. Include a narrative reminder that Professional Learning needs, based on the needs assessment, are included in the FCSS School Improvement Plan Template.

Annually our school completes a professional learning survey provided by the district office. We use the results of this survey as well as the results of our comprehensive needs assessment of student achievement to determine the professional development needs of our staff.

Professional Learning opportunities are provided to teachers, principals, and paraprofessionals at Brookview based on annual needs assessment surveys provided to all stakeholders. Our professional learning plan is based on other data, such as student assessments and district initiatives determined by student needs. Continuous, on-going training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding and consistent implementation of standards-based classrooms to enable students to meet and exceed performance standards. A description of the activities planned to meet the needs discovered is included in our Implementation Plan. The funding needs and funding sources for each of these activities is also listed in the Implementation Plan.

SW-4TA-5

Title IIA

2. Describe how the school/district are providing high quality and on-going professional development for teachers, principals and parapros and how these activities meet the needs identified in the needs assessment, enabling students to meet the state’s performance standards. District Professional Learning opportunities are provided to teachers, principals, and paraprofessionals in Fulton County based on needs assessment surveys provided to all stakeholders. Professional Learning is also provided based on other data, such as student assessments and district initiatives determined by student needs.

Many educators in Fulton County are involved in on-going professional learning through endorsement programs such as reading, gifted and ESOL. The endorsement programs are yearlong endeavors with 150 or more hours. School Improvement activities at the district and school levels align to the stated goals and priorities. Each school has “Better Seeker” teams or “School Leadership Teams” who are trained to guide educational growth and development for the school. Continuous, on-going training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding and consistent implementation of standards-based classrooms to enable students to meet and exceed performance standards.


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School We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. Our trainings will involve…

Effective use of strategies for inclusion of SWD Writing in the content areas (math, science, social studies) Instructional Focus Calendars to ensure to timely instruction of the Power Standards and the

Seven Steps Lesson Planning process K-5 Writing Standards training including the use of research based writing strategies

(including, but not limited to, 6+1 Traits of Writing, Writer’s Workshop, the Writing Process)

Standards based classrooms and assessments using rubrics, checklists, and teacher commentary

New Teacher Induction/Mentoring program Ongoing Professional Development (OPD) for Voyager Universal Literacy Use of Talented and Gifted (TAG) strategies in general and special education classes Critical Friends is a professional learning community whose goal is to improve their practice

through collaborative learning. Our goal is to enhance teacher/staff collaboration analyze data and identify and implement research based instruction practices based on the data.

We will provide for ROPES (math) problem solving training for all teachers (K-5). We will provide ongoing training and support in math including, but not limited to, the 7

Step Planning Process. Tales for Learning literature sets to integrate into math and science curriculum A Framework for Understanding Poverty training to provide a foundation for implementing

strategies for working with economically disadvantaged students and their parents

We have aligned professional development with the State’s academic content and student academic achievement standards by…

Reviewing standardized test data for all students, black students, SWD and ED students Aligning professional development to identified needs Use Critical Friends protocols to look at student work to make data driven decisions

SW-9bTitle IIA

FLP

3. Describe how teachers are trained to identify and provide assistance for at-risk students. The Curriculum Department encourages teachers to meet before the start of school to analyze student

information/data from the previous year. Results are compared to previous years and across the grade levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills with a high degree of importance while covering the other necessary skills prior to spring testing. At-risk students will be identified so that they can be provided with additional educational opportunities (double dosing) for needed subject level support.

Teachers are offered staff development in areas that show as a need from the student data and past data tdm Fulton County Schools 30

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from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas.

The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on mathematical understanding and skills. The current Math GPS are 90% aligned with CCGPS. There will be an in-depth focus on a balance of literature and informational texts, text complexity, argument, informative explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours of Writer’s Workshop training during the 2011-12 school year. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of the Fulton County Elementary Schools.

At the Elementary and Middle school levels, professional learning to identify at-risk students is job-embedded. Each middle school uses pre-planning days and specified collaborative planning time during the school year to analyze multiple types of data: formative, summative, qualitative, and quantitative. The emphasis is on collaborative analyses that lead to instructional improvement and differentiation. Using the data, at-risk students are identified and scheduled into courses that provide tiered levels of intervention. This is as minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many things possible in between. However, data drives instructional settings and strategies for students. Elementary/ Middle schools provide professional learning to teachers for differentiating instruction, effective feedback, and “Response to Intervention” with its tiered supports for student learning.

4. Teachers are trained to identify and provide assistance for at-risk students The Curriculum Department encourages teachers to meet before the start of school to analyze student

information/data from the previous year. Results are compared to previous years and across the grade levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills with a high degree of importance while covering the other necessary skills prior to spring testing. At-risk students will be identified so that they can be provided with additional educational opportunities (double dosing) for needed subject level support.

Teachers are offered staff development in areas that show as a need from the student data and past data from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas. One teacher in each grade (12 teachers total) has gone through extensive support training in literacy and mathematics to be able to work with 14 at-risk students in their self-contained classrooms.

Demo lessons have been taught to train teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours of Writer’s Workshop training during the 2010-121 school year. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of the Fulton County Elementary Schools.tdm Fulton County Schools 31

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SW-3TA-5

Title IIA

5. Describe the process used to identify and provide instruction by highly qualified teachers and parapros.

The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. We will provide instruction by highly qualified teachers who meet the standards established by the state of

Georgia.o 100% of the teaching staff holds Bachelor’s degrees.o 100% of the teaching staff is highly qualified.

Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ. The plan for Brookview’s non-HiQ teacher, along with the Detailed School HQT Information form (from DOE Report Card) and other applicable information, is located in the appendices.

-The Principal Verification and Attestation Form contains the names of the teachers who are not yet HiQ (if applicable)-Review student placement, ensuring equity in teacher experience. Address the correction of any inequities.-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ teacher (if applicable)-The Detailed School HQT Information form (from DOE Report Card) is located in the appendices. Use the information on the form to determine the attrition rates of teachers and administrators in your school for the School Profile.

SW-3Title IIA

6. Discuss the district’s/school’s teacher-mentoring program that is in place to support new teachers and increase teacher effectiveness.

District mentors teachers by: Fulton County District Office supports new teachers with an orientation at the

beginning of each school year. Teachers are provided information andprocedures which are fundamental for a successful experience during the school year. This includes information in the areas of benefits, professional learning, curriculum and resources. Throughout the year additional institutes are held in order to provide continuous support for new teachers.


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Our school mentors teachers by: (Make sure you address your 0-3 year teacher(s) and school based induction and on-going support – please be specific.)District mentors teachers by:

Fulton County District Office supports new teachers with an orientation at the beginning of each school year. Teachers are provided information and procedures which are fundamental for a successful experience during the school year. This includes information in the areas of benefits, professional learning, curriculum and resources. Throughout the year additional institutes are held in order to provide continuous support for new teachers

Our school mentors teachers by: Providing an on-going New Teacher Induction program for all new teachers Conducting a site based New Teacher Orientation Conducting bi weekly New Teacher Meetings Providing one-on-one mentors for all teachers new to Brookview and new to the teaching profession Administrators, grade level chairpersons and other staff members employ an open door policy at all

times Conducting Professional Learning Community collaboration twice a week where novice and

experienced teachers share ideas about how to teach required standards Using Critical Friends Groups and protocols

SW-3aTitle IIA

7. Discuss the strategies that are in place at the district and the school to attract highly qualified teachers.

District attracts highly qualified teachers by: The district participates in recruitment activities at colleges and universities in

order to attract highly qualified new teachers.

The district participates in recruitment activities at colleges and universities in order to attract highly qualified new teachers. Job fairs within the district are conducted, if needed, to provide school administrators the opportunity to interview candidates and select from a ‘pool’ of highly qualified candidates. Candidates are also screened through Human Resources. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers.

Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make teachers want to choose your school)

Provides interviews and tours of Brookview Elementary as requested by perspective teachers Provides applicants an opportunity to visit teachers to converse with them about employment at

Brookview


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Provides applicants an opportunity to spend a day at Brookview Attends job fairs to recruit highly qualified teachers Provides an on-going New Teacher Induction program for all new teachers


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1. Discuss that parent involvement is important and the school has strategies in place to increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert the Parent Involvement Action Plan Below.

2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a minimum of 2 goals aligned to the SWP/TA plan.

GOAL(S)*List at least 2 goals*

ACTION/ACTIVITY DATE(S) GRADE LEVEL(S)

RESOURCES NEEDED

PERSON RESPONSIBLE

Increase student scores in Math targeting grades 3-5

Math Curriculum Night, Hands on activities vor students and parents using Common Core Standards

TBA K-5 Agenda, Sign In Sheet, Classrooms, Smartboard

Sheary McKenzie, Belinda Harris, Torey Domineck

Increase student scores in Reading/ELA

CRCT Test Prep, Reading literature in reference to Common Core Standards

TBA K-5 Agenda, Sign In Sheet, Classrooms, Smartboard

Sheary McKenzie, Belinda Harris, Torey Domineck

Desired Results for the goal(s):To increase overall scores in Math and ReadingHow will the goal(s) be measured?Assessments, Test Scores, Teacher Evaluation of Student performance.

3. Mandatory Documentation: Schools must also include the school parent policy with cover letter and revision dates, parent policy checklist, school/parent compact with appropriate signatures and compact checklist. UPLOAD completed, signed documentation in Shared Documents along with the Title I Plan.

SW-15TA-6

a. Describe the process used to involve parents in designing, implementing and evaluating the school improvement and the parent involvement plan. The opinions of our parents are important to us. An electronic parent involvement survey is opened to

parents each spring, allowing them to give their opinions and offer comments and suggestions concerning our parent involvement program. Each year as we begin to review and revise our Parent Involvement and School Improvement Plans, we choose parents to be involved in this process. They participate as we evaluate the previous year’s plans, giving their input on ways to improve our Parent Involvement and School Improvement Programs. We also have parents as members of our School Council. They review the plans during development and after completion. Their comments and suggestions are considered as the plans are written.

SW-10FLP

b. Discuss how parents get information on individual student test results and help with test interpretation. (School Council/ PTA)


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We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request.

c. If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining the flexible learning program (FLP) and what intervention strategies are in place to improve our status.

We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request.

The standardize student assessment results are communicated to parents/or guardians via vendor created reports. This communication is either done through the U.S. Mail or student-to-home mail. Non-standardized assessment results are communicated via parent/teacher conferences (face to face or over the phone) or through notes in student agendas.

d. Brookview has made AYP for ten years and is a Distinguished Title I school. If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining the flexible learning program (FLP) and what intervention strategies are in place to improve our status.

SW-9 e. Explain parent-teacher conference opportunities, how the teacher is helping students identified as having difficulty meeting standards, what parents can do to assist their students, and where parents can find additional assistance at the school or in the community. We will provide individual student academic assessment results, including an interpretation of those results

in the following ways: Parent /Teacher conferences Test talks with teachers, parents and students Lunch n’ Learn sessions Data Talks with students

We provide additional support and instructional strategies to assist parents during Curriculum Night, Math Night, Mock CRCT Test Night, and parent involvement workshops. Instructional materials to assist students who are having difficulties are provided to parents during conferences.


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1. The Implementation Plan Template should show integration of Federal, State and Local programs and funds.

Following are our listing of Federal, State, and local services and program along with a full explanation of how we are coordinating and integrating those services and programs.

o Pre-K program – The Pre-K program is designed as a transitional program for student entering kindergarten. While participating in this program, students have the opportunity to visit kindergarten classes, work with a kindergarten reading buddy, meet the kindergarten teachers, and participate in special activities like music, art, and physical education. They also visit the media center and the computer lab regularly. The Pre-K program prepares students for kindergarten by providing parents with education about the expectations of kindergarten. Additionally, the teachers work vertically to ensure that students leaving the pre-k program are successful in kindergarten.

o Fulton County Schools Extended Day Program – funds are provided to Brookview to support the implementation of an Extended Day Program from January to March. The program is open to third and fifth grade level 1 students who performing below grade level.

o PTA - The Parent Teacher Association is a partnership that supports Brookview in many ways. Reading and math initiatives by providing incentives. They also host Brookview’s Math Night.

o Scana Energy – Scana Energy Corporation provides a grant to fund the Scana Homework Center here at Brookview. The homework center afterschool program provides a secure, supervised environment for our fourth grade students where they spend time working on homework assignments and developing study skills as well as working on math, reading and test-taking skill. All fourth grade students are eligible, but priority is given to students in need of the most basic skills improvement

We have partnerships with various local businesses. The following is a list of those business partners with a comprehensive outline of the integration of their help in our programs.

o SunTrust Bank – This partnership allows students to open and manage savings accounts. The students can deposit money each week and keep records of the money saved.

o Jiffy Lubeo Chick-fil-a


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TA-4 2. Describe the strategies used to coordinate and collaborate with other Federal, State, and local services in your Title I Targeted Assistance program/plan.

TA-4 3. State that there is coordination and integration of Federal, State, and local services and programs. Describe how you will coordinate with and support the general education program.

SW-8aSW – 8b

TA-7

4. The dollar amounts of each federal fund that is allocated to the school should be listed, showing coordination. Describe how resources from Title I and other sources will be used. The following federal funds have been allocated to our school.

Fund Amount Description of ServicesShow how the funds are coordinated for the

improvement of the entire schoolTitle I $180,492 Title 1 funds are allocated to hiring additional

personnel to decrease student-teacher ratios, incorporating a parent liaison position to assist in home-school connections and to ensure a balanced instructional program to include professional development for teachers, and resources for staff and students.

Title II $Title III $

SW-8c 5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational and Applied Technology Act, and National & Community Service Act of 1990. Elementary Schools do not received these funds

With renewed focus on preparing our students to meet the expectations of a global workforce, career and technical curricula integrates and correlates technical skills to academic standards. Perkins accountability indicators are tied directly to student performance on the Georgia High School Graduation Test - reading and mathematics - as well as graduation rate.

Elementary Schools do not received these fundsSW-6 6. Explain how your school assists children in the transition (preschool, early childhood

programs; middle or high school; private schools and transfer students) Following are our plans for assisting students in the transition process to or from

our school. We also tell how we help students who are entering from private schools and who enroll during the year.

The following are our plans for assisting our Pre-K children in the transition from Pre-K to Kindergarten.


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Also included are transition plans for student entering middle school and private schools, in addition to students entering our school throughout the school year.

During the last week of school students preview the next grade level on Transition Day. The students move up to the next grade level to spend about 30 minutes in that setting. Teachers discuss expectations and what they will learn the next year. Students also share with upcoming students highlights of the new grade.

Pre-Ko Students from surrounding Pre-K programs are allowed to tour our school during April and

May of each school year. They spend a majority of the day at Brookview, eat lunch in our lunchroom with the Kindergarten students, and tour the Kindergarten classrooms.

o Students who are enrolled in Brookview’s Pre-K programs: Shorten their nap time in the spring of the year Attend lunch and breakfast in Brookview’s cafeteria They have experiences with walking through the lunch line Practice holding lunch trays independently Peer Reading with Kindergarten classes Practice walking in straight, quiet lines in the hallways Practice writing with appropriate spacing, sentence structure, and punctuation Spend time in Kindergarten classrooms during the spring of the year Kindergarten transition packets are sent home with the students the last week of

school Kindergarten teachers and Pre-K teachers participate in articulation meetings to

acquaint Pre-K teachers with a better understanding of the specific strengths, weaknesses, and needs of Kindergarten students.

5 th grade students o Fifth grade students visit Woodland Middle School during the spring of the year.o They experience switching classes in our departmentalized academic setting.o Guidance Counseling sessions provide support in:

Coping with peer pressure Coping with transition Time Management Study Skills


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SW-14 1. The implementation of the plan is monitored throughout the year. Addendums are added to the plan when on-going assessment data shows revisions are needed. The plan is evaluated and revised yearly based on newly disaggregated data.

The district utilizes focus walk data to monitor our progress in the implementation of our instructional strategies listed in our plan.

Mid-year reviews of our school improvement plan and formative assessment data are held in January. During this meeting, district staff and school administration meet to check on the progress of our plan implementation and the results of our formative assessments.

SW-18 1. Explain that should the school enter consequences or sanctions based upon the ESEA waiver determinations, that the School Improvement provisions of NCLB, Section 1116 will be followed.

All priority, focus and alert schools (if applicable) will complete and participate in all requirements according to state and federal guidelines. We will offer flexible learning programs (FLP) if applicable if we should enter the FLP requirement that requires specific interventions we will work with the State DOE and our District to complete all requirements for improvement.


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SCHOOLWIDE PROGRAM CHECKLIST

All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.*Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA).

MET

Plan Requirements and

Schoolwide Components

Cover Page – school name, logo

Original date of plan listed

Revision date of plan listed (day, month, year)

Table of Contents – Schoolwide

District Mission, Vision, Goals

Evaluation of previous years Schoolwide Plan

School Mission, Vision, Goals

District/ School demographics

1A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affectachievement. (A)

School Profile – Data

Migrant Statement included in plan

Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.

Implementation Plan

2 Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards and: (B)

2a Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student

performance. 2b Are based upon effective means of raising student achievement.



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MET



2c Use effective instructional methods that increase the quality and amount of learning time.

2dAddress 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.

N/A 2e

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.

N/A 2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).

3 Instruction by highly qualified professional staff. (C)

3a Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)

4 Professional development for staff to enable all children in the school to meet performance standards. (D)

5

Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts, etc.

a) Must include parent policy with cover sheet and revision month/date/yearb) Parent policy checklistc) Compacts

6Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school to high school; and high school to post-secondary. (G)

7 Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve the performance of individual students and the overall instructional program. (H)

8 Coordination and integration of Federal, State, and local services and programs (J)

8a List of State and local educational agency programs and other Federal programs that will be included

8b Description of how resources from Title I and other sources will be used

N/A 8cPlan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

9 Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: (I)

9a Measures to ensure that students’ difficulties are identified on a timely basis

9b Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.


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MET



9cTeacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community

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.

12 Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

13 Provisions for public reporting of disaggregated data

14Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the Schoolwide program.

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 service personnel and parents.

16 Plan available to the LEA, parents, and the public.

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.

18 Plan is subject to the school improvement provisions of section 1116.

Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact andCompact ChecklistPrincipal’s Verification and Attestation.

Schoolwide Checklist – Completed and signed by the principal

School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal

Comments: Dionne Glass 9/26/12 Principal’s Signature Date

Tawana D. Miller 10/14/12 Title I Director’s Signature Date

.Area Executive Director’s Signature Date

Dr. Donald Fennoy 10/14/2012 Assistant Superintendent’s Signature Date
