a. schoolwide improvement plan (sip) title i...

Georgia Department of Education October 1, 2015 ● of 41

A. SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL:

Asa G. Hilliard ES/ Adrienne Grainger Smith

NAME OF DISTRICT/SUPERINTENDENT:

Fulton County Schools

Dr. Jeff Rose, Superintendent 6201 Powers Ferry Road NW Atlanta, Georgia 30339

□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □ Targeted Assistance Title 1 School

□ Non-Title 1 School □ Opportunity School

Division of School and District Effectiveness | School Improvement PLAN

Georgia Department of Education February 26, 2016 ● of 41

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

B. Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.

Planning Committee Members (SW- 8, 16; TA- 7 )

SIGNATURES:

Superintendent _______________________________________________ Date ________________

Principal Supervisor ___________________________________________ Date ________________

Principal ____________________________________________________ Date ________________

Title 1 Director _______________________________________________ Date ________________

(Title 1 Schools only)

Name Position/Role Signature

Adrienne Grainger Smith Principal

DeShunta Hawkins Assistant Principal

Brandi Nichols CST

Tabitha Martin Administrative Assistant

Cecelia Brooks Bookkeeper

Xana Hardeman Parent

Shawn Neason Parent

Title I only (SWP 10, 15, 19; TA 3, 6)

The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.

Please indicate the programs that are consolidated in this plan: ___________________________________________________________________

_________________________________________________________________________________________________________________________________

School Designated as a Priority School __NO____ (Yes or No) School Designated as a Focus School _YES____ (Yes

or No)



C. Needs Assessment/ Data Review Results (Include Charts/Graphs) (SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

2015 CCRPI Report



http://ccrpi.gadoe.org/2015/



Elementary School Indicator Benchmark % Performance

Indicator %

Developing Learner or above on the

Georgia Milestones English Language Arts

EOG (required participation rate >= 95%)

100 60.27


Georgia Milestones mathematics EOG

(required participation rate >= 95%)

100 64.425


Georgia Milestones science EOG (required

participation rate >= 95%)

100 59.464


Georgia Milestones social studies EOG

(required participation rate >= 95%)

100 58.746

Percent of English Learners with positive

movement from one Performance Band to

a higher Performance Band as measured by

the ACCESS for ELLs

100 74.592

Percent of Students With Disabilities served

in general education environments greater

than 80% of the school day

65 66.455



Percent of students in grade 3 achieving a

Lexile measure equal to or greater than 650

on the Georgia Milestones ELA EOG

100 51.644

Percent of students in grade 5 achieving a

Lexile measure equal to or greater than 850

on the Georgia Milestones ELA EOG

100 65.681

Percent of students in grades 1-5

completing the identified number of grade

specific career awareness lessons aligned to

Georgia’s 17 Career Clusters

100 97.427

Percent of students missing fewer than 6

days of school 68.3 56.005



Georgia Milestones End of Grade Assessment

Spring 2016 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level

School

Code

English Language Arts

Number Tested

Mean Scale

Score

% Beginning

Learner

% Developing

Learner

% Proficient

Learner

% Distinguished

Learner

%

Developing Learner &

Above

%

Proficient Learner &

Above

3rd 110 469.4 57.3 28.2 9.1 5.5 42.7 14.5

4th 94 474.3 52.1 33.0 11.7 3.2 47.9 14.9

5th 100 476.9 52.0 32.0 14.0 2.0 48.0 16.0


3rd 97 470.7 56.7 29.9 11.3 2.1 43.3 13.4

4th 92 478.1 44.6 41.3 13.0 1.1 55.4 14.1

5th 86 473.1 53.5 30.2 16.3 0.0 46.5 16.3


School Code

Mathematics

Number Tested

Mean

Scale Score

%

Beginning Learner

%

Developing Learner

%

Proficient Learner

%

Distinguished Learner

%


Above

%


Above

3rd 112 484.7 44.6 40.2 12.5 2.7 55.4 15.2

4th 93 477.0 50.5 38.7 9.7 1.1 49.5 10.8

5th 100 483.1 52.0 31.0 14.0 3.0 48.0 17.0

Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level 3rd 98 490.9 31.6 45.9 21.4 1.0 68.4 22.4

4th 92 493.8 29.3 50.0 19.6 1.1 70.7 20.7

5th 86 480.0 51.2 36.0 11.6 1.2 48.8 12.8


School Code

Science

Number Tested

Mean Scale

Score

% Beginning

Learner

% Developing

Learner

% Proficient

Learner

% Distinguished

Learner

%


Above

%


Above

3rd 111 476.5 55.0 33.3 9.9 1.8 45.0 11.7

4th 93 466.1 63.4 28.0 6.5 2.2 36.6 8.6

5th 100 462.4 61.0 30.0 8.0 1.0 39.0 9.0



Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level 3rd 98 480.6 48.0 36.7 14.3 1.0 52.0 15.3

4th 92 473.5 54.3 35.9 9.8 0.0 45.7 9.8

5th 86 463.8 54.7 36.0 9.3 0.0 45.3 9.3


School

Code

Social Studies

Number

Tested

Mean

Scale

Score

%

Beginning

Learner

%

Developing

Learner

%

Proficient

Learner

%

Distinguished

Learner

% Developing

Learner & Above

% Proficient

Learner & Above

3rd 111 464.5 64.9 30.6 3.6 0.9 35.1 4.5

4th 93 463.4 64.5 30.1 5.4 0.0 35.5 5.4

5th 100 473.6 60.0 32.0 7.0 1.0 40.0 8.0


3rd 97 486.6 41.2 43.3 10.3 5.2 58.8 15.5

4th 92 475.1 53.3 40.2 6.5 0.0 46.7 6.5

5th 86 474.2 55.8 37.2 7.0 0.0 44.2 7.0



2016 ELA STAR Report



Math STAR Report



Attendance Reports, Discipline Reports, and Enrollment Report

Gender Enrollment % Instructional Setting

Enrollment

Cnt Lunch Plan Enrollment %

Federal

Ethnicity Enrollment %

Male 49.7% General Education 62% Free 100% Hispanic 9.2%

Female 50.3% Special Ed 9.3% Full Pay 0% White 0%

Grand

Total 100.00% Remedial* 27% Reduced 0%

Black/Af

Am 89.6%

Gifted 3% Unknown 0% Multi-

.2%



Racial

Unknown %

0 % Asian 1%

Both Remedial and

Special Ed 1.3%

Grand

Total 100.00%

Grand

Total 100.00%

Grand Total 100.00%



Formative Assessment Observation Data from TKES

This data includes Formatives 1 and 2 for each teacher

1. Professional Knowledge - The teacher

demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing

relevant learning experiences.RATING

2. Instructional Planning - The teacher plans using state and

local school district curricula and standards, effective strategies, resources, and data to address the differentiated

needs of all students. RATING

3. Instructional Strategies - The teacher promotes

student learning by using research-based instructional strategies relevant to the content to engage students in active learning & to facilitate the students' acquisition of key

knowledge & skills.RATING

4. Differentiated Instruction - The

teacher challenges and supports each student's learning by providing appropriate content and developing skills which address

individual learning differences.RATING

5. Assessment Strategies - The teacher systematically chooses a variety of diagnostic,

formative, and summative assessment strategies and instruments that are valid and appropriate for the content and

student population.RATING

6. Assessment Uses - The

teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to

inform instructional content and delivery methods, and to provide timely and constructive feedback to both

students & parents.RATING

7. Positive Learning Environment - The teacher provides a well-

managed, safe, and orderly environment that is conducive to learning and encourages

respect for all.RATING

8. Academically Challenging Environment - The teacher creates a student-

centered, academic environment in which teaching and learning occur at high levels and students are

self-directed learners.RATING

9. Professionalism - The teacher exhibits a commitment to professional ethics

and the school's mission, participates in professional growth opportunities to support student learning, and

contributes to the profession.RATING

10. Communication - The teacher communicates effectively with students,

parents or guardians, district and school personnel, and other stakeholders in ways that

enhance student learning.RATING

Level 1 0 1 2 3 0 0 0 1 2 0

Level II 15 20 17 22 10 23 14 33 17 12

Level III 67 63 65 62 81 68 66 54 54 71 Level IV 11 9 9 6 2 2 13 5 20 10



To assist with the reading of Asa G. Hilliard’s Title I School Improvement Plan, a list of frequently used acronyms and a brief definition of each is listed below:

CCGPS – Common Core Georgia Performance Standards

CRCT- Criterion Reference Competency Test

DIBELS - Dynamic Indicators of Basic Early Literacy Skills

ED – Economically Disadvantaged – a subgroup of the student population that receives free/reduced lunch

EIP- Early Intervention Program

ELA – English Language Arts

ELL – English Language Learners

ESOL – English to Students of Other Languages; a student English language program

GaDOE – Georgia Department of Education

GKIDS- Georgia Kindergarten Inventory of Developing Skills

GMAS – Georgia Milestones Assessment System

GSE – Georgia Standards of Excellence

HQT – Highly Qualified Teacher

IDI – Informal Decoding Inventory

IEP- Individual Education Plan (created through Special Education)

IRR- Inter-Related Resource (a program within special education)

MOID – Moderate Intellectual Disability

RDG – Reading

RI – Reading Inventory Assessment

RtI – Response to Intervention Response to Intervention - is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. RtI seeks to prevent academic failure

through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children

SEC – Special Education Committee

SED – Special Education



SGP- Student Growth Percentile

STAR Reading- a standardized, computerized assessment tool for Reading(used to identify excellerated students)

STAR Math – a standardized, computerized assessment tool for Math

STAR Early Literacy – a standardized, computerized assessment to determine reading readiness.

SWD- Students with Disabilities

Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works

within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning

activities.

-Differentiated Instruction- According to Carol Ann Tomilson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), Differentiated Instruction is the process of “ensuring that what a

student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of

learning.” Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation

stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).



Comprehensive Needs Assessment (SW 1; TA-1)

Data Review Summary

“Root Cause Analysis”

Strengths Weaknesses Needs

(Highlight 3 Prioritized Needs)

Prioritized Needs

Achievement Data

All grade levels showed an increase in the

Scaled Score from the pretest to

posttest for STAR ELA and Math.

4th and 5th grade students showed an increase in

the percentage of distinguished learners for

ELA on GMAS.

4th and 5th grade students showed an increase in

the percentage of distinguished learners for

Math on GMAS.

Assessment data shows that over 40% of all

students taking GMAS scored within the

Beginning Learner category for all content

areas:

Reading

57% our 3rd graders,

52% of our 4th and 5th graders

Math

44% of our 3rd graders,

51% of our 4th graders,

52% of our 5th graders

Science

55% of our 3rd graders



Social Studies

65% of our 3rd graders



1. Decrease the percentage of students

scoring beginner learner in Reading.


scoring beginner learner in Math

3. Increase Stakeholder Engagement


scoring beginner learner in Science


scoring beginner learner in Social

Studies.

Root Causes

1. Inconsistent expectations for multiple

years.

2. Ineffective and/or inconsistent

implementation of instructional

practices.

3. Ineffective data analysis

4. Lack of student, parental and

community engagement.

Prioritized Need 1-

Close the achievement gap in Reading.

Perception Data 80% of our parents feels that the school

provides a welcoming environment.

74% of our parents feel that our school

provides information is easy to understand.

2 Stars on Climate Rating Prioritized Need 2-

Close the achievement gap in Math.

Observation Data Based on TKES Data, the following standards

have the most Level III and IV ratings:

Professional Knowledge, Communication and

Positive Learning Environment, and

Assessment Strategies.

Based on TKES Data, Differentiation,

Instructional Strategies, and Academically

challenging Environment are the standards that

have the most Level 1 and II ratings.

Prioritized Need 3- Increase stakeholder

engagement.



Needs Assessment/ Data Review Results

(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)

Prioritized Needs Data Source Participants Involved Communication to Parents and

Stakeholders

Prioritized Need 1- Close the achievement

gap in reading.

TKES Observations

PD Agendas

Student Data : DIBELS, RI, DRA 2, GMAS

Admin Team

Staff

Newsletters

Emails

School Website

School Messenger

Social Media

Prioritized Need 2- Close the achievement

gap in math.

TKES Observations

PD Agendas

Student Data: STAR Math, GMAS

Admin Team

Staff

Prioritized Need 3- Increase stakeholder

engagement.

TKES Observations

Parent Workshop Agendas

Sign In documents

Parent Contact Logs

Discipline Reports

Attendance Records

Class Dojo Reports

SGC Meeting Minutes

Admin Team

Staff

Parent Liaison

Students

Parents

Community Members



D. SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)

(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

To increase the percentage of students in the proficient and distinguished categories of GMAS Reading by 10% from 46% to 56% by May 2016

Georgia School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies (Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation

and Impact on Student

Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source, and/or

Resources (SWP 9) Artifacts Evidence



Georgia School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies (Include description of SWP 2, 7, 9, 10)



Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source, and/or

Resources (SWP 9) Artifacts Evidence Curriculum Standard 1: Uses

systematic, collaborative planning

processes so that teachers share an

understanding of expectations for

standards, curriculum, assessment,

and instruction

Curriculum Standard 2: Designs

curriculum documents and aligns

resources with the intended rigor of

the required standards

ALL

Implementation of daily RtI, where students receive

customized reading/math instruction.

Reduced Class Size EIP model for K-5th grade classes.

Looking at student data, setting achievement goals, and

progress monitoring.

Incorporating Writing in every subject.

Increased focus on integrating Science and Social Studies

content into the Reading and ELA instructional block.

Enhancing instruction by infusing technology into lessons

in all subject areas.

Interactive Data Walls for student use

Data and Curriculum meetings monthly with teacher to

interpret the curriculum and disaggregate the data

Extended Learning Program for students in grades 3, 4,

and 5

4 planning sessions for teachers focused on small group

instruction

Consistent implementation of research based

instructional strategies to address significant

literacy gaps.

Data based collaborative planning will be implemented

to ensure appropriate instructional strategies, resources and

activities will be planned and provided for students based on their

ability.

Professional development will be provided to increase the

rigor in classroom instruction using Depths Of Knowledge levels

and Higher Order Thinking Strategies of RtI, data, guided rdg,

writing, subject integration, and technology use.

Leadership Team Meetings biweekly

Administrative Team Meetings weekly

ELA Instructional Coaches (K-2 and 3rd – 5th) will work

with teachers to model lessons, provide feedback, and

provide strategies.

Parent Liaison will provide reading resources for parents

to checkout. Reading workshops will provide strategies

for parents to use to assist their child at home.

Title I Intervention Teacher K-2nd

Targeted Phonics Groups: Students are assessed using

the Informal Decoding Inventory (IDI). Based on the

data, students are placed in Targeted Phonics Groups.

Students receive instruction for 15 minutes for 14 days

and then are assessed. On the 15th day, students are

moved on to the next skill when concept is mastered.

Students in grades K-2 are expected to master Parts I and

II of the IDI.

Teachers will use data from DRA assessments to

determine students’ reading level, oral reading

fluency and comprehension. Data will be used to

inform groups and inform instruction

RI

DIBELS

STAR

GMAS

IDI

GKIDS

School Leaders

Demonstrate:

Providing opportunities for

collaborative planning.

Providing professional

development

Teachers Demonstrate:

Effective planning using

data

Students Demonstrate:

Proficiency with standards

The administrative team

will be responsible for

reviewing lesson plans,

collaborative planning

documents, providing

opportunities for support,

professional development.

.49 Intervention

Teacher-See budget

ELA Coach-K-2nd-see

budget

.49 ELA Coach-3rd-5th

grades-see budget

DRA Kits K-5-$3,939

Poster Paper-$2,000

Chart paper, laminating

film, station activities-

$939

Ink for printers-$4,000

Learning A-Z software-

$1,650

Accelerated

Reader/Reading Count

software-$2,970

30 student laptops for

personalize learning-

$16,127

2 carts-$4,478

Literature books (class

sets)-$1,700

Registration for Orton

Gillingham workshop-

$10,000

Parent Liaison-see

budget

Parent workshops-$300



SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)

(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

To increase the percentage of students in the proficient and distinguished categories of GMAS Math by 10% from 43% to 53% by May 2016 (3rd – 5th).

Georgia

School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies



Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source, and/or




Georgia

School

Performance

Standard

Student

group (All

or

subgroup)

Action /Strategies



Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source, and/or


Instruction

Standard 3:

Establishes and

communicates clear

learning targets and

success criteria

aligned to curriculum

standards

Instruction

Standard 4: Uses

research-based

instructional practices

that positively impact

student learning

Understanding by Design® (UbD™)

Differentiated Instruction-

Math Instructional Coach for K – 5 to model lessons,

provide feedback, and provide strategies.

FLP Teacher to provide additional math instruction

during the day.

Implementation of daily RtI, where students receive

customized reading/math instruction.

Reduced Class Size EIP model for K-5th grade classes.

Looking at student data, setting achievement goals,

and progress monitoring.

Consistent implementation of research based

instructional strategies to address significant math

gaps.

Data based collaborative planning will be implemented

to ensure appropriate instructional strategies, resources

and activities will be planned and provided for

students based on their ability.

Professional development will be provided to increase

the rigor in classroom instruction using Depths Of

Knowledge levels and Higher Order Thinking

Strategies, RtI, data, guided math, subject integration,

and technology use. Professional opportunities will

also be provided for parents to enable them to support

their student academically. Parent Liaison will provide

resources for parents to use at home with their child.

Enhancing instruction by infusing technology into

lessons in all subject areas.

Interactive Data Walls for student use

Data and Curriculum meetings monthly with teacher to

interpret the curriculum and disaggregate the data

Extended Learning Program for students in grades 3,

4, and 5

Title I Intervention Teacher ( K – 2nd)

4 planning sessions for teachers focused on small

group instruction

Leadership Team Meetings biweekly

Administrative Team Meetings weekly

Hand2Mind Math manipulatives used to help students

grasp concepts with a greater depth of understanding.

Purchase IXL math, Measuring Up Live math, and

mountain math software to review previously taught

concepts.

Lesson plans

Collaborative

planning minutes

Observation

feedback

TKES

observation data

School Leaders

Demonstrate:

Provide opportunities for

professional learning,

observe and provide

feedback.


Teachers will be responsible

for implementing

instructional strategies and

practices that positively

impact student learning


Nearly all teachers establish

and communicate clear

learning targets and success

criteria aligned to the

required curriculum

standards. Learning targets

are evident throughout the

lesson and in student work.

Articulation of the learning

targets is consistent and

pervasive among like

content areas and grade

levels.

Nearly all teachers

pervasively demonstrate a

repertoire of highly

effective, research-based

instructional practices that

positively impact student

learning (e.g., providing

feedback, cooperative

learning, advance

organizers, questioning

techniques, similarities and

differences, reinforcing

effort, goal setting,

summarizers, graphic

representations, reciprocal

teaching).

The administrative team

will be responsible for

reviewing lesson plans,

collaborative planning

documents, providing

opportunities for support,

professional development.

.49 Intervention

Teacher-see budget

Math Instructional

Coach-see budget

ETA Hand2Mind Math

($1,457)

Poster Paper-$2,000

Chart paper, laminating

film, station activities-

$939

IXL Math-$7,872

Measuring Up Live

Math-$700

Mountain Math-$2,000

30 Student Laptops for

Personalize Learning

($16,127) 2 carts

($4,478)

Parent workshops-$300



SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)

(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)

Georgia

School

Performance

Standard

Student

group

(All or

subgroup)

Action /Strategies



Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding

Source, and/or

Resources Artifacts Evidence Family and

Community

Engagement

Standard 3:

Establishes

relationships and

decision-making

processes that

build capacity

for family and

community

engagement in

the success of

students

ALL - Parent Workshops will be provided on an on-going basis

to help parents learn how to better support their students

academically.

- Monthly Bring Your Parents to School Days(Panther

Parent Days) will encourage parents to sit in classes with

their children and receive instruction from the teachers and

volunteer.

- School-wide Implementation of PBIS will provide

incentives for students exhibiting appropriate behavior

regarding academics and conduct. Class Dojo is the school

wide management tool.

Sign In Sheets

Agendas

Handouts

Power Point

School Leaders

Demonstrate:

Provide expectations

Monitor implementation

Provide feedback on

workshops


Provide suggestions and

support for Parent

Workshops.

Implement PBIS /Class Dojo

Communicate with parents

via Dojo


Students will show increases

in academic performance.

Students will follow PBIS

Expectations.

An admin member will sit

in each Parent Workshop.

Parent Surveys will be

provided to get feedback

about the workshops and

lessons.

$0.00



E. Schoolwide Reform Strategies (SW 2; TA-1b)

Source Document

“Research Based Strategies”

Prioritized Need 1: Close the achievement gap in Reading.

SMART Goal: To increase the percentage of students in the proficient and distinguished categories of GMAS Reading by 10% by May 2016.

Georgia School Performance

Standard

Instruction Standard 3: Establishes and communicates clear learning targets and success criteria aligned to curriculum standards

What action/strategy would

support this standard for all

students including migrant,

homeless and historically

underserved population?

Implement Guided Reading

Looking at student data, setting achievement goals, and progress monitoring.

Implementation of daily Target Phonics Instruction

Implement strategies from The Strategic Teacher by. Robert J. Marzano

List 2 Teacher Behaviors to

support this standard (include

artifacts).

1. Plan collaboratively with team (collaborative planning notes)

2. Submit lesson plans with research instructional strategies

List 2 Student Behaviors to


artifacts).

1. Students will participate in standard based lessons.

2. Students will create products that are aligned to the standards.

List 2 Leadership Behaviors to


artifacts).

1. Model and monitor the cycle of effective instruction.

2. Provide feedback and support in a timely manner.

How would you monitor your

action/ strategy?

Weekly walkthroughs and TKES observations

How would you fund this initiative

using -local, state, federal funds?

Instructional ELA Coaches

Computer software

K-2 Intervention Teacher

Laptops and carts

Materials and supplies

books



Prioritized Need 2: Close the achievement gap in Math.

SMART Goal: To increase the percentage of students in the proficient and distinguished categories of GMAS Math by 10% by May 2016(3rd – 5th).


Standard

Curriculum Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding

of expectations for standards, curriculum, assessment, and instruction.





undeserved population?

- Data and Curriculum meetings monthly with teacher to interpret the curriculum and disaggregate the data.

- Teachers will use the data driven planning process that will allow teachers to develop standards based

lessons, create flexible groups and analyze student data.


support this standard include

artifacts?

1. Teachers will analyze data on a weekly basis.

2. Teachers will provide students with engaging lessons based on the standards and students learning ability.



artifacts?

1. Students will become more knowledgeable about their data through data talks facilitated by their teachers.

2. Students will participate in flexible group rotations that are aligned to their learning ability and the

standards.



artifacts?

1. Participate in the planning process.

2. Weekly walkthroughs and TKES observations

3. Provide feedback and support in a timely manner.


action/ strategy?

- Monitor weekly DDIT forms

- Compare lessons plan to instruction

How would you fund this initiative

using -local, state, federal funds?

Instructional Coach

K-2 Intervention Teacher

Laptops and carts

Computer software



Prioritized Need 3: Increase stakeholder engagement

SMART Goal: To increase stakeholder engagement.


Standard

Family and Community Engagement Standard 3: Establishes relationships and decision-making processes that

build capacity for family and community engagement in the success of students





undeserved population?

- Parent Workshops will be provided on an on-going basis to help parents learn how to better support their

students academically.

- Monthly Bring Your Parents to School Days will encourage parents to sit in classes with their children and

receive instruction from the teachers.

- School-wide Implementation of PBIS using Class Dojo as the management tool.

-



artifacts?

1. Provide suggestions and support for Parent Workshops.

2. Attend all professional development opportunities.

3. Implement PBIS

4. Communicate with students and parents



artifacts?

1. Students will show increases in academic performance

2. Students will show increases in behaviors that positively impact academics



artifacts?

1. Provide expectations

2. Monitor implementation

3. Provide feedback




action/ strategy?

- An admin member will sit in each Parent Workshop.

- Parent Surveys will be provided to get feedback about the workshops and lessons.

- Admin members will monitor practices learned in PD during walkthroughs

- Admin will monitor PBIS data

How would you fund this

initiative,-local, state, federal

funds?

We will use $500 from Parent Liaisons budget to pay for a professional learning opportunities.

F. Professional Learning Plan to Support School Improvement Plan

(SW 4; TA 4) Professional Learning

Strategy to support

achievement of SMART

Goals

Professional

Learning

Timeline

Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Monitoring Teacher

Implementation of

Professional

Learning

Artifacts/Evidence of

Impact on Student

Learning

Waste, Fraud, Abuse, and Corruption

Title I Complaint Process

August 2016 $0 Principal Title I Office monitoring Agenda and sign in sheet

Guided Reading

August 2016- May 2017

$0

CST, Instructional

Coaches

Guided Reading Professional

Development facilitated

by staff members.

Admin Team members will

complete bi weekly

walkthroughs to monitor

implementation.

Collaborative Planning Notes

Lesson Plans

Reading Assessment data



Data Analysis for Planning August 2016- May 2017

$0.00

CST

Administrative team

Teachers


review DDIT documents.

Admin will compare lesson

plans to instructional

practices.


Lesson Plans

Reading and Math Assessment data

Guided Math

August 2016- May 2017

Guided Math seminar-

January-School

Improvement Plan K-2 teachers

CST, Instructional Coaches

Guided Reading

Professional Development facilitated

by staff members.


complete bi weekly walkthroughs to monitor

implementation.


Lesson Plans

Math Assessment data

Differentiated Instruction August 2016- May 2017 CST, Instructional

Coaches Admin Team members will

complete bi weekly


implementation.


Lesson Plans

Reading and Math Assessment data

Orton Gillingham Training $10,000 for Orton Gillingham Training

10 Teachers Admin Team members will complete bi weekly


implementation.

Collaborative Planning Notes Lesson Plans

IDI Assessment data

G. Parent Engagement and Communication

(SW 6; TA 5)

Parent Engagement

Activities

Timeline Estimated Cost,

Funding Source,

and/or Resources

Person(s)

Responsible

Evaluation Results Artifacts/Evidence of

Impact on Student

Learning



Parent Involvement Plan

Family and Community

Engagement Standard #2

Establishes partnerships and

decision making processes that

build capacity for family

engagement in the success of

students.



Collaborates about available school

interventions as well as support

strategies that can be used at home

to enhance academic achievement.

8/11/16 Acquire Parent Liaison Parent Liaison

Staff

Parents

Georgia Department of

Education Checklist

Parent feedback and

suggestion option at the end

of Parent Involvement Plan.

Parent survey

Sign In

Plan

Minutes

Agenda

School website

Available at school for pickup

Compact Engagement Standard #2



build capacity for family engagement in the success of

students.







8/11/16

$0

Parent Liaison

Staff Parents

Georgia Department of

Education Checklist

Parent survey

- Signed compacts - Minutes

- Agenda

- Sign in sheets

- Returned signature page signed and dated by parent,

teacher, and student

- School website

Parent Input Meeting

Title I Annual Meeting Engagement Standard #2




engagement in the success of students.

8/11/16

9/8/16

$0

Principal, assistant

principal, parent liaison,

FLP teacher, Bookkeeper

- Meeting Agenda

- Meeting sign-in sheets

- Minutes - Agenda

- Sign-in sheets

- Minutes

- Powerpoint - Website

- Flyer









Student Assessment & Results

Parent Meeting

(SW 11, 12, 13, 14; TA 6, 7, 8) Engagement Standard #2

Establishes partnerships and decision making processes that


engagement in the success of

students.







9/8/16 $0 Principal

Assistant Principal Administrative Assistant

- Agenda

- Sign -in - Data documents

Transition Meetings

(Preschool Programs)

(SW 7, TA 3)

$0 PK Teachers

Parent Liaison

AP CST

- Parent flyers

- Parent Sign-In

- Agenda - Minutes

- Power Point

Parent Resource Center Family and Community






Ongoing

$0

Parent Liaison - Newsletter blurb - Parent sign in

- Material check-out log

- Parent Bulletin Board

- Flyers, website

Monthly Title I Parent

Meetings/Family Nights

Math Workshop

Reading Workshop

Technology-Home Access/school

August-April $300-consultant CST

Instructional Coaches

Parent Liaison

Parent survey - Sign In Sheets

- Flyers

- Agendas



website

Georgia Milestones Workshops









H. Highly Qualified Staff

(SW 3, 5; TA 4)

All course are taught by highly qualified staff. _Yes______ (Yes or No)

If no, explain

List efforts to recruit highly qualified teachers to your school.

The goal and intent of Fulton County Schools is to hire teacher who are “Highly Qualified” in the content areas of instruction and thus maintain 100% of teachers who are highly

qualified. Should a teacher not have the status of “Highly Qualified, “a plan must be developed and signed by both the teacher and the 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 GACE testing in order to become HIQ.

We will provide instruction by highly qualified teacher who meet the standards established by the state of Georgia.

o 100% of the teaching staff holds Bachelor’s degrees.

o 33 % of the teaching staff holds master’s degrees.

o 7 % of the teaching staff hold specialist degrees. o 2 % of the teaching staff hold doctorate degrees.

Other characteristics of Asa G. Hilliard staff:

o Math Endorsement o Reading Endorsement

o Science Endorsement

o K-12 Reading Specialists

o Talented and Gifted Certification o English for Speaker of Other Languages Endorsement

o Teacher Support Specialist

o Teacher Leader Endorsement

o L-5 Leadership Certification o L-6 Leadership Certification

o L-7 Leadership Certification

Teachers Currently Pursuing o Masters (1)

o Education Specialist (1)

o Doctorate of Education/Doctorate of Philosophy (0)

o Reading Endorsement (5)



Comprehensive Needs Assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309 (1) that

is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic

achievement standards described in Section 1111(b)(1).

Response

We have taken into account the needs of migrant children by following these procedures:

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. Currently, there are no Migrant students attending our school.

Student Transition Plan

Response (Explain transition activities such as entering K, rising 6th grade, rising 9

th grade, graduating 12

th grade, and new student enrollees)

Asa G. Hilliard ES has established the following plans for assisting preschool children in the transition from early childhood programs. Annually in the spring, the Pre-K Teachers and Parent Liaison host a parent transition meeting for all Pre-K parents. Parents of children who attend Pre-K classes with private providers in the community are also invited. The agenda includes presentations from a school social worker and a school counselor who share information about their roles in the school. In addition, kindergarten teachers share information about curriculum for kindergarteners. This is also a time that parents can ask questions about everything from attendance policies, services available, and academic expectations.

Pre-Kindergarten students are provided an opportunity to visit Asa G. Hilliard Elementary School in the month of May. The students are taken on a tour of the

building and are given an opportunity to spend time with a Kindergarten class. They eat a snack and are given an opportunity to meet the principal. This tour is

coordinated by the Parent Liaison.

Rising 6th Grade students attend a 6th grade prospective student meeting and orientation at the middle school. The school counselor at AGHES and Woodland



Middle School collaborate to plan these activities.

Any Additional Funds/Carryover

Response (plan for utilization of any additional Title I funds/carryover)

All Title I Funds have been designated for expenditure.

J. Comprehensive Needs Assessment

Resources

Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (Indistar) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx

Source Document

Data Sources:

Achievement Data: Perception Data: Observation Data:

Georgia Milestones TKES Surveys TKES Data

GKIDS Title I Parent Survey Content Walkthroughs (if applicable)

SLDS – Georgia Milestones, Student Growth, etc. Title I Teacher Survey

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.indistar.org/

http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx



CCRPI Title I Student Survey

SLOs Climate Survey

Promotion/Retention Data Professional Learning Survey

Lexile Scores Local School Perception Data

Local School Data

Subgroup Data

Attendance Data

Discipline Data