cliftondale es fyi swp -...

Cliftondale Elementary School Title I Schoolwide/School Improvement Plan

2014-2015

Revised February 4, 2015 of 43

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Cliftondale Elementary District Name: Fulton County Schools

Principal Name: Dr. Tony Wilcher School Year: 2014-2015

School Mailing Address: Cliftondale Elementary3340 West Stubbs RoadCollege Park, GA 30349Telephone: 404-768-3600District Title I Director/Coordinator Name: Ms. Catherine Harper

District Title I Director/Coordinator Mailing Address: Title I Department689 North AvenueHapeville, GA 30354Email Address: [email protected] Telephone: 404-669-8217

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature: Date: August 22, 2014

Title I Director’s Signature: Date:

Revision Date: February 4, 2015 Revision Date: Revision Date:

mailto:[email protected]


2014-2015

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.



2014-2015

Cliftondale ES: Mission, Vision, and Beliefs Statements

Mission: Our mission is to prepare Cliftondale students to reach their highest potential so they can be productive citizens and globally competitive.

Vision: Every student will possess the educational tools, and best learning practices to achieve academic success in the 21st century.

Belief Statements:

We believe children can learn when their individual needs are met so that they can reach their fullest potential.

We believe children can learn in all different modalities. We believe children can learn regardless of out of school factors in their lives. We believe in striving for excellence ourselves in order to be ideal role models. We believe in providing an environment that encourages learning and sets high standards. We believe in the use of effective pedagogical strategies. We believe in the mastery model for learning. We strive for measurable results.

Cliftondale Elementary School’s vision and mission also support the Fulton County School System’s goals, which are:

Graduation rate – 90% of Fulton students will graduate on time College Readiness – Proper preparation so that 85% of Fulton’s high school seniors will meet the next

average SAT score of the 25th percentile of students accepted to University System of Georgia colleges or universities

Career Readiness – An aggressive percentage of students (as measured by state standardized test) will meet the objective standard for work readiness in the areas of math, reading, science, and social Studies.

Below is a list of frequently used acronyms and their definition to assist with the reading of the school’s Title I Schoolwide/School Improvement Plan.BAS Benchmark Assessment SystemCCGPS Common Core Georgia Performance StandardsCCRPI College and Career Ready Performance IndexCRCT Criterion-Referenced Competency TestDRA Developmental Reading AssessmentDIBELS Dynamic Indicators of Basic Early Literacy SkillsED Economically Disadvantaged refers to the subgroup population of students who receive free or reduced-price lunch.EIP Early Intervention ProgramGaDOE Georgia Department of EducationITBS Iowa Test of Basic SkillsSST Student Support TeamSWD Students with Disabilities refers to the subgroup population of students who may have specific educational needs that make it difficult for them to do well on assessments without



2014-2015

proper accommodations or adaptions.



2014-2015

SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.



2014-2015

Cliftondale ElementaryTitle I Committee

2014-2015

Meeting Date: August 8, 2014Meeting Time: 8:30 a.m. – 10:00 a.m.

Planning Committee Members:

NAME POSITION/ROLE

Dr. Tony Wilcher Principal

Tammy Thurman Teacher

Dr. Diane Meikle Teacher

Michael McBride Community Member

Lavonia Nelson Parent

Stacy Benthall Parent

Cherrika Holloman Parent Liaison

Theresa Pierre Parent

1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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).



2014-2015

1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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).Cliftondale Elementary School, established in 2010, is a Fulton County public school located in College Park, Georgia. It is a part of the Fulton County School District’s South Learning Community. There are approximately 883 students enrolled at Cliftondale Elementary School for the 2014-2015 school year. A more detailed student enrollment subpopulation breakdown is below:

Cliftondale Elementary Demographics2014-2015

Total Enrollment = 883Males = 458 = 52% Females = 425 = 48%

SUBGROUPSSubgroup Total %Black 868 98.31%White 12 1.36%Asian 2 .02%Indian 1 .01%ED 552 63%SWD 69 8%EIP 122 14%TAG 56 6%

A. Cliftondale Elementary School developed its schoolwide plan with the participation of individuals who will monitor both its implementation and results. Those persons involved were the principal, classroom teachers, parent facilitator, community member, and parents. Each of the members of our team had a part in the review of Cliftondale’s Comprehensive Needs Assessment and school improvement plan from the 2013-2014 academic year. The process involved disaggregating and reviewing student achievement from summative assessments - the Criterion-Referenced Competency Test (CRCT), Iowa Test of Basic Skills (ITBS), and the 5th Grade Georgia Writing Assessment, and developing plausible explanations (root causes/hypothesis) for their performance results.

Our Annual Title I Committee Meeting was held August 8, 2014 at 8:30 a.m. in the school cafeteria. All parents, via multiple means of communication (parent letter sent home on August 1st and flyer), were invited to participate and be a part of the decision-making process regarding the review and revision of the schoolwide plan, school parental involvement policy, and school-parent-student compact



2014-2015


B. In terms of tools to analyze and determine needs, Cliftondale Elementary School used the following instruments, procedures, or processes to obtain the information included in the comprehensive needs assessment: statewide assessments (CRCT, grades 3-5), norm-referenced assessments (ITBS, grades 3 and 5), and the Georgia Writing Assessment (grade 5) - all used to measure student achievement in both criterion- and norm-referenced formats to inform teachers on how well students are performing compared to their peers and to determine our academic needs for the upcoming year.

Dynamic Indicators of Basic Early Learning Skills (DIBELS) in grades K-2, Development Reading Assessments (DRA) in grades K-3, Benchmark Assessment System (BAS) in grades 3-5, common assessments (grades 2-5), classroom observations, South Learning Community Learning Walks, lesson plan reviews, parent surveys, educational research reviews, and brainstorming as a strategy for needs assessment are also used to drive classroom core academic content instruction.

C. Given that Cliftondale is a Title I School, the needs of migrant students were

specifically considered for supplemental services. There are no migrant students currently enrolled for the 2014-2015 year. However, the school will adhere to the following procedures should these students enroll at Cliftondale Elementary:

Student enrollment sheets are distributed to enrolling students and the Occupational Survey section of the form would be checked by the school data clerk. Students receive an Occupational Survey form, as well as the registration form. This is checked and verified by the data clerk. Based on the results, we will work closely with our counselor, school social worker, and our central office liaison to ensure that the student’s needs are met if students are identified as migrant. Intervention programs and additional assistance are also provided for any migrant student 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 district’s homeless liaison for possible services.

D. The student assessment data results were reviewed to determine our needs for the 2014-2015 academic year. Major patterns of strength and weakness were analyzed to determine areas in need of improvement and if achievement goals were met for the 2013-14 year. Our end-of-the-year summative CRCT assessment served as the main basis for interpreting student achievement progress.

Table 1



2014-2015


5th

Cliftondale CRCTMATH

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 9% 43% 48% 91% 7% 49% 44% 93% -2% +6% -4% +2%ELL N/A N/ASWD 28% 43% 29% 72% 38% 62% 0% 62% +10% +19% -29% -10%

ED 13% 50% 37% 87% 8% 49% 43% 92% -5% -1% +6% +5%

Black 10% 43% 47% 90% 7% 51% 42% 93% -3% +8% -5% +3%

Table 2

Table 3


4th


2013Results

2014Results

% Difference+/-

2012 & 2013

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

sAll 12% 57% 31% 88% 18% 55% 27% 82% +6% -2% -4% -6%ELL N/A N/A N/ASWD 50% 33% 17% 50% 50% 50% 0% 50% -0% +17% -17% +0%

ED 11% 58% 31% 89% 23% 59% 18% 77% +12% +1% -13% -12%

Black 12% 55% 33% 88% 18% 57% 25% 82% +6% +2% -8% -6%

3rd


2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 18% 39% 43% 82% 28% 26% 46% 72% +10% -13% +3% -10%

ELL N/A N/A N/ASWD 0% 60% 40% 100% 60% 20% 20% 40% +60% -40% -20% -60%

ED 21% 44% 35% 79% 30% 32% 38% 70% +9% -12% +3% -9%

Black 16% 39% 45% 84% 27% 26% 47% 73% +11% -13% +2% -11%


2014-2015


Table 4

Table 5


5th

Cliftondale CRCT

READING

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 7% 56% 37% 93% 6% 57% 37% 95% -1% +1% 0% +1%

ELL N/A N/A N/ASWD 0% 57% 43% 100% 25% 63% 12% 75% +25% +6% -31% -25%

ED 10% 59% 31% 90% 7% 59% 34% 93% -3% +0% +3% +3%

Black 7% 55% 38% 93% 6% 57% 37% 94% -1% +2% -1% +1%

3rd

Cliftondale CRCT

READING

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 7% 43% 50% 93% 5% 52% 43% 95% -2% +9% -7% +2%ELL N/A N/A N/ASWD 20% 80% 0% 80% 20% 40% 40% 80% -0% -40% +40

%+0%

ED 8% 46% 46% 92% 6% 58% 36% 94% -2% +12% -10% +2%

Black 5% 42% 53% 95% 5% 51% 44% 95% -0% +9% -9% +0%


2014-2015


Table 6

Table 7

Table 84th

Cliftondale CRCTELA

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 10% 54% 36% 90% 14% 59% 27% 86% +4% +5% -9% -4%

ELL N/A N/A N/ASWD 29% 57% 14% 71% 37% 38% 25% 63% +8% -19% +11% -8%

ED 13% 47% 40% 87% 17% 68% 15% 83% +4% +21% -25% -4%

Black 11% 52% 37% 89% 14% 62% 24% 86% +3% +10% -13% -3%

Table 9


4th

Cliftondale CRCT

READING

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 4% 48 48 96 8% 49 43 92 +4% +1% -5% -4%

ELL N/A N/A N/ASWD 14% 72 14 86 25% 63 12 75 +11 -9% -2% -11%

ED 2% 49 49 98 8% 58 34 92 +6% +9% -15% -6%

Black 3% 49 48 97 7% 52 41 93 +4% +3% -7% -4%

5th

Cliftondale CRCTELA

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

no

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Mee

ts

Exce

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Mee

ts &

Ex

ceed

s

Does

no

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 4% 50% 46% 96% 5% 56% 39% 95% +1% +6% -7% -1%

ELL N/A N/A N/ASWD 0% 43% 57% 100% 25% 63% 12% 75% +25% +20% -45% -25%

ED 7% 56% 37% 93% 7% 55% 38% 93% -0% -1% +1% +0%

Black 5% 51% 44% 95% 5% 57% 38% 95% -0% +6% -6% +0%


2014-2015


3rd

Cliftondale CRCTELA

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 12% 53% 35% 88% 14% 52% 34% 76% +2% -1% -1% -2%

ELL N/A N/A N/ASWD 0% 100% 0% 100% 40% 60% 0% 60% +40% -40% +0% -40%

ED 15% 60% 25% 85% 19% 52% 29% 81% +4% -8% +4% -4%

Black 11% 55% 34% 89% 14% 52% 34% 86% +3% -3% +0% -3%

Table 105th

Cliftondale CRCT

SCIENCE

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

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Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 25% 38% 37% 74% 23% 42% 35% 77% -2% +4% -2% +2%ELL N/A N/A N/ASWD 43% 36% 21% 57% 69% 31% 0% 31% +26% -5% -21% -26%

ED 35% 40% 25% 65% 27% 42% 31% 73% -8% +2% +6% +8%

Black 26% 38% 36% 74% 25% 41% 34% 75% -1% +3% -2% +1%

Table 114th

Cliftondale CRCT

SCIENCE

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

no

t M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 21% 51% 28% 79% 23% 43% 34% 77% +2% -8% +6% -2%

ELL N/A N/A N/ASWD 55% 45% 0% 45% 56% 44% 0% 44% +1% -1% +0% -1%

ED 22% 50% 28% 78% 28% 50% 22% 72% +6% +0% -6% -6%

Black 21% 51% 28% 79% 23% 44% 33% 77% +2% -7% +5% -2%

Table 12



2014-2015


3rd

Cliftondale CRCT

SCIENCE

2013Results

2014Results

% Difference+/-

2013 & 2014

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

M

eet

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 26% 47% 26% 73% 31% 41% 27% 68% +5% -6% +1% -5%

ELL N/A N/A N/ASWD 50% 50% 0% 50% 73% 18% 9% 27% +23% -32% +9% -23%

ED 32% 47% 21% 68% 42% 38% 20% 58% +10% -9% -1% -10%

Black 26% 47% 27% 74% 32% 41% 27% 68% +6% -6% +0% -6%

Table 13

Cliftondale Elementary5th Grade

Writing Assessments

Does notMeet Meets Exceeds Meets &

Exceeds

2012 Results 16% 71% 13% 84%2013 Results 13% 67% 19% 86%2014 Results 20% 70% 9% 79%% Difference +/- 2013 & 2014 +7% +3% -10% -7%

Table 14

Cliftondale Elementary 3rd & 5th

ITBS

National %

PercentileAverage

Rank

2013CliftondalePercentile

%

2014CliftondalePercentile

%

% Difference

+/-2013 &

20143rd Grade ELA 50% 61% 64% +3%3rd Grade Reading 50% 58% 56% -2%3rd Grade Math 50% 65% 68% +3%5th Grade ELA 50% 63% 60% -3%5th Grade Reading 50% 58% 51% -7%5th Grade Math 50% 61% 57% -4%

Table 15



2014-2015


Cliftondale Elementary

CRCT MATH

Results byDomain

Numbers & Operations

Measurement&

Data Analysis

Geometry Algebra

(% Correct) (% Correct) (% Correct) (% Correct)

2013 2014 -/+ 2013 2014 -/+ 2013 2014 -/+ 2013 2014 -/+3rd Grade 72% 69% -3% 71% 67% -4% 71% 74% +3% 75% 66% -9%4th Grade 75% 74% -1% 68% 55% -13% 66% 61% -5% 85% 75% -10%5th Grade 76% 70% -6% 71% 71% -0% 72% 76% +4% 76% 73% -3%

Table 16


CRCT READINGResults by

Domain

Literacy Comprehension

Reading Skills &Vocabulary Acquisition

Information &

Media Literacy

Reading for

Information

(% Correct) (% Correct) (% Correct) (% Correct)

2013 2014 -/+ 2013 2014 -/+ 2013 2014 -/+ 2013 2014 -/+3rd Grade

82% 71% -11% 78% 78% +0% N/A 59% 62% +3%4th Grade

84% 76% -8% 87% 79% -8% 70% 73% +3% N/A5th Grade 73% 72% -1% 87% 87% +0% 70% 61% -9% N/A

Table 17


CRCT SCIENCEResults byDomain

EarthScience

LifeScience

PhysicalScience

(% Correct) (% Correct) (% Correct)

2013 2014 -/+ 2013 2014 -/+ 2013 2014 -/+

3rd Grade 56% 53% -3% 65% 60% -5% 69% 65% -4%4th Grade 64% 62% -2% 67% 69% +2% 67% 71% +4%5th Grade 55% 56% +1% 75% 72% -3% 67% 70% +3%



2014-2015


Achievement

Elementary School Indicators

Benchmark for Indicator

(%)

CliftondalePerformance on Indicator

(%)

Adjusted Performance on Indicator

(%)

Points Possible

for Indicator

Points Earned on Indicator

CONTENT MASTERY

1Percent of students scoring at Meets or Exceeds in ELA (required participation rate

>= 95%)

100 89.5 NA 10 9

2Percent of students scoring

at Meets or Exceeds in reading (required

participation rate >= 95%)

100 96.4 NA 10 9.6


at Meets or Exceeds in mathematics (required


100 87.3 NA 10 8.7



2014-2015



at Meets or Exceeds in science (required


100 77.3 NA 10 7.7


at Meets or Exceeds in social studies (required


100 82.3 NA 10 8.2

Total Points 50 43.2

Category Performance % .864

Category Weight 40%

Weighted Performance .3456

POST ELEMENTARY

SCHOOL READINESS

6

Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

90.6 NA NA NA NA

7Percent of Students With Disabilities served in general education environments greater than 80% of the school day

65 86.4 86.4 10 10

8Percent of students scoring Meets or Exceeds on the Grade Five Writing Assessment (required participation rate >= 95%)

100 87.5 10 8.8

9Percent of students in grade

3 achieving a Lexile measure equal to or greater

than 650

100 63.8 10 6.4

10Percent of students in grade

5 achieving a Lexile measure equal to or greater

than 850

100 71.4 10 7.1

11

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 95.6 10 9.6

12Student Attendance Rate

(%)99.4 96.70 97.3 10 9.7


Category Performance % .86

Category Weight 30%

Weighted Performance .258



2014-2015


Elementary School Indicators

Benchmark for

Indicator (%)

CliftondalePerformance on Indicator

(%)

Adjusted Performance on Indicator

(%)

Points Possible

for Indicator

Points Earned on Indicator

PREDICTOR FOR HIGH SCHOOL

GRADUATION

13

Percent of students in Grade 5 passing at least 5 courses in core content areas (ELA, reading, mathematics, science, social studies) and scoring at Meets or Exceeds on all CRCT

91.6 64.2 70.1 10 7

14Percent of CRCT assessments scoring at the Exceeds level (ELA, reading, mathematics, science, social studies)

65.7 35.9 54.6 10 5.5


Content Mastery Weighted Performance .3456

Post High School Readiness Weighted Performance .258

Graduation Rate Weighted Performance .1875

Sum of Weighted Performances (.79167)*60

Total Achievement Points Earned 47.5

E. Our plan is based on information about All students in the school and identified subgroups of students and groups of students who are not yet meeting or exceeding the state academic content standards [the Common Core Georgia Performance Standards (CCGPS)]. Major subgroups included in our plan and enrolled at Cliftondale Elementary include Economically Disadvantaged (ED), Black, Special Education (SEC), and Students with Disabilities (SWD). No ELL students are reported. To reiterate, the data was disaggregated and reviewed for all students, subgroups, and core content areas.



2014-2015


Legend:

Subgroup met both State and Subgroup Performance Targets

Subgroup met Subgroup but not State Performance Target

Subgroup met State but not Subgroup Performance Target

Subgroup did not meet either the State or Subgroup Performance Targets

Not Applicable

Subgroup met Participation Rate, State Performance Target and Subgroup Performance Target

Subgroup met Participation Rate and Subgroup Performance Target but not State Performance Target

Subgroup met Participation Rate and State Performance Target but not Subgroup Performance Target

Subgroup met the Participation Rate, but did not meet either the State or Subgroup Performance Targets

Subgroup:

Criterion Reference Competency Tests

English Language Arts Reading Mathematics Science Social Studies



2014-2015


American Indian/Alaskan

Asian/Pacific Islander

Black

Hispanic

Multi-Racial

White

Economically Disadvantaged

English Learners

Students With Disability

F. The data has helped us reach conclusions regarding student achievement progress.

An analysis of CRCT data from the 2013-14 year yielded the following gains:

In mathematics, Educationally Disadvantaged students in grades 3 and 5 showed small but steady improvement. The 3rd grade students demonstrated a 3% gain in the Exceeds category (Table 3), while 5th grade students demonstrated a 6% gain (Table 1). Black students also showed an increase in the Exceeds category in third grade. On specific subtests in the Math section of the CRCT, 3rd (+3%) and 5th (+4%) grades demonstrated modest gains in the area of Geometry (Table 15). Overall, there was an increase of all 5th grade students meeting and exceeding expectations, up from 91% in 2013 to 93% in 2014.

On the CRCT reading tests, slight gains were observed in grades 3 (Table 5) and 5 (Table 4) for Economically Disadvantaged students in grade 3 (+2%) and grade 5 (+3%), and for Black students in grade 5 (+1%). The average in grades 3 and 5 of all



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1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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).students meeting and exceeding standards increased from 93% to 95% (3rd grade) and 93% to 95% in grade 5(+1%). Third grade students showed modest gains (+3%) in the specific reading subdomains of Reading for Information (Table 16). Fourth grade students demonstrated modest gains in the area of Information and Media Literacy, a subdomain of the Reading section of the CRCT (Table 16).

Major needs we discovered and will focus on during the 2014-15 year:Although overall academic results and some subgroups had increases from 2013 to 2014, the disaggregation of data in Reading, Math, ELA, and Science also revealed the following needs: A relative weakness was indicated in the area of Reading for Information (3rd grade) and Information and Media Literacy (4th and 5th grades) subtests on the CRCT. Within the Reading domain, these areas were the lowest of the 3 major reading subtests (Table 16).

Within the math area, 4th grade Measurement and Data Analysis was the most significant area of weakness (Table 15). The -13% decrease was larger than anticipated and was much different from most of the other math subdomains. While the Algebra subdomain displays lower performance and additional monitoring, the quantity of items was very small, unlike Measurement and Data Analysis which has an adequate amount of items to obtain a reliable estimate of student’s mastery in that area. Other areas of mathematics were relatively flat, some small gains, and losses.

Science was also relatively flat, a narrow range of performance, nothing above a -5% decrease and no areas above a +3% increase (Table 17). Each grade level had at least one area of mild increase and some areas of mild decrease.

Root causes/explanations for the areas in need of improvement:The following information are plausible explanations or hypotheses (root causes) why students performed lower than expected in the areas noted above: The lack of consistent performance in the Literacy Comprehension area domain could be attributed to students having weaknesses in reading, recalling, and analyzing details and information from various texts. If this is a root cause, then a variety of foundational reading skills will need to be strengthened to improve our students’ performance in this reading domain: We are working on this area by

By implementing our Balanced Literacy Initiative, which addresses the ability of students to analyze both fiction and non-fiction text. Students participate in reading



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1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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).instruction using the guided reading approach, as well as the guided writing and guided math instructional methods. The development of reading skills for analyzing various text also support in math problem solving, a major area where an understanding of Measurement and Data Analysis skills are needed. Oftentimes in the form of illustrations, diagrams, charts, graphs, and graphic organizers, students are required to analyzed math problem within text to answer real world math problems. There is a need for reading and interpreting graphs, and when math reasoning and math processes need to be well understood and used correctly. In addition, these fundamental reading skills (literary text analysis) are needed in math word problem solving, as well as in Science and Social Studies.

In summary, these are plausible explanations for subpar performance on summative assessments. There is a need to support teachers with professional learning, as well as providing resources, on best practices in reading, math, and science. With reading identified as a central component (root cause) for challenges in the three areas in need of improvement, it is imperative that the program addresses reading fluency, phonics, and reading comprehension skills (comparing/contrasting, fact/opinion, inferences, and sequencing), as well as foundational math skills that will lead to greater comprehension of math word problems involving data analysis and measurement.

G. The following measurable goals/benchmarks have been established for the 2014-15 year to address our needs.

ReadingBased on our needs assessment, 66% (two-thirds) of grade 3-5 students will meet/exceed the Reading standard on the Georgia Milestones End of Grade Test for 2014-15 school year.

MathBased on our needs assessment, 66% (two-thirds) of grade 3-5 students will meet/exceed the Reading standard on the Georgia Milestones End of Grade Test for 2014-15 school year.

ScienceBased on our needs assessment, 66% (two-thirds) of grade 3-5 students will



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1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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).meet/exceed the Science standard on the Georgia Milestones End of Grade Test for 2014-15 school year.

2. Schoolwide reform strategies that:

Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

The staff at Cliftondale Elementary School is committed to addressing the academic 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. Our plan for 2014-2015 is to continue having both general education and support area teachers do periodic assessment of student achievement through Professional Learning Community and Grade Level/Data meetings held a minimum of once a month. This will be an integral part of the instructional program. During some of these meetings, teaching and/or support staff will disaggregate data and discuss students performing and not performing to expectations, and review strategies to support students who need assistance. Additional collaboration and consultation between the classroom teacher and support personnel will occur during in-service sessions, workshops and meetings with administrative team members. Parent-Teacher Conferences will be held (when warranted) to discuss assessment results and student progress.

We also have the support of a full time Data Support Specialist, who assist with the collection, identification, and analysis of student data, and ways to improve student achievement. We also have a Parent Liaison who assists with parent involvement and parent education.

Additional Support Beyond The School Day:We will use a portion of our Title I funding to offer an Extended Day Tutorial Program for 3rd – 5th grade students experiencing academic difficulties. The after school tutorial program will be held two days per week (Tuesday and Thursday), beginning October 7, 2014. The



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Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

core academic areas of math, science and reading will be targeted. Students will be administered a pre-test to evaluate their current understanding of targeted standards/elements, as well as areas in need of instructional intervention. Lessons will be tailored to meet the needs of students based on the assessment results and/or areas indicated by their teacher that are in need of additional support. Assessment results and teacher observation will be used to gauge the student’s understanding of the content in a timely and effective manner and will form the basis for future instructional targets. A post-test will be administered to measure the impact on student achievement. The goal of the after school tutoring program is to increase student achievement in science, reading and/or math, and prepare students to meet or exceed expectations on the 2015 Georgia Milestones.

Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school.o increase the amount and quality of learning time, such as providing and

extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations

The ways in which Cliftondale Elementary School will employ schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards at the school are:

2nd grade Title I teacher (full-time) – acquired with 2014-2015 Title I, Part A funds to provide supplemental and more intensified instructional support in the content areas of literacy, math and science to the neediest students.

Data Support Specialist (full-time) – acquired using Title I funds to support K-5th grade teachers with disaggregation and monitoring of data in literacy, math and science.

Parent Liaison (full-time) – hired with Title I funds to serve as a link between the parents and the school. This personnel will build parent capacity in the effort to improve student and overall school achievement by providing parent workshops, materials available for parents to checkout to work with their child(ren) at home, educating school staff on the utility and value of parents as partners in school and their child’s education, and ensuring that the school’s parental involvement plan and compact are revised annually and developed



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jointly with parents. Early Intervention Program-provides additional instructional teacher support

to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in reading and math.

Good Habits/Great Readers –Reading program and resources that provide a balance of flexibility and structure to support literacy learning through whole group (Shared) and small-group (Guided Reading) instruction. The program is aligned to the Common Core State Standards

Fluency and Automaticity through Systematic Teaching –(FAST Math) program that uses a spiral review of foundational math concepts, primarily in numbers and operations. It is designed to build math facts retention in a fun way.

Math manipulatives (e.g. VersaTiles) - used to teach abstract math concepts in a concrete manner.

Extended Instructional Day-provides additional instructional time after school. It is designed to allow for more specific instruction in weak academic areas.

Small Group Instruction- allows for a smaller teacher/pupil ratio to address student achievement weaknesses

Differentiated Instruction- instructional practice that provides instruction to students based on a student’s needs and readiness to learn. Typically the product, content, or process is differentiated to meet the student’s needs.

Flexible Grouping- instructional practice in which students are grouped by the teacher into mixed ability groups based on student progress on content. Groups are not fixed, but flexible, because students’ progress in groups is based on performance on informal or formal assessment data.

Common Assessments – benchmark assessments used to monitor student achievement progress in reading and math, possibly Science.

Classroom Walkthroughs- brief visits to the classroom to observe instruction and student performance. Walkthroughs also provide evidence of the fidelity of instructional practices being executed in the classroom.

Word Walls- words used during the teaching and learning process that are placed on the classroom wall and used to teach vocabulary and improve overall reading achievement.

Reading Mastery- a prescribed reading program that provides direct instruction in the areas of phonemic awareness, phonics, sight word vocabulary, and reading comprehension. At Cliftondale, program is primarily used in special education or students in need of explicit phonics instruction.

Collaborative Planning—planning time provided for teachers to plan together as a grade level. Collaborative planning time is used to review student assessment/student work, identify areas in need of improvement, review units, and plan lessons.

SST/Response to Intervention (RTI)-addresses individual student achievement challenges by gathering baseline data in core academic areas from classroom



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performance/assessments. The RTI formulates interventions, and monitors the success of the interventions over an agreed upon span of time (e.g., 8-12 weeks). Students may be included on tiers ranging from 1-4, with tier 1 being the least intensive and tier 4 being the most intensive.

Classroom Guidance/Individual and Small Group Counseling- counseling practices that address individual or group student issues in the social-emotional area that may impede classroom learning.

Developmental Reading Assessment-DRA (Grades K-2) and Benchmark Assessment System-BAS (3-5) - DRA and BAS are researched based assessments that measure reading development in the areas of phonemic awareness, phonics, reading comprehension, and fluency.

Leveled Literacy Intervention System (LLI) - LLI includes carefully leveled books to provide enough support and a small amount of challenge so the reader can learn on the text and make small steps toward grade-level goals.

Special Education Services- Services provided through accommodations or modifications of curriculum content and instructional practices. Each student has an Individualized Education Plans (IEP) that are developed based on individualized achievement goals and established levels of mastery. IEP goals are reviewed annually and modified as needed.

Parent-Teacher Conferences – scheduled each semester (more frequently when warranted).

Professional Learning by Consultant Valencia Thornton, C.R.A.M. Academy – acquired with Title I, Part A funds to support K-5th grade math teachers’ effective implementation of math intervention and strategies. Math Workshops involve:

Higher order thinking skills Writing across content areas Hands-on learning opportunities in science for students in K-5

The following references are examples of scientifically-based research that support our effective methods and instructional practices/strategies used at Cliftondale Elementary School.

Grant, J. (2012). Afterschool Alliance, Non-profit Organization.

Howland, A., Anderson, J. H., Smiley, A. D., & Abbott, D. J. (2006). School liaisons: Bridging the gap between home and school. The School Community Journal,



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16(2), pp. 47-68.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

McIntosh, M. (2009). Teachers- Formative assessment-Informal assessment of students’ mathematical dispositions. Retrieved from http://ezinearticles.com/?Teachers---Formative-Assessment---Informal-Assessment-of-Students-Mathematical-Disposition&id=2177500.

Merz, A. (2009). Teaching for mathematical dispositions as well as for understanding: The difference between reacting to and advocating for dispositional learning. Journal of Educational Thought, 43(1), 65-78.

Pinnell, G. S., & Fountas, I. C. (2008). The continuum of literacy learning, K-8: Behaviors and understanding to notice, teach, and support. Portsmouth, NH: Heinemann.

Pinnell, G. S., & Fountas, I. C. (2008). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.

Stahl, K.A. D. (2009). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40, 3, pp. 359-391.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.

We will also use effective instructional methods that increase the amount and quality of learning time in various ways:

We will establish an Extended Day after school program designed for 3rd-5th grade students in need of improvement in science, math and literacy.

We will also implement a Response to Intervention and/or Enrichment Block during homeroom. This will take place prior to the start of the instructional day.

In addition, teachers in fourth and fifth grade are departmentalized according to


http://ezinearticles.com/?Teachers---Formative-Assessment---Informal-Assessment-of-Students-Mathematical-Disposition&id=2177500




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core content areas. In this format, two teachers work with the same group of students at different times during the day. One teacher instructs in Reading/English Language Arts and Social Studies, while the other teacher instructs in the core content areas of Math and Science. Departmentalization allows each teacher the opportunity to take a “deeper dive” into only a couple of curriculum content areas as opposed to covering several content areas, which is the traditional elementary approach. We feel that departmentalization affords teachers the opportunity to differentiate and integrate content with a higher degree of quality than typical in the elementary classroom.

The TAG (Talented and Gifted) program will also provide an opportunity to differentiate instruction for students performing on the highest achievement levels, thus increasing the quality of learning time for TAG students.

The Early Intervention Program (EIP) is designed to provide additional instruction to students who have been identified as not meeting grade level expectations. A variety of best practice instructional strategies in math and reading will be used to ensure that the learning needs of students are met. Students will exit the EIP program based on established criteria indicating the student has met expectations for their grade level. Students will be dismissed at the mid-point and end of the year (if applicable).

Data Action plans will also be developed by each grade level team, based on assessment results. The plans are designed to address academic areas in need of instructional attention.

Special education students will be served in the least restrictive environment. All efforts will be made to schedule team taught, inclusive classes to allow all students to benefit from on-level general education instruction. Where feasible, special education students are included in all school activities. Specific instructional strategies to address each student’s learning strategies are included in the Individual Education Plans (IEPs).

Writing Strategies/methods- Modeling, conferencing, feedback, and guided practice strategies will be used during stages of the writing process (pre-write, draft, revision, editing, final copy), as well as incorporating some elements of the 6-Traits of Writing method.

Scaffolding- an instructional practice in which a student is provided sufficient support when concepts and skills are first introduced. These supports are gradually removed as students develop autonomous learning strategies, thus nurturing their own learning skills and knowledge, with less guidance from the teacher (gradual release).



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Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs

Strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program may include:

Grade level meetings where teachers, Curriculum Support Teacher, Data Support Specialist and/or Principal/Assistant Principal meet to discuss assessment results every 4-6 weeks.

Teachers are trained on the computerized data disaggregation system known as FultonConnect (a district student information and resources database).

Teachers meet collaboratively to discuss “Action Plans” as a result of the assessment data. Action Plans provide a precise way in which the student’s academic weaknesses will be addressed and can be considered as differentiated instruction.

Leadership Team meetings are used to discuss student/classroom progress and macro issues impacting teaching and learning, or issues involving the school at large.

Student Support Team/RTI (SST/RTI) meetings held to review individual student achievement improvement or challenges.

Classroom Walkthroughs and Teaching Keys Effectiveness System (TKES) feedback of observed lessons are provided to enhance instructional capacity.



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Address how the school will determine if such needs have been met; and Are consistent with, and are designed to implement, the state and local improvement

plans, if any.

3. Instruction by highly qualified professional staff

The goal and intent of Fulton County Schools and Cliftondale Elementary are to hire teachers who are “highly qualified” in the core content areas of reading, language arts, math, science, and social studies. One hundred percent (100%) of Cliftondale Elementary’s staff are considered “highly qualified,” or HiQ.

Should a teacher not have the status of “highly qualified” in the content area(s) of instruction, his/her name will be noted on the Principal Verification and Attestation Form. A remediation plan must be developed and signed by both teacher and principal. The plan reflects several steps which may include professional learning that will assist the teacher(s) seeking HiQ status, retaking the certification tests, completing the necessary course work to become HiQ, or change of placement. Title II-A provides cost reimbursement for teachers taking and passing the needed GACE test in order to become highly qualified.

In the event there is a non-highly qualified teacher, the school notifies the parents of students in the non-HiQ teacher’s class, in writing, via a mailed dated copy of the Parent Notice of a Non-Highly Qualified Teacher. Copies of the letters will be made available at the school and at the central Title I and Title II Offices.

Parents also receive information of how to request the certification of their child’s teacher via a copy of the Parent-Right-to-Know Letter sent by students or stated in the Fulton County School System’s Code of Conduct and Discipline Handbook. Handbooks were sent home on August 11, 2014. Letters were sent home by students on August 21, 2014.



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4. In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

A. Teachers, principals, paraprofessionals, and other staff have been included in our staff development that addresses the root causes of our identified needs. Specific professional learning offerings at Cliftondale Elementary will include opportunities to increase professional knowledge in the areas of instructional strategies, differentiated instruction, data analysis, assessment strategies/uses, and academically challenging environment.

B. We have aligned professional development to support the state’s academic content and student academic achievement standards (Common Core Georgia Performance Standards-CCGPS). During the 2014-2015 school year, we will focus on professional learning that meets the needs of our staff, including CCGPS alignment to instruction and assessments, math instructional and intervention strategies, effective interdisciplinary planning, reading strategies to support processing of text features and informational text read in science and social studies, and writing strategies. As a staff, we will work together to find learning opportunities that are tailored to our individual weaknesses. Staff members are also encouraged to participate in endorsement programs (not funded by Title I) offered by the system.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems by budgeting money to purchase curriculum resources in reading and math, as well as science. Additional personnel positions (Title I classroom teacher, Data Support Specialist, Parent Liaison and Extended Day teachers) have been purchased via Title I funds to provide on-site professional development to assist with correcting the root causes of academic challenges. Title I funds have also afforded us to have a math consultant, who will provide 10 sessions throughout the school year, to train, support, and monitor K-5th grade Math teachers’ on their effective use of various math intervention and instructional strategies.

D. We have included teachers in professional development activities regarding the use of academic assessments designed to improve the achievement of individual students, and the overall instructional program in the following ways:

Teachers at Cliftondale Elementary School will continue to be trained on data analysis and the use of the balanced assessment approach that includes a combination of classroom, formative (Common/Unit Assessments), and summative assessments (CRCT). Grade level meetings are held so that teachers, the Curriculum Support Teacher, Data Support Specialist and/or Principal/Assistant Principal meet to discuss assessment results. Teachers are also trained on the computerized data disaggregation system known as FultonConnect (a district student information and resources database). Teachers meet collaboratively to discuss “Action Plans” as a result of the assessment data. Action Plans provide a precise way in which the student’s academic weaknesses will be addressed and can be considered as differentiated instruction.


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5. Strategies to attract high-quality highly qualified teachers to high-need schools.

Cliftondale Elementary School will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. The Fulton County School District participates in recruitment activities at colleges and universities in order to attract highly qualified new teachers. The Talent Division and school principals will screen candidates. The screening provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers.

In addition, school strategies to attract and retain “Highly Qualified” teachers will be employed. Cliftondale Elementary will be made attractive to HiQ teachers by reviewing, periodically, the Talent Division database in search of highly qualified teachers who will fulfill the school’s vision and mission for academic excellence; maintaining electronic or hard copies of resumes of fully certified and degreed candidates; and providing personal tours of the school facility to candidates interviewing for a position, emphasizing our use of technology integration to differentiate instruction and innovative practices.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

A. Cliftondale Elementary School is committed to the Fulton County School District's goal of providing a quality education for every student attending our school. We believe that neither the school nor parents can effectively educate the child alone and support that belief by including parents in as many aspects of the school's programs as possible, including Title I.

Cliftondale ES will acquire a full-time classified Title I Parent Liaison utilizing Title I, Part A funds. This personnel, whose position is supplemental in nature, will help to ensure that we (the school) will:

Involve parents in an organized, ongoing, and timely way in the planning, review and improvement of schoolwide programs and the school involvement policy by giving all parents the opportunity to be involved throughout the year by extending the invitation for them to attend our Title I Committee Meeting and planned parent workshops where surveys and questionnaires are completed to gain feedback and input.

Update the school parental involvement policy annually and develop jointly with parents to meet the changing needs of parents and the school and make the parental involvement plan available to the local community, LEA and parents



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(parent resource center and school website). Invite all parents of participating students to attend our Annual Title I Meeting

held September 25, 2014 at 6:00 p.m. to inform them about Cliftondale’s Title I program, the parents’ requirements and school parental school policy, Title I schoolwide plan, and the school-parent compact.

A. All parents will be invited to participate in the joint development and/or review of the school improvement plan, budget (including the Title I budget) and other designated school activities. We plan to accomplish this through the Parent Teacher Association, school wide teams, parent surveys and grade level committees, and Local School Council, curriculum night, open house, parent conferences, and/or workshops. In addition, Cliftondale’s parent liaison will work with parents to strengthen communication between home and school.

To further establish a quality parental involvement program, we are committed to: maintaining parent resources in the media center conducting workshops on researched based programs that will assist students in

achieving high academic standards discussing budget preparation and strategic planning with parents sharing student achievement results

Parent/School communication will be accomplished through a monthly newsletter, weekly school-parent folder (Thursdays), school website (in development), parent/teacher conferences, emails, and phone calls.

At periodic times throughout the year, parents are provided information concerning both school and student performance. This includes school performance data (CRCT results, Writing results, and CCRPI results), individual student assessment results (e.g., progress skills checklists and report cards), as well as curriculum information (curriculum night and Title I informational meetings), and assessments – Georgia Milestones (Grades 3-5), ITBS (Grades 3 and 5), and benchmark assessments.

C. We have developed a parent involvement policy that: includes strategies to increase parental involvement (such as family literacy

services) and parent resource center housed at Cliftondale describes how the school will provide individual student academic assessment

results, including a interpretation of those results makes the comprehensive schoolwide program plan available to the LEA, parents,

and the public (school website and front office) includes a School-Parent-Student compact between home and school

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to



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local elementary school programs.

The following information are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school and entering from other schools.

Opportunities will be provided for private pre-kindergarten providers to have a scheduled visit to our school. The providers/students will be offered a tour and spend some time in kindergarten classrooms. These opportunities will be available in the spring, after state-wide Georgia Milestones testing is completed.

Pre-kindergarten students currently enrolled in the school will also spend time in a kindergarten classroom to familiarize the students with a typical kindergarten day. They will be offered a scheduled specials time (art, music, PE, computer) to familiarize them with these programs.

Kindergarten Orientation will be held for incoming students and their parents to inform them of what to expect in Kindergarten.

Transition between grades- this takes place between grade levels and where plans are put in place to assist students in understanding the requirements of the next grade in the Spring-after state-wide Georgia Milestones testing is complete. Content for the next grade is previewed with students. Confidential placement cards are completed on each student which are designed to provide feedback for placement and to provide information for next year’s teacher.

Transition from elementary school to middle school is coordinated by the school counselor of Cliftondale ES, in collaboration with the middle school counselor. Fifth-grade students have a scheduled day to visit the middle school where they take a tour, have entertainment and receive an orientation to middle school. Parents are notified of this activity by the guidance counselor.

Transition from special programs (Special Education and EIP) is facilitated by the teachers of the special program and through parent conferences, and/or Individualized Education Plan (IEP) meetings.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Cliftondale Elementary teachers are included in a number of decisions regarding the use of academic assessments and its impact on teacher planning, student learning, and



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performance. A balanced assessment system is used at Cliftondale that includes classroom, formative, and summative assessments. The classroom assessments include tests such as oral quizzes, running records, end of chapter, reading/math tests, book reports, short answer tests, use of rubrics, and spelling/vocabulary tests. Teachers use these classroom assessments on a weekly and/or monthly basis to gather frequent data on whether students understand recently taught material, and whether a review is in order if students do not thoroughly understand the material. This initial gathering of data by teachers serves as a base line for each student’s achievement level. Through the use of the classroom assessments and review of the results, teachers understand what content areas in reading or math need to be addressed in small group and large group settings.

In addition, after each unit of instruction (typically 4-6 weeks), common assessments are administered in the areas of reading and math. Teachers use both the classroom assessments and the common assessments results to monitor student achievement. Teachers, with the assistance of the Data Support Specialist, score the common assessments and look for patterns of strengths and weaknesses by doing an item analysis. Each item is reviewed for the percentage of students answering the item correctly or incorrectly. A high percentage of students answering incorrectly will typically lead to that standard/element being included in an “Action Plan” (i.e., modified lesson plan) designed to revisit a standard in which students performed poorly on the test.

The third level of assessment decisions involving teachers involves the summative assessments, such as Checkpoints and CRCT. The Checkpoints is a “practice version” of the CRCT, locally produced. While the CRCT is produced by the GDOE, Teachers use both the Checkpoints and the CRCT results to gather information on the students overall retention of content taught during the year. The results are also used as an identification of student achievement areas in need of improvement.

Additional ways in which teachers are included in decisions regarding use of academic assessment and the examination of the performance of students include:

Grade level meetings where teachers, Curriculum Support Teacher, Data Support Specialist and/or Principal/Assistant Principal meet to discuss assessment results

Teachers are trained on the computerized data disaggregation system known as Fulton Connect (a district student information and resources database).

Teachers meet collaboratively to discuss “Action Plans” as a result of the assessment data. Action Plans provide a precise way in which the student’s academic weaknesses will be addressed and can be considered as differentiated instruction.

Leadership Team meetings are used to discuss student/classroom progress and macro



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issues impacting teaching and learning, or issues involving the school at large Student Support Team/RTI (SST/RTI) meetings held to review individual student

achievement improvement or challenges. Classroom Walkthroughs and Teaching Keys Effectiveness System (TKES) feedback

of observed lessons are provided to enhance instructional capacity.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Cliftondale Elementary provides activities to ensure that students who experience difficulty mastering proficient or advanced levels are assisted in an effective and timely manner. General education and support area teachers conduct periodic evaluation of student achievement as an integral part of the instructional program. Data disaggregation is routinely used to inform staff, parents, and the students of their academic progress and is always a part of the decision making process. Collaborative Team/Grade Level meetings will continue to be held at a minimum of once each month and more frequently if warranted to address the needs of struggling students. Additional collaboration and consultation between the classroom teacher and support personnel will occur during in-service sessions, parent-teacher conferences, workshops and grade level meetings. Parent-Teacher Conferences will be held (when warranted) to discuss assessment results and provide strategies for parents to use to assist students at home.

We will also use our Title I funding to offer after school tutoring for students experiencing academic difficulties in math, literacy, and science. This will most likely begin between the 6th and 9th week of school, and will be offered for most of the school year. The core academic areas of math and reading will be targeted, and potentially Science. Students will be administered a pre-test to evaluate their current understanding of standards/elements, and determine areas in need of instructional intervention. Lessons will be tailored to meet the needs of students based on a collective review of their group strengths and weaknesses. Benchmark assessments will be given periodically to assess each student’s progress. A post-test will be administered to measure the impact on student achievement. The goal of the after school tutoring is to increase student achievement in reading and/or math (potentially Science), and prepare students to meet or exceed expectations on the CRCT.

The staff at Cliftondale is committed to the academic success of all students and hold high expectations for students academically and behaviorally. General education and support area teachers conduct periodic formal or informal evaluation of student achievement as an integral part of the instructional program. Data disaggregation is routinely used to inform staff, parents and the students of their academic progress and is



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always a part of the decision making process. Collaborative Team meetings will be held at a minimum of once each month and more frequently if warranted to address the needs of struggling students. Additional collaboration and consultation between the classroom teacher and support personnel will occur during in-service sessions, parent-teacher conferences, workshops and grade level meetings. Parent-Teacher Conferences will be held (when warranted) to discuss assessment results and provide strategies for parents to use to help their child at home.

We will also use our Title I funding to offer Extended Day supplemental after-school tutoring for students experiencing difficulties. The core academic areas of math and reading will be targeted. Students will be administered a pre-test to evaluate their current understanding of standards/elements as well as areas in needed of instructional intervention. Lessons will then be tailored to meet the needs of students based on a collective review of strengths and weaknesses in math and reading. Benchmark assessments will be given weekly and/or bi-monthly to assess student’s strengths and weaknesses. Assessments may be formal or informal. Assessment results and teacher observation will be used to gauge the student’s understanding of content and form the basis for future instructional targets. A post-test will be administered to measure the impact on student performance. The goal of the after-school tutoring is to increase student achievement in reading and/or math, and prepare students to perform well on the CRCT.

Periodic training is available for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. The Learning and Teaching 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. We offer training on data analysis, progress monitoring tools (Fulton Connect and Georgia State Longitudinal Data System) and support in the curriculum subject areas. For 2014-2015, there will be an in-depth focus on conceptual mathematical understanding and skills. There will also be an in-depth focus on a balance of literature and informational texts, text complexity, and argumentative, informative, and explanatory writing, along with research skills, designed to meet our needs.

The Fulton County Schools Board of Education has assisted with the purchase of



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supplemental literacy and math materials to support the RTI process, and the purchase of leveled readers associated with the Balanced Literacy approach.

Cliftondale Elementary school has access to and uses the following interventions: Extended Day/Learning (after school tutoring) Study Island (math and reading) Numbers World (math program) SRA Reading Reading A-Z Math Partner Games Leveled Literacy Intervention (LLI)

Teacher-parent conferences 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.

At least 2 formal parent conferences are offered during first and second semester to review each student’s progress on the CCGPS and GPS (Science/Social Studies), and to review Individual Education Plan (IEP) goals for select students

Student Support Team/RTI meetings are the main method for addressing more chronic challenges. Students progress through tiers of support are available as needed. Parents are invited to the meetings.

Academic challenges that rise above Tier 3 are offered assistance via a psycho-education assessment to examine learning and behavior strengths and weaknesses.

For less chronic academic challenges, parents are offered group academic tutoring via Extended Day (Title I funded) or Extended Learning (state funded), depending on criteria.

Parent trainings with the parent liaison and other staff (where applicable) are offered to address student academic and/or social needs at home.

Parents are also notified that students who experience academic challenges that result in a failing grade on a test or quiz (69 and below), may elect to make up the work for a grade with a maximum point value up to 70. This process is known as “recovery.”

For extenuating circumstances requiring intense tutoring on a one-to-one basis, the school provides a small list of private tutors that offer assistance on a per fee basis.

10. Coordination and integration of federal, state, and local services and programs, includingprograms supported under this Act, violence prevention programs, nutrition programs,housing programs, Head Start, adult education, vocational and technical education, and job training.

Title I, Part A funds will be used to support the implementation of our Title I Schoolwide



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Plan by providing additional teacher(s) to reduce class size; allowable, non-supplantive instructional materials and supplies; data utilization and analysis support; after-school tutorials in Math, Science, and Literacy, scientific research-based professional development, and increased parental involvement support.

The following is a list of federal, state, and local agency programs and services that will be included at Cliftondale Elementary School:

Title I, Part ATitle II, Part A Special Education Early Intervention Program (EIP) Extended Day Program Extended Learning ESOLGifted EducationParent InvolvementMigrant Education (when applicable) Education of Homeless Children Student Support Team services (SST)

Title I, Part A funds will be used to implement and support the schoolwide plan by providing supplemental staff, instructional supplies, and staff development to support student academic achievement goals. Additional resources and funds will also be used to support the implementation of this plan.



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Fund Amount Description of Services Show how the funds are coordinated for the improvement of the entire school

Title I $ 253,332

Below is a breakdown of the total Title I school allocated funds:

Instruction (A400-9990-14) = $83,971.00

Salary for one third-grade Title I Teacher ($41,436) to support increased student achievement in Science, Literacy, and Math

Substitute teacher salary for Title I Teacher’s absences due to illness/personal

Extended Day Teacher(s) (afterschool hours) to work with 3rd-5th grade students toincrease student achievement in Math, Literacy, and Science – 2 days per week

Supplemental reading materials for support in Reading for Information (Gr. 3) and Information and Media Literacy (Grades 4-5); supplemental Math materials for supportin Measurement and Data Analysis (Grades 3-5)

(20) Supplemental Apple iPad 2 cases for K-5th grade students’ use and technologyintegration in all core academic content areas

(2) Supplemental bundles of 10 Apple iPads 2 (16GB) with Wi-Fi for K-5th grade students’use during all core academic instruction and technology-related activities

Improvement of Instruction (C400-9990-14) = $126,876.00

Salary for one Data Support Specialist ($83,556) to support K-5 teachers with the disaggregation and monitoring of student data in all core content areas, specifically in literacy, math, and science

Supplemental consultant services for teacher professional development training: Valencia Thornton (C.R.A.M. Academy) for K-5th grade Math teachers’ support in implementation of math intervention and math instructional strategies for increased student achievement

Supplemental Out-of-System Travel expenses for K-5th grade core teachers to attend instructional best practices in math, literacy, and science: National Council for Teachers of Mathematics (NCTM), Metro Resa, math/literacy online, workshops providing research based training

Supplemental registration fees for K-5th grade teacher professional development-(NCTM),Metro Resa, math/literacy online, workshops providing research based training

Student Transportation (I400-9990-14) = $4,530.00Fulton County Schools sweep buses for Extended Day after-school tutorial program (grades 3-5)

Other Support Services (K400-9990-14) = 15,123.00Salary/benefits for one part-time (.65) Parent Liaison ($11, 500) to increase parental involvement and help parents to support their children in all core content areas


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11. Description of how individual student assessment results and interpretation will be provided to parents.

Individual student assessment results on formal tests, such as the Iowa Test of Basic Skills (ITBS) and the Georgia Milestones End of Grade Tests, typically have interpretive guides that accompany the test results. The interpretation guides are written at a level that easily and efficiently communicates the levels of performance of students on the assessment. Assessment results on classroom tests that contribute to a grade are reported every nine weeks in the form of a report card. Report cards are provided four times a year. A traditional grading scale (A, B, C, F) is used to communicate a student’s performance. We send home both the formal test results and grades (report cards) at scheduled times. Additional assistance with interpretation is available for parents, if requested.



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12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

The school will utilize a variety of instruments, procedures, or processes to obtain student data. Data is collected primarily on formal assessments such as Common/Unit assessments, Checkpoints, DRA-Reading Assessment, BAS-Reading Assessment, and the Georgia Milestones End of Grade Assessment. Data will be disaggregated by subgroup, grade level, individual student level, and content areas (where applicable) for in-depth analysis. A determination of not meeting, meeting, or exceeding expectations is determined by comparison with district performance (when available), grade level, subgroup (if available), or criteria for success established by the test developer (DRA and BAS).

13. Provisions to ensure that disaggregated assessment results for each category are valid andreliable.

The disaggregated assessment results utilized in the development of this Title I Schoolwide Plan are obtained from local, state, or nationally approved tests. The results are based on accurate review of test data by the Georgia Department of Education (GaDOE), the district’s Data Utilization Department, and Cliftondale staff to ensure the validity and reliability of assessment results.

14. Provisions for public reporting of disaggregated data.

All statewide, countywide, and local school data is available to the public through the Georgia Department of Education Assessment and Accountability website. Data is also shared by the Fulton County Schools’ and local school’s website, newsletters, and communicated through parental and community involvement meetings. Cliftondale Elementary School data are discussed with parents during conferences, Title I Parent Meetings, Annual Title I Meeting, “State of the School” Address, PTA and Curriculum Nights.

Parents are contacted weekly/monthly/quarterly by teachers. Progress reports are printed and sent home to parents every grading period. Report cards are also printed and sent home every nine weeks. Data is also available in the schoolwide/school improvement plan, which will be published in every available public avenue and a hard copy will be available at the local school’s main office.

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is



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needed to develop and implement the schoolwide program

Cliftondale Elementary School’s schoolwide plan was jointly developed through the collaboration of administrators, teachers, other school staff, pupil service personnel and parents during the 2014-2015 school year. The plan will be revised, annually, as needed.

16. 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, parents, and students (if secondary).

The team was selected based on willingness to participate, willingness to review several elements of school achievement data, and recommended by a school, staff, or community member. We wanted members who had a vested interest in the success of Cliftondale Elementary, yet were also able to offer a critical analysis of the organization. The team is committed to developing and revising yearly, the school improvement plan.

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

Upon completion, our Title I schoolwide/school improvement plan will be shared with our staff by email and a hard copy will be available in our front office. We will use the staff’s feedback to make final revisions to the plan. After we gather feedback from the staff members, our plan will be submitted to the central Title I Department for additional feedback.

After it has been approved, the plan will be made available to all of our stakeholders with a hard copy in the front office and a link on our website. We will also host a Title I meeting and discuss the results of our school improvement plan, as well as all components of the Title I plan.

Our school improvement and parent involvement plans will be discussed at our Annual Title I meeting, scheduled on September 25, 2014. We will also post our plans on the school website. Additional copies of the plan can be requested at the front desk. A copy will also be housed at the Title I Office, located at the Teaching Museum South.

18. 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.



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A copy of Cliftondale Elementary School’s Title I Schoolwide Plan is made available to parents/guardians, and other stakeholders upon request in the school’s front office and Parent Resource Room, and is also posted on the district and school’s website. A forum is held to educate parents as to the nature and goals of the Title I planning process and use of the Title I Schoolwide Plan. The principal will serve as the primary contact at the school for parents wishing to obtain additional information about the Title I Schoolwide Plan.

Translation and/or interpretation services will be made available for speakers of languages other than English by the school staff and the district’s Title III department. Translation and/or interpretation of the plan, to the extent feasible, shall be provided in any language, where there is a significant percentage of parents of participating students, whose primary language is a language other than English. The Title I Department will assist in this endeavor based upon student needs of the school’s demographic population.

19. Plan is subject to the school improvement provisions of Section 1116.

Cliftondale Elementary’s Title I Schoolwide Plan is subject to the school improvement provisions of Section 1116. Currently, our school is not an Elementary and Secondary Education Act of 1965 Priority, Focus, or Alert School.


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