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Evaluation of Title I Schoolwide
School Improvement Plan - Brookview ES
Evaluate the Effectiveness of your School Improvement Plan from 2012-2013 and make adjustments as needed.
You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]
o

Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
We have seen increases in student achievement at Brookview ES. The Title1 Plan has provided the staff of Brookview opportunity to analyze
our school wide goals from our School Improvement Plan and prioritize specific strategies and professional development needed as we work
to increase student achievement. We have been able to ensure that our Title 1 funds are directly aligned to the SIP and the specific needs of
students, teachers and parents. It has also afforded us the opportunity to review our data and measure our progress closely to make certain that
there is alignment between our School Improvement Plan, overall school Budget and our new goals and objectives.
Objective # 1
Identified Goal for
Improvement
Target Group
Description
No.
% of
Population
Performance Measure(s)
Annual Measureable
Objective(s)
The objective is to
increase 3rd grade
achievement in
reading.
3rd grade students
73
16.0%
% of students in grade 3
meeting/ exceeding
expectations on the CRCT in
Reading
Baseline
Baseline Data
2008-09
2009-10
Target/Indicator of Success
Evidence of Impact
2010-11
2011-12
2012-13
75%
84.4%
90%
95%
100%
25%
15.6%
10%
5%
0%
% of students in grade 3 not
meeting expectations on the
CRCT in Reading
Objective # 2
Identified Goal for
Improvement
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Target Group
Description
Baseline
Baseline Data
No.
% of
Population
Performance Measure(s)
Annual Measureable
Objective(s)
Fulton County Schools
2008-09
2009-10
Target/Indicator of Success
Evidence of Impact
2010-11
2011-12
0
2012-13
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The objective is to
increase 4th grade
achievement in
mathematics
4th grade students
79
16%
% of students in grade 4
meeting/ exceeding
expectations on the CRCT in
Math
68%
59%
76%
95%
100%
32%
41%
24%
5%
0%
% of students in grade 4 not
meeting expectations on the
CRCT in Math
Objective # 3
Identified Goal for
Improvement
The objective is to
increase 5th grade
achievement in writing
Target Group
Description
5th grade
Baseline
Baseline Data
Target/Indicator of Success
Evidence of Impact
No.
% of
Population
Performance Measure(s)
Annual Measureable
Objective(s)
2008-09
2009-10
2010-11
2011-12
2012-13
67
14%
% of FAY students in grade 5
meeting/ exceeding
expectations on the Grade 5
Writing Assessment
82%
72%
90%
95%
100%
18%
28%
10%
5%
0%
% of FAY students in grade 5
not meeting expectations on
the Grade 5 Writing
Assessment
o
2 types of evaluations – ongoing or annually. Which type was selected?
Our evaluations will be ongoing.
We will use benchmark assessments created by Fulton County Schools. We will also use locally created common assessments that are aligned to
the school’s instructional calendars and grade level lesson plans.
Student will participate in two mock writing assessment that are aligned to the Georgia Writing Assessment. Information from these assessments
will be used to hold data talks with students and parents as well as inform instruction.
o
What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current
data?
Our changes would be minor based on the current data. We are making steady progress. We have looked at the strategies listed in our plans
closely to ensure that we are utilizing them as stated and they are implemented with fidelity. We have streamlined our strategies in the area of
writing school wide based on the data so that we continue to make adequate progress.
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The following strategies have been streamlined:
Standards-based Instruction Professional Development for all teachers
Math – Teachers are required to incorporate differentiated instructional strategies to include flexible grouping, hands-on math strategies, and
small group instruction with direct teacher guidance during math rotations.
Reading – Departmentalization at 5th grade, Self contained EIP classes at 2nd, 4th and 5th, Modeling and coaching by school based Instructional
coach in specific targeted classes
Writing – Designated writing block, small group instruction for targeted students in writing, student use of rubrics and goal setting, school-wide
writing plan to include scheduled and on-going coaching and modeling by writing coach
The objective is to increase overall student achievement in Math and Reading school wide.
The goal is to increase 3rd grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013
CRCT Results.
The goal is to increase 4th grade achievement in Math by 10%; moving the overall performance from 60% to 70% as indicated from the Spring 2013
CRCT Results.
The goal is to increase 5th grade achievement in Math by 10%; moving the overall performance from 52% to 62 % as indicated from the Spring 2013
CRCT Results.
The goal is to increase 3rd grade achievement in Reading by 5%; moving the overall performance from 73% to 78 % as indicated from the Spring
2013 CRCT Results.
The goal is to increase 4th grade achievement in Reading by 5%; moving the overall performance from 73% to 78% as indicated from the Spring
2013 CRCT Results.
The goal is to increase 5th grade achievement in Math by 5%; moving the overall performance from 81% to 86% as indicated from the Spring 2013
CRCT Results.
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Title I SCHOOLWIDE
SCHOOL IMPROVEMENT PLAN
for
Brookview Elementary School
Original Plan Written during the School Year: 2008 - 2009
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 24, 2012
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Table of Contents
Schoolwide Planning
SCHOOL: Brookview Elementary School
DATE: 8/24/12
Page #
Criteria
1. Comprehensive Needs Assessment:
Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
7-21
2. Develop schoolwide reform strategies (reference the research)
22-26
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met
and are consistent with improvement plans approved under Educate America Act.
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive
needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or
advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval
process. Required based on FY12 US ED monitoring.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).
a.
b.
c.
d.
3. Provide instruction by highly qualified teachers.
31
28-31,
32
a. Strategies to attract highly qualified teachers to high-needs schools
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
5. Develop strategies to increase parental involvement.
34-35
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
37-38
26-27
7. Measures to include teachers in decisions regarding the use of academic assessment information for the
purpose of improving student achievement and the overall instructional program.
8. Coordinate and integrate Federal, State, and local services and programs.
36-37
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a. List of State and local educational agency programs and other Federal programs that will be included.
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b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
35
9. Provide activities to ensure that students who experience difficulty mastering proficient or advanced levels
of academic achievement standards shall be provided with effective, timely additional assistance.
a. Measures to ensure that students’ difficulties are identified on a timely basis
b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the
community
c. Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student and
additional assistance available to the student at the school or in the community.
34-35
10. Description of how individual student assessment results and interpretation will be provided to parents.
10-11
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
12
13. Provisions for public reporting of disaggregated data.
12
39
14. Plan revised yearly and/or Plan developed during a one year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to develop and
implement the schoolwide program.
9
15. Plan developed with the involvement of the community to be served and individuals who will carry out the
plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if
secondary).
16. Plan available to the LEA, parents, and the public.
9-10
10
17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of
participating students in the school speak as their primary language.
18. Plan is subject to the school improvement provisions of section 1116.
39
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Fulton County Vision Statement:
The vision of the Fulton County School System is for all students to learn to their full potential
Fulton County Mission Statement:
The mission of the Fulton County School System is to educate every student to be responsible, productive citizens
Characteristics of the Vision:
Excellence
Trust and Honest Communication
Common Understanding
Personal Responsibility
Commitment
Academic Achievement
Measured Results
Continuous Improvement
Safe and nurturing environment
Involved family, community and staff
Transparency and Accountability
Title I Department Goal:
The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local,
state and national assessments.
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Comprehensive Title I Schoolwide School Improvement Plan
SCHOOL: Brookview Elementary School
DATE: 8/24/12
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Comprehensive Needs Assessment and Planning
Themes
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SWP/TA/FLP
Component
SACS
Description
1.
Include school mission, vision, and beliefs
Brookview Elementary School’s mission is to prepare students to become productive, contributing members of a
competitive, Culturally-diverse and technologically advanced society by:
1. Providing quality and innovative learning experiences that encourage academic excellence;
2. Fostering a safe and orderly environment; and
3. Establishing positive partnerships between students, parents and community leaders.
Belief Statement
At Brookview Elementary, we believe that:
 all students can learn
 the school should be dedicated to providing an effective learning environment, placing emphasis on the
maximum development of each student
 the school should be dedicated to imparting to students the knowledge, skills, and work ethic which are
necessary to function successfully in an increasingly multicultural and technological society
 the school should be a safe and nurturing environment where students can develop to their fullest potential
 the school should assist each student to develop a sense of responsibility for his or her actions
 the school, the home, and the community should work cooperatively to create the best learning
environment for each student
SW – 1
TA – 1
FLP
2. Describe the System/ School Demographics
 The Fulton County School System is home to approximately 93,000 students. There
are 100 schools in Fulton County, each accredited by the Southern Association of
Colleges and Schools. These include 58 elementary, 19 middle, and 16 high
schools, as well as 7 start-up charter schools. Of the total student population: 33%
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are White, 42% are Black and 13% are Hispanic, 9% Asian and 3% Multi-racial.
Fulton County reports 44% of students are economically disadvantaged, 11% are
students with disabilities and 07% are English Language Learners.
 Brookview Elementary is located in East Point, Georgia and has 437 students enrolled in grades
Pre-kindergarten to fifth grade. In the 2011-12 school year the make-up of the student body was
99.7% African American and .3% Asian. Our student body consists of 10% of students with
identified disabilities, 88% ED and 71% mobility rate based on the school’s most current data. We
have no students that qualify for ESL services.
 For the 2012-13 chool year we currently have 7 homeless students enrolled at Brookview. We
work to ensure that we meet the emotional, social, and academic needs of these students by:
 Referring to the Fulton County Schools Homeless Liaison for possible services and resources
through the Education of Children and Youth in Transition department.
 Providing professional development for staff members on the unique needs of students/families
in transition.
 Providing individual and group counseling sessions through the school’s counseling
department.
 Providing formative and summative assessments of student progress and creating opportunities
for differentiated instruction to capitalize on how these students learn best.
 Providing balanced and healthful breakfast and lunch.
 Providing supplies necessary for completing school assignments.
SW – 1
TA – 1
FLP
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3. Describe how the School Improvement Plan is revised annually with the participation of
the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph
about the TIC. (who they are, how they were selected, how they have helped with the needs
assessment and plan, how they share data and information with the staff and get feedback from
the staff)
4.
 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Dionne Glass
Principal
Kimberly Prather
Assistant Principal
Michelle Hall
Curriculum Support Teacher
Dr. Stacey Owens
Counselor
Elizabeth Moore
Teacher
Angie Jackson
Teacher
Luvenia Ramsey
Teacher
April Kim
Teacher
Sharondalyn Dupree
Teacher
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SW-15
Vonicer Williams
Teacher
Belinda Harris
Teacher
Sheary McKenzie
Title I parent Liason
Torey Domineck
Data Support Specialist
Pamela Anderson
Parent
Felicia McGhee
Parent
Alford Cordell
Parent
Michael Merritts
Community Member
Pamela Railey
Community Member
a. Describe how plan development involved all staff, as well as community/parents/
school council
 We have developed, and will revise yearly, our school improvement plan with the
participation of individuals (staff, community members and parents) who will
participate in carrying out our comprehensive school improvement plan.
Members of the committee were selected in various ways.
 Grade level chairs (teachers) collaborated with their grade teams to review the School Improvement
Plan, CRCT data, the school reform strategies, and provided input on the goals and objectives.
 Parents and the LSAC chair provided input on the Parent Involvement section on the plan,
reviewed the plan in its entirety, and provided feedback. Parents either volunteered or were asked to
join the committee.
 The DSS disaggregated and collected data to assist in developing the plan.
 The CST and ELA Coach reviewed and revised the professional development plan to make sure it
aligned to the instructional needs of students and provided research based instructional strategies
for the staff.
The administrative staff used the information from all the above named sources to collaboratively create the
Title I plan.
SW-16
b.
Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)
 Once the draft of our plan is completed, it will be shared with our staff by presentation to the
leadership team. Each grade level chair will present the draft at one of their weekly grade level
Professional Learning Community meetings.
 We will use their feedback to make final revisions to the plan. After complete, our plan will be
made available to all of our stakeholders.
 A notice concerning the availability of our school improvement and parent involvement plans will
be sent home in our beginning of the year information packets and school newsletter with all of our
Title I students.
 We will also post our plans on the school website and distribute copies at our PTA and school
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council meetings to any interested stakeholders.
 The plan will be referenced in the principal’s State of the School/Annual Title I Meeting. Copies
will be available at the meeting for all interested individuals.
 Additional copies of the plans will be available in the front office for distribution to newly enrolled
students, or upon request.
 An additional copy will be available in our Parent Resource Center.
SW-17
c. Explain that the plan will be translated into other languages (Everyone translates into Spanish.
Translate into other languages where feasible and needed… based on significant percentage of parents)
 At this time we have 2 families where English is a second language. However, copies of our school
improvement and parent involvement plans, as well as our School-Parent Compact, will be
translated into Spanish after it is written and reviewed with the assistance of parents and
community members. Copies of these plans will be distributed as needed. Copies of these
documents are also housed in the office area and the Parent Resource Center. Copies of the
documents are given to new students when they register. We have included Spanish versions of the
plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP
SW -11
FLP
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5. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards
Each of the members of the Brookview faculty had a part in the completion of our comprehensive
needs assessment and school improvement plan. The process we followed to complete our plan
was…
 The most recent achievement data was presented to staff at preplanning.
 Plan was divided among grade level teams, the administrative staff, and support staff.
 All groups used the assessment data to review and revise their assigned sections.
Parents were invited to participate in revising the Parent Involvement section of the plan and giving
feedback on the entire plan
a. Identify the types of data collected
We have used the following instruments, procedures, or processes to obtain student data:
o CRCT data for the last three years
o ITBS data
o Georgia Writing Assessment (5th grade)
o Checkpoint and common assessment data from the SAMS website
o Parent surveys
o Demographic and attendance data
These data sources have been reviewed to determine our needs for the upcoming year. We will review
these data sources periodically throughout the implementation of our plan to monitor the plan’s
effectiveness.
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SW-11
TA-3
FLP
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s
past and present year teachers collaborate to analyze student data and make informed decisions
Data results are included in the School Improvement Plans. We will use:
o Checkpoint data to target deficient areas and to plan instruction
o Formative common assessments to measure progress on GPS and CCGPS
o Voyager Benchmark assessments and progress monitoring (3rd grade)
o 2012CRCT data
o Instructional Assessment (administered to 1st and 2nd graders)
o 2012 Georgia Writing Assessment
o Informal collaboration in grade level Professional Learning Communities and school level
vertical teams
o Successmaker data
c. How did you identify students most at-risk of not meeting state academic standards?
Completing the needs assessment allowed us to identify students at-risk of not meeting state
standards by
 Focusing on students who scored level 1 on the CRCT in reading, English/Language Arts, and
math. We also looked at students who scored between 800-810 on the CRCT to offer additional
support.
 We used 2011 ITBS data to target specific instructional areas to provide support.
 End of the year Voyager benchmark data was used for this year’s third and fourth grade students
identify students who are struggling in the area of reading.
 Checkpoints were used as diagnostic and instructional assessments
 Instructional Assessment data was used to identify third grade students who may be at risk in the
absence of second grade CRCT data for 2012
 Informal collaboration and SST strategies/data used to focus on students who may be considered atrisk
d. Describe the method by which children with the greatest need are selected for service
in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into
the existing program.
- Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews,
teacher selection)
SW-12
FLP
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- Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)
e. Procedures are in place to ensure that disaggregated assessment results for each
category are valid and reliable.
 The data we collect is from the School Report Card on the DOE website or data sent to us by our
Assessment Coordinator. These student test results administered by the state are valid and reliable.
The data we receive from both sources has already been disaggregated by subgroup by the Georgia
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SW-13
FLP
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DOE.
 Achievement Series is used as a means of disaggregating local data generated by common
assessments and checkpoints.
 Teachers meet with the CST and the DSS regularly to review the data and make adjustments to the
instructional plan.
f. Describe your methods for the public reporting of student data.
 The Georgia School Report Card reports are posted on the Georgia Department of Education
website
 Our school improvement plan, including data, will be posted on the school website
 Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School
Advisory Council which is comprised of parents, community members, administrators, and
teachers
 We publish our results on our school website and in school newsletters.
 The data is discussed with our parents at our State of the School/Annual Title I meeting each year.
 School data is displayed on a bulletin board near the school entrance. This board is updated
regularly.
 School improvement status and student data is published in the school’s newsletter.
 Parents have access to the school data and their child’s individual test scores. This information is
shared at parent conferences. Reports on student achievement are sent home with report cards and
progress reports.
 Parents also have access to their child’s data via the Parent Center on the Fulton County Schools’
website.
g. School Profile (See School Data Profile):
Additional data used to complete our School Improvement Planning can be viewed by clicking
on the link below (include link to your School Profile)
http://portal.fultonschools.org/School_Profile/Documents/DS/DS_brookview.pdf
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Elementary or Middle School Profile
Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are
comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)
School
Initiative or Reform Effort
Year
2008-11
Extended Day/Extended Learning program and Saturday School Training
2009-10
Vertical Team Training
2010-11
Behavior Response to Intervention
2010-11
Standard Based Instruction
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
Grade Level / Subject Area
School
Professional Learning Activity
Attending
Year
2009-2010 Peace Builder Program – Positive School wide Discipline program
Value Added Modules – Standards; Authentic Assessment
Vertical Team Training
School wide Take One Teacher Certification
Achievement Series Training
Voyager Reading On-going Professional Development
Professional Learning Communities
2010-2011 Achievement Series – Data Utilization
Math Problem Solving Strategies – ROPES
Framework For Understanding Poverty
Standards Based Writing Instruction
Value Added Modules - Differentiation of Instruction
Errors In Math Computation
Standards-Based Instruction
Co-Teaching: Classroom Instruction
Voyager Reading On-going Professional Development
Behavior Response To Intervention
Critical Friends
Georgia Tech Math and Science Cohort Program
7 Step Lesson Planning Process
STEP2 Achieve Initial Teacher Training
DataUtlization
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Faculty / Staff Data:
Faculty and Staff Data (Forms provided in the Appendices)
Attrition Rate of Teachers and Administrators
*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the
next school year, excluding retirement.
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the
beginning of the next school year, excluding retirement.
Attrition Rate of Teachers
Attrition Rate of Administrators
Number
% of Teacher Population
Number
% of Administrators
Population
5
4
1
7.2%
8.5%
3%
0
0
0
0%
0%
0%
2009-2010
2010-2011
2011-2012
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
2010-2011
2011-2012
2012-2013
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Total
Enrollment Grade
Levels
% All
Students
%
Asian
% Black
%
Hispanic
490
435
97
96
96
100
97
96
98
98
Fulton County Schools
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
95
96
95
99
73
97
96
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AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
NA
NA
Yes
Yes
NA
NA
No
No
Yes
Yes
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Did not meet AMO for the following subgroups(s)
Met second indicator for all students
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Fifth Grade Writing Assessment http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/
Documents/Test_Scores/G5Writing12.pdf
CRCT Assessment Data –
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/
Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf
ITBS Assessment Data –
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Te
st_Scores/ITBSResultsfall11-1.pdf
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Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
h. Identify/discuss strengths and needs based on data profile. We have compared our
needs to system needs and have ensured that the system and school goals are aligned.
In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well
as those who have participated in Head Start or Even Start or who received services
from a Neglected or Delinquent institution during the previous two years, the data was
disaggregated and reviewed for all students, subgroups, and content areas.
We have compared our needs to system needs and have ensured that the system and school goals are
aligned. In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well as those who
have participated in Head Start or Even Start or who received services from a Neglected or Delinquent
institution during the previous two years, the data was disaggregated and reviewed for all students,
subgroups, and content areas.
Major Strengths Discovered:
The major strengths we found in our program are the way in which we implement our English/Language
Arts Block and increased in our achievement in fourth grade math.
o Based on 2012 CRCT testing, the following achievements were made:
1. Seventy-seven percent of all students met standards on Reading and 80% English Language Arts
Domains of the CRCT.
2. Sixteen percent of all students exceeded standards on Reading and 15% English Language Arts
Domains of the CRCT.
3. Seventy-seven percent of all students met or exceeded standards on Reading 80% English
Language Arts Domains of the CRCT.
Major Weaknesses Discovered:
Findings for: (write 1-3 sentences stating your findings for each subgroup)
ALL students:
 All our Students group decreased in the number of students meeting/exceeding the standard in math
by 20% and in reading/English Language Arts 8%.
Black students:
 Our Black students group decreased in the number of students meeting/exceeding the standard in
math by 27% and in reading/English Language Arts by 11%.
SWD students:
 Our SWD student group decreased in the number of students meeting/exceeding the standard in
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math by 36%.
Economically Disadvantaged students:
 Our ED students group decreased in the number of students meeting/exceeding the standard in math
by 25% and in reading/English Language Arts by 10%.
1. Third Grade Reading
The CRCT and ITBS measures how well third graders read independently. Based on the results of these
two assessments, our third graders demonstrated a lack of proficiency and/or mastery in reading for
information on the CRCT and vocabulary and comprehension both on the CRCT and ITBS. Therefore,
we perceived the root cause is inconsistent use of data-driven instructional decisions and implementation
of research based instructional strategies pervasively.
2. Fourth Grade Mathematics
In the area of mathematics, the CRCT measures how proficient fourth graders are performing in the
areas of number and operations, measurement, geometry, algebra, data analysis, and probability. Our
results revealed that the fourth graders demonstrated a lack of proficiency and/or mastery in the areas of
number and operations, measurement, and geometry. We have concluded the root cause is inconsistent
use of data-driven instructional decisions and implementation of research based instructional strategies
pervasively.
3. Fifth Grade Writing Assessment
On the Georgia Writing Assessment the domains of ideas, organization, style, and convention are
assessed. Overall, the fifth graders “did not meet” expectations in the above domains and none scored in
the exceeding expectations category. Four-fifths of our SWD scored in the “did not meet” category. We
perceive that the root cause to be a reliance on formulaic writing rather than a research based writing
process.
Areas for Improvement
Collectively Brookview students in grades 3-5 did not meet the Annual the state performance target of 87% for
math ( on page 75 of the ESEA Flexibility Request). The results show third grade meets and exceed at 52%, fourth
60%, and fifth by 52%. This data reflects a need to consistently and pervasively implement strategies that are
aligned to the standards.
The objective is to increase overall student achievement in Math and Reading school wide.
The goal is to increase 3rd grade achievement in Math by 10%; moving the overall performance from 52% to 62 %
as indicated from the Spring 2013 CRCT Results.
The goal is to increase 4th grade achievement in Math by 10%; moving the overall performance from 60% to 70%
as indicated from the Spring 2013 CRCT Results.
The goal is to increase 5th grade achievement in Math by 10%; moving the overall performance from 52% to 62 %
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as indicated from the Spring 2013 CRCT Results.
The goal is to increase 3rd grade achievement in Reading by 5%; moving the overall performance from 73% to 78
% as indicated from the Spring 2013 CRCT Results.
The goal is to increase 4th grade achievement in Reading by 5%; moving the overall performance from 73% to
78% as indicated from the Spring 2013 CRCT Results.
The goal is to increase 5th grade achievement in Math by 5%; moving the overall performance from 81% to 86% as
indicated from the Spring 2013 CRCT Results.
We will also focus on increasing the percentage of students with disabilities in levels 2 and 3 in both reading and
math by 5%.
The 2012 data for the Georgia Writing Assessment showed a 7% increase in the number of 5th grade students
exceeding standards. While we showed an increase in the number of students with disabilities (SWD) and the
number of students that exceeded standards from the previous year’s scores the SIP target of 89% was missed by
23% points. We will focus on increasing our writing scores from 66% to 75% in 2012.
The measurable goals to address our needs have been placed in our appendices. They are in line with the Georgia
Department of Education’s directions that we establish specific, annual and measurable, objectives for continuous
and substantial progress by each group of students enrolled at Brookview Elementary. That will ensure that all
groups of students will meet the state’s proficient level of achievement on the state academic assessment (CRCT or
GHSGT) no later than 2014.

Name 2-3 areas you have identified to be your goal areas for improvement.
The following goals for improvement will be implemented from August 2012 to May 2013:
 For the SY 2012-13 100% of the teachers will work collaboratively to develop and
implement a balanced assessment system.
 For the SY 2012-13 data will be routinely used by 100% teachers and administrators
to inform instruction and staff members will actively participate in action research.
 For the SY 2012-13 100% of professional learning community meetings will focus on
weakness in teacher efficacy gathered from multiple data points (surveys, walk
throughs, anecdotal data). Gaps in teacher development will addressed with
coaching, data talks, and professional learning community groups.
SW-1
TA - 1
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i. The root causes for our identified areas of weakness are included below. (Include 2-3)
 An implementation dip occurred during the shift to standards based instruction.
“Declines in performance in schools (and other organizations) when struggling
to implement changes requiring new knowledge and skills, that
challengeprevailing norms, or conflict with personal values is well documented.
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The implementation dip is the experience of things getting worse befor they
get better. (Fullan, 2010)
 Frequency of common assessments
 Lack of Differentiated Instruction
 Systemic use of data needs to increase.
j. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause
analysis.
During September professional learning meetings the teachers will participate in a root cause
analysis protocol. The findings will be posted in the meeting room to reflect on throughout the
year. SMART Goals will be authored by each grade level team. The teachers will develop
initiatives aligned to the school plan that will potententially resolve causes determined during
root cause analysis. Brookview’s staff members are actively involved in looking at student data
in order to make data driven decisions. The leadership team frequently reviews the data in all
areas and develops strategies aligned with that data. Grade level chairs share those data points
with members of their teams and goals are set to assist in analyzing the root causes and setting
goals to address those root causes. Teams meet weekly with the CST or DSS to review
assessment result, align instructional strategies, and discuss/provide feedback on common
assessments.
ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
 Teachers are developing assessments in professional learning meetings facilitated
by the DSS. They create varied forms of differentiated assessments to diagnose
student needs and determine actions.
 We utilize our DSS who is trained in data analysis. He meets with the grade level teams
regularly and helps to inform their instruction using the results of the data. Modifications are
made as the data is disaggregated. We also have a part-time Instructional Coach who
assists teachers in data-driven strategies in the areas of English/Language Arts.
iii.
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
Teachers participate in regular data discussions about grade level, class, and individual
student data. They make collective decisions and they will begin to use action
research to develop plans to address specific student needs.
Decisions regarding the use of academic assessments to improve instructional programs
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Teachers review and revise the instructional calendars based on the needs of their
students. The information is used to plan lessons. The standards outlined in the lessons
are used to create the common assessments. Results of these assessments are used to
provide for reteaching, acceleration, and differentiation of instruction.
Decisions regarding individual students through the analysis and use of their test data Teachers
make instructional decisions for individual students by the use of formative and summative
evaluation. Teachers collaborate informally to develop strategic goals/plans to meet the needs
of students. Data is derived from standardized test, teacher made assessments, observations,
common assessments, and checkpoints.
SW - 1
6. MIGRANT paragraph – required
We have taken into account the needs of migrant children by…
Student enrollment sheets are distributed and the Occupational Survey section of the form is
checked by the registrar.
 All new students receive an Occupational Survey form, as well as the registration form. This
will be checked and verified by the registrar.
 We will work closely with our counselor, school social worker, and our central office liaison to
ensure that the student’s needs are met for any students identified.
 Providing intervention programs and additional assistance for any migrant student who might
be identified and is experiencing academic deficiencies.
 Students will be considered for additional services based on formative data and classroom
assessments.
 Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison
for possible services.
We have taken into account the unique needs of migrant students. At this time we do not currently have any
migrant students. If such students were to enroll in the future we will work identify such students and to ensure
that we meet the emotional, social, and academic needs of these students by:
 Distributing enrollment sheets to all students, including new students, with the Occupational Survey
section of the form that is checked by the registrar to identify migrant students.
 Providing professional development for staff members on the unique needs of migrant students/families.
 Working closely with our counselor, school social worker, and our central office liaison to ensure that
the student’s needs are met for any students identified.
 Providing individual and group counseling sessions for students by the school’s counseling department.
 Providing formative and summative assessments of student progress to identify students who are
experiencing academic difficulties. Based on these assessments, students may be considered for
additional assistance.
 Creating opportunities for differentiated instruction to capitalize on how these students learn best.
 Providing ongoing feedback on the student’s progress to the parents.
 Providing opportunities for parents to participate in school-wide planning process.
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



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Providing resources for support services through the school social worker.
Providing balanced and healthful breakfast and lunch.
Providing supplies necessary for completing school assignments.
Referring students who may be homeless to the Fulton County Schools Homeless Liaison for possible
services.
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SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
SW-2b
TA-1
FLP
 Make sure School Improvement goals are aligned to Common Core Georgia Performance
Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than
what has been done previously.
 Consider scientifically, research-based strategies and/or promising practices that
have been effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental
involvement under the budget/resource column.
 Evaluation/evidence needs to include both formative and summative items.
NARRATIVE within Implementation Plan
1. Plan’s strategies:
a. Describe how the plan provides opportunities for ALL students, to meet or exceed
proficiency AND addresses the needs of all students and targeted subgroups of
students, on a timely basis.
We have developed schoolwide reform strategies to provide opportunities for all students to meet or
exceed Georgia’s proficient and advanced levels of student performance. These strategies are designed
to increase the quality and quantity on time on task in the learning process. Data from standardized tests,
checkpoints, benchmarks, common assessments, and teacher made assessments/observations are used on
an ongoing basis to make data-driven decisions for all students.
b. List the strategies and instructional methods you are incorporating into your school
improvement program and describe how these strategies and instructional methods are
based on scientific / research based strategies and are effective means for raising
student achievement and strengthening the core academic (general education)
program.
The ways in which we will address the needs of all children in the school, particularly the needs of
students furthest away from demonstrating proficiency related to the State’s academic content and
student academic achievement standards are:

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Voyager Universal Literacy
o Students in kindergarten through third grades are instructed in reading with the Voyager
Universal Literacy curriculum. Voyager is designed to help students learn to read at or above
grade level by third grade. Students receive instruction in key components of reading
(phonemic awareness, phonics, comprehension, vocabulary and fluency) identified by the
National Reading Panel (NRP, 2002). Frequent benchmark assessments allow teachers to
monitor the progress and differentiate instruction for individual students. (Davidson, 2002;
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Tomlinson, 1999; Gregory and Chapman, 2002)

Early Intervention Program (EIP)
o The EIP program is designed to serve students who are at risk for not reaching and master
grade level standards. It provides additional instructional resources for students are
performing below grade level obtain the skills necessary to meet standards. Students’
progress is monitored and frequent feedback is given. (Marzano, 2003)

Data Talks
o Student data sharing between student and teachers, parents and teachers, and students,
parents and teachers. The goal is to increase awareness of assessment data, highlight
strengths, and form a plan of action for areas that need improvement. Test talks are also
conducted horizontal and vertical grade level teams using gallery walks and Critical Friends
protocols. (Barr and Parrett, 2003)

Extended Day/Extended Learning/Saturday School Program
o These programs increase the amount of instructional time for students to provide them with
additional opportunities to learn. (Marzano, 2003)

Differentiated Instruction
o Students’ instruction is differentiated by process, product, content, and environment in
flexible skills groups based on formative and summative assessment data. (Tomlinson, 1999;
Gregory and Chapman, 2002; McNary, Glasgow and Hicks, 2005 )

Guidance Counseling Services
o Provides intervention strategies based on the academic, behaviorally, emotionally, and social
needs of students. Programs involve use the entire staff as resources and adult mentors to
assist students. Students are supported through small group sessions, classroom guidance
lessons and individual sessions. (Payne, 2001; Jensen, 2009; Lezotte, 2004)

Instructional Focus Calendars and Power Standards
o Used to address students’ academic needs as identified in G-KIDS and SAMS data analysis
(Schmoker, 1996; Lezotte, 2004)

Writing in the Content Areas
o Students will use writing in all core content areas. This will allow students to use the
strategies of summarizing, synthesis, evaluation, and application to reflect on their learning
(Allen, 2004; Horry, 2004)
Additionally, we will increase the amount and quality of learning time by:
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o Inclusion whenever proven to be the students’ least restricted environment. IRR inclusion
model for 4th and 5th grades
o Decreasing the number and amount of time dedicated to non-instructional interruptions
during the school day, such as:
 Practice for school performances
 Announcements using the intercom
 Celebrations
o Reducing the amount of time required for student transition
o Teaching from bell to bell
o Using sponge activities during transition times
o We will decrease the amount of time used for discipline by using the Peace Builders
Curriculum school wide. This will increase the amount of time spent in class and minimize
classroom disruptions
References:
Allen, J., 2004. Tools for teaching Content Literacy. MA: Stenhouse Publishers.
Barr, R. C. and Parrett, W. H., 2003. Saving our students, saving our schools: 50 proven strategies for revitalizing
at-risk students and low-performing schools. IL: Pearson.
Davidson, C., 2002. Enhancing student achievement: A framework for school improvement. VA: ASCD.
Gregory, G.H., and Chapman, C., 2002. Differentiated instructional strategies. CA:
Corwin Press.
Horry, C., 2004. Writing in the content areas: A learning-focused approach. NC: Learning Concepts, Inc.
Jensen, E., 2009. Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do
about it. VA: ASCD.
Lezotte, L. W., 2004. Learning for all. MI: Effective Schools Publications.
Marzano, R., Pickering, D.J., & Pollock, J.E., 2001. Classroom instruction that works:
Results based strategies for increasing student achievement. VA ASCD.
McNary, S., Glasgow, N., and Hicks, C.D., 2005. What successful teachers do in inclusion classrooms? CA:
Corwin Press.
Payne, R., 2001 A framework for understanding poverty. TX: aha Process Inc.
Schmoker, M., 1996. Results: The key to continuous school improvement. VA: ASCD.
Tomlinson, C.A., 1999. The differentiated classroom: Responding to the needs of all learners. VA: ASCD.
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c. Describe the effective instructional methods that will be used to increase the quality
and amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional
SW-2c
FLP
Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school
tutoring, zero periods)
 Remember to include information regarding Flexible Learning Program if
applicable.
 How will students who are experiencing difficulty mastering the standards be
identified in a timely manner by teachers trained in identification methods?

 How will additional assistance be provided for these students in their area of
identified difficulty?

 What activities will these students participate in that will focus on their area of
identified need?
Instructional methods to increase quality and amount of learning
We make every effort to use effective instructional methods to identify students who need additional assistance and
provide that assistance using teachers that are trained in identification methods. We provide activities to ensure that
students who experience difficulty mastering proficient or accelerated levels of academic achievement standards
shall be provided with effective, and timely additional assistance in the areas of the identified need. Those
activities include the following:
 Extended Day/Extended Learning- This program is designed for students who have performed
inconsistently on state test and in the classroom students are provided with support for an additional 8
hours per week from January - March.
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
Saturday School – This program is designed to provide additional instructional support for third and fifth
grade students who initially score level one on the Spring CRCT. Students are given four hours of
instruction in reading and/or math for four Saturdays before they are retested.

Junior Great Books – This program promotes reading, thinking and shared inquiry. Students who are
capable of performing at accelerated levels have an opportunity to practice higher order thinking skills.

Differentiated Instruction – The model of instruction is consistent and pervasive throughout our school.
Teachers take into consideration the learning styles, performance levels, and zone of proximal
development for each student when creating lessons.

Guidance Counseling - The guidance counselor assists students by providing individual, small group, and
large group sessions focusing on areas of need.
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
TA-2
FLP
SW-7
SW-2d
TA-8
Newly Enrolled Students - We take great care to put a face to all struggling students by creating a
hierarchy system for checking the permanent record folders of each newly enrolled student. This allows
for immediate attention to all students that show a need.
2. Describe the instructional strategies and programs in the TA program which coordinate
with and support the regular program of the school.
a. Discuss grades and subject areas to be served

b. Instructional strategies to be used

c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the
targeted instruction. It must not take the place of the regular core instructional
program.

d. Supplemental instructional activities
e. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based
on FY12 US ED monitoring.
3. Describe your process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional
assistance to enable these children to meet the State content and performance standards.

Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
Teachers meet weekly with the CST and/or DSS to discuss data, instructional strategies, and informally
collaborate. Assessment data is reviewed and discussed in alternate grade level PLCs weekly. This data is
used to make adjustments in lesson plans, form flexible groups, suggest strategies for differentiation and
adjust pacing. Teachers also make decisions regarding common assessments based on data.
Teacher involvement in decisions regarding the use of academic assessment includes:
o Collaborative dialogue/ Data Talks
o Common Assessments
o End of Unit Assessments
o Periodic Fluency Assessments
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o
o
o
o
o
o
o
o
o
o
o
o
TA-9
SW-2e
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CRCT Review (grades 3-5)
Checkpoints Data
Voyager Benchmark Assessment
Online Assessment Results
Basic Literacy Test (administered to SWD groups)
Classroom Suite (SWD)
State writing assessments (grades 3 and 5)
GKIDS (kindergarten)
Achievement Series results
Success Maker
Study Island (3-5)
Ticket to Read (K-2)
4. Describe procedures for annual assessment of students for meeting state and local
expectations.

5. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on
FY12 US ED monitoring.
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Title IIA
1. Include a narrative reminder that Professional Learning needs, based on the needs
assessment, are included in the FCSS School Improvement Plan Template.
Educator Quality (HiQ and Professional Learning
Annually our school completes a professional learning survey provided by the district office. We use the results
of this survey as well as the results of our comprehensive needs assessment of student achievement to determine
the professional development needs of our staff.
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Professional Learning opportunities are provided to teachers, principals, and paraprofessionals at Brookview
based on annual needs assessment surveys provided to all stakeholders. Our professional learning plan is based
on other data, such as student assessments and district initiatives determined by student needs. Continuous, ongoing training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding
and consistent implementation of standards-based classrooms to enable students to meet and exceed
performance standards. A description of the activities planned to meet the needs discovered is included in our
Implementation Plan. The funding needs and funding sources for each of these activities is also listed in the
Implementation Plan.
SW-4
TA-5
Title IIA
2. Describe how the school/district are providing high quality and on-going professional
development for teachers, principals and parapros and how these activities meet the needs
identified in the needs assessment, enabling students to meet the state’s performance
standards.
 District
 Professional Learning opportunities are provided to teachers, principals, and
paraprofessionals in Fulton County based on needs assessment surveys provided to
all stakeholders. Professional Learning is also provided based on other data, such as
student assessments and district initiatives determined by student needs.
 Many educators in Fulton County are involved in on-going professional learning through endorsement
programs such as reading, gifted and ESOL. The endorsement programs are yearlong endeavors with
150 or more hours. School Improvement activities at the district and school levels align to the stated
goals and priorities. Each school has “Better Seeker” teams or “School Leadership Teams” who are
trained to guide educational growth and development for the school. Continuous, on-going training is
provided to teachers, principals and paraprofessionals in order to develop a clear understanding and
consistent implementation of standards-based classrooms to enable students to meet and exceed
performance standards.
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 School
We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff in our staff development that addresses the root causes of our
identified needs. Our trainings will involve…
 Effective use of strategies for inclusion of SWD
 Writing in the content areas (math, science, social studies)
 Instructional Focus Calendars to ensure to timely instruction of the Power Standards and the
Seven Steps Lesson Planning process
 K-5 Writing Standards training including the use of research based writing strategies
(including, but not limited to, 6+1 Traits of Writing, Writer’s Workshop, the Writing
Process)
 Standards based classrooms and assessments using rubrics, checklists, and teacher
commentary
 New Teacher Induction/Mentoring program
 Ongoing Professional Development (OPD) for Voyager Universal Literacy
 Use of Talented and Gifted (TAG) strategies in general and special education classes
 Critical Friends is a professional learning community whose goal is to improve their practice
through collaborative learning. Our goal is to enhance teacher/staff collaboration analyze
data and identify and implement research based instruction practices based on the data.
 We will provide for ROPES (math) problem solving training for all teachers (K-5).
 We will provide ongoing training and support in math including, but not limited to, the 7
Step Planning Process.
 Tales for Learning literature sets to integrate into math and science curriculum
 A Framework for Understanding Poverty training to provide a foundation for implementing
strategies for working with economically disadvantaged students and their parents
SW-9b
Title IIA
FLP
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We have aligned professional development with the State’s academic content and student academic
achievement standards by…
 Reviewing standardized test data for all students, black students, SWD and ED students
 Aligning professional development to identified needs
 Use Critical Friends protocols to look at student work to make data driven decisions
3. Describe how teachers are trained to identify and provide assistance for at-risk students.
 The Curriculum Department encourages teachers to meet before the start of school to analyze student
information/data from the previous year. Results are compared to previous years and across the grade
levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills
with a high degree of importance while covering the other necessary skills prior to spring testing. Atrisk students will be identified so that they can be provided with additional educational opportunities
(double dosing) for needed subject level support.
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 Teachers are offered staff development in areas that show as a need from the student data and past data
from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series,
Checkpoints, etc.) and support in the curricula subject areas.
 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on mathematical
understanding and skills. The current Math GPS are 90% aligned with CCGPS. There will be an indepth focus on a balance of literature and informational texts, text complexity, argument, informative
explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train
teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours of
Writer’s Workshop training during the 2011-12 school year. The Curriculum Department has increased
the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of
the Fulton County Elementary Schools.
 At the Elementary and Middle school levels, professional learning to identify at-risk students is jobembedded. Each middle school uses pre-planning days and specified collaborative planning time during
the school year to analyze multiple types of data: formative, summative, qualitative, and quantitative.
The emphasis is on collaborative analyses that lead to instructional improvement and differentiation.
Using the data, at-risk students are identified and scheduled into courses that provide tiered levels of
intervention. This is as minimally intrusive as peer collaboration or as restrictive as a self-contained
classroom—and many things possible in between. However, data drives instructional settings and
strategies for students. Elementary/ Middle schools provide professional learning to teachers for
differentiating instruction, effective feedback, and “Response to Intervention” with its tiered supports
for student learning.
4. Teachers are trained to identify and provide assistance for at-risk students
 The Curriculum Department encourages teachers to meet before the start of school to analyze student
information/data from the previous year. Results are compared to previous years and across the grade
levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills
with a high degree of importance while covering the other necessary skills prior to spring testing. Atrisk students will be identified so that they can be provided with additional educational opportunities
(double dosing) for needed subject level support.
 Teachers are offered staff development in areas that show as a need from the student data and past data
from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series,
Checkpoints, etc.) and support in the curricula subject areas. One teacher in each grade (12 teachers
total) has gone through extensive support training in literacy and mathematics to be able to work with 14
at-risk students in their self-contained classrooms.
 Demo lessons have been taught to train teachers on GPS and the use of standards throughout the system.
Teachers have had over 15 hours of Writer’s Workshop training during the 2010-121 school year. The
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Curriculum Department has increased the purchases of supplemental literacy and math materials to
support RTI and the Tier process for all of the Fulton County Elementary Schools.
SW-3
TA-5
Title IIA
 Brookview Elementary schools have access to and use the following interventions:
 Harcourt Trophies Reading Series intervention (grade 4)
 Voyager Universal Literacy intervention(grades K-3)
 Computer Assistance – Imagine Learning
 SuccessMaker
 Classroom Suite
 Ticket to Read
 Study Island
 Education City
5. Describe the process used to identify and provide instruction by highly qualified teachers
and parapros.
The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content
area/s of instruction and thus maintain 100% of teachers who are highly qualified.
 We will provide instruction by highly qualified teachers who meet the standards established by the state of
Georgia.
o 100% of the teaching staff holds Bachelor’s degrees.
o 100% of the teaching staff is highly qualified.
Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both
teacher and principal. The plan reflects steps which may include professional learning that will occur to
correct the status of the non-HiQ teacher. This may include testing or change of placement. Title II-A
provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ. The plan
for Brookview’s non-HiQ teacher, along with the Detailed School HQT Information form (from DOE
Report Card) and other applicable information, is located in the appendices.
-The Principal Verification and Attestation Form contains the names of the teachers who are not yet
HiQ (if applicable)
-Review student placement, ensuring equity in teacher experience. Address the correction of any
inequities.
-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.
-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ
teacher (if applicable)
-The Detailed School HQT Information form (from DOE Report Card) is located in the appendices.
Use the information on the form to determine the attrition rates of teachers and administrators in
your school for the School Profile.
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Fulton County Schools
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2/7/16
SW-3
Title IIA
6. Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
District mentors teachers by:
 Fulton County District Office supports new teachers with an orientation at the
beginning of each school year. Teachers are provided information and
procedures which are fundamental for a successful experience during the school
year. This includes information in the areas of benefits, professional learning, curriculum
and resources. Throughout the year additional institutes are held in order to provide
continuous support for new teachers.
Our school mentors teachers by: (Make sure you address your 0-3 year teacher(s) and
school based induction and on-going support – please be specific.)
District mentors teachers by:
Fulton County District Office supports new teachers with an orientation at the beginning of each school
year. Teachers are provided information and procedures which are fundamental for a successful
experience during the school year. This includes information in the areas of benefits, professional
learning, curriculum and resources. Throughout the year additional institutes are held in order to
provide continuous support for new teachers
Our school mentors teachers by:
 Providing an on-going New Teacher Induction program for all new teachers
 Conducting a site based New Teacher Orientation
 Conducting bi weekly New Teacher Meetings
 Providing one-on-one mentors for all teachers new to Brookview and new to the teaching profession
 Administrators, grade level chairpersons and other staff members employ an open door policy at all
times
 Conducting Professional Learning Community collaboration twice a week where novice and
experienced teachers share ideas about how to teach required standards
 Using Critical Friends Groups and protocols
SW-3a
Title IIA
7. Discuss the strategies that are in place at the district and the school to attract highly
qualified teachers.
District attracts highly qualified teachers by:
 The district participates in recruitment activities at colleges and universities in
order to attract highly qualified new teachers.
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Fulton County Schools
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The district participates in recruitment activities at colleges and universities in order to attract highly
qualified new teachers. Job fairs within the district are conducted, if needed, to provide school
administrators the opportunity to interview candidates and select from a ‘pool’ of highly qualified
candidates. Candidates are also screened through Human Resources. This provides assistance to
principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers.
Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make
teachers want to choose your school)
 Provides interviews and tours of Brookview Elementary as requested by perspective teachers
 Provides applicants an opportunity to visit teachers to converse with them about employment at
Brookview
 Provides applicants an opportunity to spend a day at Brookview
 Attends job fairs to recruit highly qualified teachers
 Provides an on-going New Teacher Induction program for all new teachers
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Fulton County Schools
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TA-6
SW-5
1. Discuss that parent involvement is important and the school has strategies in place to
increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert
the Parent Involvement Action Plan Below.
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
GOAL(S)
ACTION/ACTIVITY DATE(S)
GRADE
LEVEL(S)
RESOURCES PERSON
NEEDED
RESPONSIBLE
Math Curriculum Night,
Hands on activities vor
students and parents
using Common Core
Standards
CRCT Test Prep, Reading
literature in reference
to Common Core
Standards
TBA
K-5
Agenda, Sign In
Sheet,
Classrooms,
Smartboard
Sheary McKenzie,
Belinda Harris,
Torey Domineck
TBA
K-5
Agenda, Sign In
Sheet,
Classrooms,
Smartboard
Sheary McKenzie,
Belinda Harris,
Torey Domineck
*List at least 2 goals*
Increase student
scores in Math
targeting grades
3-5
Parent Involvement
Increase student
scores in
Reading/ELA
Desired Results for the goal(s):
To increase overall scores in Math and Reading
How will the goal(s) be measured?
Assessments, Test Scores, Teacher Evaluation of Student performance.
SW-15
TA-6
3. Mandatory Documentation: Schools must also include the school parent policy with cover
letter and revision dates, parent policy checklist, school/parent compact with appropriate
signatures and compact checklist. UPLOAD completed, signed documentation in Shared
Documents along with the Title I Plan.
a. Describe the process used to involve parents in designing, implementing and
evaluating the school improvement and the parent involvement plan.
 The opinions of our parents are important to us. An electronic parent involvement survey is opened to
parents each spring, allowing them to give their opinions and offer comments and suggestions concerning
our parent involvement program. Each year as we begin to review and revise our Parent Involvement and
School Improvement Plans, we choose parents to be involved in this process. They participate as we
evaluate the previous year’s plans, giving their input on ways to improve our Parent Involvement and School
Improvement Programs. We also have parents as members of our School Council. They review the plans
during development and after completion. Their comments and suggestions are considered as the plans are
written.
SW-10
FLP
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b. Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
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 We receive two copies of student test results. We give one copy to parents through
the mail, in student packets, or during parent/teacher conferences. The
interpretation of the test results is also provided to parents during conferences and
upon request.
c. If our school is identified as a priority, focus or alert school, parents are notified by
letter(s) explaining the flexible learning program (FLP) and what intervention strategies
are in place to improve our status.
We receive two copies of student test results. We give one copy to parents through the mail, in student
packets, or during parent/teacher conferences. The interpretation of the test results is also provided to
parents during conferences and upon request.
The standardize student assessment results are communicated to parents/or guardians via vendor created
reports. This communication is either done through the U.S. Mail or student-to-home mail. Nonstandardized assessment results are communicated via parent/teacher conferences (face to face or over
the phone) or through notes in student agendas.
d. Brookview has made AYP for ten years and is a Distinguished Title I school. If our school is identified as a
priority, focus or alert school, parents are notified by letter(s) explaining the flexible learning program (FLP) and
what intervention strategies are in place to improve our status.
SW-9
e. Explain parent-teacher conference opportunities, how the teacher is helping students
identified as having difficulty meeting standards, what parents can do to assist their
students, and where parents can find additional assistance at the school or in the
community.
 We will provide individual student academic assessment results, including an interpretation of those results
in the following ways:




Parent /Teacher conferences
Test talks with teachers, parents and students
Lunch n’ Learn sessions
Data Talks with students
 We provide additional support and instructional strategies to assist parents during Curriculum Night, Math
Night, Mock CRCT Test Night, and parent involvement workshops. Instructional materials to assist students
who are having difficulties are provided to parents during conferences.
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1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
Coordination and Collaboration of Services
Following are our listing of Federal, State, and local services and program along with a full explanation of how we are
coordinating and integrating those services and programs.
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o
Pre-K program – The Pre-K program is designed as a transitional program for student entering kindergarten. While
participating in this program, students have the opportunity to visit kindergarten classes, work with a kindergarten
reading buddy, meet the kindergarten teachers, and participate in special activities like music, art, and physical
education. They also visit the media center and the computer lab regularly. The Pre-K program prepares students for
kindergarten by providing parents with education about the expectations of kindergarten. Additionally, the teachers
work vertically to ensure that students leaving the pre-k program are successful in kindergarten.
o
Fulton County Schools Extended Day Program – funds are provided to Brookview to support the implementation of
an Extended Day Program from January to March. The program is open to third and fifth grade level 1 students who
performing below grade level.
o
PTA - The Parent Teacher Association is a partnership that supports Brookview in many ways. Reading and math
initiatives by providing incentives. They also host Brookview’s Math Night.
o
Scana Energy – Scana Energy Corporation provides a grant to fund the Scana Homework Center here at Brookview.
The homework center afterschool program provides a secure, supervised environment for our fourth grade students
where they spend time working on homework assignments and developing study skills as well as working on math,
reading and test-taking skill. All fourth grade students are eligible, but priority is given to students in need of the most
basic skills improvement
We have partnerships with various local businesses. The following is a list of those business partners with a comprehensive
outline of the integration of their help in our programs.
o SunTrust Bank – This partnership allows students to open and manage savings accounts. The students can deposit
money each week and keep records of the money saved.
o Jiffy Lube
o Chick-fil-a
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TA-4
TA-4
SW-8a
SW – 8b
TA-7
SW-8c
SW-6
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2. Describe the strategies used to coordinate and collaborate with other Federal, State,
and local services in your Title I Targeted Assistance program/plan.

3. State that there is coordination and integration of Federal, State, and local services and
programs. Describe how you will coordinate with and support the general education
program.

4. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
 The following federal funds have been allocated to our school.
Fund
Amount
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Title I
$180,492
Title 1 funds are allocated to hiring additional
personnel to decrease student-teacher ratios,
incorporating a parent liaison position to assist in
home-school connections and to ensure a
balanced instructional program to include
professional development for teachers, and
resources for staff and students.
Title II
$
Title III
$
5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational
and Applied Technology Act, and National & Community Service Act of 1990.
 Elementary Schools do not received these funds
 With renewed focus on preparing our students to meet the expectations of a global workforce, career
and technical curricula integrates and correlates technical skills to academic standards. Perkins
accountability indicators are tied directly to student performance on the Georgia High School
Graduation Test - reading and mathematics - as well as graduation rate.
 Elementary Schools do not received these funds
6. Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
 Following are our plans for assisting students in the transition process to or from
our school. We also tell how we help students who are entering from private
schools and who enroll during the year.
The following are our plans for assisting our Pre-K children in the transition from Pre-K to Kindergarten.
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Also included are transition plans for student entering middle school and private schools, in addition to
students entering our school throughout the school year.
During the last week of school students preview the next grade level on Transition Day. The students move
up to the next grade level to spend about 30 minutes in that setting. Teachers discuss expectations and what
they will learn the next year. Students also share with upcoming students highlights of the new grade.
Pre-K
o Students from surrounding Pre-K programs are allowed to tour our school during April and
May of each school year. They spend a majority of the day at Brookview, eat lunch in our
lunchroom with the Kindergarten students, and tour the Kindergarten classrooms.
o Students who are enrolled in Brookview’s Pre-K programs:
 Shorten their nap time in the spring of the year
 Attend lunch and breakfast in Brookview’s cafeteria
 They have experiences with walking through the lunch line
 Practice holding lunch trays independently
 Peer Reading with Kindergarten classes
 Practice walking in straight, quiet lines in the hallways
 Practice writing with appropriate spacing, sentence structure, and punctuation
 Spend time in Kindergarten classrooms during the spring of the year
 Kindergarten transition packets are sent home with the students the last week of
school
 Kindergarten teachers and Pre-K teachers participate in articulation meetings to
acquaint Pre-K teachers with a better understanding of the specific strengths,
weaknesses, and needs of Kindergarten students.
th
5 grade students
o Fifth grade students visit Woodland Middle School during the spring of the year.
o They experience switching classes in our departmentalized academic setting.
o Guidance Counseling sessions provide support in:
 Coping with peer pressure
 Coping with transition
 Time Management
 Study Skills
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Additional Requirements
2/7/16
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SW-14
1. The implementation of the plan is monitored throughout the year. Addendums are added
to the plan when on-going assessment data shows revisions are needed. The plan is
evaluated and revised yearly based on newly disaggregated data.
 The district utilizes focus walk data to monitor our progress in the implementation of our
instructional strategies listed in our plan.
 Mid-year reviews of our school improvement plan and formative assessment data are held
in January. During this meeting, district staff and school administration meet to check on
the progress of our plan implementation and the results of our formative assessments.
SW-18
1. Explain that should the school enter consequences or sanctions based upon the ESEA
waiver determinations, that the School Improvement provisions of NCLB, Section 1116 will
be followed.
 All priority, focus and alert schools (if applicable) will complete and participate in all
requirements according to state and federal guidelines. We will offer flexible learning
programs (FLP) if applicable if we should enter the FLP requirement that requires specific
interventions we will work with the State DOE and our District to complete all requirements
for improvement.
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL: Brookview Elementary School
DATE: 8/24/12
All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.
*Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA).
MET
Plan Requirements
and
Schoolwide
Components
Cover Page – school name, logo


Original date of plan listed

Revision date of plan listed (day, month, year)
Table of Contents – Schoolwide


District Mission, Vision, Goals

Evaluation of previous years Schoolwide Plan

School Mission, Vision, Goals

District/ School demographics

1
School Profile – Data


Migrant Statement included in plan

Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.

Implementation Plan

2
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
2a
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student
performance.


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A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect
achievement. (A)
2b
Are based upon effective means of raising student achievement.
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MET


Plan Requirements
and
Schoolwide
Components
2c
2d
N/A
2e
N/A
2f

3

3a
4




6
7
8

8a

8b
N/A
8c



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5
9
9a
9b
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs
have been met and are consistent with improvement plans.
Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the
comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to
achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided
during the budget approval process. Required based on FY12 US ED monitoring.
Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).
Instruction by highly qualified professional staff. (C)
Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)
Professional development for staff to enable all children in the school to meet performance standards. (D)
Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts,
etc.
a) Must include parent policy with cover sheet and revision month/date/year
b) Parent policy checklist
c) Compacts
Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school
to high school; and high school to post-secondary. (G)
Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve
the performance of individual students and the overall instructional program. (H)
Coordination and integration of Federal, State, and local services and programs (J)
List of State and local educational agency programs and other Federal programs that will be included
Description of how resources from Title I and other sources will be used
Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include: (I)
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
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MET
Plan Requirements
and
Schoolwide
Components

9c

10

11

12

13

14

15

16

17

18
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,
and additional assistance available to the student at the school or in the community
Description of how individual student assessment results and interpretation will be provided to parents.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Provisions for public reporting of disaggregated data
Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the Schoolwide program.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service personnel and parents.
Plan available to the LEA, parents, and the public.
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.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Dionne Glass
Principal’s Signature
Date
9/26/12
Tawana D. Miller
10/14/12
Title I Director’s Signature
Date
Area Executive Director’s Signature
Date
.
Dr. Donald Fennoy
10/14/2012
Assistant Superintendent’s Signature
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Date
Fulton County Schools
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