3/23/16
Evaluation of Title I Schoolwide School Improvement Plan – Conley Hills
Elementary
Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.
You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]



o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
Although student achievement declined in the areas of reading and math among certain subgroups, the Title 1 Plan allowed us to look at real
time data in an ongoing manner to identify areas of strengths and weaknesses. From this data we determined our academic goals in the areas
of Reading/ELA, Math and Writing. After identifying our goals and targets we begin the work of selecting practical and do-able strategies and
interventions to support academic goals and objectives. We measured our progress against various assessments/data indicators through-out
the school year i.e. Checkpoints Benchmark Assessments, ITBS results, and monthly common assessments.
o 2 types of evaluations – ongoing or annually. Which type was selected? ______On-going________?
An on-going evaluation process was utilized to monitor progress at Conley Hills ES. Interim data indicators (i.e. Checkpoints, ITBS and
common assessments) were used to guide initiatives and strategies for improving student achievement.
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?
Last school year we inherited about ¾ of the population of students from a school indentified” Intensive”. The current data reflects the need
for continuing the intensive interventions that were put in place last school year to meet academic targets on the SIP (School Improvement
Plan). The CRCT results showed that students did make gains therefore the plan is working and we will continue the efforts we started last
school. Teachers and staff will need additional professional development to support the academic and behavioral needs of our students.
During the 2012-2013 school year, 70% of Black students in grades 3-5 will meet or exceed the performance target (79.9%) in Math as measured
by the CRCT.
During the 2012-2013 school year, 70% of Students with Disabilities in grades 3-5 will meet or exceed the performance target in Math (65.8%)as
measured by the CRCT.
During the 2012-2013 school year, 70% of Hispanic students in grades 3-5 will meet or exceed the performance target in Math (86.4%) as
measured by the CRCT.
During the 2012-2013 school year, 70% of Economically Disadvantage students in grades 3-5 will meet or exceed the performance target in
Math (81.8%) as measured by the CRCT.
tdm
Fulton County Schools
0
3/23/16
Title I Schoolwide SCHOOL IMPROVEMENT PLAN for
SCHOOL: Conley Hills
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 8, 2012
tdm
Fulton County Schools
1
3/23/16
Table of Contents
Schoolwide Planning
SCHOOL: Conley Hills Elementary School
DATE: 08/24/2012
Page #
7-20
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)
21-25
2. Develop schoolwide reform strategies (reference the research)
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.
26-29
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
26-29
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
30-32
5. Develop strategies to increase parental involvement.
33
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
19
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.
tdm
Fulton County Schools
2
3/23/16
32
8. Coordinate and integrate Federal, State, and local services and programs.
a. List of State and local educational agency programs and other Federal programs that will be included.
b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
21-23
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.
31
10. Description of how individual student assessment results and interpretation will be provided to parents.
9-10
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
11
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
11
13. Provisions for public reporting of disaggregated data.
8
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.
8
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).
8-9
16. Plan available to the LEA, parents, and the public.
9
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.
34
18. Plan is subject to the school improvement provisions of section 1116.
tdm
Fulton County Schools
3
3/23/16
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.
tdm
Fulton County Schools
4
3/23/16
Conley Hills Comprehensive Title I Schoolwide School Improvement Plan
SCHOOL: Conley Hills Elementary School
DATE: 08/24/2012
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Themes
SWP/TA/FLP
Component
Comprehensive Needs Assessment
and Planning
SACS
tdm
Description
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
Conley Hills' Vision
We will never be greater than the vision that guides us. All students in this school will have access to a
challenging, engaging and thought-provoking education that will help them become compassionate,
creative, independent, and responsible life-long learners.
Conley Hills Elementary Mission Statement:
The mission of Conley Hills Elementary is to build a better tomorrow by providing
a nurturing and risk free learning environment for all students
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%
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
Fulton County Schools
5
3/23/16
students with disabilities and 07% are English Language Learners.
 Additionally, the total student population at Conley Hills reports, 69% are Black, 2% White, 1%
Multi-racial, 28% are Hispanic
SW – 1
TA – 1
FLP
3. Describe how the School Improvement Plan is revised annually with the participation of
the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph
about the TIC. (who they are, how they were selected, how they have helped with the needs
assessment and plan, how they share data and information with the staff and get feedback from
the staff) (Be sure to include a well-rounded group of school, community, district – inside stakeholders, as well as objective
outsiders. Be sure to have DATED sign-in sheets from all planning meetings. Indicate which participants are parents and
community members.)
Conley Hills Elementary School has developed its school-wide plan with the participation of individuals
who will carry out the comprehensive school-wide program plan. Those persons involved were: Serena
Lowe (Principal), Linda Slaughter (Teacher), Kristen Siembieda (TAG Teacher), Ahmad Ferguson (ESOL
Teacher), Dana Arnold (Special Education Teacher).. The ways they were involved were: analyzing
data, discussing school needs, and providing input
 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Serena Lowe
Principal
Linda Slaughter
Teacher
Kristen Siembieda
TAG Teacher
Ahmad Ferguson
ESOL Teacher
Dana Arnold
Special Ed. Teacher
Ayesha Little
Parent
Quintosha Swanson
Parent
Monica Mattox
Parent
Khalic McCaskill
Parent
Selina Smith
Parent Liaison
SW-15
a. Describe how plan development involved all staff, as well as community/parents/
school council
 We have developed, and will revise yearly, our school improvement plan with the
participation of individuals (staff, community members and parents) who will participate in
carrying out our comprehensive school improvement plan.
 The process we used to select our team was to solicit stakeholders who have a vested interest in
the individual and overall academic improvement and success of students at Conley Hills ES. The team
members were involved with analyzing data, discussing school needs, and providing input.
SW-16
tdm
b.
Describe how the plan will be distributed to all parents and made available to all
Fulton County Schools
6
3/23/16
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)
 Our school improvement and parent involvement plans will be sent home in our beginning of
the year information packets with all of our Title I students. We will also post our plans on
the school website and distribute copies at our PTA and school council meetings to any
interested stakeholders. Additional copies of the plans will be available in the front office for
distribution upon request.
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)
 A copy of our school improvement and parent involvement plans, as well as our SchoolParent Compact, will be translated into Spanish after it is written and reviewed with the
assistance of parents and community members. Copies of these plans are distributed as
needed. Copies of these documents are also housed in the office area and the Parent
Resource Room/Area.
TA-1
SW-1
FLP
SW -11
FLP
SW-11
4. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
 Each of the members of our team had a part in the completion of our comprehensive needs
assessment and school improvement plan. The process we followed to complete our plan
was first to analyzed the perception data (parent/teacher/student surveys) demographic data,
and student learning data (Checkpoints, CRCT, and State Writing Assessment). Next, the
administrators, teachers, and parents utilized this data to identify strengths and weaknesses.
Finally, the team specified priorities for improving student achievement in order to meet the
challenging requirements of the Common Core Georgia Performance Standards.
a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate
surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data, intervention
data, or safety and discipline data.)
 We have used the following instruments, procedures, or processes to obtain student data:
Perception data (parent/teacher/student surveys), demographic data, and student learning data
(Checkpoints, CRCT, and the State Writing Assessment)
 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.
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, and content areas for analysis.
Teachers collaborated to analyze student data which allowed them to make informed
decisions Data results are included in the School Improvement Plan.
 Achievement Series and SAMS are utilized to disaggregate Checkpoints data. This data is disaggregated
by grade level, classroom, subgroup, and by element. The data is used to form flexible groups for
tdm
Fulton County Schools
7
3/23/16
remediation and acceleration. Data is also used to reflect upon teacher strengths and weaknesses.
 Achievement Series and Scan Station are used to collect and disaggregate common assessment data
every 3 weeks. Reports are then generated to look at standards that may need to be re-taught, students
in need of remediation or acceleration, and flexible grouping of students for instruction.
 CRCT data is disaggregated utilizing SAMS. Domain disaggregation is conducted in order to look at
class strengths and weaknesses.
 CRCT data is also disaggregated by subgroup and subject area to determine where best to allocate
resources
 UGA practice writing data, as well as common writing assessment data is tracked in a
spreadsheet to determine student growth throughout the year. The data is disaggregated to
determine the growth students are making in each domain and genre. This tracking sheet is later
compared to the state writing test results and correlations are made.
 Additional data such as: perception surveys, discipline data, and attendance rates, is analyzed
to determine the effectiveness of our school processes, to assist with root cause analysis of
student achievement findings, and to reflect upon our practices as teachers and leaders.
 Fountas and Pinnell Benchmark Assessment System is given to students grades K-5 to provide
detailed information about the students’ current reading levels. This information assists teachers
as they form reading groups and plan for instruction.
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 evaluating student’s strengths and weaknesses using a variety of formative and
summative assessments.
 A diagnostic assessment is given at the beginning of the year to gauge students’ mastery of the
previous year’s skills. This information, coupled with CRCT domain disaggregation data, provides
insight into any learning gaps that each student may experience.

TA-3
FLP
d. Describe the method by which children with the greatest need are selected for service
in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into
the existing program.
- Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews,
teacher selection)
-
Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)

tdm
Fulton County Schools
8
3/23/16
SW-12
FLP
SW-13
FLP
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 DOE website or data sent to us by our Assessment
Coordinator. The test results reported by the state are valid and reliable. The data we receive
from both sources has already been disaggregated by subgroup by the Georgia DOE.
f. Describe your methods for the public reporting of student data.
Test data is reported to the public through the school website, school marquee, system website, school
newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results
by stakeholders. Selected schools should discuss FLP as applicable.
 The Georgia School Report Card and the 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 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 parents during conferences and the Annual Title 1 Meeting.
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_conley_hills.pdf
tdm
Fulton County Schools
9
3/23/16
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
Year
SY 08-09
SY 08-09
On-going(SY 08-11)
On-going-(SY
08-11)
SY 10-11
SY 12-13
SY12-13
Initiative or Reform Effort
Teachers use data from the CRCT to write SMART goals that have specific targets and strategies to increase student achievement.
Teachers have been trained on standards-based classrooms, and classrooms are monitored to ensure that we are providing this type of
environment to our learners.
Level 1 students participate in Extended Learning with a focus on Reading/ELA and Math.
Teachers employ learning focused strategies to engage learners, make them aware of their goals, and provide teaching that meets the needs of
the learner.
Teachers utilize SAMS and Achievement Series to review and analyze disaggregated data to help them group their students. Groups are flexible
and based upon the students level on various skills. Teachers are expected to provide small group, differentiated instruction daily.
Teachers will implement the new Common Core Georgis Perfomance Standards in Reading/ELA and Math
Teacher wil be trained on Teacher Keys Effectiveness System
Professional Learning:
improvement.
School
Year
SY 10-11
SY 10-11
SY 10-11
SY 10-11
SY 10-11
SY 10-11
SY 10-11
SY 11-12
SY 11-12
SY 11-12
SY 11-12
SY 11-12
SY 11-12
SY-12-13
SY12-13
SY12-13
SY12-13
SY 12-13
tdm
List the professional learning activities in the past two years that were focused on school
Professional Learning Activity
K-5 Math Curriculum Training
K-2 Accessing and Analyzing Student Data
Summarizing and Activating Strategies
Standards-based Classrooms Implementation Practices
Error Patterns and Computations
Writing Strategies
Value Added Module 4
Standards- based Instruction
Webb’s Depth of Knowledge
Overview of Common Core Standards
Writing Workshop
STEP 2 Achieve Training
Text Complexity
Balanced Assessment
Rigor
Text Complexity
Literacy Across the Curiculum
CCGPS Reading /ELA and Math
Fulton County Schools
Grade Level / Subject Area
Attending
K -5
K -2
K -5
K -5
3-5
K -5
K-5
K-5
K-5
K-5
3-5
K-5
K-5
K-5
K-5
K-5
K-5
K-5
10
3/23/16
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
Number
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
% of Teacher Population
0
4
2
0
0
8.88
5.26
0
Number
% of Teacher Population
0
0
1
0
0
0
2.63
0
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
tdm
Total
Enrollment
Grade
Levels
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
498
508
496
498
508
496
1
0
0
278
357
359
200
135
93
3
2
5
11
10
8
5
4
4
54
64
59
106
80
70
487
489
320
Fulton County Schools
11
3/23/16
AYP Report – Historical information
(Full AYP reports can be reviewed by clicking this link)
http://public.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-5052-c-1-0-0-0-0-0-0-0-0-0
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
n/a
n/a
Yes
Yes
n/a
n/a
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
tdm
Fulton County Schools
12
3/23/16
ES or Middle Grades Writing Assessment
2010
2011
2012
73.0% met/exceeded
91.0% met/exceeded
82.0% met/exceeded
210 mean score
213 mean score
205 mean score
CRCT Assessment Data –
English Language Arts
Group
Reading
% passing
Black
Hispanic
Students with
Disabilities
Economically
Disadvantage
All Students
tdm
Math
% passing
2010-90.0%
2011-88.3%
2012-79.2%
Met/
Exceeded
Standards
Yes
Yes
No
2010-76.8%
2011-82.7%
2012-55.8%
Met/
Exceeded
Standards
Yes
Yes
No
2010-91.5%
2011-88.5%
2012-88.7%
2010-73.5%
2011-72.1%
2012-53.0%
2010-90.6%
2011-89.2%
2012-80.3%
2010-90.6%
2011-88.7%
2012-80.2%
Yes
Yes
No
Yes
Yes
No
Yes
Yes
No
Yes
Yes
No
2010-86.4%
2011-86.2%
2012-79.6%
2010-67.6%
2011-73.5%
2012-42.4%
2010-80.1%
2011-85.0%
2012-60.1%
2010-80.6%
2011-84.4%
2012-60.6%
Yes
Yes
No
Yes
Yes
No
Yes
Yes
No
Yes
Yes
No
Fulton County Schools
13
3/23/16
ITBS Assessment Data –
Third Grade
2011
2010
2009
Total Reading
30%
41%
30%
County
67%
60%
61%
Total Math
48%
49%
46%
County
76%
66%
69%
Fifth Grade
2011
2010
2009
Total Reading
30%
40%
40
County
63%
59%
59%
Total Math
42%
44%
52%
County
71%
63%
64%
tdm
Fulton County Schools
14
3/23/16
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.
Major Strengths Discovered:
In Reading/ELA, a strength discovered was Hispanic students' achievement performance
increased by 0.2%. In Reading, 100% of 4th Grade Hispanic students met/exceeded
performance standards and 92% of Black students' met/exceeded standards in ELA. In
Math, 79% of 4th Grade Hispanic students, met/exceeded standards in Math. In Reading,
90% of 3rd Grade Hispanic students met/exceeded standard in Reading. In Reading, 94%
of 5th Grade Hispanic students met/exceeded standards in Reading.
Major Weaknesses Discovered:
In Reading/ELA, the percentage of Students with Disabilities’ student achievement
performance decreased by 12%. In Math, the percentage of Students with Disabilities’ decreased
by 13%. In Math, Economically Disadvantaged students’ academic performance decreased by
24.9% and Black students’ decreased by 26.9%.
Findings for: (write 1-3 sentences stating your findings for each subgroup) (e.g. Our ALL
students group increased the number of students exceeding the standard in the area of reading by 3
percent. OR Our Economically Disadvantaged subgroup had 2 percent more students in the “does not
meet” category this year in the area of math, but they also had 1 percent more students in the Exceeds
category as compared to scores in 2011.)
tdm
Fulton County Schools
15
3/23/16
 ALL students: The percentage of All Students meeting/exceeding standards decreased
in Reading/ELA from 88.7% to 80.2%(-8.5). The percentage of ALL students
meeting/exceeding standards decreased in Math from 84.4% to 60.6%(-23.8%) Grade
level analysis shows the following: 3rd Grade- 81% of All Students met/exceeded
standards in Reading. 4th- grade- 90% of All Students met/exceeded standards in Reading.
78% of Hispanic students met/exceeded standards in Math. 5 th Grade- 86% of all students
met/exceeded standards in Reading.
Black students:
 The percentage of Black students meeting/exceeding standards decreased in Reading/ELA from
88.3% to 79.25%(-9.05%) In Math, the percentage of students meeting/exceeding standards
decreased from 82.7% to 55.8%(-26.9%) Grade level analysis shows the following: 3rd Grade75% of Black Students met/exceeded standard. 4th Grade – 92% of Black students met/exceeded
standards in Reading, 5th Grade- 81% of Black students met/exceeded standards in Reading.
SWD students:
 In Reading, the percentage of Students with Disabilities meeting/exceeding standards in
Reading/ELA decreased from 72.1% to 53%.(-19.1%). In Math, the percentage of Students with
Disabilities decreased from 73.5% to 42.4% (-31.1%)
Hispanics students:
 In Reading/ELA, the percentage of Hispanic students meeting/exceeding standards increased by
0.2%from 88.5% to 88.7%.In Math, the percentage of students meeting/exceeding standards decreased
from 86.2% to 79.6% (-6.2%). Grade level analysis show the following: 3rd Grade- 90% of Hispanic
students met/exceeded standards in Reading. 4th Grade- 100% of Hispanic students
met/exceeded standards in Reading. 5th Grade- 94% of Hispanic students met/exceeded
standards in Reading.
Economically Disadvantaged students:
 In Reading/ELA, the percentage of Economically Disadvantaged students
meeting/exceeding standards decreased from 89.2% to 80.3%(-8.9%) In Math, the
percentage of students meeting/exceeding standards decreased from 85.0% to
60.1%(-24.9%).
Name 2-3 areas you have identified to be your goal areas for improvement.
The measurable goals to address our needs are in keeping with Georgia Department of Education
directions that we establish specific, annual, measurable, objectives for continuous and substantial
progress by each group of students enrolled in the school that will ensure that all groups of students will
tdm
Fulton County Schools
16
3/23/16
meet the state’s proficient level of achievement on the state academic assessment (CRCT or GHSGT).
These goals per group are:
During the 2012-2013 school year, 70% of Black students in grades 3-5 will meet or exceed the performance
target (79.9%) in Math as measured by the CRCT.
During the 2012-2013 school year, 70% of Students with Disabilities in grades 3-5 will meet or exceed the
performance target in Math (65.8%)as measured by the CRCT.
During the 2012-2013 school year, 70% of Hispanic students in grades 3-5 will meet or exceed the
performance target in Math (86.4%) as measured by the CRCT.
During the 2012-2013 school year, 70% of Economically Disadvantage students in grades 3-5 will meet or
exceed the performance target in Math (81.8%) as measured by the CRCT.

All students: Reading Performance target – 94.4%, ELA performance target- 92.6%, Math
performance target-87.0%
Black students: Reading performance target - 90.1%, ELA performance target – 89.3%
Math performance target – 79.9%
Hispanic – Reading performance target- 93.4%, ELA- 91.3%, Math- 86.4%
Students w/ Disabilities: Reading performance target – 80.6%, ELA performance target –
74.7%% Math performance target – 65.8%
Economically Disadvantaged: Reading performance target – 91.7%, ELA performance target –
89.6% Math performance target – 81.8%



SW-1
TA - 1
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
Force Field Analysis
Forces Working For Math Achievement
Forcing Working Against Math Achievement




Progress monitoring through common
assessments
Informal observations in the
classrooms to observe teacher
practices
Weekly grade level meetings to discuss
data and best practices
Math strategies provided to reinforce
weak standards and elements




Time on task is insufficient
Communication of
expectations/curriculum from the
county
Gaps in learning
Poor student problem solving skills
In order to help determine the root causes that affected math achievement a force field analysis was
conducted. The factors that we seem to have the most influence over at the school level are: time on
tdm
Fulton County Schools
17
3/23/16
task, gaps in learning, and student problem-solving skills. These are the areas that we will focus most
heavily on during the 2012-2013 school year.
The root causes that affected reading achievement were gaps in learning and the lack of reading
comprehension strategies.
j. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause
analysis.
Teachers analyze various data to drill down to the root causes of students’ strengths and
weaknesses. Teachers use the data to write SMART Goals that have specific targets and
strategies to improve student achievement.
ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
 Students are administered common assessments every four weeks in reading,
language arts and math to determine if the SMART goals are being met. The data is
disaggregated and analyzed for next steps.
 Teachers and grade level teams meet every two weeks to discuss the results of
assessments and to analyze work samples. Student progress is discussed. In
addition, instructional plans and flexible groups are created based upon this data.
iii.
SW - 1
tdm
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
 Teacher involvement in decisions regarding the use of academic assessment includes:
 Collaborative dialogue
 Development of common assessments
 CRCT review
 State writing assessments (grades 3 and 5)
 GKIDS (kindergarten)
 Checkpoints
5. MIGRANT paragraph – required
Fulton County Schools
18
3/23/16
We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are
the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the
occupational survey section of the enrollment form and the occupational survey forms that are distributed at the
beginning of each school year.)
 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.
SW-1
SW-2
FLP
SW-9a
tdm
 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:
 To increase the average percentage of all students including subgroups meeting or
exceeding standards in Mathematics.
 To increase the percentage of all students including subgroups meeting or
exceeding standards in Reading/English Language Arts.
 To increase the percentage of all 5th grade students meeting/exceeding standards in
Writing.
a. Describe how the plan provides opportunities for ALL students, to meet or exceed
Fulton County Schools
19
3/23/16
SW-2a
FLP
 Measures have been put in place to ensure that students’ weaknesses are identified in a timely
manner. A diagnostic test is given at the beginning of the school year to identify specific learning
gaps from the previous year. This information is coupled with CRCT domain disaggregation so
that teachers can use this data to group students and drive instruction.
 Periodic training for teachers is provided in the identification of weaknesses and appropriate assistance
available to the student at the school or in the community
SW-2b
TA-1
FLP
SW-2c
FLP
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.
 Small group instruction, differentiated instruction, and flexible grouping will be used to
engage all multiple intelligences using a variety of texts( Qualitative and meta-analysis
research indicate that students in differentiated classrooms achieve better outcomes than
students in classrooms without differention and flexible grouping allows teacher to meet the
needs of specific students while targeting interests(NCREL).
 Using Cues, Questions, and Advance Organizers(One of nine instructional strategies
identified by researchers at McREL that have a high probility of enhancing student
achievement for all students in all subject areas at all grade levels).
 Exceptional Education and General Education teachers collaborate regularly tro ensure
that instruction is aligned with the Common Core Georgia Perfomance Standards
(Research indicates that colboration streamlines instruction, prevents removal of students
from general education classrooms, and ensures the integration of goals and standards to
create success within the curriculum)
 Use formal and informal assessments for diagnostic, formative, and summative purposes
(According to research assessment is a process; its purpose is to improve student learning
through effective feedback. Assessment provides an effective tool for communicating
educational expectations and progress toward accomplishing those expectations).
c. Describe the effective instructional methods that will be used to increase the quality
and amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional
Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school
tutoring, zero periods)
 Extended day will focus on Reading/ELA and Math. Frequent assessments (September,
December, & March) will be given and analyzed in order to track academic progress and
focus instruction.
 Instructional focus lessons are done daily. These lessons are meant to increase the
amount of instructional time focused each day on Reading/ELA and Math. Lesson
resources include: Daily oral language, mountain language, read 4 today, spiral review,
and math 4 today.
tdm
Fulton County Schools
20
3/23/16
 Small group instruction, differentiated instruction, and flexible grouping will be used to
engage all multiple intelligences using a variety of texts.

How will students who are experiencing difficulty mastering the standards be
identified in a timely manner by teachers trained in identification methods?
 Measures have been put in place to ensure that students’ difficulties are identified on a timely
basis. A diagnostic test is given at the beginning of the school year to identify specific learning
gaps from the previous year. This information is coupled with CRCT domain disaggregation so
that teachers can use this data to group students and drive instruction.
 Periodic training for teachers is provided in the identification of difficulties and appropriate
assistance available to the student at the school or in the community.
 Teacher-parent conferences are held that detail what the school will do to help the students, what
the parents can do to help the students and additional assistance available to the student at the
school or in the community.

How will additional assistance be provided for these students in their area of
identified difficulty?
 Additional assistance is provided in multiple ways for students. Teachers are required to have
daily small group instruction with flexible grouping. During this time, teachers provided
individualized support for students based upon their needs. Students who qualify for EIP and
extended day receive support in their area of need, in the form of a double dose of instruction.
Students who continue to struggle will move through the Tiers of the RTI process to receive
additional strategies and support. In addition, EIP teachers will push-in to the regular classroom
to provide extra support during reading and mathematics instruction.





tdm
What activities will these students participate in that will focus on their area(s) of
identified need?
Additional instructional time via Targeted Instructional Focus Math Activities, Calendar Math, Math
4 Today, Mountain Language, Daily Oral Language, or Read 4 Today
Small Group Instruction
Test Talks
Extended Day
Fulton County Schools
21
3/23/16
 EIP
 ITBS tutorial
TA-2
FLP
SW-7
SW-2d
TA-8
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.
 Measures have been put in place to ensure that students’ weaknesses are identified on a timely basis. A
diagnostic test is given at the beginning of the school year to identify specific learning gaps from the
previous year. This information is coupled with CRCT domain disaggregation so that teachers can use this
data to group students and drive instruction.
 Periodic training for teachers is provided in the identification of difficulties and appropriate assistance
available to the student at the school or in the community.
 Teacher-parent conferences are held that detail what the school will do to help the students, what the
parents can do to help the students and additional assistance available to the student at the school or in
the community.

Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
 Teacher involvement in decisions regarding the use of academic assessment includes:
tdm
Fulton County Schools
22
3/23/16






Collaborative dialogue
Development of common assessments
CRCT review
State writing assessments (grades 3 and 5)
GKIDS (kindergarten)
Checkpoints
 By utilizing test data from the Criterion Referenced Competency Test (CRCT), administrators and
teachers identify strengths and weaknesses and specify priorities for improving student
achievement in order to meet the challenging Georgia Performance Standards. Teachers use the
data to write SMART Goals that have specific targets and strategies to improve student
achievement.
 Students are administered common assessments every four weeks in reading, language arts and
achievement.
 Students are administered common assessments every four weeks in reading, language arts and
math to determine if the SMART goals are being met. The data is disaggregated and analyzed for
next steps.
 Teachers and grade level teams meet weekly to discuss the results of v assessments and to
analyze work samples. Student progress is discussed. In addition, instructional plans and
flexible groups are created based upon this data.
TA-9
SW-2e
Educa
tor
Qualit
y (HiQ
and
Profes
sional
Learni
ng
Title IIA
tdm
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.
1. Include a narrative reminder that Professional Learning needs, based on the needs
assessment, are included in the FCSS School Improvement Plan Template.
 Annually our school completes a professional learning survey provided by the district
office. We use the results of this survey as well as the results of our comprehensive
Fulton County Schools
23
3/23/16
SW-4
TA-5
Title IIA
needs assessment of student achievement to determine the professional development
needs of our staff. 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 are also listed in the Implementation Plan.
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.
 School
 Discuss the resources that are provided to carry out effectively the professional
development activities that address the root causes of academic problems.
 Professional Learning opportunities are provided to teachers, administrators, and paraprofessionals based
on the root causes identified by the data.
 We have hired an ELA Instructional Coach to assist with closing the achievement among all students. One
of the duties of the coach is to provide professional development. The various professional includes:
instructional strategies for informational text, differentiation using small group, and utilizing data to plan
instruction.
 The ELA Instructional Coach will demonstrate, monitor, and evaluate the application of effective teaching
strategies.
SW-9b
Title IIA
FLP
tdm

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
Fulton County Schools
24
3/23/16
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 professional 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.
 Teachers have been trained on standards-based instruction which included researchbased practices for student engagement, higher order thinking skills, using appropriate
differentiation, and using diagnostic/formative assessments to inform/adjust
instruction.
SW-3
TA-5
Title IIA
 Teachers have been trained on the Response to Intervention (RTI) approach to early
identification and support of at-risk students. At-risk students are provided with
interventions at increasing levels of intensity to accelerate their rate of learning.
4. 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.
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 (see attached plan and process). One hundered percent
of the teachers at Conley Hills are highly qualified.
-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)
tdm
Fulton County Schools
25
3/23/16
-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.
5. Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
SW-3
Title IIA
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.)
 Assigning new teachers mentor teachers or Teacher Support Specialists within the school.
 Providing on-going Teacher Support or Induction program for all new teachers.
6. Discuss the strategies that are in place at the district and the school to attract highly
qualified teachers.
SW-3a
Title IIA
District attracts highly qualified teachers by:
 The district participates in recruitment activities at colleges and universities in
order to attract highly qualified new teachers. Candidates are also screened through
Human Resources and by school principals. 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 Conley Hills Elementary School as requested by perspective teachers.
 Recruits student teachers who have demonstrated exceptionally teaching and learning.
 Assigns new teachers mentor teachers or Teacher Support Specialists within the school.
 Provides an on-going Teacher Support or Induction program for all new teachers.
tdm
Fulton County Schools
26
3/23/16
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.
 We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by including parents in our school-wide planning committee.
 We have provided written notice to parents of each of our enrolled students that we have been
identified as being in school improvement, in a format and, to the extent practicable, in a language
that the parents can understand. (See Appendix.)
 We have developed a parental involvement policy included in our appendices that:
Parent Involvement

Includes strategies to increase parental involvement such as:
1. Family literacy services
2. Curriculum Night
3. Parenting workshops
4. Parent surveys
5. Bring Your Parents To School Day
 Other strategies used at Conley Hills to increase parental involvement include:
1. Encouraging teachers to use School Messenger to keep parents involved with student
progress, events, behavior, academic problems or successes, and to further encourage
parental involvement.
2. Using student agenda books to communicate with parents on a daily basis.
3. Recognizing parent volunteers annually.
4. Sending monthly school and grade level newsletters to parents/guardians to inform
parents of specific grade level matters and events.
5. Encouraging parents/guardians to participate in all school functions.
6. Sending “Reading Connection” newsletters to each parent in English and/or Spanish
that offer tools, strategies, games, books, etc. to encourage reinforcement of skills at
home.
7. Providing interpreters for our Spanish-speaking parents.
8. Having our School Social Worker make routine home visits.
Using the school’s website to post school information and websites for students to use at home.
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
RESOURCES
LEVEL(S) NEEDED
PERSON
RESPONSIBLE
Improve
Reading
Achievement.
Reading Workshop
On-going
K-5
Parent Liaisons
and Reading
Coach
Improve Math
Grandparents’ Math
Nov 2012
K-5
*list at least 2 goals*
tdm
Fulton County Schools
Snacks, Flyers, Sign
In Sheets, Workshop
handouts and
materials
Handouts, Sign In
Administrator,
27
3/23/16
Achievement
Workshop
To improve
Parental
Involvement
Parent Resource Center
Open House
On going
K-5
Sheets, Math games,
flyer, Snacks
Calendar, flyer, sign
in sheet,
Teachers, and
Parent Liaison
Parent Liaison,
Administrator,
PTA President
Desired Results for the goal(s): To increase parents knowledge and understanding of effective best
practices in reading and math in order to better assist their child(ren) with their homework.
How will the goal(s) be measured? Parents will complete an evaluation at the end of the workshops to
ascertain whether or not the goal(s) of the workshops have been met. Data & CRCT results.
3. Mandatory Documentation: Schools must also include the school parent policy with cover
letter and revision dates, parent policy checklist, school/parent compact with appropriate
signatures and compact checklist. UPLOAD completed, signed documentation in Shared
Documents along with the Title I Plan.

SW-15
TA-6
SW-10
FLP
SW-9
tdm
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.
b. Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
 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.
d. Explain parent-teacher conference opportunities, how the teacher is helping students
identified as having difficulty meeting standards, what parents can do to assist their
Fulton County Schools
28
3/23/16
students, and where parents can find additional assistance at the school or in the
community.
 SEE- FLP plan for further details regarding instructional intervention strategies (if applicable).
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
TA-4
2. Describe the strategies used to coordinate and collaborate with other Federal, State,
and local services in your Title I Targeted Assistance program/plan.
Coordination and Collaboration of Services

TA-4

SW-8a
SW – 8b
TA-7
4. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
 The following federal funds have been allocated to our school.
Fund
Amount
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Funds will be used to purchase a teacher(45,276.00),a
Title I
$ 211,464.00
parent liaison(19,393.00), and an ELA Instructional
Coach(52,020.00) Also, funds will be used for professional
development for teachers (11,920.00)which in turn will
render more quality and rigorous instruction. In addition,
funds will be used for a bus(5,280.00) for extended learning
students.
Web-based site licenses (8,376.00)will be
purchased to provide overall instructional support for all
students.
Funds
will
be
used
for
parents
involvement(2,300.00). Instructional materials/supplies for
students(21,146.00).
SW-8c
tdm
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.
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.
 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
Fulton County Schools
29
3/23/16
SW-6
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.
 School visits/tours are conducted in the spring of each year.
 Conley Hills’ Pre-K students have the opportunity to go and spend time in the
Kindergarten classrooms. This opportunity allows them to experience the Kindergarten
setting in order to feel more comfortable in the Fall.
 Fifth grade students are provided an opportunity to attend a “Rising 6th Grade” orientation at
Paul D. West Middle School. During this meeting they are introduced to faculty and staff, given
an overview of the curriculum and expectations, and allowed to tour the building
Additional Requirements
SW-14
tdm
SW-18
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.
2. 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. FLP is not applicable to Conley Hills.
Fulton County Schools
30
3/23/16
SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL:
Conley Hills
DATE: 08/24/2012
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
X
X
X
X
X
X
X
tdm
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
Fulton County Schools
31
3/23/16
MET
Plan Requirements
and
Schoolwide
Components
District/ School demographics
X
X
1
School Profile – Data
X
Migrant Statement included in plan
X
Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.
X
Implementation Plan
X
X
X
2
2a
X
X
2b
2c
X
2d
N/A
2e
N/A
2f
3
X
3a
X
4
X
5
X
6
tdm
A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect
achievement. (A)
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
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.
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)
Fulton County Schools
32
3/23/16
MET
X
Plan Requirements
and
Schoolwide
Components
7
8
8a
8b
X
8c
X
9
X
9a
X
9b
X
9c
X
10
X
11
X
12
X
13
X
14
X
15
X
16
X
17
18
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.
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
tdm
Fulton County Schools
33
3/23/16
MET
Plan Requirements
and
Schoolwide
Components
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Serena Lowe
10/12/12
Principal’s Signature
Date
Tawana D. Miller
10/14/12
Title I Director’s Signature
Date
Karen Cox
12/13/12
Area Executive Director’s Signature
Date
Assistant Superintendent’s Signature
Date
tdm
Fulton County Schools
34