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Evaluation of Title I School Improvement Plan – Cliftondale ES
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
o
o
Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
2 types of evaluations – ongoing or annually. Which type was selected? __Annual__?
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?
For the most part, Cliftondale Elementary increased overall in student achievement. However, there were some areas of slight decline. In 3rd grade
students improved in Reading from 90% in 2011 to 93% in 2012, English/Language Arts (ELA) from 91% in 2011 to 92% in 2012, and Math from
83% in 2011 to 85% in 2012. In 4th grade, results remained largely stable from 2011 to 2012, a 4% rise in English Language Arts (86% in 2011 to
90% in 2012). Likewise, scores remained stable in 5th grade English Language Arts, and a small gain occurred in Reading (91% in 2011 and 94%
in 2012). In Math, 4th grade remained relatively stable with obtaining 77% in 2011 and 76% in 2012, while 5th grade declined slightly having 90% in
2011 and 84% in 2012.
In the area of Writing, 84% of our 5th graders met or exceeded expectations. Those students exceeding expectations remained relatively stable
with 14% in 2011 and 13% in 2012. A slight decline occurred in meeting expectations with 77% in 2011 to 71% in 2012.
Based on the above results and other internal data and assessments, we believe that we should continue emphasizing improvement in reading,
mathematics and writing (please view tables 1-9, 11). We feel that our plan for 2012-2013 should include the following information, some of which
are continued from our previous school year:
-Emphasis on differentiated instruction (i.e. use of choice boards, leveled readers for intervention, and Depth of Knowledge strategies)
-Balanced reading approach (shared reading, guided reading, independent reading, literacy activities/centers)
-Guided math components (whole group instruction, individualized or small group instruction, independent practice, math activities/centers)
-Use of instructional strategies that promote the development of math skills in the Numerical Operations and Measurement areas. For example,
teachers can use reciprocal teaching and error pattern analysis to improve the student’s understanding of math content, as well as detecting their
patterns of misconception.
-Instructing students using best practices that help them to be cognizant of multiple ways of understanding numbers, relationships among
numbers, and number systems, as well as understanding meaning of operations and how they relate to one another.
-We should place an emphasis on student’s ability to compute fluently and make reasonable estimates when looking at number relationships.
-We suggest the use of error pattern analysis as a fundamental pedagogical technique that can be used to improve student performance in the
Numbers and Operations area Measurement.
-We should continue to emphasize specific components of the Reading Comprehension areas, such as main idea, locating information, making
inferences, and comparing/contrasting information. These skills will also assist students in math problem solving as well, where students have to
first identify, then execute, and the proper operation to solve math problem word problems. In essence, this process is math comprehension.
-We will continue to emphasize the fundamental aspects of the writing process (pre-write, draft, revision, edit, final copy/publish), with a greater
emphasis in writing across various content areas (math, science, social studies). By end of November 2012 100% of teachers, grades 3 rd-5th will
have professional development in writing across various content areas.
2012-2013 Cliftondale Elementary Smart Goals:
 During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Reading in grades 3-5 from 92% to 95%
as measured by the Georgia Criterion Reference Competency Test.
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

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During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Math in grades 3-5 from 82% to 88% as
measured by the Georgia Criterion Reference Competency Test.
During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Writing in 5 th grade from 84% to 90% as
measured by the Georgia Writing Assessment.
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Title I SCHOOL IMPROVEMENT PLAN for
Cliftondale Elementary
Original Plan Written during the School Year: 2010 - 2011
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 24, 2012
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Table of Contents
Schoolwide Planning
SCHOOL: Cliftondale Elementary
DATE: August 24, 2012
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)
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.
3. Provide instruction by highly qualified teachers.
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.
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
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.
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.
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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.
10. Description of how individual student assessment results and interpretation will be provided to parents.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
13. Provisions for public reporting of disaggregated data.
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.
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.
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.
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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 School Improvement Plan
SCHOOL: Cliftondale Elementary School
Themes
SWP/TA/FLP
Component
Comprehensive Needs Assessment and Planning
SACS
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DATE: August 24, 2012
Description
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
Vision
Every student will possess the educational tools and best learning practices to achieve
academic success in the 21st century.
Belief Statement
We believe children can learn when their individual needs are met so that they can reach their
fullest potential.
Mission
Our mission is to prepare Cliftondale students to reach their highest potential so they can be
productive citizens and globally competitive.
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 students with disabilities and 07% are
English Language Learners.
 Approximately 78.9% of Fulton Schools made Adequate Yearly Progress (AYP) under the
No Child Left Behind Act. The cost per student for fiscal year 2011 was $8,727
(estimated) and 44% of students are eligible for free/reduced lunch meals. Fulton’s high
school graduation rate was 84.7%.
Cliftondale is home to approximately 787 students. Of the total student population: 98%
are Black, 1% is Hispanic and 1%Multiracial. Approximately 67% of students are
economically disadvantaged, 8% with disabilities, and no English Language Learner
students.
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SW – 1
TA – 1
FLP
Cliftondale educates students in PreK-5th grade. There are approximately 54 full time
teachers, 22 paraprofessionals/assistants/support personnel, and 7 administrative team
members (Principal, Asst. Principal, Counselor, Curriculum Support Teacher, Data
Support Specialist, Media Specialist, Technology Specialist), and 5 itinerant staff
members. Cliftondale earned Adequate Yearly Progress (AYP) from 2009-2011.
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.
The Title I Committee is composed of administration, teaching staff, classified staff, and
parents/community members. The members played a role in reviewing or developing the 201213 plan. For example, the school administrative team members who served on the Title I
Committee reviewed and compiled the most recent data on students at Cliftondale Elementary.
The team organized it for all Title I Plan Committee members. The teachers and Data Support
Specialist, along with the principal, provided in-depth data analysis of the student achievement
information. Parents on the committee served as a resource for communicating the needs of the
community or provided questions from the community in relation to Cliftondale Elementary
improvement efforts.
The Title I Committee reviewed several data elements concerning the 2012-13 school
improvement plan and the results from assessments during 2011-12 year to indicate success or
lack of progress on the School Improvement Plan goals.
 Listed below are the members of our Title I Committee team and their titles / roles.
Member Name
Title / Role
Dr. Tony Wilcher
Principal
Lori Hudson
Data Support Specialist
Marquila Mack
Curriculum Support Teacher
Elendor Harris
Teacher
Laree Brown
Teacher
Cherrika Holloman
Parent Liason
Michelle Owens
Parent
Teresa Maxwell
Parent
Tiffany Jackson
Parent
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SW-15
SW-16
a. Cliftondale’s 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 is…
The team was selected based on willingness to participate, willingness to review several
elements of school achievement data, and recommended by a school, staff, or community
member. We wanted members who had a vested interest in the success of Cliftondale
Elementary, yet were also able to offer a critical analysis of the organization. The team is
committed to developing and revising yearly, the school improvement plan.
b. Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed.
 Upon completion, it will be shared with our staff by email and a hard copy will be
available in our front office. We will use the staff’s feedback to make final revisions to the
plan. After we gather feedback from the staff members, our plan will be made available to
all of our stakeholders with a hard copy in the front office and a link on our website. We
will also host a Title I meeting and discuss the results of our school improvement plan, as
well as all components of the Title I plan.
 Our school improvement and parent involvement plans will be discussed at our Annual
Title I meeting , scheduled in either September or October 2012. We will also post our
plans on the school website. Additional copies of the plan can be requested at the front
desk.
SW-17
TA-1
SW-1
FLP
 Cliftondale’s plan will be translated into other languages.
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. Upon request, copies of these plans will
be distributed as needed.
 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 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 to first review data from the 2011-12 assessment results. We focused on students who
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did not perform well on assessments at the end of the 2011-12 year. Specifically, these were
students who scored Level 1 on the CRCT in grades 3-5 in math and reading, and students
who performed below level on standardized or internal assessments (i.e., common
assessments). We discovered the following information:









SW -11
FLP
Major strengths we found in our program and focused on during the 2011-12 year:
Relative strength in reading (phonics and reading comprehension). On the CRCT our 3 rd & 5th
grade students increased 3% in meeting standards (3rd from 38% in 2011 to 47% in 2012 & 5th
from 58% in 2011 to 67% in 2012). (see Tables 4 & 6, p. 16-17)
Relative strength and increase was shown 2nd and 3rd grade math. Our 2nd grade students
increased 10% in meeting & exceeding standards on the End of the Year Assessment from 76%
in 2011 to 86% in 2012. Our 3rd grade students increased 6% in meeting standards from 36% in
2011 to 42% in 2012, notably the Economically Disadvantaged increased 14% in meeting &
exceeding standards. (see Tables 3 & 12, p. 16 & 19)
Relative strength in the early literacy skills in Kindergarten using the DIBELS instrument, 89% of
our kindergarten were low risk in letter naming and 90% were low risk for nonsense words. (see
Table 10, p. 18)
Relative strength in English Language Arts in grades 3rd-5th. On the CRCT, our 5th graders
scored 96% in meets and exceeds, 4th grade scored 90% in meets and exceeds, with an
increase of 4% from 86% in 2011 to 90% in 2012. Our 3rd graders scored 92%, with an increase
of 1% from 91% in 2011 to 92% in 2012. (see Tables 6-8, p. 17)
Major needs we discovered and will focus on during the 2012-13 year:
Improvement in Math on formative and summative assessments across grade levels
Additional professional learning in math instruction involving differentiation, questioning, higher
order thinking skills
Improvement in Reading on summative and end of year assessments in grades 1st-2nd and 4th
grade.
Additional professional learning in writing to address better development of ideas, organization,
and conventions in students’ written drafts
Analysis of the Numerical Operations, Measurement, and Data Analysis Areas
a. We have used the following instruments, procedures, or processes to obtain student
data:
Criterion Referenced Competency Tests (CRCT)- grades 3-5
Dynamic Indicators of Basic Early Learning Skills (DIBELS)- grades K-1
End of Year Assessments (mock CRCT)- grades 1-2
Checkpoints
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Mock Writing
3rd & 5th grade Georgia Writing Assessment
Common Assessments
These data sources were reviewed to determine our needs for the upcoming year. We reviewed
these data sources periodically throughout the implementation of our plan to monitor the plan’s
effectiveness.
SW-11
b. Student data collection and disaggregation:
Our data was disaggregated by subgroup, grade levels, and content areas for analysis. The
student’s past and present year teachers collaborated to analyze student data and make
informed decisions by sharing CRCT and End of the Year Assessment results and student
work folders. Data results are included in the School Improvement Plans. (see Tables 12-13,
p.19)
c. Identification of students most at-risk of not meeting state academic standards:
 Completing the needs assessment (review of 2011-2012 assessment results) allowed us to
identify students at-risk of not meeting state standards by focusing on students who scored
level 1 on the CRCT. On-going common assessments administered at the end of each unit
throughout the year helped identify students at risk of not meeting academic standards. The
Checkpoints assessment, administered at the beginning and conclusion of the semester, also
helped determine student’s progress during the year. For emerging readers in Kindergarten,
the DIBELS provided detailed information on students at-risk of reading failure. Local and
teacher made informal assessments help gauge student’s weekly progress on academic
progress.
SW-12
FLP
d. 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 AYP data sent
to us by our Assessment Coordinator. The student test results administered by the state
were valid and reliable. The data we received from both sources have already been
disaggregated by subgroup by the Georgia DOE.
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 Local data is disaggregated using the Achievement Series program. The program
produces data that allows us to identify students performing in the top 25%, middle 50%,
and lower 25% level on common assessments administered throughout the year. In
addition, the district developed Checkpoints assessment that also allows for
disaggregation.
SW-13
FLP
e. 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.
 The Georgia School Report Card and the Adequate Yearly Progress 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 parents during conferences in which teachers identify areas of
the student’s strengths and weaknesses.
f. 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) Cliftondale School
Improvement Plan
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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
Year
2009-13
2009-13
2009-13
2009-13
2012-13
2012-13
2012-13
2012-13
Initiative or Reform Effort
Extended Day and Extended Learning tutoring after school in reading and math
6-Traits Writing across genres (Narrative, Persuasive, Informational)
Standards Based lessons aligned to standards measured on common assessments in reading and math(CCGPS in 20122013)
Action Instructional Plans developed based on the disaggregation of student data from common assessments
Utilize Fountas & Pinnell Benchmarking and DRA on EIP & Special Education Students to better plan & instruct students.
Provide Reading & Math Strategies to promote differentiation, questioning, and higher order thinking.
Utilize WriteScore assessments(grades 4 and 5) to provide opportunities for student practice in preparation for the 5 th
Grade Writing Assessment. The assessments will also provide teachers with data reports that can identify student
strengths and weaknesses with writing in the narrative, informational, and persuasive genres.
Periodic review of benchmark data to maintain clear focus on identification of learning gaps as well as continuous
progress monitoring of attainment of school goals.
Professional Learning: List the professional learning activities in the past two years that were focused on school improvement.
School
Year
2010-13
Data Analysis/Process
2010-11
Curriculum Planning (Standards Based)
2010-11
2010-13
Modules 1 - (Differentiated Instruction, Providing Feedback)
Math process standards and 6-Traits Writing
2010-11
Learning Focus Schools (EATS instructional delivery)-Essential Question, Activation,
Teaching strategies, and Summarization) and Direct Instruction method (7 steps)
Higher Order Thinking Skills instructional strategies in reading and math
Interactive Whiteboard intro and experienced users training and Renzulli (technology)
Effective Science Instruction
Professional Learning in Math
Unit 2 Math Professional Development Illuminate Session
2010-11
2010-11
2011-12
2011-12
2011-12
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Professional Learning Activity
Fulton County Schools
Grade Level / Subject Area
Attending
K-5th grades ELA, Math,
Science
K-5th grades/All content
areas
K-5th grades ELA & Math
K-5th grades Math/6-Traits
Writing 3rd-5th
K-5th all content areas
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
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2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2011-12
2012-13
2012-2013
2012-2013
2012-2013
2012-2013
2012-2013
PLC: 1-Differentiated Instruction
PLC: 2 Planning for differentiation
PLC: 3-Learning Profiles
Common Core Introduction
Co-Teaching Strategies
Discovery Education Training
Depth of Knowledge Training
Step 2 Achieve Training
21st Century Tools Training
Text Complexity
Introduction to Math CCGPS
Quarterly training sessions on best practice instructional strategies in math or reading. The
sessions will include specific training on using differentiated math and/or reading
instructional strategies, and data analysis that will lead to instructional effectiveness
Ongoing training using elements of the 6-Traits of Writing, Ideas, Organization, Word
Choice, Sentence Fluency, Voice, and Conventions.
Training provided by our Data Support Specialist on the Use of Academic Assessments and
the Data to make instructional adjustments that will lead to improved student achievement.
Training on Leveled Literacy Intervention approach – EIP teachers
Training on Fountas & Pinnell Benchmarking
Training on DRA (Developmental Reading Assessment)
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-5th grades
K-2h grades
3rd-5th grades
K-2nd grades
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
2009-2010
2010-2011
2011-2012
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Attrition Rate of Administrators
Number
% of Teacher Population
4
5
5
6%
8%
10%
Fulton County Schools
Number
0
0
0
% of Administrator Population
0
0
0
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Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
Total
Enrollment
Grade
Levels
2010-2011
2011-2012
2012-2013
871
848
788
% All
Students
%
Asian
% Black
%
Hispanic
95.8%
95.8%
97.4%
99.4%
96.4%
96.6%
97.6%
95%
%
American
Indian
N/A
N/A
N/A
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
94.4%
93.8%
N/A
N/A
N/A
94.7%
94.8%
N/A
N/A
94.6%
95.3%
2010-2011 AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
N/A
N/A
N/A
N/A
N/A
N/A
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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5th Grade Writing Assessment
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/
Documents/Test_Scores/G5Writing12.pdf
CRCT Assessment
Datahttp://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountabi
lity/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
g. Name 2-3 areas you have identified to be your goal areas for improvement.
During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in
Reading in grades 3-5 from 92% to 95% as measured by the Georgia Criterion Reference Competency
Test.
During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Math
in grades 3-5 from 82% to 88% as measured by the Georgia Criterion Reference Competency Test.
During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Writing
in 5th grade from 84% to 90% as measured by the Georgia Writing Assessment.
h. Identify/discuss strengths and needs based on data profile.
Major strengths we found in our program and focused on during the 2011-12 year:
Relative strength in reading (phonics and reading comprehension). On the CRCT our 3 rd & 5th
grade students increased 3% in meeting standards (3rd from 38% in 2011 to 47% in 2012 & 5th
from 58% in 2011 to 67% in 2012). (see Tables 4 & 6, p. 16-17)
Relative strength and increase was shown 2nd and 3rd grade math. Our 2nd grade students
increased 10% in meeting & exceeding standards on the End of the Year Assessment from
76% in 2011 to 86% in 2012. Our 3rd grade students increased 6% in meeting standards from
36% in 2011 to 42% in 2012, notably the Economically Disadvantaged increased 14% in
meeting & exceeding standards. (see Tables 3 & 12, p. 16 & 19)
Relative strength in the early literacy skills in Kindergarten using the DIBELS instrument, 89%
of our kindergarten were low risk in letter naming and 90% were low risk for nonsense words.
(see Table 10, p. 18)
Relative strength in English Language Arts in grades 3rd-5th. On the CRCT, our 5th graders
scored 96% in meets and exceeds, 4th grade scored 90% in meets and exceeds, with an
increase of 4% from 86% in 2011 to 90% in 2012. Our 3rd graders scored 92%, with an
increase of 1% from 91% in 2011 to 92% in 2012. (see Tables 6-8, p. 17)
Major needs we discovered and will focus on during the 2012-13 year:
Improvement in Math on formative and summative assessments across grade levels
Additional professional learning in math instruction involving differentiation, questioning, higher
order thinking skills. Improvement in Reading on summative and end of year assessments in
grades 1st-2nd and 4th grade. Additional professional learning in writing to address better
development of ideas, organization, and conventions in students’ written drafts
Analysis of the Numerical Operations, Measurement, and Data Analysis Areas
tdm
Fulton County Schools
16
2/8/16
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.
Table 3
3rd
Cliftondale
CRCT
tdm
Meets &
Exceeds
84%
Exceeds
22%
Meets
62%
N/A
Does not
Meet
16%
Meets &
Exceeds
90%
% Difference
+/2011 & 2012
Exceeds
35%
Meets
Meets &
Exceeds
55%
N/A
Does not
Meet
Exceeds
Meets &
Exceeds
10%
2012
Results
Meets
Exceeds
81%
Does not
Meet
Meets
Does not
Meet
26%
+6
+7
-13
-6
N/A
54%
38%
8%
46%
25%
75%
0%
75%
43%
57%
0%
57%
+18
-18
0
-18
14%
63%
23%
86%
11%
63%
26%
89%
17%
63%
20%
83%
+6
0
-6
-6
19%
54%
27%
81%
10%
55%
35%
90%
14%
63%
23%
86%
+4
+8
-12
-4
76%
Meets &
Exceeds
35%
Exceeds
41%
N/A
Meets
24%
Does not
Meet
77%
Meets &
Exceeds
31%
Exceeds
46%
N/A
% Difference
+/2011 & 2012
Meets
23%
Does not
Meet
76%
Meets &
Exceeds
25%
Exceeds
51%
N/A
2012
Results
Meets
23%
2011
Results
Does not
Meet
2010
Results
Meets &
Exceeds
All
LEP
SEC
ED
Black
55%
N/A
Exceeds
Table 2
4th
Cliftondale
CRCT
MATH
19%
2011
Results
Meets
All
LEP
SEC
ED
Black
2010
Results
Does not
Meet
Table 1
5th
Cliftondale
CRCT
MATH
+1
-5
+4
-1
N/A
43%
57%
0%
57%
71%
22%
7%
29%
+28
-35
+7
-28
32%
43%
25%
68%
27%
45%
28%
73%
28%
42%
30%
72%
+1
-3
+2
-1
23%
52%
25%
77%
23%
47%
30%
77%
25%
42%
33%
75%
+2
-5
+3
-2
2010
Results
Fulton County Schools
2011
Results
2012
Results
% Difference
+/2011 & 2012
17
Table 6
3rd
Cliftondale
CRCT
tdm
15%
-2
+6
-4
Meets &
Exceeds
85%
Exceeds
43%
Meets
42%
N/A
Does not
Meet
Meets &
Exceeds
83%
Exceeds
47%
Meets
Meets &
Exceeds
36%
Does not
Meet
Exceeds
Meets &
Exceeds
Meets
Exceeds
Does not
Meet
Meets
17%
N/A
+2
N/A
82%
18%
0%
18%
45%
22%
33%
55%
50%
50%
0%
50%
+5
+28
-33
-5
32%
47%
21%
68%
29%
35%
36%
71%
15%
47%
38%
85%
-14
+12
+2
+14
29%
51%
20%
71%
18%
36%
46%
82%
15%
44%
41%
85%
-3
+8
-5
+3
-3
+9
-6
+3
Meets &
Exceeds
94%
Exceeds
27%
Meets
67%
N/A
Does not
Meet
6%
Meets &
Exceeds
91%
Exceeds
33%
Does not
Meet
58%
N/A
% Difference
+/2011 & 2012
Meets
9%
Meets &
Exceeds
91%
Exceeds
15%
2012
Results
Meets
76%
N/A
Does not
Meet
Meets &
Exceeds
9%
2011
Results
Exceeds
2010
Results
N/A
8%
92%
0%
92%
44%
56%
0%
56%
43%
43%
14%
57%
-1
-13
+14
+1
2%
86%
12%
98%
13%
68%
19%
87%
8%
70%
22%
92%
-5
+2
+3
+5
9%
75%
16%
91%
11%
57%
32%
89%
7%
69%
24%
93%
-4
+8
-8
+4
88%
0
-8
+8
0
Meets &
Exceeds
43%
Exceeds
45%
N/A
Meets
12%
Does not
Meet
88%
Meets &
Exceeds
35%
Exceeds
53%
N/A
% Difference
+/2011 & 2012
Meets
12%
Does not
Meet
92%
Meets &
Exceeds
37%
Exceeds
55%
N/A
2012
Results
Meets
8%
2011
Results
Does not
Meet
2010
Results
Meets &
Exceeds
All
LEP
SEC
ED
Black
70%
Exceeds
Table 5
4th
Cliftondale
CRCT
READING
21%
Meets
All
LEP
SEC
ED
Black
49%
N/A
Meets
Table 4
5th
Cliftondale
CRCT
READING
29%
Does not
Meet
All
LEP
SEC
ED
Black
Does not
Meet
MATH
Does not
Meet
2/8/16
N/A
50%
50%
0%
50%
57%
29%
14%
43%
+7
-21
+14
-7
9%
60%
31%
91%
24%
53%
33%
86%
17%
45%
38%
83%
-7
-8
+5
-3
8%
55%
37%
92%
13%
55%
32%
87%
14%
44%
42%
86%
+1
-11
+10
-1
2010
Results
Fulton County Schools
2011
Results
2012
Results
% Difference
+/2011 & 2012
18
Table 9
3rd
Cliftondale
CRCT
tdm
-3
+9
-6
+3
Meets &
Exceeds
93%
Exceeds
46%
Meets
47%
N/A
Does not
Meet
7%
Meets &
Exceeds
90%
Exceeds
52%
Meets
Meets &
Exceeds
38%
Does not
Meet
Exceeds
Meets &
Exceeds
Meets
Exceeds
Does not
Meet
Meets
10%
N/A
N/A
27%
64%
9%
73%
20%
40%
40%
80%
40%
50%
10%
60%
+20
+10
-30
-20
9%
71%
20%
91%
15%
47%
38%
85%
6%
50%
44%
94%
-9
+3
+6
+9
7%
70%
23%
93%
12%
40%
46%
86%
6%
49%
45%
94%
-6
+9
-1
+8
0
-7
+7
Meets &
Exceeds
96%
Exceeds
32%
Meets
64%
N/A
Does not
Meet
4%
Meets &
Exceeds
96%
Exceeds
25%
Does not
Meet
71%
N/A
% Difference
+/2011 & 2012
Meets
4%
Meets &
Exceeds
93%
Exceeds
30%
2012
Results
Meets
63%
N/A
Does not
Meet
Meets &
Exceeds
7%
2011
Results
Exceeds
2010
Results
0
N/A
38%
62%
0%
62%
22%
56%
22%
78%
43%
29%
28%
57%
+21
-27
+6
-21
9%
66%
25%
91%
5%
78%
14%
92%
7%
65%
28%
93%
+2
-13
+14
+1
6%
64%
30%
94%
4%
71%
25%
96%
5%
66%
29%
95%
+1
-5
+4
-1
36%
90%
75%
25%
0%
25%
40%
53%
7%
60%
N/A
-4
+2
+2
+4
Meets &
Exceeds
54%
Exceeds
10%
Meets
86%
Does not
Meet
Meets &
Exceeds
34%
N/A
Exceeds
52%
14%
% Difference
+/2011 & 2012
Meets
N/A
Does not
Meet
88%
Meets &
Exceeds
37%
Exceeds
51%
2012
Results
Meets
12%
2011
Results
Does not
Meet
2010
Results
Meets &
Exceeds
All
LEP
SEC
ED
Black
86%
Exceeds
Table 8
4th
Cliftondale
CRCT
ELA
24%
Meets
All
LEP
SEC
ED
Black
62%
N/A
Meets
Table 7
5th
Cliftondale
CRCT
ELA
14%
Does not
Meet
All
LEP
SEC
ED
Black
Does not
Meet
READING
Does not
Meet
2/8/16
N/A
-35
+28
+7
+35
16%
58%
26%
84%
18%
51%
31%
82%
14%
55%
31%
86%
-4
+4
0
+4
12%
52%
36%
88%
15%
51%
33%
84%
12%
54%
34%
88%
-3
+3
+1
+4
2010
Results
Fulton County Schools
2011
Results
2012
Results
% Difference
+/2011 & 2012
19
-1
+1
0
+1
Meets &
Exceeds
92%
Exceeds
40%
Meets
52%
N/A
Does not
Meet
8%
Meets &
Exceeds
91%
Exceeds
40%
Does not
Meet
51%
N/A
Meets
9%
Meets &
Exceeds
82%
Exceeds
33%
N/A
Meets
Meets &
Exceeds
49%
Does not
Meet
Exceeds
18%
All
LEP
SEC
ED
Black
Meets
ELA
Does not
Meet
2/8/16
N/A
64%
27%
9%
36%
11%
67%
22%
89%
50%
40%
10%
50%
+39
-27
-12
-39
21%
50%
28%
78%
14%
54%
32%
86%
6%
58%
36%
94%
-8
+4
+4
+8
19%
49%
32%
81%
10%
50%
40%
90%
6%
56%
38%
94%
-4
+6
+2
+4
Table 10
End of the Year
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS)
10%
89%
2%
12%
86%
2012
1%
10%
89%
1%
23%
77%
2%
9%
90%
Low Risk
1%
Some Risk
At Risk
93%
Established
4%
Emerging
3%
Deficit
2011
Kindergarten
Low Risk
Some Risk
Nonsense
Word
At Risk
% of Students’ Fluency
Letter Naming
Phoneme
Segmentation
Table 11
Cliftondale
Elementary
5th Grade
Writing Assessments
2010 Results
2011 Results
2012 Results
tdm
Does not
Meet
14%
9%
16%
Fulton County Schools
Meets
75%
77%
71%
Exceeds
11%
14%
13%
Meets &
Exceeds
86%
91%
84%
20
2/8/16
% Difference +/2011 &2012
+7%
-6%
-1%
-7%
Table 12
65%
32%
50%
-4
+9
+2
Meets &
Exceeds
+5
+9
-10
Exceeds
89%
75%
86%
Meets
Does not
Meet
11% 24%
25% 43%
14% 36%
Exceeds
Meets
Does not
Meet
Meets &
Exceeds
Exceeds
6% 28% 66% 94%
16% 34% 50% 84%
24% 42% 34% 76%
2012 Results
Meets &
Exceeds
Reading
ELA
Math
Meets
End of the
Year
Assessment
2011 Results
Does not
Meet
2nd Grade
% Difference
+/2011 & 2012
-1
-18
+16
-5
-9
+10
Table 13
61%
57%
54%
+2
-1
-3
Meets &
Exceeds
+4
+8
+6
Exceeds
84%
81%
85%
Meets
Does not
Meet
16% 23%
19% 24%
15% 31%
Exceeds
Meets
2012 Results
Does not
Meet
Meets &
Exceeds
12% 21% 67% 88%
11% 25% 64% 89%
9% 34% 57% 91%
% Difference
+/2011 & 2012
Meets &
Exceeds
Reading
ELA
Math
Exceeds
End of the
Year
Assessment
2011 Results
Meets
1 Grade
Does not
Meet
st
-6
-7
-3
-4
-8
-6
Table 14
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2/8/16
Required State
Academic
Proficiency
MATH
School
Academic
Proficiency
MATH
Required State
Academic
Proficiency
READING/ELA
READING/ELA
ALL students
75.7%
85.9%
80%
90.0%
YES
Black students
75.7%
86.0%
80%
87.7%
YES
Students with Disabilities
75.7%
66.7%
80%
64.6%
Not an AYP
Subgroup
75.7%
82.2%
80%
87.9%
75.7%
N/A
80%
N/A
Cliftondale Elementary
2010-2011
AYP CRCT
School Data
School Academic
Proficiency
(Special Education)
Economically Disadvantaged
Students
English Language Learners
Does our
school meet
or Exceed the
State
Percentage
for AYP?
YES
Not an AYP
Subgroup
Table 15
Required State
Academic
Proficiency
MATH
School
Academic
Proficiency
MATH
Required State
Academic
Proficiency
READING/ELA
READING/ELA
ALL students
67.7%
80.9%
73.3%
92.5%
Does our
school meet
or Exceed
the State
Percentage
for AYP?
YES
Black students
67.7%
81.1%
73.3%
92.4%
YES
Students with Disabilities
67.7%
35.7%
73.3%
58.9%
Not an AYP
Subgroup
67.7%
77.1%
73.3%
91.0%
67.7%
N/A
73.3%
N/A
Cliftondale Elementary
2009-2010
AYP CRCT
School Data
School Academic
Proficiency
(Special Education)
Economically Disadvantaged
Students
English Language Learners
YES
Not an AYP
Subgroup
Table 16
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2/8/16
Required State
Academic
Proficiency
MATH
AMO
School
Academic
Proficiency
MATH
Required State
Academic
Proficiency
READING
AMO
School Academic
Proficiency
2010 - 3rd Grade
67.7%
70%
73.3%
93%
2010 – 4th Grade
67.7%
76%
73.3%
92%
5th
Grade
67.7%
89%
73.3%
98%
2011 – 3rd Grade
75.7%
82.6%
80%
90.2%
2011 – 4th Grade
75.7%
77.1%
80%
88.2%
5th
75.7%
90.2%
80%
91.1%
Cliftondale Elementary
2010-Present
AYP
School Data
Per Grade Level
2010 –
2011 –
SW-1
TA - 1
Grade
READING
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
ROOT CAUSES/EXPLANATIONS for the areas in need of improvement
 The lack of basic math facts of incoming students to Cliftondale, we have seen overall modest
improvement from 2009-2012. It has taken the 2009-12 year to strengthen this area for targeted
students.
 A lack of students understanding of the meaning of operations and knowing when to apply the
proper operation
 Lack of consistent emphasis by teachers of real world application and problem solving in
mathematics
 A need for further professional learning on best practices in math instruction and assessment
 The lack of consistent differentiation of math instruction in mixed ability (i.e., heterogeneous)
grouped classes.
 A need for further professional learning on the use and availability of math resources (such as
math kits, manipulatives, instructional technology)
 The need to develop fluency and reading comprehension skills (comparing/contrasting,
fact/opinion, inferences, sequencing, etc.) at grades 3-5,
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j. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause
analysis.

ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?

iii.
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
At Cliftondale, teachers are included in a number of decisions regarding academic assessments and its
impact on teacher planning, student learning, and performance. A balanced assessment system is used
at Cliftondale that includes classroom, formative, and summative assessments. The classroom
assessments include tests such as oral quizzes, running records, end of chapter, reading/math tests,
book reports, short answer tests, use of rubrics, spelling/vocabulary tests, etc. Teachers use these
classroom assessments on a weekly and/or monthly basis to gather frequent data on whether students
understand recently taught material, and whether a review is in order if students do not thoroughly
understand the material. This initial gathering of data by teachers serves as a base line for each
student’s achievement level. Through the use of the classroom assessments and review of the results,
teachers understand what content areas in reading or math need to be addressed in small group and
large group settings. In addition, after each unit of instruction (typically 4-6 weeks), common
tdm
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assessments are administered in the areas of reading and math. Teachers use both the classroom
assessments and the common assessments results to monitor student achievement. Teachers, with the
support of the Data Support Specialist, score the common assessments and look for patterns of
strengths and weaknesses by doing an item analysis. Each item is reviewed for the percentage of
students answering the item correctly or incorrectly. A high percentage of students answering incorrectly
will typically lead to that standard/element being included in an “Action Plan” (i.e., modified lesson plan)
designed to revisit a standard in which students performed poorly on the test. The third level of
assessment decisions involving teachers involves the summative assessments, Checkpoints and
CRCT. The Checkpoints is a “practice version” of the CRCT, locally produced. While the CRCT is
produced by the GDOE, Teachers use both the Checkpoints and the CRCT results to gather information
on the students overall retention of content taught during the year. The results are also used as an
identification of student achievement areas in need of improvement the following year.
Below are additional ways in which teachers are included in decisions regarding use of academic
assessment and the examination of the performance of students.








SW - 1
Grade level meetings where teachers, Curriculum Support Teacher, and/or Cluster Data Team to
discuss assessment results
Teachers are trained on the computerized data disaggregation system known as Achievement
Series
Teachers also meet collaboratively to discuss “Action Plans” as a result of the assessment data.
Action Plans provide a precise way in which the student’s academic weaknesses will be
addressed
Grade level meetings (when applicable) are used to discuss school and student achievement
Leadership Team meetings are used to discuss student/classroom progress
Student Support Team (SST) Meetings to review individual student achievement
Classroom Walkthroughs and discussion of lesson observed
Formal Classroom Observation
4. MIGRANT paragraph – required
We do not have migrant students. However these are the procedures that we will follow should we
have migrant students enrolling at Cliftondale Elementary.
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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 (data clerk).
 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.
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SW-9a
SW-2a
FLP
NARRATIVE within Implementation Plan
1. Plan’s strategies:
a. Our 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.
The staff at Cliftondale is committed to the academic success of all students and verbalizes high
expectations for students academically and behaviorally. General education and support area teachers
employ periodic evaluation of student achievement as an integral part of the instructional program. Data
disaggregation is routinely used to inform staff, parents and the students of their academic progress and
is always a part of the decision making process. Collaborative Team meetings will be held at a minimum
of once each month and more frequently if warranted to address the needs of struggling students.
Additional collaboration and consultation between the classroom teacher and support personnel will
occur during in-service sessions, parent-teacher conferences, workshops and grade level meetings.
Parent-Teacher Conferences will be held (when warranted) to discuss assessment results and provide
strategies for parents to use to help their child at home.
SW-2b
TA-1
FLP
We will also use our Title I funding to offer after school tutoring for students experiencing difficulties. The
core academic areas of math and reading will be targeted. Students will be administered a pre-test to
evaluate their current understanding of standards/elements as well as areas in needed of instructional
intervention. Lessons will then be tailored to meet the needs of students based on a collective review of
strengths and weaknesses in math and reading. Benchmark assessments will be given weekly and/or bimonthly to assess student’s strengths and weaknesses. Assessments may be formal or informal.
Assessment results and teacher observation will be used to gauge the student’s understanding of
content and form the basis for future instructional targets. A post test will be administered to measure the
impact on student performance. The goal of the after school tutoring is to increase student achievement
in reading and/or math, and prepare students to perform well on the CRCT. Below is a list of other
specific methods employed at Cliftondale.
b. We have incorporated into our school improvement program strategies and
instructional methods that are scientific / research based and are effective means for
raising student achievement and strengthening the core academic (general education)
program.
We will provide effective, timely additional activities to ensure that students who experience difficulty
mastering proficient or advanced levels of activities will have success. The information below provides a
description of various programs, its purpose, and areas of impact in student achievement.
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




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Early Intervention Program-addresses early reading and/or math difficulties with more strategic
instruction using different methods and/or personnel
Harcourt Reading Series-provides materials for instruction in phonemic awareness, phonics,
reading comprehension, vocabulary, and fluency. The series also provides a reading intervention
kit using below level readers, assessments, practice books, and word building games.
Mountain Math- uses a spiral review of foundational math concepts, primarily in numbers and
operations. It is designed to build math retention
Math manipulatives (e.g. versatiles) - used to teach abstract math concepts in a concrete manner
Extended Instructional Day-provides additional instructional time before or after school. It is
designed to allow for more specific instruction in weak academic areas.
Small Group Instruction- allows for a smaller teacher/pupil ratio to address student achievement
weaknesses
Differentiated Instruction-provides instructional strategies based on a student’s needs and
readiness to learn.
Flexible Grouping by student ability for math and reading-allows teachers to move students into
mixed ability groups based on student progress
Common Assessments – benchmark assessments used to monitor student achievement (i.e.,
progress) in reading and math
Classroom Walkthroughs- designed to provide a quick assessment of instruction and student
performance in the classroom. Walkthroughs are designed to monitor the fidelity of instructional
practices.
Word Walls-used to teach vocabulary and improve overall reading achievement
Saxon Math- at Cliftondale may be used in special education to provide direct instruction in
fundamental math concepts
Collaborative planning—planning time provided for teachers to plan together as a grade level, in
vertical teaming, or with administration (if needed)
Instructional Support from administration and support personnel - Curriculum Support Teacher
(CST), Cluster Data Team, Technology Specialist
Disaggregation of data with Achievement Series computer program
SST/Response to Intervention-addresses individual student achievement challenges by gathering
input from a variety of educators and parents
Classroom Guidance/Small Group Counseling-addresses individual student issues in the socialemotional area
DIBELS Assessment provides information on reading performance. It allows teachers to profile a
student’s strengths and weaknesses in primarily in the reading areas of phonemic awareness,
phonics and fluency.
Special education services- Individualized Education Plan/Behavior Assessment
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Periodic training may also be provided to teachers to provide methods and strategies for the identification
of difficulties and appropriate methods of assistance.
SW-2c
FLP
c. Cliftondale will use effective instructional methods to increase the quality and amount
of learning time.
We will address the needs of all children in the school, particularly the needs of students having difficulty
demonstrating proficiency related to the State’s academic content and student achievement standards,
through the implementation of multiple instructional strategies, programs and materials matched to
students’ needs.
The student population at Cliftondale consists of two large high impact subgroups, Blacks and
Economically Disadvantaged. Cliftondale also has a much smaller Special Education subgroup.
However, all students are generally served by more than one program and affect more than one sub
group. The following programs will be used with all students at some point during the 2012-13 year at
Cliftondale Elementary: Pre-kindergarten, Early Intervention Program (EIP), Title I Instructional Support,
Talented and Gifted, and Special Education.
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 The Harcourt Reading Series will be used as a resource to teach each student at their individual
level. The materials include intervention techniques and differentiated strategies for all students
along with supplementary below, on and above reading sources.
 In addition to the adopted reading series, leveled readers will be purchased to allow teachers to
provide specific guided reading instruction during small teacher guided reading groups. Students
will be grouped based on standardized and locally developed assessments and flexibly grouped
throughout the year to keep each student moving toward his or her potential. Teachers will be
trained in guided reading strategies, based on best practices in reading instruction.
 Our extended instructional day program (i.e., after school) will increase learning time for our
students. Materials to be used in the program will be purchased through local cost center and Title
I. Staff salaries will be paid through Title I and/or Fulton County cost center funding sources. The
purpose of the extended instructional day program will be to review content primarily in math, but
also in reading/English-language arts. We may explore using content in science and/or social
studies to provide a curriculum integration approach to the afterschool tutoring.
 All teachers will utilize math and reading word walls and strategies to preview technical vocabulary
and content.
 Full implementation of Common Core Georgia Performance Standards in all content areas.
(Backwards unit design, balanced assessment, standards/essential questions posted,
differentiated instruction, interactive, carefully targeted, alignment of instruction, real world
tasks/problems)
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 Math and Reading assessments such as Georgia Online Assessment, Fulton County
Checkpoints, Common Assessments, DIBELS, and GKIDS will be conducted on every child in
grades K-5 (where applicable). The Fulton County SAMS (Student Assessment Management
System) software allows teachers quick access to student information related to demographic
information, program enrollment, Checkpoints, and CRCT results. Teachers will analyze the
assessment results to improve instruction. The analysis of assessment data facilitates flexible
academic grouping of students. Assessment results help identify students who may be falling
behind in academic areas. They also identify students capable of being accelerated and placed in
higher levels of instruction.
 The TAG (Talented and Gifted) program will be partnered with a High Potential program to identify
high potential students and differentiate instruction to accelerate student progress.
 The Early Intervention Program (EIP) is designed to provide additional instruction to students who
have been identified as not meeting grade level expectations. Various best practice instructional
strategies in math and reading will be used to ensure that the learning needs of students are met.
Students will exit the EIP program based on criteria indicating the student meets expectations for
their grade level. Students will be dismissed at the mid-point and end of the year.
 Mountain Math, and/or another research based commercially developed math program will be
implemented in some math classrooms as a supplementary spiral review.
 Data Action plans will be developed by each grade level team to address focus elements
determined from assessment results.
 Special education students will be served in the least restrictive environment. All efforts will be
made to schedule team taught, inclusive classes to allow all students to benefit from on-level
general education instruction. Special education students are included in all school activities.
Specific instructional strategies to address each student’s learning strategies are included in the
Individual Education Plans (IEP’s).
 Staff will continue professional development and/or collaboration on curriculum mapping/planning,
unit planning, and balanced assessment (i.e., common assessments).
 We will also use Learning Focused Strategies that include Summarization, Essential Questions,
Graphic Organizers, and Collaborative Pairs (i.e., peer tutoring) to name a few. In the Learning
Focus Strategies Notebook, published by Learning Concepts Inc. the 5 highest ranked strategies
that make the most positive change on student achievement are Extended Thinking Skills (high
order thinking), Summarizing, Vocabulary in Context, Advance Graphic Organizers, and NonVerbal Representatives. (See US Department of Education 2002 study for details).
 Writing Strategies/methods such as using rubrics to assess writing, conferencing, with students,
guided practice during each stage of the writing process, including the instruction of the 6-Traits of
Writing.
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The following references are examples of scientifically based research that support our effective methods
and instructional practices/strategies,
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Applebee, A.N., & Langer, J. (1983). Instructional Scaffolding: Reading and writing language activities.
Language Arts, 60(2), 168-175.
Banaszynski, J. (2000). Teaching the American Revolution: Scaffolding to success, February 10, 2004,
from Education World: The Educator’s Best Friend Web site:
http://www.educationworld.com/a curr/curr218.shtml .
Benson, B. (1997). Scaffolding (Coming Terms). English Journal, 86(7), 126-127.
Learning Focus Strategies Notebook from Learning Concepts Inc. (2003), Dr. Max
and Julia Thompson, PO Box 2112, Boone, NC 28607.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: Association for Supervision and
Curriculum Development.
Reeves, D. (2000). Accountability in action. Denver, CO: Advanced Learning Press.
Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed). Alexandria, VA:
ASCD.
We will increase the amount and quality of learning time by…
 Extending the instructional day with after school tutoring
 Provide tutoring by certified teachers
SW-7
SW-2d
TA-8
2. Describe your process to In order to enable our participating children to meet the State
content and performance standards, we review their progress made by, on an on-going
basis and revise the program as needed to provide additional assistance.
At Cliftondale teachers are included in a number of decisions regarding academic assessments
and its impact on teacher planning, student learning, and performance. A balanced assessment
system is used at Cliftondale that includes classroom, formative, and summative assessments.
The classroom assessments include tests such as oral quizzes, running records, end of chapter,
reading/math tests, book reports, short answer tests, use of rubrics, spelling/vocabulary tests, etc.
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Teachers use these classroom assessments on a weekly and/or monthly basis to gather frequent
data on whether students understand recently taught material, and whether a review is in order if
students do not thoroughly understand the material. This initial gathering of data by teachers
serves as a base line for each student’s achievement level. Through the use of the classroom
assessments and review of the results, teachers understand what content areas in reading or
math need to be addressed in small group and large group settings. In addition, after each unit of
instruction (typically 4-6 weeks), common assessments are administered in the areas of reading
and math. Teachers use both the classroom assessments and the common assessments results
to monitor student achievement. Teachers, with the support of the Data Support Specialist, score
the common assessments and look for patterns of strengths and weaknesses by doing an item
analysis. Each item is reviewed for the percentage of students answering the item correctly or
incorrectly. A high percentage of students answering incorrectly will typically lead to that
standard/element being included in an “Action Plan” (i.e., modified lesson plan) designed to revisit
a standard in which students performed poorly on the test. The third level of assessment decisions
involving teachers involves the summative assessments Checkpoints and CRCT. The
Checkpoints is a “practice version” of the CRCT, locally produced. While the CRCT is produced by
the GDOE, Teachers use both the Checkpoints and the CRCT results to gather information on the
students overall retention of content taught during the year. The results are also used as an
identification of student achievement areas in need of improvement the following year.
Below is additional ways in which teachers are included in decisions regarding use of academic
assessment and the examination of the performance of students.
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Grade level meetings where teachers, Curriculum Support Teacher, and/or Cluster Data Team to
discuss assessment results
Teachers are trained on the computerized data disaggregation system known as Achievement
Series
Teachers also meet collaboratively to discuss “Action Plans” as a result of the assessment data.
Action Plans provide a precise way in which the student’s academic weaknesses will be
addressed
Grade level meetings (when applicable) are used to discuss school and student achievement
Leadership Team meetings are used to discuss student/classroom progress
Student Support Team (SST) Meetings to review individual student achievement
Classroom Walkthroughs and discussion of lesson observe Formal Classroom Observation
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Educator Quality (HiQ and Professional Learning
Title IIA
1. Professional Learning needs, based on the needs assessment:
 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. 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.
 We have aligned professional development with the Common Core Georgia Professional
Standards (GPS).
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All our professional learning will address standards in math, reading, or writing.
We will also engage in monthly training sessions on best practice instructional
strategies in math. The sessions will include specific training on using differentiated
math instructional strategies, and data analysis that will lead to instructional
effectiveness
Math sessions will provide strategies on computational fluency, scaffolding, analyzing
student work, flexible grouping, developing and understanding math vocabulary, and
strategies for writing in mathematics.
To address strategies for writing in mathematics, teachers will continue training or
review in the best practices of writing using the 6-Traits of Writing, Ideas,
Organization, Word Choice, Sentence Fluency, Voice, and Conventions, as well as in
the core writing stages: Pre-write, draft, revision, edit, publishing.
We will enhance this training by providing additional training/discussions regarding the
assessment of writing by using rubrics.
We will include teachers in professional development activities regarding the use of
academic assessments. Our Data Support Specialist Team will be working with
teachers. The purpose is to ensure that our teachers understand how to use data to
make instructional adjustments that will lead to improved student achievement.
To address the needs of students in reading, we will provide training in differentiated
instruction and using Learning Focused Strategies, such as Summarization,
establishing Instructional Focus (Essential Questions), Graphic Organizers and
Collaborative pairs/Peer Tutors
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SW-4
TA-5
Title IIA
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2. Our school/district provide high quality and on-going professional development for our
teachers, principals and parapros that 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
 Resources are provided to effectively carry out professional development activities that
address the root causes of our academic problems.
 At the local school level, we have devoted sufficient resources to carry out effectively
the professional development activities that address the root causes of academic
problems. For example, we will hire additional personnel to provide supplemental
instruction for after school instruction. We will also explore external professional
learning opportunities to strengthen the knowledge of the teachers instructing students
in math, as well as reading and writing. For example, we have scheduled training with
teachers in grades 3, 4, and 5 on helping students who struggle in math. It is our belief
that math problem solving also involves the need to have well developed reading
comprehension skills. Given this relationship between reading comprehension and math
problem solving, it is also necessary to provide training in the reading area. This training
will occur through internal discussions regarding use of reading/language arts materials,
grade level trainings, SAMS materials redelivery by CST, and possible external trainings
aligned with the Common Core Georgia Performance Standards. We have also worked
with a math consultant to train and assist teachers in implementing strategies for
struggling students.
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SW-9b
Title IIA
FLP

3. Teachers are trained to identify and provide assistance for at-risk students.
 The Curriculum Department encourages teachers to meet before the start of school to analyze
student information/data from the previous year. Results are compared to previous years and
across the grade levels to look for trends and areas of concern. Teachers then plan as a team
to emphasize those skills with a high degree of importance while covering the other necessary
skills prior to spring testing. At-risk students will be identified so that they can be provided with
additional educational opportunities (double dosing) for needed subject level support.
 Teachers are offered staff development in areas that show as a need from the student data
and past data from previous years. We offer training on data analysis, progress monitoring
tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas.
 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on
mathematical understanding and skills. The current Math GPS are 90% aligned with CCGPS.
There will be an in-depth focus on a balance of literature and informational texts, text
complexity, argument, informative explanatory writing, research, and speaking/listening skills.
Demo lessons have been taught to train teachers on GPS and the use of standards throughout
the system. Teachers have had over 15 hours of Writer’s Workshop training during the 201112 school year. The Curriculum Department has increased the purchases of supplemental
literacy and math materials to support RTI and the Tier process for all of the Fulton County
Elementary Schools.
 At the Elementary and Middle school levels, professional learning to identify at-risk students is
job-embedded. Each middle school uses pre-planning days and specified collaborative
planning time during the school year to analyze multiple types of data: formative, summative,
qualitative, and quantitative. The emphasis is on collaborative analyses that lead to
instructional improvement and differentiation. Using the data, at-risk students are identified
and scheduled into courses that provide tiered levels of intervention. This is as minimally
intrusive as peer collaboration or as restrictive as a self-contained classroom—and many
things possible in between. However, data drives instructional settings and strategies for
students. Elementary/ Middle schools provide professional learning to teachers for
differentiating instruction, effective feedback, and “Response to Intervention” with its tiered
supports for student learning.
 Fulton County Elementary schools have access to and use the following interventions:
 Harcourt Trophies Intervention
 Study Island (technology)
 Numbers World
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 SRA Reading
 Reading A-Z
 Math Partner Games
SW-3
TA-5
Title IIA
4. 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).
-The Principal Verification and Attestation Form contains the names of the teachers who
are not yet HiQ (if applicable)
-Review student placement, ensuring equity in teacher experience. Address the correction
of any inequities.
-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.
-Place in the appendices, a copy of the written and signed plan that is in place for each
non-HiQ teacher (if applicable)
-The Detailed School HQT Information form (from DOE Report Card) is located in the
appendices. Use the information on the form to determine the attrition rates of teachers
and administrators in your school for the School Profile.
SW-3
Title IIA
5. Our district’s/school’s teacher-mentoring program 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.
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SW-3a
Title IIA
Cliftondale Elementary mentors teachers by:
 Providing an experienced on- site teacher mentor
 Monthly meetings with mentor and/or administration team
 Specific data analysis training and assistance
 Detailed curriculum assistance from CST
 Detailed feedback on classroom observations
 On-going professional learning on common core curriculum, as well as best practices in
instructional strategies
6. Strategies 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. 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:
 Periodic review our Human Resources database of teacher applicants
 Maintaining electronic or hard copy of resumes of fully certified and degreed candidates
 Providing personal tours of the school facility to candidates interviewing for a position,
emphasizing our use of technology.
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TA-6
SW-5
1. Parent involvement is important and our school has strategies in place to increase parental
involvement.
Parent Involvement
 Cliftondale Elementary School is committed to the Fulton County School District's goal of
providing a quality education for every student attending our school. We believe that neither the
school nor parents can effectively educate the child alone and support that belief by including
parents in as many aspects of the school's programs as possible, including Title I. Select parents
are involved in the development or review of the school improvement plan, budget (including the
Title I budget) and other designated school activities. We plan to accomplish this through the
Parent Teacher Association, school wide teams, parent surveys and grade level committees, and
Local School Council, curriculum night, open house, parent conferences, and/or workshops. In
addition, Cliftondale’s parent liaison will work with parents to strengthen communication between
home and school.
 To further establish a quality parental involvement we are committed to…
 maintaining parent resources in the media center
 conducting workshops on researched based programs that will assist students in achieving
high academic standards
 discussing budget preparation and strategic planning with parents
 Parent/School communication will be accomplished through a monthly newsletter, weekly schoolparent folder (Thursdays), school website (in development), parent/teacher conferences, emails,
and phone calls.
 At periodic times throughout the year, parents are provided information concerning both school
and student performance. This includes but is not limited to school performance data (e.g., CRCT
results, Writing results, AYP results, etc.), individual student assessment results (e.g., progress
skills checklist, report card, etc.), as well as curriculum information (curriculum night, Title I
informational meeting, etc.), and assessments (e.g., CRCT, ITBS (3 & 5), Writing (3 & 5), etc.).
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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
Family Reading Night
12/2012
CRCT Prep Workshop
2/2012
*list at least 2 goals*
Improve
Reading
Achievement
Improve Math
Achievement
K-5
PERSON
RESPONSIBLE
(Agenda, flyers, sign in
Curriculum
sheet, snacks,
Support
handouts, facilitators,
Teacher (CST),
lcd projector, etc.)
Teachers,
ELA Curriculum
Principal,
planning.
Parent Liaison
and Media
Communication in
Specialist.
newsletters, bulletin
board and Thursday
folders.
Family Math Night
1/2013
K-5
CRCT Prep Workshop
2/2012
3-5
Provide support
sessions for parents
and students to help
prepare for the math
portion of the CRCT.
Provide online
practice resources and
activities.
(Agenda, flyers, sign in
sheet, snacks,
handouts, facilitators,
lcd projector, etc.)
Math curriculum
planning meetings.
Communication in
newsletters, bulletin
board and Thursday
folders.
Curriculum
Support Teacher
(CST), Teachers,
Principal, Parent
Liaison and Media
Specialist.
Data Support
Specialist (DSS),
CST, Teachers,
Parent Liaison
Provide support
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sessions for parents
and students to help
prepare for the math
portion of the CRCT.
Provide online
practice resources and
activities.
Improve
Parental
Involvement
Parent Involvement
Orientation
9/2012
1/2012
Seasonal
School/Community
Outreach (Angel Tree, Toy
Drive, Coat Drive, Holiday
Food Drive)
K-5
Participating
parents, snacks,
sign-in sheets,
handouts and other
supplies
Parent Liaison
Parent Liaison,
Community
Partners,
Teachers,
Principal
Desired Results for the goal(s): The goal for each activity listed is to increase student achievement through
hands on Math and Reading activities. Goals will also be met by empowering parents with math and
reading concepts and parent involvement opportunities in hopes of connecting home and school.
How will the goal(s) be measured? Goals will be measured through weekly assessments, report cards and
CRCT scores and parent evaluations/feedbacks. Parental Involvement goals will be measured through
quarterly surveys.
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
a. Parents involvment 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
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suggestions are considered as the plans are written.
b. How parents get information on individual student test results and help with test
interpretation:
SW-10
FLP
 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.
SW-9
c. We will hold the teacher–parent conferences that detail what the school is doing to help
the student, provide the parents with effective practices and strategies they can use to
help support the student and make parents aware of additional assistance available to
the student at the school or in the community.
Coordination and Collaboration of
Services
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At least 2 formal parent conferences offered during first and second semester
Student Support Team meetings when needed to address academic challenges
Parent trainings with parent liaison and/or staff to address student academic and/or social needs
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
SW-8a
SW – 8b
TA-7
2. 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
$ 161,195.00
Instruction - $131,185.00
Improvement of Instruction - $8,060.00
Student Transportation - $6,230.00
Other Support Services – 15,720.00
Title II
Title III
$
$
The following are our listing of Federal, State, and local services and program and a full explanation of
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how we are coordinating and integrating those services and programs.
Extended Day (Federal) - This after school program is designed to enhance the reading and math
skills of students demonstrating less proficient student achievement in reading and math. Materials
will be purchased primarily through Title I budget, and to a lesser degree the Cost Center budget.
Salaries will be paid through Title I.
Student Support Team (SST) (State) - In this process, students may also receive support through the
team of educators comprised of teachers, counselors, parents, and other educators. The team will
meet to discuss instructional strategies and other solutions for students demonstrating less proficient
student achievement.
EIP teachers (State) - Teachers that will provide additional instruction to students in grades K-5.
Cliftondale added 2 EIP teachers for 2011-12.
Special Education (SEC) (Federal) – Students with identified cognitive processing deficits will receive
services through special education. Students must have an active IEP in the areas of Learning
Disability, Emotional and Behavior Disordered, or Intellectual Disability.
Early Intervention Program (State) Program designed to provide students additional instruction and
academic support in smaller groups.
Study Island & E-Path (Local) – Computer based programs that provide additional support in math
and reading.
Extended Learning (Local) – Students qualify for supplementary instruction in reading and math
which is provided after school.
Title I funding provides materials and support above and beyond that which is covered by local
funding. For example, Title I funds are used to purchase additional teachers for the Extended Day
program. This funding is used above and beyond the normal instructional day for targeted students to
provide after school services. In addition, the Extended Learning funds can be used to address the
needs of other students who have academic challenges that do not qualify for targeted Title I
assistance. In this example, the combinations of both federal and local funds are used to address the
academic needs of all students. Special Education and the Early Intervention Program also serve as
avenues to address the needs of all students.
SW-8c
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3. Elementary Schools do not receive funds that support School-to-Work Opportunities,
Perkins Vocational and Applied Technology Act, and National & Community Service Act
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of 1990.
SW-6
4. Cliftondale Elementary 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.






Additional
Requirements
SW-14
SW-18
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Opportunities will be provided for private pre-kindergarten providers to have a scheduled visit to our
school. The students will be provided with a tour and spend some time in kindergarten classrooms.
These opportunities will be available in the spring, after state-wide CRCT testing is completed.
Pre-kindergarten students currently enrolled in the school will also spend time in a kindergarten
classroom to familiarize the students with a typical kindergarten day. They will receive a scheduled
specials time (art, music, PE, computer) to familiarize them with these programs.
Kindergarten Orientation will be held for incoming students and their parents to inform them of what
to expect in Kindergarten.
Transition between grades- articulation also takes place between grade levels and specific plans are
put in place to assist students in understanding the requirements of the next grade in the Spring-after
state-wide CRCT testing is complete. Content for the next grade is previewed with students.
Confidential placement cards are completed on each student which provides feedback for placement
and the student’s next teacher.
Transition from elementary school to middle school is coordinated by the school counselor of the
elementary school, in collaboration with the middle school counselor. Students have a scheduled
day to visit the middle school where they take a tour, have entertainment and receive an orientation
to middle school. Parents are notified of this activity by the guidance counselor.
Transition from special programs (Special Education, ESOL, and EIP) is facilitated by the teachers of
the special program and through parent conferences and/or Individualized Education Plan (IEP)
meetings.
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. Cliftondale Elementary is not a flexible learning school.
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL: Cliftondale Elementary School
DATE: August 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
Plan Requirements
and
Schoolwide
Components
√
√
Cover Page – school name, logo
√
Revision date of plan listed (day, month, year)
 Aug. 24, 2012
 Oct. 16, 2012
√
Table of Contents – School wide
√
District Mission, Vision, Goals
√
Evaluation of previous years School wide Plan
√
School Mission, Vision, Goals
√
District/ School demographics
√
Original date of plan listed
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
√
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
2
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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)
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MET
Plan Requirements
and
Schoolwide
Components
√
2a
√
√
√
2b
2c
2d
√
2e
√
√
2f
3
√
3a
√
4
√
5
√
√
7
√
8
√
8a
√
8b
√
√
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6
8c
9
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)
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)
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MET
Plan Requirements
and
Schoolwide
Components
√
9a
√
9b
√
9c
√
10
√
11
√
12
√
13
√
14
√
15
√
16
√
17
√
18
√
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
√
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
10/16/2012
Principal’s Signature
Date
Tawana Miller
10/16/2012
Title I Director’s Signature
Date
Donald Fennoy
10/22/12
Area Executive Director’s Signature
Date
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Fulton County Schools
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Assistant Superintendent’s Signature
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Date
Fulton County Schools
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