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Evaluation of Title I School Improvement Plan – Liberty Point 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
Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not? Yes overall achievement has
increased as a result of our Title I School Improvement Plan.
 ITBS: 3rd Grade- Reading increased from 44% to 53%.Math - increased from 44% to 54%. Language Arts - increased from 41% to 53%.
Social Studies - increased from 47% to 56% and Science - increased from 42% to 47%. 5th Grade- Reading increased from 37% to
38%.Math - increased from 38% to 46%. Language Arts - increased from 43% to 50%. Social Studies - increased from 40% to 46% and
Science - increased from 38% to 42%.

CRCT: Math and READING - In 3rd Grade 98% of the students met +exceeded performance on the CRCT in Reading and 98% met +
exceeded performance in ELA. In 4th Grade, 89% of the students (enrolled by met + exceeded performance on the CRCT in Reading and
92% met + exceeded performance in ELA. In 5th Grade, 96% of the students met + exceeded performance on the CRCT in Reading and
96% met + exceeded performance in ELA. We contribute our success in this area to :Success Maker, Extended Day, Progress
Monitoring, Voyager Universal Literacy Program, Early Intervention Program, Contracted Reading Facilitator, tutoring, and Extended Day,
Individual Prescription Plans. MATH- In 3rd Grade, 75% of the students met +exceeded performance on the CRCT in MATH-. In 4th
Grade, 80% of the students met + exceeded performance on the CRCT in MATH-. In 5th Grade, 90% of the students met + exceeded
performance on the CRCT in MATH-.

We contribute our success to :Success Maker, Study Island, Extended Day, Early Intervention Program, Contracted Math Facilitator,
tutoring, and Individual Prescription Plans.
2 types of evaluations – ongoing or annually. Which type was selected? We have selected ongoing evaluations.
o
What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?
Based on our current data we have decided to keep what is already in place, but to continue to emphasize the following objectives:
1.
2.
3.
4.
5.
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To increase student proficiency in Reading from 94% to 96% for 3rd, 4th and 5th graders as measured by the CRCT.
To increase student proficiency in Language Arts 88% to 90% for 3rd, 4th and 5th graders as measured by the CRCT.
To increase student proficiency in Writing from 76% to 80% for 5th graders as measured by the Georgia Writing Assessment.
To increase student proficiency in Math from 76% to 78% for 3rd, 4th and 5th graders as measured by the CRCT.
To increase student proficiency in Science from 77% to 80% for 3rd, 4th and 5th graders as measured by the CRCT.
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Title I SCHOOL IMPROVEMENT PLAN for
SCHOOL: Liberty Point Elementary
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 23, 2012
Table of Contents
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Schoolwide Planning
SCHOOL: Liberty Point Elementary
DATE: August 23, 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)
5-18
2. Develop schoolwide reform strategies (reference the research)
19-22
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.
23-27
23-24
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.
28
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
31-32
21
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.
30
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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19, 20,
21
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.
29
10. Description of how individual student assessment results and interpretation will be provided to parents.
29
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
29
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
29
13. Provisions for public reporting of disaggregated data.
Yes
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.
Yes
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).
Yes
16. Plan available to the LEA, parents, and the public.
Yes
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.
Yes
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: Liberty Point Elementary
DATE: August 23, 2012
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Themes
SWP/TA/FLP
Component
Comprehensive Needs Assessment and Planning
SACS
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SW – 1
TA – 1
FLP
Description
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
 Mission: Building a Community of Life Long Learners
 Vision Statement: Successful well-prepared students who perform at their
individual best
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.
 Describe demographics for your school here
Liberty Point has a student population of: 1 % (7) Asian, 1% (7) White, 3% (21) Multi-racial, 5% (35)
Hispanic, and 90% (638) Black. 15% (106) are students with disabilities, 87% (616) economically
disadvantaged with a mobility rate of 38% (269).
SW – 1
TA – 1
FLP
3. Describe how the School Improvement Plan is revised annually with the participation of
the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph
about the TIC. (who they are, how they were selected, how they have helped with the needs
assessment and plan, how they share data and information with the staff and get feedback from
the staff) (Be sure to include a well-rounded group of school, community, district – inside stakeholders, as well as objective
outsiders. Be sure to have DATED sign-in sheets from all planning meetings. Indicate which participants are parents and
community members.)
We have developed our school wide plan with the participation of individuals who will carry out the comprehensive
school wide program plan. Those persons involved were: Teachers, parents, stakeholders and business partners.
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The ways they were involved were: Surveys were given to students, parents, teachers, and stakeholders.
SW-15
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 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Bernard Ellis
Community Mentor/Chair
Paul Cohen
Parent
Sylvia Silva
Parent/ Co-Chair
Crystal Ricks
Teacher- Teacher of Year
Pam Dean
Parent Liaison- Support Person of Year
Dr. Vanessa Johnson
Principal
Silvia Silva
Parent – Translator/Super Star Mom of
Year
Faylonta High
Parent
Mrs. Wyatt
Grandparent of the Year (GBI)
Russell Smith
Parent Advisory Committee
Pamela Johnson-Messam
Parent – PTA President
Michael Roberts
Parent Advisory Committee
Robin Hills
Parent Advisory Committee
Yamil Little
Parent – Father Being Involved of the Year
Amia Burnett
Assistant Principal
Chaton Davis
CST
Kia Poulson
Kindergarten Grade Level Chair
Camilla Pope
1st Grade – Grade Level Chair
Crystal Ricks
2nd Grade – Grade Level Chair
Sheree Thomas
3rd Grade – Grade Level Chair
Curtis Pettway
4th Grade – Grade Level Chair
Uche Ngoddy
5th Grade – Grade Level Chair
Mary Nelson
Special Ed Grade Level Chair
a. Describe how plan development involved all staff, as well as community/parents/
school council
 We have developed, and will revise yearly, our school improvement plan with the
participation of individuals (staff, community members and parents) who will
participate in carrying out our comprehensive school improvement plan.
 The process we used to select our team is…
o
By open invitation to parents, LSAC, PTA, Grade Level Chairs, partners and volunteers.
o
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
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process. They participate as we evaluate the previous year’s plans, giving their input on ways to
improve our Parent Involvement and School Improvement Programs. We also have parents as
members of our School Council. They review the plans during development and after completion.
Their comments and suggestions are considered as the plans are written.
SW-16
b.
Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)
 Once the draft of our plan is completed, it will be shared with our staff by…
 Using their feedback to make final revisions to the plan. After completion, our plan
will be made available to all of our stakeholders.
 Our school improvement and parent involvement plans will be sent home in the
beginning of the year information packets with all of our Title I students. We will
also post our plans on the school website and distribute copies at our PTA/PTSA
and school council meetings to any interested stakeholders. Additional copies of
the plans will be available in the front office for distribution to newly enrolled
students, or upon request.
SW-17
c. Explain that the plan will be translated into other languages (Everyone translates into Spanish.
Translate into other languages where feasible and needed… based on significant percentage of parents)
 A copy of our school improvement and parent involvement plans, as well as our
School-Parent Compact, will be translated into Spanish after it is written and
reviewed with the assistance of parents and community members. Copies of these
plans are distributed as needed. Copies of these documents are also housed in the
office area and the Parent Resource Room/Area. Copies of the documents are
given to new students when they register. We have included Spanish versions of
these plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP
4. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
Each of the members of our team had a part in the completion of our comprehensive needs assessment and school
improvement plan. We completed the plan based on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic Content Standards and the State
Student Academic Achievement Standards including:
 Students from Major racial and ethnic groups…Asian/Pacific Islander, Black, Hispanic, American
Indian/Alaskan, White, Multi-Racial
 Students with disabilities
 Economically disadvantaged students

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We reflected on current achievement data that will help the school understand the subjects and skills in which
teaching and learning need to be improved. For example: We analyzed data from several sources such as ITBS,
CRCT, SuccessMaker, Voyager, and Checkpoints.
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
The data has helped us to reach conclusions regarding the types of professional development that is needed for our
faculty and staff in order to improve student achievement.

Major Strengths Discovered: The major strengths we found in our program were reading and Language Arts. We
attribute this to our Voyager Reading Program at grades K- 3rd, professional development and best practices.



79.2% of our students overall Met or Exceeded standards in the area of mathematics on the 2010-2011
Spring CRCT. 78.9% of our Black students and 81.8% of our Hispanic students exceeded the goal of 75.7%
proficiency as established by last year’s goals. 79.9% of our Economically Disadvantaged students Met or
Exceeded math standards. However, 57.1% of our SWD Met or exceeded.
 As a school, we have consistently made gains in the area of mathematics. Our CRCT data demonstrates a
4.5% increase in students meeting and exceeding standards from 2009 to 2010, and a 4.5% increase from
2010 to 2011.
Major Needs Discovered: The major needs we discovered were the need to continue on-going professional
development for the faculty and staff in reading, math, science, writing and professional learning communities.
Name 2-3 areas you have identified to be your goal areas for improvement.

The measurable goals to address our needs have been placed in our appendices and are in keeping with
Georgia Department of Education directions that we establish specific, annual, measurable, objectives for
continuous and substantial progress by each group of students enrolled in the school that will ensure that all
groups of students will meet the state’s proficient level of achievement on the state academic assessment
(CRCT) no later than 2014. These objectives for our Asian, Black, Hispanic, White, Multi-Racial, Students With
Disabilities and Economically Disadvantaged students are the same and are listed below:
Goal #1: To increase student proficiency in Reading/ELA/Writing
Goal #2: To increase student proficiency in Math
Goal #3: To increase student performance in Science
SW -11
FLP
 Identify the types of data collected (Possible examples: testing data, formative assessment data, climate
surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data,
intervention data, or safety and discipline data.)
 Liberty Point has used the following instruments, procedures, or processes to obtain student data: Voyager,
Success Maker, Checkpoints, ITBS, Common Assessment and End of Unit Assessment data to monitor the
progress of our educational programs and student achievement. We have used SAMS, Achievement Series
and Student Data Folders to obtain and monitor student achievement data.
o These data sources have been reviewed to determine our needs for the 2012-2013 school year.
We will review these data sources periodically throughout the implementation of our plan to monitor
the plan’s effectiveness.
SW-11
a. Explain how student data is collected and disaggregated.
o
o
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Our data was disaggregated by subgroup, grade level, content areas for analysis. The student’s
past and present year teachers collaborate to analyze student data and make informed decisions.
Data results are included in the School Profile
Data is disaggregated by subgroup, grade-level, CRCT domains and content areas for analysis.
Data Meetings are conducted with teachers to analyze student data to ensure that decisions
regarding instruction are based on results.
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b. How did you identify students most at-risk of not meeting state academic standards?
Completing the needs assessment allowed us to identify students at-risk of not meeting state standards by
using student achievement data such as previous years (2011) CRCT data, checklists, needs assessments
and on-going formative and summative assessments assist in identifying students who are at-risk of not
meeting state academic standards.
TA-3
FLP
c. Describe the method by which children with the greatest need are selected for service
in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into
the existing program.
- Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews,
teacher selection)
SW-12
FLP
SW-13
FLP
- Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)

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 data sent
to us by our Assessment Coordinator. These student test results administered by
the state are valid and reliable. The data we receive from both sources has already
been disaggregated by subgroup by the Georgia DOE.
e. Describe your methods for the public reporting of student data.
Test data is reported to the public through the school website, school bulletin boards, system website, school
newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results
by stakeholders. Selected schools should discuss FLP as applicable.
 The Georgia School Report Card and the reports are posted on the Georgia
Department of Education website
 Our school improvement plan, including data, will be posted on the school website
 Data is shared with the Leadership team and parents. It is reviewed regularly with
the Local School Council which is comprised of parents, community members,
administrators, and teachers
 We publish our results on our school website and in school newsletters.
 The data is discussed with parents during conferences……
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)
http://portal.fultonschools.org/School_Profile/Pages/es_liberty_point.aspx
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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
2008-2012
2009-2012
2009-2012
2009-2012
Initiative or Reform Effort
Extended Day
In House Summer School (Flexible Skills Grouping)
Professional Learning Communities
Standards Based Classrooms/Instruction
Professional Learning:List the professional learning activities in the past two years that were focused on school improvement.
School
Year
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2009-2012
2011-2012
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Professional Learning Activity
Differentiating Instruction
Standards Based Classroom/Instruction
Writing – 6 Traits
Math – Content Training
Science – Hands On
Technology Integration (Smartboards, document cameras, digital cameras, iPads, Nooks.
WriterLearner, Response system, etc.)
School-wide Discipline
Professional Learning Communities
Voyager
SuccessMaker
Study Island
Renzulli
Write Score
Fulton County Schools
Grade Level / Subject Area
Attending
All Teachers
All Teachers
All Teachers
All Teachers
All Teachers
All Teachers
All Teachers
All Teachers
3, 4, 5 grade Teachers
All Teachers
All Teachers
All Teachers
3,4 5 grade Teachers
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Faculty / Staff Data:
Faculty and Staff Data (Forms provided in the Appendices)
Attrition Rate of Teachers and Administrators
*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the
next school year, excluding retirement.
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the
beginning of the next school year, excluding retirement.
Attrition Rate of Teachers
Number
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
% of Teacher Population
unknown
4 out of 46
1 out of 46
3 out of 53
Number
% of Teacher Population
0
0
0
0
9%
2%
6%
0
0
0
0
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
2010-2011
2011-2012
2012-2013
Total
Enrollment
Grade
Levels
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
389
311
337
61
49
49
0
0
0
94
91
93
3
0
0
0
0
0
0
6
6
0
0
2
15
13
10
0
0
0
85
84
80
See The ADA/ADM Statistics Report Attached.
AYP Report – Historical information
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(Full AYP reports can be reviewed by clicking this link)
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
SWD
SWD
Yes
Yes
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Did not meet AMO for the following subgroups(s)
Met second indicator for all students
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ES or Middle Grades Writing Assessment (Add Link)
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf
CRCT Assessment Data - (Add Link)
English Language Arts
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%
20School%20Final%20071312.pdf
ITBS Assessment Data – (Add Link)
http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf
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Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
 Identify/discuss strengths and needs based on data profile. We have
compared our needs to system needs and have ensured that the system and
school goals are aligned.
In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well
as those who have participated in Head Start or Even Start or who received services
from a Neglected or Delinquent institution during the previous two years, the data was
disaggregated and reviewed for all students, subgroups, and content areas.
Major Strengths Discovered: Reading and ELA
The major strengths we found in our program were reading and Language Arts. We attribute this to our Voyager
Reading Program at grades K- 3rd, professional development and best practices.

98% of our 3rd grade students Met or Exceeded standards in the area of Reading on the 2011-2012
CRCT. 92% of our 4th grade students Met or Exceeded standards in the area of ELA on the 20112012 CRCT. 96% of our 5th grade students Met or Exceeded standards in the area of Reading and in
ELA and 90% in the area of math on the 2011-2012 CRCT.
Major Weaknesses Discovered: Math, Science and Writing



75% of our 3rd grade students Met or Exceeded standards in the area of Math on the 2011-2012
CRCT. 80% of our 4th grade students Met or Exceeded standards in the area of math on the 20112012 CRCT.
73% of our 3rd grade students Met or Exceeded standards in the area of Science on the 2011-2012
CRCT. 84% of our 4th grade students Met or Exceeded standards in the area of Science on the
2011-2012 CRCT. 59% of our 5th grade students Met or Exceeded standards in the area of Science
on the 2011-2012 CRCT.
79% of our 5th grade students Met or Exceeded performance standards on the Gerogia Writing
Assessment.
The major needs we discovered were the need to continue on-going professional development for the faculty
and staff in reading, math, science, writing and professional learning communities
Findings for: (write 1-3 sentences stating your findings for each subgroup) (e.g. Our ALL
students group increased the number of students exceeding the standard in the area of reading by 3
percent. OR Our Economically Disadvantaged subgroup had 2 percent more students in the “does not
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meet” category this year in the area of math, but they also had 1 percent more students in the Exceeds
category as compared to scores in 2011.)
ALL students: Our 3rd Grade ALL students group increased the number of students exceeding the
standard in the area of Reading by 16 % from 33% - 49%. Our ALL students group increased the
number of students exceeding the standard in the area of English/Language Arts by 6% from 32% 38% . Our ALL students group decreased the number of students exceeding the standard in the area of
Mathematics by 6% from 36% - 30%.
Our 4th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 7 % from 23%- 30%. Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 13% from 29% - 42% . Our ALL
students group increased the number of students exceeding the standard in the area of Mathematics
by 11% from16% - 27%.
Our 5th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 2% from 22% -24%. Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 5% from 22% - 27%. Our ALL
students group decreased the number of students exceeding the standard in the area of Mathematics
by 4% from 23% -27%.
Black students: Black students: Our 3rd Grade ALL students group increased the number of
students exceeding the standard in the area of Reading by 15% from 33% - 48% . Our ALL students
group increased the number of students exceeding the standard in the area of English/Language Arts
by 5% from 32% - 37%. Our ALL students group decreased the number of students exceeding the
standard in the area of Mathematics by 10% from 17% - 27%.
Our 4th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 7% from 23% - 30%. Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 12 from 30% - 42%. Our ALL
students group increased the number of students exceeding the standard in the area of Mathematics
by 13% from 14% - 27%.
Our 5th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 3% from 21% - 24% . Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 4% from 23% - 27%. Our ALL
students group decreased the number of students exceeding the standard in the area of Mathematics
by 3% from 24% - 27%.
.
SWD students:

ELL students:
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
Economically Disadvantaged students: Our 3rd Grade ALL students group increased the number
of students exceeding the standard in the area of Reading by 15% from 24% - 39%. Our ALL students
group increased the number of students exceeding the standard in the area of English/Language Arts
by 5% from 25% -30%. Our ALL students group decreased the number of students exceeding the
standard in the area of Mathematics by 10% from 14%- 24%.
Our 4th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 7 % from 17% - 24%. Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 12% from 22% - 34%. Our ALL
students group increased the number of students exceeding the standard in the area of Mathematics
by 13% from 9% -22%.
Our 5th Grade ALL students group increased the number of students exceeding the standard in the
area of Reading by 3% from 16% - 19%. Our ALL students group increased the number of students
exceeding the standard in the area of English/Language Arts by 4% from 18% - 22%. Our ALL
students group decreased the number of students exceeding the standard in the area of Mathematics
by 3% from19% - 22%.
Name 2-3 areas you have identified to be your goal areas for improvement.

The measurable goals to address our needs have been placed in our appendices and are in keeping
with Georgia Department of Education directions that we establish specific, annual, measurable,
objectives for continuous and substantial progress by each group of students enrolled in the school
that will ensure that all groups of students will meet the state’s proficient level of achievement on the
state academic assessment (CRCT) no later than 2014. These objectives for our Asian, Black,
Hispanic, White, Multi-Racial, Students With Disabilities and Economically Disadvantaged students
are the same and are listed below:
1. To increase student proficiency in Reading from 94% to 96% for 3rd, 4th and 5th graders as measured by the CRCT.
2. To increase student proficiency in Language Arts 88% to 90% for 3rd, 4th and 5th graders as measured by the CRCT.
3. To increase student proficiency in Writing from 76% to 80% for 5th graders as measured by the Georgia Writing Assessment.
4. To increase student proficiency in Math from 76% to 78% for 3rd, 4th and 5th graders as measured by the CRCT.
5. To increase student proficiency in Science from 77% to 80% for 3rd, 4th and 5th graders as measured by the CRCT.
SW-1
TA - 1
g. The root causes for our identified areas of weakness are included below. (Include 2-3)
The specific academic needs of those students that are to be addressed in the school wide program plan will be
reading, math, writing and science.
The ROOT CAUSE/s that we discovered for each of the needs was that teachers needed more professional
development in the content areas of math, reading, writing, and science.
Teachers needed professional development interpreting data and using it to modify instruction.
h. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause analysis.
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
Teacher involvement in decisions regarding the use of academic assessment includes:
 Collaborative dialogue at PLCs, Grade Level, Leadership and Faculty Meetings
 Development of common assessments
 Voyager Training – (Ongoing Professional Development – OPD)
 SuccessMaker result reviews
 CRCT and ITBS reviews
 Checkpoint Assessments
 State writing assessments (grades 3 and 5)
 GKIDS (kindergarten)
ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
 Feedback from surveys and PLC discussions is solicited from the teachers on the effectiveness of
the assessment and the type of assessment that should be used. Teachers work together to create
common assessments
iii.
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
 Teachers work in professional learning communities to study the test data and create flexible groups
at each grade level
SW - 1
5. MIGRANT paragraph – required
We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are
the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the
occupational survey section of the enrollment form and the occupational survey forms that are distributed at the
beginning of each school year.)
 Student enrollment sheets are distributed and the Occupational Survey section of the
form is checked by the registrar.
 All new students receive an Occupational Survey form, as well as the registration form.
This will be checked and verified by the registrar.
 We will work closely with our counselor, school social worker, and our central office
liaison to ensure that the student’s needs are met for any students identified.
 Providing intervention programs and additional assistance for any migrant student who
might be identified and is experiencing academic deficiencies.
 Students will be considered for additional services based on formative data and
classroom assessments.
 Students who may be homeless will be referred to the Fulton County Schools Homeless
Liaison for possible services.
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SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
 Make sure School Improvement goals are aligned to Common Core Common Core
Common Core Georgia Performance Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than
what has been done previously.
 Consider scientifically, research-based strategies and/or promising practices that
have been effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental
involvement under the budget/resource column.
 Evaluation/evidence needs to include both formative and summative items.
NARRATIVE within Implementation Plan
1. Plan’s strategies:
 Describe how the plan provides opportunities for ALL students, to meet or
exceed proficiency AND addresses the needs of all students and targeted
subgroups of students, on a timely basis.
The ways in which we will address the needs of all children in the school particularly the needs of students furthest
away from demonstrating proficiency related to the State’s academic content and student academic achievement
standards are:
 Checkpoints (Scheduled by the county testing department)
 SuccessMaker (reading and math) on a daily basis
 Pre-and Post- test in reading, and math
 Common Assessments
 Study Island on a daily basis
 Renzulli Learning System on a daily basis
SW-2b
TA-1
FLP
a. List the strategies and instructional methods you are incorporating into your school
improvement program and describe how these strategies and instructional methods are
based on scientific / research based strategies and are effective means for raising
student achievement and strengthening the core academic (general education)
program.
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and
instructional practices or strategies such as:

Learning Focused Strategies - LEARNING-FOCUSED Schools Model was developed by Dr. Max Thompson
in response to national, state, and local efforts to increase achievement for all students and to reduce
achievement gaps. The Model provides comprehensive school reform strategies and solutions for K-12
schools based on exemplary practices and research-based strategies. These strategies are used on a
daily basis by teachers to improve student achievement through the use of essential questions, graphic
organizers, cooperative learning and rubrics.
 Direct Instruction (DI)-) is an explicit, scientifically-based model of effective instruction developed by
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Siegfried Engelmann in the 1960's. DI can be distinguished from other models of explicit instruction (such
as direct instruction—di) by its focus on curriculum design and effective instructional delivery. The goal of
DI is to "do more in less time"—accelerating student learning by carefully controlling the features of
curriculum design and instructional delivery Direct Instruction is utitlized to effectively introduce concepts
and to efficiently deliver instruction.
SW-2c
FLP
b. Describe the effective instructional methods that will be used to increase the quality
and amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional
c.
d.
e.
f.
Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school
tutoring, zero periods)
Flexible skills grouping is used on a daily basis as the need arises based on various assessments
Additional Title I EIP teachers will provide additional assistance daily to those students who are not eligible to
attend EIP.
After school tutoring is conducted 2 hours a day at least 3 days a week depending on the grade level from
January up until the last week in March
Extended Day is provided by the county 2 hours a day, 4 times a week
g. Remember to include information regarding Flexible Learning Program if applicable.
h. How will students who are experiencing difficulty mastering the standards be identified
in a timely manner by teachers trained in identification methods?
The ways in which we will address the needs of all children in the school particularly the needs of students furthest
away from demonstrating proficiency related to the State’s academic content and student academic achievement
standards are:
i. Checkpoints (Scheduled by the county testing department)
j. SuccessMaker (reading and math) on a daily basis
k. Pre-and Post-test in reading, and math
l. Common Assessments
m. Study Island on a daily basis
n. Renzulli Learning System on a daily basis
o. Additional tutoring from Title I EIP teachers
p. How will additional assistance be provided for these students in their area of identified
difficulty?
One to one tutorial
Flexible skill grouping
Learning Focused Strategies
Direct Instruction
Differentiating Instruction (Renzulli)
Bold Books
Study Island will be used for all students
q. What activities will these students participate in that will focus on their area of identified
need?
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Decreasing pull-out
Using inclusion
Using push-in models for EIP students
Team Teaching
Extended Day (4 days a week January – March)
After School Tutorial for those students not qualifying for Extended Day
TA-2
FLP
SW-7
SW-2d
TA-8
2. Describe the instructional strategies and programs in the TA program which coordinate
with and support the regular program of the school.
a. Discuss grades and subject areas to be served

b. Instructional strategies to be used

c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the
targeted instruction. It must not take the place of the regular core instructional
program.

d. Supplemental instructional activities
e. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based
on FY12 US ED monitoring.
3. Describe your process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional
assistance to enable these children to meet the State content and performance standards.
On an ongoing basis feedback is solicited from the teachers on the effectiveness of the assessments and the type of
assessments that should be used. Teachers work together to create common assessments and review the assessments
to modify their instruction. Results are compared 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. In addition, Grade Level Meetings are used to train teachers on the Georgia Performance Common
Core Standards, to review Fulton County’s curriculum, data, and to suggest best practices to improve student
achievement.
Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
Teacher involvement in decisions regarding the use of academic assessment includes:
 Collaborative dialogue at PLCs, Grade Level, Leadership and Faculty Meetings
 Development of common assessments
 Voyager Training – (OPD)
 SuccessMaker result reviews
 CRCT and ITBS reviews
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


TA-9
SW-2e
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Checkpoint Assessments
State writing assessments (grades 3 and 5)
GKIDS (kindergarten)
4. Describe procedures for annual assessment of students for meeting state and local
expectations.

5. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on
FY12 US ED monitoring.
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Educator Quality (HiQ and Professional Learning
Title IIA
SW-4
TA-5
Title IIA
1. Include a narrative reminder that Professional Learning needs, based on the needs
assessment, are included in the FCSS School Improvement Plan Template.
 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.
2. Describe how the school/district are providing high quality and on-going professional
development for teachers, principals and parapros and how these activities meet the needs
identified in the needs assessment, enabling students to meet the state’s performance
standards.
 District
 Professional Learning opportunities are provided to teachers, principals, and
paraprofessionals in Fulton County based on needs assessment surveys provided to
all stakeholders. Professional Learning is also provided based on other data, such as
student assessments and district initiatives determined by student needs.
 Many educators in Fulton County are involved in on-going professional learning
through endorsement programs such as reading, gifted and ESOL. The endorsement
programs are yearlong endeavors with 150 or more hours. School Improvement
activities at the district and school levels align to the stated goals and priorities. Each
school has “Better Seeker” teams or “School Leadership Teams” who are trained to
guide educational growth and development for the school. Continuous, on-going
training is provided to teachers, principals and paraprofessionals in order to develop a
clear understanding and consistent implementation of standards-based classrooms to
enable students to meet and exceed performance standards.
 School
 Discuss the resources that are provided to carry out effectively the professional
development activities that address the root causes of academic problems.

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We have included teachers, principals, paraprofessionals, parents, and other staff in our professional development
that addresses the root causes of our identified needs. We conduct
 A Super Data Workshop to educate our parents on the data that they receive
 Curriculum Night
 Open House
 Parent workshops in writing and math
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
We have aligned professional development with the State’s academic content and student academic achievement
standards by providing training in
 The Common Core Georgia Performance Standards
 Standardize based Classrooms
 Writing
 Math
 Differentiated Instruction

We have devoted sufficient resources to carry out effectively the professional development activities that address the
root causes of academic problems. For example…
 Renzulli Learning System (All Students)
 Contracted Math Facilitator and coach
 Outside Contractors (Writing, Math, Science, Best Practices, etc.)

We have included teachers in professional development activities regarding the use of academic assessments to
enable them to provide information on, and to improve, the achievement of individual students and the overall
instructional program with the trainings listed below:
 Common Core Georgia Performance Standards
 New Teacher Induction
 Voyager training
 SuccessMaker
 Writer Learner
 Renzulli Learning System training
 Using Technology in the Classroom
Additional Professional Development for the Exceptional Education Department
ENCORE Training - Exceptional education computerized system for documenting Individual Education Plans (IEPs) and
Eligibility Reports.
Overview of Psychological Evaluations - Evaluation process, materials used, type of information obtained from the
evaluation and the strategies that are presented in the report to help the student.
Sensory Processing - Discussed the different types of sensory issues students may encounter, discussed the different
strategies that may be used and how the sensory issues may affect the student in the classroom.
SW-9b
Title IIA
FLP
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3. Describe how teachers are trained to identify and provide assistance for at-risk students.
 The Curriculum Department encourages teachers to meet before the start of school to
analyze student information/data from the previous year. Results are compared to
previous years and across the grade levels to look for trends and areas of concern.
Teachers then plan as a team to emphasize those skills with a high degree of
importance while covering the other necessary skills prior to spring testing. At-risk
students will be identified so that they can be provided with additional educational
opportunities (double dosing) for needed subject level support.
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 Teachers are offered staff development in areas that show as a need from the student
data and past data from previous years. We offer training on data analysis, progress
monitoring tools (Achievement Series, Checkpoints, etc.) and support in the curricula
subject areas.
 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on
mathematical understanding and skills. The current Math GPS are 90% aligned with
CCGPS. There will be an 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 2011-12 school year. The Curriculum Department
has increased the purchases of supplemental literacy and math materials to support RTI
and the Tier process for all of the Fulton County Elementary Schools.
 At the Elementary and Middle school levels, professional learning to identify at-risk
students is 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, atrisk 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.

SW-3
TA-5
Title IIA
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Fulton County Elementary schools have access to and use the following interventions:
 Harcourt Trophies Intervention
 Computer Assistance – Imagine Learning
 SuccessMaker
4. Describe the process used to identify and provide instruction by highly qualified teachers
and parapros.
 The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified”
in the content area/s of instruction and thus maintain 100% of teachers who are highly
qualified. Should a teacher not have the status of “Highly Qualified,” a plan must be
developed and signed by both teacher and principal. The plan reflects steps which may
include professional learning that will occur to correct the status of the non-HiQ teacher.
This may include testing or change of placement. Title II-A provides reimbursement for the
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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.
Currently we have one special education teachers who is not HiQ.
-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. Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
District mentors teachers by:
 Fulton County District Office supports new teachers with an orientation at the
beginning of each school year. Teachers are provided information and
procedures which are fundamental for a successful experience during the school
year. This includes information in the areas of benefits, professional learning,
curriculum and resources. Throughout the year additional institutes are held in
order to provide continuous support for new teachers.
SW-3a
Title IIA
Our school mentors teachers by: (Make sure you address your 0-3 year teacher(s) and
school based induction and on-going support – please be specific.)

6. Discuss the strategies that are in place at the district and the school to attract highly
qualified teachers.
District attracts highly qualified teachers by:
 The district participates in recruitment activities at colleges and universities in
order to attract highly qualified new teachers. Candidates are also screened through
Human Resources and by school principals. This provides assistance to principals
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and schools with the initial hiring process in the selection of “Highly Qualified”
teachers.
Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make
teachers want to choose your school)
 Teachers new to Fulton County are assigned a mentor for the year. Mentor teachers help new teachers with
classroom arrangement, classroom management, procedures and routines. Mentor teachers also help new
teachers get acquainted with the curriculum. New teachers have an opportunity to observe mentor teachers
and mentor teachers observe new teachers. Mentor teachers offer positive feedback and work closely with
new teachers to ensure teachers become acclimated to Fulton County.
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TA-6
SW-5
1. Discuss that parent involvement is important and the school has strategies in place to
increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert
the Parent Involvement Action Plan Below.
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
GOAL(S)
ACTION/ACTIVITY
DATE(S) GRADE
RESOURCES
LEVEL(S) NEEDED
PERSON
RESPONSIBLE
1.Curriculum Night
2.Data Workshop
3.ELA Common Core Curriculum 101
Parent Workshop
4.Writing Workshop 101
09-11-12
01-08-13
10-23-12
K-5
K-5
K-5
11-15-12
3rd-5th
Teachers/CST/Facilitator/Title
I Parent Liaison
Teachers/CST/ Title I Parent
Liaison
CST/Facilitator/Title I Parent
Liaison
CST/Facilitator/Title I Parent
Liaison
1.Curriculum Night
2.Data Workshop
3.Math Common Core Curriculum 101
Parent Workshop
4.Math BootCamp 101
09-11-12
01-08-13
9-20-12
12-11-12
K-5
K-5
K-5
K-5
*list at least 2 goals*
Parent Involvement
Improve
Reading/ELA/Writing
Achievement
Improve Math
Achievement
Data, Agenda, Sign In
Sheet, Classroom Materials
Data Folders, Agenda, Sign
in Sheet, Assessment/Test
Scores, Classroom
Materials
Agenda, Sign in Sheet, ELA
Materials, Paper,
Pencils/Pens, Projector
Agenda, Sign in Sheet,
Writing Handouts, Pencils,
Paper
Data, Agenda, Sign In
Sheet, Classroom Materials
Data Folders, Agenda, Sign
in Sheet, Assessment/Test
Scores, Classroom
Materials
Agenda, Sign in Sheet,
Math Materials, Paper,
Pencils/Pen, Projector
Agenda, Sign in Sheet,
Math Handouts, Pencils,
Paper, Folder, Projector
Teachers/CST/Facilitator/Title
I Parent Liaison
Teachers/CST/ Title I Parent
Liaison
CST/Facilitator/Title I Parent
Liaison
CST/Facilitator/Title I Parent
Liaison
Desired Results for the goal(s): Improve performance on the CRCT and ITBS.
How will the goal(s) be measured? Standardize Test – CRCT and ITBS
SW-15
TA-6
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3. Mandatory Documentation: Schools must also include the school parent policy with cover
letter and revision dates, parent policy checklist, school/parent compact with appropriate
signatures and compact checklist. UPLOAD completed, signed documentation in Shared
Documents along with the Title I Plan.

a. Describe the process used to involve parents in designing, implementing and
evaluating the school improvement and the parent involvement plan.
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SW-10
FLP
 The opinions of our parents are important to us. An electronic parent involvement
survey is opened to parents each spring, allowing them to give their opinions and
offer comments and suggestions concerning our parent involvement program. Each
year as we begin to review and revise our Parent Involvement and School
Improvement Plans, we choose parents to be involved in this process. They
participate as we evaluate the previous year’s plans, giving their input on ways to
improve our Parent Involvement and School Improvement Programs. We also have
parents as members of our School Council. They review the plans during
development and after completion. Their comments and suggestions are considered
as the plans are written.
b. Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
We receive two copies of student test results. We give one copy to parents through the mail, in student packets,
or during parent/teacher conferences. The interpretation of the test results is also provided to parents during
conferences and upon request.
c. If our school is identified as a priority, focus or alert school, parents are notified by
letter(s) explaining the flexible learning program (FLP) and what intervention strategies
are in place to improve our status.
Individual student assessment results and interpretation will be provided to parents through the LSAC, PTA,
Parent Conferences and Super Data Workshops.
If our school should is identified as a priority, focus or alert school, status, letters will be sent to parents to explain
our designation and what strategies we have in place to improve our status.
SW-9
d. Explain parent-teacher conference opportunities, how the teacher is helping students
identified as having difficulty meeting standards, what parents can do to assist their
students, and where parents can find additional assistance at the school or in the
community.
 SEE- FLP plan for further details regarding instructional intervention strategies (if
applicable).
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 students and additional assistance available to the student at the school or in the community.
We are providing 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. Those activities
include the following:
 Early Intervention Program
 Extended Day
 Mentoring programs
 Flexible grouping
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


504/Student Support Team
After School Tutoring for those who are not eligible to attend Extended Day.
The guidance counselor assists students by providing individual, small group, and large group sessions focusing on
areas of need with input from teachers, parents and the students. He also serves as the SST/504 Coordinator.
At Liberty Point, professional learning to identify at-risk students is job-embedded. We use 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. Professional learning is given to teachers for differentiating instruction and
flexible grouping.
Coordination and Collaboration of Services
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
TA-4
TA-4
SW-8a
SW – 8b
TA-7
2. Describe the strategies used to coordinate and collaborate with other Federal, State,
and local services in your Title I Targeted Assistance program/plan.

3. State that there is coordination and integration of Federal, State, and local services and
programs. Describe how you will coordinate with and support the general education
program.

4. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
 The following federal funds have been allocated to our school.
Fund
Amount
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Professional development for students and teachers, Extended
Title I
$280,350.00
Day transportation, one 5th grade math teacher, 4 part time EIP
teachers and Extended Day Administrator, 1 full time parent
liaison, materials and supplies for students and the parent
resource room to improve student achievement.
Title II
Title III
$
$
Program Coordination
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
Following are our listing of Federal, State, and local services and program and a full explanation of how we are
coordinating and integrating those services and program:

Old Campbell Kiwanis – (K-Kids) K-Kids, a Kiwanis club sponsored program, has seen steady growth since its inception
in 1990. K-Kids is a dynamic club that builds leadership skills, raises students’ self-esteem and gives them a way to give
back to their community and school. K-Kids started in Florida, where the 1998-99 Kiwanis Governor Lamar Fisher
developed the program and provided continuing support. K-Kids soon spread to other Kiwanis districts. As a result of its
growth, K-Kids were adopted as a sponsored program on October 1, 1998. The first club chartered by International was
the K-Kids Club of Brooksville Elementary School in Florida. Today, in addition to the US, there are clubs in Australia,
Bahamas, Barbados, Canada, Italy, Jamaica, Malaysia, Martinique, Nigeria, the Philippines, and Trinidad and Tobago.
There is over 600 K-Kids clubs around the world.



SW-8c
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Boy Scouts of America (BSA) is the largest
http://en.wikipedia.org/wiki/Boys_and_Girls_Clubs_of_America
youth organization in the United States, with over five million members in its age-related divisions. The BSA
seeks to train youth in responsible citizenship, character development, and self-reliance through participation
in a wide range of outdoor activities, educational programs. Our boys are taught values such as honesty,
good citizenship, and outdoors skills, through a variety of activities such as camping, aquatics and hiking.

Girl Scouts of the USA is the world’s preeminent organization dedicated solely to girls—all girls—where, in an accepting
and nurturing environment, girls build character and skills for success in the real world. In partnership with committed
adult volunteers, girls develop qualities that will serve them all their lives, like leadership, strong values, social conscience,
and conviction about their own potential and self-worth.

The National Beta Club - Promote the ideals of character, service and leadership among elementary and secondary
school students, to reward meritorious academic achievement.

Title IV -Safe and Drug Free Schools – We support programs that prevent violence in and around schools; that prevent
the illegal use of alcohol, tobacco, and drugs; that involve parents and the community; and that are coordinated with
related Federal, State, school, and community efforts and resources to foster a safe and drug-free learning environment
that supports student academic achievement.

Title II – Student Support Teacher – Provides support to students and Student Support Teams, which includes the
parent (and when appropriate the student). It is a function of the classroom teacher and school personnel. It uses a
systematic problem solving approach to assist students who are not progressing at a satisfactory rate (students at risk for
school failure) either academically, socially, or behaviorally. The SST clarifies problems and concerns; develops
strategies and organizes resources; provides a system for accountability; and serves to assist and counsel the classroom
teacher.
5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational
and Applied Technology Act, and National & Community Service Act of 1990.
 With renewed focus on preparing our students to meet the expectations of a global
workforce, career and technical curricula integrates and correlates technical skills to
academic standards. Perkins accountability indicators are tied directly to student
performance on the Georgia High School Graduation Test - reading and mathematics
Fulton County Schools
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- as well as graduation rate.
 Elementary Schools do not received these funds
6. Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
SW-6

Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are
transition plans for students who are entering middle school, private schools, and students entering throughout the school
year.

In the spring of every year, the Pre-K Teachers and Parent Liaison host a parent transition meeting for all Pre-K parents.
Parents of children who attend Pre-K classes with private providers in the community are also invited. The agenda
includes presentations from a school social worker and a school counselor who share information about their roles in the
school. In addition, kindergarten teachers share information about curriculum for kindergarteners. This is also a time that
parents can ask questions about everything from attendance policies, services available and academic expectations.

Pre-Kindergarten students are provided an opportunity to visit Liberty Point Elementary School in the month of
May. The students are taken on a tour of the building and are given an opportunity to spend time with a
Kindergarten class. They eat lunch and are given an opportunity to meet the principal. This tour is coordinated by
the Parent Liaison.

School visits/tours are conducted in April and May of each year for those students that are new to Liberty Point
Elementary School and/or those interested in Liberty Point

Fifth grade students are provided an opportunity to visit Renaissance Middle School. The fifth grade students are
taken to the local middle school where they receive a detailed orientation on the ends and outs of middle school.
The faculty/staff and several students of Renaissance Middle School answer the student questions and concerns.
Expectations, rules and regulations of middle school are reiterated at that time. The students learn about
scheduling, sports, and the way discipline is handled. The students are also given a tour of the building so that
they are aware of where all of the key members of the staff are located. This transition takes place in May. The
fifth grade counselor along with the middle school counselors set up this meeting.

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Fulton County Schools
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Additional Requirements
SW-14
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SW-18
1. The implementation of the plan is monitored throughout the year. Addendums are added
to the plan when on-going assessment data shows revisions are needed. The plan is
evaluated and revised yearly based on newly disaggregated data.
 The district utilizes focus walk data to monitor our progress in the implementation of
our instructional strategies listed in our plan.
 Mid-year reviews of our school improvement plan and formative assessment data
are held in January. During this meeting, district staff and school administration
meet to check on the progress of our plan implementation and the results of our
formative assessments.
1. Explain that should the school enter the Needs Improvement status, based on
consequences or sanctions based upon the ESEA waiver determinations, that the School
Improvement provisions of NCLB, Section 1116 will be followed.
2. All priority, focus and alert schools (if applicable) will complete and participate in all
requirements according to state and federal guidelines. We will offer flexible learning
programs (FLP) if applicable if we should enter the FLP requirement that requires specific
interventions we will work with the State DOE and our District to complete all requirements
for improvement.
Fulton County Schools
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL: Liberty Point Elementary
DATE: August 23, 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
x
Original date of plan listed
x
Revision date of plan listed (day, month, year)
x
Table of Contents – Schoolwide
x
District Mission, Vision, Goals
x
Evaluation of previous years Schoolwide Plan
x
School Mission, Vision, Goals
x
District/ School demographics
x
x
1
School Profile – Data
x
Migrant Statement included in plan
x
Common Core Common Core Common Core Georgia Performance Standards (CCGPS) and College and Career Ready
Performance Index (CCRPI) goals.
x
Implementation Plan
x
x
x
x
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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)
2
2a
2b
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student
performance.
Are based upon effective means of raising student achievement.
Fulton County Schools
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MET
Plan Requirements
and
Schoolwide
Components
x
2c
x
2d
N/A
2e
N/A
2f
x
3
x
3a
x
4
x
5
x
6
x
7
x
8
x
8a
x
8b
x
8c
x
9
x
9a
x
9b
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Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs
have been met and are consistent with improvement plans.
Must include documentation to support that any educational field trip used as an instructional strategy is aligned to
the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of
assisting students to achieve proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.
Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).
Instruction by highly qualified professional staff. (C)
Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)
Professional development for staff to enable all children in the school to meet performance standards. (D)
Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts,
etc.
a) Must include parent policy with cover sheet and revision month/date/year
b) Parent policy checklist
c) Compacts
Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school
to high school; and high school to post-secondary. (G)
Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve
the performance of individual students and the overall instructional program. (H)
Coordination and integration of Federal, State, and local services and programs (J)
List of State and local educational agency programs and other Federal programs that will be included
Description of how resources from Title I and other sources will be used
Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include: (I)
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
Fulton County Schools
34
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MET
Plan Requirements
and
Schoolwide
Components
x
9c
x
10
x
11
x
12
x
13
x
14
x
15
x
16
x
17
x
18
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,
and additional assistance available to the student at the school or in the community
Description of how individual student assessment results and interpretation will be provided to parents.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Provisions for public reporting of disaggregated data
Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the Schoolwide program.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service personnel and parents.
Plan available to the LEA, parents, and the public.
Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in
the school speak as their primary language.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Dr. Vaneesa Johnson
10/15/12
Principal’s Signature
Date
Tawanna Miller
10/15/12
Title I Director’s Signature
Date
Donald Fennoy
10/22/12
Area Executive Director’s Signature
Date
Assistant Superintendent’s Signature
Date
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Fulton County Schools
35
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Student Achievement Data Elementary School - Criterion Referenced Tests
OPTIONAL Unless Needs Improvement (NI)
Mathematics – Grade 3
Criterion Reference Test Mathematics All Students
Year
Did Not Meet
Meets
Exceeds
Meets + Exceeds
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
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State AMO
59.5%
59.5%
67.6%
Criterion Reference Test Mathematics Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Economically Disadvantaged Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
36
2/8/16
2010-2011
67.6%
Reading and English Language Arts – Grade 3
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
tdm
Criterion Reference Test Reading/English Language Arts – All Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Economically Disadvantaged
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
37
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Mathematics – Grade 4
Criterion Reference Test Mathematics All Students
Year
Did Not Meet
Meets
Exceeds
Meets + Exceeds
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
tdm
State AMO
59.5%
59.5%
67.6%
Criterion Reference Test Mathematics Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Economically Disadvantaged Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
38
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Reading and English Language Arts – Grade 4
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
tdm
Criterion Reference Test Reading/English Language Arts – All Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Economically Disadvantaged
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
39
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Mathematics – Grade 5
Criterion Reference Test Mathematics All Students
Year
Did Not Meet
Meets
Exceeds
Meets + Exceeds
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
tdm
State AMO
59.5%
59.5%
67.6%
Criterion Reference Test Mathematics Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Mathematics Economically Disadvantaged Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
67.6%
State AMO
59.5%
59.5%
40
2/8/16
2010-2011
67.6%
Reading and English Language Arts – Grade 5
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
Year
2008-2009
2009-2010
2010-2011
tdm
Criterion Reference Test Reading/English Language Arts – All Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Black Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Other Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – White Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – SWD Students
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Criterion Reference Test Reading/English Language Arts – Economically Disadvantaged
Did Not Meet
Meets
Exceeds
Meets + Exceeds
Fulton County Schools
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
State AMO
73.3%
73.3%
73.3%
41
2/8/16
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Fulton County Schools
42