Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Cliftondale Elementary
District Name: Fulton County Schools
Principal Name: Dr. Tony Wilcher
School Year: 2014-2015
School Mailing Address:
Cliftondale Elementary
3340 West Stubbs Road
College Park, GA 30349
Telephone: 404-768-3600
District Title I Director/Coordinator Name: Ms. Catherine Harper
District Title I Director/Coordinator Mailing Address:
Title I Department
689 North Avenue
Hapeville, GA 30354
Email Address: harpercd@fultonschools.org
Telephone: 404-669-8217
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Focus School
Title I Alert School
Principal’s Signature:
Date: August 22, 2014
Title I Director’s Signature:
Date:
Revision Date: February 4, 2015
Revision Date:
Revised February 4, 2015
Page 1 of 42
Revision Date:
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
Fulton County Vision Statement:
The vision of the Fulton County School System is for all students to learn to their full potential.
Fulton County Mission Statement:
The mission of the Fulton County School System is to educate every student to be responsible, productive
citizens.
Characteristics of the Vision:
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.
Revised February 4, 2015
Page 2 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
Cliftondale ES: Mission, Vision, and Beliefs Statements
Mission: Our mission is to prepare Cliftondale students to reach their highest potential so they can be
productive citizens and globally competitive.
Vision: Every student will possess the educational tools, and best learning practices to achieve academic
success in the 21st century.
Belief Statements:








We believe children can learn when their individual needs are met so that they can reach their
fullest potential.
We believe children can learn in all different modalities.
We believe children can learn regardless of out of school factors in their lives.
We believe in striving for excellence ourselves in order to be ideal role models.
We believe in providing an environment that encourages learning and sets high standards.
We believe in the use of effective pedagogical strategies.
We believe in the mastery model for learning.
We strive for measurable results.
Cliftondale Elementary School’s vision and mission also support the Fulton County School
System’s goals, which are:



Graduation rate – 90% of Fulton students will graduate on time
College Readiness – Proper preparation so that 85% of Fulton’s high school seniors will meet the next
average SAT score of the 25th percentile of students accepted to University System of Georgia colleges or
universities
Career Readiness – An aggressive percentage of students (as measured by state standardized test) will meet
the objective standard for work readiness in the areas of math, reading, science, and social Studies.
Below is a list of frequently used acronyms and their definition to assist with the reading of the
school’s Title I Schoolwide/School Improvement Plan.
BAS
CCGPS
CCRPI
CRCT
DRA
DIBELS
ED
EIP
GaDOE
ITBS
SST
SWD
Benchmark Assessment System
Common Core Georgia Performance Standards
College and Career Ready Performance Index
Criterion-Referenced Competency Test
Developmental Reading Assessment
Dynamic Indicators of Basic Early Literacy Skills
Economically Disadvantaged refers to the subgroup population of students who receive free
or reduced-price lunch.
Early Intervention Program
Georgia Department of Education
Iowa Test of Basic Skills
Student Support Team
Students with Disabilities refers to the subgroup population of students who may have
specific educational needs that make it difficult for them to do well on assessments without
proper accommodations or adaptions.
Revised February 4, 2015
Page 3 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in
this document.
Revised February 4, 2015
Page 4 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
Cliftondale Elementary
Title I Committee
2014-2015
Meeting Date: August 8, 2014
Meeting Time: 8:30 a.m. – 10:00 a.m.
Planning Committee Members:
NAME
POSITION/ROLE
Dr. Tony Wilcher
Principal
Tammy Thurman
Teacher
Dr. Diane Meikle
Teacher
Michael McBride
Community Member
Lavonia Nelson
Parent
Stacy Benthall
Parent
Cherrika Holloman
Parent Liaison
Theresa Pierre
Parent
Revised February 4, 2015
Page 5 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
Cliftondale Elementary School, established in 2010, is a Fulton County public school
located in College Park, Georgia. It is a part of the Fulton County School District’s
South Learning Community. There are approximately 883 students enrolled at
Cliftondale Elementary School for the 2014-2015 school year. A more detailed student
enrollment subpopulation breakdown is below:
Cliftondale Elementary Demographics
2014-2015
Total Enrollment = 883
Males = 458 = 52%
Females = 425 = 48%
SUBGROUPS
Subgroup
Total
%
Black
868
98.31%
White
12
1.36%
Asian
2
.02%
Indian
1
.01%
ED
552
63%
SWD
69
8%
EIP
122
14%
TAG
56
6%
A. Cliftondale Elementary School developed its schoolwide plan with the participation of
individuals who will monitor both its implementation and results. Those persons
involved were the principal, classroom teachers, parent facilitator, community member,
and parents. Each of the members of our team had a part in the review of Cliftondale’s
Comprehensive Needs Assessment and school improvement plan from the 2013-2014
academic year. The process involved disaggregating and reviewing student
achievement from summative assessments - the Criterion-Referenced Competency Test
(CRCT), Iowa Test of Basic Skills (ITBS), and the 5th Grade Georgia Writing
Assessment, and developing plausible explanations (root causes/hypothesis) for their
performance results.
Our Annual Title I Committee Meeting was held August 8, 2014 at 8:30 a.m. in the
school cafeteria. All parents, via multiple means of communication (parent letter sent
home on August 1st and flyer), were invited to participate and be a part of the decisionmaking process regarding the review and revision of the schoolwide plan, school
parental involvement policy, and school-parent-student compact
Revised February 4, 2015
Page 6 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
B. In terms of tools to analyze and determine needs, Cliftondale Elementary School used
the following instruments, procedures, or processes to obtain the information included
in the comprehensive needs assessment: statewide assessments (CRCT, grades 3-5),
norm-referenced assessments (ITBS, grades 3 and 5), and the Georgia Writing
Assessment (grade 5) - all used to measure student achievement in both criterion- and
norm-referenced formats to inform teachers on how well students are performing
compared to their peers and to determine our academic needs for the upcoming year.
Dynamic Indicators of Basic Early Learning Skills (DIBELS) in grades K-2,
Development Reading Assessments (DRA) in grades K-3, Benchmark Assessment
System (BAS) in grades 3-5, common assessments (grades 2-5), classroom
observations, South Learning Community Learning Walks, lesson plan reviews, parent
surveys, educational research reviews, and brainstorming as a strategy for needs
assessment are also used to drive classroom core academic content instruction.
C. Given that Cliftondale is a Title I School, the needs of migrant students were
specifically considered for supplemental services. There are no migrant students
currently enrolled for the 2014-2015 year. However, the school will adhere to the
following procedures should these students enroll at Cliftondale Elementary:
Student enrollment sheets are distributed to enrolling students and the Occupational
Survey section of the form would be checked by the school data clerk. Students receive
an Occupational Survey form, as well as the registration form. This is checked and
verified by the data clerk. Based on the results, we will work closely with our
counselor, school social worker, and our central office liaison to ensure that the
student’s needs are met if students are identified as migrant. Intervention programs and
additional assistance are also provided for any migrant student experiencing academic
deficiencies. Students will be considered for additional services based on formative
data and classroom assessments. Students who may be homeless will be referred to the
district’s homeless liaison for possible services.
D. The student assessment data results were reviewed to determine our needs for the
2014-2015 academic year. Major patterns of strength and weakness were analyzed to
determine areas in need of improvement and if achievement goals were met for the
2013-14 year. Our end-of-the-year summative CRCT assessment served as the main
basis for interpreting student achievement progress.
Revised February 4, 2015
Page 7 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
Table 1
7%
49%
Meets &
Exceeds
44%
93%
-2%
+6%
-4%
+2%
Meets
Exceeds
Does not
Meet
Meets &
Exceeds
91%
% Difference
+/2013 & 2014
Exceeds
48%
Meets
Meets &
Exceeds
43%
N/A
Does not
Meet
Exceeds
9%
2014
Results
Meets
All
ELL
SWD
ED
Black
2013
Results
Does not
Meet
5th
Cliftondale
CRCT
MATH
N/A
28%
43%
29%
72%
38%
62%
0%
62%
+10%
+19%
-29%
-10%
13%
50%
37%
87%
8%
49%
43%
92%
-5%
-1%
+6%
+5%
10%
43%
47%
90%
7%
51%
42%
93%
-3%
+8%
-5%
+3%
Table 2
+6%
-2%
-4%
Meets &
Exceeds
82%
Exceeds
27%
N/A
Meets
55%
Does not
Meet
18%
% Difference
+/2012 & 2013
Meets &
Exceeds
88%
Exceeds
31%
Meets
Meets &
Exceeds
57%
N/A
Does not
Meet
Exceeds
12%
2014
Results
Meets
All
ELL
SWD
ED
Black
2013
Results
Does not
Meet
4th
Cliftondale
CRCT
MATH
-6%
N/A
50%
33%
17%
50%
50%
50%
0%
50%
-0%
+17%
-17%
+0%
11%
58%
31%
89%
23%
59%
18%
77%
+12%
+1%
-13%
-12%
12%
55%
33%
88%
18%
57%
25%
82%
+6%
+2%
-8%
-6%
Table 3
46%
72%
N/A
Meets &
Exceeds
Does not
Meet
+10%
Exceeds
26%
Meets &
Exceeds
28%
Exceeds
82%
% Difference
+/2013 & 2014
Meets
43%
N/A
Meets
Exceeds
Meets
39%
Does not
Meet
18%
2014
Results
Meets &
Exceeds
All
ELL
SWD
ED
Black
2013
Results
Does not
Meet
3rd
Cliftondale
CRCT
MATH
-13%
+3%
-10%
-60%
N/A
0%
60%
40%
100%
60%
20%
20%
40%
+60%
-40%
-20%
21%
44%
35%
79%
30%
32%
38%
70%
+9%
-12%
+3%
-9%
16%
39%
45%
84%
27%
26%
47%
73%
+11%
-13%
+2%
-11%
Revised February 4, 2015
Page 8 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
Table 4
Meets &
Exceeds
-1%
Exceeds
95%
N/A
Meets
37%
Does not
Meet
57%
% Difference
+/2013 & 2014
Meets &
Exceeds
6%
Exceeds
93%
Meets
37%
N/A
Does not
Meet
56%
2014
Results
Meets &
Exceeds
Exceeds
7%
Meets
All
ELL
SWD
ED
Black
2013
Results
Does not
Meet
5th
Cliftondale
CRCT
READING
+1%
0%
+1%
N/A
0%
57%
43%
100%
25%
63%
12%
75%
+25%
+6%
-31%
-25%
10%
59%
31%
90%
7%
59%
34%
93%
-3%
+0%
+3%
+3%
7%
55%
38%
93%
6%
57%
37%
94%
-1%
+2%
-1%
+1%
Table 5
52%
43%
95%
-2%
20%
80%
0%
80%
20%
40%
40%
80%
8%
46%
46%
92%
6%
58%
36%
5%
42%
53%
95%
5%
51%
44%
N/A
+9%
-7%
+2%
-0%
-40%
+40%
+0%
94%
-2%
+12%
-10%
+2%
95%
-0%
+9%
-9%
+0%
N/A
N/A
Table 6
Table 7
5th
Cliftondale
CRCT
2013
Results
Meets &
Exceeds
5%
Exceeds
93%
Meets
Meets &
Exceeds
50%
Does not
Meet
Exceeds
Meets &
Exceeds
43%
7%
% Difference
+/2013 & 2014
Meets
Exceeds
Does not
Meet
2014
Results
Meets
All
ELL
SWD
ED
Black
2013
Results
Does not
Meet
3rd
Cliftondale
CRCT
READING
2014
Results
Revised February 4, 2015
Page 9 of 42
% Difference
+/2013 & 2014
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
63
96%
5%
-9%
-2%
-11%
58
+9%
-15%
-6%
52
+3%
-7%
-4%
%
56%
39%
75
%
95%
N/A
+1%
Meets &
Exceeds
+11%
%
34
92
+6%
%
%
%
41
93
+4%
%
%
%
12
Exceeds
-4%
Meets
46%
-5%
Does not
Meet
50%
+6%
-7%
-1%
N/A
0%
43%
57%
100%
25%
63%
12%
75%
+25%
+20%
-45%
-25%
7%
56%
37%
93%
7%
55%
38%
93%
-0%
-1%
+1%
+0%
5%
51%
44%
95%
5%
57%
38%
95%
-0%
+6%
-6%
+0%
14%
86%
Revised February 4, 2015
Page 10 of 42
+4%
+5%
-9%
Meets &
Exceeds
Exceeds
Meets
27%
Does not
Meet
59%
% Difference
+/2013 & 2014
Meets &
Exceeds
90%
Exceeds
36%
Does not
Meet
54%
Meets
10%
2014
Results
Meets &
Exceeds
2013
Results
Exceeds
Table 8
4th
Cliftondale
CRCT
ELA
4%
N/A
Meets
All
ELL
SWD
ED
Black
Does not
Meet
ELA
+1%
%
Meets &
Exceeds
49
+4%
%
N/A
%
Exceeds
3%
%
Does not
Meet
Black
86
Meets &
Exceeds
49
Exceeds
2%
%
Meets &
Exceeds
25%
%
49
98
8%
%
%
%
48
97
7%
%
%
%
14
Meets
ED
Does not
Meet
72
92
Exceeds
43
Meets
49
%
N/A
14%
Meets &
Exceeds
Does not
Meet
Exceeds
8%
%
N/A
96
%
ELL
SWD
All
Meets
48
% Difference
+/2013 & 2014
Meets
48
4%
All
2014
Results
Meets &
Exceeds
Does not
Meet
Exceeds
2013
Results
Does not
Meet
4th Cliftondale
CRCT
READING
Meets
1.
-4%
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
All
38%
25%
63%
+8%
-19%
+11%
-8%
13%
47%
40%
87%
17%
68%
15%
83%
+4%
+21%
-25%
-4%
11%
52%
37%
89%
14%
62%
24%
86%
+3%
+10%
-13%
-3%
+2%
Meets &
Exceeds
76%
Exceeds
34%
Meets
52%
N/A
Does not
Meet
Meets &
Exceeds
14%
Exceeds
88%
N/A
% Difference
+/2013 & 2014
Meets
Exceeds
35%
Does not
Meet
53%
2014
Results
Meets &
Exceeds
12%
Meets
2013
Results
-1%
-1%
-2%
N/A
0%
100%
0%
100%
40%
60%
0%
60%
+40%
-40%
+0%
-40%
15%
60%
25%
85%
19%
52%
29%
81%
+4%
-8%
+4%
-4%
11%
55%
34%
89%
14%
52%
34%
86%
+3%
-3%
+0%
-3%
38%
23%
42%
35%
77%
N/A
-2%
Meets &
Exceeds
Exceeds
Meets
Does not
Meet
Meets &
Exceeds
% Difference
+/2013 & 2014
Exceeds
74%
Meets
37%
N/A
Does not
Meet
Meets &
Exceeds
25%
2014
Results
Exceeds
2013
Results
+4%
-2%
+2%
N/A
43%
36%
21%
57%
69%
31%
0%
31%
+26%
-5%
-21%
-26%
35%
40%
25%
65%
27%
42%
31%
73%
-8%
+2%
+6%
+8%
26%
38%
36%
74%
25%
41%
34%
75%
-1%
+3%
-2%
+1%
21%
79%
23%
43%
34%
Revised February 4, 2015
Page 11 of 42
77%
+2%
-8%
+6%
Meets &
Exceeds
Exceeds
Meets
Does not
Meet
% Difference
+/2013 & 2014
Meets &
Exceeds
Exceeds
28%
Meets
51%
2014
Results
Does not
Meet
2013
Results
Meets &
Exceeds
Table 11
4th
Cliftondale
CRCT
SCIENCE
37%
Exceeds
All
ELL
SWD
ED
Black
71%
Meets
Table 10
5th
Cliftondale
CRCT
SCIENCE
N/A
14%
Meets
All
ELL
SWD
ED
Black
N/A
57%
Does not
Meet
Table 9
3rd
Cliftondale
CRCT
ELA
N/A
29%
Does not
Meet
ELL
SWD
ED
Black
Does not
Meet
1.
-2%
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
N/A
N/A
45%
0%
45%
56%
44%
0%
44%
+1%
-1%
+0%
-1%
22%
50%
28%
78%
28%
50%
22%
72%
+6%
+0%
-6%
-6%
21%
51%
28%
79%
23%
44%
33%
77%
+2%
-7%
+5%
-2%
31%
41%
27%
68%
N/A
+5%
Meets &
Exceeds
Exceeds
Meets
73%
Does not
Meet
26%
N/A
% Difference
+/2013 & 2014
Meets &
Exceeds
47%
26%
Exceeds
Does not
Meet
CRCT
SCIENCE
Does not
Meet
Cliftondale
2014
Results
Meets &
Exceeds
2013
Results
Meets
Table 12
3rd
All
ELL
SWD
ED
Black
N/A
55%
Exceeds
ELL
SWD
ED
Black
Meets
1.
-6%
+1%
-5%
N/A
50%
50%
0%
50%
73%
18%
9%
27%
+23%
-32%
+9%
-23%
32%
47%
21%
68%
42%
38%
20%
58%
+10%
-9%
-1%
-10%
26%
47%
27%
74%
32%
41%
27%
68%
+6%
-6%
+0%
-6%
Table 13
Cliftondale Elementary
5th Grade
Writing Assessments
2012 Results
2013 Results
2014 Results
% Difference +/2013 & 2014
Does not
Meet
Meets
Meets &
Exceeds
Exceeds
16%
13%
20%
71%
67%
70%
13%
19%
9%
84%
86%
79%
+7%
+3%
-10%
-7%
Table 14
Cliftondale Elementary
3rd & 5th
ITBS
3rd Grade ELA
3rd Grade Reading
National
%
Percentile
Average
Rank
50%
50%
2013
Cliftondale
Percentile
%
61%
58%
Revised February 4, 2015
Page 12 of 42
2014
Cliftondale
Percentile
%
64%
56%
%
Difference
+/2013 &
2014
+3%
-2%
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
3rd Grade Math
5th Grade ELA
5th Grade Reading
5th Grade Math
50%
50%
50%
50%
65%
63%
58%
61%
68%
60%
51%
57%
+3%
-3%
-7%
-4%
Table 15
Cliftondale
Elementary
CRCT
MATH
Results by
Domain
3rd Grade
4th Grade
5th Grade
Numbers &
Operations
Measurement
&
Data Analysis
(% Correct)
(% Correct)
Geometry
Algebra
(% Correct)
(% Correct)
2013
2014
-/+
2013
2014
-/+
2013
2014
-/+
2013
2014
-/+
72%
75%
76%
69%
74%
70%
-3%
-1%
-6%
71%
68%
71%
67%
55%
71%
-4%
71%
66%
72%
74%
61%
76%
+3%
-5%
+4%
75%
85%
76%
66%
75%
73%
-9%
-13%
-0%
-10%
-3%
Table 16
Cliftondale
Elementary
CRCT
READING
Results by
Domain
Literacy
Comprehension
Reading Skills &
Vocabulary
Acquisition
Information
&
Media Literacy
Reading
for
Information
(% Correct)
(% Correct)
(% Correct)
(% Correct)
2013
2014
-/+
2013
2014
-/+
82%
71%
-11%
78%
78%
+0%
84%
73%
76%
72%
-8%
-1%
87%
87%
79%
87%
-8%
+0%
2013
2014
-/+
2013
2014
-/+
59%
62%
+3%
3rd Grade
N/A
4th Grade
5th Grade
70%
70%
73%
61%
+3%
-9%
Table 17
Cliftondale
Elementary
Earth
Science
Life
Science
Physical
Science
(% Correct)
(% Correct)
(% Correct)
Revised February 4, 2015
Page 13 of 42
N/A
N/A
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
CRCT
SCIENCE
2013 2014
-/+ 2013 2014 -/+ 2013 2014 -/+
Results by
Domain
3rd Grade
4th Grade
5th Grade
56%
64%
55%
53%
62%
56%
-3%
-2%
+1%
65%
67%
75%
60%
69%
72%
-5%
+2%
-3%
69%
67%
67%
65%
71%
70%
-4%
+4%
+3%
Achievement
Elementary School
Indicators
Benchmark
for Indicator
(%)
Cliftondale
Performance
on Indicator
(%)
Revised February 4, 2015
Page 14 of 42
Adjusted
Performance
on Indicator
(%)
Points
Possible
for
Indicator
Points
Earned on
Indicator
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
1
2
3
CONTENT
MASTERY
4
5
Percent of students scoring
at Meets or Exceeds in ELA
(required participation rate
>= 95%)
100
89.5
NA
10
9
Percent of students scoring
at Meets or Exceeds in
reading (required
participation rate >= 95%)
100
96.4
NA
10
9.6
Percent of students scoring
at Meets or Exceeds in
mathematics (required
participation rate >= 95%)
100
87.3
NA
10
8.7
Percent of students scoring
at Meets or Exceeds in
science (required
participation rate >= 95%)
100
77.3
NA
10
7.7
Percent of students scoring
at Meets or Exceeds in social
studies (required
participation rate >= 95%)
100
82.3
NA
10
8.2
50
43.2
Total Points
POST
ELEMENTARY
SCHOOL
READINESS
Category Performance %
.864
Category Weight
40%
Weighted Performance
.3456
90.6
NA
NA
NA
NA
65
86.4
86.4
10
10
100
87.5
10
8.8
10
6.4
6
Percent of English Learners
with positive movement
from one Performance Band
to a higher Performance
Band as measured by the
ACCESS for ELLs
7
Percent of Students With
Disabilities served in
general education
environments greater than
80% of the school day
8
Percent of students scoring
Meets or Exceeds on the
Grade Five Writing
Assessment (required
participation rate >= 95%)
100
63.8
9
Percent of students in grade
3 achieving a Lexile
measure equal to or greater
than 650
100
71.4
10
Percent of students in grade
5 achieving a Lexile
measure equal to or greater
than 850
Revised February 4, 2015
Page 15 of 42
10
7.1
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
100
95.6
11
Percent of students in
grades 1-5 completing the
identified number of grade
specific career awareness
lessons aligned to Georgia’s
17 Career Clusters
12
Student Attendance Rate
(%)
99.4
96.70
97.3
Total Points
10
9.6
10
9.7
60
51.6
Category Performance %
.86
Category Weight
30%
Weighted Performance
.258
Elementary School
Indicators
Benchmark
for
Indicator
(%)
Cliftondale
Performance
on Indicator
(%)
Adjusted
Performance
on Indicator
(%)
Points
Possible
for
Indicator
Points
Earned on
Indicator
13
Percent of students in
Grade 5 passing at least 5
courses in core content
areas (ELA, reading,
mathematics, science,
social studies) and scoring
at Meets or Exceeds on all
CRCT
91.6
64.2
70.1
10
7
14
Percent of CRCT
assessments scoring at the
Exceeds level (ELA,
reading, mathematics,
science, social studies)
65.7
35.9
54.6
10
5.5
20
12.5
PREDICTOR
FOR HIGH
SCHOOL
GRADUATION
Total Points
Content Mastery Weighted Performance
.3456
Post High School Readiness Weighted Performance
.258
Graduation Rate Weighted Performance
.1875
Sum of Weighted Performances (.79167)*60
Total Achievement Points Earned
47.5
E. Our plan is based on information about All students in the school and identified
subgroups of students and groups of students who are not yet meeting or exceeding the
Revised February 4, 2015
Page 16 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
state academic content standards [the Common Core Georgia Performance Standards
(CCGPS)]. Major subgroups included in our plan and enrolled at Cliftondale
Elementary include Economically Disadvantaged (ED), Black, Special Education
(SEC), and Students with Disabilities (SWD). No ELL students are reported. To
reiterate, the data was disaggregated and reviewed for all students, subgroups, and core
content areas.
Legend:
Subgroup met
both State and
Subgroup
Subgroup met
Subgroup but
not State
Revised February 4, 2015
Page 17 of 42
Subgroup met
State but not
Subgroup
Subgroup did
not meet either
the State or
Subgroup
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
Not Applicable
Performance
Targets
Performance
Target
Performance
Target
Performance
Targets
Subgroup met
Participation
Rate, State
Performance
Target and
Subgroup
Performance
Target
Subgroup met
Participation
Rate and
Subgroup
Performance
Target but not
State
Performance
Target
Subgroup met
Participation
Rate and State
Performance
Target but not
Subgroup
Performance
Target
Subgroup met
the
Participation
Rate, but did
not meet either
the State or
Subgroup
Performance
Targets
Criterion Reference Competency Tests
Subgroup:
English Language Arts
Reading
Mathematics
Science
Social Studies
American Indian/Alaskan
Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
Economically Disadvantaged
English Learners
Students With Disability
F. The data has helped us reach conclusions regarding student achievement progress.
Revised February 4, 2015
Page 18 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
An analysis of CRCT data from the 2013-14 year yielded the following gains:
In mathematics, Educationally Disadvantaged students in grades 3 and 5 showed
small but steady improvement. The 3rd grade students demonstrated a 3% gain in the
Exceeds category (Table 3), while 5th grade students demonstrated a 6% gain (Table
1). Black students also showed an increase in the Exceeds category in third grade. On
specific subtests in the Math section of the CRCT, 3rd (+3%) and 5th (+4%) grades
demonstrated modest gains in the area of Geometry (Table 15). Overall, there was an
increase of all 5th grade students meeting and exceeding expectations, up from 91% in
2013 to 93% in 2014.
On the CRCT reading tests, slight gains were observed in grades 3 (Table 5) and 5
(Table 4) for Economically Disadvantaged students in grade 3 (+2%) and grade 5
(+3%), and for Black students in grade 5 (+1%). The average in grades 3 and 5 of all
students meeting and exceeding standards increased from 93% to 95% (3rd grade) and
93% to 95% in grade 5(+1%). Third grade students showed modest gains (+3%) in the
specific reading subdomains of Reading for Information (Table 16). Fourth grade
students demonstrated modest gains in the area of Information and Media Literacy, a
subdomain of the Reading section of the CRCT (Table 16).
Major needs we discovered and will focus on during the 2014-15 year:
Although overall academic results and some subgroups had increases from 2013 to
2014, the disaggregation of data in Reading, Math, ELA, and Science also revealed the
following needs: A relative weakness was indicated in the area of Reading for
Information (3rd grade) and Information and Media Literacy (4th and 5th grades)
subtests on the CRCT. Within the Reading domain, these areas were the lowest of the 3
major reading subtests (Table 16).
Within the math area, 4th grade Measurement and Data Analysis was the most
significant area of weakness (Table 15). The -13% decrease was larger than
anticipated and was much different from most of the other math subdomains. While the
Algebra subdomain displays lower performance and additional monitoring, the
quantity of items was very small, unlike Measurement and Data Analysis which has an
adequate amount of items to obtain a reliable estimate of student’s mastery in that area.
Other areas of mathematics were relatively flat, some small gains, and losses.
Revised February 4, 2015
Page 19 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
Science was also relatively flat, a narrow range of performance, nothing above a -5%
decrease and no areas above a +3% increase (Table 17). Each grade level had at least
one area of mild increase and some areas of mild decrease.
Root causes/explanations for the areas in need of improvement:
The following information are plausible explanations or hypotheses (root causes) why
students performed lower than expected in the areas noted above: The lack of
consistent performance in the Literacy Comprehension area domain could be attributed
to students having weaknesses in reading, recalling, and analyzing details and
information from various texts. If this is a root cause, then a variety of foundational
reading skills will need to be strengthened to improve our students’ performance in this
reading domain: We are working on this area by
By implementing our Balanced Literacy Initiative, which addresses the ability of
students to analyze both fiction and non-fiction text. Students participate in reading
instruction using the guided reading approach, as well as the guided writing and guided
math instructional methods. The development of reading skills for analyzing various
text also support in math problem solving, a major area where an understanding of
Measurement and Data Analysis skills are needed. Oftentimes in the form of
illustrations, diagrams, charts, graphs, and graphic organizers, students are required to
analyzed math problem within text to answer real world math problems. There is a
need for reading and interpreting graphs, and when math reasoning and math processes
need to be well understood and used correctly. In addition, these fundamental reading
skills (literary text analysis) are needed in math word problem solving, as well as in
Science and Social Studies.
In summary, these are plausible explanations for subpar performance on summative
assessments. There is a need to support teachers with professional learning, as well as
providing resources, on best practices in reading, math, and science. With reading
identified as a central component (root cause) for challenges in the three areas in need
of improvement, it is imperative that the program addresses reading fluency, phonics,
and reading comprehension skills (comparing/contrasting, fact/opinion, inferences, and
sequencing), as well as foundational math skills that will lead to greater comprehension
of math word problems involving data analysis and measurement.
Revised February 4, 2015
Page 20 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content standards
and the state student academic achievement standards described in Section 1111(b)(1).
G. The following measurable goals/benchmarks have been established for the 2014-15
year to address our needs.
Reading
Based on our needs assessment, 66% (two-thirds) of grade 3-5 students will
meet/exceed the Reading standard on the Georgia Milestones End of Grade Test for
2014-15 school year.
Math
Based on our needs assessment, 66% (two-thirds) of grade 3-5 students will
meet/exceed the Reading standard on the Georgia Milestones End of Grade Test for
2014-15 school year.
Science
Based on our needs assessment, 66% (two-thirds) of grade 3-5 students will
meet/exceed the Science standard on the Georgia Milestones End of Grade Test for
2014-15 school year.
2.
Schoolwide reform strategies that:

Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
The staff at Cliftondale Elementary School is committed to addressing the academic
needs of all children in the school particularly the needs of students furthest away from
demonstrating proficiency related to the state’s academic content and student academic
achievement standards. Our plan for 2014-2015 is to continue having both general
education and support area teachers do periodic assessment of student achievement
through Professional Learning Community and Grade Level/Data meetings held a
minimum of once a month. This will be an integral part of the instructional program.
During some of these meetings, teaching and/or support staff will disaggregate data
and discuss students performing and not performing to expectations, and review
strategies to support students who need assistance. Additional collaboration and
consultation between the classroom teacher and support personnel will occur during inservice sessions, workshops and meetings with administrative team members. ParentTeacher Conferences will be held (when warranted) to discuss assessment results and
student progress.
Revised February 4, 2015
Page 21 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015

Provide opportunities for all children to meet the state’s proficient and advanced levels of
student academic achievement described in Section 1111(b)(1)(D).
We also have the support of a full time Data Support Specialist, who assist with the
collection, identification, and analysis of student data, and ways to improve student
achievement. We also have a Parent Liaison who assists with parent involvement and
parent education.
Additional Support Beyond The School Day:
We will use a portion of our Title I funding to offer an Extended Day Tutorial Program
for 3rd – 5th grade students experiencing academic difficulties. The after school tutorial
program will be held two days per week (Tuesday and Thursday), beginning October
7, 2014. The core academic areas of math, science and reading will be targeted.
Students will be administered a pre-test to evaluate their current understanding of
targeted standards/elements, as well as areas in need of instructional intervention.
Lessons will be tailored to meet the needs of students based on the assessment results
and/or areas indicated by their teacher that are in need of additional support.
Assessment results and teacher observation will be used to gauge the student’s
understanding of the content in a timely and effective manner and will form the basis
for future instructional targets. A post-test will be administered to measure the impact
on student achievement. The goal of the after school tutoring program is to increase
student achievement in science, reading and/or math, and prepare students to meet or
exceed expectations on the 2015 Georgia Milestones.

Use effective methods and instructional strategies that are based on scientifically based
research that:
o
o
o
strengthen the core academic program in the school.
increase the amount and quality of learning time, such as providing and
extended school year and before- or after-school and summer programs and
opportunities, and help provide an enriched and accelerated curriculum
include strategies for meeting the educational needs of historically underserved
populations
The ways in which Cliftondale Elementary School will employ schoolwide reform
strategies that are scientifically researched based, directly tied to the comprehensive
needs assessment and academic standards at the school are:


2nd grade Title I teacher (full-time) – acquired with 2014-2015 Title I, Part A
funds to provide supplemental and more intensified instructional support in the
content areas of literacy, math and science to the neediest students.
Data Support Specialist (full-time) – acquired using Title I funds to support K5th grade teachers with disaggregation and monitoring of data in literacy, math
and science.
Revised February 4, 2015
Page 22 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015













Parent Liaison (full-time) – hired with Title I funds to serve as a link between
the parents and the school. This personnel will build parent capacity in the effort
to improve student and overall school achievement by providing parent
workshops, materials available for parents to checkout to work with their
child(ren) at home, educating school staff on the utility and value of parents as
partners in school and their child’s education, and ensuring that the school’s
parental involvement plan and compact are revised annually and developed
jointly with parents.
Early Intervention Program-provides additional instructional teacher support
to help students who are performing below grade level obtain the necessary
academic skills to reach grade level performance in reading and math.
Good Habits/Great Readers –Reading program and resources that provide a
balance of flexibility and structure to support literacy learning through whole
group (Shared) and small-group (Guided Reading) instruction. The program is
aligned to the Common Core State Standards
Fluency and Automaticity through Systematic Teaching –(FAST Math)
program that uses a spiral review of foundational math concepts, primarily in
numbers and operations. It is designed to build math facts retention in a fun
way.
Math manipulatives (e.g. VersaTiles) - used to teach abstract math concepts in
a concrete manner.
Extended Instructional Day-provides additional instructional time after school.
It is designed to allow for more specific instruction in weak academic areas.
Small Group Instruction- allows for a smaller teacher/pupil ratio to address
student achievement weaknesses
Differentiated Instruction- instructional practice that provides instruction to
students based on a student’s needs and readiness to learn. Typically the
product, content, or process is differentiated to meet the student’s needs.
Flexible Grouping- instructional practice in which students are grouped by the
teacher into mixed ability groups based on student progress on content. Groups
are not fixed, but flexible, because students’ progress in groups is based on
performance on informal or formal assessment data.
Common Assessments – benchmark assessments used to monitor student
achievement progress in reading and math, possibly Science.
Classroom Walkthroughs- brief visits to the classroom to observe instruction
and student performance. Walkthroughs also provide evidence of the fidelity of
instructional practices being executed in the classroom.
Word Walls- words used during the teaching and learning process that are
placed on the classroom wall and used to teach vocabulary and improve overall
reading achievement.
Reading Mastery- a prescribed reading program that provides direct instruction
in the areas of phonemic awareness, phonics, sight word vocabulary, and
Revised February 4, 2015
Page 23 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015








reading comprehension. At Cliftondale, program is primarily used in special
education or students in need of explicit phonics instruction.
Collaborative Planning—planning time provided for teachers to plan together
as a grade level. Collaborative planning time is used to review student
assessment/student work, identify areas in need of improvement, review units,
and plan lessons.
SST/Response to Intervention (RTI)-addresses individual student achievement
challenges by gathering baseline data in core academic areas from classroom
performance/assessments. The RTI formulates interventions, and monitors the
success of the interventions over an agreed upon span of time (e.g., 8-12 weeks).
Students may be included on tiers ranging from 1-4, with tier 1 being the least
intensive and tier 4 being the most intensive.
Classroom Guidance/Individual and Small Group Counseling- counseling
practices that address individual or group student issues in the social-emotional
area that may impede classroom learning.
Developmental Reading Assessment-DRA (Grades K-2) and Benchmark
Assessment System-BAS (3-5) - DRA and BAS are researched based
assessments that measure reading development in the areas of phonemic
awareness, phonics, reading comprehension, and fluency.
Leveled Literacy Intervention System (LLI) - LLI includes carefully leveled
books to provide enough support and a small amount of challenge so the reader
can learn on the text and make small steps toward grade-level goals.
Special Education Services- Services provided through accommodations or
modifications of curriculum content and instructional practices. Each student
has an Individualized Education Plans (IEP) that are developed based on
individualized achievement goals and established levels of mastery. IEP goals
are reviewed annually and modified as needed.
Parent-Teacher Conferences – scheduled each semester (more frequently
when warranted).
Professional Learning by Consultant Valencia Thornton, C.R.A.M.
Academy – acquired with Title I, Part A funds to support K-5th grade math
teachers’ effective implementation of math intervention and strategies. Math
Workshops involve:



Higher order thinking skills
Writing across content areas
Hands-on learning opportunities in science for students in K-5
Revised February 4, 2015
Page 24 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
The following references are examples of scientifically-based research that support
our effective methods and instructional practices/strategies used at Cliftondale
Elementary School.
Grant, J. (2012). Afterschool Alliance, Non-profit Organization.
Howland, A., Anderson, J. H., Smiley, A. D., & Abbott, D. J. (2006). School liaisons:
Bridging the gap between home and school. The School Community Journal,
16(2), pp. 47-68.
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
McIntosh, M. (2009). Teachers- Formative assessment-Informal assessment of
students’ mathematical dispositions. Retrieved from
http://ezinearticles.com/?Teachers---Formative-Assessment---InformalAssessment-of-Students-Mathematical-Disposition&id=2177500.
Merz, A. (2009). Teaching for mathematical dispositions as well as for understanding:
The difference between reacting to and advocating for dispositional learning.
Journal of Educational Thought, 43(1), 65-78.
Pinnell, G. S., & Fountas, I. C. (2008). The continuum of literacy learning, K-8:
Behaviors and understanding to notice, teach, and support. Portsmouth, NH:
Heinemann.
Pinnell, G. S., & Fountas, I. C. (2008). When readers struggle: Teaching that works.
Portsmouth, NH: Heinemann.
Stahl, K.A. D. (2009). The effects of three instructional methods on the reading
comprehension and content acquisition of novice readers. Journal of Literacy
Research, 40, 3, pp. 359-391.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies
and tools for responsive teaching. Alexandria, VA: ASCD.
Revised February 4, 2015
Page 25 of 42
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
We will also use effective instructional methods that increase the amount and
quality of learning time in various ways:









We will establish an Extended Day after school program designed for 3rd-5th
grade students in need of improvement in science, math and literacy.
We will also implement a Response to Intervention and/or Enrichment Block
during homeroom. This will take place prior to the start of the instructional day.
In addition, teachers in fourth and fifth grade are departmentalized according to
core content areas. In this format, two teachers work with the same group of
students at different times during the day. One teacher instructs in
Reading/English Language Arts and Social Studies, while the other teacher
instructs in the core content areas of Math and Science. Departmentalization
allows each teacher the opportunity to take a “deeper dive” into only a couple of
curriculum content areas as opposed to covering several content areas, which is
the traditional elementary approach. We feel that departmentalization affords
teachers the opportunity to differentiate and integrate content with a higher
degree of quality than typical in the elementary classroom.
The TAG (Talented and Gifted) program will also provide an opportunity to
differentiate instruction for students performing on the highest achievement
levels, thus increasing the quality of learning time for TAG students.
The Early Intervention Program (EIP) is designed to provide additional
instruction to students who have been identified as not meeting grade level
expectations. A variety of best practice instructional strategies in math and
reading will be used to ensure that the learning needs of students are met.
Students will exit the EIP program based on established criteria indicating the
student has met expectations for their grade level. Students will be dismissed at
the mid-point and end of the year (if applicable).
Data Action plans will also be developed by each grade level team, based on
assessment results. The plans are designed to address academic areas in need of
instructional attention.
Special education students will be served in the least restrictive environment.
All efforts will be made to schedule team taught, inclusive classes to allow all
students to benefit from on-level general education instruction. Where feasible,
special education students are included in all school activities. Specific
instructional strategies to address each student’s learning strategies are included
in the Individual Education Plans (IEPs).
Writing Strategies/methods- Modeling, conferencing, feedback, and guided
practice strategies will be used during stages of the writing process (pre-write,
draft, revision, editing, final copy), as well as incorporating some elements of
the 6-Traits of Writing method.
Scaffolding- an instructional practice in which a student is provided sufficient
support when concepts and skills are first introduced.
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
These supports are gradually removed as students develop autonomous learning
strategies, thus nurturing their own learning skills and knowledge, with less
guidance from the teacher (gradual release).

Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o
o
o
counseling, pupil services, and mentoring services;
college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
the integration of vocational and technical education programs
Strategies to address the needs of all children in the school, but particularly the needs of lowachieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program may include:






Grade level meetings where teachers, Curriculum Support Teacher, Data
Support Specialist and/or Principal/Assistant Principal meet to discuss
assessment results every 4-6 weeks.
Teachers are trained on the computerized data disaggregation system known as
FultonConnect (a district student information and resources database).
Teachers meet collaboratively to discuss “Action Plans” as a result of the
assessment data. Action Plans provide a precise way in which the student’s
academic weaknesses will be addressed and can be considered as differentiated
instruction.
Leadership Team meetings are used to discuss student/classroom progress and
macro issues impacting teaching and learning, or issues involving the school at
large.
Student Support Team/RTI (SST/RTI) meetings held to review individual
student achievement improvement or challenges.
Classroom Walkthroughs and Teaching Keys Effectiveness System (TKES)
feedback of observed lessons are provided to enhance instructional capacity.
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2014-2015

3.
Address how the school will determine if such needs have been met; and
 Are consistent with, and are designed to implement, the state and local improvement
plans, if any.
Instruction by highly qualified professional staff
The goal and intent of Fulton County Schools and Cliftondale Elementary are to hire
teachers who are “highly qualified” in the core content areas of reading, language arts,
math, science, and social studies. One hundred percent (100%) of Cliftondale
Elementary’s staff are considered “highly qualified,” or HiQ.
Should a teacher not have the status of “highly qualified” in the content area(s) of
instruction, his/her name will be noted on the Principal Verification and Attestation
Form. A remediation plan must be developed and signed by both teacher and principal.
The plan reflects several steps which may include professional learning that will assist
the teacher(s) seeking HiQ status, retaking the certification tests, completing the
necessary course work to become HiQ, or change of placement. Title II-A provides
cost reimbursement for teachers taking and passing the needed GACE test in order to
become highly qualified.
In the event there is a non-highly qualified teacher, the school notifies the parents of
students in the non-HiQ teacher’s class, in writing, via a mailed dated copy of the
Parent Notice of a Non-Highly Qualified Teacher. Copies of the letters will be made
available at the school and at the central Title I and Title II Offices.
Parents also receive information of how to request the certification of their child’s
teacher via a copy of the Parent-Right-to-Know Letter sent by students or stated in the
Fulton County School System’s Code of Conduct and Discipline Handbook.
Handbooks were sent home on August 11, 2014. Letters were sent home by students on
August 21, 2014.
5.
Strategies to attract high-quality highly qualified teachers to high-need schools.
Cliftondale Elementary School will provide instruction by highly qualified teachers
who meet the standards established by the state of Georgia. The Fulton County School
District participates in recruitment activities at colleges and universities in order to
attract highly qualified new teachers. The Talent Division and school principals will
screen candidates. The screening provides assistance to principals and schools with the
initial hiring process in the selection of “Highly Qualified” teachers.
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4.
In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
A. Teachers, principals, paraprofessionals, and other staff have been included in our staff
development that addresses the root causes of our identified needs. Specific professional
learning offerings at Cliftondale Elementary will include opportunities to increase
professional knowledge in the areas of instructional strategies, differentiated instruction,
data analysis, assessment strategies/uses, and academically challenging environment.
B. We have aligned professional development to support the state’s academic content and
student academic achievement standards (Common Core Georgia Performance
Standards-CCGPS). During the 2014-2015 school year, we will focus on professional
learning that meets the needs of our staff, including CCGPS alignment to instruction and
assessments, math instructional and intervention strategies, effective interdisciplinary
planning, reading strategies to support processing of text features and informational text
read in science and social studies, and writing strategies. As a staff, we will work
together to find learning opportunities that are tailored to our individual weaknesses.
Staff members are also encouraged to participate in endorsement programs (not funded
by Title I) offered by the system.
C. We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems by budgeting
money to purchase curriculum resources in reading and math, as well as science.
Additional personnel positions (Title I classroom teacher, Data Support Specialist,
Parent Liaison and Extended Day teachers) have been purchased via Title I funds to
provide on-site professional development to assist with correcting the root causes of
academic challenges. Title I funds have also afforded us to have a math consultant, who
will provide 10 sessions throughout the school year, to train, support, and monitor K-5th
grade Math teachers’ on their effective use of various math intervention and
instructional strategies.
D. We have included teachers in professional development activities regarding the use of
academic assessments designed to improve the achievement of individual students, and
the overall instructional program in the following ways:
In addition, school strategies to attract and retain “Highly Qualified” teachers will be
employed. Cliftondale Elementary will be made attractive to HiQ teachers by
reviewing, periodically, the Talent Division database in search of highly qualified
teachers who will fulfill the school’s vision and mission for academic excellence;
maintaining electronic or hard copies of resumes of fully certified and degreed
candidates; and providing personal tours of the school facility to candidates
interviewing for a position, emphasizing our use of technology integration to
differentiate instruction and innovative practices.
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2014-2015
Teachers at Cliftondale Elementary School will continue to be trained on data analysis
and the use of the balanced assessment approach that includes a combination of
classroom, formative (Common/Unit Assessments), and summative assessments
(CRCT). Grade level meetings are held so that teachers, the Curriculum Support
Teacher, Data Support Specialist and/or Principal/Assistant Principal meet to discuss
assessment results. Teachers are also trained on the computerized data disaggregation
system known as FultonConnect (a district student information and resources database).
Teachers meet collaboratively to discuss “Action Plans” as a result of the assessment
data. Action Plans provide a precise way in which the student’s academic weaknesses
will be addressed and can be considered as differentiated instruction.
6.
Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
A. Cliftondale Elementary School is committed to the Fulton County School District's
goal of providing a quality education for every student attending our school. We
believe that neither the school nor parents can effectively educate the child alone and
support that belief by including parents in as many aspects of the school's programs as
possible, including Title I.
Cliftondale ES will acquire a full-time classified Title I Parent Liaison utilizing Title I,
Part A funds. This personnel, whose position is supplemental in nature, will help to
ensure that we (the school) will:
 Involve parents in an organized, ongoing, and timely way in the planning,
review and improvement of schoolwide programs and the school involvement
policy by giving all parents the opportunity to be involved throughout the year
by extending the invitation for them to attend our Title I Committee Meeting and
planned parent workshops where surveys and questionnaires are completed to
gain feedback and input.
 Update the school parental involvement policy annually and develop jointly with
parents to meet the changing needs of parents and the school and make the
parental involvement plan available to the local community, LEA and parents
(parent resource center and school website).
 Invite all parents of participating students to attend our Annual Title I Meeting
held September 25, 2014 at 6:00 p.m. to inform them about Cliftondale’s Title I
program, the parents’ requirements and school parental school policy, Title I
schoolwide plan, and the school-parent compact.
B. All parents will be invited to participate in the joint development and/or review of the
school improvement plan, budget (including the Title I budget) and other designated
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
school activities. We plan to accomplish this through the Parent Teacher Association,
school wide teams, parent surveys and grade level committees, and Local School
Council, curriculum night, open house, parent conferences, and/or workshops. In
addition, Cliftondale’s parent liaison will work with parents to strengthen
communication between home and school.
To further establish a quality parental involvement program, we are committed to:
 maintaining parent resources in the media center
 conducting workshops on researched based programs that will assist students in
achieving high academic standards
 discussing budget preparation and strategic planning with parents
 sharing student achievement results
Parent/School communication will be accomplished through a monthly newsletter,
weekly school-parent folder (Thursdays), school website (in development),
parent/teacher conferences, emails, and phone calls.
At periodic times throughout the year, parents are provided information concerning
both school and student performance. This includes school performance data (CRCT
results, Writing results, and CCRPI results), individual student assessment results (e.g.,
progress skills checklists and report cards), as well as curriculum information
(curriculum night and Title I informational meetings), and assessments – Georgia
Milestones (Grades 3-5), ITBS (Grades 3 and 5), and benchmark assessments.
C. We have developed a parent involvement policy that:
 includes strategies to increase parental involvement (such as family literacy
services) and parent resource center housed at Cliftondale
 describes how the school will provide individual student academic assessment
results, including a interpretation of those results
 makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (school website and front office)
 includes a School-Parent-Student compact between home and school
7.
Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
The following information are our plans for assisting preschool children in the
transition from early childhood programs. Also included are transition plans for
students entering middle school and entering from other schools.
Opportunities will be provided for private pre-kindergarten providers to have a
scheduled visit to our school. The providers/students will be offered a tour and spend
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
some time in kindergarten classrooms. These opportunities will be available in the
spring, after state-wide Georgia Milestones testing is completed.
Pre-kindergarten students currently enrolled in the school will also spend time in a
kindergarten classroom to familiarize the students with a typical kindergarten day.
They will be offered a scheduled specials time (art, music, PE, computer) to familiarize
them with these programs.
Kindergarten Orientation will be held for incoming students and their parents to
inform them of what to expect in Kindergarten.
Transition between grades- this takes place between grade levels and where plans are
put in place to assist students in understanding the requirements of the next grade in the
Spring-after state-wide Georgia Milestones testing is complete. Content for the next
grade is previewed with students. Confidential placement cards are completed on each
student which are designed to provide feedback for placement and to provide
information for next year’s teacher.
Transition from elementary school to middle school is coordinated by the school
counselor of Cliftondale ES, in collaboration with the middle school counselor. Fifthgrade students have a scheduled day to visit the middle school where they take a tour,
have entertainment and receive an orientation to middle school. Parents are notified of
this activity by the guidance counselor.
Transition from special programs (Special Education and EIP) is facilitated by the
teachers of the special program and through parent conferences, and/or Individualized
Education Plan (IEP) meetings.
8.
Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Cliftondale Elementary teachers are included in a number of decisions regarding the
use of academic assessments and its impact on teacher planning, student learning, and
performance. A balanced assessment system is used at Cliftondale that includes
classroom, formative, and summative assessments. The classroom assessments include
tests such as oral quizzes, running records, end of chapter, reading/math tests, book
reports, short answer tests, use of rubrics, and spelling/vocabulary tests. Teachers use
these classroom assessments on a weekly and/or monthly basis to gather frequent data
on whether students understand recently taught material, and whether a review is in
order if students do not thoroughly understand the material. This initial gathering of
data by teachers serves as a base line for each student’s achievement level. Through the
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
use of the classroom assessments and review of the results, teachers understand what
content areas in reading or math need to be addressed in small group and large group
settings.
In addition, after each unit of instruction (typically 4-6 weeks), common assessments
are administered in the areas of reading and math. Teachers use both the classroom
assessments and the common assessments results to monitor student achievement.
Teachers, with the assistance of the Data Support Specialist, score the common
assessments and look for patterns of strengths and weaknesses by doing an item
analysis. Each item is reviewed for the percentage of students answering the item
correctly or incorrectly. A high percentage of students answering incorrectly will
typically lead to that standard/element being included in an “Action Plan” (i.e.,
modified lesson plan) designed to revisit a standard in which students performed
poorly on the test.
The third level of assessment decisions involving teachers involves the summative
assessments, such as Checkpoints and CRCT. The Checkpoints is a “practice version”
of the CRCT, locally produced. While the CRCT is produced by the GDOE, Teachers
use both the Checkpoints and the CRCT results to gather information on the students
overall retention of content taught during the year. The results are also used as an
identification of student achievement areas in need of improvement.
Additional ways in which teachers are included in decisions regarding use of academic
assessment and the examination of the performance of students include:






9.
Grade level meetings where teachers, Curriculum Support Teacher, Data Support
Specialist and/or Principal/Assistant Principal meet to discuss assessment results
Teachers are trained on the computerized data disaggregation system known as Fulton
Connect (a district student information and resources database).
Teachers meet collaboratively to discuss “Action Plans” as a result of the assessment
data. Action Plans provide a precise way in which the student’s academic weaknesses
will be addressed and can be considered as differentiated instruction.
Leadership Team meetings are used to discuss student/classroom progress and macro
issues impacting teaching and learning, or issues involving the school at large
Student Support Team/RTI (SST/RTI) meetings held to review individual student
achievement improvement or challenges.
Classroom Walkthroughs and Teaching Keys Effectiveness System (TKES) feedback
of observed lessons are provided to enhance instructional capacity.
Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.
Cliftondale Elementary provides activities to ensure that students who experience
difficulty mastering proficient or advanced levels are assisted in an effective and timely
manner. General education and support area teachers conduct periodic evaluation of
student achievement as an integral part of the instructional program. Data disaggregation
is routinely used to inform staff, parents, and the students of their academic progress and
is always a part of the decision making process. Collaborative Team/Grade Level
meetings will continue to be held at a minimum of once each month and more frequently
if warranted to address the needs of struggling students. Additional collaboration and
consultation between the classroom teacher and support personnel will occur during inservice sessions, parent-teacher conferences, workshops and grade level meetings.
Parent-Teacher Conferences will be held (when warranted) to discuss assessment results
and provide strategies for parents to use to assist students at home.
We will also use our Title I funding to offer after school tutoring for students
experiencing academic difficulties in math, literacy, and science. This will most likely
begin between the 6th and 9th week of school, and will be offered for most of the school
year. The core academic areas of math and reading will be targeted, and potentially
Science. Students will be administered a pre-test to evaluate their current understanding
of standards/elements, and determine areas in need of instructional intervention.
Lessons will be tailored to meet the needs of students based on a collective review of
their group strengths and weaknesses. Benchmark assessments will be given periodically
to assess each student’s progress. A post-test will be administered to measure the impact
on student achievement. The goal of the after school tutoring is to increase student
achievement in reading and/or math (potentially Science), and prepare students to meet
or exceed expectations on the CRCT.
The staff at Cliftondale is committed to the academic success of all students and hold
high expectations for students academically and behaviorally. General education and
support area teachers conduct periodic formal or informal evaluation of student
achievement as an integral part of the instructional program. Data disaggregation is
routinely used to inform staff, parents and the students of their academic progress and is
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.
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
We will also use our Title I funding to offer Extended Day supplemental afterschool tutoring for students experiencing difficulties. The core academic areas of
math and reading will be targeted. Students will be administered a pre-test to
evaluate their current understanding of standards/elements as well as areas in
needed of instructional intervention. Lessons will then be tailored to meet the
needs of students based on a collective review of strengths and weaknesses in math
and reading. Benchmark assessments will be given weekly and/or
bi-monthly to assess student’s strengths and weaknesses. Assessments may be
formal or informal. Assessment results and teacher observation will be used to
gauge the student’s understanding of content and form the basis for future
instructional targets. A post-test will be administered to measure the impact on
student performance. The goal of the after-school tutoring is to increase student
achievement in reading and/or math, and prepare students to perform well on the
CRCT.
Periodic training is available for teachers in the identification of weaknesses and
appropriate assistance for identified weaknesses. The Learning and Teaching
Department encourages teachers to meet before the start of school to analyze student
information/data from the previous year. Results are compared to previous years and
across the grade levels to look for trends and areas of concern. Teachers then plan as a
team to emphasize those skills with a high degree of importance while covering the other
necessary skills prior to spring testing.
At-risk students will be identified so that they can be provided with additional
educational opportunities (double dosing) for needed subject level support.
Teachers are offered staff development in areas that show as a need from the student
data. We offer training on data analysis, progress monitoring tools (Fulton Connect and
Georgia State Longitudinal Data System) and support in the curriculum subject areas.
For 2014-2015, there will be an in-depth focus on conceptual mathematical
understanding and skills. There will also be an in-depth focus on a balance of literature
and informational texts, text complexity, and argumentative, informative, and
explanatory writing, along with research skills, designed to meet our needs.
The Fulton County Schools Board of Education has assisted with the purchase of
supplemental literacy and math materials to support the RTI process, and the purchase of
leveled readers associated with the Balanced Literacy approach.
Cliftondale Elementary school has access to and uses the following interventions:
 Extended Day/Learning (after school tutoring)
 Study Island (math and reading)
 Numbers World (math program)
 SRA Reading
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015



Reading A-Z
Math Partner Games
Leveled Literacy Intervention (LLI)
Teacher-parent conferences detail what the school will do to help the student,
what the parents can do to help the student, and additional assistance available to
the student at the school or in the community.







10.
At least 2 formal parent conferences are offered during first and second semester
to review each student’s progress on the CCGPS and GPS (Science/Social
Studies), and to review Individual Education Plan (IEP) goals for select students
Student Support Team/RTI meetings are the main method for addressing more
chronic challenges. Students progress through tiers of support are available as
needed. Parents are invited to the meetings.
Academic challenges that rise above Tier 3 are offered assistance via a psychoeducation assessment to examine learning and behavior strengths and weaknesses.
For less chronic academic challenges, parents are offered group academic tutoring
via Extended Day (Title I funded) or Extended Learning (state funded), depending
on criteria.
Parent trainings with the parent liaison and other staff (where applicable) are
offered to address student academic and/or social needs at home.
Parents are also notified that students who experience academic challenges that
result in a failing grade on a test or quiz (69 and below), may elect to make up the
work for a grade with a maximum point value up to 70. This process is known as
“recovery.”
For extenuating circumstances requiring intense tutoring on a one-to-one basis,
the school provides a small list of private tutors that offer assistance on a per fee
basis.
Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training.
Title I, Part A funds will be used to support the implementation of our Title I Schoolwide
Plan by providing additional teacher(s) to reduce class size; allowable, non-supplantive
instructional materials and supplies; data utilization and analysis support; after-school
tutorials in Math, Science, and Literacy, scientific research-based professional
development, and increased parental involvement support.
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
The following is a list of federal, state, and local agency programs and services that will
be included at Cliftondale Elementary School:
11.
Title I, Part A
Title II, Part A
Special Education
Early Intervention Program (EIP)
Extended Day Program
Extended Learning
ESOL
Gifted Education
Parent Involvement
Migrant Education (when applicable)
Education of
Children
Description
of Homeless
how individual
student assessment results and interpretation will be provided to
parents.
Student Support Team services (SST)
Title
I, Part student
A funds assessment
will be used results
to implement
and support
the schoolwide
byof
providing
Individual
on formal
tests, such
as the Iowaplan
Test
Basic
supplemental
staff,
instructional
supplies,
and
staff
development
to
support
student
academic
Skills (ITBS) and the Georgia Milestones End of Grade Tests, typically have
achievement
goals. Additional
resources
willThe
alsointerpretation
be used to support
the are
interpretive guides
that accompany
theand
testfunds
results.
guides
implementation
of that
this plan.
written at a level
easily and efficiently communicates the levels of performance of
students on the assessment. Assessment results on classroom tests that contribute to a
grade are reported every nine weeks in the form of a report card. Report cards are
provided four times a year. A traditional grading scale (A, B, C, F) is used to
communicate a student’s performance. We send home both the formal test results and
grades (report cards) at scheduled times. Additional assistance with interpretation is
Fund:
for parents, if requested.
Title available
I–A
Description of Services
Carryover
Funds
(Amendment
#1 Budget)
$17,298
$104
$2,043
$2,605
$18,138
12.
Substitute Teacher Pay Adjustment for Tiffani Powell's personal/sick days
[Start date: 1-5-15]. District increased pay rate [from $87/day to $100/day]
X 8 days per teacher. An additional $104 was added.
Supplemental materials and supplies for K-5th grade students' use to support
core academic content instruction: copy paper, colored paper, file folders,
pencils, glue sticks, dry-erase markers, chart paper, crayons, colored pencils
Supplemental Technology Supplies: Two (2) Apple iPad Cases ($99.90);
150 headphones @ $7.50 ea. = $1,125; and ink cartridges for printers
($1,380)
Supplemental Computers: (16) Dell Latitude 14-5000 Series Laptops @
$1,026.28 ea. = $16,420.48. One Laptop Cart for storage and charging
($1,566.91) and $150 additional funds needed for previously approved
purchase of Apple iPads
Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
Fund
Title I
Amount
Description of Services
Show how the funds are coordinated for the improvement of the entire school
$ 253,332 Below is a breakdown of the total Title I school allocated funds:
Instruction (A400-9990-14) = $83,971.00
Salary for one third-grade Title I Teacher ($41,436) to support increased student
achievement in Science, Literacy, and Math
Substitute teacher salary for Title I Teacher’s absences due to illness/personal
Extended Day Teacher(s) (afterschool hours) to work with 3 rd-5th grade students to
increase student achievement in Math, Literacy, and Science – 2 days per week
Supplemental reading materials for support in Reading for Information (Gr. 3) and
Information and Media Literacy (Grades 4-5); supplemental Math materials for support
in Measurement and Data Analysis (Grades 3-5)
(20) Supplemental Apple iPad 2 cases for K-5th grade students’ use and technology
integration in all core academic content areas
(2) Supplemental bundles of 10 Apple iPads 2 (16GB) with Wi-Fi for K-5th grade students’
use during all core academic instruction and technology-related activities
Improvement of Instruction (C400-9990-14) = $126,876.00
Salary for one Data Support Specialist ($83,556) to support K-5 teachers with the
disaggregation and monitoring of student data in all core content areas, specifically in
literacy, math, and science
Supplemental consultant services for teacher professional development training:
Valencia Thornton (C.R.A.M. Academy) for K-5th grade Math teachers’ support in
implementation of math intervention and math instructional strategies for increased student
achievement
Supplemental Out-of-System Travel expenses for K-5th grade core teachers to attend
instructional best practices in math, literacy, and science: National Council for Teachers of
Mathematics (NCTM), Metro Resa, math/literacy online, workshops providing research
based training
Supplemental registration fees for K-5th grade teacher professional development-(NCTM),
Metro Resa, math/literacy online, workshops providing research based training
Student Transportation (I400-9990-14) = $4,530.00
Fulton County Schools sweep buses for Extended Day after-school tutorial program
(grades 3-5)
Other Support Services (K400-9990-14) = 15,123.00
Salary/benefits for one part-time (.65) Parent Liaison ($11, 500) to increase parental
involvement and help parents to support their children in all core content areas
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
$300
Supplemental Sub Teacher Pay for Title I Teacher's attendance to
Professional Development in the core academic content areas ($100/day x 3
days per teacher = $300)
The following is our listing of Federal, State, and local services and programs and a full
explanation of how we are coordinating and integrating those services and programs.
Title I funding provides supplemental materials and support above and beyond that which
is covered by local funding.
Extended Day (Federal) -This after school program is designed to enhance reading and
math skills of students demonstrating less proficient student achievement in reading and
math. Title I funds are used to purchase additional teachers for the Extended Day
program. This funding is used for assistance above and beyond the normal instructional
day for students who have academic challenges.
Student Support Team (SST) (State) - Students may receive support through a team of
educators who provide strategies to address academic challenges.
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 receive specialized support through a
written IEP.
Early Intervention Program (State) - Intervention in reading and math through
supplementary instruction.
Study Island and Brain Pop (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.
The school will utilize a variety of instruments, procedures, or processes to obtain student data.
Data is collected primarily on formal assessments such as Common/Unit assessments,
Checkpoints, DRA-Reading Assessment, BAS-Reading Assessment, and the Georgia
Milestones End of Grade Assessment. Data will be disaggregated by subgroup, grade level,
individual student level, and content areas (where applicable) for in-depth analysis. A
determination of not meeting, meeting, or exceeding expectations is determined by
comparison with district performance (when available), grade level, subgroup (if
available), or criteria for success established by the test developer (DRA and BAS).
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Cliftondale Elementary School
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2014-2015
13.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
The disaggregated assessment results utilized in the development of this Title I
Schoolwide Plan are obtained from local, state, or nationally approved tests. The
results are based on accurate review of test data by the Georgia Department of
Education (GaDOE), the district’s Data Utilization Department, and Cliftondale staff to
ensure the validity and reliability of assessment results.
14.
Provisions for public reporting of disaggregated data.
All statewide, countywide, and local school data is available to the public through the
Georgia Department of Education Assessment and Accountability website. Data is also
shared by the Fulton County Schools’ and local school’s website, newsletters, and
communicated through parental and community involvement meetings.
Cliftondale Elementary School data are discussed with parents during conferences,
Title I Parent Meetings, Annual Title I Meeting, “State of the School” Address, PTA
and Curriculum Nights.
Parents are contacted weekly/monthly/quarterly by teachers. Progress reports are
printed and sent home to parents every grading period. Report cards are also printed
and sent home every nine weeks. Data is also available in the schoolwide/school
improvement plan, which will be published in every available public avenue and a hard
copy will be available at the local school’s main office.
15.
Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Cliftondale Elementary School’s schoolwide plan was jointly developed through the
collaboration of administrators, teachers, other school staff, pupil service personnel and parents
during the 2014-2015 school year. The plan will be revised, annually, as needed.
16.
Plan developed with the involvement of the community to be served and
individuals who will carry out the plan, including teachers, principals, other school staff, and
pupil service personnel, parents, and students (if secondary).
The team was selected based on willingness to participate, willingness to review
several elements of school achievement data, and recommended by a school, staff, or
community member. We wanted members who had a vested interest in the success of
Cliftondale Elementary, yet were also able to offer a critical analysis of the
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
organization. The team is committed to developing and revising yearly, the school
improvement plan.
17.
Plan available to the LEA, parents, and the public.
Upon completion, our Title I schoolwide/school improvement plan will be shared with
our staff by email and a hard copy will be available in our front office. We will use the
staff’s feedback to make final revisions to the plan. After we gather feedback from the
staff members, our plan will be submitted to the central Title I Department for
additional feedback.
After it has been approved, the plan will be made available to all of our stakeholders
with a hard copy in the front office and a link on our website. We will also host a Title
I meeting and discuss the results of our school improvement plan, as well as all
components of the Title I plan.
Our school improvement and parent involvement plans will be discussed at our Annual
Title I meeting, scheduled on September 25, 2014. We will also post our plans on the
school website. Additional copies of the plan can be requested at the front desk. A
copy will also be housed at the Title I Office, located at the Teaching Museum South.
18.
Plan translated, to the extent feasible, into any language that a significant
percentage of the parents of participating students in the school speak as their primary
language.
A copy of Cliftondale Elementary School’s Title I Schoolwide Plan is made available
to parents/guardians, and other stakeholders upon request in the school’s front office
and Parent Resource Room, and is also posted on the district and school’s website. A
forum is held to educate parents as to the nature and goals of the Title I planning
process and use of the Title I Schoolwide Plan. The principal will serve as the primary
contact at the school for parents wishing to obtain additional information about the
Title I Schoolwide Plan.
Translation and/or interpretation services will be made available for speakers of
languages other than English by the school staff and the district’s Title III department.
Translation and/or interpretation of the plan, to the extent feasible, shall be provided in
any language, where there is a significant percentage of parents of participating
students, whose primary language is a language other than English. The Title I
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Cliftondale Elementary School
Title I Schoolwide/School Improvement Plan
2014-2015
Department will assist in this endeavor based upon student needs of the school’s
demographic population.
19.
Plan is subject to the school improvement provisions of Section 1116.
Cliftondale Elementary’s Title I Schoolwide Plan is subject to the school improvement
provisions of Section 1116. Currently, our school is not an Elementary and Secondary
Education Act of 1965 Priority, Focus, or Alert School.
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