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Evaluation of Title I Schoolwide School Improvement Plan – Ison Springs
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, our overall achievement improved as a result of our Title 1 plan. Math CRCT scores increased by 4% and 10% in grades 3 & 4 (78% to 85%
&69% to 79% respectively) , reading increased by 11% and 11% in grades 3 & 4 (from 85% to 95% & 82% to 93% respectively), science by 10% in
grade 4 (74-84%), & social studies increased by 3% and 10 % in grades 3 & 4 (from 78% to 81% & 69% to 79% respectively).
Our students and various subgroups demonstrated improvement in several subject areas, however, there are still areas requiring growth. As a
school we are working towards the specified goals in an ordered format to improve student achievement.
o
2 types of evaluations – ongoing or annually.
We will evaluate our progress via ongoing data collection such as: common assessments, pre/post unit tests, checkpoints, fluency
screenings, CRCT & ITBS results.
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?
We are directing our focus towards math, science & writing improvements. We will update our school plan to reflect instructional
strategies/programming to enhance student achievement focused on the subgroups denoted.
o
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SMART GOALS:
 The 4th grade students will increase CRCT math scores by 5% from 79% in 2012 to 84% on the spring 2013 CRCT.
 The 5th grade students will increase CRCT math scores by 10% from 64% in 2012 to 74% on the spring 2013 CRCT.
 The 5th grade students will increase Writing Scores scores by 7% from 68% in 2012 to 75% on the spring 2013 CRCT.
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Title I Schoolwide SCHOOL IMPROVEMENT PLAN for
SCHOOL: Ison Springs Elementary School
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 22, 2012
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Table of Contents
Schoolwide Planning
SCHOOL: Ison Springs Elementary School
DATE: 8-22-12
Page #
Criteria
1. Comprehensive Needs Assessment:
Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
5
19-27
2. Develop schoolwide reform strategies (reference the research)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met
and are consistent with improvement plans approved under Educate America Act.
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive
needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or
advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval
process. Required based on FY12 US ED monitoring.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).
a.
b.
c.
d.
27-29
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
26
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
30
5. Develop strategies to increase parental involvement.
33
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
24
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.
32-33
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.
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b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
19
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.
32
10. Description of how individual student assessment results and interpretation will be provided to parents.
9
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
9
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
9
13. Provisions for public reporting of disaggregated data.
35
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.
6
15. Plan developed with the involvement of the community to be served and individuals who will carry out the
plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if
secondary).
8
16. Plan available to the LEA, parents, and the public.
8
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.
35
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 Schoolwide School Improvement Plan
SCHOOL: Ison Springs Elementary School
DATE: 8-22-12
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Comprehensive Needs Assessment and Planning
Themes
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SWP/TA/FLP
Component
SACS
SW – 1
TA – 1
FLP
Description
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
 Our mission is to prepare students to become respectable, contributing members of
society.
 Our vision is for all students to maximize their learning potential in a supportive and
encouraging learning environment.

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.
 Ison Springs demographics is as follows:
CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP
Number of Students
Percent*
Total Enrollment
704
-
Male
347
49.29%
Female
357
50.71%
21
2.98%
Ethnicity: Asian
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Ethnicity: American Indian
2
0.28%
Ethnicity: Black
354
50.28%
Ethnicity: Hispanic/Latino
229
32.53%
Ethnicity: White
68
9.66%
Multi-Racial
29
4.12%
LEP
139
19.74%
Economically Disadvantaged
467
66.34%
68
9.66%
Special Education
Percent*
Total Enrollment-664
-
Male
52.26%
Female
47.74%
Ethnicity: Asian
2.56%
Ethnicity: American Indian
0.60%
Ethnicity: Black
47.44%
Ethnicity: Hispanic/Latino
29.07%
Ethnicity: White
16.87%
Multi-Racial
Limited English Proficiency
Economically Disadvantaged
Special Education
2.71%
25%
74.10%
21%
 Many students belong to more than one student subgroup. The sum total for percent of total
SW – 1
TA – 1
FLP
enrollment (shown in the right hand column) may consequently be greater than 100%.
 Describe how the School Improvement Plan is revised annually with the
participation of the Title I Committee (TIC)/ Local School Advisory Council (LSAC).
Include a paragraph about the TIC.
 The Title I Committee consists of administrators, support staff, teachers, parents and business
partners. All members are selected based on their vital roles, involvement and dedication to the
betterment of Ison Springs Elementary and the surrounding community.
 Title I Committee members assisted with the needs assessment plan by reviewing school
programming and achievement data collected during the 2011-2012 school year. The data and
feedback was utilized to determine overall student strengths and weaknesses and drive the goals
of our school wide plan.
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 Data and information is shared with the staff via the following methods: during teacher data
dialogues, curriculum chats, faculty meetings, grade level meetings & during individual
conferences. Staff members provide feedback regarding data throughout the school year.
3.
 Listed below are the members of our Title 1 team and their titles / roles.
Member Name
Title / Role
Sara White
Latarsha Jones
Sarah Richards
Latrina Cockrell
Jacki Jones
Dedrick Womble
SW-15
Principal
Assistant Principal & Parent
Curriculum Support Teacher
Consultant
Counselor
5th Grade Teacher
Autism Teacher
EIP Teacher
ESOL Teacher
PTA Co-President & Parent
Business Partner
Community Member
Parent
Parent
Parent
Parent & PTA Co-President
Jillian Wilson
Sarah Edelman
Rachel Ward
Kathy Myers
Trevor Ramos
Carole Cosgrove
Sarah Madejemu
Leigh Anne Carruthers
Marie Oravetz
Jessica Pedraza
a. Describe how plan development involved all staff, as well as community/parents/
school council
b. Our school improvement plan is developed and revised every school year with the assistance of
administrators, staff members, parents, LSAC members, PTA leaders, business partners and
community members. All participants are responsible for carrying out our comprehensive school
improvement plan. All members of the committee are selected based on their vital roles, involvement
and dedication to the betterment of Ison Springs Elementary and the surrounding community.
c. We selected the team based on their involvement in the school and their ability to review
data and make informed decisions.
SW-16
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d.
Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed.
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 Once the draft of our plan is completed, it will be shared with our staff during grade level
and/or faculty meetings.
 We will use staff feedback to make final revisions to the plan. After complete, our plan will
be made available to all of our stakeholders.
 Our school improvement and parent involvement plans will be reviewed during the title 1
meeting and posted on our school website. Additional copies of the plan will be available
upon request in the front office.
SW-17
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e. Explain that the plan will be translated into other languages
 As with all of our school documents, 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. 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. The plans will be translated into
other languages at the paretn’s request and where needed.
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.
 Each of the members of our team had a part in the completion of our comprehensive
needs assessment and school improvement plan. The process we followed to complete
our plan was to review the school data from 2011-2012 and determine the most pressing
needs of our students and school as a whole. From there we selected resources and
professional development to support eh goals of the plan.
SW -11
FLP
a. The committee utilized the following instruments, procedures, or processes to collect student data:
Norm Referenced test results (Iowa Test of Basic Skills-ITBS)
Student Support Team records
Criterion Referenced Competency Test (CRCT)scores
Checkpoints Test Results
School system climate survey (Parent, student & staff)
Discipline data from eSchool (student data base)
Exceptional education records
ACCESS scores of English Language Learners students
English Speakers of Other Languages (ESOL) records
Student attendance records from eSchool
Achievement Series Results (Math Common Assessments)
Response to Intervention (Response To Intervention) Data












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





SW-11
Georgia Kindergarten Inventory of Developing Skills Scores (GKIDS)
DIBELS
Extended Learning Tutorial
Counselor Referrals
Informal Classroom walk through observations and feedback
Percentage of free and reduced lunch
b. Student data was disaggregated by varied subgroups, grade levels and content areas for analysis.
Grade level teams and support teachers (Early Intervention, English Speakers of Other Languages &
Exceptional Education) meet to review and analyze student data from the previous school years in
order to make informed decisions regarding student placement, support programs and instructional
calendars/plans. All data results are included in the School Improvement Plan.
c. Students at-risk of not meeting state standards were identified via the Needs Assessment through
achievement data results, Fountas and Pinnell leveling, Checkpoints and common assessments.
TA-3
FLP
SW-12
FLP
SW-13
FLP
d. Describe the method by which children with the greatest need are selected for service in your
Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into the
existing program.
- Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent
interviews, teacher selection)
- Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)
e. In order to ensure that data is statistically sound and appropriately disaggregated for each group, we
utilize data collected from the School Report Card / AYP data on the DOE website, in addition to
testing results from the school system 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.
f.
Our methods for the public reporting of student data are as follows…







Fulton County School System website
State of the School Address
Ison Springs Website (school improvement plan)
Data Wall in the school lobby
School Newsletter
Local newspapers
The Georgia Department Of Education website host the Georgia School Report Card and the
Adequate Yearly Progress reports
All web addresses are posted for easy location of results by stakeholders and all data is shared with
the Leadership team and parents. In addition, data is reviewed regularly with the Local School
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Advisory Council, which is comprised of parents, community members, the Principal, and teachers,
and individual student data is discussed with parents during conferences, Student Support Team
Meetings, and IEP meetings
g. School Profile (See School Data Profile):
Additional data used to complete our School Improvement Planning can be viewed by clicking
on the link below (include link to your School Profile)
http://portal.fultonschools.org/School_Profile/Documents/DS/DS_ison_springs.pdf
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Elementary 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
09-12
09-12
09-12
10-12
10-12
Initiative or Reform Effort
Extended Day Tutorial Program- After school tutorial
Munch Bunch Lunch Tutorial
Saturday Tutorial in March/April for CRCT Prep
Project Soar- extra 30 minutes of specified math instruction daily- grades 2-5
Calendar Math Program daily- all grades
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
School
Professional Learning Activity
Year
09-12
Small Group Instruction Strategies
09-12
Higher Order Instruction
09-12
Orton Gillingham
09-12
Math and Science Teaching Strategies
09-12
Data Analysis and Review
09-10
The Wonders of Writing
09-10
The Acculturation Process
09-10
ESOL Strategies for Students
10-11
6 Traits Writing Workshops w/Lola Schafer
10-12
Critical Friends
09-11
Value Added Modules
10-11
SIOP
09-12
Utilizing Assessments to Align and Guide Instruction
11-12
Ron Clark Academy Strategies (academic, school culture and team building)
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Grade Level / Subject Area
Attending
Grades K-5
Grades K-5
Varied Grades & EIP
Grades K-5
Grades K-5
Grades K-5
Grades K-5
Grades K-5
Varied Grades
Varied Grades
Grades K-5
Grade 5 & ESOL
Grades K-5
Various grades
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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
n/a
st
1 year open
2
3
n/a
st
1 year open
4%
6%
Number
% of Teacher Population
n/a
st
1 year open
0
0
n/a
1 year open
0
st
0
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
Total
Enrollment
Grade
Levels
% All
Students
%
Asian
2010-2011
2011-2012
n/a
360 / 3.6%
n/a
680
n/a
n/a
2012-2013
363 / 2.8%
676
n/a
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% Black
%
Hispanic
n/a
187 /
3.7%
181 /
2.8%
n/a
86 /
2.3%
93 /
1.1%
%
American
Indian
Fulton County Schools
n/a
n/a
n/a
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
n/a
60 /
1.7%
63 /
4.8%
n/a
18 /
16.7%
14 /
7.1%
n/a
49 /
4.1%
57 /
5.3%
n/a
80 /
3.8%
75 /
0%
n/a
275 /
3.3%
242 /
2.5%
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AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
n/a
n/a
Yes
Yes
Yes
Yes
n/a
n/a
Yes
Yes
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Did not meet AMO for the following subgroups(s)
Met second indicator for all students
5th Grade Writing Assessment
Year
2009
2010
2011
% Meets/Exceeds
73
67
68
ITBS Assessment Data
Grade 3
Reading
Math
Language
Soc. Studies
Science
2009
2010
2011
Grade 5
40
45
48
Reading
50
52
56
Math
46
45
60
Language
51
56
64
Soc. Studies
46
48
58
Science
2009
2010
2011
36
47
47
39
44
41
43
47
49
41
59
53
40
50
53
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CRCT
Reading
Grade
2009-2010
2010-2011
2011-2012
Increase/Decrease
from 2011 to 2012
Exceeds
Increase/Decrease in
exceeds from 2011-12
3
4
5
78%
87%
87%
85%
82%
91%
96%
93%
86%
11%
11%
-5%
47%
40%
26%
16%
13%
0%
Grade
2009-2010
2010-2011
2011-2012
Increase/Decrease
from 2011 to 2012
Exceeds
Increase/Decrease in
exceeds from 2011-12
3
4
5
81%
83%
90%
82%
80%
91%
94%
96%
89%
11%
16%
-3%
31%
39%
34%
-1%
14%
4%
Grade
2009-2010
2010-2011
2011-2012
Increase/Decrease
from 2011 to 2012
Exceeds
Increase/Decrease in
exceeds from 2011-12
3
4
5
65%
64%
74%
78%
69%
85%
85%
79%
64%
4%
10%
-21%
38%
35%
17%
2%
10%
-17%
Grade
2009-2010
2010-2011
2011-2012
Increase/Decrease
from 2011 to 2012
Exceeds
Increase/Decrease in
exceeds from 2011-12
3
4
5
78%
68%
69%
79%
74%
77%
73%
84%
64%
-6%
10%
-13%
34%
46%
29%
3%
11%
-5%
Grade
2009-2010
2010-2011
2011-2012
Increase/Decrease
from 2011 to 2012
Exceeds
Increase/Decrease in
exceeds from 2011-12
3
4
5
65%
68%
60%
78%
69%
66%
81%
79%
59%
3%
10%
-7%
20%
18%
7%
-3%
8%
-5%
ELA
Math
Science
Soc Stud
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Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
h. Identify/discuss strengths and needs based on data profile. We have compared our
needs to system needs and have ensured that the system and school goals are aligned.
In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well as
those who have participated in Head Start or Even Start or who received services from a
Neglected or Delinquent institution during the previous two years, the data was disaggregated
and reviewed for all students, subgroups, and content areas.
Major Strengths Discovered:







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Ongoing opportunities throughout the school year to analyze and dialogue about school
data
Positive school spirit among students, parents and staff
Parental support as demonstrated by parent assistance with opening the school,
attendance at open house, curriculum night, PTA, and school events.
Achievement in primary grades
Positive teacher enthusiasm for instruction
Effective professional development sessions related to student achievement and staff
needs
Varied instructional models and strategies (pull out, team taught, small group instruction,
differentiated instruction, Promethean boards, technology, leveled readers, student
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collaboration)
Major Weaknesses Discovered:










The need to explicitly and deliberately teach and assess the writing process on a more
regular basis
Staff development to address the needs of a large second language population
(integrating language strategies into content lesson plans, WIDA standards and levels of
language acquisition, vocabulary development, differentiation based on language
acquisition while maintaining high expectations, teaching of phonics to increase fluency
and writing, backwards design for unit/lesson development, standards implementation,
guided reading, balanced assessment, use of technology, data analysis)
Test taking strategies
How to address the language needed to apply math skills and concepts
Poor sight word recognition
Reading for information
Sentence construction
Geometry
Maximizing instructional time
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
Findings for:
ALL students:
 From 2011 to 2012, 3rd grade showed an increase of 89% to 96% meets/exeeds in Reading,
4th grade increased from 82% to 93%, however 5th grade decreased from 91% to 86%. In
ELA, 3rd and 4th grade increased from 82% to 94% and 80% to 96% respectively, while 5th
grade decreased from 91% to 89%. The trend continued in Math with 3rd and 4th showing
gains of 75% to 85% and 69% to 79% respectively, while 5th grade experienced a decrease
from 85% to 64%.
Black students:
 In 2012, the black student subgroup achieved meets and exceeds by the following: 95% in
Reading, 94% in ELA and 74% in Math.
SWD students:
 In 2012, SWD students achieved the following levels of meets and exceeds: 89% in
Reading, 84% in ELA and 53% in Math.
ELL students:
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 In 2012, our ELL students achieved the following levels of meets and exceeds: 94% in
Reading, 94% in ELA and 79% in Math.
Name 2-3 areas you have identified to be your goal areas for improvement.
 Our 2-3 areas identified for improvement are in math and writing.

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The 4th grade students will increase CRCT math scores by 5% from 79% in 2012 to 84% on the spring
2013 CRCT.
The 5th grade students will increase CRCT math scores by 10% from 64% in 2012 to 74% on the
spring 2013 CRCT.
The 5th grade students will increase Writing Scores scores by 7% from 68% in 2012 to 75% on the
spring 2013 CRCT.
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SW-1
TA - 1
i.
The root causes for our identified areas of weakness are as follows:
 There is a lack of English proficiency among some of our students and parents, along with a
staff that may lack experience in teaching English language learners, students with
disabilities and economically disadvantaged students.
 The student enrollment reflects high impact students for sub-groups, meaning the same
students appear in most if not all subgroups. Measuring student data will include the
subgroups of Hispanic, African American, Caucasian, Limited English Proficiency,
Exceptional Education and Economically Disadvantaged students.
 We have devoted sufficient resources to carry out effectively the professional development
activities that address the root causes of academic concerns.
For example: Orton-Gillingham training for designated teachers, Hampton Brown Avenues training
for ESOL teachers, Online Assessment System, SIOP training, Imagine Learning & Compass
Software implementation, WIDA Standards, Ellis software implementation, parent education
workshops, DIBELS, Lola Schaffer and 6+ Traits writing strategies and prompting for reading
strategies.
 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
j. We have included teachers, administrators, paraprofessionals and support staff in our data analysis
regarding the root causes of our identified needs.
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SW - 1
tdm
Staff members are involved in ongoing professional development that addresses the identified
student needs during Faculty Meeting professional learning, grade level meetings, Leadership
Meetings, pre-planning training sessions, curriculum chats and data dialogues.
Professional development is aligned with the State’s academic content and student academic
achievement standards and focuses on the needs of our students.
 Teachers are included in the decisions regarding the use of academic assessments in order to
improve the instructional program. They utilize student achievement data in order to align, plan
and prepare common assessments with the assistance of the CST and Data support Specialist.
The assessment results are used to improve the achievement of individual students and the
overall instructional program. The teachers participate in professional development training with
a focus on the following areas:
Common Core GPS
DIBELS
SAMS
Literacy Assessments
Imagine learning/Compass software
Direct Instruction
Orton Gillingham
Early Intervention Strategies
Calendar Math
Small Group Instruction
ESOL
Exceptional Ed strategies
Instruction utilizing Promethean Interactive Boards
Response to Intervention
Administering the Literacy Test
Utilizing Math & science manipulatives
Fountas & Pinnell Leveled readers
Write Score Writing
 Teachers are involved in all decisions regarding individual students through analysis of their test data. We
recognize the importance of teacher input in decision making and teachers are afforded the opportunity for
input through the following mediums:
 Curriculum Chats
 Grade Level Meetings
 Conferences
 Leadership Team Meetings
 Informal collaboration meetings
 Student Support Team Meetings
 Informal and formal conversations
1. MIGRANT paragraph – required
We have taken into account the needs of migrant students by implementing the following process;
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a) All new students receive an Occupational Survey form during registration, in addition to completing the
occupational section of the enrollment form. The survey information is reviewed & verified by the data clerk.
b) Students will be screened for academic levels & provided with supplemental services as needed. The
services may include, but are not limited to, reading and math instruction through the Early Intervention
Program (EIP), the Title 1 Program, and the Extended Learning Tutorial Program.
c) Our school counselor and social worker will work collaboratively with the Fulton County liaison to ensure
that the needs of migrant students are met.
d) Where needed, parent resources and training for migrant parents will be provided through the Bi-lingual
Parent Liaisons, Fulton County Dental Van services, and the Social Worker Program (vision needs). Food
and clothing needs will be referred through local charities such as the Community Action Center.
e) 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 Georgia Performance
Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than
what has been done previously.
 Consider scientifically, research-based strategies and/or promising practices that
have been effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental
involvement under the budget/resource column.
 Evaluation/evidence needs to include both formative and summative items.
NARRATIVE within Implementation Plan
1. Plan’s strategies:
a. Describe how the plan provides opportunities for ALL students, to meet or exceed
proficiency AND addresses the needs of all students and targeted subgroups of
students, on a timely basis.
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a. The instructional strategies and programming in our school plan provides several opportunities for
ALL students to meet or exceed proficiency on the Common Core Georgia Performance Standards.
Students requiring instructional assistance are indentified via their achievement records and
provided with varied programming and instructional strategies in order to increase their level of
academic proficiency.
Direct Instruction
Orton Gillingham
Early Intervention (math and reading)
Calendar Math
Instruction through technology software (Imagine Learning, Compass, etc.)
Small Group Instruction
ESOL
Staff Tutors
SIOP
Drops in a Bucket Math Supplements
Tutors (staff, parent, community)
Student Collaboration/Assistance
Exceptional Ed
Munch Bunch Tutorial
Instruction utilizing Promethean Interactive Boards
Response to Intervention
DIBELS
Literacy Test-3 times per year
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 Language Masters
 Books on tape
 Partner Games
 Math & science manipulatives
 Fountas & Pinnell Leveled readers
 Write Score (Grades 3-5)
Students in need are identified through the following processes for reviewing data:
processes for reviewing data and planning instruction to
 Weekly grade level meetings
 Data analysis
 Benchmark Assessments (Checkpoints)
 SST meetings
 DIBELS
 Classroom walk-through with checklists for feedback
 Formal STEP observations and evaluations for quality of instruction
 Imagine Learning data and student progress (ELL students)
 Study Island
 IXL math
 Teacher conferences
 Student conferences
 Informal collaboration meetings
 Pre and Post test unit assessments
 Common grade level assessments
SW-2b
TA-1
FLP
b. List the strategies and instructional methods you are incorporating into your school
improvement program and describe how these strategies and instructional methods are
based on scientific / research based strategies and are effective means for raising
student achievement and strengthening the core academic (general education)
program.
 Scientifically based research on professional learning and instructional best practices are implemented at
Ison Springs, centered around the works of Grant Wiggins (Curriculum Design), Douglas Reeves
(Accountability), Jane Echevarria, Mary Ellen Vogt & Deborah Short (SIOP), Mike Schmoker (Getting
Results), Carol Ann Tomlinson & Jay McTighe (Differentiated Instruction), Kay Burke (Authentic
Assessments), and Richard Dufour, Rebecca Dufour, Robert Eaker & Thomas Many (Professional
Learning Communities). These best practices will assist with raising student achievement in the core
academic areas of instruction.
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tdm
The specific needs of all children will be addressed through the scientific-based research
strategies, varied instructional strategies, learning materials and programming, particularly
the needs of students having difficulty demonstrating proficiency related to the State’s
academic content and student achievement standards. Ongoing implementation of Georgia
Performance Standards in all content areas through the use of common assessments,
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standards/essential questions posted in classrooms, small group instruction, differentiated
instruction, interactive lessons and instruction aligned to the GPS and student needs.
 The Harcourt Reading Series and Hampton Brown Avenues Reading series (ESOL) will be utilized in order
to teach each student at their instructional level. The materials include intervention techniques and
differentiated strategies for English Language Learners for students along with supplementary below, on
and above reading sources.
 As a supplement to the Harcourt reading series, leveled readers will be purchased to assist teachers with
providing specific guided reading instruction during small reading and language arts. Students will be
grouped based on their assessment results, end of unit tests and Fountas and Pinnell results. Small groups
are expected to remain fluid throughout the year.
 Our extended learning program will increase learning time for our students and will include collaboration
between many departments and programs. Materials will be purchased through local cost center & Title I
funds. Staff salaries will be paid through Title I as well as Fulton County cost center funding sources. The
purpose of the extended learning program will be to review math and reading concepts, as well as teach
students strategies to solve problems and comprehend text based on the Georgia Performance Standards.
 All teachers utilize word walls and ESOL teachers will incorporate strategies to preview vocabulary and
content.
 The TAG (Talented and Gifted) program will be partnered with a High Potential program to train teachers to
identify high potential students and differentiate instruction to accelerate student progress.
 The Early Intervention Program (EIP) is designed to provide additional instruction to students who have
been identified as not meeting grade level expectations. Various strategies will be used to ensure that
learning styles are met and that learning is seen as stimulating rather than mundane. Students participating
in the EIP program will also participate in the K-9 Kids reading program where they will maintain a reading
log, be assessed weekly using DIBELS or Running Records and read to the dogs if they meet their weekly
goals. Students will exit the EIP program based on criteria indicating the student meets expectations for
their grade level. Students will be dismissed at the mid-point and end of the year.
 Munch Bunch, a tutorial program during the lunch block, will continue to be implemented staff, community,
and student tutoring program
 Reading assessments such as Georgia Online Assessment, Fulton County Checkpoints, Unit
Assessments, Imagine Learning, ELLIS and GKIDS are conducted on every child in grades K-5. The
Fulton County SAMS (Student Assessment Management System) software allows teachers quick access
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to student information related to demographic information, program enrollment, Checkpoints, ACCESS,
ITBS and CRCT results. Teachers analyze the assessment results to improve instruction. The analysis of
assessment data facilitates flexible academic grouping of students. Assessment results help identify
students who may be falling behind in academic areas. They also identify students capable of being
accelerated and placed in higher levels of instruction.

c. Describe the effective instructional methods that will be used to increase the quality
and amount of learning time.
SW-2c
FLP
The following effective instructional methods, strategies and programs are being coordinated and
implemented in order to support the regular instructional program and increase the quality and amount
of learning time at Ison Springs. The strategies will impact student achievement by providing students
with a more intense focus on the various skills required in order to better understand the grade level
instructional learning standards. As a result, students will perform better on daily instructional tasks,
authentic assessments, projects and standardized tests.
 The Extended Learning program is an after school tutorial program, free of charge to students.
Transportation and snacks are provided free of charge and the program runs from 2:45-4:45pm four days a
week for approximately 3 months. (January through March)
 Level 1 grade 3-5 remedial students will be served from January to March, and students lacking CRCT test
scores may attend with a teacher or administrator recommendation.
 The funding for this program was made possible through Title 1 and local cost center. Salaries for staff
members are being paid through Title I as well as through the Fulton County School System.
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Instructional Strategies/Programs to be implemented:
Direct Instruction
Orton Gillingham
Early Intervention
Calendar Math
Ron Clark Academy instructional strategies
Instruction through technology software
Small Group Instruction
ESOL
Project Soar (extra 30 minutes of math daily-grades 2-5)
Staff Mentors
Drops in a Bucket Math Supplements
Tutors (staff, parent, community)
Student Collaboration/Assistance
Exceptional Ed
Instruction utilizing Promethean Interactive Boards
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Response to Intervention
DIBELS
Literacy Test-3 times per year
Language Masters
Books on tape
Partner Games
SRA Kits
Math & science manipulatives
Fountas & Pinnell Leveled readers
RTI
Scheduling Models to be used
Technology software- before and after school
Push- in ESOL/EIP
Pull-out ESOL/EIP
Team taught Exceptional Ed
Inclusion
Interrelated resource classes
Supplemental Instructional Activities (additional assistance) will be provided for students in their area of
identified difficulty and identified need via the instructional activities listed below.
 Extended Learning – after school – reading & math- Grades 3-5 (January through March)
 Munch Bunch tutorial program – September through May
 Saturday tutorial (March)
SW-7
SW-2d
TA-8
a.
2. 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.
3. Teachers and staff review student progress on an ongoing basis via the following methods and artifacts:
i.
A review of Bi-weekly common grade level assessments
ii.
Pre and Post test unit assessment review
iii.
Data analysis of test scores and assessments
iv.
Ongoing Benchmark Assessments (Checkpoints)
v.
SST meetings- strategies and review of progress
vi.
Project Soar benchmarks
vii.
DIBELS results
viii.
Discussion of at risk students during bi-weekly grade level meetings
ix.
Review of Standardized Testing results
Staff members provide activities to ensure that students experiencing difficulty mastering proficient or advanced
levels of academic achievement standards are provided with effective, timely additional assistance. Those
activities are…
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Saturday School (March)…provides a review of weak math and reading standards
Referral to the Early Intervention Program
Harcourt Reading Series and Hampton Brown Avenues reading materials to address varied levels
of ability
Calendar Math for spiral review
Extended Learning Program after school
Before school tutoring by staff members
Project Soar
Hands On Science Materials & Exploratory Lab
Munch Bunch tutoring program (volunteers/staff tutor students during lunch)
Maymester for students in grades 3 and 5 who do not meet state standards on the Georgia
Criterion Referenced Tests
Small Group Instruction
Flexible Grouping by student ability for math and reading
Imagine Learning, IXL, Study Island, Georgia OnLine Assessment System computer assisted
instruction to monitor student progress in all content areas, as well as English acquisition
Math manipulatives
Pre-tests and Post test for each instructional unit
ELA, Math and Science County level Checkpoints assessments
Mentoring Programs (business partners and staff members)
Orton Gillingham
Individualized Education Planning Meetings
Informal Classroom Walk-through’s
Collaborative planning
Talented and Gifted/High Potential Program
Instructional support from administration, Curriculum Support Teacher, Data Support Specialist,
Technology Specialist
Data analysis
ESOL program for students eligible based on ACCESS test results
RTI (Response to Intervention)
Classroom Guidance
Small group counseling
Special education: continuum of services
Individualized behavior management plans
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Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
 Teachers are included in the decisions regarding the use of academic assessments in order to
improve instructional programs and individual achievement. They utilize student achievement
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data in order to align, plan and prepare common assessments with the assistance of the CST
and Data support Specialist. The assessment results are used to improve the achievement of
individual students and the overall instructional program. The teachers participate in
professional development training with a focus on the following areas:
DIBELS
SAMS
Literacy Assessments
Imagine learning/Compass software
Direct Instruction
Orton Gillingham
Early Intervention Strategies
Calendar Math
Small Group Instruction
ESOL
Exceptional Ed strategies
Instruction utilizing Promethean Interactive Boards
Response to Intervention
Administering the Literacy Test
Utilizing Math & science manipulatives
Fountas & Pinnell Leveled readers
Lola Schaffer/6 Traits/Write Score Writing
SW-2e
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4. 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.
Ison Springs did not use Title I funds for educational field trips.
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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.
 Ongoing Professional Learning opportunities are provided throughout the school year in order to meet
overall student weaknesses identified in the needs assessment. Training occurs during faculty
meetings, data dialogues, curriculum chats and grade level learning sessions.
SW-9b
Title IIA
tdm
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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
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FLP
student information/data from the previous year. Results are compared to previous years and
across the grade levels to look for trends and areas of concern. Teachers then plan as a team
to emphasize those skills with a high degree of importance while covering the other necessary
skills prior to spring testing. At-risk students will be identified so that they can be provided with
additional educational opportunities (double dosing) for needed subject level support.
 Teachers are offered staff development in areas that show as a need from the student data
and past data from previous years. We offer training on data analysis, progress monitoring
tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas.
 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on
mathematical understanding and skills. The current Math GPS are 90% aligned with CCGPS.
There will be an in-depth focus on a balance of literature and informational texts, text
complexity, argument, informative explanatory writing, research, and speaking/listening skills.
Demo lessons have been taught to train teachers on GPS and the use of standards throughout
the system. Teachers have had over 15 hours of Writer’s Workshop training during the 201112 school year. The Curriculum Department has increased the purchases of supplemental
literacy and math materials to support RTI and the Tier process for all of the Fulton County
Elementary Schools.
 At the Elementary and Middle school levels, professional learning to identify at-risk students is
job-embedded. Each middle school uses pre-planning days and specified collaborative
planning time during the school year to analyze multiple types of data: formative, summative,
qualitative, and quantitative. The emphasis is on collaborative analyses that lead to
instructional improvement and differentiation. Using the data, at-risk students are identified
and scheduled into courses that provide tiered levels of intervention. This is as minimally
intrusive as peer collaboration or as restrictive as a self-contained classroom—and many
things possible in between. However, data drives instructional settings and strategies for
students. Elementary/ Middle schools provide professional learning to teachers for
differentiating instruction, effective feedback, and “Response to Intervention” with its tiered
supports for student learning.
 Ongoing Professional Learning opportunities are provided throughout the school year in order to meet
overall student weaknesses identified in the needs assessment. Training occurs during faculty
meetings, data dialogues, curriculum chats, professional development days and grade level learning
sessions.
SW-3
TA-5
Title IIA
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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
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content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Should
a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both
teacher and principal. The plan reflects steps which may include professional learning that will
occur to correct the status of the non-HiQ teacher. This may include testing or change of
placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in
order to become HiQ (see attached plan and process). 97% of the teachers at Ison Springs ES
are highly qualified.
-The Principal Verification and Attestation Form contains the names of the teachers who are not
yet HiQ (if applicable)
-Review student placement, ensuring equity in teacher experience. Address the correction of any
inequities.
-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.
-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ
teacher (if applicable)
-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.
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.)
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All new teachers are assigned a mentor that will support them throughout the year in addition to the
curriculum support teacher, grade level chair person and the administrative team.
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 New Teacher meetings are held once a month in order to address topics of concern and interest for
new teachers at Ison Springs. The 0-3 year teachers are invited to attend and participate.
 Ongoing support is provided via assigned teacher mentors and through the curriculum support
teacher with classroom set-up, instructional best practices, and classroom management.
SW-3a
Title IIA
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 and
schools with the initial hiring process in the selection of “Highly Qualified”
teachers.
Our school attracts highly qualified teachers by:
 The administrators attend recruitment fairs and network to find the most qualified candidates.
 We retain teachers by maintaining an open line of communication, by providing ongoing classroom
support throughout the school year via professional development sessions during Leadership Team
Meetings, Curriculum Chats with the CST, Grade Level Meetings and Faculty Meeting training and
by working collaboratively with teachers to ensure success in the classroom
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Parent Involvement
TA-6
SW-5
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1. Discuss that parent involvement is important and the school has strategies in place to
increase parental involvement.
 We have involved parents in the planning and review of the comprehensive school-wide program through
parent meetings and conferences.
 Teachers host a minimum of 2 conferences per year with parents to discuss student progress
 Conferences are scheduled with parents of students not meeting the standards in order to come up with an
academic plan of action
 We implemented a Father’s Day in the Fall program to invite male role models into the school for a special
program with students
 An open line of communication has been established between the home and school
 Family literacy services are provided during parent training sessions
 Communicating meaningful and understandable assessment results in a timely manner with parents
(information sent home in VIP folders, communicated during conferences or sent home during the summer,
where applicable)
 Parents are invited to volunteer as tutors as a part of the Munch Bunch tutorial program.
 Parents are encouraged to volunteer in classrooms, the media center and in classrooms with reading
aloud, tutoring students and assisting the teacher where needed.
 Our Parent Learning Program, consisting of monthly training sessions will assist parents with a better
understanding of the performance standards their students are expected to learn. The training sessions
will also provide instructional strategies that parents can implement at home with their students. Topics
include: writing strategies, math standards and strategies, science strategies and literacy strategies.
 The Bilingual parent liaisons opened a Parent Resource room in which parents can check out instructional
materials to implement at home with their students. Parents can check out resources to support math,
reading, writing, social studies and science. Resources include: books on tape, flash cards, instructional
games, & hand-held individual computer systems.
 We have provided written notice to parents regarding our Title 1 status, in addition to hosting an
informational meeting with parents to discuss the program and the services provided.
 We have developed a parental involvement policy that denotes parent, school and student responsibilities
within the school (see attached). Ison Springs Elementary provides individual student academic
assessment results via weekly VIP folders containing student work and assessments. In addition, all
standardized test results were sent home with an accompanying letter that interpreted the results and a
reminder about contacting school employees for assistance with questions or help with interpretation.
Results were also discussed during parent-teacher conferences, where applicable.
 The Title 1 School-wide plan is located in a binder in the front office for parents, staff and the community to
review at any time.
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2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
GOAL(S)
ACTION/ACTIVITY
DATE(S) GRADE
RESOURCES
LEVEL(S) NEEDED
PERSON
RESPONSIBLE
Parent/Teacher Conference
day
Oct. 1-15,
2012
K-5
Interpreters
Parent Liaisons
Parent/student Workshops:
Math Strategies, Test-taking
Tips, Reading and Writing
Support, STEM Training, &
Conferencing Tips. All
seminars are needed based
on schoolwide data that
denotes an overall
weakness with 2011-2012
math/science/writing on the
CRCT and ITBS, in addition
to the Checkpoints and
Writing Assessments in 3rd
and 5th grade.
Nov. 15,
2012
Pk-5
Interpreters
Parent Liaisons
Teachers
Administrators
*list at least 2 goals*
Increase parent
participation
during
conferences.
Increase parent
attendance at
literacy night.
Desired Results for the goal(s): Increased parent attendance and increased knowledgebase regarding
literacy, instructional strategies, best practices and how to support student learning in the home.
How will the goal(s) be measured? Via attendance sheets and surveys.
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.
 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
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SW-10
FLP
Coordination and
Collaboration of Services
SW-9
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and suggestions concerning our parent involvement program. Each year as we begin to
review and revise our Parent Involvement and School Improvement Plans, we choose
parents to be involved in this process. They participate as we evaluate the previous year’s
plans, giving their input on ways to improve our Parent Involvement and School
Improvement Programs. We also have parents as members of our School Council. They
review the plans during development and after completion. Their comments and
suggestions are considered as the plans are written.
b. Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
 We receive two copies of student test results. We give one copy to parents through the
mail, in student packets, or during parent/teacher conferences. The interpretation of the
test results is also provided to parents during conferences and upon request.
c. If our school is identified as a priority, focus or alert school, parents are notified by letter(s)
explaining the flexible learning program (FLP) and what intervention strategies are in place to
improve our status.
d. Explain parent-teacher conference opportunities, how the teacher is helping students
identified as having difficulty meeting standards, what parents can do to assist their
students, and where parents can find additional assistance at the school or in the
community.
 SEE- FLP plan for further details regarding instructional intervention strategies (if
applicable).
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
SW-8a
SW – 8b
TA-7


2. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
 The following federal funds have been allocated to our school.
Fund
Amount
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Title I
$221,312
2.5
teachers
serving
students
requiring
rememediation in reading and math, after school
tutorial program for students requiring extra
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support in reading and math, Saturday school
teachers to assist with remediation in reading and
math, parent liaisons to assist with parent
workshops, the parent resource center, and
parental outreach. In addition, we are funding
professional development for staff members in the
area of Orton gillingham and visits to the Ron Clark
Academy to strenghthen phonics and higher order
strategies.
SW-8c
SW-6
Title II
$
Title III
$
3. 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 - as
well as graduation rate.
 Elementary Schools do not received these funds
4. Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
 Following are our plans for assisting students in the transition process to or from
our school. We also tell how we help students who are entering from private
schools and who enroll during the year.
 Ison Springs’ pre-k students and students from neighboring sites will spend a specified May morning in the
kindergarten classrooms in order to assist with readiness for their transition into the school program for
kindergarten.
 Incoming kindergarteners will also be invited to the “Kindergarten Kick-off” program in May, in which
incoming kindergarteners and their families will visit the school and classrooms, meet the staff, learn about
the kindergarten program and engage in academic screenings.
 Private and public school students transitioning into Ison Springs will be greeted by a Student Ambassador
and provided with a tour of the building and the necessary documents (handbook, uniform guidelines, etc.)
in order to be successful. The teacher will provide a classroom buddy for the new student to assist with the
transition and to serve as a guide.
 A transition between grades also takes place between grade levels and specific plans are put in place to
assist students in understanding the requirements of the next grade. Content for the next grade is
previewed with students, in addition to a review of the typical schedule and what to expect. This event is
called, “Step Up” day and it takes place in May, after standardized testing is complete.
 Rising 5th graders visit the middle school at the end of the school year, along with their parents, to learn
more about the expectations and the middle school program.
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


Transition from elementary school to middle school is coordinated by the school counselor of the
elementary school, in collaboration with the middle school counselor.
Transition from special programs (Special Education, ESOL, and EIP) is facilitated by the teachers of the
special program and through parent conferences and/or Individualized Education Plan (IEP) meetings.
Teachers complete student placement cards for each student in the spring. The cards provide extensive
academic information for fall placement and for the student’s next teacher.

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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.
 Explain that should the school enter consequences or sanctions based upon the
ESEA waiver determinations, that the School Improvement provisions of NCLB,
Section 1116 will be followed. All priority, focus and alert schools (if applicable) will
complete and participate in all requirements according to state and federal guidelines. We
will offer flexible learning programs (FLP) if applicable if we should enter the FLP
requirement that requires specific interventions we will work with the State DOE and our
District to complete all requirements for improvement. FLP is not applicable to Ison
Springs for FY13
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL:
Ison Springs ES
DATE: 8-22-12
All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.
*Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA).
MET
Plan Requirements
and
Schoolwide
Components
Cover Page – school name, logo
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 Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.
X
Implementation Plan
X
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
2c
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student
performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
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MET
X
Plan Requirements
and
Schoolwide
Components
2d
X
2e
X
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
X
9c
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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).
Not applicable at Ison Springs ES.
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.
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
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MET
Plan Requirements
and
Schoolwide
Components
X
10
X
11
X
12
X
13
X
14
X
15
X
16
X
17
X
18
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:
Sara White
Principal’s Signature
8-22-12
Date
Tawana D. Miller
09/30/12
Title I Director’s Signature
Date
Area Executive Director’s Signature
Date
Karen Cox
12/13/12
Assistant Superintendent’s Signature
Date
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