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Schoolwide Title I
Evaluation of School Improvement Plan – Spalding Drive 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?
The objectives/performance goals designated for Spalding Drive’s 2011-2012 School Improvement Plan (SIP) appeared to be on target to
improve student achievement. Although, we did not attain every target, improvement from the previous year occurred in four of the five goals.



Improve student achievement in Reading
Increase/Maintain the percentage of first grade ELL students increasing one or more performance bands on the ACCESS
test from the previous year. 2010-11: 100%
1011-2012 – 100%
Improve student achievement in mathematics
Increase the percentage of correctly answered questions on the Numbers and Operations domain in the math component of
the Criterion Referenced Competency Test (CRCT) in grades 3-5. 2010-11: 75%
2011-12: 76%
Improve student achievement in English/Language Arts
Decrease the percentage of third grade students scoring at the “Does Not Meet” level in the Organizational component on
the four scored writing genres. 2010-11: 32%
2011-12: 22%
Increase the percentage of fifth grade students scoring at the Exceeds level on the Georgia Writing Assessment
2010-11: 15%
2011-12: 34%
The 2011-2012 School Improvement Plan objectives/performance goals will remain essentially the same as 2011-2012 SIP.


o 2 types of evaluations – ongoing or annually. Which type was selected? On-going
Spalding Drive conducts interim evaluations of current strategy data which supports the achievement of the school’s goals and performance
measures. Adjustments to the strategy or how the strategy is being measured may be adjusted based on the interim data information.
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?



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As a school, staff and administration need to analyze the strategies employed to instruct the “All Accommodated” subgroup.
These strategies may be as simple as scheduling (as much as possible) opportunities for content team teaching or least
opportunities for the special education/ELL classes to participate in joint activities with the general education classrooms.
Increase the percentage of the "All Accommodated" student subgroup in the third through fifth grade scoring at the
Meets/Exceeds level on the Science Component of the CRCT (54% to 59%)
The first objective as well as performance measure was re-worded to reflect the schoolwide implementation of Fountas and
Pinnell to monitor student literacy levels.
Increase the percentage of third grade students reading books at a Lexile level of 750L or above (from 70% to 75%)
New strategies which focus on the numbers and operations concepts in mathematics needs to be agreed upon by the staff.
Although our math scores are consistently improving, students are only getting on average around 75% of the questions correct
in this strand. Numbers and operations comprise the largest portion of the mathematics CRCT component.
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Increase the percentage of correctly answered questions on the Numbers and Operations domain of the Criterion
Competency Test (CRCT) by third through fifth grade students (76% to 80%)
Schoolwide Title I
SCHOOL IMPROVEMENT PLAN for
Spalding Drive Elementary
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 13, 2012
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Table of Contents
Schoolwide Planning
SCHOOL:
Spalding Drive Elementary
DATE: August 23, 2012
Page #
Criteria
1. Comprehensive Needs Assessment:
Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
7-10
17-19
21-28
2. Develop schoolwide reform strategies (reference the research)
29-32
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met
and are consistent with improvement plans approved under Educate America Act.
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive
needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or
advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval
process. Required based on FY12 US ED monitoring.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).
a.
b.
c.
d.
3. Provide instruction by highly qualified teachers.
35-37
a. Strategies to attract highly qualified teachers to high-needs schools
33-34
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
38-39
5. Develop strategies to increase parental involvement.
43-44
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
31-32
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.
42-43
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.
29
34
40-41
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.
40
10. Description of how individual student assessment results and interpretation will be provided to parents.
10
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
11
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
11
13. Provisions for public reporting of disaggregated data.
45
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.
39-40
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).
7
16. Plan available to the LEA, parents, and the public.
7
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.
45
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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Schoolwide Title I
Comprehensive Title I School Improvement Plan
SCHOOL:
Spalding Drive Charter Elementary School
DATE: August 23, 2012
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Themes
SWP/TA/FLP
Component
Description
Comprehensive Needs Assessment and
Planning
SACS
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Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on
previous page)
Mission Statement - Spalding Drive Charter is committed to providing an excellent education that all students
will learn, achieve, and succeed. Provide the Best! Expect the Best!
Beliefs:
 All students can learn, achieve, and succeed(System Mission, Vision, Beliefs on previous page)
 Students learn in different ways.
 A safe and nurturing environment promotes student learning.
 Students learn best when they are actively engaged in the learning process.
 Teachers, parents, and community share the responsibility for the support of the school’s mission.
 Diversity increases student understanding of different people and cultures thereby enriching the
learning and teaching environment of our school.
 Challenging expectations increase individual student performance.
SW – 1
TA – 1
FLP
1. 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.
Spalding Drive Charter Elementary School has approximately 461 students in pre-kindergarten
through fifth grade as of May 2012. Of the total student population our race/ethnic distribution is as
follows: 46% - White, 23% - African American, 23% - Hispanic, 5% - Multi-Racial and 3% - Asian.
Forty-one percent (44%) of our students are economically disadvantaged, fifteen percent (17%) are
English Language Learners, and seven percent (10%) are students with disabilities. Our mobility
rate for the 2011-2012 academic year was 32%.
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SW – 1
TA – 1
FLP
Describe how the School Improvement Plan is revised annually with the participation of the Title
I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph about the TIC.
(who they are, how they were selected, how they have helped with the needs assessment and plan,
how they share data and information with the staff and get feedback from the staff) (Be sure to include a wellrounded group of school, community, district – inside stakeholders, as well as objective outsiders. Be sure to have DATED sign-in sheets
from all planning meetings. Indicate which participants are parents and community members.)
The Title I Committee is comprised of administration, staff, parents, and community members who represent
stakeholder groups throughout the school: Local School Advisory Committee, SDC Leadership Team, SDC PTA
Board, SDC Foundation, and community stakeholders.
Parents serving on the Local School Council and PTA Board are chosen through open nominations and elections.
Their terms of office vary depending on the by-laws of the group. Staff members serving on the Local School
Council are chosen through open nominations and elections and serve a three year term. Foundation Board of
Trustee members are chosen through open nominations and then voted on by the current Board of Trustees.
Spalding Drive’s Leadership Team members may change from year to year in order to provide leadership
opportunities to staff members desiring them and to provide new perspective on the team.
2.
 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Christine Young
Patsy Plumly
Ken Chambers
Lynn Moore
Jeff Park
Sue Fetherston
Michelle Ogunleye
Chip Reynolds
Amanda Shams
Chris Elm
Chris Canter
Laura Moseley
Lisa Nicholas
Amy Murphy
Nina Schacter
Allison Aguilar
Aimee Waters
Andrea Farmer
John Glonek
Jason Hassler
Stephanie Linehan
SW-15
Principal
Parent/Local School Council
Parent/Local School Council
Parent /Local School Council
Parent/Local School Council, Foundation Board of
Trustees and Community Business Representative
Parent/PTA Board & Foundation Board of Trustees
Teacher/Local School Council
Teacher/Local School Council
Teacher/Local School Council & Leadership Team
Curriculum Support Teacher
Assistant Principal
Title I Parent Liaison
Parent/PTA President
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Describe how plan development involved all staff, as well as community/parents/
school council
We have developed, and will revise yearly, our school improvement plan with the participation of
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individuals (staff, community members and parents) who will participate in carrying out our
comprehensive school improvement plan. The certified staff participated in ½ day Strategic
Planning workshop to review/revise our performance measures, targets, and implementation
strategies.
The process we used to select our team is includes all stakeholder groups within the
school. Local School Council parent positions, Foundation Board of Trustee and PTA positions are
voted upon by the parents. The staff positions are voted upon by the staff. In both instances,
volunteers who want to serve are requested and then “elections” are held accordingly. Parents and
staff serve a three year term on the Local School Council. PTA Board positions are voted upon
annually.
SW-16
Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA
meetings)
Once the draft of our plan is completed, it will be shared with our staff by providing a copy to the
leadership team, school council, and PTA at the appropriate meetings. We will use their 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 sent home in our
beginning of the year information packets with all of our Title I students. Our School Improvement
and Parent Involvement Plans will be posted on the school website and distributed at our PTA and
School Council meetings to any interested stakeholders. Additional copies of the plans will be
available in the front office for distribution to newly enrolled students, or upon request.
SW-17
a. Explain that the plan will be translated into other languages (Everyone translates into Spanish.
Translate into other languages where feasible and needed… based on significant percentage of parents)
A copy of our school improvement and parent involvement plans, as well as our School-Parent
Compact, will be translated into Spanish after it is written and reviewed with the assistance of
parents and community members. Copies of these plans are distributed as needed. Copies of these
documents are also housed in the office area and the Parent Resource Room/Area. Copies of the
documents are given to new students when they register. We have included Spanish versions of the
plans/compact in the Appendix section of our notebook once a final version is completed .
TA-1
SW-1
FLP
3. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)

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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…
We have based our plan on information about all students in the school and identified students and
groups of students who are not yet achieving to the State Academic Content Standards and the State
Student Academic Achievement Standards including…

Students from major racial and ethnic groups…Asian/Pacific Islander, Black, Hispanic,
White, Multi-Racial

Students with disabilities…
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



SW -11
FLP

Students with limited English proficiency…

Economically disadvantaged students…
We have reflected current achievement data that will help the school understand the subjects and skills
in which teaching and learning need to be improved. For example we have identified opportunities for
growth in the following areas: phonemic awareness, writing (sentence structure, organization, and
grammatical conventions), and mathematics (measurement, geometry, algebra, and
numbers/operations)
The data has helped us reach conclusions regarding achievement or other related data.
The major strengths we found in our program were

Ninety-five (95) percent of our third grade students scored at the Meets/Exceeds level on
the mathematics component of the CRCT. This was a 9% increase over the previous
year.

Based upon the decreased percentage of third grade students scoring at the Does Not
Meet level on the Organizational Writing on each scored writing genre (32% to 22%) and
the increased percentage of fifth grade students scoring at the Exceeds level on the
Georgia Writing Assessment (15% to 34%), writing has been identified as a strength.
The major and specific academic needs of the students in the Plan that will be addressed are:

Phonemic Awareness in kindergarten and first grade

Writing (sentence structure, organization, and grammatical conventions)

Mathematics (measurement, geometry, algebra, and numbers/operations)
a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate
surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data, intervention
data, or safety and discipline data.)
These data sources have been reviewed to determine our needs for the upcoming year. We will
review these data sources periodically throughout the implementation of our plan to monitor the
plan’s effectiveness. We have used the following instruments, procedures, or processes to obtain
student data:
Spring 2012 CRC data – Grades 3-5
Spring 2012 CRCT domain data – Grades 3-5
Spring 2012 3rd grade Georgia Writing Assessment results
Spring 2012 5th grade Georgia Writing Assessment result
Spring 2012 4th grade Georgia Writing Assessment sample test
(scored by University of Georgia)
Spring 2012 GKIDS result (Kindergarten)
Item analysis of End-of Unit Assessments
Standardized end of unit tests in mathematics, science and social studies utilizing the Lee
Jenkins 70/30 theory. Seventy percent (70%) of the test questions are derived
From the current unit and thirty percent (30%) of the material is review.
SuccessMaker progress toward established benchmarks
Checkpoint testing
SW-11
b. Explain how student data is collected and disaggregated.
Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s
past and present year teachers collaborate to analyze student data and make informed decisions.
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Data results are included in the School Improvement Plans and Flexible Learning Plans (if
applicable). For example, teachers would determine the standards to be covered by the 30% on the
common 70/30 end of unit mathematics, science, and social studies tests based on prior student
performance on the standards.
c. How did you identify students most at-risk of not meeting state academic standards?
This data is analyzed and utilized by the staff for the improvement of instruction delivery. Completing
the needs assessment allowed us to identify students at-risk of not meeting state standards by…
 Identifying individual students scoring at Does Not Meets Level (Level 1 – below 800) on any
component of the CRCT.
 Identifying individual students scoring in the “low range” (students scoring between 800-805) of the
Meets Level (Level 2) on any component of the CRCT.
 Identifying subgroups within the school population that score as a group average at the Does Not
Meet (Level 1) or the “low range” of the Meets Level (Level 2) of the CRCT.
 Identifies specific strands such as phonemic awareness in kindergarten and first grade, writing
(sentence structure, organization, and grammatical conventions), and mathematics (measurement,
geometry, algebra, and numbers/operations)s within each content area of the CRCT in which
students most need additional support – EIP service, Extended Learning Day, Triple I morning
remediation, etc. support
TA-3
FLP
d. Describe the method by which children with the greatest need are selected for service
in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into
the existing program.
- Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews,
teacher selection)
SW-12
FLP
Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)
e. Procedures are in place to ensure that disaggregated assessment results for each
category are valid and reliable.
The data we collect is from the School Report Card on the DOE website or data sent to us by our
Assessment Coordinator. These student test results administered by the state are valid and reliable.
The data we receive from both sources has already been disaggregated by subgroup by the Georgia
DOE.
SW-13
FLP
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f. Describe your methods for the public reporting of student data.
Test data is reported to the public through the school website, school marquee, system website, school
newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results
by stakeholders. Selected schools should discuss FLP as applicable.
 The Georgia School Report Card is posted on the Georgia Department of Education website
 Our school improvement plan, including data, will be posted on the school and Fulton County
website.
 Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School
Advisory Council which is comprised of parents, community members, administrators, and teachers.
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

Test data is reported to the public through the school website, system website, school newsletters,
and on the GDOE website.
The data is discussed with parents during parent conferences and at various school functions
throughout the year.
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_spalding_drive.pdf
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Elementary or Middle School Profile
Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are
comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)
School
Year
2006- p
2009-2011
2009present
2008 present
Initiative or Reform Effort
Early Release Days – 6 throughout the year. Provides ½ day professional development for staff in afternoon.
Orton-Gillingham Training – kindergarten, first grade, and special education teachers – improve phonemic awareness
Technology goals for each grade level – keyboarding, digital photography, clay animation, web page design, video
production, podcasting, etc. – promotes integration of technology into lessons by staff and students
Parent University Workshops – topics include but are not limited to writing, math/science, technology, and healthy life
style choices
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
School
Professional Learning Activity
Year
2010-2011 6 + 1 Writing Traits Workshops
2010-2011 Math University
2010-2011 STEP2 Achieve Initial Training
2010-2011 Renzulli Learning
2010-2011 Achievement Series Training
2011-2012 Achievement Series Training (refresher – advanced features0
2011-2012 Renzulli Learning
2011-2012 6+1 Writing Traits workshops
2011-2012 Differentiated Instruction
2011-2012 Crtical Friends Training
2011-2012 Professional Learning Communities Training
2011-2012 Promethean Board training
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Grade Level / Subject Area
Attending
All certified staff
K-5 certified staff
All certified staff
All certified staff
All certified staff
All certified staff
All certified staff
Identified certified staff
Identified certified staff
Identified staff
All certified staff
Identified certified staff
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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
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
Number
% of Teacher Population
Number
% of Teacher Population
3 – 2 moved; 1 promoted
1 – non-renewal
5 – 1 moved; 1 end dated; 1
promoted, 2 transferred
5 - 3 moved; 1 transferred;
1changed professions
6%
4%
15%
0
0
1 – promoted to middle
school AP
0
0
0
0
15%
0
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
2010-2011
2011-2012
2012-2013
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Total
Enrollment
Grade
Levels
191 (3rd-5th)
498.68
% All
Students
2.6
3.28
%
Asian
% Black
%
Hispanic
3.3
3.89
2
3.63
%
American
Indian
2.08
Fulton County Schools
%
White
3
3.19
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
5.3
3.36
3.1
3.69
4
4.06
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AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Yes
Yes
Yes
Yes
NA
NA
Yes
Yes
NA
NA
NA
NA
Yes
Yes
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Did not meet AMO for the following subgroups(s)
Met second indicator for all students
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ES or Middle Grades Writing Assessment
FULTON COUNTY ELEMENTARY SCHOOLS
GRADE 5 -- GEORGIA WRITING ASSESSMENT
2012
Scale Score
Current Year Performance Level
Mean
Mean
Scaled
Scaled
Increase/
Score
Score
Decrease
2012
2011
2011 to 2012
Percent Does
Not Meet
∆
(1 Year)
COUNTY
Percent
Meets
223
223
0
13
0
68
STATE
(GEORGIA)
213
214
-1
20
-1
*RESA
(METRO)
218
218
0
16
-1
234
226
8
10
2
Percent Meets
and Exceeds
2012
Percent
Exceeds
∆
(FULTON)
Spalding Drive
Meets and Exceeds Trend
∆
Percent Meets
and Exceeds
2011
∆
Percent Meets
and Exceeds
2010
∆
Percent Meets
and Exceeds
2009
∆
∆
-2
20
3
88
1
87
4
83
-3
86
0
70
1
11
1
81
2
79
6
73
-5
78
1
69
-1
15
2
84
1
83
5
78
-4
82
0
55
-22
34
19
89
-3
92
10
82
1
81
-3
ITBS Assessment Data –
Total Reading
Total Math
Change
All
Students
County (3rd
FULTON)
2011
2010
School
Code
2010 to
Total Language
Change
2011
2010
2010 to
2011
Social Studies
Change
2011
2010
2011
2010 to
Science
Change
2011
2010
2011
2010 to
Change
2011
2010
2011
2010 to
2011
67
60
7
76
66
10
73
63
10
72
65
7
70
64
6
Spalding Drive 3rd
County (5th
FULTON)
74
57
17
82
58
24
74
57
17
80
62
18
80
67
13
63
59
4
71
63
8
69
64
5
70
67
3
68
63
5
Spalding Drive 5th
66
58
8
76
60
16
70
61
9
72
64
8
69
63
6
National Average
50
50
0
50
50
0
50
50
0
50
50
0
50
50
0
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SPALDING DRIVE SPRING 2012 CRCT RESULTS
Reading
All Students
English/LA
All Students
Mathematics
All Students
Social Studies
All Students
Science
All Students
Spalding
3rd Grade
4th Grade
5th Grade
tdm
Percentage in Level
2&
∆
3
3
# of
Percentage in Level
2&
∆
3
3
∆
Stds
95
4
70
26
81
94
4
91
-2
48
-5
65
91
1
86
-8
41
-2
59
93
-1
# of
Percentage in Level
2&
∆
∆
3
3
# of
Percentage in Level
2&
∆
∆
3
3
# of
Percentage in Level
2&
∆
3
3
∆
Stds
60
7
81
95
9
61
18
79
91
13
41
19
82
83
-2
37
-3
65
75
-9
30
-19
63
82
-3
28
-20
68
81
-7
51
9
59
85
-13
55
7
60
86
10
36
8
59
80
-2
Fulton County Schools
Stds
Stds
# of
∆
Stds
56
9
82
47
-17
68
48
1
60
15
3/9/16
Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
h. Identify/discuss strengths and needs based on data profile. We have compared our
needs to system needs and have ensured that the system and school goals are aligned.
Spalding Drive Charter ES has 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.
We have reflected current achievement data that will help the school understand the subjects and skills in
which teaching and learning need to be improved. The data has helped us reach conclusions regarding
achievement or other related data.
Major Strengths Discovered:
The major strengths we found in our program were

Mathematics in third grade numbers and operations.

Writing scores in the fifth grade – increased the percentage of students scoring in the
Exceeds category from 15% to 34%
Major Weaknesses Discovered:
The major and specific academic needs of the students in the Plan that will be addressed are:

Third grade literacy including the K-2 reading foundation skills

Writing (sentence structure, organization, and grammatical conventions)

Organization convention in the writing process for third grade (improved but still needs
work)

Mathematics (measurement, geometry, algebra, and numbers/operations)

The “All Accommodated” student subgroup showed a significant gap in mathematics and
science
Findings for: (write 1-3 sentences stating your findings for each subgroup) (e.g. Our ALL
students group increased the number of students exceeding the standard in the area of reading by 3
percent. OR Our Economically Disadvantaged subgroup had 2 percent more students in the “does not
meet” category this year in the area of math, but they also had 1 percent more students in the Exceeds
category as compared to scores in 2011.)
The measurable goals to address our needs have been placed in our appendices and are in keeping with
Georgia Department of Education directions that we establish specific, annual, measurable, objectives for
continuous and substantial progress by each group of students enrolled in the school that will ensure
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Fulton County Schools
16
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that all groups of students will meet the state’s proficient level of achievement on the state academic
assessment (CRCT or GHSGT).



As a school, staff and administration need to analyze the strategies employed to instruct the
“All Accommodated” subgroup. These strategies may be as simple as scheduling (as much
as possible) opportunities for content team teaching or least opportunities for the special
education/ELL classes to participate in joint activities with the general education classrooms.
Increase the percentage of the "All Accommodated" student subgroup in the third
through fifth grade scoring at the Meets/Exceeds level on the Science Component of
the CRCT (54% to 59%)
The first objective as well as performance measure was re-worded to reflect the schoolwide
implementation of Fountas and Pinnell to monitor student literacy levels.
Increase the percentage of third grade students reading books at a Lexile level of 750L
or above (from 70% to 75%)
New strategies which focus on the numbers and operations concepts in mathematics needs to
be agreed upon by the staff. Although our math scores are consistently improving, students
are only getting on average around 75% of the questions correct in this strand. Numbers and
operations comprise the largest portion of the mathematics CRCT component.
Increase the percentage of correctly answered questions on the Numbers and
Operations domain of the Criterion Competency Test (CRCT) by third through fifth
grade students (76% to 80%)
ALL students:

Overall, the “All Student” subgroup showed gains in third and fifth grade. Third grade demonstrated
a 4% to 13% gains in the Meets/Exceeds category for reading, ELA, mathematics, and social studies.
This group also recorded significant gains (7% to 26%) in the Exceeds category in all core content
areas. With the exception of reading, fifth grade demonstrated gains of 1%-9% in the Exceeds
category in all content areas. The fourth grade “All Student” subgroup demonstrated decreased
scores as compared to the previous year’s fourth grade. However, the fourth grade (this year’s fifth
grade) CRCT performance was in line with their third grade ITBS and CRCT test scores in that as a
group their scores are consistently lower than the prior year’s scores for that same grade level. (i.e.
test scores decline when comparing one grade level to another grade level year to year).
Mathematics provides the greatest difficulty with only 75% of the students in the Meets/Exceeds
category. Reading/ELA are their strongest content areas.
Black students:

Mathematics in all three grade levels appears to provide the greatest difficult demonstrated by double
digit gaps between the “All Student” subgroup DNM percentages at each grade level. Interestingly
enough in third grade 44% of this subgroup scored at the Exceeds level in mathematics. A similar
occurrence in fifth grade was seen with 31% of the students scoring at DNM and 31% scoring at the
Exceeds level.
SWD students:

tdm
This subgroup consisted of 25 students last year. There was not one content area in which this
subgroup performed consistently well. Mathematics appears to be the strongest of the three main
Fulton County Schools
17
3/9/16
core content areas with third grade demonstrating a 67% Meets/Exceeds rate and fifth grade
performance at 75% Meets/Exceeds. Interestingly enough, the fourth grade SWD students performed
the strongest of the three grade levels in reading and English/language arts.
ELL students:

In most content areas the ELL subgroup which consisted of 27 students last year demonstrated
improvements. The content areas and/or levels improvement varied by grade level. Science
appeared to create some difficulty especially in 3rd grade where the largest achievement gaps (double
digit) were seen. However, this same grade level only demonstrated a 3% difference from the “All
Students” subgroup (All students 5% DNM; ELL 8% DNM) in malthematics.
Economically Disadvantaged students:
 The Economically Disadvantaged subgroup contained 110 students in grades three through
five last year. The subgroup performed consistently within single digit differences in the
Meets/Exceeds category as compared to the “All Students” subgroup with the exception of
fourth grade mathematics which demonstrated a significant achievement gap.

Name 2-3 areas you have identified to be your goal areas for improvement.

Decreasing the achievement gap between the “All Accomodated” student subgroup which is
inclusive of 504, SWD and ELL students and other subgroups
Increase the percentage of the "All Accommodated" student subgroup in the third through fifth grade scoring at the
Meets/Exceeds level on the Science Component of the CRCT (54% to 59%)

Continue to improve our writing scores by schoolwide implementation of the 6 +1 Writing Traits
program in association with Lola Shaffer materials
Decrease the percentage of third grade students scoring at the Does Not Meet level in the Organizational component
of the four scored writing genres (22% to 19%)

Improve student’s mathematics skills with reference to numbers and operations – kindergarten
through fifth grade with a special emphasis on Economically Disadvantaged fifth graders.
Increase the percentage of the "All Accommodated" student subgroup in the third through fifth grade scoring at the
Meets/Exceeds level on the Science Component of the CRCT (54% to 59%)
SW-1
TA - 1
tdm
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
The ROOT CAUSE/s that we discovered for each of the needs were the language and literacy barriers that
our ESOL and struggling reader students experience as well as the vocabulary of math in the literacy rich
curriculum. In addition many of our teachers struggle with effective instructional differientiation
strategies as well as consistently providing rigorous instructional activities.
Fulton County Schools
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j. How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
The ways that we include teachers/staff in decisions regarding the use or academic assessments are:
 Hold “data” grade level meetings at least once per month to evaluate end of unit assessments,
SuccessMaker data, and CheckPoint data.
 Provide Professional Development on the utilization of SAMS and Achievement Series to access
student data and interpret individual student and/or class strengths/weaknesses.
 Provide common grade level planning time for teachers (at least once per week, usually more
often, during the instructional day) so that they may collaboratively plan.
 Common collaborative planning time has been structured at the end of each school day for
teachers to meet by grade level, by curriculum content, and in vertical teams.
 Teachers/Staff are included in the Schoolwide Title I Plan development.
k. How are teachers involved in making decisions regarding individual students through
the analysis and use of their test data?
By analyzing student performance on end of unit assessments, SuccessMaker data, and CheckPoint data
utilizing SAMS and the Achievement series, teachers are able to plan appropriately to meet student
instructional needs based on the individual student and class strengths/weaknesses. For example,
student performance data on the benchmark tests were utilized to identified Student performance on
pre- and post assessments across content areas drove teacher planning and instruction in order to
provide effective and differentiated instructional strategies for the students. By monitoring student
SuccessMaker growth, teachers were able to determine student depth of understanding and ability to
apply classroom learning to assessment situations in a non-threatening environment for the students.
SW - 1
 MIGRANT paragraph – required
We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are
the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the
occupational survey section of the enrollment form and the occupational survey forms that are distributed at the
beginning of each school year.)
 Student enrollment sheets are distributed and the Occupational Survey section of the form is checked
by the registrar.
 All new students receive an Occupational Survey form, as well as the registration form. This will be
checked and verified by the registrar.
 We will work closely with our counselor, school social worker, and our central office liaison to ensure
that the student’s needs are met for any students identified.
 Providing intervention programs and additional assistance for any migrant student who might be
identified and is experiencing academic deficiencies.
 Students will be considered for additional services based on formative data and classroom
assessments.
 Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for
possible services.
 We would make sure that each migrant child has the necessary books and supplies to function
effectively in the school.
 They would also be supported with free/reduced lunch and free school uniforms.
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Fulton County Schools
19
3/9/16
SW-1
SW-2
FLP
tdm
 Make sure School Improvement goals are aligned to Common Core Georgia Performance
Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than
what has been done previously.
 Consider scientifically, research-based strategies and/or promising practices that
have been effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental
involvement under the budget/resource column.
Fulton County Schools
20
3/9/16
Objective #1: Improve student literacy
Performance Measure
A
Increase the percentage of students reading books at or above the target Fountas and Pinnell
for their grade level.
K - Level
B
1st - Level F
2nd - Level K
3rd - Level O
2009-10
NA
Performance Measure
B
NA
Actual
Results
2012-13
NA
2012-13
TBA
Pending
initial
assessments
and
research
Targets
2013-14
TBA
Pending
initial
assessments
and
research
2014-15
TBA
Pending
initial
assessments
and
research
Title I Funding
.5 DSS position
Workshop/Conference
Registration Fees
Parent Liaison
Increase the percentage of second grade ELL students reading books at Fountas and Pinnell
level K or above.
2009-10
NA
tdm
Baseline Data
2010-11
2011-12
Baseline Data
2010-11
2011-12
NA
NA
Actual
Results
2012-13
2012-13
TBA
Pending
initial
assessments
and
research
Targets
2013-14
TBA
Pending
initial
assessments
and
research
Fulton County Schools
2014-15
TBA
Pending
initial
assessments
and
research
Title I Funding
.5 DSS
Workshop/Conference
Registration Fees
Parent Liaison
21
3/9/16
Performance Measure
C
Increase the percentage of third grade students reading books at a Lexile level of 750L or above.
2009-10
NA
Baseline Data
2010-11
2011-12
NA
70%
Actual
Results
2012-13
2012-13
Targets
2013-14
75%
80%
2014-15
85%
Title I Funding
.5 DSS
Workshop/Conference
Registration Fees
Parent Liaison
Strategies include but are not limited to:
 Develop and coordinate AAA Reading Buddy program for non-EIP (“bubble”) students – pairs upper grade classes with lower grade classes
 Utilize Reading A-Z computer program and materials
 Implement “Ear Force” program in first grade (2x/month until March 2013)
 Design and implement lessons/units that incorporate reading across the curriculum (non-fiction text when possible)
 Formative assessments (minimum 3x/year)
 Additional Academic Assistance (Triple A) morning remediation program
 Parent Liaison will facilitate a Parent Book Study group with Preparing Children for Success in School and Life (Marcia Tate)
 Send home monthly Home & School Connection Parent Newsletter focusing on reading (English & Spanish)
 Monitoring average Accelerated Reader lexile reading level of 3 rd grade students
 Monitor SuccessMaker reading progress of identified students
 Extended Day opportunities for identified 3rd and 5 th grade students (2x/week beginning in September)
tdm
Fulton County Schools
22
3/9/16
Objective #2: Improve student achievement in mathematics
Performance Measure
A
CCGPS -
Imcrease the percentage of correctly answered questions on the Numbers and Operations
domain of the Criterion Competency Test (CRCT) by third through fifth grade students.
3rd – MCC3.NBT.1-3
MCC3.NF.1-3
4th - MCC4.NBT.1-6
MCC4.NF.1-7
5th - MCC5. NBT.1-7
NCC5.NF.1-7
2009-10
73%
Performance Measure
B
CCGPS -
Baseline Data
2010-11
2011-12
75%
Actual
Results
2012-13
76%
2012-13
Targets
2013-14
80%
85%
2014-15
89%
Title I Funding
.5 DSS position
Parent Liaison
Workshop/Conference
Registration Fees
Imcrease the percentage of correctly answered questions on the Numbers and Operations
domain of the Criterion Competency Test (CRCT) by the “All Accomodated” student
subgroup in third through fifth grade.
3rd – MCC3.NBT.1-3
MCC3.NF.1-3
4th - MCC4.NBT.1-6
MCC4.NF.1-7
5th - MCC5. NBT.1-7
NCC5.NF.1-7
2009-10
NA
Baseline Data
2010-11
2011-12
NA
3rd - 71%
4th - 47%
5th - 65%
tdm
Actual
Results
2012-13
2012-13
Targets
2013-14
3rd - 76%
4th/5th prior
year +3%
Fulton County Schools
3rd/4th 79%
2014-15
82%
Title I Funding
.5 DSS position
Parent Liaison
Workshop/Conference
Registration Fees
5th - prior
year +3%
23
3/9/16
Strategies include but are not limited to:
 Utilize at least one (1) CRCT formatted question on weekly formative assessments
 Additional Academic Activities (Triple A) morning remediation program
 Extended Day program for identified third and fifth graders
 Mad About Math activities (2x/year)
 Mental Math competitions in grades 3-5
 Parent Liaison will facilitate a Parent Book Study group with Preparing Children for Success in School and Life (Marcia Tate)
 Send home monthly Home & School Connection Parent Newsletter focusing on mathematics (English & Spanish)
 Monitor SuccessMaker mathematics progress of identified students
 Reduced class size in On/Supported Level mathematics classes
 Extended Day for identified 3rd and 5th grade students (2x/week beginning in September)
 Workshops in Higher Order Thinking Skills and Differentiated Instruction
Objective #3: Improve student achievement in English Language Arts
Performance Measure A
Decrease the percentage of third grade students scoring at the "Does Not Meet" level in the
Organizational component of the four scored writing genres.
Actual
Results
Baseline Data
200910
32%
tdm
2010-11
32%
2011-12
22%
2012-13
Targets
2012-13
19%
Fulton County Schools
2013-14
16%
Title I Funding
2014-15
13%
.5 DSS position
funding
Workshop/Conference
Registration Fees
Parent Liaison position
24
3/9/16
Performance Measure B
Increase the percentage of fifth grade students scoring at the Exceeds level on the Georgia
Writing assessment
Actual
Results
Baseline Data
200910
17%
2010-11
15%
2011-12
34%
2012-13
Targets
2012-13
37%
2013-14
40%
Title I Funding
2014-15
43%
.5 DSS position
funding
Workshop/Conference
Registration Fees
Parent Liaison position
Strategies include but are not limited to:
 Utilize anchor papers for each genre of writing; students will practice scoring using the state rubric for 5 th grade writing. Use the state results to
compare and contrast scoring.
 Initiate an additional practice writing experience in 4th grade (2x during the year instead of just at the end of the year). Student writing samples are
sent to University of Georgia for independent scoring.
 Continue practice writing experiences in 5th grade (2x – November and January). Student writing samples are sent to the University of Georgia for
independent scoring.
 Continue 6+1 Writing Traits teacher training
 Writer Workshop Parent University
 Parent Liaison will facilitate a Parent Book Study group with Preparing Children for Success in School and Life (Marcia Tate)
 SOLO training by Special Education department for all staff members
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Fulton County Schools
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Objective #4: Improve student achievement in Science
Performance Measure
A
Increase the percentage of third through fifth grade students scoring at the Meets/Exceeds
level on the Science component of the CRCT
Actual
Results
Baseline Data
Performance Measure
B
2009-10
2010-11
2011-12
84%
87%
82%
2012-13
2013-14
2014-15
87%
90%
92%
Title I Funding
.5 DSS position
funding
Workshop/Conference
Registration Fees
Parent Liaison
Increase the percentage of the "All Accommodated" student subgroup in the third through
fifth grade scoring at the Meets/Exceeds level on the Science Component of the CRCT
Actual
Results
Baseline Data
tdm
2012-13
Targets
2009-10
2010-11
2011-12
NA
NA
54%
2012-13
Targets
2012-13
2013-14
2014-15
59%
64%
69%
Fulton County Schools
Title I Funding
.5 DSS position
funding
Workshop/Conference
Registration Fees
Parent Liason
26
3/9/16
Strategies include but are not limited to:
 Implement cross-curricular lessons (based on science content)
 Modify Early Release Day schedule to target science content in addition to the technology component
 Offer Robotics experiences for third through fifth grade students through a Sandy Springs Education Force grant
 Pre-identify struggling students in science in grades 3-5 and pre-teach units during Triple A versus remediation
 Parent Liaison will facilitate a Parent Book Study group with Preparing Children for Success in School and Life (Marcia Tate) Send home monthly
 Home & School Connection Parent Newsletter focusing on science (English & Spanish)
 Incoporate Renzulli Learning opportunities/activities as appropriate
 Inspired Classroom learning environment in 3rd grade science
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Fulton County Schools
27
3/9/16
 Evaluation/evidence needs to include both formative and summative items.
SW-9a
SW-2a
FLP
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.
The ways in which we will address the needs of all children in the school, particularly the needs of students furthest
away from demonstrating proficiency related to the State’s academic content are:
 Extended Day – Students that scored a Level 1 in grades 3 & 5 meet afterschool two days a week from
2:45-4:45 to remediate standards in which a weakness is demonstrated in reading and/or math.
 Triple A (Additional Academic Activities) remediation/enrichment program – Before school time (7:10
am to 7:40 am) has been structured so that students will receive remediation individually or in small
groups in specific content areas as indicated by current assessment information. If a student is not
receiving individual/small group remediation during this time, schoolwide DEAR (Drop Everything and
Read) time is being held in the cafeteria as well as morning book clubs. Fulton County transportation
has worked with the school to ensure all bus riders will be delivered to the building between 7:00am –
7:15am so that every child will have the opportunity to participate.
 SuccessMaker- Students in grades 1-5 spend 45 minutes a day in the computer on math and reading
skills. Student progress reports are generated once per month.
 Mad About Math – This is a daylong math rotation where students in grades 3-5 spend time enriching
standards that have been taught. This is done twice per year.
 Family Reading Night – held once a year to engage parents and students in reading for pleasure
 Renzulli Learning- a program designed to help students achieve by focusing on their strengths, their
interests, and the ways they like to learn and express themselves.
 Books for Breakfast/Lunch Bunch- morning and lunch book club program lead by various staff
members to encourage students to read
 SOLO - SOLO is a literacy suite of the most popular assistive technology accommodations for
students who struggle to read and write, including a text reader, graphic organizer, talking word
processor, and word prediction.
Grades and Subjects to be served
 We will serve students in Kindergarten through fifth grade in the following content areas: reading,
English language arts (encompasses reading), mathematics, and science/social studies (which are
literacy-rich content areas).
 We will serve 3rd and 5th grade Level 1 students in the after-school program for Reading, ELA, and
mathematics.
SW-2b
TA-1
FLP
tdm
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.
Fulton County Schools
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3/9/16
Instructional Strategies to be used
 Direct Instruction ( Whole group and small group) According to NIFDI the basic principles of
effective instruction: All children can learn when instruction is systematic, explicit, and efficient
 One on One Instruction According to Guskey (1997) Personal tutoring and individual mastery
learning should result in better achievement for poor readers.
 Computer Assisted instruction “SuccessMaker Enterprise is a technology-driven tool that
automates the delivery of differentiated instruction, enabling students to learn at their own pace
and providing engaging, digital characters to truly motivate students”
 Technology Assisted instruction Some studies have found that integrating technology into the
classroom creates a rich, effective, and efficient learning environment which improves student
performance and learning (see Cronin, Meadows, & Sinatra, 1990; Funkhouser, 1993; George &
Sleeth, 1996; Luna & McKenzie, 1997; Sammons, 1995; Sherry, Jesse, & Billig, 2002; Traynor,
2003; Zack, 1995).
SW-2c
FLP
Describe the effective instructional methods that will be used to increase the quality and
amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional Methods RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school tutoring, zero
periods) Remember to include information regarding Flexible Learning Program if applicable.
How will students who are experiencing difficulty mastering the standards be identified in a
timely manner by teachers trained in identification methods?




Utilize EIP checklists to determine potential “at-risk” students
Administer placement tests in reading and mathematics to all students new to Fulton County
Hold monthly informal collaboration meetings in which teachers discuss student concerns
On-going monitoring of student performance on formative and summative assessments.
How will additional assistance be provided for these students in their area of identified
difficulty?




RTI strategies developed either through informal collaboration or SST to meet the student’s
specific needs.
Provide ELL two segments of service instead of one when possible
Serve identified students through small group instruction (EIP)
Program SuccessMaker to provide concentrated instruction on content strands of difficulty
What activities will these students participate in that will focus on their area of identified
need?
We are providing activities to ensure that students who experience difficulty mastering proficient or
advanced levels of academic achievement standards shall be provided with effective, timely
additional assistance. Those activities are:
 Tripl A (Additional Academic Activities) remediation/enrichment program – Before school time
(7:10 am to 7:40 am) has been structured so that students will receive remediation individually or
in small groups in specific content areas as indicated by current assessment information. If a
student is not receiving individual/small group remediation during this time, schoolwide DEAR
(Drop Everything and Read) time is being held in the cafeteria as well as morning book clubs.
tdm
Fulton County Schools
29
3/9/16





TA-2
FLP
SW-7
SW-2d
TA-8
Fulton County transportation has worked with the school to ensure all bus riders will be delivered
to the building between 7:00am – 7:15am so that every child will have the opportunity to
participate
Extended Day – Students that scored a Level 1 in grades 3 & 5 meet afterschool two days a week
from 2:45-4:45 to remediate standards in which a weakness is demonstrated in reading and/or
math.
SuccessMaker- Students in grades 1-5 spend 45 minutes a day in the computer on math and
reading skills. Student progress reports are generated once per month.
SOS (Save One Student) – morning reading program where students read with a non-homeroom
teacher to enhance fluency. They are referred through the SST/RTI process.
Books for Breakfast/Lunch Bunch- morning and lunch book club program lead by various staff
members to encourage students to read
SOLO - SOLO is a literacy suite of the most popular assistive technology accommodations for
students who struggle to read and write, including a text reader, graphic organizer, talking word
processor, and word prediction.
2. Describe the instructional strategies and programs in the TA program which coordinate
with and support the regular program of the school.
a. Discuss grades and subject areas to be served

b. Instructional strategies to be used

c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the
targeted instruction. It must not take the place of the regular core instructional
program.

d. Supplemental instructional activities
e. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based
on FY12 US ED monitoring.
3. Describe your process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional
assistance to enable these children to meet the State content and performance standards.
The ways that we include teacher in decisions regarding use of academic assessments are:
 Hold grade level PLC meetings once per week to evaluate end of unit assessments, SuccessMaker data,
Achievement Series data and CheckPoint data
 Provide Professional Development on how to utilize SAMS and Achievement Series to access student
data and interpret individual and/or class strengths/weaknesses
 Provide a common grade level planning time for teachers (usually three times per week) so that they may
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

collaboratively plan
Common collaborative planning time has been structured at the end of each school day for teachers to
meet by grade level, by curriculum content, and in vertical teams.
Teachers/Staff are included in the Schoolwide Title I Plan development
Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
By analyzing student performance on end of unit assessments, SuccessMaker data, and CheckPoint data
utilizing SAMS and the Achievement Series, teachers are able to plan appropriately to meet student
instructional needs based on the individual and/class strengths/weaknesses. Student performance on
pre- and/post assessments across content areas drove teacher planning and instruction in order to
provide effective and differentiated instruction strategies for the students as well as morning
remediation/enrichment opportunities. By monitoring student SuccessMaker growth, teachers were able
to determine student depth of understanding and ability to apply classroom learning to assessment
situations in a non-threatening environment for the students.
TA-9
SW-2e
4. Describe procedures for annual assessment of students for meeting state and local
expectations.

5. Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on
FY12 US ED monitoring.
NA – SDC is not utilizing Title I money to fund field trips.
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Educator Quality (HiQ and Professional Learning
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.
SW-4
TA-5
Title IIA
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 “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



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We have included Title I teachers and paraprofessionals and, if appropriate, parents, and other
selected staff in our professional development that addresses the root causes of our identified needs,
for students. Our root causes at Spalding Drive Charter are the language and literacy barriers that our
ESOL and struggling reader students experience as well as the vocabulary of math literacy rich
curriculum. Our economically disadvantaged students experience gaps in learning the curriculum as
a result, in part, of moving from school to school, state to state, and country to country.
We have aligned our school’s professional development opportunities with the State’s academic
content and student academic achievement standards. During our early release day professional
learning we will offer workshops to our staff in the areas of writing based on Differentiated
Instruction, High Order Thinking Skills (Depth of Knowledge), and technology integration. In addition,
we are continuing to develop our Professional Learning Communities’ effectiveness.
We have devoted sufficient resources to carry out effectively the professional development activities
that address the root causes of academic problems. For example we provide opportunities for our
staff to attend off site conferences and workshops.
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
SW-9b
Title IIA
FLP
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We have included teachers in professional development activities regarding the use of academic
assessments, both formative and summative, bench mark testing, online assessment system,
GKIDSs, Renzulli Learning, interpreting SuccessMaker reports, and running records to enable them
to provide information on, and to improve, the achievement of individual students and the overall
instructional program in the following ways by
 more effective teaching strategies in process writing;
 more effective analysis of assessment results and data-driven decisions for planning
implementation improving classroom climate, collaboration, teacher empowerment,
cooperative education, high expectation for students and students’ self-esteem.
3. Describe how teachers are trained to identify and provide assistance for at-risk students.

The Curriculum Department encourages teachers to meet before the start of school to analyze student
information/data from the previous year. Results are compared to previous years and across the grade
levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills
with a high degree of importance while covering the other necessary skills prior to spring testing. At-risk
students will be identified so that they can be provided with additional educational opportunities (double
dosing) for needed subject level support.

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 at 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. Teachers are participating in on-going
CCGPS training as Fulton County Schools makes the transition to Common Core Curriculum. Teachers
have had over 15 hours of Writer’s Workshop training during the 2011-12 school year. The Curriculum
Department has increased the purchases of supplemental literacy and math materials to support RTI and
the Tier process for all of the Fulton County Elementary Schools.

At the elementary level, professional learning to identify at-risk students is job-embedded. The emphasis
is on collaborative analyses that lead to instructional improvement and differentiation. Using the data, atrisk students are identified and scheduled into courses that provide tiered levels of intervention. This is
as minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many
things possible in between. However, data drives instructional settings and strategies for students.
Elementary/ Middle schools provide professional learning to teachers for differentiating instruction,
effective feedback, and “Response to Intervention” with its tiered supports for student learning.

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.

Fulton County Elementary schools have access to and use the following interventions:
 Harcourt Trophies Intervention
 Computer Assistance – Imagine Learning
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 SuccessMaker
 SOLO
Spalding Drive Charter Elementary provides periodic training opportunities to teachers to provide
methods and strategies for the identification of difficulties and appropriate methods of assistance for
these difficulties.
 SAMS training
 SuccessMaker training
 Achievement Series training
 Technology workshops – integration of Promethean Board, Document camera, Podcasts, etc.
 Six Traits Writing Workshops
 Renzulli Training
 Professional
SW-3
TA-5
Title IIA
4. Describe the process used to identify and provide instruction by highly qualified teachers
and parapros.
The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content area/s of
instruction and thus maintain 100% of teachers who are highly qualified. Should a teacher not have the status of “Highly
Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include
professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of
placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ
(see attached plan and process).
-The Principal Verification and Attestation Form contains the names of the teachers who
are not yet HiQ (if applicable)
- -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.

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98% of our staff is Highly Qualified with 100% holding Bachelors’ degrees. The one staff member not
Highly Qualified is missing GACE testing for one elementary content area. In the past two years, he
has been a HiQ teacher at the middle school level. Fifty-three percent (53%) of the fulltime certified
staff has Masters degrees, and thirteen percent (13%) with Specialists certification. Additionally,
Spalding Drive’s Charter requires to the extent allowable, and therefore strongly encourages, that all
staff members obtain endorsement in either gifted education (TAG) or English Language Learn (ELL).
41% of the staff holds TAG endorsements; while 9% of the staff has ELL endorsements. Having
teaching staff with advanced degrees and additional endorsements provides our staff with the
“latest” best practices and teaching strategies, thereby having a positive effect on instruction for all
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student populations within our building.
SW-3
Title IIA
l. 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 thebeginning 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.)
 We will provide instruction by highly qualified teachers who meet the standards established by



SW-3a
Title IIA
the state of Georgia. All teachers who have 0-3 years teaching experience have a staff mentor.
Teachers new to Fulton County Schools and/or teaching may have a hired (from the outside –
retired teacher) mentor.
Staff new to Spalding Drive are provided with a New Teacher Handbook for easy reference.
The AP, CST and DSS will meet with new teachers monthly to discuss curriculum and data.
Professional learning is provided to get new staff current with the Best Practice initiatives being
utilized in the school.
5. 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: (list what do you do above the district’s efforts to make
teachers want to choose your school)
The strategies we will use to attract highly-qualified teachers are:
 Keep an updated website to showcase our school, students, and charter
 Staff present technology implementation of staff and students at local and national professional
conferences
 Provide strong mentoring support within the school which usually equates to a low teacher turnover
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ratio
 When possible “recruit” from universities with strong education programs
Spalding Drive Charter has minimal staff turn-over. Any staff turn-over in the past two years has been a result of
redistricting of students thereby resulting in a surplus of teachers and/or a reduction in force. We have not
recommended for hire any teacher who was not highly qualified with the exception of one Special Education
teacher who is highly qualified at the Middle School level. He will be taking the Elementary level GACE in
September 2012.
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TA-6
SW-5
1. Discuss that parent involvement is important and the school has strategies in place to
increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert
the Parent Involvement Action Plan Below.

Parent Involvement

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We have involved parents in the planning, review, and improvement of the program plan by
discussing our plan at the following meetings: Local School Council Meeting, PTA General Meeting,
and PTA Curriculum Nights.
We have developed a parental involvement policy included in our appendices that:

include strategies to increase parental involvement such as ESOL parent meetings, Parent
Resource Center, PTA Meetings, Parent Liaison contact, School Messenger phone call
system, new Parent Meet and Greet, Parent University (three to six times during the
year),Volunteer Days, Family Reading Night, and Lunch & Learn. These activities/strategies
encourage parents to become an integral part of the school community and their
child(ren)’s education. The School Messenger phone call system is an auditory reminder to
parents each week of upcoming events within the school. The School Messenger
communication system can also contact parents via email or text messaging. Activities
such as PTA meetings, Family Reading Nights, and Parent University workshops provide
parents with opportunities to learn about various educational aspects within the school –
writing, mathematics, technology, science, test-taking skills, and higher level order thinking
skill activities. Through Parent University, parents typically hear a presentation from an
outside speaker or staff member knowledgeable in the topic and then participate in a
hands-on content experience with their child(ren) to reinforce activities that can occur at
home. This strengthens the home-school academic connection for both parents and
students. In addition, the Parent Resource Room houses educational materials to support
parent-student learning at home. When students see their parents taking an active interest
in their education, it sends a message to the student that the parent considers the
child(ren)’s education as important and student achievement has been shown to increase.
Having a Parent Liaison as a continual point of contact for parents provides parents a
certain level of comfort each time they enter the building until the parents gain their own
sense of “belonging” to the school community.

eSchool + has a Parent Connect component that allows parents to view their child’s
academic progress, attendance, and discipline at any time throughout the year.

describes how the school will provide individual student academic assessment results,
including an interpretation of those results. In October, Spalding Drive has a State of the
School Address/Title I meeting for parents that will recap the testing results from the
previous year. At least two mandatory conferences are required by our charter.
Additionally, parent SuccessMaker reports will be sent home at the end of first semester.

The Title I Schoolwide Plan is sent home to parents. It is made available to parents and the
public by housing a copy in the Parent Resource Room and on our school website.
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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
Level
Resources Needed
Person
Responsible
Increase
percentage of
parent
participation in
our Parent
University
Workshops
Writing
Workshop
November
2012
PK- 5
Technology Fair
January 2013
PK-5
Copy paper, kraft envelopes,
markers, pens, brads, post it
notes, shaving cream,
DVR/CDs, power cords, display
boards, presentation materials
Science/Health
Fair
February 2013
PK-5
Provide
parents with
strategies to
utilize with
their child(ren)
to assist in
improving
academic
performance in
all content
areas
Parent Book
Study utilizing
Preparing
Children for
Success in
School and Life
by Marcia Tate
4x throughout
the year –
once per nine
week period
K-5
Designated
grade level
chair,
appropriate
Parent
University
committee
members
and Parent
Liaison
Parent
Liaison
Copies of the reading text,
copy paper
Desired Results for the goal(s): Improved parent awareness for methods/activities that they can utilize
at home to assist their child in being academically successful.
How will the goal(s) be measured?
Goal #1 – Increase parent awareness of how to assist their child in specific content areas
Goal #2 – Provide parents with some researched based strategies to improve their child(ren)’s “brain
power” as well as a support group for debriefing of strategy implementation at home
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.
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SW-15
TA-6
Describe the process used to involve parents in designing, implementing and
evaluating the school improvement and the parent involvement plan.



SW-10
FLP
The opinions of our parents are important to us. An electronic parent involvement survey is
opened to parents each spring, allowing them to give their opinions and offer comments and
suggestions concerning our parent involvement program. Each year as we begin to review and
revise our Parent Involvement and School Improvement Plans, we choose parents to be involved
in this process. They participate as we evaluate the previous year’s plans, giving their input on
ways to improve our Parent Involvement and School Improvement Programs. We also have
parents as members of our School Council. They review the plans during development and after
completion. Their comments and suggestions are considered as the plans are written.
We have developed, and will revise yearly, our school improvement plan with the participation of
individuals who will participate in the carrying out our comprehensive school improvement plan.
The team selected to create Spalding’s Title I plan was selected based on the basis on leadership
within the school and community, curriculum knowledge, ability to analyze data, parental
involvement – both within the school and the Title I program.
a. 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 .
b. If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining
the flexible learning program (FLP) and what intervention strategies are in place to improve our status.
Individual student assessment results and interpretation will be provided to parents in the following manner:
 Teacher-Parent Conferences (held at least twice per year) which includes a Comprehensive
Student Progress Report
 Send home individual Student Progress Skills Checklists – three times per year
 Send home individual student SuccessMaker benchmark reports to parents at the end of first
semester
 Student Electronic Portfolios – reflect student work product samples and the end of year
Comprehensive Student Progress Report which includes goals for every individual student, past
academic performance, SuccessMaker levels, reading fluency, and writing levels.
SW-9
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).
We will hold teacher-parent conferences that will detail what the school will do to help the student, what the
parent can do to help the students and additional assistance available to student at the school or in the
community.
 Fall Teacher-Parent Conference (early to mid-October)
 Spring Teacher-Parent Conference (early to mid-March)
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

Parent University – hold sessions per year – topics and speakers address the above needs
The Parent Resource Room houses additional materials for the parents to utilize when academically
assisting their child(ren)
The measures we will take to ensure students with difficulties are identified on a timely basis are:
 Utilize EIP checklists to determine potential “at-risk” students
 Administer placement tests in reading and mathematics to all students new to Fulton County
 Hold monthly informal collaboration meetings in which teachers discuss student concerns
 Analyze student performance data in grade level Professional Learning Community meetings.
We are providing activities to ensure that students who experience difficulty mastering proficient or
advanced levels of academic achievement standards shall be provided with effective, timely additional
assistance. Those activities are:
 Extended Day – Students that scored a Level 1 in grades 3 & 5 meet afterschool two days a week
from 2:45-4:45 to remediate standards in which a weakness is demonstrated in reading and/or
math.
 Additional Academic Assistance (Triple A) for our students’ remediation/enrichment program –
Before school time (7:10 am to 7:40 am) has been structured so that students will receive
remediation individually or in small groups in specific content areas as indicated by current
assessment information. If a student is not receiving individual/small group remediation during
this time, schoolwide DEAR (Drop Everything and Read) time is being held in the cafeteria as well
as morning book clubs. Fulton County transportation has worked with the school to ensure all
bus riders will be delivered to the building between 7:00am – 7:15am so that every child will have
the opportunity to participate.
 SuccessMaker- Students in grades 1-5 spend approximately 30-45 minutes a day in the computer
on math and reading skills. Student progress reports are generated once per month.
 SOS (Save One Student) – morning reading program where students read with a non-homeroom
teacher to enhance fluency. They are referred through the SST process.
 Books for Breakfast/Lunch Bunch- morning and lunch book club program lead by various staff
members to encourage students to read
 SOLO - SOLO is a literacy suite of the most popular assistive technology accommodations for
students who struggle to read and write, including a text reader, graphic organizer, talking word
processor, and word prediction.
Periodic training will be provided to teachers to provide methods and strategies for the identification of difficulties
and appropriate methods of assistance for these difficulties.
 SAMS training
 SuccessMaker training
 Achievement Series training
 Technology Workshops – integration of Promethean Board, Document Camera, Podcasts, etc.
 Six Traits Writing Workshops
 SOLO Training
 Differientiated Instruction
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Coordination and Collaboration of Services
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
TA-4
2. Describe the strategies used to coordinate and collaborate with other Federal, State,
and local services in your Title I Targeted Assistance program/plan.
TA-4
3. State that there is coordination and integration of Federal, State, and local services and
programs. Describe how you will coordinate with and support the general education
program.
SW-8a
SW – 8b
TA-7
4. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
Following are our listing of Federal, State, and local services and program and a full explanation of how we are
coordinating and integrating those services and programs.



Spalding receives Federal, State, and County money in the form of grants. There are 2 state funded
prekindergarten classrooms at Spalding Drive. The students are included in all assemblies, specials
(PE, Art, and Music), and special school events such as Field Day and participate in field trips.
Spalding Drive is currently designated as a Schoolwide Title I building and receives federal money
and Title IIA money. In addition, we are allocated one Early Intervention Program teacher this year
based on the number of low performing students in grades K-5. Spalding receives state money for
special education and ELL students.
Student academic support programs such as Response to Intervention (RTI) take place at the school
level but do not receive in any additional financial support from the federal, state or county programs.
RTI is usually a change in a teacher instructional strategy to meet the needs of the student. If
resources – materials/supplies are needed to assist the student, these are typically found within the
current school building.
Business Partners – Our business partners include Chick-Fil-A, Publix, and Northside Hospital. They
attend PTA events and provide goods and services at minimal to no cost.
The Spalding Drive Charter ES Schoolwide Title plan was developed in coordination with the federal,
state, and county programs.
Title I resources are utilized to supplement, not supplant, student academic programs at the school.
Spalding Drive has used these resources to purchase a fulltime parent liaison. The appropriate set
asides for professional development were allocated. Staff professional development opportunities
are designated for writing instruction and strategies, mathematics instruction and science instruction
as funding allows.
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5.
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

Parent
Liaison position in order to coordinate and
Title I
$ 95,432







SW-8c
encourage parental involvement of parents of
students in kindergarten through 5th grade.
Parent Resource Room supplies/materials for parent
use and to support parent workshops/meetings.
Registration/Workshop fees for staff and parents (as
appropriate) to support school improvement plan
goals and parental involvement.
Professional development for staff by outside
consultants in content areas that support the School
Improvement Plan and Teacher Keys best practices.
Instructional materials/supplies and technology
equipment for students in kindergarten through fifth
grade to provide additional support of classroom
instruction correlated to School Improvement Plan
and Teacher Keys best practices.
Monthly parent newsletters with specific focus on
reading, mathematics, and science (English &
Spanish)
.5 DSS position to assist with student achievement
data and analysis of data to drive instruction and
improve student achievement
Supplement non-fiction reading materials that are
being purchased from the Cost Center budget
Title II
$
Title III
$
6. 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
SW-6
Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
Following are our plans for assisting students in the transition process to or from our school. We also tell
how we help students who are entering from private schools and who enroll during the year.
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


tdm
Spalding Drive holds several prospect parent meetings for parents of rising kindergarten
students. There are 2 state funded prekindergarten classrooms at Spalding Drive. The students
are included in all assemblies, specials (PE, Art, and Music), and special school events such as
Field Day and participate in field trips.
Spalding Drive Charter Elementary feeds into 2 middle schools: Sandy Springs Charter Middle
School and Ridgeview Charter Middle School. In May, students tour the appropriate middle
school for as an “orientation” to the school. Additionally, the counselor from the middle schools
and the Curriculum Assistant principal traditionally come to Spalding Drive to discuss the
process for “elective” course registration and to answer general student questions. Parents of
rising sixth graders receive information regarding informational meetings and other events at the
middle school throughout the academic year.
Students entering Spalding Drive Charter during the school year are given a tour of the school. A
brief assessment of student abilities is administered by the Curriculum Support Teacher to
determine initial appropriate reading and mathematics placement. Once the student is placed into
a homeroom, the homeroom teacher “assigns” a buddy to the student to assist with transitioning.
It is usually a student with similar interests and who follows the same daily routine.
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SW-14
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.

Additional Requirements

tdm

SW-18
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.
The Spalding Drive Charter ES Title I Schoolwide plan was developed during a one year period. 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.
Explain that should the school enter the Needs Improvement status, based on AYP
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.
Spalding Drive Charter Elementary’s Title I Plan is subject to the school improvement provisions of
section 1116. Spalding Drive’s School Improvement Plan and Schoolwide Title I plan have been
combined and are based on assessments and strategies to assist students meet state standards. The
Schoolwide Title I planning/School Improvement Plan team works to analyze student assessments
and data to determine appropriate goals, instructional strategies/programs, and funding of these
strategies/programs in order to facilitate student success in meeting state standards. If our school
enters Priority/Focus/Alert, we will complete and participate in all requirements according to state and
federal guidelines.
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL:
Spalding Drive Elementary
DATE: 08/24/2012
All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.
*Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA).
MET
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
School Mission, Vision, Goals
X
District/ School demographics
X
1
A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect
achievement. (A)
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.
Implementation Plan
X
2
X
X
X
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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
5
6
7
8
8a
8b
8c
9
9a
9b
X
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9c
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs
have been met and are consistent with improvement plans.
Must include documentation to support that any educational field trip used as an instructional strategy is aligned to
the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of
assisting students to achieve proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.
Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).
Instruction by highly qualified professional staff. (C)
Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)
Professional development for staff to enable all children in the school to meet performance standards. (D)
Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts,
etc.
a) Must include parent policy with cover sheet and revision month/date/year
b) Parent policy checklist
c) Compacts
Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school
to high school; and high school to post-secondary. (G)
Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve
the performance of individual students and the overall instructional program. (H)
Coordination and integration of Federal, State, and local services and programs (J)
List of State and local educational agency programs and other Federal programs that will be included
Description of how resources from Title I and other sources will be used
Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include: (I)
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,
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3/9/16
MET
Plan Requirements
and
Schoolwide
Components
and additional assistance available to the student at the school or in the community
X
10
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.
X
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Principal’s Signature
09/18/
Date
Tawana D. Miller
09/18/2012
Title I Director’s Signature
Date
Area Executive Director’s Signature
Date
Karen Cox
12/13/12
Date
Assistant Superintendent’s Signature
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Fulton County Schools
2012
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