Evaluation of Title I Schoolwide
School Improvement Plan - Banneker HS
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 Plan Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]
I.
Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
Yes. We saw an increase in achievement based on the GHSGT results, but we did not see an overall achievement increase in EOCT tested
areas. Most of the students were not making the transition from a focus on the GHSGT to the EOCTS. We had to deliver a strong and
ongoing message to get our students to accept the importance of the EOCTs to student achievement and the overall quality and
evaluation of our school. In three key core areas we also experienced teacher performance concerns and attrition.
2.
Types of Evaluations – ongoing or annual?
Banneker’s evaluation has been ongoing through the district ‘s Intensive Schools’ measures, the Title I Committee, The Local School Council, the
Leadership and CourseTeams, District Curriculum Audits, contracted Curriculum Audits, and local measures.
3.
What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?
Our current data indicate that we need to focus on the school’s graduation rate, EOCT results, and teaching & learning outcomes.
For the 2012-13 School year we have set the following goals:
Objective No. 1
Improve the Graduation rate.
Measure
Increase the overall percentage of all students graduating from BHS at a rate 10% higher than the 2012 rate
with a long-range target of 90 or higher by Spring of 2017.
Baseline Data
2009-10
72% Using
Leaver
Method
2010-11
41.92
%
Using
Four
Year Cohort
Fulton County Schools
2011-12
Using
Five
Year Cohort
Method TBD
Actual Result
Targets
2012-13
Using Four
Year Cohort
Method
2012-13
10 % growth
or
higher
than
the
2013-14
85.6 %
higher
or
2014-15
87.2%
higher
or
1
Method
Measure
2012 rate.
Increase the percentage of students with disabilities graduating from BHS to 53.7% or higher with a longrange target of 85% or higher by 2017.
Baseline Data
2009-10
38.5 % Using
Leaver
Method
Measure
2010-11
28.9% Using
Four
Year
Cohort
Method
2011-12
Using
Five
Year Cohort
Method TBD
Targets
2012-13
Using
Four
Year Cohort
Method
2012-13
5% growth or
higher than
the
2012
rate.
2013-14
58.3%
higher
or
2014-15
62.9%
higher
or
Increase the percentage of students that are economically disadvantaged graduating from BHS to 80% or
higher with a long-range target of 85% or higher by 2017.
Baseline Data
2009-10
73.7 %
Actual Result
2010-11
39
%
(Corrected to
72.3 %)
Fulton County Schools
2011-12
Using
Five
Year Cohort
Method TBD
Actual Result
Targets
2012-13
Using
Four
Year Cohort
Method
2012-13
7% growth or
higher than
the
2012
rate.
2013-14
82
%
higher
or
2014-15
84
%
higher
or
2
Objective No. 2
Increase student achievement in Science on the EOCT.
Measure
Increase percent of all students who meet and/or exceed the standards in Biology on the EOCT to 73.4 %
by Fall of 2013.
Baseline Data
2011-12
55
Actual Result
Targets
2012-13
2012-13
73.4
2009-10
2010-11
54
Measure
Increase percent of students with disabilities who meet and/or exceed the standards in Biology on the
EOCT to 45.8 % by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
45.8
2013-14
76.9
2009-10
2010-11
Measure
Increase percent of all economically disadvantaged who meet and/or exceed the standards in Biology on
the EOCT to 64.2 % by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
64.2
2013-14
51.2
2014-15
79.5
2009-10
2010-11
Measure
Increase the percentage of all students who meet and/or exceed standards in Physical Science on the
EOCT to 79.2 % by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
2011-12
67
63
Measure
2010-11
2011-12
Actual Result
Targets
2012-13
2012-13
2013-14
2014-15
79.2
81.3
83.4
Actual Result
Targets
2012-13
2012-13
54.8
2013-14
59.3
2014-15
63.8
Increase the percentage of economically disadvantaged students who meet and/or exceed standards in
Physical Science on the EOCT to 72.9 % by the fall of 2013.
Baseline Data
2009-10
NA
2014-15
71.4
Increase the percentage of students with disabilities who meet and/or exceed standards in Physical
Science on the EOCT to 54.8% by the fall of 2013.
Baseline Data
2009-10
2013-14
67.2
2014-15
56.6
2010-11
NA
2011-12
NA
Actual Result
Targets
2012-13
2012-13
72.9
2013-14
75.6
2014-15
78.3
Objective No. 3
Fulton County Schools
3
Increase Student Achievement in Mathematics on the EOCT.
Measure
Increase the percentage of all students who meet and/or exceed expectations in Math I on the
EOCT to 67.6% by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
44
2011-12
40
Actual Result
Targets
2012-13
2012-13
67.6
2013-14
70.9
2014-15
74.2
Increase the percentage of students with disabilities who meet and/or exceed expectations in
Math I on the EOCT.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
37.4
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in Math I to 56.9 % on the EOCT by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
56.9
2013-14
43.6
2009-10
2010-11
Measure
Increase the percentage of all students who meet and/or exceed expectations in Math II to 64.4
% on the EOCT by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
21
2011-12
38
Actual Result
Targets
2012-13
2012-13
64.4
2013-14
61.2
2014-15
49.9
2013-14
68
2014-15
65.5
2014-15
71.6
Increase the percentage of students with disabilities who meet and/or exceed expectations in
Math II to 37.7 % on the EOCT by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
37.7
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in Math II to 53 % on the EOCT by the fall of 2013.
Baseline Data
2009-10
2010-11
2011-12
Actual Result
Targets
2012-13
2012-13
53.0
2013-14
43.9
2013-14
57.7
2014-15
50.2
2014-15
62.4
Objective No. 4
Fulton County Schools
4
Increase Student Achievement in Social Studies on the EOCT.
Measure
Increase the percentage of all students who meet and/or exceed expectations in U.S. History to
70.6% on the EOCT by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
49
2011-12
37
Actual Result
Targets
2012-13
2012-13
70.6
2013-14
73.6
2014-15
76.6
Increase the percentage of students with disabilities who meet and/or exceed expectations in
U.S. History to 45.4 % on the EOCT by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
45.4
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in U.S. History to 59.8 on the EOCT by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
59.8
2013-14
50.8
2009-10
2010-11
Measure
Increase the percentage of students all students who meet and/or exceed expectations in
Economics on the EOCT to 77.3% by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
61
2011-12
60
Actual Result
Targets
2012-13
2012-13
77.3
2013-14
63.8
2014-15
56.3
2013-14
79.6
2014-15
67.8
2014-15
81.9
Increase the percentage of students with disabilities who meet and/or exceed expectations in
Economics on the EOCT to 47.4 % by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
47.4
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in Economics on the EOCT to 54.2% by the fall of 2013.
Baseline Data
2009-10
2010-11
2011-12
Actual Result
Targets
2012-13
2012-13
54.2
2013-14
52.7
2013-14
58.8
2014-15
57.9
2014-15
63.4
Objective No. 5
Fulton County Schools
5
Increase Student Achievement in English on the EOCT.
Measure
Increase the percentage of all students who meet and/or exceed expectations in 9th Grade
English on the EOCT to 85.1 % by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
65
2011-12
66
Actual Result
Targets
2012-13
2012-13
85.1
2013-14
86.6
2014-15
88.1
Increase the percentage of students with disabilities who meet and/or exceed expectations in 9th
Grade English on the EOCT to 54.5 % by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
54.5
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in 9th Grade English on the EOCT to 78.3% by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
78.3
2013-14
59.1
2009-10
2010-11
Measure
Increase the percentage of students all students who meet and/or exceed expectations in 11 th
grade English on the EOCT to 89.7 % by the fall of 2013.
Baseline Data
2009-10
Measure
2010-11
84
2011-12
72
Actual Result
Targets
2012-13
2012-13
89.7
2013-14
80.5
2014-15
63.6
2013-14
90.7
2014-15
82.7
2014-15
91.7
Increase the percentage of students with disabilities meet and/or exceed expectations in 11 th
grade English on the EOCT to 62.7 % by the fall of 2013.
Baseline Data
2011-12
Actual Result
Targets
2012-13
2012-13
62.7
2009-10
2010-11
Measure
Increase the percentage of economically disadvantaged students who meet and/or exceed
expectations in 11th grade English on the EOCT to 84.8 % by the fall of 2013.
Baseline Data
2009-10
2010-11
Fulton County Schools
2011-12
Actual Result
Targets
2012-13
2012-13
84.8
2013-14
66.4
2013-14
86.4
2014-15
70.1
2014-15
87.9
6
Title I SCHOOLWIDE
SCHOOL IMPROVEMENT PLAN
for
Benjamin Banneker High School
Original Plan Written during the School Year: 2010 - 2011
Revised Plan Written during the School Year: 2011 - 2012
Revision Date: August 26, 2012
Fulton County Schools
7
Table of Contents
Schoolwide Planning
SCHOOL: Banneker High School
Page #
7
DATE: 8/26/12
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)
14
2. Develop schoolwide reform strategies (reference the research)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met
and are consistent with improvement plans approved under Educate America Act.
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive
needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or
advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval
process. Required based on FY12 US ED monitoring.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).
a.
b.
c.
d.
34
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
33
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
37
5. Develop strategies to increase parental involvement.
41
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
40
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.
40
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.
Fulton County Schools
8
b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
27
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.
38
10. Description of how individual student assessment results and interpretation will be provided to parents.
12
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
12
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
12
13. Provisions for public reporting of disaggregated data.
43
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.
10
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).
11
16. Plan available to the LEA, parents, and the public.
11
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.
43
18. Plan is subject to the school improvement provisions of section 1116.
Fulton County Schools
9
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.
Fulton County Schools
10
Comprehensive Title I Schoolwide School Improvement Plan
School: Banneker High School
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.
SWP/TA/FLP
Component
Description
SACS
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
Comprehensive Needs Assessment and
Planning
Themes
The Mission of Banneker High School is to prepare its students to meet and exceed State and National
Standards of Learning that will lead to responsible, productive citizenship.
Our Vision is to develop students who learn to their full potential.
We Believe in:










Excellence.
High expectations.
Open and honest communication.
Personal responsibility.
Commitment from students, parents, and all school personnel.
Academic achievement.
Measured results.
Continuous improvement.
A safe environment and a culture for learning.
Transparency and accountability.
We value:
Fulton County Schools
11




Educating each student to his/her fullest potential.
The engagement of parents and support of the community to accomplish our mission.
Banneker as the preferred high school for its community.
Banneker as the engine that will provide greater value to each student’s educational experience
when compared to similar public schools in the nation.
SW – 1
TA – 1
FLP
 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.
 Of the total Banneker student population: 97% are Black, 1.6% are Hispanic, 0.5% are
White and 0.3% are Asian. Banneker reports 21% student with disabilities and 80% of
students are economically disadvantaged.
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.
Listed below are the members of our leadership team and their titles / roles.
Member Name
Fulton County Schools
Title / Role
Will Bradley
Curt Green
Jason Ross
Principal
Assistant Principal
Assistant Principal
Traci Colton-Astin
Lywonnis Moon-Foster
Assistant Principal
Adm. Assistant
Matthew Patterson
English Chair
Vivian Pritchard
Raynard Oliver
School Advisory Committee Chair
Mathematics Chair
Michael Rozier
Jenna Robinson
Science Chair
Social Studies Chair
12
SW-15
Fulton County Schools
Glenda Shivers
PTSA Chair
Don Wimbush
Genia Fulton
Old National Merchants Assoc. President
Career & Technical Ed. Chair
Don Ogletree
Kim Brown-Mack
Damon Smith
P.E. & Fine Arts Chair
Parent and Social Worker
Exceptional Ed. Chair
Malonga Mukenge
Head Counselor
Elisha Hinton
Graduation Coach
J T. Milbry
Superintendent’s Advisory Council Rep.
Student Government Assoc. Pres.
Courtenay Brooks
Deborah Flournoy
Courtney Brooks
Student
ROTC Chair
Parent Liaison
Towanda Parker
Mr. Threatt
Parent Member at Large
Business Partner
Igola Richardson
Keith Sims
Denise Glanton
English Instructional Coach
Math Instructional Coach
Parent
Towanda Parker
Parent
Tanya Walker
Felicia Brooks
Parent
Parent
Michael Shepherd
Claudia Manning
Parent
Parent
a. Describe how plan development involved all staff, as well as community/parents/
school council
 We have developed, and will revise yearly, our school improvement plan with the
participation of individuals (staff, community members and parents) who will
participate in carrying out our comprehensive school improvement plan.
 The Title I Committee consists of a dedicated group of educators from Banneker High
School, parents, student leaders, community supporters, partners, and others who have an
13
interest and stake in helping Banneker students achieve the goals set forth in the school’ s
mission and vision through the School Based Improvement Plan . Members were selected
based on the leadership roles they hold within the school. Some were selected by the
principal while others were elected/ selected at large by the parents and students. Still
others have simply shown a genuine interest in Banneker High School’s success over the
years and made themselves available to support the school.
 The Work of the Title I Committee has been truly grassroots. The Committee has reviewed
quantitative and qualitative data on Banneker High School looking for trends, strengths,
weaknesses and areas where there were no significant gains or losses in the last three
years. The same committee has discussed the strategies used to support student
achievement and growth towards the mission and vision of the school. The Committee
has been briefed on the measures used within Fulton County, the State of Georgia, and
nationally to determine student achievement. The Committee has had the opportunity to
review state data sources and data from the state and is aware of the requirements
outlined in the Georgia State Accountability Workbook for the State of Georgia. Further the
Committee has read all of the studies, analysis, and reviews that have been conducted on
Banneker High School within the last three years.
SW-16
Fulton County Schools
 Understanding its mission to have voice in and support of the School Improvement Plan,
the Title I Committee will advise, recommend and support activities and strategies
designed to ensure that all student groups achieve academic success at the level
supported in the School Based Improvement Plan. The Committee recognizes the need to
differentiate among students and provide additional support to students who struggle or
are considered low performing in the pursuit of the goals set. Further the Committee
commits itself to an on-going review and support for student achievement by agreeing to
meet at least four times during the school year beyond the initial organizing and data
review meeting. Each meeting will coincide with the ending of a nine weeks period to
monitor progress and recommend adjustments.
b. Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)
 Once the draft of our plan is completed, it will be shared with our staff by faculty meeting
and in smaller learning communities meetings. Staff will provide feedback.
 We will use staff feedback to make final revisions to the plan. After complete, our plan will
be made available to all of our stakeholders on the committee and at large.
 Our school improvement and parent involvement plans will be sent home via students at
the beginning of the year in the information packets with all of our Title I documents. We
will also post our plans on the school website and distribute copies at our PTA/PTSA and
14
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
 The School Improvement Plan (SIP) will be specifically shared at the September PTSA
meeting and copies will be provided to all parents..
c. Explain that the plan will be translated into other languages (Everyone translates into Spanish.
Translate into other languages where feasible and needed… based on significant percentage of parents)
TA-1
SW-1
FLP
SW -11
FLP
SW-11
Fulton County Schools
 A copy of our school improvement and parent involvement plans, as well as our SchoolParent Compact, will be translated into Spanish after it is written and reviewed with the
assistance of parents and community members. Copies of these plans are distributed as
needed. Copies of these documents are also housed in the office area and the Parent
Resource Room/Area. Copies of the documents are given to new students when they
register. We have included Spanish versions of these plans/compact in the Appendix
section of our notebook.
2. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
 Each of the members of our team had a part in the completion of our comprehensive
needs assessment and school improvement plan. The process we followed to complete
our plan was to break our committee into sub-committees to review each core subject’s
data while the entire committee focused on school wide data. Discussions were held, and
recommendations were made after all data had been presented. The data reviewed
included: CRCT scores of rising 9th grade students, EOCT scores of current students,
GHSWT, and ACT data. We looked at the number of students who did not meet, met, and
exceeded. We looked at groups of students who transferred in and those that have been
continouously enrolled at BHS. We looked at the socio-economic status of the students.
We looked at pre-assessments and diagnostic scores to inform us.
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.)
 We have used the following instruments, procedures, or processes to obtain student data:
GHSGT, EOCT results, A P reports, SAT reports, ACT reports, Teacher Access Center
Reports of Grades of Students, Surveys, and SAMS data and 8th Grade CRCT reports.
Pre-assessments and diagnostic data have been reviewed as well.
 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.
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, and content areas for analysis.
15
TA-3
FLP
The student’s past and present year teachers collaborate to analyze student data and
make informed decisions Data results are included in the School Improvement Plans and
Flexible Learning Plans . This data also helped us to make the informd decision to create
an additional period and place students in those periods based on their areas of need.
c. How did you identify students most at-risk of not meeting state academic standards?
 Completing the needs assessment allowed us to identify students at-risk of not meeting
state standards by reviewing grade reports, EOCT scores ( where available), SST-RTI
meetings and reports of referred students, teacher conversation during PLC s while
looking at student work, from student and parental surveys, and from summer conferences
conducted.

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
SW-13
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.
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 and the reports are posted on the Georgia Department of
Education website
 Our school improvement plan, including data, will be posted on the school website
 Data is shared with the Leadership team and parents. It is reviewed regularly with the
Local School Council which is comprised of parents, community members, administrators,
and teachers
 We publish our results on our school website and in school newsletters.
 Individual student data is discussed with parents during conferences.
Fulton County Schools
16
 Data is shared in PL sessions each 3 weeks.
 Data is presented in the State of the School Address.
 The data is discussed with parents during conferences and during workshops
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/APR/APR_Banneker.pdf
Fulton County Schools
17
High 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
08-09
Initiative or Reform Effort
Professional Learning Communities were introduced to the Banneker Faculty
Academic Academies were introduced and structured to provide for smaller learning communities through an SLC Grant
The school’s Scheduling Schema was revised and corrected to reflect best practice
The Administrative Team was completely restructured
Recovery classes were introduced
Administrative Assistants were provided by the district to support student management initiatives
Student advisement was introduced
09-10
Extended Day became an option for the most struggling students beyond the regular school day
Smaller Class sizes were provided for in English and Mathematics using Title I Funds
The SMART Goal setting process was introduced and course/data teams were used to provide a direct data analysis to
all stakeholders regarding the progress of all students towards School Improvement Goals.
The entire student body remained an extra hour and teachers supported student remediation and acceleration
Saturday School was introduced to prepare for major assessments
Night School for ninth and tenth grade students was introduced to support on time graduation
Supplemental Educational Services were offered
Banneker became a Targeted Assisted Title I School
Data Support Specialist and Instructional Coaches were added to support instruction
10-11
11-12
AP teachers were re-trained
SAT and ACT preparation classes were introduced to support students who were college bound
Parental Workshops were added using Title I Funds
A Parent Liaison was hired with Title I Funds
Banneker became School-Wide Title I School
A mathematics consultant was added to support the development of mathematics teachers using Title I Funds
Direct Instruction Improvement was initiated in consultation with district coordinator
A Net-Q Grant provided for the development of interns to support future teacher needs through Ga. State University
The Net Q Grant was expanded to include the development of special education teachers
BHS was audited by an independent agent and a comprehensive report was provided: The main four finding or areas of
Fulton County Schools
18
12-13
improvement were:
Two more rounds of observations were conducted as follows: one by Cambridge Associates in February, and another by
Fulton County School’s Subject Coordinators’ Offices in May. The results of both, overall, concluded as the Cambridge
Report, that teachers needed training in differentiation and must use more engaging teaching strategies.
During Pre-planning this school year, Cambridge Associates returned to Banneker to support staff with improvement in
formative checks, formative assessments, feedback, and engagement. More has been planned on each technique or
method for the remainder of the school year.
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
School
Professional Learning Activity
Year
09-10
Unwrapping Standards, Cognition, Essential Questions, Focus Questions and Rigor
09-10
Best Practice Instructional Strategies in the Standards-Based Classroom
09-10
Checking for Understanding, Assessing, and Closing in the Standards-Based Classroom
09-10
Formative Assessment Training
09-10
Item Writing for Summative Assessments
09-10
Summer Leadership: Callaway Gardens
10-11
Introduction to Feedback
10-11
Standards Based Classroom Part II: “I can statements” and focusing students to the
standards
10-11
Common formative and summative assessment training
10-11
Data Teams and the data analysis process in the Standards-Based Classroom
10-11
Direct Instruction
11-12
Revisiting Cognition and the selection of engaging Standard Based Instructional Strategies
11-12
STEPS 2 Achieve
12-13
Checking for Understanding, Closure , assessing for learning, and feedback in a standardsOngoing
based classroom
12-13
More Effective Data Teams; Differentiation
Ongoing
Fulton County Schools
Grade Level / Subject Area
Attending
All grades; all subjects
All grades; all subjects
All grades; all subjects
All grades; all subjects
All grades; core subjects
All grades; all chairs
All grades; all subjects
All grades; all subjects
All grades; all subjects
All grdes; all subjects
Mathematics Teachers
All grades, all subjects
All grades; all subjects.
All grade; all subjects
All grades; all subjects
19
Faculty / Staff Data:
Faculty and Staff Data (Forms provided in the Appendices)
Attrition Rate of Teachers and Administrators
*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the
next school year, excluding retirement.
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the
beginning of the next school year, excluding retirement.
Attrition Rate of Teachers
Number
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Attrition Rate of Administrators
% of Teacher Population
Number
% of Administrator
Population
4out of 4
4 out of 4
2 out of 4
4out of 4
4 out of 4
15
0
0
50 % (promotions)
0
0
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present divided by (Days present + Days absent))
Subgroups
Total
Enrollment
Grade
Levels
2010-2011
2011-2012
2012-2013
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
93%
Graduation Rate as determined for CCRPI
Graduation Rate
Subgroups
2010-2011
2011-2012
2012-2013
Graduation
Class Size
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
334
68
na
68
na
na
na
na
27.1
na
67.5
Fulton County Schools
20
AYP Report – Historical Information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts
yes
yes
yes
yes
yes
yes
yes
no
yes
no
Met all
Met all
no
no
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
Fulton County Schools
21
3/9/16
Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
 Identify/discuss strengths and needs based on data profile. We have compared our
needs to system needs and have ensured that the system and school goals are
aligned.
In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well
as those who have participated in Head Start or Even Start or who received services
from a Neglected or Delinquent institution during the previous two years, the data was
disaggregated and reviewed for all students, subgroups, and content areas.
Major Strengths Discovered:
 Students performed at 93% or greater in Science on the GHSGT.
 All students and sub-groups met the Mathematics AMO of 76% or greater. Banneker’s
students met the requirement at a rate greater than 84%.
 English students posted a score greater than 93%.
 Banneker’s students scored at the 95th percentile in Writing.
Major Weaknesses Discovered:
 Students must continue to improve in Literacy.
 Students must continue to meet the mathematics requirements and all students and subgroups must continue to improve in this area.
 Students must continue to improve in Science and Social Studies.
 The major weakness for all students is vocabulary acquisition and reading
comprehension at or beyond grade level.
Findings for: (write 1-3 sentences stating your findings for each subgroup
ALL students:

All students have shown gains overall.

English increased from 76% in 2008 to 92.6% in 2011 on the GHSGT

Mathematics increased from 61.8% in 2010 – QCC to 83.9% GPS with a state
required AMO for 2011 of 76%
Fulton County Schools 22
3/9/16

Science increased from 64% in 2008 to 78% in 2009 to 87% in 2010 to greater than
90% in 2011 on the GHSGT.
 Social Studies increased from 77% in 2010 to greater than 85% in 2011 on the GHSGT.
Black students:

98% or more of Banneker students are Black and have showed improvement/gains as
has the “all” group.
SWD students:

Students with disabilities have shown improvement and gains although not at the level
of improvement as the regular education students.
ELL students:

Banneker does not have an ELL subgroup
Economically Disadvantaged students:

Banneker has a substantially large ED subgroup. This subgroup has performed, on the
whole at about the same level as the black subgroup.
Name 2-3 areas you have identified to be your goal areas for improvement. For the 20122013 School year, we will:

Improve academic performance in English by all students to 93%, Black students to
94%, S.W.D. to 80% and ED to 92%;

Improve academic performance in Mathematics by all students to 85%, Black students
to 85%. S.W.D to 80% and ED to 83%.

Improve the graduation rate to meet the level required for AYP.
SW-1
TA - 1
h. The root causes for our identified areas of weakness are included below. (Include 2-3)
i. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause
analysis.
 Staff must administer diagnostic examinations, read data, present data, complete
surveys, poll parents, and analyze trends to help disaggregate the data and the root
causes of student deficiencies. Staff must also use data in making decisions
regarding instruction in Data Professional Learning Communities.
ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
Fulton County Schools 23
3/9/16

Teachers are required to follow the BHS Instructional Design. The Design calls for
formative assessments and scaffolding students to the level of readiness for
summative assessments. All staff has had extensive professional learning in item
writing and the use of assessments in teaching and re-teaching for mastery.
iii.
SW - 1
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
 Teachers are required to review formative assessment data daily and summative
data each three weeks. Teachers must also provide students with feedback and
recommend action or interventions as a part of the continuous achievement
process. Teachers must also use the Data Support Specialist and other personnel
who are specifically trained to provide support to the teachers when analyzing and
interpreting results.
3. MIGRANT paragraph – required
We have taken into account the needs of migrant children by:
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.
Fulton County Schools 24
3/9/16
SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
 Make sure School Improvement goals are aligned to Common Core Georgia Performance
Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than
what has been done previously.
 Consider scientifically, research-based strategies and/or promising practices that
have been effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental
involvement under the budget/resource column.
 Evaluation/evidence needs to include both formative and summative items.
NARRATIVE within Implementation Plan
1. Plan’s strategies:
a. Describe how the plan provides opportunities for ALL students, to meet or exceed
proficiency AND addresses the needs of all students and targeted subgroups of
students, on a timely basis.

SW-2b
TA-1
FLP
All Banneker students are provided with the opportunity to receive help through tutoring and
Extended Day options in English and Mathematics. Students also have the option to pursue
private tutoring through SES providers. 9th grade students have the option to participate in
Saturday Academy and after-school contracted recovery. The same is provided for 10th grade
students who are repeaters. Thus, an intervention and support strategy is available for all
students at Banneker to receive additional support.
b. List the strategies and instructional methods you are incorporating into your school
improvement program and describe how these strategies and instructional methods are
based on scientific / research based strategies and are effective means for raising
student achievement and strengthening the core academic (general education)
program.
Banneker High School has undergone a School Quality Review by Cambridge Review. The
review recommended four areas of improvement to ensure student achievement:
1. Ensure administration drives the leadership of instruction through the establishment of a systematic and
regular program of class observation with evidence obtained then used to identify less successful elements
of instruction, to provide professional development to address these concerns.
2. Improve the use of formative assessments by all teachers to evaluate student learning and adjust
instruction based on that knowledge.
3. Make instruction more effective with a greater concentration on how students learn rather than teacherdominated classes to result in regular student collaboration and involvement.
Fulton County Schools 25
3/9/16
4. Implement structures necessary to differentiate instruction to better meet the individual learning needs of all
students.
SW-2c
FLP
c. 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.



Students will be taught using formative checks and formative assessments to ensure that teachers
understand the level of learning the students are experiencing.
Students are then assigned an intervention which may include but is not limited to the following:
Extended Day
Individual Teacher Tutorials
Saturday School
PLATO
Recovery
Additional Class
How will students who are experiencing difficulty mastering the standards be
identified in a timely manner by teachers trained in identification methods?
 Many of our classes are co-taught with teachers who are trained in exceptional services. All teachers
have had some training in the recognition of students who are struggling and are familiar with the
interventions available to all students at Banneker. Banneker teachers are also trained in the
SST/RTI referral process to ensure that a group of professionals have the opportunity to review the
work of the student and make recommendations based on the data of the individual student.

How will additional assistance be provided for these students in their area of
identified difficulty?
 Students who have been identified as having real difficulty will be monitored through the SST/RTI
process and data will be gathered on the student for review by a committee. Students may also be
provided with an individual improvement plan designed to maximize student achievement while
utilizing all resources available to the student. In addition to tutoring and opportunities to recover,
students may also be placed in zero periods and provided with support classes to help them move
forward.

TA-2
FLP
What activities will these students participate in that will focus on their area of
identified need?
Students are expected to attend the selected intervention as requested during the school
year. Students may also continue receiving support in the summer months to enhance their
performances.
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

Fulton County Schools 26
3/9/16
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.
SW-7
SW-2d
TA-8
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.
 Each Tuesday, course teams meet to review and analyze the data of formative and summative
assessments. From this meeting, teachers prepare individual lessons and strategies for select groups
in their classrooms. Then on Thursdays, the teachers meet again to collaborate, plan, and write plans
for course teams. These smaller learning communities (PLCs) form the center of the continuous
improvement cycle at Banneker High. It is in these meetings that groups and individual student work is
commented upon and feedback is structured to be returned to the students. Finally after a three week
period, the entire faculty meets to respond to the professional learning needs of the faculty and to share
data.
Describe how teachers are involved in the decisions regarding the use of academic
assessments to improve instructional programs and individual achievement.
 The teachers at Banneker are required to formatively assess students and scaffold them to proficiency
before summative assessments are given. Teachers may provide daily or other formatives to ensure
that students are learning the intended learning. The assessment phase is built into the Banneker High
School Instructional Design as an initial act to determine what is expected. Then through a series of
essential questions, teaching, rubrics, and formative assessments, teachers determine the level at
which students are mastering the intended learning.

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.
Fulton County Schools 27
3/9/16
Educator Quality (HiQ and Professional Learning
Title IIA
SW-4
TA-5
Title IIA
1. Include a narrative reminder that Professional Learning needs, based on the needs
assessment, are included in the FCSS School Improvement Plan Template.
 Annually our school completes a professional learning survey provided by the district office.
We use the results of this survey as well as the results of our comprehensive needs
assessment of student achievement to determine the professional development needs of our
staff. A description of the activities planned to meet the needs discovered is included in our
Implementation Plan. The funding needs and funding sources for each of these activities are
also listed in the Implementation Plan.
2. Describe how the school/district are providing high quality and on-going professional
development for teachers, principals and parapros and how these activities meet the needs
identified in the needs assessment, enabling students to meet the state’s performance
standards.
 District
 Professional Learning opportunities are provided to teachers, principals, and
paraprofessionals in Fulton County based on needs assessment surveys provided to
all stakeholders. Professional Learning is also provided based on other data, such as
student assessments and district initiatives determined by student needs.
 Many educators in Fulton County are involved in on-going professional learning through endorsement
programs such as reading, gifted and ESOL. The endorsement programs are yearlong endeavors with
150 or more hours. School Improvement activities at the district and school levels align to the stated
goals and priorities. Each school has “Better Seeker” teams or “School Leadership Teams” who are
trained to guide educational growth and development for the school. Continuous, on-going training is
provided to teachers, principals and paraprofessionals in order to develop a clear understanding and
consistent implementation of standards-based classrooms to enable students to meet and exceed
performance standards.
 School
 Banneker High School has a rich and varied array of professional learning opportunities designed to
meet student and teacher needs. First, reference books are provided for teachers from Title I funds.
Books for study in pedagogy and content understanding are provided from Title I funds. Professional
learning workshops and in and out of state travel for professional growth are provided through Title I
funding. On line professional learning specifically in mathematics has been provided from Title I funds.
Local professional learning has been provided through the train the trainer model to Banneker teachers
and funded by Title I. Parental workshops focused on involving parents in the school improvement
process were also paid from Title I. Some equipment such as computers were also purchased with Title
I funds. Local cost center funds have also been expensed to support the professional growth of the
faculty and parents.
Fulton County Schools 28
3/9/16
SW-9b
Title IIA
FLP
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. Atrisk students will be identified so that they can be provided with additional educational opportunities
(double dosing) for needed subject level support.
 Teachers are offered staff development in areas that show as a need from the student data and past
data from previous years. We offer training on data analysis, progress monitoring tools (Achievement
Series, Checkpoints, etc.) and support in the curricula subject areas.
 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on mathematical
understanding and skills. The current Math GPS are 90% aligned with CCGPS. There will be an indepth focus on a balance of literature and informational texts, text complexity, argument, informative
explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train
teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours
of Writer’s Workshop training during the 2011-12 school year. The Curriculum Department has
increased the purchases of supplemental literacy and math materials to support RTI and the Tier
process for all of the Fulton County Elementary Schools. Carnegie Learning and Cambridge will also
provide professional development for teachers.
 At Banneker , professional learning to identify at-risk students is job-embedded. Each middle school
uses pre-planning days and specified collaborative planning time during the school year to analyze
multiple types of data: formative, summative, qualitative, and quantitative. The emphasis is on
collaborative analyses that lead to instructional improvement and differentiation. Using the data, at-risk
students are identified and scheduled into courses that provide tiered levels of intervention. This is as
minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many
things possible in between. However, data drives instructional settings and strategies for students.
Banneker High School provides professional learning to teachers for differentiating instruction, effective
feedback, and “Response to Intervention” with its tiered supports for student learning.
SW-3
TA-5
Title IIA
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).
Fulton County Schools 29
3/9/16
-The Principal Verification and Attestation Form contains the names of the teachers who are not yet
HiQ .
All teachers at Banneker are HQ
-Review student placement, ensuring equity in teacher experience. Address the correction of any
inequities.
-Placed in the BHS Binder are copies of the Parent Letters sent for non-HiQ teachers.
-Placed in the appendices to this plan are copies of the written and signed plan that is in place for
each non-HiQ teacher.
-The Detailed School HQT Information form (from DOE Report Card) is also located in the
appendices of this plan.
SW-3
Title IIA
5. Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
District mentors teachers by:
 Fulton County District Office supports new teachers with an orientation at the
beginning of each school year. Teachers are provided information and
procedures which are fundamental for a successful experience during the school year. This
includes information in the areas of benefits, professional learning, curriculum and resources.
Throughout the year additional institutes are held in order to provide continuous support for new
teachers.
Banneker mentor teachers by:
providing all new teachers with a veteran mentor and providing all new teachers with the
opportunity to participate in the District’s initiative designed to support new teachers. New teachers
are encourage to join a Cross-Career Learning Community (CCLC) to support their growth and
stability as teachers. New teachers are provided with “a key” to the principal’s office and given the
opportunity to meet with the principal at least once a quarter, preferably more as a group. Individual
new teachers are scheduled to meet with the principal once each 6 weeks. In the principal’s
meeting, teachers are free to share concerns and seek solutions to any issues they are
experiencing that relate to teaching. They are provided with the tools necessary to function at a
high level, and they are previewed on professional learning, processes, procedures, protocols, and
expectations and provided the opportunity to have dialogue prior to any formal presentation.
Particular attention is paid to the relationship between new teachers and their students to support
an appropriate culture in the classroom.
Fulton County Schools 30
3/9/16
SW-3a
Title IIA
6. Discuss the strategies that are in place at the district and the school to attract highly
qualified teachers.
District attracts highly qualified teachers by:
 The district participates in recruitment activities at colleges and universities in
order to attract highly qualified new teachers. Candidates are also screened through Human
Resources and by school principals. This provides assistance to principals and schools with the
initial hiring process in the selection of “Highly Qualified”
teachers.
Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make
teachers want to choose your school)
 Banneker uses the Office of Teacher Quality to screen and recommend teachers to the Banneker
community for hire. The principal and department chairperson then screen the candidates and
check all credentials. After the second round of screening, the teaching staff is asked to review the
finalist and provide a recommendation to the principal. Each member of the department is pledged
to support the final candidate to make the adjustment to Banneker High School and all serve as
resources for the new teacher.
Fulton County Schools 31
3/9/16
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
Parental involvement is an area for continuing improvement for Banneker and one that much has been
done in recent years to improve. Two parent liaisons have been hired. A parent center has been
established. Emails are routinely sent to parents to provide parents with information and updates them on
issues and concerns. Parent workshops are held that speak directly to the needs of Banneker parents as
identified through parent and student surveys. Parents are invited to serve on committees and to offer their
opinions to outside reviewers of the school. Parents may involve themselves in the many clubs,
organizations, and interests that are provided on campus. Parents may volunteer and offer their expertise
to student organizations. Parents serve on the Title I Committee and make decisions concerning the
operation of the school through the Local School Councils. Many opportunities for parental involvement
exists at Banneker.
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
GOALS
ACTION/ACTIVITY
DATE GRADE RESOURCES
PERSON
*List at least 2 goals*
LEVEL NEEDED
RESPONSIBLE
(S)
Improve Math EOCT
percentage of students
passing.
Sept 12
9-12
Math Boot Camp Parent
Workshop
Improve ELA EOCT
percentage of students
passing.
ELA Common Core Parent
Workshop
Oct. 11
9-12
Improve Science EOCT
percentage of
students passing.
Improve - increase
High School
Graduation Rate to
90% of all students
graduating.
Improve student’s SAT
and ACT Scores
Science Parent Workshop
Nov. 7
9 – 12
Parent Workshop –
Curriculum Night
Graduation Requirements
for HS Graduation
Sept.
20
9-12
Parent/Student Workshop Oct 24
on Study Strategies and
Materials
10-12
Data, Agenda, Sign
In Sheet, snacks
Parent Liaison,
Math Dept Head
Chair
Data, Agenda, Sign- Parent Liaison,
in sheet, CCGPSELA Dept. Head
ELA, snacks
Chair
Data, Agenda,
Sign-in sheet,
Snacks,
Data, Agenda,
Sign-in sheet,
Common Core
Curriculum
information
Data, Agenda,
Study Materials
Parent Liaison,
Science Dept.
Liaison
Parent Liaison,
Head Counselor,
Graduation
Coach
Parent Liaison,
SAT/ACT Prep
Coach
Fulton County Schools 32
3/9/16
Desired Results for Goal(s): Increase Parent Involvement and parents overall understanding of the school
common core curriculum and graduation requirements. To provide parents with information and support
to assist their student in passing and excelling on EOCT’s.
How will the goal(s) be measured? Parent evaluations, Test scores
SW-15
TA-6
3. Mandatory Documentation: Schools must also include the school parent policy with cover
letter and revision dates, parent policy checklist, school/parent compact with appropriate
signatures and compact checklist. UPLOAD completed, signed documentation in Shared
Documents along with the Title I Plan.
a. Describe the process used to involve parents in designing, implementing and
evaluating the school improvement and the parent involvement plan.
 The opinions of our parents are important to us. An electronic parent involvement survey is opened
to parents each spring, allowing them to give their opinions and offer comments 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.
SW-10
FLP
SW-9
b. Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
 We receive two copies of student test results. We give one copy to parents through
the mail, in student packets, or during parent/teacher conferences. The
interpretation of the test results is also provided to parents during conferences and
upon request.
c. Banneker is an “Alert” school; thus, parents are notified by letter(s) explaining the flexible learning
program (FLP) and what intervention strategies are in place to improve our status.
d. Explain parent-teacher conference opportunities, how the teacher is helping students identified
as having difficulty meeting standards, what parents can do to assist their students, and where
parents can find additional assistance at the school or in the community.
 SEE- FLP plan for further details regarding instructional intervention strategies (if
applicable).
 We are fortunate to have a Home Access Center which provides parents with immediate
information and feedback on student progress, attendance, and other information. When parents
feel the need to conference with the teachers or vice versa, conferences are established for that
purpose. At that time, interventions and other support strategies are provided to parents and often
parents sign contracts committing themselves to the progress of their student. These compacts
support and promote an alliance between the school and the home.
Fulton County Schools 33
3/9/16
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
Banneker’s Title I funding is essential to the efforts to improve student achievement for students.
Funding is used to hire teachers: in mathematics and in English/Reading.
Coordination and Collaboration of Services
We fund a Saturday Tutorial program for students at all grade levels..
We fund parental snacks for parents who attend evening and/or weekend workshops.
We contract with teachers who are Off Contract to analyze classroom data, prepare standards-based
curriculum maps and artifacts including rubrics, formative and summative assessments and matrices that
guide focused teaching and student learning.
We pay the registration fees for teachers to attend conferences and workshops which provides sessions on
ways to meet student needs.
Extended Day is funded.
Two parent liaisons, parent workshops, and student focus workshops are funded
Test preparation material is funded.
Two instructional coaches, one in math and one in English, are funded.
Testing analysis through the Univ. of Georgia is funded.
Other funds used to improve instruction are funded through local, state and federal
sources:
Federal Smaller Learning Communities Grant
State Remedial Education Funds
Local SAT Improvement Funds
Title I-A School Disadvantaged Students Funds
Title I-A School Improvement Funds
Carl Perkins Funds
NET-Q Funds
Smaller Learning Communities Grant
Fulton County Schools 34
3/9/16
TA-4
TA-4
SW-8a
SW – 8b
TA-7
2. Describe the strategies used to coordinate and collaborate with other Federal, State, and local services in
your Title I Targeted Assistance program/plan.
3. State that there is coordination and integration of Federal, State, and local services and programs.
Describe how you will coordinate with and support the general education program.
4. The dollar amounts of each federal fund that is allocated to the school should be listed,
showing coordination. Describe how resources from Title I and other sources will be
used.
 The following federal funds have been allocated to our school.
Fund
Amount
Smaller Learning $50,000
Communities
Grant
Carl Perkins Funds $20,000
Title I, Part A
Regular funds
Title I School
Improvement
Funds (1003)(a)
Title I School
Improvement
1003a
NET-Q
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
See explanation below
See explanation below
$550,000
See explanation below
$25,000
See explanation below
$65,000
See explanation below
$ 5,000
Funds for professional learning
How will these resources be used?
 Small Learning Communities Grant Funds are federal funds that have been provided to five Fulton County
High Schools where a need exists to substantially improve the academic performance of the students and
prepare the students for more viable post-secondary options. The goal is to provide the students with more
than adequate preparation for college and the world of work. This federal grant was provide for five years
and requires Banneker High School to move to the High Schools That Work (HSTW) Model which includes
academic/career academies. Banneker used a majority of its funds to establish the Freshman Academy
and to lay the foundation and frame the addition of two academies scheduled to begin next school year.
The focus was initially placed at the ninth grade since the data we have already presented herein make it
clear that the majority of our ninth grade students are low achievers and underperformers and drop-out of
school. Since the new administration, referred to herein, has assumed the leadership, the expenditure of
SLC Funds and Title I Funds have been used to jointly frame (SLC) and execute (Title I) our goals for the
ninth grade. For example, the funding for additional materials, additional highly qualified teachers to
Fulton County Schools 35
3/9/16
provide additional support for targeted mathematics and English students, parental involvement, and
professional development for teachers have come directly from Title I Funds.
The organization of the structure of the academy has been established with SLC funds. Professional
learning and travel to High Schools that Work in Texas, support and monitoring by a HSTW consultant,
professional support to non-highly qualified teachers who are seeking highly qualified status , support for a
Summer Bridge Program( a required component of the HSTW that makes the transition from middle school
to high school more manageable for ninth grade students), coordination of services between sister schools
that serve our highly mobile population—were all funded by the SLC grant. We were restricted from
purchasing personnel with the SLC, but supported to do so with Title I Funds. We could not Extend the
School Day for non-targeted students with Title I funds, but we could with SLC funds. Title I funds
supported our many targeted students. However the advantage that we now seek is support for all
students as a school-wide Title I Program.

Banneker High School also receives Remedial Education Funding to support lower class sizes and more
direct instruction to smaller groups of roughly 300 students. This past school year, Banneker received
funds to support seven additional teachers in English and/or mathematics improvement. These teachers
taught low achieving students at all four grade levels and were often the classroom to which many
otherwise proficient students were given support in areas of weakness.

Local SAT funds are provided to support one period of additional instruction and preparation to students
who are in need of support preparing for the SAT as an elective class during the school day. Currently a
Title I Targeted Program does not support such acceleration, but it is possible to coordinate a School-Wide
Title I Plan to include acceleration beyond proficiency.

Title I-A School Disadvantaged Student Funds will be used to purchase personnel where essential,
provide for extended services to students , improve instruction through staff development, and engage and
involve our parents more in the educational process.

Title I School Improvement Funds are typically received late in the school year, but these funds will be
used to support the immediate improvement of student achievement on standardized assessments such as
the High School End of Course Test and Georgia High School Graduation Test Retesting. Summer
preparation programs have been established to serve the population of students who were not successful
on the spring administration of the GHSGT and EOCT. Resources are provided to support the students,
tutoring sessions have been established, and laboratory access has been provided through newly
purchased computers with site licenses to support practice sites. This fund also provides for support of
personnel to assist with the Summer Bridge program referred to above that is supported principally by the
SLC grant. The support personnel will serve as personal support to parents and students who are in need
of support as ninth grade students transition to the high school—providing scheduling information,
Fulton County Schools 36
3/9/16
explaining the instructional design of the school, the routines, procedures, homework requirements and
monitoring, course requirements, pyramids of support, available services, and an open “ ninth grade hot
line” of support.

We receive approximately $20,000 from the Carl Perkins Grant. The funds are used mainly to purchase
equipment and instructional materials and supplies. We purchase no equipment with Title I funds and this
fund provides us with the option to purchase equipment necessary to support our program.
We receive approximately $,5 000 from Georgia State Univ. for professional development.
SW-8c
5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational
and Applied Technology Act, and National & Community Service Act of 1990.
 With renewed focus on preparing our students to meet the expectations of a global
workforce, career and technical curricula integrates and correlates technical skills to
academic standards. Perkins accountability indicators are tied directly to student
performance on the Georgia High School Graduation Test - reading and mathematics - as
well as graduation rate.
SW-6
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.
We focus on points of entry to and exit from our school as we provide smooth transitions for students.
Throughout our work and a student’s school life, a seamless school experience is maximized by the cluster
approach used in Fulton County Schools. For the Banneker cluster, feeder elementary schools and middle
schools join with Banneker High School to form a the Banneker Cluster Vertical Team. There is vertical alignment
of academic teams and attention to student needs as students progress and develop.
As students enters our ninth grade from middle schools, we offer orientation, including an open house and a
coordinated plan of action with middle school administrators and counselors. This summer a teacher was hired to
support the students and parents of struggling ninth grade students to create an Individual Learning Plan to be
followed in ninth grade. This support was funded through Title I School Improvement Funds. The support
continues to bridge the gap between middle school and high school via the academy coordinator for ninth grade
who makes planned visits to the feeder middle school once a month. This process is followed by a vertical
meetings each month.
There are planned programs for parents and their children to so that all stakeholders are primed to support
success in school and in life. The most supportive strategy is Camp Trojan—a transition program designed to
Fulton County Schools 37
3/9/16
effectively bridge the gap between middle school and high school held each summer for two weeks and open to all
incoming 9th graders with a parental component but required by students who are placed in high school or show
evidence of struggling in middle school. We begin to expose students to college readiness by taking 9th and 10th
grade students to a District sponsored College Focus Fair designed to get our students to begin preparing with the
end of high school in mind.
 As students transition from Banneker to post-secondary options, our guidance department
ensures that students are aware of the opportunities and benefits of a variety of types of
additional educational training. We hold college visitations and college fairs on our campus to
help students explore offerings and to assist them as they seek financial aid and specialized
support
Additional Requirements
SW-14
1. The implementation of the plan is monitored throughout the year. Addendums are added
to the plan when on-going assessment data shows revisions are needed. The plan is
evaluated and revised yearly based on newly disaggregated data.
 The district utilizes focus walk data to monitor our progress in the implementation of our
instructional strategies listed in our plan.
 Mid-year reviews of our school improvement plan and formative assessment data are held in
January. During this meeting, district staff and school administration meet to check on the progress
of our plan implementation and the results of our formative assessments.
SW-18
2. Explain that should the school enter consequences or sanctions based upon the ESEA
waiver determinations, that the School Improvement provisions of NCLB, Section 1116 will
be followed.

All priority, focus and alert schools (if applicable) will complete and participate in all requirements
according to state and federal guidelines. We will offer flexible learning programs (FLP) if
applicable if we should enter the FLP requirement that requires specific interventions we will work
with the State DOE and our District to complete all requirements for improvement.
Fulton County Schools 38
3/9/16
SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL: Banneker High
DATE: 10/11/2012
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


Original date of plan listed

Revision date of plan listed (day, month, year)
Table of Contents – Schoolwide


District Mission, Vision, Goals

Evaluation of previous years Schoolwide Plan
School Mission, Vision, Goals

District/ School demographics

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
Migrant Statement included in plan

Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.
Implementation Plan



2
2a

2b
2c

2d
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.
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.
Fulton County Schools 39
3/9/16
MET
N/A
Plan Requirements
and
Schoolwide
Components
2e

2f
3

3a

4

5

6

7

8

8a

8b

8c

9

9a

9b

9c

10

11

12
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) see comments
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,
and additional assistance available to the student at the school or in the community
Description of how individual student assessment results and interpretation will be provided to parents.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Fulton County Schools 40
3/9/16
MET
Plan Requirements
and
Schoolwide
Components

13
14

15

16
17

18
Provisions for public reporting of disaggregated data
Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the Schoolwide program.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service personnel and parents.
Plan available to the LEA, parents, and the public.
Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in
the school speak as their primary language.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
William Bradley
10/12/2012
Principal’s Signature
Date
Tawana D. Miller
10/12/2012
Title I Director’s Signature
Date
Dr. Donald Fennoy
10/12/2012 .
Assistant Superintendent’s Signature
Date
Superintendent’s Signature
Date
Fulton County Schools 41