3/9/16
Evaluation of Title I Schoolwide
School Improvement Plan – Seaborn Lee ES
Evaluate the Effectiveness of your School Improvement Plan from 2012-2013 and make adjustments as needed.
You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]
o
Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
Yes, Our over all achievement has improved per the school improvement plan. We were able to hone in on specific strategies that worked and moved
student data on the ITBS and CRCT as well as diagnostic cnad summative assessments given at the school level.
o
2 types of evaluations – ongoing or annually. Which type was selected?
on-going
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?
During the 2012-2013 school year, students will increase the level 3 presence and overall pass rate in 3rd-5th grade math by 5%.
During the 2012-2013 school year, students will increase writing proficiency on the Georgia Writing Assessment for 5 th grade and
overall pass rate by 5%
During the 2012-2013 school year, students will increase the level 3 presence in 3rd-5th grade in reading by 5%.
tdm
Fulton County Schools
0
3/9/16
Title I SCHOOLWIDE
SCHOOL IMPROVEMENT PLAN
for
Seaborn Lee ES
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 25, 2012
tdm
Fulton County Schools
1
3/9/16
Table of Contents
Schoolwide Planning
SCHOOL:
Seaborn Lee Elementary School
DATE: 8/25/12
Page #
5
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)
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.
24
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
24
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
28
5. Develop strategies to increase parental involvement.
30
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
31
7. Measures to include teachers in decisions regarding the use of academic assessment information for the
purpose of improving student achievement and the overall instructional program.
30
8. Coordinate and integrate Federal, State, and local services and programs.
a. List of State and local educational agency programs and other Federal programs that will be included.
tdm
Fulton County Schools
2
3/9/16
b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
29
9. Provide activities to ensure that students who experience difficulty mastering proficient or advanced levels
of academic achievement standards shall be provided with effective, timely additional assistance.
a. Measures to ensure that students’ difficulties are identified on a timely basis
b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the
community
c. Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student and
additional assistance available to the student at the school or in the community.
29
10. Description of how individual student assessment results and interpretation will be provided to parents.
29
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
29
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
29
13. Provisions for public reporting of disaggregated data.
30
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.
30
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).
31
16. Plan available to the LEA, parents, and the public.
31
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.
31
18. Plan is subject to the school improvement provisions of section 1116.
tdm
Fulton County Schools
3
3/9/16
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.
tdm
Fulton County Schools
4
3/9/16
Comprehensive Title I Schoolwide School Improvement Plan
SCHOOL:
Seaborn Lee ES
DATE: 8/25/12
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Themes
SWP/TA/FLP
Component
Comprehensive Needs Assessment and Planning
SACS
tdm
Description
Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Mission Statement
Seaborn Lee Elementary School’s mission is to provide quality instruction for every child in a safe, nurturing
environment. With support from home, school, and community, students are encouraged to be life-long learners
and productive citizens in our technologically-advanced and diverse society.
Beliefs




All children can learn in a climate that promotes excellence.


Students learn best when they are actively engaged in the learning process.
Parents and community play a critical role in the success of our school.
Student learning is the driving force for all decisions made at the school level.
Curriculum and instructional practices incorporate a variety of learning activities and current technology to
accommodate differences in learning styles.
It is our role to help develop our student’s social, emotional, and physical growth as well as encourage
acceptance of diversity.
1.
SW – 1
TA – 1
FLP

2. Describe the System/ School Demographics
 The Fulton County School System is home to approximately 95,000 + students. There are
102 schools in Fulton County, each accredited by the Southern Association of Colleges
and Schools. These include 59 elementary, 19 middle, and 17 high schools, as well as 7
start-up charter schools. Of the total student population: 35% are White, 42% are Black
and 10% are Hispanic, 8% Asian, 4% Multi-racial. Fulton County reports 44% of students
are economically disadvantaged, 10% are students with disabilities and 06% are English
Language Learners.
Fulton County Schools
5
3/9/16
SW – 1
TA – 1
FLP
 Seaborn Lee ES is a predominantly African American student base comprising 98% of the
population. White and American Indian/ Alaska Native represent 2% of the student
population. The free and reduced population is approximately 85 %.
3. Describe how the School Improvement Plan is revised annually with the participation of
the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph
about the TIC. (who they are, how they were selected, how they have helped with the needs
assessment and plan, how they share data and information with the staff and get feedback from
the staff) (Be sure to include a well-rounded group of school, community, district – inside stakeholders, as well as objective
outsiders. Be sure to have DATED sign-in sheets from all planning meetings. Indicate which participants are parents and
community members.)
SW-15
 Listed below are the members of our Title I Committee and their title/ role.
The following members were chosen based on their support of Seaborn Lee
Member Name
Title / Role
Dr. Emily Abrams Massey
Principal
Timmeko Parks
CST
Aliza Dorsey
AP
Claude Gatling
parent
Jewlana Hunter Smith
DSS
Myron Gooding
Business Partner/ BB&T bank
Zola Mullen
parent
Alexandria Elikwu
TOTY/ Superintendent Advisory Council
a. Describe how plan development involved all staff, as well as community/parents/
school council
 We have developed, and will revise yearly, our school improvement plan with the participation of
individuals (staff, community members and parents) who will participate in carrying out our
comprehensive school improvement plan.
 The process we used to select our team is…
 We have developed, and will revise yearly, our school improvement plan with the participation of
individuals (staff, community members and parents) who will participate in carrying out our
comprehensive school improvement plan.
The process we used to select our team is…
o
o
o
SW-16
b.
review of data to drive improvement plan
Grade levels had to determine their goals based on data and submit to the
Administrative team for review
The team was selected by reviewing data form the parent coordinator and
teacher leadership, parents and community members that continually
support the growth of SLES.
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 in faculty and grade level
tdm
Fulton County Schools
6
3/9/16
meeting and with parents by principal email blast and the state of the school address.
 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. We will also post our plans on the school
website and distribute copies at our PTA/PTSA and school council meetings to any interested
stakeholders. Additional copies of the plans will be available in the front office for distribution to
newly enrolled students, or upon request.
SW-17
c. Explain that the plan will be translated into other languages (Everyone translates into Spanish.
Translate into other languages where feasible and needed… based on significant percentage of parents)
 A copy of our school improvement and parent involvement plans, as well as our School-Parent
Compact, will be translated into Spanish after it is written and reviewed with the assistance of
parents and community members. Copies of these plans are distributed as needed. Copies of
these documents are also housed in the office area and the Parent Resource Room/Area. Copies
of the documents are given to new students when they register. We have included Spanish
versions of these plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP
4. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
SW -11
FLP
a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate
 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:
1. Student data review with our Data Support Specialist to determine strengths and weaknesses in
data on ITBS , CRCT and checkpoints per achievement series.
2. Instructional focus calendar of weak standards completed
3. Teachers created smart goals to address content weaknesses on their grade level.
4. Parents apprised of data in the State of the School address and priorities dicussed.
5. Data from the SQR (school quality review) analyzed and PD centered around weaknesses.
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:
2. Checkpoints assessments
3. CRCT data
4. Common assessment data
5. SAMS
6. ITBS data
7. Classroom assessment
8. IEP information
9. Value Added data and regression data
10. School wide Mock testing
11. End of unit assessments
12. Performance assessments
tdm
Fulton County Schools
7
3/9/16
SW-11
tdm
13. Placement data
14. EIP data
15. SWD data, parent, staff, and Staff surveys
16. Georgia WRITING Assessment
17. Attendance data
18. Participation rates in standardized testing
19. UGA mock writing
20. SuccessMaker
21. Ticket to Read
22. Progress monitoring
23. Voyager Benchmark Data
24. GKIDS
25. Build A World of Writers
26. 3rd grade writing
27. Discipline and counseling referrals
28. SST data and review of process
29. Three minute walkthrough instrument
30. Voyager coaching tools
31. Accelerated Reading data
32. Media center checkout 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.
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, content areas for analysis. The student’s
past and present year teachers collaborate to analyze student data and make informed decisions
Data results are included in the School Improvement Plans.
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
(1) review of subgroup data
 Asian/Pacific Islander, Black
 Increase level three presence and overall pass rate in math in grades 3-5
 Increase writing proficiency on GWA for fifth grade
 Increase level three presence in reading on CRCT
 Increase percentile ranking on ITBS for grades 3 and 5 in Reading , LA, Math, Science,
and SS.
 American Indian/Alaskan, White, Multi-Racial
 Increase level three presence and overall pass rate in math in grades 3-5
 Increase writing proficiency on GWA for fifth grade
 Increase level three presence in reading on CRCT
 Increase percentile ranking ITBS for grades 3 and 5 in Reading , LA, Math, Science,
Fulton County Schools
8
3/9/16
and SS.
 Students with disabilities
 Increase level three presence and overall pass rate in math in grades 3-5
 Increase writing proficiency on GWA for fifth grade
 Increase level three presence in reading on CRCT
 Increase percentile ranking on ITBS for grades 3 and 5 in Reading , LA, Math, Science,
and SS.
 Limited English Proficient
 NA
 Economically Disadvantaged
 Increase level three presence and overall pass rate in math in grades 3-5
 Increase writing proficiency on GWA for fifth grade
 Increase level three presence in reading on CRCT
 Increase percentile ranking in ITBS for grades 3 and 5 in Reading , LA, Math, Science, and SS
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)
- Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)
SW-12
FLP
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
f. Describe your methods for the public reporting of student data.





The Georgia School Report Card and the Adequate Yearly Progress 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
Advisory Council which is comprised of parents, community members, administrators, and teachers
We publish our results on our school website and in school newsletters.
The data is discussed with parents during conferences during the state of the school address and data
conferences held 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
http://portal.fultonschools.org/School_Profile/Documents/DS/DS_Seaborn_Lee.pdf
tdm
Fulton County Schools
9
3/9/16
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
2012-13
2012-13
tdm
Initiative or Reform Effort
1. Flexible skill grouping
2. push in EIP- six segment of 45minutes blocks daily
3. Utilization of data-daily
4. No Failure Clause for recovery and mastery
5. SST( student support team)
6. Extended Learning- Project Excel
7. Departmentalization on grades 4 and 5
8. Co-teaching on grade 3- daily 6 hours daily
9. High potential classes on every grade level ( 2 classes on first grade)
10. Consultative and collaborative models used most often with SWD
11. Using Seaborn Lee five point plan of instruction and effective teaching strategy
 Differentiation
 Vocabulary development
 writing Development
 Learning rotations and brain-based strategy
 Critical thinking development
12. School Wide math initiative- daily for 20 minutes
13. Flexible skill grouping
14. push in EIP- six segment of 45minutes blocks daily
15. Utilization of data-daily
16. No Failure Clause for recovery and mastery
17. SST( student support team)
18. Extended Learning- Project Excel
19. Departmentalization on grades 4 and 5
20. Co-teaching on grade 3- daily 6 hours daily
21. High potential classes on every grade level ( 2 classes on first grade)
22. Consultative and collaborative models used most often with SWD
23. Using Seaborn Lee five point plan of instruction and effective teaching strategy
Fulton County Schools
10
3/9/16





2012-13SY
tdm
Differentiation
Vocabulary development
writing Development ( Write score)
Learning rotations and brain-based strategy
Critical thinking development
24. School Wide math initiative- daily for 20 minutes
25. Flexible skill grouping
26. push in EIP- six segment of 45minutes blocks daily
27. Utilization of data-daily
28. No Failure Clause for recovery and mastery
29. RTI
30. Extended Learning- Project Excel
31. Departmentalization on grades 4 and 5
32. Co-teaching on grade 3- daily 6 hours daily
33. High potential classes on every grade level ( 2 classes on first grade)
34. Consultative and collaborative models used most often with SWD
35. Using Seaborn Lee five point plan of instruction and effective teaching strategy
 Differentiation
 Vocabulary development
 writing Development ( write score)
 Learning rotations and brain-based strategy
 Critical thinking development
Fulton County Schools
11
3/9/16
Professional Learning:
School
Year
2010-11
11-12
tdm
List the professional learning activities in the past two years that were focused on school improvement.
Professional Learning Activity
Grade Level / Subject Area
Attending
1. Math backwards design training to create and determine
effective math strategies
2. Metro RESA course on fractions and decimals
3. Math training with Mountain Math
4. Georgia Tech Math and Science Teacher development
program
5. Calendar math training
6. Master Teacher training
7. Conventions development with Dr. Lambert
8. Debate coach training for persuasive writing with Mrs.
Samuels
9. Talented and Gifted training on the following areas:
o Comparing and contrasting
o Decision making- a systematic approach to making
decisions based upon data, communicating decisions,
and predicting outcomes of those decisions
1. Inquiry/Mastery- a process of formulating and testing
hypotheses when presented with a n absolute unknown
2. Higher level questioning-development of questions beyond the
knowledge and comprehension levels of Bloom’s Taxonomy
3. Metaphorical Expressions- a process of interpreting and creating
analogies to be used in all forms of communication
1. Math backwards design training to create and determine effective math
strategies
2. Science Instructional support /monthly planning session
3. Metro RESA course on fractions and decimals
4. Math training with Mountain Math
5. Georgia Tech Math and Science Teacher development program
6. Calendar math training
7. Master Teacher training
8. Conventions development with Dr. Lambert
9. Debate coach training for persuasive writing with Mrs. Samuels
10. Talented and Gifted training on the following areas:
a. Comparing and contrasting
Fulton County Schools
12
3/9/16
b. Decision making- a systematic approach to making
decisions based upon data, communicating decisions,
and predicting outcomes of those decisions
11. Inquiry/Mastery- a process of formulating and testing hypotheses when
presented with a n absolute unknown
12. Higher level questioning-development of questions beyond the knowledge
and comprehension levels of bloom’s Taxonomy
13. Metaphorical Expressions- a process of interpreting and creating analogies to
be used in all forms of communication
12-13
tdm
1.
2.
3.
4.
5.
6.
7.
8.
9.
CCGPS
SBI training continued
SWMI training
Science Instructional support /monthly planning session
Social Studies monthly training/monthly planning sessions
Math training with Mountain Math
Georgia Tech Math and Science Teacher development program
Calendar math training
Conventions development with Dr. Lambert ( continued)
Debate coach training for persuasive writing with Mrs. Samuels
(continued)
Text structures and Reading support CCGPS
10. Talented and Gifted training on the following areas:
a. Comparing and contrasting
b. Decision making- a systematic approach to making
decisions based upon data, communicating
decisions, and predicting outcomes of those
decisions
11. Inquiry/Mastery- a process of formulating and testing hypotheses when
presented with a n absolute unknown
1. Higher level questioning-development of questions
beyond the knowledge and comprehension levels of
bloom’s Taxonomy
2. Metaphorical Expressions- a process of interpreting and
creating analogies to be used in all forms of
communication
Fulton County Schools
13
3/9/16
Faculty / Staff Data:
Faculty and Staff Data (Forms provided in the Appendices)
Attrition Rate of Teachers and Administrators
*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the
next school year, excluding retirement.
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the
beginning of the next school year, excluding retirement.
Attrition Rate of Teachers
Number
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
% of Teacher Population
2
2
2 (+2 surplused)
3
5%
5%
5%
3%
Number
% of Teacher Population
4
4
4
4
0%
0%
0%
0%
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
2012-13
tdm
Total
Enrollment
Grade
Levels
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
479
479
0%
97%
.20%
.60%
1.8%
0%
9.3%
0%
85.12%
Fulton County Schools
14
3/9/16
AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
yes
English Language
Arts / Reading
yes
Met 95% participation
yes
yes
no
no
yes
yes
NA
NA
NA
NA
yes
yes
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
tdm
Fulton County Schools
15
3/9/16
ES or Middle Grades Writing Assessment (Add Link)
Click on testing link
CRCT Assessment Data - (Add Link)
Click on testing link
ITBS Assessment Data – (Add Link)
Click on testing link
tdm
Fulton County Schools
16
3/9/16
Theme
s
SW/TA
Compone
nt
SW-1
TA - 1
TA – 4
FLP
Description
h. Identify/discuss strengths and needs based on data profile. We have compared our needs to system
needs and have ensured that the system and school goals are aligned.
In order to meet the needs of all students and at-risk students, including Economically Disadvantaged,
Students with Disabilities, Migrant, LEP, and Homeless children, as well as those who have participated
in Head Start or Even Start or who received services from a Neglected or Delinquent institution during
the previous two years, the data was disaggregated and reviewed for all students, subgroups, and
content areas.
Major Strengths Discovered:
o Departmentalization
o SWMI- School-Wide Math Initiative
o Reading instruction in grades 1-5
o Lower grades math instruction
o Increase in level threes in all subject areas
o Acceleration model working well at all grade levels
o TAG presence and teachers in the endorsement
o Science in grade 4
o Teacher professional growth and development
o Staff used for Best practices

Major Weaknesses Discovered:
o
o
o
o
o
o
o
o
o
o
o
tdm
Math support in grades k-5
Focus on writing to increase level three presence
Focus on quality science instruction
Focus on quality social studies instruction
ITBS increases in all areas and placement in regression data
Third grade reading scores need to increase
Conventions for LA based on GWA
Focus on quality instruction with EIP and Special Education
More time on task and uninterrupted instructional time
Use of technology
Science 3rd and 5th
Fulton County Schools
17
3/9/16
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.)
ALL students:
o Students have been consistently successful in Reading , LA. This year all students
increased in reading and LA. Math scores remained stable in fourth grade and fifth grade
with 81% pass rate after summer retest. 3rd grade math shows no significant growth in pass
rates but an increase in level 3 presence.
100
50
81
86
899395
7973 8876 93
84
77
62
62 47
83
3rd
0
4th
3rd
5th
o
Black students:
o Students have been consistently successful in Reading , LA. This year Black students
increased in reading and LA. Math scores remained stable fifth grade with 86% pass rate
after summer retest. 3rd grade math was stagnant. We saw significant increases in science
and social studies on the CRCT and great LA increases.
SWD students:
o Our data below shows SWD data and that support is needed to meet new state targets
tdm
Fulton County Schools
18
3/9/16
ALL STUDEBtS
ENGLISH
LANGUAGE
ARTS
BLACKS
Free or Reduced Lunch
STUDENTS WITH
DISABILITIES
STATE
TARGET
2012
Seaborn
Lee
STATE
TARGET
2012
Seaborn
Lee
STATE
TARGET
2012
Seaborn
Lee
STATE
TARGET
2012
Seaborn
Lee
91.9%
89.6%
88.2%
91.5%
88.5%
91.5%
72.2%
75%
93.8%
81.1%
90.1%
85.4%
90.9%
84.1%
78.6%
50%
88.7%
68%
77.9%
74.5%
80%
70.6%
62%
44.4%
78.1%
67.2%
65.8%
73.7%
69.7%
72.4%
52.2%
26.9%
76.9%
61.8%
65.4%
66.3%
67.9%
64.6%
49.4%
26.9%
READING
MATH
SCIENCE
SOCIAL
STUDIES
o
ELL students:
o NA
Economically Disadvantaged students:
During the 2013 school year, the following students will…
During the 2012-2013 school year, students will increase the level 3 presence and overall pass rate in 3rd-5th
grade math by 5%.
During the 2012-2013 school year, students will increase writing proficiency on the Georgia Writing
Assessment for 5th grade and overall pass rate by 5%
During the 2012-2013 school year, students will increase the level 3 presence in 3rd-5th grade in reading
by 5%.
tdm
Fulton County Schools
19
3/9/16
SW-1
TA - 1
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
Change from QCCs to standards
Mobility of students and starting new each year
Realignment of standards/scaffolding
j.
Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause analysis.
 Weekly staff reviews assessments given and revamps instruction to support filling gaps.
 Teachers create Instructional focus calendars to prioritize weak strands.
ii.
How do you involve teachers in the decisions regarding the use of academic assessments to
improve instructional programs?
 Teachers are the driving force behind data review and revamping of instruction.
 Common assessments created and evelpped by teachers aand curriculum staff.
 Balanced assessment calendar created and reviewed tomake sure that students are assessed
often and that thereis alignment.
iii.
SW - 1
tdm
How are teachers involved in making decisions regarding individual students through the
analysis and use of their test data?
Teachers are able to support development of instructional programming. Once data is reviewed and
analyzed grade level models are created that will bet support instruction.
5. MIGRANT paragraph – required
We have taken into account the needs of migrant children by
 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.
Migrant/Homeless Student Flow Chart
 Data Clerk/Registrar
 Special care is made to screen students with homeless classifications
 Contact is then made to the social worker
 Follow-up with homeless shelter that family is residing
 Students are coded in SASI
 special note: During Hurricane Katrina or any disaster, a special code for disaster was created and
students were automatically enrolled without any of the normal requirements.
Fulton County Schools
20
3/9/16
 Social Worker
 Call parent to get pertinent information
 determine need of students
 Take enrollment packages to family and pick them up to expedite enrollment process.
 bus tokens given to family if needed
 Food and clothing needs taken care of through specified agencies, churches, Salvation Army, and
the Food Bank.
 Fulton County Homeless liaison
 If we find a student is homeless, they are immediately referred to the homeless liaison.
 Additional resources given to parent and school if needed.
 School Counselor
 If students are exhibiting any behavioral, academic, and social issues, they are referred to the
school counselor and individual counseling occurs based on need.
 Attendance is reviewed systematically and concerns submitted to social worker
 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.
tdm
Fulton County Schools
21
3/9/16
SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
SW-2b
TA-1
FLP
SW-2c
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.
The plan used strategies for all students at all levels. They are best practices that drive our
instructionans well as data review.
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.
 Brain- based learning with rotations
 Higher level questioning techniques
 Backwards design for planning
 Using text structures to organize data and research
 RTI support
 Balanced assessment development
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.
 How will students who are experiencing difficulty mastering the standards be identified
in a timely manner by teachers trained in identification methods?
 By checkpints data, Pre-assessments per conyent area, aand common assessments.
 How will additional assistance be provided for these students in their area of identified
difficulty?
 Extended day, Project excel.
 What activities will these students participate in that will focus on their area of identified need?
 Remedition and acceleration activities as well as support through technology programming
that is correlated to CRCT.
tdm
Fulton County Schools
22
3/9/16
TA-2
FLP
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.
SW-7
SW-2d
TA-8
3. Describe your process for reviewing the progress made by participating children, on an on-going
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.
 Data talks and balanced assessment trainings have supported teachers, and students
understanding their currents data. Teachers review datat weekly and revamp instruction. We
have a no failure clause at SLEs to insure reteaching and recovery of student work to move
towards mastery.
Describe how teachers are involved in the decisions regarding the use of academic assessments
to improve instructional programs and individual achievement.
 Teachers have copperative palnning and data review to redetermine groupings nad
student mastery of content.
TA-9
SW-2e
tdm
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
23
3/9/16
Educator Quality (HiQ and Professional Learning
Title IIA
tdm
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 is 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.
 Seaborn Lee Elementary School
 Discuss the resources that are provided to carry out effectively the professional development
activities that address the root causes of academic problems.
 Lambert with Thematic Units and reading training
 Samuels with writing training
 Central office experts for teacher planning in Science and SS
 Math support with Aila Dark and School Wide Math Initiative (SWMI)
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.
Fulton County Schools
24
3/9/16
 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.
 At the Elementary and Middle school levels, professional learning to identify at-risk students is jobembedded. Each middle school uses pre-planning days and specified collaborative planning time
during the school year to analyze multiple types of data: formative, summative, qualitative, and
quantitative. The emphasis is on collaborative analyses that lead to instructional improvement and
differentiation. Using the data, at-risk students are identified and scheduled into courses that provide
tiered levels of intervention. This is as minimally intrusive as peer collaboration or as restrictive as a
self-contained classroom—and many things possible in between. However, data drives instructional
settings and strategies for students. Elementary/ Middle schools provide professional learning to
teachers for differentiating instruction, effective feedback, and “Response to Intervention” with its tiered
supports for student learning.
 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. Teachers gothrough tensive
support training in literacy and mathematics to be able to work with 14 at-risk students in their selfcontained classrooms in EIP.
 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 2012-13 school
year. he Curriculum Department has increased the purchases of supplemental literacy and math
materials to support RTI process for all of the Fulton County Elementary Schools.
SW-3
TA-5
tdm
 Fulton County Elementary schools have access to and use the following interventions:
 RTI- Response to Intervention
 Harcourt Trophies Intervention
 Voyager Intervention spport
 Success Maker
4. Describe the process used to identify and provide instruction by highly qualified teachers and
parapros.
Fulton County Schools
25
3/9/16
Title IIA
 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)
100% of teachers are highly qualified at SLES
-Review student placement, ensuring equity in teacher experience. Address the correction of any inequities.
-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.
-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ teacher (if
applicable)
-The Detailed School HQT Information form (from DOE Report Card) is located in the appendices. Use the
information on the form to determine the attrition rates of teachers and administrators in your school for the
School Profile.
-Place in the appendices, a list of any teachers who are not yet HiQ.
SW-3
Title IIA
5. Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
District mentors teachers by:
 Fulton County District Office supports new teachers with an orientation at the
beginning of each school year. Teachers are provided information and
procedures which are fundamental for a successful experience during the school year. This
includes information in the areas of benefits, professional learning, curriculum and resources.
Throughout the year additional institutes are held in order to provide continuous support for new
teachers.
Our school mentors teachers by:




Starting Strong program participation
Partnering them with a seasoned teacher
Consistent classroom visits and support
Providing substantive staff development
Our school mentors teachers by
Mentee
1.
2.
3.
4.
tdm
Emily Manning
Metala Lewis
Kelsey Ferguson
Christina Wright
Fulton County Schools
Mentor
1.
2.
3.
4.
Dawn Meeks
Christine Walker
Alexandria Elikwu
Lasherma Croffie
26
3/9/16
SW-3a
Title IIA
5. Margaret Dantzler
5. Keya Alston
6. Bryan Flowers
6. Alexandria Elikwu
7. Carlene Nicolas
7. Stephanie McMichael
8. Irene Clark Horton
8. Jewlana Smith-Hunter
9. New Music Teacher (TBD)
9. Sara Amber Jones
10. Counseling intern
10. Yolanda Wilcher
11. Fawn Bell-Palmer Student teacher
11. Keya Alston
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:
1. Work with TFA organization
2. Shorter University
3. Mentoring programming
4. Recruitment fair opportunities
tdm
Fulton County Schools
27
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
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
Goal(s)
Action/Activity Date(s)
Grade
Resources Needed
Person Responsible
Level
Increase the
percentage of
students scoring
at exceeding
level on CRCT in
Math in grades
3-5
Increase the
percentage of
students
meeting or
exceeding the
standards in
Science on the
CRCT in grades
3-5
Parent Homework
Workshop
Oct 23
K-5
Nov 15
K-5
Curriculum Night
Sept 11
K-5
Science Night
Dec 11
K-5
Science
Checkpoints Data
Conference Walks
for parents
Jan 7-31
K-5
Projector, Laptop,
Handouts, Meeting Space
,Pens
Parent Math
Workshop
Parent Liaison
Parent Liaison
Projector, Laptop,
Handouts
Meeting Space
Manipulatives, Notecards,
Highlighters, Chart Paper,
Stickies
Parent Liais Parent Liaison,
CST, DSS, Teachers, Principal,
Asst. Principal
Parent Liaison
CST, DSS, Teachers, Principal,
Asst. Principal, Parent Liaison
on, CST, DSS, Teachers,
Principal, Asst. Principal
Parent Liaison
CST, DSS, Teachers, Principal,
Asst. Principal, Parent Liaison
Desired Results for the goal(s): Student mastery in context areas. Also, to make sure our students are globally completive.
How will the goal(s) be measured? Checkpoints, Common Assessment, End of Unit Assessment & CRCT
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.

tdm
Fulton County Schools
28
3/9/16
SW-15
TA-6
SW-10
FLP
SW-9
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.
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.
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.
c. 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.
 Curriculum Night for data review and curriculum discussion.
 Data talks and walks with parents.
 Teachers are accessible to all parents email, face-to-face conference, telephone contact at
any point.
 Communication folders are sent home daily with students for parents.
 Every 3 week parents receive and Eschools grade report with pdates and missing
assignments and averages to check for mastery.
tdm
Fulton County Schools
29
3/9/16
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
TA-4
Coordination and Collaboration of Services
TA-4
tdm
SW-8a
SW – 8b
TA-7
SW-8c
SW-6
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
Title I
$218,406.00
Title II
Title III
$
$
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Math,
Reading,
and
writing,
and
parent
development
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.
 Elementary Schools do not received these funds
6. Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
 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 have a Pre-K parent transition program and parent come out to get pertinent
information of PK requirements
 5th grade students also have a midele school transition program sponsored by
the counseling program.
Fulton County Schools
30
3/9/16
Additional Requirements
SW-14
tdm
SW-18
1. The implementation of the plan is monitored throughout the year. Addendums are added
to the plan when on-going assessment data shows revisions are needed. The plan is
evaluated and revised yearly based on newly disaggregated data.
 The district utilizes focus walk data to monitor our progress in the implementation of our
instructional strategies listed in our plan.
 Mid-year reviews of our school improvement plan and formative assessment data are held
in January. During this meeting, district staff and school administration meet to check on
the progress of our plan implementation and the results of our formative assessments.
1. Explain that should the school enter 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
31
3/9/16
SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL:
Seaborn Lee ES
DATE: 8/25/12
All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development.
*Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA).
MET
Plan Requirements
and
Schoolwide
Components
Cover Page – school name, logo

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
tdm
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.
Fulton County Schools
32
3/9/16
MET
Plan Requirements
and
Schoolwide
Components

2d
2e
n/a
2f
3
3a
4

5
6

7
8
8a
8b
8c
9
9a
9b
9c
10
tdm
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,
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.
Fulton County Schools
33
3/9/16
MET
Plan Requirements
and
Schoolwide
Components

11

12

13

14

15

16

17

18
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Provisions for public reporting of disaggregated data
Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the Schoolwide program.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service personnel and parents.
Plan available to the LEA, parents, and the public.
Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in
the school speak as their primary language.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Dr. Emily Abrams Massey
11/5/12
Date
Principal’s Signature
Tawana Miller
Title I Director’s Signature
11/5/12
Date
Area Executive Director’s Signature
Date
Dr. Donald Fennoy
11/5/2012
Assistant Superintendent’s Signature
Date
.
tdm
Fulton County Schools
34