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Evaluation of Title I Schoolwide Improvement Plan – SANDTOWN MS
Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.
You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]
o
Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
As a result of our Title I school improvement plan, student achievement has increased, but there are still areas in which we need to improve.
For the FY13 school year, we will:
- continue to monitor our SWD subgroup and examine ways in which we can meet their needs.
- look at different ways we can offer remediation opportunities to our SWD subgroup.
- monitor our Science scores in 6th, 7th and 8th grades.
- evaluate our data throughout the school year and adjust our instruction according to the areas of weakness.
o
We will have ongoing data meetings throughout the year where we will analyze data for areas to improve.
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?
The following areas indicate areas in which overall achievement has increased:
• 6th Grade Reading exceeds increased by 12% (43%)
• 6th grade Social Studies increased by 1% (78%)/exceeds by 4% (33%)
• 7th Grade Reading increased by 4% (97%)/exceeds by 2% (21%)
• 7th Grade Language Arts increased by 1% (97%)/exceeds by 10% (44%)
• 7th Grade Math increased by 1% (92%)/exceeds by 3% (35%)
• 7th Grade Social Studies increased by 13% (84%)/exceeds by 10% (42%)
• 8th Grade Langauge Arts increased by 1% (96%)
Target Goals:
1.
Increase the percentage of students with disabilities meeting or exceeding expectations on the Reading CRCT to 85%.
2.
Increase the percentage of students with disabilities meeting or exceeding expectations on the Math CRCT to 61%.
3.
Increase the percentage of students scoring in the Exceeds Category on the 8 th grade writing assessment (G8WA) to 6%.
4.
Increase the percentage of 6th grade students meeting or exceeding expectations on the Science CRCT to 70%.
Increase the percentage of 7th grade students meeting or exceeding expectations on the Science CRCT to 91%.
Increase the percentage of 8th grade students meeting or exceeding expectations on the Science CRCT to 68%.
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Title I SCHOOLWIDE IMPROVEMENT PLAN
for
Sandtown Middle School
Original Plan Written during the School Year: 2011 - 2012
Revised Plan Written during the School Year: 2012 – 2013
Revision Date: August 24, 2012
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Table of Contents
Schoolwide Planning
SCHOOL: Sandtown Middle School
DATE: 8/24/12
Page #
14
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)
10
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.
25
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
10
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
27
5. Develop strategies to increase parental involvement.
31
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
18
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.
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b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs.
19, 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.
28
10. Description of how individual student assessment results and interpretation will be provided to parents.
9
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
9
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
9
13. Provisions for public reporting of disaggregated data.
2
14. Plan revised yearly and/or Plan developed during a one year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to develop and
implement the schoolwide program.
6
15. Plan developed with the involvement of the community to be served and individuals who will carry out the
plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if
secondary).
7, 9
16. Plan available to the LEA, parents, and the public.
7
17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of
participating students in the school speak as their primary language.
32
18. Plan is subject to the school improvement provisions of section 1116.
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Fulton County Vision Statement:
The vision of the Fulton County School System is for all students to learn to their full potential
Fulton County Mission Statement:
The mission of the Fulton County School System is to educate every student to be responsible, productive citizens
Characteristics of the Vision:
Excellence
Trust and Honest Communication
Common Understanding
Personal Responsibility
Commitment
Academic Achievement
Measured Results
Continuous Improvement
Safe and nurturing environment
Involved family, community and staff
Transparency and Accountability
Title I Department Goal:
The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local,
state and national assessments.
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Comprehensive Title I Schoolwide Improvement Plan
SCHOOL: Sandtown Middle School
DATE:
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Themes
SWP/TA/FLP
Component
Comprehensive Needs Assessment and Planning
SACS
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Description
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
 The mission of Sandtown Middle School is to promote the academic achievement of all students.
 The vision of Sandtown Middle School is for all students to learn to their full potential.
 Sandtown Middle School’s motto is “Excellence Everyday (E2)
SW – 1
TA – 1
FLP
SW – 1
TA – 1
FLP
2. Describe the System/ School Demographics
 The Fulton County School System is home to approximately 93,000 students. There are 100
schools in Fulton County, each accredited by the Southern Association of Colleges and Schools.
These include 58 elementary, 19 middle, and 16 high schools, as well as 7 start-up charter
schools. Of the total student population: 33% are White, 42% are Black and 13% are Hispanic, 9%
Asian and 3% Multi-racial. Fulton County reports 44% of students are economically
disadvantaged, 11% are students with disabilities and 07% are English Language Learners.
 At Sandtown Middle School, of the total student population, 98.6% are Black, .87% are White,
.087% are Native American/Hawaiian, and .4% are Asian. 10.5% of those students are students
with disabilities, .08% are English Language Learners, and 58.9% are Economically
Disadvantaged.
 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)
 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Sakeena Morgan
Jason Reeves
Camille Crowder
Tracy Baker
Fulton County Schools
Teacher/ELA contact
Teacher/Math contact/LSAC member
Teacher/Social Studies contact
Teacher/Science contact
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Emily Sambula-Perez
Derrick Jackson
Tara Mann
Alvis Edwards
Crystal Cox
Maryse Bradshaw
Phyllis Gay
Natalie Meiguez
Jamelle Hood
Brittney Burns
Jocelyn Mitchell
Kevin Searcy
Calvin Ward
Retina Burton
Emmanuel Tillman
Doretha Melton
Kendrick Liles
Kine’ Geathers
Connie Reliford
Shena Manning
Candace Sutton
SW-15
SW-16
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Teacher/World Languages contact
Teacher/PE contact
Teacher/TAG contact
Teacher/Connections contact
Teacher/Exceptional Ed. contact
Teacher/504 chair
Graduation Coach/RTI chair
Teacher/6th grade chair
Teacher/7th grade chair
Teacher/8th grade chair
Title I Parent Liaison/LSAC member
Teacher/LSAC member
Parent/LSAC member
Business Partner/LSAC member
Parent/LSAC member
Parent/LSAC member
Assistant Principal
Assistant Principal
Principal
Assistant Principal
Counselor
Administrative Assistant
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 principal and Data Support Specialist began by looking at the data and the needs of the
school. The data was then presented to teachers and other stakeholders for discussion and
brainstorming. All teachers in the school had the opportunity to review last year’s plan and assist
with developing targets and strategies for this school year. Other stakeholders reviewed and/ or
commented on the plan. As a result of the brainstorming session, a draft plan was written. After
taking stakeholder comments into consideration, a final draft was complied for use in the school.
 The process we used to select our team is participation from all teachers as well as the Local
School Advisory Council (LSAC).
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 and reviewed with our staff during various
data meetings throughout the year.
 We will use their feedback to make final revisions to the plan. After it is completed, our plan will be
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SW-17
made available to all of our stakeholders.
 Our school improvement and parent involvement plans will be made available to parents upon
request. We will also post our plans on the school website and distribute copies at our Curriculum
nights, PTSA meetings and school council meetings to any interested stakeholders. Additional
copies of the plans will be available in the parent resource room for distribution to newly enrolled
students, or upon request.
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, if needed. 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 upon request. 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
SW -11
FLP
3. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
 Each of the members of our team had a part in the completion of our comprehensive needs
assessment and school improvement plan.
 We have based our plan on information about all students in the school and identified students
and groups of students who are not yet achieving to the State Academic Content Standards and
the State Student Academic Achievement Standards including…
o Students from Major racial and ethnic groups…Asian/Pacific Islander, Black, Hispanic, American
Indian/Alaskan, White, Multi-Racial
o Students with disabilities…
o Economically disadvantaged students
Our students did well on the CRCT in 2011-12; however, we are still monitoring the following groups:
o
Students with disabilities in the area of Math and Reading/Language Arts.
o
Science in grades 6 and 8.
We have reflected current achievement data that will help the school understand the subjects and skills in which
teaching and learning need to be improved. The data has helped us reach conclusions regarding achievement or
other related data.
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:
discipline data, demographic data, student, staff and parent surveys, checkpoints data (county
assessments) and our local school common assessment 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.
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SW-11
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, and content areas for analysis. The
student’s past and present year teachers collaborate to analyze student data and make informed
decisions. 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 disaggregating the data.
 The improvement team actively seeks statistically sound data to use in determining school needs
and foci. County surveys administered to students and teachers are considered when determining
school needs. Parent surveys are also critical in this process. Data is obtained from the county
through SAMS, direct reporting, and from the state through the DOE website. Data on the
achievement and assessment of students is compiled and sorted according to school needs. The
staff looks at data by grade level, domain, teacher, and student to highlight areas of need. The
Data Support Specialists and staff also sort CRCT data by subgroups to determine which students
have the greatest needs and impact on the school.
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 and/or the Assessment Coordinator.
f. Describe your methods for the public reporting of student data.

SW-13
FLP
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 county website.
 Data is shared with the Leadership team and parents. It is also reviewed 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.
 The data is discussed with parents by the Principal during our annual State of the School Address.
g. School Profile (See School Data Profile):
http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_sandtown.pdf
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Elementary or Middle School Profile
Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are
comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)
School
Year
2009-10
2009present
2009-2012
2009present
2009present
2011present
Initiative or Reform Effort
Take One! National Board Certification professional development
After 3 Extended Day tutorial for Level 1 CRCT students
HALP CRCT tutorial for Level 2 students
Lunch and Learn and after school basic skills tutoring with our graduation coach and parent volunteers
Breakfast club tutoring for students with disabilities
Professional Learning Communities
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
Grade Level / Subject Area
School
Professional Learning Activity
Attending
Year
th
2009-2010
Take One! National Board Certification professional development
6-8 grade/all teachers
2010-11
TEACH Technology pilot professional development
6-8th grade/all teachers
2009Standards-based classrooms, differentiation/flexible grouping
6-8th grade/all teachers
present
2009Disaggregating data
6-8th grade/core area
present
teachers
2012-13
Forming Professional Learning Communitites
6-8th grade teachers
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Faculty / Staff Data:
Faculty and Staff Data (Forms provided in the Appendices)
Attrition Rate of Teachers and Administrators
*Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the
next school year, excluding retirement.
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the
beginning of the next school year, excluding retirement.
Attrition Rate of Teachers
Number
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
% of Teacher Population
19
8
19
22.62
8.7
23.17
Number
% of Administrator
Population
0
0
2
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present/ (Days present + Days absent)
Subgroups
2010-2011
2011-2012
2012-2013
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Total
Enrollment
Grade
Levels
% All
Students
1236
7.2
%
Asian
% Black
%
Hispanic
%
American
Indian
7.1
Fulton County Schools
%
White
% Multi
Racial
%
SWD
14.3
12.8
% ELL
% Econ.
Disad.
(SES)
9.6
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AYP Report – Historical information
2010-2011 School Year AYP Report
Mathematics
English Language
Arts / Reading
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Did not meet AMO for the following subgroups(s)
Met second indicator for all students
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ES or Middle Grades Writing Assessment (Add Link)
http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_sandtown.pdf
CRCT Assessment Data - (Add Link)
English Language Arts
http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_sandtown.pdf
ITBS Assessment Data – (Add Link)
http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_sandtown.pdf
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Themes
SW/TA
Component
Description
SW-1
TA - 1
TA – 4
FLP
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
Math:
- Students receive supplemental assistance from remedial math teachers during their connections
classes.
- Students receive instruction that is differentiated to meet their individual needs.
- Our math teachers supplement the curriculum with selected on-line resources.
- Professional learning trainings held during common planning times and after school are offered to
math teachers.
- The Title I Data Support Specialists assists teachers with understanding how to use data to
improve their instruction.
- Every math teacher, including remedial math teachers, offer tutorial sessions at least once per
week.
- An intern from Clark Atlanta University assists teachers in their classes by working with students
with disabilities.
-Additional interns from Georgia State University assist teachers in their classes.
- Students participate in the Lunch and Learn program and after school programs for level 1 and
level 2 students to receive additional academic assistance.
- Teachers have the opportunity to attend professional development courses offered by Metro Resa
to enhance their content knowledge in their particular subject area.

Reading/ Writing:
- Students receive supplemental assistance from remedial reading teachers during their
connections classes.
- Students receive instruction that is differentiated to meet their individual needs.
- Our reading teachers supplement the curriculum with selected on-line resources.
- Professional learning trainings held during common planning time and after school are offered to
reading teachers.
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- The Title I Data Support Specialists assists teachers with understanding how to use data to
improve their instruction.
- Every reading teacher, including remedial reading teachers, offer tutorial sessions at least once
per week.
- Students participate in the Lunch and Learn program and after school programs for level 1 and
level 2 students to receive additional academic assistance.
- Teachers have the opportunity to attend professional development courses offered by Metro Resa
in their content area to enhance their professional development.
o Science:
- Students receive instruction that is differentiated to meet their individual needs.
- Professional learning trainings held during common planning times and after school are offered to
social studies and science teachers.
- The Title I Data Support Specialist assists teachers with understanding how to use data to
improve their instruction.
- Every science teacher offers tutorial sessions at least once per week.
- Science teachers meet periodically with the Fulton County Science specialists to receive
professional development.
- Students participate in the Lunch and Learn program, Success Lab, and after school programs for
level 1 and level 2 students to receive additional academic assistance.
- Teachers have the opportunity to attend professional development courses offered by Metro Resa
in their content area to enhance their professional development.
Major Weaknesses Discovered:
o MATH:
 Additional assistance is needed for students across all grade levels in the following areas:
Accurately interpreting math questions and recognizing various methods to solve problems.
 Students with disabilities in the area of mathematics need targeted support and assistance.
 More technological resources are needed so that teachers can effectively and consistently integrate
technology into the curriculum.
 More instructional resources are needed so that teachers can adequately differentiate their
instruction to meet individual students’ needs.
 Increased assistance is needed from county level math instructional coaches to assist and support
teachers.
 Parents of students with disabilities and Level I students need resources and strategies to help their
children at home.
o READING:
 Students with disabilities need targeted assistance.
 More technological resources are needed so that teachers can effectively integrate technology into
the curriculum.
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 A greater variety of reading materials, particularly informational reading texts, are needed.
 Parents of students with disabilities and Level I students need resources and strategies to help their
children at home.
 More instructional resources are needed so that teachers can adequately differentiate their
instruction to meet individual students’ needs.
o SCIENCE:
 More technological resources (i.e. computers, smart boards) are needed so that teachers can
effectively integrate technology into the curriculum.
 There needs to be more integration of math activities into science lessons.
 Parents of students with disabilities and Level I students need resources and strategies to help their
children at home.
 More instructional resources are needed so that teachers can adequately differentiate their
instruction to meet individual students’ needs.
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:
Our all students group increased in the area of Math from 83.7% (2010) to 87.8% (2011). However, our
percentage of meets and exceeds decreased to 77% (2012). In the area of Language Arts/Reading from
95.6% (2010) to 95.8% (2011). In 2012, 96% of our students met/exceeded the standards in Reading and
95% met or exceeded the standards in Language Arts, which remained the same from previous years.

Black students:
Our black students’ gains were consistent with the all student gains.

SWD students:
In the area of math, our SWD students meeting/exceeding the standard increased from 58.5% (2010) to
72.7% (2011). However, our SWD Math students decreased to 57.14% (2012). In the area of Language
arts/Reading, our SWD students meeting/exceeding the standards increased from 76.8% (2010) to 78.8%
(2011), 82.1% (2012).

ELL students:
n/a

Economically Disadvantaged students:
In the area of math, our ED students meeting/exceeding the standard increased from 79.7% (2010) to
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86.1% (2011). However, in 2012, the percentage of students meeting/exceeding the expectations
decreased to 73%. In the area of Language arts/Reading, our ED students meeting/exceeding the
standards increased from 94.1% (2010) to 94.4% (2011). In 2012, 95% met/exceeded the standards in
Reading and 92% met/exceeded the standards in Language Arts.

Name 2-3 areas you have identified to be your goal areas for improvement.
SW-1
TA - 1





Increase the percentage of students with disabilities meeting or exceeding expectations on the Reading CRCT to 85%.
Increase the percentage of students with disabilities meeting or exceeding expectations on the Math CRCT to 61%.
Increase the percentage of students scoring in the Exceeds Category on the 8 th grade writing assessment (G8WA) to 6%.
Increase the percentage of 6th grade students meeting or exceeding expectations on the Science CRCT to 70%.
Increase the percentage of 7th grade students meeting or exceeding expectations on the Science CRCT to 91%.

Increase the percentage of 8th grade students meeting or exceeding expectations on the Science CRCT to 68%.
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
READING/ WRITING:
 The frequency and complexity of reading materials needs to increase. If students are exposed to
more rigorous reading and are required to engage in the reading process more, test scores and
class performance will improve. This process needs to begin in the primary grades and continue as
the student progresses through middle and high school.
 There are deficits in reading fluency and decoding skills that exist with some students, particularly
the students with disabilities subgroup; there is a 2-3 year gap that makes it difficult for students to
perform on grade level.
 Students with disabilities have difficulty comprehending the material they are reading which results
in lower test scores.
 Students have difficulty recognizing the meanings of individual words in printed text and
comprehending the larger meaning of a passage.
 Writing is occurring in isolation too frequently and not stemming from pieces of reading.
MATH:
 Students need more exposure to math. Although students receive math instruction at least once per
day in their math classes, students are not using math consistently across the curriculum. Math
needs to be incorporated into other content areas so that students can make the connection
between math and other subjects.
 The math vocabulary that is used on the CRCT is not used as consistently or frequently in math
classes as it needs to be.
SCIENCE:
 Students lack problem solving skills and math skills necessary in order to perform adequately in
class and on assessments.
 Students need more “hands-on” learning and inquiry-based strategies incorporated into their
daily classes.

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Fulton County Schools
16
3/9/16
j.
Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause analysis.
o Our staff participates in Professional Learning communities where they disaggregate data
and identify the weaknesses and root causes of our deficit areas.
 The leadership team also meets to review the school-wide data and to determine
weaknesses as well as root causes.
ii.
SW - 1
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?
 Teachers provide feedback during our professional learning sessions.
 Our school leadership team has the opportunity to provide feedback during meetings.
iii.
How are teachers involved in making decisions regarding individual students through
the analysis and use of their test data?
 Teachers participate in professional learning sessions where they collaborate and make
data-driven decisions to inform the curriculum.
4. MIGRANT paragraph – required
We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are
the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the
occupational survey section of the enrollment form and the occupational survey forms that are distributed at the
beginning of each school year.)
 Student enrollment sheets are distributed and the Occupational Survey section of the form is checked
by the registrar.
 All new students receive an Occupational Survey form, as well as the registration form. This will be
checked and verified by the registrar.
 We will work closely with our counselor, school social worker, and our central office liaison to ensure
that the student’s needs are met for any students identified.
 Providing intervention programs and additional assistance for any migrant student who might be
identified and is experiencing academic deficiencies.
 Students will be considered for additional services based on formative data and classroom
assessments.
Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for
possible services.
tdm
Fulton County Schools
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SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
SW-2b
TA-1
FLP
tdm
 Make sure School Improvement goals are aligned to Common Core Georgia Performance
Standards (CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than what has
been done previously.
 Consider scientifically, research-based strategies and/or promising practices that have been
effective elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental involvement
under the budget/resource column.
 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.
o Professional Learning Communities
o Integrating Technology into all classes
o Standards-Based Classrooms
o Differentiated Instruction (i.e. flexible grouping)
o Tutorials – Morning and After School
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.
 We will increase the amount and quality of learning time by:
I.
Students in grades six through eight are selected by teacher/parent recommendation
and/or CRCT performance to receive additional time and support in our extended day
program for two hours two days per week from October-March.
II.
High Achievers Learning Program (H.A.L.P) is an after school program where students
will receive additional learning opportunities and instruction in the areas of reading and
math.
III.
Lunch N Learn – This is a program during lunch facilitated by the Graduation Coach
where students receive additional assistance with class work or homework in any
subject area.
IV.
Success Lab – This program, facilitated by the Graduation Coach, helps students who
are struggling to get back on track through additional one on one or small group
instruction and to make students accountable for assignments that they have not
completed.
 The effectiveness of these strategies will be monitored by weekly evaluation of lesson plans,
regular informal and formal class observations (teachers, and students), meeting minutes, and
disaggregation and analysis of formative and summative data.
Fulton County Schools
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3/9/16
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)
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective
methods and instructional practices or strategies
o Based on Max Thompson’s Learning Focused Model:
a. Extending/Refining
b. EATS format for daily lessons
c. Consistent use of graphic organizers


Professional Learning Communities (Richard DuFour)
o Links to Learning, GA OAS, Study Island
o Renzulli Learning System (Technology Based System)
o Response to Intervention
How will students who are experiencing difficulty mastering the standards be
identified in a timely manner by teachers trained in identification methods?
 Students who are experiencing difficulty mastering the standards are identified by data
located in SAMS, through our common assessment data and/or teacher/parent
recommendation.

How will additional assistance be provided for these students in their area of identified
difficulty?
 Before and After school tutoring (i.e. HALP, Extended Learning, etc.)
 Lunch and Learn tutoring
 Success Lab
 Remedial Math and Reading classes
 Teacher Tutorial



tdm
What activities will these students participate in that will focus on their area of identified
need?
- Remedial Reading and Math classes (level 1) – These classes provide additional support in
the areas of reading and math. Students who scored in the Level 1 category in reading or math
are placed in these classes.

- Differentiation within classrooms (levels 1, 2) – All teachers are expected to differentiate
instruction for their students so that each student’s individual needs are met. Renzulli software
is used to support the needs of differentiation.

-Graduation Coach Activities (level 1, 2) – The Graduation Coach meets with students who did
Fulton County Schools
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not meet expectations on the CRCT to develop a plan so that they can be successful. The
Graduation Coach is the coordinator of the aforementioned Lunch and Learn program and the
Success Lab programs.
TA-2
FLP
tdm

- Extended Day/After 3 Program (level 1) – Eighth grade students who scored in the Level 1
category on the CRCT are eligible to attend this after school program where they receive
additional assistance in the areas of reading and math.

- High Achievers Learning Program (level 2) – Students who scored in the Level 2 category on
the CRCT are eligible to participate in this after school program. This program will begin in the
spring semester.

- Renzulli Learning Program (levels 1, 2) – This technology based program allows teachers to
differentiate instruction for students.

- RTI Informal Collaboration – Teachers meet as a team to discuss students who are struggling
academically.

- Weekly Teacher Tutorials- Teachers are required to have tutorial at least once per week.

Co-Teaching (Team Teaching) Instructional Model – Students with disabilities attend classes
taught by co-teachers. This teaching model allows students to receive optimal learning
opportunities and ensures that students have every opportunity to be successful.

- Lunch and Learn – Students attend Lunch and Learn during the lunch period to receive
additional assistance with class work or homework.

- Success Lab (levels 1, 2) – Struggling students receive assistance to get back on track
through additional one on one or small group instruction and to make students accountable for
assignments that they have not completed.

-The guidance counselors assist students by providing individual, small group, and large group
sessions on areas of need.
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.

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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
TA-9
SW-2e
tdm
 Describe your process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional
assistance to enable these children to meet the State content and performance standards.
 The data from extra help sessions, tutorials, CRCT prep programs, etc. is reviewed annually. For
example, students who participate in the HALP program are given a pre and post test to determine the
amount of growth and academic gain as well as the effectiveness of the program.
Describe how teachers are involved in the decisions regarding the use of academic assessments to
improve instructional programs and individual achievement.
o Teachers collaborate to create common assessments during weekly horizontal content
meetings and monthly vertical content meetings.
o Teachers disaggregate and analyze common assessment and Checkpoints data to determine
trends, areas of strength, and areas of deficiency.
o Each teacher utilizes a data wall in their classroom and has access to data on our school’s
network.
o We have a Title I Data Support Specialist who is trained in data analysis and will disaggregate
and analyze grade level, individual teacher, and overall school data.
o The Data Support Specialist meets with teachers on a regular basis to discuss the data and
determine modifications as needed.
o We have support from the district in STEM and Humanities for all of our teachers.
3. Describe procedures for annual assessment of students for meeting state and local expectations.

4. Must include documentation to support that any educational field trip used as an instructional
strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and
must be connected to the support of assisting students to achieve proficiency or advanced status
in relation to the State Academic content standards. Documentation must be provided during the
budget approval process. Required based on FY12 US ED monitoring.
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Educator Quality (HiQ and Professional Learning
Title IIA
SW-4
TA-5
Title IIA
 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
Professional learning opportunities are provided to teachers, administrators, and other staff members in
the following areas:
o Additional support and training in the areas of differentiated instruction, best practices
implementation, and professional learning communities.
o Training teachers on how to effectively integrate technology in class lessons.
o Effectively using manipulatives in the classroom.
o Providing additional training for math teachers.
o Disaggregating data to inform the curriculum.
o Staff members are encouraged to seek professional learning opportunities, attend
professional development conferences, and earn additional degrees/certifications and/or to
train other staff members in best practices.
SW-9b
Title IIA
tdm
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.
3. Describe how teachers are trained to identify and provide assistance for at-risk students.
Fulton County Schools
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FLP
 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
 Fulton County Middle schools have access to and use the following interventions:
 Renzulli Learning
 Earobics
 Computer Assistance – Study Island
 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.
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Fulton County Schools
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SW-3
TA-5
Title IIA
4. Describe the process used to identify and provide instruction by highly qualified teachers and
parapros.
 The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content
area/s of instruction and thus maintain 100% of teachers who are highly qualified. Should a teacher not
have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal.
The plan reflects steps which may include professional learning that will occur to correct the status of the
non-HiQ teacher. This may include testing or change of placement. Title II-A provides reimbursement for
the teacher taking and passing GACE testing in order to become HiQ (see attached plan and process).
-The Principal Verification and Attestation Form contains the names of the teachers who are not yet
HiQ (if applicable)
100% of teachers at Sandtown Middle School are highly qualified.
SW-3
Title IIA
-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.
 Discuss the district’s/school’s teacher-mentoring program that is in place to support new
teachers and increase teacher effectiveness.
District mentors teachers by:
 Fulton County District Office supports new teachers with an orientation at the
beginning of each school year. Teachers are provided information and
procedures which are fundamental for a successful experience during the school year. This
includes information in the areas of benefits, professional learning, curriculum and resources.
Throughout the year additional institutes are held in order to provide continuous support for new
teachers.
Our school mentors teachers by: (Make sure you address your 0-3 year teacher(s) and
school based induction and on-going support – please be specific.)





Providing a new teacher orientation at the beginning of the year
Providing an on-going Teacher Support or Induction program for all new teachers
Meeting with new teachers throughout the year to discuss concerns and offer support.
Providing training on a variety of topics so that they will be adequately prepared for the job.
Providing training on the school’s instructional model, classroom management, lesson planning,
etc.
 Providing additional support from the Title I Data Support Specialist, District Coaches, grade level
chairperson, and department contact.
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Fulton County Schools
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SW-3a
Title IIA

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)
 Provide interviews and tours of Sandtown Middle School as requested by perspective teachers.
 Prospective math candidates are given a math assessment to determine their level of content
knowledge and strength of delivery
 The interview team usually consists of the principal, grade level assistant principal, select teachers
and department contact for the specific subject area.
 New teachers receive training on the school’s instructional model, classroom management, lesson
planning, etc.
 New teachers will also receive additional support from the Title I Data Support Specialist, grade
level chairperson, and department contact.
 At Sandtown Middle School, we search for outstanding candidates using the county’s online
system, by creating positive publicity for the school through our website, by attending and
presenting at local and national conferences, and by attending job fairs.
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Fulton County Schools
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TA-6
SW-5
1. Discuss that parent involvement is important and the school has strategies in place to increase
parental involvement. (For more detailed information on Parent Involvement activities at our school – insert the Parent
Parent Involvement
Involvement Action Plan Below.
 We have developed a parental involvement policy included in our appendices that:
include strategies to increase parental involvement (such as family literacy services)…
 Parent Orientation, Open House, Curriculum Nights – During these events, parents receive pertinent
 information regarding the overall mission and vision of the school, registration, teacher expectations,
syllabus information, etc.
 School/ Community Events (i.e. Beautification Day) – Students, parents, faculty and staff participate in
various school events. Beautification Day, for example, was an event where all stakeholders gathered to make
improvements to the school (i.e. planting flowers).
 Meetings with the Principal (Jump Start Your Day) – The principal meets with parents to give
important school updates. This is also a forum where parents and the principal can engage in dialogue
regarding school issues.
 Participation in PTSA, LSAC meetings – Parents, faculty, and staff participate in these meetings to receive
information about the school.
 Frequent Communication with Teachers and Administrators (Progress Reports, School Messenger,
Friday Notes, Email, Phone Calls, Conferences, Newsletters, etc.) – Parents receive updates on a regular
basis in a variety of ways.
 Volunteer Opportunities (i.e. Hall/ Rotunda Greeters) – Parents can volunteer to assist with various
specified duties and tasks at the school.
 Classroom Visitation Opportunities – Parents can contact their children’s teachers to set up an
appointment to visit their children’s classes.
 School/ Community Fundraisers – There are a variety of fundraisers that occur throughout the school term.
 Parent Workshops (i.e. PassPort workshop) - The Parent Facilitator conducts workshops on a variety
of topics throughout the year for parents.
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a minimum of 2
goals aligned to the SWP/TA plan.
GOAL(S)
*list 2 goals
Provide materials and
training to help parents
work with their
children to improve
individual math
achievement scores in
an effort to foster
parental involvement.
tdm
ACTION/ACTIVITY DATE(S) GRADE
RESOURCES
LEVEL(S) NEEDED
PERSON
RESPONSIBLE
Curriculum Night
9/4-5/12
Parent University:
Monthly
Parent Liaison and Math
Department Chair (J.
Reeves)
Parent Math Night (Part 1 & 2)
10/12 &
Parents will be able to use the
Brainchild Units and be able to
check the units out and training
TBD
Fulton County Schools
6-8
Links-to-Learning
Brainpop
6-8
Study Island
Common Core Standards
6-8
Curriculum Pacing Guide
26
3/9/16
will be available for the unit.
Agenda, books, paper, pens,
sign in sheet, LCD projector.
CRCT Workshop
Brainchild units
Books & Videos
3/13
6-8
Provide reasonable
support for parental
involvement and
activities-such as parent
resource centers, Adult
classes, and
encouragement to
families to fully
participate in the
education of their child
Curriculum Night
Parent University
TBD
6-8
Parents will be given needed
materials, strategies and
assistance from the teachers
during this workshop
Parent Liaison
Inform families of Academic
Parent Workshops
Suggested reading Materials ,
books and academic websites
Desired Results for the goal(s): Increase parent’s ability to help their child succeed in school. Greater
attendance and participation in school activities.
How will the goal(s) be measured? Parent attendance at workshops, parent’s involvement/ engagement,
test scores, data,
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.

SW-15
TA-6
SW-10
FLP
tdm
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, when requested, in
student packets, or during parent/teacher conferences. The interpretation of the test results is also
provided to parents during conferences and upon request.
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3/9/16
SW-9
c. If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining
the flexible learning program (FLP) and what intervention strategies are in place to improve our status.
d. Explain parent-teacher conference opportunities, how the teacher is helping students identified
as having difficulty meeting standards, what parents can do to assist their students, and where
parents can find additional assistance at the school or in the community.
 We encourage parents to meet with teachers to identify the individual needs of their child.
Teachers conference with parents using a Strategies for Success form where goals are identified
for the student, teacher and parent. During the conference, the teacher and parent(s) work together
to assist the “struggling” student and to promote a culture of success. Some students may be
referred to the graduation coach and/or guidance counselor for additional assistance.
 Parents can find additional information on our school website, Friday notes, school e-mail blast,
county wide Home Access system or through our school calling post system-School Messenger.
 We employ a 100% Title I Parent Liaison who specifically serves Sandtown Middle School.
 SEE- FLP plan for further details regarding instructional intervention strategies (if
applicable). Not applicable for Sandtown Middle School.
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Coordination and Collaboration of Services
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
Programs/ Resources used to support school and community growth:
 Men of Sandtown – This group volunteers with various tasks on a daily basis (i.e. door
 greeters, hall monitors, mentoring, etc.)
 Clark Atlanta students (Interns) – Interns assist the special education teachers by providing additional
instructional support to students with disabilities.
 Title I Data Support Specialist – This person is trained in data analysis and disaggregates and
analyzes grade level, individual teacher, and overall school data.
 District Title I Math Instructional Coach – The district Math Instructional Coach works with the teachers
in the math department. This person models lessons, conducts informal observations,
 Provides instructional guidance to the teachers as needed.
 District Title I ELA Instructional Coach - The district ELA Instructional Coach works with the teachers
in the reading and language arts departments. This person models lessons, conducts
 Informal observations, provides instructional guidance to the teachers as needed.
 Graduation Coach – The Graduation Coach provides support to all students, particularly struggling
students. Helping students to be successful academically is key in this position.
 PTSA- Our school PTSA offers support through financial donations, volunteering,
and mentoring, that is directly aligned to the school’s needs and vision of the school
Use of School Messenger communication system to keep parents informed as to what is goin
TA-4
TA-4
SW-8a
SW – 8b
TA-7
SW-8c
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
Description of Services
Show how the funds are coordinated for the
improvement of the entire school
Title I
$354,692
These funds are used for all students in the school to help
improve student achievement.
Title II
$
These funds are used for teacher quality.
Title III
$ n/a
n/a
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.
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Fulton County Schools
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3/9/16
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
 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.
o Spring campus visitation for rising 6th graders to visit the school to learn more about the
school as well as expectations. They will meet select staff members and learn what they
will be expected to do on a daily basis, etc.
o Spring Parent Meeting for rising 6th grade parents/students. Parents are invited to an
evening meeting where they are informed about the school’s
expectations/procedures/policies for the next school year.
o Summer orientation (Summer Bridge) for rising 6th graders. Students are able to meet
some of the 6th grade team of teachers and will receive information on what they should
expect as a 6th grade student. Students will also have the opportunity to preview
standards for the next year.
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Fulton County Schools
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Additional Requirements
SW-14
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SW-18
1. The implementation of the plan is monitored throughout the year. Addendums are added to the
plan when on-going assessment data shows revisions are needed. The plan is evaluated and
revised yearly based on newly disaggregated data.
 The district utilizes focus walk data to monitor our progress in the implementation of our
instructional strategies listed in our plan.
 Mid-year reviews of our school improvement plan and formative assessment data are held in
January. During this meeting, district staff and school administration meet to check on the progress
of our plan implementation and the results of our formative assessments.
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
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL: Sandtown Middle School
DATE: 10/16.2012
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
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


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A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect
achievement. (A)
2
2a

2b

2c
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student
performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
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MET
Plan Requirements
and
Schoolwide
Components

2d
n/a
2e
n/a
2f
3
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
3a

4

5

6

7

8

8a

8b

8c

9

9a

9b

9c
Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs
have been met and are consistent with improvement plans.
Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the
comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to
achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided
during the budget approval process. Required based on FY12 US ED monitoring.
Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).
Instruction by highly qualified professional staff. (C)
Not indicated
Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)
Professional development for staff to enable all children in the school to meet performance standards. (D)
Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts,
etc.
a) Must include parent policy with cover sheet and revision month/date/year
b) Parent policy checklist
c) Compacts
Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school
to high school; and high school to post-secondary. (G)
Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve
the performance of individual students and the overall instructional program. (H)
Coordination and integration of Federal, State, and local services and programs (J)
List of State and local educational agency programs and other Federal programs that will be included
Description of how resources from Title I and other sources will be used
Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the
Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include: (I)
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,
and additional assistance available to the student at the school or in the community
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MET
Plan Requirements
and
Schoolwide
Components

10

11

12

13

14

15

16

17

18
Description of how individual student assessment results and interpretation will be provided to parents.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Provisions for public reporting of disaggregated data
Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance
providers, determines that less time is needed to develop and implement the Schoolwide program.
Plan developed with the involvement of the community to be served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service personnel and parents.
Plan available to the LEA, parents, and the public.
Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in
the school speak as their primary language.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Kine’ Geathers
10/15/12-revised
Principal’s Signature
Date
Dr. Tawana Miller
10/16/12
Title I Director’s Signature
Date
Donald Fennoy
Area Executive Director’s Signature
10/22/12
Assistant Superintendent’s Signature
Date
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Date
Fulton County Schools
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