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Evaluation of Title I School Improvement Plan - Oakley ESEvaluate 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?o 2 types of evaluations – ongoing or annually. Which type was selected? ______________?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 Math CRCT data shows the following results: 3rd Grade- 76% of students met or exceeded standards, 4th Grade - 78% of students met or exceeded standards and 5th Grade - 77% of students met or exceeded standards. Based on the data from the CRCT, math is an area that needs improvement for Oakley ES. The average for students in grades 3-5 decreased 7.7 points this year.

The Reading CRCT data shows the following results: 3rd Grade- 89% of students met or exceeded standards, 4th Grade - 90% of students met or exceeded standards and 5th Grade - 88% of students met or exceeded standards. Reading skills continue to be a strength for Oakley ES students. The average for students in grades 3-5 increased 4.1 points.

The Georgia 5th Grade Writing Assessment data shows that 68% of students met or exceeded standards; 32 % of students did not meet standards, 67% met standards, and 1% exceeded standards. The data also shows the following mean domain scores: Ideas- 2.6, Organization- 2.6, Style- 2.7, and Conventions- 2.5. In Writing, the average was 13 points below the state average and 9 points below Oakley Elementary School’s 2011 average of 77%.

The Science CRCT data shows the following results: 3rd Grade- 68.8% of students met or exceeded standards, 4th Grade – 82.5% of students met or exceeded standards, and 5th Grade – 59.7% of students met or exceeded standards. The students in grades 3-5 average increased 7.3 points. The SIP goal of 70% was met for grades 3-5 students with an average 70.3%.

The data above, which is reflective of our annual assessments, shows that Math and Writing are areas that need improvement for Oakley ES. During the 2012-2013 school year, several initiatives will be developed and others will continue to be implemented to increase student achievement in Math and Writing. A Writing consultant will be utilized to provide teachers with strategies to increase the scores in each domain. Writing will be integrated across the curriculum. Teachers will provide more specific and immediate feedback (quick-checks, praise, prompting, delving, etc.) to students on their progress and build student efficacy (student accountability toward their learning).

We believe that the common assessments, which are ongoing, selected were not as rigorous or given consistently throughout the school as needed. Thus, data collection and analysis was not as effective in enhancing instruction and learning. Common Assessments were given about every three weeks in math and reading. Fourth and fifth grade also had assessments in science. School-wide mock writing assessments were given and analyzed three times during the year, but scoring was not used consistently to impact student writing. Writing will be occur daily across the curriculum to increase writing performance. A consultant will conduct two all day workshops on the instructional aspects of writing. Checkpoints were used to determine pacing and rigor of instruction. We will increase vocabulary development and integration across the curriculum to increase

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comprehension skills in all students. For our SWD students there will be additional inclusion classes added and co-teaching between Interrelated and Early Intervention teachers. We will utilize two additional Teachers in 4th and 5th grade (class size reduction) and a Math Coach to support struggling students in math and reading during the school day; Emphasis for teachers will be: collaboration and sharing of effective strategies; more rigorous instruction, especially questioning; and incorporation of "real world" applications. Response to literarure will be continuous, with emphasis on the writing process and writing for authentic intellectual purposes. Teachers will share their successes and strategies during monthly grade level and staff meetings. We will also continue to integrate science across the curriculum to support students in applying science concepts. The Science Lab will be utilized to give students more hands-on and real life experiences. Rigorous instruction will continue to be implemented with the use of: various groupings for activities; student choice; deeper teacher understanding of content through professional development and staff collaboration; and use of Bloom's Taxonomy/Depths of Knowledge for more critical thinking.

Increase integration of technology, ongoing training on differentiated instruction, increase in hands-on relevant science instruction, and student efficacy will be our focus for Professional Development and the allocation of resources during 2012-2013. Through the implementation of this plan, at Oakley Elementary we will see

o There will be an increase from 76% to 80% of all students scoring in Levels 2 and 3 in math on the Spring 2013 CRCT o There will be an increase from 68% to 75% in the number of fifth graders passing the Spring 2013 Georgia Writing Assessment.o There will be an increase from 90% to 93% in the number of all students scoring Levels2 and 3 in reading/language arts on the Spring

2013 CRCT.o There will be an increase from 69% to 75% in the number all students meeting or exceeding in science on the Spring 2012 CRCT.


Title I SCHOOL IMPROVEMENT PLAN for

SCHOOL: Oakley Elementary School

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Table of Contents Schoolwide Planning

Page # Criteria1. Comprehensive Needs Assessment:

Strengths and Challenges


Title I SCHOOL IMPROVEMENT PLAN for

SCHOOL: Oakley Elementary School

SCHOOL: Oakley ES DATE: August 24, 2012

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8-22 Identifies needs in the key areas that affect student achievementRoot causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.Migrant paragraph (required)

22-29

2. Develop schoolwide reform strategies (reference the research)a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.b. Are based upon effective means of raising student achievement.c. Use effective instructional methods that increase the quality and amount of learning time.d. 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).

29-313. Provide instruction by highly qualified teachers.a. Strategies to attract highly qualified teachers to high-needs schools

274. Provide high-quality and ongoing professional development for staff to enable all children in the school to

meet performance standards.

31-36 5. Develop strategies to increase parental involvement.

36 6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

25-26 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.

34-35 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.b. Description of how resources from Title I and other sources will be used.c. Plan developed in coordination with other programs.

28-29

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 basisb. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the

communityc. 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.


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33 10.Description of how individual student assessment results and interpretation will be provided to parents.

1111.Provisions for the collection and disaggregation of data on the achievement and assessment results of

students.

12 12.Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

12 13.Provisions for public reporting of disaggregated data.

3714.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.

9

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).

9-10 16.Plan available to the LEA, parents, and the public.

1017.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.

37 18.Plan is subject to the school improvement provisions of section 1116.

Table of ContentsTargeted Assistance

Page # Criteria1. Comprehensive Needs Assessment

a. Describe how the needs assessment was conducted and how it will address the identified students at risk of not meeting state


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standards.

2. Research Based Methods and StrategiesDescription of instructional strategies and programs which coordinate with and support the regular program.

a. Grades and subject areas to be served b. Instructional strategies to be used c. Scheduling models to be used 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.

f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).3. Student Selection and Service

Description of the method by which children with the greatest need are selected. Describe how the planning for students served in the Targeted Assistance program is incorporated into the existing school program.

a. PK – 2 selection criteria (not applicable to Middle School)

b. 3-12 selection criteria4. Coordination and Support of Students

Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, 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 institute during the previous two years.

5. Highly Qualified Staff / Professional DevelopmentDescription of provisions for instruction by highly-qualified teachers and parapros. Description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.

6. Parent InvolvementDescribe strategies planned to increase the level of parental involvement based on the District’s Parental Involvement Policy

7. Coordination of Funding ResourcesProcedures to be used for coordination of Title I resources with other resources to enable children served to meet the State content standards and State student performance standards.

8. Monitoring Student ProgressProcess 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 standards and State student performance standards. Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.


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9. Annual Assessments Procedures for annual assessment of students for meeting state and local expectations.

Fulton County Vision Statement:


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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:

ExcellenceTrust and Honest Communication

Common UnderstandingPersonal Responsibility

CommitmentAcademic Achievement

Measured ResultsContinuous Improvement

Safe and nurturing environmentInvolved 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.

Comprehensive Title I School Improvement Plan

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)


SCHOOL: Oakley ES DATE:

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Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible Learning Program template should be completed along with your Title I Documentation.

Themes SWP/TA/FLP Component

Description

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SACS 1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)

Oakley’s Vision: “Educating Children for the World”, guides instructional design and planning, teacher professional development, community/parental involvement, and influences how data is used to enhance student learning. We will continue to thrive to create a globally conscious learning community. We believe in utilizing research-based approaches to instruction and strive to provide opportunities to create, collaborate, and celebrate each milestone we achieve collectively for each and every student.Oakley’s Mission: At Oakley ES our mission is to collaborate with family and community to:

Develop students into critical thinkers who are technologically advanced and able to compete in a global society.

Cultivate lifelong learners by utilizing relevant real world experiences. Promote student wellness in a nurturing environment.

SW – 1TA – 1FLP

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.

Describe demographics for your school here Oakley ES is a Title I school in south Fulton County with a population of 744

students (May 212). 84% of the student population is on the Free/Reduced Lunch Program. 90% of the student population is black, with the other 5% comprised of biracial,

Hispanic, and white students. (August 2012) 6.39% of the population is Students with Special Needs (August 2012) 3% English Language Learners (August 2012 4.83% Talented and Gifted. (August 2012)

SW – 1TA – 1FLP

1. 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


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from all planning meetings. Indicate which participants are parents and community members.) ) During general Title I Meeting, first PTA meeting, and in the school newsletter, our team sent out a request for volunteers. Volunteers met with the principal about the Title I Committee and its expectations and their responsibilities. For staff, it continues to be a volunteer position and considered an adjunct duty. At least two certified teachers and a classified staff member serve on the committee

Listed below are the members of our leadership team and their titles / roles.Member Name Title / Role

Shalanda Gardner ParentDoreen Tichenor TeacherVeronica Walker ParentDestiny Elder ParentDion Eison TeacherDawn Williams TeacherRechelle Cammilarie ParentMechelle Holt Classified Staff

SW-15 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 request for parent volunteers through our school newsletter and/or school events. Staff member voluntarily sign up for these positions as an adjunct duty. Members are presented with a draft of the plan days in advance of approval. Comments are welcomed and with agreement integrated into the plan during a meeting.

SW-16 b. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)

Once the draft of our plan is completed, it will be shared with our staff by e-mail and by discussion during the Leadership Meeting.

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 students. We will also post our plan on the school website and distribute copies at our PTA and school council meetings. Additional copies of the plans will be available in the front office


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for distribution to newly enrolled students, or upon request by any stakeholders.

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-1SW-1FLP

2. Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards. (Data was collected and analyzed…)

Each of the members of our team had a part in the completion of our comprehensive needs assessment and school improvement plan. The process we followed to complete our plan was… Data Analysis by administration, the Leadership Team, Data specialists, and grade level teams which concluded that Oakley’s math scores continue to reveal that 1) number operations; 2) measurement and 3) problem solving are the areas most students need immediate assistance this year. Geometry, algebra, data, and probability are areas in which students showed their strengths. With all of Oakley’s teachers and students receiving additional support and resources from Oakley’s administrative team and our math coach, achievement in the area of mathematics will improve. Frequent data collection and analysis of all assessments by all teachers and support staff will be used continually to inform and drive instruction in the regular education classrooms, special education classrooms, ESOL, our Extended Day after school program and the TAG program. Math curriculum was our focus for the majority of our professional development during grade levels and staff meetings and will continue to be in 2012-2013, in addition to differentiated instruction, student efficacy, and technology integration, and Common Core Standards.

SW -11FLP

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:

o Pre/Post tests


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o DIBELSo End of Unit Testso Formative Assessmentso Common Assessments (reading, Language Arts, Math)o Checkpointso Standardized Tests (ITBS, CRCT)o Grade Level Planning Dayso Grade level and staff meetingso Star Readingo Study Islando SAMSo Education Cityo Professional Learning Communities

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.

SW-11 a. 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 Plan.

School Improvement Plan

b. 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… Students are first identified as “at-risk” according to their previous CRCT scores. All students scoring at

Level 1 are flagged for early intervention in the fall of the new school year. During the year students are tracked by results of their formative assessments, ITBS (3rd and 5th), Checkpoint Assessments, Common Assessments, end of the Unit tests, student work, etc.

TA-3FLP

c. 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,


http://portal.fultonschools.org/School_Profile/Pages/es_oakley.aspx

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teacher selection)- Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)

SW-12FLP

d. 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 GADOE 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. In addition, frequent common assessments using prior checkpoint and On-line Assessments System (OAS) provide standardized based data.

SW-13FLP

e. Describe your methods for the public reporting of student data.Test data is reported to the public through the school website, school marquee, system website, school newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results by stakeholders. Selected schools should discuss FLP as applicable. The Georgia School Report Card and the reports are posted on the Georgia

Department of Education website Our school improvement plan, including data, will be posted on the school website

Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Council which is comprised of parents, community members, administrators, and teachers

We publish our results on our school website and in school newsletters. The data is discussed with parents during conferences Data is displayed in our hallways and classrooms

f. School Profile (See School Data Profile):Additional data used to complete our School Improvement Planning can be viewed by clicking on the links below (include link to your School Profile)School ProfileSchool Improvement Plan

State of the School Address

Elementary School Profile


http://school.fultonschools.org/es/oakley/Pages/default.aspx



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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

Initiative or Reform Effort

2010-2012The Georgia Keys will drive our staff development instruction monthly and assessment of students and staff towards continuous improvement

2010,2011, 2012

Rigor; Relevance, and Relationships, an initiative to provide a challenging and enriching instructional program.

2010-2011 Keys 2 Achieve results used to determine needs for school improvement2009,2010, 2011,2012

Ongoing Common Assessments and effective data utilization used to evaluate student mastery and retention in all curriculum areas.

2009,2010, 2011,2012

TESA (Teacher Expectations/Student Achievement) will be implemented in the classrooms to enhance instruction with effective strategies and techniques

2012,2013 Teacher and Leader Keys (evaluation process) will drive our staff development instruction monthly and assessment of students and staff towards continuous improvement

Professional Learning: List the professional learning activities in the past two years that were focused on school improvement.

School Year Professional Learning Activity Grade Level / Subject Area

Attending2012-2013 Six Plus Traits Writing K-52012-2013 Rigor and Relevance K-52012-2013 Differentiated Instruction2012 Common Core Standards PreK-52010, 2011, 2012 Math Training K-52010, 2011 Differentiated Instruction K-52010, 2011, 2012 Curriculum Training/redelivery K-52010, 2011, 2012 Data Analysis K-52010, 2011 Writing Processes and Strategies K-52010, 2011, 2012 Math Strategies for Students K-52011, 2012 Building PLC’s K-52010, 2011, 2012 Response to Intervention (RTI) K-5


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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 Attrition Rate of Administrators

Number % of Teacher Population Number % of Teacher Population2008-2009 7 10 0 02009-2010 12 20 0 02010-2011 3 .06 0 02011-2012 3 .05 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

Total Enrollment

Grade Levels

% All Students

% Asian % Black %

Hispanic%

American Indian

% White

% Multi Racial

%SWD % ELL

% Econ. Disad. (SES)

2010-2011 768 96.15 97.45 96.15 96.11 98.13 96 96.15 95.82011-2012 753 97.27 98.2 97.32 97.31 95.99 96.8 96.78 97.27 96.792012-2013 778 98.14 97.51 98.11 98.14 97.34 98.59 96.82 98.14 97.99

AYP Report – Historical informationtdm Fulton County Schools 14

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(Full AYP reports can be reviewed by clicking this link) http://public.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-0206-c-1-0-0-0-0-0-0-0-0-0

2010-2011 School Year AYP Report Mathematics English Language Arts / Reading

Met 95% participation Yes yes

Met AMO for all students without second lookyes yes

Met AMO for all students with second look (confidence interval, multi-year average, safe harbor)

yes yes

Met AMO for all subgroups without second lookyes no

Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe harbor)

yes yes

Did not meet AMO for the following subgroups(s)SWD

Met second indicator for all studentsyes yes


http://public.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-0206-c-1-0-0-0-0-0-0-0-0-0

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ES Writing Assessment (Add Link) http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf

CRCT Assessment Data - (Add Link) http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf

ITBS Assessment Data – (Add Link) http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf

Themes SW/TA Description


http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf

http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf

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ComponentSW-1TA - 1TA – 4

FLP

g. 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:In math: 3rd Grade- 76% of students met or exceeded standards, 4th Grade - 78% of students met or exceeded standards and 5th Grade - 77% of students met or exceeded standards

In reading: 3rd Grade- 89% of students met or exceeded standards, 4th Grade - 90% of students met or exceeded standards and 5th Grade - 88% of students met or exceeded standards. Reading skills continue to be a strength for Oakley ES students. The average for students in grades 3-5 increased 4.1 points.

Major Weaknesses Discovered:

Math- Based on the data from the CRCT, math is an area that needs improvement for Oakley ES. The average for all students in grades 3-5 decreased 7.7 points this year.

The Georgia 5th Grade Writing Assessment data shows that 68% of students met or exceeded Standard; 32 % of students did not meet standards, 67% met standards, and 1% exceeded standards. The data also shows the following mean domain scores: Ideas- 2.6, Organization- 2.6, Style- 2.7, and Conventions- 2.5. In Writing, the average was 13 points below the state average and 9 points below Oakley Elementary School’s 2011 average of 77%.

In science: 3rd Grade- 68.8% of students met or exceeded standards, 4th Grade – 82.5% of students met or exceeded standards, and 5th Grade – 59.7% of students met or exceeded standards. The students in grades 3-5 average increased 7.3 points. The SIP goal of 70% was met for grades 3-5 students with an average 70.3%.


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Future Steps: How will these results inform the development of your next SIP?

The data shows that Math and Writing are areas that need improvement for Oakley ES. During the 2012-2013 school year, several initiatives will be developed and others will continue to be implemented to increase student achievement in Math and Writing. A Writing consultant will be utilized to provide teachers with strategies to increase the scores in each domain. Writing will be integrated across the curriculum. Teachers will provide more specific and immediate descriptive feedback (quick-checks, praise, prompting, delving, etc.) to students on their progress and build student efficacy (student accountability toward their learning).

We will utilize two additional Teachers in 4th and 5th grade to decrease class size to support struggling students in math and reading during the school day; Emphasis for teachers will be: collaboration and sharing of effective strategies; more rigorous instruction, especially questioning and descriptive feedback; and incorporation of "real world" applications. Response to literature will be continuous, with emphasis on the writing process and writing for authentic intellectual purposes. Teachers will share their successes and strategies during monthly grade level and staff meetings. We will also continue to integrate science across the curriculum to support students in applying science concepts. The Science Lab will be utilized to give students more hands-on and real life experiences. Rigorous instruction will continue to be implemented with the use of: various groupings for activities; student choice; deeper teacher understanding of content through professional development and staff collaboration; and use of Bloom's Taxonomy/Depths of Knowledge for more critical thinking and rigor.

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.)

Spring 2012 CRCT results reflect the following of our identified NCLB subgroups:Reading: an increase by all students of about 10% in exceeds an increase by all students of about 13% in meets/exceedsLanguage Arts – an increase by all students of about 8% in exceeds an increase by all students of about 4% in meets/exceedsMath – an increase of 3% of students in grade 4 in exceeds A decrease in all grades in meets/exceeds (3rd- 7%; 4th- 6%; 5th-10%)Writing – a decrease of -7 in mean score of all fifth graders A 9% decrease in meets of all fifth graders. -

Goals for Improvement:tdm Fulton County Schools 18

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Black students:An increase in per cent of Black students meeting targeted performance in reading (88.7 to 90.1), math (77 to77.9), science (70.1 to 75) and social studies in grades 3-5 (71 to 75). Increase in the per cent of 5th graders (68 to75) that Meet/Exceeds on the District Writing Assessment

SWD students:An increase in per cent of the number of SWD students meeting targeted performance in reading (76.3 to 78.6), math (72.7 to 80), science(67.3 to 69.7, and social studies (66.9 to67.9).

Hispanic: An increase in the per cent of Hispanic students meeting targeted performance in reading (83 to92.7), math (70 to 80), science( 73 to 75) and social studies in grades 3-5 (63 to 73.3).

Economically Disadvantaged students:

An increase in the per cent of students meeting targeted performance in reading (87.3 to 90.9), math (72.7 to 80), science (67.3 to 70) and social studies (66.9 to 70) in grades 3-5.

Name 2-3 areas you have identified to be your goal areas for improvement.o There will be an increase from 76% to 87% of all students scoring in Levels 2 and 3 in math on the

Spring 2013 CRCTo There will be an increase from 68% to 75% in the number of fifth graders passing the Spring 2013

Georgia Writing Assessment.o There will be an increase from 90% to 93% in the number of all students scoring Levels2 and 3 in

reading/language arts on the Spring 2013 CRCT.o There will be an increase from 69% to 80.1% in the number all students meeting or exceeding in

science on the Spring 2012 CRCT.

SW-1TA - 1

h. The root causes for our identified areas of weakness are included below. (Include 2-3)The root causes for continued success in reading, English/Language Arts and growth in science and social studies can be contributed to deeper analysis of data and understanding of the content as needed by the school staff. There was a more balanced approach to the teaching of all subject areas. Also, instructional strategies that were used


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consistently throughout Oakley Elementary that supported learning of a diverse learning population were prevalent in all classrooms for student achievement. However, more collaboration between regular and special education teachers would enhance the instruction and learning for all students. Also, ensuring more rigorous math common assessments, done consistently with closer analysis would have improved our math scores. We will continue these best practices and professional development throughout 2012-2013. A balanced approach to the daily schedule will will continue to emphasize all subject areas.

i. Include a paragraph on:

i. Explain how the staff is given an opportunity to assist in data and root cause analysis. Staff at Oakley ES have many opportunities to assist in data and root cause analysis, such as:

Weekly Professional Learning CommunitiesWeekly Grade Level meetings with Program specialists, CST, Math Coach, etc.Twice montly Leadership Meetings/Professional Learning CommunityResponse to Intervention (RTI) process

ii. How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs?

As the school staff works to meet the needs of all students by improving our total school instructional program and involving parents to the greatest extent possible, our school-wide Title I program will allow us to more effectively utilize our resources. The staff will continue to develop an instructional program with fully integrated components such as intensive professional development in effective instruction and assessment, a plan for the implementation of a consistent core of effective instructional strategies across grade levels through professional development and coaching, the expanded use of classroom data through the utilization of software and teacher training, instructional planning, math curriculum and instruction, and intensive efforts to ensure parental involvement and participation in the educational process. Input from all teachers will be gathered during Informal collaboration, grade level meeting, Professional Learning Communities; and staff, and Leadership meetings.

iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data? As the school staff works to meet the needs of all students by improving our total school

instructional program and involving parents to the greatest extent possible, our school-wide Title I program will allow us to more effectively utilize our resources. The staff will continue to develop an instructional program with fully integrated components such as intensive professional development in effective instruction and assessment, a plan for the implementation of a consistent core of effective instructional strategies across grade levels through professional development and


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coaching, the expanded use of classroom data through the utilization of software and teacher training, instructional planning, math curriculum and instruction, and intensive efforts to ensure parental involvement and participation in the educational process. Input from all teachers will be

gathered during Informal collaboration, grade level meeting, Professional Learning Communities; and staff, and Leadership meetings.

SW - 1 3. 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.


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SW-1SW-2FLP

Make sure School Improvement goals are aligned to Common Core Georgia Performance Standards (CCGPS). http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_oakley.pdf

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 Plan1. Plan’s strategies:

SW-9aSW-2a

FLP

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.

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards will be provided with effective and timely additional assistance. Those activities include the following:

grade level assessments in reading, math, and language arts completed the first two weeks of school;

ongoing assessments completed throughout the year as pre and post tests; students in Level I of 2012 CRCT offered EIP immediately; Extended Day offered to all students in Level I and other struggling students beginning January

and through to March; informal collaboration among teachers will provided support to teachers to identify struggling

students and provide strategies for the teacher and student; the guidance counselor will assist students by providing individual, small group, and large group

sessions focusing on areas of need; reports will be used weekly/bi-weekly to communicate to parents our students’ progress; grade level meetings with the CST will emphasize instructional strategies such as differentiating

instruction all year; resources will be bought and training will be held all year to support flexible grouping; the Response to Intervention (RTI) process will be implemented to support students when

classroom interventions do not yield the necessary progress.


http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_oakley.pdf

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SW-2bTA-1FLP

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.

To provide opportunities for all children to meet the state’s proficient and advanced levels of student performance, we must implement research based instructional strategies based on our data.

School-wide Reform and the strategies on which we will focus are:I. Instructional Strategies

a. Guided Reading/leveled reading matralsb. Commn Core Georgia Performance Standardsc. Differentiated Instructiond. Response to Intervention (RTI)e. Ongoing professional developmentf. Two-three grade level planning days per yearg. Mountain Math and Mountain Languageh. Six Traits+1 of Writingi. Daily problem solvingj. Study Islandk. Integration of technologyl. Daily writing across the curriculum; 3 writing prompts completed yearly; scored and analyzed by

Write Scorem. Hands on/manipulatives in the teaching of sciencen. Teacher and Leader Keys Evaluation Systemo. Implementation of media literacy skills in the regular classroomsp. Weekly lessons on media literacy by the media specialist

SW-2cFLP

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?

How will additional assistance be provided for these students in their area of identified difficulty?


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What activities will these students participate in that will focus on their area of identified need?

Activities will be implemented to increase the quality and amount of learning time that students who experience difficulty mastery proficient levels of academic achievement standards are provided with effective and timely additional assistance. Those activities include the following:

grade level assessments in reading, math, and language arts completed the first two weeks of school; ongoing assessments completed throughout the year as pre and post tests Common asseessments administered every four weeks in math, reading, and language arts for data analysis

of instructions and student progress 2 ½ hour math block schedule Departmentalization in grades 4and 5 Ongoing professional development in Six Traits Plus Writing, differentiated instruction rigor and relevance students in Level I of 2012 CRCT offered EIP Extended Day offered to all students in Level I and other struggling students beginning January and through

to March informal collaboration among teachers will provided support to teachers to identify struggling students and

provide strategies for the teacher and student; the guidance counselor will assist students by providing individual, small group, and large group sessions

focusing on areas of need; reports will be used weekly/bi-weekly to communicate to parents our students’ progress; grade level meetings with the CST will emphasize instructional strategies such as differentiating instruction

all year; resources will be bought and training will be held all year to support flexible grouping; the RTI process will be implemented to support students when classroom interventions do not yield the

necessary progress.

TA-2FLP

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

q.b. Instructional strategies to be used

r.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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s.d. Supplemental instructional activitiese. 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-7SW-2dTA-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.

Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.

As the school staff works to meet the needs of all students by improving our total school instructional program and involving parents to the greatest extent possible, our school-wide Title I program will allow us to more effectively utilize our resources. The staff will continue to develop an instructional program with fully integrated components such as intensive professional development in effective instruction and assessment, a plan for the implementation of a consistent core of effective instructional strategies across grade levels through professional development and coaching, the expanded use of classroom data through the utilization of software and teacher training, instructional planning, math curriculum and instruction, and intensive efforts to ensure parental involvement and participation in the educational process. All staff will be involved in the monitoring of our program during grade level, staff, and Leadership Meetings. Everyone will receive electronic copies of the Title I Plan to be used as a guide toward Oakley meeting its targeted goals.

We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards will be provided with effective and timely additional assistance. Activities include the following:

grade level assessments in reading, math, and language arts completed the first two weeks of school; ongoing assessments completed throughout the year as pre and post tests; students in Level I of 2012 CRCT offered EIP immediately; Extended Day offered to all students in Level I and other struggling students beginning January and through

to March; informal collaboration among teachers will provided support to teachers to identify struggling students and

provide strategies for the teacher and student; the guidance counselor will assist students by providing individual, small group, and large group sessions

focusing on areas of need; reports will be used weekly/bi-weekly to communicate to parents our students’ progress; grade level meetings with the CST will emphasize instructional strategies such as differentiating instruction


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all year; resources will be bought and training will be held all year to support flexible grouping; the RTI process will be implemented to support students when classroom interventions do not yield the

necessary progress.

TA-9 4. Describe procedures for annual assessment of students for meeting state and local expectations.

SW-2e 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.


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Educ

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(HiQ

and

Pro

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Title IIA 1. Include a narrative reminder that Professional Learning needs, based on the needs assessment, are included in the FCSS School Improvement Plan Template. Annually our school completes a professional learning survey provided by the district

office. We use the results of this survey as well as the results of our comprehensive needs assessment of student achievement to determine the professional development needs of our staff. A description of the activities planned to meet the needs discovered is included in our Implementation Plan. The funding needs and funding sources for each of these activities are also listed in the Implementation Plan.

SW-4TA-5

Title IIA

2. Describe how the school/district are providing high quality and on-going professional development for teachers, principals and parapros and how these activities meet the needs identified in the needs assessment, enabling students to meet the state’s performance standards. District Professional Learning opportunities are provided to teachers, principals, and paraprofessionals in Fulton County based on needs assessment surveys provided to all stakeholders. Professional Learning is also provided based on other data, such as student assessments and district initiatives determined by student needs.

Many educators in Fulton County are involved in on-going professional learning through endorsement programs such as reading, gifted and ESOL. The endorsement programs are yearlong endeavors with 150 or more hours. School Improvement activities at the district and school levels align to the stated goals and priorities. Each school has “Better Seeker” teams or “School Leadership Teams” who are trained to guide educational growth and development for the school. Continuous, on-going training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding and consistent implementation of standards-based classrooms to enable students to meet and exceed performance standards.

School Discuss the resources that are provided to carry out effectively the professional

development activities that address the root causes of academic problems. The professional development provided for Oakley teachers, instructional and support staff will be

extensive. Seminars adhere to the following principles: all staff development is planned and implemented as a direct result of students/teacher/staff needs as it effects student achievement. All classes are offered to specific groups who have related areas directly tied to expected changes in teacher and student performance.

To support the continuing professional growth of all staff members, the following professional learning


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opportunities will be offered during the 2012-13 school year at Oakley. These professional learning opportunities have been provided to increase the effectiveness of instructional strategies and to increase the implementation of Common Core Georgia Performance Standards (CCGPS) and increase student achievement.

In reading, the staff will participate in developing comprehension strategies using informational text to improve comprehension and additional strategies for struggling beginning readers.

In writing, ongoing writing workshops on Six Traits+1 and the Writing Process will be conducted. Staff will learn about slotting, and revising sentences using similes/metaphors, transitional words, and sentence combining. A consultant will conduct seminars throughout the year to enhance instruction and assessment of student writing with emphasis on ideas and organization, and adding commentary.

In math, the staff will participate in math manipulative training with concentration on digital computation, using manipulatives, and using problem solving to improve math proficiency. Our Math Coach will continue to coordinate and monitor Oakley’s Comprehensive Math Program, model and train teachers on best practices. The coach and consultants will work with students, whole class and small groups.

Training in CCGPS for language arts, social studies, science, and reading will continue. Teachers will write instructional units with weekly and monthly revisions.

In technology, the following professional development courses will be offered: Using Microsoft Office with Proficiency (i.e. Word, Power point, Excel and Access); Inspiration; Kidspiration; Kids Pix 4, Mighty Math manipulatives; Power Story 3, Education City, Study Island, use of Kineos, Making Movies; and on the developing of individual teacher Web pages to enhance communication and to support students. There will be many web based technology problems including Harcourt Science and Language introduced to further increase student learning. The use of Inspired Classrooms, interactive white boards, e-beams, Kineos, Study Buddies, etc. will also be implemented.

Differentiated instruction will encompass all training across the curriculum. Professional development needs will continue to be reviewed and revised during monthly Leadership and grade level meetings. Student data analysis will be ongoing and embedded within the strategic plan. These needs will be based on discipline referrals, staff exercises conducted during post planning, three way conferences, parent concerns addressed, administrators’ walk-throughs and observations, various data collected, etc.

SW-9bTitle 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. At-risk students will be identified so that they can be provided with additional educational opportunities (double dosing) for needed subject level support.

Teachers are offered staff development in areas that show as a need from the student tdm Fulton County Schools 28

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data and past data from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series, Checkpoints, Education City, DIBELS, etc.) and support in the curricula subject areas.

The current ELA GPS are 100% aligned with CCGPS. There will be an in-depth focus on mathematical understanding and skills. The current Math CCGPS are 100% aligned with CCGPS. There will be an in-depth focus on a balance of literature and informational texts, text complexity, argument, informative explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train teachers on CCGPS and the use of standards throughout the system. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of the Fulton County Elementary Schools.

At the Elementary and Middle school levels, professional learning to identify at-risk students is job-embedded. Each middle school uses pre-planning days and specified collaborative planning time during the school year to analyze multiple types of data: formative, summative, qualitative, and quantitative. The emphasis is on collaborative analyses that lead to instructional improvement and differentiation. Using the data, at-risk students are identified and scheduled into courses that provide tiered levels of intervention. This is as minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many things possible in between. However, data drives instructional settings and strategies for students. Elementary/ Middle schools provide professional learning to teachers for differentiating instruction, effective feedback, and “Response to Intervention” with its tiered supports for student learning.

SW-3TA-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).99% of the staff members at Oakley Elementary School are highly qualified to teach in their respective instructional areas. We have two Special Education Teacher that are not “Highly Qualified”.-The Principal Verification and Attestation Form contains the names of the teacher who are


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not yet HiQ (if applicable)-Review student placement, ensuring equity in teacher experience. Address the correction of any inequities.-Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers.-Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ teacher (if applicable)-The Detailed School HQT Information form (from DOE Report Card) is located in the appendices. Use the information on the form to determine the attrition rates of teachers and administrators in your school for the School Profile.

SW-3Title 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 andprocedures 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.)

Professional development planned is data driven and all teachers are to participate, including the teachers that serve TAG, ESOL and SWD. These and other teachers are also given opportunities to attend workshops, in-services, and conferences to improve specific instructional areas. Mentors are assigned to teachers the first two years and to struggling teachers. New teacher (0-3 years experience) meetings are held monthly, ongoing staff development scheduled, and collaborative days with grade levels support new and struggling teachers.

SW-3aTitle IIA

6. Discuss the strategies that are in place at the district and the school to attract highly qualified teachers.


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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)

We will continue to recruit candidates from accredited colleges and universities with appropriate credentials to meet the academic needs of all our students. To attract qualified candidates we maintain a website communicating our many accomplishments, network with various organizations, and maintain a positive learning community spirit. An interview process made up of a team of Oakley staff and reference checks will determine suitability to work at Oakley Elementary School. On-going professional development will be available to teachers to continue to seek professional learning units (PLUS) to acquire next steps and degrees. Information received for advanced degree programs will be

communicated to all staff.


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Pare

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TA-6SW-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.

Oakley Elementary is committed to the goal of involving our parents in the educational process for the academic success of all students. The school staff will always work to develop and maintain a strong partnership between the home and school. We will utilize a number of strategies to ensure that parents are informed of their child’s progress and to provide parents numerous opportunities to develop their abilities to support their child’s academic efforts.Parents are offered many opportunities to learn and grow with their children in addition to receiving pertinent information about the school and school district. Parents are involved in the planning, review, and improvement of the comprehensive school-wide plan via our Title I Committee, Local School Advisory, PTA, and surveys. We communicate our status as a Title I meeting in our school newsletters and at the annual Title I meeting in the fall.Our Parent Policy reflects strategies to increase parental involvement and communication to our stakeholders on school achievements, weaknesses, and strengths. All data is available to the public in the front office or through various meetings, workshops, and in-services. Our fully funded Title I Parent liaison specifically serves Oakley Elementary.

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 at least 2 goals

ACTION/ACTIVITY DATE(S) GRADE LEVEL(S)

RESOURCES NEEDED

PERSON RESPONSIBLE

Increase parent involvement

Highlight Parent Resource CenterHost small informal workshops/coffee with key staff

daily

3-4 yearly

PreK-5

PreK-5

Educational Resources

Parent Liaison

Incease Math Skills

Parent UniversityMath Carnival

Monthly10/24/12

PreK-5 Paper, math games/math manipulatives

Parent Liaison

Increase Writing Skills

Parent UniversityElves Workshop

Monthly12/13/12

PreK-5 Paper, take home activities, educational resources

Parent Liaison, School Writing Committee, teachers

Desired Results for the goal(s):An increase in students meeting targeted performance in reading, math, science, and social studies, in grades 3-5. Increase in 5th graders that meet/exceed on the district Writing assessment.How will the goal(s) be measured? Sign-in sheets, Identikid Computer check in system, ITBS, checkpoints, end of the unit tests, CRCT, district Writing Assessments, common assessments, student worktdm Fulton County Schools 32

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SW-15TA-6

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.

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:Parents – request for volunteers communicated through newsletters; any volunteer is accepted

staff – volunteer for this as a school wide committeeSW-10

FLPb. 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.

Parents will be provided assessment data on their individual children and results school-wide through various resources such as:

PTA Meetings Local School Advisory Meetings School Newsletters Grade Level Newsletters Parent conferences Reading our “Data Walls” displayed throughout the building School and district websites Copies of student performance sent home to parents “State of the School” address to parents and staff

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


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are in place to improve our status.SW-9 d. Explain parent-teacher conference opportunities, how the teacher is helping students

identified as having difficulty meeting standards, what parents can do to assist their students, and where parents can find additional assistance at the school or in the community.

SEE- FLP plan for further details regarding instructional intervention strategies (if applicable).We are providing activities to ensure that parents of students who experience difficulty mastering proficient or advanced levels of academic achievement standards will be provided with effective and timely communication in various ways, such as:

Early parent notifications to provide Early Intervention services and/or Extended Day to all Level I students;

conferences with teachers during the informal collaboration process among teachers which will provided support to teachers to identify struggling students and provide strategies for the teacher and student;

the guidance counselor will be the liaison between school and home to support struggling students reports will be used weekly/bi-weekly to communicate to parents our students’ progress; conferences are mandatory twice a year and on as a needs basis resources will be bought and training will be held all year to support parents coordinated by our

Parent Coordinator.; the SST process will be implemented which involves the parents, to support students when

classroom interventions do not yield the necessary progress.

Coo

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1. The Implementation Plan Template should show integration of Federal, State and Local programs and funds.

TA-4 2. Describe the strategies used to coordinate and collaborate with other Federal, State, and local services in your Title I Targeted Assistance program/plan.

TA-4 3. State that there is coordination and integration of Federal, State, and local services and programs. Describe how you will coordinate with and support the general education program.

SW-8aSW – 8b

TA-7

4. The dollar amounts of each federal fund that is allocated to the school should be listed, showing coordination. Describe how resources from Title I and other sources will be


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used. The following federal funds have been allocated to our school.

Fund Amount Description of ServicesShow how the funds are coordinated for the

improvement of the entire schoolTitle I $ 310,786 Supplements instructional materials, programs, and

personnel to support Oakley’s instructional program whichis also funded through the Cost Center Budget

Title II $Title III $

Following are our listing of Federal, State, and local services and programs in which we coordinate and integrate services:

fund various programs and resources through our Cost Center and Title I budgets plan transitional activities with our Pre-kindergarten program at Sheltering Arms hire additional staff (a fourth grade teacher this year to provide services reading to decrease class size in

4th grade provide a state pre-kindergarten class at Oakley Elementary Oakley Elementary is committed to the goal of involving our parents in the educational process for the

academic success of all students. The school staff will always work to develop and maintain a strong partnership between the home and school. We will utilize a number of strategies to ensure that parents are informed of their child’s progress and to provide parents numerous opportunities to develop their abilities to support their child’s academic efforts. “Everybody Wins” coordinates a reading/mentor program through Bank of America.

The “Help a Child Smile Dental” van comes to Oakley for preventive dental practices The neighboring Elks Lodge is designated shelter if we have to evacuate the building. Community Outreach is coordinated with Free Spirit ministries (food and clothing drives) The Fulton County Sheriff’s Department presents the G.R.E.A.T. (Gang Resistance Education and

Training) Program to our fifth graders

SW-8c 5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational and Applied Technology Act, and National & Community Service Act of 1990. With renewed focus on preparing our students to meet the expectations of a global

workforce, career and technical curricula integrates and correlates technical skills to academic standards. Perkins accountability indicators are tied directly to student performance on the Georgia High School Graduation Test - reading and mathematics - as well as graduation rate.

Elementary Schools do not received these fundsSW-6 6. Explain how your school assists children in the transition (preschool, early childhood


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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.

Oakley Elementary School diligently works in assisting with the pre-school transition to our kindergarten program. Staff members are in the process of coordinating the following efforts on behalf of our future students.

Communication with all Head Start Programs and feeder preschools in the area, developing lists of future kindergarteners and taking suggestions on making a smooth transition.

Scheduling visits for all preschoolers to come and visit the school this year to see the classrooms, cafeteria, playground, gym, media center, computer lab and other areas that will be of importance.

Scheduling parental meetings at Oakley to assist parents of current preschoolers with making a smooth transition for their children.

Pre Kindergarten students at Oakley and those at our neighboring Shelter Arms will visit and participate in various activities and events

Our middle school transition will consist of: Communication in early fall by the counselors of each school to plan a transitional process Visits to the middle schools will be arranged for the spring Parent Meetings/Orientations will be arranged to discuss the Georgia performance Standards, curriculum, Oakley’s policies and procedures, standardized tests, and to provide parent information/training pertaining to student school success,

homework support, volunteering, etc.


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ition

al R

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SW-14 1. The implementation of the plan is monitored throughout the year. Addendums are added to the plan when on-going assessment data shows revisions are needed. The plan is evaluated and revised yearly based on newly disaggregated data.

The district utilizes focus walk data to monitor our progress in the implementation of our instructional strategies listed in our plan.

Mid-year reviews of our school improvement plan and formative assessment data are held in January. During this meeting, district staff and school administration meet to check on the progress of our plan implementation and the results of our formative assessments.

SW-18 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.

SCHOOLWIDE PROGRAM CHECKLISTtdm Fulton County Schools 37

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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

x Cover Page – school name, logo

x Original date of plan listed

x Revision date of plan listed (day, month, year)

x Table of Contents – Schoolwide

x District Mission, Vision, Goals

x Evaluation of previous years Schoolwide Plan

x School Mission, Vision, Goals

x District/ School demographics

x 1A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affectachievement. (A)

x School Profile – Data

x Migrant Statement included in plan

Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.

x Implementation Plan

x 2 Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and

academic standards and: (B)

x 2a Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

x 2b Are based upon effective means of raising student achievement.

x 2c Use effective instructional methods that increase the quality and amount of learning time.


SCHOOL: Oakley ES DATE: August 24, 2012

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MET



x 2dAddress 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.

n/a 2e

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.

n/a 2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).

x 3 Instruction by highly qualified professional staff. (C)

x 3a Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)

x 4 Professional development for staff to enable all children in the school to meet performance standards. (D)

x 5

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/yearb) Parent policy checklistc) Compacts

x 6Plans 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)

x 7 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)

x 8 Coordination and integration of Federal, State, and local services and programs (J)

x 8a List of State and local educational agency programs and other Federal programs that will be included

x 8b Description of how resources from Title I and other sources will be used

x 8cPlan 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.

x 9 Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: (I)

x 9a Measures to ensure that students’ difficulties are identified on a timely basis

x 9b Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

x 9c 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



x 10 Description of how individual student assessment results and interpretation will be provided to parents.

x 11 Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

x 12 Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

x 13 Provisions for public reporting of disaggregated data

x 14Plan 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.

x 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 service personnel and parents.

x 16 Plan available to the LEA, parents, and the public.

x 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.

x 18 Plan is subject to the school improvement provisions of section 1116.

xProgram Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact andCompact Checklist

x Principal’s Verification and Attestation.

x Schoolwide Checklist – Completed and signed by the principal

x School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal

Comments: Vonnie M. Thompson October 15, 2012Principal’s Signature Date

Tawana Miller 10/15/12 Title I Director’s Signature Date

Donald Fennoy 10/22/12 Area Executive Director’s Signature Date

Assistant Superintendent’s Signature Date


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TARGETED ASSISTANCE PROGRAM CHECKLIST

All components of a Targeted Assistance program plan must be addressed. Those areas marked “Not Met” need additional development.

MET

Plan Requirements

Targeted Assistance

ComponentsCover Page

Original date of plan listed

Revision date of plan listed (day, month, year)

Table of Contents – Targeted

District Mission, Vision, Goals

Evaluation of previous years Schoolwide Plan

School Mission, Vision, Goals

District/ School demographics

1A 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 Description of instructional strategies and programs which coordinate with and support the regular program

2a Grades and subject areas to be served2b Instructional strategies to be used2c Scheduling models to be used


SCHOOL: DATE:

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MET

Plan Requirements

Targeted Assistance

Components

2d Supplemental instructional activities

2e

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 targeted assistance 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.

2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).

3

Description of the method by which children with the greatest need are selected.a) PK – 2 selection criteriab) 3-12 selection criteriac) Copy of Multiple educationally related objective criteria worksheet for each subject and grade level of students

being served, including priority, focus and or alert schools if applicable.

3

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 standards and State student performance standards.

4

Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, 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 institute during the previous two years.

5Description of provisions for instruction by highly-qualified staff and a description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.

6

Strategies planned to increase the level of parental involvement based on the District Parental Involvement Policy to include the Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts and the items listed below.

a) Must include parent policy with cover sheet and revision month/date/yearb) Parent policy checklistc) Compacts

7Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State content standards and State student performance standards.

8

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 standards and State student performance standards.

9 Procedures for annual assessment of students for meeting state and local expectations.


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MET

Plan Requirements

Targeted Assistance

ComponentsAssurance 1 – HiQ Certification Form

Assurance 2 – Use of Staff Time, Program Assurances, TA Assurances, School Parent Involvement Policy, Parent PolicyChecklist, Compact and Compact Checklist

Principal’s Verification and Attestation Form

Targeted Assistance Program Checklist – Completed and signed by the principal

School Improvement/ Targeted Assistance Plan submitted to Title I department in Shared Documents/portal.Comments:

Principal’s Signature Date

Title I Director’s Signature Date

Area Executive Director’s Signature Date

Assistant Superintendent’s Signature Date
