school.fultonschools.org plan... · web viewby june 2013, we will improve the performance of the...

Evaluation of Title I Schoolwide School Improvement Plan Creekside HSEvaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.You will include this Evaluation in your Title I Plan Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not? No, Creekside High School was not Title I for 2011-12.

Although, Creekside’s overall achievement did increase from the School Improvement Plan for 2011-2012 in the following areas:

EOCT Math II increased 13 percentage points from 28% in 2010-2011 to 41% in 2011-2012 EOCT Biology increased 17 percentage points from 44% in 2010-2011 to 61% in 2011-2012 EOCT US History increased 30 percentage points from 45% in 2010-2011 to 75% in 2011-2012 EOCT Economics increased 16 percentage points from 58% in 2010-2011 to 74% in 2011-2012 EOCT 9th Grade Literature increased 2 percentage points from 75% in 2010-2011 to 77% in 2011-2012 GHSGT Language Arts shows a trend of 2 to 3 percentage point gains from 2009-2010 86%, 2010-2011 88%, 2011-2012

91% GHSGT Social Studies increased 5 percentage points from 71% in 2010-2011 to 76% in 2011-2012

o 2 types of evaluations – ongoing or annually. Which type was selected? _______________? The use of annual assessments was utilized. The annual evaluation of student EOCT scores was used to measure

progress of the goals and strategies for the plan from 2011-2012 school year.

o What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?

What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data is to:

o By June 2013, we will improve the performance of the first time test takers in the 11 th Grade in the “All Students” student group from 79% in Spring 2012 to the performance target of 89.8% which is an 11 percentage point increase for students scoring in the meeting or exceeds performance levels in American Literature as evidenced by the Spring 2013 End of Course Test scores.

o By June 2013, we will improve the performance of the first time test takers in the 10th th Grade in the “All Students” student group from 65% in Spring 2012 to the performance target of 79.2% which is a 14.2 percentage point increase for students scoring in the meets or exceeds performance levels in Physical Science as evidenced by the Spring 2013 End of Course Test scores.

Fulton County Schools 1

o By June 2013, we will improve the performance of the first time test takers in the 9th th Grade in the “All Students” student group from 37.1% in Spring 2012 to the performance target of 67.8% which is a 30.7 percentage point increase for students scoring in the meets or exceeds performance levels in Math I/Algebra as evidenced by the Spring 2013 End of Course Test scores.

o By June 2013, we will improve the performance of the first time test takers in the 10th th Grade in the “All Students” student group from 40.8% in Spring 2012 to the performance target of 64.3% which is a 23.5 percentage point increase for students scoring in the meets or exceeds performance levels in Math II/Geometry as evidenced by the Spring 2013 End of Course Test scores.

o By June 2013, we will improve the performance of the first time test takers in the 12th th Grade in the “All Students” student group from 71.6% in Spring 2012 to the performance target of 77.3% which is a 5.7 percentage point increase for students scoring in the meets or exceeds performance levels in Economics as evidenced by the Spring 2013 End of Course Test scores.

o By June 2013, we will increase the 4-Year Cohort Graduation Rate for “All Students” student group from 44.5% (2010-11) to the 2013 Graduation target of 72.8% which is a 28.3 percentage point increase as evidenced by the 2013 Graduation Rate.

o By June 2013, we will increase the 4-Year Cohort Graduation Rate for “Students with Disabilities” student group from 15.6% (2010-11) to the 2013 Graduation target of 41.5% which is a 25.9 percentage point increase as evidenced by the 2013 Graduation Rate.



Title I Schoolwide SCHOOL IMPROVEMENT PLAN for

SCHOOL: CREEKSIDE HIGH SCHOOL

Original Plan Written during the School Year: 2012 - 2013 Revised Plan Written during the School Year: 2012 - 2013Revision Date: August 08, 2012

Table of Contents Schoolwide Planning

Page # Criteria6-10;

2931

1. Comprehensive Needs Assessment:Strengths and ChallengesIdentifies 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)

32

3437

35

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).

41-42 3. Provide instruction by highly qualified teachers.a. Strategies to attract highly qualified teachers to high-needs schools

38 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

43 5. Develop strategies to increase parental involvement.

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

36 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.


SCHOOL:CREEKSIDE HIGH SCHOOL DATE: August 8, 2012

4546

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.

3944

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.

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

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

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

13 13.Provisions for public reporting of disaggregated data.

47 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.

9,44

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

10 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.

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


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:

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.


Title I Schoolwide Comprehensive School Improvement PlanSchool: CREEKSIDE HIGH SCHOOL

Directions for Plan Completion:Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to your designation (TA)Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible Learning Program template should be completed along with your Title I Documentation.

Themes SWP/TA/FLP

Component

Description

Com

preh

ensi

ve N

eeds

Ass

essm

ent a

nd

Plan

ning

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

Our Vision:

Our Vision is to for all students to learn to their full potential

Mission Statement:

To develop and empower 21st century life-long learners who are prepared to conquer the challenges of a global society.

Beliefs:

We believe that all students can learn. We believe that all students can contribute to society by being productive and responsible. We believe that parents, school, and the community have a vested interest in the success of students. We believe that parents should have an active and ongoing involvement in the educational process. We believe that a safe environment conducive to learning should encourage multiple perspectives and diversity.

SW – 1TA – 1FLP

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.


The demographics of Creekside High School:CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP

Number of Students Percent*Total Enrollment 1,414 -Male 726 51.34%Female 688 48.66%Ethnicity: Asian 7 0.50%Ethnicity: American Indian 3 0.21%Ethnicity: Black 1,186 83.88%Ethnicity: Hispanic/Latino 162 11.46%Ethnicity: White 27 1.91%Multi-Racial 29 2.05%LEP 37 2.62%Economically Disadvantaged 1,088 76.94%Special Education 141 9.97%

* Many students belong to more than one student subgroup. The sum total for percent of total enrollment (shown in the right hand column) may consequently be greater than 100%.

SW – 1TA – 1FLP

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. The plan will be reviewed quarterly to monitor successful implementation of initiatives and strategies and to refine the processes in place to meet established goals.The committee will utilize data gathered from various sources to include:

2009-2010 CRCT results 2010-2011 CRCT results End of Course Test (EOCT) All Subjects Checkpoints data (grades 9-12) Iowa Basic Skills Test (ITBS) Preliminary Scholastic Aptitude Test (PSAT) data Scholastic Aptitude Test (SAT) data American College Testing (ACT)data Advanced Placement (AP) Exams data Georgia High School Graduation Test data Georgia Writing Assessments (G8WA, GHSWT)


School Achievement Management System (SAMS) School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G.

Preuss Parent Surveys third-party evaluations feedback from all stakeholders

The School Improvement Plan Committee is comprised of parents, teachers, students, administrators, and other school staff members. A survey sent to all stakeholders helped identify participants to include content specific teachers identified. Several parents volunteered their time and support to developing the plan and learning about the school’s needs.

The plan will be disseminated by the school’s new website, School Messenger, hard copies, the community newspaper, faith-based groups, other community groups, and PTSA groups in our feeder schools.

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

Kevin M. Jones Band TeacherPhyllis Berry Family and Consumer Sciences TeacherJoanna Cavan Foreign Language TeacherGeorge Fields JROTCKimberley Miller Language Arts TeacherMary Huysman Literacy SpecialistSabrina Nichols-Johnson Mathematics TeacherDeborah Myrick ParentLatarsha Wilson ParentTaronda Hall ParentTonjie Clark ParentTamica Vasconez ParentJennifer Jones-Paul ParentCleo Paul ParentBonita Campbell Parent and PTSA presidentBrian Jones PrincipalPaulette Richmond School Improvement SpecialistRashanna Freeman Science TeacherCandace Bethea Social Studies TeacherDr. Iris Morgan Special Education TeacherHakeem Clark Student


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 staff, community members, and parents. Our team consists of teachers from core academic areas, parents, PTSA officers, LSAC

Members, and business partners.The input of our parents is important to us. An electronic parent involvement survey is available to parents each spring, to provide feedback concerning our parental involvement program. Each year we review and revise our Parental Involvement and School Improvement Plans

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 through a faculty meeting and posted on the school’s internal network website.

Students will receive the information through grade-level assemblies. We will use their feedback to make final revisions to the plan.

After complete, our plan will be made available to all of our stakeholders.Our school improvement and parent involvement plans will be sent home in our beginning of the year information packets with all of our Title I students. We will also post our plans on the school’s updated website and distribute copies at our PTSA and school council meetings to any interested stakeholders. The plan will be disseminated by, School Messenger, the community newspaper, faith-based groups, other community groups, and PTSA groups in our feeder schools. Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request.

SW-17 c. Explain that the plan will be translated into other languages (Everyone translates into Spanish. Translate into other languages where feasible and needed… based on significant percentage of parents) A copy of our School Improvement and Parent Involvement Plans, as well as our School-

Parent Compact, will be translated into Spanish after it is written and reviewed with the assistance of parents and community members. Copies of these plans are distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Room/Area. Copies of the documents are given to new students when they register. We have included Spanish versions of this plans/compact in the Appendix section of our notebook.

TA-1SW-1FLP

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…)

Our schoolwide plan developed with participation of teachers, parents, and other Fulton County Schools 10

stakeholders who will carry out the comprehensive schoolwide program. The persons involved were representative of the entire school. In both leadership and cluster meetings, staff members reviewed relevant school data and provided input on what the school needs to improve our student achievement. The committee used the all available assessment data and tools determined by State CCRPI.

SW -11FLP

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:

Georgia High School Graduation Test (GHSGT) End of Course Tests (EOCT) Five-year Extended Cohort Graduation Rate Mobility Rate Attendance Credit Deficient Students Discipline Data Cambridge School Quality Review Focus Walks Parent, Teacher, and Student Surveys Formative and Summative Assessments in all Core Content Areas ACT Composite and SAT combined data Dual Enrollment Career, Technical and Agricultural Education (CTAE)Pathway Completion Rate

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 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 (see school profile in the appendix).

Data results are included in the School Improvement Plans and Flexible Learning Plans Data Team identified strengths and weaknesses and implemented a plan of action for

training and staff development. These trainings will be ongoing throughout the year.

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 analysis of data to review rank order and prioritization of academic


need in the core content areas.

FLP d. Describe the method by which students with the greatest need are selected for service in your Flexible Learning Program. For identified 2012-2013 Fulton County Priority/Focus/Alert high schools, grades 9-12, student selection participation in the Title I Flexible Learning Program will be determined by federal rank order, and 2010-2011 multiple educational objective academic Reading/ELA data for currently enrolled students. Please see attached list for rank ordered-students.Title I FLP academic services will be provided in the Math subject area in accordance with the federal rank order tier structure:a) Tier 1 – students who are eligible for free or reduced priced meals (FRM) and are not meeting standards as identified by state assessment resultsb) Tier 2 – students who are eligible for FRM and are meeting standards as identified by state assessment resultsc) Tier 3 – students who are not eligible for FRM and are not meeting standards as identified by state assessment resultsd) Tier 4 – students who are not eligible for FRM and are meeting standards as identified by state assessment resultsUpon identification of all school students and their FRM status, students will be further rank ordered according to academic need by using 2010-2011 multiple, educationally related selection criteria established by the district as follows:a) Grades 9-10: CRCT/Benchmark-Feb/Retention Ratingb) Grades 11-12: EOCT /Retention Ratingc) The total composite score will be from a high of 25 to a low of 0. FRM qualifying students with a composite score of 10 and above are identified as Priority 1, and are determined to be in the greatest need for Title I FLP academic services. FRM students with a composite measure of 9 and below are determined to be Priority 2. Non-FRM students with a composite score of 10 and above are identified as Priority 3, and non-FRM students with a composite measure of 9 and below are identified as Priority 4. Priority 1 students will be served first and Priority 2 students will be placed on a waiting list, followed by Priority 3 and 4 students, respectively.All currently enrolled students will be FLP rank ordered in accordance with federal/state/local guidelines. Should multiple educationally related criteria data not be available for a student, the student’s criteria will be coded as Not Determined (ND). The district will acquire the necessary valid and reliable student criteria data for proper rank order prior to the next FLP enrollment. Parents may choose to decline FLP services for their child, or the student may decline through non-attendance, violation of student guidelines, or departure from the school, which will be coded as Not Served (NS)


or No Longer Served (NLS). Should the student move to another school within the district that has to offer FLP, the student will be reprioritized in accordance with the respective student rank order criteria.The Title I high schools FLP program will be offered to Priority 1 students in mathematics. The prioritization data yields a greater number of Priority 1 students with greater academic need in mathematics, as opposed to reading/Language Arts.

Describe how the planning for students served in the Flexible Learning Program/Schoolwide plan is incorporated into the existing program.

The Flexibility Learning Program (FLP) is an alternative, supplemental academic intervention that allows the LEA flexibility in designing an extended learning program. The program is high quality, research based, and designed to increase student academic achievement. In accordance with the US Education Department’s approved Georgia ESEA Flexibility Waiver, the Common Core Georgia Performance Standards (CCGPS) will be utilized in the instruction of the FLP.The vision of the Fulton County School System’s FLP is “Setting the Standard for Student Achievement and Standards Mastery”. The mission of the FLP is “To form a collaborative effort between home and school that maximizes students’ academic potential, preparing them to compete in a 21st century environment.”

SW-12FLP

e. Procedures are in place to ensure data is statistically sound and appropriately disaggregated for each group. The data we collect is from the School Report Card on the DOE website or previous AYP

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 have already been disaggregated by subgroup by the Georgia DOE.

SW-13FLP

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

on the Georgia Department of Education website. Our school improvement plan, including data, will be posted on the school website. Data is shared with the Leadership team and parents. It is reviewed regularly with the

Local School Advisory Council which is comprised of parents, community members, administrators, and teachers.

Our Flexible Learning Plan, including data will be posted on the school website. We publish our results on our school website and in school newsletters. The data is discussed with parents during conferences, PTSA meetings, State of the

School Address, Curriculum Night/Open House, Report Card Night . Parents will receive an e-mail alert when results are posted.


Bilingual Parent Information Meeting

g. School Profile (See School Data Profile):Additional data used to complete our School Improvement Planning can be viewed by clicking on the link below (http://portal.fultonschools.org/School_Profile/Documents/DS/DS_Creekside.pdf).


http://portal.fultonschools.org/School_Profile/Documents/DS/DS_Creekside.pdf

High School Profile

Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)

School Year

Initiative or Reform Effort

2009-2010 21st Century Smaller Learning Communities (continued to 2012)2009-2010 Summer Bridge (continued to 2012)2009-2010 Learning Logs (continued to 2012)2009-2010 Advisor/Advisee Advisement Program (continued to 2012)2010-2011 Writing to Win (continued to 2012)2010-2011 Standards Based Instruction2010-2011 Southern Regional Education Board(SREB) Math Training2010-2011 Southern Regional Education Board (SREB) Literacy Across the Content Area2011-2012 Carnegie Learning and Cognitive Tutoring Software – Math2011-2012 SREB Literacy Across the Content Area2011-2012 SOLO2011-2012 Go for the Gold2011-2012 Extending Learning Opportunity Program (ELOP)2011-2012 Southern Regional Education Board (SREB) Math Training2012-2013 Southern Regional Education Board (SREB )Literacy Design Collaborative2012-2013 CompassLearning Odyssey Impact Teacher Academy


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 AreaAttending

2010-2011 Southern Regional Education Board (SREB) Math Webinar – Strategies for Getting More High School Students to Master the Critical Skills

2010-2011 Redefining the Culture2011-2012 Breaking the Spirit of Average by Joseph Washington2011-2012 Carnegie Math2011 -2012 AP Summer Institute2011-2012 AP Annual Conference2011-2012 SREB Annual Conference (Presenters)2011-2012 Instructional Coaching Academy2011-2012 Making History Come Alive for Students with Disabilities 11/U.S. History


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 Administrator Population

2008-2009 7 16% 1 20%2009-2010 9 15% 1 20%2010-2011 9 15% 2 40%2011-2012 11 10% 5 100%

Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all Grade Levels

Attendance: ( Days Present divided by (Days present + Days absent))Subgroups

Total Enrollment

Grade Levels

% All Students

% Asian % Black %

Hispanic%

American Indian

% White

% Multi Racial

%SWD % ELL

% Econ. Disad. (SES)

2010-2011 1488 97% 97% 97% 96% 0 94% 98% 95% 92% 97%2011-2012 1591 93% 98% 93 93% 85% 90% 94% 90% 93% 93%2012-2013

Graduation Rate as determined for CCRPI Graduation Rate

SubgroupsGraduation Class Size

% All Students

% Asian % Black %

Hispanic%

American Indian

% White

% Multi Racial

%SWD % ELL

% Econ. Disad. (SES)

2010-2011 227 45% NA NA NA NA NA NA2011-20122012-2013


AYP Report – Historical Information(Full AYP reports can be reviewed by clicking this link)http://archives.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-0291-g-8-0-0-0-0-0-0-0-0-0

2010-2011 School Year AYP Report Mathematics English Language Arts

Met 95% participation97.8% 99.1%

Met AMO for all students without second lookNo No

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

Yes(Confidence Interval)

Yes(Confidence Interval)

Met AMO for all subgroups without second lookNo No

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

No Yes

Did not meet AMO for the following subgroups(s)Econ.Disadv.

Met second indicator for all studentsNo No


http://archives.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-0291-g-8-0-0-0-0-0-0-0-0-0

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High School Student Achievement Data:

Advanced Placement Exams Creekside High School

2008 2009 2010 2011 2012Total AP Students

80 104 94 168 236

Number of Exams

108 141 118 233 306

AP Students with Scores 3+

14 16 11 21 21

% of Total AP Students with Scores 3+

17.5 15.4 11.7 12.5 8.9

The number of AP students with Scores 3+ has shown a steady increase from 14 in 2008 to 21 in both 2011 and 2012.

Georgia High School Graduation Test:

Percent of 11th graders scoring at each performance level on the first test administration:Scores from 2010-2011 on GHSGT and GHSWT, the 2011-2012 Data has not been released from DOE.ELA –

System Name School Name

N Tested

LARPercent Pass LAR

Mean SS LAR

ELA Percent in Below

Basic

ELA Percent in

Basic Proficiency

ELA Percent in Advanced

Proficiency

ELA Percent

in Honors

Fulton County Creekside High 272 89 226 10.7 50.7 33.1 5.5

Mathematics -


N Tested Math

Percent Pass Math

Mean SS Math

Math Percent in Below

Basic

Math Percent in

Basic Proficiency

Math Percent in Advanced

Proficiency

Math Percent

in Honors


Science –


N Tested Science

Percent Pass

ScienceMean SS Science

SCI Percent in Below

Basic

SCI Percent in

Basic Proficiency

SCI Percent in

Advanced Proficiency

SCI Percent

in Honors



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Social Studies –


N Tested Social

Studies

Percent Pass

Social Studies

Mean SS Social

Studies

SOC Percent in Below

Basic

SOC Percent in

Basic Proficiency

SOC Percent in Advanced

Proficiency

SOC Percent

in Honors


Writing – GHSWRT Fall 2011: 11th Grade First-time GPS Test Takers with Standard Administrations by SchoolSystem Name School

CodeSchool Name

N Tested

Mean Writing Scale Score

Percent Does Not Meet the Standard

Percent Meets the Standard

Percent Exceeds the Standard

Percent Pass

Fulton County 0291 Creekside High

270 217.43 8.5 89.6 1.9 91.5


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Current Year End of Course Tests (EOCT):End of Course Tests: High school students must complete an End of Course Test (EOCT) at the conclusion of core courses. These examinations are created by the State and are linked to the Georgia Performance Standards, making them valid measure of Fulton students’ acquisition of critical content in these courses.

9th Grade Literature & Composition EOCT, Spring 2012Number

of Students Tested

Mean Scale Score

Percent in Performance

Level 1 (DNM)


Level 2 (Meets)


Level 3 (Exceeds)

Rounded Scale Score

Mean Grade Conversion

Score

376 419.69 22.2 59.3 18.5 420.00 78

American Literature & Composition EOCT, Spring 2012Number

of Students Tested

Mean Scale Score


Level 1 (DNM)


Level 2 (Meets)


Level 3 (Exceeds)

Rounded Scale Score

Mean Grade Conversion

Score

283 418.18 20.5 71.7 7.8 418 77

EOCT Historical Data:

EOCT Percentage Passing2008-2009 2009-2010 2010-2011 2011-

2012Gain/LossFrom 2010-

20119th Grade Lit 56 66 75 77 2American Lit 77 78 81 80 -1

Algebra/Math I 13 46 42 38 -4Geometry/Math II 18 17 28 41 13

Biology 46 42 44 61 17U.S. History 47 44 45 75 30

Physical Science 61 58 66 64 -2Economics 65 64 58 74 16


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Scholastic Aptitude Test (SAT): Use students’ highest verbal and highest math scores.

The SAT, administered by the College Board, consists of three academic areas- a critical reading section, a math section, and a writing section. Each section of the SAT is scored with a range of 200 to 800 for a combined total of 2400.

Creekside High School SAT Highest ScoresAverage SubTotal SAT Score for High School Seniors

(Reflects Highest Scores for Verbal and Math)at the School, System, State, and National Levels

*GOSA does not report on fewer than 10 students.** Only the average of the Most Recent SAT score is available at the National level.

http://archives.gadoe.org/ReportingFW.aspx?PageReq=102&SchoolId=36537&T=1&FY=2011


http://archives.gadoe.org/ReportingFW.aspx?PageReq=102&SchoolId=36537&T=1&FY=2011

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American College Testing (ACT)

ACT Three Year TrendYear Number Tested ENG Math Reading Science Composite

2010 146 15.3 17.3 16.7 16.9 16.72011 122 16.3 17.5 17.3 17.3 17.22012 114 15.9 17.3 17.4 17.4 17.1

Similar to the SAT, the ACT is commonly used for college admission and placement. According to the organization, the test is increasingly becoming the preferred admission test by four-year colleges, and more students are deciding to take the ACT in addition to, or in place of, the SAT. The ACT measures English, math, reading and science proficiency, with an optional writing section, whereas the SAT measures only math, reading and writing. Scored on a scale of 1 to 36, with 36 being the highest possible score, the test is taken voluntary by students throughout the year.


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Themes SW/TA Component

Description

SW-1TA - 1TA – 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:EOCT Math II increased from 28% to 41% in 2011-2012EOCT Biology increased from 44% to 61% in 2011-2012EOCT US History increased from 45% to 75% in 2011-2012EOCT Economics increased from 58% to 74% in 2011-2012EOCT 9th Grade Literature increased from 75% to 77% in 2011-2012GHSGT Language Arts 2009-2010 86%, 2010-2011 88%, 2011-2012 91%GHSGT Social Studies increased from 71% to 76% in 2011-2012Results from the Georgia High School Graduation Test in Writing reflect that 95% of students

met or exceeded in 2010 which is in an increase from 89% in 2009.

The major strengths found in our program were revealed in incremental growth across the school in writing, English Language Arts and Science. In each case, we demonstrated significant increases to support the continuation of several strategies already in place.

Major Weaknesses Discovered:Math at all levelsOn time graduation rate decreased from 69% to 44% (* New Calculation-Cohort Rate) in 2011-

2012* The new Cohort rate formula the requires all states to track each student from ninth grade and to set their school, district and state graduation rates based on how many of those students receive a diploma within four years.

GHSGT Social Studies 2010-2011 (71%) and 2011-2012 (76%)EOCT American Literature decreased from 81% to 80% in 2011-2012


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EOCT Math I decreased from 42% to 38% in 2011-2012EOCT Physical Science decreased from 66% to 64% in 2011-2012

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: The percentage of students passing the EOCT Math II increased by 13% in 2011-2012The percentage of students passing the EOCT Biology increased from 44% to 61% in 2011-2012The percentage of students passing the EOCT US History increased by 30% in 2011-2012The percentage of students passing the EOCT Economics increased by 16% in 2011-2012The percentage of students passing the EOCT 9th Grade Literature increased by 2% in 2011-2012 Black students:

The percentage of students passing the EOCT Math II increased by 13% in 2011-2012 from 30% in 2010-2011 to 43% in 2011-2012.

SWD students:The number of SWD students receiving General Education Diplomas increased from 9 students

to 20 students in 2011-2012 ELL students:

The percentage of students passing the EOCT Biology increased by 7% in 2011-12 from 18% in 2010-2011 to 25% in 2011-2012.

Economically Disadvantaged students:The percentage of students passing the EOCT US History increased by 26% in 2011-2012 from 34% in

2010-2011 to 60% in 2011-2012.The percentage of students passing the EOCT Economics increased by 16% in 2011-2012 from 56% in

2010-2011 to 72% in 2011-2012

Name 2-3 areas you have identified to be your goal areas for improvement. By June 2013, we will improve the performance of the first time test takers in the 11th Grade

in the “All Students” student group from 79% in Spring 2012 to the performance target of 89.8% which is an 11 percentage point increase for students scoring in the meeting or exceeds performance levels in American Literature as evidenced by the Spring 2013 End of Course Test scores.

By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 65% in Spring 2012 to the performance target of 79.2% which is a 14.2 percentage point increase for students scoring in the meets or exceeds performance levels in Physical Science as evidenced by the Spring 2013 End of Course Test scores.

By June 2013, we will improve the performance of the first time test takers in the 9thth Grade


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in the “All Students” student group from 37.1% in Spring 2012 to the performance target of 67.8% which is a 30.7 percentage point increase for students scoring in the meets or exceeds performance levels in Math I/Algebra as evidenced by the Spring 2013 End of Course Test scores.

By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 40.8% in Spring 2012 to the performance target of 64.3% which is a 23.5 percentage point increase for students scoring in the meets or exceeds performance levels in Math II/Geometry as evidenced by the Spring 2013 End of Course Test scores.

By June 2013, we will improve the performance of the first time test takers in the 12thth Grade in the “All Students” student group from 71.6% in Spring 2012 to the performance target of 77.3% which is a 5.7 percentage point increase for students scoring in the meets or exceeds performance levels in Economics as evidenced by the Spring 2013 End of Course Test scores.

By June 2013, we will increase the 4-Year Cohort Graduation Rate for “All Students” student group from 44.5% (2010-11) to the 2013 Graduation target of 72.8% which is a 28.3 percentage point increase as evidenced by the 2013 Graduation Rate.

By June 2013, we will increase the 4-Year Cohort Graduation Rate for “Students with Disabilities” student group from 15.6% (2010-11) to the 2013 Graduation target of 41.5% which is a 25.9 percentage point increase as evidenced by the 2013 Graduation Rate.

SW-1TA - 1

i. The root causes for our identified areas of weakness are included below. (Include 2-3) Reading Comprehension – caused by the working knowledge of the instructors regarding

instructional reading comprehension strategies and struggling learners or the lack of strategies to balance the use of information texts and literary texts for struggling readers.

Lack of Prior Knowledge and learning gapsBasic skills are reinforced primarily during home study so that emphasis can be placed on conceptual understanding during instructional time – caused by:

Emergent pedagogy of Math teachers relating to teaching math skills in context.

Math teachers struggling with reinforcing skills during classroom instructional time, as opposed to focusing effectively on conceptual mathematics.

Teachers not using significant time in developing and refining their content knowledge; nor collaboratively developing a plan to address the content along with the sharing of best practices.

Lack of professional development on collecting and using data to drive instruction and implementing the root cause analysis process to allow the teachers to identify more precise areas of weakness to be addressed.


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Lack of appropriate strategies to bridge abstract and concrete learning of Algebra and Geometry

Inadequate and inconsistent job-embedded implementation, support, and monitoring of Professional Development

j. Include a paragraph on:i. Explain how the staff is given an opportunity to assist in data and root cause

analysis. In the Cluster weekly planning with team members, teachers will plan with

Instructional Coaches, Data Support Specialists, Principal, and any other support staff who will provide assistance and direction related to the analysis of data and record relevant information. The purpose of these planning sessions will be to: improve student achievement, share professional practices through collaboration, reduce isolation among teachers, and create a forum for addressing instructional challenges to ensure future planning for student success.

Staff meets in content team meetings to discuss data and planning for instruction. The teachers will have opportunities to participate in academic data probes to discuss key indicators of student success and learn how to use root cause analysis to guide daily instruction.

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

such as EOCT, GHSGT, GHSWT, Checkpoints, core common assessments, end of unit assessments, PSAT, SAT, ACT, etc. to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:

Weekly Leadership Team Meetings Bi-Monthly Cluster Meetings Critical Friends Group Training Data Analysis Training Tiered Learning Instructional Strategies Training

iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data? Teachers will look at alternative assessments to gain student knowledge ie. Student

portfolios. Protocols will be used in cluster meetings to discuss/analyze student


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data related to assessments. Teachers will have common planning by subjects. Staff input is solicited to identify overall school professional development. Professional development selection is aligned to improve areas that impact the root

causes of low student performance. Teachers analyze test data to select programs and resources that would meet the

needs of individual students. In addition, teachers work with support staff to develop plans of instruction that maximize students’ learning opportunities. Teachers work with students in special programs, tutorials, or Extended Day opportunities, such as: credit recovery, enrichment, and one-on-one tutorials.

SW - 1 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.


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SW-1SW-2FLP

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 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.

The plan addresses the needs of all students in the school, particularly the needs of students not meeting performance standards for the Georgia High School Graduation Tests, End of Course Tests and the new College and Career Readiness Performance Index. The staff at Creekside High School is committed to the academic success of all students and verbalizes high expectations for students academically and behaviorally. Data disaggregation is routinely used to inform staff, parents, and students of their academic progress and is always as a part of the decision making process. Collaborative Department meetings are held regularly and more frequently if warranted to address the needs of struggling students. Further collaboration and consultation between teachers and support personnel occurs during in-service sessions, workshops, and parent-teacher conferences.

Schoolwide planning committee’s review of research and professional development resources helped to develop plans for professional development and instructional best practices to meet targeted subgroups with ongoing assessment of implementation strategies.

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. The planning committee has reviewed numerous research articles, journals, and professional development resources to develop a long range plan of professional and instructional best practices to implement over the next year years. Some of the larger pieces of research include Douglas Reeves (Accountability in Action and author of 90/90/90 schools research), works by Carolyn Tomlinson, Robert Marzano, Irene Fountas and Gay Su Pinnell, Grant Wiggins, Jay McTighe and Victoria Bernhart (Data Analysis for Comprehensive Schoolwide Improvement). Some additional specific works are cited below relative to overall themes for instructional best practices for students at Creekside High School.


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Differentiated Instruction Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. ERIC Digest. ERIC_NO: ED443572.http://ericir.syr.edu/plweb-cgi/obtain.pl; McTighe, J. & Tomlinson, C.A. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: ASCD. [Retrieved from ASCD 12 May 2008; Slavin, R. E. 1986. Ability Grouping and Student Achievement in Elementary Schools: A best-Evidence Synthesis. Center for Research on Elementary and Middle Schools.

Data driven decision making

Bernhardt, V. L., (2005). Data Tools for School Improvement. Educational Leadership. 62(5), 66-69.

Besser, L., Anderson-Davis, D., & Peery, A. (2006) Data Teams. Englewood, CO: The Leadership and Learning Center.

Besser, L., Almeida,L., Anderson-Davis, D., Flach, T., Kamm, C., & White, S. (2008) Decision Making for Results: Data-Driven Decision Making,(2nd ed.). Englewood, CO: The Leadership and Learning Center.

Academic Vocabulary Marzano, R. and Pickering, D. (2005). Building Academic Vocabulary: Teachers Manual. Alexandria, VA: ASCD; Stahl, S. and Fairbanks, M. (1986) The effects of vocabulary instruction: A model-based meta analysis. Review of Educational Research, 56, 72-110.; Marzano, R. (2006) Supplemental Report on the Effects of the ASCD Program for Building Academic Vocabulary on Students Classified as Eligible for Free and Reduced Lunch (FRL) and Students Classified as English Language Learners (ELL), ASCD Report, Alexandria VA. Moore, R.A.., & Zainuddin, H. (2003) ESL learners, writing and the acquisition of academic language. (ERIC No. ED475746) Stevens, R.A., & Castellon-Wellington, M. (2000) Academic language and content assessment: Measuring the progress of English language learners (ELLs). Los Angeles: National center for Research on Evaluation, Standards and Student Testing.; August, D. Carlo, M., Dressler, C. and Snow, C (2005) The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20, 50-57.

Effective Data-Driven Math Instruction

Carnegie Learning: School Improvement & Innovation: Partnering Together to Achieve Results, Tighe, J. (2012). Pittsburgh, PA: Carnegie Learning, Inc.The High School Math Series: Preparing Students for College, Careers and Their Future. Retrieved form http://www-media.carnegielearning.com.s3.amazonaws.com/articles/brochure/eb0597b4-d1b0-40ae-bd88-d3ca5991cffb?Signature=9Ik


http://www-media.carnegielearning.com.s3.amazonaws.com/articles/brochure/eb0597b4-d1b0-40ae-bd88-d3ca5991cffb?Signature=9Ik%2FcLV3LZ2TNUZVrwGRvd4d6U4%3D&Expires=1348250162&AWSAccessKeyId=AKIAJX33RODX7TPUDBNQ


http://ericir.syr.edu/plweb-cgi/obtain.pl

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%2FcLV3LZ2TNUZVrwGRvd4d6U4%3D&Expires=1348250162&AWSAccessKeyId=AKIAJX33RODX7TPUDBNQ

Reeves (2000) suggest in his research “the keys to improve academic achievement are professional practices of teachers and leaders, not economic, ethnic, or linguistic characteristics of the students” (p.9). Marzano, Pickering, and Pollock (2001) found that high-performing schools have a number of common characteristics including the instructional strategies such as using SMART goals, focusing on academic achievement and frequent assessment of student progress and the value of feedback. The National High School Alliance (2005) suggest aligning the curriculum with the personal experiences, interests and values fosters “academic engagement for all students” (p.5) The following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies used with ALL students:

Response to Intervention (RTI) via our local Pyramid of Intervention; Learning Focused Strategies (Thompson, 2008) SMART Goals (Schmoker,1999) as defined in our School Improvement Plan Direct Instruction utilizing the Common Core Georgia Performance Standards defined by the Georgia State

Department of Education Ongoing Professional Development for Teachers of ALL students to support strategies, instructional delivery and

content proficiency Professional Learning Communities -Teachers Focusing on the “Work”- (Marzano, 2003) for Teachers of ALL

students to support a focus on student “work” Inclusion classes at the 11th grade level to support SWD (Students with Disabilities) students Work in collaboration with the High Schools that Work and Southern Educational Region Board (SREB)

consultants Work in collaboration with Carnegie Learning, Inc. to provide professional learning opportunities for all Math

instructional staff.

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)

Students identified to participate in the Flexible Learning Program will receive supplemental services before or after school.

How will students who are experiencing difficulty mastering the standards be identified in a timely manner by teachers trained in identification methods? Teachers will meet during common planning to analyze benchmark data at intervals from common

assessments and unit exams. How will additional assistance be provided for these students in their area of identified difficulty?

Additional assistance will be provided for these students in their area of identified difficulty through: * Morning, after school and Saturday tutorials, * Literacy Learning Center offering academic assistance during Lunch periods * Flexible grouping during instruction




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What activities will these students participate in that will focus on their area of identified need? Extended Learning- before school and after school- English/Language Arts, Math, Science, and Social Studies-

All grade levels Before and after school tutoring in English/Language Arts and Math The Jobs for Georgia Graduates Program for 12th Grade students

TA-2FLP

2. Describe the instructional strategies and programs in the TA/FLP program which coordinate with and support the regular program of the school.a. Discuss grades and subject areas to be served

All grade levels will be served based on the Tiering system.

Title I FLP academic services will be provided in the Math subject area in accordance with the federal rank order tier structure:a) Tier 1 – students who are eligible for free or reduced priced meals (FRM) and are not meeting standards as identified by state assessment resultsb) Tier 2 – students who are eligible for FRM and are meeting standards as identified by state assessment resultsc) Tier 3 – students who are not eligible for FRM and are not meeting standards as identified by state assessment resultsd) Tier 4 – students who are not eligible for FRM and are meeting standards as identified by state assessment results

The Title I high schools FLP program will be offered to Priority 1 students in mathematics. The prioritization data yields a greater number of Priority 1 students with greater academic need in mathematics, as opposed to reading/Language Arts.

b. Instructional strategies to be used The Compass Learning Odyssey curriculum aligned with the Common Core Georgia Performance Standards and the College and Career Performance Index is being used in the FLP classrooms include the following instructional strategies:

Direct Instruction – a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks

Skill and Mechanics Mastery – opportunities for exploration, discovery, and problem solving, as well as guided work, are included to ensure retention

Differentiated Instruction – assessment driven instruction that focuses on meeting the needs of students at different levels of competence, as identified by diagnostic and progress monitoring test results

Scaffolding – used to prepare students to complete learning tasks on their own Tiering – modifies instruction and level of difficulty based on results of the custom assessment


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Instructional Branching – instructional feedback is embedded to assist student learning before, during, and after activities Spiraled Curriculum – ensures that important skills and concepts are reintroduced Technology and Active Learning – lessons address a wide variety of learner modalities Online and Offline Activities – provide materials in various media to address students’ diverse learning styles

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.

This schedule is supplemental to QBE classes, as well as, Title I classes. The hours of operation for Creekside High School will be:

Mornings – Monday-Thursday (8:00am-8:30am, optional) Afternoon – Monday-Thursday (4:00pm-5:00pm)

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. Formative and summative assessments are used to monitor student progress throughout the school year EOCTs help to determine students’ progress and appropriate instructional remediation Resources are assessed and program strategies revised based on individual students’ needs Parent and student conferences are held to communicate student progress through the Counseling Center

Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement. Teachers use assessment results for re-teaching and planning Teacher evaluate the effectiveness of programs and their alignment to standards Teachers recommend additional resources and strategies in weekly cluster meetings

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

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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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 “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, principals, and paraprofessionals

at Creekside 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 staff members at Creekside are involved in on-going professional learning such as teaching Literacy in the content areas of Science, Social Studies, and Math. Schoolwide activities at the district and school levels align to the stated goals and priorities. Creekside has School Clusters who are trained to guide educational growth and development. Continuous,


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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. Teachers, principals, paraprofessionals, pupil services personnel, parents, and other staff are included in professional learning.

Professional learning activities include:1. Standards based instruction2. Pre-AP Strategies for classroom3. Common Core GPS Awareness/Links to ELA4. Shared methods for EOCT Wide (Test Taking Strategies)5. Carnegie Learning Professional Development Training provided by Carnegie Learning, Inc.

focusing on increasing teacher capacity through job-embedded development.

We have aligned professional development with the State’s academic content and student academic achievement standards by doing:

Training on SMART goals Training Teachers to become proficient in Advanced Placement courses Data driven assessments Professional Development on content literacy

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems.

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.

Each department meets at the beginning of the school year to analyze student information/data from the previous year. Results are compared to previous years and across the content areas 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 required student assessments. Students will be identified so that they can be provided with additional educational opportunities for needed content area support.


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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 Data Support Specialist will offer training on data analysis and progress monitoring tools. Several departments have gone through extensive training in teaching reading strategies in Science, Social Studies and Math to be able to work with students in their content 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 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 GPS and the use of standards throughout the system. Teachers have had over 15 hours of Writer’s Workshop training during the 2011-12 school year. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for Creekside High School. Creekside has access to and use the following interventions:

Carnegie Learning USA Test Prep Study Island One on One Tutorials PLATO Virtual Schools

High schools in the Fulton County School System also have procedures in place to identify at-risk students. Students register for high school courses in late winter of their eighth grade year. Course placement is determined by a combination of standardized test scores, academic performance, and teacher recommendation. Struggling special education students may be enrolled into inclusive or resource settings depending on the requirements of their IEP. Other students who are at-risk can be placed in English/Language Arts or Math support classes. These are elective courses that support the learning in the state-required Math I course and the 9th Grade Literature/Composition course. The graduation coach at each high school receives a list from the GaDOE with information on at-risk students and also communicates with middle school counselors. Departmental collaborative planning within and among high schools help ensure fidelity to curriculum standards and identification of strategies for tiered instructional support.

SW-3 4. Describe the process used to identify and provide instruction by highly qualified teachers


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TA-5Title IIA

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).

Currently, 87% of Creekside teaching staff is Highly Qualified Teachers as reported by Fulton County Human Resources Departments.

-The Principal Verification and Attestation Form contains the names of the teachers who are 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: Pairing novice teachers with highly qualified teachers who act as mentors


FCSS, 09/17/12,

Do you have a copy of this?

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Provide ongoing opportunities for peer observations and dialogue Provide Professional Learning in Standards Based Instruction and specific content

SW-3aTitle IIA

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

District attracts highly qualified teachers by: The district participates in recruitment activities at colleges and universities in

order to attract highly qualified new teachers. Candidates are also screened through Human Resources and by school principals. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified”

teachers.

Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make teachers want to choose your school)

The initial screening by the districts helps us secure candidates. Candidates are further screened to fit Creekside through peer review of resumes, telephone interviews, and reference checks.

Prospective employees are subject to panel screening by the administrative team of Creekside High School.

Relationships are fostered with student teachers and substitute teachers to encourage them to join the Creekside staff.

Staff members recommend individuals who they feel will work effectively with the Creekside staff.


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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.

Our parents are involved in the writing and the implementation of the school-wide plan. Parents are involved in the Local School Advisory Committee. We have a parent liaison who ensures that parents are engaged in school activities,

classrooms, instructional functions, and volunteering. The parent liaison informs parents of events and activities taking place at the school.

We have an active PTSA chapter at Creekside High School that strongly supports the activities and initiatives of the school.

Information is provided to parents in conferences, Open House, the State of the School Address, Report Card Night, Advanced Placement Night, PTSA meetings, our website and our monthly newsletter. Additionally, we use our calling post system to inform parents of upcoming events and deadlines at Creekside.

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 the number of parents using the Home Access

Parents Workshops on How to Use Home Access to monitor student achievement

September 2012

9-12 Computer LabResource MaterialsTechnology assistancePostage & printing cost

Parent Liaison

Increase the Senior Parent participation in all academic activities

Senior Parents NightParent Recognition Day

Sept-April 12th

Resource MaterialsTechnology assistancePostage & printing cost

Parent Liaison, Principal, Senior Coordinator

Desired results for the goal(s):Increased student achievement monitoring by parents, Increase on time graduation rate of class 2013.How will the goal(s) be measured? By the number of parents receiving and using Home Access login to access data. By the number of the students in class of 2013 graduating on time.

3. Mandatory Documentation: Schools must also include the school parent policy with cover letter and revision dates, parent policy checklist, school/parent compact with appropriate signatures and compact checklist. UPLOAD completed, signed documentation in Shared Documents along with the Title I Plan.


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SW-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 monitor and revise yearly the school improvement plan with the participation of staff, community members and parents.

SW-10FLP

b. Discuss how parents get information on individual student test results and help with test interpretation. (School Council/ PTA) We receive two copies of student test results. We give one copy to parents through the

mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request.

Test results and interpretation are also addressed through parent workshops and training along with the State of the School Address.

Test results are also discussed in meetings with Administrators, Counselors, and the Graduation Coach.

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.

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. Host Student/Parent meetings to inform students and parents throughout the school year of

the students’ academic progress and progression toward on time graduation. Students and Parents have access to the Graduation Coach and the Counselors. The Extended Learning program will be available after school. Using baseline data and formative assessments, teachers will differentiate instruction

according to the summative data from the previous year.Assistance is provided through activities to ensure that Level 1 students will be provided with additional assistance. Those activities include the following:

Identification of Level one students for Math and Language Arts


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Mandatory periodic meetings with students and parents to keep them informed of student academic progress

Pyramid of Interventions (RTI) Workshops for Level 1 students based on identified weaknesses through baseline data and

common assessments Remediation classes for Level 1 students

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

SW-8aSW – 8b

TA-7

2. 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 ServicesShow how the funds are coordinated for the

improvement of the entire schoolTitle I $532,500.00 These funds will be used to purchase a Data Support

Specialist, One ELA and One Math Instructional Coach to provide instructional support to improve student achievement. A Parent Liasion to assist with parental involvement. Two American Literature Teachers and One Math- CCGPS-Geometry Teacher to address academic areas of need. Also, in the area of professional development from the Carnegie Learning, Inc. to include Implementation and Job-embedded on Carnegie Math Curricula. Consumable instructional resource books for Carnegie in Mathematics.

Title I – 1003(a) $ 53,000 To enhance teacher quality with professional development in EOCT math to include classroom support, status meetings, data and research management from Carnegie Learning, Inc. Parent Academic Workshops related to CCGPS & College/Career Readiness. Printers for Parent Resource Center.

Title III $ 0

Following are our listing of Federal, State, and local services and programs and a full Fulton County Schools 43

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explanation of how we are coordinating and integrating those services and programs:

Chick-fil-A – works to provide reward coupons to increase student achievement

DFACS – works with the school to intervene on behalf of children under the monitoring of their services

Carnegie Learning – will provide math support for Level 1 students in Math 1 and Math 2

Taco Bell – will provide reward coupons for successful completion of the academic year

Herff Jones – will provide incentives that will encourage students to graduate within the 4-year time frame.

SW-8c 3. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational and Applied Technology Act, and National & Community Service Act of 1990. With renewed focus on preparing our students to meet the expectations of a global

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

SW-6 4. 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.

The following are our plans for assisting middle schools students in the transition process to our school:

Summer Bridge Program School Visits Orientations for rising ninth graders Academy Showcase in December The Ninth Grade Academy

Students who enroll from private schools or during the school year are provided the


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following: School Visits Individual Orientation with Counselors Weekly Advisement Provide the student handbook and agenda Peer Mentors assist new students

Individual Orientation with the Graduation Coach

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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 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 will complete and participate in all requirements according to state and federal guidelines. We will offer flexible learning programs since Creekside is a focus school. Creekside HS will be under FLP requirement that require specific interventions and we will work with the State DOE and our District to complete all requirements for improvement.


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SCHOOLWIDE PROGRAM CHECKLIST

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 -

Evaluation of previous years Schoolwide Plan -

XSchool 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

X 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.


SCHOOL: CREEKSIDE HIGH SCHOOL DATE: August 16, 2012

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MET



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

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.

X 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.

X 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.

Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact andCompact 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: Brian Jones 09/21/12 Principal’s Signature Date

Tawana D. Miller 10/14/12 Title I Director’s Signature Date

Donald Fennoy 12/13/14 Area Superintendent’s Signature Date

Superintendent’s Signature Date
