Title I School-wide

Evaluation of School Improvement PlanTri-Cities HS

Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.

You will include this Evaluation in your Title I Plan Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

  • Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?At Tri-Cities, our overall student achievement has increased as result of the implementation of common planning, differentiated instruction, focused walks, Webb’s Depth of Knowledge, Smaller Learning Communities, A/B Scheduling, computer based tutoring, and Saturday School.
  • 2 types of evaluations – ongoing or annually. Which type was selected? On-Going?On-going evaluations were selected as we need to constantly review our data and our plan to maintain a strict focus and alignment on school goals.
  • What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?Our School Improvement Plan is aligned with our school-wide focus on ICE—Instruction, Collaboration, and Environment. Using this concept, we rely on teacher development, student development, and school development to drive all that we do. Therefore, we will focus on the following goals:
  • Increase the percentage of students who graduate with their respective cohort by 10% by 2013 as measured by the total number of cohort graduates.
  • Increase the percentage of students (who are first-time test-takers of math and science) who meet or exceed the standard on the science and math GHSGT to 80% by May 2013 as measured by the GHSGT.
  • Increase the percentage of Students with Disabilities who meet or exceed the standard in all areas of the GHSGT to 70% with specific emphasis on male SWD by May 2013 as measured by the GHSGT.
  • Increase the percentage of 9th grade students who leave 9th grade on track for graduation to 80% by May 2013 as measured by student transcript data. .
  • Increase the percentage of students who (who are first-time test-takers of ELA and social studies) who meet or exceed the standard on the social studies and ELA GHSGT to 90% by May 2013 as measured by the GHSGT.
  • Improve job-embedded opportunities for teacher development in rigor, data analysis and standards-based teaching to 4 times per year by April 2013 as measured by teacher course evaluations.
  • Improve the retention rate of new teachers through the implementation of unit development and lesson planning support monthly as measured by teacher exit tickets.

Table of Contents

Schoolwide Planning

Page # / Criteria
9 /
  1. Comprehensive Needs Assessment:
Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
28 /
  1. Develop schoolwide reform strategies (reference the research)
  1. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
  2. Are based upon effective means of raising student achievement.
  3. Use effective instructional methods that increase the quality and amount of learning time.
  4. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and areconsistent with improvement plans approved under Educate America Act.
  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.
  6. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

37 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

35 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

39 /
  1. Develop strategies to increase parental involvement.

43 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

33 /
  1. 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.

42 /
  1. Coordinate and integrate Federal, State, and local services and programs.
  1. List of State and local educational agency programs and other Federal programs that will be included.
  2. Description of how resources from Title I and other sources will be used.
  3. Plan developed in coordination with other programs.

31 /
  1. 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.
  1. Measures to ensure that students’ difficulties are identified on a timely basis
  2. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community
  3. 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.

8 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

10 /
  1. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

10 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

10 /
  1. Provisions for public reporting of disaggregated data.

1 /
  1. 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.

40 /
  1. 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).

1 /
  1. Plan available to the LEA, parents, and the public.

8 /
  1. 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.

8 /
  1. 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:

Excellence

Trust and Honest Communication

Common Understanding

Personal Responsibility

Commitment

Academic Achievement

Measured Results

Continuous Improvement

Safe and nurturing environment

Involved family, community and staff

Transparency and Accountability

Title I Department Goal:

The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local, state and national assessments.

Title I School-wide

Comprehensive School Improvement Plan

School: Tri-Cities HS

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 TAcomponent as well as the PEACHhighlighted 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
Comprehensive Needs Assessment and Planning / SACS /
  1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
The mission of Tri-Cities High School is to transform students into college/career-ready citizens empowered to change the world.
The vision of Tri-Cities High School is: Through effective collaboration, we will achieve comprehensive success for every student.
SW – 1
TA – 1
FLP /
  1. 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.
Approximately 1800 students are enrolled at Tri-Cities High School in grades 9-12. The students are housed within academies are represented as follows: 502 9th graders; 514 10th graders; 441 11th graders,; and 483 12th graders. Of these approximately 70% of students are identified as African-American; 16% are Hispanic; 2% Asian; 2% white; and 1% other nationalities. Seventy-five percent of students receive free or reduced lunch; 10% are students with disabilities; and there is 46% mobility rate.
SW – 1
TA – 1
FLP /
  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 from all planning meetings. Indicate which participants are parents and community members.)
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Dan Sims / Principal
Ethel Lett / Assistant Principal
Cynthia Allen / Teacher
Latasha Jones / Teacher
Fredericka Hannor / Teacher
Corinthia Howard / Teacher
Samantha Valley / Teacher
Michelle Dance / Counselor
Jaqueline Lewis / Parent Liaison
Lisa Peay / Parent
Carmena Lawson / Parent
Tremetrice Wheeler / Parent
Margaret Tarver / Parent
Willie Washington, Jr. / Parent
Len Goldberg / Media Specialist
Angela Holmes / Technology Specialist
Tahryah Wheeler / Student
Jacqueslyn Woods / Student
Willie Washington, III / Student
Andria Wyn / Community Leader / Business Partner
Phyllis Minter / Community Leader / Business Partner
LSAC
SW-15 /
  1. 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.
We selected our team by extending the offer to support our school initiatives through the development of a comprehensive school reform plan. Parents were notified via school messenger, email blasts, Facebook, and Twitter. Our goal was to have a team that represented all stakeholders of Tri-Cities High School. Once we received confirmations of interest, we invited stakeholders to a brief meeting explaining the goals and concepts and invited them to view the preliminary budget allocations. Those who were still interested were able to sign up prior to leaving the meeting. At the next meeting, all interested persons were contacted and we discussed the plans for the year and devised a way to streamline all plans and align the goals and initiatives with those best suited for our students and our community.
SW-16 /
  1. 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 throughout the year with the first exposure to the plan during the week of pre-planning.At this time, staff will be able to provide feedback and suggestions for moving forwarding ensuring that our goals are consistent with classroom expectations, course syllabi, and extra-curricular scheduling.
We will use their feedback to make final revisions to the plan. After completed, our plan will be made available to all of our stakeholders.
Our school improvement and parent involvement plans will be sent home in our beginning of the year information packets with all of our Title I students. We will also post our plans on the school website and distribute copies at our PTA/PTSA and school council meetings to any interested stakeholders. Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request. Likewise, we will house copies of the plan within our Parent Resource Room so that parents can view or pick up the plan during any visit to our school.
SW-17 /
  1. Explain that the plan will be translated into other languages(Everyone translates into Spanish.Translate into other languages where feasible and needed… based on significant percentage of parents)
A copy of our school improvement and parent involvement plans, as well as our School-Parent Compact, will be translated into Spanish after it is written and reviewed with the assistance of parents and community members. Copies of these plans are distributed as needed. Copies of these documents are also housed in the office area and the Parent Resource Room/Area. Copies of the documents are given to new students when they register. We have included Spanish versions of these plans/compact in the Appendix section of our notebook.
TA-1
SW-1
FLP /
  1. 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: (1) Review the data from the following: CRCT, EOCT, ITBS, PSAT, SAT, ACT, GHSGT, GHSGWT, GWA, SAMS, teacher data, and administrative data. After reviewing the data, we determined specific students who were at risk of not meeting state standards. (2) Specifically, we looked at students who were failing courses, students who were in danger of failing courses, students who were promoted due to age, students who had failed state assessments in one or more area, students who were off track for graduation, students who had attended summer school, students who were missing specific state assessments, and students who were chronically absent. (3) Determine which data would have the most significant impact on student achievement.
Analysis of these data helped us to develop a more clear understanding of student, teacher, and school strengths and weaknesses.
SW -11
FLP /
  1. 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: (1) Test data; (2) Teacher data; (3) Administrative data; and (4) Attendance data.
Test data included all standardized tests which had previously been administered to students. Attention was given to pass/fail rates and students who were on the cusp of passing, as well. Teacher data included a tracking sheet from all teachers in which teachers regularly monitor student achievement using an ABCD list to indicate those students who are at risk for course failure. The list is maintained by course, by period, by teacher and evaluated monthly. Administrative data included the weekly observation of teachers to determine teacher strengths and weaknesses. Each administrator completed a minimum of 10 observations per week. These observation data were discussed during weekly administrative meeting and targeted professional development could then be implemented. Attendance data was collected on students who missed more than 2 days of school (including per period absences). These data were analyzed to determine whether the absences were whole school or per period absences and whether interventions were necessary.
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 /
  1. Explain how student data is collected and disaggregated.
Our data was disaggregated by subgroup, grade level, and content areas for analysis. The student’s past and present year teachers collaborate to analyze student data and make informed decisions Data results are included in the School Improvement Plans and Flexible Learning Plans (if applicable).
  1. 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 as based on the following: students who were failing courses, students who were in danger of failing courses, students who were promoted due to age, students who had failed state assessments in one or more area, students who were off track for graduation, students who had attended summer school, students who were missing specific state assessments, and students who were chronically absent.
 Students who fit into one or more of these categories were identified as students in danger of not meeting state academic standards.
TA-3
FLP /
  1. Describe the method by which children with the greatest need are selected for service in your Targeted Assistance (TA) program.
Describe how the planning for students served in the TA program is incorporated into the existing program.
-Pre-K – Grade 2 Selection criteria (e.g. Developmentally appropriate measures, parent interviews, teacher selection)
-Grades 3-12 Selection criteria (CRCT Reading and Math Scores, teacher recommendation)

SW-12
FLP /
  1. Procedures are in place to ensure that disaggregated assessment results for each category are valid and reliable.
The data we collect is from the School Report Card on the DOE website or data sent to us by our Assessment Coordinator. These student test results administered by the state are valid and reliable. The data we receive from both sources has already been disaggregated by subgroup by the Georgia DOE.
SW-13
FLP /
  1. 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 and with students during data review meetings and transcript reviews.
  1. School Profile (See School Data Profile):
Additional data used to complete our School Improvement Planning can be viewed by clicking on the link below (include link to your School Profile)

High School Profile