Title I Schoolwide Plan for
______
Name of School
Written/Revised during the
School Year: 2014- 2015 for the 2015-2016 School Year
Plan Submitted:
June 30, 2015
July 29, 2015
September 9, 2015
December 15, 2015
January 5, 2016
Principal’s Signature
Table of Contents / Pages1. Comprehensive Needs Assessment
A. Participation of Individuals……………………………………………
B. Instruments, Procedures, or Processes…………………………………
C. The Needs of Homeless, Neglected, and Migrant Children……………
D. Current Achievement Data……………………………………………..
E. Information about All Students………………………………………...
F. Data, Conclusions (Summary of Needs)………………………………
G. Measurable Goals/Benchmarks………………………………………...
H. H.
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I.
J. Data, Conclusions………………………………………………………
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L.
M. Measurable Goals/Benchmarks………………………………………...
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2. Schoolwide Reform Strategies That Are Scientifically Researched
A. Schoolwide Reform Strategies That Provide Opportunities For All Children………………………………………………………………..
B. Effective Means of Raising Student Achievement…………………….
C. Effective Instructional Methods That Increase Learning Time………...
D. Address the Needs of All Children…………………………………….. / 15
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3. Instruction by Highly Qualified Professional Staff
A. Strategies to Attract Highly Qualified Teachers……………………….
B. School Status of Highly Qualified Teachers…………………………... / 18
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4. Professional Development For Staff
A. Include Teachers, Principals, Paraprofessionals, and Others…………
B. Aligned Professional Development with the State’s Academic Content…………………………………………………………………
C. Professional Development Activities that Address the Root Causes…..
D. Include Teachers in Professional Development Activities Regarding the Use of Academic Assessments……………………………………..
E. Schools Yearly Professional Development Schedule…………………. / 19
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5. Strategies to Increase Parental Involvement
A. Involved Parents in the Planning of the Comprehensive Schoolwide Program………………………………………………………………...
B. Parent Involvement Policy and Parent Compact……………………… / 23
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6. Plans for Assisting Preschool Children in the Transition From Early Childhood Programs and/or Students Entering Middle School or High School…………………. / 25
7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment…………………………………………………………………….. / 26
8. Coordination and Integration of 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……………….. / 26
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9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance
A. Measures to Ensure that Students’ Difficulties are Identified on a Timely Basis……………………………………………………………
B. Periodic Training for Teachers in the Identification of Difficulties……
C. Teacher-Parent Conferences…………………………………………… / 27
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10. Description of how Individual Student Assessment Results will be Provided to Parents………………………………………………………………………. / 28
11. Provisions for the Collection and Disaggregation of data……………………. / 29
12. Provisions to Ensure the Disaggregated Assessment Results are Valid and Reliable………………………………………………………………………… / 29
13. Provisions for Public Reporting of Disaggregated Data……………………… / 29
14. Plan Developed During a One-Year Period…………………………………... / 29
15. Plan Developed with the Involvement of the Community to be Served……… / 29
16. Plan Available to the LEA, Parents, and the Public…………………………... / 29
17. Plan Translated………………………………………………………………... / 29
18. Plan is Subject to the School Improvement Provisions of Section 1116 ……... / 30
1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
A. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. The persons working together to develop and carry out the program plan include the parents, administration, the School Leadership Team, School Council, and the entire staff. Parents were involved by providing input through the Title 1 School Survey and attending input meetings regarding the Annual Title 1 Plan. Grade level teams completed data analysis and shared this analysis with the Leadership Team. The Leadership Team reviewed all the summative data and created academic goals and next steps. The School Council reviewed all data and plans and offered suggestions.
B. We have used the following instruments, procedures, or processes to obtain this information:
· ITBS data was reviewed to determine the performance/percentile rank of Compton students as compared to students across the United States
· DRA data was used to monitor growth and determine percentage of students performing on grade level in reading
· Cognitive Abilities Tests were reviewed to determine students’ “predicted” academic performance ability
· GKids
· Parent Surveys
· Teacher created math Pre and Posttests (based on standards) were used to measure student growth from the beginning of the school year to the end of the school year
· Writing: Assessment from Units of Study in Writing (Lucy Calkins)
We reviewed the data listed above to determine the percentage of students meeting grade level curriculum standards and to identify any achievement gaps. We also identified areas of strengths and weaknesses in the content areas. After reviewing the data, the school conducted its annual Compton Data Summit to review progress, reflect on strategies, and brainstorm next steps. Surveys were used to address the “affective” domain taking into account the perceptions of the stakeholders.
C. We have taken into account the needs of homeless, neglected and migrant children by providing students who are considered homeless with additional resources as needed. We provide support to involve parents in all instructional opportunities as we focus on a continued effort to increase awareness of and within our at-risk population. We support the enrollment of ESL/immigrant students by providing ESOL teachers and instructional materials within the classroom. We also have a Hispanic School for Success class six times a year. We have a parent liaison, a school social worker,
and three school counselors who work to connect families with community resources. They act as liaisons between our families and school. We offer materials for parents to check out through our Parent Resource Room. Using the district level database and enrollment of immigrant, ESL, and homeless students, we can advocate for resources that are available in our community to benefit these students and their families. We work closely with our community churches to provide a clothes closet and school supplies year round for our school families. Other community agencies include after-school programs, community youth groups, and school-sponsored activities to enhance learning opportunity for our at-risk students. In addition, students who qualify are provided free or reduced breakfast and lunch. All homeless, neglected, and or migrant students will receive services by any program for which they qualify.
D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. See data tables below. ( Tables for End of Grade Georgia Milestones test will be added when the results are available.)
/ Mathematics / % Meeting/Exceeding Standard on CRCT // Cobb County / Compton Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2010-2011 / 85.9 / 73.2 / 61.7 / 84 / 89.1 / 100 / N/A / 99.9 / 64.7 / 79.3 / 70.6
2011-2012 / 87.0 / 65.6 / 59.2 / 78 / 76.2 / 100 / N/A / 80 / 58.4 / 61.1 / 64
2012-2013 / 88.9 / 70.7 / 73.0 / 73.0 / 74.0 / 100 / N/A / 55.0 / 50.0 / 71.0 / 71.0
2013-2014 / 87.0 / 72.0 / 74.0 / 67.0 / 76.0 / 100 / N/A / 33.0 / 55.0 / 72.0 / 72.0
UPDATE FOR 2014-15: Overall math scores reflect a slight improvement, however, we will continue our focus on math improved instruction including: Problem solving, numeracy, and small group efficiency. UPDATE FOR 2015-16: No new data to report.
/ Reading / % Meeting/Exceeding Standard on CRCT // Cobb County / Compton Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2010-2011 / 93.7 / 86.3 / 83 / 84 / 92 / N/A / N/A / N/A / 78 / 84.5 / 85
2011-2012 / 95.3 / 84 / 82 / N/A / 82.3 / N/A / N/A / N/A / 76.6 / 40
2012-2013 / 95.9 / 84 / 85.0 / 88.0 / 62.0 / N/A / N/A / 77.0 / 79.0 / 76.0 / 84
2013-2014 / 97.0 / 89.0 / 89.0 / 88.0 / 90.0 / 100 / N/A / 89.0 / 74.0 / 89.0 / 89.0
UPDATE FOR 2014-15: We are very pleased with our growth in reading. We will continue addressing skills through the workshop model for continued growth with a focus on Lucy Calkins reading. UPDATE FOR 2015-16: No new data to report.
2014 CCRPI Information – Elementary School Level / CCSD / ComptonPercent of students scoring meets or exceeds in reading on CRCT / 96.6% / 92.5%
Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 / 72.3% / 40.0%
Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850 / 75.0% / 52.5%
Grade
Band / Current
Lexile Band
K–1 / N/A
2–3 / 450L–730L
4–5 / 640L–850L
6–8 / 860L–1010L
9-10 / 960L–1120L
11–CCR / 1070L–1220L
CRCT / Lexile data chart represents a clear discrepancy in CRCT data and lexile measures.
/ ELA / % Meeting/Exceeding Standard on CRCT // Cobb County / Compton Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2010-2011 / 93.1 / 76.2 / 72.6 / 80 / 78.3 / 100 / N/A / 95.3 / 53.6 / 64.6 / 74.8
2011-2012 / 94.6 / 83.2 / 80.3 / 94 / 86 / 100 / N/A / 95 / 73.1 / 76.8 / 82
2012-2013 / 94.0 / 84.0 / 84 / 92 / 83 / 100 / N/A / 78 / 74 / 77 / 84
2013-2014 / 94.0 / 81.0 / 82.0 / 75.0 / 82.0 / 100 / N/A / 78 / 62.0 / 81.0 / 81.0
UPDATE FOR 2014-15: Although scores fell slightly during the 2013-14 school year, we will maintain our writing focus using Lucy Calkins writing and will integrate language skills into content areas. UPDATE FOR 2015-16: No new data to report.
/ Science / % Meeting/Exceeding Standard on CRCT // Cobb County / Compton Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2010-2011 / 80.5 / 49.3 / 44.3 / 64 / 50.7 / 100 / N/A / 63.59 / 35.1 / 35.2 / 45.9
2011-2012 / 82.4 / 59 / 52.1 / 78 / 68 / 100 / N/A / 90 / 47 / 58.3 / 56.1
2012-2013 / 84.3 / 66.3 / 63 / 64 / 72.3 / 100 / N/A / 66 / 43 / 61 / 65
2013-2014 / 82.0 / 58.0 / 59.0 / 58.0 / 53.0 / 0.0 / N/A / 78.0 / 34.0 / 58.0 / 58.0
UPDATE for 2014-15: Science is an area of concern. A STEM lab for grades K-5 will be included in our specials rotation to support classroom Science instruction. The STEM teacher will be collaboratively planning with grade level teams. UPDATE FOR 2015-16: No new data to report.
/ Social Studies / % Meeting/Exceeding Standard on CRCT // Cobb County / Compton Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /
2010-2011 / 78.1 / 42 / 38 / 60 / 38.4 / 100 / N/A / 45.4 / 18.5 / 27.3 / 38.5
2011-2012 / 81.9 / 53.7 / 47.3 / 72 / 60.1 / 100 / N/A / 80 / 25 / 50 / 53
2012-2013 / 85.2 / 65.1 / 66.0 / 62 / 63 / 100 / N/A / 67 / 49 / 52 / 64
2013-2014 / 96.0 / 67.0 / 66.0 / 59.0 / 73.0 / 0.0 / N/A / 44.0 / 45.0 / 67.0 / 67.0
UPDATE for 2014-15: Compton scores do not reflect the steady growth seen in district scores. This year Compton’s media specialist will collaboratively plan with grade levels to support social studies content. We will also continue our integration of Social Studies content during our language arts’ block. UPDATE FOR 2015-16: No new data to report.
5th Grade Writing Assessment
% Meeting and Exceeding Standards
/ Cobb County / All Students / Black / White / Hispanic / Asian / American Indian / Multi-racial / SWD / LEP / Econ Disadv /2011-2012 / 84 / 69 / 64 / N/A / 69 / N/A / N/A / N/A / 38 / N/A
2012-2013 / 82 / 61 / 53 / N/A / 56 / N/A / N/A / N/A / 29 / 38
2013-2014 / 84 / 76 / 78 / 91 / 75 / 95 / 100 / 86 / 50 / 49
UPDATE for 2014-2015: We were very pleased with our growth in writing. This year we will continue our focus utilizing the Lucy Calkins units of study. (UPDATE FOR 2015-16: No new data to report)
3rd Grade Writing Assessment
% Meeting and Exceeding Standards
Ideas / Organization / Style / Conventions2011-2012 / 83 / 74 / 77 / 81
2012-2013 / 90 / 86 / 73 / 72
2013-2014 / 91 / 83 / 85 / 79
UPDATE for 2014-15: 3rd Grade Writing Scores have improved in ideas and style while organization remained relatively stagnant; however, conventions remain an area of concern.
(UPDATE FOR 2015-16: No new data to report)
Iowa Tests of Basic Skills for Third Grade
(ITBS)
Reading / Language / Math / Social Studies / Science / Composite2010-2011 / 34% / 30% / 35% / 39% / 38% / 37%
2011-2012 / 31% / 31% / 38% / 39% / 39% / 38%
2012-2013 / 40% / 32% / 37% / 43% / 45% / 43%
2013-2014 / 34% / 34% / 35% / 36% / 43% / 36%
2014-2015 / 31% / 29% / 28% / 27% / 36% / 31%
UPDATE FOR 2015-2016: Overall ITBS scores continue to drop during the past school year. All areas continue to be a concern as we seek to meet the national average of 50%.
Iowa Tests of Basic Skills for Fifth Grade
(ITBS)
Reading / Language / Math / Social Studies / Science / Composite2010-2011 / 35% / 37% / 39% / 36% / 37% / 38%
2011-2012 / 36% / 39% / 42% / 38% / 38% / 37%
2012-2013 / 32% / 32% / 30% / 35% / 41% / 37%
2013-2014 / 36% / 40% / 34% / 41% / 39% / 38%
2014-2015 / 36% / 33% / 34% / 38% / 33% / 34%
UPDATE FOR 2015-2016: Overall ITBS scores remained stagnant or dropped slightly during the past school year. All areas continue to be a concern as we seek to meet the national standard of 50%.