11/3/18

Evaluation of Title I Schoolwide Improvement Plan–Renaissance MS

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

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

  • Has our overall achievement increased as a result of our Title I School Improvement Plan? Yes Why or Why not?
  • Renaissance Middle School’s overall achievement increased. We achieved 11 of 12 of our AYP indicators. Gains were made in the following content areas:
  • Reading was 1-3%
  • Math was 1-20%
  • Writing was 5%
  • 2 types of evaluations – ongoing or annually. Which type was selected? Annual
  • We will utilize annual assessments of the Criterion Referenced Competency Test (CRCT), Iowa Test of Basic Skills (ITBS), and the Georgia Grade 8 Writing Assessment.
  • What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data?
  • Each SWD teacher will increase the use of SIM strategies in the area of reading and writing for our identified students with disabilities during the 2012-2013 school year.
  • All teachers will implement best practice strategies of sharing learning intentions, success criteria, and effective DOK questioning during the 2012-2013 school year.
  • All content area teachers will participate in professional learning activities at our school site in order to deepen their understanding of vocabulary acquisition strategies during the 2012-2013 school year.
  • Through content meetings and planned professional learning activities, all content area teachers will actively participate, collaborate, and share decision making regarding the planning, instructional delivery, and assessment of the CCGPS during the 2012-2013 school year.

Goals for 2012-2013

Increase student achievement in math by 10 percentage points from 26% to 36% for Students with Disabilities as measured by the CRCT

Increase student proficiency in Reading from 91% to 95% for 6th , 7th , and 8th graders as measured by the CRCT

Increase the number of economically disadvantaged students scoring Level 2 and 3 in math by 5percentage points from 71% to 76% as measured

by the CRCT

Table of Contents

Schoolwide Planning

Page # / Criteria
5 /
  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)
17 /
  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).

21 /
  1. Provide instruction by highly qualified teachers.
  1. Strategies to attract highly qualified teachers to high-needs schools

21 /
  1. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

24 /
  1. Develop strategies to increase parental involvement.

27 /
  1. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.

19 /
  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.

26 /
  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.

18 /
  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.

19 /
  1. Description of how individual student assessment results and interpretation will be provided to parents.

7 /
  1. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

7 /
  1. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

8 /
  1. Provisions for public reporting of disaggregated data.

  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.

6 /
  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).

6 /
  1. Plan available to the LEA, parents, and the public.

7 /
  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.

  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.

Comprehensive Title ISchoolwide Improvement Plan

Directions for Plan Completion:

Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.

Targeted Assistance Program (TA): Complete any section containing a 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/FLPComponent / Description
Comprehensive Needs Assessment and Planning / SACS / Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Mission
If we create a supportive culture that is inviting and engaging by developing and retaining the most highly qualified educators who have a collective, vested interest in student achievement, then our students will exhibit high levels of performance and become life-long learners.
Priorities
Create and implement a culture of support designed to expand school-wide capacity to deliver effective and engaging instruction.
Establish a culture of data driven PLCs focused on improving instructional strategies through planning and the development of outcomes that maximizes the potential of all students and staff.
Develop a proactive environment that encourages, celebrates, and recognizes the importance of positive behavior with an emphasis on student, staff, and parent responsibility.
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.
Renaissance Middle School has a total population of 1,120 students. Of the total student population, 87.3% are Black, 9% are Hispanic, 1.5% is Multi-Racial, 1.2% is White, 0.36% is Asian, and 0.09% is Indian. Our student population is comprised of 87% Economically Disadvantaged and 11% are Students with Disabilities.
SW – 1
TA – 1
FLP / Describe how the School Improvement Plan is revised annually with the participation of the Title I Committee(TIC)/ Local School Advisory Council (LSAC). Include a paragraph about the TIC.(who they are, how they were selected, how they have helped with the needs assessment and plan, how they share data and information with the staff and get feedback from the staff)
Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Maureen Wheeler / Principal
Benzie Brinson / Assistant Principal
Priscilla Branch / Assistant Principal
Laryn Nelson / Assistant Principal
William Holley / Counselor
Michelle Crawford / Graduation Coach
Rashidah Armstrong / AA
Ashley Russell / Instructional Support Teacher
Terri Hicks / 6th Grade Chairperson
Latanya Price / 7th Grade Chairperson
Darrian Emory / 8th Grade Chairperson
Thelesia Barksdale / Reading Chairperson
Lawanda Knight / Math Chairperson
Rasaan Rohan / Social Studies Chairperson
Michelle Calloway / Science Contact
Allyn Howard / Parent Liaison
Janet Sekemada / PTSA Vice President/Parent
Diantha Parker / Parent
Sheila Ford / Parent
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.
The process we used to select our team is a voluntary-based procedure. All stakeholders are invited to participate in the process.
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 at our State of the School Address/Annual Title I Meeting.
We will use their feedback to make final revisions to the plan. After complete, our plan will be made available to all of our stakeholders.
Our school improvement and parent involvement plans will be sent home in our beginning of the year information packets with all of our 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.
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…
Utilize our data team, our School Improvement Specialist, and the Title I Improvement Committee to review the school’s data and make recommendations for revisions and implementation. Members of the school leadership team attended the Focus Schools Instituteat Calloway Gardens in July, 2012 and we began aggregating data from areas such as student achievement in mathematics and reading. Each member of the team worked to help analyze data and to devise areas of focus for our 2012-2013 school year. After reviewing the data, the team decided that teacher school culture/climate, student engagement, and depth of knowledge/rigor will be our priorities for the school year.
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: CRCT, Common Assessments, Discipline sata, Attendance Data, Parent Contact Data
These data sources have been reviewed to determine our needs for the upcoming year. We will review these data sources periodically throughout the implementation of our plan to monitor the plan’s effectiveness.
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 by…
Student report cards/progress reports
CRCT results from current and previous school years
Checkpoints results
Formative and Summative common assessments
Teacher data through student portfolios
Student Support Team (SST/RTI)
Students’ tardies and attendance
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 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 Council which is comprised of parents, community members, administrators, and teachers. Renaissance has a data team comprised of instructional coaches, the Data Support Specialist and teacher leaders and they are in the process of developing a data room. Part of this process includes identifying SWD students who are high-impact underperforming students. We will also continue this same process with the aggregation of data in math second semester. The data team also analyzes behavioral data and discipline referral data in order to gain a clearer understanding of root causes and impacts. This information is shared through public venues, including The Wildcat Newsletter and our website.
We publish our results on our school website and in school newsletters.
During Teacher-student-parent conferences in October and then as needed throughout the year, our full school data, as well as the individual data for the particular student in the conference is discussed. This information helps parents to have a transparent view of Renaissance Middle School’s performance in both academics and school climate. It also helps them to make meaningful comparisons and analysis of their own child’s individual performance. This is also discussed during monthly principal coffees in which the public is invited to come have personal conversation with the principal, as well as in LSAC meetings.
  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)

Elementary or Middle School Profile

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