Evaluation of School Improvement Planhapeville Career Academy HS

Schoolwide Title I

Evaluation of School Improvement PlanHapeville Career Academy 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? Yes, the overall achievement at HapevilleCharterCareerAcademyhas increased as a result of our Title 1 School Improvement Plan(see data chart) on the EOCT results for the 2010-2011 and 2011-2012 school year.

• 2 types of evaluations – ongoing or annually. Which type was selected? _Both ongoing and annual evaluations allowed us to analyze student’s strengths and weaknesses, as instructional effectiveness in a timely manner.

• What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data? Overall, HapevilleCareerAcademy made progress on all goals and objectives.

During the 2012-2013 school y ear, every student will improve their academic skills as measured from the 2011-2012 school year to the 2012-2013 school year in the following areas:

Performance Targets / Rubric Target EOCT Goal
Subject / Student Group / 2011-12 % Hapeville
(baseline %) / 2012-2013 % Hapeville Goal / 2012-2013 % State Proficiency Target
Math / All / 30% / 70% / 70%
Students With Disabilities / 0% / 42% / 42%
Black / 30% / 56% / 56%
Hispanic / 35% / 63% / 63%
Economically Disadvantaged / 32% / 57% / 57%
Performance Targets / Rubric Target EOCT Goal
Subject / Student Group / 2011-12 % Hapeville
(baseline %) / 2012-2013 % Hapeville Goal / 2012-2013 % State Proficiency Target
Science / All / 72% / 80% / 80%
Students With Disabilities / 60% / 60%
Black / 70% / 70%
Hispanic / 77% / 77%
Economically Disadvantaged / 73% / 73%
Performance Targets / Rubric Target EOCT Goal
Subject / Student Group / 2011-12 % Hapeville
(baseline %) / 2012-2013 % Hapeville Goal / 2012-2013 % State Proficiency Target
American and 9th Literature / All / 83% / 88% / 90/85.2%
Students With Disabilities / 1.3% / 60% / 62.7/57.6%
Black / 82% / 85% / 85.2/78.5%
Hispanic / 78% / 83% / 85.4/80.3%
Economically Disadvantaged / 83% / 85% / 84.8/80.3%
Performance Targets / Rubric Target EOCT Goal
Subject / Student Group / 2012-13 % Fall Testing baseline %) / 2012-2013 % Spring Goal / 2012-2013 % State Proficiency Target
Literature / 9th / 62% / 75% / 85.2%
Biology / 9th / 54% / 74.4%
Coordinate Algebra / 9th / 20% / 80%
Geometry / 10th / 24% / 95%
Physical Science / 11th / 51% / 95% / 79.2%
American Literature / 11th / 62% / 95% / 89.8%
Economics / 12th / 80% / 80% / 77.3%

Table of Contents

Schoolwide Planning

Page # / Criteria
11 /

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)
27-28 /

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).

34-35 /

1. Provide instruction by highly qualified teachers.

1. Strategies to attract highly qualified teachers to high-needs schools

30 /

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

36 /

1. Develop strategies to increase parental involvement.

38-40 /

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

25-26 /

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.

39 /

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.

28 /

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.

38 /

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

11-12 /

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

12 /

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

12 /

1. Provisions for public reporting of disaggregated data.

9 /

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.

9 /

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).

10 /

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

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.

40 /

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

Table of Contents

Targeted Assistance

Page # / Criteria

1. Comprehensive Needs Assessment

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

1. Research Based Methods and Strategies

Description of instructional strategies and programs which coordinate with and support the regular program.
a. Grades and subject areas to be served
b. Instructional strategies to be used
c. Scheduling models to be used
d. Supplemental instructional activities
e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the
comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students
to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be
provided during the budget approval process. Required based on FY12 US ED monitoring.
f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

1. Student Selection and Service

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

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

b. 3-12 selection criteria

1. Coordination and Support of Students

Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even
Start or who received services from a Neglected or Delinquent institute during the previous two years.

1. Highly Qualified Staff / Professional Development

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

1. Parent Involvement

Describe strategies planned to increase the level of parental involvement based on the District’s Parental Involvement Policy

1. Coordination of Funding Resources

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

1. Monitoring Student Progress

Process for reviewing the progress made by participating children, on an ongoing basis and the process for revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State student performance standards. Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement.

1. Annual Assessments

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

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.

Schoolwide Title I

Comprehensive School Improvement Plan

School: Hapeville Charter Career Academy

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
laPComprehensive Needs Assessment and Planning / SACS /

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

The mission of Hapeville Charter Career Academy is to provide a challenging and encouraging learning environment which substantially prepares each student for post-secondary plansand the workplace by supporting and encouraging his/hermotivationfor lifelong learning.

• The Beliefs of Hapeville Charter School are:
• Students learn best when the method of instruction is varied, and is individualized to students’ particular learning styles;
• Students learn best when they are fully engaged and self-motivated
• Students learn best by experience and will develop higher levels of mastery when they can apply learned knowledge and skills to new situations;
• Students learn best when the school environment is safe, secure and positive.

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.
Of the total student population HapevilleCharterCareerAcademy (start-up charter) represents: .73% are White, 94% are Black and 4% are Hispanic, .88% Asian and .73% Multi-racial. (As of October 1, 2012)

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
Gary Martin / Founder of Hapeville Charter Schools
Jannard Rainey / Principal
Stacy Henry / Institutional Researcher
Tracy McClure / Director of Academic Affairs
Aranya Knox / Guidance Counselor
Stefanie Orgertrice / Registrar
Lark Lewis / Math Department Head
Marcia Pecot / Science Department Head
Whitney Gordan / Literature Department Head
DeWayne Martin / Social Studies Department Head
Winston Gordon / Faculty
Sherika Daniels / Parent
Ms. Woods / Parent
Morgan Wynn / Student
Best Uchehera / Student
Keep South Fulton Beautiful / Community Partners
World Changes International / Community Partners
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 based on our current administrative staff, lead teachers, Parent teacher community organization members, board member/parent and previous years student government.
The opinions of our parents are important to us; therefore, a parent 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 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.
The Hapeville Charter School Improvement Team is comprised of administrators and faculty members from each of the three middle school grade levels under the leadership of Ms. Stacy Henry. The plan for a Title I School wide Program will continue to be a work in progress, targets the needs of the entire student body, with special emphasis on those students who are showing evidence of performing below the academic grade level standards.
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 and 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.
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/PTSAand 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…
The planning process began with a comprehensive needs assessment including the collection, review and analysis of student achievement, parent satisfaction surveys (see appendix) and discussions of parental expectations, faculty and staff professional development, instructional and administrative processes, and financial performance. An updated needs assessment is to be completed each year as a part of the school’s strategic planning process. The Improvement Team will develop the core of the strategic plan which is comprised of objectives, performance measures and targets to accomplish during 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:

1. Pre-test results
2. Standardized Test Results such as the CRCT and EOCT
3. Benchmarks
4. Mock Assessments
5. Faculty/Staff needs assessment

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. Students who had a scale score on the previous years CRCT of 800 or below in the areas of reading, math, and language arts were targeted as our at risk students. Students who did not meet on the previous years EOCT in the area of math and literature, as well as those students who were currently in RTI.
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……

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