2/5/13
Evaluation of Title I Schoolwide
School Improvement Plan - Bethune ES
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]
o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
o Overall, based on our final data from the 2010-2011 CRCT in the area of reading, and our 2011-2012 data, our third graders decreased one percentage point in overall reading. Root cause analysis indicates that the loss of instructional time may be a significant factor that attributed to this slight decrease in student achievement. Also, SWD data shows that a larger portion of our SWD students did not meet CRCT or CRCT-M Expectations in the area of Reading when comparing the 2011-2012 data.
o Our overall 5th grade Literacy Comprehension increased by one percentage point in 2012 to 67% from 66%. We attribute this marginal increase to continued use of weekly Reading Focus Days in which teachers utilized Common Assessment and Checkpoints data to modify instructional practices. However, we did not reach our School Improvement Plan target of 71% in the Literacy Comprehension domain on the 5th Grade CRCT. Root cause analysis indicate that there may have been a myriad of factors such as: 1) lack of maximizing instructional time, 2) homogeneous groups of students, and the students who struggle the most not being placed under the instruction of the best teachers, 3) departmentalization which has hindered the teacher’s ability to become skilled at teaching reading across the curriculum and being skilled at utilizing and implementing differentiated instructional teaching strategies to meet the needs of all students.
o Our overall 3rd grade Literacy Comprehension increased by six percentage points in 2012 to 67% from 61%. We attribute this increase to the use of weekly Reading Focus Days, use of Common Assessments and check points data to modify instructional practices. We exceeded our School Improvement Plan target of 66%.
o Bethune selected annual evaluation of our School Improvement Plan.
o What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?
· As a result of current data, the following areas need to be addressed in our School Improvement Plan:
Ø The academic achievement of SWD continue to lag behind that of general education students in grades 3-5 in the content areas of ELA/Reading, Mathematics, Science and Social Studies as measured by the Criterion Referenced Competency Test (CRCT) 2011 and 2012.
Ø The academic achievement of students in grades 3-5 that score in level 2 “meets expectations” on the CRCT in the content area of Science is below the district and state average.
Ø The percentage of students in grades 3-5 that score in Levels 2-3 “meets & exceeds expectations’ on the CRCT in the content area of Reading (literacy comprehension, reading for information, and reading and vocabulary) is at or below 81 percent in each respective grade. This lag in performance has a direct impact on the academic achievement of students (grades 3-5) in Social Studies, which is also at or below 72% for these grade levels.
Ø The academic achievement of students in grades 3-5 that score in level 2 and 3 on the CRCT in mathematics which is at or below 78% based on the 2011-2012 data.
Ø The percentage of 5th grade students meeting and exceeding expectations on the Georgia Writing Assessment was 82%. Bethune missed the projected target by 3 percentage points. This failure to meet may indicate a need to further evaluate the
instructional strategies currently used to teach writing, as well as evaluate how the instructional time is utilized.
Ø By the end of second semester, we will have increased student achievement in reading by 3% for all students 3rd-5th not meeting standards and for SWD as measured by the CRCT/CRCT-M.
Ø By the end of second semester we will have increased student achievement in mathematics by 5% for all students 3rd-5th not meeting standards and for SWD as measured by the CRCT/CRCT-M.
Ø By the end of second semester, we will have increased 5th grade students’ writing performance from 82% to 85% as measured by the Georgia Writing Assessment
Ø By the end of second semester, we will have increased student achievement in science by 3% for all students 3-5th not meeting standards and for SWD as measured by the CRCT/CRCT-M.
Table of Contents
Schoolwide Planning
Page # / Criteria9-26 / 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)
29-30 / 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).
26-27 / 3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
34 / 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.
39-40 / 5. Develop strategies to increase parental involvement.
43-44 / 6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
31 / 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.
15 / 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.
13 / 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 basis
b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the community
c. 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
15 / 10. Description of how individual student assessment results and interpretation will be provided to parents.
15 / 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
11 / 13. Provisions for public reporting of disaggregated data.
11, 45 / 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.
12 / 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).
11 / 16. Plan available to the LEA, parents, and the public.
12 / 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.
45 / 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:
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 I Schoolwide School Improvement Plan
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Themes / SWP/TA/FLP Component / DescriptionComprehensive Needs Assessment and Planning / SACS / 1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous page)
Mission Statement:
Bethune Elementary School’s mission is to provide quality instruction for every child in a safe, nurturing environment. With support from home, school, and community, students are encouraged to be life-long learners and productive citizens in our technology-advanced and diverse society.
Beliefs:
· All children can learn in a climate that promotes excellence
· Parents and community play a critical role in the success of our school.
· Student learning is the driving force for all decisions made at the school level.
· Curriculum and instructional practices incorporate a variety of learning activities and current technology to accommodate differences in learning styles.
· Students learn best when they are actively engaged in the learning process.
· It is our role to help develop our student’s social, emotional, and physical growth as well as encourage acceptance of diversity.
SW – 1
TA – 1
FLP / 2. Describe the System/ School Demographics
Ø 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.
Ø Bethune Elementary School is home to approximately 713 students. Bethune opened in 1989 after merging students from the Meadows and Laurel Hills Elementary Schools at the original Laurel Hills site, currently Bethune Elementary School. Since its opening in 1989, Bethune embraces the community and enjoys a strict tradition of parent involvement and community volunteers. Bethune has made AYP each year for the past three years. Of the total student population: .2% White, 95.08% Black, 1.0% Hispanic, 1.0% Asian, and 1.0% Multi-racial. Bethune currently has 89.8% of students that are economically disadvantaged, 20% are students with disabilities and 1% are English Language Learners. Bethune also has a student mobility rate of approximately 42%.
SW – 1
TA – 1
FLP / 3. 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 TIC is comprised of six parents who are actively involved in Bethune’s school programs. The parents were selected as those willing to volunteer to provide input via telephone as well attend some meetings. Two parents serve on the LSAC and two of the parents serve on the Local PTA board. One parent is also a private business owner. Two of the parents are also teachers/staff members. The parents helped with the needs assessment by assisting with gathering information, as well as reading and analyzing data to determine the strengths and weaknesses of Bethune ES. Information was also shared from our School Quality Review that included has been included in the Title I plan to improve student achievement and parent and student satisfaction.
Ø Listed below are the members of our leadership team and their titles / roles.
Member Name / Title / Role
Zina Rhodes / Principal
Mr. Ishmael Abdul-Salaam / Asst. Principal
Dr. Donna Austin / Counselor
Mrs. Alisha Jones / Curriculum Support Teacher
Mrs. Kristy Reese / Instructional Math Coach
Mrs. Loy Simmasouk / Media Specialist
Ms. Lilly Canty / School Technology Specialist
Ms. Charles Ramsby / Parent
Ms. Tracey Gilbert / Business Partner
Mrs. Darshelle Davis / Parent
Ms. Corliss Price / Parent
Ms. Joan Robinson / Parent
Tameka Bonner / Teacher
SW-15 / a. Describe how plan development involved all staff, as well as community/parents/ school council
Ø 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. Input from these individuals was obtained through PTA Executive Board Meeting, LSAC meeting, and during the TIC Advisory Meetings that will be held throughout the school year. The principal also met with the Leadership Team to gather input from teachers. Information from the School Quality Review was also shared with stakeholders and suggestions for improving schools have also been included in this revised plan.
Ø The process we used to select our team is