Evaluation of School Improvement Plantri-Cities HS

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

1. Comprehensive Needs Assessment:

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).

1. Provide instruction by highly qualified teachers.

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

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

1. Develop strategies to increase parental involvement.

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

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.

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.

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.

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

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

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

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.

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. 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.

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.

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

1. Describe the System/ School Demographics

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.)

1. Describe how plan development involved all staff, as well as community/parents/ school council

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)

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)

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…)

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.)

1. Explain how student data is collected and disaggregated.

1. How did you identify students most at-risk of not meeting state academic standards?

1. Describe the method by which children with the greatest need are selected for service in your Targeted Assistance (TA) program.

1. Procedures are in place to ensure that disaggregated assessment results for each category are valid and reliable.

1. Describe your methods for the public reporting of student data.

1. School Profile (See School Data Profile):

High School Profile