Evaluation of Title I Schoolwide Improvement Plan - Feldwood ES

1/9/18 Evaluation of Title I Schoolwide Improvement Plan - Feldwood 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?

The efficacy of our Title I plan is clearly noted in the gains associated with Mathematics, English/Language Arts and Reading. In all cases, student performance exceeded the annual measurable objectives associated with state and federal No Child Left Behind absolute bars. The focus of the plan is clearly aligned with data that supported instructional initiatives that were designed to support teacher efficacy and student achievement.

o 2 types of evaluations-ongoing or annually. Which type was selected?

Our focus were both ongoing and annually. The incremental base data was linked to common assessments in each core area. This data provided information that supported adjustments with teaching strategies and program efficacy. Adjustments were made based on the same. The summative data represents the annual achievement that was directly linked to standards-based instruction and Adequate Yearly Progress standards and measurable objectives.

o What needs to be changed in our School Improvement Plan for FY 2012-13 to address the needs of our students as a result of current data?

o Increase by 2 percentage points the number of black students in grades 3-5 who meet and exceed Reading and math standards as measured by CRCT from 88% to 90% and 75% to 77%. . o Increase by 2 and 5 percentage points respectively the number of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 72% to 74% and 71% to 76% o Increase by 2 percentage points the number of students with disabilities in grades 3-5 who meet and exceed Reading and math standards as measured by CRCT scores from 81% to 83% and 45% to 47%. o Increase by 2 percentage points respectively of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 25% to 27% and from 19% to 21%. tdm Fulton County Schools 1 1/9/18 o Increase by 2 percentage points the number of economically disadvantaged students in grades 3-5 who meet and exceed Reading and math standards as measured by CRCT scores from 88% to 90% and 78% to 80%. o Increase by 2 percentage points respectively the number of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 74% to 76% and from 69% to 71%.

o 90% of 3rd-5th grade students in the All student group meeting and exceeding expectations in Reading on the 2012-2013 administration of the CRCT.

o 80% of 3rd-5th grade students in the All student group meeting and exceeding expectations in Mathematics on the 2012-2013 administration of the CRCT.

A greater focus must be placed on teacher efficacy in analyzing and utilizing data to drive instruction. In addition to that change, the communication of the data and its practical relevance to instruction must be clearly articulated to both students and parents to support the process of teaching and learning.

tdm Fulton County Schools 2 1/9/18

Title I SCHOOLWIDE IMPROVEMENT PLAN for

Feldwood Elementary School

Original Plan Written during the School Year: 2011 - 2012 Revised Plan Written during the School Year: 2012 – 2013 Revision Date: October 15, 2012 tdm Fulton County Schools 3 1/9/18 Table of Contents Schoolwide Planning

SCHOOL: Feldwood Elementary School DATE: 08/24/12

Page # Criteria 7-24 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)

25-30 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. No educational field trips included in the educational plan. f. Feldwood Elementary School did not utilize the Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools.

31-36 3. Provide instruction by highly qualified teachers. a. Strategies to attract highly qualified teachers to high-needs schools

31-33 4. Provide high-quality and ongoing professional development for staff to enable all children in the school to meet performance standards.

36-43 5. Develop strategies to increase parental involvement.

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

24-30 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.

44-46 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. tdm Fulton County Schools 4 1/9/18

26-27 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.

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

28-30 11.Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

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

12 13.Provisions for public reporting of disaggregated data.

6 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.

6-7 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).

7 16.Plan available to the LEA, parents, and the public.

7 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.

47 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.

tdm Fulton County Schools 6 1/9/18 Comprehensive Title I Schoolwide Improvement Plan SCHOOL: Feldwood Elementary School DATE: 08/24/12

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 TA component as well as the PEACH highlighted 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 Description Component

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

n  Feldwood Elementary School Vision Statement: The Essence of a Child Centered School a

l  Feldwood Elementary School Mission Statement: We are collaboratively preparing students for their post-

P secondary options. We impact students’ success by empowering and engaging students, parents, teachers,

d and the greater school community. n SW – 1 2. Describe the System/ School Demographics a

t TA – 1  The Fulton County School System is home to approximately 93,000 students. There are 100 schools in n FLP Fulton County, each accredited by the Southern Association of Colleges and Schools. These include 58 e elementary, 19 middle, and 16 high schools, as well as 7 start-up charter schools. Of the total student m

s population: 33% are White, 42% are Black and 13% are Hispanic, 9% Asian and 3% Multi-racial. Fulton

s County reports 44% of students are economically disadvantaged, 11% are students with disabilities and e

s 07% are English Language Learners.

s Feldwood Elementary School is home to 721 students. The following demographic information A reflects Feldwood’s enrollment: s

d Current Student Enrollment Per NCLB Subgroup e

e Group N Pe N u rc e

v m en i

s b ta n

e e ge h

o S C t u tdm Fulton County Schools 7 1/9/18 d e n t s 7 10 Total Enrollment 4 0 4 Asian 2 .3 7 Black 0 95 5 1 Hispanic/Latino 2 4 White 6 .8 1 Multiracial 2 7 6 Economically 2 83 Disadvantaged 3 7 Special Education 10 7 SW – 1 3. Describe how the School Improvement Plan is revised annually with the participation of TA – 1 the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph FLP 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 We have developed our schoolwide plan with the participation of individuals who will carry out the plan. The individuals involved in the planning include teachers, administrators, consultants, program directors and parents. Participants in the planning meetings discussed existing data, needs, and strategies to improve student achievement for the overall school population.  Listed below are the members of our leadership team and their titles / roles. Member Name Title / Role Trici Smith Principal Camisha Perry Assistant Principal Denise Brown Title 1 Data Support Specialist Kimberly Edwards Curriculum Support Teacher tdm Fulton County Schools 8 1/9/18 Nicole Ford Fourth Grade Teacher Betty Murray EIP Teacher Nicole Matthews Parent Sondra Parham Parent Gwen Williams Parent Jamnique Kengwa Parent/Second Grade Teacher Teresa Wills Parent Liaison SW-15 a. Describe how plan development involved all staff, as well as community/parents/ school council  The process we used to select our team is…

The opinions of our parents are important to use. An electronic parent involvement 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 encourage 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 Improvement Programs. We also have parents as members of our School Council and parents who attend our weekly “Principal Chat’s.” They review the plans during development and after completion. Their comments and suggestions are considered as the plans are written. Parents are also asked to sign a parent policy and compact in order to increase the level of accountability for all stakeholders.

SW-16 b. 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)

Our plan is made available to the LEA, parents, and the public in the following ways:

. Once the draft of our plan is completed, it will be shared with our staff by grade level chairpersons at our leadership team meetings. . We will use their feedback to make final revisions to the plan. Upon completion, 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 students. We will also post our plans on the school website and distribute copies at our PTA and school council meeting to any interested stakeholders. Additional copies of the plans will be available in the registrar’s office for distribution to newly enrolled students, or upon request. tdm Fulton County Schools 9 1/9/18

SW-17 c. 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) Our plan is translated, to the extent feasible, into any language that a significant percentage of the parents of participating students in our school speak as their primary language. 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.

TA-1 4. Describe the process used to complete the Comprehensive Needs Assessment and how it SW-1 identified students at-risk of not meeting state standards. (Data was collected and analyzed…) FLP The participants were involved in the following ways:  Conduct local school informational sessions  Data analysis  Develop budget to carry out goals and objectives  Developed a comprehensive plan  Disseminated information to parents, teachers, and other staff  Supplied supporting documentation such as parent, teacher, and staff surveys SW -11 a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate FLP 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: . Common Assessments . Math Journals . Pearson Success Maker . District benchmark Tests: Checkpoints (2 times per year) . Parent, Teacher and Student Survey . Attendance Data . Response to Intervention Data . Basic Literacy Test (BLT) . Balanced Assessment System (BAS) . Fluency (The ability to read with speed, accuracy, and proper expression) . Informal Classroom Walk-through

 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. tdm Fulton County Schools 10 1/9/18 The Georgia Department of Education provides disaggregation of data on assessments. The data is analyzed by staff and is used in the improvement of the delivery of instruction.

Teams of individuals involved in the process: . School Administrative Team . School Leadership Team . Local School Advisory Committee (LSAC) . Grade Level Team SW-11 b. 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.

c. How did you identify students most at-risk of not meeting state academic standards? . Root cause analysis of most assessments given . Frequently monitoring all student data (see examples below & above) . Conducting Critical Friends Protocols at administrative, leadership and grade level meetings . Informal Collaboration Process . Response to Intervention

 Completing the needs assessment allowed us to identify students at-risk of not meeting state standards by… . Items and standards analysis by grade level, class and student for reading, language arts, math and science (for district and school assessments) . Action plans are created by individual teachers and grade levels and then are discussed by leadership, administrative teams, and Local School Advisory Committee (LSAC). . Data are analyzed by subgroups to ensure all students are making gains.

Brief Description of Assessment Methods 1. ITBS (3rd & 5th grade) – Information is collected from the ITBS to answer questions regarding the student’s acquired knowledge and skills. The purpose of testing is to measure the instructional improvement of individual students and groups of students. The primary aim of the testing program is to provide information to teachers, students, paints, and concerned citizens. This information is used for the following purposes:

 Identify individual student strengths and weaknesses in skill development  Diagnose strengths and weaknesses of groups  Individualize instruction tdm Fulton County Schools 11 1/9/18  Student placement  Identification for student remediation and enrichment  Assist in the placement of students in special programs

2. Georgia Writing Assessment (5th grade) – The Writing Assessment is a performance test that evaluates student writing. Each 5th grade student writes about an assigned topic from a prompt. Each student’s final paper is submitted to the state for evaluation by trained readers according to the Developmental Stages of Writing. Writing samples will be given throughout the year. However, the students will be formally assessed every nine weeks on a specific genre. These samples will be assessed using the Georgia writing rubric. GKIDS (kindergarten) – The GKIDS is a performance-based assessment program continuously administered during the kindergarten year.

3. CRCT (3rd – 5th grade) – The CRCT is designed to test Georgia’s content standards. The students will be tested in the content areas of reading, English/Language Arts, math, science (3- 5), and social studies (3-5).

In addition, Feldwood Elementary utilizes the following assessments: 1. BLT (Basic Literacy Skills Test)- (Kindergarten-3rdgrade)- Every K-3 rd grade student is administered the BLT three times a year,( September, January, and May). Some of the skills tested include children’s ability to: identify alphabet letters and their sounds, identify diagraphs, diphthongs, etc., identify sight words, blend sounds to read words, and read passages. This assessment is used for instructional and placement purposes and is shared with parents throughout the school year.

2. Fluency Assessment (Kindergarten-third grade)- Fluency is the ability to read with speed, accuracy, and proper expression. The students will read an on grade level reading passage. The student’s fluency will be assessed based on the number of words per minute read in that passage. The fluency assessment is administered three times per year and used for instructional purposes.

3. Common Formative Assessment (first – fifth grade)- Common formative assessment will be administered in grades 1-5 in order to monitor the individual progress of students in the following content areas: reading, language arts, math, science, and social studies. “An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are frequently administered throughout the year to identify (1) individual students who need additional support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) tdm Fulton County Schools 12 1/9/18 program concerns-areas in which students generally are having difficulty achieving the intended standard- and (4) improvement goals for individual teachers and the team." (Learning by Doing, p 214). 4. Fontas & Pinnell Benchmark Assessment System (BAS) is a research-based system used to link assessment to instruction. It provides teachers with students’ instructional and independent reading levels systematically. The assessment kit evaluates students’ reading and comprehension aligning it to leveled texts for guided reading instruction. The reading intervention resources enable teachers to provide small-group instruction to struggling readers. Along with the intervention resources, Fonatas & Pinnell has an online data management system in which teachers collect, analyze, and share the data on individual students and class progress over time. The assessment is used to drive instructions as it becomes a part of the students’ data profile.

What are other advantages of common formative assessments?  Common assessments are more equitable for students  Common assessments represent the most effective strategy for determining whether the curriculum is being taught and, more importantly, learned. Doug Reeves (2004) refers to common assessments as the “gold standard” because they promote consistency in expectations and provide timely, accurate, and specific feedback to both students and teachers.  Common assessments inform the practice of individual teachers. With this information, a teacher can seek assistance from teammates on areas of concern and can share strategies and ideas on skills in which his or her students excelled.  Common assessments build a team’s capacity to improve its program. Collective analysis can lead to new curriculum, pacing, materials, and instructional strategies designed to strengthen the academic program offered.  Common assessments facilitate a systematic, collective response to students who are experiencing difficulty. Because the students are identified at the same time and because they need help with the same specific skills that have been addressed on the common assessment, the team and school are in a position to create a timely, systematic program of intervention.  Benchmark Checkpoints (third-fifth grade): Fulton County’s benchmark assessment program, known throughout the district as Checkpoints, assesses student mastery of the Common Core Georgia Performance Standards (CCGPS) in a diagnostic format once per semester. Students in grades three through five are assessed in reading/English Language Arts & math in the fall. Additional assessments in Science and Social Studies are added to the administration of the test second semester.  Semester 1 diagnostic in Math and Reading/English Language Arts assess the upcoming standards to be taught first semester only. The information that comes back to the teachers from this assessment outlines what the students know prior to instruction. This allows teachers to tdm Fulton County Schools 13 1/9/18 differentiate instruction and to meet each student where he or she is in the curriculum. A CRCT diagnostic test is administered in semester two. The blueprint matches the GA CRCT given in the spring. Data analyzed will be used to show standards in need of remediation prior to the spring administration of the state mandated assessment.

A parental survey and a staff/faculty survey will be conducted, as described in the Assessment committee responsibility section, to measure parental, staff and faculty assessment of school progress.  The ITBS will be used as an assessment tool in Grades 3 and 5 to assess performance to national averages. We will maintain a national percentile rank that is a minimum of 10 points or more than the county NPRs in Total reading Comprehension, Total Language Arts, and Total Mathematics.  The CRCT will be an assessment tool in Grades 3-5. The following will be used to measure academic success of our students. CRCT Test results will be reviewed on an annual basis in comparison to this measurement chart, and instructional strategies will be adjusted to address test results. TA-3 d. Describe the method by which children with the greatest need are selected for service FLP 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 e. Procedures are in place to ensure that disaggregated assessment results for each FLP 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 f. Describe your methods for the public reporting of student data. FLP 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  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 tdm Fulton County Schools 14 1/9/18  We publish our results on our school website and in school newsletters.  The data is discussed with parents during conferences and test talks with specific staff members

g. 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) http://portal.fultonschools.org/School_Profile/Pages/es_feldwood.aspx

tdm Fulton County Schools 15 1/9/18 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.)

School Initiative or Reform Effort Year 2010-12 Integrated standards-based Math Problems of the Week (MPOW) Program. 2010-12 Implemented a literacy-focus Instructional Reflections writing program across the school. 2010-12 Provided a Parent Empowerment Fair for parents to develop strategic engagement in the school. 2010-12 Developed a comprehensive GPS technological instructional link for all students’ access for Math, Reading, and English/Language Arts. 2010-12 Provided Study Island access for all grades. 2010-12 Provided Men/Women In The School Programs focusing on parent engagement with the core curriculum. 2010-12 Provided Extended Day Learning for students to receive extra help in content mastery. 2010-12 Provided Parent Academy opportunities to include: connection of standard’s domains to extended learning in home, function and use of instructional calendars, support and evaluation of student daily reflective journal, how to understand the data, understanding the scope of the course, and knowledge of the response to intervention model. 2010-12 Communicated with parents through the Cougar Weekly newsletters regarding school events, articles relating to best practices to be reinforced at home, Academic Focus of the Week, and the MPOW. Distributed and posted online. 2010-12 Communicated with faculty and staff through the Weekly Faculty Notes focusing on improving the school climate and classroom instruction.

Professional Learning: List the professional learning activities in the past two years that were focused on school improvement. School Professional Learning Activity Grade Level / Subject Area Year Attending 2010-12 Creating authentic Professional Learning Communities All 2010-12 Writing Across the Curriculum All 2010-12 Talented and Gifted strategies for all students All 2010-12 Using data to guide instruction (Math, Reading, Language Arts, and Science) All 2010-12 Using technology in the classroom All 2010-12 Special Education training All 2010-12 New teacher support All 2010-12 Math training All 2010-12 Engaging the school community with the school All

tdm Fulton County Schools 16 1/9/18 Faculty / Staff Data: Faculty and Staff Data (Forms provided in the Appendices) Attrition Rate of Teachers and Administrators *Attrition Rate of teachers is defined as the number of teachers who leave the profession or transfer to another system from the beginning of the school year to the beginning of the next school year, excluding retirement. *Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school from the beginning of the school year to the beginning of the next school year, excluding retirement. Attrition Rate of Teachers Attrition Rate of Administrators

Number % of Teacher Population Number % of Teacher Population 2008-2009 n/a n/a n/a n/a 2009-2010 n/a n/a n/a n/a 2010-2011 2 2 0 0 2011-2012 3 6 1 2

Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all Grade Levels Attendance: ( Days Present/ (Days present + Days absent) Subgroups Total % % Econ. Enrollment % All % % % % Multi % % Black American % ELL Disad. Students Asian Hispanic White Racial SWD Grade Indian (SES) Levels 2010-2011 926 99 98 99 99 n/a 99 98 99 96 99 2011-2012 811 96 96 96 96 n/a 98 93 95 97 96

tdm Fulton County Schools 17 1/9/18 Historical Information

5th Grade GA Writing Assessment Results 2010-11 and 2011-12

Number Mean Percent Meets Mean Mean Mean Mean Test School of Percent Percent Percent Scaled or Exceeds Ideas Organization Style Conventions Year Name Students in PL1 in PL2 in PL3 Score the Standards Score Score Score Score Tested

Feldwood 2011 Elementary 139 208.02 19.4 79.1 1.4 80.6 2.79 2.84 2.82 2.58

Number Mean Percent Meets Mean Mean Mean Mean of Percent Percent Percent 2012 Test Year Scale or Exceeds the Ideas Organization Style Conventions Students in PL1 in PL2 in PL3 Score Standards Score Score Score Score Tested Feldwood Elementary 99 208.52 19.2 77.8 3.0 80.8 2.80 2.91 2.87 2.65

2010-2011 CRCT Results

Reading: Reading: ELA: % Reading: Reading: Reading: % % Met or ELA: ELA: % ELA: % ELA: % Met or N Mean % Did not % Meets Exceeds Exceeded N Mean Did not Meets Exceeds Exceeded 2010-11 Tested Scale meet the the the the Tested Scale meet the the the the Results Reading Score standard standard standard standard ELA Score standard standard standard standard 3rd 108 827.65 17.6 59.3 23.1 82.4 107 830.97 14.0 58.9 27.1 86.0 4th 113 829.83 16.8 53.1 30.1 83.2 112 835.34 12.5 56.3 31.3 87.5 5th 137 822.80 13.1 70.8 16.1 86.9 137 832.47 8.8 66.4 24.8 91.2

Math: % Math: Math: % Math: % Math: % Met or N Mean Did not Meets Exceeds Exceeded 2010-11 Tested Scale meet the the the the Results Math Score standard standard standard standard 3rd 107 824.79 22.4 55.1 22.4 77.6 4th 111 830.35 17.1 47.7 35.1 82.9 5th 137 832.54 10.9 55.5 33.6 89.1

2011-2012 CRCT Results

Reading: Reading: Reading: % Met or ELA: ELA: % ELA: % Mean Reading: % % Meets Reading: % Exceeded Mean Did not ELA: % Exceeds ELA: % Met 2011-12 N Tested Scale Did not meet the Exceeds the the N Tested Scale meet the Meets the the or Exceeded Results Reading Score the standard standard standard standard ELA Score standard standard standard the standard 3rd 109 836.86 11.9 49.5 38.5 88.1 109 836.46 8.3 57.8 33.9 91.7 4th 100 830.18 16.0 60.0 24.0 84.0 98 830.12 9.2 68.4 22.4 90.8 5th 93 831.18 7.5 65.6 26.9 92.5 93 834.34 3.2 69.9 26.9 96.8

Math: % Math: Math: % Math: % Met or Mean Did not Math: % Exceeds Exceeded 2011-12 N Tested Scale meet the Meets the the the Results Math Score standard standard standard standard 3rd 110 828.09 20.0 47.3 32.7 80.0 4th 98 816.29 27.6 58.2 14.3 72.4 5th 94 832.19 17.0 53.2 29.8 83.0

tdm Fulton County Schools 19 1/9/18 Themes SW/TA Description Component

tdm Fulton County Schools 20 1/9/18 SW-1  Identify/discuss strengths and needs based on data profile. We have TA - 1 compared our needs to system needs and have ensured that the system and TA – 4 FLP school goals are aligned.

In order to meet the needs of all students and at-risk students, including Economically Disadvantaged, Students with Disabilities, 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 institution during the previous two years, the data was disaggregated and reviewed for all students, subgroups, and content areas.

Major Strengths Discovered: Feldwood has many school and program strengths such as the development and implementation of in depth professional learning and professional learning communities focused on: standards–based teaching and learning, learning focused instructional strategies and differentiated instructional strategies. Additionally, 81% of our 5 th grade students met and exceeded standards on the state writing assessment. We engage all students in data talks, utilize SMART plans, incorporate flexible grouping, use SOLO 6, and employ think tank strategies with students.

 The percentage of 5th grade students meeting math standards on the CRCT having reached 83%.  88% of third grade students, excelled on the Reading portion of the CRCT.  Fifth grade students showed an average of 6% points gain on the 2011 administration of the ITBS in total reading, math, and language. Such gains indicate potential for success on the CRCT.

Major Weaknesses Discovered:  Continued improvements in all academic areas and grade levels, with the exception of first.  Increases in the percentage of students in the exceeds range  Significant increases in reading, science and social studies  Vocabulary development (social and academic, particularly content vocabulary in math, science and social studies).  Test taking strategies.  How to address the language needed to apply math skills and concepts.  Overall, math is the greatest area for opportunity. The measurable goals to address our needs are in keeping with Georgia Department of tdm Fulton County Schools 21 1/9/18 Education’s directions that we establish specific, annual, measurable, objectives for continuous and substantial progress by each group of students enrolled in the school that will ensure that all groups of students will meet the state’s proficient level of achievement on the state academic assessment (CRCT) no later than 2014. Within each of these grade levels and subjects the AYP subgroups will be our primary focus. The specific academic needs of those students that are to be addressed in the schoolwide program plan will be:  Black Students o Increase the percentage of students in grades 3-5 who meet and exceed Reading and Language Arts standards as measured by CRCT scores. o Increase the percentage of students in grades 3-5 who meet and exceed Math standards as measured by CRCT scores. o Increase the percentage of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT  Students with Disabilities o Increase the percentage of students in grades 3-5 who meet and exceed Reading and Language Arts standards as measured by CRCT scores. o Increase the percentage of students in grades 3-5 who meet and exceed Math standards as measured by CRCT scores. o Increase the percentage of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT  Economically Disadvantaged Students o Increase the percentage of students in grades 3-5 who meet and exceed Reading and Language Arts standards as measured by CRCT scores. o Increase the percentage of students in grades 3-5 who meet and exceed Math standards as measured by CRCT scores. o Increase the percentage of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT o Increase the percentage of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT

Findings for:

ALL students: Our All student group increased the number of students exceeding the tdm Fulton County Schools 22 1/9/18 standard in reading by an average of 10 percentage points in grades 3, 4, and 5.

CRCT Performance Trends: 3rd-5th Reading

tdm Fulton County Schools 23 1/9/18 In the area of math, our All student group increased the percentage of students exceeding the standard in 3rd grade by 10 percentage points, while our 4th and 5th grade students saw a decrease of 21 and 5 percentage points respectively in the number of students exceeding expectations.

CRCT Performance Trends: 3rd-5th Math

Black students: tdm Fulton County Schools 24 1/9/18  In the area of reading our Black student group increased the percentage of students meeting standards in comparison to the 2010-11 and 2011-12 administrations of the CRCT, while the same group showed a 5% point decrease in students meeting standards in the area of Math.

Reading: Mean Scale Reading: % Met or 2010-11 Results N Scores Recorded Score Exceeded the standard Black Students 80 828 55 Reading: Mean Scale Reading: % Met or 2011-12 Results N Scores Recorded Score Exceeded the standard Black Students 307 832 88

Math: % Met or Exceeded 2010-11 Results N Scores Recorded Math: Mean Scale Score the standard Black Students 80 830 80 Math: % Met or Exceeded 2011-12 Results N Scores Recorded Math: Mean Scale Score the standard Black Students 307 830 75

SWD students:  Our SWD student group increased the percentage of students meeting standards by 42 and 26 percentage points respectively between 2010-11 and 2011-12 on the reading and math portions of the CRCT.

Reading: Mean Scale Reading: % Met or 2010-11 Results N Scores Recorded Score Exceeded the standard SWD 18 719 44 Reading: Mean Scale Reading: % Met or 2011-12 Results N Scores Recorded Score Exceeded the standard SWD 15 811 86

Math: % Met or Exceeded 2010-11 Results N Scores Recorded Math: Mean Scale Score the standard SWD 15 782 40 Math: % Met or Exceeded 2011-12 Results N Scores Recorded Math: Mean Scale Score the standard SWD 12 801 66

EL students: tdm Fulton County Schools 25 1/9/18  In the areas of reading and math 100% of our EL student group met standards on both reading and math tests on the CRCT.

Reading: Mean Scale Reading: % Met or 2010-11 Results N Scores Recorded Score Exceeded the standard EL 1 838 100 Reading: Mean Scale Reading: % Met or 2011-12 Results N Scores Recorded Score Exceeded the standard EL 1 844 100

Math: % Met or Exceeded 2010-11 Results N Scores Recorded Math: Mean Scale Score the standard EL 1 818 100 Math: % Met or Exceeded 2011-12 Results N Scores Recorded Math: Mean Scale Score the standard EL 1 843 100

Economically Disadvantaged students:  Our Economically Disadvantaged student group increased the number of students meeting standards by 2 percentage points in reading, while the same students maintained their performance at 82% meeting standards in math on the 2010-11 and 2012 administrations of the CRCT.

Reading: Mean Scale Reading: % Met or 2010-11 Results N Scores Recorded Score Exceeded the standard Econ. Disadvantaged 126 830 87 Reading: Mean Scale Reading: % Met or 2011-12 Results N Scores Recorded Score Exceeded the standard Econ. Disadvantaged 103 833 89

Math: % Met or Exceeded 2010-11 Results N Scores Recorded Math: Mean Scale Score the standard Econ. Disadvantaged 122 830 82 Math: % Met or Exceeded 2011-12 Results N Scores Recorded Math: Mean Scale Score the standard Econ. Disadvantaged 109 830 82

Name 2-3 areas you have identified to be your goal areas for improvement.  We have chosen to focus on areas of improvement with Reading, English/Language tdm Fulton County Schools 26 1/9/18 Arts, and Math across grade levels for the following subgroups: During the 2012-13 school year, will attempt to: >> Black Students o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Reading standards as measured by CRCT from 88% to 90%. o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Math standards as measured by CRCT scores from 75% to 77%. o Increase by 2 and 5 percentage points respectively the number of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 72% to 74% and 71% to 76% >> Students with Disabilities o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Reading standards as measured by CRCT scores from 81% to 83%. o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Math standards as measured by CRCT scores from 45% to 47%. o Increase by 2 percentage points respectively of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 25% to 27% and from 19% to 21%. >> Economically Disadvantaged Students o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Reading standards as measured by CRCT scores from 88% to 90%. o Increase by 2 percentage points the number of students in grades 3-5 who meet and exceed Math standards as measured by CRCT score from 78% to 80%. o Increase by 2 percentage points respectively the number of students in grade 3, 4, and 5 who meet and exceed Science and Social Studies standards as measured by CRCT from 74% to 76% and from 69% to 71%. SW-1 h. The root causes for our identified areas of weakness are included below. (Include 2-3) TA - 1 a. Lack of teacher understanding of how to fully implement the curriculum b. Lack of professional development to improve the number and operations domain of the CRCT which lead students to be deficient in their understanding of conceptual math concepts c. Lack of a connection between teacher expectations and student expectations. tdm Fulton County Schools 27 1/9/18 i. Include a paragraph on: i. Explain how the staff is given an opportunity to assist in data and root cause analysis.  In an effort to support student achievement and identify teacher efficacy regarding the same, we have devised with the support of our Title1 Data Support Specialist process for identifying critical data, capturing the data, reviewing the data, sharing the data, and improving the data. The collection process involves the following:  Weekly ongoing data talks with the Data Support Specialist,  Interim data reviews with the Principal,  Interim data reviews with the Area Superintendent,  Data talks with parents, and  Data talk with students. ii. How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs?  Teachers are required to utilize the Professional Learning Communities process for reviewing, analyzing, and responding to student data. The collaboration between teachers allows for best practice scenarios to be shared and discussed for systemic action. The entire process focuses on students’ work and teacher efficacy directly related to the data. iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data?  Teachers utilize the data during the PLC meetings to develop SMART plans. These plans are directly aligned to the needs of individual students as well as small groups. The Response to Intervention (RTI) is at the forefront of the data review. This allows for direct impact with regards to student achievement as the team strategizes for instructional “next steps”. SW - 1 5. MIGRANT paragraph – required We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the occupational survey section of the enrollment form and the occupational survey forms that are distributed at the beginning of each school year.) We do not currently have migrant children enrolled at Feldwood Elementary School; however, we have taken into account the need to provide supplemental services for migrant children in the event said children enroll. On staff at Feldwood are a parent liaison, social worker, school psychologist, central office liaison and guidance counselor who will help migrant families connect to community resources as needed, as well as help migrant students transition into a new school setting. Academic assessments will be conducted upon enrollment, appropriate placements determined and academic strengths and needs identified. As part of the student enrollment process, the school data clerk checks the enrollment form as well as the Occupational Survey section of the tdm Fulton County Schools 28 1/9/18 form. All new students receive the Occupational Survey form at the time of enrollment. Students who may be homeless will be referred to the Fulton County Schools Homeless Liaison for possible services. A planned program for improvement to meet the needs of the student will be developed for academic deficits identified through the placement process, as well as formative data and classroom assessments.

SW-1  School Improvement goals are aligned to Common Core Georgia Performance Standards SW-2 (CCGPS). FLP . Goals / strategies need to target students not performing at standard/ expectation (at-risk) . Strategies need to be specific and include something “more and/or different” than what has been done previously. . Consider scientifically, research-based strategies and/or promising practices that have been effective elsewhere.  Include Title I funding for additional personnel, professional learning, and parental involvement under the budget/resource column.  Evaluation/evidence needs to include both formative and summative items. NARRATIVE within Implementation Plan 1. Plan’s strategies: SW-9a a. Describe how the plan provides opportunities for ALL students, to meet or exceed SW-2a proficiency AND addresses the needs of all students and targeted subgroups of FLP students, on a timely basis.  Our plan has taken into account of all students and student subgroups. The disaggregated data supports the alignment of resources and programs to meet the tailored needs of each group. The initiatives presented are global and represent systemic accountability for the success of each student. All academic programs, professional learning opportunities, parent engagement platforms and targeted academic areas are aligned with the whole-school at the center of the same. The goal of success and achievement across the school is embedded in the expected outcomes regarding the same. Subgroups, specifically students with disabilities, represent areas of targeted assistance for more intensive improvement. In this scenario, the alignment of services is increased to promote efficacy and achievement. While services are aligned systemically, students who demonstrate more intensive services will be tiered for Extended-Learning opportunities. SW-2b b. List the strategies and instructional methods you are incorporating into your school TA-1 improvement program and describe how these strategies and instructional methods are FLP based on scientific / research based strategies and are effective means for raising student achievement and strengthening the core academic (general education) program.  Our students are given “more time on-task” for Math. The incorporation of the Math Problems of the Week (MPOW) program supports additional instruction during the school day to develop these skills. The opportunity is extended into the home setting via weekly parent communication. These problems are directly aligned to the Common tdm Fulton County Schools 30 1/9/18 Core Georgia Performance Standards (CCGPS). The delivery of the math instruction in the school and home is enhanced through supplemental resources (COACH, Study Island, etc.) These programs are CCGPS based.  Our students are exposed to “more time on task” in the area of Writing and Reading/English Arts. Two school-wide initiatives increase students’ time on task and focus for the areas of Reading/ELA: Instructional Reflections Program and Books and Bites. In both cases, the students are exposed to reading, writing and ELA fundamentals. The Books and Bites program extends literacy into the non-instructional day (Lunch Period). Students are exposed to the elements of the standards pertaining to the same. The Instructional Reflections program requires students to demonstrate their mastery of instructional lesson through writing. This process occurs following each core area of instruction. The rubric for the same is consistent and targets ELA/Writing and Comprehension skills. c. Describe the effective instructional methods that will be used to increase the quality and SW-2c amount of learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional FLP Methods - RTI groups, small group instruction, extended learning time (“double dosing”), After/Before school tutoring, zero periods) Best practices, noted through research-based literature and teacher shared experiences, will be modeled via PLC meetings, the services of the school’s curriculum support teacher or the Reading/ELA Coach. In each case, teachers will be exposed to differentiating instruction to meet the needs of all students (whole group, small group, individual). Weekly PLC meetings allow for quick RTI and strategic planning for teams of teachers. The weekly opportunities are further enhanced with the review of common assessment data in three-week intervals. The impact of student mastery is achieved via EIP support, co-teaching for inclusion, extended learning, teacher-prescribed tutorial, parent coaching and additional time on task via the Math Problem of the Week initiative.

 How will students who are experiencing difficulty mastering the standards be identified in a timely manner by teachers trained in identification methods?  As teachers review formative assessment data and common assessment data, they are required to analyze the same during their PLC meetings. The response to student mastery or the lack thereof is addressed through the development of SMART plans. These plans are designed to look at students’ areas of deficiency and revisit instructional strategies to meet the same. The PLC, modeling and coaching opportunities will enhance teacher efficacy regarding the same.  How will additional assistance be provided for these students in their area of identified difficulty?  Student support is enhanced with prescriptive measures. These prescribed strategies are developed for the school day, extended school day and at home. The tdm Fulton County Schools 31 1/9/18 services of the EIP teachers, co-teachers and regular education teachers are designed to support students, across the school, who demonstrate the need for the same. Support is designated for students in each performance quartile. This supports remediation and enrichment opportunities. The platform for designing Response to Intervention and strategies is the PLC.  What activities will these students participate in that will focus on their area of identified need?  These students and their parents will be given prescriptive instructional focus and training regarding the same. These students will have priority for additional support via tangible resources (Reading Nooks, Coach Materials, etc.) to create intrinsic opportunities to achieve mastery. These students will have access to technologically-based programs that support the development of instructional skills. They will participate in the Books and Bites program, the Math Problem of the Week Program (MPOW) and the Parents-in-the-School initiative that aligns parents with the work of the school.

TA-2 2. Describe the instructional strategies and programs in the TA program which coordinate FLP with and support the regular program of the school. a. Discuss grades and subject areas to be served  b. Instructional strategies to be used  c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the targeted instruction. It must not take the place of the regular core instructional program.  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. No funded educational Field Trips for FY13 SW-7 3. Describe your process for reviewing the progress made by participating children, on an on- SW-2d going basis and the process for revising the program as needed to provide additional TA-8 assistance to enable these children to meet the State content and performance standards. We will increase the amount and quality of learning time by: . Differentiating instruction within the classroom (Tomlinson, 2000) tdm Fulton County Schools 32 1/9/18 . Providing daily tutoring in sight word mastery for struggling students . Small group math and reading instruction (Armbruster, 2001) . Academic Vocabulary (Marzano, 2005) . Balanced Assessment/Authentic/Performance Based Assessments (Bailey, 2005) . Data Driven Decision Making (Bernhardt, 2005), (Hirsh, 2007)

How our school will determine if such needs have been met and are consistent with improvement plans approved under Educate America Act: . Frequent common formative assessments in reading, writing, language arts and math . Monthly common assessments in reading, language arts, math, science and social studies. . Bi-annual parent perception surveys . Summative assessments such as the CRCT, ITBS, and district benchmark assessments in reading, language arts, math, and science.

Describe how teachers are involved in the decisions regarding the use of academic assessments to improve instructional programs and individual achievement. 1. The ways that we include teachers in decisions regarding use of academic assessment are through professional development activities such as: Checkpoints, CRCT, ITBS, Balanced Assessment System, common assessments, fluency assessments, End of Unit assessments in Mathematics and English Language Arts to enable them to provide information on, and to improve the achievement of individual students and the overall instructional program in the following ways:  Collaborative Planning – All teachers are engaged in weekly collaborative planning sessions that are grade level specific. Teachers discuss best practices and align lesson plans and weekly instructional foci with GPS. The end result is that all students are progressing through the standards at a similar pace because the teachers are working together to discuss student proficiencies and/or deficiencies and making the appropriate adjustments.  CRCT Review – Before the CRCT is administered, all teachers are provided opportunities to discuss relevant academic needs of students through weekly dialogue with grade level chairs, CST, and Administrators. This review includes standards, scores, cut-off scores, and other data determinants of student success. As the test approaches, teachers identify students in danger of failing the CRCT and additional support is provided to those students and their parents through remediation.  Data analysis Training – During pre-planning teachers review student progress from the previous year noting the areas of difficulties for the entire school. These areas become opportunities for professional learning in which teachers are taught how to address student difficulties in these areas. Teachers are also taught how to understand, interpret, and use the data to drive instruction through the use of data profiles.  Development of assessments – Teachers work within their collaborative planning sessions to tdm Fulton County Schools 33 1/9/18 create formative and summative assessments of students’ progress through the standards. Teachers discuss best practices and align CCGPS lesson plans and weekly instructional foci with peers to develop assessments. The end result is that all students are progressing through the standards at a similar pace because the teachers are working together to discuss student proficiencies and/or deficiencies and making the appropriate adjustments before assessing students.  Grade Level Data Meetings - Teachers review grade level data during bi-weekly grade level meetings. Teachers note student difficulties and discuss how to address student weaknesses in these areas. Teachers can then make adjustments in their lesson plans and determine how to adjust the pace of student learning. Additionally, teachers can share best practices and trade ideas for progressing students.  Leadership Team Meetings – The leadership team meets once a week to discuss teacher and student progress within the school. Decisions (based on data) are made as to whether teachers need additional support from the CST. The leadership team also evaluates data from formative assessments such as Checkpoints to discuss the needs of specific grade levels and/or students.  Monthly data reviews - Teachers periodically review student and school data as indicated on our data board. School data is visible for all teachers, parents and students, so that our school focus on academics is clear. Teachers are also taught how to understand, interpret, and use the data to drive instruction through the use of data profiles which links academic needs and deficiencies to specific students.  Reading & Math Strategies Training – Teachers receive training in reading and strategies to promote integrative teaching and learning. These courses highlight the need to focus on enduring understandings for students and teach teachers how to merge the standards across subjects.  State writing assessments (grades 3 and 5) – Before the CRCT is administered, teachers are taught how to understand scoring reports and how to have meaningful conversations with parents about student scores on the CRCT. Teachers are provided opportunities to discuss relevant academic needs of students through weekly dialogue with grade level chairs, CST, and Administrators. This review includes standards, scores, cut-off scores, and other data determinants of student success. As the test approaches, teachers identify students in danger of failing the CRCT and additional support is provided to those students and their parents through remediation.  Vertical Teaming during Professional Learning Day sessions – Teachers are given opportunities to collaborate with vertical teaming. This allows teachers at higher grade levels to discuss the needs of students before they progress to the next grade level. These conversations help teachers academically accelerate students while maintaining focus on current grade level standards. tdm Fulton County Schools 34 1/9/18  Write Score – Students are provided an opportunity to practice for the GHSWT and their responses are tabulated using Write Score. Teachers are taught how to interpret the score reports and use the data from the score reports to hone in on student weaknesses with writing. Additionally, teachers can modify teaching to reflect whole class needs.

2. We have included teachers, paraprofessionals and, if appropriate, parents, community members, and other selected staff in our professional development that addresses the root causes of our identified needs. Upon identifying the root causes, teachers have worked collaboratively to create common assessments and drive instruction to meet the needs of all learners. TA-9 4. Describe procedures for annual assessment of students for meeting state and local expectations.  SW-2e 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. No educational field trips for FY12 will be Title I funded.

g Title IIA 1. Include a narrative reminder that Professional Learning needs, based on the needs n i assessment, are included in the FCSS School Improvement Plan Template. n r  Annually our school completes a professional learning survey provided by the district office. a

e We use the results of this survey as well as the results of our comprehensive needs L

l assessment of student achievement to determine the professional development needs of our a staff. A description of the activities planned to meet the needs discovered is included in our n o

i Implementation Plan. The funding needs and funding sources for each of these activities are s also listed in the Implementation Plan. s

e SW-4

f 2. Describe how the school/district are providing high quality and on-going professional

o TA-5

r development for teachers, principals and parapros and how these activities meet the needs Title IIA P

identified in the needs assessment, enabling students to meet the state’s performance

d standards. n a

 District

Q  Professional Learning opportunities are provided to teachers, principals, and i

H paraprofessionals in Fulton County based on needs assessment surveys provided to (

y all stakeholders. Professional Learning is also provided based on other data, such as t i

l student assessments and district initiatives determined by student needs. a u

Q  Many educators in Fulton County are involved in on-going professional learning through

r endorsement programs such as reading, gifted and ESOL. The endorsement programs are o t yearlong endeavors with 150 or more hours. School Improvement activities at the district and a

c school levels align to the stated goals and priorities. Each school has “Better Seeker” teams or u

d “School Leadership Teams” who are trained to guide educational growth and development for

E the school. Continuous, on-going training is provided to teachers, principals and paraprofessionals in order to develop a clear understanding and consistent implementation of standards-based classrooms to enable students to meet and exceed performance standards.  School We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development who addresses the root causes of our identified needs. These are some examples of our staff professional development offerings: 1. Professional Learning Communities (Gregg, Thompson & Niska, 2004); (Hord, 1997) 2. Vertical Teaming 3. Writing Across the Curriculum 4. Talented and Gifted Strategies for all students 5. Using Data to Guide Instruction (Math, Reading, Language Arts, and Science) tdm Fulton County Schools 36 1/9/18 6. Using technology in the classroom 7. Special Education Training 8. New Teacher Support 9. Math Training Feldwood Elementary School’s professional development is aligned with the State’s academic content standards that are aligned to the Georgia Department of Education Class Keys.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example: 1. We have prioritized our budget expenditure to include services for students who have not met proficiency levels on state assessments such as extended day and Saturday School. Due to budget constraints, funds will be used to purchase instructional technology. 2. We will also address the needs of our students by providing all teachers with research-based professional development opportunities. 3. Parents will have the opportunity to be involved in learning opportunities that will assist with student learning.

We will purchase student, teacher, and parent resources that will support students’ learning in reading, math, language arts, science, and social studies. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve the achievement of individual students and the overall instructional program in the following ways: 1. Book Studies such as: Making Standards Useful in The Classroom; Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, and Monitoring and Measuring Student Progress by Robert Marzano.

2. Data Driven Decision Making: Using Student formative and Summative Assessment To Drive Instruction. (Bernhardt, 2007) SW-9b 3. Describe how teachers are trained to identify and provide assistance for at-risk students. Title IIA  The Curriculum Department encourages teachers to meet before the start of school to analyze FLP student information/data from the previous year. Results are compared to previous years and across the grade levels to look for trends and areas of concern. Teachers then plan as a team to emphasize those skills with a high degree of importance while covering the other necessary skills prior to spring testing. At-risk students will be identified so that they can be provided with additional educational opportunities (double dosing) for needed subject level support.  Teachers are offered staff development in areas that show as a need from the student data and past data from previous years. We offer training on data analysis, progress monitoring tools (Achievement Series, Checkpoints, etc.) and support in the curricula subject areas. tdm Fulton County Schools 37 1/9/18

 The current ELA GPS are 85% aligned with CCGPS. There will be an in-depth focus on mathematical understanding and skills. The current Math GPS are 90% aligned with CCGPS. There will be an in-depth focus on a balance of literature and informational texts, text complexity, argument, informative explanatory writing, research, and speaking/listening skills. Demo lessons have been taught to train teachers on GPS and the use of standards throughout the system. Teachers have had over 15 hours of Writer’s Workshop training during the 2011- 12 school year. The Curriculum Department has increased the purchases of supplemental literacy and math materials to support RTI and the Tier process for all of the Fulton County Elementary Schools.

 At the Elementary and Middle school levels, professional learning to identify at-risk students is job-embedded. Each middle school uses pre-planning days and specified collaborative planning time during the school year to analyze multiple types of data: formative, summative, qualitative, and quantitative. The emphasis is on collaborative analyses that lead to instructional improvement and differentiation. Using the data, at-risk students are identified and scheduled into courses that provide tiered levels of intervention. This is as minimally intrusive as peer collaboration or as restrictive as a self-contained classroom—and many things possible in between. However, data drives instructional settings and strategies for students. Elementary/ Middle schools provide professional learning to teachers for differentiating instruction, effective feedback, and “Response to Intervention” with its tiered supports for student learning.

SW-3 4. Describe the process used to identify and provide instruction by highly qualified teachers TA-5 and parapros. Title IIA  The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ (see attached plan and process). -The Principal Verification and Attestation Form contains the names of the teachers who are not yet HiQ (if applicable) 2 teachers are not yet HiQ: Lakee Pressley-2nd Grade and Ellen Curiel-K-2 SEC teacher. 97% of the teachers at Feldwood are HiQ. -Review student placement, ensuring equity in teacher experience. Address the correction of any inequities. tdm Fulton County Schools 38 1/9/18 -Place in the Binder, copies of the Parent Letters sent for non-HiQ teachers. -Place in the appendices, a copy of the written and signed plan that is in place for each non-HiQ teacher (if applicable) -The Detailed School HQT Information form (from DOE Report Card) is located in the appendices. Use the information on the form to determine the attrition rates of teachers and administrators in your school for the School Profile. We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. The goal and intent of Fulton County Schools is to hire teachers who are “Highly Qualified” in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Currently, Feldwood Elementary School employs a teaching staff that is 96% highly qualified. Feldwood Elementary School will create action plans with its Non-Highly Qualified teachers in an aim to reach 100% Highly Qualified Status. Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of placement, Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ.

Our staff is comprised of the following: a. Doctorate degrees: 4 b. Educational Specialist’s degrees: 23 c. Master’s degrees: 41 d. Bachelor’s degrees: 76 Fulton County School System participates in recruitment activities at colleges and universities in order to attract highly qualified teachers. Job fairs within the metro area are conducted, if needed, to provide school administrators the opportunity to interview candidates from a “pool” of highly qualified candidates. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers. SW-3 5. Discuss the district’s/school’s teacher-mentoring program that is in place to support new Title IIA teachers and increase teacher effectiveness. District mentors teachers by:  Fulton County District Office supports new teachers with an orientation at the beginning of each school year. Teachers are provided information and procedures which are fundamental for a successful experience during the school year. This includes information in the areas of benefits, professional learning, curriculum and resources. Throughout the year additional institutes are held in order to provide continuous support for new teachers. Our school mentors teachers by: (Make sure you address your 0-3 year teacher(s) and school based induction and on-going support – please be specific.) We have incorporated a teacher mentoring program which includes some of the activities below:

 We have incorporated a teacher mentoring program where first-year teachers benefit from the expertise and support of veteran teachers. Mentor and mentee meet to discuss lesson tdm Fulton County Schools 39 1/9/18 plans, assessments, classroom management, and best practices.  Supporting Teacher Excellence Program is in place to provide observations (formal and informal) and feedback through evaluations. All new teachers must take the STEP Orientation and participate in three formal observations as well as a performance evaluation for the first three years of teaching within Fulton County Schools.  All teachers participate in the writing and implementation of the Continuous Improvement Plan (CIP) containing schoolwide, grade-level, and personal goals that align with our School Improvement Plan (SIP).  On Professional Learning Days, certified and classified staff members partake in a variety of professional development opportunities which serve as a model for vertical teaming. Some of the workshops include integration of arts within the general curricula (ArtsNow), using data to focus instruction in both Mathematics and Reading, teaching, writing through the use of Write Score data and developmental feedback. SW-3a 6. Discuss the strategies that are in place at the district and the school to attract highly Title IIA qualified teachers. District attracts highly qualified teachers by:  The district participates in recruitment activities at colleges and universities in order to attract highly qualified new teachers. Candidates are also screened through Human Resources and by school principals. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers. Our school attracts highly qualified teachers by: (list what do you do above the district’s efforts to make teachers want to choose your school)  Feldwood Elementary participates in Student-Teacher programs within regional universities.  The school presents at local and state as well as district-wide conferences to market the school’s successes  Feldwood participates in local job fairs to meet and inform highly-qualified future teachers about the quality of education at our school.

tdm Fulton County Schools 40 1/9/18 TA-6 1. Discuss that parent involvement is important and the school has strategies in place to SW-5 increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert the Parent Involvement Action Plan Below. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by: 1. Involving parents in the planning, review, and improvement of the comprehensive schoolwide program plan by including parents on the planning committee. 2. Parents are required to join the school’s Parent-Teacher association at Open House to offset the cost of classroom materials as well as schoolwide fundraising initiatives. Funds are donated by the PTA to supplement classroom supplies. 3. Parents are encouraged to participate in a variety of educational extracurricular activities that are aligned to our School Improvement Plan with their children including, but not limited to: Parent Empowerment Fair, Women in the Schools, and Men in the Schools.. 4. Feldwood also offers parent opportunities to better serve their children academically through our Parent Resource Center as well as the following programs: Mommy and Me workshop, Adult Literacy classes, Lunch and Learn sessions, New Parent Orientation, PASSport to Success Program Workshop, Get Ready to Read Program, Powerful Parenting Workshops Series, Parent and Community Empowerment Fair, CRCT Clinic. 5. We have involved parents in the planning, review, and improvement of the Schoolwide Program by involving our Parent Liaisons in the preparation and explanation of the budget, as well as the review of our past parental involvement initiatives in order to improve school and parent relations. 6. Additionally, Feldwood Elementary School takes the following actions to involve parents in the joint development of its school parental involvement plan under section 1112 of the ESEA:  Conducts an annual survey of parents for needs and concerns  Invites parents to participate in the development of the building of our parental involvement policy  Shares said policy with all parents  Holds an Annual Title I Meeting to review the current year’s program 7. Parents are kept well-informed of their children’s academic and behavior progress through the following:  Yearly State of the School/Title I Address  Parent Conferences highlighting the Student Success Profile  Curriculum Night  Kindergarten Orientation  Weekly schoolwide Newsletter  Parent Curriculum Follow-Up Progress Reports  Student Support Team Conferences  Progress Skills Checklists  Math and Reading end of Unit Assessment Letters  Renzulli Learning Profile  Success Maker, Accelerated Reader, and “Test Talk” Reports Additionally, we have developed a parental involvement policy that includes strategies to increase parental involvement, and describes how the school will provide individual assessment results. tdm Fulton County Schools 41 1/9/18 SW-15 a. Describe the process used to involve parents in designing, implementing and evaluating TA-6 the school improvement and the parent involvement plan.

 The opinions of our parents are important to us. An electronic parent involvement 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 Improvement 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.

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.

Parents are also asked to sign a parent policy and compact in order to increase the level of accountability for all stakeholders.

SW-10 b. Discuss how parents get information on individual student test results and help with FLP test interpretation. (School Council/ PTA)  We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences and upon request.

Individual student assessment results and interpretation will be provided to parents in the following manner: . Curriculum Night – Parents are invited into the school to view the current curriculum and meet with teachers to discuss standards . Parent Conferences – An opportunity in which to highlight the Student Success Profile (Portfolio of student’s progress through the standards) . Parent Curriculum follow-Up Progress Reports - An opportunity in which to highlight the student’s academic progress . Progress Skills Checklists – On-going parental exposure to student’s success with standards . Quarterly Report Cards . Renzulli Learning Profile – A web-based program for parents to view and share in student’s learning and success . Student Support Team Conferences – Support for students who need extra academic assistance tdm Fulton County Schools 42 1/9/18 . SuccessMaker and “Data Talk” Reports – Progress monitoring for parents to analyze student data and success with user friendly jargon . Teacher and Student Common Assessment Smart Plan – Specific goals for students and parents to track student successes and growth . Teacher/Parent Data Talk – One on one interactions between teachers and parents to improve student achievement . Teacher/Student Data Talk - One on one interactions between teachers and students to improve student achievement

If our school is identified as a priority, focus or alert school, parents are notified by letter(s) explaining the flexible learning program (FLP) and what intervention strategies are in place to improve our status. Feldwood Elementary School did not utilize the Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools.

SW-9 c. Explain parent-teacher conference opportunities, how the teacher is helping students identified as having difficulty meeting standards, what parents can do to assist their students, and where parents can find additional assistance at the school or in the community.

The measures we will take to ensure students with difficulties are identified on a timely basis are:  Student Support Team monitoring for students experiencing academic deficits  Results from the Criterion Reference Competency Test (3-5), 2 administrations of the district benchmark assessment for grades 3-5, GKIDS (Kindergarten Readiness Test), Iowa Test of Basic Skills (3rd & 5th), and Georgia Alternative Assessment (GAA).  Results from content area common assessments, Fluency Assessments, and Basic Literacy Test (K-2).  Reports from the SuccessMaker  Results from Writing Assessments implemented in grades 3-5.  Access for EL test results

We are providing 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. Those activities include: . Saturday School . Extended Day Program . Study Island . Brain Pop . SuccessMaker Morning Lab tdm Fulton County Schools 43 1/9/18 . Sight Word Tutor . Partners in Literacy . Math Maniacs Program which provides computer based activities students may use to practice math skills . Junior Great Books and Literature Circles

Feldwood Elementary School is committed to keeping all students motivated and personally accountable for their academic success. We implement the following activities and rewards to encourage student success: . Accelerated Reader celebrations . Reading Bowl . Student Achievement and Recognition Program . SuccessMaker celebrations . End of the Year Awards Ceremony . Math Maniacs . Data Talks with teachers and administrative team

Periodic training will be provided to teachers to provide methods and strategies for the identification of difficulties and appropriate methods of assistance for these difficulties. . Student Support Team training . Data Support Specialist/Curriculum Support Teacher monthly data disaggregation trainings . Informal Collaboration during weekly Grade Level meetings . Professional Learning Day trainings help teachers identify areas of student weakness and target instruction through a variety of strategies, resources, and peer consultation.

We will hold teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student and additional assistance available to the student at the school or in the community. All conferences result in the sharing of academic and behavioral results with parents and their children as well as offering schoolwide services and resources to better meet the needs of all students.

. Twice a year, during Teacher Workdays, Feldwood Elementary School offers all-day Parent Teacher conferences. . Teachers and administrative team members meet with parents of struggling students who are possible retention candidates, throughout the year. . Student Support Team meetings are held monthly for struggling students who are possible retention candidates, throughout the year.

 SEE- FLP plan for further details regarding instructional intervention strategies (if tdm Fulton County Schools 44 1/9/18 applicable). Feldwood Elementary School did not utilize the Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools.

s 1. The Implementation Plan Template should show integration of Federal, State and Local e c

i programs and funds. v r

e TA-4 2. Describe the strategies used to coordinate and collaborate with other Federal, State, and S

f local services in your Title I Targeted Assistance program/plan. o  n TA-4 o 3. State that there is coordination and integration of Federal, State, and local services and i t programs. Describe how you will coordinate with and support the general education a r program. o

b  a l

l SW-8a 4. The dollar amounts of each federal fund that is allocated to the school should be listed, o SW – 8b showing coordination. Describe how resources from Title I and other sources will be C TA-7 used. d

n How Title I funds will be used: a . Title I: funds will be used to support our students by funding academic programs such as our n

o extended day tutorial program, and teacher professional development in the areas of reading, i t

a writing, math and science integrating state and other sources, instructional and student resources, n

i and school personnel. d

r Other federal, state and local services and programs: o . Early Intervention Program (EIP): State-funded program that will continue to get children on o

C grade level in reading, writing, and math who are below grade level or at risk of becoming below grade level. . Response to Intervention (RTI): a 12-step school transformation model designed to aggressively transform school cultures for sustainable student achievement. This framework, developed in response to the United States Department of Education’s Call to Action, jumpstarts low-performing schools in their move toward accelerated and continuous reading improvement. . State Required Staff Development . Pre-Kindergarten o With funding from the Georgia Lottery for Education, we serve 20 students with no enrollment fees. Guided by Georgia’s Pre-K standards, each class provides opportunities for learning and growth in: . Language and literacy development . Mathematical development tdm Fulton County Schools 45 1/9/18 . Scientific development . Social studies development . Creative development . Social and emotional development . Health and physical development  The following federal funds have been allocated to our school. Fund Amount Description of Services Show how the funds are coordinated for the improvement of the entire school Title I $287, 292.00 Title I funds are used to supplement student learning goals by offering an Extended Day program and providing students with additional learning materials that offered more hand-on approaches to learning as well as access to technology. These materials fit well with the established curriculum from FCBOE and should help increase overall student achievement at Feldwood Elementary. Title II $ Title III $ SW-8c 5. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational and Applied Technology Act, and National & Community Service Act of 1990.  With renewed focus on preparing our students to meet the expectations of a global workforce, career and technical curricula integrates and correlates technical skills to academic standards. Perkins accountability indicators are tied directly to student performance on the Georgia High School Graduation Test - reading and mathematics - as well as graduation rate.  Elementary Schools do not received these funds SW-6 6. Explain how your school assists children in the transition (preschool, early childhood programs; middle or high school; private schools and transfer students)  Following are our plans for assisting students in the transition process to or from our school. We also tell how we help students who are entering from private schools and who enroll during the year. Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school, entering from private schools, as well as students transferring into our school throughout the school year. Bright from the Start is Feldwood’s pre-K curriculum, and it combines academic and social skills development as major pre-requisites for a smooth transition to kindergarten.  Vertical teaming among pre-K and kindergarten staff helps pre-K teachers focus on particular curricular concerns that kindergarten teachers may have  Pre-K students and parents participate in an annual “Kindergarten Roundup” where they travel to kindergarten and spend some time observing how the “big kids” navigate through their school day.  In 5th grade, the feeder middle school administration and counselors will come to talk to parents and students about the expectations of middle school tdm Fulton County Schools 46 1/9/18  5th graders travel to the middle school to shadow their older peers during a day in spring  Elementary and middle school counselors schedule rising 6th graders together, so that students maintain advanced and accelerated, EIP and remedial standing when they transition

SW-14 1. The implementation of the plan is monitored throughout the year. Addendums are added to the plan when on-going assessment data shows revisions are needed. The plan is s

t evaluated and revised yearly based on newly disaggregated data.

n  The district utilizes focus walk data to monitor our progress in the implementation of our e instructional strategies listed in our plan. m

e  Mid-year reviews of our school improvement plan and formative assessment data are held in r i January. During this meeting, district staff and school administration meet to check on the progress u

q of our plan implementation and the results of our formative assessments.

e SW-18 1. Explain that should the school enter the Needs Improvement status, based on R

l consequences or sanctions based upon the ESEA waiver determinations, that the School a

n Improvement provisions of NCLB, Section 1116 will be followed. o

i All priority, focus and alert schools (if applicable) will complete and participate in all requirements according to t i state and federal guidelines. We will offer flexible learning programs (FLP) if applicable if we should enter the FLP d

d requirement that requires specific interventions we will work with the State DOE and our District to complete all

A requirements for improvement. Feldwood Elementary School did not utilize the Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools.

tdm Fulton County Schools 48 1/9/18 SCHOOLWIDE PROGRAM CHECKLIST

SCHOOL: Feldwood Elementary School DATE: 10/12/12

All components of a Schoolwide program plan must be addressed. Those areas marked “Not Met” need additional development. *Denotes required component as set forth in section 1114 of Elementary and Secondary Education Act of 1965 (ESEA). Plan Requirements and Schoolwide MET Components Cover Page – school name, logo  Original date of plan listed  Revision date of plan listed (24th, August, 2012)  Table of Contents – Schoolwide  District Mission, Vision, Goals  Evaluation of previous years Schoolwide Plan  School Mission, Vision, Goals  District/ School demographics  A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect  1 achievement. (A)

School Profile – Data  Migrant Statement included in plan  Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.  Implementation Plan  Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and  2 academic standards and: (B)

 Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student 2a performance.  2b Are based upon effective means of raising student achievement. Use effective instructional methods that increase the quality and amount of learning time.  2c tdm Fulton County Schools 49 1/9/18

Plan Requirements and Schoolwide MET Components Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs  2d have been met and are consistent with improvement plans.

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  2e 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.  2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable). Instruction by highly qualified professional staff. (C)  3 Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)  3a Professional development for staff to enable all children in the school to meet performance standards. (D)  4 Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts, etc.  5 a) Must include parent policy with cover sheet and revision month/date/year b) Parent policy checklist c) Compacts Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school  6 to high school; and high school to post-secondary. (G)

Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve  7 the performance of individual students and the overall instructional program. (H) Coordination and integration of Federal, State, and local services and programs (J)  8 List of State and local educational agency programs and other Federal programs that will be included  8a Description of how resources from Title I and other sources will be used  8b Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the n/a 8c Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely  9 assistance, which shall include: (I) Measures to ensure that students’ difficulties are identified on a timely basis  9a Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.  9b Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student,  9c and additional assistance available to the student at the school or in the community tdm Fulton County Schools 50 1/9/18

Plan Requirements and Schoolwide MET Components Description of how individual student assessment results and interpretation will be provided to parents.  10 Provisions for the collection and disaggregation of data on the achievement and assessment results of students.  11 Provisions to ensure that disaggregated assessment results for each category are valid and reliable.  12 Provisions for public reporting of disaggregated data  13 Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance  14 providers, determines that less time is needed to develop and implement the Schoolwide program.

Plan developed with the involvement of the community to be served and individuals who will carry out the plan including  15 teachers, principals, other school staff, and pupil service personnel and parents. Plan available to the LEA, parents, and the public.  16 Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in  17 the school speak as their primary language. Plan is subject to the school improvement provisions of section 1116.  18 Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and Compact Checklist

Principal’s Verification and Attestation.

Schoolwide Checklist – Completed and signed by the principal

School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal

Comments: Dr. Trici Smith 10/12/12 Principal’s Signature Date

Dr. Tawana Miller ______10/12/12 Title I Director’s Signature Date

Donald Fennoy 10/22/12 Area Executive Director’s Signature Date

Assistant Superintendent’s Signature Date

tdm Fulton County Schools 51