FY13 Cliftondale Title I SWP -...

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Evaluation of Title I School Improvement Plan – Cliftondale ESEvaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?o 2 types of evaluations – ongoing or annually. Which type was selected? __Annual__?o What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?

For the most part, Cliftondale Elementary increased overall in student achievement. However, there were some areas of slight decline. In 3 rd grade students improved in Reading from 90% in 2011 to 93% in 2012, English/Language Arts (ELA) from 91% in 2011 to 92% in 2012, and Math from 83% in 2011 to 85% in 2012. In 4th grade, results remained largely stable from 2011 to 2012, a 4% rise in English Language Arts (86% in 2011 to 90% in 2012). Likewise, scores remained stable in 5th grade English Language Arts, and a small gain occurred in Reading (91% in 2011 and 94% in 2012). In Math, 4th grade remained relatively stable with obtaining 77% in 2011 and 76% in 2012, while 5 th grade declined slightly having 90% in 2011 and 84% in 2012.

In the area of Writing, 84% of our 5th graders met or exceeded expectations. Those students exceeding expectations remained relatively stable with 14% in 2011 and 13% in 2012. A slight decline occurred in meeting expectations with 77% in 2011 to 71% in 2012.

Based on the above results and other internal data and assessments, we believe that we should continue emphasizing improvement in reading, mathematics and writing (please view tables 1-9, 11). We feel that our plan for 2012-2013 should include the following information, some of which are continued from our previous school year:

-Emphasis on differentiated instruction (i.e. use of choice boards, leveled readers for intervention, and Depth of Knowledge strategies)-Balanced reading approach (shared reading, guided reading, independent reading, literacy activities/centers)-Guided math components (whole group instruction, individualized or small group instruction, independent practice, math activities/centers)-Use of instructional strategies that promote the development of math skills in the Numerical Operations and Measurement areas. For example, teachers can use reciprocal teaching and error pattern analysis to improve the student’s understanding of math content, as well as detecting their patterns of misconception. -Instructing students using best practices that help them to be cognizant of multiple ways of understanding numbers, relationships among numbers, and number systems, as well as understanding meaning of operations and how they relate to one another.-We should place an emphasis on student’s ability to compute fluently and make reasonable estimates when looking at number relationships.-We suggest the use of error pattern analysis as a fundamental pedagogical technique that can be used to improve student performance in the Numbers and Operations area Measurement.-We should continue to emphasize specific components of the Reading Comprehension areas, such as main idea, locating information, making inferences, and comparing/contrasting information. These skills will also assist students in math problem solving as well, where students have to first identify, then execute, and the proper operation to solve math problem word problems. In essence, this process is math comprehension. -We will continue to emphasize the fundamental aspects of the writing process (pre-write, draft, revision, edit, final copy/publish), with a greater emphasis in writing across various content areas (math, science, social studies). By end of November 2012 100% of teachers, grades 3 rd-5th will have professional development in writing across various content areas.

2012-2013 Cliftondale Elementary Smart Goals: During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Reading in grades 3-5 from 92% to 95%

as measured by the Georgia Criterion Reference Competency Test.

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During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Math in grades 3-5 from 82% to 88% as measured by the Georgia Criterion Reference Competency Test.

During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Writing in 5 th grade from 84% to 90% as measured by the Georgia Writing Assessment.


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Title I SCHOOL IMPROVEMENT PLAN for

Cliftondale Elementary

Original Plan Written during the School Year: 2010 - 2011 Revised Plan Written during the School Year: 2012 – 2013

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Table of Contents Schoolwide Planning

Page # Criteria1. Comprehensive Needs Assessment:

Strengths and ChallengesIdentifies needs in the key areas that affect student achievementRoot causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.Migrant paragraph (required)

2. Develop schoolwide reform strategies (reference the research)a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.b. Are based upon effective means of raising student achievement.c. Use effective instructional methods that increase the quality and amount of learning time.d. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met

and are consistent with improvement plans approved under Educate America Act.e. Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive

needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.

f. Flexible Learning Program Plan that addresses Priority, Focus and/or Alert Schools (if applicable).

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

4. Provide high-quality and ongoing professional development for staff to enable all children in the school to


Title I SCHOOL IMPROVEMENT PLAN for

Cliftondale Elementary

Original Plan Written during the School Year: 2010 - 2011 Revised Plan Written during the School Year: 2012 – 2013

SCHOOL: Cliftondale Elementary DATE: August 24, 2012

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meet performance standards.

5. Develop strategies to increase parental involvement.

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

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.

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.

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 basisb. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the

communityc. 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.

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

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

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

13.Provisions for public reporting of disaggregated data.

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.

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).

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


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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.

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:

ExcellenceTrust and Honest Communication

Common UnderstandingPersonal Responsibility

CommitmentAcademic Achievement

Measured ResultsContinuous Improvement

Safe and nurturing environmentInvolved 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.


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Comprehensive Title I School Improvement Plan

Themes SWP/TA/FLP Component

Description

Com

preh

ensi

ve N

eeds

Ass

essm

ent

and

Plan

ning

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

VisionEvery student will possess the educational tools and best learning practices to achieve academic success in the 21st century.

Belief StatementWe believe children can learn when their individual needs are met so that they can reach their fullest potential.

MissionOur mission is to prepare Cliftondale students to reach their highest potential so they can be productive citizens and globally competitive.

SW – 1TA – 1FLP

2. Describe the System/ School Demographics The Fulton County School System is home to approximately 93,000 students. There are

100 schools in Fulton County, each accredited by the Southern Association of Colleges and Schools. These include 58 elementary, 19 middle, and 16 high schools, as well as 7 start-up charter schools. Of the total student population: 33% are White, 42% are Black and 13% are Hispanic, 9% Asian and 3% Multi-racial. Fulton County reports 44% of


SCHOOL: Cliftondale Elementary School DATE: August 24, 2012

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students are economically disadvantaged, 11% are students with disabilities and 07% are English Language Learners.

Approximately 78.9% of Fulton Schools made Adequate Yearly Progress (AYP) under the No Child Left Behind Act. The cost per student for fiscal year 2011 was $8,727 (estimated) and 44% of students are eligible for free/reduced lunch meals. Fulton’s high school graduation rate was 84.7%.

Cliftondale is home to approximately 787 students. Of the total student population: 98% are Black, 1% is Hispanic and 1%Multiracial. Approximately 67% of students are economically disadvantaged, 8% with disabilities, and no English Language Learner students.

Cliftondale educates students in PreK-5th grade. There are approximately 54 full time teachers, 22 paraprofessionals/assistants/support personnel, and 7 administrative team members (Principal, Asst. Principal, Counselor, Curriculum Support Teacher, Data Support Specialist, Media Specialist, Technology Specialist), and 5 itinerant staff members. Cliftondale earned Adequate Yearly Progress (AYP) from 2009-2011.

SW – 1TA – 1FLP

3. Describe how the School Improvement Plan is revised annually with the participation of the Title I Committee (TIC)/ Local School Advisory Council (LSAC). Include a paragraph about the TIC.

The Title I Committee is composed of administration, teaching staff, classified staff, and parents/community members. The members played a role in reviewing or developing the 2012-13 plan. For example, the school administrative team members who served on the Title I Committee reviewed and compiled the most recent data on students at Cliftondale Elementary. The team organized it for all Title I Plan Committee members. The teachers and Data Support Specialist, along with the principal, provided in-depth data analysis of the student achievement information. Parents on the committee served as a resource for communicating the needs of the community or provided questions from the community in relation to Cliftondale Elementary improvement efforts.

The Title I Committee reviewed several data elements concerning the 2012-13 school improvement plan and the results from assessments during 2011-12 year to indicate success or lack of progress on the School Improvement Plan goals.

Listed below are the members of our Title I Committee team and their titles / roles.Member Name Title / Role


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Dr. Tony Wilcher PrincipalLori Hudson Data Support SpecialistMarquila Mack Curriculum Support TeacherElendor Harris TeacherLaree Brown TeacherCherrika Holloman Parent LiasonMichelle Owens ParentTeresa Maxwell ParentTiffany Jackson Parent

SW-15 a. Cliftondale’s plan development involved all staff, as well as community/parents/ school council: We have developed, and will revise yearly, our school improvement plan with the

participation of individuals (staff, community members and parents) who will participate in carrying out our comprehensive school improvement plan.

The process we used to select our team is… The team was selected based on willingness to participate, willingness to review several elements of school achievement data, and recommended by a school, staff, or community member. We wanted members who had a vested interest in the success of Cliftondale Elementary, yet were also able to offer a critical analysis of the organization. The team is committed to developing and revising yearly, the school improvement plan.

SW-16 b. Describe how the plan will be distributed to all parents and made available to all stakeholders once it is completed.

Upon completion, it will be shared with our staff by email and a hard copy will be available in our front office. We will use the staff’s feedback to make final revisions to the plan. After we gather feedback from the staff members, our plan will be made available to all of our stakeholders with a hard copy in the front office and a link on our website. We will also host a Title I meeting and discuss the results of our school improvement plan, as well as all components of the Title I plan.

Our school improvement and parent involvement plans will be discussed at our Annual Title I meeting , scheduled in either September or October 2012. We will also post our plans on the school website. Additional copies of the plan can be requested at the front desk.


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SW-17 Cliftondale’s plan will be translated into other languages.

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. Upon request, copies of these plans will be distributed as needed.

TA-1SW-1FLP

Describe the process used to complete the Comprehensive Needs Assessment and how it identified students at-risk of not meeting state standards.

Each of the members of our team had a part in the completion of our comprehensive needs assessment and school improvement plan. The process we followed to complete our plan was to first review data from the 2011-12 assessment results. We focused on students who did not perform well on assessments at the end of the 2011-12 year. Specifically, these were students who scored Level 1 on the CRCT in grades 3-5 in math and reading, and students who performed below level on standardized or internal assessments (i.e., common assessments). We discovered the following information:

Major strengths we found in our program and focused on during the 2011-12 year: Relative strength in reading (phonics and reading comprehension). On the CRCT our 3rd & 5th

grade students increased 3% in meeting standards (3rd from 38% in 2011 to 47% in 2012 & 5th from 58% in 2011 to 67% in 2012). (see Tables 4 & 6, p. 16-17)

Relative strength and increase was shown 2nd and 3rd grade math. Our 2nd grade students increased 10% in meeting & exceeding standards on the End of the Year Assessment from 76% in 2011 to 86% in 2012. Our 3rd grade students increased 6% in meeting standards from 36% in 2011 to 42% in 2012, notably the Economically Disadvantaged increased 14% in meeting & exceeding standards. (see Tables 3 & 12, p. 16 & 19)

Relative strength in the early literacy skills in Kindergarten using the DIBELS instrument, 89% of our kindergarten were low risk in letter naming and 90% were low risk for nonsense words. (see Table 10, p. 18)

Relative strength in English Language Arts in grades 3rd-5th. On the CRCT, our 5th graders scored 96% in meets and exceeds, 4th grade scored 90% in meets and exceeds, with an increase of 4% from 86% in 2011 to 90% in 2012. Our 3rd graders scored 92%, with an increase of 1% from 91% in 2011 to 92% in 2012. (see Tables 6-8, p. 17)Major needs we discovered and will focus on during the 2012-13 year:

Improvement in Math on formative and summative assessments across grade levels Additional professional learning in math instruction involving differentiation, questioning, higher

order thinking skills Improvement in Reading on summative and end of year assessments in grades 1st-2nd and 4th


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grade. Additional professional learning in writing to address better development of ideas, organization,

and conventions in students’ written drafts Analysis of the Numerical Operations, Measurement, and Data Analysis Areas

SW -11FLP

a. We have used the following instruments, procedures, or processes to obtain student data:

Criterion Referenced Competency Tests (CRCT)- grades 3-5Dynamic Indicators of Basic Early Learning Skills (DIBELS)- grades K-1End of Year Assessments (mock CRCT)- grades 1-2CheckpointsMock Writing3rd & 5th grade Georgia Writing AssessmentCommon Assessments

These data sources were reviewed to determine our needs for the upcoming year. We reviewed these data sources periodically throughout the implementation of our plan to monitor the plan’s effectiveness.

SW-11 b. Student data collection and disaggregation:

Our data was disaggregated by subgroup, grade levels, and content areas for analysis. The student’s past and present year teachers collaborated to analyze student data and make informed decisions by sharing CRCT and End of the Year Assessment results and student work folders. Data results are included in the School Improvement Plans. (see Tables 12-13, p.19)

c. Identification of students most at-risk of not meeting state academic standards:

Completing the needs assessment (review of 2011-2012 assessment results) allowed us to identify students at-risk of not meeting state standards by focusing on students who scored level 1 on the CRCT. On-going common assessments administered at the end of each unit throughout the year helped identify students at risk of not meeting academic standards. The Checkpoints assessment, administered at the beginning and conclusion of the semester, also helped determine student’s progress during the year. For emerging readers in Kindergarten, the DIBELS provided detailed information on students at-risk of reading failure. Local and teacher made informal assessments help gauge student’s weekly progress on academic


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progress.

SW-12FLP

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

The data we collect is from the School Report Card on the DOE website or AYP data sent to us by our Assessment Coordinator. The student test results administered by the state were valid and reliable. The data we received from both sources have already been disaggregated by subgroup by the Georgia DOE.

Local data is disaggregated using the Achievement Series program. The program produces data that allows us to identify students performing in the top 25%, middle 50%, and lower 25% level on common assessments administered throughout the year. In addition, the district developed Checkpoints assessment that also allows for disaggregation.

SW-13FLP

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

Test data is reported to the public through the school website, school marquee, system website, school newsletters, newspapers and on the GDOE website. The web addresses are posted for easy location of results by stakeholders.

The Georgia School Report Card and the Adequate Yearly Progress reports are posted on the Georgia Department of Education website

Our school improvement plan, including data, will be posted on the school website

Data is shared with the Leadership team and parents. It is reviewed regularly with the Local School Advisory Council which is comprised of parents, community members, administrators, and teachers

We publish our results on our school website and in school newsletters.


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The data is discussed with parents during conferences in which teachers identify areas of the student’s strengths and weaknesses.

f. 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) Cliftondale School Improvement Plan


http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_cliftondale.pdf

http://portal.fultonschools.org/School_Profile/Documents/SIP/SIP_cliftondale.pdf

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Elementary or Middle School ProfileMajor 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 Year

Initiative or Reform Effort

2009-13 Extended Day and Extended Learning tutoring after school in reading and math

2009-13 6-Traits Writing across genres (Narrative, Persuasive, Informational)2009-13 Standards Based lessons aligned to standards measured on common assessments in reading and math(CCGPS in 2012-

2013)2009-13 Action Instructional Plans developed based on the disaggregation of student data from common assessments2012-13 Utilize Fountas & Pinnell Benchmarking and DRA on EIP & Special Education Students to better plan & instruct students.2012-13 Provide Reading & Math Strategies to promote differentiation, questioning, and higher order thinking.2012-13 Utilize WriteScore assessments(grades 4 and 5) to provide opportunities for student practice in preparation for the 5 th

Grade Writing Assessment. The assessments will also provide teachers with data reports that can identify student strengths and weaknesses with writing in the narrative, informational, and persuasive genres.

2012-13 Periodic review of benchmark data to maintain clear focus on identification of learning gaps as well as continuous progress monitoring of attainment of school goals.

Professional Learning: List the professional learning activities in the past two years that were focused on school improvement. School

Year Professional Learning Activity Grade Level / Subject Area

Attending2010-13 Data Analysis/Process K-5th grades ELA, Math,

Science2010-11 Curriculum Planning (Standards Based) K-5th grades/All content

areas2010-11 Modules 1 - (Differentiated Instruction, Providing Feedback) K-5th grades ELA & Math2010-13 Math process standards and 6-Traits Writing K-5th grades Math/6-Traits

Writing 3rd-5th2010-11 Learning Focus Schools (EATS instructional delivery)-Essential Question, Activation,

Teaching strategies, and Summarization) and Direct Instruction method (7 steps)K-5th all content areas

2010-11 Higher Order Thinking Skills instructional strategies in reading and math K-5th grades2010-11 Interactive Whiteboard intro and experienced users training and Renzulli (technology) K-5th grades2011-12 Effective Science Instruction K-5th grades2011-12 Professional Learning in Math K-5th grades2011-12 Unit 2 Math Professional Development Illuminate Session K-5th grades


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2011-12 PLC: 1-Differentiated Instruction K-5th grades2011-12 PLC: 2 Planning for differentiation K-5th grades2011-12 PLC: 3-Learning Profiles K-5th grades2011-12 Common Core Introduction K-5th grades2011-12 Co-Teaching Strategies K-5th grades2011-12 Discovery Education Training K-5th grades2011-12 Depth of Knowledge Training K-5th grades2011-12 Step 2 Achieve Training K-5th grades2011-12 21st Century Tools Training K-5th grades2011-12 Text Complexity K-5th grades2011-12 Introduction to Math CCGPS K-5th grades2012-13 Quarterly training sessions on best practice instructional strategies in math or reading. The

sessions will include specific training on using differentiated math and/or reading instructional strategies, and data analysis that will lead to instructional effectiveness

K-5th grades

2012-2013 Ongoing training using elements of the 6-Traits of Writing, Ideas, Organization, Word Choice, Sentence Fluency, Voice, and Conventions.

K-5th grades

2012-2013 Training provided by our Data Support Specialist on the Use of Academic Assessments and the Data to make instructional adjustments that will lead to improved student achievement.

K-5th grades

2012-2013 Training on Leveled Literacy Intervention approach – EIP teachers K-2h grades2012-2013 Training on Fountas & Pinnell Benchmarking 3rd-5th grades2012-2013 Training on DRA (Developmental Reading Assessment) K-2nd grades

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 Administrator Population2009-2010 4 6% 0 02010-2011 5 8% 0 02011-2012 5 10% 0 0


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Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all Grade Levels

Attendance: ( Days Present/ (Days present + Days absent)Subgroups

Total Enrollment

Grade Levels

% All Students

% Asian % Black %

Hispanic%

American Indian

% White

% Multi Racial

%SWD % ELL

% Econ. Disad. (SES)

2010-2011 871 95.8% 97.4% 96.4% 97.6% N/A 94.4% N/A 94.7% N/A 94.6%2011-2012 848 95.8% 99.4% 96.6% 95% N/A 93.8% N/A 94.8% N/A 95.3%2012-2013 788 N/A N/A

2010-2011 AYP Report – Historical information2010-2011 School Year AYP Report Mathematics English Language

Arts / Reading

Met 95% participation Yes Yes

Met AMO for all students without second lookYes Yes

Met AMO for all students with second look (confidence interval, multi-year average, safe harbor)

Yes Yes

Met AMO for all subgroups without second lookYes Yes

Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe harbor)

N/A N/A

Did not meet AMO for the following subgroups(s)N/A N/A

Met second indicator for all studentsN/A N/A


wests, 10/16/12,

Please complete table using instructions emailed from Title I

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5th Grade Writing Assessment http://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/G5Writing12.pdf

CRCT Assessment Data http://portal.fultonschools.org/departments/Strategy_Innovation/ Assessment_Accountability/Documents/Test_Scores/CRCT%20SP12%20Results%20by%20School%20Final%20071312.pdf

ITBS Assessment Datahttp://portal.fultonschools.org/departments/Strategy_Innovation/Assessment_Accountability/Documents/Test_Scores/ITBSResultsfall11-1.pdf

Themes SW/TA Description


http://portal.fultonschools.org/departments/Org_Advancement/Assessment_Accountability/Documents/Test_Scores/2011%20CRCT%20Final%20Results.pdf

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ComponentSW-1TA - 1TA – 4FLP

g. Name 2-3 areas you have identified to be your goal areas for improvement.

During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Reading in grades 3-5 from 92% to 95% as measured by the Georgia Criterion Reference Competency Test.

During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Math in grades 3-5 from 82% to 88% as measured by the Georgia Criterion Reference Competency Test.

During the 2012-2013 school year, Cliftondale Elementary will increase the overall proficiency in Writing in 5th grade from 84% to 90% as measured by the Georgia Writing Assessment.

h. Identify/discuss strengths and needs based on data profile.

Major strengths we found in our program and focused on during the 2011-12 year:Relative strength in reading (phonics and reading comprehension). On the CRCT our 3rd & 5th grade students increased 3% in meeting standards (3rd from 38% in 2011 to 47% in 2012 & 5th from 58% in 2011 to 67% in 2012). (see Tables 4 & 6, p. 16-17)Relative strength and increase was shown 2nd and 3rd grade math. Our 2nd grade students increased 10% in meeting & exceeding standards on the End of the Year Assessment from 76% in 2011 to 86% in 2012. Our 3rd grade students increased 6% in meeting standards from 36% in 2011 to 42% in 2012, notably the Economically Disadvantaged increased 14% in meeting & exceeding standards. (see Tables 3 & 12, p. 16 & 19)Relative strength in the early literacy skills in Kindergarten using the DIBELS instrument, 89% of our kindergarten were low risk in letter naming and 90% were low risk for nonsense words. (see Table 10, p. 18)Relative strength in English Language Arts in grades 3rd-5th. On the CRCT, our 5th graders scored 96% in meets and exceeds, 4th grade scored 90% in meets and exceeds, with an increase of 4% from 86% in 2011 to 90% in 2012. Our 3rd graders scored 92%, with an increase of 1% from 91% in 2011 to 92% in 2012. (see Tables 6-8, p. 17)

Major needs we discovered and will focus on during the 2012-13 year:Improvement in Math on formative and summative assessments across grade levels

Additional professional learning in math instruction involving differentiation, questioning, higher order thinking skills. Improvement in Reading on summative and end of year assessments in grades 1st-2nd and 4th grade. Additional professional learning in writing to address better development of ideas, organization, and conventions in students’ written drafts

Analysis of the Numerical Operations, Measurement, and Data Analysis Areas

We have compared our needs to system needs and have ensured that the system and tdm Fulton County Schools 17

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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.

Table 15th

Cliftondale CRCTMATH

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 19% 55% 26% 81% 10% 55% 35% 90% 16% 62% 22% 84% +6 +7 -13 -6LEP N/A N/A N/A N/ASEC 54% 38% 8% 46% 25% 75% 0% 75% 43% 57% 0% 57% +18 -18 0 -18

ED 14% 63% 23% 86% 11% 63% 26% 89% 17% 63% 20% 83% +6 0 -6 -6

Black 19% 54% 27% 81% 10% 55% 35% 90% 14% 63% 23% 86% +4 +8 -12 -4

Table 24th

Cliftondale CRCTMATH

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 23% 51% 25% 76% 23% 46% 31% 77% 24% 41% 35% 76% +1 -5 +4 -1

LEP N/A N/A N/A N/ASEC 43% 57% 0% 57% 71% 22% 7% 29% +28 -35 +7 -28

ED 32% 43% 25% 68% 27% 45% 28% 73% 28% 42% 30% 72% +1 -3 +2 -1

Black 23% 52% 25% 77% 23% 47% 30% 77% 25% 42% 33% 75% +2 -5 +3 -2

Table 33rd

Cliftondale CRCT

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012


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MATH

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 29% 49% 21% 70% 17% 36% 47% 83% 15% 42% 43% 85% -2 +6 -4 +2

LEP N/A N/A N/A N/ASEC 82% 18% 0% 18% 45% 22% 33% 55% 50% 50% 0% 50% +5 +28 -33 -5

ED 32% 47% 21% 68% 29% 35% 36% 71% 15% 47% 38% 85% -14 +12 +2 +14

Black 29% 51% 20% 71% 18% 36% 46% 82% 15% 44% 41% 85% -3 +8 -5 +3

Table 45th

Cliftondale CRCT

READING

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 9% 76% 15% 91% 9% 58% 33% 91% 6% 67% 27% 94% -3 +9 -6 +3LEP N/A N/A N/A N/ASEC 8% 92% 0% 92% 44% 56% 0% 56% 43% 43% 14% 57% -1 -13 +14 +1

ED 2% 86% 12% 98% 13% 68% 19% 87% 8% 70% 22% 92% -5 +2 +3 +5

Black 9% 75% 16% 91% 11% 57% 32% 89% 7% 69% 24% 93% -4 +8 -8 +4

Table 54th

Cliftondale CRCT

READING

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 8% 55% 37% 92% 12% 53% 35% 88% 12% 45% 43% 88% 0 -8 +8 0

LEP N/A N/A N/A N/ASEC 50% 50% 0% 50% 57% 29% 14% 43% +7 -21 +14 -7

ED 9% 60% 31% 91% 24% 53% 33% 86% 17% 45% 38% 83% -7 -8 +5 -3

Black 8% 55% 37% 92% 13% 55% 32% 87% 14% 44% 42% 86% +1 -11 +10 -1

Table 63rd

Cliftondale CRCT

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012


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READING

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 14% 62% 24% 86% 10% 38% 52% 90% 7% 47% 46% 93% -3 +9 -6 +3

LEP N/A N/A N/A N/ASEC 27% 64% 9% 73% 20% 40% 40% 80% 40% 50% 10% 60% +20 +10 -30 -20

ED 9% 71% 20% 91% 15% 47% 38% 85% 6% 50% 44% 94% -9 +3 +6 +9

Black 7% 70% 23% 93% 12% 40% 46% 86% 6% 49% 45% 94% -6 +9 -1 +8

Table 75th

Cliftondale CRCTELA

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 7% 63% 30% 93% 4% 71% 25% 96% 4% 64% 32% 96% 0 -7 +7 0LEP N/A N/A N/A N/ASEC 38% 62% 0% 62% 22% 56% 22% 78% 43% 29% 28% 57% +21 -27 +6 -21

ED 9% 66% 25% 91% 5% 78% 14% 92% 7% 65% 28% 93% +2 -13 +14 +1

Black 6% 64% 30% 94% 4% 71% 25% 96% 5% 66% 29% 95% +1 -5 +4 -1

Table 84th

Cliftondale CRCTELA

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 12% 51% 37% 88% 14% 52% 34% 86% 10% 54% 36% 90% -4 +2 +2 +4

LEP N/A N/A N/A N/ASEC 75% 25% 0% 25% 40% 53% 7% 60% -35 +28 +7 +35

ED 16% 58% 26% 84% 18% 51% 31% 82% 14% 55% 31% 86% -4 +4 0 +4

Black 12% 52% 36% 88% 15% 51% 33% 84% 12% 54% 34% 88% -3 +3 +1 +4

Table 93rd

Cliftondale CRCT

2010Results

2011Results

2012Results

% Difference+/-

2011 & 2012


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ELA

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

All 18% 49% 33% 82% 9% 51% 40% 91% 8% 52% 40% 92% -1 +1 0 +1

LEP N/A N/A N/A N/ASEC 64% 27% 9% 36% 11% 67% 22% 89% 50% 40% 10% 50% +39 -27 -12 -39

ED 21% 50% 28% 78% 14% 54% 32% 86% 6% 58% 36% 94% -8 +4 +4 +8

Black 19% 49% 32% 81% 10% 50% 40% 90% 6% 56% 38% 94% -4 +6 +2 +4

Table 10End of the Year

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)% of Students’ Fluency

Kindergarten

Letter Naming Phoneme Segmentation

NonsenseWord

At R

isk

Som

e Ri

sk

Low

Risk

Defic

it

Emer

ging

Esta

blis

hed

At R

isk

Som

e Ri

sk

Low

Risk

2011 3% 4% 93% 1% 10% 89% 2% 12% 86%

2012 1% 10% 89% 1% 23% 77% 2% 9% 90%

Table 11Cliftondale Elementary

5th GradeWriting Assessments

Does notMeet Meets Exceeds Meets &

Exceeds

2010 Results 14% 75% 11% 86%2011 Results 9% 77% 14% 91%2012 Results 16% 71% 13% 84%% Difference +/-2011 &2012 +7% -6% -1% -7%


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Table 12

2nd Grade

End of theYear

Assessment

2011 Results 2012 Results% Difference

+/-2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Reading 6% 28% 66% 94% 11% 24% 65% 89% +5 -4 -1 -5ELA 16% 34% 50% 84% 25% 43% 32% 75% +9 +9 -18 -9Math 24% 42% 34% 76% 14% 36% 50% 86% -10 +2 +16 +10

Table 13

1st Grade

End of the Year

Assessment

2011 Results 2012 Results% Difference

+/-2011 & 2012

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Does

not

Mee

t

Mee

ts

Exce

eds

Mee

ts &

Ex

ceed

s

Reading 12% 21% 67% 88% 16% 23% 61% 84% +4 +2 -6 -4ELA 11% 25% 64% 89% 19% 24% 57% 81% +8 -1 -7 -8Math 9% 34% 57% 91% 15% 31% 54% 85% +6 -3 -3 -6

Table 14Cliftondale Elementary2010-2011AYP CRCT

School Data

Required State

Academic Proficiency

MATH

School Academic Proficiency MATH

Required State


READING/ELA

School Academic Proficiency

READING/ELA

Does our school

meet or Exceed the

State Percentage

for AYP?ALL students 75.7% 85.9% 80% 90.0% YESBlack students 75.7% 86.0% 80% 87.7% YES


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Students with Disabilities(Special Education)

75.7% 66.7% 80% 64.6% Not an AYP Subgroup

Economically Disadvantaged Students

75.7% 82.2% 80% 87.9%YES

English Language Learners

75.7% N/A 80% N/A Not an AYP Subgroup

Table 15Cliftondale Elementary2009-2010AYP CRCT

School Data

Required State


MATH


Required State


READING/ELA


READING/ELA

Does our school

meet or Exceed

the State Percentage for AYP?

ALL students 67.7% 80.9% 73.3% 92.5% YESBlack students 67.7% 81.1% 73.3% 92.4% YESStudents with Disabilities(Special Education)

67.7% 35.7% 73.3% 58.9% Not an AYP

SubgroupEconomically Disadvantaged Students

67.7% 77.1% 73.3% 91.0%YES

English Language Learners

67.7% N/A 73.3% N/A Not an AYP

Subgroup

Table 16Cliftondale Elementary

2010-PresentAYP

School DataPer Grade Level

Required State


MATHAMO


Required State

Academic ProficiencyREADING

AMO


READING


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2010 - 3rd Grade 67.7% 70% 73.3% 93%2010 – 4th Grade 67.7% 76% 73.3% 92%2010 – 5th Grade 67.7% 89% 73.3% 98%

2011 – 3rd Grade 75.7% 82.6% 80% 90.2%2011 – 4th Grade 75.7% 77.1% 80% 88.2%2011 – 5th Grade 75.7% 90.2% 80% 91.1%

SW-1TA - 1

i. The root causes for our identified areas of weakness are included below. (Include 2-3)

ROOT CAUSES/EXPLANATIONS for the areas in need of improvement The lack of basic math facts of incoming students to Cliftondale, we have seen overall modest

improvement from 2009-2012. It has taken the 2009-12 year to strengthen this area for targeted students.

A lack of students understanding of the meaning of operations and knowing when to apply the proper operation

Lack of consistent emphasis by teachers of real world application and problem solving in mathematics

A need for further professional learning on best practices in math instruction and assessment The lack of consistent differentiation of math instruction in mixed ability (i.e., heterogeneous)

grouped classes. A need for further professional learning on the use and availability of math resources (such as

math kits, manipulatives, instructional technology) The need to develop fluency and reading comprehension skills (comparing/contrasting,

fact/opinion, inferences, sequencing, etc.) at grades 3-5,


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j. Include a paragraph on:i. Explain how the staff is given an opportunity to assist in data and root cause

analysis.

ii. How do you involve teachers in the decisions regarding the use of academic assessments to improve instructional programs?

iii. How are teachers involved in making decisions regarding individual students through the analysis and use of their test data?

At Cliftondale, teachers are included in a number of decisions regarding academic assessments and its impact on teacher planning, student learning, and performance. A balanced assessment system is used at Cliftondale that includes classroom, formative, and summative assessments. The classroom assessments include tests such as oral quizzes, running records, end of chapter, reading/math tests, book reports, short answer tests, use of rubrics, spelling/vocabulary tests, etc. Teachers use these classroom assessments on a weekly and/or monthly basis to gather frequent data on whether students understand recently taught material, and whether a review is in order if students do not thoroughly understand the material. This initial gathering of data by teachers serves as a base line for each student’s achievement level. Through the use of the classroom assessments and review of the results, teachers understand what content areas in reading or math need to be addressed in small group and large group settings. In addition, after each unit of instruction (typically 4-6 weeks), common assessments are administered in the areas of reading and math. Teachers use both the classroom assessments and the common assessments results to monitor student achievement. Teachers, with the support of the Data Support Specialist, score the common assessments and look for patterns of strengths and weaknesses by doing an item analysis. Each item is reviewed for the percentage of students answering the item correctly or incorrectly. A high percentage of students answering incorrectly will typically lead to that standard/element being included in an “Action Plan” (i.e., modified lesson plan)


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designed to revisit a standard in which students performed poorly on the test. The third level of assessment decisions involving teachers involves the summative assessments, Checkpoints and CRCT. The Checkpoints is a “practice version” of the CRCT, locally produced. While the CRCT is produced by the GDOE, Teachers use both the Checkpoints and the CRCT results to gather information on the students overall retention of content taught during the year. The results are also used as an identification of student achievement areas in need of improvement the following year.

Below are additional ways in which teachers are included in decisions regarding use of academic assessment and the examination of the performance of students.

Grade level meetings where teachers, Curriculum Support Teacher, and/or Cluster Data Team to discuss assessment results

Teachers are trained on the computerized data disaggregation system known as Achievement Series

Teachers also meet collaboratively to discuss “Action Plans” as a result of the assessment data. Action Plans provide a precise way in which the student’s academic weaknesses will be addressed

Grade level meetings (when applicable) are used to discuss school and student achievement Leadership Team meetings are used to discuss student/classroom progress Student Support Team (SST) Meetings to review individual student achievement Classroom Walkthroughs and discussion of lesson observed Formal Classroom Observation

SW - 1 4. MIGRANT paragraph – required

We do not have migrant students. However these are the procedures that we will follow should we have migrant students enrolling at Cliftondale Elementary.

Student enrollment sheets are distributed and the Occupational Survey section of the form is checked by the registrar. All new students receive an Occupational Survey form, as well as the registration form. This

will be checked and verified by the registrar (data clerk). We will work closely with our counselor, school social worker, and our central office liaison to


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ensure that the student’s needs are met for any students identified. Providing intervention programs and additional assistance for any migrant student who might

be identified and is experiencing academic deficiencies. Students will be considered for additional services based on formative data and classroom

assessments. Students who may be homeless will be referred to the Fulton County Schools Homeless

Liaison for possible services.


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NARRATIVE within Implementation Plan1. Plan’s strategies:

SW-9aSW-2a

FLP

a. Our plan provides opportunities for ALL students, to meet or exceed proficiency AND addresses the needs of all students and targeted subgroups of students, on a timely basis.

The staff at Cliftondale is committed to the academic success of all students and verbalizes high expectations for students academically and behaviorally. General education and support area teachers employ periodic evaluation of student achievement as an integral part of the instructional program. Data disaggregation is routinely used to inform staff, parents and the students of their academic progress and is always a part of the decision making process. Collaborative Team meetings will be held at a minimum of once each month and more frequently if warranted to address the needs of struggling students. Additional collaboration and consultation between the classroom teacher and support personnel will occur during in-service sessions, parent-teacher conferences, workshops and grade level meetings. Parent-Teacher Conferences will be held (when warranted) to discuss assessment results and provide strategies for parents to use to help their child at home.

We will also use our Title I funding to offer after school tutoring for students experiencing difficulties. The core academic areas of math and reading will be targeted. Students will be administered a pre-test to evaluate their current understanding of standards/elements as well as areas in needed of instructional intervention. Lessons will then be tailored to meet the needs of students based on a collective review of strengths and weaknesses in math and reading. Benchmark assessments will be given weekly and/or bi-monthly to assess student’s strengths and weaknesses. Assessments may be formal or informal. Assessment results and teacher observation will be used to gauge the student’s understanding of content and form the basis for future instructional targets. A post test will be administered to measure the impact on student performance. The goal of the after school tutoring is to increase student achievement in reading and/or math, and prepare students to perform well on the CRCT. Below is a list of other specific methods employed at Cliftondale.

SW-2bTA-1FLP

b. We have incorporated into our school improvement program strategies and instructional methods that are scientific / research based and are effective means for raising student achievement and strengthening the core academic (general education) program.

We will provide effective, timely additional activities to ensure that students who experience difficulty mastering proficient or advanced levels of activities will have success. The information below provides a description of various programs, its purpose, and areas of impact in student achievement.


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Early Intervention Program-addresses early reading and/or math difficulties with more strategic instruction using different methods and/or personnel

Harcourt Reading Series-provides materials for instruction in phonemic awareness, phonics, reading comprehension, vocabulary, and fluency. The series also provides a reading intervention kit using below level readers, assessments, practice books, and word building games.

Mountain Math- uses a spiral review of foundational math concepts, primarily in numbers and operations. It is designed to build math retention

Math manipulatives (e.g. versatiles) - used to teach abstract math concepts in a concrete manner Extended Instructional Day-provides additional instructional time before or after school. It is

designed to allow for more specific instruction in weak academic areas. Small Group Instruction- allows for a smaller teacher/pupil ratio to address student achievement

weaknesses Differentiated Instruction-provides instructional strategies based on a student’s needs and

readiness to learn. Flexible Grouping by student ability for math and reading-allows teachers to move students into

mixed ability groups based on student progress Common Assessments – benchmark assessments used to monitor student achievement (i.e.,

progress) in reading and math Classroom Walkthroughs- designed to provide a quick assessment of instruction and student

performance in the classroom. Walkthroughs are designed to monitor the fidelity of instructional practices.

Word Walls-used to teach vocabulary and improve overall reading achievement Saxon Math- at Cliftondale may be used in special education to provide direct instruction in

fundamental math concepts Collaborative planning—planning time provided for teachers to plan together as a grade level, in

vertical teaming, or with administration (if needed) Instructional Support from administration and support personnel - Curriculum Support Teacher

(CST), Cluster Data Team, Technology Specialist Disaggregation of data with Achievement Series computer program SST/Response to Intervention-addresses individual student achievement challenges by gathering

input from a variety of educators and parents Classroom Guidance/Small Group Counseling-addresses individual student issues in the social-

emotional area DIBELS Assessment provides information on reading performance. It allows teachers to profile a

student’s strengths and weaknesses in primarily in the reading areas of phonemic awareness, phonics and fluency.

Special education services- Individualized Education Plan/Behavior Assessment


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Periodic training may also be provided to teachers to provide methods and strategies for the identification of difficulties and appropriate methods of assistance.

SW-2cFLP

c. Cliftondale will use effective instructional methods to increase the quality and amount of learning time.

We will address the needs of all children in the school, particularly the needs of students having difficulty demonstrating proficiency related to the State’s academic content and student achievement standards, through the implementation of multiple instructional strategies, programs and materials matched to students’ needs.

The student population at Cliftondale consists of two large high impact subgroups, Blacks and Economically Disadvantaged. Cliftondale also has a much smaller Special Education subgroup. However, all students are generally served by more than one program and affect more than one sub group. The following programs will be used with all students at some point during the 2012-13 year at Cliftondale Elementary: Pre-kindergarten, Early Intervention Program (EIP), Title I Instructional Support, Talented and Gifted, and Special Education.

The Harcourt Reading Series will be used as a resource to teach each student at their individual level. The materials include intervention techniques and differentiated strategies for all students along with supplementary below, on and above reading sources.

In addition to the adopted reading series, leveled readers will be purchased to allow teachers to provide specific guided reading instruction during small teacher guided reading groups. Students will be grouped based on standardized and locally developed assessments and flexibly grouped throughout the year to keep each student moving toward his or her potential. Teachers will be trained in guided reading strategies, based on best practices in reading instruction.

Our extended instructional day program (i.e., after school) will increase learning time for our students. Materials to be used in the program will be purchased through local cost center and Title I. Staff salaries will be paid through Title I and/or Fulton County cost center funding sources. The purpose of the extended instructional day program will be to review content primarily in math, but also in reading/English-language arts. We may explore using content in science and/or social studies to provide a curriculum integration approach to the afterschool tutoring.

All teachers will utilize math and reading word walls and strategies to preview technical vocabulary and content.

Full implementation of Common Core Georgia Performance Standards in all content areas. (Backwards unit design, balanced assessment, standards/essential questions posted, differentiated instruction, interactive, carefully targeted, alignment of instruction, real world tasks/problems)

Math and Reading assessments such as Georgia Online Assessment, Fulton County tdm Fulton County Schools 30

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Checkpoints, Common Assessments, DIBELS, and GKIDS will be conducted on every child in grades K-5 (where applicable). The Fulton County SAMS (Student Assessment Management System) software allows teachers quick access to student information related to demographic information, program enrollment, Checkpoints, and CRCT results. Teachers will analyze the assessment results to improve instruction. The analysis of assessment data facilitates flexible academic grouping of students. Assessment results help identify students who may be falling behind in academic areas. They also identify students capable of being accelerated and placed in higher levels of instruction.

The TAG (Talented and Gifted) program will be partnered with a High Potential program to identify high potential students and differentiate instruction to accelerate student progress.

The Early Intervention Program (EIP) is designed to provide additional instruction to students who have been identified as not meeting grade level expectations. Various best practice instructional strategies in math and reading will be used to ensure that the learning needs of students are met. Students will exit the EIP program based on criteria indicating the student meets expectations for their grade level. Students will be dismissed at the mid-point and end of the year.

Mountain Math, and/or another research based commercially developed math program will be implemented in some math classrooms as a supplementary spiral review.

Data Action plans will be developed by each grade level team to address focus elements determined from assessment results.

Special education students will be served in the least restrictive environment. All efforts will be made to schedule team taught, inclusive classes to allow all students to benefit from on-level general education instruction. Special education students are included in all school activities. Specific instructional strategies to address each student’s learning strategies are included in the Individual Education Plans (IEP’s).

Staff will continue professional development and/or collaboration on curriculum mapping/planning, unit planning, and balanced assessment (i.e., common assessments).

We will also use Learning Focused Strategies that include Summarization, Essential Questions, Graphic Organizers, and Collaborative Pairs (i.e., peer tutoring) to name a few. In the Learning Focus Strategies Notebook, published by Learning Concepts Inc. the 5 highest ranked strategies that make the most positive change on student achievement are Extended Thinking Skills (high order thinking), Summarizing, Vocabulary in Context, Advance Graphic Organizers, and Non-Verbal Representatives. (See US Department of Education 2002 study for details).

Writing Strategies/methods such as using rubrics to assess writing, conferencing, with students, guided practice during each stage of the writing process, including the instruction of the 6-Traits of Writing.

The following references are examples of scientifically based research that support our effective methods and instructional practices/strategies,


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Applebee, A.N., & Langer, J. (1983). Instructional Scaffolding: Reading and writing language activities. Language Arts, 60(2), 168-175.

Banaszynski, J. (2000). Teaching the American Revolution: Scaffolding to success, February 10, 2004, from Education World: The Educator’s Best Friend Web site:http://www.educationworld.com/a curr/curr218.shtml .

Benson, B. (1997). Scaffolding (Coming Terms). English Journal, 86(7), 126-127.

Learning Focus Strategies Notebook from Learning Concepts Inc. (2003), Dr. Maxand Julia Thompson, PO Box 2112, Boone, NC 28607.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (2000). Accountability in action. Denver, CO: Advanced Learning Press.

Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed). Alexandria, VA: ASCD.

We will increase the amount and quality of learning time by… Extending the instructional day with after school tutoring Provide tutoring by certified teachers

SW-7SW-2dTA-8

2. Describe your process to In order to enable our participating children to meet the State content and performance standards, we review their progress made by, on an on-going basis and revise the program as needed to provide additional assistance.

At Cliftondale teachers are included in a number of decisions regarding academic assessments and its impact on teacher planning, student learning, and performance. A balanced assessment system is used at Cliftondale that includes classroom, formative, and summative assessments. The classroom assessments include tests such as oral quizzes, running records, end of chapter, reading/math tests, book reports, short answer tests, use of rubrics, spelling/vocabulary tests, etc. Teachers use these classroom assessments on a weekly and/or monthly basis to gather frequent data on whether students understand recently taught material, and whether a review is in order if


http://www.educationworld.com/a%20curr/curr218.shtml

5/5/23

students do not thoroughly understand the material. This initial gathering of data by teachers serves as a base line for each student’s achievement level. Through the use of the classroom assessments and review of the results, teachers understand what content areas in reading or math need to be addressed in small group and large group settings. In addition, after each unit of instruction (typically 4-6 weeks), common assessments are administered in the areas of reading and math. Teachers use both the classroom assessments and the common assessments results to monitor student achievement. Teachers, with the support of the Data Support Specialist, score the common assessments and look for patterns of strengths and weaknesses by doing an item analysis. Each item is reviewed for the percentage of students answering the item correctly or incorrectly. A high percentage of students answering incorrectly will typically lead to that standard/element being included in an “Action Plan” (i.e., modified lesson plan) designed to revisit a standard in which students performed poorly on the test. The third level of assessment decisions involving teachers involves the summative assessments Checkpoints and CRCT. The Checkpoints is a “practice version” of the CRCT, locally produced. While the CRCT is produced by the GDOE, Teachers use both the Checkpoints and the CRCT results to gather information on the students overall retention of content taught during the year. The results are also used as an identification of student achievement areas in need of improvement the following year.

Below is additional ways in which teachers are included in decisions regarding use of academic assessment and the examination of the performance of students.

Grade level meetings where teachers, Curriculum Support Teacher, and/or Cluster Data Team to discuss assessment results

Teachers are trained on the computerized data disaggregation system known as Achievement Series

Teachers also meet collaboratively to discuss “Action Plans” as a result of the assessment data. Action Plans provide a precise way in which the student’s academic weaknesses will be addressed

Grade level meetings (when applicable) are used to discuss school and student achievement Leadership Team meetings are used to discuss student/classroom progress Student Support Team (SST) Meetings to review individual student achievement Classroom Walkthroughs and discussion of lesson observe Formal Classroom Observation


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Title IIA 1. Professional Learning needs, based on the needs assessment:

Annually our school completes a professional learning survey provided by the district office. We use the results of this survey as well as the results of our comprehensive needs assessment of student achievement to determine the professional development needs of our staff. A description of the activities planned to meet the needs discovered is included in our Implementation Plan. The funding needs and funding sources for each of these activities are also listed in the Implementation Plan.

We have aligned professional development with the Common Core Georgia Professional Standards (GPS).

All our professional learning will address standards in math, reading, or writing. We will also engage in monthly training sessions on best practice instructional

strategies in math. The sessions will include specific training on using differentiated math instructional strategies, and data analysis that will lead to instructional effectiveness

Math sessions will provide strategies on computational fluency, scaffolding, analyzing student work, flexible grouping, developing and understanding math vocabulary, and strategies for writing in mathematics.

To address strategies for writing in mathematics, teachers will continue training or review in the best practices of writing using the 6-Traits of Writing, Ideas, Organization, Word Choice, Sentence Fluency, Voice, and Conventions, as well as in the core writing stages: Pre-write, draft, revision, edit, publishing.

We will enhance this training by providing additional training/discussions regarding the assessment of writing by using rubrics.

We will include teachers in professional development activities regarding the use of academic assessments. Our Data Support Specialist Team will be working with teachers. The purpose is to ensure that our teachers understand how to use data to make instructional adjustments that will lead to improved student achievement.

To address the needs of students in reading, we will provide training in differentiated instruction and using Learning Focused Strategies, such as Summarization, establishing Instructional Focus (Essential Questions), Graphic Organizers and Collaborative pairs/Peer Tutors


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SW-4TA-5

Title IIA

2. Our school/district provide high quality and on-going professional development for our teachers, principals and parapros that meet the needs identified in the needs assessment, enabling students to meet the state’s performance standards. District

Professional Learning opportunities are provided to teachers, principals, and paraprofessionals in Fulton County based on needs assessment surveys provided to all stakeholders. Professional Learning is also provided based on other data, such as student assessments and district initiatives determined by student needs.

Many educators in Fulton County are involved in on-going professional learning through endorsement programs such as reading, gifted and ESOL. The endorsement programs are yearlong endeavors with 150 or more hours. School Improvement activities at the district and school levels align to the stated goals and priorities. Each school has “Better Seeker” teams or “School Leadership Teams” who are trained to guide educational growth and development for 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 Resources are provided to effectively carry out professional development activities that

address the root causes of our academic problems. At the local school level, we have devoted sufficient resources to carry out effectively

the professional development activities that address the root causes of academic problems. For example, we will hire additional personnel to provide supplemental instruction for after school instruction. We will also explore external professional learning opportunities to strengthen the knowledge of the teachers instructing students in math, as well as reading and writing. For example, we have scheduled training with teachers in grades 3, 4, and 5 on helping students who struggle in math. It is our belief that math problem solving also involves the need to have well developed reading comprehension skills. Given this relationship between reading comprehension and math problem solving, it is also necessary to provide training in the reading area. This training will occur through internal discussions regarding use of reading/language arts materials, grade level trainings, SAMS materials redelivery by CST, and possible external trainings aligned with the Common Core Georgia Performance Standards. We have also worked with a math consultant to train and assist teachers in implementing strategies for struggling students.

SW-9b 3. Teachers are trained to identify and provide assistance for at-risk students.


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Title IIAFLP

The Curriculum Department encourages teachers to meet before the start of school to analyze 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.

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.

Fulton County Elementary schools have access to and use the following interventions: Harcourt Trophies Intervention Study Island (technology) Numbers World SRA Reading Reading A-Z Math Partner Games


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SW-3TA-5

Title IIA

4. The process used to identify and provide instruction by highly qualified teachers and parapros:

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)-Review student placement, ensuring equity in teacher experience. Address the correction of any inequities.-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.

SW-3Title IIA

5. Our district’s/school’s teacher-mentoring program is in place to support new 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 andprocedures 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.

Cliftondale Elementary mentors teachers by: Providing an experienced on- site teacher mentor Monthly meetings with mentor and/or administration team Specific data analysis training and assistance


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Detailed curriculum assistance from CST Detailed feedback on classroom observations On-going professional learning on common core curriculum, as well as best practices in

instructional strategiesSW-3a

Title IIA6. Strategies are in place at the district and the school to attract highly 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: Periodic review our Human Resources database of teacher applicants Maintaining electronic or hard copy of resumes of fully certified and degreed candidates Providing personal tours of the school facility to candidates interviewing for a position, emphasizing our use of technology.


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TA-6SW-5

1. Parent involvement is important and our school has strategies in place to increase parental involvement.

Cliftondale Elementary School is committed to the Fulton County School District's goal of providing a quality education for every student attending our school. We believe that neither the school nor parents can effectively educate the child alone and support that belief by including parents in as many aspects of the school's programs as possible, including Title I. Select parents are involved in the development or review of the school improvement plan, budget (including the Title I budget) and other designated school activities. We plan to accomplish this through the Parent Teacher Association, school wide teams, parent surveys and grade level committees, and Local School Council, curriculum night, open house, parent conferences, and/or workshops. In addition, Cliftondale’s parent liaison will work with parents to strengthen communication between home and school.

To further establish a quality parental involvement we are committed to… maintaining parent resources in the media center conducting workshops on researched based programs that will assist students in achieving

high academic standards discussing budget preparation and strategic planning with parents

Parent/School communication will be accomplished through a monthly newsletter, weekly school-parent folder (Thursdays), school website (in development), parent/teacher conferences, emails, and phone calls.

At periodic times throughout the year, parents are provided information concerning both school and student performance. This includes but is not limited to school performance data (e.g., CRCT results, Writing results, AYP results, etc.), individual student assessment results (e.g., progress skills checklist, report card, etc.), as well as curriculum information (curriculum night, Title I informational meeting, etc.), and assessments (e.g., CRCT, ITBS (3 & 5), Writing (3 & 5), etc.).


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SW-15TA-6

a. Parents involvment in designing, implementing and evaluating 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.

SW-10FLP

b. How parents get information on individual student test results and help with test interpretation:

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.

SW-9 c. We will hold the teacher–parent conferences that detail what the school is doing to help the student, provide the parents with effective practices and strategies they can use to help support the student and make parents aware of additional assistance available to the student at the school or in the community.

At least 2 formal parent conferences offered during first and second semester Student Support Team meetings when needed to address academic challenges Parent trainings with parent liaison and/or staff to address student academic and/or social needs

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1. The Implementation Plan Template should show integration of Federal, State and Local programs and funds.

SW-8aSW – 8b

TA-7

2. The dollar amounts of each federal fund that is allocated to the school should be listed, showing coordination. Describe how resources from Title I and other sources will be used. The following federal funds have been allocated to our school.

Fund Amount Description of ServicesShow how the funds are coordinated for the


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improvement of the entire schoolTitle I $ 161,195.00 Instruction - $131,185.00

Improvement of Instruction - $8,060.00Student Transportation - $6,230.00Other Support Services – 15,720.00

Title II $Title III $

The following are our listing of Federal, State, and local services and program and a full explanation of how we are coordinating and integrating those services and programs.

Extended Day (Federal) - This after school program is designed to enhance the reading and math skills of students demonstrating less proficient student achievement in reading and math. Materials will be purchased primarily through Title I budget, and to a lesser degree the Cost Center budget. Salaries will be paid through Title I.

Student Support Team (SST) (State) - In this process, students may also receive support through the team of educators comprised of teachers, counselors, parents, and other educators. The team will meet to discuss instructional strategies and other solutions for students demonstrating less proficient student achievement.

EIP teachers (State) - Teachers that will provide additional instruction to students in grades K-5. Cliftondale added 2 EIP teachers for 2011-12.

Special Education (SEC) (Federal) – Students with identified cognitive processing deficits will receive services through special education. Students must have an active IEP in the areas of Learning Disability, Emotional and Behavior Disordered, or Intellectual Disability.

Early Intervention Program (State) Program designed to provide students additional instruction and academic support in smaller groups.

Study Island & E-Path (Local) – Computer based programs that provide additional support in math and reading.

Extended Learning (Local) – Students qualify for supplementary instruction in reading and math which is provided after school.

Title I funding provides materials and support above and beyond that which is covered by local tdm Fulton County Schools 41

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SW-8c 3. Elementary Schools do not receive funds that support School-to-Work Opportunities, Perkins Vocational and Applied Technology Act, and National & Community Service Act of 1990.

SW-6 4. Cliftondale Elementary 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.

Opportunities will be provided for private pre-kindergarten providers to have a scheduled visit to our school. The students will be provided with a tour and spend some time in kindergarten classrooms. These opportunities will be available in the spring, after state-wide CRCT testing is completed.

Pre-kindergarten students currently enrolled in the school will also spend time in a kindergarten classroom to familiarize the students with a typical kindergarten day. They will receive a scheduled specials time (art, music, PE, computer) to familiarize them with these programs.

Kindergarten Orientation will be held for incoming students and their parents to inform them of what to expect in Kindergarten.

Transition between grades- articulation also takes place between grade levels and specific plans are put in place to assist students in understanding the requirements of the next grade in the Spring-after state-wide CRCT testing is complete. Content for the next grade is previewed with students. Confidential placement cards are completed on each student which provides feedback for placement and the student’s next teacher.

Transition from elementary school to middle school is coordinated by the school counselor of the elementary school, in collaboration with the middle school counselor. Students have a scheduled day to visit the middle school where they take a tour, have entertainment and receive an orientation to middle school. Parents are notified of this activity by the guidance counselor.

Transition from special programs (Special Education, ESOL, and EIP) is facilitated by the teachers of the special program and through parent conferences and/or Individualized Education Plan (IEP) meetings.

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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 evaluated and revised yearly based on newly disaggregated data.

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

Mid-year reviews of our school improvement plan and formative assessment data are held in January. During this meeting, district staff and school administration meet to check on the progress of our plan implementation and the results of our formative assessments.


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SW-18 2. Cliftondale Elementary is not a flexible learning school.


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SCHOOLWIDE PROGRAM CHECKLIST

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).

MET

Plan Requirements and

Schoolwide Components

√ Cover Page – school name, logo

√ Original date of plan listed

√ Revision date of plan listed (day, month, year) Aug. 24, 2012 Oct. 16, 2012

√ Table of Contents – School wide

√ District Mission, Vision, Goals

√ Evaluation of previous years School wide Plan

√ School Mission, Vision, Goals

√ District/ School demographics

√1

A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affectachievement. (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

√2

Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards and: (B)


SCHOOL: Cliftondale Elementary School DATE: August 24, 2012

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MET



√2a Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student

performance.√ 2b Are based upon effective means of raising student achievement.√ 2c Use effective instructional methods that increase the quality and amount of learning time.

√2d

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.

√2e

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.

√ 2f Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).√ 3 Instruction by highly qualified professional staff. (C)

√ 3a Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)

√ 4 Professional development for staff to enable all children in the school to meet performance standards. (D)

√5

Strategies to increase parental involvement. (F) Annual Title I Meeting with invite, agenda, minutes, sign-in sheets, handouts, etc.

a) Must include parent policy with cover sheet and revision month/date/yearb) Parent policy checklistc) Compacts

√6

Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school to high school; and high school to post-secondary. (G)

√ 7 Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve the performance of individual students and the overall instructional program. (H)

√ 8 Coordination and integration of Federal, State, and local services and programs (J)

√ 8a List of State and local educational agency programs and other Federal programs that will be included

√ 8b Description of how resources from Title I and other sources will be used

√8c

Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

√ 9 Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: (I)


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MET



√ 9a Measures to ensure that students’ difficulties are identified on a timely basis

√ 9b Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

√ 9c 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

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

√ 11 Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

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

√ 13 Provisions for public reporting of disaggregated data

√ 14 Plan developed during a one year period, unless the district, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the Schoolwide program.

√ 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 service personnel and parents.

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

√ 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.

√ 18 Plan is subject to the school improvement provisions of section 1116.

√ Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact andCompact 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

10/16/2012 Principal’s Signature Date

Tawana Miller 10/16/2012 Title I Director’s Signature Date

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


5/5/23Assistant Superintendent’s Signature Date


FY13 Cliftondale Title I SWP -...

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