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Georgia Department of Education October 1, 2015 ● Page 1 of 41
A. SCHOOLWIDE IMPROVEMENT PLAN (SIP)
TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN
TITLE I TARGETED ASSISTANCE (TA) PLAN
NAME OF SCHOOL/PRINCIPAL:
Asa G. Hilliard ES/ Adrienne Grainger Smith
NAME OF DISTRICT/SUPERINTENDENT:
Fulton County Schools
Dr. Jeff Rose, Superintendent 6201 Powers Ferry Road NW Atlanta, Georgia 30339
□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □ Targeted Assistance Title 1 School
□ Non-Title 1 School □ Opportunity School
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 2 of 41
DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS
B. Advancing Leadership | Transforming Schools
All required components of the Title I Schoolwide and Targeted Assistance are included in this template.
Planning Committee Members (SW- 8, 16; TA- 7 )
SIGNATURES:
Superintendent _______________________________________________ Date ________________
Principal Supervisor ___________________________________________ Date ________________
Principal ____________________________________________________ Date ________________
Title 1 Director _______________________________________________ Date ________________
(Title 1 Schools only)
Name Position/Role Signature
Adrienne Grainger Smith Principal
DeShunta Hawkins Assistant Principal
Brandi Nichols CST
Tabitha Martin Administrative Assistant
Cecelia Brooks Bookkeeper
Xana Hardeman Parent
Shawn Neason Parent
Title I only (SWP 10, 15, 19; TA 3, 6)
The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.
Please indicate the programs that are consolidated in this plan: ___________________________________________________________________
_________________________________________________________________________________________________________________________________
School Designated as a Priority School __NO____ (Yes or No) School Designated as a Focus School _YES____ (Yes
or No)
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 3 of 41
C. Needs Assessment/ Data Review Results (Include Charts/Graphs) (SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)
2015 CCRPI Report
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 4 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 5 of 41
Elementary School Indicator Benchmark % Performance
Indicator %
Developing Learner or above on the
Georgia Milestones English Language Arts
EOG (required participation rate >= 95%)
100 60.27
Developing Learner or above on the
Georgia Milestones mathematics EOG
(required participation rate >= 95%)
100 64.425
Developing Learner or above on the
Georgia Milestones science EOG (required
participation rate >= 95%)
100 59.464
Developing Learner or above on the
Georgia Milestones social studies EOG
(required participation rate >= 95%)
100 58.746
Percent of English Learners with positive
movement from one Performance Band to
a higher Performance Band as measured by
the ACCESS for ELLs
100 74.592
Percent of Students With Disabilities served
in general education environments greater
than 80% of the school day
65 66.455
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 6 of 41
Percent of students in grade 3 achieving a
Lexile measure equal to or greater than 650
on the Georgia Milestones ELA EOG
100 51.644
Percent of students in grade 5 achieving a
Lexile measure equal to or greater than 850
on the Georgia Milestones ELA EOG
100 65.681
Percent of students in grades 1-5
completing the identified number of grade
specific career awareness lessons aligned to
Georgia’s 17 Career Clusters
100 97.427
Percent of students missing fewer than 6
days of school 68.3 56.005
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 7 of 41
Georgia Milestones End of Grade Assessment
Spring 2016 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
School
Code
English Language Arts
Number Tested
Mean Scale
Score
% Beginning
Learner
% Developing
Learner
% Proficient
Learner
% Distinguished
Learner
%
Developing Learner &
Above
%
Proficient Learner &
Above
3rd 110 469.4 57.3 28.2 9.1 5.5 42.7 14.5
4th 94 474.3 52.1 33.0 11.7 3.2 47.9 14.9
5th 100 476.9 52.0 32.0 14.0 2.0 48.0 16.0
Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
3rd 97 470.7 56.7 29.9 11.3 2.1 43.3 13.4
4th 92 478.1 44.6 41.3 13.0 1.1 55.4 14.1
5th 86 473.1 53.5 30.2 16.3 0.0 46.5 16.3
Spring 2016 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
School Code
Mathematics
Number Tested
Mean
Scale Score
%
Beginning Learner
%
Developing Learner
%
Proficient Learner
%
Distinguished Learner
%
Developing Learner &
Above
%
Proficient Learner &
Above
3rd 112 484.7 44.6 40.2 12.5 2.7 55.4 15.2
4th 93 477.0 50.5 38.7 9.7 1.1 49.5 10.8
5th 100 483.1 52.0 31.0 14.0 3.0 48.0 17.0
Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level 3rd 98 490.9 31.6 45.9 21.4 1.0 68.4 22.4
4th 92 493.8 29.3 50.0 19.6 1.1 70.7 20.7
5th 86 480.0 51.2 36.0 11.6 1.2 48.8 12.8
Spring 2016 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
School Code
Science
Number Tested
Mean Scale
Score
% Beginning
Learner
% Developing
Learner
% Proficient
Learner
% Distinguished
Learner
%
Developing Learner &
Above
%
Proficient Learner &
Above
3rd 111 476.5 55.0 33.3 9.9 1.8 45.0 11.7
4th 93 466.1 63.4 28.0 6.5 2.2 36.6 8.6
5th 100 462.4 61.0 30.0 8.0 1.0 39.0 9.0
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 8 of 41
Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level 3rd 98 480.6 48.0 36.7 14.3 1.0 52.0 15.3
4th 92 473.5 54.3 35.9 9.8 0.0 45.7 9.8
5th 86 463.8 54.7 36.0 9.3 0.0 45.3 9.3
Spring 2016 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
School
Code
Social Studies
Number
Tested
Mean
Scale
Score
%
Beginning
Learner
%
Developing
Learner
%
Proficient
Learner
%
Distinguished
Learner
% Developing
Learner & Above
% Proficient
Learner & Above
3rd 111 464.5 64.9 30.6 3.6 0.9 35.1 4.5
4th 93 463.4 64.5 30.1 5.4 0.0 35.5 5.4
5th 100 473.6 60.0 32.0 7.0 1.0 40.0 8.0
Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 3-5 - School Level
3rd 97 486.6 41.2 43.3 10.3 5.2 58.8 15.5
4th 92 475.1 53.3 40.2 6.5 0.0 46.7 6.5
5th 86 474.2 55.8 37.2 7.0 0.0 44.2 7.0
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 9 of 41
2016 ELA STAR Report
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 10 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 11 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 12 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 13 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 14 of 41
Math STAR Report
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 15 of 41
Attendance Reports, Discipline Reports, and Enrollment Report
Gender Enrollment % Instructional Setting
Enrollment
Cnt Lunch Plan Enrollment %
Federal
Ethnicity Enrollment %
Male 49.7% General Education 62% Free 100% Hispanic 9.2%
Female 50.3% Special Ed 9.3% Full Pay 0% White 0%
Grand
Total 100.00% Remedial* 27% Reduced 0%
Black/Af
Am 89.6%
Gifted 3% Unknown 0% Multi-
.2%
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 16 of 41
Racial
Unknown %
0 % Asian 1%
Both Remedial and
Special Ed 1.3%
Grand
Total 100.00%
Grand
Total 100.00%
Grand Total 100.00%
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 17 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 18 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 19 of 41
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 20 of 41
Formative Assessment Observation Data from TKES
This data includes Formatives 1 and 2 for each teacher
1. Professional Knowledge - The teacher
demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing
relevant learning experiences.RATING
2. Instructional Planning - The teacher plans using state and
local school district curricula and standards, effective strategies, resources, and data to address the differentiated
needs of all students. RATING
3. Instructional Strategies - The teacher promotes
student learning by using research-based instructional strategies relevant to the content to engage students in active learning & to facilitate the students' acquisition of key
knowledge & skills.RATING
4. Differentiated Instruction - The
teacher challenges and supports each student's learning by providing appropriate content and developing skills which address
individual learning differences.RATING
5. Assessment Strategies - The teacher systematically chooses a variety of diagnostic,
formative, and summative assessment strategies and instruments that are valid and appropriate for the content and
student population.RATING
6. Assessment Uses - The
teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to
inform instructional content and delivery methods, and to provide timely and constructive feedback to both
students & parents.RATING
7. Positive Learning Environment - The teacher provides a well-
managed, safe, and orderly environment that is conducive to learning and encourages
respect for all.RATING
8. Academically Challenging Environment - The teacher creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are
self-directed learners.RATING
9. Professionalism - The teacher exhibits a commitment to professional ethics
and the school's mission, participates in professional growth opportunities to support student learning, and
contributes to the profession.RATING
10. Communication - The teacher communicates effectively with students,
parents or guardians, district and school personnel, and other stakeholders in ways that
enhance student learning.RATING
Level 1 0 1 2 3 0 0 0 1 2 0
Level II 15 20 17 22 10 23 14 33 17 12
Level III 67 63 65 62 81 68 66 54 54 71 Level IV 11 9 9 6 2 2 13 5 20 10
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 21 of 41
To assist with the reading of Asa G. Hilliard’s Title I School Improvement Plan, a list of frequently used acronyms and a brief definition of each is listed below:
CCGPS – Common Core Georgia Performance Standards
CRCT- Criterion Reference Competency Test
DIBELS - Dynamic Indicators of Basic Early Literacy Skills
ED – Economically Disadvantaged – a subgroup of the student population that receives free/reduced lunch
EIP- Early Intervention Program
ELA – English Language Arts
ELL – English Language Learners
ESOL – English to Students of Other Languages; a student English language program
GaDOE – Georgia Department of Education
GKIDS- Georgia Kindergarten Inventory of Developing Skills
GMAS – Georgia Milestones Assessment System
GSE – Georgia Standards of Excellence
HQT – Highly Qualified Teacher
IDI – Informal Decoding Inventory
IEP- Individual Education Plan (created through Special Education)
IRR- Inter-Related Resource (a program within special education)
MOID – Moderate Intellectual Disability
RDG – Reading
RI – Reading Inventory Assessment
RtI – Response to Intervention Response to Intervention - is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. RtI seeks to prevent academic failure
through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children
SEC – Special Education Committee
SED – Special Education
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 22 of 41
SGP- Student Growth Percentile
STAR Reading- a standardized, computerized assessment tool for Reading(used to identify excellerated students)
STAR Math – a standardized, computerized assessment tool for Math
STAR Early Literacy – a standardized, computerized assessment to determine reading readiness.
SWD- Students with Disabilities
Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works
within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning
activities.
-Differentiated Instruction- According to Carol Ann Tomilson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), Differentiated Instruction is the process of “ensuring that what a
student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of
learning.” Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation
stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007).
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 23 of 41
Comprehensive Needs Assessment (SW 1; TA-1)
Data Review Summary
“Root Cause Analysis”
Strengths Weaknesses Needs
(Highlight 3 Prioritized Needs)
Prioritized Needs
Achievement Data
All grade levels showed an increase in the
Scaled Score from the pretest to
posttest for STAR ELA and Math.
4th and 5th grade students showed an increase in
the percentage of distinguished learners for
ELA on GMAS.
4th and 5th grade students showed an increase in
the percentage of distinguished learners for
Math on GMAS.
Assessment data shows that over 40% of all
students taking GMAS scored within the
Beginning Learner category for all content
areas:
Reading
57% our 3rd graders,
52% of our 4th and 5th graders
Math
44% of our 3rd graders,
51% of our 4th graders,
52% of our 5th graders
Science
55% of our 3rd graders
63% of our 4th graders
61% of our 5th graders
Social Studies
65% of our 3rd graders
65% of our 4th graders
60% of our 5th graders
1. Decrease the percentage of students
scoring beginner learner in Reading.
2. Decrease the percentage of students
scoring beginner learner in Math
3. Increase Stakeholder Engagement
4. Decrease the percentage of students
scoring beginner learner in Science
5. Decrease the percentage of students
scoring beginner learner in Social
Studies.
Root Causes
1. Inconsistent expectations for multiple
years.
2. Ineffective and/or inconsistent
implementation of instructional
practices.
3. Ineffective data analysis
4. Lack of student, parental and
community engagement.
Prioritized Need 1-
Close the achievement gap in Reading.
Perception Data 80% of our parents feels that the school
provides a welcoming environment.
74% of our parents feel that our school
provides information is easy to understand.
2 Stars on Climate Rating Prioritized Need 2-
Close the achievement gap in Math.
Observation Data Based on TKES Data, the following standards
have the most Level III and IV ratings:
Professional Knowledge, Communication and
Positive Learning Environment, and
Assessment Strategies.
Based on TKES Data, Differentiation,
Instructional Strategies, and Academically
challenging Environment are the standards that
have the most Level 1 and II ratings.
Prioritized Need 3- Increase stakeholder
engagement.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 24 of 41
Needs Assessment/ Data Review Results
(SWP 1, 11, 12, 13, 14, 17, 18; TA-1, 8)
Prioritized Needs Data Source Participants Involved Communication to Parents and
Stakeholders
Prioritized Need 1- Close the achievement
gap in reading.
TKES Observations
PD Agendas
Student Data : DIBELS, RI, DRA 2, GMAS
Admin Team
Staff
Newsletters
Emails
School Website
School Messenger
Social Media
Prioritized Need 2- Close the achievement
gap in math.
TKES Observations
PD Agendas
Student Data: STAR Math, GMAS
Admin Team
Staff
Prioritized Need 3- Increase stakeholder
engagement.
TKES Observations
Parent Workshop Agendas
Sign In documents
Parent Contact Logs
Discipline Reports
Attendance Records
Class Dojo Reports
SGC Meeting Minutes
Admin Team
Staff
Parent Liaison
Students
Parents
Community Members
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 25 of 41
D. SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
To increase the percentage of students in the proficient and distinguished categories of GMAS Reading by 10% from 46% to 56% by May 2016
Georgia School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies (Include description of SWP 2, 7, 9, 10)
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources (SWP 9) Artifacts Evidence
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 26 of 41
Georgia School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies (Include description of SWP 2, 7, 9, 10)
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources (SWP 9) Artifacts Evidence Curriculum Standard 1: Uses
systematic, collaborative planning
processes so that teachers share an
understanding of expectations for
standards, curriculum, assessment,
and instruction
Curriculum Standard 2: Designs
curriculum documents and aligns
resources with the intended rigor of
the required standards
ALL
Implementation of daily RtI, where students receive
customized reading/math instruction.
Reduced Class Size EIP model for K-5th grade classes.
Looking at student data, setting achievement goals, and
progress monitoring.
Incorporating Writing in every subject.
Increased focus on integrating Science and Social Studies
content into the Reading and ELA instructional block.
Enhancing instruction by infusing technology into lessons
in all subject areas.
Interactive Data Walls for student use
Data and Curriculum meetings monthly with teacher to
interpret the curriculum and disaggregate the data
Extended Learning Program for students in grades 3, 4,
and 5
4 planning sessions for teachers focused on small group
instruction
Consistent implementation of research based
instructional strategies to address significant
literacy gaps.
Data based collaborative planning will be implemented
to ensure appropriate instructional strategies, resources and
activities will be planned and provided for students based on their
ability.
Professional development will be provided to increase the
rigor in classroom instruction using Depths Of Knowledge levels
and Higher Order Thinking Strategies of RtI, data, guided rdg,
writing, subject integration, and technology use.
Leadership Team Meetings biweekly
Administrative Team Meetings weekly
ELA Instructional Coaches (K-2 and 3rd – 5th) will work
with teachers to model lessons, provide feedback, and
provide strategies.
Parent Liaison will provide reading resources for parents
to checkout. Reading workshops will provide strategies
for parents to use to assist their child at home.
Title I Intervention Teacher K-2nd
Targeted Phonics Groups: Students are assessed using
the Informal Decoding Inventory (IDI). Based on the
data, students are placed in Targeted Phonics Groups.
Students receive instruction for 15 minutes for 14 days
and then are assessed. On the 15th day, students are
moved on to the next skill when concept is mastered.
Students in grades K-2 are expected to master Parts I and
II of the IDI.
Teachers will use data from DRA assessments to
determine students’ reading level, oral reading
fluency and comprehension. Data will be used to
inform groups and inform instruction
RI
DIBELS
STAR
GMAS
IDI
GKIDS
School Leaders
Demonstrate:
Providing opportunities for
collaborative planning.
Providing professional
development
Teachers Demonstrate:
Effective planning using
data
Students Demonstrate:
Proficiency with standards
The administrative team
will be responsible for
reviewing lesson plans,
collaborative planning
documents, providing
opportunities for support,
professional development.
.49 Intervention
Teacher-See budget
ELA Coach-K-2nd-see
budget
.49 ELA Coach-3rd-5th
grades-see budget
DRA Kits K-5-$3,939
Poster Paper-$2,000
Chart paper, laminating
film, station activities-
$939
Ink for printers-$4,000
Learning A-Z software-
$1,650
Accelerated
Reader/Reading Count
software-$2,970
30 student laptops for
personalize learning-
$16,127
2 carts-$4,478
Literature books (class
sets)-$1,700
Registration for Orton
Gillingham workshop-
$10,000
Parent Liaison-see
budget
Parent workshops-$300
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 27 of 41
SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
To increase the percentage of students in the proficient and distinguished categories of GMAS Math by 10% from 43% to 53% by May 2016 (3rd – 5th).
Georgia
School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources (SWP 9) Artifacts Evidence
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 28 of 41
Georgia
School
Performance
Standard
Student
group (All
or
subgroup)
Action /Strategies
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources (SWP 9) Artifacts Evidence
Instruction
Standard 3:
Establishes and
communicates clear
learning targets and
success criteria
aligned to curriculum
standards
Instruction
Standard 4: Uses
research-based
instructional practices
that positively impact
student learning
Understanding by Design® (UbD™)
Differentiated Instruction-
Math Instructional Coach for K – 5 to model lessons,
provide feedback, and provide strategies.
FLP Teacher to provide additional math instruction
during the day.
Implementation of daily RtI, where students receive
customized reading/math instruction.
Reduced Class Size EIP model for K-5th grade classes.
Looking at student data, setting achievement goals,
and progress monitoring.
Consistent implementation of research based
instructional strategies to address significant math
gaps.
Data based collaborative planning will be implemented
to ensure appropriate instructional strategies, resources
and activities will be planned and provided for
students based on their ability.
Professional development will be provided to increase
the rigor in classroom instruction using Depths Of
Knowledge levels and Higher Order Thinking
Strategies, RtI, data, guided math, subject integration,
and technology use. Professional opportunities will
also be provided for parents to enable them to support
their student academically. Parent Liaison will provide
resources for parents to use at home with their child.
Enhancing instruction by infusing technology into
lessons in all subject areas.
Interactive Data Walls for student use
Data and Curriculum meetings monthly with teacher to
interpret the curriculum and disaggregate the data
Extended Learning Program for students in grades 3,
4, and 5
Title I Intervention Teacher ( K – 2nd)
4 planning sessions for teachers focused on small
group instruction
Leadership Team Meetings biweekly
Administrative Team Meetings weekly
Hand2Mind Math manipulatives used to help students
grasp concepts with a greater depth of understanding.
Purchase IXL math, Measuring Up Live math, and
mountain math software to review previously taught
concepts.
Lesson plans
Collaborative
planning minutes
Observation
feedback
TKES
observation data
School Leaders
Demonstrate:
Provide opportunities for
professional learning,
observe and provide
feedback.
Teachers Demonstrate:
Teachers will be responsible
for implementing
instructional strategies and
practices that positively
impact student learning
Students Demonstrate:
Nearly all teachers establish
and communicate clear
learning targets and success
criteria aligned to the
required curriculum
standards. Learning targets
are evident throughout the
lesson and in student work.
Articulation of the learning
targets is consistent and
pervasive among like
content areas and grade
levels.
Nearly all teachers
pervasively demonstrate a
repertoire of highly
effective, research-based
instructional practices that
positively impact student
learning (e.g., providing
feedback, cooperative
learning, advance
organizers, questioning
techniques, similarities and
differences, reinforcing
effort, goal setting,
summarizers, graphic
representations, reciprocal
teaching).
The administrative team
will be responsible for
reviewing lesson plans,
collaborative planning
documents, providing
opportunities for support,
professional development.
.49 Intervention
Teacher-see budget
Math Instructional
Coach-see budget
ETA Hand2Mind Math
($1,457)
Poster Paper-$2,000
Chart paper, laminating
film, station activities-
$939
IXL Math-$7,872
Measuring Up Live
Math-$700
Mountain Math-$2,000
30 Student Laptops for
Personalize Learning
($16,127) 2 carts
($4,478)
Parent workshops-$300
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 29 of 41
SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2, 7, 9, 10; TA 1, 3, 6, 7, 8)
Georgia
School
Performance
Standard
Student
group
(All or
subgroup)
Action /Strategies
Evaluation of Implementation
and Impact on Student
Learning
Monitoring
Actions of
Implementation
Estimated Cost,
Funding
Source, and/or
Resources Artifacts Evidence Family and
Community
Engagement
Standard 3:
Establishes
relationships and
decision-making
processes that
build capacity
for family and
community
engagement in
the success of
students
ALL - Parent Workshops will be provided on an on-going basis
to help parents learn how to better support their students
academically.
- Monthly Bring Your Parents to School Days(Panther
Parent Days) will encourage parents to sit in classes with
their children and receive instruction from the teachers and
volunteer.
- School-wide Implementation of PBIS will provide
incentives for students exhibiting appropriate behavior
regarding academics and conduct. Class Dojo is the school
wide management tool.
Sign In Sheets
Agendas
Handouts
Power Point
School Leaders
Demonstrate:
Provide expectations
Monitor implementation
Provide feedback on
workshops
Teachers Demonstrate:
Provide suggestions and
support for Parent
Workshops.
Implement PBIS /Class Dojo
Communicate with parents
via Dojo
Students Demonstrate:
Students will show increases
in academic performance.
Students will follow PBIS
Expectations.
An admin member will sit
in each Parent Workshop.
Parent Surveys will be
provided to get feedback
about the workshops and
lessons.
$0.00
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 30 of 41
E. Schoolwide Reform Strategies (SW 2; TA-1b)
Source Document
“Research Based Strategies”
Prioritized Need 1: Close the achievement gap in Reading.
SMART Goal: To increase the percentage of students in the proficient and distinguished categories of GMAS Reading by 10% by May 2016.
Georgia School Performance
Standard
Instruction Standard 3: Establishes and communicates clear learning targets and success criteria aligned to curriculum standards
What action/strategy would
support this standard for all
students including migrant,
homeless and historically
underserved population?
Implement Guided Reading
Looking at student data, setting achievement goals, and progress monitoring.
Implementation of daily Target Phonics Instruction
Implement strategies from The Strategic Teacher by. Robert J. Marzano
List 2 Teacher Behaviors to
support this standard (include
artifacts).
1. Plan collaboratively with team (collaborative planning notes)
2. Submit lesson plans with research instructional strategies
List 2 Student Behaviors to
support this standard (include
artifacts).
1. Students will participate in standard based lessons.
2. Students will create products that are aligned to the standards.
List 2 Leadership Behaviors to
support this standard (include
artifacts).
1. Model and monitor the cycle of effective instruction.
2. Provide feedback and support in a timely manner.
How would you monitor your
action/ strategy?
Weekly walkthroughs and TKES observations
How would you fund this initiative
using -local, state, federal funds?
Instructional ELA Coaches
Computer software
K-2 Intervention Teacher
Laptops and carts
Materials and supplies
books
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 31 of 41
Prioritized Need 2: Close the achievement gap in Math.
SMART Goal: To increase the percentage of students in the proficient and distinguished categories of GMAS Math by 10% by May 2016(3rd – 5th).
Georgia School Performance
Standard
Curriculum Standard 1: Uses systematic, collaborative planning processes so that teachers share an understanding
of expectations for standards, curriculum, assessment, and instruction.
What action/strategy would
support this standard for all
students including migrant,
homeless and historically
undeserved population?
- Data and Curriculum meetings monthly with teacher to interpret the curriculum and disaggregate the data.
- Teachers will use the data driven planning process that will allow teachers to develop standards based
lessons, create flexible groups and analyze student data.
List 2 Teacher Behaviors to
support this standard include
artifacts?
1. Teachers will analyze data on a weekly basis.
2. Teachers will provide students with engaging lessons based on the standards and students learning ability.
List 2 Student Behaviors to
support this standard include
artifacts?
1. Students will become more knowledgeable about their data through data talks facilitated by their teachers.
2. Students will participate in flexible group rotations that are aligned to their learning ability and the
standards.
List 2 Leadership Behaviors to
support this standard include
artifacts?
1. Participate in the planning process.
2. Weekly walkthroughs and TKES observations
3. Provide feedback and support in a timely manner.
How would you monitor your
action/ strategy?
- Monitor weekly DDIT forms
- Compare lessons plan to instruction
How would you fund this initiative
using -local, state, federal funds?
Instructional Coach
K-2 Intervention Teacher
Laptops and carts
Computer software
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 32 of 41
Prioritized Need 3: Increase stakeholder engagement
SMART Goal: To increase stakeholder engagement.
Georgia School Performance
Standard
Family and Community Engagement Standard 3: Establishes relationships and decision-making processes that
build capacity for family and community engagement in the success of students
What action/strategy would
support this standard for all
students including migrant,
homeless and historically
undeserved population?
- Parent Workshops will be provided on an on-going basis to help parents learn how to better support their
students academically.
- Monthly Bring Your Parents to School Days will encourage parents to sit in classes with their children and
receive instruction from the teachers.
- School-wide Implementation of PBIS using Class Dojo as the management tool.
-
List 2 Teacher Behaviors to
support this standard include
artifacts?
1. Provide suggestions and support for Parent Workshops.
2. Attend all professional development opportunities.
3. Implement PBIS
4. Communicate with students and parents
List 2 Student Behaviors to
support this standard include
artifacts?
1. Students will show increases in academic performance
2. Students will show increases in behaviors that positively impact academics
List 2 Leadership Behaviors to
support this standard include
artifacts?
1. Provide expectations
2. Monitor implementation
3. Provide feedback
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 33 of 41
How would you monitor your
action/ strategy?
- An admin member will sit in each Parent Workshop.
- Parent Surveys will be provided to get feedback about the workshops and lessons.
- Admin members will monitor practices learned in PD during walkthroughs
- Admin will monitor PBIS data
How would you fund this
initiative,-local, state, federal
funds?
We will use $500 from Parent Liaisons budget to pay for a professional learning opportunities.
F. Professional Learning Plan to Support School Improvement Plan
(SW 4; TA 4) Professional Learning
Strategy to support
achievement of SMART
Goals
Professional
Learning
Timeline
Estimated Cost,
Funding Source,
and/or Resources
Person(s)
Responsible
Monitoring Teacher
Implementation of
Professional
Learning
Artifacts/Evidence of
Impact on Student
Learning
Waste, Fraud, Abuse, and Corruption
Title I Complaint Process
August 2016 $0 Principal Title I Office monitoring Agenda and sign in sheet
Guided Reading
August 2016- May 2017
$0
CST, Instructional
Coaches
Guided Reading Professional
Development facilitated
by staff members.
Admin Team members will
complete bi weekly
walkthroughs to monitor
implementation.
Collaborative Planning Notes
Lesson Plans
Reading Assessment data
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 34 of 41
Data Analysis for Planning August 2016- May 2017
$0.00
CST
Administrative team
Teachers
Admin Team members will
review DDIT documents.
Admin will compare lesson
plans to instructional
practices.
Collaborative Planning Notes
Lesson Plans
Reading and Math Assessment data
Guided Math
August 2016- May 2017
Guided Math seminar-
January-School
Improvement Plan K-2 teachers
CST, Instructional Coaches
Guided Reading
Professional Development facilitated
by staff members.
Admin Team members will
complete bi weekly walkthroughs to monitor
implementation.
Collaborative Planning Notes
Lesson Plans
Math Assessment data
Differentiated Instruction August 2016- May 2017 CST, Instructional
Coaches Admin Team members will
complete bi weekly
walkthroughs to monitor
implementation.
Collaborative Planning Notes
Lesson Plans
Reading and Math Assessment data
Orton Gillingham Training $10,000 for Orton Gillingham Training
10 Teachers Admin Team members will complete bi weekly
walkthroughs to monitor
implementation.
Collaborative Planning Notes Lesson Plans
IDI Assessment data
G. Parent Engagement and Communication
(SW 6; TA 5)
Parent Engagement
Activities
Timeline Estimated Cost,
Funding Source,
and/or Resources
Person(s)
Responsible
Evaluation Results Artifacts/Evidence of
Impact on Student
Learning
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 35 of 41
Parent Involvement Plan
Family and Community
Engagement Standard #2
Establishes partnerships and
decision making processes that
build capacity for family
engagement in the success of
students.
Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
8/11/16 Acquire Parent Liaison Parent Liaison
Staff
Parents
Georgia Department of
Education Checklist
Parent feedback and
suggestion option at the end
of Parent Involvement Plan.
Parent survey
Sign In
Plan
Minutes
Agenda
School website
Available at school for pickup
Compact Engagement Standard #2
Establishes partnerships and
decision making processes that
build capacity for family engagement in the success of
students.
Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
8/11/16
$0
Parent Liaison
Staff Parents
Georgia Department of
Education Checklist
Parent survey
- Signed compacts - Minutes
- Agenda
- Sign in sheets
- Returned signature page signed and dated by parent,
teacher, and student
- School website
Parent Input Meeting
Title I Annual Meeting Engagement Standard #2
Establishes partnerships and
decision making processes that
build capacity for family
engagement in the success of students.
8/11/16
9/8/16
$0
Principal, assistant
principal, parent liaison,
FLP teacher, Bookkeeper
- Meeting Agenda
- Meeting sign-in sheets
- Minutes - Agenda
- Sign-in sheets
- Minutes
- Powerpoint - Website
- Flyer
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 36 of 41
Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
Student Assessment & Results
Parent Meeting
(SW 11, 12, 13, 14; TA 6, 7, 8) Engagement Standard #2
Establishes partnerships and decision making processes that
build capacity for family
engagement in the success of
students.
Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
9/8/16 $0 Principal
Assistant Principal Administrative Assistant
- Agenda
- Sign -in - Data documents
Transition Meetings
(Preschool Programs)
(SW 7, TA 3)
$0 PK Teachers
Parent Liaison
AP CST
- Parent flyers
- Parent Sign-In
- Agenda - Minutes
- Power Point
Parent Resource Center Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
Ongoing
$0
Parent Liaison - Newsletter blurb - Parent sign in
- Material check-out log
- Parent Bulletin Board
- Flyers, website
Monthly Title I Parent
Meetings/Family Nights
Math Workshop
Reading Workshop
Technology-Home Access/school
August-April $300-consultant CST
Instructional Coaches
Parent Liaison
Parent survey - Sign In Sheets
- Flyers
- Agendas
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 37 of 41
website
Georgia Milestones Workshops
Family and Community
Engagement Standard #5
Collaborates about available school
interventions as well as support
strategies that can be used at home
to enhance academic achievement.
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 38 of 41
H. Highly Qualified Staff
(SW 3, 5; TA 4)
All course are taught by highly qualified staff. _Yes______ (Yes or No)
If no, explain
List efforts to recruit highly qualified teachers to your school.
The goal and intent of Fulton County Schools is to hire teacher who are “Highly Qualified” in the content areas 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 the teacher and the 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 GACE testing in order to become HIQ.
We will provide instruction by highly qualified teacher who meet the standards established by the state of Georgia.
o 100% of the teaching staff holds Bachelor’s degrees.
o 33 % of the teaching staff holds master’s degrees.
o 7 % of the teaching staff hold specialist degrees. o 2 % of the teaching staff hold doctorate degrees.
Other characteristics of Asa G. Hilliard staff:
o Math Endorsement o Reading Endorsement
o Science Endorsement
o K-12 Reading Specialists
o Talented and Gifted Certification o English for Speaker of Other Languages Endorsement
o Teacher Support Specialist
o Teacher Leader Endorsement
o L-5 Leadership Certification o L-6 Leadership Certification
o L-7 Leadership Certification
Teachers Currently Pursuing o Masters (1)
o Education Specialist (1)
o Doctorate of Education/Doctorate of Philosophy (0)
o Reading Endorsement (5)
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 39 of 41
Comprehensive Needs Assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309 (1) that
is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic
achievement standards described in Section 1111(b)(1).
Response
We have taken into account the needs of migrant children by following these procedures:
All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the registrar.
We will work closely with our counselor, school social worker, and our central office liaison to 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. Currently, there are no Migrant students attending our school.
Student Transition Plan
Response (Explain transition activities such as entering K, rising 6th grade, rising 9
th grade, graduating 12
th grade, and new student enrollees)
Asa G. Hilliard ES has established the following plans for assisting preschool children in the transition from early childhood programs. Annually in the spring, the Pre-K Teachers and Parent Liaison host a parent transition meeting for all Pre-K parents. Parents of children who attend Pre-K classes with private providers in the community are also invited. The agenda includes presentations from a school social worker and a school counselor who share information about their roles in the school. In addition, kindergarten teachers share information about curriculum for kindergarteners. This is also a time that parents can ask questions about everything from attendance policies, services available, and academic expectations.
Pre-Kindergarten students are provided an opportunity to visit Asa G. Hilliard Elementary School in the month of May. The students are taken on a tour of the
building and are given an opportunity to spend time with a Kindergarten class. They eat a snack and are given an opportunity to meet the principal. This tour is
coordinated by the Parent Liaison.
Rising 6th Grade students attend a 6th grade prospective student meeting and orientation at the middle school. The school counselor at AGHES and Woodland
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 40 of 41
Middle School collaborate to plan these activities.
Any Additional Funds/Carryover
Response (plan for utilization of any additional Title I funds/carryover)
All Title I Funds have been designated for expenditure.
J. Comprehensive Needs Assessment
Resources
Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx
Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-
Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf
System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-
Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf
Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx
QCIS (Indistar) - http://www.indistar.org/
Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx
Source Document
Data Sources:
Achievement Data: Perception Data: Observation Data:
Georgia Milestones TKES Surveys TKES Data
GKIDS Title I Parent Survey Content Walkthroughs (if applicable)
SLDS – Georgia Milestones, Student Growth, etc. Title I Teacher Survey
Division of School and District Effectiveness | School Improvement PLAN
Georgia Department of Education February 26, 2016 ● Page 41 of 41
CCRPI Title I Student Survey
SLOs Climate Survey
Promotion/Retention Data Professional Learning Survey
Lexile Scores Local School Perception Data
Local School Data
Subgroup Data
Attendance Data
Discipline Data
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