Evaluation of Title I Schoolwide School Improvement Plan Creekside HS
Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.
You will include this Evaluation in your Title I Plan Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]
o Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not?
 No, Creekside High School was not Title I for 2011-12.
Although, Creekside’s overall achievement did increase from the School Improvement Plan for 2011-2012 in the following areas:







EOCT Math II increased 13 percentage points from 28% in 2010-2011 to 41% in 2011-2012
EOCT Biology increased 17 percentage points from 44% in 2010-2011 to 61% in 2011-2012
EOCT US History increased 30 percentage points from 45% in 2010-2011 to 75% in 2011-2012
EOCT Economics increased 16 percentage points from 58% in 2010-2011 to 74% in 2011-2012
EOCT 9th Grade Literature increased 2 percentage points from 75% in 2010-2011 to 77% in 2011-2012
GHSGT Language Arts shows a trend of 2 to 3 percentage point gains from 2009-2010 86%, 2010-2011 88%, 2011-2012
91%
GHSGT Social Studies increased 5 percentage points from 71% in 2010-2011 to 76% in 2011-2012
o 2 types of evaluations – ongoing or annually. Which type was selected? _______________?
 The use of annual assessments was utilized. The annual evaluation of student EOCT scores was used to measure
progress of the goals and strategies for the plan from 2011-2012 school year.

o What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current
data?
What needs to be changed in our School Improvement Plan to address the needs of our students as a result of current data is to:
o
o
By June 2013, we will improve the performance of the first time test takers in the 11th Grade in the “All Students” student group from 79% in
Spring 2012 to the performance target of 89.8% which is an 11 percentage point increase for students scoring in the meeting or exceeds
performance levels in American Literature as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 65% in
Spring 2012 to the performance target of 79.2% which is a 14.2 percentage point increase for students scoring in the meets or exceeds
performance levels in Physical Science as evidenced by the Spring 2013 End of Course Test scores.
Fulton County Schools
1
o
o
o
o
o
By June 2013, we will improve the performance of the first time test takers in the 9thth Grade in the “All Students” student group from 37.1% in
Spring 2012 to the performance target of 67.8% which is a 30.7 percentage point increase for students scoring in the meets or exceeds
performance levels in Math I/Algebra as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth Grade in the “All Students” student group from 40.8% in
Spring 2012 to the performance target of 64.3% which is a 23.5 percentage point increase for students scoring in the meets or exceeds
performance levels in Math II/Geometry as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 12thth Grade in the “All Students” student group from 71.6% in
Spring 2012 to the performance target of 77.3% which is a 5.7 percentage point increase for students scoring in the meets or exceeds
performance levels in Economics as evidenced by the Spring 2013 End of Course Test scores.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “All Students” student group from 44.5% (2010-11) to the 2013
Graduation target of 72.8% which is a 28.3 percentage point increase as evidenced by the 2013 Graduation Rate.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “Students with Disabilities” student group from 15.6% (2010-11) to the
2013 Graduation target of 41.5% which is a 25.9 percentage point increase as evidenced by the 2013 Graduation Rate.
Fulton County Schools
2
Title I Schoolwide SCHOOL IMPROVEMENT PLAN for
SCHOOL: CREEKSIDE HIGH SCHOOL
Original Plan Written during the School Year: 2012 - 2013
Revised Plan Written during the School Year: 2012 - 2013
Revision Date: August 08, 2012
Fulton County Schools
3
Table of Contents
Schoolwide Planning
SCHOOL:CREEKSIDE HIGH SCHOOL
Page #
6-10;
DATE: August 8, 2012
Criteria
1. Comprehensive Needs Assessment:
Strengths and Challenges
Identifies needs in the key areas that affect student achievement
Root causes of such needs with graphs, data analyses, parent/teacher/staff perception data, etc.
Migrant paragraph (required)
29
31
2. Develop schoolwide reform strategies (reference the research)
32
34
37
35
41-42
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Are based upon effective means of raising student achievement.
Use effective instructional methods that increase the quality and amount of learning time.
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).
a.
b.
c.
d.
3. Provide instruction by highly qualified teachers.
a. Strategies to attract highly qualified teachers to high-needs schools
38
4. Provide high-quality and ongoing professional development for staff to enable all children in the school to
meet performance standards.
43
5. Develop strategies to increase parental involvement.
46
6. Devise a plan for assisting preschool, 5th to 6th, and 8th to 9th children in transition.
36
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.
Fulton County Schools
4
45
46
8. Coordinate and integrate Federal, State, and local services and programs.
39
44
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. 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.
a. Measures to ensure that students’ difficulties are identified on a timely basis
b. Periodic training for teachers in the identification of difficulties and appropriate assistance available to the student at the school or in the
community
c. Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the student and
additional assistance available to the student at the school or in the community.
44
10. Description of how individual student assessment results and interpretation will be provided to parents.
11
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
13
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
13
13. Provisions for public reporting of disaggregated data.
47
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.
9,
44
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).
9
16. Plan available to the LEA, parents, and the public.
10
17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of
participating students in the school speak as their primary language.
47
18. Plan is subject to the school improvement provisions of section 1116.
Fulton County Schools
5
Fulton County Vision Statement:
The vision of the Fulton County School System is for all students to learn to their full potential
Fulton County Mission Statement:
The mission of the Fulton County School System is to educate every student to be responsible, productive citizens
Characteristics of the Vision:
Excellence
Trust and Honest Communication
Common Understanding
Personal Responsibility
Commitment
Academic Achievement
Measured Results
Continuous Improvement
Safe and nurturing environment
Involved family, community and staff
Transparency and Accountability
Title I Department Goal:
The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local,
state and national assessments.
Fulton County Schools
6
Title I Schoolwide Comprehensive School Improvement Plan
School:
CREEKSIDE HIGH SCHOOL
Directions for Plan Completion:
Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.
Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to
your designation (TA)
Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible
Learning Program template should be completed along with your Title I Documentation.
Themes
SWP/TA/FLP
Component
Description
Comprehensive Needs Assessment and Planning
SACS
1. Include school mission, vision, and beliefs (System Mission, Vision, Beliefs on previous
page)
Our Vision:
Our Vision is to for all students to learn to their full potential
Mission Statement:
To develop and empower 21st century life-long learners who are prepared to conquer the challenges of a global society.
Beliefs:
We
We
We
We
We
SW – 1
TA – 1
FLP
Fulton County Schools
believe
believe
believe
believe
believe
that
that
that
that
that
all students can learn.
all students can contribute to society by being productive and responsible.
parents, school, and the community have a vested interest in the success of students.
parents should have an active and ongoing involvement in the educational process.
a safe environment conducive to learning should encourage multiple perspectives and diversity.
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
students are economically disadvantaged, 11% are students with disabilities and 07% are
English Language Learners.
7
 The demographics of Creekside High School:
CURRENT STUDENT ENROLLMENT PER STUDENT SUBGROUP
Number of Students
Total Enrollment
1,414
Male
726
Female
688
Ethnicity: Asian
7
Ethnicity: American Indian
3
Ethnicity: Black
1,186
Ethnicity: Hispanic/Latino
162
Ethnicity: White
27
Multi-Racial
29
LEP
37
Economically Disadvantaged
1,088
Special Education
141
Percent*
51.34%
48.66%
0.50%
0.21%
83.88%
11.46%
1.91%
2.05%
2.62%
76.94%
9.97%
* Many students belong to more than one student subgroup. The sum total for percent of total enrollment (shown
in the right hand column) may consequently be greater than 100%.
SW – 1
TA – 1
FLP
Fulton County Schools
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 plan will be reviewed quarterly to monitor successful implementation
of initiatives and strategies and to refine the processes in place to meet established
goals.
The committee will utilize data gathered from various sources to include:

2009-2010 CRCT results

2010-2011 CRCT results

End of Course Test (EOCT) All Subjects

Checkpoints data (grades 9-12)

Iowa Basic Skills Test (ITBS)

Preliminary Scholastic Aptitude Test (PSAT) data

Scholastic Aptitude Test (SAT) data
8

American College Testing (ACT)data

Advanced Placement (AP) Exams data

Georgia High School Graduation Test data

Georgia Writing Assessments (G8WA, GHSWT)

School Achievement Management System (SAMS)

School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G.
Preuss

Parent Surveys

third-party evaluations

feedback from all stakeholders
The School Improvement Plan Committee is comprised of parents, teachers, students,
administrators, and other school staff members. A survey sent to all stakeholders helped identify
participants to include content specific teachers identified. Several parents volunteered their
time and support to developing the plan and learning about the school’s needs.
The plan will be disseminated by the school’s new website, School Messenger, hard copies, the
community newspaper, faith-based groups, other community groups, and PTSA groups in our
feeder schools.
 Listed below are the members of our leadership team and their titles / roles.
Member Name
Title / Role
Kevin M. Jones
Band Teacher
Phyllis Berry
Family and Consumer Sciences Teacher
Joanna Cavan
Foreign Language Teacher
George Fields
JROTC
Kimberley Miller
Language Arts Teacher
Mary Huysman
Literacy Specialist
Sabrina Nichols-Johnson
Mathematics Teacher
Deborah Myrick
Parent
Latarsha Wilson
Parent
Taronda Hall
Parent
Tonjie Clark
Parent
Fulton County Schools
9
SW-15
SW-16
Fulton County Schools
Tamica Vasconez
Parent
Jennifer Jones-Paul
Parent
Cleo Paul
Parent
Bonita Campbell
Parent and PTSA president
Brian Jones
Principal
Paulette Richmond
School Improvement Specialist
Rashanna Freeman
Science Teacher
Candace Bethea
Social Studies Teacher
Dr. Iris Morgan
Special Education Teacher
Hakeem Clark
Student
Sean Vasconez
Student
Brandon Paul
Student
Angela Addison
Teacher
Neill Crosslin
Assistant Principal
Tawana Miller
Title I Director
Brenda Bridges-Ward
Title I Consultant
Minnie Jenkins-Miller
Title I Consultant
a. Describe how 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 staff, community members, and parents.
 Our team consists of teachers from core academic areas, parents, PTSA officers, LSAC
Members, and business partners.
The input of our parents is important to us. An electronic parent involvement survey is
available to parents each spring, to provide feedback concerning our parental involvement
program. Each year we review and revise our Parental Involvement and School
Improvement Plans
b. Describe how the plan will be distributed to all parents and made available to all
stakeholders once it is completed. (beginning-of-the-year packets/ on the web/PTA/PTSA meetings)
Once the draft of our plan is completed, it will be shared with our staff through a faculty
meeting and posted on the school’s internal network website.
 Students will receive the information through grade-level assemblies.
 We will use their feedback to make final revisions to the plan.
After complete, our plan will be made available to all of our stakeholders.
Our school improvement and parent involvement plans will be sent home in our beginning of the
year information packets with all of our Title I students. We will also post our plans on the
school’s updated website and distribute copies at our PTSA and school council meetings to any
interested stakeholders. The plan will be disseminated by, School Messenger, the community
10
newspaper, faith-based groups, other community groups, and PTSA groups in our feeder
schools. Additional copies of the plans will be available in the front office for distribution to newly
enrolled students, or upon request.
SW-17
c. Explain that the plan will be translated into other languages (Everyone translates into
Spanish. Translate into other languages where feasible and needed… based on significant percentage of
parents)
 A copy of our School Improvement and Parent Involvement Plans, as well as our SchoolParent Compact, will be translated into Spanish after it is written and reviewed with the
assistance of parents and community members. Copies of these plans are distributed as
needed. Copies of these documents are also housed in the office area and the Parent
Resource Room/Area. Copies of the documents are given to new students when they
register. We have included Spanish versions of this plans/compact in the Appendix
section of our notebook.
TA-1
SW-1
FLP
SW -11
FLP
Fulton County Schools
3. Describe the process used to complete the Comprehensive Needs Assessment and how it
identified students at-risk of not meeting state standards. (Data was collected and analyzed…)
 Our schoolwide plan developed with participation of teachers, parents, and other
stakeholders who will carry out the comprehensive schoolwide program. The persons
involved were representative of the entire school. In both leadership and cluster meetings,
staff members reviewed relevant school data and provided input on what the school
needs to improve our student achievement. The committee used the all available
assessment data and tools determined by State CCRPI.
a. Identify the types of data collected (Possible examples: testing data, formative assessment data, climate
surveys of parents/community/ staff, staff and community needs assessment, demographic, attendance data, intervention
data, or safety and discipline data.)
We have used the following instruments, procedures, or processes to obtain student
data:
 Georgia High School Graduation Test (GHSGT)
 End of Course Tests (EOCT)
 Five-year Extended Cohort Graduation Rate
 Mobility Rate
 Attendance
 Credit Deficient Students
 Discipline Data
 Cambridge School Quality Review
 Focus Walks
 Parent, Teacher, and Student Surveys
 Formative and Summative Assessments in all Core Content Areas
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 ACT Composite and SAT combined data
 Dual Enrollment
 Career, Technical and Agricultural Education (CTAE)Pathway Completion Rate
 These data sources have been reviewed to determine our needs for the upcoming year.
We will review these data sources periodically throughout the implementation of our plan
to monitor the plan’s effectiveness.
SW-11
b. Explain how student data is collected and disaggregated.
 Our data was disaggregated by subgroup, grade level, and content areas for analysis.
The student’s past and present year teachers collaborate to analyze student data and
make informed decisions (see school profile in the appendix).
 Data results are included in the School Improvement Plans and Flexible Learning Plans
 Data Team identified strengths and weaknesses and implemented a plan of action for
training and staff development. These trainings will be ongoing throughout the year.
c. How did you identify students most at-risk of not meeting state academic standards?
Completing the needs assessment allowed us to identify students at-risk of not meeting
state standards by analysis of data to review rank order and prioritization of academic
need in the core content areas.
FLP
d. Describe the method by which students with the greatest need are selected for service
in your Flexible Learning Program.
For identified 2012-2013 Fulton County Priority/Focus/Alert high schools, grades 9-12, student
selection participation in the Title I Flexible Learning Program will be determined by federal rank order,
and 2010-2011 multiple educational objective academic Reading/ELA data for currently enrolled
students. Please see attached list for rank ordered-students.
Title I FLP academic services will be provided in the Math subject area in accordance with the federal
rank order tier structure:
a) Tier 1 – students who are eligible for free or reduced priced meals (FRM) and are not meeting
standards as identified by state assessment results
b) Tier 2 – students who are eligible for FRM and are meeting standards as identified by state
assessment results
c) Tier 3 – students who are not eligible for FRM and are not meeting standards as identified by state
assessment results
d) Tier 4 – students who are not eligible for FRM and are meeting standards as identified by state
Fulton County Schools
12
assessment results
Upon identification of all school students and their FRM status, students will be further rank ordered
according to academic need by using 2010-2011 multiple, educationally related selection criteria
established by the district as follows:
a) Grades 9-10: CRCT/Benchmark-Feb/Retention Rating
b) Grades 11-12: EOCT /Retention Rating
c) The total composite score will be from a high of 25 to a low of 0. FRM qualifying students with a
composite score of 10 and above are identified as Priority 1, and are determined to be in the greatest
need for Title I FLP academic services. FRM students with a composite measure of 9 and below are
determined to be Priority 2. Non-FRM students with a composite score of 10 and above are identified
as Priority 3, and non-FRM students with a composite measure of 9 and below are identified as
Priority 4. Priority 1 students will be served first and Priority 2 students will be placed on a waiting list,
followed by Priority 3 and 4 students, respectively.
All currently enrolled students will be FLP rank ordered in accordance with federal/state/local
guidelines. Should multiple educationally related criteria data not be available for a student, the
student’s criteria will be coded as Not Determined (ND). The district will acquire the necessary valid
and reliable student criteria data for proper rank order prior to the next FLP enrollment. Parents may
choose to decline FLP services for their child, or the student may decline through non-attendance,
violation of student guidelines, or departure from the school, which will be coded as Not Served (NS)
or No Longer Served (NLS). Should the student move to another school within the district that has to
offer FLP, the student will be reprioritized in accordance with the respective student rank order criteria.
The Title I high schools FLP program will be offered to Priority 1 students in mathematics. The
prioritization data yields a greater number of Priority 1 students with greater academic need in
mathematics, as opposed to reading/Language Arts.
Describe how the planning for students served in the Flexible Learning Program/Schoolwide
plan is incorporated into the existing program.
The Flexibility Learning Program (FLP) is an alternative, supplemental academic intervention that
allows the LEA flexibility in designing an extended learning program. The program is high quality,
research based, and designed to increase student academic achievement. In accordance with the
US Education Department’s approved Georgia ESEA Flexibility Waiver, the Common Core
Georgia Performance Standards (CCGPS) will be utilized in the instruction of the FLP.
The vision of the Fulton County School System’s FLP is “Setting the Standard for Student
Fulton County Schools
13
Achievement and Standards Mastery”. The mission of the FLP is “To form a collaborative effort
between home and school that maximizes students’ academic potential, preparing them to
compete in a 21st century environment.”
SW-12
FLP
SW-13
FLP
e. Procedures are in place to ensure data is statistically sound and appropriately
disaggregated for each group.
 The data we collect is from the School Report Card on the DOE website or previous AYP
data sent to us by our Assessment Coordinator. These student test results administered
by the state are valid and reliable. The data we receive from both sources have already
been disaggregated by subgroup by the Georgia DOE.
f. 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. Selected schools should discuss FLP as applicable.
 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.
 Our Flexible Learning Plan, including data will be posted on the school website.
 We publish our results on our school website and in school newsletters.
 The data is discussed with parents during conferences, PTSA meetings, State of the
School Address, Curriculum Night/Open House, Report Card Night .
 Parents will receive an e-mail alert when results are posted.
 Bilingual Parent Information Meeting
g. School Profile (See School Data Profile):
Additional data used to complete our School Improvement Planning can be viewed by clicking
on the link below
(http://portal.fultonschools.org/School_Profile/Documents/DS/DS_Creekside.pdf).
Fulton County Schools
14
High School Profile
Major School Initiatives: List major initiatives or reform efforts that have been implemented in the last three years. (Examples are
comprehensive School Reforms, state initiatives, block scheduling, academic after school programs, revised school calendar, etc.)
School
Year
2009-2010
2009-2010
2009-2010
2009-2010
2010-2011
2010-2011
2010-2011
2010-2011
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2012-2013
2012-2013
Initiative or Reform Effort
21st Century Smaller Learning Communities (continued to 2012)
Summer Bridge (continued to 2012)
Learning Logs (continued to 2012)
Advisor/Advisee Advisement Program (continued to 2012)
Writing to Win (continued to 2012)
Standards Based Instruction
Southern Regional Education Board(SREB) Math Training
Southern Regional Education Board (SREB) Literacy Across the Content Area
Carnegie Learning and Cognitive Tutoring Software – Math
SREB Literacy Across the Content Area
SOLO
Go for the Gold
Extending Learning Opportunity Program (ELOP)
Southern Regional Education Board (SREB) Math Training
Southern Regional Education Board (SREB )Literacy Design Collaborative
CompassLearning Odyssey Impact Teacher Academy
Fulton County Schools
15
Professional Learning:
List the professional learning activities in the past two years that were focused on school
improvement.
School
Professional Learning Activity
Year
2010-2011 Southern Regional Education Board (SREB) Math Webinar – Strategies for Getting More
High School Students to Master the Critical Skills
2010-2011 Redefining the Culture
2011-2012 Breaking the Spirit of Average by Joseph Washington
2011-2012 Carnegie Math
2011 -2012 AP Summer Institute
2011-2012 AP Annual Conference
2011-2012 SREB Annual Conference (Presenters)
2011-2012 Instructional Coaching Academy
2011-2012 Making History Come Alive for Students with Disabilities
Fulton County Schools
Grade Level / Subject Area
Attending
11/U.S. History
16
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
Number
2008-2009
2009-2010
2010-2011
2011-2012
Attrition Rate of Administrators
% of Teacher Population
7
9
9
11
16%
15%
15%
10%
Number
% of Administrator
Population
1
1
2
5
20%
20%
40%
100%
Attendance as determined for CCRPI (College and Career Readiness Performance Index) in all
Grade Levels
Attendance: ( Days Present divided by (Days present + Days absent))
Subgroups
2010-2011
2011-2012
2012-2013
Total
Enrollment
Grade
Levels
% All
Students
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
1488
1591
97%
93%
97%
98%
97%
93
96%
93%
0
85%
94%
90%
98%
94%
95%
90%
92%
93%
97%
93%
% Multi
Racial
%
SWD
% ELL
% Econ.
Disad.
(SES)
Graduation Rate as determined for CCRPI
Graduation Rate
Subgroups
2010-2011
2011-2012
2012-2013
Graduation
Class Size
% All
Students
227
45%
Fulton County Schools
%
Asian
% Black
%
Hispanic
%
American
Indian
%
White
NA
NA
NA
NA
NA
NA
17
AYP Report – Historical Information
(Full AYP reports can be reviewed by clicking this link)
http://archives.doe.k12.ga.us/ayp2011/overview.asp?SchoolID=660-0291-g-8-0-0-0-0-0-0-0-0-0
2010-2011 School Year AYP Report
Mathematics
English Language
Arts
97.8%
99.1%
No
No
Yes
(Confidence
Interval)
No
Yes
(Confidence
Interval)
No
No
Yes
Met 95% participation
Met AMO for all students without second look
Met AMO for all students with second look (confidence interval, multi-year average, safe
harbor)
Met AMO for all subgroups without second look
Met AMO for all subgroups with a second look (confidence interval, multi-year average, safe
harbor)
Econ.Disadv.
Did not meet AMO for the following subgroups(s)
No
No
Met second indicator for all students
Fulton County Schools
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7/13/17
High School Student Achievement Data:
Advanced Placement Exams
Creekside High School
Total AP
Students
Number of
Exams
AP Students
with Scores 3+
% of Total AP
Students with
Scores 3+
2008
2009
2010
2011
2012
80
104
94
168
236
108
141
118
233
306
14
16
11
21
21
17.5
15.4
11.7
12.5
8.9
The number of AP students with Scores 3+ has shown a steady increase from 14 in 2008 to 21 in both 2011
and 2012.
Georgia High School Graduation Test:
Percent of 11th graders scoring at each performance level on the first test administration:
Scores from 2010-2011 on GHSGT and GHSWT, the 2011-2012 Data has not been released from DOE.
ELA –
System
Name
Fulton
County
School Name
Creekside High
Percent
Pass LAR
Mean SS
LAR
ELA
Percent
in Below
Basic
89
226
10.7
50.7
33.1
5.5
Percent
Pass
Math
Mean SS
Math
Math
Percent
in Below
Basic
Math
Percent in
Basic
Proficiency
Math
Percent in
Advanced
Proficiency
Math
Percent
in
Honors
270
69
216
31.1
37.0
28.1
3.7
N
Tested
Science
Percent
Pass
Science
Mean SS
Science
SCI
Percent
in Below
Basic
SCI
Percent in
Basic
Proficiency
SCI Percent
in
Advanced
Proficiency
SCI
Percent
in
Honors
273
93
237
7.3
42.5
41.0
9.2
N
Tested
LAR
272
ELA
Percent in
Basic
Proficiency
ELA
Percent in
Advanced
Proficiency
ELA
Percent
in
Honors
Mathematics -
System
Name
Fulton
County
School Name
Creekside High
N
Tested
Math
Science –
System
Name
Fulton
County
School Name
Creekside High
Fulton County Schools 19
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Social Studies –
System
Name
Fulton
County
School Name
N
Tested
Social
Studies
Creekside High
Percent
Pass
Social
Studies
Mean SS
Social
Studies
SOC
Percent
in Below
Basic
SOC
Percent in
Basic
Proficiency
SOC
Percent in
Advanced
Proficiency
SOC
Percent
in
Honors
70
220
30.3
41.6
18.2
9.9
274
Writing –
GHSWRT Fall 2011: 11th Grade First-time GPS Test Takers with Standard Administrations by School
System Name
School
Code
School
Name
N
Tested
Mean
Writing
Scale
Score
Percent
Does Not
Meet the
Standard
Percent
Meets the
Standard
Percent
Exceeds
the
Standard
Percent
Pass
Fulton County
0291
Creekside
High
270
217.43
8.5
89.6
1.9
91.5
Fulton County Schools 20
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Current Year End of Course Tests (EOCT):
End of Course Tests: High school students must complete an End of Course Test (EOCT) at the
conclusion of core courses. These examinations are created by the State and are linked to the
Georgia Performance Standards, making them valid measure of Fulton students’ acquisition of critical
content in these courses.
9th Grade Literature & Composition EOCT, Spring 2012
Number
of
Students
Tested
376
Mean
Scale
Score
Percent in
Performance
Level 1 (DNM)
Percent in
Performance
Level 2 (Meets)
419.69
22.2
59.3
Percent in
Performance
Level 3
(Exceeds)
18.5
Rounded
Scale
Score
Mean Grade
Conversion
Score
420.00
78
Rounded
Scale
Score
Mean Grade
Conversion
Score
418
77
American Literature & Composition EOCT, Spring 2012
Number
of
Students
Tested
283
Mean
Scale
Score
Percent in
Performance
Level 1 (DNM)
Percent in
Performance
Level 2 (Meets)
418.18
20.5
71.7
Percent in
Performance
Level 3
(Exceeds)
7.8
EOCT Historical Data:
EOCT Percentage Passing
2008-2009
2009-2010 2010-2011
9th Grade Lit
American Lit
Algebra/Math I
Geometry/Math II
Biology
U.S. History
Physical Science
Economics
56
77
13
18
46
47
61
65
66
78
46
17
42
44
58
64
75
81
42
28
44
45
66
58
20112012
77
80
38
41
61
75
64
74
Gain/Loss
From 20102011
2
-1
-4
13
17
30
-2
16
Fulton County Schools 21
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Scholastic Aptitude Test (SAT):
Use students’ highest verbal and highest math scores.
The SAT, administered by the College Board, consists of three academic areas- a critical reading
section, a math section, and a writing section. Each section of the SAT is scored with a range of 200
to 800 for a combined total of 2400.
Creekside High School SAT Highest Scores
Average SubTotal SAT Score for High School Seniors
(Reflects Highest Scores for Verbal and Math)
at the School, System, State, and National Levels
*GOSA does not report on fewer than 10 students.
** Only the average of the Most Recent SAT score is available at the National level.
http://archives.gadoe.org/ReportingFW.aspx?PageReq=102&SchoolId=36537&T=1&FY=2011
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American College Testing (ACT)
Year
ACT Three Year Trend
Number Tested
ENG
Math
Reading
2010
146
15.3
17.3
2011
122
16.3
17.5
2012
114
15.9
17.3
Science
16.7
17.3
17.4
Composite
16.9
17.3
17.4
16.7
17.2
17.1
Similar to the SAT, the ACT is commonly used for college admission and placement. According to the
organization, the test is increasingly becoming the preferred admission test by four-year colleges, and
more students are deciding to take the ACT in addition to, or in place of, the SAT.
The ACT measures English, math, reading and science proficiency, with an optional writing section,
whereas the SAT measures only math, reading and writing. Scored on a scale of 1 to 36, with 36
being the highest possible score, the test is taken voluntary by students throughout the year.
Fulton County Schools 23
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Themes
SW/TA
Component
SW-1
TA - 1
TA – 4
FLP
Description
h. Identify/discuss strengths and needs based on data profile. We have compared our
needs to system needs and have ensured that the system and school goals are aligned.
In order to meet the needs of all students and at-risk students, including Economically
Disadvantaged, Students with Disabilities, Migrant, LEP, and Homeless children, as well
as those who have participated in Head Start or Even Start or who received services
from a Neglected or Delinquent institution during the previous two years, the data was
disaggregated and reviewed for all students, subgroups, and content areas.








Major Strengths Discovered:
EOCT Math II increased from 28% to 41% in 2011-2012
EOCT Biology increased from 44% to 61% in 2011-2012
EOCT US History increased from 45% to 75% in 2011-2012
EOCT Economics increased from 58% to 74% in 2011-2012
EOCT 9th Grade Literature increased from 75% to 77% in 2011-2012
GHSGT Language Arts 2009-2010 86%, 2010-2011 88%, 2011-2012 91%
GHSGT Social Studies increased from 71% to 76% in 2011-2012
Results from the Georgia High School Graduation Test in Writing reflect that 95% of students
met or exceeded in 2010 which is in an increase from 89% in 2009.
The major strengths found in our program were revealed in incremental growth across the school
in writing, English Language Arts and Science. In each case, we demonstrated significant
increases to support the continuation of several strategies already in place.
Major Weaknesses Discovered:
 Math at all levels
 On time graduation rate decreased from 69% to 44% (* New Calculation-Cohort Rate) in 20112012
* The new Cohort rate formula the requires all states to track each student from ninth grade and to set
their school, district and state graduation rates based on how many of those students receive a diploma
within four years.
 GHSGT Social Studies 2010-2011 (71%) and 2011-2012 (76%)
 EOCT American Literature decreased from 81% to 80% in 2011-2012
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 EOCT Math I decreased from 42% to 38% in 2011-2012
 EOCT Physical Science decreased from 66% to 64% in 2011-2012
Findings for: (write 1-3 sentences stating your findings for each subgroup) (e.g. Our ALL
students group increased the number of students exceeding the standard in the area of reading by 3
percent. OR Our Economically Disadvantaged subgroup had 2 percent more students in the “does not
meet” category this year in the area of math, but they also had 1 percent more students in the Exceeds
category as compared to scores in 2011.)
ALL students:





The percentage of students passing the EOCT Math II increased by 13% in 2011-2012
The percentage of students passing the EOCT Biology increased from 44% to 61% in 2011-2012
The percentage of students passing the EOCT US History increased by 30% in 2011-2012
The percentage of students passing the EOCT Economics increased by 16% in 2011-2012
The percentage of students passing the EOCT 9th Grade Literature increased by 2% in 2011-2012
Black students:
 The percentage of students passing the EOCT Math II increased by 13% in 20112012 from 30% in 2010-2011 to 43% in 2011-2012.
SWD students:
 The number of SWD students receiving General Education Diplomas increased from 9
students to 20 students in 2011-2012
ELL students:
 The percentage of students passing the EOCT Biology increased by 7% in 2011-12 from
18% in 2010-2011 to 25% in 2011-2012.
Economically Disadvantaged students:
 The percentage of students passing the EOCT US History increased by 26% in 2011-2012 from 34% in
2010-2011 to 60% in 2011-2012.
 The percentage of students passing the EOCT Economics increased by 16% in 2011-2012 from 56% in
2010-2011 to 72% in 2011-2012
Name 2-3 areas you have identified to be your goal areas for improvement.



By June 2013, we will improve the performance of the first time test takers in the 11th Grade
in the “All Students” student group from 79% in Spring 2012 to the performance target of
89.8% which is an 11 percentage point increase for students scoring in the meeting or
exceeds performance levels in American Literature as evidenced by the Spring 2013 End of
Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth
Grade in the “All Students” student group from 65% in Spring 2012 to the performance
target of 79.2% which is a 14.2 percentage point increase for students scoring in the meets
or exceeds performance levels in Physical Science as evidenced by the Spring 2013 End of
Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 9thth Grade
Fulton County Schools 25
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



SW-1
TA - 1
in the “All Students” student group from 37.1% in Spring 2012 to the performance target of
67.8% which is a 30.7 percentage point increase for students scoring in the meets or
exceeds performance levels in Math I/Algebra as evidenced by the Spring 2013 End of
Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 10thth
Grade in the “All Students” student group from 40.8% in Spring 2012 to the performance
target of 64.3% which is a 23.5 percentage point increase for students scoring in the meets
or exceeds performance levels in Math II/Geometry as evidenced by the Spring 2013 End of
Course Test scores.
By June 2013, we will improve the performance of the first time test takers in the 12thth
Grade in the “All Students” student group from 71.6% in Spring 2012 to the performance
target of 77.3% which is a 5.7 percentage point increase for students scoring in the meets or
exceeds performance levels in Economics as evidenced by the Spring 2013 End of Course
Test scores.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “All Students”
student group from 44.5% (2010-11) to the 2013 Graduation target of 72.8% which is a 28.3
percentage point increase as evidenced by the 2013 Graduation Rate.
By June 2013, we will increase the 4-Year Cohort Graduation Rate for “Students with
Disabilities” student group from 15.6% (2010-11) to the 2013 Graduation target of 41.5%
which is a 25.9 percentage point increase as evidenced by the 2013 Graduation Rate.
i. The root causes for our identified areas of weakness are included below. (Include 2-3)
 Reading Comprehension – caused by the working knowledge of the instructors regarding
instructional reading comprehension strategies and struggling learners or the lack of strategies
to balance the use of information texts and literary texts for struggling readers.
Lack of Prior Knowledge and learning gaps
Basic skills are reinforced primarily during home study so that emphasis can be placed on conceptual
understanding during instructional time – caused by:
 Emergent pedagogy of Math teachers relating to teaching math skills in context.
 Math teachers struggling with reinforcing skills during classroom instructional time, as opposed to
focusing effectively on conceptual mathematics.
 Teachers not using significant time in developing and refining their content knowledge; nor
collaboratively developing a plan to address the content along with the sharing of best practices.
 Lack of professional development on collecting and using data to drive instruction and
implementing the root cause analysis process to allow the teachers to identify more precise areas
of weakness to be addressed.
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 Lack of appropriate strategies to bridge abstract and concrete learning of Algebra and
Geometry
 Inadequate and inconsistent job-embedded implementation, support, and monitoring of
Professional Development
j. Include a paragraph on:
i.
Explain how the staff is given an opportunity to assist in data and root cause
analysis.
 In the Cluster weekly planning with team members, teachers will plan with
Instructional Coaches, Data Support Specialists, Principal, and any other support
staff who will provide assistance and direction related to the analysis of data and
record relevant information. The purpose of these planning sessions will be to:
improve student achievement, share professional practices through collaboration,
reduce isolation among teachers, and create a forum for addressing instructional
challenges to ensure future planning for student success.
 Staff meets in content team meetings to discuss data and planning for instruction.
The teachers will have opportunities to participate in academic data probes to
discuss key indicators of student success and learn how to use root cause analysis
to guide daily instruction.
ii.
How do you involve teachers in the decisions regarding the use of academic
assessments to improve instructional programs?

We have included teachers in the decision regarding the use of academic assessments
such as EOCT, GHSGT, GHSWT, Checkpoints, core common assessments, end of unit
assessments, PSAT, SAT, ACT, etc. to enable them to provide information on, and to
improve, the achievement of individual students and the overall instructional program in the
following ways:
 Weekly Leadership Team Meetings
 Bi-Monthly Cluster Meetings
 Critical Friends Group Training
 Data Analysis Training
 Tiered Learning Instructional Strategies Training
Fulton County Schools 27
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iii.
SW - 1
How are teachers involved in making decisions regarding individual students
through the analysis and use of their test data?
 Teachers will look at alternative assessments to gain student knowledge ie. Student
portfolios. Protocols will be used in cluster meetings to discuss/analyze student
data related to assessments.
 Teachers will have common planning by subjects.
 Staff input is solicited to identify overall school professional development.
 Professional development selection is aligned to improve areas that impact the root
causes of low student performance.
 Teachers analyze test data to select programs and resources that would meet the
needs of individual students. In addition, teachers work with support staff to develop
plans of instruction that maximize students’ learning opportunities. Teachers work
with students in special programs, tutorials, or Extended Day opportunities, such as:
credit recovery, enrichment, and one-on-one tutorials.
4. MIGRANT paragraph – required
We have taken into account the needs of migrant children by… (Or if you have no migrant students… these are
the procedures we would follow should we have migrant students in attendance…) (Be sure to mention the
occupational survey section of the enrollment form and the occupational survey forms that are distributed at the
beginning of each school year.)
 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.
 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.
Fulton County Schools 28
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SW-1
SW-2
FLP
SW-9a
SW-2a
FLP
SW-2b
TA-1
FLP
 Make sure School Improvement goals are aligned to Common Core Georgia Performance Standards
(CCGPS).
 Goals / strategies need to target students not performing at standard/ expectation
(at-risk)
 Strategies need to be specific and include something “more and/or different” than what has been done
previously.
 Consider scientifically, research-based strategies and/or promising practices that have been effective
elsewhere.
 Include Title I funding for additional personnel, professional learning, and parental involvement under the
budget/resource column.
 Evaluation/evidence needs to include both formative and summative items.
NARRATIVE within Implementation Plan
1. Plan’s strategies:
a. Describe how the 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 plan addresses the needs of all students in the school, particularly the needs of students not meeting
performance standards for the Georgia High School Graduation Tests, End of Course Tests and the new
College and Career Readiness Performance Index. The staff at Creekside High School is committed to the
academic success of all students and verbalizes high expectations for students academically and
behaviorally. Data disaggregation is routinely used to inform staff, parents, and students of their academic
progress and is always as a part of the decision making process. Collaborative Department meetings are
held regularly and more frequently if warranted to address the needs of struggling students. Further
collaboration and consultation between teachers and support personnel occurs during in-service sessions,
workshops, and parent-teacher conferences.
 Schoolwide planning committee’s review of research and professional development resources helped to
develop plans for professional development and instructional best practices to meet targeted subgroups
with ongoing assessment of implementation strategies.
b. List the strategies and instructional methods you are incorporating into your school improvement
program and describe how these strategies and instructional methods are based on scientific / research
based strategies and are effective means for raising student achievement and strengthening the core
academic (general education) program.
The planning committee has reviewed numerous research articles, journals, and professional development resources
to develop a long range plan of professional and instructional best practices to implement over the next year years. Some of
the larger pieces of research include Douglas Reeves (Accountability in Action and author of 90/90/90 schools research),
works by Carolyn Tomlinson, Robert Marzano, Irene Fountas and Gay Su Pinnell, Grant Wiggins, Jay McTighe and Victoria
Bernhart (Data Analysis for Comprehensive Schoolwide Improvement). Some additional specific works are cited below
relative to overall themes for instructional best practices for students at Creekside High School.
Fulton County Schools 29
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Differentiated Instruction
Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. ERIC Digest.
ERIC_NO: ED443572.
http://ericir.syr.edu/plweb-cgi/obtain.pl; McTighe, J. & Tomlinson, C.A. (2006). Integrating
differentiated instruction and understanding by design: Connecting content and kids. Alexandria,
VA: ASCD. [Retrieved from ASCD 12 May 2008; Slavin, R. E. 1986. Ability Grouping and
Student Achievement in Elementary Schools: A best-Evidence Synthesis. Center for Research on
Elementary and Middle Schools.
Data driven decision
making
Bernhardt, V. L., (2005). Data Tools for School Improvement. Educational Leadership. 62(5),
66-69.
Besser, L., Anderson-Davis, D., & Peery, A. (2006) Data Teams. Englewood, CO: The
Leadership and Learning Center.
Besser, L., Almeida,L., Anderson-Davis, D., Flach, T., Kamm, C., & White, S. (2008) Decision
Making for Results: Data-Driven Decision Making,(2nd ed.). Englewood, CO: The Leadership
and Learning Center.
Academic Vocabulary
Marzano, R. and Pickering, D. (2005). Building Academic Vocabulary: Teachers Manual.
Alexandria, VA: ASCD; Stahl, S. and Fairbanks, M. (1986) The effects of vocabulary instruction:
A model-based meta analysis. Review of Educational Research, 56, 72-110.; Marzano, R. (2006)
Supplemental Report on the Effects of the ASCD Program for Building Academic Vocabulary on
Students Classified as Eligible for Free and Reduced Lunch (FRL) and Students Classified as
English Language Learners (ELL), ASCD Report, Alexandria VA. Moore, R.A.., & Zainuddin,
H. (2003) ESL learners, writing and the acquisition of academic language. (ERIC No.
ED475746) Stevens, R.A., & Castellon-Wellington, M. (2000) Academic language and content
assessment: Measuring the progress of English language learners (ELLs). Los Angeles: National
center for Research on Evaluation, Standards and Student Testing.; August, D. Carlo, M.,
Dressler, C. and Snow, C (2005) The critical role of vocabulary development for English
language learners. Learning Disabilities Research and Practice, 20, 50-57.
Effective Data-Driven Math
Instruction
Carnegie Learning: School Improvement & Innovation: Partnering Together to Achieve Results,
Tighe, J. (2012). Pittsburgh, PA: Carnegie Learning, Inc.
The High School Math Series: Preparing Students for College, Careers and Their Future.
Retrieved form http://wwwmedia.carnegielearning.com.s3.amazonaws.com/articles/brochure/eb0597b4-d1b0-40ae-bd88Fulton County Schools 30
7/13/17
d3ca5991cffb?Signature=9Ik%2FcLV3LZ2TNUZVrwGRvd4d6U4%3D&Expires=1348250162
&AWSAccessKeyId=AKIAJX33RODX7TPUDBNQ
SW-2c
FLP
Reeves (2000) suggest in his research “the keys to improve academic achievement are professional practices of
teachers and leaders, not economic, ethnic, or linguistic characteristics of the students” (p.9). Marzano, Pickering, and
Pollock (2001) found that high-performing schools have a number of common characteristics including the instructional
strategies such as using SMART goals, focusing on academic achievement and frequent assessment of student
progress and the value of feedback. The National High School Alliance (2005) suggest aligning the curriculum with the
personal experiences, interests and values fosters “academic engagement for all students” (p.5) The following are
examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or
strategies used with ALL students:
 Response to Intervention (RTI) via our local Pyramid of Intervention;
 Learning Focused Strategies (Thompson, 2008)
 SMART Goals (Schmoker,1999) as defined in our School Improvement Plan
 Direct Instruction utilizing the Common Core Georgia Performance Standards defined by the Georgia State
Department of Education
 Ongoing Professional Development for Teachers of ALL students to support strategies, instructional delivery and
content proficiency
 Professional Learning Communities -Teachers Focusing on the “Work”- (Marzano, 2003) for Teachers of ALL
students to support a focus on student “work”
 Inclusion classes at the 11th grade level to support SWD (Students with Disabilities) students
 Work in collaboration with the High Schools that Work and Southern Educational Region Board (SREB)
consultants
 Work in collaboration with Carnegie Learning, Inc. to provide professional learning opportunities for all Math
instructional staff.
c. Describe the effective instructional methods that will be used to increase the quality and amount of
learning time. (Make sure to tell the AMOUNT of time scheduled. Possible Instructional Methods - RTI groups, small group
instruction, extended learning time (“double dosing”), After/Before school tutoring, zero periods)
 Students identified to participate in the Flexible Learning Program will receive supplemental services before
or after school.
 How will students who are experiencing difficulty mastering the standards be identified in a timely manner
by teachers trained in identification methods?
 Teachers will meet during common planning to analyze benchmark data at intervals from common
assessments and unit exams.
 How will additional assistance be provided for these students in their area of identified difficulty?
Additional assistance will be provided for these students in their area of identified difficulty through:
* Morning, after school and Saturday tutorials,
* Literacy Learning Center offering academic assistance during Lunch periods
* Flexible grouping during instruction
Fulton County Schools 31
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
What activities will these students participate in that will focus on their area of identified need?
 Extended Learning- before school and after school- English/Language Arts, Math, Science, and Social StudiesAll grade levels
 Before and after school tutoring in English/Language Arts and Math
 The Jobs for Georgia Graduates Program for 12th Grade students
TA-2
FLP
2. Describe the instructional strategies and programs in the TA/FLP program which coordinate with and
support the regular program of the school.
a. Discuss grades and subject areas to be served
 All grade levels will be served based on the Tiering system.
 Title I FLP academic services will be provided in the Math subject area in accordance with the federal rank
order tier structure:
a) Tier 1 – students who are eligible for free or reduced priced meals (FRM) and are not meeting standards
as identified by state assessment results
b) Tier 2 – students who are eligible for FRM and are meeting standards as identified by state assessment
results
c) Tier 3 – students who are not eligible for FRM and are not meeting standards as identified by state
assessment results
d) Tier 4 – students who are not eligible for FRM and are meeting standards as identified by state
assessment results
The Title I high schools FLP program will be offered to Priority 1 students in mathematics. The prioritization data
yields a greater number of Priority 1 students with greater academic need in mathematics, as opposed to
reading/Language Arts.
b. Instructional strategies to be used
The Compass Learning Odyssey curriculum aligned with the Common Core Georgia Performance Standards and the College
and Career Performance Index is being used in the FLP classrooms include the following instructional strategies:
 Direct Instruction – a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning
increments and clearly defined and prescribed teaching tasks
 Skill and Mechanics Mastery – opportunities for exploration, discovery, and problem solving, as well as guided work, are included to ensure
retention
 Differentiated Instruction – assessment driven instruction that focuses on meeting the needs of students at different levels of competence,
Fulton County Schools 32
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as identified by diagnostic and progress monitoring test results
 Scaffolding – used to prepare students to complete learning tasks on their own
 Tiering – modifies instruction and level of difficulty based on results of the custom assessment
 Instructional Branching – instructional feedback is embedded to assist student learning before, during, and after activities
 Spiraled Curriculum – ensures that important skills and concepts are reintroduced
 Technology and Active Learning – lessons address a wide variety of learner modalities
 Online and Offline Activities – provide materials in various media to address students’ diverse learning styles
c. Scheduling models to be used. Be sure to tell the AMOUNT of time included in the targeted instruction. It
must not take the place of the regular core instructional program.
 This schedule is supplemental to QBE classes, as well as, Title I classes. The hours of operation for Creekside High
School will be:
 Mornings – Monday-Thursday (8:00am-8:30am, optional)
 Afternoon – Monday-Thursday (4:00pm-5:00pm)
SW-7
SW-2d
TA-8
TA-9
d. Supplemental instructional activities
e. Must include documentation to support that any educational field trip used as an instructional strategy is
aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to
the support of assisting students to achieve proficiency or advanced status in relation to the State
Academic content standards. Documentation must be provided during the budget approval process.
Required based on FY12 US ED monitoring.
3. Describe your process for reviewing the progress made by participating children, on an on-going basis and
the process for revising the program as needed to provide additional assistance to enable these children to
meet the State content and performance standards.
 Formative and summative assessments are used to monitor student progress throughout the school year
 EOCTs help to determine students’ progress and appropriate instructional remediation
 Resources are assessed and program strategies revised based on individual students’ needs
 Parent and student conferences are held to communicate student progress through the Counseling Center
Describe how teachers are involved in the decisions regarding the use of academic assessments to improve
instructional programs and individual achievement.
 Teachers use assessment results for re-teaching and planning
 Teacher evaluate the effectiveness of programs and their alignment to standards
 Teachers recommend additional resources and strategies in weekly cluster meetings
4. Describe procedures for annual assessment of students for meeting state and local expectations.
Fulton County Schools 33
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 N/A
SW-2e
5. Must include documentation to support that any educational field trip used as an instructional strategy is
aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the
support of assisting students to achieve proficiency or advanced status in relation to the State Academic
content standards. Documentation must be provided during the budget approval process. Required based
on FY12 US ED monitoring.
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Educator Quality (HiQ and Professional Learning
Title IIA
SW-4
TA-5
Title IIA
1. Include a narrative reminder that Professional Learning needs, based on the needs
assessment, are included in the FCSS School Improvement Plan Template.
 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.
2. Describe how the school/district are providing high quality and on-going professional
development for teachers, principals and parapros and how these activities 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 “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
 Professional Learning opportunities are provided to teachers, principals, and paraprofessionals
at Creekside 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 staff members at Creekside are involved in on-going professional learning such as
teaching Literacy in the content areas of Science, Social Studies, and Math. Schoolwide
activities at the district and school levels align to the stated goals and priorities. Creekside has
School Clusters who are trained to guide educational growth and development. Continuous,
Fulton County Schools 35
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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. Teachers, principals, paraprofessionals,
pupil services personnel, parents, and other staff are included in professional learning.
Professional learning activities include:
1. Standards based instruction
2. Pre-AP Strategies for classroom
3. Common Core GPS Awareness/Links to ELA
4. Shared methods for EOCT Wide (Test Taking Strategies)
5. Carnegie Learning Professional Development Training provided by Carnegie Learning, Inc.
focusing on increasing teacher capacity through job-embedded development.
We have aligned professional development with the State’s academic content and student academic
achievement standards by doing:
 Training on SMART goals
 Training Teachers to become proficient in Advanced Placement courses
 Data driven assessments
 Professional Development on content literacy
We have devoted sufficient resources to carry out effectively the professional development activities that
address the root causes of academic problems.
SW-9b
Title IIA
FLP
3. Describe how teachers are trained to identify and provide assistance for at-risk students.
 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.
 Each department meets at the beginning of the school year to analyze student
information/data from the previous year. Results are compared to previous years and across
the content areas 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 required student assessments. Students will be identified so that they can be
provided with additional educational opportunities for needed content area support.
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 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
Data Support Specialist will offer training on data analysis and progress monitoring tools.
Several departments have gone through extensive training in teaching reading strategies in
Science, Social Studies and Math to be able to work with students in their content 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 201112 school year. The Curriculum Department has increased the purchases of supplemental
literacy and math materials to support RTI and the Tier process for Creekside High School.
 Creekside has access to and use the following interventions:
 Carnegie Learning





USA Test Prep
Study Island
One on One Tutorials
PLATO
Virtual Schools
 High schools in the Fulton County School System also have procedures in place to identify atrisk students. Students register for high school courses in late winter of their eighth grade
year. Course placement is determined by a combination of standardized test scores,
academic performance, and teacher recommendation. Struggling special education students
may be enrolled into inclusive or resource settings depending on the requirements of their IEP.
Other students who are at-risk can be placed in English/Language Arts or Math support
classes. These are elective courses that support the learning in the state-required Math I
course and the 9th Grade Literature/Composition course. The graduation coach at each high
school receives a list from the GaDOE with information on at-risk students and also
communicates with middle school counselors. Departmental collaborative planning within and
among high schools help ensure fidelity to curriculum standards and identification of strategies
for tiered instructional support.
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SW-3
TA-5
Title IIA
4. Describe 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).
Currently, 87% of Creekside teaching staff is Highly Qualified Teachers as reported by Fulton
County Human Resources Departments.
-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-3
Title IIA
5. Discuss the district’s/school’s teacher-mentoring program that 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 and
procedures which are fundamental for a successful experience during the school year.
This includes information in the areas of benefits, professional learning, curriculum and
resources. Throughout the year additional institutes are held in order to provide continuous
Fulton County Schools 38
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support for new teachers.
Our school mentors teachers by:
 Pairing novice teachers with highly qualified teachers who act as mentors
 Provide ongoing opportunities for peer observations and dialogue
 Provide Professional Learning in Standards Based Instruction and specific content
SW-3a
Title IIA
6. Discuss the strategies that 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: (list what do you do above the district’s efforts to make
teachers want to choose your school)
 The initial screening by the districts helps us secure candidates. Candidates are further
screened to fit Creekside through peer review of resumes, telephone interviews, and
reference checks.
 Prospective employees are subject to panel screening by the administrative team of
Creekside High School.
 Relationships are fostered with student teachers and substitute teachers to encourage
them to join the Creekside staff.
 Staff members recommend individuals who they feel will work effectively with the Creekside
staff.
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TA-6
SW-5
1. Discuss that parent involvement is important and the school has strategies in place to
increase parental involvement. (For more detailed information on Parent Involvement activities at our school – insert
Parent Involvement
the Parent Involvement Action Plan Below.
 Our parents are involved in the writing and the implementation of the school-wide plan.
 Parents are involved in the Local School Advisory Committee.
 We have a parent liaison who ensures that parents are engaged in school activities,
classrooms, instructional functions, and volunteering. The parent liaison informs parents of
events and activities taking place at the school.
 We have an active PTSA chapter at Creekside High School that strongly supports the
activities and initiatives of the school.
Information is provided to parents in conferences, Open House, the State of the School Address,
Report Card Night, Advanced Placement Night, PTSA meetings, our website and our monthly
newsletter. Additionally, we use our calling post system to inform parents of upcoming events
and deadlines at Creekside.
2. PARENT INVOLVEMENT ACTION PLAN (insert table below) Schools should have a
minimum of 2 goals aligned to the SWP/TA plan.
GOAL(S)
ACTION/ACTIVITY DATE(S)
*list at least 2 goals*
Increase the
number of
parents using the
Home Access
Increase the
Senior Parent
participation in
all academic
activities
Parents Workshops on
How to Use Home
Access to monitor
student achievement
Senior Parents Night
Parent Recognition Day
GRADE
RESOURCES
LEVEL(S) NEEDED
September 9-12
2012
Sept-April
Computer Lab
Resource Materials
Technology assistance
Postage & printing cost
12th
Resource Materials
Technology assistance
Postage & printing cost
PERSON
RESPONSIBLE
Parent Liaison
Parent Liaison,
Principal, Senior
Coordinator
Desired results for the goal(s):
Increased student achievement monitoring by parents, Increase on time graduation rate of class 2013.
How will the goal(s) be measured? By the number of parents receiving and using Home Access login to
access data. By the number of the students in class of 2013 graduating on time.
3. Mandatory Documentation: Schools must also include the school parent policy with cover
letter and revision dates, parent policy checklist, school/parent compact with appropriate
signatures and compact checklist. UPLOAD completed, signed documentation in Shared
Documents along with the Title I Plan.
Fulton County Schools 40
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SW-15
TA-6
a.
SW-10
FLP
b.
c.
SW-9
d.

Describe the process used to involve parents 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.
 We monitor and revise yearly the school improvement plan with the participation of staff,
community members and parents.
Discuss how parents get information on individual student test results and help with
test interpretation. (School Council/ PTA)
 We receive two copies of student test results. We give one copy to parents through the
mail, in student packets, or during parent/teacher conferences. The interpretation of the
test results is also provided to parents during conferences and upon request.
 Test results and interpretation are also addressed through parent workshops and training
along with the State of the School Address.
 Test results are also discussed in meetings with Administrators, Counselors, and the
Graduation Coach.
If our school is identified as a priority, focus or alert school, parents are notified by
letter(s) explaining the flexible learning program (FLP) and what intervention strategies
are in place to improve our status.
Explain parent-teacher conference opportunities, how the teacher is helping students
identified as having difficulty meeting standards, what parents can do to assist their
students, and where parents can find additional assistance at the school or in the
community.
 Host Student/Parent meetings to inform students and parents throughout the school year of
the students’ academic progress and progression toward on time graduation.
 Students and Parents have access to the Graduation Coach and the Counselors.
 The Extended Learning program will be available after school.
 Using baseline data and formative assessments, teachers will differentiate instruction
according to the summative data from the previous year.
Assistance is provided through activities to ensure that Level 1 students will be provided
with additional assistance. Those activities include the following:
Fulton County Schools 41
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 Identification of Level one students for Math and Language Arts
 Mandatory periodic meetings with students and parents to keep them informed of student
academic progress
 Pyramid of Interventions (RTI)
 Workshops for Level 1 students based on identified weaknesses through baseline data and
common assessments
 Remediation classes for Level 1 students
Coordination and Collaboration of Services
1. The Implementation Plan Template should show integration of Federal, State and Local
programs and funds.
SW-8a
SW – 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 Services
Show how the funds are coordinated for the
improvement of the entire school
These
funds
will be used to purchase a Data Support
Title I
$532,500.00
Title I – 1003(a)
Title III
$ 53,000
Specialist, One ELA and One Math Instructional Coach to
provide instructional support to improve student
achievement. A Parent Liasion to assist with parental
involvement. Two American Literature Teachers and One
Math- CCGPS-Geometry Teacher to address academic
areas of need. Also, in the area of professional development
from the Carnegie Learning, Inc. to include Implementation
and Job-embedded on Carnegie Math Curricula.
Consumable instructional resource books for Carnegie in
Mathematics.
To enhance teacher quality with professional development
in EOCT math to include classroom support, status
meetings, data and research management from Carnegie
Learning, Inc. Parent Academic Workshops related to
CCGPS & College/Career Readiness. Printers for Parent
Resource Center.
$0
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Following are our listing of Federal, State, and local services and programs and a full
explanation of how we are coordinating and integrating those services and
programs:
Chick-fil-A – works to provide reward coupons to increase student achievement
DFACS – works with the school to intervene on behalf of children under the monitoring of
their services
Carnegie Learning – will provide math support for Level 1 students in Math 1 and Math 2
Taco Bell – will provide reward coupons for successful completion of the academic year
Herff Jones – will provide incentives that will encourage students to graduate within the 4year time frame.
SW-8c
3. Show how the plan coordinates with School-to-Work Opportunities, Perkins Vocational
and Applied Technology Act, and National & Community Service Act of 1990.
 With renewed focus on preparing our students to meet the expectations of a global
workforce, career and technical curricula integrates and correlates technical skills to
academic standards. Perkins accountability indicators are tied directly to student
performance on the Georgia High School Graduation Test - reading and mathematics - as
well as graduation rate.
SW-6
4. Explain how your school assists children in the transition (preschool, early childhood
programs; middle or high school; private schools and transfer students)
 Following are our plans for assisting students in the transition process to or from our
school. We also tell how we help students who are entering from private schools and
who enroll during the year.
 The following are our plans for assisting middle schools students in the transition
process to our school:
 Summer Bridge Program
 School Visits
 Orientations for rising ninth graders
 Academy Showcase in December
 The Ninth Grade Academy
Fulton County Schools 43
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 Students who enroll from private schools or during the school year are provided the
following:
 School Visits
 Individual Orientation with Counselors
 Weekly Advisement
 Provide the student handbook and agenda
 Peer Mentors assist new students
Individual Orientation with the Graduation Coach
Additional Requirements
SW-14
SW-18
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.
2. Explain that should the school enter consequences or sanctions based upon the ESEA
waiver determinations, that the School Improvement provisions of NCLB, Section 1116 will
be followed.
 All priority, focus and alert schools will complete and participate in all requirements
according to state and federal guidelines. We will offer flexible learning programs since
Creekside is a focus school. Creekside HS will be under FLP requirement that require
specific interventions and we will work with the State DOE and our District to complete all
requirements for improvement.
Fulton County Schools 44
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SCHOOLWIDE PROGRAM CHECKLIST
SCHOOL:
CREEKSIDE HIGH SCHOOL
DATE: August 16, 2012
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
X
Original date of plan listed
X
Revision date of plan listed (day, month, year)
X
Table of Contents – Schoolwide
X
District Mission, Vision, Goals -
X
Evaluation of previous years Schoolwide Plan School Mission, Vision, Goals
X
District/ School demographics
X
X
1
School Profile – Data
X
Migrant Statement included in plan
X
Common Core Georgia Performance Standards (CCGPS) and College and Career Ready Performance Index (CCRPI) goals.
X
Implementation Plan
X
X
X
X
A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect
achievement. (A)
2
2a
2b
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and
academic standards and: (B)
Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student
performance.
Are based upon effective means of raising student achievement.
Fulton County Schools 45
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MET
Plan Requirements
and
Schoolwide
Components
X
2c
X
2d
X
2e
X
X
2f
3
X
3a
X
4
X
5
X
6
X
7
X
8
X
8a
X
8b
X
8c
X
9
X
9a
X
9b
X
9c
Use effective instructional methods that increase the quality and amount of learning time.
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.
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.
Flexible Learning Program plan that addresses Priority, Focus and/or Alert schools (if applicable).
Instruction by highly qualified professional staff. (C)
Strategies to attract high quality, highly qualified teachers to high-needs schools. (E)
Professional development for staff to enable all children in the school to meet performance standards. (D)
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/year
b) Parent policy checklist
c) Compacts
Plans for assisting children in the transition from early childhood programs to local elementary school programs; middle school
to high school; and high school to post-secondary. (G)
Measures to include teachers in the decisions regarding the use of assessment data to provide information on, and to improve
the performance of individual students and the overall instructional program. (H)
Coordination and integration of Federal, State, and local services and programs (J)
List of State and local educational agency programs and other Federal programs that will be included
Description of how resources from Title I and other sources will be used
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.
Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely
assistance, which shall include: (I)
Measures to ensure that students’ difficulties are identified on a timely basis
Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.
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
Fulton County Schools 46
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MET
Plan Requirements
and
Schoolwide
Components
X
10
X
11
X
12
X
13
X
14
X
15
X
16
X
17
X
18
Description of how individual student assessment results and interpretation will be provided to parents.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Provisions for public reporting of disaggregated data
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.
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.
Plan available to the LEA, parents, and the public.
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.
Plan is subject to the school improvement provisions of section 1116.
Program Assurances, SWP Assurances, School Parent Involvement Policy, Parent Policy Checklist, Compact and
Compact Checklist
Principal’s Verification and Attestation.
Schoolwide Checklist – Completed and signed by the principal
School Improvement/Schoolwide Plan submitted to Title I department in Shared Documents/portal
Comments:
Brian Jones
Principal’s Signature
Tawana D. Miller
09/21/12
Date
Title I Director’s Signature
10/14/12
Date
Donald Fennoy
Area Superintendent’s Signature
12/13/14
Date
Superintendent’s Signature
Date
Fulton County Schools 47