CREEKSIDE SCHOOL
FY2019-2020
Creekside School May 15, 2019 ● Page 1 of 41
A. SCHOOLWIDE IMPROVEMENT PLAN (SIP)
TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN
NAME OF SCHOOL/PRINCIPAL: Creekside School
Principal, Mrs. Lindie Snyder
8403 GA Hwy. 315
Cataula, GA 31804
NAME OF DISTRICT/SUPERINTENDENT:
Harris County School District
Superintendent, Mr. Roger Couch
132 Barnes Mill Rd.
Hamilton, GA 31811
□ Comprehensive Support School □ Targeted Support School □ Schoolwide Title 1 School□ Targeted Assistance Title 1 School □
Non-Title 1 School □ Opportunity School
X
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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- 1,2,3,4)
SIGNATURES:
Superintendent _______________________________________________ Date ________________
Principal ____________________________________________________ Date ________________
Title I Director _______________________________________________ Date ________________
(Title I Schools only)
Name Position/Role Signature
Lindie Snyder Principal
Shurlane Josey Assistant Principal
Patti Greenfield Teacher
Audrey Parkman Teacher
Amy Amos Teacher
Heather Gill Teacher
Debra Brewer Paraprofessional
Jasmine Phillips Paraprofessional
Shelia Cauley Paraprofessional
Sondra Moss Business Partner – JNM Lawn Service, LLC
Adrianne Cox Business Partner – 4-H
Rebecca Rogers Business Partner – River of Life Church
Angie Everson Parent
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Ashley Brown Parent
Holly King Parent
Harriet Steed Grandparent
LaChandra Brundage Homeless/Neglected students
Patricia Holloway Title I Parent & Family Engagement Coordinator
H. Tag Croxton Director – Federal Programs
Tawana Miller Consultant
Title I only (SWP 3,4 )
The Letter of Intent for Title I Schoolwide was submitted on August 2016.
Please indicate the programs that are consolidated in this plan: _This plan includes no other consolidated funds, only Title I Part A._
_____________________________________________________________________________________________________________________________
____
School Designated as a Priority School __No__ (Yes or No) School Designated as a Focus School __No__ (Yes or No)
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Creekside School – 5th and 6th grades
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Creekside 6th Grade – Middle School
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Creekside School – 6th grade - Middle
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Creekside School – 6th Grade – Middle
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Creekside School – 6th Grade - Middle
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School Name Grade
Cluster Reporting Category
Assessment Type
Assessment Subject
2017 Proficiency Rate
2018 Proficiency
Rate Gain/Loss
Creekside School
E ALL Students
EOG English Language Arts
74.23 71.0 -3.23
Creekside School
M ALL Students
EOG English Language Arts
64.791 63.63 -1.161
Creekside School
E Asian/Pacific Islander
EOG English Language Arts
Too Few Students Too Few Students
NA
Creekside School
M Asian/Pacific Islander
EOG English Language Arts
Too Few Students Too Few Students
NA
Creekside School
E Black
EOG English Language Arts
52.74 47.83 -4.91
Creekside School
M Black
EOG English Language Arts
36.364 42.54 6.176
Creekside School
E Hispanic
EOG English Language Arts
70.833 64.3 -6.533
Creekside School
M Hispanic
EOG English Language Arts
79.412 57.15 -22.262
Creekside School
E American Indian/Alaskan
EOG English Language Arts
Too Few Students Too Few Students
NA
Creekside School
M American Indian/Alaskan
EOG English Language Arts
No Data No Data NA
Creekside School
E White
EOG English Language Arts
80.962 75.24 -5.722
Creekside School
M White
EOG English Language Arts
68.966 71.05 2.084
Creekside School
E Multi-Racial
EOG English Language Arts
78.947 53.34 -25.607
Creekside School
M Multi-Racial
EOG English Language Arts
70.588 55.27 -15.318
Creekside School
E Students with Disability
EOG English Language Arts
20.213 26.72 6.507
Creekside School
M Students with Disability
EOG English Language Arts 32.222 19.74 -12.482
Creekside School
E English Learners
EOG English Language Arts
Too Few Students Too Few Students
NA
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School Name Grade
Cluster Reporting Category
Assessment Type
Assessment Subject
2017 Proficiency Rate
2018 Proficiency
Rate Gain/Loss
Creekside School
M English Learners
EOG English Language Arts
Too Few Students Too Few Students
NA
Creekside School
E Economically Disadvantaged
EOG English Language Arts
51.656 53.77 2.114
Creekside School
M Economically Disadvantaged
EOG English Language Arts
58.446 49.62 -8.826
Creekside School
E ALL Students
EOG Mathematics
74.65 72.25 -2.4
Creekside School
M ALL Students
EOG Mathematics
77.225 79.35 2.125
Creekside School
E Asian/Pacific Islander
EOG Mathematics
Too Few Students Too Few Students
NA
Creekside School
M Asian/Pacific Islander
EOG Mathematics
Too Few Students Too Few Students
NA
Creekside School
E Black
EOG Mathematics
52.74 47.83 -4.91
Creekside School
M Black
EOG Mathematics
50.909 50.75 -0.159
Creekside School
E Hispanic
EOG Mathematics
94.118 69.04 -25.078
Creekside School
M Hispanic
EOG Mathematics
79.167 82.14 2.973
Creekside School
E American Indian/Alaskan
EOG Mathematics
No Data NA NA
Creekside School
M American Indian/Alaskan
EOG Mathematics
Too Few Students Too Few Students
NA
Creekside School
E White
EOG Mathematics
80.862 76.04 -4.822
Creekside School
M White
EOG Mathematics
80.335 86.67 6.335
Creekside School
E Multi-Racial
EOG Mathematics
78.947 60.00 -18.947
Creekside School
M Multi-Racial
EOG
Mathematics 82.353 81.57 -0.783
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School Name Grade
Cluster Reporting Category
Assessment Type
Assessment Subject
2017 Proficiency Rate
2018 Proficiency
Rate Gain/Loss
Creekside School
E Students with Disability
EOG Mathematics
34.444 39.66 5.216
Creekside School
M Students with Disability
EOG Mathematics
29.787 31.59 1.803
Creekside School
E English Learners
EOG Mathematics
Too Few Students Too Few Students
NA
Creekside School
M English Learners
EOG Mathematics
Too Few Students Too Few Students
NA
Creekside School
E Economically Disadvantaged
EOG Mathematics
58.784 54.8 -3.984
Creekside School
M Economically Disadvantaged
EOG Mathematics
61.589 60.38 -1.209
Creekside School
E ALL Students
EOG Science
73.099 75.26 2.161
Creekside School
M ALL Students
EOG Science
No Data NA NA
Creekside School
E Asian/Pacific Islander
EOG Science
Too Few Students Too Few Students
NA
Creekside School
M Asian/Pacific Islander
EOG Science
No Data NA NA
Creekside School
E Black
EOG Science
44.444 44.56 0.116
Creekside School
M Black
EOG Science
No Data NA NA
Creekside School
E Hispanic
EOG Science
81.25 69.06 -12.19
Creekside School
M Hispanic
EOG Science
No Data NA NA
Creekside School
E American Indian/Alaskan
EOG Science
No Data NA NA
Creekside School
M American Indian/Alaskan
EOG Science
No Data Too Few Students
NA
Creekside School
E White
EOG Science
80.672 80.00 -0.672
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School Name Grade
Cluster Reporting Category
Assessment Type
Assessment Subject
2017 Proficiency Rate
2018 Proficiency
Rate Gain/Loss
Creekside School
M White
EOG Science
NA NA NA
Creekside School
E Multi-Racial
EOG Science
NA 63.35 NA
Creekside School
M Multi-Racial
EOG Science
No Data NA NA
Creekside School
E Students with Disability
EOG Science
32.22 41.39 9.17
Creekside School
M Students with Disability
EOG Science
NA NA NA
Creekside School
E English Learners
EOG Science
NA Too Few Students
NA
Creekside School
M English Learners
EOG Science
Too Few Students NA NA
Creekside School
E Economically Disadvantaged
EOG Science
54.452 52.75 -1.702
Creekside School
M Economically Disadvantaged
EOG Science
NA NA NA
Creekside School
E ALL Students
EOG Social Studies
60.141 66.88 6.739
Creekside School
M ALL Students
EOG Social Studies
NA NA NA
Creekside School
E Asian/Pacific Islander
EOG Social Studies
Too Few Students Too Few Students
NA
Creekside School
M Asian/Pacific Islander
EOG Social Studies
NA NA NA
Creekside School
E Black
EOG Social Studies
40.278 42.40 2.122
Creekside School
M Black
EOG Social Studies
NA NA NA
Creekside School
E Hispanic
EOG Social Studies
58.333 54.76 -3.573
Creekside School
M Hispanic
EOG Social Studies
NA NA NA
Creekside School
E American Indian/Alaskan
EOG Social Studies
NA Too Few Students
NA
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School Name Grade
Cluster Reporting Category
Assessment Type
Assessment Subject
2017 Proficiency Rate
2018 Proficiency
Rate Gain/Loss
Creekside School
M American Indian/Alaskan
EOG Social Studies
NA NA NA
Creekside School
E White
EOG Social Studies
65.966 71.10 5.134
Creekside School
M White
EOG Social Studies
NA NA NA
Creekside School
E Multi-Racial
EOG Social Studies
65.789 60.00 -5.789
Creekside School
M Multi-Racial
EOG Social Studies
NA NA NA
Creekside School
E Students with Disability
EOG Social Studies
28.889 37.93 9.041
Creekside School
M Students with Disability
EOG Social Studies
NA NA NA
Creekside School
E English Learners
EOG Social Studies
Too Few Students Too Few Students
NA
Creekside School
M English Learners
EOG Social Studies
NA NA NA
Creekside School
E Economically Disadvantaged
EOG Social Studies
45.205 49.31 4.105
Creekside School
M Economically Disadvantaged
EOG Social Studies
NA NA NA
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Creekside School – 5th Grade Elementary CCRPI 2018
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Creekside School – 5th grade
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Creekside School 5th Grade
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Creekside School – 5th Grade
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Creekside School – 5th Grade
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Creekside School – 5th Grade
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Creekside School – 5th Grade
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Creekside School – 5th Grade
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Creekside School – 5th Grade
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Comprehensive Needs Assessment (SW 1)
Data Review Summary “Root Cause Analysis”
Strengths Weaknesses Needs Prioritized
Needs
Achievement Data • 5th grade showed growth from
2017-2018 in Science and
Social Studies
• 38.09% of 5th grade Hispanic
students and 64.28% of 6th
grade Hispanic students
scored
proficient/distinguished in
2018
• 6th grade White students
scored 86.67% in Math
achievement as compared to
the target of 81.43%
• 6th grade Black students
scored 42.54% in ELA
achievement as compared to
the target of 38.27%
• 5th grade Students with
Disability scored 41.39% in
Science as compared to the
target of 34.25%
• 5th grade Students with
Disability scored 37.93% in
Social Studies as compared to
the target of 31.02%
• 6th grade students showed
growth from 2017-2018 in
Math content areas
• 51.11% of White 5th grade
students and 50% of 6th grade
students scored at Proficient
or Distinguished Learner on
the 2017 GA Milestones
EOGs
• 27.4% of 5th grade ED students and 26.66% of
6th grade ED students scored
proficient/distinguished in 2018
• 6th grade ED students scored 49.62% in ELA
achievement as compared to the target score of
53.11%
• 6th grade Hispanic students scored 57.15% in
ELA achievement as compared to the target of
80.03%
• 6th grade Multi-racial students scored 53.34% in
ELA achievement as compared to the target of
79.58%
• 5th grade Hispanic students scored 69.04% in
Mathematics as compared to the target of
79.79%
• Address ELA and writing areas of
concern for 5th and 6th grade
students
• Address Math areas of concerns
for 5th and 6th grade students
• Address achievement gap in all
tested core academic areas.
Root Causes
1) Additional teacher Professional
Development (PD) needed in Georgia
Standards of Excellence and the
CCRPI
2) Additional teacher PD needed on 5th
and 6th grade ELA Reading and
Vocabulary, and Writing and
Language
3) Additional teacher PD needed in 5th
grade Math Operations and Algebraic
Thinking, Numbers and Operations,
and 6th grade Math Ratios and
Proportional Relationships,
Expressions and Equations
4) Additional teacher PD needed in
Science and Social Studies
5) Additional teacher PD needed in
Differentiated Instruction
Prioritized
Need 1:
Increase
student
achievement
in English
Language
Arts &
Writing in
grades 5-6.
Prioritized
Need 2:
Increase
student
achievement
in Math in
grades 5-6.
Prioritized
Need 3:
Increase
student
achievement
gap across
all content
areas.
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Perception Data • Most recently, School
received 3 stars CCRPI
climate rating in 2018
• All teachers are highly
qualified. Two teachers are
National Board Certified and
100% are In-Tech certified
• Schoolwide student
attendance is 95.78%
• Increase CCRPI climate rating of 5 stars in
2020
• Increase periodic parent surveys about school
environment, student learning and parent-child
relationship
• Increase weekly newsletters about core content
classroom activities
• Provide a parent resource center to create a
wealth of current information
Observation Data ▪ TKES data indicates that
most teachers received Level
III ratings in:
▪ 1. Positive Learning Environ.
2. Professional Knowledge
▪ Focus Walks indicate that
100% of teachers have
standards posted and lessons
are aligned with the Georgia
Standards of Excellence
▪ Focus walks indicate a need for growth in the
following areas:
1. Academically challenging environment and
2. Differentiation
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Needs Assessment/ Data Review Results
(SWP 1, Sec. 1114 (b)(6), SWP 3 – Sec. 1114 (b) (1-5)
Prioritized Needs Data Source Participants Involved Communication to Parents and
Stakeholders
• Reading/ELA challenges in grades 5-6
• GA Milestones 2017 and 2018
• CCRPI Report 2017 and 2018
• District Pre/Post Tests
• GRASP Fluency and
Comprehension Screener
• STAR Reading
• End of Unit Tests / 9-week
exams
• Principal/leadership team
• Teachers
• Parent Coordinator
• Parents
• Georgia Dpt. Of Ed. – CCRPI Reports
• School website
• Report Cards/Progress Reports
• Teacher/Parent Conferences
• PTA Meetings
• Math challenges in grades 5-6
• GA Milestones 2017 and 2018
• CCRPI Report 2017 and 2018
• District Pre/Post Tests
• End of Unit Tests / 9-week
exams
• Principal/leadership team
• Teachers
• Parent Coordinator
• Parents
• Science challenges in grade 5 • Social Studies challenges in grades 5
• GA Milestones 2017 and 2018
• CCRPI Report 2017 and 2018
• District Pre/Post Tests
• End of Unit Tests / 9-week
exams
• Principal/leadership team
• Teachers
• Parent Coordinator
• Parents
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SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2)
Smart Goal #1 (ELA/Reading): For the 2019-2020 school year, all students will increase from 68.97% to 78% on the GA Milestones ELA assessment.
For the 2019-2020 school year, Multi-racial students will increase from 57.91% to 65% on the GA Milestones ELA assessment.
Georgia School Performance
Standard
Student
group
(All or
subgroup)
Action /Strategies
(Include description of SWP 2)
Evaluation of Implementation
and Impact on Student
Learning
Monitoring Actions of
Implementation
Estimated Cost,
Funding Source,
and/or
Resources Artifacts Evidence
Curriculum Standard 2: Designs curriculum documents and aligns resources
with the intended rigor of the required
standards
Assessment Standard 2: Uses a balanced
system of assessments including diagnostic,
formative, and summative to monitor learning and inform instruction
Assessment Standard 4: Implements a
process to collaboratively analyze assessment results to adjust instruction
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
Instruction Standard 5: Differentiates
instruction to meet specific learning needs
of students
Instruction Standard 6: Uses appropriate,
current technology to enhance learning
Professional Learning Standard 1: Aligns
professional learning with needs identified
through analysis of a variety of data
Professional Learning Standard 5:
Allocates resources and establishes systems
to support and sustain effective PD
ALL
• Implement enhanced GSE-focused reading
assessments and instructional units
• Implement school-wide Read and Guided
Reading to improve student mastery of state standards
• Implement Writing Roadmap – incorporate
prewriting activities using Thinking Maps
• Implement after school tutorial to help
students improve in reading/writing
• Acquire new technology (Chrome Books)
and orchestrate Google learning classroom
• Acquire instructional materials and resources
to support core content learning initiatives
(GA Milestones student workbooks,
manipulatives, paper, pencils, pens, notebooks)
• Provide parent workshops in ELA with a
focus on reading comprehension/fluency
Lesson plans, observations,
sign-in sheets,
agendas, technology
reports
School Leaders
Demonstrate:
Initiate and sustain
change to increase staff performance
and student
learning
Teachers
Demonstrate: Clear learning
targets and success
criteria aligned to curriculum
standards
Students
Demonstrate:
Ability to work independently and
in teams to solve
real-world problems that
require advanced
effort, decision making, and
creative thinking
At/Above
standards on GA
Milestones
Title I Director provides
guidance and oversees Title I
cross-functional monitoring of
program - Technical School Visits
- Plan/Budget Analysis
- Professional Development and Guidance
Principal and AP - Admin TKES walkthroughs
and formative assessments
- Admin Informal Observations - District Level Observations
and Reports
- Teachers
- Observations
- Grade Level Meetings - TKES
Title I Budget
Instructional
Materials
10,000 $2000
Books - $10,000
Newsletter – mailings
$2000 $1500
PD substitutes $1000
PD Travel - $1000
PD Fees – $5000
Mobile Lab cart - $21,000
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Creekside School May 15, 2019 ● Page 31 of 41
SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound (SW 1, 2) Smart Goal #2 (Math): For the 2019-2020 school year, all students will increase from 74% to 85% on the GA Milestones Math assessment
For the 2019-2020 school year ED students will increase from 62.98% to 74% on the GA Milestones Math assessment
Georgia School Performance
Standard
Student group
(All or subgroup)
Action /Strategies
(Include description of SWP 2)
Evaluation of
Implementation and Impact
on Student Learning
Monitoring Actions of
Implementation
Estimated
Cost, Funding
Source, and/or
Resources Artifacts Evidence
Curriculum Standard 2: Designs
curriculum documents and aligns
resources with the intended rigor of the required standards
Assessment Standard 2: Uses a balanced system of assessments
including diagnostic, formative, and
summative to monitor learning and inform instruction
Assessment Standard 4: Implements a
process to collaboratively analyze assessment results to adjust instruction
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
Instruction Standard 5: Differentiates
instruction to meet specific learning
needs of students
Instruction Standard 6: Uses
appropriate, current technology to
enhance learning
Professional Learning Standard 1:
Aligns professional learning with needs identified through analysis of a variety
of data
Professional Learning Standard 5:
Allocates resources and establishes
systems to support and sustain effective
PD
ALL
• Implement enhanced GSE-focused
math assessments and instructional
units
• Acquire math software for 5thand 6th
grade usage
• Implement after school tutorial to help
students improve in math (numbers and
operations, expressions and equations,
and geometry
• Acquire new technology (Chrome
Books) and orchestrate Google learning classroom
• Acquire instructional materials and
resources to support core content
learning initiatives (GA Milestones math student workbooks,
manipulatives, paper, pencils, pens,
notebooks)
• Provide parent workshops in math with
a focus on numbers and operations,
expressions and equations, and
geometry
Lesson plans,
observations,
sign-in sheets, agendas,
technology reports
School Leaders
Demonstrate:
Initiate and sustain change to
increase staff performance and
student learning
Teachers
Demonstrate:
Clear learning targets and
success criteria
aligned to curriculum
standards
Students
Demonstrate:
Ability to work independently
and in teams to
solve real-world problems that
require advanced
effort, decision making, and
creative thinking
At/Above
standards on GA
Milestones
Title I Director provides
guidance and oversees Title
I cross-functional
monitoring of program
- Technical School Visits - Plan/Budget Analysis
- Professional Development
and Guidance
Principal and AP
- Admin TKES walkthroughs and formative assessments
- Admin Informal
Observations - District Level Observations
and Reports
- Teachers
- Observations
- Grade Level Meetings - TKES
Title I Budget
See above for initial estimated
costs
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Creekside School May 15, 2019 ● Page 32 of 41
SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound)
(SW 2)
Smart Goal #3 (Science): For the 2019-2020 school year, Creekside will increase the 5th grade closing achievement gap score from 37.5% to 57.5% on the CCRPI
For the 2019-2020 school year, Creekside will increase the 6th grade closing achievement gap score from 32.1% to 52.1% on the CCRPI
Georgia School Performance
Standard
Student
group
(All or
subgroup)
Action /Strategies
(Include description of SWP 2)
Evaluation of
Implementation and Impact
on Student Learning
Monitoring Actions of
Implementation
Estimated Cost,
Funding
Source, and/or
Resources Artifacts Evidence
Curriculum Standard 2: Designs curriculum documents and aligns
resources with the intended rigor of the
required standards
Assessment Standard 2: Uses a
balanced system of assessments
including diagnostic, formative, and summative to monitor learning and
inform instruction
Assessment Standard 4: Implements a process to collaboratively analyze
assessment results to adjust instruction
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
Instruction Standard 5: Differentiates
instruction to meet specific learning needs of students
Instruction Standard 6: Uses appropriate, current technology to
enhance learning
Professional Learning Standard 1:
Aligns professional learning with needs
identified through analysis of a variety of
data
Professional Learning Standard 5:
Allocates resources and establishes
systems to support and sustain effective PD
ALL
• Implement GSE standards-based writing
strategies to improve Informative,
Expository, and Persuasive writing,
content related text, and lab reflections into instructional Science units
• Utilize balanced assessments to evaluate
students’ prior/post knowledge and to
measure conceptual growth as relates to Science units
• Implement after school tutorial to help
students improve in Science (Earth,
Physical, Life, Anatomy and Geology)
• Acquire new technology (Chrome Books)
and orchestrate Google learning
classroom
• Acquire instructional materials and
resources to support core content learning
initiatives (GA Milestones Science student workbooks)
• Acquire Hands on Equations Kit,
GeoModel, Everyday Folding Shapes,
Exploragons, X-Y Coordinate Grids,
Versa Tiles, Literacy Classroom Kit
• Provide Professional Development to
teachers in Google Classrooms and
Chromebooks, Georgia Standards of
Excellence, STEM, Differentiated Instruction and Project Based Learning
Lesson plans, observations,
sign-in sheets,
agendas, technology
reports
School Leaders
Demonstrate:
Initiate and
sustain change to increase staff
performance and
student learning
Teachers
Demonstrate: Clear learning
targets and
success criteria aligned to
curriculum
standards
Students
Demonstrate: Ability to work
independently and
in teams to solve real-world
problems that
require advanced effort, decision
making, and
creative thinking
At/Above
standards on GA Milestones
Title I Director provides
guidance and oversees Title I
cross-functional monitoring
of program - Technical School Visits
- Plan/Budget Analysis
- Professional Development and Guidance
Principal and AP - Admin TKES walkthroughs
and formative assessments
- Admin Informal Observations - District Level Observations
and Reports
- Teachers
- Observations
- Grade Level Meetings - TKES
Title I Budget
Personnel Costs per available budget
$35,115 – math
teacher CSR
2 paraprofessionals
$31,706
Benefits $22,680
Substitutes $500 Extended Day tchrs
$35,000
FICA, TRS, Annity
$13,731)
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 33 of 41
Professional Learning Plan to Support School Improvement Plan
(SW 2, 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
• Corruption, Fraud, Waste, and
Abuse
• Title I Personnel
responsibilities and duties (if
applicable). To include
personnel who may be
providing a Title I
before/after/Saturday/Summer
school program
• Title I inventory procedures (if
applicable)
• Title I Complaint Process
Preplanning in
August 2019
$0
Title I Director
provides guidance
to Principal and
Principal trains
staff
Title I Office Monitoring
Agenda, Sign in Sheet, Handouts,
Investigation Report
5th and 6th grade Teachers
participate in Georgia Standards of
Excellence professional
development for all core content
areas
Ongoing
August 2019-May 2020
$0
Principal, AP, and
Teachers
Principal & Teachers
Agenda, Sign-in Sheets, Handouts
STAR Reading
District Benchmarks / 9 wk. exams
GRASP Fluency/Comprehension
5th and 6th grade Teachers
participate in PD for differentiated
instruction, balanced assessments,
and Depth of Knowledge
Ongoing
August 2019-May 2020
$500
Principal, AP, and
Teachers
Principal & AP
Agenda, Sign-in Sheets, Handouts
STAR Reading / IXL
District Benchmarks
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 34 of 41
End of Unit Tests / 9 wk. exams
5th and 6th grade Teachers
participate in STEM Professional
Development
Ongoing
August 2019-May 2020
$0
Principal, AP, and
Teachers
Career Education
Specialist
Principal & AP
Career Education
Specialist
Agenda, Sign-in Sheets, Handouts
IXL
End of Unit Tests / 9 wk. exams
5th and 6th grade Teachers
participate in Google classroom
and Chromebook technology
Professional Development
Ongoing
August 2019-May 2020
$3000
Principal, AP, and
Teachers
Principal & AP
Agenda, Sign-in Sheets, Handouts
STAR Reading / IXL
District Benchmarks
End of Unit Tests / 9 wk. exams
5th grade Teachers participate in
Guided Reading through Content
Professional Development
November 2019-May
2020
$500
Principal, AP, and
Teachers
Curriculum Support
Teacher and Principal
Agenda, Sign-in Sheets, Handouts
STAR Reading
Write To Learn reports
5th and 6th grade Teachers
participate in Math PD provided by
school district
August 2019-May 2020
$0
Curriculum
Curriculum Support
Teacher, Assistant
Principal, Principal
Agenda, Sign-in Sheets, Handouts
STAR Math Results
End of Unit Tests / 9 wk. exams
5th and 6th grade Teachers
participate in Science and Social
Studies PD provided by school
district
August 2019-May 2020
$0
Curriculum
Curriculum Support
Teacher, Assistant
Principal, Principal
Agenda, Sign-in Sheets, Handouts
District Benchmarks
End of Unit Tests / 9 wk. exams
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 35 of 41
G. Parent and Family Engagement and Communication
(SW 4b, Sec. 1116; Sec 1112 (b)(7))
Parent and Family
Engagement Activities
Timeline Estimated
Cost,
Funding
Source,
and/or
Resources
Person(s)
Responsible
Evaluation
Results
Artifacts/Evidence of Impact on
Student Learning
Parent and Family Engagement
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
Revised and
submitted for
approval with
FY20 GADOE checklist by
September 16,
2019
Distributed by
October 16, 2019
Ongoing
distribution throughout the
year for new,
incoming students
– should be
documented
Utilize onsite
personnel to assist in
building parent
capacity (parent and family engagement
plan (PFEP)/
revision, compact, parent workshops/
meetings) to help
improve student achievement
Principal
Parent/Family
Engagement
Coordinator Staff
Parents
Education Checklist
(Met, Did Not Meet,
N/A)
Must include a parent feedback and suggestion
option at the end which
must have a question or request for revisions to
the PFEP’s content (This
is separate from the input meeting feedback form.)
Parent survey including
questions which are relevant to content
included in the PFEP
Summary of survey
results
Parent Input Meetings
Agenda
Feedback forms
Minutes
Evidence of feedback form availability (website screenshot, email invitation, photo of hardcopies available
in the front office/PRC)
Evidence of Distribution (2 or more):
School website (screenshot) with an active link to the
PFEP Sent home (bookbag), photos
Signed and dated teacher dissemination statement
indicating the PFEP was sent home with each student “All Teachers/Staff” email requesting they send home
the PFEP with students
Email with parent distribution list indicating PFEP
attached
Available at school for pickup (photos)
School Messenger w/ Script, notifying parents when and how PFEPs will be sent home and/or where to pick
up a copy if not received.
Parent Resource Center visitors log indicating parent notification pick-up
Annual Title I Meeting (entire packet) indicating PFEP
distribution as handout at the meeting
Compact
Family and Community
Engagement Standard #2:
Establishes partnerships and decision-
making processes that build capacity
for family engagement in the success of students
Revised/Approved by Sept. 16, 2019
100% compacts
collected by
Oct. 16, 2019
$0
Principal
Parent/Family Engagement
Coordinator
Staff
Parents
Students (K-5)
Georgia Department of
Education Checklist (Met, Did Not Meet,
N/A)
Parent survey including
questions which are
relevant to content included in the compact
Staff Input Meetings:
Grade level collaboration to establish target learning goals
Agenda/Sign-In Sheets
Meeting Minutes
Student input (5th-6th grade)
Parent input meeting invitations (minimum of 2 different
modes)
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● 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
Summary of survey
results
Parent Input Meetings
Agenda
Feedback forms Minutes
Evidence of feedback form availability (website
screenshot, email invitation, photo of hardcopies available in the front office/PRC)
Evidence of Distribution (2 or more): Returned signature page signed and dated by parent
and teacher
School website (screenshot) with an active link to the compact
Sign-in sheets/invitations and documentation that
compacts were used in parent-teacher conferences Signed and dated teacher dissemination statement
indicating the compact was sent home with each student
Email with parent distribution list indicating compact attached
Available at school for pickup (photos)
School Messenger w/ Script, notifying parents when and how compacts will be sent home and/or where to pick
up a copy if not received.
Parent Resource Center visitors log indicating parent
Title I Parent Input Meeting and
1%
Title I Annual Meeting
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
April-May 2020
August 31, 2019
$0
$0
Principal Parent/Family
Engagement
Coordinator Staff
Parents
Georgia Department of Education Checklists for
compact and PFEP
(Met, Did Not Meet, N/A)
Minimum of 2 different all-parent invitations
School website (required)
Flyer, Marquee, School Messenger Refer to agenda, minutes and feedback form templates
provided by Title I (parent and family engagement portal)
Annual Title I Meeting is the only title allowed. Refer to
GADOE and HCS Title I templates (parent/family engagement coordinator/portal)
Agenda
Sign-in sheets Minutes
PowerPoint
Min. 2 all-parent invitations Distribution evidence of compact and PFEP
If Priority/Focus School, inform of FLP U.S. mailed letter
Student Assessment & Results
Parent Meeting
(SW 2,3)
Throughout the
school year
$0
Parent/Family
Engagement
Coordinator
Teachers Assistant Principal
Title I Parent
Workshops/Meetings
evaluations
School-parent compact
Parent-Teacher conferences (required for elementary
schools)
Parent workshops Annual Title I Meeting
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 37 of 41
Transition Meetings
(Preschool Programs)
(SW 2e)
Throughout the
year and at least
once per semester August 2019-May
2020
May 12, 2019 –
rising 6th graders
$0
Parent/Family
Engagement Coordinator
Teachers
Counselor
Agenda
Sign-in sheets (for incoming parents) Presentation (PowerPoint)
Handouts
Parent Resource Center
August 2019-May 2020
Varies depending on 1%
Parent/Family Engagement
Coordinator
Principal
Feedback from Parent Input Meeting Photos
Flier with hours/days of operation
Open House (flier)
Parent event calendar/schedule
Visitor log
Computer usage/materials check-out log Other evidence of a PRC
Monthly Title I Parent
Meetings/Family Nights
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
September 2019 – May 2020
Sept. 2019 Oct. 2019
Dec. 2019
Jan. 2020 Feb. 2020
Mar. 2020
Parent Resource Area Materials for
Checkout
$15000
Parent Workshops
$2,000
Principal Parent/Family
Engagement
Coordinator Teachers
Title I Parent Workshops/Meetings
evaluations
School Parent and Family Engagement Plan
Compact
Parent calendar of events Documentation packet for each: agenda, sign-in sheets,
evaluation, handouts, presentation
Examples
Family connections cohort
Literacy/Math Nights/events
Building parent/staff capacity
Core content
Understanding State academic standards and assessments
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 38 of 41
H. Professionally Qualified Staff
(SW 2)
All courses are taught by professionally qualified staff. ___YES____ (Yes or No)
If no, explain:
List efforts to recruit professionally qualified teachers to your school.
• Use website to promote school initiatives and culture and climate
• Provide school-based principal mentorship to newly arriving teachers
• Utilize social media such as Facebook and Twitter to promote school highlights and accolades
• Utilize current staff to recruit professionally qualified teachers
I. GaDOE Title I Components
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 considered 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 counselors, 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 Harris County Schools Homeless Liaison for possible services. Creekside will provide services
as required for any homeless students.
Currently, there are no Migrant students attending our school.
There are no Neglected and Delinquent students currently enrolled at the school.
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 39 of 41
Any Additional Funds/Carryover
Response
The plan for utilizing any additional funds is as follows:
• Acquisition of instructional supplies (GA Milestones ELA/Math student workbooks, math manipulatives)
• Technology related supplies (headphones and adapters)
• Chrome books and computers
• Parental involvement resource center supplies for parent workshops
Student Transition Plan
Response
• Creekside has an open-door policy for local parents and students to visit classes at anytime
• Creekside holds two days of elementary school visitations. This allows rising 5th grade students an opportunity to listen to a presentation about
the school hosted by a teacher. Students take part in a Question and Answer session followed by a guided tour of the building. A parent night is
organized annually to introduce parents to Creekside and answer any questions they may have.
• Creekside implements 7th grade transition by taking 6th graders to HCCMS (middle school). This occurs over a 4-day period. The students are
taken on a guided tour of the school and are then given a presentation on key points and information about the middle school experience.
Students are then allowed to ask questions about the academic programs available at the middle school along with the sports programs and
academic eligibility and expectations. A 6th grade parent night allows parents to tour the school and ask questions about the middle school
programs.
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 40 of 41
Annual Evaluation
Response
HARRIS COUNTY SCHOOL SYSTEM – FY20 EVALUATION OF TITLE I
The end of year Title I Program Evaluation Survey will be used to determine the effectiveness of the FY20 Creekside School (CS) Title I
School-wide/School Improvement Program. Surveys will be distributed to administrators, teachers, paraprofessionals and tutors in CS
during May 2020.
Division of School and District Effectiveness | School Improvement PLAN
Creekside School May 15, 2019 ● Page 41 of 41
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 I- 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
SLDS – Georgia Milestones, Student Growth Title I Parent Survey Content Walkthroughs (if applicable)
CCRPI Title I Teacher Survey
SLOs Title I Student Survey
Promotion/Retention Data Climate Survey
Lexile Scores Professional Learning Survey
Local School Data Local School Perception Data
Subgroup Data
Attendance Data
Discipline Data
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