Georgia Department of Education Title I Schoolwide/School Improvement Plan

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1 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Elbert County Comprehensive High School District Name: Elbert Principal Name: Jason Kouns School Year: School Mailing Address: 600 Abernathy Circle Elberton, Ga Telephone: (706) District Title I Director/Coordinator Name: Dr. Fran Floyd District Title I Director/Coordinator Mailing Address: 50 Laurel Drive Elberton, Ga Address: Telephone: (706) ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School Principal s Signature: Date: Title I Director s Signature: Date: Superintendent s Signature: Date: Revision Date: 7/21/2015 Revision Date: 6/11/15 Revision Date: 6/23/15 April 2015 Page 1 of 12

2 SWP Template Instructions All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as Not Met need additional development. Please add your planning committee members on the next page. The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page in this document. April 2015 Page 2 of 12

3 Planning Committee Members NAME MEMBER S SIGNATURE POSITION/ROLE Dr. Fran Floyd System Title I Director Mr. Jason Kouns Principal Michelle Dye Assistant Principal/Title I Coordinator (school) Kim Fuller Assistant Principal/CTAE Dir. Rhonda Driver Graduation Coach Denise Brown Testing Coordinator Stacey Almond Counselor/Parent Renee Padgett See next page for attached document Retiring Principal Renae Hagood Sara Baston Kathie Segars Tracy Brown with signatures See next page for attached document with signatures See next page for attached document with signatures See next page for attached document with signatures See next page for attached document with signatures Secretary-School Council Chair-School Council School Council Teacher/Parent April 2015 Page 3 of 12

4 April 2015 Page 4 of 12

5 SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) 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: Our Title I School-Wide plan was developed following a needs assessment survey given in the spring of 2015 and from discussions with our Title 1 Team, School Council, School Improvement Leadership Team (SILT), and a team of parents that attended a School Wide Plan and Parental Involvement Policy meeting. The ways they were involved include TA meetings, team meetings, review of the School-Wide Plan and Parental Involvement Policy, technological access to all materials, school council meetings and SILT meetings. Members of the Title I team continuously updated the plan on a shared drive, collaborated about the changes, and provided a place for parent comments. 2. Schoolwide reform strategies that: Response: Provide opportunities for all children to meet the state s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Response: Through the following efforts in the school year, ECCHS will provide all students with the opportunity to meet the state s proficient and advanced levels of academic achievement: Standards based instruction (lesson planning) Data driven instruction (data teams) Rescue and Recovery (remediation program before and after school) APEX learning to recover credits Odyssey Ware to support special education classes Honors and AP courses MOWR opportunities Use effective methods and instructional strategies that are based on scientifically based research that: o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved populations April 2015 Page 5 of 12

6 Response: Through the following efforts in the school year, ECCHS use effective methods and instructional strategies that are scientifically based: Differentiated instruction Professional learning and implementation of student engagement strategies Data Team cycles for individual and class adjustments to instruction Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include: o o o counseling, pupil services, and mentoring services; college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs; and Response: Through the following efforts in the school year, ECCHS will address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards: RTI program utilizing GraduateFirst and an internally created program called B.A.R.G.E. which tracks and records behavior, attendance, Rescue and Recovery, grades, and effort. Professional learning on meeting the needs of diverse student populations Rescue and Recovery program 9 th Grade Academy for struggling students identified at the middle school level which aids in a strong vertical transition. PBIS implementation Graduation coach will individually meet with low-achieving students Collegiate and business speakers from the community in CTAE classes Vocational and technical education programs including the following pathways: Business and Technology Business - Accounting Web & Digital Design Audio-Video Technology & Film Early Childhood Education Food & Nutrition Teaching as a Profession Granite Technology Welding Technology Animal/Mechanical Systems April 2015 Page 6 of 12

7 Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include: o o o counseling, pupil services, and mentoring services; college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs; and Agricultural Leadership in Animal Production Agricultural Mechanics Systems Animal/Mechanical Systems Government & Public Administration (JROTC) Fine Arts Advanced Academic Depending upon availability of funds, the Elbert County Comprehensive High School will implement an afterschool program and summer school program to address our areas of need. Address how the school will determine if such needs have been met; and Are consistent with, and are designed to implement, the state and local improvement plans, if any. Response: For the RTI program, teachers sent a B.A.R.G.E. report (as mentioned above) every other week. Then, grade level team leaders monitored, recorded, and met with the targeted students to which they were assigned. Some students were assigned to a check-in-check-out type of accountability program. Other students were just counseled and encouraged. Once a month, the entire RTI team met to discuss all individual targeted students and report on their progress. In the school year, a new principal will be leading ECCHS, and he will undoubtedly tweak the process and the team will continue to make efforts to improve the process. The graduation coach will continue to make student and parental contacts when students are underachieving. The school counselor and the graduation coach also work collaboratively to ensure students in each grade level experience post-secondary trips to colleges, technical schools, and businesses. The CTAE director in conjunction with the CTAE department head work to schedule speakers, present to our middle school 8 th graders, and partner with community businesses and the chamber of commerce to encourage college and career readiness opportunities for our students. Monitoring of all of the aforementioned programs which are all included in the school improvement plan will be completed and presented to the system level leaders at the Mid-Year April 2015 Page 7 of 12

8 Impact Check and presented to the local BOE. 3. Instruction by highly qualified professional staff Response: The certified staff at ECCHS is 100% highly qualified. 4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state s student academic achievement standards. Response: As stated in #3, the certified staff at ECCHS is 100% highly qualified. Ongoing professional development for teachers, principals, and paraprofessionals will include the following: TKES ongoing professional learning which addresses differentiation, rigor, data use, and assessments. All In Learning - a data management system which will aid in the collection and analysis of data. Data Team improvement Student engagement strategies PBIS training Meeting the needs of diverse student populations professional learning 5. Strategies to attract high-quality highly qualified teachers to high-need schools. Response: Strategies to attract high-quality highly qualified teachers will include the following: Participation in recruiting fairs (specifically at historically minority universities/colleges Personal/Verbal contact with perspective candidate identified through RESA services and surrounding regional districts Implementation of teacher mentoring program (Inclusion of a stipend for the mentor) Specific information (service announcements) addressing the desire for strong educators to join our efforts to move the school forward updated webpage and service board Front LED sign 6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. Response: Strategies in the school year to increase parental involvement include the following provisions: Quarterly newsletters 9 th grade orientation for parents and students Open house each semester for all students Well-maintained school Facebook page, One Call Now system, and website April 2015 Page 8 of 12

9 Two days for parental conferences Mandated meeting for all parents of 11 th grade students Annual Title Parent meeting Parent information night each semester of topics requested by parents in the annual Title I survey Multiple informational meetings about college, financial aid, and other opportunities such as Move On when Ready Membership on the School Council Opportunities to participate in the revision of all Title I documents Multiple speaking opportunities for community members in classrooms Participation in the Reality Store for all 9 th grade students Leadership Listening Sessions ECCHS administration will do a Community Open Forum twice annually (September and January) 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. Response: We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Home Instruction Programs for Preschool Youngsters, Parents as Teachers Program, Babies Can Wait and public preschool classes. For example, coordinating with the administration of each school, system parent involvement coordinator, Community Partnership of Elberton, system reading coach, and Title I system director, free digital books for the summer were offered to the students of Elbert County through the Get Georgia Reading program. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Response: In the school year, teachers at ECCHS will continue to implement and improve on the data team process which requires collaboration on assessments, data, and instructional decisions. Teachers also comprise the majority of the School Improvement Leadership Team which looks at decisions regarding the use of academic assessments and monitors the implementation of those decisions in each department. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. Response: Incoming freshmen who are on Tier 2 or higher in the system s middle school are identified and shared with the high school administration prior to their arrival in high school. Some of those students are placed in a ninth grade academy with a lower student- April 2015 Page 9 of 12

10 to-teacher ratio while others are scheduled for Basic Reading and Writing and/or math support classes. In the school year, student data was collected and approximately students in each grade were targeted based on grades, test scores, behavior, and attendance. Those students were the focus of the high school s RTI program. One to two administrators, graduation coaches, counselor, department head, or social worker served as the team leader for each grade. Teachers reported on the targeted students every other week, and the whole team met monthly for monitoring purposes. In the school year, the program will be continued and improved. Along with this initiative, the continuation of our Rescue and Recovery program and credit recovery courses will support students with academic difficulties. 10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training Response: ECCHS receives monies to support the Career, Technical, and Agriculture Education Department through Carl D. Perkins funding. We currently have 16 career pathways recognized through Federal Career Clusters that are available to students. We also have a Work Based Learning program that allows students to intern, co-op, or apprentice in community employment which also follows guidelines through Work Force Development and the Department of Labor. The Perkins funding also supports community professionals to come into the school to teach specific courses not currently available through our staff such as healthcare courses and industry specific granite MonuCad skills. 11. Description of how individual student assessment results and interpretation will be provided to parents. Response: Each student will be notified of his or her Georgia Milestones EOC scores by the teacher and the scores are available to students and parents on Infinite Campus in real time. When students reach the 11 th grade, a mandatory parent meeting will occur at which time discussions about the following will occur: Carnegie credits, state testing scores, and opportunities that exist such as Move On When Ready (MOWR). Students are also notified of their scores on End of Pathway assessments and if Career Pathway Credentialed, they receive a seal for their diploma and a cord adorning their graduation robes. 12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: Using All In Learning, teachers will disaggregate data on formative assessments, April 2015 Page 10 of 12

11 summative assessments, and SLO assessments. Data teams will use the collected data to make individual student decisions, classroom and department decisions, and school-wide decisions. 13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: All state testing results are reviewed and analyzed by the administrative team consisting of three assistant principals and the school principal. The results are also shared between the admin team and the Data Specialist at the system level to ensure valid and reliable results. All In Learning will aid in providing, storing, and displaying results for school based assessments. 14. Provisions for public reporting of disaggregated data. Response: A link to disaggregated data from the Title I parent survey as well as state testing data (when available) will be made available on the school website. 15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program Response: This plan will be developed during a one-year period at this time. The document is fluid and revisions will be made throughout the year. 16. 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, parents, and students (if secondary). Response: In the Spring of 2015, a parent survey addressing all academic areas and other factors that may affect achievement was sent home with each student and made available via a link on the school website and Facebook page. Parents were encouraged to complete this survey, and computers were set up for parents to use to complete the survey in the main office and at the parent input meeting for the SWP, School-Parent Compact and PIP meeting held on March 26, The assistant principal of instruction analyzed the data and shared it with the system s Title I coordinator. After making the revisions based on the input received, a link to the updated SWP was posted on the school website with links on Facebook soliciting responses and/or suggestions from parents and/or students. 17. Plan available to the LEA, parents, and the public. Response: The plan will be available electronically on the school website under the For Parents tab. Hard copies will also be available at the school upon request. 18. Plan translated, to the extent feasible, into any language that a significant April 2015 Page 11 of 12

12 percentage of the parents of participating students in the school speak as their primary language. Response: The system uses the services of a Spanish-to-English translator for several components of Title I documentation. The plan in its entirety will only be translated upon request. 19. Plan is subject to the school improvement provisions of Section Response: N/A April 2015 Page 12 of 12

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