Georgia Department of Education Title I Schoolwide/School Improvement Plan SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

Transcription

1 SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE School Name: Berkmar High School District Name: Gwinnett County Principal Name: Jane Stegall School Year: School Mailing Address: 405 Pleasant Hill Road Lilburn GA Telephone: District Title I Director: Lynn Howard District Title I Director Mailing Address: 437 Old Peachtree Road; Suwanee, GA Address: lynn_howard@gwinnett.k12.ga.us Telephone: ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School. Subject Alert List Subject(s) Sub-Group Alert List Subgroup(s) Graduation Alert List Subgroup(s) Principal s Signature: Date: 8/3013 Title I Director s Signature: Date: Superintendent s Signature: Date: Revision Date: June 17, 2013 Revision Date: Revision Date: Page 1 of 33

2 Notes: Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA. While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan. Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development. Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(b)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school. Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan Improvement-Services/Documents/School%20Improvement%20Fieldbook% pdf. Page 2 of 33

3 Planning Committee Members: NAME MEMBER S SIGNATURE POSITION/ROLE Eva Castillo Dr. Linda Clark Robert Etheredge Ogozi Obu Administrative Intern Assistant Principal Parent Parent Page 3 of 33

4 SWP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. The persons involved were parents, teachers, the Parent Instructional Support Coordinator, administrators, and the principal. These persons worked in groups to review student assessment and achievement data. During the meetings, we discussed the school s Focus status and the Flexible Learning Plan. Sign-in sheets for participants are included in the appendices. B. We have used the following instruments, procedures, or processes to obtain this information: student, parent, and staff surveys to identify the strengths and weaknesses in our Title I Programs, as perceived by those stakeholders. We reviewed 3 years of (trend) assessment data: GHSWT and EOCTs, including domain and subgroup data for core content areas, to determine patterns of increases and decreases in student achievement. Additionally, Gwinnett County Public Schools (GCPS) High School Gateway Tests in Science and Social Studies data were analyzed. The High School Gateway is a GCPS requirement for graduation. Students take the test for the first time in grade 10 and have multiple opportunities each year thereafter, to retake the test until successful completion, prior to graduation. All data were presented in (hard copy) chart format that visually represented student performance over the past three years, to allow groups to easily identify weaknesses and strengths in student performance. Brainstorming and Q&A sessions were held for teachers within their respective departments and information obtained was presented during Title I Meetings for further consideration. Final determinations about strengths and areas of concern are presented in component 1D. C. Currently, we have no migrant students. However, should a migrant student enroll, that student s data will be analyzed the same as his/her non-migrant counterparts. Parents and teachers of the student will be conferred with to determine additional academic needs. Additionally, continuous collaboration will occur among the school, and State and other GCPS personnel to monitor the academic progress of such students, and to provide supplemental services as necessary. D. We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Page 4 of 33

5 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. 9 th Grade Lang Arts EOCT Subgroups Met or Exceeded Did Not Meet Met the Standards Did Not Meet Met the Standards Did Not Meet ALL 78% 22% 79% 21% 81% 19% Asian 86% 14% 83% 17% 97% 3% Black 76% 24% 80% 20% 80% 20% Hispanic 76% 24% 75% 25% 78% 22% White 81% 19% 88% 12% 83% 17% EL 57% 43% 34% 64% 65% 35% SWD 39% 61% 37% 63% 87% 13% ED 79% 21% 81% 19% Non-ED 85% 15% In , Berkmar s students continued to perform above the state s 16% rate of students in the ALL category who Did Not Meet standards with 22% of our students in the ALL category who Did Not Meet standards on the 9 th Grade Language Arts EOCT. While the passing percentage rates have not fluctuated more than three points over the past three year, there is still a need to decrease the gap that exists between passing and failing students on the 9 th Grade Language Arts EOCT. American Literature & Composition EOCT Subgroups Did Not Met the Did Not Met the Meet Standards Meet Standards Met or Exceeded Did Not Meet ALL 84% 16% 83% 17% 84% 16% Asian 89% 11% 93% 7% 94% 6% Black 83% 17% 88% 12% 88% 12% Hispanic 80% 20% 77% 23% 79% 21% White 94% 6% 79% 21% 90% 10% EL 50% 50% 39% 61% 54% 46% SWD 0% 100% 58% 42% 86% 14% ED 75% 25% 82% 18% Non-ED Data not available 91% 9% In , Berkmar s students continued to perform above the state s 11% failure rate of students in the ALL category who Did Not Meet standards with 17% of our students in the ALL category who Did Not Meet standards on the American Literature EOCT. While the passing percentage rates have not fluctuated more than three points across the last three years, there is still a need to decrease the gap between passing and failing students. Page 5 of 33

6 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS) and the State student academic achievement standards. Math I Subgroups Did Not Met the Did Not Met the Meet Standards Meet Standards Met or Exceeded Did Not Meet ALL 25% 75% 56% 44% 61% 39% Asian 50% 50% 70% 30% 80% 20% Black 19% 81% 55% 45% 60% 40% Hispanic 25% 75% 51% 49% 59% 41% White Data not available 67% 33% 63% 37% EL 24% 76% 47% 53% SWD 25% 75% 66% 34% ED 61% 39% Non-ED 68% 32% In , Berkmar s percentage of students passing the Math I EOCT in the ALL category (25%) continues to fall below the state s percentage of students passing in the ALL category (75%). In fact, roughly 50% of Berkmar s students in the ALL category on the Math I EOCT have met the standards over the past three years, leaving almost 40% of students in the ALL category in an unsuccessful state. Math II - EOCT Subgroups Met or Exceeded Did Not Meet Met the Standards Did Not Meet Met the Standards Did Not Meet ALL 39% 61% 32% 68% 45% 55% Asian 52% 48% 52% 48% 66% 34% Black 37% 67% 31% 69% 43% 57% Hispanic 39% 61% 29% 71% 40% 60% White 41% 59% 39% 61% 55% 45% EL Data not available 30% 70% 26% 74% SWD 17% 83% 18% 82% ED 45% 55% Non-ED 45% 55% Results on the Math II EOCT show a significantly greater percentage of students in the ALL category not passing and the percentages have steadily increased each year over the past three years by 9-13 points. For example, in , 68% of students in the ALL category did not meet the standards on the Math II EOCT; 55% of students in the ALL category did not meet the standards for Math II in ; 46% of students in the ALL category did not meet the standards for Math II in Our students will need more focused and intensive instruction in Math II. Page 6 of 33

7 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Economics EOCT Subgroups Did Not Met the Did Not Met the Meet Standards Meet Standards Met or Exceeded Did Not Meet ALL 69% 31% 69% 31% 63% 37% Asian 94% 6% 86% 14% 87% 13% Black 69% 31% 70% 30% 59% 41% Hispanic 60% 40% 58% 42% 59% 41% White 86% 14% 88% 12% 68% 32% EL Data not available 66% 34% 36% 64% SWD 43% 57% 25% 75% ED 61% 39% Non-ED 69% 31% While students test performance on the Economics EOCT has increased slightly over the past three years, the gap between students in the ALL category for passing vs. not passing still remains wide. Namely, the percentage of students passing in the ALL category has increased by six points over the past three years; however, 31% of students in the ALL category did not meet the standards in Therefore, significant improvements are still needed to move students along the spectrum. US History EOCT Subgroups Did Not Met the Did Not Met the Meet Standards Meet Standards Met or Exceeded Did Not Meet ALL 39% 61% 66% 34% 64% 36% Asian 73% 27% 81% 19% 81% 19% Black 61% 39% 66% 34% 67% 33% Hispanic 68% 22% 62% 38% 56% 44% White 81% 19% 74% 26% 70% 30% EL Data not available 26% 74% 36% 64% SWD 46% 56% 35% 65% ED 61% 39% Non-ED 74% 26% While students test performance has increased slightly over the past three years on the US History EOCT, the gap between students in the ALL category for passing vs. not passing still remains wide. Namely, 34% of students in the ALL category did not meet the standards in ; therefore, our students continue to be challenged with the curriculum. Page 7 of 33

8 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Biology EOCT Subgroups Did Not Met the Did Not Met the Meet Standards Meet Standards Met or Exceeded Did Not Meet ALL 71% 29% 69% 31% 64% 36% Asian 93% 7% 77% 23% 82% 18% Black 69% 31% 67% 33% 59% 41% Hispanic 67% 23% 65% 35% 60% 40% White 74% 26% 80% 20% 77% 23% EL Data not available 33% 67% 44% 56% SWD 29% 61% 26% 74% ED 63% 37% Non-ED 69% 31% The percentage of students passing the Biology EOCT in the ALL category has remained level over the past three years. However, since 31% - 34% of students in the ALL category on the Biology EOCT have not met the standards over the past three years, there are no gains in students test performance resulting in too many students not demonstrating success. Math I Subgroups EOCT Met the Standards Did Not Meet Interim Post-test 1 Met the Did Not Standards Meet ALL 69% 31% 43% 57% Asian 77% 23% 51% 49% Black 67% 33% 43% 57% Hispanic 65% 35% 42% 58% White 80% 20% 44% 56% EL 33% 67% SWD 29% 61% ED Non-ED In reviewing students performance results on the county s Math I Interim Post-test I (administered at the end of semester 1 of the school year), students performance in Math I showed that 57% Did Not Meet the standards on the test. Page 8 of 33

9 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Math II Subgroups EOCT Met the Standards Did Not Meet Interim Post-test 1 Met the Did Not Standards Meet ALL 69% 31% 41% 59% Asian 77% 23% 46% 54% Black 67% 33% 41% 59% Hispanic 65% 35% 41% 59% White 80% 20% 42% 58% EL 33% 67% SWD 29% 61% ED Non-ED In reviewing students performance results on the county s Math II Interim Post-test I (administered at the end of semester 1 of the school year), students performance in Math II showed that 59% Did Not Meet the standards on the test. Biology Subgroups EOCT Met the Standards Did Not Meet Interim Post-test 1 Met the Did Not Standards Meet HS Gateway Met the Standards Did Not Meet ALL 69% 31% 58% 42% 54% 46% Asian 77% 23% 63% 27% Black 67% 33% 58% 42% Hispanic 65% 35% 56% 44% White 80% 20% 64% 26% EL 33% 67% SWD 29% 61% ED Non-ED In reviewing students performance results on the county s Biology Interim Post-test I (administered at the end of semester 1 of the school year), students performance in Biology showed that 42% Did Not Meet the standards on the test and is similar to the outcome of the students performance on the HS Gateway Science Test (a testing requirement for 10 th graders and a requirement for graduation). By comparison, a smaller percentage of students Did Not Meet the standards on the Biology EOCT. Page 9 of 33

10 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. US History Subgroups EOCT Met the Standards Did Not Meet Interim Post-test 1 Met the Did Not Standards Meet ALL 69% 31% 53% 47% Asian 77% 23% 54% 46% Black 67% 33% 54% 46% Hispanic 65% 35% 52% 48% White 80% 20% 54% 46% EL 33% 67% SWD 29% 61% In reviewing students performance results on the county s US History Interim Post-test I (administered at the end of semester 1 of the school year), 47% of students Did Not Meet the standards on the test. By the time the students took their US History EOCT, 31% of students Did Not Meet the standards. While this percentage indicates a positive increase in students performance in US History EOCT, still nearly a third of all of our students were not successful in meeting the standards on the US History EOCT. In addition, our students are still underperforming by a great degree on both the science and social studies portions of the High School Gateway Test (a testing requirement for 10 th graders and a requirement for graduation). Only 54% of first-time test takers passed the HS Gateway Science Test and only 77% of first-time test takers passed the HS Gateway Social Studies test. The results show a significant gap between students who are passing versus those who are failing. Namely, 46% of our students did not meet the standards on the High School Gateway test in science in comparison to the district s 22%. Though a smaller gap exists between the percentages of our students who did not meet the standards (23%) when compared to the district s 15% on the High School Gateway test in social studies, much improvement is still needed. Regarding the High School Gateway Tests, we concluded that science and social studies teachers will need more focused professional learning and peer collaboration opportunities in the areas of content rigor and alignment, vertical planning, vocabulary instruction, differentiated instruction, and expository writing. Furthermore, math and language arts teachers and non-core area teachers would also benefit from professional learning and collaboration in those same areas, as evidenced in students performance on EOCTs. We also reviewed other non-academic data in considering other factors that may affect achievement. In doing so, we looked at last year s parent survey. 44% of those responding indicated the materials or resources they found most useful were books to practice specific skills. A greater emphasis will be placed on purchasing such materials for the parent center as resources to parents to better support their children academically. Additionally, we want to make sure that we continue to maintain the PISC s position as being a liaison between the parents and the school is vital in sustaining and maintaining positive relationships between home and school. The non- Page 10 of 33

11 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. academic data showed that while the mobility rate has roughly decreased four points, each year, over the past three years. The average student attendance has increased nearly one point each year, over the past three years, and the stability of the students has increased by two points, each year, over the past three years. Our discipline data revealed between and , there was an increase in the discipline referrals processed for the year by almost an additional 700 referrals. BHS will also make improvements to the In School Suspension (ISS) program concerning the structure of the academic day for students and a counseling component to better ensure the quality of the time that students spend while serving ISS. E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including: Economically Disadvantaged (ED) Students: Economically Disadvantaged Students have not done as well on the American Literature and US History EOCTs in comparison to students defined as Not Economically Disadvantaged (NED). 18% of ED students did not pass last year s American Literature EOCT in comparison to 9% of NED students who did not pass. 39% of ED students did not pass last year s US History EOCT in comparison to 26% of NED students. The percentages of students not passing these subject tests in particular, as well as 9 th LA, Math I and II, Biology, Physical Science, and Economics, have been very inconsistent over the past three years. In some years, the ED students outperformed NED students on certain subject area tests. This data reflects the l school year. Data for are not available in a disaggregated format. Students from Major Racial/Ethnic Groups: Hispanics and Blacks are the largest ethnic groups at Berkmar High School. Over the years, Hispanics have accounted for 45% of the student population and Blacks have accounted for 35% of the student population. The data have shown these students performance to be similar in Math I and Math II over the past three years. Both groups have equally seen steady improvements in the passing rates for 9 th LA, US History, and Economics. However, Black students have seen a greater reduction in the percentage of students failing American Literature in comparison to Hispanic students. Last year, 12% of Black students failed the American Literature EOCT in comparison to 21% of Hispanic students who failed. Based on last year s ( ) Biology EOCT, both groups averaged about a 40% failure rate. This percentage represented an increase in failures by 8 points for Black students, and there was no change in failures for Hispanic students when compared to their performance in the school year. Students with Disabilities: The disparity in performance that exists between Students with Disabilities (SWD) and Students without Disabilities (SWOD) has been consistent over the past three years and the gaps between the two groups are wider than any other subgroup comparisons that can be made across all subject area EOCTs. In comparison to SWOD, the percentages of SWD who did not pass all of the subject area EOCTs have ranged from almost twice the failure rate to sometimes triple the failure rate of SW/OD. Page 11 of 33

12 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Students with Limited English Proficiency: The number of English Learners (EL) is similar to the number of Students with Disabilities (SWD). In comparison to SWD, EL students performed better on all of last year s EOCTs, except American Literature and US History. While EL students have nearly outperformed SWD, they have still underperformed consistently on all EOCTs when compared to students in the All category. The results that follow reflect EOCT results for % of All students passed the 9 th LA EOCT, while 34% of EL students passed. 83% of All students passed the American Literature EOCT in comparison to 39% of EL students. 69% of All students passed the Biology EOCT in comparison to 33% of EL students. 66% of All students passed the US History EOCT, while only 26% of EL students passed. On the Math I EOCT, the gap was a little less wide (56% for All students vs. 24% for EL students). Math II results indicated the least significant gap whereby students in the All category had a 32% passing rate while EL students had a 30% passing rate. F. The data have helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were in the following EOCT content areas and domains: Biology-Cells, Organisms, and Evolution; US History-Colonization through the Constitution, New Republic through Reconstruction, Industrialization, Reform, and Imperialism, and Modern Era; Economics-Macroeconomic Concepts, International Economics, and Personal Finance Economics; and 9 th Grade Language Arts- Conventions. In each of those domains, our students scored one point or less than the county s mean number of correct answers. The county s mean number of correct answers on all EOCTs exceeded the state s mean number of correct answers. The major needs we discovered were in the following EOCT content areas and domains: Math I- Algebra, Geometry, and Data Analysis and Probability; Math II- Algebra, Geometry, and Data Analysis and Probability. Berkmar s mean number of correct answers in each of those domains was lower than both the state s and county s averages. Students have not demonstrated optimal performance in these areas over the past few years. On the US History EOCT, 31% of ALL students did not meet the standards and have demonstrated a weakness in the domain of Establishment as a World Power. The needs we will address include offering more focused professional learning for teachers and focusing the collaborative efforts of teachers in the areas of content rigor and alignment, vertical planning, vocabulary instruction, differentiated instruction, and expository writing such that all subject area teachers will enhance their pedagogy and students will benefit. The specific academic needs will be addressed by including all students who are at-risk of failure in all content areas, with a focus upon math and US History. Based upon the most current EOCT data. We will also focus special efforts on our EL and SWD population in all content areas, especially math. Additionally, to address the specific needs of our most at-risk students, we will implement a Flexible Learning Program (FLP) in Math I and Math II to provide math tutoring for students. Page 12 of 33

13 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. The ROOTCAUSE/s that we discovered are listed below for each of the core academic areas: Language Arts We found that students are not entering high school with adequate reading comprehension skills. Many students enter with reading skills below their grade level, thus they struggle with comprehending the textbooks from which they will be taught. Our EL students did not perform nearly as well SWD on the American Literature EOCT, which may be due to language and vocabulary acquisition related to being an EL. As a result, smaller group instruction is needed. Math We found that students are not entering high school with the necessary foundational skills needed to ensure success in higher level math courses. Therefore, the increased complexity, abstract reasoning, and more challenging curriculum demands cause many students to continuously struggle. Science We found that some textbooks are written at reading levels that exceed those of our students. With students already entering Berkmar High School below grade level, they lack the skills needed to comprehend text. Students struggle with academic vocabulary, root words, prefixes, and suffixes. As a result, students continue to fall behind, and over time, their low skills decrease their chances in passing assessments such as the HS Gateway Science Test, thus further impacting the high failure rate. Social Studies We found that EL students may perform poorly in US History due to their limited English proficiency and low reading levels. Like EL, SWD have also performed at a drastically lower level (nearly half that of students in the ALL category). Low reading and comprehension skills also attribute to the high failure rate on the HS Gateway Social Studies Test. G. The measurable goals/benchmarks we have established to address the needs are reflected in our Local School Plan for Improvement (LSPI) goals: 1) Increase the 2013 graduation rate from 57.68% to 70%; 2) Increase EOCT scores in all subjects tested in the Meets/Exceeds category and decrease the scores in the Does Not Meet category; and 3)Increase literacy opportunities for reading and writing across the curriculum as measured using walkthrough forms specifically designed to collect data regarding Quality-Plus Teaching Strategy #7, Literacy. As the LSPI goals are more broadly stated, our Title I Schoolwide Goals are as follows: Goal 1: Increase the percentage of students meeting or exceeding the standard by 10%, in all core content areas as measured by the EOCT. Goal 2: Decrease the student achievement gap by 10% between EL and SWD subgroups in all content areas, in comparison to the all students category on the EOCT. Page 13 of 33

14 *2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia s proficient and advanced levels of student performance. A. The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State s academic content and student academic achievement standard are... Some reform strategies include: Class size Reduction- Funding to hire more teachers to reduce class sizes in the four core content areas. This will allow us to reduce class size and provide greater individualized interventions for students. Use of Technological Devices -To extend learning opportunities for students during and after school and to create an interactive classroom that allows teachers to readily assess mastery of skills. Common Planning and Pacing- Adhere to the Instructional Calendars to ensure that all students are being taught the AKS in an effective and timely manner. Peer Collaboration- Collaborative Planning - to incorporate differentiated instruction strategies to support the various ways that students can demonstrate an understanding of content. Relevant Professional Development - Use Instructional Coaches to provide additional support to teachers on implementing effective instructional strategies via professional development and/or modeling lessons. Extended Learning Time Credit recovery, Gateway Test, GHSWT, summer school is offered for promotion purposes by the county with the use of Title I funds, if data shows that this is a need. Parent Involvement- PISC supplies and resources to provide training for parents so they may better support their children academically. 2(b). Are based upon effective means of raising student achievement. Relevant Profesional Learning Group Task Behaviors and Roles." ENC Online: Excerpts from Guidelines for Effective Teamwork. The Eisenhower National Clearinghouse for Mathematics and Science Education. 08 Jul < Common Planning and Pacing Organize the instructional schedule to include sustained time for team collaboration (Mclaughlin & Talbert, 1993, Kassissieh & Barton, 2009; Prager, 1992). All teachers at each grade level should have one common planning time a week. Page 14 of 33

15 Peer Collaboration Principles for Effective Teamwork." ENC Online: Excerpts from Guidelines for Effective Teamwork. The Eisenhower National Clearinghouse for Mathematics and Science Education. 08 Jul < Use of Technological Devices Integration of technology into instruction (Cook, Sawyer, & Lee, 2013). The integration of technology into traditional classroom instruction presents an array of problems for teachers. Too often teachers perceptions of technology tend to be negative for a variety of reasons: lack of time to explore and learn, lack of access, lack of scaffolding and support, and inadequate technological knowledge to name but a few (Hutchison, 2012). Compounding teachers perceptions is the lack of quality and ongoing professional development designed to assist teachers in making the move to technology integration. In an effort to make technology use easier for teachers and more engaging for students, the local school will provide job embedded and curriculum related professional development using technology in a hands-on way. Cook, M., Sawyer, D. & Lee, S. (2013). Integrating Technology into Classroom Instruction: A Teacher Model Made Easy. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp ). Chesapeake, VA: AACE. Retrieved August 28, 2013 from Classroom Reduction Krueger, A.B., Whitmore, D.M., "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," Health and Education Research Operative Services, Inc., "Project STAR Overview," Parent Involvement: Clark, R.M. (1990). Why Disadvantaged Children Succeed. Public Welfare (Spring): Extended Learning Time- WestEd, Extended Time for Student Learning and Teacher Collaboration, School Turnaround Center, n.d. Available: schoolturnaroundcenter/docs/extended-complete-tab.pdf 2(c). Use effective instructional methods that increase the quality and amount of learning time. We will increase the amount and quality of learning time by (before/after school, summer school, Saturday school, block scheduling) Summer School Saturday School After School programs Flexible Learning Program (FLP) 7-period day Schedule Page 15 of 33

16 Use Quality-Plus Teaching Strategies to teach the AKS and CCGPS. The Quality-Plus Teaching Strategies are researched-based, proven and effective instructional strategies that include the following: assessment, collaboration, modeling and practice, vocabulary, nonverbal representations, summarizing, literacy, background Knowledge, questioning, technology, student goal-setting, problem-solving, and comparison and contrast. Use computer based instruction as effective tools to extend learning opportunities for students (i.e. BrainPop, Write to Learn, and Study Island). Increase the amount of available technology (i.e. laptop carts) to extend learning opportunities for students during and after school. Extend the Summer School offered for promotion purposes by the county with the use of Title I funds, if data show that this is a need. Implement Flexible Learning Programs (FLP) for eligible students who attend a Focus School. Incorporate techniques from Writing as a Method and Model of Thinking to increase critical thinking skills in students. Incorporate Differentiated Instruction strategies to support the various ways that students can demonstrate an understanding of content. 2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). The PISC will offer training and support to the parents of the SWD, English Language Learners, 9Rs (off-track 9 th graders who have not earned enough credits to become a sophomore) to offer them additional support and training. Meetings and workshops will be held throughout the year to improve student achievement, attendance, and the graduation rate. We will have meetings with the parents of the 9RS, SWD and English Language Learners once a month. Develop and Implement modification plans for effective instructional strategies to use with limited English proficiency students, as well as Test Participation Plans that list appropriate testing accommodations for these students to promote success on local and standardized assessments. Develop and implement Individualized Education Plans (IEP) for Special Education students to ensure that effective instructional strategies are implemented and appropriate testing accommodations are provided based on the students' needs. Improve the academic focus and teaching strategies employed in Math Strategies classes as instructional support to students who are not proficient in Math. 2(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 finding for Georgia. Berkmar High School will not use Title I funds for any field trips. Page 16 of 33

17 *3. Instruction by highly qualified professional staff. The administrators, teachers, and support staff at Berkmar High School are all certified by the Georgia Professional Standards Commission. Currently, not all of our teachers are considered highly qualified according to Title II, Part A Improving Teacher Quality of the No Child Left Behind Act (NCLB). Berkmar High School will be working toward assisting those teachers in meeting the requirements to become highly qualified. Letters will be sent home to parents of any students receiving instruction from a teacher who is considered non-highly qualified for 20 days or more. The faculty and staff for will consist of the following: 12 Administrators 175 Teachers 3 Instructional Coaches/Content Area Specialists 6 Counselors 1 Media Specialist 1 Parent Instructional Support Coordinator 2 Speech & Language Pathologists 13 Paraprofessionals 1 Stellar Substitute 1 Local School Technology Coordinator 1 Technology Support Technician 14 Clerical Staff 18 Food Service Staff 19 Custodians Of the certified staff at Berkmar High School, 28% hold bachelor s degrees, 47% hold master s degrees, 24% hold specialist degrees, and 1% hold doctoral degrees. The average number of years of experience for certified teachers is The average number of years of experience for support staff is 13.22, and the average number of years of experience for administrators is *3(a). Strategies to attract highly qualified teachers to high-needs schools. We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia (use HiQ report and school staff roster and describe how certification deficiencies are being addressed) Berkmar High School recruits highly qualified teachers via the system level recruitment efforts provided by the department of Human Resources, recommendations from practicing teachers, student teaching invitations, and the GCPS website. Once hired, new teachers: attend a 3-day local new teacher orientation, attend a 1-day county level orientation, participate in a year-long mentor/mentee program, participate in professional learning opportunities, participate in instructional collaboration meeting, and meet monthly with the administrator over new teachers to discuss and address issues that directly impact them. Teachers, who are not highly qualified, work closely with their department chair, department administrator, principal s secretary, and county level designees, and the Georgia Professional Standards Commission to remedy deficient areas in order to become highly qualified. Page 17 of 33

18 *4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. A. We have included teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example: Language Arts To improve writing and thinking skills, all subject area teachers and paraprofessionals will participate in a workshop geared toward using writing as a method and model of thinking to increase students critical thinking abilities. To increase literacy skills, the Intervention Teacher will model vocabulary and comprehension strategies that can be utilized by teachers of all content areas to further develop students literacy skills during curriculum meetings and subject area collaborative planning sessions. Sophomore Language Arts teachers will engage in collaborative planning with Biology, Chemistry, and World History teachers to help prepare first-time test takers for the HS Gateway Test. Lastly, if funding becomes available, we will hire a writing support teacher to help increase students passing rates on the HS Gateway Tests and to support teachers with employing effective Gateway strategies within and across subject areas. Paraprofessionals are supervised and trained by highly qualified teachers. Math Math I and Math II teachers will receive release time to participate in professional learning opportunities that will be structured to improve pacing, content alignment, and support classes for students with the greatest deficiencies in math. All math teachers will participate in a workshop geared toward using writing as a method and model of thinking to increase students critical thinking abilities. Science As a follow up to our Writing as Critical Thinking workshop, some of our science teachers benefitted from direct, one-on-one feedback from the consultant who led the workshop, in a follow up visit to monitor the successful implementation of his strategies. Biology and Chemistry teachers will work and will plan collaboratively with Sophomore Language Arts teachers to help prepare first time test takers for the HS Gateway Test. Social Studies As a follow up to our Writing as Critical Thinking workshop, some of our social studies teachers benefitted from direct, one-on-one feedback from the consultant who led the workshop, in a follow up visit to monitor the successful implementation of his strategies. Along with Biology and Chemistry teachers, World History teachers will work and will plan collaboratively with Sophomore Language Arts teacher to prepare first-time test takers for the HS Gateway Test The PISC will participate in local, district, and/or state level professional development to better assist parents with skills and strategies to assist their students academically. B. We have aligned professional development with the state s academic content and student academic achievement standards by designing staff development opportunities that will allow teachers to better support students in their ability to demonstrate mastery as measured by content area assessments of the Common Core Georgia Performance Standards CCGPSS. Page 18 of 33

19 C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, money has been properly allocated: to allow release time for Math I and Math II teachers to participate in 5-7 separate professional learning sessions with a math specialist, to allow a consultant to lead a workshop aimed at helping all teachers use writing as a method and model of developing critical thinking skills in students, and to allow a writing instructional coach to work directly with targeted groups of students and teachers in an effort to decrease the number of students who do not pass the HS Gateway Test in Science and Social Studies, the first time. Time has been made available for targeted students to receive writing support, during the school day, in preparation for the upcoming HS Gateway Test. D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: Prior to administering all standardized tests, teachers who are involved as examiners receive training from the local school testing coordinator about the administration details for particular tests. Teachers, across subject areas, have been previously trained in the use of Common Formative Assessments (CFA) cycle at the local school. The CFA cycle involves creating power standards (i.e. things students must know and be able to do), creating CFAs (i.e. in collaborative groups by department), giving CFAs to students, determine issues revealed after administering the CFA, corrective action (i.e. teacher actions conferencing, redelivery, test corrections, etc. taken when a student fails to demonstrate mastery), and reassessing. New Berkmar teachers will also receive training on the use CFAs. The CFA cycle involves creating power standards (i.e. things students must know and be able to do), creating CFAs (i.e. in collaborative groups by department), giving CFAs to students, determine issues revealed after administering the CFA, corrective action (i.e. teacher actions conferencing, redelivery, test corrections, etc. taken when a student fails to demonstrate mastery), and reassessing. Page 19 of 33

20 *5. Strategies to increase parental involvement. In completing this section, you should review the parental involvement strategies already defined in your school s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered. A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy. Berkmar High School will schedule a Title I Planning Meeting and invite parents of all students, school staff, students, and community members to attend. Berkmar High School will continuously solicit the input of its parents and make efforts to engage migrant and homeless parents, as well as those with disabilities. This is accomplished through surveys informational meetings, individual meetings in the Parent Center, and from parent or counselor contacts. In addition, evaluation forms at the end of each workshop or meeting will be a way for parents to voice any concerns or requests. Parents are free to provide their names and phone numbers to the PISC or on the evaluations forms. The PISC will then contact them with further information about their concerns or requests. All parent comments/suggestions about the Title I Schoolwide Plan are attached to the Plan and forwarded to the Title I Office. B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community. During the Title I Annual Planning Meeting, Berkmar High School parents will assist in planning, developing, and approving the school s Title I Schoolwide Program Plan and Budget, as well as parent involvement documents - School-Parent Compact, and Title I Parent Involvement Policy. Parents will continually be invited to participate in the Title I, Local School Council meetings, and other planning processes of the school. C. We will conduct an annual meeting, at a convenient time, to inform parents about the school s Title I program, the nature of the Title I program, the parents requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend. Parents will be invited to the Title I Annual Parent Meeting through solicitations at Curriculum Night, Title I Parent Meetings, flyers, formal invitations, telephone dial out system, marquee, the school s website, and/or report cards. The Title I Annual Meeting will be held at Berkmar High School on September 26, 2013 at 4:30 PM and February 20, 2013 for the parents of all students. This Annual meeting will be facilitated by the Principal of the school and the Assistant Principal assigned to Title 1. D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement. Berkmar High School will hold two Title I Annual Meetings on different days and at different times and have several workshops for parents which will be outlined in the school s Parent Involvement Calendar of Events. Page 20 of 33

21 E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible. Timely information about the Title I programs, such as, Flexible Learning Program and Credit Recovery will be disseminated through flyers, formal invitations, , automated phone call out, marquee and the school s website. Description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet include: the GCPS Academic Knowledge and Skills (AKS), Gwinnett County Public Schools curriculum, and Common Core Georgia Performance Standards (CCGPS). Students are issued a student handbook, which gives and overview of the curriculum, state and local assessments, and promotion/graduation requirements. State and district assessments administered to students include: End-of-Couse Tests (EOCT), Georgia High School Writing Test, and GCPS Interims. Some students may be required to take the Georgia Alternate Assessment (GAA) or the Georgia High School Graduation Test (GHSGT). Parents may access the detailed AKS booklets and find additional information about the school s curriculum and assessment by visiting the GCPS website, contacting the Parent Instructional Support Coordinator (PISC), at , or by scheduling an appointment with one of the school s counselors. Berkmar faculty and staff are committed to the highest quality academic achievement for all students. Opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible. The Parent Center will make parents aware of other opportunities for parent to offer suggestions and participate in decision making by inviting all parents to be part of the Title I Planning Meeting, Parent Advisory Council (PAC), Title I meetings, Open House, Local School Council, Student Support Team, and Individual Education Program meetings, Parent-Teacher-Student Associations, and parent conferences. Parents may contact teachers and administrators to schedule conferences at any time during the year. Berkmar High School staff will make it a point to respond to all calls and correspondence within a timely manner. Page 21 of 33

22 F. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state s high standards. Berkmar High School has developed and annually revises a School-Parent Compact along with parents, student volunteers, and members of the community, and school administration and faculty. All parents and students are invited each year by the school principal to attend the Title I Planning Meeting to provide input in revising the Compact. This School-Parent Compact sets the expectations of each of the parties regarding the responsibilities for the education of student. The compact will be sent home to all families with the students and will be posted on the school s website and in the Parent Center. The Compact will be signed and dated by the teacher, student, and parent(s). The School-Parent Compact will be revisited with parents during conferences and other Title I meetings. G. We will provide assistance to parents of participating children, as appropriate, in understanding the state s academic content standards, the state s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child s progress, and how to work with educators. The key method Berkmar High School will use to provide assistance to parents in understanding the State s academic content standards and assessments is through informational meetings and workshops covering the following topics: AKS during curriculum nights and grade level academic nights, assisting parents in understanding Benchmarks, End of Course Tests (EOCT), Georgia High School Graduation Test (GHSGT), Advanced Placement Exams (AP), monitoring their child s progress, partnering with the teacher to improve their child s achievement, Advanced Placement and information about transitions to high school and post-secondary education. Parents will also have access to information through individual meetings with the PISC, school counselors, or administrators. The PISC will also provide strategies to help enhance parents interactions with educators to strengthen the parent-teacher-student relationship and increase student achievement. Due to our Focus School Status, parent meetings are conducted about our Flexible Learning Program. When possible, meetings will be recorded on video which can be checked out from the Parent Center. Parents also have access to the Parent Portal which can be found on the district s website, The Parent Portal is a way parents can view their child s grades immediately after his/her teacher enters them in the grade book. By viewing their children s grades, parents will be able to easily monitor their child s progress in each class. Page 22 of 33