Title I Schoolwide/School Improvement Plan Revision HOWARD HIGH SCHOOL

Transcription

1 Revision HOWARD HIGH SCHOOL Dr. Shannon Norfleet Principal Date of Revision June 3, 2014; Revised August 14, 2014 *Annual Revision Sign-In: NAME ROLE/POSITION SIGNATURE Dr. Shannon Norfleet Principal Stacey Bennett Suzanne Spaid Jarvis Morgan Angy Madray Jamie Akin Melinda Powell Amy Brand Dinah Redding John Sweat Fulvia Hulette Lisa Mayfield Lori Tucker Flynn Partain Assistant Principal Performance Learning Coach/Title I Coordinator CTAE Teacher Counselor Science Department Co-Chair ELA Department Chair Math Department Chair Social Studies Representative Fine Arts Department Chair World Languages Department Chair School Council/PTSO representative School Council Parent Representative Booster Club President *All parents must be provided the opportunity to participate in revising the School Improvement Plan, School- Parent Compact, and School Parental Involvement Policy. An invite, agenda, and sign-in sheet will be needed as documentation.

2 School Name: Howard High School School Mailing Address: 6400 Forsyth Rd. Macon, GA LEA Name: Bibb County LEA Title One Director/Coordinator Name: Lori Rodgers LEA Title One Director/Coordinator Signature: Date: LEA Title One Director/Coordinator Mailing Address: 484 Mulberry St. Macon, GA Address: Telephone: Fax: May 2012 Page 2 of 21

3 Notes: Georgia Department of Education SWP/SIP 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 asterisk (*) denotes 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. May 2012 Page 3 of 21

4 Planning Committee Members: NAME Shannon Norfleet Principal POSITION/ROLE Stacey Bennett Suzanne Spaid Angy Madray Jamie Akin Melinda Powell Amy Brand Dinah Redding John Sweat Fulvia Hulette Morgan Jarvis Lisa Mayfield Lori Tucker Assistant Principal Performance Learning Coach Counselor Science Department Co-Chair ELA Department Chair Math Department Chair Social Studies Department Chair Fine Arts Department Chair World Languages Department Chair CTAE Department Chair School Council/PTSO representative School Council Parent Representative May 2012 Page 4 of 21

5 SIP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. RtI Tier 1-Standards-Based Classroom Learning that implements GPS/CCGPS and Universal Screening to target groups in need of specific instructional and/or behavioral support We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement plan. The persons involved were the Administrative Team and the Leadership Team, comprised of Department Chairs and the Performance Learning Coach. Members of these teams were participants at the Georgia Department of Education Summer Leadership Academy at Callaway Gardens during the summer of 2011 where they were trained on the School Improvement Process which included analyzing of data, analysis of root causes, prioritizing needs in order to develop, implement and monitor our School Improvement Plan. Members of these teams and additional faculty members also attended AVID training and Common Core Pre-AP training in association with the National Math Science Initiative. The Parent Advisory Council also contributed to the SIP. A. The team used the following instruments, procedures, or processes to obtain this information... Collected and analyzed data from EOCT s, CCRPI, GHSGT, GHSWT, and TKES evaluations Established SMART Proficiency Targets Identified actions, strategies and interventions Determined artifacts and evidence B. Howard High School has no migrant students, but if any migrant students enrolled, the counselors or the Performance Learning Coach would contact the Central Office Title I office for support. Howard High is served by an itinerant ESOL teacher who would work with any migrant students if they speak English as a Second Language. Howard High can access interpreters for most language groups in Bibb County. C. We have reviewed current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, 16% of our 9 th graders were retained which could impact our graduation rate and the CCRPI score. Although we reduced the 9 th grade failure rate from 49% in 2011 to 38% in 2012 and 16% in 2014, our goal in this area is to decrease this to a 13% failure rate. The greatest impact would be to continue early intervention beginning in 9 th grade, especially the Coordinate Algebra failure rate. This will establish a firmer foundation which will allow for a more successful high school career. After analyzing current data, it is evident that mathematics is the subject in which students need the most assistance.. D. We have based our plan on information about all students in the school using multiple sources of formative and summative data including RtI Tier 1 Universal Screening May 2012 Page 5 of 21

6 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. RtI Tier 1-Standards-Based Classroom Learning that implements GPS/CCGPS and Universal Screening to target groups in need of specific instructional and/or behavioral support Data to compare student performance to their same age and grade level peers nationally and identified students and groups of students who are not yet achieving to the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including Economically disadvantaged students showed a significant gap compared with non- ED s across all subjects tested by the EOCT s. Black non-hispanic students have a more significant gap than either Hispanic students or Asian students when compared with white students. Students from major racial and ethnic groups show the same gaps as ED students. Students with disabilities have the greatest gap compared with non-swd even greater than the Race/Ethnicity or Economically Disadvantaged gap. E. The data multiple sources of formative and summative data including RtI Tier 1 Universal Screening Data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were high standardized test scores in English Language Arts, US history and Economics, a safe and orderly school, a highly qualified staff, a diverse student population, a strong Advanced Placement program, a vibrant Fine Arts Program and a strong athletic program. Howard High increased the number of students who made a 3 or higher on the AP exams in math, science and English. The major areas of need we discovered were student retentions, the number of unexcused student absences and tardies to school, low Lexile scores,a clear process to track students who leave HHS, and academic achievement in our Black, Economically Disadvantaged, and Students with Disabilities subgroups. The needs we will address are school climate and student motivation, writing in all content areas, academic achievement for all students with the priority focus on decreasing the achievement gap of black and economically disadvantaged subpopulations as evidenced by EOCT grades, The specific academic needs of those students that are to be addressed in the schoolwide program plan will be the core academic subjects, including Modern Language, tested by EOCT s and GLO s for blacks and economically disadvantaged especially at the 9 th and 10 th grades. CTAE and Fine Arts program completers will be monitored as these subjects affect the academic areas. F. The measurable goals/benchmarks we have established to address the needs were to decrease the retention rate of 1 st time 9 th graders from 16% to 13% and the goal would have been to increase % of students passing the EOCT as follows: 9 th grade lit from 88% -90% American lit from 92% - 93% Coordinate Algebra from 27% - 35% Analytic Geometry 39% - 45% May 2012 Page 6 of 21

7 *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. RtI Tier 1-Standards-Based Classroom Learning that implements GPS/CCGPS and Universal Screening to target groups in need of specific instructional and/or behavioral support Biology from 61% - 75% (dropped from 70%) Physical Science baseline year US History from 73% - 75% Economics from 85% - 87% GHSWT 94.7% - 96% Lexile scores 34.6% - 40% With the implementation of the new Milestone tests new baseline data will be used to set goals for *2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. -RtI Tier 1-Standards-Based Classroom Learning including RtI Tier 2-Research-based interventions provided based on individual student needs and resources available with progress monitoring to measure student response. Standards-based classrooms monitored through the state Teacher Keys Effectiveness System ( TKES) - WICOR (Writing to Learn, Inquiry, Collaboration, Organization & Reading to Learn) - Strategies for Teaching Content Literacy - FIP - Cornell Note Taking - Pre- AP strategies - Edgenuity Credit Recovery & Repair -Read180 - Inside Algebra 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. 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, is the continuous improvement of the RtI program, before and after school tutoring, maintaining a Credit Recovery and Credit Repair program, expanding the use of Edgenuity for Grade Repair, continuing an Attendance Recovery program, continuing the AVID program, implementing Formative Instructional Practices and writing in all content areas. 2(b). Are based upon effective means of raising student achievement. May 2012 Page 7 of 21

8 Students who have been identified as at risk in the English Language Arts will be provided best practices in instruction including development of academic vocabulary and comprehension strategies. Students who show a deficiency in reading will be provided remediation through an REP reading class. Howard High will continue to use Read 180 to improve reading. Math students who meet the requirements to be placed in math support will receive math instruction from one math teacher and have math support from a different math teacher. Inside Algebra will be implemented in Coordinate Algebra support classes. Tutorials will be an integral part of the AVID program. 2(c). Use effective instructional methods that increase the quality and amount of learning time. We have increased the amount and quality of learning time by changing the high school schedule from a 4X4 block to a 7 period day, thereby, increasing the class time by 15 hours for each class. Students will receive additional learning time in math support classes, an REP reading class and AVID class. Howard High will continue to offer before/after school tutoring. 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). To address our retention rate, we will continue to have students develop a four year plan of study and implement individual goal setting. In addition, we will continue the Teachers as Advisors Program. This will ensure that students have one caring adult in their lives each year of their high school career. We will assess this program by monitoring our attendance data, the test scores of the SWD, our promotion rate at each grade and our graduation rate. *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. Howard High School does not use Title I funds for any educational field trips. May 2012 Page 8 of 21

9 *3. Instruction by highly qualified professional staff. The Howard High School faculty consists of highly qualified teachers ranging from beginning teachers to veteran teachers with advanced degrees. On-going professional learning opportunities will be provided throughout the year for the faculty to further develop instructional knowledge and skills. Howard High School will provide high-quality instruction based on the Georgia Performance Standards (GPS) and Common Core GPS in a supportive and effective learning environment by a highly qualified staff that enables students to meet the state s student academic achievement standards as follows: Highly qualified teachers and paraprofessionals will utilize research-based instructional strategies. The Performance Learning Coach will provide training to teachers that will strengthen the staff s ability to educate students. All students will be exposed to a supportive and effective learning environment through the regular classroom, computer labs, credit recovery and tutoring programs. All teachers will provide their tutoring schedule on their web page and the entire tutoring schedule will be available on the school website. Parents and students will be encouraged to seek tutoring from any staff member, not just their particular classroom teacher. Faculty will review individual student deficiencies as well as develop strategies to address the students needs during departmental meetings, collaborative planning time, meetings with the Performance Learning Coach, and district content level coordinators. Data obtained through class assessments and standardized testing will assist teachers in helping students meet Common Core GPS and Georgia Performance Standards. Performance Matters will be implemented to allow easy access to data. The use of the Teacher Keys Evaluation System will be used to continue the professional development of the highly qualified staff. There are three major components in the TKES. 1. Teachers will be assessed through the Teacher Assessment on Performance Standards (TAPS). Observations including walkthroughs and documentation of teacher's practice will inform multiple formative assessments and one summative assessment each year. 2. Teachers will be responsible for student growth percentile measures (SGP's) based on the EOCT which are indicators of teacher effectiveness. They will also be responsible for student learning objective measures (SLO's) based on district-determined, GaDOE approved, student growth goals in subjects that are not assessed using state assessments. 3. Student surveys will be administered annually to gather perception data regarding teacher practice. 4. May 2012 Page 9 of 21

10 *3(a). Strategies to attract highly qualified teachers to high-needs schools. A. Howard High will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. HHS has implemented Teacher of the Month to recognize exemplary teachers, and all staff have the potential to receive a Starfish Award, a token recognition for random acts of kindness or best practices. HHS teachers have the opportunity to attend conferences in their content area to expand their content knowledge. The HHS Sunshine Committee plans recognitions for faculty to build morale, and the PTSO recognizes HHS teachers with small mementos and meals on special occasions. Senior are provided the opportunity to each recognize one teacher who has positively impacted their lives with a Silver Paw Award. *4. Professional development for staff to enable all children in the school A. Howard High includes teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, and other staff in our staff development that addresses the root causes of our identified needs. Professional Development to address the achievement gap between race/ethnicity groups, the Economically Disadvantaged group and the SWD group with the remainder of the student body are being addressed by adding a Reading Remediation class, improving the math support classes, adding the AVID program and providing professional development to all staff to increase student achievement. The FIP modules will be completed this year and PD on student behavior science will be provided as part of our focus on school climate. In addition, specific professional development will be offered to staff new to Howard High to ensure that they have the same level of understanding of best practices for a standards based classroom as returning staff. B. We have aligned professional development with the State s academic content and student academic achievement standards. Professional development will be offered on FIP modules, research based instructional strategies, student behavior science, Lexile measure, Webb s Depth of Knowledge, literacy across the curriculum (particularly for science, social studies and CTAE teachers implementing the CCGPS), data disaggregation,, Differentiated Instruction, TKES, AVID strategies, Pre-AP strategies, RtI, and reading & writing strategies. C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. Our Title I budget is paying for the Performance Learning Coach who will conduct Professional Development with all staff on a bi-weekly basis. Title II monies have been requested to provide sufficient funds to send members of the staff to the SSTAGE conference, send teachers to professional development opportunities as they present themselves at the local RESA s, for new AP teachers to attend APSI workshops, Pre-AP teachers to attend Laying the Foundation training, and teachers to attend conferences in their content areas, May 2012 Page 10 of 21

11 *4. Professional development for staff to enable all children in the school D. Teachers will receive professional development regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students by providing training on Performance Matters. In addition, training on the use of benchmark data to differentiate instruction will be continued. *5. Strategies to increase parental involvement. A. We begin each school year with a Title I Parent Meeting that is completed by the first week of October. At this meeting, the Title I Plan and federal requirements are explained to parents. Parents input is solicited through the use of surveys. We also have a Family Engagement Facilitator who encourages parents to volunteer for our Parent Committee. The Parent Committee is responsible for developing the Title I compact and Parent Involvement Policies. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by encouraging parents to participate by using or attending the following:: Curriculum Night School web site Parent Portal Parent group (POP) sent twice a week School Messenger School Council Active PTSO Athletic and Band Booster Clubs B. We have developed a parent involvement policy that includes strategies to increase parental involvement describes how the school will provide individual student academic assessment results, including a interpretation of those results makes the comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters) develops the school compacts included with policy Parent Involvement checklist Research indicates that when parents receive frequent and useful communication from the school, their involvement and support increases, their overall assessment of educators improves, and their attitudes toward the school are more positive. Research further validates that parent involvement and support is essential to a student s success. Parent resources offered: Beginning of the year Open House Syllabi for all classes are sent home for parent signatures Curriculum Night Financial Aid Workshop May 2012 Page 11 of 21

12 College Information Night School web site Parent group (POP) sent twice a week School Messenger Parent Portal School Council Active PTSO Athletic and Band Booster Clubs We encourage parent, student and counselor conferences as outlined in the Bridge Legislation to discuss academic plans and assessment results. The Neglected and Delinquent Residential Facilities in the district are included in the parental involvement correspondence and activities. Howard High School will specifically involve parents in the following manner with the assistance of the Family Engagement Facilitator as indicated in the school parent involvement compact: 1. Hold parent-teacher conferences during which the parent involvement compact will be discussed as it relates to individual student s achievement. This compact was explained and input solicited at a Title I Parent Meeting in the Spring and will be signed by parents. The school will review the parent involvement compact with staff and parents. 2. Provide parents with frequent reports on their children s progress. Parents will have access to Parent Portal, a web-based grade monitoring system. Through this system, students schedules, attendance and progress can be monitored on a daily basis. Weekly assignments are also posted on this system. Progress reports will be distributed for all students midway through each 9-week term. Each four and half week grading period, paper report cards or progress reports will be sent home with the students, allowing parents without internet access the ability to monitor their student s progress. Dates of the report card distribution will be made available to parents through the POP, School Messenger, and Howard website Regular communication will be maintained through letters written to parents, through phone calls, or s. All parent contacts will be logged in each individual student s Contact Log in Infinite Campus, the Student Information System. 3. Provide parents reasonable access to staff. Teachers will be available before school, after school, and during planning times throughout the school year for conferences. Teachers will available by phone, or written communication. May 2012 Page 12 of 21

13 4. Provide parents opportunities to volunteer and participate in their child s class and to observe classroom activities, as follows: The Family Engagement Facilitator will coordinate volunteer opportunities within the school. 5. Provide parents timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section of the Title I Final Regulations (67 Fed. Reg , December 2, 2002). 6. Provide parents notice of their right to request the following information about the professional qualifications of their child s teacher(s): Certification College major/graduate certification or degree held by the teacher Qualifications of the paraprofessional, if paraprofessional services are provided 7. Administer an interest based needs/skills survey to parents. Parents will respond to topics in a survey pertinent to their child s academic needs as well as requested parenting skills to determine the workshops that will be scheduled for the upcoming school year. *6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. The high school counselors assist students transition from middle school to high through a Smooth Move Program which allows 8th grade students to visit the high school for a tour and meet high school teachers followed by a Rising 9 th grade Parent Orientation. In addition, the counselors visit the middle school to provide guidance to 8th grade students as they select courses for the next year. All students new to the high school are provided with a High School Planning Guide which includes a course directory, graduation requirements, and useful information about high school programs. *7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. The Leadership Team (LT) comprised of the academic department chairs, the PEC chair, the Performance Learning Coach, counselors, and administrators function as a decision making team. The LT will make decisions about the Teacher as Advisement Program, and other issues as they arise throughout the school year. Howard High School s teachers are involved in disaggregating and analyzing data on formative and summative assessments. Data is collected May 2012 Page 13 of 21

14 and analyzed during common planning time and departmental meetings throughout the school year. As a result of disaggregating and analyzing data, the teachers discuss strategies to meet the individual needs of their students. They develop aligned assessments and utilize rubrics to monitor students academic progress and mastery of standards. Teachers are involved in utilizing and analyzing assessments which drive their instruction. Teachers monitor data by reviewing results of students assessments to determine if instruction is aligning to the mastery of the Common Core GPS and Georgia Performance Standards. Teachers work with the administration and Performance Learning Coach to analyze the data derived from the formative assessments and make academic decisions which drive instruction and professional learning. *8. Coordination and integration of Federal, State, and local services and programs. A. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the school-wide plan. Title I funds pay for the Performance Learning Coach and the Family Engagement Facilitator as well as the after school credit recovery program. GEAR-UP funds will be used to enhance academic opportunities for 9 th & 10 th grade students. 8(a). List of State and local educational agency programs and other federal programs that will be included. Howard High School combines Title I funds with other federal, state and local funding to more effectively achieve the goal of raising academic achievement through optimal learning opportunities for all students. The opportunities such as instructional materials, resources, additional personnel, professional learning, and parental involvement are provided to enhance and supplement the state mandated curriculum. A list of all programs and funding sources are outlined in the chart: Funding Sources Amount Targeted Audience Federal Funds State connection to SI plan by providing a narrative explanation of how funds will be used to support student achievement and/or school improvement in relation to the components of this plan. Title I Funds - These funds will be used to provide staff development, teacher support by the PLC, supplies for reading and math classes including books for the reading remediation class using Read 180. The funds will also help May 2012 Page 14 of 21

15 State Funds Local Professional Learning Funds Grants (list) PTSO Partners in Education Other (list) boost parental involvement which helps to improve student achievement by funding the FEF position. Title V - When these funds are received by the school, they are used to purchase books and equipment for the media center to enhance student instruction. Per Pupil funds are used to purchase instructional material and equipment for each department in the school. These funds, when allocated to the school, are used to provide staff development on different teaching strategies and other subjects that will assist teachers in the quest for improving student achievement. These funds are used to subsidize teacher expenses for attending workshops. GEAR-UP - funds will be used to enhance academic opportunities for 9 th & 10 th grade students. Funds support programs for the school community. Communities in Schools provides a part-time CTI Site Coordinator to work with the GEAR UP/ AVID students. Business partners support the instructional program by providing services. They also support the Parental Involvement program by providing incentives and meals. N/A 8(b). Description of how resources from Title I and other sources will be used. Title I resources will provide the Performance Learning Coach, Family Engagement Facilitator and pay for a teacher to monitor the after school E2020 program. Title I funds will be used to purchase books for the Read180 program, books to assist the Economics, Physical Science, and ELA teachers increase test scores. 8(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of May 2012 Page 15 of 21

16 The Career, Technical and Agricultural Education (CTAE) Department will contribute to student achievement through integration of academics in the CTAE curriculum. Research indicates that students retain knowledge at a higher rate if they learn in the context of how they will use the information (contextual learning). Student projects in CTAE classes will incorporate math and reading skills through the use of KeyTrain software. Howard High strongly supports the Career Tech Student Organizations as research has proven that students who are involved in school activities remain in school through Graduation. *9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: A. RtI Tier 2-Research-based interventions provided based on student needs and resources available with progress monitoring to measure student response, and/or RtI Tier 3-SST- Driven Learning targeted interventions provided and tailored to individual student need with more frequent progress monitoring and analysis of student response to intervention. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Howard High School will continue Individual Learning Time (ILT) during which students will be assigned to small remediation groups based on their academic needs as determined by their classroom performance and achievement on assessment measures. 9(a). Measures to ensure that student weaknesses are identified on a timely basis. A. Through a process of testing, diagnosis, prescription and assessment, teachers identify which students are in need of assistance and the appropriate strategies for intervention. Because of its standards-based approach, all students are placed in the (RTI) program at the appropriate tier. Strategies and processes used to assist students with academic difficulties are monitored through weekly teacher meetings, monthly department meetings, progress monitoring, teacher observations, focus walks, and parent conferences. 9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses Professional learning opportunities aligned to specific deficiencies will be provided to all staff at Howard High School. Disaggregating data at the district and school levels will be used to identify specific academic weaknesses, drive curriculum decisions, and direct decisions regarding the types of high quality, sustained professional development offered to the school s staff. May 2012 Page 16 of 21

17 Howard High School recognizes that on-going professional development is imperative for teachers to be equipped with the knowledge and skills in order to reach all levels of learners. The professional development workshops at the school and system levels will be conducted to enhance teachers expertise and classroom effectiveness and management skills. The following professional development will be conducted during the school year: Formative Instructional Practices Behavior science workshop Research-Based Instructional Strategies Response to Intervention Webb s Depth of Knowledge Standards Based Classroom as needed Math Strategies Pre-AP training AVID Strategies Performance Matter training AP Institutes/workshops/Mock Exam training 9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community. Our 4 year advisement program will ensure that students have an adult who will progress monitor each student s grades, attendance, course choices, and student questions and concerns. Advisors will keep parents informed about their child s progress. Our methods of communication will be through the use of the POP, and School Messenger. Howard High School will utilize 2 full-time counselors to provide support to all learners in all grade levels. Individual counseling conferences are held in all grade levels. Students are assigned to counselors by grade level. Counselors provide counseling activities geared toward career counseling, making college count, making sound academic choices, and interpersonal relationships. The Teachers as Advisors (TAA) Program ensures that all students complete an accelerated program of study with an academic and career technical pathways focus. The CTAE department will collaborate to ensure that all students have a GACollege411 account and are using that account to revise their four year plans, select a Career Pathway of interest and access information about post-secondary education and potential scholarships. TAA will meet during 5 th block classes. In addition to seeing students individually and in classroom guidance, the counselor introduces skills and information in small group settings. Components of the counseling program aid students in Learning to Live (Personal/Social Development), Learning to Learn (Educational Development) and Learning to Work (Career Development). Through these domains, activities and opportunities are created to meet the needs of all students. May 2012 Page 17 of 21

18 Responsive Services are provided to meet the immediate needs and concerns of students and parents. Regular collaboration with parents, teachers and community resources addresses students learning issues to support classroom achievement. The Family Engagement Facilitator notifies parents when students have excessive absences. The School Messenger program contacts parents in the evenings to notify parents of absences throughout the school day. Parent-teacher meetings are scheduled at either parent or teacher request. Problem solving is facilitated and the effectiveness of interventions is monitored to increase student achievement. Excessive absenteeism and tardiness are also monitored to reduce the negative impact these factors have on academic performance. The Neglected and Delinquent Residential Facilities in the district are included in the parental involvement correspondence and activities. 10. Description of how individual student assessment results and interpretation will be provided to parents. Research indicates that when parents receive frequent and useful communication from the school, their involvement and support increases, their overall assessment of educators improves, and their attitudes toward the school is more positive. Research further validates that parent involvement and support is essential to a student s success. The school will conduct parent informational meetings, host curriculum nights, and provide parents with materials and workshops aligned to the curriculum. Parent resources offered at HHS: Beginning of the year Open House Syllabus provided for each class to be signed by the parent Curriculum Night Financial Aid workshop College Information Night School web site Parent group (POP) sent twice a week School Messenger School Council Parent Portal Active PTSO Howard High School will specifically involve parents in the following manner with the assistance of the Family Engagement Facilitator as indicated in the Parent School Compact. The state assessments are the End-of-Course Test (EOCT) in eight academic courses and the Georgia High School Writing Test (GHSWT). GHSWT, and EOCT scores are shared with stakeholders through the following methods: May 2012 Page 18 of 21

19 Parent Conferences PTSO Meeting/Test Talks Meetings Individual reports are provided to students and interpreted by teacher Progress Reports which are sent every four and half weeks and Report Cards which are sent on the nine week intervals. School Report Card (DOE) School Council Leadership Team (department chairs organizational effectiveness) Media Reports School Website AYP Reports School Messenger messaging program POP (Promoting our pupils) bi-weekly reports to parents Individual student assessment results will be provided to parents through the Parent Portal which allows parents to track their student s progress in real time. Parents will be informed through School Messenger when test results are being sent home, so they can expect the results and discuss them with their student. In addition, parents will be informed how to interpret test results at the appropriate parent meeting(s). The counseling department and the Performance Learning Coach will be available to meet with parents to explain test results. 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Throughout the school year, test data are collected according to state guidelines by the system s Director of Assessments and Accountability. The Georgia State Department of Education disaggregates the data and provides the results by school to the system. The data is posted on the Department of Education s website and released to the media through the central office. The staff at Howard High School analyzes the data to determine the school s strengths and deficiencies to plan and guide instruction. In addition to report card data, results of PSAT, SAT, ACT and AP tests are also disaggregated. The data are further disaggregated in collaborative department meetings. Student test data are utilized to evaluate current instructional practices. 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. All assessment data is provided to the schools from the appropriate testing providers such as Pearson, AimsWeb, and the Georgia Online Assessment System. The State Longitudinal Data System also houses the state s testing and attendance data. May 2012 Page 19 of 21

20 13. Provisions for public reporting of disaggregated data. The school district Director of Assessment and Accountability in coordination with the Director of Public Relations provide press releases to inform the public of system test results. School test results are available on the GADOE website under CCRPI. Howard High School distributes its test results to parents and interested community members at its Annual Title I Parent meeting during which the principal informs the public about the academic achievement of the school. 14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. Plan is for a one-year period. 15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary). The entire staff of Howard High was given the opportunity to provide feedback through their department heads. In addition, parents on the School Council were provided the opportunity to provide input. The entire staff of Howard High School will be integrally involved in all aspects of implementation. The administration and leadership will be responsible for monitoring the implementation. 16. Plan available to the LEA, parents, and the public. The SIP will be submitted to the LEA. In addition, the school will utilize a wide variety of ways to communicate the plan to the stakeholders. The School Improvement Plan (SIP) will be available on the school s website, in the media center and in the administrative office. The availability of the plan will be communicated through the school s list serve POP (Parenting Our Pupils) 17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. * Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the parents of participating students in the school speak as their primary language. Interpreters and translators are available to the school by contacting the ESOL lead teacher. 18. Plan is subject to the school improvement provisions of Section This plan is subject to school improvement provisions of Section May 2012 Page 20 of 21

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