`School Name: Alcovy High School School Mailing Address: 14567 Highway 36 LEA Name: Newton County School System LEA Title One Director/Coordinator Name: Dr. Sheila Thomas LEA Title One Director/Coordinator Signature: Date: Sept. 2, 2014 LEA Title One Director/Coordinator Mailing Address: 2109 Newton Drive NE, Covington, GA 30014 Email Address: Thomas.sheila@newton.k12.ga.us Telephone: 770-787-1330 Fax: 770-784-2950 Created: April 26, 2011 Revised: September 10, 2012 Revised: September 10, 2013 Revised: September 2, 2014 May 2012 Page 1 of 44
Planning Committee Members: NAME Dr. Phil Davidson Ms. Jennifer Mason Anna Hebert Dr. Kelly Parker Dee Maxwell May Xiong Kristen Bagwell Kelly Byrd Karen Booth Anita Anderson Dr. Sandra Owens Dr. Veronica Lawrence Annette Rooks Alexandrea Boyington Chris Newsham Didi Davis Michelle Finley POSITION/ROLE AP for Curriculum and Instruction AP for Testing/10 grade academy Instructional Coach Lead Counselor Graduation Coach Media Specialist ELA Department Chair Math Department Chair Science Department Chair Title I Coordinator/Social Studies Dept. Chair Principal AP for Ninth grade academy Special Education Department Chair Fine Arts/ Foreign Language Department Chair CTAE Department Chair Health/PE Department Chair Data Specialist May 2012 Page 2 of 44
SWP Components *1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Response: A. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. The Title l School Improvement Team is comprised of diverse representatives from each program and department at the school. Those persons involved are Dr. Davidson (Assistant Principal), Mrs. Mason (Assistant Principal), Mrs. Anderson (Title I Coordinator & Social Studies Department Chair), Mrs. Booth (Science Department Chair), Mrs. Bagwell (English Language Arts Department Chair), Mrs. Byrd (Math Department Chair), Dr. Parker (Counselor), Ms. Maxwell (Graduation Coach), Ms. Hebert (Academic Coach), Mr. Newsham (CTAE Department Chair), Mrs. Boyington (Fine Arts/ Foreign Language Department Chair), Ms. Davis (Health/PE Department Chair), Ms. Finley (Data Specialist), Mrs. Xiong (Media Specialist), and Mrs. Rooks (Special Education Department Chair). During the 2013-2014 school year, the Title l School Improvement Team conducted a comprehensive needs assessment of the entire school in order to continually update and modify our School-wide Title l Program status. B. We have used the following instruments, procedures, or processes to obtain this information: o Brainstorming as a strategy for Needs Assessment o EOCT Results o GHSGWT Academic Data o Graduation Rate o Ninth Grade Retention Rate o Student Attendance o Discipline Infractions o CCRPI o Stakeholders Surveys (AHS Staff, Students, and Parents) o Dan Mulligan Feedback o Benchmarks and Common Assessments Additionally, the Title l School Improvement Team also accessed and reviewed a variety of other AHS and Newton County School District plans to gain insights into practices, programs, and initiatives currently underway to support the educational needs of high school students. These documents included the Technology Plan and the Newton County School District s Strategic Plan. Data reports on academic performance of AHS students on non-mandatory tests such as SAT and ACT were also reviewed and included within the CCRPI, which is addressed in this document. May 2012 Page 3 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. C. While Alcovy High School does not have any migratory students, these are the procedures we would follow should those students be in attendance: o Students would be referred to the school social worker, Mr. George Hutchinson, and the student services team at the county office. o All recommendations made by this team would be fully implemented by the counselors and teachers D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, we analyzed the following data: EOCT Results Overall, the data indicates Alcovy High School did have significant gains in most subject areas. While Math II did show a significant loss, this was due to the testing sample and this course has been phased out. Subject 2012-2013 2013-2014 Difference Pass % Pass % 9 th Grade 88 91 +3 Literature American 86 93 +7 Literature Coordinate Algebra 19 28 +9 Math II 55 *19-36 Analytic Geometry N/A 26 N/A Biology 74 76 +2 Physical Science 87 87 0 U.S. History 70 78 +8 Economics 91 88-3 * Mathematics II was offered to a sample size of 91 students who were Math II repeaters during the 2013-2014 school year. May 2012 Page 4 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Multicultural Literature Benchmark Math III Benchmark May 2012 Page 5 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Chemistry Benchmark World History Benchmark May 2012 Page 6 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. 9th grade Literature Benchmark Coordinate Algebra Benchmark May 2012 Page 7 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Analytic Geometry Benchmark Biology Benchmark May 2012 Page 8 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Physical Science Benchmark US History Benchmark May 2012 Page 9 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. World History Benchmark GHSGWT May 2012 Page 10 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. 9th Grade Literature EOCT American Literature EOCT May 2012 Page 11 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Math II EOCT Coordinate Algebra EOCT May 2012 Page 12 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Analytic Geometry EOCT Economic EOCT May 2012 Page 13 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. US History EOCT Biology EOCT May 2012 Page 14 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Physical Science EOCT Graduation Rate According to 2013 data reports, the most recent year available, the graduation rate at AHS is 74% for all students. The graduation rate for 2014 is the same as the previous year. The graduation rate for Newton County in 2014 was 71% Ninth Grade Retention Rate Data indicate that ninth grade retention rates were 7% for 2011-2012, 10% for 2012 2013, and 3.78 % for 2013-2014. Attendance and Discipline Data Attendance and discipline data for Alcovy High School students is provided in the tables below. For the previous year, more than 29% of students missed ten or more days of school. The top discipline infraction for two consecutive years is Tardies 541; however, there was a decline in the number of Campus/Classroom Disturbances from 217 to 147 and Dress Code Violation from 142 to 80 over that time period. May 2012 Page 15 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Student Attendance by Year Student Attendance by Year Year % of Students Missing 10 or More Days 2012-2013 24% 2013-2014 30% Largest Number of Discipline Infractions by Year Largest Number of Discipline Infractions by Year 2012-2013 2013-2014 Tardiness 516 Tardiness - 541 Cutting Class 110 Cutting Class - 129 Disobedience/Disrespect 228 Disobedience/Disrespect- 320 Campus/Classroom Disturbance 217 Campus/Classroom Disturbance- 147 Dress Code Violation-142 Dress Code Violation -80 Stakeholders Surveys It is the belief of faculty and staff at Alcovy High School that student success emerges from a high level of cooperation among teachers, parents, and students. During the 2013-2014 needs assessment process each of these stakeholder groups' input was sought to determine their perceptions of areas needing improvement. Teachers Teachers were administered a ten item survey. The survey was emailed and conducted through surveymonkey.com. 376 responded to the e-mail request to complete the survey ( N=376). Teachers and staff s responses were reviewed and analyzed. High to Moderately High Ratings Strategies and supports are available for students who are struggling academically (70%). Standards are aligned with state and national standards (83%). The faculty and staff demonstrated high expectations for all students (73%). There is more pressure to prepare students for high stakes tests (83.8%). Low Ratings A plan is in place to collect and review data about student achievement and behavior (83%). Teachers opinions are taken into consideration when school policy decisions are made (46%) Teachers are provided with relevant and useful professional development (64%). May 2012 Page 16 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. A plan is in place to collect and review data about student achievement and behavior (66%). Parents are actively involved in their child s education (55%). After graduation, students are college and career ready (61%) Strategies and supports are available for teachers who are struggling in their classroom (63%). Students Students were given a ten item survey. The students were given a ten item survey. 775 students responded to the survey (N = 775). Students answered the survey during their English Language Arts classes. High Ratings Students are aware of remedial services(tutoring, Academic Enrichment, ASAP) available at Alcovy High School (81%). Faculty and staff have high expectations for students (75%). Students feel increased pressure to pass the EOCT, GHSGT, benchmarks and other standardized tests (81%). The faculty and staff are concerned about my education and preparation for the future (71%). Students have access to computer and/or Internet at home (83%). Students frequently get to use technology in their classes (75%). Parents were actively involved in their child s education (78%). The lowest ratings were about insufficient preparation for college, financial aid, and career readiness (not having received adequate information 59% and not feeling prepared 64%) and insufficient information about clubs and activities at AHS (66%). Parents Parents were given a 10 item survey. The survey was linked to our school website and several School Messenger voice messages were sent to parents phone numbers. There were 20 responses to the survey and the following themes emerged: Parents felt free to bring concerns to school administrators and teachers (85%) Parents felt welcome at the school (80%) Parents have convenient access to a computer and the Internet (95%) Parents prefer email communication (90%). Parents regularly check their child s progress on Infinite Campus on a weekly basis (65%) Parents prefer workshops in the evening (50%) and on the following topics: May 2012 Page 17 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. a. Scholarship information (65%) b. Applying for college (55%) c. Math strategies (50%) d. Preparing for the ACT/SAT (45%) Areas for improvement for Alcovy relate to the following: Parents feel that the school is providing a quality education (Yes 65%, Needs improvement 30%). Parents were not aware that there was a Parent Resource room at AHS (79% - Not aware). When asked about suggestions for improvement, responses included better education and removing students from classes that were disruptive. 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 [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including: o Economically disadvantaged students Subject Area: Algebra and Mathematics II Percentage: 16% passage rate on the EOCT o Subgroups met Participation Rate but did not meet either the State or Subgroup Performance Targets Subject Area: American Literature and Composition Percentage: 90% passage rate for EOCT o Subgroup met Participation Rate and State Performance Target but not Subgroup Performance Target o Students from major racial and ethnic groups Subject Area: Coordinate Algebra o Black, Non-Hispanic Percentage: 16% passage rate on EOCT Mathematics II o Black, Non-Hispanic Percentage: 47% passage rate on EOCT Subject Area: Ninth Grade Literature and Composition o Subgroup met Participation Rate and State Performance Target but not Subgroup Performance Target for CCRPI Subject Area Subject Area: US History White students met the participation rate and state performance rate but not subgroup performance target. o Students with disabilities o Subject Area: Biology Percentage: 34% passage rate for EOCT May 2012 Page 18 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. o Subgroup met the Participation Rate, but did not meet either the State or Subgroup Performance Targets for the CCRPI o Subject Area: Physical Science Percentage: 55% passage rate for EOCT o Subgroup met Participation Rate and Subgroup Performance Target but not State Performance Target for the CCRPI o Subject Area: Ninth Grade Literature and Composition Percentage 58% passage rate for EOCT o Subgroup did not meet either the State or Subgroup Performance Targets for the CCRPI o Subject Area: Algebra and Mathematics II Percentage: 22% passage rate for EOCT o Subgroup met the Participation Rate, but did not meet either the State or Subgroup Performance Targets for the CCRPI o Students with limited English proficiency - Too small to be a viable subgroup at AHS o In addition the subject area benchmarks scores showed a decline in passage rates in all core subject areas when the tests were revised to include more high level DOK questions. Students reading and comprehension skills are weak in all subject areas leading to lower scores on the final benchmarks. F. The data has helped us reach conclusions regarding achievement or other related data. o The major strengths we found in our program were our American Literature and Ninth grade literature passage rates. Economically disadvantaged, Black and Hispanic sub groups in Biology and Physical Science met state performance targets, participation rates and sub group performance targets. Our graduation rate is above the state and county average. o The major needs we discovered were math deficiencies in all groups of students. In addition the literacy skills of all students are deficient. o The needs we will address are increasing available technology for student reading practice, professional development focused on math achievement and literacy, increased use of DOK levels to improve students critical thinking skills and developing cross-curricular writing plans to increase student literacy. o The specific academic needs of those students that are to be addressed in the schoolwide program plan will be math skills and literacy skills. o The ROOTCAUSE/s that we discovered for each of the needs were teacher turnover, poor study habits of students and poor attendance. In addition low parental involvement due to location of school and lack of supporting technology at home-both hardware and software. In math achievement frequent curriculum changes, teacher May 2012 Page 19 of 44
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. inexperience, low reading ability and insufficient practice are possible causes for low scores. G. The measurable goals/benchmarks we have established to address the needs are improved EOC scores in Math, improved academic core subject benchmark scores and improved GHSWT results. May 2012 Page 20 of 44
*2. School-wide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. Response: 2(a). School-wide 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. Response: 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 School-wide reform strategies that are scientifically researched based and 1. Provide opportunities for all children in the school to meet or exceed Georgia s on track and commendable levels of student performance. 2. Are based upon effective means of raising student achievement. 3. Use effective instructional methods that increase the quality and amount of learning time. 4. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under Educate America Act. AHS will implement an initiative that will focus on remediation for those students that traditionally have not performed well on the End of Course (EOC) assessment and the Georgia High School Graduation Writing Test (GHSGWT). Students will be served in the following priority order: 1. Mathematics students will be provided with assistance. 2. Students are deficient in core content areas due to weak reading skills. All students will be provided with writing support for each subject area. In addition technology will be used to provide practice for 9, 10 and 11 grade students in reading and writing.(star and Flocabulary programs are needed to provide more rigorous reading and writing practice) 3. Students will be given cross-curricular practice with the goal of improvement of Lexile scores, increased reading practice and reading comprehension. Printed materials will be needed to provide student practice. 2(b). Are based upon effective means of raising student achievement. B. Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies: Instructional strategies to be used: The Title l School Improvement Team reviewed strategies that are currently in place and working for targeted sub groups in math, and also identified the following strategies and practices to be implemented as a part of our initiative: May 2012 Page 21 of 44
ThinkGate assessment software for progress monitoring: ThinkGate disaggregates the data for the teacher so that he/she can revise the curriculum as needed to individualize instruction. USA Test Prep software for EOC/GHSGWT: Online software which provides remediation and practice for both the EOC assessment and GHSGWT in all content areas. STAR program for math practice STAR program to provide reading and writing practice to improve lexile scores and benchmark scores Learning Focused Schools model: Research-based instructional model Co-teaching/para-support for those special education students who qualify for services Manipulatives which reinforce instruction for tactile and visual learners. Differentiation of instruction. Hands-on and applied activities that allow students to make connections and apply the math skills to real-world scenarios. All teachers will develop and use common assessments. Academic Enrichment period to reinforce what is going on in the classroom and remediation of underachieving/low performing students. After School Academic Program (ASAP) to help those behind and to provide enrichment for those that want to exceed. Study Island Program Supplemental resources Passing the End-of-Course-Test" in all tested subjects 8th Period Program to provide additional support and remediation for EOC assessment. 2(c). Use effective instructional methods that increase the quality and amount of learning time. C. Response: We will increase the amount and quality of learning time by using the following: Scheduling models: Dedicated teacher for class instruction with a co-teacher/parapro assistant as needed for students with disabilities. Core classes will have a maximum class size of 35 students without a parapro/co-teacher or a maximum class size of 28 with a parapro/coteacher. Student will take remedial classes during year- long Academic Enrichment period. Before and/or after school tutoring ASAP 8th Period Program Summer Remediation for standardized assessments 2(d). Address the needs of all children, particularly targeted populations, and address how May 2012 Page 22 of 44
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). Response: Supplementary instructional materials and equipment: Algebra tiles and other manipulatives Protractors ActivInspire to create interactive lessons SMART Projectors Individual white boards for collaborative activities and practice ActivExpressions Portfolios to collect evidence and demonstrate student progress Learning Centers to provide additional practice in basic skills My Big Campus to post assignments and provide online support for students outside of the classroom TI Inspire Calculators Study Island for remediation and acceleration Economics/US History/Physical Science/American Literature/Biology/Coordinate Algebra/9 th Grade Literature EOC assessment test prep books to provide supplemental preparation Copied instructional material as needed for students EOC assessment Crash Course materials Technology additions, including software and hardware, to ensure that students are engaged and active in the learning process. Safari Montage and audio-enhancement equipment Graduation Rate Strategies Ensure proper coding of all student withdrawals to prevent inaccurate reporting Ensure that all students are properly classified on FTE reports. Identify underachieving/low performing students who are in danger of not graduating and refer to Graduation Coach in order to develop individual intervention plans Georgia Virtual School/Georgia Credit Recovery online Program Peer Tutoring program to increase pass rate Conduct individual 4 year planning meetings. Conduct junior and senior evaluations to ensure students are on track for graduation. Department PLC s to discuss, develop, and implement RBIS. GradPoint Program for students that need to make up a credit or earn a first time credit to stay on track for graduation is offered during the day, during students' independent time, and during the summer. GHSGWT remediation for students who have not yet passed this test. Academic Coach provides RBIS training for teachers to ensure students are properly prepared for graduation. May 2012 Page 23 of 44
Graduation Coach assistance. 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. Response: At this time no fieldtrips have been scheduled nor requests made to schedule future field trips. *3. Instruction by highly qualified professional staff. Response: As of 2014-2015 school year, the professional degrees held by teachers at Alcovy High School are: 35 with Bachelor s Degrees, 51 with Master s Degrees, 17 with Specialist Degrees, and 2 with Doctorate degrees. All Alcovy High School teachers are certified to teach subjects for which they have been assigned. All paraprofessionals have met the licensing requirements to work in a Title l school. The Director of Human Resources maintains the Certified Personnel information database of highly qualified teachers for all schools in Newton County School System. All teachers are routinely observed by AHS administrators, using the Teacher Keys Observation methodology (TKES), to ensure that they are providing instruction using the Georgia Performance Standards (GPS) and maintaining a standards-based classroom. The Academic Coach has provided training on the set up of a Standards Based classroom. Teachers failing to pass the TKES are provided targeted professional development as outlined in an individualized Professional Development Plan. Peer observations are also arranged to give all teachers the opportunity to engage in collegial observations and reflections about their subject matter. May 2012 Page 24 of 44
*3(a). Strategies to attract highly qualified teachers to high-needs schools. A. Response: 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. Indicate how certification deficiencies are being addressed.) Newton County continues to recruit highly qualified individuals on behalf of all schools in the district. Interested parties are able to apply online and through recruitment fairs. The Newton County School System cooperates with the teacher education programs of local universities to accept practicum students and student teachers. These future teachers gain valuable experience in all areas of the teaching profession. This partnership is one strategy for recruiting highly effective and highly qualified teachers to AHS. School administrators and teachers participate in local job fairs, including the Newton County job fair, as another strategy for recruiting qualified teachers. All vacancies are posted on the Newton County School website or Teach Georgia, and all practices relating to recruitment and hiring adhere strictly to equal opportunity policies and regulations. Certification requirements and highly qualified status are checked by the school principal and confirmed by central office staff. *4. Professional development for staff to enable all children in the school Response: We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the causes of many of our problems. Currently, Alcovy High School s Professional Development is comprised of several elements that either target a specific group or focus on a specific area of documented need and enrichment, such as utilizing new technology and Marzano s Research-Based Instructional Strategies. Overall, the focus for the school has been on the Classroom Instruction That Works book by Robert J. Marzano and Dan Mulligan Workshops which have offered specific instruction literacy and vocabulary. Dr. Mulligan s recommendations that were specific to Alcovy High School led to increased professional development on Depth of Knowledge in the classroom and rigor. Several sessions on these topics were presented to the faculty and the Academic Coach presented to paraprofessionals. Instruction on these topics will continue in the upcoming school year. In addition to these professional learning opportunities that are based on school needs, professional development is also available through county initiatives. Additionally, staff members and administrators attend outside professional learning sessions based on identified areas for school and individual professional growth. The district provides professional learning for new teachers through the BEST program. It is designed to support teachers new to education or new to the district in an effort to increase the retention rate and retain highly qualified teachers. The school s Academic Coach also works with the new teachers and those who are struggling, to guide them toward professional learning that would benefit him/her. The May 2012 Page 25 of 44
*4. Professional development for staff to enable all children in the school Academic Coach also works with teachers on a one-on-one basis to plan for more cohesive instruction. One strength of Alcovy s professional development program is ensuring that students are utilizing the technology in the classroom as much as possible; this will be ensured through the professional development on technology. The technology team leads professional development on using Twitter, MyBigCampus, Safari Montage, and ViewPath, as well offering small Lunch and Learn professional development mini-sessions where teachers can learn about a new program during their lunch period. With the advent of the new Georgia Milestones Assessment, Alcovy will be adding some components to the professional learning plan. Additional training on incorporating writing in the non-springboard academic areas (Social Studies and Science) as well as CTAE and elective areas will be offered to prepare students for constructed response questions. Additionally, the hope is that professional development on the Social Studies Fair and Science Fair for those respective areas should be added and students should be encouraged to participate in these as a way to improve writing, critical thinking, and research skills. Money should be allocated for transportation to district or regional fairs as needed. In addition to these existing professional development programs, Alcovy High School will incorporate workshops based on the results of benchmarks, common assessments, and the End of Course Tests. The Title I School Improvement Team has identified several areas of needs based on the school s 2013-2014 student performance data. The greatest needs are in math, literacy, and writing skills. These were chosen in part because the latter two impact nearly every area of the school. The school s math initiative will focus on three groups that traditionally have not performed well on the Georgia High School Graduation Test and End of Course Tests; these groups include black students, students with disabilities, and students who are economically disadvantaged. The purchase of supplementary math materials, aids and equipment such as ActivExpressions, IPads, net books, ThinkGate Study Island,STAR and Flocabulary will be accompanied by professional development for math teachers to ensure that they gain the skills and knowledge needed to effectively utilize these supplements. Additionally, math teachers will receive instruction from the Academic Coach on literacy strategies to ensure that they can assist students with word problems and reading the test items. There will also be professional development to explain Lexile scoring, the use of rubrics to grade free response questions, and ways to incorporate writing and reading in all classrooms. The school will continue to work on the Literacy Plan that was implemented last year. Professional Development Opportunities for Teachers and Other Staff are as follows: CCGPS Training RBIS training on identified deficiencies such as giving feedback and summarizing Professional Development with county Content Specialists once per semester PLCs Webinars from GaDoe May 2012 Page 26 of 44
*4. Professional development for staff to enable all children in the school PD360 online professional learning courses targeting research-based instructional strategies, differentiation, dealing with at-risk students, and other areas as needed Georgia Milestone EOC training to familiarize all staff with new assessments for students. RTI strategies GLRS resources NCSS system instructional coaches SpringBoard refresher courses for Math and English teachers RESA Training Conferences for administration, teachers, and staff as needed Coaching sessions with Academic Coach Training on the use of SLDS to utilize longitudinal data and resources Instruction on ThinkGate and extracting data to inform instruction Technology integration *5. Strategies to increase parental involvement. Response: We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by conducting parent meetings for each grade level (9th, 10th, 11th, and 12th grade) through the school year. These meetings focus on equipping parents with information to assist their children in the areas of graduation, standardized testing, applying to college, scholarships, dual enrollment, the military and Advanced Placement. In addition, we provide information to parents regarding the use of social media and technology, and allow parents to use school computers while being assisted by staff. We have developed a parent involvement policy included in our appendices that motivates and encourages parents to become a part of the school community through: Effective Parent Communication Tools using email, phone calls, message board, Remind 101, Facebook, Twitter, and a monthly newsletter created by our Journalism students. Opportunities for Parents to Volunteer at Alcovy High School Forums where Parents will have the opportunity to interact with the school staff Events where Parents can be a part of the decision-making process Opportunities whereby the school staff may share effective communication strategies with parents for collaborating with adolescents Opportunities provided for parents to gather tools to help assist students with testing and study habits. May 2012 Page 27 of 44
In addition to parental access of the parent portal and group parent meeting, as a school, we will implement the following strategies to empower parents regarding their child s assessments: 1. Individual Parent Conferences: Teachers will utilize this time to discuss with parents how their child performed on various assessments (EOCs, SLOs, Benchmarks, etc.). Some teachers are currently practicing this strategy; however our goal is one hundred percent participation across the board. 2. Individual Written Report sent home to parents: Currently, End of Course assessment score reports are sent home to parents. The current scores provide a brief summary of how the student performed. We will provide an accompanying letter to parents describing the assessment process, step-by-step guidelines on how to interpret their child s scores as well as the impact the scores have on their child s progress in the course. 3. Parent Newsletter/Articles: In the beginning of the year we will create a newsletter that describes the following: A. Assessment (purpose/ process) B. Scoring procedures C. The impact of test scores D. The school s overall placement compared to other schools in the county and state E. Initiatives that will be implemented to improve future learning 4. Parent Resource Center: Parents will have access to a computer lab located in the guidance center in which school officials will be available to help with one-on-one score interpretation, individualized assistance in utilizing the Parent Portal system to access student assessment information as well as strategies to help their child perform successfully. The AHS comprehensive school wide program plan will be available electronically on the county s share drive and will be housed in the school media center and the Newton County School System Parent Resource Center. The plan will be available at all orientation meetings, parent meetings, and open houses as well as accessible to LEAs, parents, and the public (internet, newspaper, newsletters). At each parent meeting, opportunities will be provided for feedback, input and other concerns through surveys. Parents can also provide continual feedback to AHS via the school s website or the parent suggestion box located in the front office. May 2012 Page 28 of 44
*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: A. The following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year. Though we do not transition students from early childhood programs we do offer services to assist transition from middle school to high school and from grade to grade. During early spring, the ninth grade counselor will meet with eighth grade teachers to explain graduation requirements and the courses that will be offered at Alcovy. Next, the counselor meets with all rising ninth graders at the feeder middle schools for a group presentation to discuss graduation requirements, credits, attendance, course offerings, academic and behavioral expectations, and extracurricular activities. The ninth grade counselor will meet with the middle school counselors to give them in-depth information on course offerings, standardized testing, and graduation requirements which will be presented via eighth classroom guidance lessons in preparation for registration. The rising ninth grade parents, along with their students, will attend a parent orientation night hosted at Alcovy. Before the informational presentation, CTAE, fine arts, and foreign language teachers and club and athletic sponsors will host an elective fair to provide information on elective courses. The informational meeting will cover the same topics presented to the rising ninth grade students at the middle school. Students and parents will also be introduced and welcomed by the Alcovy Principal and the ninth grade assistant principal. Following the program, tours will be conducted by the ninth grade student leadership team of the Ninth Grade Academy. During the summer, Alcovy will offer a ninth-grade transition program whereby rising ninth grade students will be invited to attend a program, led by teachers, 9 th grade counselor, and an administrator, that introduces them to high school academic expectations and graduation requirements. The students will have the opportunity to experience a typical day in high school with a modified bell schedule and classroom changes. Before the school year begins, new ninth grade students and their parents will be invited to an open house. Students will be welcomed by administrators, counselors, and teachers and be given an informational presentation which will cover graduation requirements, credits, standardized tests, and academic and behavioral expectations. Tours of the Ninth Grade Academy will be conducted by upperclassmen, and students will then be given their class and bus schedules from their first period teacher. Shortly after the school year begins there will be an extracurricular activity/club recruitment and advertisement fair held in the commons area of AHS. This serves as a way for ninth graders to become incorporated into student life. Alcovy will have a postsecondary transition program which will include parent meetings for May 2012 Page 29 of 44
10th, 11 th, and 12 th grades. These meetings will include information on how to interpret standardized test results, how to prepare for grade level tests and explanations of county programs and pathway opportunities. *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. Response: AHS includes teachers in decisions regarding use of academic assessment through PLCs and whole faculty discussions. During pre-planning each year, all teachers are provided with data (CCRPI, EOCT, GHSGT, etc.) regarding the previous year s performance. Administrators and teachers analyze this data to determine changes to be made to instruction for the upcoming year. Within subject area PLCs and content groups, assessments and data are used to determine pacing and how much time to allot to specific topics. Data from these assessments is used to create remediation plans and remediation projects in order to prepare for future assessments. Additionally, data and assessments were used by administration to determine teaching assignments, who would serve as content leaders, and also to suggest teachers that could be observed by struggling teachers. Lastly, assessment data and student achievement data will also be used as a factor in determining which students would be placed in the 8th period day EOCT preparation program, particularly with the 9th grade students. Throughout the year, this data is updated and provided to teachers to be used for ongoing adjustments to instruction. Data is posted in teacher workrooms and in the data room in the central office area so that so that it is easily accessible to teachers and staff. Data is reviewed by the Design Team and results are celebrated in faculty meetings quarterly. Teachers also administer a variety of formative and summative assessments throughout the year. Benchmark assessments in language arts, mathematics, social studies, and science are given to students at designated times throughout each semester. Benchmark data is collected and reviewed by classroom teachers to adjust instruction. Professional development on how to prepare for new assessments, such as the Georgia Milestone EOC s should be provided, as well as professional development on how to use data to identify at-risk students will be offered to include teachers in the decisions regarding the use of assessment and how best to prepare for these. In the past school year, only Analytic Geometry and Coordinate Algebra courses used a Mock EOCT to develop data and remediation plans for the EOCT. This year, hopefully, the Mock EOC will be extended to other subject areas, in order for teachers to use the assessment data to prepare for the upcoming EOC. During the 2014-2015 school year, each curriculum area will continue to analyze formative and May 2012 Page 30 of 44
summative data and utilize the Response to Intervention (RTI) process to identify students with marked difficulties. Students identified as needing additional support will be placed on Tier 2 of the RTI process. Tier ll will provide focused supplemental instruction for targeted areas. Students who do not respond to the efforts of Tier ll will be placed on Tier III, which requires progress monitoring every two weeks. *8. Coordination and integration of Federal, State, and local services and programs. Response: 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. 8(a). List of State and local educational agency programs and other federal programs that will be included. Response: Alcovy High School's faculty and staff are committed to utilizing all funding sources to provide a comprehensive education for all student groups. To this end, we will coordinate and integrate federal, state, local budgets to offer many programs. The district Title I Coordinator works to ensure all Title I programs in the district are integrated and do not conflict with other federal programs and laws. This plan was developed in coordination with federal laws and programs including, but not limited to School-to-Work-Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and the National Community Service Act of 1990. Students having difficulty or needing acceleration may receive several combinations of interventions such as instructional focus, tutoring by designated teachers, ELL, IDEA education, gifted education, Perkins Funds, Study Island, USA Test Prep, and Title I funds for professional learning. 8(b). Description of how resources from Title I and other sources will be used. Response: Title I funds will be used to fund one instructional coach, one split-funded math teacher, supplemental printed math materials, additional technology for student practice in math and reading such as STAR program, Flocabulary, Study Island, additional computers, parent involvement resources, professional development for teachers, writing practice resources and programs to allow student practice in academic core areas. 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 1990. Response: Title I-C funds are used to provide instructional support to migrant students. Title II funds are used in the district for professional learning and class size reduction. Title III funds are used to provide supplemental supplies and services to our ELL students. State and federal special May 2012 Page 31 of 44
education funds (IDEA and VI-B) are used to pay for the excess costs of providing special education and related services to children with disabilities. CTAE funds (local, state, and federal) are used for salaries for CTAE teachers, supplies for CTAE instruction, and program improvement such as professional learning and equipment upgrades. May 2012 Page 32 of 44
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response: 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. Those activities are A. Measures to ensure that students difficulties are identified on a timely basis. B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community. Numerous activities will be offered throughout the school year to help students who are experiencing academic difficulty to ensure academic success and on-time graduation. These programs are offered before, during, and after school. For example, some of these programs include Academic Enrichment, credit recovery, the After School Academic Program (ASAP), and the 8th Period Program. Our efforts will also involve providing professional development for teachers to assist in the identification of student difficulties, teaching strategies to meet these needs, and the provision of appropriate assistance. Parents will also be made aware of their child s difficulties and be provided assistance in addressing their identified needs, through parent conferences, open house nights, curriculum night, and the parent resource room. 9(a). Measures to ensure that student weaknesses are identified on a timely basis. Response: Every four and a half weeks a progress report will be issued to students to take home to their parents. Teachers, counselors, the graduation coach, and administrators will identify those students who have failed at least one course and strategize for improving academic success. Possible recommendations will be referral to the Response to Intervention (RTI) program, where the RTI committee will recommend individualized interventions. Students will also be identified for credit recovery, Academic Enrichment remediation, the After School Academic Program (ASAP), and the 8th Period Program. Parents and students will be encouraged to utilize the online student portal, whereby students and parents can track grades, assignments, attendance, and discipline. In the fall parent meeting, a workshop will be available to assist parents in the use of Infinite Campus and answer any questions or concerns. They will be given access to teachers email addresses in order to communicate with their child s teachers. Also, teachers are required to make parent contact when students are struggling academically and/or behaviorally. Finally, teachers will also maintain FIPs (Failure Intervention Plans). Before and after school tutoring programs will be offered to students needing additional help. For students who want to prepare for the Georgia High School Graduation Writing Test and/or May 2012 Page 33 of 44
End Of Course assessment, we will have after school tutorials and test preparation sessions. Also, all students are given pass code access to the USA Test Prep program to prepare for their high school standardized tests. Select students will also participate in the After School Academic Program and/or 8th Period for remediation, enrichment, and tutorial. Students, who have failed a course or courses and cannot fit a course into their regular schedule, will be offered a credit recovery program in order to stay on-track for graduation. Overall, students who are experiencing academic difficulty will be referred to their counselor and/or the graduation coach for support and assistance and will be provided necessary resources in a timely manner. We have implemented a seven-period day, which includes an Academic Enrichment period (third period). During this instructional time, students who have been identified as needing additional academic help are assigned, by the graduation coach, to academic-specific tutoring classes. All other students, during this time, will receive enrichment exercises in each of the four core areas and will be able to work on homework, classroom assignments, and prepare for the EOC assessment, and GHSGWT. In addition, for students with disabilities, individual case managers will be assigned to conduct annual IEP meetings and monitor and maintain the implementation of documented accommodations. Students will be placed in academic resource classes and co-teaching classes, as determined by the IEP committee. Students will be given the opportunity to utilize Study Island and USATestPrep.com to assist with obtaining a Georgia Work-Ready certificate and preparing for EOC assessments and GHSGWT. Students will also use Gacollege411.org and GCIS Junior to prepare for transition from high school to post-secondary education and/or careers. Students with disabilities, who have jobs through the work-based learning program, will also receive appropriate supervision through the CTI coordinator. A vocational rehabilitation counselor with the Georgia Department of Labor will meet with students with disabilities and parents to discuss post-secondary options. Students will be given an opportunity to participate in a vocational evaluation or be considered for a 10-day work evaluation or attend Warm Springs Institute. Students who choose to have a vocational evaluation will be evaluated to assess work readiness. After all evaluations have been completed, the vocational rehabilitation counselor will continue working with students and parents during high school and beyond to determine most appropriate post-secondary placement. 9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. Response: In order to ensure the ongoing skills and up-to-date information on strategies for success, we will be utilizing staff professional learning development workshops and PLC meetings. These will include Dan Mulligan classroom instructional strategies, Learning-Focused School frameworks, May 2012 Page 34 of 44