*Revised May 31, 2013 - SCHOOLinSITEScandleruploads.schoolinsites.com/mhs_schoolwide_plan_1314.pdfassessment and instructional needs for Alternative students. ... Continue the summer

Dr. John D. Barge, State School Superintendent April 2011 ● Page 1 of 31

School Name: Metter High School School Mailing Address: Metter High School 34905 HWY 129S Metter, Ga. 30439 LEA Name: Candler County Board of Education LEA Title One Director/Coordinator Name: Dr. CaDeisha Cooper LEA Title One Director/Coordinator Signature:

Date: Feedback from Title I Director

LEA Title One Director/Coordinator Mailing Address: Candler County Board of Education 210 S. College Street Metter, Ga. 30439 Email Address: ccooper@ metter. Org. Telephone: 912-685-5713 Fax: 912-685-2076 *Revised May 31, 2013


SWP/SIP Template Instructions Notes:

• All components of a Title I School-Wide 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.


Title I School-Wide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLE Dr. CaDeisha Cooper

Curriculum and Federal Programs Director for Candler County School District

Dr. Tom Bigwood

Superintendent

Dr. Fred Longgrear,

Assistant Superintendent for Student Services

Mr. John Jordan

Principal

Mr. Ellis Strobridge

Assistant Principal

Mrs. Linda Webb

On Site School Improvement Specialist

Mr. Robbie Dollar

Facilitator-Academic Success Center

Dr. Mary Ann Stanley

Lead Learner-Science Department

Mrs. Jennifer Lewis

Lead Learner-ELA Department

Mrs. Sandy Johnson

Lead Learner-Math Department

Mr. Ronnie Doolittle

Lead Learner-Social Studies Department

Mrs. Elizabeth Hoeger

Lead Learner-Special Education Department

Melissa Lewis

Parent and Custodian

Twila Durden Science Teacher Mike West Parent and Coach Janice Smith Parent Jennifer Mercer Parent Sheila Trapnell Parent

Savannah Ferrell Student-Sophmore Brian Williams Student-Senior Don Lane Parrish Student –Junior Jalen Prince Student-Junior


Table of Contents Needs Assessments 1. Conduct a COMPREHENSIVE needs assessment………………………………………………………………………………….8 Strategies 2. Develop school-wide reform strategies…………………………………………………………………………………….9

3. Provide instruction by highly qualified teachers………………………………………………………………………………………11

4. Provide high-quality and ongoing professional development………………………………..………………………………………………..12

5. Development strategies to increase parental involvement…………………………………………………………………………………..13

6. Devise a plan for assisting Pre-K students in the transition from Pre-K to Kindergarten…………………………………………… ……………………………..........14 7. Include teachers in the decisions regarding the use of academic assessment information for the purpose of improving student achievement…………………………………………………………………………………..14 Evaluation 8. Coordinate and integrate Federal, State, and local services and Program………………………………………………………………………………………15 9. Provide 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……………………………………………………………………16 10. Provide a description of how individual student assessment results and interpretation will be provided to parents…………………………………………………………………………………………..16 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students………………………………………………………………………………………….17


12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable……………………………………………………………………………………17 13. Provisions for public reporting of disaggregated data…………………………………17 14.Plan developed during a one year period, unless LEA, after consultation with technical assistance provider, determines that less time is needed to implement the school-wide plan……………………………………………………………………………………………..17 15. Plan developed with involvement of all stakeholders (community, parents, secondary students, teachers, principals, other school staff, and pupil service personnel.)…………..18 16. Plan available to the LEA, parents, and the public…………………………………………………………………………………………….18 17. Plan translated to the extent feasible, into any language that a significant percentage of the parents speak as primary language…………………………………………………………………………………………18 18. Plan is subject to the school improvement provisions of section1116………………… 18

APPENDIX

Parent Involvement Policy……………………………………………………………………..19 Metter High School Compact…………………………………………………………………………………………24 Additional Weakness and Needs…………………………………………………………………………………………….27 Additional Strengths……………………………………………………………………………29 Goal Area 1-Academic………………………………………………………………………….30

ARTIFACTS


*1. A comprehensive needs assessment of the entire school that addresses all academic areas

and other factors that may affect achievement. Response:

• The School-Wide plan was developed with the participation of individuals who will

carry out the comprehensive School Wide/school improvement program plan. Those persons involved were . . . Principal, Assistant Principal, On Site School Improvement Specialist, MHS Leadership Team members, Facilitator for the Academic Success Center and School Council Members.

• The ways they were involved were . . . The Leadership Team meets monthly and devotes meeting time to Curriculum, Assessment, and Instruction topics. Literacy topics are also included on each agenda. Monthly the student attendance, teacher attendance and discipline referrals are reviewed. Data is analyzed and interventions are discussed at meetings. The Departmental Improvement Plans are presented at Lead Learner Meetings for discussion. These are revised quarterly. This team worked through the Candler County School District Plan as they were developing a School Improvement Plan. Also they used MHS Longitudinal data, the Candler County Equity Plan and the MHS Equity Plan.

• We have used the following instruments, procedures, or processes to obtain this

information . . . (Be sure to use brainstorming) Brainstorming used at Lead Learner meetings to develop plans to address needs GHSGT Results GHSWT Results EOCT Results Surveys (Parents, Students and Community) 8th grade CRCT Results Mock GHSWT scored by an outside agency Apperson Data Student Longitudinal Data System CCRPI Plasco-Tracking System PBIS Educators Handbook Power School DOE GAPSS ( February of 2011) Criterion Writing Program The Information was gathered from these sources and analyzed to create the Balanced Scorecard and the School-wide Program Improvement Plan for Reading/English Language Arts, Math, Science, and Social Studies Professional Learning, and a Quarterly Review Action Plan (appendix). Instruments that assess student achievement were reviewed to determine specific areas of student strengths and weaknesses. Various surveys helped to determine factors from other sources (parents, staff, etc.) that impact student achievement and indicate school needs. Metter High School faculty met during Professional Learning Communities during the Spring of


*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

2013 to analyze the data and formulate the plan for school-wide improvement. The spring MHS School Council meeting consisted of business, parent, and teacher representatives reviewed, discussed, and offered input as well. Students were also involved in forming the plan through input from the student council.

We have taken into account the needs of ELL children by first identifying students from the Home Language Survey provided in the school registration packet and monitored by the ESOL teachers. We have also taken into account the needs of Migrant Students by providing the Occupational Survey in the school registration packet and using information provided by the Migrant Student Support Specialist. After identification, the needs of ESOL and Migrant students are met in the following manner:

• Professional Development Training for all faculty and staff using WIDA Standards and Transact program.

• The school Migrant Student Support Specialist is a staff member that provides assistance in contacting families and getting necessary services and resources.

• The school Migrant Family Intervention Specialist shared accommodations with all school personnel involved with migrant students to assess level of awareness and resource needs.

• The school Migrant Family Intervention Specialist visits the classrooms frequently to provide assistance for the migrant students with priority for service.

• Students that qualify for ESOL services based on the home language survey followed by ACCESS testing are served by the ESOL teachers.

• Academic needs are assessed and met through other available school programs as indicated.

• Posters of WIDA standards are available for every teacher to post in their classroom.

• The ELL teacher attends PLC meetings on a regular basis and collaborates with classroom teachers. She sends periodic progress reports to teachers.

• The ASC Coordinator will meet to discuss curriculum, assessment and instructional needs, quarterly with PLCs and Lead Learners to determine online curriculum to address enrichment and remediation needs for students.

• The Alternative staff will collaborate periodically with the Academic Success Center Coordinator, Lead Learners, and Administrators curriculum, assessment and instructional needs for Alternative students.

• 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


*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. example . . . EOCT data and analysis, EOCT data, GHSGT data and analysis. Quarterly Review data and prescriptive interventions are planned for each student not meeting mastery, District Balanced Scorecard, Apperson reports generated to give by classes differentiation groups for specific standards ( Appendix ) We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including all subgroups (Appendix)

• The data has helped us reach conclusions regarding achievement or other related

data. The major strengths we found in our program were Using correlations of 8th grade CRCT scores with our student data produced a more effective target list. Test review classes in each core area increased achievement. Student proficiency in direct reading strategies during testing increased student skills and confidence in testing. Using multiple modalities of review reached more students. The coordination of remediation strategies, personnel and scheduling with the Academic Success Center significantly increased student achievement on testing. (More strengths in Appendix) Needs: Increase the number of SWD students passing Standardized testing Increase the effectiveness of the co-teaching model to increase student achievement. Increase collaboration with 8th grade teachers to create a more seamless transition to the high school curriculum and increase student achievement. Increase student engagement of all students to increase student achievement. Increase the frequency and strategies teachers use in checking for understanding daily. To increase student achievement, literacy opportunities (reading, writing, and speaking) are included in instruction daily in all classes by providing supplemental textbooks and adaptive items. Employ an on-site school improvement specialist to provide monitoring services that replaces the services provided by the Georgia Department of Education School Improvement Specialist. MHS math teachers with RESA, principal, and On Site School Improvement Specialist continue to organize a consortium of math teachers from neighboring districts. Their goals would be to collaborate on effectively transitioning to common core and improving math performance in the classroom and on state tests. Intensify the vertical alignment work with the middle school math teachers. Continue the summer math bridge program to strengthen math transition to high school. Provide collaboration time, resources and staffing for the bridge program. The needs we will address are . . . all of the above The specific academic needs of those students that are to be addressed in the School Wide program plan will be . . Strengthen SWD’s instruction and instructional materials Increase collaboration with 8th grade teachers Provide Professional Learning on student engagement, checking for understanding, literacy, and rigor. Provide Edgenuity and other online curriculum choices for intervention and enrichment, State Student Longitudinal Data System training, Common Core Instructional Unit


*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

Development, and Apperson software for student differentiation of student instruction for all students The ROOTCAUSE/s that we discovered for each of the needs were . . .

(How did you get in this situation? What are some causes?) To increase our test scores year by year we developed layers of strategies for strengthening classroom instruction, remediation, and review. It is now apparent from data analysis that even though we made significant gains, those strategies are not intensive enough, and there is a lack of “scaffolding” of instruction and instructional materials to meet the needs of our SWD students. Students in co-teaching classes did not demonstrate sufficient academic achievement to decrease the gap between SWDs and other subgroups. In an effort to increase offerings for all students at all levels, Metter High School has significantly increased its online offering to include test prep, foreign languages, CTAE offerings, and high interest courses.

• The measurable goals/benchmarks we have established to address the needs were In PLCs teachers look at GHSWT, EOCT, GHSGT, Nine weeks tests, Unit Tests, AP exams, SAT data as well as Longitudinal Data. These meetings are designed to desegregate to identify strengths and weaknesses. PLC’s goals for their departments, this becomes part of their Departmental School Improvement Plan. They discuss with the principal their goals. It is from this that the goals are set and become part of the SIP. They also refer to the data on the District Balanced Scorecard to help analyze data and set goals. Appendix GOALS

Once each semester the Lead Learners, Principal, Assistant Principal assess the school and themselves using the DOE’s Classroom Standards Based Rubric. The results are discussed and plans are made to address weaknesses. Lead Learners take this rubric to their PLCs and do the same process. Lead Learners in turn bring comments from those discussions back to the next Lead Learner meeting. Monthly, the District Leaders meet with the Principal, Assistant Principal, and the On Site School Improvement Specialist to discuss teachers that have been designated as “Hot Spots” (which means that they will receive extra support and observations). Strategies to help them are discussed and artifacts and evidence reviewed. (DOE GAPSS 2011 reviewed each semester by administrative staff) *2. School-Wide reform strategies that are scientifically researched based. Response: The ways we address the needs of students furthest away from demonstrating proficiency related to the State’s academic content were selected from research based practices. These practices have been documented and observed by school administrators, district personnel, GAPSS(2011) team members, District RESA consultants, District Curriculum Coordinator, District Superintendent, Assistant District Superintendent, and the District Literacy Coordinator. Teachers and administrators are surveyed on system equity and needs assessment.


*2. School-Wide reform strategies that are scientifically researched based. Strategies: Differentiation of Instruction, Flexible Grouping, Scaffolding for Learning, manipulatives, smart board programs, computer based response system, Edgenuity, Read 180, small group instruction, writing across the curriculum, direct reading strategies, interactive lessons, One and Done Program, Saturday Slams for Standardized Test Reviews, work based learning, partnering with communities and schools, Plasco tardy and attendance program, PBIS program, USA Test Prep, Walch math materials, Adaptive topical materials in social studies, Ipod lessons, Kurzweil machine for tests and reading materials, practicing direct reading strategies by using consumable workbooks in ELA, social studies and Math. Students are issued personal copies of the GADOE, EOCT Study Guides for class work and availability for home study. Teachers use poster machine to make hands on diagrams, maps, charts, graphs that students can fill in as a group and post, teachers analyze student work in PLCs, incorporate on line instruction in classes for supporting classroom instruction and providing Tiger Time daily for specific remediation and enhancement of instruction. Teachers when possible have a Twin for common planning of assessments and instruction. The Criterion Writing program was implemented for the GHSWT preparation. It is an online program that every student can access at school or at home. Detailed feedback is sent back to students immediately. Candler County School District will implement a “Bring your Own Technology” plan to give all students to increase application and access to technology to improve curriculum and student performance. Teachers use Scholastic Magazines to complement the writing practices, so students will be more familiar with current event prompts.

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: Rigor is a focus. We have implemented use of Webb’s DOK wheel for teachers to determine rigor of assessments. Teachers are expected to include not only the standard but also the level of rigor on each question used on summative assessments. In PLC meetings and in Twin meetings teachers DOK (Depth of Knowledge) summative assessments before tests are given. AP teachers and Pre AP teachers meet to discuss their alignment and will continue this process. Teachers plan for increasing vocabulary in preparation for the SAT in classes. We have two more teachers attending the certification program for AP courses. The student Work Ready Program has continued to increase in participation from students and people in the community. CTAE teachers will be required to use the same template for lesson plans as core instructors and are to increase literacy participation and depth of knowledge within their instruction. The number of online courses to be offered have increased dramatically that can advance study in science, language, ELA, Science, Social Studies and the Arts.

2(b). Are based upon effective means of raising student achievement.

Response: The three areas that have been agreed upon to drive our instruction are: literacy, student engagement and rigor. The materials listed below have been used for trainings in: PLCs, whole groups, and individuals. Jacobs, Heidi Hayes. Active Literacy Across the Curriculum: Strategies for Reading, Writing,


Speaking and Listening. Eye on Education, Inc.2006 Schmoker, Mike. FOCUS, Elevating the Essentials to Radically Improve Student Learning,ASCD, 2011 Marzano, Robert J. What Works in Schools, Translating Research intoAction. Association for Supervision and Curriculum Development, 2003. Marzano, Robert J. Classroom Instruction that Works, Research-Based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development, 2001. Marzano, Robert J. Classroom Management that Works, Research-Based Strategies for Every Teacher. Association for Supervision and Curriculum Development, 2003. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated Classroom: Tools and strategies for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum and Development

2(c). Use effective instructional methods that increase the quality and amount of learning time.

B. Response: We will increase the amount and quality of learning time by . . . (Before/After school, summer school, Saturday school, block scheduling)All of the above with the addition of the Academic Success Center, students can take a courses on Edgenuity at their own pace. We use a 25 minute break for Tiger Time. Only students that have all work completed and are in good standing in their classes can “have” the break. The others must make up work, or remain for different needs. MHS runs a 4:00 p.m. bus so students wishing or required to stay after school for academic needs, will have a way home. A protocol for students that have excessive absences will include opportunities to earn seat time and remediate instruction. For students that are home bound, lap tops are available so learning can be continued via Edgenuity

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 the improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

Response: Asterisks denote subjects that are addressed > plus… State Testing is done in

compliance with all instructions in the State Testing Manual. The testing is coordinated by our Counselor, data clerk, Academic Success Facilitator and on the district level it is monitored by our District Testing Coordinator. Testing rolls are issued in time for Lead Learners to proof and raise any questions about student status. They are also monitored by the On-Site School Improvement Specialist. IEP modifications are reviewed and our SPED coordinator has readers organized and ready as needed. Our district SPED director monitors classes and offers feedback on a regular basis. Lesson plans for inclusion classes include specific mention of SPED teacher’s responsibility in instruction of the class. ESOL students are monitored by


their teacher and their program of study is in compliance with WIDA standards and other appropriate state and federal guidelines. This program is monitored by our District Curriculum Director (Federal and State programs Director) The Equity plans of the District and MHS are monitored and maintained at MHS by administrators, teachers and the On Site School Improvement Specialist and the District Curriculum Director (Federal and State programs Director) and the District SPED Director.

*3. Instruction by highly qualified professional staff.

• Response: Instruction at Metter High School is provided by 100% highly qualified teachers and supported by paraprofessionals who meet the requirements of Title I certification. Each year teacher certification and teaching assignments are reviewed to ensure that teachers are highly qualified under both Title I and the standards established by the state of Georgia. Teachers and paraprofessionals are reminded of renewal dates, procedures, and required coursework, if needed, to renew their certification. If any teacher is out of field, teaching assignments are changed, whenever possible, to meet compliance. Staff members who have to be out for long-term leave (e.g., maternity leave), will have their positions filled by substitutes who are certified teachers. This fulfills the highly qualified requirement.

• If at some point a regular staff member or substitute should not be highly qualified, parent letters are sent notifying parents of the status of the teachers. At Metter High School, there are currently no teachers who require such notification.

*3(a). Strategies to attract highly qualified teachers to high-needs schools.

• Response: Strategies to attract highly qualified teachers include: • Have current staff members contact their peers in other locations to solicit

possible candidates for teaching at Metter High School • Possible quality candidates will be sent information about the school and

encouraged to visit the school’s website which includes all facets of the school’s operations

• Possible quality candidates are interviewed by administrators and appropriate lead learner

• Our district is involved in an effort to attract highly qualified teachers by having Recruitment Teams visit local colleges and universities. In addition, the county holds a yearly recruitment fair

• Our county website has a link to a video that highlights the local school system and the desirable surrounding areas for living

• Positions are posted on the teach Georgia website and the Candler County employment opportunity webpage.


*3(a). Strategies to attract highly qualified teachers to high-needs schools. • Candler County Board of Education has approved signing bonus for recruiting

qualified teachers in area of critical need.

*4. Professional development for staff to enable all children in the school Response:

A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example . . . (Be specific) Media Specialist attended the state technology conference, Winter ’12-13, 2 teachers attended the High School Redesign conference in Atlanta, Winter ’12-13, SPED teacher attended RESA Ga. Southern Ecology Training and Four new teachers attended a year long induction training with curriculum training. In May 5 Newly hired teachers were surveyed on strengths and weaknesses (self-assessment), then Newly hired teachers attended a May 16 induction workshop, All math teachers met May 20 and 21 (13) with RESA math consultant and will attend the GMAC in July. Three MHS teachers will attend a Classroom Management Workshop taught by an in-house instructor, July 24th 6 MHS teachers will attend a technology workshop taught by an in-house instructor, May 29-June 1 administrators attended a week long Leadership Conference led by the District Superintendent and District Assistant Superintendents. Four CTAE teachers will attend the GACTE professional Development Conference led by the Georgia Department of Education in Atlanta in July, 2013. The new Academic Success Center Coordinator and Alternative School staff will have multiple days of professional development with the use of Edgenuity Program to address student academic needs. This professional development began on May 30th, 2013 and will continue throughout SY 13-14. The entire staff will be train to use Edgunity for enrichment and remediation needs of all students on August 2nd, 2013 to continue through the school year through professional learning communities (PLC’s). All new teachers are involved in professional development throughout the summer based on the self assessment taken in May 2013. Also, each new teacher will be working with their lead Learner (mentor) as well as the On Site School Improvement Specialist. Summer work calendar was submitted to the administration which includes mentor/mentee meeting dates and submission of artifacts. Two teachers will attend AP training in June.

B. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example . . . (money, time, resources, instructional coaches) School Improvement money has paid for Math tutors in the Academic Success Center, to attend the Math Academy, paid for Lead Learners and attend Summer Workshop. The BOE paid for AP and gifted training.

C. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways . . The principal deliberately schedules common planning time so that subject teachers can collaborate and create common summative and formative assessments.


*4. Professional development for staff to enable all children in the school Most teachers are assigned a twin in their subject area to meet with on at least a weekly schedule. These meetings are monitored as well as PLC meetings by Principal, Assistant Principal, and On Site School Improvement Specialist. At PLC meetings, agendas include reviewing assessments using the DOK wheel for matching questions to their standard reviewing student work, and reviewing work in Twin meetings. Copies of summative assessments are turned in with Quarterly Reviews for the principal and academic coordinator to review. The Apperson software not only scores assessments but breaks down the scores to individual mastery of standards and grouping of students that missed a standard so the teachers can differentiate remediation on the standard missed.

*5. Strategies to increase parental involvement. Response:

A. We have involved parents in the planning, review, and improvement of the comprehensive School-Wide program plan by . . . We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by involving parents in the needs assessments and surveys used in developing the school-wide plan. We also included multiple parents on the school’s council. These parents have played a valuable role in reviewing data, planning, and designing a School-wide plan. A Title I Parent Involvement committee will meet bi-annually to discuss, review, and implement changes as needed to the Parent Involvement Policy and Plan. A meeting is scheduled for parents of 8th graders that will be entering in the fall. This meeting is intensive and it reviews academic choices, grading policy and State assessment policies. Questions and answers are encouraged. Parents and students have an opportunity to tour the school and look at materials. Clubs have displays and students are there to answer questions. Teachers introduce themselves and give brief summaries about their classes. A Freshman First orientation takes place the 5th day of preplanning. It is designed to be thorough and give new 9th grade students an opportunity to run their schedule.

B. We have developed a parent involvement policy (appendix) Includes strategies to increase parental involvement (such as family literacy services Describes how the school will provide individual student academic assessment results, including a interpretation of those results Makes the comprehensive School Wide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters) Compacts required – included with policy ( appendix) Parent Involvement checklist included (appendix) Counselor newsletters weekly to parents Financial workshops Migrant coordinator home visits AP parent meetings Alternative School Parent Awareness Meetings Academic Success Center facilitator’s parent conferences


*6. Plans for assisting preschool children in the transition from early childhood programs to

local elementary school programs. Response: Not Applicable *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: A. The process in which we include teachers in decisions regarding use of academic

assessment: The Principal brings to the entire faculty an opportunity to vote on following year’s school calendar. Once this is determined the Lead Learners review the selection and discuss which window days should be used for state wide assessment. The principal in conjunction with lead learners then calendars the dates for school wide reviews, Saturday Review Sessions and afternoon review sessions. Decisions are collaboratively made about the schedule of remediation and test taking during the summer. The Principal uses the Lead Learner meetings as an opportunity to update, inform, and discuss topics that are relevant to instruction, curriculum and assessment. Lead Learners are asked to take information back to their PLCs. The administrative team meets weekly and discusses issues that will go to the Lead Learners. During the Quarterly Review process, PLC/Twins teachers meet with the principal and On Site School Improvement Specialist and review the list of students that have not achieved mastery. The group discusses and assigns appropriate interventions for those students.

*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. The Title I budget is developed by the principal with input from the school improvement committees, the leadership team, school council, PTA parent representative, the Parent Involvement Worker and other interested stakeholders. The staff and stakeholders review student achievement data and existing resources and make recommendations and suggestions for expenditures of the Title I funds to ensure that all


students meet the state standards. After considering the recommendations, the principal completes a Title I planner for the school allocation and submits it to the LEA Director of Federal Programs for approval. Examples of expenditures from the Title I budget are:

• Salaries and benefits for personnel to reduce class size • Supplemental teaching materials • Supplemental books • Professional development, including conferences registrations, stipends,

purchased professional services, travel, lodging • Salaries and benefits for Special Education Parent Liaison • Materials for family resource center • Instructional technology • Extended day instruction

8(a). List of State and local educational agency programs and other federal programs that will be

included. Response: Title 1, Migrant, Title IIA, Title III, Title IV, ESOL,21st Century After School Program, Communities In School 8(b). Description of how resources from Title I and other sources will be used. Response: Federal, State, and Local services and programs are coordinated and integrated into many of the plans and programs in our district. In the appendix, there is a list of resources and a description of how the resources from Title I and other sources will be used. (Appendix) 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: Plan was written and submitted to the state for approval by Candler County Career Technical and Agricultural Education Director, Danny Carter. In his plan he included curriculum planning, materials and supply planning for Metter High School as well as Metter Middle School. *9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response: Instruction is based on the Georgia Performance Standards, it is supported by tiers of the Pyramid of Intervention, At Risk students are identified, interventions are put in place and monitored. The Academic Success Center offers a computerized program with teacher tutoring for students that need a nontraditional setting. Subgroups are monitored by local, state and federal Agencies. A comprehensive analysis of this in (Appendix )


9(a). Measures to ensure that student difficulties are identified on a timely basis. Response: Teachers are to log phone calls to parents of students failing on a weekly basis. Students are directed to stay in for “Tiger Time” for remediation, review or make up work. Parents and students have immediate access to their grades posted on Power School. Progress Reports are issued every 4 weeks. The automatic phone system is used by the principal to reach parents as to when testing and reporting dates are. The local paper runs articles on EOCT, GHSWT, GHSGT, times and its importance. Many teachers email parents on a regular basis to give timely feedback. When GHSGT scores on it, immediately students are given their score. If they did not pass, a prescriptive plan of remediation is designed for each individual student. 9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance

for identified difficulties. Response: After teachers who experience difficulty have been identified, and their difficulties may be analyzed by the principal, lead learners, On Site School Improvement Specialist, or even the curriculum director or superintendent. They may determine that professional training in house or not may be appropriate. The training will then be scheduled as quickly as possible by the curriculum director, principal or On Site School Improvement Specialist. Teachers identified as having difficulties (student achievement, behavior management, etc..) are monitored and discussed monthly by District Office leadership and School Leadership in a process deemed “Hot Spots”. 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.

Response: Teacher-parent conferences are scheduled regularly and are encouraged. Parent input and support are solicited. Conferences may be scheduled by the Assistant Principal, Principal, Counselor, Academic Success Center Facilitator, On Site School Improvement Specialist and teachers. Testing Scheduling, Remediation opportunities, graduation status, credit recovery, grade status etc. of subjects that are often discussed. 10. Description of how individual student assessment results and interpretation will be

provided to parents. Response: Parents can view student grades on power school, progress reports go out every 4 weeks (parents are notified by phone when to expect them as well as report cards) Report cards go home every 9 weeks. Parents are notified by phone when exams are given. Parents that wish to conference with teachers may schedule a conference before and after school or during a teacher’s planning period. Senior parents are notified and invited for a senior assessment conference which is part of an exit process. 11. Provisions for the collection and disaggregation of data on the achievement and assessment

results of students. Response: MHS will collect data from multiple sources including state reports, software


programs,(such as Edgenuity, Examview, Read 180), common summative assessments, common formative assessments, Performance Tasks, and Academic Success Center to disaggregate and interpret data relative to student performance and achievement. Data can be disaggregated with Apperson software. It is accessible to all teachers. Data can also be disaggregated by using the data analysis capability of the computer response system. Data is disaggregated in PLCs by teachers. Data is also disaggregated by the Facilitator of the Academic Success Center and posted on an excel spread sheet which is used as reference to create prescriptive remediation plans for target students. 12. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable. Response: The district follows the guidance of the GADOE Division of Standards, Instruction, and Assessment in order to obtain the most valid and reliable disaggregated assessment results. The tests are designed to measure how well students acquire, learn and accomplish the knowledge and skills that are outlined in the Georgia Performance Standards. Other local measures include benchmark testing and both formative and summative classroom assessments. The CCRPI has been has been transitioned into our curriculum for SY13-14. 13. Provisions for public reporting of disaggregated data. Response: The public will have access to student data through data reports available through the Governor’s Office of Educational Accountability. For the convenience of all of our stakeholders, a link has been provided on the school’s website.

• The school’s balanced scorecard, available on the school website, will be used to report disaggregated data to the public. (Appendix)

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 school-Wide program.

Response: CCSD has developed the school-wide program plan for a one year period. The plan is updated annually in accordance with the GaDOE School-Wide Program checklist. 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).

Response: Metter High School developed a School-Wide program plan with the involvement of teachers, principals, other school staff, pupil service personnel, parents, secondary students and other stakeholders

• Stakeholders participate in evaluating the plan annually in accordance with the


GaDOE School-wide Program checklist. 16. Plan available to the LEA, parents, and the public. Response: The Title I plan will be available to all stakeholders via the school’s website and hard copies will be available to the public in the school’s main office.

• A hard copy is available for each parent at the Title I Annual meeting. (Appendix)

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. Response: Teachers and administrators have been trained to use the Transact Software Program which has the capacity to translate written materials to another language. Our Migrant Ed. Coordinator is available to translate for students and parents. She makes phone calls to parents that are Spanish speakers. The majority of our parents speak English. Spanish is the only other language spoken as the primary language of a small percentage of our parents/families. A copy of the notification letter to provide translation of this plan in Spanish is attached with this plan. As necessary, the plan will be available to individuals whose primary language is not English or Spanish. (Appendix 18. Plan is subject to the school improvement provisions of Section 1116. Response: Candler County School District will adhere to the school improvement provisions as outlined in Section 1116 of the ESEA.


Metter High School 2013-2014

Parent Involvement Policy Learning for students takes place not only at school, but at home and throughout the community. At Metter High School, we believe that the school has a responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under Title I to meet and exceed the State’s student performance standards. The strengths and contributions of families and communities are highly valued. Parent involvement is the key to the success of students. Metter High School meaningfully involves parents and the community in every aspect from planning and implementation to reflection and evaluation, this has been very important. Metter High School has a long history of working collaboratively with parents and the community. Parents and the community are integrated into the school program thru their involvement in the governance structure, volunteering in other programs, and their voice in shared decision-making. There is a shared vision and high expectation for student learning and achievement. Working together provides a clearer sense of direction of unity and purpose, as well as providing to exchange ideas and viewpoints. We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by involving parents in the needs assessments surveys used in developing the School-Wide Plan. We also included two parents on the School Council. These parents have played a valuable role in reviewing data, planning, and designing a School-Wide Plan. The Title I Parent Involvement Committee will meet annually to discuss, review, and implement changes as needed to the Parent Involvement Policy and Plan. The Parent Involvement Policy and Plan will be available on the District web site and a parent informational session will be held in the fall to review the plan and discuss concerns with parents. A copy of the School Improvement Plan is available in the office for review by parents and is available on the internet. The Plan will be translated to the extent feasible, into a language that a significant percentage of the parent of participating students speak as their primary language. Any unsatisfactory parent comments regarding the School-Wide plan will be attached to the plan when submitted to the LEA.


PARENT INVOLVEMENT POLICY 2013-2014 The goal of Parent Involvement at Metter High School is to include parents as active participants in their children's educational experience and academic success. Parent Involvement initiatives are carefully planned to communicate with parents on a consistent, regular basis, to involve parents in student instruction and achievement, and to involve parents in school wide governance and decision making. 1. Parent-Child Enrichment Opportunities, Parent Trainings, and Parent Meetings: Parent Involvement Opportunities are scheduled throughout the school year using a flexible schedule and may provide, with funds provided under Title I, transportation, childcare, or home visits as such services relate to parental involvement to eliminate parent involvement barriers. These events will include literacy and technology training programs, parenting workshops, and opportunities for parents to volunteer and interact at the school with their children. 2. Annual Meeting: An annual meeting will be held at a convenient time to which all parents shall be invited and encouraged to attend. The purpose of the meeting is to inform parents of their school's participation under Title I and to explain Title 1, its requirements, and their right to be involved. Additionally, the results of the annual school review are discussed, including the school's overall performance on state mandated assessments. The following areas will be addressed at the annual meeting and at subsequent parent meetings held throughout the school year: • National Education Goals • State's content standards and student performance standards • School improvement • Components of a school wide plan • State and local assessments • Requirements of Title I, Part A • Ways parents can monitor their children's progress and work with educators to improve the performance of their children • Ways parents can participate in decisions relating to the education of their children 3. Title I Parent Involvement Committee: This committee consists of the school principal, teachers, parents, and community members to represent the diverse population of students within the school. This committee meets quarterly and periodically reviews and implements changes as needed to the school Parent Involvement Policy and Plan. These parents will be involved in the joint development and evaluation of the school-parent compact that outlines how the school and the parents will be responsible for supporting student learning. This committee will also work with parents to evaluate the effectiveness of the parent involvement initiatives as a measure of performance evaluations of the school. 4. Coordinate and Integrate Parent Involvement with Other Programs: We will coordinate and integrate our parent involvement efforts with FACES (Family and Children Educational Services), Title I-B, Migrant, Title 1-C, Homeless, Career Technical and Agricultural Education, and other programs to the extent feasible and appropriate. 5. Community Based Organizations and Businesses: We will develop appropriate roles for community-based organizations and businesses in parent involvement activities, including providing information about opportunities for organizations and businesses to work with parents and schools. 6. Ongoing Communication between School and Parents: We will address the importance of parent-teacher communication via parent conferences, frequent reports on children's progress, and by providing access to staff and opportunities to volunteer and participate in school activities. The Title I Parent Involvement Policy and Plan will be distributed to all parents at the beginning of the school year for their review and input. Additional opportunities for Parent Involvement and Parent- Teacher Communication are listed below. Parent Involvement Plan and Strategies to Support the Title I Parent Involvement Policy: Parent-Child Enrichment Opportunities, Parent Trainings, and Parent Meetings:


1. Open House: Each year, the staff of Metter High welcomes new and returning parents to the school for an open house. The event is traditionally held prior to the beginning of school and provides a valuable opportunity for parents to tour the school, meet the teachers, and ask questions about the expectations for the school year. Open House is at the beginning of each year. Information is also given regarding extracurricular activities, school- related programs, and volunteer opportunities for parents. 2. Parent/Academic Nights: Academic nights focusing on a variety of topics are held throughout the year. These events provide parents with valuable information regarding the school's curriculum and how they can support student achievement at home. Large and small group opportunities are provided to encourage parents to explore the curriculum with their children and to ask questions. Academic Nights and other parent meetings will be held at various times and locations. The principal and administration will provide timely responses to parent suggestions provided at these meetings. 3. School Council: Our school council consists of members who are representative of school, parents, and community members. They provide advice, recommendations, and assistance. These members attend all meetings and share ideas for school improvement, provide support for teachers and administrators, and are a part of the decision-making process. 4. School Leadership Team: Our school leadership team consists of representatives from all grade levels, support personnel, and administration. A portion of our leadership team members are parents. This committee serves as a decision-making team for the school and works to plan for curriculum implementation and evaluation, to evaluate student achievement and performance, and to plan for school improvement. 5. Parent Meetings: The principal shares pertinent information with parents regarding upcoming events and decisions at meetings. Parents are notified of meetings by website, phone tree and newsletters. The meeting provides parents the opportunity to discuss questions and concerns with the principal. The principal and administration will provide timely responses to parent suggestions provided at these meetings. The principal is also available for meetings concerning private issues. 6. Parent Conferences: Parent conferences are scheduled on a regular basis before, during, and after school hours. Teachers keep a record of parent conferences held throughout the year and encourage all parents to attend therefore ensuring that all parents are included in parent conferences. Individual student assessment results and interpretation of these results as well as a description and explanation of the school's curriculum are provided at these parent- teacher conferences. 7. Parent-School Compacts: Parents are asked to set goals for themselves in participating in their child's education. These goals are listed along with the teacher and administrative/instructional team in a compact for all students. 8. Counselor: The counselor is available to assist parents with specific concerns. Resources are also available to assist parents and students with specific concerns including difficulties with school, problems with peers, anger, and grief. Parenting resources such as books and periodicals are also available. 9. Volunteer Program: Parents may volunteer at our school in a variety of ways. Please contact the principal for more information. 10. Medical Professions Night: Parents and community members who work in a health related field present wellness information at our annual health and safety fair. The medical professionals also gave career information to parents and students about medical field opportunities. Medical Professions Night fair is open to the public, and many parents participate in this event. 11. College and Career Preparation Workshops: Various workshops that focus on preparation for colleges and careers are planned throughout the school year. Parents and community members participate in both the implementation and planning of workshops. 12. Advisory Boards: Each Career Technical and Agricultural Educational (CTAE) program has Advisory Boards that are made up of school, parents, and community members. The Advisory Boards meet and communicate about program and community needs throughout the year. 13. Hispanic Outreach Plan: Due to the large number of Hispanic students and Spanish-speaking families, we will further develop our plan to improve our communication and relationship with Hispanic


families. Our Migrant and ESOL school personnel communicate and seek input from students and parents about meeting the needs of our Migrant and Spanish Speaking subgroups. 14. Staff Development: The school administration, counselor, and parent involvement worker, with the assistance of parents, will work together to educate teachers and other staff, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between home and school. Communication between School and Parents on an Ongoing Basis: 1. Parent Phone Calling System: Important information for parents is communicated on a regular basis via a mass calling system. This system allows the school administration to contact parents via telephone regarding upcoming events and important announcements. 2. Agendas: All students in grades 9-12 receive a daily agenda which is designed to be a communication tool for teachers and parents. These agendas provide an opportunity for parents and teachers to communicate on a daily basis regarding expectations for students, student progress, and concerns. The agendas also contain the student handbook. 3. Parent Surveys: Throughout the year, parents are given the opportunity to respond to various surveys. These surveys are sent home with the students for parents to complete as well as posted on the school website. A Title I Parent Involvement Survey will be conducted during the 2012-2013 school year. 4. School Website: Our school website provides pertinent information for parents and community members. Parent links include information regarding student achievement, school improvement, the school lunch menu, upcoming events. 5. Power School: Power School is Candler County’s student information website that provides parents with information regarding their child's attendance and a variety of other factors concerning academic performance. Coordinate and Integrate Parent Involvement with Other Programs: 1. Migrant Assistance Worker: The Candler County School System employs a migrant assistance worker who assists our migrant families in transitioning to our community. Our migrant assistance worker helps teachers to set up meetings with migrant families, translates information for our Spanish speaking families, and helps translate during parent teacher conferences. 2. School Social Work: A variety of staff meet the social needs of students and family. The system attendance officer works in conjunction with the principal and guidance counselor to contact and visit homes of students that may be in need. Additionally, the school attendance officer may work with staff members to identify potential concerns regarding child and family welfare. 3. Highly Qualified Teacher Notification: The school communicates with parents via certified mail as to the status of teacher qualifications. The Parents Right-to-Know as identified by Section 1111 – No Child Left Behind (Public Law 107-110) requires schools to notify parents of students who may be taught by a teacher that is not highly qualified as identified by the Georgia Department of Education and the Georgia Professional Standards Commission. At the beginning of each school year, we are required to notify parents of each student attending any school receiving funds under this part that the parents may request and the school will provide the parents on request in timely manner information regarding the professional qualifications of the student’s classroom teachers, including, at a minimum, the following: • Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction. • Whether the teacher is teaching under emergency or other provisional status through which State qualification of licensing criteria have been waived. • The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree. • Whether the child is provided services by paraprofessionals and if so, their qualifications.


In addition to the information outlined above, we are required to provide to each individual parent the following information: • Information on level of achievement of the parent’s child in each of the State academic assessments as required under this part;

Timely notice that the parent’s child has been assigned or has been taught for four or more consecutive weeks by a teacher who is not highly qualified


Metter High School Compact

School-P Compact

Metter High School and the parents of the students participating in activities, services and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the state’s high standards. The instructional program at Metter High School is designed to provide a supportive learning environment and high-quality curriculum for every student. A strong school-family partnership is a critical link to creating an environment in which students can reach high standards and expectations. The following compact is a written agreement of shared responsibility: This school-parent compact is in effect during the 2013-2014 school year. School Responsibilities 1. Provide high-quality curriculum and instruction in a supportive and effective learning

environment that enables the participating children to meet the state’s student academic achievement standards as follows: a. Teachers will use GPS/QCC/CCC objectives to ensure students receive a quality

performance based curriculum. b. Teachers will provide parents and students with a syllabus of each class to illustrate

expectations and performance standards in the class. c. Teachers will provide before and after school opportunities for students to have tutoring

in a one on one situation. d. Teachers will prepare students for the GHSGT and EOCT by presenting material relevant

to test standards. e. The school will provide a clear description of the mission and beliefs in the

student/parent handbook. 2. Hold parent –teacher conferences during which this compact will be discussed as it relates to

the individual child’s achievement.

a. All students are encouraged to attend summer orientation with their parents prior to beginning school in August.

b. An open house is held at the beginning of the school year for all students. c. Parent-teacher conference days are held throughout the school year. Conferences may be

held before or after school or during the teacher’s planning period. d. Parents may set up conferences by calling the principal or counselor.

3. Provide parents- with frequent reports on their children’s progress.

a. Teachers are required to call parents monthly of students who are failing a class with a 69 or lower.


b. Progress reports are issued at the first 4 1/2 weeks of a semester and at the 13 1/2-week interval.

c. Report cards are issued at the 9 weeks period and at the end of the semester. d. Teachers maintain grade books on the Internet through Power School. This allows

parents to view grades as well as assignments. e. Teachers will respond to parents in a timely manner.

4. Provide parents reasonable access to staff.

a. Teachers will be available for consultation with parents during parent-teacher conference day.

b. Parents are welcome to visit their child’s classroom and attend class. c. Parents are encouraged to attend conferences before or after school or during the

teacher’s planning period. d. Parents may request teachers to phone or e-mail them.

5. Provide parent opportunities to volunteer and participate in their child’s class and to observe

classroom activities. a. Parents are encouraged to attend any class desired with their students by notifying the

principal, counselor or the teacher of the class. b. Parents are encouraged to volunteer to assist teachers in their rooms, at events or in the

media center. c. Parents are encouraged to attend meetings, shows or events that are announced over the

intercom to students or announced in the weekly newspaper. Parent Responsibilities We, as parents will support our children’s learning in the following ways: 1. Parents will make sure that students are at school every day and on time ready to engage in

higher order thinking activities. 2. Parents will make sure students are prepared to come to school- a good night’s sleep,

breakfast provided, materials needed for classes (paper, pens, notebooks) and be appropriately dressed.

3. Parents will make sure students complete their homework and study for assignments. 4. Parents will make sure students complete assignments by deadlines given. 5. Parents will show interest in their children’s learning by being visible at events (academic

and extra-curricular) and volunteering to help at school when needed. 6. Parents will maintain contact with teachers through phone contact, parent teacher conference

days and e-mail. 7. Parents will stay abreast of grades, academic decisions through visits or phone conversations. 8. Parents will attend and possibly be included on the school council, school improvement plan

team or Title I advisory group. Student Responsibilities We as students will share the responsibility to improve our academic achievement and achieve the state’s high standards in the following ways:


1. We will come to school every day on time and ready to engage in higher order thinking activities.

2. We will do our homework every day, study for tests and have required assignments completed.

3. We will come to school prepared for class with materials needed, a good night’s sleep, and appropriately dressed.

4. We will be respectful to teachers. 5. We will utilize opportunities to meet with teachers, before, during and after school. 6. We will participate in clubs and extra-curricular activities.

School Responsibilities Metter High School will: 1. Involve parents in the planning, review, and improvement of the school’s parental

involvement policy, in an organized, ongoing, and timely way through school council meetings.

2. Involve parents in the joint development of any school-wide program plan, in an organized, ongoing, and timely way.

3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students) and will encourage them to attend.

4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and to the extent practicable, in a language that parents can understand.

5. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

6. On the request of parents, provide opportunities for regular meeting for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible.

7. Provide to each parent an individual student report about the performance of their child on the State assessment in math, language arts, science and social studies.

8. Provide each parent 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 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002.)


Additional Weaknesses and Needs:

Weaknesses:

• Communication with parents and community members does not provide the amount of desired feedback teachers need as well as instructional support to increase standardized test scores.

• Providing Special Education students increased instructional support to increase standardized test scores

• The SST process does not provide student interventions and is not monitored. • Excessive absences, indicated by the Absentee Report, are effecting the

instructional progress of our student population • Unit recovery using Edgeunity is an emerging process • SAT scores are not rising significantly • The number of students exceeding in state testing although rising needs to

improve • Vertical alignment in core subjects is on-going but not complete. • Lack of consistency of rigorous instruction in all subjects • Lack of consistency of literacy instruction in all subjects • Lack of consistency of student engagement in all subjects

As a result of the comprehensive needs assessment, what are the specific priority needs areas for the school-wide program

• Increased data analysis to monitor individual students as well as subgroups and to intervene when appropriate

• Increased professional development targeted to teacher weaknesses and to school improvement

• Increased professional development targeted to literacy instruction • Increased professional development targeted to rigor in instruction • Increased professional development targeted to student engagement in

instruction • Increased planned parent and community activities • Intensified collaborative teacher planning • Developed vertical aligned curriculum in all core areas • Increased student engagement • Continued increase in the use of effective literacy strategies in all areas • Increased rigor and relevance of classroom instruction • Increased incorporation of the “frame works” in instruction • Increased usage of the Language of the Standards during instruction • Increase in funding to purchase supplies to support the Apperson machines


• Increase in funding to purchase technology and storage (cabinet) for computer projections during lunch periods which would include but are not limited to promote materials such as anti-bullying, Problem solving for risky behaviors, cyber-saftey, and recognition of contributions of Americans from diverse cultures.

• Increase in funding to purchase technology supplies to keep our equipment operating successfully in the classroom

• Increase in funding to purchase adaptive materials to meet the needs of targeted students that need scaffolding

• Increase in funding to purchase the math textbooks and materials to provide a smoother transition from middle school to high school mathematics as well as give support to students that are struggling learners in math

• Increase funding to support an On-Site School Improvement Specialist to coordinate the SIP, SWP and monitor their implementation and effectiveness

• Increase funding to purchase replacement and additional technology equipment for classrooms which may include: computers, Elmos, Ipads, computer response systems, projectors, smart boards, printers, headphones, mobi’s

• Increase funding to renew the subscription for USA Test Prep • Increase funding for Apperson supplies • Increase funding for supplemental magazines for core classes to support the

literacy and content instruction targeting students that need non-fiction reading support

• Increase funding for software for core classes to support and compliment instruction

• Increase funding for materials and supplies that support student engagement • Increase funding for PLASCO maintenance, supplies etc. • Increase funding for EDGENUITY computer instruction program training,

site licenses, earphones, supplies • Increase funding for contracted assistance in the Academic Success Center • Increase funding for instructional materials for the Academic Success Center • Increase funding for AP and Pre AP materials • Increase funding for EOCT review materials • Increase funding for SAT Prep materials • Increase funding for classroom supplies and materials for data room • Increase funding for Lead Learner training • Increase funding for summer programs • Increase funding for providing a mock writing test for 10th graders to be

scored by an outside agency


• Increase funding to include teacher remediating or tutoring students for state testing on Saturdays.

• Funding to include supplementary novels, graphic novels and nonfiction books for student use.

• Materials for classroom instruction that are consumable and or used for scaffolding

• Materials, supplies, and technology for the Read 180 program • Funding to continue the Criterion Writing Program for focus on improving

state writing test scores as well as classroom instruction • Funding for STEM activities, projects, field trips, and teacher support • Funding for Math DMDA course for teacher support, materials, field trips,

projects • Funding for Science News magazine for the science class to support and

enhance instruction • Funding for Coach books to support and scaffold for State mandated testing • Funding for Teacher training and travel for professional development • Funding for printing teacher assembled materials for student preparation for

state mandated testing • Funding for expenses of a guest speaker approved by principal and curriculum

director for student instruction. • Funding for expenses for an approved professional development consultant

for teachers. • Funding for Professional Development materials for teachers to enhance

instruction, target literacy, rigor, and or engagement • Funding for teachers and supplies to offer Sat. Slam reviews for EOCT,

GHSWT, or AP student Additional Strengths:

Strengths: • The central office support is ongoing • The administrators are effective as instructional leaders • The professional development planned around identified needs and a plan for

implementation of strategies learned in professional development are in place • The attendance at Math and Science nights increased • The science pass scores and graduation rate increased • The technology-driven lessons are throughout the school (Smart Boards, Blue

Tooth Technology, CBL Labs, CPS Units, and 1 to 1 computer classrooms.) • The District Literacy Coordinator is accessible to all schools • The 49% On Site School Improvement Specialist is on staff


• The Quarterly, district-level Literacy meetings examine best practices for improving literacy in each school

• The RESA literacy program for district is strong • The graduation test review sessions are timely, thorough and well planned • The prescriptive review sessions for the writing test and GHSGT are in place • The EOCT test review sessions are in place • The Read 180 program provides literacy support identified 9th graders • Saturday Slam sessions for GHSGT/EOCT/AP reviews to provide extra

support • Professional development for inclusion, Differentiated Instruction, Rigor and

Relevance, unit development, improving student engagement, and preparing students for the math GHSGT, and DI

• Academic Success Center contributing significantly to state scores and credit recovery

• The faculty participates in the high school redesign program • Professional development is provided for Special Education teachers to

improve the graduation rate for special education students • The vertical alignment in ELA and Math is in progress • The AP courses include European History, AP USH, AP Statistics, AP

Literature, AP Language, and through Edgeunity we can offer four additional AP Courses.

• Pre AP courses are being vertically aligned to the AP courses • The Apperson data analysis system is being used for summative assessments • Twins will collaboratively plan and implement DI Strategies a minimum of

weekly and discuss at Bi-monthly PLC meetings. • The Excessive Absence policy will continue and be reviewed by Lead

Learners and principal periodically for 2013-14

Documents

*Revised May 31, 2013 - SCHOOLinSITEScandleruploads.schoolinsites.com/mhs_schoolwide_plan_1314.pdfassessment and instructional needs for Alternative students. ... Continue the summer