General Directions for Writing/Updating Schoolwide Plans

ACHS

Title I Schoolwide Plan for

2011-12

Atkinson County High School

Revision Date: Wednesday, October 12, 2011 Reviewed by Advisory Council

Table of Contents

1 ACHS

Demographics Page 4

Needs Assessment 1. Conduct a COMPREHENSIVE needs assessment Page 5

Strategies 2. Develop schoolwide reform strategies Page 7 a. Provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. b. Are based upon effective means of raising student achievement c. Use effective instructional methods that increase the quality and amount of learning time. d. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under Educate America act.

3. Provide instruction by highly qualified teachers Page 26 a. Strategies to attract highly qualified teachers

4. Provide high-quality and ongoing professional development Page 26

5. Develop strategies to increase parental involvement Page 26

6. Devise a plan for assisting preschool children in transition Page 27

Evaluation 7. Include teachers in decisions regarding the use of academic assessment Page 28 information for the purpose of improving student achievement.

8. Coordinate and integrate Federal, State, and local services and programs. Page 28 a. List of State and local educational agency programs and other Federal programs that will be included b. Description of how resources from Title I and other sources will be used c. Plan developed in coordination with other programs.

9. Provide activities to ensure that students who experience difficulty Page 28

2 ACHS

mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. a. Measures to ensure that students’ difficulties are identified on a timely basis b. Periodic training for teachers in the identification c. Teacher-parent conferences that detail what the school will do to help the students, what the parents can do to help the students and additional assistance available to the student at the school or in the community. 10. Description of how individual student assessment results and interpretation Page 29 will be provided to parents.

11. Provisions for the collection and disaggregation of data on the achievement Page 29 and assessment results of students.

12. Provisions for seeking statistically sound results for each category for Page 29 which assessment results are disaggregated.

13. Provisions for public reporting of disaggregated data. Page 29

14. Plan revised yearly Page 30

15. Plan developed with the involvement of the community to be served and Page 30 individuals who will carry out the plan including teachers, principals, other school staff, and pupil services personnel, parents and students (if secondary).

16. Plan available to the LEA, parents, and the public. Page 30

17. Plan translated to the extent feasible, into any language that a significant Page 30 percentage of the parents of participating students in the school speak as their primary language.

18. Plan is subject to the school improvement provisions of section 1116. Page 31

3 ACHS

Demographics

Atkinson County High School (ACHS) is an 9-12th grade school located in the Atkinson County School District in rural South Georgia. ACHS has a student enrollment of 424. The ethnic makeup of the school is 19% African-American, 33% Hispanic, and 47% Caucasian. Atkinson County School System is on a Special Assistance Certification and Reimbursement Alternative Program, Provision 2 Breakfast and Lunch Program due to the poverty level. According to Georgia Kids Count Data Center, in 2009 Atkinson County had a poverty level of 35%, and an unemployment rate of 16.7%. The Free and Reduced Meal rate for ACHS is 69%. The graduation rate is 71.6% compared to the state rate of 78.9%.

The school faculty consists of 35 personnel – 12.5 regular education teachers, 4 special education teachers, 1 English Language Learner teacher, 1 foreign language teacher, 1 band teacher, 1 alternative school teacher, 1 counselor, 3 physical education teachers, 1 teacher from Wiregrass Technical College, and 5 vocational teachers, 1 media specialist, and 3 paraprofessionals. All Special Education students are served through the inclusion model and one resource class.

The ACHS faculty voted in the spring of 2009 to become a Title I Targeted Assistance school for the 2009-10 school year and to work toward becoming a Title I Schoolwide school. During 2009-10 the leadership team analyzed data to determine problem areas for the high school based on AYP data over the previous three-year period. This data has been utilized to develop the Title I Schoolwide Plan, School Improvement Plan, and Parent Involvement Plan.

The parent involvement plan was developed during the spring and summer of 2009 through several parental meetings in which faculty, parents, and community members discussed the types of information, services, and communications that could best be utilized to meet the needs of all stakeholders in the school’s community. The end result was a parental improvement plan, a scoring rubric to evaluate the effectiveness, and the student compact. The parent portal to access grades and attendance, which was implemented during 2009-10, is a strength in improving relations and communication between staff and parents.

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Components of a Schoolwide Program:

1. Conduct a Comprehensive Needs Assessment  Individuals who will be involved with implementation of the comprehensive school wide program plan developed the school wide plan.

 Persons involved were:

THE ADMINSTRATIVE TEAM (A-Team):  Dr. Al Pollard, Principal  Dr. Brenda D. Stone, Assistant Principal  Ray Fussell, Counselor  Dr. Pam Jackson, RESA School Improvement Specialist  Dr. Elizabeth Oliver, RESA Mathematics Consultant  Carolyn Fluker, Director of GLRS  Claire Smith, GLRS Mathematics Consultant  Dana Robbins, GLS SrpEd Mathematics Consultant

ADVISORY COUNCIL FOR SCHOOL IMPROVEMENT MEMBERS:  Dr. Al Pollard – Principal  Dr. Brenda D. Stone - Assistant Principal  Dr. Pam Jackson - RESA School Improvement Specialist  Beverly Campbell – Mathematics Teacher  Ray Fussell - Counselor  Laverne Carver – CTAE Teacher  Angie Tucker – Media Specialist  Susan Rockett – English/Language Arts Teacher  Jarred Morris – Social Studies Teacher  Roy Burkett – Social Studies Teacher  Kim Summerlin – ACHS Bookkeeper/Parent

SCHOOL PLANNING COUNCIL:  Julia Vining - System Title I Coordinator  Tonya Cecil – Parent Coordinator/Parent  Melissa Whitley – ACMS Teacher/Parent  Margie O’Brien – Parent/Business Partner  Myrtice Williamson – Grandparent  James Williamson – Grandparent  Meg Summerlin – Business Partner

 The Data team at ACHS used the following instruments, procedures, or processes to obtain information:   Georgia Department of Education Report Card and AYP Report  For intervention data the A-Team, gathered data on each student attending

5 ACHS

ACHS. The A-Team, Advisory Council, and teachers reviewed the criteria.   The Georgia High School Graduation Tests and End of Course Tests data were also analyzed.  Climate surveys of parents, students, staff, and community needs assessment were used from the SACS Standards Assessment Report.  CRCT, WRAT-4, STAR, AIMSWeb Benchmark, and ACT will be used for criteria.

 The needs of migrant children were taken into account by the following:  Student enrollment sheets including the Home Language survey are distributed and the registrar checks the Occupational Survey section of the form.  All new students receive an Occupational Survey form, as well as the registration form. This will be checked and verified by the registrar.  Advisory Council will work closely with the guidance counselor, school social worker, and the central office liaison to ensure that the student’s needs are met for any students identified.  Intervention programs and additional assistance for any migrant student who might be identified and is experiencing academic deficiencies will be provided.  Students will be considered for additional services based on formative data and classroom assessments, and teacher observations.  The Migrant Outreach Worker will also serve migrant students as needed.  Students who may be homeless will be referred to the Atkinson County Schools Homeless Liaison for possible services.

 The plan is based on information about all students in the school. Students and groups of students who are not yet achieving the State Academic content Standards have been identified using STAR, Benchmark, CRCT, EOCT, and GHSGT data..

 The data included helped the school identify and determine the subjects and skills in which teaching and learning need to be improved.

 The data also helped to determine the conclusions regarding student achievement as reflected in the goals set for each subgroup.

 The specific academic needs of those students who are to be addressed in the schoolwide program plan will be:  English/Language Arts and Reading – The content areas of Science and Social Studies will be addressed with English/Language Arts and Reading strategies and  Mathematics.

 The major strengths found in our program were:  Teachers’ eagerness to attend professional development and implement instruction with acquired knowledge.  Teachers providing academic assistance to at-risk students and targeted students who need additional tutoring in order to pass the GA High School Graduation Tests.  Implementation of reading program increased circulation of books in media center.

6 ACHS

 GHSWT (writing) scores were at all time high (92.4%)  Highly qualified teachers.

 The major needs discovered were:  Differentiation for subgroups. The academic performance in the subgroups needs closing.  Subgroup academic needs.  Professional development targeting instructional strategies for identified subgroups.

 The root cause/s for each of the needs were:  Low readability level of students.  Lower expectations for subgroups.  Lack of professional learning to address targeted weak areas.  Lack of focus on differentiation of instruction.

 Data team has established specific, annual, measurable objectives for continuous and substantial progress by each group of students identified in the school that will ensure that all groups of students will meet the state’s proficient level of achievement on the state academic assessment (GHSGT) no later than 2014. This data, the measurable goals, are included in the School Improvement Plan. The Data team analyzes the EOCT date to determine, which GHSGT if any, students need to take during their junior year.

2. Develop school wide reform strategies.  The ways in which 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, are being addressed include the following:  After school tutoring.  Computer based programs used for supplemental instructional strategies (USA test prep, Links to Learning).  Credit Recovery.  Alternative school placement to recover units toward graduation.  Test preparation materials for EOCT and GHSGT.  Mock writing and math tests.  Writing to Win.  Pre/Post Tests.  Formative Assessment.  Differentiation of Instruction.  Align standards in the units for all courses.

 The above are based on scientifically based research supporting our effective methods and instructional practices and strategies.

 ACHS will increase the amount and quality of extended learning time:  “Academic Focus” time is twenty-five minutes of small group additional instruction for students in need of additional support.

7 ACHS

8 2010 - 2012

Atkinson County High School Improvement Plan ACHS

Dr. Al Pollard, Principal

SCHOOL IMPROVEMENT PLAN

Cover Page

School Name: Atkinson County High School School System: ATKINSON COUNTY

Name of Principal: Dr. Al Pollard School Year: 2009-2010

Title I: School-Wide Program: x Targeted Assistance:

Needs Improvement Status: Status: NI 2 NI-AYP Year: 0 1 2 3 4 5 6 7

Sanctions Implementing (Select all that apply):

X School Improvement Plan (School Improvement Plans will be submitted to the LEA per system guidelines. Needs Improvement schools will submit plans to the LEA for approval in October 2007.)

School Choice

X Supplemental Services (SES letters and packets have been mailed to the parents/guardians of every student. Parental meetings have also been held.) Corrective Action

Restructuring

Principal’s Signature: ______Date: ______

Title I Director’s Signature: ______Date: ______

Superintendent’s Signature: ______Date: ______

ACHS School Improvement Plan 2010 - 2012

System and School Name: Atkinson County – Atkinson County High School School Year: 2009 - 2010

Measurable Goals: Reading and English Arts (ELA).

 The percentage of BLACK STUDENTS meeting or exceeding on the ELA section of the GHSGT will increase from a baseline of 44.4% to 54.4% in 2010, 64.4% in 2011, and 74.4% in 2012.  The percentage of all students meeting or exceeding the ELA section of the GHSGT will increase from a baseline of 92% in 2011 to 94% in 2012.  The percentage of students meeting or exceeding on the EOCT for American Lit will increase from a baseline of 73.1% in 2010-2011 school year to 76.8% in the 2011- 2012 school year.

Math

 The percentage of ALL STUDENTS meeting or exceeding on the MATH section of the GHSGT will increase from a baseline of 80% in 2011 to 84% in 2012  The percentage of Math I students who pass the EOCT will increase from a baseline of 34.7% in 2011 to 41.7% in 2012.  The percentage of Math II students who pass the EOCT will increase from a baseline of 39.% in 2011 to 46.8% in 2012.

Science  The pass rate for the Physical Science EOCT will increase from 79.1% in 2011 to 83% in 2012.  The pass rate for students taking the Biology EOCT will increase from a baseline of to 52.9 in 2011 to 58..1%in 2012.

ACHS

Social Studies  The percentage of all students meeting or exceeding on the Social Studies GHSGT will increase from a baseline of 76% in 2011 to 79.8% in 2012.  The pass rate for students taking the US History EOCT will increase from a baseline of 59% in 2011 to 62% in 2012  The pass rate for all students taking the Economics EOCT will increase from a baseline of 65.1 in 2011 to 69.7% in 2012.

Graduation Rate

 The percentage of 12th grade students who graduate with a regular education diploma as measured by the Graduation Rate from 71.6% in 2009, to 79% in 2010, 85% in 2011, and 90% in 2012.

Process Goal  The faculty and staff will continue to work to establish and implement a systematic process for teachers to meet collaboratively to develop units for GPS, common assessments, and analyze student work. (School Keys: Curriculum, Instruction, Assessment, Planning and Organization, and Professional Learning)  The faculty and staff will work to collaboratively and collectively to develop a variety of formative assessments to be utilized regularly in the standards base classroom to ensure that all students have the opportunity to master the standards. Formative assessments will be the cornerstone for re-teaching and differentiating instruction.

ACHS s y Evaluation of Implementation of Strategies and e K

Impact on Student Learning l o Estimated Costs, o

h Person(s) c Actions, Strategies, and Interventions Timeline Funding Sources,

S Responsible s

d and Resources Artifacts Evidence n a r t S Establish a data-driven and consensus- oriented process for continuous improvement to guide the development and implementation of a current, well- articulated school improvement plan:

a) Collect, analyze, and prioritize data Oct 2011 Facilitation by Principal Data charts School Leaders, Advisory Council (student learning, demographics, School and Root causes meet at ACHS to complete the perceptions, process) to determine Improvement Advisory SIP Focus Walks, process. root causes and establish SMART Specialist (SIS) Council Advisory Council goals. $0.00 minutes, Data charts displayed in the b) Identify actions, strategies, Nov 2011 Minutes from Conference room. interventions, timeline, funding, Professional responsibilities, artifacts, evidences Learning Advisory Council distributes root for monitoring, and NCLB Communities, causes to all staff. requirements. Dec 2011 c) Communicate SIP to all Minutes from All faculty invited to participate in stakeholders Dec 2009- Professional all day session set for writing d) Implement SIP May 2012 Learning SMART goals to address the data. e) Develop and implement a Communities systematic monitoring process to Dec 2009- SIP will be monitored in Focus gauge the effectiveness of the SIP June 2012 Walks, Advisory Council meetings on reaching goals. And Focus monitoring

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s n d o

i Principal, Leadership team The principal, administrative team,

n Establish an Advisory Council- t a a r z AP roster, Faculty and school staff can explain the i t Leadership Team fully representative n S a meeting minutes selection process of the leadership g of the school r and agendas, etc. team. O

& g n i n a. The school leadership team n Disaggregated a establishes a sense of urgency by P data: providing and leading the faculty achievement, and staff in the use of relevant Principal, attendance, Faculty can explain results of data data: student learning data, AP, discipline, media findings, the changes needed demographic data, perception Advisory center in the school based on the data, and data, and process data. Council circulation what is needed to impact reports, etc). student learning b. The leadership team consistently monitors the implementation of Advisory Council the school improvement plan by meeting frequently revisiting the plan at agendas and Advisory Council members can leadership team meetings. Action minutes, explain how the school plans/next steps are developed to monitoring & improvement plan impacts the work ensure that the plan is evaluation of the school. The goals of implemented effectively. forms, action the improvement plan become the

plans focus of the work of the c. The School Leaders and the June 16-20, $27,000 leadership team. Advisory Council will attend 2011 Curriculum, the Title I Georgia Summer Director, Leadership Academy for Title I professional learning. Director, Principal

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d Establish a plan to implement n a r collaborative meeting time for Students monitor their own progress t S professional learning during the school based on use of common day instructional strategies and assessments in all classrooms a) Determine structure/ calendar/ Aug 2009- $0.00 Principal, Schedules, team schedule. Determine purpose and Oct. 2011 Asst. Principal minutes, team Students across classrooms are held function (study groups, teacher Advisory norms, protocols, to the same standards. For meetings, modeling and Council examined student example, all Math I students are demonstration, planning instruction, work, common held to the same standards. developing common assessments, assessments, etc.) common units or Teachers in the same content area lessons, action collaboratively plan for instruction. b) Establish expectations for learning results, etc. communities (establish norms, Jan 2011 New teachers can articulate how minutes taken, etc.) their mentor has supported them instructionally over the course of c) Determine appropriate protocols for the school year. selected purpose and function Aug 2009 (planning units, revising units, Continuous revision of lesson/unit analyzing student work, etc.) plans and instructional practice based on action research promotes d) Develop and implement a greater student achievement as monitoring process which leads to Aug 2009- evidenced by student work, as well revision June 2011 Professional as formative and summative 1. Implement collaborative Leaning assessments. meeting time for Communities professional learning 2. Revise plan for collaborative planning based on the continuous

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d monitoring of the process n a r t S 3. Select & assign mentors for August $300 per mentor Principal new teachers. Establish 2011 practices & procedures focused on improving instruction

Provide professional learning opportunities on standards-based teaching and learning to include the following:

a) Why standards? (How does the None needed: School Classroom Teachers can explain the value of GPS differ from the QCC? How Jan 5 2010 Training provided Leaders, schedules professional growth and how have instructional practices by Curriculum Leadership showing common it will impact student learning. changed? Follow-up Director, Principal, Team instructional Teachers establish their own b) Standards-based structures in PLCs, Science Consultant, framework, units goals to improve professionally. (common lesson presentation, etc. RESA SIS. of study, instructional frameworks, etc.) Training materials standards-based Teachers can use and articulate the provided by RESA bulletin boards. components of the Instructional c) Begin looking at student work and Board Office . Framework (opening, work session, based on the standards using Jan. 2010 – Student work closing). common assessments and depth of May 2011 displayed with knowledge of assessments teacher Teachers align their commentary on commentary student work with the standards based on the which students are expected to posted standard, meet. posted exemplars and models, etc.

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r d) Begin training and development May 2011- Initial training at Principal, Peer Teacher Documentation from focus walks, t S of formative assessments school May 2012 RESA paid by School focus walks and focus monitoring and observations. wide. district. Those Improvement focus monitoring trained at RESA specialist and Advisory will be a part of the Council delivery process Units of study, during Professional Pacing Guides, Teachers to guide student learning e) Continue work to establish and Learning during the Common use pacing guides and units. implement a systematic process for school year Assessments, teachers to meet collaboratively to Jan 2010- Minutes of Courses taught by multiple teachers develop units for GPS, common May 2012 Specialists and pay School Faculty Groups use the same pacing guides, unit assessments, and analyze student all expenses. Leaders, Analyzing plans, and assessments. work RESA consultants Leadership Student Work will redeliver Team In groups analyzing student work, training at no cost. teachers have reached consensus of what constitutes proficiency in meeting standards. Focus Walks, Meeting Minutes Monitoring results in effective f) Develop and implement a implementation of practices that systematic monitoring process to promote standards-based gauge the effectiveness of Jan 2010- classrooms professional learning and June 2012 School implementation of standards-based Leaders, classroom practices Leadership Team

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s n d o i Develop, implement, and monitor a n t a c r u comprehensive ELA program to meet the t r t S s needs of all students: n I

, a) th th School t Assess 10 grade and 11 Jrs.—Oct $0.00 Test Scores Students who record low scores will n e grade students with diagnostic mock 2009 Counselor & be required to attend tutoring and m s

s Graduation

e GHSWT and GHSGT ELA tests Sophs.- will be retested on specific areas. s s June 2012 Coach & A

, Support Staff m u l u c i b) r Assess eleventh grade students Oct & Dec r u with diagnostic write to win 2009 $0.00 School Test Scores Students who record low scores will C assessments. June 2012 Counselor & be required to attend tutoring and Support Staff will be retested on specific areas.

ELA Teachers c) Include teaching of grammar in Sept 2009 $0.00 Lesson Plans, Student grades and scores, every lesson plan – May Daily Grades reteaching and testing. 2012 ELA Teachers

d) Include comprehension questions in Sept 2009 $0.00 Daily Grades Student grades and scores, each short story selection – May reteaching and testing. 2012 ELA Teachers, After-school e) Assign identified at-risk students to Tutoring online practices sites for the Oct 2009 – USA Test Prep Teachers, Computer Computer records & notebooks kept GHSGT Mar 2012 $1,850.00 Printouts for at-risk students identified Links to Learning through diagnostic tests & mock $0.00 tests

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d f) Use Academic Focus (Intervention Sept 2009- $0.00 ELA Completed Scored writing assignments & n a r and extended learning) Time on the May 2012 Teachers & writing posters showing the assignment t S days designated for Writing to Win & Intervention assignments entries ELA reviews (provide practice Teachers worksheets) Dec 2009- $0.00 All of above & All strategies are being g) Monitor effectiveness of above May 2012 ELA Departmental implemented, reviewed, and strategies (a-f) at least once Teachers & Minutes revised, as appropriate. monthly in departmental meeting Administra- tors

Develop, implement, and monitor a comprehensive mathematics program to meet the needs of all students: Aug 2011 $0.00 AP and math Mock Scores Scores will be used to identify at- a) Assess ninth and tenth graders teachers risk students. Tutoring will be using Star Math testing. required during the day & after school to assist students.

b) Use Academic Focus time as a math remediation and enrichment for all Aug 2011- ninth tenth grade students May 2012 $0.00 All Teachers Completed Student grades improve & reduction Homework in the number of failures for math Assignments & classes c) Implement bi-weekly common Math Improved Student planning for math teachers with Teachers & Grades PLC members Sept 2009- PLC team May 2012 $0.00 Meeting Minutes Minutes kept to demonstrate how the PLC is addressing student achievement in math

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s t r d o n p a p r t u S S d) Assign identified at-risk students to Sept 2009- USATESTPREP ACHS Staff Computer Record Computer records & notebooks kept & t online practices sites for the May 2012 $1.850 Printouts for at-risk students identified n e

m GHSGT (, USATESTPREP, Links Links to Learning through diagnostic tests & mock e v l to Learning, .) $0.00 tests o v n I

y t i n u m $20,000—20-day m e) o Provide tutoring opportunities for money & Title I C at-risk students to include after- Targeted &

, y l school tutoring and pullout Jan 2010- Assistance Math Sign-in Sheets Sign-in sheets for after-school i m (additional math time) session May 2010 Teachers & for after-school, tutoring, attendance records for a F

, After-school Computer records pullout tutoring will be kept. Pre- t n e Tutoring for pullout , post comparisons of math scores d u t Staff Comparison of will be used to determine student S $0.00 pre and post math progress scores f) Use Academic Focus time to Prepare juniors for the GHSGT in Jan.2012- Math Teachers math. Students will be targeted May 2012 Students Improved scores for first time test based on grades and EOCT test portfolios takers on the math GHSGT scores

g) Monitor effectiveness of strategies Analyze test results and effective above (a-f) during Advisory implementation of practices that Council meetings monthly. Jan 2010- Minutes of promote student learning as Mat 2012 Advisory Council evidenced by student assessments- meetings formative and summative assessment.

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d Develop, implement, and monitor a n a r comprehensive Science program to t S address student needs:

a) Use formative assessments daily to Oct 2009— Science Variety of Students are identified that need adjust instruction and provide Jun 2012 Teachers & assessments in additional instruction or students with feedback (oral and administrators lesson plans & intervention based on formative written questions, summarizers, evident in assessments. activators, check points, etc. classroom observations

b) Increase the variety and frequency Oct 2009— Science Variety of and The activators and summarizers of activating and summarizing Jun 2012 Teachers & frequent use of observed support the lesson and activities SIS activators and student needs. summarizers in Lesson Plans & Students make progress toward evident in meeting the standards classroom observations

c) Increase the variety of delivery Oct 2009— Science Variety of The delivery modes observed modes in instruction on a daily Jun 2012 Teachers & delivery modes support the lesson and student basis (3 or more days) to ensure that SIS are evident in needs. all students have access to meeting Lesson Plans & standards evident in Students make progress toward classroom meeting the standards. observations d) Increase the amount of reading in Oct 2009— the Content area for science using Jun 2012 Science Variety of Non-text resources support the non-text sources of information and Teachers reading resources standards taught as well as increase reading material available for the use of reading strategies.

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r Develop, implement, and monitor a t S comprehensive Social Studies program to address student needs:

a) Correlate pre-test and post-test to July 2011- Standards are itemized on each GPS. Test submitted June 2012 0.00 SS studies Test question. Standards then and on file with teachers, Checked off from state list. b) Benchmark students in each content July 2011- administration area utilizing pre- test and post-test. RESA June 2012 0.00 consultant, Data from results of tests used Tests submitted To determine instruction on c) Increase the variety of delivery to Standards and used to guide modes in instruction on a daily July 2011- administration. Time spent covering materials. basis (3 or more days) to ensure that SS Studies, all students have access to meeting June 2012 teachers standards 0.00 Admin., RESA Variety of and d) Increase the amount of reading in consultant The delivery modes observed the Content area for science using frequent use of support the lesson and student non-text sources of information and July 2011- activators and needs. reading material June 2012 0.00 summarizers in SS Studies Lesson Plans & Students make progress toward teachers evident in meeting the standards. classroom observations

Variety of reading resources available for required reading as evidenced in lesson plans Georgia Department of Education Kathy Cox, State Superintendent of Schools October 18, 2007 ● Page 23 of 34 All Rights Reserved

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r t S Implement a plan to support students and increase graduation rate

a) Contact parents of students who are at-risk of failing (methods will Sept 2009- Admin. And Phone records, Parents can articulate what their include – phone, letters, May 2012 counselor copies of letters, students need to achieve to meet conferences). Faculty and staff will Faculty and conference graduation requirements and what adhere to the 2011-2012 Parental Staff records, Parent supports are available for their outreach policy and work to meet Outreach Rubric children. the goals as outlined in the parent compact and policy rubric

b) Records review of student withdrawal status September, Dec 2009- Guidance Compiled list of January, and May May 2012 Counselor, student Administration withdrawals & Registrar

c) Collect data for at-risk students in reading and math using star math Sept 2009- Advisory Excel and star reading testing alongside May 2012 Council Spreadsheet CRCT

d) Develop advisement groups to November $200 for notebooks Advisement Students meet with advisor twice a assist students develop their 2010- June and dividers. Admin. notebooks for semester and review and adjust their individual graduations plan. 2012 Counselor students plan. and Teachers e)

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r ACHS will create a cooperative working t S liaison between the school, parents, and the community called the ACHS Planning Council.

a. Parents will be offered Oct 2009 – Parents, Meeting agendas, Parents, teachers, community opportunities to demonstrate Jun 2011 students, minutes, sign-in members, and principal participate commitment and involvement in teachers, and sheets, lists of in the school’s council. Members of student learning. administrators committee the council can explain assignments how the school utilizes benchmark b. ACHS and the community will data. They explain their role Parents, organize a parent involvement Oct 2009 – in shared decision making. organization. Jun 2011 students, teachers, c. Parents and community members community will volunteer their time, talents, members, and energies toward school and administrators activities and projects.

d. Students and parents will sign and Oct 2009 – Parents, adhere to ACHS’s educational Jun 2011 students, compact showing commitment to teachers, and the educational program. administrators

Oct 2009 – Parents, Jun 2011 students, teachers, and administrators

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r f) Parents will collaborate with Oct 2009 – Oct 2009 – Forms & Sign-in Scheduled Parent-Teacher t S teachers through conferences held Jun 2011 Jun 2011 Sheets Conferences throughout the school throughout the school year. year—Parents can articulate how their children are performing.

g) Parents will be represented on the Oct 2009 – Oct 2009 – Planning Council ACHS Planning Council meets on a ACHS Planning Council. Jun 2011 Jun 2011 Minutes regular basis to plan parent/student activities

h) ACHS will be accessible to parents and community members to use as a Oct 2009 – Oct 2009 – Facility Use Community members may submit community center after school Jun 2011 Jun 2011 approvals in Facility Use Form for board hours for community meetings, Board Minutes approval. services provided by social agencies, Internet search, and workshops pending Board approval.

i) Parents will participate in writing Oct 2009 – Oct 2009 – IEP records & Scheduled IEP meetings goals and objectives for their Jun 2011 Jun 2011 sign-in forms children’s Individualized Education Plans

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d n a r Learning Environment: t S ACHS students will increase learning skills in a safe, inviting, and supportive learning environment.

a) Students who require an Oct 2009 – Individualized Students can identify where they are Individualized Education Plan Jun 2011 Education Plans in relation to their IEP goals (IEP) will progress as a result of having and IEP developed for them.

b) Students will be enrolled in Oct 2009 – Reduced class reduced size classes Jun 2011 size

c) Students will progress as a result Oct 2009 – of participating in the following Jun 2011 grouping configurations: Documented in Students’ formative and assessment teacher lesson results increase in all areas as Cooperative Leaning Groups plans instructional needs are met. Inclusion Individualized Workshops Achievement Level Groups Small Groups Whole Groups Multi-age groups

ACHS l o Evaluation of Implementation of Strategies and o

h Estimated Costs, c Person(s) Impact on Student Learning

S Actions, Strategies, and Interventions Timeline Funding Sources, s Responsible y e and Resources Artifacts Evidence K s d d) Staff will seek out parent and Sept 2009- School Forms, Sign-in Parent and community members n a r community involvement. May 2010 Leaders, sheets, Calendar can articulate how the school invites t S Leadership Schedule of their input and participation. Team, Events, Surveys Faculty and Staff

e) Staff will plan for a safe and Sept 2009- School Meeting minutes Students will improve self-esteem physically comfortable learning May 2010 Leaders, and forms, and motivation as evidenced by environment. Plan will include Leadership Schedules, Sign- participation in school events and in the following components: Team, in Sheets increased success in academics. Faculty and 1) Students valued as Staff individuals with unique, physical, emotional, and intellectual needs 2) Students exposed to and using modern technology

3) Positive relations cultivated by staff with students

4) Awards and recognition given on a monthly basis to students being recommended for Rebel of the Month.

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3. Provide instruction by highly qualified teachers.  ACHS will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. 96.3% of teachers are highly qualified. One teacher is teaching out of field for two periods, and one is teaching out of field for one period.

 The school has incorporated a teacher-mentoring program for teachers with two or fewer years of teaching experience. Should a teacher not have the status of “Highly Qualified,” a plan must be developed and signed by both teacher and principal. The plan reflects steps, which may include professional learning that will occur to correct the status of the non-HiQ teacher. This may include testing or change of placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ.

 The strategies to be used to attract highly-qualified teachers are:

 The district participates in recruitment activities at colleges and universities in order to attract highly qualified new teachers. Job fairs within the district are conducted, if needed, to provide school administrators the opportunity to interview candidates and select from a “pool” of highly qualified candidates. Candidates are also screened through Human Resources. This provides assistance to principals and schools with the initial hiring process in the selection of “Highly Qualified” teachers.  The “Teach Georgia” website is also used to select qualified teacher candidates.

4. Provide high-quality and ongoing professional development.  Teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in the staff development that addresses the root causes of our identified needs. Professional learning opportunities include: 1. Writing to Win training in general writing across all content areas. 2. Professional development with the State’s academic content standards in creating standards based classrooms. 3. Follow up observations of standards-based classrooms and writing implementation and recommendations for improvement. 4. Development of units aligned with the Georgia Performance Standards. 5. Development of pacing guides based on Georgia Performance Standards. 6. Regularly scheduled department meetings with student work discussions and curriculum development. 7. Professional development in Differentiation of Instruction, Formative Assessment, and Renaissance Place, and Work Ready – linking CTAE courses to the content courses. 8. Math consultants from RESA and GLRS provide ongoing collaboration for the improvement of math instruction in order to bridge the gap in student achievement.

 Sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems, for example Title I funding for professional development and Title II A.

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5. Develop strategies to increase parental involvement.  Parents were involved in the planning, review, and improvement of the comprehensive school wide program plan by participation and review of the school wide plan, parent policy, and student compact.  The team who developed the school wide plan is listed under component 1 (parents identified).

 ACHS has provided written notice to parents of each enrolled student that the school is in needs improvement.  ACHS has developed a parental involvement policy which is included in our School Improvement Plan and includes strategies to increase parental involvement by  Providing system level scheduled parent-teacher conferences and formal conferences an a necessary and as needed basis  Scheduling flexible parent meetings  Providing training for parents to inform them of ways in which they can participate in decisions relating to the education of their children and assist with student learning  Holding an annual meeting to inform parents of school wide components, requirements, and the right to view and participate in the annual update of the school wide plan and student compact  Conducting annual parent surveys and providing timely response to parent suggestions  Informing parents of the high-quality curriculum designed to meet the State’s student performance standards  Informing parents of required assessments, proficiency levels, student progress toward meeting proficiency levels, and providing an interpretation of results  Notifying parents of the annual Adequate Yearly Progress status of the school  Informing parents of the State Parent Information Resource Center (PIRC)  Placing a “Suggestion Box” in a location so it is accessible to parents  Providing materials and training to help parents work with their children to improve academic achievement  Providing professional development to the staff on effective communications with parents  Providing access to “Parent Portal” which allows parents to monitor student grades and attendance and  When feasible and appropriate disseminate information in an understandable language

 A Parent Coordinator will assist with parent involvement activities and resources.

 The school wide program plan will be made available to the LEA, parents, and the public by on the school web page, presentation to the local board of education, and mail to the parents.  The school website, newspaper, informational flyers, phone calling system, individual phone calls, parent meetings, mail, progress reports, report cards, e-mail, and parent portal will be used as parental communication tools.

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6. Devise a plan for assisting preschool children in the transition from early childhood programs (such as Head Start, Even Start, Early Reading First, or a preschool program under Individuals with Disabilities Act to the school wide program).  Following are ACHS plans for assisting students in the transition from the middle school to the high school program. Also included are transition plans for students leaving high school.  To make the transition from middle school to high school, the students will participate in an orientation session at the high school where policies and procedures are reviewed.  Open House is held prior to the beginning of the new school year. All parents and students are invited to the school, meet the teachers, and receive information about expectations for the upcoming year.  Parent meetings with the main focus on the Program of Study are to inform and enlighten parents on topics of educational interest.  To make the transition from middle school to high school the students will participate in an orientation session at the high school where policies and procedures are explained.

7. Include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement.  The ways in which teachers are included in decisions regarding use of academic assessment are:  Teachers are involved in “Data Analysis” where all assessment information for ACHS students is reviewed. Teachers and administrators developed plans including interventions for at-risk students based on the data review and teacher input.  Advisory Council includes teachers in decisions regarding assessment for total school improvement as well as other school decisions.  In Professional Learning meetings teachers use assessment data to make instructional decisions and to identify professional learning needs.

8. Coordinate and integrate Federal, State, and local services and programs.  All Federal, state, and local services are coordinated to maximize the funding and reduce fragmentation of services.  Schoolwide planning across grade levels and departments is used to determine the needs and requests for the funding by the central office.  When requests for professional learning and materials are received, central office directors meet and decide which funding source best meets the requested needs.

9. Strategies for increasing academic achievement for students having difficulty mastering standards.  The measures taken to ensure students with difficulties are identified and served on a timely basis are:  Parental contacts to encourage student participation in academic opportunities such as after school tutoring. Georgia Department of Education Kathy Cox, State Superintendent of Schools October 18, 2007 ● Page 31 of 34 All Rights Reserved

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 Counselor and administration schedule sessions with students to motivate and ensure student success.  After school tutoring scheduled (with parent agreement and support).  Bus transportation provided for students who participate in after school tutoring.

 ACHS provides 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:  Using teacher-planning time to tutor students (from elective classes).  After school tutoring.  Working toward complete implementation of standards based classrooms and differentiation of instruction.  Revisiting horizontal and vertical alignment of standards within the units written by teachers.

 Periodic training will be provided to teachers to provide methods and strategies for the identification of difficulties and appropriate methods of assistance for these difficulties.  Effective general writing strategies through the “Writing to Win” program (continuous ongoing on-site professional development).  RESA and GRLS Math consultants assist math teachers with implementation of new math standards (ongoing professional development; model teaching).  School Improvement specialist focused on standards based classrooms, planning and pacing guides, and effective teaching strategies.  RESA and GRLS consultants for improving teaching methods, instructional strategies, and student achievement.

 ACHS will hold parent/teacher conferences in order to determine what the school will do to help the student, what the parents can do to help the student, and what additional assistance is available for the student to succeed at the school or in the community.

10. Individual student assessment results and interpretation will be provided to parents in the following manner:  Individual assessment analysis sheets are given to the students.  The teachers use the item analysis to determine which content areas have the lowest scores.  The areas will be identified as areas of remediation and will be addressed in their instruction.  Those students who have excelled will be accelerated.  Mock tests and mock writing assessment results are used to plan instruction on the objectives that the students have not mastered.

11. Our provisions for the collection and disaggregation of data on the achievement and assessment results of students are:  Subgroup, grade level, and content areas for analysis of disaggregated data.

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 The student’s past and present year teachers collaborated to analyze student data and make informed decisions.  Data results are included in the School Improvement Plan.

12. Our provisions for seeking statistically sound results for each category for which assessment results are disaggregated are:  The data collected is from the School Report Card on the DOE website or AYP data sent to us by the System Test Coordinator. The student test results administered by the state are valid and reliable. The data received from both sources has already been disaggregated by subgroup by the Georgia DOE.

13. The plans for public reporting of disaggregated data are:  The Georgia School Report Card and the Adequate Yearly Progress reports are posted on the Georgia Department of Education website.  The school improvement plan, including data, will be posted on the school website.

 Data are shared with the Advisory Council, teachers, and parents. It is reviewed regularly with the local School Council, which is comprised of parents, community members, administrators, and teachers.  Results are published on the school website and in school newsletters.

 Data and other information are published in the local newspaper.

 The data are discussed with parents during conferences.

 AYP report will be presented to the Atkinson County School Board.

14. The plan will be revised annually beginning in 2011-2012.  Prior to each school year, the school leaders and the Advisory Council will review and revise the SIP, based upon data review and feedback from all stakeholders.

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).  Once developed, it will be revised yearly, along with the school improvement plan.  Stakeholders will be involved and participate in implementing the comprehensive school improvement and school wide plan.

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16. The plan is made available to the LEA, parents, and the b\public in the following ways:  Once the draft plan is completed, it will be shared with the stakeholders involved.  Feed back from stakeholders will be used to make final revisions to the plan. After DOE approval, the plan will be made available to all of the stakeholders.  The school improvement and parent involvement plans will be sent home in the beginning of the school year information packets with all students. The plans will be posted on the school website and copies distributed at the School Council meetings and to any interested stakeholders.  Additional copies of the plans will be available in the front office for distribution to newly enrolled students, or upon request.

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.  A copy of the school wide Title I plan and parent involvement plans, as well as the School Parent Compact, will be translated in to Spanish after it is written and reviewed with the assistance from parents and community members.  Copies of these plans are distributed as needed.  Copies of these documents are also housed in the office area.  Copies of the documents are given to new students when they register.  Spanish versions of these plans/compact are also included.

18. Plan is subject to the school improvement provisions of Section 1116.  ACHS is in the second year of Needs Improvement and will complete and participate in all requirements according to state and federal guidelines.  ACHS is the only high school in the district and chose to offer Supplemental Educational Services rather than Public School Choice.

______Principal’s Signature Date

______Title I Signature Date