Georgia Department of Education s5

Georgia Department of Education Title I Schoolwide/School Improvement Plan

School Name:

Worth County High School

School Mailing Address:

406 W. King St. Sylvester, GA 31791

LEA Name:

Worth County Schools

LEA Title One Director/Coordinator Name:

Christie Foerster

LEA Title One Director/Coordinator Signature: Date:

LEA Title One Director/Coordinator Mailing Address:

Director of Federal Programs 103 Eldridge Street Sylvester, GA 31791

Email Address: [email protected]

Telephone:

229.777.8395

229.776.8603

Dr. John D. Barge, State School Superintendent April 2011 ● Page 1 of 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP/SIP Template Instructions

Notes:  All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as “Not Met” need additional development.

 Please add your planning committee members on the next page.

 The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

 Please submit your School Improvement Plan as an addendum after the header page in this document.

Title I Schoolwide/School Improvement Plan

Planning Committee Members:

NAME POSITION/ROLE

Melissa Edwards School Improvement Specialist

Dr. Russ Chesser Principal

Scott Chafin Assistant Principal

Dr. April Smith Assistant Principal

Lisa Underwood Assistant Principal

Elizabeth Brand Guidance Counselor

Melissa Souter Math Dept. Chair

Michelle Greer Science Dept. Chair

Kathy Carroll PEC Dept. Chair

Jodie Knight Social Studies Dept. Chair

Nancy Griffin CTAE Representative

Sue Youngblood ELA Dept. Chair

TaTina Tucker Parent

Sonja Parker Parent

Tina Marie Merritt Parent

SIP Components

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

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved are all school level administrators along with department chairpersons, who are also classroom teachers. This committee comprises our leadership team and is used as a data team which analyzes current achievement data and other data to note trends evident in our student population. The data is used to make improvements where indicated to meet the ever changing needs of students.

B. Certified staff participate in a needs-assessment survey each year. This survey asks for certified staff input on current areas that need improvement and also solicits feedback on current professional learning practices, administrative support, and issues of the like. The information gathered in this survey is a critical piece of data used for the creation of school improvement initiatives for the following year. Needs are informally assessed through group discussion in bi-weekly professional development meetings. Teachers are updated about changes that impact them and are asked to provide feedback on which current school improvement initiatives benefit them in the classroom and which do not. Finally, the leadership team, either as a whole or in smaller groups, discusses issues that hinder our ability to make improvements and produce productive and prepared graduates.

C. Worth County High School has a small ELL population and no migrant students. For ESOL students, a Title III contact is in place to facilitate their coursework and assist in any necessary translations.

D. We have analyzed current achievement data to help all stakeholders understand the subjects and skill areas in which teaching and learning need to be improved. For example, we have a designated data room in our building that showcases current and historical data for the following areas: attendance, discipline, End of Course Testing data, graduation rate and other pertinent data. We strongly believe in utilizing the Plan/Do/Check/Act (PDCA) Cycle to promote continuous improvement.

E. We have based our plan using school wide student data. The data was used to identify students and subgroups of students who have not met expectations on the state academic content standards and the state student academic achievement standard including:

 Black subgroup performance on all End of Course Tests (EOCT)  Special Education subgroup performance on all End of Course Tests (EOCT)  Economically Disadvantaged subgroup performance on all End of Course Tests

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. (EOCT)  High rate of absenteeism of all students  Black subgroup’s low graduation rate  Reduce the number of days students are assigned to In School Suspension (ISS) and Out of School Suspension (OSS)

F. The data have helped us reach conclusions regarding achievement or other related data.

 The major needs we discovered are as follows: Black subgroup’s low EOCT test scores in all subject areas as compared to White subgroup, lower graduation rate for Black subgroup as compared to White subgroup, high rate of students assigned to ISS and OSS, and a high rate of students with excessive absences (more than eight) for the school year.

 The major strengths we found in our program are as follows: 85% of all students passed the American Literature EOCT, 92% of White subgroup passed both the 9th Grade Literature and American Literature EOCTs, and consistently high pass rate for all students on the Georgia High School Writing Test (GHSWT).

The needs we will address are as follows:  The achievement gap between the Black and White subgroups in the following EOCT subjects: 9th Grade Literature (26%), American Literature (19%), Math II (26%), Biology (43%), Physical Science (25%), Economics (26%), and United States (US) History (32%)  Low pass rate for all students on Economics EOCT  High number of students with excessive absences  Low graduation rate

 To address these specific areas of need, common planning has been established in order for teachers to work together to plan appropriate lessons. Research indicates when teachers collaborate through the sharing of activities, assessments and other strategies, they are better prepared to meet the needs of their students.

 The Plan/Do/Check/Act (PDCA) Cycle for continuous improvement will be introduced and utilized by the staff to ensure a process is in place for constant improvement. PDCA will help keep us constantly focused on improvement in order to meet goals.

 Math Support and ELA remedial courses were created to meet the instructional

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. needs of at-risk students. Teachers and support staff reviewed analyzed achievement data on rising 9th graders to determine which students require additional skills to successfully complete rigorous CCGPS coursework.

 Four sections of credit recovery are in place to help students “catch up” by earning credit for courses previously failed. Students use the A+ Software program which has a majority of all courses available. Students determine their own pace thus having the opportunity to recover more than one course if needed. This strategy provides students with the opportunity to graduate on time.

 The root cause that we discovered for each of the needs is fundamentally rooted in the lack of readiness evident in many entering freshman in regard to fundamental reading and/or math skills necessary to complete the rigorous high school level curriculum.

G. The measurable goals/benchmarks we have established to address the needs are as follows:

 Reduce the achievement gap between the Black and White subgroups by 10% in all EOCT course subjects  Increase Economics EOCT pass rate for all students from 53% to 70%  Reduce the number of students with excessive absences from 3.9% to 2.0%  Increase the graduation rate from 68% to 70%

*2. Schoolwide reform strategies that are scientifically researched based.  Students are provided opportunities outside of the regular school schedule that may be used for attendance or credit repair, credit recovery, and academic tutoring or remediation. After-school tutoring is provided on Tuesdays and Thursdays from 3:30 PM to 4:30 PM. Saturday School sessions are offered from 8:00 AM to 11:00 AM most Saturdays throughout the year. Nine additional days during three weekly breaks in the school schedule are available to students as well for the same purposes. Summer School will also be held the month of June to provide additional time and support needed for students to meet goals.  Use of full inclusion/co-teaching classes for Students with Disabilities (SWD)  Use of the Edusoft Assess-to-Know program to produce individual and class assessment results on standardized and teacher-made tests as a means of providing timely and accurate feedback to students  Use of Georgia Online Assessment System (OAS) to create and administer benchmark tests at three specified points during the school year to monitor academic progress

*2. Schoolwide reform strategies that are scientifically researched based.  Coordinate Algebra, Math II and III support classes  Academic RTI graduation monitoring spreadsheets that contain all available/relevant testing, attendance, failure, and pathway data for all students, organized by the year entered school for graduation rate monitoring  Use of basic skill screeners for Academic RTI progress monitoring for 9th grade students  Use of teacher developed rubrics to assess performance goals  Implementation of math and writing skills in CTAE classes through implementation of CCGPS Literacy and Writing standards  Implementation of literacy and writing skills in all content areas in accordance with the standards outlined in CCGPS  Emphasis and training on effective instructional practices in order to increase the quality of learning time  Advanced Placement courses in Literature, Environmental Science, US History, Statistics and Calculus  Review sessions for GHSGT and GHSWT provided prior to both main testing administration as well as the retests .

2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. To address the needs of all students in the school, particularly the needs of students furthest from demonstrating proficiency related to the state’s academic content and student academic achievement standard, we will implement the following strategies: enrollment in support classes for those who need extra help in math and language arts, after school tutoring two days a week, Saturday sessions, nine additional days for interventions during the three breaks during the school year and additional tutoring before school at teachers’ discretion.

2(b). Are based upon effective means of raising student achievement. A. Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. Strategies are denoted by boldfaced type and citations verifying the effectiveness of these practices follow each one.  Use of twenty-day monies for after school tutoring, GHSGT review, and credit recovery using A+ software program. Ash, J. (2001). The effectiveness of A+ software on achievement of mathematics students in the high school setting. http://www.amered.com; Trautman, T. (2002). The research basis for the A+dvanced Learning System® and the A+nywhere Learning System

instructional software programs. http://www.amered.com  Closing the achievement gap between subgroups. Haycock, K. (2001). Closing the Achievement Gap. Educational leadership, 58(6).: Burris, C. and Wellner, K. (2005). Closing the achievement gap by de-tracking. Phi Delta Kappan, 86(8).  Full inclusion, co-taught classes for special education students. Villa, R., Thousand, J., & Nevin, A. (2008). A guide to co-teaching: Practical tips for facilitating student learning, (2nd ed.). Thousand Oaks, CA: Corwin Press  Use of Edusoft Assess-to-Know program as a means of providing accurate and timely feedback to students. Nicol, D. and D. Marfarlane-Dick. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2).  Math courses that specifically target at-risk students (Math Support). As cited by Kathy Cox on GaDOE expectations for Math Support—Thompson, M. Learning focused schools strategies notebook.  Use of RTI screener (spreadsheet) to monitor graduation progress. Fuchs, L. and Stecker, P. “Progress Monitoring”. Powerpoint retrieved from http://www.studentprogress.org/library/Presentations/ScientificallyBasedProgress Monitoring.pdf  Use of teacher created rubrics to assess student achievement. Vanderburg, A., et al. GPS in the classroom: Using rubrics to increase student achievement. Research in Higher Education Journal. Article retrieved from http://www.aabri.com/manuscripts/10522.pdf  Training on the use of effective instructional practices and differentiation to maximize instructional time. Marzano, R., Pickering, D. and Pollock, J. (2001) Classroom instruction that works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson.  Advanced Placement courses. Morgan, R. and Klaric, J. (2007) AP students in college: An analysis of five year academic careers. The College Board, New York. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/072065RDCBRpt07- 4_071218.pdf

2(c). Use effective instructional methods that increase the quality and amount of learning time. We will increase the amount and quality of learning time by implementing the effective instructional practices outlined in Robert Marzano’s book Effective Instructional Practices and Carol Ann Tomlinson’s theory of differentiated classroom instruction. As new strategies are delivered and practiced in professional learning, administration and school improvement specialist will visit classrooms to monitor the progress of implementation. All teachers will receive feedback from either the school improvement specialist or their supervising administrator.

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

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). Teachers will administer frequent formative assessments to help drive instruction. This consistent monitoring of student progress will help teachers focus instruction on individual student needs so as to better serve each individual learner. The data from these assessments will be disaggregated and reviewed departmentally and during professional learning meetings. For any assessment that is given schoolwide, such as a standardized test, the data will be reviewed by the staff as a whole during professional learning. Identifiable weakness will be addressed with action plans, scaffolding, and extra remediation for target groups. The master schedule now affords academic area teachers collaborative planning periods to greater facilitate this initative.

*3. Instruction by highly qualified professional staff. All teachers at Worth County High School are highly qualified. The veteran teachers of WCHS have been trained in the Learning Focused frameworks and have received training in differentiated instruction. Teachers at WCHS are encouraged to attend workshops and conferences to increase their understanding of the Georgia Performance Standards (GPS) and Common Core Georgia Performance Standards (CCGPS), and to enhance their teaching skills in standards-based classroom instructional strategies. Job-embedded professional learning is also provided by the School Improvement Specialist through bi-weekly staff development workshops and instructional coaching visits. As changes in personnel occur, new teachers receive the training necessary to allow them to understand the instructional framework and strategies implemented at WCHS.

*3(a). Strategies to attract highly qualified teachers to high-needs schools. We provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. The administrators of Worth County High School, as well as the Human Resources director of the Worth County Schools, continuously work to attract high quality, highly qualified teachers to Worth County High School. Their activities in the area of recruitment include attending job fairs, networking, making use of the “Teach Georgia” employment website, posting positions on the Worth County Schools’ website, using RESA TAPP resources, and encouraging all teachers to obtain advanced degrees.

*4. Professional development for staff to enable all children in the school A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our professional learning that addresses the root causes of our identified needs.

*4. Professional development for staff to enable all children in the school B. We have aligned professional development with the State’s academic content and student academic achievement standards. This year, the GaDOE is continuing training at Southwest Georgia RESA to support implementation of the CCGPS, as well as literacy standards that will extend across the curriculum. Teachers participate in Georgia Public Broadcasting sessions and webinars issued by the GaDOE to provide additional support to help with the delivery of the new curriculum. Teachers also attend training sessions at RESA to continue unit development with peers. For courses still using the GPS, departmental meetings and unit revisions are in progress to ensure that all courses use the content specified in the GPS. Special attention is being paid to the CTAE department for this endeavor.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, our school improvement specialist shares current student data with teachers biweekly in professional learning meetings. That data extends beyond testing data and into course grades, absences, etc.—basically anything that denotes a possible risk for drop outs and includes problems that exist outside of the classroom. The school improvement specialist’s salary is funded with Title I funds. Additionally, the majority of staff development funds is allocated to providing teachers with full day collaborative work sessions for both CCGPS training and unit revision/development. Twenty-Day Instructional money is also being used to fund tutoring twice per week in the areas of math and science.

D. Professional learning on the effective use of Riverside Edusoft Assess-to-Know program for data reporting and analysis and research-based instructional practices in the standards- based classroom is ongoing. At all times it has been the intent of the professional learning plan to allow and encourage peer discussion related to the training sessions and workshops as a part of the development of professional learning communities. Teachers at WCHS participate in professional collaboration in all departments regarding best practices and common assessments and continue to study the methods of disaggregating data on benchmark and end-of-course tests for the purpose of re-teaching and evaluating learning and teaching. Teachers are also involved in discussions about standardized testing data and how to use it to effectively guide instruction.

*5. Strategies to increase parental involvement. A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by posting it to the Worth County High School webpage, accessible via www.worthschools.net. A parent forum was held in conjunction with the winter Band and Chorus concert to encourage parents to better acquaint themselves with the Title I Schoolwide School Improvement Plan and the services that our school provides for students and families outside of the regular curriculum. The SWSIP will also remain posted online with the addition of a survey for parents, students and teachers to participate in as a means of providing feedback on current school improvement initiatives. Beginning

in January 2012, parents were granted access to PowerSchools Parent Portal by signing up in with the registrar. This allows parents to monitor students’ grades and attendance via Internet.

B. We have developed a parent involvement policy that:  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 schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters)

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. In a recent online survey, some stakeholders expressed a desire for a stronger support system and training for incoming freshmen. WCHS has worked diligently to develop a plan for incoming freshmen to address meaningful issues related to the transition from the middle school to the high school. Freshman students are provided a separate “Ninth Grade Welcome” program the spring before beginning 9th grade, which articulates the academic requirements of high school, and focuses on the difference between middle school and high school for both students and parents. In the Fall, each grade level had a separate Open House session with the intent of providing more targeted assistance and information that was pertinent to that grade of students specifically. Guidance counselors meet with students twice per year to help create and monitor the students’ Individual Growth Plan (IGP). Students work together with the same counselor until graduation. Beginning this year, students will also maintain the same advisor until graduation.

WCHS offers a variety of services and programs which promote a seamless transition from high school to a variety of post-secondary options to our graduating seniors, including technical college, Armed Forces, work placement, college or university study. These programs include JROTC, CTAE Career Pathways option, ACCEL post-secondary option at either Darton College or Abraham Baldwin Agricultural College, SPED Summary performances, CTAE work-ready initiative, CTAE program brochure, CTAE on-line Career Awareness Center, Honors classes, Advanced Placement Courses, CTAE apprenticeship program and CTAE Work Study program.

*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. During biweekly professional learning meetings, teachers are given strategies to enhance classroom instruction. Data driven instruction is an underlying theme of our professional development initiatives, and the process is modeled by the school improvement specialist. Teachers analyze student data, mostly graduation progress and standardized test performance,

Dr. John D. Barge, State School Superintendent April 2011 ● Page 11 of 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan and are shown how to make data-based decisions using the data available. All strategies taught during the professional learning meetings are observed and revisited throughout the year to offer adequate support to teachers as they implement the process.

*8. Coordination and integration of Federal, State, and local services and programs. Funds to implement the school-wide plan are acquired by coordinating expenses from resources which include Title I and Title II funding, Media funds, IDEA Federal Flow-Through funds, Perkins Vocational and Applied Technology fund, Special Education funding, Worth County High School general funds, Gifted Funds, Federal Perkins IV Education, Career, and Partnership grant, Professional Development funds, Twenty Day Instructional Extension funding and U.S. Army fund. For the second year, WCHS is part of the GraduateFIRST program funded by SPDG funds from the US Department of Education and the Georgia Department of Education. The goal of this program is to prevent PEC Students from dropping out of school, but extends beyond that to allow a target group of 52 students with 25 of them being PEC Students. This project required the creation of a GraduateFIRST Team and 45 day action planning for area of focus that helps focus specific efforts toward dropout prevention.

8(a). List of State and local educational agency programs and other federal programs that will be included.  Advanced Placement courses  Honors courses  Special Education  Professional Learning  Media  Classroom Guidance  Parent Involvement Coordinator  School Social Worker  Parent Involvement Activities  Purchase of resources, supplies and/or instructional materials  Response to Intervention (RTI)  Title I  Title II  Title III  Title IV

8(b). Description of how resources from Title I and other sources will be used. During the 2012 school year, WCHS used Title I funds to acquire two iPad mobile labs with 30 devices each and a wireless printer. These labs are available to any teacher in the building and are used in classrooms or by administration on a daily basis. ELMO document cameras were also purchased for all math teachers and some of the English/Language Arts (ELA) teachers to enhance instruction. Those ELA teachers who did not get newly purchased ELMOs received

Dr. John D. Barge, State School Superintendent April 2011 ● Page 12 of 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan those purchased previously with Title I funds. Teachers have students use iPads for research, USA TestPrep, and OAS among other things. The school improvement specialist uses them for professional development on occasion so that teachers may actively participate in the concepts being taught.

Professional Development funds will be used this year to provide teachers with adequate time to study and prepare for the CCGPS and participate in professional learning related to the new standards offered by RESA and GaDOE. Funds will also be allocated to summer unit development for English/Language Arts and Mathematics teachers.

Title I funds will be used to reduce class size in both math and ELA 9th grade courses. A reduced ratio of teachers to students will provide more opportunities for interaction and allow time for more quality instruction and communication. Title I funds will also be used to pay the salary for a School Improvement Specialist to work with teachers to improve student achievement.

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. The School-to-Work Opportunities Act of 1994 mandates that schools work with students on selecting a probable field of profession while monitoring their progress along that track. In addition, this Act also requires that students be given the opportunity to participate in Work- Based learning. WCHS has developed a guidance plan that outlines procedures for each counselor to meet with the students that they are assigned twice per year for post-secondary progress monitoring and to ensure that students’ schedules match the career path that they have chosen. Furthermore, we house a Work Based Learning program, which partners with local businesses and gives students the opportunity to participate in the work environment for part of the school day and in the school environment for the other part of that day.

Monies from the Carl D. Perkins Educational Career Partnership are used by our CTAE department to improve instruction by purchasing instructional materials and equipment for CTAE programs, providing professional development opportunities for CTAE teachers, and by partnering with Moultrie Technical College. The purpose of the Carl D. Perkins Career and Technical Education Improvement Act of 2006 is to improve CTAE instruction, not simply maintain a program. Therefore, the money is used to buy new and more advanced equipment each year, not simply to replace worn out materials. WCHS is dedicated to enhancing the CTAE experience for all students and does so through properly utilizing money from this program.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: We provide activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely

Dr. John D. Barge, State School Superintendent April 2011 ● Page 13 of 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan additional assistance. WCHS currently uses a graduation tracking spreadsheet for RTI that allows us to monitor large amounts of student data. Information is updated quarterly or more often if possible. The student data includes the year entered high school, credit total, “grade” level, EOCT, GHSGT, GHSWT, absences, and courses failed. Intervention strategies include, attendance repair, credit repair, credit recovery, 8th period, Math & ELA Support courses, Lunch & Learn program, Saturday School, Intervention Days, and pre-GHSGT week review for all test takers. On-going training for teachers to help them recognize students with difficulties includes how to interpret formative and summative assessments, common assessments in content areas, benchmark test results and end-of course test results in order to focus on class and individual student needs.

9(a). Measures to ensure students’ difficulties are identified on a timely basis. WCHS has several measures in place to guarantee that student data is collected and analyzed quickly and efficiently. We use Riverside’s Edusoft assessment system, Classroom Performance Systems (CPS), Mobis, Georgia Online Assessment System (OAS), and ExPreSS. Teachers have these tools at their disposal to help ensure they are able to manage the workload and paperwork required to provide timely and effective feedback to students. Furthermore, teachers are trained to use the State Longitudinal Data System (SLDS) provided by the GaDOE as a way of collecting baseline data about students and providing more holistic academic background data that is useful for both RTI and differentiation.

9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. In biweekly professional learning meetings, teachers are given strategies for using data to help pinpoint instruction to specific areas of need. Furthermore, the focus of professional learning efforts this year is to build on our study of effective instructional practices from last year and extend that into how to effectively differentiate instruction.

9c). Teacher-parent conferences 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. Parent-teacher conferences will include a collaboration between teacher and parent resulting in a compact that specifies what the school will do to help the student, what the parent(s) can do to help the student, and what additional assistance is available. We have two scheduled conferences on the calendar this year with early student release and additional conferences are scheduled with teachers, administrators or guidance staff as needed.

10. Description of how individual student assessment results and interpretation will be provided to parents. Students are provided with their own personal individual student score reports after each testing administration. This score report details the standards, the items missed, and provides both the student and the parent with feedback on where that student’s progress is in terms of where it should be according to the standards set by the GaDOE. Additionally, disaggregated data is

Dr. John D. Barge, State School Superintendent April 2011 ● Page 14 of 16 Georgia Department of Education Title I Schoolwide/School Improvement Plan made public via the WCHS website and local newspapers. Finally, there is a data room at both WCHS and the Worth County Board of Education with detailed charts of all student assessments.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Data is collected from the system and WCHS testing coordinators. The school improvement specialist takes the data and breaks it down and puts it into charts for teachers and administrators to have for reference in the data room. Subgroup achievement is broken down per domain and overall for each content area test. Furthermore, the data is comparatively charted to show trends and patterns in achievement.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Currently, validity is measured by analyzing current performance deficiencies to ensure the proper areas are being targeted for remediation. Reliability is established by breaking the data down more than once to ensure the math is correct. As for formalized reliability and validity testing, there is none currently in place other than the aforementioned.

13. Provisions for public reporting of disaggregated data. Disaggregated testing data is made public via the WCHS website and local newspapers. Finally, there is a data room at both WCHS and the Worth County Board of Education with detailed charts of all student assessments.

14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. The schoolwide school improvement plan for WCHS is revised twice per year, as mandated by the Worth County School District.

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). Currently, the plan is developed by the school improvement specialist and reviewed by the leadership team. It will also be posted on the web for teacher and parent comment. In addition, it will be presented at the School Council meeting in October for review by other pertinent stakeholders. This is an area that is undergoing work. Plans are being made to increase community stakeholder input on the school improvement plan.

16. Plan available to the LEA, parents, and the public. The Title I Schoolwide School Improvement Plan is available online at the WCHS website and hard copies are available on site.

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. There is no need for translation at this point because the ESOL population at WCHS is less that 1%. For the specific ESOL students enrolled, our Title III contact is available to offer translation if needed via TransAct.

18. Plan is subject to the school improvement provisions of Section 1116. Worth County High School’s Title I Schoolwide School Improvement Plan is written in accordance with Section 1116 as amended by No Child Left Behind (2001). This plan is revised twice per year using information on current practices and resources utilized in the school. When revising, data and curriculum/graduation requirement changes are also considered.

This plan has been reviewed by the leadership team and is submitted for approval by the LEA after each revision.

Dr. John D. Barge, State School Superintendent April 2011 ● Page 16 of 16