Forsyth County Schools A

1 Program Improvement Plan Signature / Cover Page

District: Morgan County School District Re-3

District Number: 2405

District Improvement Status: Corrective Action

Year: 1 2 3

Intervention 2007-2008:

LEA Program Improvement Plan X District Corrective Action

The undersigned attest that the information in the following plan accurately represents the policies and programs that will be implemented by the Local Educational Agency (LEA) as it complies with the No Child Left Behind Act section 1116(c) LEA Improvement.

Title I Director: (please type) Joy Perry

Title I Director Signature:

Superintendent: (please type) Greg Wagers

Superintendent Signature: ______

Date: 1.03.08

Morgan County School District Re-3 January, 2008 2 Program Improvement Plan

The purpose of the LEA improvement plan

If the SEA identifies an LEA for improvement, the LEA must develop or revise an improvement plan, no later than three months after the identification. In developing or revising this plan, the LEA must consult with parents, school staff, and others.

The purpose of the LEA improvement plan is to address the deficiencies in the LEA that prevent students in its schools from achieving proficiency in the core academic subjects of reading and mathematics. The improvement plan must analyze and address LEA insufficiencies as they relate to leadership for schools, governance and fiscal infrastructures, and curriculum and instruction. The plan-writing process should result in a determination of why the LEA’s previous efforts to improve were ineffective and a framework of detailed action steps to improve on those efforts.

Implementation Timeline

The LEA must implement its improvement plan, whether new or revised, upon completion of the plan. For example, if the LEA does not make AYP during the 2002-03 and 2003-04 school years, it will be identified for improvement once CDE finalizes AYP determinations signifying the beginning of improvement status. The district must develop or revise its plan within 3 months from the time it is identified.

Improvement Plan Contents Section I: Narrative The plan must:  Address the fundamental teaching and learning needs of schools in the LEA, especially the academic problems of low-achieving students;  Define specific measurable achievement goals and targets for each of the student subgroups whose disaggregated results are included in the State’s definition of AYP; (Use the following matrices for this section)  Incorporate strategies grounded in scientifically based research that will strengthen instruction in core academic subjects;  Include, as appropriate, student learning activities before school, after school, during the summer, and during any extension of the school year;  Provide for high-quality professional development for instructional staff that focuses primarily on improved instruction;  Include strategies to promote effective parental involvement in the schools served by the LEA; and  Include a determination of why the LEA’s previous plan did not bring about increased student academic achievement.

The plan must also specify the fiscal responsibilities of the LEA and detail the required technical assistance that the SEA will provide.

Section II: Action Plans The following pages provide matrices that will assist the LEA in the establishment of specific annual, measurable objectives for those areas in which the district failed to make AYP. The district need only complete the matrices for those areas in which it failed to make AYP. Any or all of the contents from the Narrative section may be woven into the Actions/Strategies/Interventions section of the action plans.

Action Plan for Reading Objective #1: IEP students will demonstrate improved achievement in READING in grade(s) 3-6 by reducing the percentage of students performing at the UNSATISFACTORY level from 58.33% making UNSATISFACTORY at the end of SY06-07 to 52.50% making UNSATISFACTORY at the end of SY07-08 as measured by CSAP with a minimum of 95% participation for all subgroups (a reduction of 10% of IEP students performing at the UNSATISFACTORY level.)

Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e. Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): Reading IEP Students

Factors affecting student achievement to be addressed. See the “Standards and Indicators for School Improvement” document (attached) for suggested topics. These factors should be addressed in the “Actions/Strategies/Interventions” section of the matrix. Aligned curriculum Data driven instruction Embedded professional development ______

Actions / Strategies / Interventions Timeline Resources/Est. Costs Person(s) Evaluation Methods and Responsible Indicator 1. Literacy Coaches in all buildings (including a Title I funded 1.0 Fall 2007 Building CSAP scores, number of FTE instructional coach at Baker.) and Title 1 Program Principal, Federal students on ILPs, NWEA 2. Assessments and data management consistent across buildings ongoing Improvement Setaside funds Programs data trends, use of 3. Consistent use of intervention reading curriculum (Language! a 1.0 Instructional Coach at Director, Asst. AIMSWEB progress and Read Well) Baker ($48,334), Superintendent/C monitoring to evaluate 4. Extended learning opportunities—summer school and double urriculum & reading program dose reading intervention Assessment (1-9) effectiveness and to 5. Early release structure for embedded and ongoing professional Literacy Coaches establish flexible development (1-9) groupings, , number of 6. Curriculum alignment including an established prioritized list of essential learning objectives taken from the CSAP assessment frameworks

Building Staff students who perform at 7. Differentiated instruction focus (instructional focus $2900 Title V--Principal (2-9) benchmarks established groups based on formative data) walkthrough (for spot by research (AIMSweb 8. Connections between SPED/ELL and regular classroom observations) software and fluency measures—and work through aligned curriculum and the three tier PDAs samples of student work assessment and instruction plan $3150 Title II-A—McREL —curriculum based 9. Focus on vocabulary by establishing essential vocabulary walkthrough training for all assessments) within the curriculum for all content areas at all grade District Admin levels. . $1500 purchase of DIBELS fluency probes and data management (Reading First and general fund)

$2000—Title I Professional Development specific to engagement and rigor—Mike Miles

$3600—Reading First Professional Development specific to engagement and effective use of core program for reading (Jo Robinson)

$1354 –Title I Read Well training at Green Acres

$494,172—Reading First year 3 implementation at Columbine and Pioneer including extensive PD from Sopris West $12,557—Title I—funds to support parental involvement in schoolwide buildings

Morgan County School District Re-3 January, 2008 5 Program Improvement Plan $150—Title I—Jan Hasbrouck coach training for all District instructional coaches

Action Plan for Mathematics Objective 1: All students will demonstrate improved achievement in Math in grade(s) 9-10 by reducing the percentage of students performing at the UNSATISFACTORY level from 46.4 % making UNSATISFACTORY at the end of SY06-07 to 41.76 % making UNSATISFACTORY at the end of SY07-08 as measured by the CSAP with a minimum of 95% participation for all subgroups. This represents a reduction of 10% of All Students performing at the UNSATISFACTORY LEVEL. Objective 2: Hispanic students will demonstrate improved achievement in Math in grade(s) 9-10 by reducing the percentage of students performing at the UNSATISFACTORY level from 57.73 % making UNSATISFACTORY at the end of SY06-07 to 51.95 % making UNSATISFACTORY at the end of SY07-08 as measured by the CSAP with a minimum of 95% participation for all subgroups. This represents a reduction of 10% of Hispanic Students performing at the UNSATISFACTORY LEVEL. Objective 3: Poverty students will demonstrate improved achievement in Math in grade(s) 9-10 by reducing the percentage of students performing at the UNSATISFACTORY level from 55.5 % making UNSATISFACTORY at the end of SY06-07 to 49.95 % making UNSATISFACTORY at the end of SY07-08 as measured by the CSAP with a minimum of 95% participation for all subgroups. This represents a reduction of 10% of Poverty Students performing at the UNSATISFACTORY LEVEL.

Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e. Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): Mathematics All students Mathematics Hispanic students Mathematics Poverty students

Factors affecting student achievement to be addressed. See the “Standards and Indicators for School Improvement” document (attached) for suggested topics. These factors should be addressed in the “Actions/Strategies/Interventions” section of the matrix. Aligned curriculum Data driven instruction using progress monitoring tools Embedded professional development Math and Science Partnership Grant Authentic core math program implementation Use of student response systems District level spot observations and data collection Instructional coaching for math K-12 Actions / Strategies / Interventions Timeline Resources/Est. Costs Person(s) Evaluation Methods Responsible and Indicators 1. Curriculum alignment including an established and Fall 2007 $211,000—Math and Science Federal CSAP scores, NWEA prioritized list of essential learning objectives taken and Partership Grant for intensive Programs data trends, from the CASP assessment frameworks Ongoing professional development—math Director, Asst. use of progress 2. Assessments and data management processes

Morgan County School District Re-3 January, 2008 7 Program Improvement Plan consistent across all buildings academy during June (2007- Superintendent/ monitoring 3. Instructional Coaches in all buildings (including a 2010) for all math teachers K-12 Curriculum/Ass information MSP funded 1.0 FTE instructional coach at Fort plus services of a District math essment, (including Morgan Middle School whose services extend to coach. Adoption of a consistent Building curriculum grades 9-12) math curriculum and materials Principal (1-17), based 4. Consistent use of core math program and curriculum that will be fully implemented Building Staff assessments) including use of pacing guides and student response systems. with fidelity. The professional (1-17) to evaluate 5. Implementation of 6th grade math textbook as a development plan will also program Middle School Program rather than as an include ongoing imbedded effectiveness elementary program as currently applied (in order to support provided by an outside and to increase rigor at grade 6 and improve student prep vendor (UNC for teachers in establish for algebra at grades 8 or 9). grades 9-10) and the flexible 6. Extended learning opportunities—double dip implementation of progress groupings for instruction for struggling students in grades 9 and 10 monitoring data (computational student plus scheduling changes that allow FMHS teachers fluency) used to determine interventions, to work with a specified group of students daily program and school effectiveness number of during seminar and double dip instruction. —see narrative for more details students who 7. Early release structure for embedded and ongoing professional development on the plan to provide a coherent perform at 8. Differentiated instruction focus and comprehensive mathematics benchmarks 9. Connections between SPED/ELL and regular instructional system for K-12 established by classroom work through aligned curriculum and the research three tier assessment and instruction plan $6235—Title I to support math (samples of 10. Instructional day extended by 15 minutes teachers in development of math student work (implemented during 06-07) content knowledge—potential —curriculum 11. Focus on vocabulary by establishing essential online courses through PBS based vocabulary within the curriculum for all content assessments) areas at all grade levels. $2900 Title V--Principal 12. New math core series adoption with articulated walkthrough (for spot observations) program K-12 and with comprehensive PD provided software and PDAs including 1 day with the publisher and 3 days of $3150 Title II-A—McREL inservice as a math academy in June 07, 08, 09 and walkthrough training for all District 2010. The math academy will be delivered by UNC Admin staff which will also provide follow-up training $2000—Title I Professional through three full school terms 2007-2010. The PD Development specific to engagement will focus on the “Task Analysis Framework” which and rigor—Mike Miles

Morgan County School District Re-3 January, 2008 8 Program Improvement Plan is based on logic that can generalize to any instructional content area. Extended learning opportunities 13. Implementation of AIMSweb computational fluency through a summer school plan probes for progress monitoring. (2007-2008) that follows district guidelines 14. Use of smart board technology in math classrooms and utilizes data for pre/post coupled with use of student response systems to increase student engagement and instructional quality. Purchase of AIMSweb probes @ 15. Implementation of advisor/advisee process (at $4 per student (included in MSP FMHS) during seminar periods whereby teachers grant budget) regularly meet with a specified group of students in $8000—general fund— a mentoring format that addresses both academic impending purchase of smart and interpersonal elements. Each teacher follows boards for Fort Morgan High the same group of students from their Freshman year School to graduation. 16. Implementation of Character Education Initiative that addresses academic, social, and interpersonal issues in order to improve school climate. 17. Implementation of a Credit Recovery Program that allows students to earn points and to complete coursework using the AGS curriculum.

Action Plan for Graduation Rate

Objective: Hispanic students graduating from high school within four years will increase from a rate of 47.49 % at the end of SY06-07 to a rate of 59.50 % at the end of SY07-08 Poverty students graduating from high school within four years will increase from a rate of 54.31 % at the end of SY06-07 to a rate of 59.50 % at the end of SY07-08

Specific Academic Areas and Subgroups (i.e. ethnicity/race, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): Hispanic Students Poverty students Factors Affecting Student Achievement to Address. See the “Standards and Indicators for School Improvement” document (attached) for suggested topics. These factors should be addressed in the “Actions/Strategies/Interventions” section of the matrix. Aligned curriculum Data driven instruction Embedded professional development ______Actions / Strategies / Interventions Timeline Resources/Est. Costs Person(s) Evaluation Methods Responsible and Indicators 1. Block scheduling that accommodates additional Fall 2004 LEA Title I funds for Federal Number of students learning opportunities for students during study and targeted professional Programs who graduate on time, halls and seminars. Ongoing development (program Director, Asst. number of students on 2. Parental involvement activities—In Touch system improvement setaside Superintendent/ ILPs, number of for communication $67,634)— Curriculum & students who maintain 3. Curriculum alignment including an established and General fund—1.0 FTE Assessment, passing grades in core prioritized list of essential learning objectives. 4. Classroom level interventions for students struggling Instructional Coach at Building curricular areas, NWEA with math and reading. FMHS, purchase of Alpine Principals (1- trends, CSAP trends, 5. Academic literacy and reading intervention electronic ILP, Alpine data 20) and instruction for ILP and below-level students (using management, NWEA Building Staff Language! as an intervention program) testing/data management, (1-20) 6. Implementation of intervention system for student and AIMSweb probes

Morgan County School District Re-3 January, 2008 10 Program Improvement Plan performing below level in math. This system allows teachers daily contact with specified groups of students during seminar periods and double dip Block scheduling periods to provide prescriptive and focused amendments to remediation. accommodate pull out for 7. Alignment of assessment tools and processes with targeted students into study amended CBLA 8. Implementation of 6th grade math program as a hall format tutorials, LEA Middle School Program rather than as an curriculum funds for elementary program as currently applied (in order to materials to support literacy increase rigor at grade 6). intervention class for 9. Sustained Silent Reading with instructional support below-level students school wide 10. Early release structure for embedded and ongoing Extended learning professional development. opportunities through a 11. Differentiated instruction focus with feedback summer school plan that provided through principal evaluations follows district guidelines 12. Connections between SPED/ELL and regular and utilizes data for pre/post classroom work through aligned curriculum and the three tier assessment and instruction plan. $211,000—Math and 13. Implementation of a comprehensive instructional Science Partership Grant for system for mathematics K-12. (Please see narrative intensive professional for complete description.) development—math 14. Extend instructional day by 15 minutes (implemented academy during June during 06-07 and ongoing) (2007-2010) for all math 15. Focus on vocabulary by establishing essential teachers K-12 plus services vocabulary within the curriculum for all content areas of a District math coach. at all grade levels. Adoption of a consistent 16. New math core series textbook adoption with math curriculum and articulated program K-12 and with comprehensive materials that will be fully PD provided including 1 day with the publisher and 3 days of inservice as a math academy in June of 2007- implemented with fidelity. 2010. The math academies will be delivered by UNC The professional staff which will also provide follow up training development plan will also through 2010. The PD will focus on the “Task include ongoing imbedded Analysis Framework” which is based on logic that support provided by an can generalize to any instructional content area. outside vendor (UNC for

Morgan County School District Re-3 January, 2008 11 Program Improvement Plan 17. Implementation of AIMSweb computational fluency teachers in grades 9-10) probes for progress monitoring. (2007-2008 and and the implementation of ongoing) progress monitoring data 18. Implementation of advisor/advisee process (at (computational fluency) FMHS) during seminar periods whereby teachers used to determine program regularly meet with a specified group of students in a and school effectiveness — mentoring format that addresses both academic and interpersonal elements. Each teacher follows the see narrative for more same group of students from their Freshman year to details on the plan to graduation. provide a coherent and 19. Implementation of Character Education Initiative that comprehensive mathematics addresses academic, social, and interpersonal issues instructional system for K- in order to improve school climate. 12 20. Implementation of a Credit Recovery Program that allows students to earn points and to complete coursework using the AGS curriculum.

STANDARDS AND INDICATORS FOR SCHOOL and DISTRICT IMPROVEMENT

Morgan County School District Re-3 January, 2008 13 Program Improvement Plan Standard 1 - Academic Performance - Curriculum Standard 4 - Learning Environment - School Culture Standard 7 - Efficiency - Leadership Rigorous, Intentional and Aligned… Effective Learning Community with Climate… Instructional Decisions Focus on Support for Teaching/Learning, Organizational Direction, High Performance Expectations, Learning 1.1a Aligned with Colorado Model Content Standards and 4.1a Leadership support for safe, orderly, equitable environment. Culture, and Developing Leadership Capacity assessment frameworks 4.1b Leadership creates experiences for continuous improvement. 1.1b Discussions among schools regarding curriculum 4.1c Teachers hold high expectations for all students. 7.1a Leadership developed and sustained shared vision. standards 4.1d Teachers and non-teaching staff involved in decision making. 7.1b Leadership decisions are collaborative, data driven, performance. 1.1c Discussions among schools to eliminate overlaps, close 4.1e Teachers recognize and accept their role in student 7.1c Leadership personal growth/ PD plan focused on effective leadership gaps success/failure. skills 1.1d Vertical communication w/focus on key transition 4.1f Intentional assignment and use of staff strengths. 7.1d Leadership disaggregates data and communicates to staff. points 4.1g Teachers regularly communicate student progress with 7.1e Leadership provides access to curriculum and data. 1.1e Links to continuing education, life and career options. parents. 7.1f Leadership maximizes time effectiveness. 1.1f Process to monitor, evaluate and review curriculum. 4.1h Teachers care about kids and inspire their best efforts. 7.1g Leadership provides resources, monitors progress, removes barriers to 1.1g Common academic core for all students. 4.1i Multiple communication strategies used to disseminate info. learning. 1.1h Information literacy integrated into all content curricula 4.1j Student achievement valued and publicly celebrated. 7.1h Leadership ensures safe and effective learning. 4.1k Commitment to equity and appreciation of diversity 7.1i School accountability committee input into school improvement plan 7.1j Leadership has focus on academic performance. 7.1k Principal demonstrates leadership in academic, learning environment & efficiency. Standard 2 - Academic Performance – Classroom Standard 5 - Learning Environment - Student, Family and Standard 8 - Efficiency - Organizational Structure and Resources Evaluation/Assessment Community Support Organization Maximizes Time, Space, and Resources… Multiple Evaluation and Assessment Strategies… School Works with Families/Community to Remove Barriers… Organization of the School 2.1a Classroom assessments are frequent, rigorous, & 5.1a Families and communities are active partners. 8.1a Maximizes organization and resources for achievement aligned. 5.1b All students have access to entire curriculum. 8.1b Master schedule provides all students access to curriculum. 2.1b Teachers collaborate in design of assessment, & aligned. 5.1c School provides organizational structure and supports 8.1c Staffing based on student’s learning needs 2.1c Students articulate academic expectations. instructional practices. 8.1d Staff 's efficient use of time to maximize learning 2.1d Tests & assessments used to identify gaps. 5.1d Student instructional assistance outside of classroom 8.1e Team vertical and horizontal planning focused on improvement plan 2.1e Multiple assessments provide feedback on learning. 5.1e Accurate student record keeping system 8.1f Schedule aligned with student learning needs 2.1f Performance standards communicated and evident. Resource Allocation and Integration 2. 1g Administration of CSAP coordinated with school 8.2a Clearly defined process for equitable and consistent use of resources & district 8.2b Discretionary funds allocated on data based needs 2.1h Student work analyzed to inform and revise instruction 8.2c Analysis aligns funds and resources with school’s plan and data needs. 8.2d State/Federal funds allocated and integrated to address student needs Standard 3 - Academic Performance - Instruction Standard 6 - Learning Environment - Professional Growth, Standard 9 - Efficiency - Comprehensive and Effective Planning Instructional Program Engages All Students… Development and Evaluation School Improvement Plan… Researched-based, Professional Development and Performance Defining the School's Vision, Mission, Beliefs 3.1a Varied instructional strategies used in all classrooms Evaluation to Improve Teaching and Learning 9.1a Collaborative process 3.1b Instructional strategies/activities aligned with content Development of the Profile standards Professional Development 9.2a Planning process involves collecting, managing, and analyzing data 3.1c Instructional strategies consistently monitored and 6.1a Long term professional growth plans. 9.2b Uses data for school improvement planning aligned 6.1b Building capacity with on-going PD. Defining Desired Results for Student Learning 3.1d Teachers demonstrate content knowledge. 6.1c Staff development aligned with student performance goals. 9.3a Plans reflect research/expectations for learning & are reviewed by team. 3.1e Teachers incorporate technology in classrooms. 6.1d School improvement goals connected to student learning goals 9.3b Staff analyzes students’ learning needs. 3.1f Instructional resources sufficient to deliver curriculum 6.1e PD ongoing and job embedded. 9.3c Desired learning results are defined. 3.1g Teachers examine and discuss student work. 6.1f PD aligned to analysis of student test data. Analyzing Instructional and Organizational Effectiveness 3.1h Homework is frequent, monitored, and tied to 6.1g PD for information literacy is available and used to enhance 9.4a Data used to determine strengths and limitations instructional practice. instruction. 9.4b School goals are defined. 3.1i Information literacy is integrated with classroom Professional Growth and Evaluation Development of the Improvement Plan instruction. 6.2a School has clearly defined evaluation process 9.5a School improvement action steps aligned with goals and objectives 3.1j Educators plan and collaborate regarding library-based 6.2b Leadership provides sufficient PD resources 9.5b Plan identifies resources, timelines & person responsible

Morgan County School District Re-3 January, 2008 14 Program Improvement Plan instructional materials. 6.2c Evaluations and growth plans are effectively used 9.5c Process to effectively evaluate plan 6.2d Leadership implements process for evaluation 9.5d Plan aligned with mission, beliefs, school profile, & desired results 6.2e Leadership PD addresses needs. Implementation and Documentation 6.2f Leadership provides evaluation follow-up and support. 9.6a Plan implemented as developed 9.6b Evaluation of degree of student learning set by plan 9.6c Evaluation of expected impact on student performance specified. 9.6d Evidence to sustain the commitment to continuous improvement

Morgan County School District Re-3 January, 2008