SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: G. W. Carver STEM High School
District Name: Muscogee County
Principal Name: Christopher B. Lindsey
School Year: 2014-2015
School Mailing Address: 3100 Eighth Street Columbus, Georgia 31906
Telephone: 706-748-2499
District Title One Director/Coordinator Name: Kimberly P. Jones
District Title One Director/Coordinator Mailing Address: 2960 Macon Road Columbus, GA 31906
Email Address: Jones.Kimberly.P@muscogee.k12.ga.us
Telephone: 706-748-2102
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Focus School
Title I Alert School
.
Subject
Alert
List Subject(s)
Graduation
Alert
List Subgroup(s)
Sub-Group Alert
List Subgroup(s)
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date:
Revision Date:
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 1
Revision Date:
Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions
Notes:

Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a
Title I schoolwide program plan to contain the ten components listed on this template as well
as related measurable goals and strategies for implementation. The asterisk (*) denotes
required components as set forth in section 1114 of ESEA.

While there are eighteen components, all ten required components of a Title I Schoolwide
Program Plan (marked in this template with an asterisk) must be addressed. Response
starters are provided in this template to guide the planning team/committee in the process of
completing the schoolwide section of the plan.

Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All
components/elements marked as not met need additional development.

Please list your planning committee members on the next page along with signatures
of participating team members. This team must include stakeholder involvement
(parents of Title I students, community representatives, teachers, administrators, etc.).
Note: The planning team must involve parents in the planning process.
See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive
plan shall be developed with the involvement of parents and other members of the
community to be served and individuals who will carry out such plan, including
teachers, principals, and administrators (including administrators of programs
described in other parts of this title), and, if appropriate, pupil services personnel,
technical assistance providers, school staff, and, if the plan relates to a secondary
school, students from such school.

Attach the SIP as an addendum to the template. See the Georgia Department of Education
School Improvement Fieldbook for guidance and instructions on completing a school
improvement plan http://www.doe.k12.ga.us/School-Improvement/School-ImprovementServices/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 2
Title I Schoolwide/School Improvement
Plan Planning Committee Members:
NAME
MEMBER’S
SIGNATURE
POSITION/ROLE
Christopher Lindsey
Principal
Lisa Norris
Assistant Principal
Miranda Banks
Assistant Principal
Barrie Clarke
Assistant Principal
Selena Walker-Banks
Guidance & Counseling Department Director
Kimberly Schlabach
Academic Dean
Keisha Cook
Mathematics Academic Coach
Florence Dawkins
Local Education Agency Facilitator
Shalanda Lovett
Special Education Department Chairperson
Victoria Neal
Science Department Chairperson
Patsy Gray
Social Studies Department Chairperson
Leadership Team Chairperson
Latasha Stigger
English Department Chairperson
Emmanuel Cabrera
Career Technical and Agricultural Education
Department Chairperson
Carlos Jackson
Mathematics Department Chairperson
Warren Williams
Fine Arts Department Chairperson
Warren Beaulah
Physical Education Department Chairperson
Alexander Branch
ROTC Department Chairperson
Sandra Thomas
Foreign Language Department Chairperson
Joyce Lee
Magnet Coordinator
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 3
Meticho O’Neal
Family Services Coordinator
Joseph Kegler
Athletic Director
Colette Marshall
Parent
David Hawkins
Partner-In-Education
Freeman & Associates
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 4
1. A comprehensive needs assessment of the entire school that addresses all academic
areas and other factors that may affect achievement.
A. A parent perception survey was distributed and analyzed in March 2014 to determine
strengths and needs of the school, as perceived by the students’ families. Results were
tabulated and documentation was submitted to the district office in April. The
Leadership Team reviewed the summary of the surveys at the May Leadership Team
meeting.
District parenting, teacher, paraprofessional and school administrator surveys were
provided via the Muscogee County School District (MCSD) website in April to gather
feedback from all stakeholders in the district. Additionally, MCSD held a Local
Education Agency (LEA) Improvement Plan and a Comprehensive Local Education
Agency Improvement Plan (CLIP) meeting in May of 2014. The purpose of the surveys
and the meeting was to gather input from all stakeholders on the effectiveness of the
LEA in meeting the needs of students and the adults that support them.
The Chief Communications Officer invited parents, community leaders, teachers and
administrators to attend via Connect Ed messages. An invitation was also extended to
all students and staff via the district website, MCSD School Briefs and numerous
television announcements. The stakeholders’ input was used by various departments of
the MCSD to collaboratively write the district improvement plan. The CLIP was
submitted and approved by the Georgia Department of Education in August 2014.
In June 2013, the principal, assistant principal and academic coaches participated in district
training on utilizing data to drive the school improvement process. The training allowed
time to analyze summative achievement data from the previous school year and to review
the School Improvement Plan cycle.
The Leadership Team met in August for the purpose of conducting a needs assessment
through analyzing achievement, perception, demographic and process data for the school.
The Leadership Teams consists of the principal, assistant principals, academic dean,
academic coach and select teachers. The team worked to determine root causes for school
needs, formulate school improvement goals, develop action strategies, and build a
professional learning plan to support the action strategies for the 2014-2015 school year.
In August, the Family Services Coordinator met with the district parenting specialist to
begin working on a Parenting Action Plan based on the spring stakeholder survey and the
school improvement goals for the year. The FSC took the plan back to the principal and
Leadership Team to get faculty input and ensure alignment with the school plan.
The School Improvement Plan and the Parenting Action Plan were presented to parents and
various stakeholders during the Title I Annual Parent Meeting in September of 2014.
Parents could give feedback for further revisions. The plans were also reviewed by the
Local School Council in September 2014. The final School Improvement/School Wide
Plan was submitted to the district office in October of 2014.
B. Carver High School used the following instruments, procedures, or processes to obtain
this information:
 Criterion-Reference Competency Test (CRCT) for incoming 9th Graders: a
set of tests administered at public schools in the state of Georgia that are
designed to test the knowledge of first through eighth graders in reading,
English/language arts (ELA), Mathematics, Science and Social Studies third through eighth graders. The test results from 8th grade are used as
diagnostic data for incoming 9th Graders.
 Graduation Rate for 2014
 Progress data for rising 12th graders (courses passed/needed,
EOCT/Graduation Tests passed/needed, special concerns, etc.)
 End of Course Test (EOCT): These are tests given at the end of specific
content area content area courses and are aligned to the Georgia Performance
Standards for that course. EOCTs are designed to evaluate the effectiveness
of instruction within that course, to measure student achievement, and to
determine teacher course assignments. A passing score on the EOCT is 400
or above; the exceeds rate is 450 or above.
 Georgia High School Writing Test (GHSWT): Eleventh grade students are
given the GHSWT which is a test of persuasive writing that students must
pass in order to graduate. The GHSWT is used to measure student
achievement and to determine supports for increased academic progress. A
passing score on the GHSWT is 200 or above; the exceeds rate is 250 or
above.
 Common Unit Assessments (CUAs): These assessments are used as
benchmarks for student achievement progress and to help measure teacher
effectiveness and progress toward the EOCT.
 Classworks: This is a comprehensive computer learning system that
supports the RTI process. Tier 1 learners receive high-quality instruction
while universal screeners track growth and identify students for possible
intervention. Tier 2 provides targeted instruction for struggling learners by
focusing on their areas of need at increasing levels of intensity. Progress is
tracked through reporting of skills mastered. Tier 3 provides intensive,
customized instruction designed to support lower level skill attainment and
accelerate learning while continuous progress monitoring guides instruction.
Students will be given a universal screener during the first semester and a
post-test will be given to track progress.
 9th, 10th, 11th, & 12 grade cohort data are used to track student academic
progress.
 Retention Rates to determine supports for academic progress.
 Student Attendance Data
 Teacher Attendance Data
 Parental involvement and perception data to measure engagement levels and
programmatic effectiveness in meeting student and family needs.
 Student Growth Data
C. In the event the school enrolls migrant students, the school will follow district, state and
federal guidelines to ensure that migratory students will achieve the same goals set for all
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 6
students. In addition, all parents or guardians enrolling a child in the school will receive a
survey that determines whether or not the child will be identified as migrant. A copy of
the survey will be maintained in the student’s cumulative folder. There are currently no
migrant students enrolled at Carver High School.
D. Carver had reflected on current achievement data that will help the school understand
the subjects and skills in which teaching and learning need to be improved.
All
Black
SWD
Georgia High School Writing Test
% of Students % of Students
% of Students
Passing
Passing
Passing
Fall 2012
Fall 2013
Fall 2014
91%
94%
95%
91%
84%
92%
66%
44%
75%
Literature End of Course Tests (EOCT) Pass Rates
2012 9th Grade Lit
Carver Georgia
72.7%
84%
2012 American Lit
Carver Georgia
82.5%
89%
2013 9th Grade Lit
Carver Georgia
75%
86%
2013 American Lit
Carver Georgia
79.4%
91%
2014 9th Grade Lit
Carver Georgia
74.9%
85%
2014 American Lit
Carver Georgia
84.4%
90%
Mathematics End of Course Tests (EOCT) Pass Rates
2012 GPS Algebra
Carver Georgia
51.8%
63%
2012 Math II
Carver
52.1%
Georgia
54%
2013 CCGPS
Algebra
Carver Georgia
15%
30%
2013 GPS
Geometry
Carver Georgia
55%
75%
2014 CCGPS
Algebra
Carver Georgia
13.7%
41%
2014 CCGPS
Geometry
Carver Georgia
9.1%
69%
The math curriculum has continued to change over the course of the last few years. These
many changes have been difficult of teachers and students. The CCGPS Coordinate
Algebra scores reflect a change in the rigor of test items and a raised cut score.
Science End of Course Tests (EOCT) Pass Rates
2012 Biology
Carver Georgia
58.8%
73%
2012 Physical
Science
Carver Georgia
60.9%
78%
2013 Biology
Carver Georgia
65.5%
75%
2013 Physical
Science
Carver Georgia
59.9%
83%
2014 Biology
Carver Georgia
74%
71%
2014 Physical
Science
Carver Georgia
83.5%
76%
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 7
Social Studies End of Course Tests (EOCT) Pass
Rates
2012 U. S. History
Carver Georgia
45%
68%
2012
Econ./Business
Carver Georgia
70.9%
77%
2012 Graduation Rate
Carver
Georgia
59.5%
69.7%
2013 U. S. History
Carver Georgia
35.5%
73%
2013
Econ./Business
Carver Georgia
69.2%
79%
2014 U. S. History
Carver Georgia
53.1%
67%
2014
Econ./Business
Carver Georgia
61.2%
78%
2013 Graduation Rate
Carver
Georgia
61.3%
71.8%
2014 Graduation Rate
Carver
Georgia
58.6%
72.5%
The graduation rate has remained under the state average for the past three years. These
scores reflect the four year cohort rates which have only been used for the last three years.
Strategies to improve graduation rates have been put into place including an increased
diligence of the guidance staff to track student enrollment and withdrawals.
Progress
Points
Achievement
Gap Points
ED/EL/SWD
Performance
Points
Exceeding
the Bar
Points
35.5
33.9
34.4
16.9
16.7
16.7
8.7
3.8
6.3
2.5
0.6
1.2
5
0
0
64.1
55
58.6
Change
Achievement
Points
2012
2013
2014
CCRPI
Scores
Year
College and Career Readiness Performance Index (CCRPI) Comparison
-9.1
+3.6
Based on the CCRPI comparison, there is a need to focus on the achievement gap points
and ED/EL/SWD performance points to increase CCRPI scores for 2015.
Strengths
 11th Grade American Literature has maintained an above 80% pass rate and 9th
grade Literature is at a 74.9% pass rate.
 GHSWT scores are a 95% pass rate for all students.
 GHSWT scores for SWD students has increased 9% points over the past three years
and is at a 75% pass rate.
 Science EOCT scores have increased the most over the past three years and are
above the state pass rate.
Weaknesses
 All EOCT cores with the exception Physical Science and Biology remain below the
state pass rates.
 Although not comparable from year to year because of curriculum changes
Mathematics scores are a weakness in general. Current scores are considerably
below state averages.
 Economics and U.S. History both are below a 70% pass rate.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 8
Root causes
 The initial implementation of Common Core Georgia Performance Standards
 Lack of rigorous formative assessments
 The need to differentiate instruction
 Lack of preparedness for comprehension of grade level texts and materials
 Lack of exposure to more rigorous texts at each grade level
 Lack of frequent practice utilizing strategies that assist with the overall command
of reading non-fiction content
 Lack of teacher-parent communication
 Lack of consistency in classroom management
 Decline in the utilization of the following standards based classroom elements:
using standards to focus expectations for learning and instituting rituals and
routines as well as differentiated instruction
Specific Academic Needs to be addressed:
o Increase in EOCT scores
o Improve graduation rate
E. Carver based the plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards and the State student academic achievement standard including
 Carver High School has 99.5% of students who are classified as
Economically Disadvantaged. The school will follow district, state, and
federal guidelines to ensure economically disadvantaged students will
achieve the same goals set for all students. Data driven instruction and
safety nets serve all eligible children.
o For 2013-2014 EOCT administration, the Economically
Disadvantaged subgroup met Participation Rate, but did not meet
State or Subgroup Performance Targets (red flag) for 9th Grade
Literature, American Literature, CCGPS Algebra, CCGPS
Geometry, U.S. History and Economics. This subgroup met
Participation Rate and the Subgroup Performance Target, but did
not meet the State Performance Target in Biology (yellow flag).
This subgroup met Participation Rate, State Performance Target
and Subgroup Performance Target in Physical Science (green flag).
o The Economically Disadvantaged subgroup did not meet state or
subgroup target (red flag) for graduation rate.

Students from major racial and ethnic groups scored as follows:
o Carver’s Black subgroup accounted for 94% of the student population at the
October 2013 FTE count. For 2013-2014 EOCT administration, the Black
subgroup met Participation Rate, but did not meet State or Subgroup
Performance Targets (red flag) for 9th Grade Literature, American
Literature, CCGPS Algebra, CCGPS Geometry, U.S. History and
Economics. This subgroup met Participation Rate and the Subgroup
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 9
Performance Target, but did not meet the State Performance Target in
Biology (yellow flag). This subgroup met Participation Rate, State
Performance Target and Subgroup Performance Target in Physical Science
(green flag).
o The Black subgroup did not meet state or subgroup target (red flag) for
graduation rate.

Students with Disabilities accounted for 15.5% of the student population in the
October 2013 FTE count. For 2013-2014 EOCT, the SWD subgroup met the
Participation Rate for 9th Grade Literature, American Literature, CCGPS Geometry,
U.S. History and Economics but did not meet Participation Rate for CCGPS
Algebra. Neither the State nor Subgroup Performance Targets (red flag) were met
on any EOCT. The number of students tested in Physical Science did not warrant a
subgroup.

Students with limited English were not large enough to warrant a subgroup at
Carver for 2013-2014.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 10
School-wide Problem-of-Practice
Department/Grade Level
SMART Goal Statement # 1
System Focus Area Alignment
Georgia Keys Alignment
Prioritized Strategies for Improvement
Scores for all End-of-Course-Test (EOCT) ranges from 10.2 % in CCGPS Coordinate Algebra to 8.5% in Analytic Geometry. All scores are
below the state requirements. The root causes determined were the initial implementation of Common Core Georgia Performance
Standards, the lack of rigorous instruction and formative assessments, and the need to differentiate instruction.
9th and 10th Grade Mathematics
The Math scores of students taking the EOCs in Math will meet or exceed the State average.
Response to Intervention, Co-Teaching, Standards Based Classroom
Curriculum Planning, Instruction ,Assessment
Results Indicators
Primary Leadership/
Budget
Assistant Principal
Math Academic
Coaches
Math Department
Chair
Consistently use Differentiated Instructional Practices
(content, process & product) in math classes based on
data analysis in Data Team Meetings.
Increased teacher use of flexible grouping,
varied delivery ( discussion, guided notes,
Formative Assessment Lessons) & choice
activities to show lesson
Increased standards mastery and
performance on Georgia Milestones EOC
Assessment
Conduct EOC Blitzes for Math classes during the day and
on Saturdays prior to the EOC Spring Administration.
Increased standards mastery on common
formative assessments and performance on
Georgia Milestones EOC Assessment
Mathematics Teachers
Mathematics
Department Chair
Implement Increased Learning Time in Mathematics that
focuses on Common Core Mathematics Mastery.
Increased standards mastery on common
formative assessments and performance on
Georgia Milestones EOC Assessment
Mathematics Teachers
Mathematics
Department Chair
Evidence
Artifacts
Teachers will use flexible
grouping, varied delivery
methods, and choice activities in
their instruction.
Students will be able to
communicate use of differentiated
strategies in content, process and
products.
Teachers will develop EOC Blitz
Schedule.
Students will participate in EOC
Blitzes.
Data Team Minutes
Focus Walk Data
Student/Teacher
Differentiation Checklists
Student Work
Lesson Plans
Facilitators will provide Sign-In
Sheets
Teachers will develop
assignments/assessments for
use during Increased Learning
Time
Blitz Sign-In Sheets
EOC Blitz PowerPoint’s
& Prezi Presentations
Pictures from EOC
Blitzes
Classworks Data
Compass Learning Data
Assessment Data
What are some things you anticipate you will need to do to ensure success?

Continue Training on Data Team Process

Monitor Data Team Processes

Provide training for Differentiated Instructional Practices

Monitor Differentiated Instructional Practices
School-wide Problem-of-Practice
Department/Grade Level
The trend over three years indicates that the average number of discipline referrals has remained the same. School wise behavior reports indicate an average of 18 office
referrals per day and approximately 370 referrals per month for the 2013-14 school year. Analysis of referrals indicate a lack of teacher/parent communication, a lack of
consistency in classroom management, and a decline in the utilization of the following standards based classroom elements: lack of using standards to focus expectations
for learning and instituting rituals and routines as well as lack of differentiated instruction.
All Grade Levels
SMART Goal Statement # 2
System Focus Area Alignment
Georgia Keys Alignment
Prioritized Strategies for Improvement
The number of office referrals will decrease by at least 5% by the end of the 2014-15 school year as measured by Infinite Campus’ report of average referrals per day and
per month.
Response to Intervention, Standards Based Classroom
Planning & Organization, Professional Learning, Leadership, Family & Community Engagement, School Culture
Results Indicators
Primary Leadership/
Evidence
Artifacts
Budget
Require teachers that have excessive office
referrals to enroll in a classroom management
class.
Decrease in office referrals from teachers enrolled
in classroom management class.
Increase student achievement
Principal
Assistant Principal
Require documented parental contact and
classroom consequences before office
referrals of minor infractions.
Decrease in office referrals school-wide.
Increase student achievement
Assistant Principal
Teachers
Provide Positive Behavior Intervention
Supports (PBIS) for students before being
referred to the office for attendance or behavior
issues.
Decrease in office referrals school-wide.
Increase student achievement
Assistant Principal
Grade Level Chairs
The administrative team will review the data infinite campus
monthly.
Teachers will solidify classroom discipline plan and outline new
strategies learned in classroom management class
The administrative team will review the data infinite campus
monthly.
Teachers will document parent contacts in Infinite Campus.
Teachers will document classroom consequences.
Attendance rewards – possible free tickets to athletic events.
“Well-done Wednesdays” by grade levels for rewards
Office Referral Data
Focus Walk Data
Infinite Campus Data
Focus Walk Data
Pictures from reward
events
List of students
receiving rewards
Bulletin Boards
What are some things you anticipate you will need to do to ensure success?



Ongoing professional development and monitoring of classroom management strategies
Funding for rewards and incentives
Monitoring of office referral data and implemented classroom management strategies
School-wide Problem-of-Practice
Department/Grade Level
SMART Goal Statement # 3
The graduation rate was below the district and State performance target. The cause for the low rate includes the need to: increase parental
involvement and student responsibilities, monitor absenteeism, implement and closely monitor the Response to Intervention (RTI) process and
identify and provide counseling for potential dropouts.
Guidance/All grade Levels
The graduation rate will increase from 58% to 70% as measured by the Georgia Department of Education 4-year graduation co-hort rate by the
end of the 2014-15 school year.
System Focus Area Alignment
Georgia Keys Alignment
Response to Intervention, Standards Based Classroom
Planning & Organizations, Professional Learning, Leadership, Family & Community Engagement, School Culture
Prioritized Strategies for Improvement
Results Indicators
Primary
Leadership/ Budget
Assistant Principal
Guidance Director
Region Graduation
Coach
Students of the 2014-15 graduating class will be identified and tiered
according to their progress towards graduation. Students in tier 3 and
4 will be closely monitored.
Increased graduation rate
Increase student achievement in current classes
Decrease in withdrawals of probable dropouts
Students will meet with grade level counselor before withdrawing from
school.
Increased graduation rate
Increased enrollment in post-secondary schools
Decrease in withdrawals of probable dropouts
Assistant Principal
Guidance Director
Academic interventions and supports will be provided for students who
are in danger of not graduating because of attendance and/or
academics.
Increased graduation rate
Decrease in withdrawals of probable dropouts
Decrease in retention rates
Assistant Principal
Guidance Director
Academic Coach
Consistently use Differentiated Instructional Practices (content, process
& product) in core academic classes based on data analysis in Data
Team Meetings.
Increased teacher use of flexible grouping,
varied delivery ( discussion, guided notes,
Formative Assessment Lessons) & choice
activities to show lesson
Increased standards mastery and performance
on Georgia Milestones EOC Assessment
Assistant Principal
Academic Coaches
Department Chair
Evidence
Graduation Team will review grades/
attendance in Infinite Campus bi-monthly.
Graduation Team will meet with tier 3 & 4
students bi-monthly.
Senior Counselor will meet senior
parents of students that are not on track
for graduation
Grade level counselors will meet students
planning to withdraw or transfer to
another school
Grade level counselors will file withdrawal
forms with transcript/records request
Students will recover attendance through
Academic Saturday School
Students will recover credit through credit
recovery
Students will be given academic support
during ILT, after-school tutorials and
Academic Saturday Schools
Teachers will use flexible grouping,
varied delivery methods, and choice
activities in their instruction.
Teachers will use strategies that engage
and challenge students.
Artifacts
Sign-In Sheets
Academic Contracts
Meeting Agendas
Sign-In Sheets
Withdrawals Forms
Sign-In Sheets
Progress Reports
Student Work
Attendance
Data Team Minutes
Focus Walk Data
Student/Teacher
Differentiation
Checklists
Student Work
Lesson Plans
Students will be able to communicate use
of differentiated strategies in content,
process and products.
What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection frequency and practices, resources, etc.)




Tier and track student progress starting in the 9th grade
Ensure that all teachers, parents and students know and can communicate graduation requirements
Bi-Weekly meetings with guidance department to discuss target students and potential dropouts
Mid-year review of withdrawals/transfers whereabouts
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2. School-wide reform strategies that are scientifically-researched based.
2(a). School-wide reform strategies that provide opportunities for all children in the school to
meet or exceed Georgia’s proficient and advanced levels of student performance.
1. In an effort to increase the graduation rate, several initiatives are in place. Counselors
identify students who are at risk of not graduating on time and provide individual
intensive academic study plans in an effort to help students graduate with the
graduating class in which originally placed. Transcripts are reviewed each semester to
help identify students who are credit deficient and who are not on track for graduation.
2. The Extended Semester Credit Recovery Program allows students who fail a class to
recover credits by participating in extended time periods where the standards will be
reviewed in great detail. In some cases, students will be allowed to complete a major
assignment or take a comprehensive skills test, which if passed, will enable him/her to
receive credit for the specified course.
3. 5th Block is an alternative to summer school in an effort to keep students on track for
graduation. Students can retake a course by extending their school day. Select
courses can be taken for the first time.
4. Virtual Online Recovery is another initiative implemented in an effort to increase
graduation rate. Parents are required to attend the initial meeting which explains the
process, and thus are also actively involved within this process. Parents and students
sign contracts indicating parental approval and the student’s intent to participate in the
program.
5. Academic/Attendance Saturday school will be implemented during the 2014-15 school
year to provide a way for students to make-up unexcused absences and support
students who are not meeting mastery in core academic classes.
6. Additionally, school administrators will track all students assigned to Carver who are
at alternative school settings. Counselors and administrators will work directly with
the counselors, faculty, and administration of these alternate settings to stress the
importance of attendance, especially during testing.
7. Regional Instructional Coaches, a site-based Mathematics Coach and an Academic
Dean have been assigned to Carver to further drive school initiatives, to guide teachers
in the implementation of the standards based and rigor/relevance framework, and to
further efforts to meet RTI requirements.
8. After making a comparison of the percentage of students passing the EOCT in smaller
classes to the percentage passing in larger classes, it was found that smaller class sizes
would be beneficial in the achievement of students. All areas showed higher
percentages passing in the smaller classes. The Social Studies classes taking the EOCT
showed a high failure rate last semester in the majority of the classes with class sizes
ranging from 18- 30 students. The passing rate, however, was slightly higher in the
classes with 18 to 22.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 14
The ways in which Carver will address the needs of all children in the school particularly
the needs of students furthest away from demonstrating proficiency related to the State’s
academic content and student academic achievement standard are (list strategies to be
used)…
Provisions are made at Carver High School to provide a quality education for all students no
matter the students’ current proficiency level. Student’s needs are accessed continuously as a
means of determining growth and other areas of improvement. Although students pre-register
for coursework for the entire year the preceding spring, individual adjustments are made at the
end of every semester. Counselors meet with the students to ensure students remain on-track
for the student’s selected diploma.
Research has repeatedly demonstrated that special needs students are most successful in a
heterogeneous environment; as many special needs students as possible are placed in
cooperative learning classes. A regular and a special education teacher staff these classes
jointly. All courses are scheduled based on the student’s Individualized Educational Plan
(IEP).
The strong desire for success for all students at Carver has led to the offering of both AP
classes and dual enrollment with Columbus State University and Columbus Tech for as many
students who qualify.
Carver also offers the Science, Technology, Engineering, and Mathematics (STEM) Magnet
program for students with a stated and demonstrated interest in science, Mathematics, and/or
technology. Admission is based on test scores, grades, recommendations of teachers and
counselors, and the students’ statements of interest.
2(b). Are based upon effective means of raising student achievement.
The G.W. Carver High School SWP includes reform strategies that are scientifically
researched based and addresses the needs of all learners. We have taken the best practices
from research-based books and centered our instruction and efforts on these strategies.
Blackburn, B. (2008). Rigor Is Not a Four Letter Word. New York: Eye on Education.
Blankstein, A.M. (2004. Failure Is Not An Option: Six Principals That Guide Student
Achievement in High-Performing Schools. California: Corwin Press.
Jacobs, H. (2006). Active Literacy Across the Curriculum. New York: Eye on Education
Karten, T. (2010) Inclusion Strategies and Interventions. Indiana: Solution Tree
Marzano, R. & Pikering, D. (2011). The Highly Engaged Classroom. Indiana: The Marzano
Research Institute.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 15
Payne, R., Shenk, D. and Conrad, J. (2009). Research-Based Strategies for Narrowing the
Achievement Gap for Under-Resourced Students. Highlands, TX: Aha! Process, Inc.
Tate, M. (2009) Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage
the Brain. California: Corwin Press.
Following (or in our appendices) are examples of the scientifically-based research supporting
our effective methods and instructional practices or strategies (cite research that supports
selected strategies)…
2(c). Use effective instructional methods that increase the quality and amount of learning
time.







Accessible Technology Use ( Scientific and Graphing Calculators, Smart Boards,
Smart Response System)
Reciprocal Teaching: Instructional strategy that uses summarizing, question
generating, clarify, and predicting to help with reading comprehension.
Cooperative Learning: Structuring classes around small groups that work together in
such a way that each group member's success is dependent on the group's success.
Flexible-Grouping: Grouping students within a classroom (whole group, small group,
or independent) by specific learning profiles.
Standards Based Classroom Instructional Frameworks: A student-centered framework
that outlines what students should know, are able to do and the use various researched
based strategies that address student achievement
Appropriate Differentiation: Instructional strategies that address various learning
styles, interest, and abilities of students
Scaffolding: Specialized teaching strategies to support learning when students are
introduced to new topics.
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)
Students with Disabilities
A continuum of services is provided for all students with disabilities by the inclusion and pullout models. Highly qualified teachers facilitate instruction in the least restrictive environment
for learners. A Placement Committee makes data-driven recommendations to maximize each
student’s learning potential utilizing the Pyramid of Intervention. The Placement or
Individual Education Plan (IEP) Committee is comprised of the parents of the student, all
teachers of the student, administration, and psychologist, representative from the Local
Education Agency (LEA), and other support or related services personnel who are identified
as a need for the student. Unless otherwise warranted, the IEP or Placement Committee will
design an IEP that include standards-based SMART goals and objectives to be implemented
in the least restrictive environment. Eligible students with disabilities identified by
recommended for Extended School Year Services (ESY) when deemed necessary.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 16
School personnel works collaboratively to ensure all needs of students are addressed through
several safety nets. Safety nets could include Pyramid of Intervention, Student Support Team,
Response to Intervention, Differentiated Instruction, Title I paid teachers, academic coach,
family services coordinator and after school tutorial program.
Pyramid of Intervention
The Pyramid of Intervention is utilized as part of the protocol in addressing targeted
weaknesses in students’ performance.
Differentiated Instruction
Differentiated Instruction addresses the individual needs and learning styles of students
through various instructional strategies and activities. Highly qualified teachers and
paraprofessionals guide students in utilizing preferred learning styles, modalities, and
intelligences.
Neglected or Delinquent
The purposes of Title I, Part D are to: (1) improve educational services for children and youth
in local and State institutions for neglected or delinquent children and youth so that they have
the opportunity to meet the same challenging State academic content and State student
achievement standards that all children in the State are expected to meet; (2) provide these
children with services to enable them to transition successfully from institutionalization to
further schooling or employment; and (3) prevent at-risk youth from dropping out of school as
well as to provide dropouts and children and youth returning from correctional facilities or
institutions for neglected or delinquent children and youth, with a support system to ensure their
continued education.
Muscogee County School District will provide a free and appropriate public education for
children whose primary residence is a facility or treatment center for neglected children. Many
children residing in facilities range between sixth through twelfth grades. Students attend
schools throughout the geographical area of the district. These students will be evaluated by
means of the same assessment instruments as other scholars to measure academic achievement.
School personnel will follow district, State, and federal guidelines to ensure students meet state
standards established for all learners.
Participation in parental involvement opportunities offered by the district as well as schoolbased activities will be available for directors and personnel from each residential facility or
treatment center. Further parental assistance may be provided by means of parenting materials,
resources and supplies available for all parents of students enrolled in schools within the district.
Additional support for neglected children may be available from the Title I Office.
English for Speakers of Other Languages (ESOL)
Language support for English Learners (EL) will be provided in accordance to Title III laws
and mandates by the Civil Rights Office. A faculty representative receives training from the
Local Education Agency (LEA) and Georgia Department of Education Title III to serve as the
English for Speakers of Other Languages liaison.
At-Risk Students
The Prevention and Intervention Programs for Children and Youth Who Are At-Risk of not
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 17
meeting standards set by the Georgia Department of Education are provided academic supports
for success. State funds may be utilized to provide students additional assistance to improve
achievement, meet standards, or exceed standards.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 18
5%
Tier 4
Co-Teaching
504 Plan
Specialized Programs
5%
10%
80%
RTI Triangle for Carver
High School
Tier 3
Designated Increased Learning Time
Strategy Collaboration with
Teachers/Parents/Students
Parent/Teacher/Student Conferences
Conferences with Administration
Tier 2
Extended Semester
th
5 Block
Academic Increased Learning Time
Increased Time on Classworks & Compass Learning
Parent/Teacher/Student Conferences
Progress Monitoring with Formative Assessments
Strategy Collaboration with Teachers/Parents/Students
Tier 1
Classworks
Compass Learning
Career Pathways
Student Learning Objectives (SLO’s) & EOCTs
District & School Common Unit Assessments (CUAs)
Common Core Georgia Performance Standards
Differentiated Instruction
Timely Specific Feedback (Conferencing)
Progress Monitoring with Formative Assessments
Cooperative Learning
Collaboration (Classroom Teachers/Parents/Students)
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 19
3. Instruction by highly qualified professional staff.
3(a). Instruction by highly qualified professional staff.
 The MCSD Human Resources Division works to hire highly qualified teachers in all
schools.
 Principals are responsible for recommending employees and assigning them areas in
which they will remain highly qualified.
 The MCSD Human Resources Division and the MCSD Professional Learning
Department work with schools to ensure that all persons paid with Title I funds are
highly qualified at the time they are hired.
3(b). Strategies to attract highly qualified teachers to high-needs schools.
 Maintain a district website to provide information for prospective employees along
with a teacher recruitment video that prospective employees may view
 Host an annual “New Teacher Recruitment Fair”
 Implement a high quality teacher mentoring program that will work well with Human
Resources and the Professional Learning Department to ensure highly qualified
teachers are hired.
 Offer best practices institutes through the Professional Learning Department to help
teachers attain the PLU’s necessary for re-certification.
The strategies Carver High School will use to attract highly-qualified teachers are:
 Participate in the MCSD “Teacher Recruitment Fair”
 Utilize a team interview process for screening applicants
 Provide on-site teacher mentors (Teacher Support Specialists) for induction level
teachers
 Offer job embedded professional learning
 Provide common grade level planning time
 Provide teacher support and feedback through on-site academic coaches
 Maintain a clean, welcoming environment
 Maintain a positive faculty/administration relationship
 Recognize exemplary teachers and practices
4. Professional development for staff to enable all children in the school to meet the
state student academic achievement standards.
A. Carver will include teachers, principals, paraprofessionals, and, if appropriate, pupil
services personnel, parents, and other staff in the following professional development
activities. The professional development will be designed to address the root causes of the
identified needs of the school.
B. The school will align professional development with the State’s academic content and
student academic achievement standards for greatest student academic achievement.
C. Carver will devote sufficient resources to carry out effective professional development
activities that are primarily job embedded and address the root causes of academic problems.

Professional materials and supplies job-embedded on-site training
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 20






Resources for classrooms to carry out the implementation plans
Redelivery of workshops and meetings that teachers attend
Evaluations which reflect implementation of research-based practices
Data team meetings and grade level meetings
Title I pays for intervention teacher and instructional paraprofessionals
Money for contracted services, conferences and workshops have been allocated
D. The school will include teachers in professional development activities regarding the
use of academic assessments to enable them to provide information on, and to improve,
the achievement of individual students and the overall instructional program in the
following ways.
 The school will provide professional learning opportunities in the use of data driven
instruction to improve individual student achievement and the overall instructional
program.
 Teachers will participate in professional learning activities on the use of academic
assessments to drive the instructional program. Teachers will learn how to use
assessments to determine long range plans at grade level meetings.
 Assessment drives the selection and attendance at professional learning. Day to
day formative and summative assessment in the classrooms is the initial source of
information provided to teachers about student learning. The next line of
information comes when teachers meet, review and plan instruction based on
student performance on various assessments in preparation for the Georgia
Criterion Reference Competency Test (CRCT) given in the spring of the year.
 Data from these various sources will help the school determine the SMART goals
for the year and what types of professional learning will be needed to address the
goals. The data sources will provide evidence of improvements in student learning
as a result of faculty and staff participation in professional learning opportunities.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 21
G.W. Carver Action Plan 2014-15
Professional Development Plan
Professional Development
Goal #1
Knowledge
Scores for all End-of-Course-Test (EOCT) ranges from 10.2 % in CCGPS Coordinate Algebra to 8.5% in Analytic Geometry. All scores are below the state
requirements. The root causes determined were the initial implementation of Common Core Georgia Performance Standards, the lack of rigorous instruction and
formative assessments, and the need to differentiate instruction. To address root causes through professional development teachers will have trainings in rigorous
instruction, formative assessments, engagement and differentiation during the 2014-15 school year.
Teachers will gain knowledge about effective instructional strategies regarding rigorous instruction, formative assessments, engagement and differentiation.
Skills
Teachers will be able to effectively use instructional strategies regarding rigorous instruction, formative assessments, engagement and differentiation.
Aligned Professional
Development
Trainings in in rigorous
instruction, formative
assessments, engagement
and differentiation
Results Indicators
Increased teacher use and understanding of
differentiated instruction.
Increased standards mastery for students
EOC percent pass rate at or above state level
Increased teacher use of and understanding of
effective strategies for student engagement
Increased teacher use of and understanding of
rigorous instruction and formative assessment
practices
Primary
Leadership
Assistant Principal
Academic
Coaches
Intended
Audience
Mathematics
Teachers
Timeline
August 2014 –
May 2015
Resources/Budget
National Council of Teachers of Mathematics
Georgia Council of Teachers of Mathematics
GADOE EOC Assessment Guides
Contracted Consultants
Data Team Resources/Manual
Math Department
Chair
How will you monitor the implementation to confirm impact on classroom practice?

School administrators and academic coaches will review lesson plans, have data talks with teachers and periodically conduct focus walks to monitor practices.
Professional Development
Goal #2
Knowledge
Skills
Aligned Professional Development
The trend over three years indicates that the average number of discipline referrals has remained the same. School wide behavior reports
indicate an average of 18 office referrals per day and approximately 370 referrals per month for the 2013-14 school year. Analysis of referrals
indicate a lack of teacher/parent communication, a lack of consistency in classroom management, and a decline in the utilization of the following
standards based classroom elements: lack of using standards to focus expectations for learning and instituting rituals and routines as well as
lack of differentiated instruction. To address root causes through professional development, teachers with an excessive number of office referrals
will be required to attend a classroom management course, receive refresher training/information on standards based classroom elements and
differentiation by the end of the 2014-15 school year.
Teachers will gain knowledge about effective classroom management strategies, standards based classroom elements and differentiation.
Teachers will be able to use effective classroom management’s strategies to include the utilization standards based classroom elements and
differentiation.
Results Indicators
Primary
Intended Audience
Timeline
Resources/Budget
Leadership
Professional development in classroom
management, standards based classroom elements
and differentiation
Increased teacher use and
understanding of differentiated
instruction.
Increased teacher use and
understanding standards based
classroom elements.
Decrease in office referrals from
teachers enrolled in classroom
management class.
Increase in student achievement.
How will you monitor the implementation to confirm impact on classroom practice?
Principal
Assistant
Principal
Teachers with classroom
management issues as
indicated by excessive office
referral data.
August 2014
– May 2015
MCSD Professional Learning
Classroom Management That
Works: Research-Based Strategies
for Every Teacher
Books and Resources on
Differentiated Instruction

School administrators will monitor referral data in infinite campus and periodically conduct focus walks to monitor practices.
Professional Development
The graduation rate is 58.6%, which is below the state and district average. The graduation rate was below the district and State performance
Goal #3
target. The cause for the low rate includes the need to: increase parental involvement and student responsibilities, monitor absenteeism,
implement and closely monitor the Response to Intervention (RTI) process and identify and provide counseling for potential dropouts. To
address root causes through professional development parents, teachers and students will be trained in requirements for high school graduation
in four years, career pathway endorsements and Response to Intervention (RTI) Supports.
Knowledge
Teacher advisors, parents and students will gain knowledge about requirements for graduation and career pathway diploma endorsements.
Skills
Aligned Professional Development
Teacher advisors, parents and students will be
trained on requirements for high school graduation,
career pathway diploma endorsements and available
RTI supports in place for students who are at-risk of
dropping out or not making adequate academic
progress.
Teacher advisors, parents and students will be able to use knowledge about requirements for graduation and career pathway diploma
endorsements to make appropriate course selections and seek out and/or provide supports when needed.
Results Indicators
Primary
Intended Audience
Timeline
Resources/Budget
Leadership
Increased graduation rate
Region
Teachers, Students & Parents
August 2014 MCSD Guidelines for Graduation
Graduation
– May 2015
and Career Pathway Endorsement
Increased student ownership in
Coach
graduation process
Guidance
Increase in parent involvement
Director
Decrease in retention rates
Parenting
Coordinator
Trainings in in rigorous instruction, formative
assessments, engagement and differentiation
Increased teacher use and
understanding of differentiated
instruction.
Increased standards mastery for
students
EOC percent pass rate at or above
state level
Increased teacher use of and
understanding of effective
strategies for student engagement
Increased teacher use of and
understanding of rigorous
instruction and formative
assessment practices
How will you monitor the implementation to confirm impact on classroom practice?


Assistant
Principal
Academic
Coaches
Core Academic Teachers
August 2014
– May 2015
Local, State & National Teaching
Organizations
GADOE EOC Assessment Guides
Contracted Consultants
Data Team Resources/Manual
Department
Chairs
School administrators and counselors will monitor knowledge of graduation requirements and career pathways through advisement folders, parent, and teacher and student meetings.
School administrators and academic coaches will review lesson plans, have data talks with teachers and periodically conduct focus walks to monitor practices.
5. Strategies to increase parental involvement.
A. Carver High School will involve parents in an organized, ongoing, and
timely way in the planning, review, and improvement of school-wide
programs and the school parental involvement policy by sharing information
at the Title I Annual Parent Meeting, Title I family engagement workshops,
and through Title I parent surveys.
B. The school will update the school parental involvement policy periodically to
meet the changing needs of parents and the school and distribute it to the
parents of participating children. The parental involvement plan will be
available to all stakeholders by: posting the revised policy on website, sending
the policy home with a cover letter, and including the policy in the school’s
handbook. Copies of the parent involvement policy will be housed in the front
office, parent resource room, and media center. The policy will also be
available at all Title I family engagement workshops throughout the school
year.
C. Carver High School will conduct an annual meeting, at a convenient time, to
inform parents about the school’s Title I program, the nature of the Title I
program, the parents’ requirements and the school parental involvement
policy, the school-wide plan, and the school-parent compact and encourage
and invite all parents of participating children to attend by conducting a Title
I Annual Parent Meeting in the fall of the school year to share Title I
information. Each parent will receive a Title I brochure at the meeting. The
brochures will be housed in the front office, parent resource room, and media
center for parents who were unable to attend the annual meeting. The Title I
brochure will also be posted on the school and district website.
D. The school will offer a flexible number of meetings, such as meetings in the
morning or evening, and may provide, with funds provided under Title I.
The school will survey parents to determine the needs of the parents at the
beginning of the school year.
E. Carver High School will provide parents of participating children with
timely information about the Title I program, a description and explanation
of the curriculum in use at the school, the forms of academic assessments
used to measure student progress, and the proficiency levels students are
expected to meet, and provide opportunities for regular meetings. If
requested by parents, to formulate suggestions and to participate, as
appropriate, in decisions relating to the education of their child, and respond
to any such suggestions as soon as practicably possible, by providing a
feedback card at the end of each workshop or activity. The suggestions and
comments will be kept on file at the school. The school will also maintain
communication logs to address any concerns parents may have throughout the
school year.
F. The school will jointly develop with parents of participating children a
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 25
school-parent compact which outlines how parents, the entire school staff,
and students will share the responsibility for improved student academic
achievement. The school-parent compact will be an agreement that parents,
teachers, and students will develop together. It explains how parents and
teachers will work together to make sure all students reach grade-level
standards. The compact will be updated annual to address the needs of the
parents, students and teachers.
G. As appropriate, Carver will provide assistance to parents of participating
children in understanding the state’s academic achievement standards, the
state and local academic assessments including alternate assessments, the
requirements of Title I, Part A, and progress monitoring of their children, by
offering a variety of workshops and activities throughout the school year to
share academic information. Parents will also receive information through
newsletters, handouts, Connect-Ed messages, and school and district website.
H. The school will provide materials and training to help parents to work with
their child to improve their child’s achievement, such as literacy training
and using technology, as appropriate, to foster parental involvement, by
maintaining a parent resource room for parents to check out educational
materials to use with students at home. Parent Liaisons, Family Services
Coordinators will coordinate and conduct Title I family engagement
workshops and activities to address the academic needs of the school.
I.
Carver High School will provide training to educate the teachers, pupil
services personnel, principal, and other staff in how to reach out to,
communicate with, and work with parents as equal partners, in the value
and utility of contributions of parents, and in how to implement and
coordinate parent programs, and build ties between parents and the school,
by conducting a parent engagement training to all staff in the fall of each
school year. The Georgia Department of Education (GaDOE) parent
engagement modules will be utilized for training all staff members at the
school. The MCSD Title I Parent Coordinator will provide technical
assistance to the parent liaisons, family services coordinators and parent
contacts during the school year.
J. The school will, to the extent feasible and appropriate, coordinate and integrate
parental involvement programs and activities with Head Start, Home Instruction
Programs for Preschool Youngsters, the Parents as Teachers Program, and public
preschool and other programs, and conduct other activities, such as parent
resource centers, that encourage and support parents in more fully participating in
the education of their children, by providing opportunities for parents to attend the
district and school parent engagement workshops, activities, and events.
K. Carver High School will take the following actions to ensure that information
related to the school and parent programs, meetings, and other activities, is sent
to the parents of participating children in an understandable and uniform format,
including alternative formats upon request, and, to the extent practicable, in a
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 26
language the parents can understand, by: posting on the school and district
website, sending out newsletters and calendars, extending invitations to parents,
publishing flyers, and establishing two-way communication.
L. The school will provide full opportunities, to the extent practicable, for the
participation of parents with limited English proficiency, parents with disabilities,
and parents of migratory children, including providing information and school
reports required under section 1111 of the ESEA in an understandable and
uniform format and including alternative formats upon request, and, to the extent
practicable, in a language parents understand, by working with the ESOL Parent
Coordinator, Special Education Parent Mentors, Outreach Coordinator, and
translators to meet the needs of all parents.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 27
G.W. Carver High School Action Plan 2014-2015
School Improvement Parenting Action Plan
School-wide Problem-of-Practice:
Parental Involvement in all areas of our school need to increase.
Root Causes:


SMART Goal Statement # _1____
More teacher-parent communication to increase parental engagement
More engaging workshops to meet the needs of the parents
Parental Involvement at G. W. Carver High School will increase from 25% to 45% by the end of the 2014-2015 school
year as measured by attendance taken at monthly workshops, visits to the Parent Resource Room and Communication
Logs.
Prioritized Strategies for
Improvement
Results Indicators
Plan and execute one academic event
focused on (reading and math) each
semester (to be organized by the Family
Service Coordinator) with parents,
students and staff at Carver High
School to be held at times that would be
convenient to the parent. We will hold
meetings in a variety of community
locations (such as the local library,
community center, neighborhood
church) to make them accessible to all.
Increase parent engagement by
20% by the end of the school
year.
Primary
Leadership
Family Services
Coordinator
Academic
Coaches
Evidence
Increase in student
performance on the
EOC Georgia
Milestone
Increase attendance
at each workshop
Positive Feedback
from the workshops
Artifacts
Parent Sign in
sheets and
Comment Cards
Budget
$1000.00
Parenting Set
Aside Funds
Maintain a parent resource room that
provides EOC Georgia Milestone test
preps and parenting skills books for
check out.
Increase the number of
parents/family members
checking out materials from the
Parent Resource Room by 20%
by the end of the school year.
Family Services
Coordinator
Provide two-way communication with
parents and family members through
quarterly newsletters, flyers, school
website, parent guides, surveys,
Connect-Ed Messages, and
communication logs.
Parents/family members will
receive two-way
communications in various
formats regarding student
academics at Carver High
School
Family Services
Coordinator
Collaborate with community and staff to
enlist volunteers to assist in an effective
afterschool mathematics tutorial
program (CSU and other community
colleges student volunteers)
Parental and community
Involvement will increase.
Family Services
Coordinator
What are some things you anticipate you will need to do to ensure success?
Increase in student
performance on the
EOC Georgia
Milestone
Parent
Communication
Logs and Visitation
Logs
$500.00
Parenting Set
Aside Funds
Increase number of
parents/family
members checking
out resources
Increase in student
performance on the
EOC Georgia
Milestone
Parent
Communication
Logs and Visitation
Logs
$1,000.00
Parenting Set
Aside Funds
Increase number of
parents/family
members checking
out resources
Increase in student
performance on the
EOC Georgia
Milestone
Community
Volunteer Logs,
Student Volunteer
logs
$300.00
In order to meet this goal, we will need parent to check-out materials such as EOC Georgia Milestone workbooks, study guides, academic dictionaries, and other
items for parents to use with students at home. We will need supplies to create the surveys, newsletters, and flyers to use during parent workshops. We will need all
teachers to update their communication logs in infinite campus to ensure two way communication has been taking place. We also use MyBigCampus.
© 2010 by The Leadership and Learning Center
All rights reserved. Copy only with permission. (866) 399-6019
6. Plans for assisting preschool children in the transition from early childhood
programs to local elementary school programs.
Carver High School has included plans for students to transition from high school and
beyond.
Middle School to High School and Beyond:
 A summer bridge program will be provided for upcoming freshmen.
 Freshman orientation for students and parents is offered prior to the start of school.
Topics include attendance, academic success, career opportunities, graduation
requirements, and a tour of the school. The orientation will be offered at the
beginning of each school year. Expanding this program is an option that will be
considered for the upcoming school years.
 Designated counselors and the CTAE supervisor will visit middle schools in the
spring of each year to highlight the schools programs and assist rising 9th graders
with completing course requests.
 Students have many opportunities at the high school to follow a career pathway in
order to assist with transition to the workforce after graduation.
 Work-based opportunities are offered through select career pathways.
 College visits and orientation programs are scheduled through the guidance
department for students who desire to continue their education.
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.
The ways that Carver High School includes teachers in decisions regarding use of
academic assessments are:
 The administration, teachers, staff, students, and parents are involved in the ongoing formal and informal assessment of student achievement.
 Weekly data team meetings are designed to disaggregate and analyze data on
formative and summative assessments.
 Both formal and informal assessments are used to monitor student progress and
improve instructional practices.
 The data collected and analyzed are used to assess individual student needs and
determine appropriate interventions which will increase student achievement.
 The school will utilize assessments to evaluate the effectiveness of instruction and
the strengths and weaknesses of students to enhance learning.
 Teachers will use a wide variety of both formative and summative assessments to
identify student progress in order to modify and improve instruction, monitor the
implementation of the school improvement plan and short-term action plan, and
assist student learning.
 Monthly dates are established to provide a systematic flow of scheduled meetings
and events throughout the year. This long range planning establishes the framework
for the faculty and staff to collaborate, assess, design instructional strategies, and
assessments to help students successfully achieve the necessary Common Core
Standards through carefully planned instruction.
Dr. John D. Barge, State School Superintendent
June 2013 ● Page 31
8. Activities to ensure that students who experience difficulty mastering standards shall
be provided with effective, timely assistance, which shall include:
8(a). All students will be given opportunities to be successful and meet state and national
standards. The needs of students with disabilities, students with limited English proficiency
(LEP), homeless and migrant students will be identified and addressed to ensure that the
students have every opportunity possible to be successful in school. Differentiated strategies
are used to enable the student to achieve their learning goals. Students with weaknesses, in
academic and/or social areas, are identified through on-going monitoring and assessments
which include: district benchmarks, universal screeners, Student Support Team (SST), and
teacher observations. Teachers will continue to receive training in the identification of
students with difficulties and strategies that are appropriate for intervention.
Data Teams are implemented to assist in identifying struggling students and to provide
strategies for working with students’ weaknesses. The Pyramid of Interventions will be
utilized as needed to meet students’ individual learning needs.
8(b). The importance of professional training is articulated to all stakeholders. Teachers are
provided requisite tools to identify the academic weaknesses of the students. Researchbased training will be provided in the following areas:
• Data Teams
• Differentiated Instruction Strategies (Universal Design for Learning)
• Students with Disabilities (SWD)
• Student Engagement
• Response to Intervention (RTI)
• Co-Teaching
• Literacy Interventions
• Mathematics Interventions
• Cross Curriculum Learning
• Standards- Based Classroom
• Content Knowledge
• Assessment Literacy (Formative Instructional Practices)
• Discipline/Behavior Management (Positive Behavior Intervention Support)
8(c). Parent-Teacher conferences that detail what the school will do to help the student, what
the parents can do to help the students and additional assistance available to the student at the
school or in the community.
 School-Parent Compacts are agreed upon and signed by all stakeholders. These
compacts are housed in the classroom or the parent resource room.
 Teachers keep up-to-date documentation of all teacher-parent conferences. Tier 1
forms are utilized to keep the documentation consistent throughout the school. Any
face-to-face or phone conferences are documented, dated, and housed in the
teacher’s classroom data notebook.
 The school will document meaningful two-way communication between parents and
teachers throughout the year.
 Monthly Parent workshops/meetings will be provided by the parent liaison, family
services coordinator or parent contacts.
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Parent-Teacher conference notes will be maintained by teachers and administrators
Progress reports and report cards will be sent to parents.
Teachers will contact parents in multiple ways (emails, notes, newsletters, face to
face, Connect Ed, and phone calls throughout the school year).
9. Coordination and integration of federal, state, and local services and programs.
Federal, state, and local services and programs are coordinated and integrated into the
instructional program aimed at improving student achievement. The school will collaborate
with program managers of available funds to prevent duplication of services and effort.
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Instructional Extension Program (IEP) funds will be utilized to pay teacher
salaries and provide student transportation for an extended day tutorial program for
students not meeting standards.
Quality Basic Education (QBE) funds will be utilized to provide personnel,
instructional materials, supplies, and services to support instruction.
Title I, Part A Programs for Disadvantaged Children Title I funds provide
supplemental instructional personnel, materials and supplies, instructional
technology, software and safety net programs.
Title II A—Teacher Quality/ Professional Learning funds are utilized to
purchase professional development resources including professional books for book
studies.
Title III A—ESOL funds are provided to support English Learners (EL).
Race to the Top (RT3) funds have been utilized to subsidize district-wide
professional development.
IDEA—Programs for Exceptional Students funds are federal funds received
based on the number of exceptional students in the school. These funds are utilized
to provide materials and supplies for teachers of these students.
9(b). Description of how resources from Title I and other sources will be used.
Instruction
 Intervention teachers (Salaries and Benefits)
 Instructional Paraprofessionals
 Extended Day/year Teachers (Salaries and FICA)
 Substitutes for Title I Teachers on Sick Leave
 Contracted Services for Student Instruction
 Instructional Software
 Instructional Supplies and Supplemental Books
Improvement of Instruction
 Academic Coach (Salaries and Benefits)
 Substitutes for Workshops & Conferences
 Contracted Services
 Training Materials and Books
 Teacher Registration/Travel
 Stipends for Teachers Receiving PLUs for Professional Learning while Off Contract
Pupil Services
 Counselor Registration/Travel
 Counseling Materials
 Counseling Software
 Contracted Services
Media Services
 AR Books
School Administration
 Administration Registration/Travel
Student Transportation
 School Transportation
 Charter Bus Transportation
Parenting
 Family Services Coordinator- Salary and Benefits
 Parenting Materials and Supplies
 Parenting Refreshments
 Contracted Services for Parents
9(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.
Students have to complete a career pathway and it is recommended they work a job with in
that pathway. However, students are allowed to work outside the area pending the criteria
of the training plan developed by the work based learning facilitator.
Carl D. Perkins funds are used to purchase resources for the purpose of program
improvement and building links with the academic content area and/or integration of those
content areas (i.e. math, reading).
10. Description of how individual student assessment results and interpretation will be
provided to parents.
After assessment reports for individual students have been received, parents will be
provided information concerning the results of the annual review including school
performance profiles, individual student assessment results and interpretation of those
results. A description and explanation of the school curriculum and the assessments used to
measure student progress and the proficiency levels the students are expected to meet.
Assessment results and their interpretations will be shared with parents in a number of
ways: during Title Annual Parent Meeting at the beginning of the year, letters, posting on
the school’s website and in the data room, and during parent-teacher conferences, parent
workshops, and PTSA meetings. Test results will also be sent home in either progress
reports or report cards.
Parents will be notified of assessments results through parent meetings, report cards, parentteacher conferences, and written notices. Parents will be notified of CRCT scores as soon as
they become available. Both the state department of education and the local school district
release test scores to the public via the media.
11. Provisions for the collection and disaggregation of data on the achievement and
assessment results of students.
The State provides collection and disaggregation of student achievement data results on
adequate yearly progress assessments and for third, fifth and eighth grade writing
assessments. The state makes efforts to report statistically sound assessment results.
Disaggregated reports are published on the Georgia Department of Education (GADOE)
website and released to the news media by the State Superintendent of Education. A link
to the GADOE is provided on the MCSD website. The local television and radio stations
and newspapers provide the local citizens with detailed information about test results.
12. Provisions to ensure that disaggregated assessment results for each category are
valid and reliable.
The State makes efforts to report statistically sound assessment results. The Georgia
Department of Education (GaDOE) determines the statistical soundness of State-mandated
tests. When there is a question of validity of a non-State mandated test or its administration
procedures, the Muscogee County School District’s Department of Research, Evaluation,
and Accountability is available to apply the rules of validity or soundness and provide
technical assistance in the process.
13. Provisions for public reporting of disaggregated data.
The State provides collection and disaggregation of student achievement data results on
adequate yearly progress assessments and for third, fifth and eighth grade writing
assessments. The state makes efforts to report statistically sound assessment results.
Disaggregated reports are published on the Georgia Department of Education (GADOE)
website and released to the news media by the State Superintendent of Education. A link
to the GADOE is provided on the MCSD website.
The MCSD Director of Communications provides detailed information to local television
and radio stations, newspapers, and local citizens about test results. Additionally, the
director provides media releases that include disaggregated reports of progress.
The Director of Research, Evaluation, and Accountability conducts live presentations of the
system’s status to the local school Board.
The MCSD will provide an on-line report of student progress to the community. This will
be available on the school district website.
School sends letters to parents to inform them of their student’s disaggregated data.
Teachers are available as needed for conferences to assist parents in understanding their
student’s scores.
14. The plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers under section 1117, determines
that less time is needed to develop and implement the school-wide program.
This is a School-wide Program school. The School-wide Program under which the school is
operating has an approved plan that was developed over a one-year period with technical
assistance provided by an outside educational consultant. The plan is updated by school
representatives and it is reviewed by representatives from the Central Office and outside
consultants. The review process is conducted annually.
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).
Stakeholders were involved in the development of the plan through several avenues. The
Leadership Team of the school includes at least one parent, a teacher representative from each
core area, a teacher representative of students with disabilities, school administrators, and
academic coaches or school improvement specialists.
Stakeholder surveys and
questionnaires are distributed and the results calculated to help determine areas for
improvement. Teachers and other stakeholders, through representation of the Leadership
Team, analyze data and use this analysis to make decisions about goals and strategies for the
plan.
16. Plan available to the LEA, parents, and the public.
Once the plan is reviewed and approved by a Central Office review team, it is placed on the
Muscogee County School District’s website to be viewed by the LEA, public, parents, and
other stakeholders. Copies of the plan are located in the school’s media center, parent
resource room and office and available to parents and visitors 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.
The Muscogee County School District will provide a translated version of the School
Improvement Plan as needed for schools that have a significant percentage of parents who
speak a common language other than English.
18. Plan is subject to the school improvement provisions of Section 1116 of ESEA as
amended by Georgia’s ESEA Flexibility Waiver.
The school will comply with the provisions of Section 1116 of Title I, Part A-Improving the
Academic Achievement of the Disadvantaged of the Elementary Secondary Education Act
of (ESEA) of 1965.