MAYNARD H. JACKSON HIGH SCHOOL
Mission Possible: Motivate, Educate, Graduate!
SCHOOL WIDE LITERACY ACTION PLAN
School Name: Maynard H. Jackson High School
School Year: 2014-2015
Maynard H. Jackson High School Wide Literacy Plan Team
Team Member
Mrs. Stephanie Johnson
Mr. Donavan Murdock
Mrs. Sharonda Murrell
Mrs. Keisha Pooler
Adrienne Edwards
Ann Jackson
Jacqueline Keeler
Elizabeth Kim
Yusef King
Ebony Martin
Beverly Rice
Eular Robinson
Debra Ross
Amy Rowell
D’ Ancey Smith
Eric Thompson
Shamika White
Position
Principal
Instructional Assistant Principal
Academy Leader
Instructional Coach
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Goals
Goal 1: To institute, exemplify, and reinforce a school wide focus on the Common Core Literacy Standards in all applicable instructional core
areas and programs.
Goal 2: To implement a comprehensive and sustainable program for content area teacher professional development in instructional practices
for school wide literacy integration.
Goal 3: To focus on reading, writing, speaking, vocabulary development, citing textual evidence, and critical thinking as central aspects to all
content-area instruction.
Goal 4: To accelerate the progress of struggling student readers to grade level performance or greater through standards based instruction and
intensive interventions.
Goal 5: To expand data-driven decision-making to identify needs and improve students’ literacy skills.
Goal 6: To improve parent and community partnerships and support for literacy.
Goal 7: To increase student learning success through the consistent integration of technology in all content area classes.
Objectives:
Objective 1: To increase achievement in the “meets/exceeds proficiency” rate in all content areas for SY2014-2015 as measured by of all core content
state & district assessments administered in the Atlanta Public School System.
Objective 2: For students to write weekly in all classes.
Objective 3: For teachers to employ reading and writing strategies to enhance learning in all classes.
Objective 4: For teachers to incorporate the daily use of a Rigor Meter to ensure students acquire higher order thinking strategies through utilization of
Common Core Literacy Standards.
Objective 5: For students to complete rigorous performance tasks aligned to and modeled after the Common Core Literacy Standards.
Objective 6: To increase the implementation of differentiated instruction of Common Core Literacy Standards through the continuous use of Mulligan
Strategies (Marazano High Yield Strategies).
Objective 7: To support instruction and teacher decision-making between Lexile levels and student reading levels for appropriate literacy support with
specific texts.
Data Analysis
We have developed our school wide plan literacy plan with the participation of members of the Maynard H. Jackson High School
leadership team, and teachers. These stakeholders assisted by reviewing assessment data and survey results that were administered.
The stakeholders at Maynard H. Jackson High School concluded that in order to achieve our Smart Goals at Maynard H. Jackson
High School, teachers must plan and deliver differentiated standards-based lessons, implement and assess skills using rubrics, and
share work samples. These instructional practices ensure the standards are set high for all students to achieve, and we truly can see to
it that no child is left behind. Maynard H. Jackson’s mission is to be accountable for providing a globally competitive education that
empowers students to achieve academic and personal goals and become productive, responsible citizens. Smart goals determined by
ESEA (Elementary and Secondary Education Act) flexibility waiver are as follow:
Measurable Goals (Balanced Scorecard Goal Area 1):
 Increase cohort graduation rate from 60% (2014) to 64% (2015).
 Increase the percentage of students passing the Coordinate Algebra 1 EOCT from 17% (2014) to 58.1% (2015)
 Increase the percentage of students passing the Analytic Geometry EOCT from 22% (2014) to 37% on the Georgia Milestones
Assessment in 2015.
 Increase the percentage of students passing the 9th Grade English/Language Arts EOCT from 71% (2014) to 81.4% (2015) on
the Georgia Milestones Assessment.
 Increase the percentage of students passing the 11th Grade English/Language Arts EOCT from 86.4% (2014) to 92% (2015)
on the Georgia Milestones Assessment.
 Increase the percentage of students passing the Georgia Writing Assessment from 86% (Fall 2013) to 92% (Fall 2014).
 Increase the percent of students passing the Biology EOCT from 59% (2014) to 79.1% (2015).
 Increase the percent of students passing the Physical Science EOCT from 64% (2014) to 83.6% (2015).
 Increase the percent of students passing the United States History EOCT from 56% (2014) to 57.2% (2015).
 Increase the percent of students passing the Economics EOCT from 66% (2014) to 76% (2015).
th
9 Grade Literature & Composition Trend Data
Subgroups
2011-2012
Meet & Exceed
All Students
Black
Hispanic
White
SWD
ED
64%
64%
70%
100%
20%
63%
2012-2013
Meet & Exceed
73.5%
71.1%
66.6%
100%
33.6%
72.4%
2013 -2014
Meet & Exceed
71.4%
69.6%
61.9%
94.5%
36.2%
67.4%
2014-2015
Performance Target
81.4%
78.6%
82.1%
100%
52.0%
79.8%
th
11 Grade American Literature & Composition Trend Data
Subgroups
All Students
Black
Hispanic
White
SWD
ED
2011-2012
Meet & Exceed
81%
80%
89%
100%
56%
80%
2012-2013
Meet & Exceed
82.8%
83.1%
84.2%
100%
50%
82.6%
2014 -2015
Meet & Exceed
86.4%
86.6%
100%
100%
29.4%
85%
2014-2015
Performance Target
92%
86.9%
100%
100%
71.5%
90%
Results on the 2013-2014 Georgia Writing Assessment showed a 6% decrease in scores from 92% (Fall 2012) to 86% (Fall
2013). Currently, subgroups for Maynard H. Jackson High School include All, Black, Students with Disabilities, Socioeconomically
Disadvantaged, White, and Hispanic according to CCRPI (College and Career Readiness Performance Index) guidelines. Students with
disabilities are the only subgroup in which a significant discrepancy in student achievement was noted. Therefore, strategies to address
academic performance in this subgroup are included in the assessment.
Actions/Strategies
Teachers will communicate the expectation that all
students will succeed academically using a common
literacy vocabulary across the curriculum.
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Teachers and students will engage in the
weekly use of online interactive notebooks
for weekly journal entries.
First entry will be facilitated by explicit
teacher instruction and direction. Others will
be student generated by either guided or
independent practice
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Teachers will utilize Word Wall to convey
school wide vocabulary expectations
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Incorporation of recommended vertically
aligned grade level terms per the Common
Core Literacy Standards.
Person(s) Responsible
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Principal
Assistant Principals
Academy Leaders
Instructional Coaches
Departmental
Chairmen
Department teachers
ESOL teachers
Special Education
teachers
SST Intervention
Specialist
Media Center
Specialist
Timeline
August 2014- May 2015
Resources
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Students will be provided with literacy support
strategies aligned to the content area demands.
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Develop small learning communities for
assisting teachers in support, strategies, and
pacing for all core content area classes
taught.
Teachers will meet with other teachers of
aligned disciplines on a weekly basis and
create strategies to increase student
achievement.
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Core Content Area Departmental Think Pair
Share for the school-wide steps to annotate
text
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Assessments and review strategies will also
be created during the 60 minute meetings.
(Meetings will occur once a month.)
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Vertical standard teaming with all feeder
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Principal
Assistant Principals
Academy Leaders
Instructional Coaches
Departmental
Chairmen
Department teachers
ESOL teachers
Special Education
teachers
SST Intervention
Specialist
Media Center
Specialist
August 2014- May 2015
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Teacher assistance
Staff development
Differentiated Instructional
materials
Curriculum guides
Scoping Sequence
Wireless computer carts
Computer labs
Multi-media resources
Media Center
Common Core Standards
Reading Plus w/incorporation
of Lexia
Document Based Question
Text Books (DBQs)
USA Test Prep
Core Six: Essential Strategies
for Achieving Excellence with
the Common Core by Harvey
F. Silver, R. Thomas
Dewing, Matthew J. Perini
TKES (Teacher Keys
Effectiveness System)
Classroom management
templates
Curriculum guides
Teacher Support Specialists
Course objectives
Professional Learning
Curriculum guides
Scoping Sequence
Wireless computer carts
Computer labs
Multi-media resources
Media Center
Common Core Standards
Reading Plus w/incorporation
on Lexia
Document Based Question
Text Books (DBQs)
USA Test Prep
Evaluation
High School Graduation Tests
results May 2014:
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Passing rate for 9th
grade Literature &
Composition EOCT:
71.4%
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Pass rate for 11th grade
America Literature &
Composition EOCT:
86.4%
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Pass rate for GHSWT
(Georgia High School
Writing Test): 87%
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GAPSS (Georgia
Assessment of
Performance on
School Standards)
Review
High School Graduation Tests
results May 2014:

Passing rate for 9th
grade Literature &
Composition EOCT:
71.4%
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Pass rate for 11th grade
America Literature &
Composition EOCT:
86.4%
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Pass rate for GHSWT
(Georgia High School
Writing Test): 87%
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Average Lexile Reading
Range:
middle schools to ensure the consistency in
the incorporation of power standards.
Improve conceptual learning and provide
opportunity for application of literacy in all content
areas
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Daily close reading and vocabulary
activities will be implemented twice a
week A Day and B Day to aid in the
increase of reading comprehension,
inference skills, and deductive
reasoning.
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Weekly twenty minute reviews on past
content will be implemented.
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Daily writing warm ups
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Student examination of root words,
affixes, and word derivatives to
enhance the use of vocabulary in
context.
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Incorporation of school wide SAT
Word of the Day
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Establish and implement agreements
around research and inquiry—when,
what, and where explicit instruction
will be provided.
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Principal
Assistant Principals
Academy Leaders
Instructional Coaches
Departmental
Chairmen
Department teachers
ESOL teachers
Special Education
teachers
SST Intervention
Specialist
Media Center
Specialist
August 2014- May 2015
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Media Center
Internet sources
Passing the Georgia Milestone
Assessment (American
Company)
Interactive Websites
Course content
Test preparation
Interest motivators
USATestprep.com
School Data Reports
School newsletters
Reading Plus w/ focus on Lexia
Mid-year Assessments
Allow student access to
Computer labs before and after
school
School Wireless labs
High School Graduation Tests
results May 2014:

Passing rate for 9th
grade Literature &
Composition EOCT:
71.4%

Pass rate for 11th grade
America Literature &
Composition EOCT:
86.4%

Pass rate for GHSWT
(Georgia High School
Writing Test): 87%

Average Lexile Reading
Range:
Students will participate in literacy related
activities and authentic literacy experiences both in
and out of the classroom.
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Establishment of Push In model of Writing
and Reading remediation of identified 9th
grade students via Emory undergraduate
students.
Implementation of Satellite Writing Center
via Emory University for all pupils requiring
additional assistance in the area of essay
writing (MLA & Argumentative Essay)
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Continued incorporation of the S.E.E.D.
(Student Educational Experience
Development) to maintain and promote
awareness of higher education among
underprivileged students in the local Atlanta
area
Student assessments reflect evidence of
improved literacy skills and evidence of
strategies being used (i.e. displays of student
work, word walls, increased awareness,
common language and rubrics.
 Implement games for the Georgia Milestone
Assessment content games in the classroom
two Fridays per month.
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Morning and Afternoon review sessions
beginning 3 weeks prior to the
administration of the Georgia Milestone
Assessment
Lexile based motivational posters, especially
career focus with directions for best
practices
Principal
Assistant Principals
Academy Leaders
Instructional Coaches
Departmental
Chairmen
Department teachers
ESOL teachers
Special Education
teachers
SST Intervention
Specialist
Media Center
Specialist
August 2014- May 2015
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Principal
Assistant Principals
Academy Leaders
Instructional Coaches
Departmental
Chairmen
Department teachers
ESOL teachers
Special Education
teachers
SST Intervention
Specialist
Media Center
Specialist
August 2014- May 2015
Classroom management
templates
Curriculum guides
Teacher Support Specialists
Course objectives
Professional Learning
Curriculum guides
Scoping Sequence
Wireless computer carts
Computer labs
Multi-media resources
Media Center
Common Core Standards
Reading Plus w/incorporation
on Lexia
Document Based Question
Text Books (DBQs)
USA Test Prep
High School Graduation Tests
results May 2014:

Passing rate for 9th
grade Literature &
Composition EOCT:
71.4%

High School Graduation Tests
results May 2014:

Passing rate for 9th
grade Literature &
Composition EOCT:
71.4%













Classroom management
templates
Curriculum guides
Teacher Support
Specialists
Course objectives
Professional Learning
Curriculum guides
Scoping Sequence
Wireless computer carts
Computer labs
Multi-media resources
Media Center
Common Core Standards
Reading Plus
w/incorporation on Lexia
Document Based Question

Pass rate for 11th grade
America Literature &
Composition EOCT:
86.4%

Pass rate for GHSWT
(Georgia High School
Writing Test): 87%

Average Lexile Reading
Range:

Pass rate for 11th grade
America Literature &
Composition EOCT:
86.4%

Pass rate for GHSWT
(Georgia High School
Writing Test): 87%
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Average Lexile Reading
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Student direction sheet for using lexile.com
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Text Books (DBQs)
USA Test Prep
Rubrics
Formative Assessments
Range: