1
FLP Components
Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP
offered at each school:
 Core content area(s)
 Subgroup(s)
 Graduation rate(s)
Note: The LEA must identify the measurable performance goals and outcomes to be met.
Response:
Two schools in Gainesville City School System have been identified to implement Flexible Learning Programs (FLP) beginning the 2015‐2016 school year. Centennial Arts Academy has been identified as a Focus School and The Academy at Wood’s Mill has been identified as a Priority School. District level administrators and school leaders from each school conducted an analysis of classroom and standardized academic achievement data for each school to determine the greatest areas of needs of each school’s students performing in the lowest quartile (Wood’s Mill), students not mastering course content (Wood’s Mill), as well as the needs of each school as a whole. Math is the content identified as the area where the greatest need of improvement exists at both schools. Centennial Arts Academy and The Academy at Wood’s Mill are Schoolwide Title I schools. Therefore, all students are eligible to participate in the Flexible Learning Program (FLP) and will receive FLP services that are supplemental to their math instruction during the regular school day. THE ACADEMY AT WOOD’S MILL Core Content Areas/Subgroups A comprehensive review of The Academy At Wood’s Mill data for the three‐year period 2012 – 2014 revealed that students consistently experienced the greatest challenges in mathematics. Too few students participated in statewide assessments to determine subgroup performance in most content areas each of the three years. State mandated standardized assessment data over a 3‐year period (2012, 2013, 2014) revealed students (ALL Students) at The Academy At Wood’s Mill met or exceeded state standards at the following rates based on results of the Georgia End‐of‐Course Tests (EOCT): 2012 2013 2014 9th Grade Literature – * 9th Grade Lit – * 9th Grade Lit ‐ * American Literature – 93.1% American Literature – 90.9 American Literature – 96.3% Math I ‐ * Math I ‐ * Math I – 6.7% Math II – 22.2% Math II – 38.5% Math II – 20.7% Biology – 55% Biology – 40% Biology – 47.1% Physical Science – 73.3% Physical Science – 55% Physical Science ‐59.1% U. S. History – 46.7% U. S. History – 25% U. S. History ‐ * While students enrolled in The Academy At Wood’s Mill performed relatively well in the content area of American Literature, performance in Mathematics were consistently low over the three year period. These trends mirror student performance in core academic content classes. Since students performed at a low rate in mathematics for each of the three years, targeted academic intervention will be directed towards Math and Math Literacy as the focus of The Academy At Wood’s Mill’s Flexible Learning Program. *The Georgia Department of Education does not report scores when groups of students less than ten participate in state mandated assessments. When considering subgroups’* performance on EOCT during the aforementioned 3‐year period, the rate at which students met or exceeded state standards were as follows: 2012 American Lit Biology Math I Math II PhysicalScience US History
Asian/PI * * * * * * Black * * * * * * Hispanic 91.3% * * * * * White * * * * * * SWDs * * * * * * English Learners * * * * * * Ec. Disadvantaged 90.5% 66.7% * * 46.7% * 2013 American Lit Biology Math I Math II PhysicalScience US History
Asian/PI * * * * * * Black * * * * * * Hispanic 87.5% * * 30% * * White * * * * * * SWDs * * * * * * English Learners * * * * * * Ec. Disadvantaged 89.3% * * 26.3% 52.9% 18.8% 2014 American Lit Biology Math I Math II PhysicalScience US History
Asian/PI * * * * * * Black * * * * * * Hispanic 95% * * 23.8% * * White * * * * * * SWDs * * * * * * English Learners * * * * * * Ec. Disadvantaged 100% 66.7% * 6.3% * * Subgroup data were not sufficient to determine which group of students truly experienced the greatest challenges meeting or exceeding state standards. Wood’s Mill’s FLP will not target specific subgroups but will implement research‐based strategies that have proven to be successful with ALL students, including students with disabilities and English learners. Educators will delve deeper into individual student performance (domain level) data to determine specific skills to be addressed for students participating in FLP. The very nature of Wood’s Mill is to individualize instruction for students based on academic needs. The school is a non‐traditional high school with fewer than 50 students presently enrolled. Wood’s Mill’s teachers and administrators collaborate with students and parents to develop an individual student achievement plan to assess each student’s knowledge, determine personal goals, and apply specific strategies to ensure that students are moving toward set goals. Teachers and administrators will monitor progress on a regular basis. GOALS Goal I: Increase student’s academic proficiency in mathematics as measured by the percentage of students who meet or exceed the standards on state and locally mandated assessments. Expected Outcomes: Based on most current assessment data (EOCT 2014), the following outcomes are expected. Milestones Assessment data from the spring 2015 administration are expected in October. We will analyze these data in comparison to trend EOCT data to determine whether a shift in focus is necessary. Year 1: Students will demonstrate a 5% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2016. Year 2: Students will demonstrate a 10% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2017. Year 3: Students will demonstrate a 15% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2018. Goal 2: Increase students’ academic proficiency in mathematics as measured by standards‐based evaluation of classroom performance. Expected Outcomes: Year 1: At least 45% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2015‐2016 school year. Year 2: At least 50% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2016‐2017 school year. Year 3: At least 55% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2017‐2018 school year. 2
Describe the multiple educationally related selection criteria by core content area served with the weighting that
will be applied to the criteria per school to determine the rank order list of eligible students by greatest
academic need.
Response:
Gainesville City School System used multiple, objective educationally related selection criteria by core content area (English language arts, mathematics, science, and social studies) to determine a rank order list of eligible students to be served in the district’s flexible learning programs (FLP). These selected criteria were used to first rank students based on academic need in mathematics. All students enrolled in The Academy At Wood’s Mill are eligible to participate in the school’s flexible learning program. All students in the school will be ranked according to academic need. The district will prioritize services to students based on the following educationally related selection criteria and federal rank order: □ Criterion 1: Performance on state and locally mandated academic assessment of standards
o 0 points will be assigned to students who “Exceeds” on standardized assessments
o 1 point will be assigned to students who “Meets” on standardized assessments
o 2 points will be assigned to students who “Does Not Meet” on standardized assessments
Statewide assessment results for 2014‐2015 school year are not available due to the first‐time administration of the Georgia Milestones Assessment. The most recent assessment data are based on student performance on the 2014 administration of the Georgia End‐of‐Course Tests (EOCT). Beginning with the 2015‐2016 administration of the Georgia Milestone Assessment, students’ performance on the Georgia Milestone End of Course assessment will be used to determine eligibility for Criterion 1. □ Criterion 2: Academic performance in mathematics based on report card assessment (Kindergarten students will be assigned weights based on first progress report)
o 0 points will be assigned to students who received “A” as end of year evaluation o 1 point will be assigned to students who received “B” as end of year evaluation o 2 points will be assigned to students who received “C” as end of year evaluation o 3 points will be assigned to students who received “D or F” as end of year evaluation Because of the District’s Provision Two “free and reduced priced meal” status, all students are considered eligible for Free and Reduced Meals. All students enrolled at The Academy at Wood’s Mill fall into Federal Rank Order 1 based on eligibility for free and/or reduced priced meals. State mandated assessment scores in math (EOCT/Georgia Milestones) are weighted at 40% of the overall score a child may receive. State mandated assessment scores in language arts, science, or social studies (EOCT/Georgia Milestones) are weighted at 30% of the overall score a child may receive. Course grades in math are weighted at 30% of the overall score a child may receive. Students with a course grade of ‘A’ receive 0 points. Students with a course grade of ‘B’ will receive 1 point, students with a course grade of ‘C’ will receive 2 points and students with a failing grade of ‘F’ will receive 3 points. Gainesville City School System does not give the grade, ‘D.’ The total number a student could obtain is 4.8 Example: Student A: EOCT Results: English Language Arts Met Standards = 1 point (x 30%) Mathematics – Did Not Meet = 3 points (x 40%) Science – Did Not Meet = 3 points (x 30%) Social Studies – Exceeds = 0 points (x 30%) Mathematics Grade = C = 2 points (30%) Total Points = 2.7 Student B: EOCT Results: English Language Arts – Did Not Meet = 3 points (x 30%) Mathematics – Did Not Meet = 3 points (x 40%) Science – Did Not Meet = 3 points (x 30%) Social Studies – Did Not Meet = 3 points (x 30%) Mathematics Grade = F = 3 points (x 30%) Total Points = 4.8 *Student B will be given priority when ranking students for FLP participation □ Federal Rank Order 1: Students with disabilities, English learners, and/or students eligible for free or reduced meals that are not meeting standards as measured by state assessment results; and, if funding levels allow □ Federal Rank Order 2: All other students that are not meeting standards as identified by state assessment results; and, if funding levels allow □ Federal Rank Order 3: Students who are meeting standards, as identified by state assessment results 3
Describe the scientifically research based strategies that the LEA will implement to ensure that supplemental
academic intervention time is designed to support students meeting academic performance goals.
Response:
Research Based Strategy #1: Students participating in the Flexible Learning Program (FLP) at The Academy At Wood’s Mill will receive extended learning time in mathematics and/or math literacy during the school day. The majority of students at The Academy at Wood’s Mill are considered at risk of failing mathematics will be offered intensive small group and individualized math instruction with a math tutor at least two days per week for a minimum of 30 minutes per day. This added support will complement students’ regular math instruction which will be provided by a certified, highly qualified mathematics teacher. The U.S. Department of Education performed an extensive review of research (Kidron, Y., &Lindsay, J., 2014, The effects of increased learning time on student academic and nonacademic outcomes: Findings from a meta‐analytic review) on extended learning time and found that: □ Increased learning time promoted student achievement in mathematics and literacy when instruction was led by certified teachers and when teachers used a traditional instruction style;
□ Increased learning time improved literacy outcomes for students performing below standards; □ Increased learning time improved social‐emotional skills of students with attention with attention deficit/hyperactivity disorder (ADHD).
□ Increased learning time had a large positive effect on struggling students.
Research Based Strategy #2: The structure of the Georgia Milestones Assessment System is such that it requires students to have strong literacy skills to effectively respond to assessment items in all content areas, including math. In addition to receiving skill development in mathematics, students participating in FLP will learn how to move beyond basic math skills and will be provided math literacy skills to enable them to better understand mathematics contextually, and to make sound and reflective judgments when presented with complex multi‐step math word problems. Teachers will enhance students’ math literacy skills by teaching mathematics vocabulary, encouraging students to describe in writing why (and/or) how they arrived at a certain answer, and encouraging reciprocal teaching amongst students and between students and teachers. Reciprocal teaching consists of the classroom teacher modeling a concept and allowing students to “reteach” the concept to others using four major components of clarifying, questioning, summarizing, and planning (all of which will be explained during FLP time). Students will also be administered formative assessments to help guide the direction of instruction. These strategies are supported by Amy Benjamin (2011) in her book, Math in Plain English: Literacy Strategies for the Mathematics Classroom, and Delinda van Garderen (2004), Reciprocal Teaching and Mathematical Word Problem Solving. These authors concluded that essential to understanding math literacy is reading, note‐taking, writing and formative assessments. All of these strategies will be incorporated in Wood’s Mill’s FLP program.
4
Describe the program delivery model that the LEA/school will implement. The description must address the
delivery schedule (when, where, how), hours of service, student/instructor ratios, progress monitoring, plans to
address program modifications when applicable, transportation services, etc. Is the LEA/school and its' FLP
program in compliance with Title I laws and regulations?
Response:
The Academy At Wood’s Mill operates a school‐wide title I program, and uses its Title I funds to purchase resources to provide instructional support to students in core academic areas. Services students receive during FLP will supplement services provided via the regular Title I program. During FLP, students will have the opportunity to receive more individualized instruction by working directly with a math tutor. Pre‐tests and post‐tests will be used to assess students’ progress towards mastering standards in math. Assessment tools in Plato and Edgenuity, electronic instructional platforms will be used to assess students. Progress monitoring will be ongoing and adjustments to instruction will be made accordingly. Teachers and administrators will be responsible for progress monitoring and will work collaboratively to decide what modifications are necessary based on data. Student progress will be shared with students, parents, and teachers on a regular basis. The Academy At Wood’s Mill will implement a school‐wide Flexible Learning Program (FLP). FLP instruction will be supplemental to students’ regular math instruction. FLP will be offered to all enrolled students during the school day. All instructional staff members participate in FLP daily from 1:30 – 2:15 (Monday – Friday). The school day will not be extended for FLP. Wood’s Mill operates on a mini‐mester schedule and students receive over 5 hours of intensive instruction in one content area for a period of six weeks. Wood’s Mill uses a blended instructional model. Students receive instruction via direct instruction, small group and technology‐supported instruction on a rotating basis throughout the day. Students in need of more intensive math instruction will receive added support from a math tutor. This schedule is preferred over pulling students during connections time as it allows students to receive the additional support in mathematics without the perception of it being punitive by forcing students who are struggling academic to miss connections, which is often viewed as more enjoyable for students. “FLP students” will experience same schedule as all students. Wood’s Mill’s Flexible Learning Program is scheduled to begin January 5, 2016, and will end on the last day of school, May 20, 2016. High schools in Gainesville City School System operate on a block schedule. Wood’s Mill is a non‐traditional school with a non‐traditional schedule to best meet the unique needs of its students. Wood’s Mill operates three mini‐mesters within each traditional semester. In lieu of taking four classes at the same time over a period of 18 weeks, this schedule allows students to focus on one core academic content area (math, language arts, science, and social studies) for six full weeks for approximately six hours per day. Students have the option to also take elective courses at the traditional high school. Wood’s Mill’s FLP schedule is as follows: Monday – Thursday 1:30 – 2:00 All Students will receive additional math/literacy support with all instructional staff being responsible for delivering instruction. Intensive math instruction (tutoring) for students most at risk of academic failure in Mathematics will be provided during the following times: Monday – Thursday 2:00 – 2:30. The estimated student teacher ratio during Wood’s Mill’s flexible learning program is 1:14. The estimated student teacher ratio during tutoring is 1:5. Since FLP will be implemented during the regular school day, there is not a need for additional transportation services or snacks. Students will continue to follow their regular schedule. Gainesville City School System’s Flexible Learning Program will operate in compliance with all Title I statues and regulations. The school’s Director of State and Federal Accountability regularly supports the school and will closely monitor its implementation of FLP to ensure that all expenditures and activities associated with the FLP program are reasonable, necessary, allocable, and allowable under the program requirements. The school will provide parents with the opportunity to review and provide feedback into is FLP plan and will maintain all required documentation and adhere to the district’s procedures for internal control to prevent fraud, waste, and abuse. 5
Describe the professional development (PD) that the LEA will provide for the FLP instructional staff/contractor to
ensure that:
 Instruction is tailored to the needs of participating students
 Instructional strategies are effective in helping at-risk students achieve success
Response:
All Teachers and administrators will receive ongoing professional development in support of effectively implementing instructional strategies to help students at risk of academic failure in Math. FLP is a Priority school. Therefore, 10% of Wood’s Mill Title I allocation will be used for professional development efforts. Teachers will participate in a book study focusing on math instruction and literacy skills to support students in understanding the problem‐solving process which often interferes with their ability to effectively solve the rigorous problems associated with the Georgia Milestone Assessment. The book study will also include strategies to changing teachers’ behaviors to accommodate the unique needs of the students we serve. Effective the week of February 2, 2016, all teachers at Wood’s Mill also attend weekly professional learning specific to their content area (ELA, mathematics, science, social studies). These professional learning opportunities take place at Gainesville High School during common planning periods and focuses on differentiated instruction and blended learning. Each session lasts approximately 90 minutes. The training is typically facilitated by Gainesville High School’s instructional coach, but occasionally guest “experts” are invited to lead training. Teachers will participate in these sessions until the week of May 2, 2016. 6
Describe the procedures the LEA will implement to ensure that the instructional goals of the FLP students are
aligned with the Common Core Georgia Performance Standards.
Response:
The Academy At Wood’s Mill’s teachers and leaders will work collaboratively to establish FLP instructional goals that will guide instruction during FLP time. All assessments of students’ performance during FLP will be based on Georgia’s performance standards (Standards of Excellence). The FLP teacher will collaborate with teachers weekly to ensure that the instruction is in support of and aligned to standards and the general education teacher’s classroom instruction. The academic intervention specialist will be responsible for reviewing lesson plans and observing classroom instruction to insure that the instruction is in support of and aligned to Georgia’s Standards of Excellence. The schools teachers and leaders, and the district’s Director of State and Federal Accountability will regularly monitor the FLP implementation and determine corrective actions as appropriate. 7
Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students
with the greatest need for the FLP?
Response:
The Academy At Wood’s Mill will implement its FLP during the regular school day. Thereby maximizing enrollment and attendance. All students in the school as well as all instructional staff will participate in FLP. Wood’s Mill will utilize its attendance plan to address those students who are frequently absent and will communicate with parents regularly to ensure they understand the importance of student achievement and the impact that attendance (or absences) has on achievement. The school social worker assigned to Wood’s Mill will provide additional support for the school’s enrollment and attendance initiative. All parents will be notified of Wood’s Mill’s school‐wide implementation via a letter describing the school’s Priority designation and the school’s additional focus on math instruction.
8
Describe the procedures the LEA/school will use to monitor the implementation of the program and the tracking
of all required data (assessment, program cost, etc.). The procedures must include the person(s) responsible for
monitoring the implementation of the FLP plan in the LEA's schools.
Response:
Gainesville City School System’s Director of State and Federal Accountability will provide guidance and oversight of The Academy At Wood’s Mill’s implementation of the FLP by regularly monitoring the school’s FLP via classroom observations, participation in leadership team meetings and faculty meetings as appropriate. Assessment and course academic achievement data, as well as attendance and behavior data which may negatively impact academic performance, will be continuously collected, analyzed and monitored to determine when modifications to the program may be necessary. The teachers and administrator will meet with at least bi‐weekly to discuss FLP data and will be responsible for ensuring that the school’s FLP is being implemented with fidelity. The school’s administrator will observe teachers during FLP and provide feedback and support as appropriate. 9 Describe the internal controls that the LEA will implement to promote efficiency, assure the fidelity of the implementation of the LEA's FLP program, and to safeguard assets and/or avoid fraud, waste, and abuse. Response: Gainesville City School System operates in transparency and ensures that our stakeholders are informed of our intent to be good stewards over federal funds. At the beginning of each year and throughout the year during Title I training, the Director of State and Federal Accountability trains district and school administrators on using federal funds to supplement (rather than supplant) instructional programs and on preventing fraud, waste and abuse of funds. School administrators then train teachers and notify parents (during the annual Title I Parents Meeting) of their rights to report suspected fraud, waste, and abuse of federal funds. Gainesville City School System uses an electronic financial management system, MUNIS. School principals submit requests to the office of the Director of State and Federal Accountability and the department’s secretary enters requisitions into MUNIS and then these requisitions are approved by 1) the Director of State and Federal Accountability 2) the Chief Financial Officer, and if over $5000, the Superintendent, 3) the district’s Accounts Payable Coordinator converts request into PO, and pays upon receipt of invoice. This multiple‐level approval process helps to assure fidelity of implementation of all programs, including the Flexible Learning Program. The Gainesville City School System stance regarding fraud is as follows: The Gainesville City School System supports the thorough and expeditious investigation of any reported case of suspected fraud. Fraud is a false representation of a matter of fact, whether by words or by conduct, or by concealment of that which should have been disclosed, that is used for the purpose of misappropriating property and/or monetary funds. All reports of suspected fraud shall be handled confidentially. Only persons directly involved in an investigation will be given information. Those who report suspected fraud may remain anonymous but will be encouraged to cooperate with investigators. Employees of the Gainesville City School System shall be notified of their responsibility to report suspected fraud. 10 LEAs are required to evaluate outcomes of their FLP interventions. Describe the LEA's evaluation plan. The
evaluation plan must address program goals, program effectiveness, measurement instruments, administration,
and include an analysis for each school implementing FLP program implemented in the LEA:
10A List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program.(What are the
measureable outcomes that the intervention is designed to improve?
Response:
Goal I: Increase student’s academic proficiency in mathematics as measured by the percentage of students who meet or exceed the standards on state and locally mandated assessments. Expected Outcomes: Based on most current assessment data (EOCT 2014), the following outcomes are expected. Milestones Assessment data from the spring 2015 administration are expected in October. We will analyze these data in comparison to trend EOCT data to determine whether a shift in focus is necessary. Year 1: Students will demonstrate a 5% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2016. Year 2: Students will demonstrate a 10% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2017. Year 3: Students will demonstrate a 15% increase in proficiency in mathematics as measured by the Georgia Milestones Assessment System by spring 2018. Goal 2: Increase students’ academic proficiency in mathematics as measured by standards‐based evaluation of classroom performance. Expected Outcomes: Year 1: At least 45% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2015‐2016 school year. Year 2: At least 50% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2016‐2017 school year. Year 3: At least 55% of students will demonstrate proficiency in mathematics as measured by teacher evaluation (grades) of classroom performance by the end of the 2017‐2018 school year. 10B List and describe the assessment instrument(s) that will be used to measure each program target/goal.
Response:
All students will be administered a pre‐test at the beginning of the year to determine focus of FLP instruction. Students will also be administered Student Learning Objectives (SLOs) as appropriate and will participate in the corresponding Milestones End of Course assessment based on the scheduled courses. Students enrolled at Wood’s Mill Academy are administered pre‐ and post‐tests using PLATO, an online platform which allows teachers to create formative assessments to identify students’ strengths and needs based on standards. Once needs are identified, teachers targets instruction based on individual, small group, or whole class needs. 10C Include a plan/procedure(s) for administering assessment instruments and for collecting and maintaining data.
(A timeline for assessments must be provided. How will the LEA/school maintain student assessment
information to ensure confidentiality?)
Response:
The team will develop a calendar to track the administration of assessments for the school. The lead teacher will maintain student assessment data electronically and hard copies will be maintained in the office of the school administrator. Assessment data will be shared with teachers and parents as appropriate (parents only receive data about their individual child; teachers will receive individual student data of those students assigned to them.) Students will be administered weekly informal assessments (at least biweekly) that will be created using Edmentum’s platform, PLATO. Formative and summative assessments will be administered in January, March, and April.
Further confidentiality is assured by the password‐protection on computers of the academic coach, FLP teacher and administrators. 10D Include the LEA's/school's data analysis plan. (How will the LEA/school determine program effectiveness based
on the program goals and measurement instruments listed above?)
Response:
The school staff will meet regularly to discuss students’ progress in FLP as well as other pertinent information such as students’ attendance rate and progress in general education courses. The team will gather formative and summative assessment data (including Georgia Milestones) as well as report card and progress reports information to determine effectiveness. In addition, teachers and school leaders will work with a school improvement specialist from the Georgia Department of Education and the Director of State and Federal Accountability to review the plan for effectiveness. Information will be shared with students and parents and plans for improvement will be created as appropriate. Assessment and classroom achievement data will be monitored at least quarterly to ensure that students are on track to achieving goals and completing coursework (and graduation). The effectiveness of the program will be measured by the percentage of students meeting individual goals on formative assessments, classroom assessment and pass rate, and state mandated assessments (Georgia Milestone Assessments). The effectiveness of the program will also be measured by the percentage of students who demonstrate growth based on formative assessments, classroom assessments, and state mandated assessments. 10E Include a description of the procedures that the LEA/school will implement to collect, analyze, and report
participant feedback.
Response:
During the spring of 2016, stakeholders’ surveys will be administered to students, parents, and teachers to determine how well they perceived the effectiveness of the FLP program, as well as feedback for improvement. The content of the survey will be based on identified needs and the program’s goals. Responses to survey questions will be compiled and used to develop the FLP annual program evaluation. All results will be reported to the faculty and leadership team as well as parents. Surveys will be administered online and will be available as a hard copy for parents who do not have Internet access. Multiple attempts will be made to ensure that all parents have the opportunity to participate in survey. The evaluation report will be communicated via the district’s web site, at a meeting for parents, and will also be sent home via hardcopy newsletter in attempt to share with all stakeholders.
10F Describe the LEA's/school's plan for informing parents/guardians of participating student's progress toward the
student's academic goals.
Response:
Wood’s Mill will offer FLP school‐wide to approximately 45 students during the regular school day. Parents will receive progress reports monthly on how well students are progressing toward their academic goals in FLP. Parents of students receiving an additional intensive math instruction will receive weekly progress reports of how well students are progressing toward their academic goals in FLP. Pre‐tests data will be communicated to parents during parent‐teacher conferences. In instances where parents are unable to attend conferences, teachers will send individual reports to parents.
10GDescribe the LEA's/school's plan for informing stakeholders regarding results of the program evaluation,
effectiveness of the program, and ongoing program improvement(s).
Response:
The effectiveness of Wood’s Mill’s flexible learning program is determined by the rate at which students progress toward academic achievement goals as measured by state and local assessment data as well as classroom performance. An annual evaluation will be conducted during the spring each year as a collaboration between school and district personnel. The GaDOE‐assigned School and District Effectiveness specialist will also participate in the development of the program evaluation. The School and District Effectiveness specialist will work closely with the academic intervention specialist to right the program evaluation report. The Academy At Wood’s Mill regularly communicates with its stakeholders about the accomplishments of its students. The program evaluation of the school’s FLP program will be publicly communicated as it will be posted on the schools and district’s website. Parents will be informed of the results at the school’s annual Title I Parent Meeting in the fall semester and via newsletter. Data will be analyzed weekly and feedback will also be encouraged from stakeholders during the school’s annual planning meeting to target areas of continuous improvement.