DeKalb County School System
Consolidated School Improvement Plan
2010-2012
Published by the Office of School Improvement
Dr. Morcease Beasley, Interim Deputy Superintendent of Teaching and Learning
Dr. Audria Berry, Executive Director Office of School Improvement
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
DeKalb County School System
CONSOLIDATED SCHOOL IMPROVEMENT PLAN 2010-2012
Title I School Wide Plan 2010-2012
The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:
Elementary and Secondary Education Act (ESEA) of 1965
(Formerly known as ESEA)
AdvancEd (SACS CASI)
Georgia Department of Education Annual School Improvement Plan
Federal and State mandate
Required for all DeKalb County Schools
Required for District-wide Accreditation
Georgia DOE mandate
Required for all DeKalb County Schools
AYP Addendum (as appropriate)
___NI School Improvement Focus (NI-1 and NI-2)
___Corrective Action (NI-3 and NI-4)
___Restructure (NI-5+)
Title I
___New Title I Schoolwide Plan
___Annual Addendum
___Targeted Assistance Plan
NI, Corrective, and Restructuring Plans must
be implemented in the same year written with a
two-year plan required. Revisions may be
made as new data becomes available.
Required for all Title I DeKalb County Schools
New Schoolwide Plans require a stakeholder
survey and an intensive year-long research and
planning process
DeKalb County School System Departmental Action Plans
___Professional Learning
___Library-Media
___School Climate
___Teacher Retention
___Career Technology (Middle and High Schools)
Required for all DeKalb County Schools
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
CSIP Table of Contents
Section
Statement of Quality Assurance (ESEA Mandate)
Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards
Establishing a CSIP Facilitator, Committee, and Subcommittees
Steering Committee Members and Signatures
Mission and Vision (ESEA Mandate)
Developing a Comprehensive Needs Assessment (ESEA Mandate)
Leadership and Governance (ESEA Mandate)
Instruction by Highly Qualified Teachers (ESEA Mandate)
Teacher Involvement in Decisions Regarding the Use of Academic Assessments (ESEA Mandate)
Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (ESEA Mandate)
Plans for Assisting Students during Transitions (ESEA Mandate)
Support Services for Student Learning (ESEA Mandate)
Strategies to Increase Parental Involvement (ESEA Mandate)
Stakeholder Communication (ESEA Mandate)
Scientifically Based Research (ESEA Mandate)
Coordination and Integration of Federal, State, and Local Services and Programs (ESEA Mandate)
Reading/ELA Action Plan (ESEA Mandate)
Math Action Plan (ESEA Mandate)
Science Action Plan
Social Studies Action Plan
2nd Indicator – Attendance/Graduation Rate Plan (ESEA Mandate)
Library-Media Action Plan
Professional Learning (ESEA Mandate)
School Climate Action Plan (ESEA Mandate)
Teacher Retention Action Plan
Career Technology Action Plan (Middle and High Schools Only)
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Statement of Quality Assurance
To ensure that school and district stakeholders have a common understanding regarding the development and implementation of the
Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its
entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan.
I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated Schoolwide Improvement
Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations,
and that all specified assurances have been and/or will be met within the operating period of this plan.
Principal: Joseph Reed
Date: 2010-2012
Area Assistant Superintendent: Terry Segovis
Date: 2010-2012
Director, Department of Teaching and Learning: Marcus Beasley
Date: 2010-2012
Coordinator, Office of School Improvement: Andrew McGee
Date: 2010-2012
Executive Director, Office of School Improvement: Audria Berry
Date: 2010-2012
Executive Director of Assessment and Accountability: Trenton Arnold
Date: 2010-2012
Interim Deputy Superintendent of Teaching and Learning: Morcease Beasley
Date: 2010-2012
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Integration of AdvancED (SACS CASI) and Georgia DOE School Keys
The following standards are incorporated and adhered to in this CSIP document:
AdvancED (SACS CASI) Accreditation Standards
Vision and Purpose
Governance and Leadership
Teaching and Learning
Documenting and Using Results
Resources and Support Systems
Stakeholder Communications and Relationships
Commitment to Continuous Improvement
Georgia School Key Strands
Curriculum
Assessment
Instruction
Planning and Organization
Student, Family and Community
Professional Learning
Leadership
School Culture
Establishing a CSIP Facilitator, Steering Committee, and Subcommittees
The principal will appoint a CSIP Facilitator and ensure that the Steering Committee (SC) is representative of all stakeholders. This
includes school administrators, teachers, classified staff members, parents, and community members. High schools must have at
least one student representative. The CSIP Facilitator is responsible for oversight of the CSIP throughout the planning process and
the submission of the final document to the principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons
of all subcommittees. The SC and subcommittees are responsible for the development, on-going monitoring, and implementation of
the CSIP. The SC will make necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year
Review of the school’s success in implementing the Consolidated School Improvement Plan.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
School Council Approval Form
Purpose of Meeting: According the 2009 Georgia School Code, all school improvement plans (CSIP) must be submitted to the local
School Council for "review, comments, recommendations, and approval".
The signatures below indicate that the Consolidated School Improvement Plan for the school above has been reviewed and
approved by the school’s local School Council.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Printed Names of Council Members
Jennifer Allsion
Barbara Arne
Sylvia Bunting
Bob Chambers
Marisa Feliciano
Michael Kreager
Signatures of Council Members
Date Signed
A copy of this document must be maintained at the school and available for monitoring by the State and federal agencies.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
School Mission and Vision
DeKalb County School System
School
Vision
What is our image of a successful school
for our stakeholders?
“Premier DeKalb Schools” – Setting the
standard for Excellence through unity and
purpose.
Mission
How will we make our vision a reality?
The mission of the DeKalb County School
System is to form a collaborative effort
between home and school that maximizes
students’ social and academic potential,
preparing them to compete in a global
society.
Values
What beliefs and standards guide our
mission?

We support a challenging and supportive
learning environment, with high
expectations. The curriculum should be
varied and challenging and should empower
students academically, physically,
emotionally, and socially to make positive
contributions to society.
The mission of Lakeside High School is to
empower each student to learn and each
teacher to teach, in the tradition of
excellence and Viking pride. To foster a
dynamic, student centered educational
environment that is safe, nurturing, and
community supported, and to teach a
curriculum that is meaningful, relevant, and
conducive to developing respect for self and
others.
• All students should be exposed to and be
expected to master a general body of
knowledge established by the Georgia
Performance Standards.
 Each individual, student, staff, and
parent, is an important member of the
school community and plays a
meaningful role in fulfilling our
mission.
• In the value of developing intellectual
curiosity among our students.
• In building relationships within the school
and between the school and the




Value and promote parent
involvement
Regard quality public education as
essential
Honor universal human rights
Contribute to the common good of our
community
Hold high expectations for ALL
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Community.
Developing a Comprehensive Needs Assessment (ESEA Mandates #1 and #11 – must be updated annually)
1) Provide a brief description of your school and community
Lakeside High School is a public school encompassing grades 9-12. It is fully accredited by the Southern Association of
Colleges and Secondary Schools and the Georgia High School Accrediting Commission. The school is located in a
predominately upper middle class suburban community and serves students from the Northlake area of the DeKalb County
School System with an enrollment of 1801. The student body is composed of 49.7% White, 36.2% Black, 12.7%
Hispanic, .66% Asian, .73% other racial groups and includes 2.2 % Students with Disabilities, 7.2% Economically
Disadvantaged, and 1.4% English Language Learners.
2) Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment.
Include the following information:
 When, where, and how often the team meets (include agendas, minutes, and sign-in sheets as an appendix)
 The process used to disaggregate information and to identify areas of need based on the eight strands of the Georgia
School Keys
3) Identify data used to complete your Comprehensive Needs Assessment. Check all that apply (see attached Balance Score
Card for all schools and Smaller Learning Communities Data, if appropriate):
Outcome/Summative Data
School Report Card
X School AYP Report
Georgia Criterion Referenced Test
X Georgia High School Graduation Test
X Georgia High School Writing Test
Georgia Writing Assessment
X End of Course Tests
Iowa Test of Basic Skills
X SAT, ACT, and AP Exams
Demographic Data
X Enrollment (include ethnicity & gender)
Students with Disabilities
X Language Proficiency
X Free/Reduced Lunch Rate
X Discipline Data
X Attendance
X Graduation Rate
X Gifted Education
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Process/Formative/Perception Data
GaDOE GAPSS Review
OSI GAPSS Review
America’s Choice DAT Review
School Self Assessment
Benchmark Scores
X Focus Walk Results
X Staff Surveys
X Student Surveys
Parent/Community Surveys
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national
assessments that have been validated and administered state-wide and nation-wide (ESEA Mandate #12).
Leadership and Governance (ESEA Mandate #1 – must be updated annually)
4) Write a narrative summarizing your school’s strengths. Data sources from comprehensive needs assessment must be
included in the narrative to support findings.
Rigorous instruction, high student achievement, parental involvement and teacher retention are strengths for Lakeside High School. A high
percentage of students enroll and successfully complete advanced and gifted classes. In addition to a varied range of extracurricular
activities, an excellent curriculum is offered from a standardized system wide program of studies. Twenty-one Advanced Placement courses
are offered in: English Lit, Calculus AB and BC, Statistics, Biology, Chemistry, Environmental Science, Physics B, Microeconomics,
European History, Psychology, American History, American Government, Computer Science A, French Language, German Language,
Spanish Language, Music Theory, Studio Art Drawing, 2- D and 3-D, and Art History. In addition, advanced or accelerated courses and
courses for the gifted are offered in English, math, science, French, Spanish and social science.
The school has a professional staff of 122, including 95 teaching faculty, five administrators, and five counselors. The professional staff has
an average of seventeen years experience in education and 82.8% have at least a master's degree. Eighty percent of the staff has 8 or more
years experience at Lakeside.
Standardized test scores and Adequate Yearly Progress reports support rigorous instruction, high student achievement, academic awards and
recognition as strengths for Lakeside High School. In the 2009-2010 school year, lakeside met absolute bar for each
subgroup in math and English Language Arts. Georgia High School Graduation Writing Tests data reflects a 94% passing rate in 2009.
SAT CRITICAL READING
2004 - 2010
VERB
VERB
C/READ
2004
2005
2006
552
548
557
C/READ
2007
530
SAT MATHEMATICS
2004 - 2010
MATH
MATH
2004
2005
MATH
2007
MATH
2006
C/READ
2008
536
MATH
2008
MATH
2009
8
C/READ
2009
538
MATH
2010
C/READ
2010
535
School Name: Lakeside High School
553
544
SAT Writing Scores
2006 – 2010
2006
2007
544
518
Principal: Joseph Reed
559
539
543
2008
527
2009
528
2010
537
532
Plan Year: 2010 - 2012
545
ADVANCED PLACEMENT PROGRAM/EXAM RESULTS
2004 -2010
Number of Exams Taken and Percent of Grades 3 or Higher
2003-2004
718 53.9%
2004-2005
727 52.7%
2005-2006
779 50.1%
2006-2007
768 51.0%
2007-2008
811 45.1%
2008-2009
823 50%
2009-2010
855 41.9%
ACT COMPOSITE SCORES, 2004-2010
(Enhanced ACT Composite Scores)
2003-04 No.
22.8
90
2004-05 No.
22.8
109
2005-06 No.
23.7
113
2006-07 No.
22.3
129
2007-08 No.
22.9
139
2008-09 No.
22.6
165
GEORGIA HIGH SCHOOL GRADUATION TESTS 2005-2010
Percent Passing-First Time Regular Program Examinees Only (11th Grade)
English Language Arts
Math
Science
2005
100
2006
99
2007
97
2009
92
2005
98
2006
98
2007 2009
99
95
2005
93
2006
93
2009-2010 No.
23.9
154
Social Studies
2007
93
2009
92
2005
97
2010
2010
2010
2010
96
96
93
88
9
2006
96
2007
98
2009
90
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
5) Write a narrative summarizing your school’s challenges. Data sources from comprehensive needs assessment must be
included in the narrative to support findings.
Lakeside High School’s opportunities for improvement include closing achievement gaps for AYP subgroups, increasing the academic
performance of students with disabilities and English Language Learners across content areas, increasing the graduation rate and
helping ninth graders make a successful transition to high school.
Standardized test data reflects an achievement gap among subgroups in English and mathematics on the Georgia High School Graduation
Test. Enrollment data consistently reflects disparity between the numbers of students in the freshmen class compared to the number of
students who receive diplomas. Progress report data reflects a higher failure and retention rate in ninth grade than any other grade level
6) List the professional development needed to address the challenges summarized above.
Teach Like a Champion book group.
Analyzing Test Data
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Instruction by Highly Qualified Teachers (ESEA Mandate #3)
7. Describe the process the school will use to recruit highly qualified and effective teachers.
On-line procedures are used by human resources to notify the school administration of the Hi-Q status of teachers and
paraprofessionals. This information includes the tests needed by the teachers and paraprofessionals. The school assists teachers and
paraprofessionals in meeting the missing requirements by providing flexible scheduling and professional learning opportunities.
Teacher certification is monitored on paper and via the Georgia Professional Standards Commission website. The master schedule is
developed to ensure that all teachers are teaching courses that they are qualified for by assigning teachers to classes for which they are
highly qualified (general, cognitive certification). “Parent Right to Know” letters and letters regarding non-highly qualified staff are
provided to parents according to local and state guidelines.
8) List strategies that the school employs to retain highly qualified and effective teachers.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Teachers are recruited at school system job fairs and by using the electronic application system. New teachers participate in a year long
orientation program. New teachers are paired with veteran teachers for guidance and support at the local school as well as the DCSS new
teacher mentoring program. Teachers are assigned a veteran teacher to mentor them throughout the first few years. Teachers are treated as
professionals and are included in the decision making process. All teachers utilize ongoing professional learning to meet with other teachers
as well as to certify and maintain their professional certification. Teachers receive frequent classroom visits, feedback, and resources to be
successful at Lakeside.
9) Describe the professional development activities that will be implemented to support new highly qualified teachers.
Co-teaching: Project ICE
Teacher Support Inservice
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Teacher Involvement in Decisions Regarding the Use of Academic Assessments (ESEA Mandate #7)
10) Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring site-based
academic assessments.
All teachers are involved in the decision making process of selecting, implementing and monitoring academic assessments. This includes
collaborative planning with local administrators, county office content area coordinators, strategic planning, instructional planning, local
advisory council, parental conferencing and data collection for student performance assessment.
Teachers meet by department to create common assessments. Common assessments are analyzed to determine the level of remediation and
enrichment for classrooms and content areas. Teachers monitor student progress from classroom tests, homework assignments and
observations of student achievement.
11) Identify the types of academic assessments employed by teachers and explain how they are used to inform and revise daily
instruction.
Data talks are provided for staff members on an individual, departmental and faculty level. Data is disaggregated to determine instructional
strengths and challenges by content area and teacher level. The plan (lesson planning) - do (teaching) - check (assessment)-act (remediation
and enrichment) model is used as a model for continuous quality improvement. Academic assessments are used to determine flexible
grouping, student placement and instructional strategies.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (ESEA Mandate #9)
12) Describe the procedures in place to identify students who need additional assistance on a timely basis.
Students in need of additional assistance are identified every 4.5 weeks using report card data, standardized test information, attendance data
as well as formal and informal observations.
13) Describe how and when data are reviewed to ensure that student progress is occurring.
Data is reviewed by teachers through item analysis and class grades daily through analyses of student work and accessing Teacher
Assistant.
14) List professional learning opportunities provided to teachers in the analysis of data and the identification of student
difficulties.
Professional learning sessions on data analysis, the Pyramid of Interventions and appropriate response to interventions is provided to
teachers through local and district professional learning experiences. The school psychologist, prevention/intervention specialist and
graduation coach are an integral part of this process.
15) Describe how the school provides opportunities for parent-teacher conferences that detail what the school will do to help
the student, what the parents can do to help the student, and additional assistance available to student at the school or in the
community.
Extended and enrichment learning opportunities include Fernbank, partnerships with colleges and universities for summer programs,
community service opportunities as well as academic competitions and opportunities to study abroad. Tutorials are provided before, during
and after the school day to support student achievement. Georgia High School Test preparation courses are provided during the school day.
The computer lab and media center are available for students who need extra time on task and tutorials. Online classes and credit recovery
opportunities are also extended to students.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Plans for Assisting Children during Transitions (ESEA Mandate #6)
16) Describe your plans for assisting all other levels of student transition (new students, PreK to Kindergarten, elementary to
middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home
participants, etc.).
Transitions at Lakeside High School are based on grade levels and student demographics. A transition plan is in place for ELL and SWD
students including transitions in and out of the programs. How are the students supported to ensure a safe, smooth transition that maximizes
instructional time? The following list of general strategies and activities will assist any school program in providing seamless transitions
from school to school, grade to grade, and program to program. Be sure to specify and describe how any of these strategies are
implemented at your school.

Visitations and orientations with Henderson Middle school - Transportation provided by DCSS

Summer Bridge Programs – Designed for rising 9th graders to experience high school during the summer

International Center - Students transition to our ESOL program with support in pull out and inclusion classes

ESOL Labs - Math and reading labs are available for students

IEP Meetings – The pyramid of interventions is used for students who are experiencing academic challenges

Translation Services (for conferences, meetings, written communication, etc.) – DCSS Language Line and local school translators
are available and assist with parent conferences, parent meetings, and distribution of written information in multiple languages

Site-based interpreters – Foreign language instructors, school registrar and other staff member assist with interpreting

High Achievers and/or Gifted Program Orientation – An AP Night is provided to distribute information for the AP program. The
local site coordinator or the gifted coordinator works with the middle school through vertical alignment to ensure testing and
placement.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Support Services for Student Learning
17) Identify how the school provides support through counseling and academic advisements that provides access to an adult
advisor, mentor, or counselor. Check all that apply:
X
X
X
X
Career Counseling
Mentoring Programs
Group Counseling
School Counselors
X
X
X
X
Student Support Team (SST)
Community Agencies
School Psychologists
School Social Workers
X
X
X
X
Parent/Teacher Conferences
Parent/Administrator Conferences
Student Support Specialists
Graduation Coaches
18) Describe how the following student support personnel work with the district office and outside agencies to meet student
needs.
Counselors, students support specialists, social workers, and other student support personnel work with the district office and outside
agencies to meet student needs by implementation and monitoring of services including site training to insure students receive appropriate
services individual and group counseling, graduation support, credit recovery opportunities, individual academic plans, transitions, course
selection support, note-taking skills, test-taking skills and goal setting.
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Strategies to Increase Parental Involvement (ESEA Mandate #5)
19) Identify how the school provides parents and community outreach/support through activities and initiatives. Check all that
apply:
X
Site-based Parent Centers/Information Stations(within each BOE
Title I Parent Resource Centers and Facilitators
district)
X
Parent Lending Libraries (within each BOE district)
Pre-K Family Resource Specialists
X
Parental Involvement Workshops (within each BOE district)
Title I Parental Involvement Conferences
X
Parental Involvement Survey/Summary
X
PTSA planned speakers
20) Describe how the school uses the strategies checked above to increase parental involvement.
Professional staff and trained parent volunteer leaders provide workshops and classes that help parents to be more effective in parent-child
and/or parent-teen relationships. We offer our workshops at PTSA and school sponsored programs. Our multicultural and bilingual staff
reaches out to make contact with at-risk youth and their parents through the local school and the community. Through successful
collaborations with schools, the district office, and community organizations Lakeside High School helps address the needs of youth and
their families and respond to problems as they arise, such as transition to high school, teen drinking and driving, behavior intervention, and
classroom meeting trainings. We provide counseling for individuals, families, and groups. Our master's level counselors help build on
existing strengths while teaching new ways to cope with today's situations. Groups are offered according to community and school needs
such as: Acculturation, Bullying, Anger Management, Loss and Grief, Parenting Support, and Social Skills. Additional activities include
open house sessions, curriculum night, college planning nights, etc.
21) Identify how the school communicates with parents as partners in education. Check all that apply:
X
Parental Involvement Handbook for Parents
X
Newsletters
X
School Website
X
Calling Post
X
DCSS Website/Community.Net
X
Parent Portal
X
Parent Right to Know Letter (ESEA Mandate)
X
AYP Status Letter (ESEA Mandate)
Title I Parent, Student, Teacher, and Principal Compact (Title I Mandate)
DCSS and School Parental Involvement Policy (Title I Mandate)
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
22) Describe how parents and community members are involved in the school decision-making process and the development of
the Consolidated School Improvement Plan (CSIP).
Parental involvement in school decision making is a high priority at Lakeside High School. Parents are actively involved in the local school
council, principal’s advisory board, and PTSA.
Parent representatives have the opportunity to be involved in establishing strategies and action plans for each of the school’s goals
participate in meetings, research and revise goals, objectives, and strategies based on data analysis of student achievement data,
resources, facilities, and other pertinent data. Opportunities include school council meetings, PTSA meetings and other local school
committees.
23) Describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if
applicable).
N/A
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Stakeholder Communication (ESEA Mandate #10)
24) Describe how individual student assessment results will be provided to and interpreted for parents.
Data talks are provided for staff members on an individual, departmental and faculty level. Students receive progress reports every fourand-a-half weeks. Letters/deficiency notices are sent home to inform parents of attendance and academic problems. Teachers schedule
parent conferences as needed.
Counselors provide group and individual meetings with students and parents to interpret standardized test scores (EOCT, GHSGT,
GHSWT).
25) Describe how disaggregated school data results will be provided to school stakeholders*.
Assessment data is used in individual parent-teacher conferences, grade level meetings, curriculum nights, PTSA meetings and school
council meetings.
26) Describe how the CSIP will be communicated with and made available to school stakeholders**.
The Consolidated School Improvement Plan will be communicated in open sessions with faculty, business and community leaders in PTSA
and school council meetings, class and individual guidance sessions, student government meetings, open school forums, staff meetings. The
CSIP will be posted on the school website. Paper copies of the CSIP will be provided to staff and stakeholders, in English and other
languages as available.
Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national
assessments that have been validated and administered state-wide and nation-wide. Achievement data is collected, disaggregated, and
published by the Georgia Office of Student Achievement and is therefore valid and reliable (ESEA Mandate #12).
19
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
** Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Instructional Framework for the Seven Steps to Teaching in Learning in the DeKalb County School System
In addition to the interventions found in content area and departmental action plans, all DeKalb County schools are required to plan
for and implement the following action steps:
Diagnose Students: Principals and teachers are expected to diagnose the needs of students as a prerequisite for instructional
planning. Teachers should become very knowledgeable of their students’ reading and math levels, their students’ learning
styles as reflected in the knowledge-base of multiple intelligences, and their students’ individual aspirations for achievement
in school.
1.Diagnose the needs of students and create an appropriate Classroom Profile Summary.
 Power Standards
 Multiple Intelligences
 Formative Assessment Strategies
 Instructional Strategies
2.Create and maintain classroom profiles to record data identifying the standards, formative assessment date(s), summative
assessment date(s), and student information reflecting performance on standards.
Plan for Instruction: Principals and teachers are expected to plan for rigorous instruction in collaborative settings using
diagnostic data, standards, and curriculum pacing guides. Teachers should use research-based strategies such as Marzano’s
High Yield Strategies, and instructional assessment strategies within the context of Webb’s Depth of Knowledge,
instructional level rubrics, differentiation, and the three-part lesson cycle.
3.Plan engaging lessons:
 Three-part lesson (opening, work period, and summary)
 Essential question(s)
 Engaging instructional activities based upon the identified power standards and depth of knowledge
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School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Teach Students: Principals and teachers are expected to utilize engaging strategies in the context of standards-based
instruction, including the three-part lesson cycle, to ensure students are provided every opportunity to demonstrate learning
and mastery of the standards. Foundations include classroom talk, scaffolding, questioning, collaboration, learning and
literacy.
4.Teach the standards using standards-based instruction and ensure the identified instructional activities at the appropriate depth
of knowledge level.
Assess Students: Principals and teachers are expected to assess students formatively and summatively using a variety of
formats. The assessment data should be communicated to students and parents and utilized to plan for re-teaching when
necessary. The assessment analysis should drive instructional decision-making as it pertains to teaching the curriculum
standards.
5.Utilize formative assessment strategies daily to determine if standards taught were mastered. Update the classroom profile
daily.
Teach Students: Principals and teachers are expected to utilize engaging strategies in the context of standards-based
instruction, including the three-part lesson cycle, to ensure students are provided every opportunity to demonstrate learning
and mastery of the standards.
6.Re-teach or provide additional support to students who have not mastered the standard(s). Document RTI when students are
not mastering content.
Assess Students: Principals and teachers are expected to assess students formatively and summatively using a variety of
formats. The assessment data should be communicated to students and parents and utilized to plan for re-teaching when
necessary. The assessment analysis should drive instructional decision-making as it pertains to teaching the curriculum
standards.
7.Administer a summative assessment to validate that students have mastered the standards and update the classroom profile
record. Upon completion of Steps 1-7, go to Step 2 and/or Step 3 and follow the process until all standards have been taught
and mastered by all students.
21
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Selecting Appropriate Interventions Using Scientifically Based Research (ESEA Mandate #2)
All interventions based on the Georgia School Keys are predicated on scientifically-based research and do not require citations.
The School Keys: Unlocking Excellence through the Georgia School Standards are the foundation for Georgia’s comprehensive, datadriven system of school improvement and support. Correlated to several well-known and respected research frameworks, the School
Keys describe what Georgia’s schools need to know, understand, and be able to do, in the same manner that the Georgia Performance
Standards (GPS) describe what Georgia’s students need to know, understand, and be able to do. Through the Georgia Assessment of
Performance on School Standards diagnostic process (GAPSS Analysis), a variety of data are collected from multiple sources to
assess the status of a school on each of the standards. The data are combined to inform the results of the GAPSS Analysis, which, in
turn, informs the development and implementation of school improvement initiatives, including high impact practices, in a school. A
Memorandum of Agreement with the Southern Association of Colleges and Schools Council on Accreditation and School
Improvement (SACS/CASI) details conditions under which the School Keys and GAPSS Analysis may count for a SACS/CASI
Quality Assurance Review and accreditation visit.
These School Keys are intended to serve as a descriptor of effective, high impact practices for schools. In identifying these School
Keys, the Division of School and Leader Quality of the Georgia Department of Education along with its collaborative partners aligned
the School Keys with the research by Dr. Robert Marzano in the meta-analysis, What Works in Schools (2003), School Leadership
that Works, (Marzano, Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and Schools Council
on Accreditation and School Improvement. The eleven factors identified by Dr. Marzano and similar terms and statements from the
other research documents were combined until eight broad strands were determined to encompass the research: Curriculum;
Instruction; Assessment; Planning and Organization; Student, Family, and Community Support; Professional Learning; Leadership;
and School Culture. The eight strands have been further developed and defined into performance standards, linguistic rubrics, and
elements/descriptors to assist schools in the process of school improvement.
The School Keys serve as a tool for all schools in the state. The document was field-tested during the 2004-2005 school year. Data
from the field test were used to revise the School Keys for the 2005-2006 school year. An external validation study of the School Keys
was conducted by the Georgia Partnership for Excellence in Education. This external validation included responses from and critiques
by a national panel of experts in school improvement. Based on input from the external validation, further refinements were made to
the School Keys, including clarification of language and the development of linguistic rubrics to guide the standards application
process.
22
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010 - 2012
Selecting Appropriate Interventions Using Scientifically Based Research (ESEA Mandate #2)
If an individual school chooses to select an intervention or initiative in addition to the sources provided by the Georgia School Keys
Implementation Resource or the DCSS Implementation Resource Supplement, then a citation and abstract of the pertinent research is
required* Utilize the format below and add additional interventions, initiatives, and abstracts as needed. Cited research should
directly align with the intervention it supports.
Identified Need
Action Plan and Page #
Citation and Abstract
*If your school is currently undergoing the Schoolwide Title I Planning process, this section is required.
23
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Coordination and Integration of Federal, State, and Local Services and Program Funds (ESEA Mandate # 8 – must be
updated annually)
Funding Sources
Provide a narrative explanation of how funds will be used to support student achievement
and/or school improvement in relation to the components of this plan.
Federal Funds
State Funds
GA DOE School Improvement
Grant (Needs Improvement Title I
Schools Only)
Federal School Improvement
Grants
Local Professional Learning Funds
Grants (list)
District allocation of pupil funds to provide student materials and resources to support student
achievement
N/A
N/A
Funds are used to provide training and action research projects to support closing achievement
gaps.
Technology Grants – Expand lab space and equipment upgrades
Partners in Education
Academic support grants provide funds for classroom resources and registration for student
competitions
Technology and student achievement
Other (list)
N/A
PTSA
Copies of all budgets referenced in this section should be placed in the appendix.
24
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Reading/English/Language Arts Action Plan (ESEA Mandate #2)
Annual Measurable Objective:
1.
2.
3.
4.
All students will meet and exceed in Reading/English Language Arts from 96% to 97% on the GHSGT.
All students will meet and exceed in 9th Literature EOCT from 87% to 89%.
All students will meet and exceed in American Literature EOCT from 91% to 93%.
All students will meet and exceed in Reading/English Language Arts from GHSWT from 97% to 98%.
Intervention
(Performance Actions should be selected
and cited from the Georgia School Keys
Implementation Resource)
Estimated
Cost/Funding
Sources
Timeline and
Positions
Responsible
Means of Evaluation
Analyze student assessment data results
(formative/summative) to determine areas of
strength and weakness and teach using
higher order thinking skills and processes
while differentiating instruction.
Assessment Standard 2
Performance/Action 1
Grade level and content area teachers
administer diagnostic assessments at the
beginning of each unit of study to design
instruction to build on student strengths, to
clarify misconception, and introduce new or
unknown concepts. Such assessments might
include initial writing prompts, informal
reading assessments, pre-tests, KWLs,
anticipation guides, etc.
Local School
Funding/Professional
Learning
August 2010May 2012
English
Department
API
Data Team
Principal
Departmental
Meetings
Data Wall
Focus Walks
Classroom
Observations
Lesson Plans
Student Work
Report Cards
Progress
Reports
GHSGT-LA
GHSWT
EOCT – Am.Lit, 9th Lit
Report Cards
Implement tests aligned to standards
Instructional Standard 1
Performance/ Action 3
Common formative and summative
assessments are analyzed by learning teams
to develop and revise units, lessons, and/or
strategies. Units of study and lessons are
analyzed by reviewing student work that
meets, exceeds, or does not meet standards.
Professional
Learning
August 2010May 2012
English
Department
API
Principal
Focus Walks
Classroom
Observations
Teacher made
tests
GHSGT-LA
GHSWT
EOCT – Am.Lit, 9th Lit
25
Artifacts
Evidence
Progress Reports
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
and reviewing student work that meets,
exceeds, or does not meet standards.
Utilize prioritized curriculum maps
consistently and pervasively in congruence
with Georgia Performance Standards and
the Three-Part Lesson. Instructional
Standard 1
Performance/Action 1
Teachers and administration work together
to research and select organizing
frameworks that align standards,
assessments, and instruction. The design of
the curriculum maps, units, and lessons
formats enable teachers to know what
student should understand and be able to do.
Professional
Learning
Students with Disabilities
Use a co-teaching model to implement the
preferred model
Ice project develop ongoing partnership
English Language Learners*
Students are placed in sheltered literature
classes and resource classes to accommodate
ELL students.
Technology Integration
Use and share Promethean boards to
differentiate instruction, review, & refine
learning.
Professional
Learning
August 2010May 2012
English
Department
API
Principal
Curriculum
maps
Collaborative
planning
minutes
Department
Unit/Lesson
Plan
August 2010 –
May 2012
Special
education
teacher, English
teacher
August 2010 –
May 2012
ESOL teacher,
English teacher,
Reading teacher
Focus Walks
Classroom
Observations
Teacher made
tests
Test scores
Observations
Task analysis
Differentiated instruction
Focus Walks
Classroom
Observations
Teacher made
tests
Test scores - ACCESS
Observations
Task analysis
Differentiated instruction
August 2010 –
May 2012
Principal, Dept.
Chair, Teachers
Lesson plans
Focus Walks
Classroom
Observations
GHSGT
EOCT
Class projects
26
GHSGT-LA
GHSWT
EOCT – Am.Lit, 9th Lit
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
*Must be completed for schools with ten or more ELL students. Delete row if not applicable.
Mathematics Action Plan (ESEA Mandate #2)
Annual Measurable Objective:
1. All students will meet and exceed in math from 77% to 80% on the GHSGT.
2. Eighty percent (80%) of students will meet and exceed on the Math I EOCT.
Intervention
(Performance Actions should be selected
and cited from the Georgia School Keys
Implementation Resource)
Estimated
Timeline and
Cost/Funding Positions
Sources
Responsible
Develop tasks for the continued implementation
of the Math I, Math II, and Math III curriculum
of the Georgia Performance Standards. Assess
the tasks.
Professional
learning
Provide one-on-one tutoring before and after
school to all students to improve academic
achievement in mathematics
Students with Disabilities
Utilize a collaborative instructional model for all
Interrelated Special Education students to ensure
exposure to and support for content area
standards of Math 1.
Increase access to academic studies that are
taught through functional and applied strategies.
Develop projects that promote research and
student collaboration.
Professional
learning
Means of Evaluation
Artifacts
Evidence
August 2010 –
May 2012
Principal
API
Department
Chair
August 2010 –
May 2012
Graduation
specialist,
Department
Chair
Observations,
assessments,
rubrics, data wall,
focus walks, lesson
plans.
Unit tests, GPS standards
Master Schedule,
collaborative
planning notes,
classroom
observations
Unit tests, EOCT, GHSGT,
SAT/ACT
August 2010 –
May 2012
Principal, API,
LTSE, Dept.
Chair,
Graduation
Specialist
Master Schedule,
collaborative
planning notes,
classroom
observations
Unit tests, GPS standards, EOCT,
SAT/ACT
27
School Name: Lakeside High School
English Language Learners*
Spanish speaking paraprofessional is in place
with the most concentrated Spanish speaking
classes.
Principal: Joseph Reed
Plan Year: 2010-2012
None
August 2010 –
May 2012
Principal, API,
Dept. Chair,
Teacher, Paraprofessional,
ESOL teachers,
Graduation
Specialist
Master Schedule,
collaborative
planning notes,
classroom
observations
Unit tests, EOCT, GPS standards,
GHSGT, SAT/ACT
Funding from
the county for
labs and
software
August 2010 –
May 2012
Principal, API,
Graduation
Specialist, Dept.
Chair
Observations, unit
plans, collaborative
planning
Unit tests, GPS standards, EOCT,
SAT/ACT
Teachers will communicate with ESOL teachers
to reinforce math vocabulary.
The department has workbooks/some
texts/worksheets in Spanish.
Individual student translators in classrooms to
aid as available.
Teachers utilize oral corrections for tests and
quizzes.
Teachers reinforce math vocabulary and
translations on regular basis.
Technology Integration
Utilize computer labs with available software
and other technology (graphing calculators,
GSP, Math Type, Dimension M)
.
28
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
*Must be completed for schools with ten or more ELL students. Delete row if not applicable
Science Action Plan
Annual Measurable Objective:
1. All students will meet and exceed in Science from 92 to 94% on the GHSGT.
2. All students will meet in Biology from 70 to 75% on the EOCT.
3. All students will meet in Physical Science from 70 to75% on the EOCT.
Intervention
Estimated
Timeline and Means of Evaluation
(Performance Actions should be selected
Cost/Funding Positions
Artifacts
Evidence
and cited from the Georgia School Keys
Sources
Responsible
Implementation Resource)
Analyze student assessment data
(formative/summative) to determine areas of
strength & weaknesses
Assessment Strand Standard 1.1
P/A 1, 3
Local school
funding/
Professional
Learning
August 2010May 2012
Dept. Chair
API
Principal
Results of
Science
Predictor Test,
Unit Tests,
Progress
Reports,
Report Cards
GHSGT - Science
EOCT - Biology, Phys Science
None
August 2010May 2012
Department’s
Tutorial
Schedule,
Counselor,
Principal,
Administrative
Team.
Review of
lesson plans,
Classroom
observation,
Results of
Science
Predictor Test
GHSGT - Science
EOCT - Biology, Phys Science
Content area teachers adlminister diagnostic
assessments (pre- and post-) to design
instruction to build on student strengths, to
clarify misconceptions, and to introduce new
concepts
Provide extended learning opportunities
including tutorials before & after school.
Provide test preparation opportunities through
on-line practice tests & practice booklets for the
EOCT & GHSGT. Provide 4th period GHSGT
tutorials for seniors.
29
School Name: Lakeside High School
Students with Disabilities
Peer tutors through National Honor Society
4th period tutorial for students w/disabilities
Use co-teaching models
Ice project develop ongoing partnership
Principal: Joseph Reed
Plan Year: 2010-2012
None
August 2010May 2011
Sign-in Sheets;
Student Lists
GHSGT-Science
English Language Learners*
Peer tutors through the National Honor Society
4th period tutorial for students
Encourage the study of printed materials
Teachers communicate with ESOL teachers
None
August 20102011
Sign-in Sheets;
Student Lists
GHSGT -Science
Technology Integration
Complete web quests, virtual dissections,
GIZMOS, and other applications to support
classroom learning goals.
None
August 2010May 2012
Principal, API
Dept. Chair
Teachers
Review of
lesson plans;
Classroom
observations
GHSGT - Science
EOCT - Biology, Phys Science
Use IDMS software to review student test
history.
Use Promethean boards to differentiate
instruction, review, & refine learning.
Instruction Strand
Standard 2.7
P/A 2
30
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
*Must be completed for schools with ten or more ELL students. Delete row if not applicable.
Social Studies Action Plan
Annual Measurable Objective:
1. All students will meet and exceed the criteria from the GHSGT from 90% to 92%.
2. All students will meet and exceed on the U.S. History EOCT from 69% to 72%.
3. All students will meet and exceed on the Economic EOCT from 87%to 90%.
Intervention
Estimated
Timeline and Means of Evaluation
(Performance Actions should be selected
Cost/Funding Positions
Artifacts
and cited from the Georgia School Keys
Sources
Responsible
Implementation Resource)
Evidence
Analyze student assessment results from writing
test in order to identify and target struggling
children in conjunction with evaluation of
students’ abilities to utilize critical thinking
skills while receiving alternative instruction
formats.
None
October 2010 –
December 2012
Principal, API
Dept. Chair
Teachers
Focus Walks
Departmental meetings
GHSGT/ EOCT -SS
Progress reports
Utilize current student assessment data from
benchmarks or from previous assessments to
identify strengths and weaknesses in higher
level critical thinking skills
Professional
Learning
IDMS
Focus Walks
Departmental meetings,
GHSGT/EOCT -SS
Benchmark data
Progress reports
Implement a historical writing diagnostic for
each subject areas to use as a diagnostic tool to
identify students who have information
processing difficulties.
None
Focus Walks
Departmental meetings
GHSGT/EOCT -SS
Diagnostic tests
Progress reports
Implement formative and summative benchmark
assessments in Economics/US History to assess
student learning. Results will be used by
Professional
Learning
October 2010 –
December 2012
Principal, API
Dept. Chair
Teachers
October 2010 –
December 2012
Principal, API
Dept. Chair
Teachers
November 2010February 2012
Principal, API
Focus Walks
Departmental meetings
GHSGT/EOCT -SS
Benchmark Tests
Progress reports
31
School Name: Lakeside High School
teachers to identify student strengths and
weaknesses
Instructional standards 1, 2, 3
Principal: Joseph Reed
Plan Year: 2010-2012
Dept. Chair
Teachers
Utilize spring tutorials as a learning aid to
address students with essential American
History and Economics deficiencies. Provide
personalized tutorials to rising twelfth graders
who may need additional academic tutoring to
help them pass the GHSGT and/or the EOCT.
None
February 2011 –
April 2012
Principal, API
Dept. Chair
Teachers
Departmental meetings
Progress reports
GHSGT/EOCT -SS
Progress reports
Students with Disabilities
Identify students with learning disabilities and
assist them by providing additional tutoring
opportunities and peer mentoring through the
National Honor Society.
Utilize collaborative teachers on subject area
teams to customize instruction to address at risk
students
Professional
Learning
August 2010 May 2012
Principal, API
Dept. Chair
Teachers
Focus Walks
Departmental meetings
Classroom observations
Progress reports
GHSGT/EOCT -SS
Progress reports
English Language Learners*
Identify students with language difficulties and
provide them with additional tutoring, peer
mentoring through the Spanish club, and
provide students with social studies vocabulary.
Utilize teachers ESOL teachers to help
customize instruction to address ELL students.
Professional
Learning
August 2010 May 2012
Principal, API
Dept. Chair
Teachers
Focus Walks
Departmental meetings
Classroom observations
Progress reports
Lesson Plans
GHSGT/EOCT -SS
Progress reports
Technology Integration:
Use Promethean board to differentiate
instruction, review, and customize learning
Professional
Learning
August 2010 –
May 2012
Focus Walks
Classroom observations
GHSGT/EOCT -SS
Class Projects
32
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
*Must be completed for schools with ten or more ELL students. Delete row if not applicable.
Second Indicator: Attendance/Graduation Rate Action Plan
Annual Measurable Objective:
1. Decrease the percentage of students who miss 15+ days
2. To increase the graduation rate for all students from 89.8% to 91%
Intervention
(Performance Actions should be selected
and cited from the Georgia School Keys
Implementation Resource or the DCSS
Implementation Resource Supplement)
Attendance:
Identify students who had six or more excused
or unexcused tardies and/or absences for the
2010-2011 and 2010-2012 school terms. Mail
letter to parents emphasizing the importance of
school attendance and truancy protocol.
Estimated
Timeline and
Cost/Funding Positions
Sources
Responsible
Postage cost
estimate
$200.00
Monitor posting of attendance daily. Follow up
with teachers to ensure 100% posting.
None
Make phone contacts daily with parents of
absent students using DCSS calling post.
None
Oct. 2010 – Dec
2012
Principal,
Attendance
administrator,
Attendance
personnel
August 2010May 2012
Principal,
Attendance
Administrator
August 2010May 2012
Principal,
Attendance
Administrator,
County
Resources
33
Means of Evaluation
Artifacts
Evidence
Log of letters mailed
Attendance rates
from 2010-2012
GHSGT, EOCT
Esis Attendance
summary
GHSGT, EOCT
Calling Post
Summary
GHSGT, EOCT
School Name: Lakeside High School
Refer students with six or more excused or
unexcused tardies and/or absences to graduation
coach and social worker.
None
Follow the DCSS discipline and attendance
protocols to address chronic tardiness.
None
Provide attendance incentives for perfect
attendance by month/semester to include the
following: special drawings/prizes, selected
school privilege.
Graduation Rate:
Local school guidance counseling team is in
place to meet the needs of the students.
None
Grade level meetings with each student and
parent to develop and implement an Individual
Graduation Plan (IGP) that includes intervention
strategies to increase the likelihood that all
students will stay in school and graduate.
With 1800
students and a
case load of
450 students,
an additional
counselor may
be required for
success to
occur.
None
DOLA Services to assist students in recovering
lost credits
None
Principal: Joseph Reed
Plan Year: 2010-2012
August 2010May 2012
Principal,
Attendance
Administrator
August 2010May 2012
Principal,
Attendance
Administrator
Principal,
Administrators,
Teachers,
Students
August 2010May 2012
Principal,
Teachers,
Counselors,
Graduation
coach
August 2010May 2012
Principal,
Counselors,
Graduation
coach
Referral forms
GHSGT, EOCT
Tardy Lock Out Log
Esis discipline data
GHSGT, EOCT
Esis Data
Teacher Reports/
Recommendations
GHSGT, EOCT
Meeting Logs
Meeting Agendas
Appointment books
Emails from DOLA
Graduation Coach
GHSGT
AYP Report
Grades
Retention of students
State report card
Grad rate from prior year
Individual Grade
level advisement
forms
Student history
worksheets
Progress reports
GHSGT
AYP Report
Final grade report
Retention of students
State report card
Grad rate from prior year
August 2010May 2012
Principal,
Counselors,
Graduation
coach
PSAT
Registration
guidelines
Career assessment
survey
Rate of passing the
recovery class
GHSGT
AYP Report
Grades
Retention of students
State report card
Grad rate from prior year
34
School Name: Lakeside High School
Conduct ongoing class meetings to address
planning and preparation for student
college/career paths specific to each grade level.
$150 for
handouts
Mentoring Program
$2000
Implement 9th grade academic program.
None
Principal: Joseph Reed
August 2010May 2012
Principal,
administrative
team, teachers,
counselors,
graduation
coach
August 2010May 2012
Principal,
administrative
team, teachers,
counselors,
graduation
coach
August 2010 May 2012
Principal,
administrative
team, teachers,
counselors,
graduation
coach
35
Plan Year: 2010-2012
Computer lab
Individual meetings
Guidance in Social
Studies or Literature
classes
Class meetings
Agenda/logs
GHSGT
AYP Report
Grades
Retention of students
State report card
Grad rate from prior year
Records of grades,
attendance, referrals.
GHSGT
AYP Report
Grades
Retention of students
State report card
Grad rate from prior year
GHSGT
AYP Report
Grades
Retention of students
State report card
Grad rate from prior year
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Library-Media Action Plan
Annual Measurable Objective:
To increase the reading comprehension and test taking skills of level-one students, ESOL/International students, and GHSGT students.
Intervention
Estimated
Timeline and
Means of Evaluation
(Performance Actions should be selected
Cost/Funding Positions
Artifacts
Evidence
and cited from the Georgia School Keys
Sources
Responsible
Implementation Resource
All Students
Teacher-librarian will acquire materials for all
students to increase their reading
comprehension in all subject areas, build
vocabulary, and improve research skills in all
subject areas.
Library
Allotment
funds
Subgroup
Ninth Grade English Classes.
Prepare orientation activities and learning
modules to assist ninth grade students in using
the resources and services of the Lakeside
High School Library Media Center. The
Library Media Staff will develop and prepare
Per pupil funds
Library fees a
and fine funds
August 2010-May
2012
TeachersLibrarians will
prepare reading
Principal,
modules.
Librarians,
Acquire
Teachers
materials that
will support the
school’s
mission and
curriculum in
all subject
areas. Acquire
test preparation
materials.
Prepare reading
list.
August 2010-May
Teachers2012
Librarians will
record the
Principals,
number of
Librarians,Teachers students who
successfully
answer
36
Increase student passing rate in all
areas of the GHSGT. Increase
circulation of books from the media
center
Increase student usage, knowledge,
and understanding of the media
center. Additionally, this orientation
program is designed to increase their
interest and appreciation of reading.
School Name: Lakeside High School
Principal: Joseph Reed
current and innovative technology media
forma (Video film, Jeopardy Game Online,
and ActivBoard Expression) to introduce
students to a variety of library resources
Plan Year: 2010-2012
questions in the
80 percentile
using the
ActivBoard
Expressions.
August 2010 –
October 2010 ,
August 2011 –
October 2011,
August 2012 –
October 2012
Principals,
Librarians,
Teachers
Subgroup
ESOL Ninth Grade Students.
Prepare learning modules to introduce
freshmen ESOL students to the resources and
services of the Lakeside High School Library
Media Center.
Library fees
and fine funds
Subgroup
Senior students who have not passed the
GHSGT exams in Language Arts and Social
Studies.
Teacher-Librarians will tutor students to
increase their knowledge, understanding of
subject matter, and test taking techniques.
Funds to
purchase
GHSGT
materials
August 2010-May
2012
Technology Integration:
Teacher Librarian will instruct students in
using the DESTINY online database in locating
books to increase reading comprehension,
build vocabulary, and improve test taking
skills.
Per pupil
equipment
budget
August 2010 - May
2012
Principals,
Librarians,
Teachers
Library
allotment Per
Pupil Funds
Principals,
Librarians,
Teachers
37
TeachersLibrarians will
prepare
orientation
activities using
a variety of
media forms.
Acquire
additional
materials in
different
languages.
TeacherLibrarians will
work with
students and
monitor
students’
progress by
having students
take the
GHSGT online
tests.
Increase student usage of the library
media center. Increase knowledge of
the resources and services of the
library. Increase an interest and
appreciation of reading.
TeacherLibrarians will
work with the
Instructional
Technology
Specialist,
administrators,
Increase the use of the DESTINY
online catalog.
Students will take the online test
before the tutorial session begins, and
they will take a post-test after the
tutorial session has been completed.
Also check data of students who
passed the GHSGT who came to the
tutorial sessions.
Increase the use of the Activ Board
and ACTIV Expression
School Name: Lakeside High School
Principal: Joseph Reed
Teacher-Librarian will develop lesson plans
that integrate technology into their classroom
activities. Lesson plans will include methods
and strategies for applying technology to
maximize student learning.
and faculty in
developing
learning
activities that
will increase
the usage of
technology into
the classroom.
Teacher-Librarian will work with the faculty
and staff in the use of technology in their
classroom.
Plan Year: 2010-2012
Increase usage of mobile laptop carts.
Increase the usage of pre-screened
web sites.
Increase use of online services,
example: Unitedstreaming by the
Lakeside faculty.
Teacher-Librarians will work with the
Instructional Technology Specialist in
scheduling and developing usergroups.
38
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Professional Learning Plan (ESEA Mandate #4)
The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding source. PL
Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of Professional Learning to
served as the Comprehensive Plan. The PL budget should address only activities funded through the Professional Learning Department budget. A
copy of the PL budget and any other budgets utilized to support professional learning should be placed in the CSIP appendix.
Funding
Source
Goal to Improve Student
Achievement
Description of Activity
Local
Academics: Implementation
of varied differentiated
instructional strategies and
teaching using higher order
thinking skills for core
subject areas as outlined in
this plan.
Attendance: Decrease the
percentage of students who
are absent.
Graduation: To increase
the graduation rate for all
students from 89.8% to91%
Special Education: Reduce
the over identification of any
ethnic group in the area of
disability and provide
services for students with
disabilities in a least
restrictive environment.
Media Center: To increase
the reading comprehension
scores to prepare students for
the EOCT and GHSGT.
Workshops on Differentiated Instruction
Throughout the school year, staff members
meet in flexible professional learning
communities to discuss education-related
books they are reading together and how
ideas in the books can positively impact
instruction.
Monitor posting of attendance by period
with Teacher Assistance program.
Identify “at-risk” students with probability
of not graduating.
Provide Project ICE training and best
practices to for students who are in classes
taught by co-teachers
Purchase resources that directly impact the
reading skills for all students
39
Timeline
Ongoing
through 2010 2012
Principal,
Administrative
Team,
Teachers,
Counselors,
Graduation
Coach, Special
Education
Lead Teacher,
Librarians,
Paraprofessionals
Means of Evaluation
Evidence of
Monitoring
Evidence of
Impact
Lesson Plans
Observations
Data Wall
Focus Walks
GHSGT
EOCT
SAT/ACT
Report Cards
Progress
Reports
Attendance
Reports
GHSGT
EOCT
Graduation
Plan Logs
GHSGT
AYP Reports
Increase the
number of
books loaned
to students
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
School Climate Action Plan
Objective: Improve school climate through data analysis, planning, professional learning, consistent implementation, and selfassessment.
Intervention (Performance Actions should
Estimated
Timeline and Means of Evaluation
be selected and cited from the DCSS
Cost/Funding Positions
Artifacts
Evidence
Implementation Resource Supplement)
Sources
Responsible
Teachers encouraged to promote self growth
through book clubs
SGA plans events to promote spirit and make
student life fun with pep rallies, concert, bonfire,
parade
Students are challenged to perform well on tests
as they compete against the principal on the
ACT or SAT for a free dinner.
Many clubs and organizations are created
through student initiative to meet needs
identified by students and staff.
$ 300.00
Various
Teachers
Meetings take place twice a month
Students
Pictures
Principal
Test Scores
Teacher
Sponsors
Students
40
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Teacher Retention Action Plan
Objective: Increase teacher retention through best practices in school policy, professional learning, and teacher support.
Intervention (Performance Actions should
Estimated
Timeline and Means of Evaluation
be selected and cited from the DCSS
Cost/Funding Positions
Artifacts
Evidence
Implementation Resource Supplement)
Sources
Responsible
Principal, AP’s
Dept. Chairs
Teachers are supported by department chairs
and a specific Assistant Principal assigned to
their department to create a supportive
atmosphere in which to teach
Various teacher-directed book groups operate
during the school year focusing on strategies to
improve teacher effectiveness and support
teacher development
$ 300.00
AP’s & Dept.
Chairs
Meetings
Teacher mentors work with new teachers to
answer their questions and help them become
acclimated to the school
AP’s & Dept.
Chairs
Administrators and dept. chairs support teachers
as needed with discipline and in parent
conferences
Human Relations & Hospitality groups plan
events to recognize the efforts of the teachers
$ 1000.00
Teacher
Chairperson
The PTSA recognizes teachers with special
shirts, $ 50 of reimbursement, more than $
10,000 worth of grants and various edible treats
during the year.
$ 15,000.00
PTSA
41
Grants, PTSA Minutes
School Name: Lakeside High School
Principal: Joseph Reed
Plan Year: 2010-2012
Career Technology Action Plan (for high schools and middle schools only)
Objective: Increase instructional effectiveness through best practices in career technology instruction.
Intervention (Performance Actions should Estimated
Timeline and Means of Evaluation
be selected and cited from the DCSS
Cost/Funding Positions
Artifacts
Implementation Resource Supplement)
Sources
Responsible
Performance/Action 1
Increase the percent of students graduating with
industry recognized credentials and college
credits:
Ensuring all Career Tech teachers are certified
and capable to teach all courses in
all pathways in the area of their
certification.
Evidence
Local funds
August 2010 May 2012
Principal,
Assistant
principal of
Instruction,
Department
Chair,
Offer the appropriate amount of sections of each
course in pathways to ensure students have
opportunities to complete pathways.
Monitor student enrollment of students to
ensure correct placement and course offerings.
42
Master Schedule
Class lists,
Career Tech Department
meetings
Agendas and minutes,
Administration of end of
pathway assessments,
List of students receiving
industry certification,
Advisory committee
meetings, agendas, and
minutes,
School-based enterprises
operated by students,
List of dual enrollment
and articulated courses
with area technical
colleges,
Year-round recruitment
activities-brochures and
documents from career
days/fairs
List of industry skillbased professional
learning attended by
Career Tech teachers
Pathway completion data
will provide information for
continued improvement to
increase student numbers
each year. Students will
receive certifications as they
progress through the
pathways. End of pathway
assessments will provide
data for instructional
improvements. Program
certification standards are
met. All Career Tech
programs have reached
maximum classroom
enrollment.
School Name: Lakeside High School
Performance/Action 2
Club dues,
Increase leadership development of students by Perkins Grant
increasing participation in Career Technology
Student Organizations (CTSOs) Future Business
Leaders of America (FBLA), Family Careers,
Community and Leaders of America (FCCLA),
Technology Student Association (TSA), Health
Occupations Leaders of America (HOSA),
Marketing (DECA), and SkillsUSA:
Principal: Joseph Reed
Plan Year: 2010-2012
August 2010 May 2012
Principal,
Assistant
principal of
Instruction,
Department
Chair, Workbased learning
coordinator,
Membership roster,
Student leadership
conference attendance,
Advertisement of
community service
projects, Agendas and
minutes, Students’
PowerPoint presentations
Students’ leadership
development activities are
scheduled throughout the
school year. Increase in
students competing in
regional, state and national
events.
August 2010 May 2012
Principal,
Assistant
principal of
Instruction,
Department
Chair, Workbased learning
coordinator,
Career
Technology
Director
August 2010May 2012
Principal,
Assistant
principal,
WBL Coordinators’
lesson plans,WBL
placement records,
List of employer-partners,
extended day program of
work, List of students
enrolled in WBL
All Career Tech teachers,
students, counselors, and
administrators can articulate
how WBL is connected to all
Career Tech programs.
Career awareness media on
display or available on
bulletin board in all Career
Tech classrooms.
Master Schedule,
Recruitment Plan,
Career Technology
Pathway Completers,
Career Technology
Increased number of students
enrolled in Career
Technology courses and who
successfully complete Career
Pathways. See graduate
Implement co-curricular activities
Increase community service projects
Increase student engagement in school activities
Extend classroom instruction for relevance
Performance/Action 3
Work-Based Learning (WBL) is structured age
appropriate experiences near the end of Career
pathways to prepare students for school-tocareer transition.
Enhance pathway instruction and certifications
with real world apply with increasing the
number of students participating in work-based
learning.
Performance/Action 4
Program Enrollment
Career Tech programs are effective programs
that are offered based on student interest and
employment demands.
Perkins Grant
43
School Name: Lakeside High School
Increase student enrollment in Career
Technology Programs/Pathways
Increase student awareness of postsecondary
opportunities aligned with program areas
Principal: Joseph Reed
Department
Chair, Workbased learning
coordinator
Increase visibility of Career Technology
Programs/Pathways
Educate principals, teachers and counselors
about nontraditional careers
Promote Career Technology day on all
campuses and utilizing current Career
Technology students to promote courses
44
Plan Year: 2010-2012
Concentrators,
Career Technology
Student Attendance,
CTSO Participation,
Career Technology
Student Follow-up
Survey,
Career Tech
Promotional Materials
follow-up to determine if
students entered the field or
are studying in the field.