Accountability and School Improvement Plan 2013-2014 for Sol. C. Johnson High School Savannah-Chatham County Public Schools Bernadette Ball-Oliver, Principal Thomas Lockamy, Ed.D. Superintendent of Schools September 25, 2013 INSERT Revision Date (if applicable) I. Principal’s Message September 25, 2013 Dear Stakeholders: Dear Sol C. Johnson High School Community: For the fourth consecutive school year, Johnson High has been recognized in the top 4% of all high schools in the nation. Advanced Placement and International Baccalaureate students surpassing the rigor of challenging work and successfully testing have brought great honor to the school. Yet we continue to fall short of the College Career Readiness Performance Index benchmarks. This Accountability and School Improvement Plan is reflective of a more comprehensive approach to school improvement. The Leadership Team, Title I Schoolwide Planning Committee Department Professional Learning Communities (PLCs), and stakeholders focus specifically on analysis of teaching and learning data to increase student achievement. Comprehensive data collection and analysis will guide this year’s school improvement process, with a focus on monitoring implemented best practices to increase student engagement, instructional rigor and overall academic achievement. Additionally, data from focus walks, observations, and walk throughs will be utilized to strengthen instructional strategies and support structures provided to increase student achievement. Subsequently, changes made to this document are a reflection of the energy of core-course leaders and data collected from student assessments, attendance, and discipline throughout the previous school year. The collected and analyzed data will be used to explore and implement teacher-by-teacher, course-by-course, and student-by-student strategies in the journey to increase students’ performances and outcomes. We invite and encourage the community to participate in this school improvement process as we work to make Sol C. Johnson High School a world class school. Sincerely, Bernadette Ball-Oliver Principal Sol C. Johnson High School 2 II. Development Plan and Communication Process Various stakeholders are involved in the school improvement process to ensure that the needs of all students are addressed. The chart below illustrates the diverse group involved with the development of this plan. The plan is reviewed annually and communicated using a variety of formats such as, school website, parent meetings, school newsletters, staff meetings, etc. A comprehensive needs assessment is conducted annually and used to develop the School Data Profile Narrative, which helps paint a total picture of the school’s progress and tells “the story behind the numbers.” Committee Members/Representation Individual/Groups Title I/Position Bernadette Ball-Oliver Principal Derrick Butler Assistant Principal Craig Daughtry Assistant Principal Jason Beulterman IB Coordinator Yolanda Coaxum Title I Transition Coach Brain Wilborn Mathematics Department Chairperson Erin Wright ELA Department Chairperson Dmetri Nevels Social Sciences Department Chairperson William Conyers Science Department Chairperson Jene Singleton Special Education Department Chairperson (Inclusion) Juan Simmons Title I Parental Involvement Facilitator Mariela Atencio World Languages Department Chairperson Anitra Williams CTAE Department Chairperson David Jackson PE/Health Department Chairperson Kim Rhodes Parent Kimberly Ward-Dawson Cheryl Williams Elazer Barnette Christian Cherau Parent Parent Community Member Consultant 3 III. Needs Assessment Data Sources Continuous Growth of Student Academic Achievement School Demographics (gender, race, poverty rate, etc.) SWD Data Advanced Placement Exam ITBS Data 3rd grade Writing Assessment 5th Grade Writing Assessment 8th Grade Writing Assessment HiQ Percentage Percent Staffed by Certified Teachers Professional Development Hours and Involvement Related to Academic Achievement Teacher Survey SRI Data MAP Data Dibels Data GKAP-R Parent Survey GHSWT – First Time Pass Rate CCRPI Data Gifted Programs Data Student Survey Accountability and Assessment website PSAT Participation and Results Report Dual Enrollment Class Results and Enrollment Incidents of Out-of-School Suspensions Incidents of In-School Suspensions Incidents of Expulsions Incidents of permanent Expulsion Disproportional Data ACT Participation and Results Post Secondary Enrollment Incidents of Possession of Firearms in School Incidents of Possession of Weapons Other than Firearms in School Incidents of Possession of Drugs/Alcohol on Campus Hearing Office Data Quarterly Assessment Data PowerSchool Database Data IB Programs Data SACS/CASI SAT Participation and Results Incidents of Physical Violence Enrollment and Results CRCT Data EOCT Data (3-years) Safe, Secure & Disciplined Learning Environment Grade Distribution Report Other Parent Involvement Data 21st Century Program Data Lexile Data Promotion/Retention Data Governor’s Honors Program Attendance Data for Students and Staff Dropout Rate (3-Years) Cohort Graduation Rate (3Years) 4 IV. Tier 2 Indicator Focus Area (#1): Continuous Growth of Student Academic Achievement Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement. These goals are directly aligned to the District Accountability System (DAS). GOAL 1. GOAL 2. GOAL 3. GOAL 4. GOAL 5. GOAL 6. GOAL 7. GOAL 8. GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not passing the 9th Grade Comp/Lit EOCT in SY 2013 – 2014, with an overall increase of students passing from 75% in SY 2012-13 to 80.6% in SY 2013 -14 . RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas. GOAL: To decrease the percentage of SWD students not passing American Literature EOCT by 15% in SY 2013-2014, with an overall increase of students passing from 85% in SY 2012 – 13 to 90.7% in SY 2013 - 14. RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas. GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not passing the Biology EOCT in SY 2013-2014, with an overall increase of students passing from 39% in SY 2012 – 13 to 59.3% in SY 2013 - 14. RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores. GOAL: To decrease the percentage of ED and SWD students not passing the Physical Science EOCT by 15% in SY 2013 – 14, with an overall increase of students passing from 60% in SY 2012 - 13 to 68.2% in SY 2013 - 14. RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas. GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not passing the U. S. History EOCT in SY 2013 – 2014, with an overall increase of students passing from 61% in SY 2012 - 13 to 70% in SY 2013 - 14. RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores. GOAL: To decrease percentage of SWD students not passing the Economics EOCT by 10% in SY 2013 – 2014, with an overall increase of students passing from 56% in SY 2013 – 14 to 66% in SY 2013 - 14. RATIONALE: SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores. GOAL: To increase the percentage of students passing the Coordinate Algebra EOCT from 17% in SY 2012 - 13 to 50.0% in SY 2013 - 14. RATIONALE: Mathematics performance continues to be below the state and district performance. GOAL: To increase Graduation Rate for all students graduating to 75% in SY 2013 – 2014. RATIONALE: Graduation rate continues to be an area of focus to ensure all students are attaining on-time graduation. 5 Focus Area (#2): Safe, Secure, and Disciplined Learning Environment GOAL 1. GOAL: To decrease the 2012-13 special education discipline events by 30% from 67 to 47 for the 2013-2014 school year. RATIONALE: To support planning and action to address discipline disproportionality at the school level and to decrease amount of time students are removed from the classroom environment. GOAL 2. GOAL: To decrease the 2012-13 general education discipline events by 30% from 748 to 524 for the 2013-2014 school year. RATIONALE: To support planning and action to address discipline disproportionality at the school level and to decrease amount of time students are removed from the classroom environment. GOAL 3. GOAL: Reduce the number of special education students suspended out of the classroom (ISS plus OSS) more than 10 days during the 2012-2013 school year by 100% from 2 to 0 for the 20132014 school year. RATIONALE: To support planning and action to address discipline disproportionality at the school level and to decrease amount of time students are removed from the classroom environment. $24,165 Focus Area (#3): Fiscal Responsibility GOAL 1. GOAL: Reduce the number of KRONOS exceptions RATIONALE: To support planning and action that will minimize time spent by the KRONOS secretary in correcting errors; thereby, maximizing work productivity (time spent) in performing other duties. Focus Area (#4): Community Engagement GOAL 1. GOAL: To improve the percent of parents satisfied with instructional effectiveness as measured by the district parent survey from 74% in SY 2012 – 13 to 80% in SY 2013 – 14. 6 Table of Contents Components Page 1. Comprehensive Needs Assessment 8-17 2. Reform Strategies 18 – 19 3. Instruction by Highly Qualified Staff 20 - 21 4. Ongoing Professional Development 22 - 23 5. Strategies to Increase Parental Involvement 24 - 25 6. School Transitioning 26 7. Include Teachers in Decisions 27-28 8. Coordinate and Integrate Programs 29 - 30 9. Assistance for Students who Experience Difficulty 30 - 31 10. Student Assessment Results Collection and Interpretation 32 11. Collection and Disaggregation of Data 33 12. Valid and Reliable Data 33 13. Public Reporting of Data 34 14. Plan Developed in One Year 34 15. Plan used Community Input 34 16. Plan Available to LEA and Community 35 17. Plan Translated where Feasible 35 18. Plan is Subject to School Improvement 35 19. Comments 36 7 V. TITLE I SCHOOLWIDE PLAN COMPONENTS 1. Comprehensive Needs Assessment/ School Profile Summary Narrative Provide comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement plan. Sol C. Johnson High School (SCJ) is a comprehensive neighborhood high school located in Thunderbolt, GA with 848 students in grades 9 through 12. The school houses a Specialty Program for the International Baccalaureate Diploma Programme and has recently added the International Baccalaureate Career Certification (IBCC) Programme. In school year 2010 – 2011 Islands High School opened and reduced enrollment from approximately 1300 students to a current enrollment of 848 students. The opening of Islands High School impacted the diversity and socio-economic status of the SCJ student population. In 2009 – 2010 prior to the opening of Islands High School, SCJ had a demographic population of 69% African American, 26% Caucasian, 2% Hispanic, and 3% Asian. In 2010 – 2011 the African-American demographic increased to 81%, while the Caucasian demographic decreased to 9% which was a decline of 17%. In addition, the Asian demographic decreased to 2% with the Hispanic population declining to 0%. During the 2009 – 2010 school year, 62% of the students at SCJ received free or reduced lunch; whereas, approximately 75% of the students at SCJ are free or reduced lunch in 2012 – 2013. SCJ has a fairly new administrative staff (principal and 2 assistant principals) that have been at the school for 2 years. While structures such as Professional Learning Communities and Data Teams have been in place for a number of years in the Savannah-Chatham County Public School System, Sol C. Johnson High School began true implementation of these structures in 2011 – 2012 to ensure a laser focus is being placed on student achievement. As with any change process, it has been a period of adjustment and transition regarding implementation with fidelity of these structures. In addition, SCJ has welcomed 29 new teachers to the Atom Smasher Faculty for the 2013 -2014 school year. For the purpose of developing our schoolwide plan, we coordinated our Needs Assessment Process, data examination and goals with our School Accountability Plan. Members of the committee involved in this process were asked to attend the initial meeting and subsequent planning meetings, as well as subcommittee meetings, to develop our comprehensive plan. During these meetings, academic and behavioral data was analyzed to determine root causes for the lack of student achievement and parental involvement. A review of all components of the plan was shared to obtain feedback and suggestions from all Committee members, and this feedback was incorporated into the plan. Minutes of these meetings are available on file in the principal’s office. A review of all components of the plan was shared to obtain feedback and suggestions from all Title I Schoolwide Committee members, and this feedback was incorporated into the plan. The members of the Title I Schoolwide Committee and their roles are listed in the table on page 3. The plan was revisited and updated to include the 2012 – 2013 data that was unavailable at the time of its development. 8 We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. These assessment data and other related data indicated below helped us reach conclusions regarding student achievement and other related areas. School Demographic Information 2012 – 2013 2011 – 2012 Total # of Students 900 Boys = 426 Girls = 474 African-American = 812 (90.2%) Caucasian = 43 (4.8%) Multi-Racial = 19 (2.1%) Hispanic = 15 (1.7%) Asian = 10 (1.1%) American Indian = 1 (.1%) Economically Disadvantaged = 566 (69.9%) Students with Disabilities = 102 (11%) 2012 - 2013 Total # of Students 853 Boys = 427 Girls = 426 African-American = 773 (90.6%) 2013 - 2014 Total # of Students 848 Boys = 401 Girls = 447 African-American = 775 (91.4%) Caucasian = 41 (4.8%) Multi-Racial = 19 (2.2%) Hispanic = 11 (1.3%) Asian = 8 (.9%) American Indian = 1 (.1%) Economically Disadvantaged = 639 (74.9%) Students with Disabilities = 92 (11%) Caucasian = 43 (5.1%) Multi-Racial = 17 (2.0%) Hispanic = 9 (1.1%) Asian = 3 (.35%) American Indian = 1 (.11%) 2012 – 13 Economically Disadvantaged = 639 (74.9%) Students with Disabilities = The table above reflects 3-year trend demographic data including race, ethnic status, socio-economic status, gender, and students with disabilities. The demographic data for SCJ High School has experienced a change regarding diversity due to the opening of Islands High School, a neighborhood high school on Wilmington Island. With the opening of Islands High School, the Caucasian enrollment decreased, as well as the economic status of the student population. The school’s demographic data clearly indicates a primarily African-American ethnic group, with a steady rise in the economically disadvantaged subgroup. In 2012 – 2013, 74.9 % of the population was classified as economically disadvantaged based on free and reduced lunch data. This was a 13% increase over a two year period. End of Course Tests The Georgia End of Course Tests main administrations occur in the Spring of each year. Students are assessed in 9th Grade Composition/Literature, American Literature, Mathematics I/Coordinate Algebra*, Mathematics II, Biology, Physical Science, United States History, and Economics. The below chart reflects the percent of students meeting and/or exceeding the standards. Subject Area th 9 Gr. Comp/Lit American Lit Coordinate Alg.* Math I Math II US History Economics Biology Physical Science School 76 89 2011 District 80 84 35 34 48 60 47 57 49 36 44 59 54 57 EOCT Trend Data 2012 State School District 82 68 80 87 84 85 61 57 64 72 69 75 38 32 38 53 52 57 53 44 50 62 60 67 State 83 88 64 56 67 76 71 75 2013 School District 75 84 85 89 17 27 39 32 47 57 61 68 56 73 39 62 60 75 State 85 90 37 32 62 72 79 74 81 Numbers indicate percent of students that passed the test. *Common Core Georgia Performance Standards (CCGPS) Coordinate Algebra will replace the Mathematics I curriculum beginning in school year 2012 – 2013. The vast majority (91.4%) of students that test are of African-American ethnicity. Additionally, the majority of Caucasian students are participants in the IB program, which has academic criteria for admittance. Therefore, a 9 comparison by ethnicity does not reveal a true gap in achievement based on students’ race. Mathematics performance continues to be below the state and district performance. EOCT data reveals a school decline in ELA performance for 9th grade Composition and Literature in school year 2011 – 12. An increase of 9% was seen in the 2012 – 13 school year; however, this increase was still below the district and state performance level. Additionally, American Literature EOCT data still reflects that SCJ students are performing below the district and state established levels. Further analysis of domain data reveals that reading (literacy and informational) is the area of greatest concern. Declines in social studies are also noted and are attributed to reading for information performance and vocabulary. In school year 2012 – 13, an increase of 23% in US History was noted. The number of students testing in this area was greatly decreased due to the change in curriculum. The majority of 11th grade students were enrolled in American Government during the 2012 – 2013 school year. Science achievement fluctuated over the 3 year period, with 2011 scores declining in Biology but seeing a slight increase in 2012. The trend data in Physical Science also reveals that scores declined from 2010 to 2011 and no growth occurred in student achievement from 2011 to 2012. The biggest decline occurred in Biology in 2012 – 2013, with a decrease of 13 percent of students passing the EOCT. Physical Science data did indicate a 3% increase in school year 2012 – 2013. EOCT Subgroup Comparison Data (SWD and ED) 2011 2012 Subject Area ED Non ED SWD Non SWD ED Non ED SWD Non SWD ED 2013 Non ED SWD Non SWD 9th Grade 76 80 46 81 65 81 36 72 60 44 23 63 Comp/Lit American Lit 90 87 64 90 81 95 44 88 76 56 39 77 Math I 30 48 18 37 35 49 7 42 31 60 Math II 26 52 5 36 33 30 10 35 40 57 25 46 US History 39 67 12 51 37 54 3 42 24 28 25 26 Economics 54 71 48 60 51 51 28 53 40 43 8 42 Biology 42 61 25 49 47 68 13 57 29 57 18 82 Physical 68 68 29 60 53 70 11 63 47 54 29 51 Science Math data indicates a much larger achievement gap with ED students performing below non ED students. From 2010 to 2011, both subgroups declined an average of 17 percent in Math I and Math II. The gap decreased significantly between the two groups in 2012, with less than 35% of students passing the assessment in either group. The data for 2013 still indicates a significant gap between ED and non ED students. The data also indicates an achievement gap of 18 percent or more between ED and non ED subgroups in all subject areas, with the exception of ELA. In 2011 ED students actually performed better than non ED students by 3 percent in American Literature, while the percentage of students’ passing the ECOT in Economics was the same for both subgroups during this year. In 2013 ED students out performed non ED students in 9th grade Composition and Literature by 24%, while a significant gap occurred between these two subgroups in American Literature. Analysis of subgroup data for Economically Disadvantaged (ED) students as compared to non Economically Disadvantaged students reveals a minimal gap in ELA, with the exception of 9th grade in 2012 with a gap of 16%. In 2012 the gap increased in ELA between ED and non ED students by 16% in 9th grade Comp/Lit. Students with Disabilities (SWD) performed much lower than Students without Disabilities in all subject areas. Gaps in achievement are as wide as 44% in Math I in 2010 and 31% in Physical Science in 2011. All areas of achievement for the SWD subgroup are also much lower than those for the district and state performance. Analysis of EOCT 3-year trend data reveal that the greatest gaps in achievement at SCJ exist between the SWD and non SWD subgroups, as well as the ED and non ED subgroups. 10 Georgia’s new system for measuring the student achievement in its schools is the College Career Readiness Performance Index (CCRPI), which takes the place of the Adequately Yearly Progress (AYP) system. In examining the student achievement baseline data released for our College Career Readiness Performance Index (CCRPI), overall data shows the following results for subgroups: African-American, ED, and SWD subgroups did not meet the targets for achievement in EOCT courses. o Only 31.9% of students that were assessed on the American Literature EOCT have a Lexile score of 1275 or greater. o African-American subgroup met subgroup performance target but not state performance target in American Literature. o Economically disadvantaged subgroup met subgroup performance target but not State Performance Target in American Literature. o Caucasian subgroup met state but not subgroup performance target in US History. Georgia High School Writing Test Fall 2010 95% 95% 98% State SCCPSS Johnson High Fall 2011 93% 95% 86% Fall 2012 95% 92.1% 94% Numbers indicate percent of students that passed the test. SCJ did show a decrease in 2012 first time test takers on the GHSWT. A concentrated effort was placed on writing in 10th grade and in 2013 scores increased by 9%. Note: Students with disabilities continues to be an area of concern with 13% not meeting the standard in 2010, 73% in 2011, and 36% in 2012. Graduation Rate The below chart reflects three year trend data based on the Adjusted Cohort Graduation Rate for Georgia. The Adjusted Cohort Graduation Rate calculates the number of on-time graduates over a 4 year period which begins with their 9th grade entry into high school. Prior to 2011, Georgia’s graduation rate was based on the Leaver Model which defined the cohort as including students who took more than four years to graduate from high school. Due to the differing methods for calculating these rates, only 2-year trend data was used to develop this plan. Data indicates that only slightly more than ½ of SCJ’s students graduate on-time. This includes 5 year graduates. Furthermore, data analysis shows that no subgroup met the performance targets under the College Career Readiness Performance Index for graduation rate; with the exception of Caucasian students who did meet the state but not subgroup performance target. Graduation Rate All Students 2011 55.53% 2012 62.18% 2013 68.7%* *2013 is a projected rate as the official rate has not yet been released from the Georgia Department of Education. IB Diploma Rate by Ethnicity 2011 2012 2013 Total # IB Graduating Seniors 53 27 40 African American 21% (4 of 19) 19% (4 of 21) 30% (8/27) Caucasian Asian Other 54% (14 of 26) 50% (1 of 2) 89% (8/9) 40% (2 of 5) 0% (0 of 1) 100% (1/1) 67% (2 of 3) 67% (2 of 3) 100% (3/3) *Data represent the % of the ethnic subgroup receiving an IB diploma based on the total senior enrollment of that ethnicity in program. The IB Diploma Rate saw a decrease of 20% from 43% of students earning IB diplomas to only 23% in the 2012 school year. This was directly linked to students not successfully completing and/or passing the IB internal/external assessments required to receive the diploma. With a focus on data and using released IB assessments as benchmarks, an increase of 27% occurred in the 2013 school year. 11 2011 43% IB Diploma Rate 2012 23% 2013 50% 8th Grade CRCT Results for 2013-2014 First-Time Ninth Grades CRCT Score At or Below 821 61 First-Time 9th Grade Students Reading Lexile Score of Students with CRCT Score At or Below 821 27.6% of First-Time 9th Grade Students have Lexile score below 1040 (range 650 – 1010) Mathematics CRCT Score At or Below Students Scoring Below 70% in the 810 Algebra Domain 81 First-Time 9th Grade Students 71% of First-Time 9th Grade Students Data reveals that 61 students score below 821 on the CRCT in reading, which means they have a Lexile score below 1040. Mathematics data indicates 81 of first-time ninth-graders for 2013-14 entered Johnson High scoring below 810 on the CRCT. The data also indicates students struggled in the Algebra domain, with 152 scoring below 70, which directly impacts their performance in the Coordinate Algebra Course taken during their 9th grade year. Course Area Failure by Grade Level and Marking Period *Numbers represent the percent of students that failed in the course area. st ELA Math Science Social Studies 1 27 34 73 18 9th Grade 2nd 3rd 33 35 42 49 62 31 42 50 2011 – 2012 Grade Level Course Area Failure by Marking Period 10th Grade 11th Grade th st nd rd th st 4 1 2 3 4 1 2nd 3rd 4th 22 14 21 11 18 6 10 8 4 44 24 26 32 33 19 31 20 18 41 31 28 26 20 18 27 21 25 31 19 29 20 22 1 19 8 5 st 1 9 9 12 4 12th Grade 2nd 3rd 13 7 10 18 17 12 9 4 4th 20 41 46 11 *Numbers represent the percent of students that failed in the course area. st ELA Math Science Social Studies 1 16.9 29.8 37.2 13.8 2012 – 2013 Grade Level Course Area Failure by Marking Period 9th Grade 10th Grade 11th Grade nd rd st nd rd st 2 3 YL 1 2 3 YL 1 2nd 3rd YL 21.3 24.4 38.4 28.6 16.4 22.3 10.2 20.7 17 21.3 10.3 30.2 32.4 45.3 27.7 35.2 41.4 18.1 20.8 34.1 25.1 18.1 50.8 41.1 78.4 25.1 39.3 29.7 14.7 23.4 35.3 27.8 18.8 21.8 12.9 20.0 10.5 19.3 6.7 4.3 7.6 12.0 9.0 5.9 st 1 3.1 5.2 8.2 7.1 12th Grade 2nd 3rd 6.4 5.2 11.5 17.2 13.2 8.3 8.6 15.1 YL 1.2 7.6 4.7 0.0 The data indicates that the greatest failures occur in the area of 9th grade science. Further analysis reveals that 9th grade students performance on the Biology EOCT is comparable to their classroom performance. The percent of students failing math, especially in grades 9 through 11, indicates work must be done to assist students in attaining the skills and knowledge to demonstrate mastery of the standards. Math EOCT data indicates the same performance. Social studies is also an area of concern with 9th grade students in 2011 – 2012 having the highest percentage of failures. The data also reveals that in 11th grade students take the US History EOCT which had a failure rate of 48% in 2011 and 50% in 2012; however, the course failure rates are significantly lower, with 17% being the highest in 2011 and 19% in 2012. There is 12 a definite disconnect between students’ classroom performance and their performance on the EOCT. Promotion/Retention Data School Year 2010 – 2011 2011 – 2012 2012 – 2013 Retained 196 (18%) 114 (13%) 191(23%) Promoted 903 (82%) 783 (87%) 657 (77%) Above is the promotion/retention data for students. As the data indicates retentions have steadily declined over the past 3 years. The decline in retentions is due to district and school Twilight and after-school support structures, which afford students an opportunity to recover credit throughout the school year. ACT Data 2011 2012 Composite 17.6 17.2 English 16.9 16.3 Math 18.1 17.3 Reading 17.7 17.3 Science 17.4 17.3 ACT composite scores showed a slight rise from 17.3 to 17.6 in 2011 but declined to 17.2 in 2012. The scores remain well below the national average of 21. 2010 2011 2012 Combined 1279 1314 1249 SAT Data Critical Reading 435 452 426 Math 420 432 410 Writing 424 430 413 SAT data reveals a decrease in combined scores from 1314 to 1249, which is 65 points. The school’s scores are well below the district average of 1300 and the national average of 1498. It should be noted that IB students score above the state average. 2011 – 2012 SACS Report Recommendations In SY 2011 – 2012, SCJ received its 5 year Southern Association of Colleges and Schools (SACS) accreditation visit. The school received 4 commendations and 2 recommendations. Both recommendations are reflective of the trends in student achievement data that are noted in our comprehensive needs assessment. Commendation 1: The school has committed to a shared purpose and direction with all stakeholders through the motto: “Data drives the decisions to our Destination.” Commendation 2: The school has an administrative team that is competent, focused on data, and who are able to model desired outcomes. Commendation 3: The articulation of data analysis and effective teaching strategies promotes an increase in student performance. Commendation 4: The school has fostered a positive collaboration with community stakeholders to support student learning. Recommendation 1: Develop and execute a school wide technology plan that will allow the school to continue to perform and compete on a global level. Recommendation 2: Implement standards-based instruction in every classroom. Teacher Attendance for 2012 - 2013 SY 10 - 11 SY 11 - 12 SY 12 – 13 Total Number of Certified Teachers 77 73 69 9 or more days absence 19 35 18 These numbers exclude duplicates, professional and jury duty leave days, 13 and any absences during pre, post, and staff planning days. Teacher attendance data shows that while the number of teachers that missed 9 or more days is on a decline, there is still a concern regarding the number of days students are not receiving instruction from a highly qualified instructor. Continuous movement/lose of teachers impacts previously held relationships and collaborations with students and colleagues, as well as student achievement. Teacher Attrition SY 10- 11 SY 11 - 12 SY 12 - 13 Total Number of Certified Teachers 77 73 69 Number of Teachers Left SCJ 12 22 25 *These numbers reflect teachers that were reassigned due to a decrease in student enrollment, as well as transfers, retirees and resignations. The above chart reflects the numbers of teachers that did not return to SCJ the following school year. It is noted that the attrition numbers in the chart also include teachers that were reassigned due to a decrease in enrollment. For example in 2011 – 2012, SCJ lost --- teachers to other schools due to enrollment and one due to death. Student Attendance School Year 2010 - 2011 2011 – 2012 2012 - 2013 9th Grade 92.84% 88.87% 10th Grade 93.44% 78.94% 11th Grade 93.99% 80.97% 12th Grade 93.92% 87.15% The above attendance data reflects a decrease in attendance of at least 4 – 10% across grade levels over 3 years; however, it should be noted that prior to the 2011 – 2012 school year SCJ was on a block schedule. School year 2011 – 2012 attendance reflects any period on the traditional 7 period day that students were not present in class. Though SCJ moved to a traditional 7 period day, the data reflects at least 12% or greater of students miss at least one period of instruction, with the greatest percentage of students missing one period in 10th grade (21.06%). Student Discipline Grade 9th 10th 11th 12th Total SY 10-11 # students Referred for Suspension/Expulsion 187 89 57 80 413 SY 11-12 # students Referred for Suspension/Expulsion 190 101 53 92 436 SY 12-13 # students Referred for Suspension/Expulsion Suspension and expulsion data show that rituals and routines, as well as high expectations regarding student behavior must be improved to ensure students are present in school and in class to learn. Trend data show that the greatest area of concern is 9th grade students at SCJ. This directly impacts student achievement because when students are not present in school they cannot learn. 14 Climate Perceptions Survey Data Johnson 2011 Teachers/Staff (% Satisfied) Communication School Safety Instructional & Relationships Effectiveness 82% 79% 82% 2012 74% 83% 76% District - HS 2011 2012 88% 82% 88% 87% 84% 82% *Percentages indicate participants’ satisfaction in each area. The data reveal that SCJ staff noted a decline in the area of communication and relationships and instructional effectiveness; while, an increase was noted in school safety. All areas are still below the district average for high schools. Students (% Satisfied) Communication School Safety & Relationships Johnson Instructional Effectiveness 2011 79% 63% 79% 2012 60% 52% 61% District - HS 2011 2012 79% 69% 78% 75% 72% 74% *Percentages indicate participants’ satisfaction in each area. Data from the student surveys show a decline from 2011 to 2012 in communication & relationships, school safety, and instructional effectiveness, with the greatest decline of 19% in communication & relationships. All areas are significantly below the district average for high schools. Parents (% Satisfied) Communication School Safety & Relationships Johnson Instructional Effectiveness 2011 66% 59% 65% 2012 75% 72% 74% District - HS 2011 2012 78% 75% 77% 78% 79% 77% *Percentages indicate participants’ satisfaction in each area. Increases were noted in all areas of the climate survey for parents. With an improvement of 13% in the area of school safety. SCJ parental survey data regarding school climate is still below the overall district data for high schools. SCJ High School has a Parent Teacher Student Association (PTSA); however, participation is low. In SY 2012 the PTSA had 43 members. This only increased to 69 members in SY 2013. PTSA membership does not reflect 10% of the student population. Parent response to concerns is usually positive, with parents often coming to the school when contacted to resolve issues/problems; however, work must be done to assist them in understanding the importance of working with the school to hold students accountable. 15 Below are the results from a 2012 – 2013 parental interest survey. Parents provided input on topics by indicating workshops or trainings that were of interest to them. The data revealed that most parents would like to see an increase in scheduled parent conference evenings and would also like workshops held in the evenings regarding standardized testing and learning styles. Additionally during 2 parental meetings for feedback in the development of the Schoolwide Title I plan, parents indicated that they would like workshops that focus on Get Ready for College beginning at 9th grade and Technology Use such as IPads, touch screen phones, and social media networks to assist in understanding and monitoring their children’s online/technology activities. 2012 – 2013 Parental Interest Survey Participation in Your Child’s Education Becoming a family of readers Creating a home environment for learning Parent-Teacher’s Conferences Using and Understanding Parent Connect How to Make Learning Math Fun Understanding Your Child’s Education Elementary and Secondary Act Understanding Standardized Test Learning Styles Choosing the right school To help us better schedule our workshops, please select the hours that best fit your schedule. Afternoon (1pm-4pm) Evening (5p-8pm) Morning (9am-12pm) Please indicate if any of the following is needed in order for you to attend the workshops Childcare Parking Transportation Other # Indicating Interest 9 15 25 10 15 # Indicating Interest 7 27 25 6 # Indicating Interest 8 40 4 # Indicating Interest 3 5 1 2(refreshments) The ROOT CAUSES that we discovered for each of the needs were as follows: 1. Professional learning for teachers is needed to increase rigor and relevance in instruction and provide lessons that are standards based. 2. Math achievement has declined drastically over the 3 years, with only a 3 point increase in Math I noted in 2012. Algebra continues to be a major area of concern. Intensive and ongoing professional learning for the math department needs to be provided regarding instructional strategies, performance tasks and formative/summative assessment strategies, to include integration of the Eight Standards of Mathematical Practice. 3. Minimal reading, weak reading comprehension and literacy skills continue to contribute to and are a root cause for low scores on standardized tests in all subjects, especially social studies. Lexile training is needed for all staff, as well as a need for specific reading strategies for incoming 9th grade students to increase reading comprehension with a focus on reading informational texts. 4. Science achievement has declined or remained stagnant over the past three years, with only a significant decrease in 2013 Biology scores. With increased class sizes, instruction has become more lecture-based with very few opportunities for hands-on learning. Additionally, strategies for reading informational text and acquiring content vocabulary are critical needs in understanding and mastering the standards. 5. PLC and Data Team professional learning is needed for all staff to ensure implementation with fidelity of these structures for examining student achievement data to drive instruction, scaffold instruction, teach to mastery, and provide meaningful feedback to students. 6. Continued improvement in communication and relationships with parents is needed to form a 16 stronger school to home relationship, with specific workshops designed to address parent needs as identified by the parental interest survey and parent meetings. 7. Feeder middle school CRCT data reveals students are not successfully mastering the 8th grade Algebra standards which impacts performance in the 9th grade mathematics course. 8. Data reveal that at least ¼ of entering 9th grade students have a Lexile score below 1010, with research identifying 1050 as the score needed for success in 9th grade. 9. SWD subgroups perform consistently below other students in all subject areas as evidenced by the EOCT. 10. ED subgroups perform consistently below other students in all subject areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores. At this time there are no migrant students at Sol C. Johnson High School. Eligibility for Migrant Services as determined by the district is as follows: A copy of the Occupational Survey is in all school regulation packets. All surveys returned with indicators checked are sent to the district’s Homeless Liaison The Homeless Liaison then forwards surveys with indicators checked to the Regional Migrant Office The Regional Migrant Office determines eligible services and notifies the district’s Liaison The district’s Liaison then works with the schools to ensure that families receive services for which they are eligible Migrant students who should enroll at SCJ would be administered pre-assessments in ELA, mathematics, social studies, and science to assess their levels of performance. Assistance and interventions would be given to those students who demonstrated a need for those services. The services may include: Support through Gifted and Talented, Remedial Education Program (REP), English to Speakers of Other Languages (ESOL), Exceptional Children for which they qualify Response to Intervention and Student Support Team used to meet student needs Assistance through the school Social Worker Mentors/Volunteers assigned as needed A review of the Sol C. Johnson High School College and Career Readiness Performance (CCRPI) data reveals the following: Key Points – Sol C. Johnson High School Comprehensive CCRPI Proficiency 2011-12: Sol C Johnson High school is not meeting the criteria for Academic Performance for ED or SWD subgroups. Groves High School met the AYP criteria for the Second Indicator (Graduation Rate) in 2009, but not in 2008 or 2010. Sol C. Johnson High School’s End of Course Test (EOCT) math scores increased significantly (14%) in Math II from 2012 to 2013, but continue to be the lowest EOCT achievement area. Sol C. Johnson High School’s graduation rate has increased by over 13 percent 20011 to 2013; however, less than 80% of students are graduating on time. Sol C. Johnson High School preliminary CCRPI data for test participation indicates this criterion was met for 2013. 17 2. SCHOOLWIDE REFORM STRATEGIES Schoolwide reform strategies that are scientifically research based, directly tied to the comprehensive needs assessment and academic standards, and A. Describe how you provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. B. Are based upon effective means of raising student achievement… C. Use effective instructional methods that increase the quality and amount of learning time. D. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with approved improvement plans. The ways in which Sol C. Johnson High School faculty and staff will provide opportunities for all children to meet or exceed Georgia’s proficient and advanced levels of student performance, particularly the needs of students furthest away from demonstrating proficiency, related to the State Performance Standards are based on analysis of the student achievement data. While our focus areas will be literacy and mathematics, additional attention will be given to writing across the curriculum, science and social studies. Title 1 funds will be used to support these strategies in the following manner: The Graduation Team (administrators, counselors, transition coach, counselor clerk, information specialist, PBIS specialist, and social worker) will remain established to supervise prevention initiatives, focus on drop-out prevention, at-risk students, attendance, grade recovery, and best practices that impact student achievement. Data teams will continue to meet weekly to analyze student achievement data, drive instructional implementation, assess student work and set Specific, Measurable, Attainable, Results-Oriented and Time Bound (SMART) goals as they work the six step data team process. Additional support for the GHSGT, EOCTs, GHSWT and AP exams will be provided through a variety of additional support structures, i.e. instructional focus, after-school tutorial, Saturday School (with transportation – CAT tickets), evening school, summer remediation and special intercessions built into the school day. Hire additional ELA teacher to reduce class size. Hire a transition coach to focus on at-risk students in 9th through 12th grades and work specifically with middle to high school transition programs, as well as provide transitional support for students at risk of not graduating with their cohort. Provide professional learning for all content teachers on data analysis, research-based instructional strategies, to include Marazano’s Nine Best Practices, effective questioning techniques, rigor, relevance, rituals and routines, and formative assessments. Hire an instructional coach to support teachers in classroom instruction, establish model classrooms, provide and monitor implementation of professional learning, and ensure best practices are implemented to improve student achievement. Purchase supplementary materials to support classroom instruction, i.e. classroom libraries, calculators, performance task supplies. State study guides will be provided for students taking the EOCTs for the first time. Literacy training will be provided to all teachers, with monitoring and follow-up sessions offering reflection and discussion opportunities for teachers integrating higher-level reading instruction in their lessons. Resource materials for this PLC will be provided. Provide professional learning for ELA, mathematics, science and social studies teachers that focuses on identifying and implementing instructional approaches needed to address the critical content shifts in the classroom, model research-based instructional strategies that support student learning based on individual needs, model how to construct/deconstruct assessment practices as a way of monitoring and measuring student progress, model methodologies for understanding how classroom assessment and instruction must reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies (i.e. chunking, context clues, say why, graphic organizers, etc.) that support students' literacy skills, especially in 18 ELA, social studies and science and provide job-embedded support for promoting, implementing and sustaining student engagement and motivation. Provide professional learning that focuses on increased student engagement through creation of standards based lessons, use of higher-level questioning, struggle time and accountable talk to promote classroom discourse that assists students in developing proficiency in the standards. Online tutorials and assessments will be provided through USA-Test Prep. Parent and student sessions on the use and benefits of the program will occur. Ninth-grade students identified by Lexile scores will be placed in an assigned reading elective during the school day to assist them in improving reading comprehension. Provide tutors before, during, and after school to assist students in mastering key concepts and skills. Instructional technology professional learning will be provided to train teachers in appropriate use of technology to support and enhance classroom instruction that will increase student achievement. Hire a parental liaison to operate the parent center, provide workshops, and conduct outreach for increasing parental involvement. Monitoring/Evidence/Artifacts Annual Evaluation Summary Met Not Met 1. Agendas, Sign-in Sheets, Minutes, Lesson/Unit Plans, Common Assessment Data Funding Source/Appropriate Amount Person(s) Responsible Account Line Amount 1. 470-866-0101-2715-4610 Performance Task/Instructional Supplies to support mathematics, ELA, science, and social studies implementation of performance based instruction - to include construction paper, scissors, rulers, protractors, cotton balls, dry erase markers, permanent markers, highlighters, pens, pencils, easel pads, post-its, ink, rubber bands, glue sticks, paper clips, file folders, composition books, tape, crayons, science lab kits, science lab chemicals, poster maker ink, poster paper, bulletin, board paper 2. 470-866-0101-1000-4615 $6,000.00 Principal Assistant Principals Content Area Specialist Department Chairpersons $15, 092.00 Two sets of 30 TI-34 Multi-view Calculators Two sets of 30 TI-83 Calculators Plus Classroom Bundle 2. 470-866-XXXX-XXXX-1120 Transition Coach to focus on at-risk students in grades 9 – 12 and support on-time graduation for students 3. ELA teacher to reduce class size 4. CAT Tickers for transportation during Saturday School Tutorial Sessions $91,109.00 $52,942.00 $300.00 TOTAL$ 19 20 3. Instruction by Highly Qualified Professional Staff A. Strategies to attract highly qualified teachers to high-needs schools. A. Sol C. Johnson High School provides instruction by highly qualified professional staff who meet the standards established by the state of Georgia. SCJ HS 2012 – 2013 Highly Qualified Teachers by Degree Level Data Degree # of staff members % of total certified staff *00 2 3% BT4 1 1% T4 13 18% T5 46 63% T6 8 11% T7 3 4% *Represents the level of certification provided for HiQ Navy Junior Reserve Officers Trainin Corps. B. While the district does have a THRIVE (Teachers Helping teachers through Resources, Information and support for Victorious Experiences in educating our students) program to support new teachers to the county, Sol C. Johnson High Scool has incorporated a teacher mentoring program to support new teachers, as well as veteran teachers new to the school. The system is designed to provide support on the daily operations of the school, as well as support for teaching and learning. Differentiated support will be provided to new teachers to Johnson HS through the following: All new teachers to SCJ will be assigned a mentor and/or a buddy teacher for the purpose of providing gudiance and support. A teacher mentor criteria will be utilized to identify and select teachers to serve as effective mentors (See appendix). A new teacher orientation will be provided to all new teachers to Johnson High School to assist in their transition and acclimation to the school. Additionally, mentoring training will be provided to all mentors and/or buddy teachers. Teacher Support System (TSS) Mentors/Buddy teachers will meet regualrly with mentee/protegee to complete various activities including model lessons, classroom observations, sharing of effective teaching strategies, etc. A logwill bes maintained of the activities and hours completed and submitted to the Induction Coordinator. Mentoring Support sessions will be scheduled throughout the year to provide additional resources/support and opportunities for mentors and buddy teachers to collaborate. Induction coordinator and mentors will faciliate the various sessions. New Teacher support sessions will be scheduled throughout the year to provide additional support, guidance, and an oppportunity for new teachers to collaborate. Induction coordinator and mentors will facilitate the various sessions. Induction Phase Teacher Support team, which is comprised of a new teacher, a mentor, an adminstrator, and a department chairperson will meet to support and provide guidance for teachers with 0 years of teaching experience. Additionally, a teacher induction plan will be developed to support and monitor new teachers’(0 years of experience) improvement on two to three performance indicators of the Teacher Assessment of Performance Standards (TAPS). Department Chairpersons will be provided an additional planning period that will be utilized to provide support and feedback to new teachers in need of additional assistance in various areas, such as data analysis, instructional strategies, and classroom rituals and routines. C. The strategies we will use to attract highly qualified teachers are as follows: Administrators will visit local recruitment fairs, when offered, to identify candidates for vacancies. Student teachers will be placed with identified expert teachers based on student achievement data. 21 The principal will serve on the Savannah State University Teacher Education Program council. The principal will serve as guest lector for local universities Teacher Education Program courses. Additional TSS mentors will be trained and available to support new teachers. Sol C. Johnson High School has been selected to participate in a 2013 – 2014 partnership with Savannah State University (SSU) in which students from SSU’s School of Teacher Education with a science concentration will spend 40 hours for one quarter working with identified science teachers. To ensure retention of highly qualified staff, SCJ will use the following strategies: Provide consistent and ongoing job embedded professional development to allow the opportunity to improve teachers’ craft. Master teachers will be identified and provided the opportunity to establish model classrooms in all subjects. A rubric will be established and utilized by the departments of Curriculum & Instruction to determine if the classroom meets the criteria for model status. Leadership opportunities will also include teacher leader positions, mentors, department chairpersons, grade level chairpersons, and athletic coaching. Hire an instructional coach to support teachers in classroom instruction, establish model classrooms, provide and monitor implementation of professional learning, and ensure best practices are implemented to improve student achievement. Collaborative planning will be established to analyze data, make decisions that affect school improvement, and offer subject area support. D. If Certification deficiencies are noted they are addressed by the following: A highly qualified substitute is selected to fill any vacancies, while an advertisement is posted for a certified teacher that meets the highly qualified criteria. Letters are sent to all parents on the 20th day notifying them of the deficient certification status of their child’s teacher. The district Department of Professional learning may assist the teacher in creating a plan to address the deficient area within a specified timeline, with a monitoring system established at the school site. Monitoring/Evidence/Artifacts Annual Results Summary Funding Source/Appropriate Amount Person(s) Responsible Account Line Met Not Met Amount TOTAL 22 4. Ongoing Professional Development Professional development for staff to enable all children in the school to meet performance standards A. We have included teachers, principals, paraprofessionals, and, if appropriate, parents, and other staff in our staff development that addresses the root causes of our identified needs. All teachers will be trained in the Literacy Design Collaborative by a District Literacy Coach. The focus of this training is literacy across the curriculum. All teachers will be trained in the Lexile Framework for Reading. The training will be provided by the District High School Literacy Coach. Training in co-teaching will be provided to regular education and special education teachers. Teachers will be provided with content specific training that focuses on: maximizing collaboration through PLCs/Data Teams, rigor in content instruction, assessment, implementing instructional strategies (i.e., chunking, say why, context clues, differentiation, and comparing and contrasting) that supports improved classroom instruction and student achievement. All teachers will receive training in deepening their analysis of student achievement data to plan data-driven instruction that focuses on students’ mastery of the curriculum. Mathematics professional learning for teachers to improve class room instruction and understanding of content, skills and strategies for teaching that will focus on problem solving, struggle time and accountable talk to promote classroom discourse that helps students develop mathematical proficiency and creating standards based lessons. Provide professional learning for ELA, mathematics, science and social studies teachers that focuses on identifying and implementing instructional approaches needed to address the critical content shifts in the classroom, model research-based instructional strategies that support student learning based on individual needs, model how to construct/deconstruct assessment practices as a way of monitoring and measuring student progress, model methodologies for understanding how classroom assessment and instruction must reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies that support students' literacy skills, and provide job-embedded support for promoting, implementing and sustaining student engagement and motivation B. We have aligned professional development with the State’s academic content and student academic achievement standards by focusing on professional learning as it relates to the Common Core Georgia Performance Standards (CCGPS), literacy, and developing mathematical proficiency in students. Additionally, student achievement as identified by performance on state assessments was used to plan professional learning. The professional learning will focus on increasing student engagement, rigor, relevance and standards-based instruction to improve students’ performance on high-stakes state assessments aligned to the state curricula. Professional learning activities for teachers will utilize the CCGPS curricula as a working document throughout the trainings. C. Title I, state, and local funds have been devoted to effectively carry out the professional development activities that address the root causes of SCJ’s academic problems. For example, During Professional Learning Communities/Data Teams and summer workshops district and state Literacy and Professional Learning Coaches will be used to conduct trainings, such as literacy, data analysis and co-teaching. Teachers will also be given professional leave time during the school year to attend the trainings. Contracted vendors that have a proven record of success, as indicated through data, will be used to provide training in ELA, mathematics, science and social studies. The focus will be rigor, relevance, standards-based instruction, accountable talk, instructional strategies, and formative assessments. The trainings will occur during Professional Learning Communities/Data Teams, summer workshops, and designated professional leave time during the school year. Observations by the professional development contracted trainers, Professional Learning Coaches, district personnel, school administrators and school department chairpersons will be conducted to ensure that effective practices are being implemented based on all professional development received. Observations will be conducted by the departments of Curriculum & Instruction and Professional Learning coaches, using a standards-based observation form to determine individual teacher needs so that ongoing support for professional learning activities can be differentiated. 23 D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: All teachers will receive training in deepening their analysis of student achievement data to plan data-driven instruction. Mathematics professional learning for teachers will be provided to improve teaching and learning that focuses on problem solving, struggle time and accountable talk to promote classroom discourse that helps students develop mathematical proficiency and creating standards based lessons. Teachers will be provided with content specific training that supports classroom instruction and student achievement: maximizing collaboration through PLCs/Data Teams, rigor in content instruction, assessment, implementing instructional strategies (i.e., chunking, say why, context clues, differentiation, and comparing and contrasting) that support the classroom instruction and student achievement. Extended year for professional development for vertical teaming, curriculum mapping/alignment and development of common assessments/performance tasks and lessons/units aligned to the CCGPS curriculum. Collaborative planning professional learning days for Math and ELA departments. Teachers will meet by subject area once per semester with the support of district Math and Literacy coaches to focus on developing and realigning, based on student achievement, data-driven instruction lessons/units and performance tasks/assessments for the CCGPS. Teachers are also a part of subject alike data teams that meet each week. This allows them to develop and use common assessments, analyze student work/provide meaningful teacher commentary and analyze other data that drives instruction and focuses on improving student achievement. Teachers follow the “six step” data team process as they collaboratively work to improve student performance and mastery of identified skills. They maintain documents, notes and minutes in data team notebooks. This school year the district began providing OAS Benchmark Assessments in the areas of ELA, math, science and social studies. Pre tests are given for diagnostic data collection prior to instruction. Annual Results Summary Monitoring/Evidence/Artifacts Met Not Met Sign-In Sheets, Agendas, Contract(s), Unit Plans/Lesson Plans Funding Source/Appropriate Amount Person(s) Responsible Account Line Amount 1. 470-866 -0101-2715-3100 $28,000 Professional learning for teachers that focuses on identifying and implementing instructional approaches needed to address the critical content shifts in the classroom 2. 470-866-XXXX-XXXX-1120 Substitutes for classroom teachers to receive professional development for Mathematics and ELA, and Science Training on identifying Principal Assistant Principals Department Chairpersons $9,000.00 and implementing instructional approaches needed to address the critical content shifts in the classroom @$150.00 a day X 20 teachers X 3 days = $ TOTAL 24 5. Strategies to Increase Parental Involvement A. We have involved parents in several key areas at SCJ including PTSA, representation on the School Council, and inclusion on interview teams. Parent meetings were held to obtain parental involvement in the development of the Schoolwide Title I Plan. Brainstorming sessions were conducted for feedback and input during these meetings. Additionally, two parents were members of the Schoolwide Title I Planning Committee. We will further engage parents by providing the following outreach and inclusion opportunities: Hire a parental liaison to operate the parent center, provide workshops, and conduct outreach for increasing parental involvement. Bi-monthly communications to parents via the Edulink call out system and/or email PowerSchool sign-up opportunity during evening hours; i.e. a sign up table at a basketball game or PTSA meeting Regular website updates with the latest school news Distribution of Parent/Student Handbooks which provide expectations on behavior, dress code, etc. Parents and students must sign an acknowledgement form stating they have received and read the handbook School Marquee is current with important/upcoming events Hosting an Open House first and second semester Hosting an information session for incoming freshman and their families Parent interest surveys to determine what types of activities would be of interest Utilizing parents as mentors and volunteers Childcare provided for evening meetings/workshops Incentives to boost PTSA involvement such as refreshments and door prizes (academic in nature and designed to assist them in supporting their child at home) Family fun nights with an educational focus such as ELA/Literacy Night, Math Night, Science Night, and CTAE Extravaganza Main office bulletin board updated with current school events Implementation of SCJ social media, i.e. Facebook, Twitter Implementation of quarterly school newsletter Scholarship newsletter posted monthly on website Weekly newsletter for IB Diploma Program parents Special parent nights held first and second semester for 9th grade parents as they adjust to high school Special parent nights held first and second semester for 12th grade parents that focus on graduation requirements Letters mailed to parents regarding students’ academic status each semester with 2 or more failing classes requiring a parent/teacher conference be scheduled Hosting No Graduate Left Behind meetings for parents of Level 4 students (October & February) Hosting meetings/events in the evenings or weekends to support parents in a variety of areas, i.e. college/career readiness, FAFSA counseling, testing requirements, etc. B. If applicable, we have provided written notice to parents stating both our Adequate Yearly Progress status and what we are doing to improve our school. These letters are in a format and language that the parents can understand. A link to the School Accountability Plan (SAP) is posted on the school website which contains the most current student achievement data. We will strengthen our strategies to recruit and retain parental involvement by hiring a parent liaison. In addition, parent meetings were held to assist us in developing a parental involvement policy included in our appendices that: includes strategies to increase parental involvement (such as family literacy services) describes how the school will provide individual student academic assessment results, including an interpretation of those results makes the comprehensive schoolwide plan available to the LEA, parents, and the public includes a compact includes a Parent Involvement checklist 25 Monitoring/Evidence/Artifacts Annual Results Summary Funding Source/Appropriate Amount Person(s) Responsible Account Line 1. Met Not Met Amount Parent Facilitator TOTAL 26 6. School Transitioning (Pre-K to K, 5th to 6th , 8th to 9th ) Following are our plans for transitioning students from middle school to high school and students entering from private schools, as well as students entering our school throughout the year: A transition coach will work with feeder middle schools each fall and spring to assist eighth-grade students with developing a four-year high school plan and preregistering for the ninth grade year. Students that have been elected and selected for the Senior Council will support this initiative through visits and serving as peer shadows for middle school visits to high school. A “bridging” program will be available to rising freshman the summer before they enter high school. The program will focus on time management, organizational and study skills, succeeding in high school and beyond, as well as reviews in academic areas such as reading and math. A parent/student night will be held prior to the first day of school for all new freshmen. Topics such as courses of study, pathways, transcripts, promotion and graduation requirements, etc will be discussed. Additional freshmen parent/student Focus Sessions will be held three times per year (August, December and March) with varying topics, i.e. choosing courses and/or pathways, high school exams, college and/or career planning, and graduation requirements. When entering ninth grade, students will become a part of the ninth grade academy (NGA). The NGA students will share common schedules, teachers, and an administrator. NGA team members will plan collaboratively, analyze student work and data collaboratively, and meet with parents collaboratively, as needed. During these times, support structures for student success will be developed. For example, referrals for Response to Intervention (RTI) services will be discussed and carried out. NGA students will participate in advisement and instructional focus sessions throughout the year. These sessions will focus on academic development, personal/social development, and career development and will be facilitated by local school personnel. NGA students are “double-blocked” in language arts and/or math classes based on their achievement data. NGA students will have the opportunity to participate in the 21st Century program which provides tutorial Annual services and extra-curricular activities. Monitoring/Evidence/Artifacts Results Met Not Met NGA students who are experiencing difficulties adjusting to high school academically and/or socially will have Summary the additional support of a transition coach and positive behavior support specialist. The transition coach will be available to meet with students to develop success plans and follow-up with the students to see that they are getting back on track. NGA students will be provided with the following additional academic/behavior interventions as determined by academic and discipline data, 9th Grade Academy teachers, the transition coach, and support staff to assist in acclimation to high school. Fundingtheir Source/Appropriate Amount Person(s) Responsible o 9th grade Saturday Academy o Response To Intervention (Math, Reading, and Behavior) Support Account Line Amount o Sessions with PBIS Specialist to Address Behavior Concerns o High School 101 Instructional Focus Sessions 1st Marking Period (focus on acclimation to high school, to include making good choices, high stakes testing, good study habits, preparing for graduation) o After-school Course Tutorials o 21st Century o PBIS incentives TOTAL o Instructional Focus classes (academic and behavior) A vertical teaming collaborative will be established by the Transition Coach between feeder middle schools and Sol C. Johnson High School, with a focus on collaboration to improve incoming 9th grade students’ math and 27 literacy skills. 7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program The ways that we include teachers in decisions regarding use of academic assessment are as follows: Sol. C. Johnson High School (SCJ) will implement data-driven instruction based on formative and summative assessments. The curriculum will be aligned with the Common Core Georgia Performance Standards. The assessments given will be aligned with statewide tests including End Of Course Test (EOCTs) and the Georgia High School Writing Test (GHSWT). The instruction given will be differentiated based on the results of the formative and summative assessments. Training and support on the Data Team process (data interpretation and analysis) of criterion-reference benchmark assessments and common assessments have been provided. We will use professional learning and common planning time for teachers to develop pre-assessments, common assessments, common instructional strategies, and other tiered/intervention activities to make data-informed decisions which will support student learning and meet individual student needs. Additional training will be provided in collaboration and data analysis to deepen teachers’ understanding of this process and its benefits to increasing student achievement. In order to monitor the success, each administrator supervises specific departments. Additionally, the department chairpersons, IB coordinator, transition coach, testing coordinator and RTI coordinator works with teachers to collect additional data and information for data team activities. Each teacher maintains a data book for all EOCT and other assigned courses and will be instructed under their department chairperson about its data analysis during common planning /PLC/Data Team meetings. A sign-in sheet will be maintained on the agenda. Data is posted for each student in the data room and is utilized by teachers to monitor trends, individual student strengths, areas of improvement and progress towards graduation/credit completion/promotion. Teachers are selected to serve as teacher leaders as a part of professional growth in the school’s decision making process ( Data Team Leaders, Mentors, Positive Behavior Intervention System (PBIS) coach, department chairs, Response to Intervention (RTI) coordinator, International Baccalaureate (IB) coordinator, International Baccalaureate Middle Years Porgramme (MYP) coordinator) SCJ will access and utilize the assessment items that are available through the Georgia Online Assessment System (OAS) while continuing to work collaboratively through the use of common planning to develop formative assessments for subject specific courses. Through the use of common formative assessments, teachers can better agree upon students’ performances that meet or exceed standards. The PBIS Team, consisting of coach (teacher), team lead (teacher), and other members (teachers), analyze discipline and attendance data, provide positive incentives for students and identify those individuals who need academic and/or behavior support through the RTI process. Monthly faculty PLC’s and small focus groups are held on the second Tuesday of every month. The focus of these meetings is to review professional practices as it relates to student success. Teachers then use this information to plan for student instruction in their classrooms. Teachers participated in the development of the School Accountability Plan and the Title I School wide Plan. During these processes, data was disaggregated and decisions were made based on information gathered during the data analysis. Response to Intervention (RTI) problem solving team members (teachers and administrators) meet monthly to analyze student academic and behavior data, review student work, and to determine placement at the appropriate tiered level, i.e. remain Tier1 or move to Tier2. Additionally, progress monitoring data is reviewed 28 to develop/recommend specific intervention plans. 9th grade academy interdisciplinary team (teachers) meet to analyze student discipline data/ RTI and student academic data. Additionally, the 9th grade team collaborates to select and implement common strategies and supports, and continuously monitor the results. School Leadership Team (SLT) is composed of the administrative team, department chairs, the transition coach, the head guidance counselor, and others appointed by the principal. The SLT guides staff through the process of making data-driven decisions for school improvement based on student and teacher performances. International Baccaluature PLC is comprised of the principal, IB teachers and coordinator. The IB PLC makes data driven decisions for the improvement of the IB programme based on student assessment data. Monitoring/Evidence/Artifacts Annual Results Summary Met Not Met Funding Source/Appropriate Amount Person(s) Responsible Account Line Amount TOTAL 29 8. Coordination and integration of federal, state, and local services and programs a. List of State and local educational agency programs and other Federal programs that will be included. b. Description of how resources from Title I and other sources will be used. c. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. A. Following are our LISTING of Federal, State, and local services and programs and a FULL EXPLANATION of how we are coordinating and integrating those services and programs. Programs/Services Title I, Part A: Improving Basic Programs Operated by Local Education Agencies Targeted Assistance Program Title II A: Teacher and principal Training and Recruiting Fund Title V, part B: 21st Century Learning Communities Carl Perkins ESPLOST State Funds Local Funds Special Education Program Other School Year 2012-2013 School Improvement; teachers (math and ELA, science, supplemental services); test prep and remediation materials; instructional supplies; extended day/extended year staff, professional development, computer lab, parent resources Registration fees and travel for professional development, stipends for professional development, substitutes for teachers to attend professional learning activities Extended learning support and enrichment for students after-school; teachers (math and ELA, science, social studies, enrichment teachers, i.e. drama, business education); field trips, afternoon meal, instructional supplies, transportation, parent workshops, CTAE-Career, Technical and Agricultural Education ; teachers (business, food and consumer science, marketing, NJROTC), technology resources, field trips/competitions, student leadership, internships, instructional supplies Provide additional site-based technology, school improvement projects per district initiatives Full-time Equivalent (FTE), two Remedial Education Program teachers for math and ELA remediation, reduced class size and supplemental materials, Gifted and Talented teachers, IB Program, local salary supplements for teachers, school nurse, instructional supplies, technology, field trips, extended learning time supplements for teachers Special Education teachers and paraprofessionals, substitute teachers, instructional materials School Nutrition, second Harvest Food Bank B. Federal, State, and local sources are used to provide a supportive learning environment, opportunities for each student to achieve high quality curriculum and instruction, and to be taught by highly qualified educators. Title I funds will be used to supplement other funding sources to provide instructional support for all students. Local funds as well as Title I funds will be used to afford tutorial services for identified students. The Title I Plan was developed in coordination with other programs and designed to supplement services provided by local, state, and other federal programs. 30 Monitoring/Evidence/Artifacts Annual Results Summary Funding Source/Appropriate Amount Person(s) Responsible Account Line Met Not Met Amount TOTAL 9. Activities to ensure students who experience difficulty mastering proficient or advanced levels of academic standards are provided with effective, timely additional assistance A. Measures to ensure that student’s difficulties are identified on a timely basis B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. …….. C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student and the additional assistance available to the student at the school or in the community. A. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, additional assistance. Those activities are as follows: (a) Extended learning time for students through the following vehicles. o 21st Century Community Learning Center o Instructional Focus during the school day o Afterschool (Course) Tutorial o Saturday School and 9th Grade Saturday Academy o Accelerated Evening School utilizing A+ Virtual Learning o Twilight utilizing A+ Virtual Learning o Summer tutorial for the GHSWT/EOCT o EOCT/IB/AP Afterschool Tutorial o SAT/ACT Online Course o Summer Credit Recovery o Grade Recovery o Remedial Education (REP) small group Math/ELA support (b) Measures to ensure that students’ difficulties are identified on a timely basis via the data driven-decision making processes are as follows: o Data Team Process o RTI problem-solving teams o Attendance Team o Graduation Team PLC o 9th grade PLC o Progress Reports 31 o Report Cards o Common assessments o OAS Benchmark Assessments (c) Professional learning for teachers in the identification of difficulties and appropriate assistance for identified difficulties will be provided as follows: o Training in co-teaching will be provided to regular education and special education teachers. o Teachers will be provided with content specific training that focuses on: maximizing collaboration through PLCs/Data Teams, rigor in content instruction, assessment, implementing instructional strategies (i.e., chunking, say why, context clues, differentiation, and comparing and contrasting) that supports improved classroom instruction and student achievement. o All teachers will receive training in deepening their analysis of student achievement data to plan data-driven instruction that focuses on students’ mastery of the curriculum. (d) Additionally, semester teacher-parent conferences, quarterly newsletters, parent workshops, and bi-monthly communication via the call out/email system and school website will detail what the school will do to help the student, what the parents can do to help the student, and list additional assistance available to the student at the school or in the community. Monitoring/Evidence/Artifacts Annual Results Summary Funding Source/Appropriate Amount Person(s) Responsible Account Line Met Not Met Amount TOTAL 32 10. Description of how individual student assessment results and interpretation will be provided to parents Parents are informed of their child’s progress through various methods as a natural part of the school-home communication process. Parent Access is a computer‐based system which allows parents to view their child’s specific progress, attendance, and other important information in real time. Report cards are created and sent home at the end of each marking period to show student progress. Progress reports are sent home midway through each marking period, in addition to all teachers being required to send home bi-weekly progress printouts. Parents are offered opportunities to meet with their child’s teachers via Open House, parent conference nights, and by appointment. Letters are also sent at the end of 2nd and 3rd marking period informing parents that if their child is failing 2 or more courses a mandatory parent conference is required. Student assessment results will be provided to parents when they are received from the Georgia Department of Education and analyzed by Sol C. Johnson High School. A copy is sent home to the parents with the student, and one copy is placed in the student’s permanent record. Future plans are to mail the test results and letters home. An explanation of the scores will be provided by the state of Georgia with the report. The administration, faculty, staff, and School Leadership Team will also provide assistance to students and parents in translating the results of the data and targeting student needs. Data will be available in the school office and on the SCCPSS website for all stakeholders to view. Workshops/Meetings will be held throughout the school year for all parents where testing information will be shared and test results will be interpreted. Parents may also request individual conferences with the counselor or testing coordinator with queries about testing or test results. 33 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students Results of all state mandated academic achievement tests are routinely disaggregated by the following student subgroups: All Students, Economically Disadvantaged Students, Students with Disabilities, and Major Racial/Ethnic Groups (Black, White, Hispanic, and Multi‐racial). Georgia High School Graduation Test (GHSGT) and Georgia High School Writing Test data is distributed to the administrative staff as soon as it becomes available. EOCT, SAT, ACT, and graduation rates are also analyzed to determine strengths and weaknesses. Once the data is disaggregated, it is presented to all departments during Data Teams. The data is then distributed to department chairs that in turn analyze this data with department members. School administrators have been trained to utilize spreadsheet data and identify target students and groups. Students not passing one or more portions of the GHSGT or a comparable subject EOCT will be scheduled by the guidance office for remediation and/or given specific remediation information. The data compilation will be used to guide instruction and adjust teaching practices as necessary. 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable The purposes of the Georgia Student Assessment Program are to measure student achievement of the state mandated curriculum, to identify students failing to achieve mastery of content, to provide teachers with diagnostic information, and to assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs. In order to fulfill the purpose and maintain integrity of the statewide assessment program, test security measures have been established by the state and are followed. The mandatory state assessments given at our school site include: End of Course Test (EOCT) [9th Grade/Lit Comp, American Lit/Comp, Coordinate Algebra, Math II, Biology, Physical Science, United State History, and Economics] Georgia High School Graduation Tests (GHSGT) [English/Language Arts, Mathematics, Science, Social Studies] in grade 11 Georgia High School Writing Test in grade 11 Our site testing coordinator provides training for all teachers before every test is administered at our school site. This training will make certain that the testing results will be valid and reliable and will be sound reflections of student learning. Additionally, a designee from the Special Education Department, the ELL Coordinator, and the 504 Coordinator will collaborate to appropriately code groups that require testing accommodations. All pre-ID information is checked for accuracy to ensure that test results are attributed to the correct student and school. The district testing office makes our school’s electronic data available to administrators and counselors as soon as it becomes available. Also, initial reports of assessment results will be downloaded from the GADOE portal and reviewed for accuracy. Results for the GHSGT and EOCT are usually made available via roster format and individual student reports electronically. Test data is maintained in a database format as well as in spreadsheets in order to keep data shared between schools and the central office as consistent and secure as possible. 34 13. Provisions for public reporting of disaggregated data For each major assessment throughout the year, the overall results of the testing, as well as the data disaggregated by subgroups, will be shared with the faculty and staff. A summary of testing data will also be presented to students, parents, and the community through displays on bulletin boards, announcements during school events, and parent and community meetings. Data will also be posted on the school website. The central office will prepare a press release of disaggregated data highlighting both the overall results of the testing as well as data disaggregated by subgroups when appropriate. These press releases are shared with local newspapers, radio stations, and other media outlets. In addition, the Savannah Chatham County School System’s website contains tests scores and press releases available for public viewing. The Principal will present a summary of the testing data to the School Council, which will consist of community members, parents, and teachers. The Leadership Team will prepare disaggregated data, charts, and graphs to be displayed in various data rooms throughout the school. 14. Plan developed during a one year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program When preparing to convert from a Targeted Assistance to a Schoolwide Title I Program, Sol C. Johnson High School engaged in a planning process, which began with a review of school‐wide student achievement trend data by the administration and the Planning Team which consisted of teachers, parents, staff, students and administration. Surveys were issued by the district to parents, teachers, and students, and the results of these were incorporated into Component 1 of this plan. The Planning Team participated in the Comprehensive Needs Assessment process. To support the development of the 18 components of the School‐wide Title l Plan, records were maintained of the outcomes of the meetings and are available on file in the principal’s office. 15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary) The Sol C. Johnson High School Schoolwide Title I Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including principal, teachers and other school staff, parents, students, Title I personnel and an external consultant. All individuals participated in the Comprehensive Needs Assessment for analysis of data and the determination of goals. The completed school improvement plan will be linked to our school website where it will be available to all stakeholders and the public. This plan will be reviewed throughout the year and revised as needed. 35 16. Plan available to the LEA, parents, and the public Upon final approval of Johnson’s Title I Schoolwide Plan by the Georgia Department of Education, a copy will be available in the Savannah Chatham County School System’s Department of Compensatory Programs. The plan will also be available electronically on the county’s share drive and will be housed in the school’s Media Center. The plan will be available at all orientation meetings, parent meetings, and open houses. A parent meeting will be held in the fall to review and provide feedback on the plan, as required. 17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language At the present time Sol C. Johnson High School does not have any students whose first language is one other than English; therefore, the Schoolwide Title I Plan will be available in English. However, if needed, a copy of the plan in other languages will be made available with the help of the district’s ESOL department. The plan will be available in both hard copy and electronic format. 18. Plan is subject to the school improvement provisions of section 1116 This plan is subject to the school improvement provisions of Section 1116 of ESEA. The plan adheres to the standards of Advance Ed and the Southern Association of Colleges and Schools (SACS) for school improvement which will accredit the school through the district accreditation process. The State academic assessments and other indicators are used to review the annual progress of the school to determine whether the school is making adequate progress in meeting stated goals. 36 Additional Comments: After review of the 2013 – 2014 school year data in the comprehensive needs assessment, this plan was adjusted to better meet the needs of students. The following adjustments were made: Hire instructional coach, as opposed to additional math teacher, to support all teachers in classroom instruction, establishing model classrooms, providing and monitoring implementation of professional learning, and ensuring best practices are implemented to improve student achievement. Provide intensive job embedded professional development for teachers that focuses on identifying and implementing instructional approaches needed to address the critical content shifts in the classroom, model research-based instructional strategies that support student learning based on individual needs, model how to construct/deconstruct assessment practices as a way of monitoring and measuring student progress, model methodologies for understanding how classroom assessment and instruction must reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies that support students' literacy skills, and provide job-embedded support for promoting, implementing and sustaining student engagement and motivation. _________________ Principal Signature ______________________ Date ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Title I Program Manager Signature Executive Director of School Governance Signature Executive Director of Compensatory Programs Signature Date Date Date 37