Components of a School-wide Program · 18/06/2015 · Components of a School-wide Program: 1. Conduct a Comprehensive Needs Assessment. We have developed our school-wide plan with

School Improvement Plan 2011-12

Components of a School-wide Program:

1. Conduct a Comprehensive Needs Assessment.

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-

wide program plan. The persons below were involved through various school committees that analyzed data from numerous

sources (listed below). The results were than shared with all stakeholders as a school-wide plan for improvement based on

needs.

Those persons involved in formulating the plan were as follows:

Todd Wall –chairperson,CTAE teacher

Shewanda Branch, ELA teacher

Lydia Bragg, Math teacher

Cali Smith, Science teacher

Jill Thompson, Social Studies teacher

Joyce Jamerson, Instructional Coach

Rondee Ondreizek, Exceptional Studies teacher

Tracy Mills, Assistant Principal for Instruction

Brett Warren, Principal

Deenen Shuman, Parent

Rodney Williams, Parent

Wendy Warren, Parent

We have used the following instruments, procedures, or processes to obtain this information:

• GHSGT Results

• EOCT Results

• 11th Grade Writing Assessments

• Certified Staff Surveys

• District Surveys

• Parent Surveys

• Student Surveys

•

The Information was gathered from these sources and analyzed to create the School-wide Program Improvement Plan for

Reading/English Language Arts, Math, Science, and Social Studies Professional Learning. The School-wide plan includes the

needs assessment, the school improvement plan, and the parental involvement plan. Instruments that assess student

achievement were reviewed to determine specific areas of student strengths and weaknesses. Various surveys helped to

determine factors from other sources (parents, staff, etc.) that impact student achievement and indicate school needs. Screven

County High School faculty meet annually after school and on team planning days Spring of each year to analyze the data and

formulate the plan for school-wide improvement. The Spring meeting of the school improvement council consists of business,

parent, and teacher representatives reviewed, to discussed and offer input for student academic improvement. Students are also

involved in forming the plan.

We have taken into account the needs of all students, particularly sub-groups, and students ESOL from the Home Language

Survey provided in the school registration packet. We have also taken into account the needs of Migrant Students by providing

the Occupational Survey in the school registration packet and using information provided by the Migrant Student Support

Specialist. After identification, the needs of ESOL and Migrant students are met in the following manner:

• The system’s migrant consortium member provides assistance in contacting families and getting necessary

services and resources.

• The consortium shares accommodations with all school personnel involved with migrant students to assess level

of awareness and resource needs.

• The consortium member may visit the classrooms to provide assistance for the migrant students with priority for

service.

• Students that qualify for ESOL services based on the home language survey followed by ACCESS testing are served

by the ESOL teachers when such students are identified.

• Academic needs are assessed and met through other available school programs as indicated.

We have based our plan on information about all students in the school. We have identified students and groups of students

who are not yet achieving the State Academic Content Standards:

School Improvement Plan

System and School Name: _Screven/Screven County High School_________ School Year: 2011-12_______________

Measurable Goals: # 1 Increase rigor across the curriculum

1.1 Increase the % of items on summative assessments that are higher than depth of knowledge level 1 to a minimum of 25%

1.2 Teachers will develop strategies that address increasing rigor throughout their formative assessments, class lessons and assignments.

Tit

le I

Sch

oo

l K

eys

Actions, Strategies, and

Interventions Timeline

Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible

Evaluation of Implementation of

Strategies and Impact on Student

Learning

Artifacts Evidence

Higher level questioning on class

assignments , quizzes, and tests in

every course

Ongoing PLCs and

workdays

$2000

Department head

Actual

assignments,

walk through

data

Increased high

stakes test scores

L –

exit

tickets

Use of Exam View and OAS software

and CPS to promote student

engagement, provide immediate

feedback, monitor progress of higher

level questions.

Fall/Spring Coaches $2000 Department head

Documentation

of use of exam

view/OAS/CPS

Increase summative

test scores

SIC members will help develop

lessons that incorporate higher DK

levels

Fall/spring

SIC members $1000

Instructional

coach

Minutes/notes

from SIC

meetings

Walk through data



Measurable Goals: #2 Implement a Content Literacy Plan and plan for implementation of CCGPS Literacy Standards

2.1 Departments will develop strategies to increase the content literacy across the curriculum and plan for implementation of CCGPS Literacy

Standards

Tit

le I

Sch

oo

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eys



Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

L-

bell

ring

ers

Develop activating strategies at

higher levels of knowledge for

implementation

Immediate

/ongoing

PLCs/

workshops $2000

Department

head

Bell ringers,

warm-ups,

hooks

Classroom

observations

L -

sum

mari

zing

Develop summary techniques to

include more opportunities for

students to explain/support their

positions

Immediate

/ongoing

PLCs/work

days $2000

AP for

Instruction/

RESA

Consultant/Instr

uctional coach

Documentation

in lessons

Classroom

observations

Professional learning in preparation

for implementation of CCGPS

Literacy Standards FY 2012-2013

Fall/Spring

/summer

PLCs/webin

ars/Prof.

conferences/

planning

days

$2000

AP for

instruction;

Instructional

coach

Reports back to

PLC’s

Classroom

observations



Measurable Goals: #2 Implement a Content Literacy Plan and plan for implementation of CCGPS Literacy Standards

2.1 Departments will develop strategies to increase the content literacy across the curriculum. Literacy items will be documented in unit/weekly lesson plans.

T

itle

I

Sch

oo

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eys



Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

L-

Wor

d

Wall

Develop new vocabulary strategies

to help students retain information

above recall level

Ongoing

PLCs/Workd

ays/

professional

workshops

$3000

Department

head/instructional

coach/RESA

Consultant

PLC minutes,

documentation

in lessons

Classroom

observations

L-

articl

e

sum

mari

zatio

n

In all content areas, develop reading

and writing assignments –

reflective, error analysis, article

summarization

Ongoing

PLCs/work

days/

Professional

workshops

$3000 Department

head/instructional

coach

PLC minutes,

documentation

in lessons

Classroom

observations

Examples of

student work

Continue Student/Parent resource

book Ongoing

No additional

training

required

$7000 Principal Student

handbook

Parent sign off

receipt


System and School Name: _Screven/Screven County High School_________ School Year: 2011-12______________

Measurable Goals: # 3 Continue to work towards full implementation of standards based classrooms and CCGPS standards.

3.1 Have 75% of staff scoring in the operational and/or fully operational range of the new standards based classroom rubrics

3.2Have structures in place for students to receive extra help in achieving their standards during/before/after the normal school day, including weekends.

Tit

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eys



Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

Display and reference GPS

standards throughout lessons Ongoing PLCs $200 Administration

Lesson plans,

EQ,

highlighted

standards

Classroom

observations

Post GHSGT vocabulary, terms and

big ideas throughout school Winter/Spring PLCs $500 Department head

Posters in

school (outside

of class)

Students know

content when

questioned

Peer observations of fully

operational standards based

classrooms.

Ongoing PLCs $ for substitutes

$2000

Administration/

Instructional

Coach

Documentation

of Observations

Improved score in

GTOI Standards-

Based Instruction

Rubric



Measurable Goals: # 3 Continue to work towards full implementation of standards based classrooms and CCGPS standards


3.2 Have structures in place for students to receive extra help in achieving their standards during/before/after the normal school day, including weekends.

Tit

le I

Sch

oo

l K

eys



Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

After school tutoring and pull out

sessions; Saturday reviews for

high stakes testing

Winter/Spring

No additional

training

required

$21000 Administration Student sign in

sheets

Increase GHSGT

scores

Credit recovery program, summer

school program, E2020 software,

USATestprep program

Winter-

Summer 2012

No additional

training

required

$22000

Administration Sign-in sheets

Teacher grade

reports

Continue graduation coach and

instructional coaches Ongoing

Professional

learning as

needed

Salaries Administration

Graduation

coach

Instructional

Coaches

Improved

graduation rate

Improved scores on

Teacher

Observation

Instrument


System and School Name: _Screven/Screven County High School_________ School Year: 2011-12________________




Tit

le I

Sch

oo

l K

eys Actions, Strategies, and


Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

Investigate new resources –

textbooks and software for standards

based classrooms

Ongoing

PLCs/

Workdays/textb

ook fairs

$1000 Department

chairs

Reports to

administration

Purchased

resources

Professional learning aimed at

increasing teacher effectiveness Spring/summer

Visiting other

school, prof.

conferences

$5000

AP for

instruction;

Instructional

coach

Reports back to

PLC’s

More fully

operational

teachers; increase

test scores

Professional learning in preparation

for implementation of CCGPS

standards FY 2012-2013

Fall/Spring/Su

mmer

PLCs/webinars/

Prof.

conferences/

planning days

$2000

AP for

instruction;

Instructional

coach

Reports back to

PLC’s

More fully

operational

teachers; increase

test scores


System and School Name: _Screven/Screven County High School_________ School Year: 2011-12______________




Tit

le I

Sch

oo

l K

eys Actions, Strategies, and


Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

Continue Parent/student advisement

8-12 grades Ongoing As needed $1000 for subs Administration

Participant sign

in sheets

100% parent

participation

Continue to upgrade technology to

enhance instruction Ongoing

PLCs/

Workshops $25000 Administration Inventories

Upgraded

Technology

Research and attend best practices

sessions and workshops. Along with a

middle school team to better develop

transitional programs between HS and

MS.

Spring/

Summer

2012

Professional

learning

conferences

$10000 Administration

Brochures and

notes on

sessions

Written summaries

of how to

implement

practices learned.






Tit

le I

Sch

oo

l K

eys

Actions, Strategies, and Interventions

Timeline Professional

Learning

Estimated Costs,

Funding Sources,

and Resources

Person(s)

Responsible



Learning

Artifacts Evidence

Provide technology support to teachers

to further incorporate instructional

enhancements

Ongoing

No additional

training

required

$25000 Administration

Technology

Coach

Lesson plans,

observations

Purchased

resources

Summarize the strengths and weaknesses of the current program:

Strengths:

• The resources are available to meet identified needs

• The central office support is ongoing

• The administrators are effective as instructional leaders

• The professional development planned around identified needs and a plan for implementation of strategies

learned in professional development are in place

• Professional development includes inclusion, Differentiated Instruction, Rigor and Relevance, unit development,

improving student engagement, and preparing students for the math GHSGT

Weaknesses:

• We need to increase communication with parents and community members

• We need to strengthen our school SST process

• We need to decrease excessive absences indicated by Absentee Report

• We need to increase unit recovery

• We need to increase SAT scores

• We need to increase the number of pass plus GHSGT scores

• We need to develop a stronger alignment between the pre- AP curriculum and the AP curriculum

As a result of the comprehensive needs assessment, what are the specific priority needs areas for the school-wide program?

• Increased data analysis to monitor individual students as well as subgroups and to intervene when appropriate

• Increased professional development targeted to teacher weaknesses and to the school improvement

• Increased planned parent and community activities

• Intensified collaborative teacher planning

• Developed vertical aligned curriculum in all core areas

• Increased student engagement

• Continued increase in the use of effective literacy strategies in all areas

• Increased rigor and relevance of classroom instruction

• Increased usage of the Language of the Standards during instruction

2. Develop school-wide reform strategies.

Describe the specific additional (supplemental) intervention (strategies) that maintain the integrity of included programs to

ensure the needs of the students targeted by those programs are being met (addressed). The ways in which we will address

the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency

related to the State’s academic content are:

• Identify target students and bubble students based on CRCT and EOCT scores

• Implement safety nets to ensure target students are provided high levels of intervention and to address individual

students’ needs

• Continue to implement standards-based classroom and research-based instructional strategies in all math

classrooms

• Monitor all instruction weekly

• Improve achievement daily

• Provide professional learning on standards based instruction and best practices

• Decrease the achievement gap between all subgroups

• Explore changing the schedule structure of Screven County High School from block to another option that might

enhance instruction and promote student achievement

• Review findings from the voluntary GAPSS Analysis in a faculty meeting to determine progress toward

recommendations

• Develop a school improvement plan for each content area for school year; review and amend quarterly based on

the mastery shown on the benchmark assessments results

• Incorporate more opportunities for student engagement in learning and for student self-assessing in lesson plans

and units

• Plan for credit recovery which is more interactive and prescriptive

• Offer remediation, review, enrichment and makeup time during the day for 20 minutes

• Schedule SPED teacher with ongoing professional development in improving inclusion strategies and techniques

and using best practices to increase learning of students with intellectual disabilities

• Collaborate with the SPED district coach on an ongoing basis and include observations of inclusion and co-

teaching

• Meet monthly for special education teachers to collaborate on planning and portfolio development

• Provide opportunity for collaboration between core teachers and SPED teachers-attend the weekly PLC meeting in

the core area with which they work

• Continue adding AP and Pre AP courses to the curriculum to provide rigor and support a new system of tiered

graduation requirements. Professional development will be designed for these teachers

• Provide ongoing embedded professional learning directed toward instruction with emphasis on Marzano’s big

nine, content literacy strategies, course framework, student engagement and standards based instruction

• Increase the number of focus walk observations and other informal observations by coaches, school improvement

specialist, district office administrators, peers, lead learners, and RESA consultants-feedback will be provided and

conferences will be scheduled if needed

• Provide intensive GHSGT Saturday Review sessions

3. Provide instruction by highly qualified teachers.

Instruction at Screven County High School is provided by highly qualified teachers who meet the requirements of Title I

certification. Each year teacher certification and teaching assignments are reviewed to ensure that teachers are highly

qualified under both Title I and the standards established by the state of Georgia. Teachers are reminded of renewal dates,

procedures, and required coursework, if needed, to renew their certification. If any teacher is out of field, teaching

assignments are changed, whenever possible, to meet compliance.

Staff members who have to be out for long-term leave (e.g., maternity leave), will have their positions filled by substitutes

who are certified teachers. This fulfills the highly qualified requirement.

If at some point a regular staff member or substitute is not highly qualified, parent letters are sent notifying parents of the

status of the teachers.

Strategies to attract highly qualified teachers may include:

• Have current staff members contact their peers in other locations to solicit possible candidates for teaching at

Screven County High School

• Possible quality candidates will be sent information about the school and encouraged to visit the school’s website

which includes all facets of the school’s operations

• When candidates are interviewed and desirable, the school’s interview team will send a card of acknowledgement

and support

• Teacher candidates will be encouraged to visit classrooms, talk with staff members and attend any assemblies

(e.g., Friday assemblies highlighting student success).

• Inform candidates of ways staff is supported and recognized throughout the year

• Our district is involved in an effort to attract highly qualified teachers by having Recruitment Teams visit local

colleges and universities. In addition, the county holds a yearly recruitment fair

• Positions are posted on the teach Georgia website and the Sylvania Telephone (weekly publications) for

employment opportunity.

4. Provide high-quality and ongoing professional development.

Professional development needs are identified and planned at the school level. These needs are based on a formal analysis of

data that includes teacher surveys, parent surveys, and test scores. Informal analysis of other data may also yield identified

needs.

Professional development is continuous, ongoing, and based on research identifying best practices. It occurs during faculty

meetings, after school, during release time, on in-service days, during the summer. The administration has high expectations

regarding teacher commitment to instructional improvement.

School identified and planned professional development is focused on individual school goals. There are other professional

development requirement and opportunities focused on individual teacher needs. These include, but are not limited to, Title

IIA (High Quality Teachers), state certification requirements such as the technology requirement, etc. Professional

development opportunities also coordinate with system identified needs such as curriculum alignment, textbook adoption,

and program improvement.

5. Develop strategies to increase parental involvement.


2011-12 Parent Involvement Policy


School-Parent Compact SCHOOL MISSION: The mission of Screven County High School is to develop the maximum potential in all students and prepare them to be responsible, productive citizens. As a Teacher, I will:

Believe that each student can learn

Show respect for each student and his/her family

Enforce school and classroom rules fairly and consistently

Demonstrate professional behavior and a positive attitude

Come to class prepared to teach

Seek ways to involve parents in the school program

Maintain open lines of communication with student and his/her parents Advisor Signature ______________________________Date _______________ As a Student, I will:

Attend school regularly and on time

Show respect for myself, my school and others

Believe that I can and will learn

Obey the school and bus rules

Always try to do my best in my work and my behavior

Come to school prepared to learn

Work cooperatively with my classmates, teachers and other school staff

Student Signature ______________________________Date _______________ As a Parent/Guardian, I will:

See that my child attends school regularly and on time

Communicate with my child’s teachers on a regular basis

Support the school in developing positive behaviors

Provide a home environment that encourages my child to learn

Stay aware of what my child is learning

Show respect and support for my child, the teacher, and the school Parent/Guardian Signature _______________________Date _______________

Additional School Responsibilities

Screven County High School will:

1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing,

and timely way through school council meetings.

2. Involve parents in the joint development of any school-wide program plan, in an organized, ongoing, and timely way.

3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and explain the Title I, Part A

requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a

convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or

evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children

participating in Title I, Part A programs (participating students) and will encourage them to attend.

4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats

upon the request of parents with disabilities, and to the extent practicable, in a language that parents can understand.

5. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a

description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and

the proficiency levels students are expected to meet.

6. On the request of parents, provide opportunities for regular meeting for parents to formulate suggestions, and to participate, as

appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as

practicably possible.

7. Provide to each parent an individual student report about the performance of their child on the State assessment in math, language

arts, science and social studies.

8. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by

a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed.

Reg. 71710, December 2, 2002.)

For additional information see Parental Involvement Plan at rear of document.

6. Devise a plan for assisting in the transition from one school to another and one grade level to another.

Following are our plans for assisting students in the transition from Screven County Middle School to Screven County High

School.

Transition of 8th

Graders to High School:

• The counselors of both the middle and high school conduct a pre-registration seminar for the 8th

grade students at

the beginning of the second semester

• An orientation in which all eighth grade students and their parents attend the high school is done in April.

• At the beginning of the school year, eighth grade students tour the high school and spend time at the school along

with their parents.

7. Include teachers in decisions regarding the use of academic assessment information for the purpose of

improving student achievement.

The ways that we include teachers in decisions regarding use of academic assessment are by following recommended

guidelines set by the state of Georgia as a planning process for continuous improvement which also include in-house

consultant from the Georgia Department of Education from the School Improvement Division. Our faculty met on several

occasions at the beginning of the school year and followed this process resulting in the school-wide improvement plan. This

plan then serves as the framework for our Professional Learning Communities of teachers meet regularly to implement action

plans based on specific student needs. Student learning data guides these plans and specific strategies and resources are

explored that will improve student achievement.

• All relevant students learning data (ELA, Math, and Science Benchmarks, GHSGT Reports, State Writing

Assessments, AYP Reports, ITBS scores) was collected and analyzed to determine student learning needs. Using

historical data we looked for trends in achievement for content areas, domains, and subgroups. Since the Georgia

Performance Standards were implemented in 2005-06 for ELA; 2004-05 in Math, these results will serve as

baseline data for future trend analysis. We look for percentages of students in each performance level by content

areas, domains, and subgroups. Consideration was also made for meeting future increases in the AMO. We

determined our overall strengths and weaknesses.

• Our demographic data was analyzed for student needs, which included school profile, attendance, and student

support team data. We considered how this data might influence our student placement, school-wide policies and

procedures, and school-wide processes (pyramid of interventions).

• Our recent perception data from various surveys (Certified Staff Survey and Parent Surveys) was analyzed to

determine how beliefs and understandings influence our practices.

• Using the Georgia Assessment of Performance on School Standards school process questions to guide our analysis

and our existing school-wide improvement plan we analyzed our current organizational and instructional school

processes, including reform models and other initiatives that were in place.

• The four types of data (student learning, demographic, perception, and process) were all reviewed to determine the

root causes and needs for improvement. Appropriate solutions were discussed and included in the school-wide

improvement plan. This plan includes annual, measurable goals; actions, strategies, and interventions related to the

goals; a timeline, funding, and persons responsible; means of monitoring interventions and evidence of impact on

student learning.

• The School Improvement Team is responsible for the implementation and monitoring the progress of the goals and

strategies. The action plans from the PLCs feed into this implementation.

• PLC’s meetings ensure all teacher teams understand their roles in implementing the school-wide improvement plan.

• Focus walks are conducted as a process for monitoring implementation of the school-wide improvement plan.

• Formative assessments are monitored and discussed with all appropriate groups.

• Periodic meetings are set to share with the whole faculty the successful strategies that have been generated, refined,

and learned to promote improvement in the identified areas of weakness.

8. Coordinate and Integrate Federal, State, and Local Services and Programs.

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.

Program Name: Title I

The Title I budget is developed by the principal with input from the school improvement committees, the leadership team,

school council, PTA parent representative, the Parent Involvement Worker and other interested stakeholders. The staff and

stakeholders review student achievement data and existing resources and make recommendations and suggestions for

expenditures of the Title I funds to ensure that all students meet the state standards. After considering the recommendations,

the principal completes a Title I planner for the school allocation and submits it to the LEA Director of Federal Programs for

approval. Examples of expenditures from the Title I budget are:

• Salaries and benefits for personnel to reduce class size

• Supplemental teaching materials

• Supplemental books

• Professional development, including conferences registrations, stipends, purchased professional services, travel,

lodging

• Salaries and benefits for Special Education Parent Liaison

• Materials for family resource center

• Instructional technology

• Extended day instruction

Program Name: Title IIA

The purpose of the program is to increase academic achievement by improving teacher and principal quality. This program is

carried out by: increasing the number of highly qualified teachers in classrooms; improving the skills of principals and

assistant principals in schools; and increasing the effectiveness of teachers and principals by holding LEAs and schools

accountable for improvements in student academic achievement. The Director of Professional Learning is primarily

responsible for the planning and expenditure of Title IIA funds. Guidelines are as follows:

• Ensure that activities are aligned with state standards, research-based, and contribute to improvements in student

academic achievements.

• Coordinate the program with other professional development programs.

• Develop professional development activities in a collaborative fashion and seek the input of teachers, principals,

parents, administrators, paraprofessional, and other school personnel.

• Use funds to meet the requirement that all teachers be “highly qualified” by the end of the 2005-06 school year,

develop annual objectives for measuring progress toward this requirement.

• Use funds to ensure that all current paraprofessionals with instructional duties in any program supported with Title

I, Part A funds (other than translators and parent involvement liaisons) have, by January 2006, completed at least

two years of study at an institution of higher education, obtained an associate’s (or higher) degree, or met a rigorous

standard of quality and can demonstrate academic skills and knowledge.

Program Name: Title III

Title III addresses the education of Limited English Proficient and Immigrant students. Title III LEP funds are to be used in a

supplemental manner. In other words, Title III funds may not fund a district’s mandated bilingual or ESL programs and related

expenses. Currently, the Screven County School System does not receive funds for this mandate.

.

Program Name: Title IV

The Screven County School System is a member of the Title IV Consortium of which First District RESA is the fiscal agent.

The FDRESA Safe and Drug Frees Schools Program assists school systems to coordinate prevention initiatives to prevent

school violence and provide programs that prevent the illegal use of alcohol, tobacco, and other drugs. These programs,

strategies, and skills are based on target needs and use nationally recognized scientifically based approaches. The FDRESA

program provides planning, training/staff development, curriculum implementation and technical to schools in order for them

to meet federal and state Drug Free Schools guidelines. There are four prevention education consultants and one administrative

assistant who provide services to the fifteen school systems.

Program Name: ESOL (English Speakers of Other Languages)

The ESOL program is developed in conjunction with the Title I program to meet the needs of the English Language Learners.

The program provides targeted students with additional instructional support in acquiring English language skills that support

mastery of the GPS and state content and achievement standards. When ESOL students are identified, the consortium offer

services for the following resources:

• Salaries and benefits for instructional support

• Supplemental books and materials

• Instructional software and technology

9. Provide 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.

We are providing activities to ensure student academic success in the following ways: All students are provided with the

following interventions at Tier I in the Pyramid of Interventions:

Tier I Standards-Based Instruction

• Differentiated Instruction

• Before, during, and after instructional protocol

• Six Elements of a Math lesson instructional framework

• Differentiation of Instruction

• Reading/Note taking strategies during social studies

• Incorporating grade level content standards during related arts time

• Parent communication via agendas/phone calls/conferencing

• Positive behavior plan (Positive Behavior Management Project) in all classrooms

• Goal setting at individual, class and school levels

• E2020

Tier II Interventions include the above and are overlaid with the additional following:

• Progress monitoring every 2-3 weeks

• Before/after school extended day

• E2020

• Individual tutoring

• Parent conferences

• Small group guidance sessions

• Positive behavior interventions

Tier III Interventions:

• Student Support Team

• Research-based interventions with weekly progress monitoring

• Individualized positive behavior incentive checklists

• Frequent classroom observations

• In depth look at individual student data (attendance, health family concerns, discipline, etc.)

• Tier II interventions intensified

• Minimum of 12-week time period for monitoring progress

Tier IV Intervention:

• Individualized Educational Program through Special Education

• Gifted Education

• Tier III, Tier II, and Tier I interventions are implemented

Student performance is progress monitored with a variety of classroom assessment instruments weekly to determine

adjustments in instruction. Content teams meet bi-monthly to monitor progress on the quarterly review action plan. Staff

members collaborate and meet with Student Academic Support Specialist and/or Instructional Coach to determine courses of

action which will address the needs of all children, particularly targeted populations. The modifications and/or adjustments are

reflected in the quarterly school improvement plan. Teachers reflect on student achievement based on district ELA, Math, and

Science Benchmark testing, quarterly Read 180 results, pre and post math testing and other pertinent formative and summative

data.

10. Provide a description of how individual student assessment results and interpretation will be provided

to parents.

• Parents will have live access to student grades via our Parent Portal (on district and school website)

• Parents will receive mid-term progress reports, report cards, Parent portal reports, and agenda messages during the

year to maintain up-to-date progress of individual students

• Parent meetings will enable teachers and school employees to share and interpret information relative to student

performance

11. Provision for the collection and disaggregating of data on the achievement and assessment results of

students.

• The district will collect data from multiple sources including state reports, software programs, such as

E2020, and AYP disaggregate and interpret data relative to student performance and achievement.

• Data will be utilized during parent conferences, Board of Education meetings, PLC meetings, Leadership meetings,

and other workshops and conferences that examine student progress.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

The district follows the guidance of the GADOE Division of Standards, Instruction, and Assessment in order to obtain the

most valid and reliable disaggregated assessment results. The tests are designed to measure how well students acquire, learn

and accomplish the knowledge and skills that are outlined in the Georgia Performance Standards. Other local measures include

benchmark testing and both formative and summative classroom assessments of the standards being taught.

13. Provisions for public reporting of disaggregated data.

• The public will have access to student data through AYP reports available through the Governor’s Office of

Educational Accountability. For the convenience of all of our stakeholders, a link has been provided on the school’s

website.

• The school’s balanced scorecard, available on the school website, will be used to report disaggregated data to the

public.

14. Plan developed during a one year period, unless LEA, after considering the recommendation of its

technical assistance provider, determines that less time is needed to develop and implement the school-

wide program.

CCSD has developed the school-wide program plan for a one year period. The plan is updated annually in accordance with the

GaDOE School-wide Program checklist.

15. Plan developed with the involvement of the community to be served and individuals who carry out the

plan including teachers, principals, other school staff, and pupil service personnel, parents and students

(if secondary).

• Screven County High School developed a school-wide program plan with the involvement of teachers, principals,

other school staff, pupil service personnel, parents, and secondary students. Parents and other stakeholders are

invited to review and revise the plan annually.

• Stakeholders participate in evaluating the plan annually in accordance with the GaDOE School-wide Program.

16. Plan available to LEA, parents, and the public

• The Title I plan will be available to all stakeholders via the school’s website and hard copies will be available to the

public in the school’s main office.

• A hard copy is available for each parent at the Title I Annual meeting.

17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of

participating students in the school speak as their primary language.

The majority of our parents speak English. Spanish is the only other language spoken as the primary language of a

small percentage of our parents/families. Parents speaking languages other than English are given an opportunity

of receiving school information in their home language by completing a survey.. • As necessary, the plan will be available to individuals whose primary language is not English or Spanish.

18. Plan is subject to the School Improvement provisions of section 1116.

Screven County School District will adhere to the school improvement provisions as outlined in Section 1116 of the ESEA.

Components of a School-wide Program · 18/06/2015 · Components of a School-wide Program: 1. Conduct a Comprehensive Needs Assessment. We have developed our school-wide plan with

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