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Georgia Department of EducationTitle I School wide/School Improvement Plan

School wide/School Improvement Plan (SWP/SIP) Template Instructions

Dr. John D. Barge, State School SuperintendentApril 2011 ● Page 1 of 30

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Maynard H. Jackson High School District Name: Atlanta Public Schools

Principal Name: Mrs. Stephanie Johnson, Ed. S School Year: 2013-2014

School Mailing Address: 1550 Hosea Williams Drive Atlanta, Georgia 30317

Telephone: 404-802-5200

District Title One Director/Coordinator Name: Ms. Andrea Fairries-Moore

District Title One Director/Coordinator Mailing Address: 130 Trinity Avenue Atlanta, Georgia 30303

Email Address:

Telephone: 404-802-2700

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School X Focus School

Title I Alert School .

Subject Alert

List Subject(s)Math

Sub-Group Alert List Subgroup(s)SWD

Graduation Alert

List Subgroup(s)

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: 09/26/2013 Revision Date: Revision Date:


Notes:

Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I school wide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA.

While there are eighteen components, all ten required components of a Title I School wide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the school wide section of the plan.

Complete the school wide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development.

Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school.

Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/School-Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf.


http://www.doe.k12.ga.us/School-Improvement/School-Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf




Title I School wide/School Improvement Plan

Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLEMs. Stephanie Johnson Principal

Mr. Donavin Murdock Assistant Principal

Ms. Melissa Gautreaux Assistant Principal

Dr. Faya Paul Academy Leader

Ms. Sharonda Murrell Academy Leader

Mr. Tracy Dubose Academy Leader

Ms. Barbara Lashley Academy Leader

Mrs. Dalton Parent/PTSA Member

Mrs. Ebony Martin Leadership Team Member-ELA Teacher

Mrs. Ariel McIntyre Leadership Team Member-Math Teacher

Ms. Amber Williams Student

Ms. Sumra Leadership Team Member-Social Studies Teacher

Ms. Trudy Young Parent

Ms. Brianna Caine Student

Mrs. Cindy SmithParent



SWP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

Response:

A. We have developed our school wide plan with the participation of members of the Maynard H. Jackson High School leadership team, teachers, students, parents, and community members. These stakeholders assisted by reviewing assessment data and survey results that were administered. The stakeholders at Maynard H. Jackson High School concluded that in order to achieve our Smart Goals at Maynard H. Jackson High School, teachers must plan and deliver differentiated standards-based lessons, implement and assess skills using rubrics, and share work samples. These instructional practices ensure the standards are set high for all students to achieve, and we truly can see to it that no child is left behind. Maynard H. Jackson’s mission is to be accountable for providing a globally competitive education that empowers students to achieve academic and personal goals and become productive, responsible citizens. Smart goals determined by ESEA flexibility waiver are as follow:

Measurable Goals (Balanced Scorecard Goal Area 1): Increase co-hort graduation rate 56.19% (2012) to 60% (2014). Increase the percentage of students passing the 9th Grade English/Language Arts EOCT

from 73.5% (2013) to 74.1% (2014) Increase the percentage of students passing the 11th Grade English/Language Arts

EOCT from 82.8% (2013) to 84.7% (2014) Increase the percentage of students passing the Georgia Writing Assessment from 87%

(2013) to 92% (2014) Increase the percentage of students passing the Coordinate Algebra 1 EOCT to 16.9%

(2013) to 51.6% (2014) Increase the percent of students passing the Biology EOCT from 66.9% (2013) to

69.9% (2014). Increase the percent of students passing the Physical Science EOCT from 75.0% (2013)

to 78.0% (2014). Increase the percent of students passing the United States History EOCT from 39.1%

(2013) to 51.1% (2014). Increase the percent of students passing the Economics EOCT from 59.7% (2013) to

73.5% (2014).Currently, subgroups for Maynard H. Jackson High School include All, Black, Students with Disabilities, Socioeconomically Disadvantaged, White, and Hispanic according to CCRPI (College and Career Readiness Performance Index) guidelines. Students with disabilities are the only subgroup in which a discrepancy in student achievement was noted. Therefore, strategies to address academic performance in this subgroup are included in the assessment.

Our Title I School-Wide plan was developed following a series of data collecting strategies




that follow:1. A needs assessment survey given to core subject area teachers and special education

teachers collaborating with core teachers in subject areas (math, English, science, social studies) in the spring of 2013 and August 2013 in preparation for the 2013-2014 school year.

2. Needs assessments were conducted utilizing Fishbone analysis, a triangulation of data, and 5 Why’s data analyses. They were completed by subject area personnel and administrators during strategic planning in the spring of 2013 and August 2013.

3. A focus group consisting of student representatives from various grade levels was held that allowed students to answer questions regarding their learning experience, what is instructionally sound at Maynard H. Jackson High School and what needs improvement. Students also completed surveys addressing communication, instructional needs, and school climate.

4. School council members and the PTSA Executive Board (School Advisory Committee) met to discuss school wide data in all content areas.

5. Mrs. Johnson (Principal) will deliver a State of the School Address to the community during the Title I meeting to communicate SMART Goals, data, test results, and strategies to ensure student achievement and professional development for teachers for the 2013-14 school term.

.B. We have used the following instruments, procedures, or processes to obtain this

information . . .

Survey Root Cause Analysis Minutes of student advisory council, parent/community advisory council, school

leadership team End-of Course Test Results Georgia High School Graduation Test Results Response to Intervention Progress Monitoring The most recently reported Lexile Scores (Language) for reading levels Georgia School Keys Implementation Guide GAPSS Analysis Math Diagnostic tests And other various program, demographic, perception, and academic data

After collecting results from the needs assessments, our leadership team examined ways and means of promoting student achievement in Math, Science, English, and Social Studies. For example, we looked at our daily schedule to provide students with additional support in the form of tutoring and targeted intervention utilizing such programs as Study Island, Elevate Learning, USA Test Prep, and Project Success. Members of the team are continually researching additional programs and additional




resources to support our student performance in core subject areas. We looked at ways to facilitate academic support programs through better dissemination of information to students and parents and through professional development for teachers in promoting literacy and critical thinking. An important part of the comprehensive needs assessment was gathering achievement data from standardized testing results and diagnostic assessment tools because these served as predictors of student achievement and at-risk students.

For example, analysis of 2013 EOCT test scores indicate student achievement growth in six of eight EOCT areas to include Biology (19.5% increase from 2012 to 2013), Physical Science (18.1% increase from 2012 to 2013), Ninth Grade Literature (8.8% increase from 2012 to 2013), American Literature (1.9% Increase from 2012 to 2013), US History (2.3% increase from 2012 to 2013), Economics (3% increase from 2012 to 2013), Math 2 (14.4% Increase from 2012 to 2013), and the newly implemented Coordinate Algebra (16.9% Pass Rate, which is a 14.9% Decrease from Math 1 Scores in 2012). Preliminary results indicate a Graduation rate increase of at least 3% as well. Results on the 2012-2013 Georgia Writing Assessment showed a 1% increase in scores from 86% (2011-2012) to 87% (2012-2013). After triangulating data for the 2012-13 GHSWT, our department members realized that our Students with Disabilities subgroup only posted 46.6% passing as compared to 90% non SWD students passing on the GHSWT and an averaged 21% posting of passing on the EOCTs. Therefore, strategies to enhance writing skills (especially for students with disabilities) are needed to ensure increases for 2013-2014.

Discrepancies in results on the 2012-13 Coordinate Algebra EOCT and Math 2 EOCT exams indicated discrepancies in scores of students with disabilities and all other subgroups. It was also noted that students classified as students with disabilities affect other subgroups as well (Black, Hispanic, White, and Socioeconomically Disadvantaged). The GAPSS analysis data revealed some contributing factors were:

1. More than 90% Teachers were not effectively using the 6 co-teaching strategies

2. More than 80% of the teachers were not using the most impactful strategies (parallel, station, or alternate teaching)

3. Less than 10% of the co-teaching teams reflected the co-teaching strategy in their lesson plans. Therefore, it was interpreted that teachers were not planning using best practices for co-teaching.

Therefore, Maynard Jackson High School will provide additional co-teaching training, provide lesson plan and observation feedback. We will include remediation strategies and tutorials to support the needs of students in this subgroup.

C. We have taken into account the needs of Migrant Children who enroll in the Atlanta



*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.Public District. Currently, Atlanta Public Schools does not have or expect a large population of migrant students. However, the district has implemented a Migrant Education Program Student Verification Process/Procedure for school use to identify potential migrant students. School staff will review responses to the migrant information section of APS Student Enrollment forms for all new students to the Atlanta Public Schools District. Copies of the enrollment forms with yes responses member to the Family Engagement Manager in the Office of Federal Grants and Program Compliance. The Family Engagement Manager will then forward the information to Region 3 Consortium Administrators for confirmation and return notification of the student status. The school/district will work with the consortium to provide required services for students identified as migrant.

D. 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. For example,In addition to formal assessments and surveys to inform decisions about specific academic areas, the school council and leadership team meet initially to analyze the results of data and brainstorm strategies to address areas of concern. The results are shared with the entire staff at meetings and they are given an opportunity to give input and make suggestions. Resources utilized are results from the following:

Focus Walks (E-Walks) Formal and Informal Observations/ Instructional Walks Formative and Summative Assessment Results Department Meeting Minutes Student Work and Commentary Student Conferences

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the state academic content standards and the state student academic achievement standard including:

Economically Disadvantaged Students Students from Black and Hispanic racial and ethnic groups Students with Disabilities

Although Maynard H. Jackson High School met the CCRPI proficient target for five of the eight End of Course Tests in the all category, we did not score the CCRPI proficient on any of the eight End of Course Test in our subgroups. However, the largest deficiency of scores was found with our Students with Disabilities population. Therefore, resources and strategies utilized in the 2013-2014 Title School Improvement Plan will address the instructional needs of all subgroup performance in academic content areas and graduation rate.




F. The data has helped us reach conclusions regarding achievement or other related data. The major strengths we found in our program were science scores (Biology and

Physical Science EOCT scores have increased 19.5 and 18.1 percentage points respectively from 2011-2012 to 2012-2013) and math (Math 2 EOCT cores have increased 14.4 percentage points from 2011-2012 to 2012-2013). There have been slight increases in our English 9, English 11, and U.S. History End-of Course Test scores as well.

The major needs we discovered were scores of our students with disabilities population (Achievement with Students with Disabilities and English Language Learners on End of Course Test subjects - English 9, American Literature, Coordinate Algebra, Math 2, Biology, Physical Science, United States History, and Economics) has been identified as a major need for Maynard H. Jackson High School.

Students with disabilities performance scores on the Georgia High School Writing Test have been identified as major needs at Maynard H. Jackson High School.

Strategies to increase graduation rate of students with disabilities working for a regular high school diploma have been identified as a need at Maynard H. Jackson High School.

The needs we will address are subgroup deficiencies in all eight End-of Course test subject areas (Coordinate Algebra, Math 2, English 9, English 11, United States History, Economics, Biology, and Physical Science). Additionally, strategies to increase performance on the Georgia High School Writing Test and Graduation Rate will be addressed.

The specific academic needs of those students that are to be addressed in the school wide program plan will be determined by student performance on diagnostic assessments and ongoing assessment of student learning. Teachers will create assessments inclusive of material addressing expected learning goals from the curriculum to determine specific academic needs. Teachers will plan and deliver instruction that meets the individualized instructional needs of students. The assessment process will continue with formative and summative assessments until students have mastered the standards. After school tutorials and instructional pull-outs will be utilized for students with specific academic needs who need additional instructional assistance in order to master the standards (and meet or exceed on tests).

The ROOTCAUSES that we discovered for each of the needs were quite a challenge. Each year, a substantial percentage of retained students are placed in our Freshmen class from middle school (This means they did not pass the required CRCT tests or complete courses with passing grades). Additionally, there is a large transient population who comes to Maynard H. Jackson High School with severe academic deficiencies. Initially, the teachers focused on these constraints in the root cause analysis. However, as they began to triangulate data and complete some trash can assignments (which forced them to remove the factors of which they had no control), they discovered that students who fail after sitting in classes throughout




the school year at Maynard H. Jackson High School are failing because of teacher failure to consistently plan for differentiation, communicate effectively with students and parents in methods that build relationships and support academic growth, and failure to consistently integrate technology and writing in lessons to support instruction.

What are some causes? The major cause stated by teachers was time. Teachers admitted that effectively planning differentiated instruction inclusive of assessments and plans (such as IEP’s, 504’s, and WIDA Can-Do Descriptors) take a great deal of time. An additional cause was getting students to actually attend tutorials on Saturdays and after school consistently.

G. The measurable goals/benchmarks we have established to address the needs were . . .

Each department is creating 45 to 60 day action plans that address common planning, professional learning, and standards-based classroom.

Each department has created data rooms to track tiered student data addressing academic performance on assessments by standard.

Each department is submitting an instructional calendar to address the safety nets and instructional pacing for all students (deficient and proficient).

Therefore, the following have been identified for continuation, revision, or elimination:

Professional Development-Continue professional development Revise the process by creating a professional development

CalendarRemediation Programs- Continue tutorials (after school and Saturday school) Revise the process of communication (utilize all mediums)Integration of Technology & Purchase-Continue to purchase technology equipment and

software for core content areas Revise the implementation process by monitoring implementation and writing a plan.

Purchase of Human Capital-Continue purchase of Math Instructional Coach and Parent Liaison

Revise include ELA Instructional Coach, Additional Teacher for each core content area

The smart goals determined using the ESEA Flexibility Waiver formula are as follows: Measurable Goals (Balanced Scorecard Goal Area 1)

Increase co-hort graduation rate 56.19% (2012) to 60% (2014). Increase the percentage of students passing the 9th Grade English/Language Arts EOCT




from 73.5% (2013) to 74.1% (2014) Increase the percentage of students passing the 11th Grade English/Language Arts

EOCT from 82.8% (2013) to 84.7% (2014) Increase the percentage of students passing the Georgia Writing Assessment from 87%

(2013) to 92% (2014) Increase the percentage of students passing the Coordinate Algebra 1 EOCT to 16.9%

(2013) to 51.6% (2014) Increase the percentage of students passing the Math 2 EOCT from 25.1% (2013) to

30.4% (2014). Increase the percent of students passing the Biology EOCT from 66.9% (2013) to

69.9% (2014). Increase the percent of students passing the Physical Science EOCT from 75.0% (2013)

to 78.0% (2014). Increase the percent of students passing the United States History EOCT from 39.1%

(2013) to 51.1% (2014). Increase the percent of students passing the Economics EOCT from 59.7% (2013) to

73.5% (2014).

The planning consisted of teachers from each department through small learning communities. Each department member on the leadership team brought their

*2. School wide reform strategies that are scientifically researched based.Response:

Teachers will employ a standards-based classroom structure throughout the school day and implement the rigorous common core standards with fidelity.

Teachers will implement best teaching practices inclusive of differentiation, integration of technology, student engagement strategies, feedback, and writing across the curriculum.

Teachers will implement Response to Intervention strategies. Teachers will plan collaboratively with subject area teachers and analyze student

achievement data from both formative and summative assessments.

Specific resources utilized to implement the aforementioned strategies are:

45-Day Action Plans Rigor Meter Instructional Framework Classroom Walkthroughs, Common Assessments, Standards-based lesson plans,



*2. School wide reform strategies that are scientifically researched based. Agendas, Standards, essential questions, and objectives posted on board Professional Learning Calendar Computer-Based Instructional Programs (Such as Study Island, Elevate Learning, USA

Test Prep, Project Success, etc).

2(a). School wide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

A. Response: 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 and student academic achievement standard are implementation of Common Core, providing professional learning opportunities for teachers so they can better provide the level of instructional planning and delivery needed to effectively teach for learning, and ensuring students have multiple opportunities for success through participation in tutorials and pull-out programs as needed while providing instructional resources as well.

Administrators, Instructional Coaches, and Professional Learning Specialist are available to assist teachers with our instructional framework and to provide teachers with needed professional learning opportunities.

Teacher quality will be increased through persistent professional learning. Teachers will assess students using pre-assessments, formative assessments, benchmark

assessments and common summative assessments.

2(b). Are based upon effective means of raising student achievement.B. Response: Following are examples of the SCIENTIFICALLY BASED RESEARCH

supporting our effective methods and instructional practices or strategies Marzano (2000):

Vocabulary. Research indicates that student achievement will increase by 12percentile points when students are taught 10-12 words a week; 33 percentilepoints when vocabulary is focused on specific words important to what studentsare learning. Requires specific approaches. (Effect size=0.95 or 32 percentilepoints)

Comparing, contrasting, classifying, analogies, and metaphors. These processesare connected as each requires students to analyze two or more elements in termsof their similarities and differences in one or more characteristics. This strategyhas the greatest effect size on student learning. Techniques vary by age level.



(Effect size=1.61 or 45 percentile points)

Summarizing and note-taking. To summarize is to fill in missing information andtranslate information into a synthesized, brief form. Note-taking is the process ofstudents’ using notes as a work in progress and/or teachers’ preparing notes toguide instruction. (Effect size=1.0 or 34 percentile points)

Reinforcing effort and giving praise. Simply teaching many students that addedeffort will pay off in terms of achievement actually increases student achievementmore than techniques for time management and comprehension of new material.Praise, when recognizing students for legitimate achievements, is also effective.(Effect size=0.8 or 29 percentile points)

Homework and practice. These provide students with opportunities to deepentheir understanding and skills relative to presented content. Effectivenessdepends on quality and frequency of teacher feedback, among other factors.(Effect size=0.77 or 28 percentile points)

Nonlinguistic representation. Knowledge is generally stored in two forms— linguistic form and imagery. Simple yet powerful non-linguistic instructionaltechniques such as graphic organizers, pictures and pictographs, concreterepresentations and creating mental images improve learning. (Effect size=0.75 or 27 percentile points)

Cooperative learning. Effective when used right; ineffective when overused.Students still need time to practice skills and processes independently. (Effectsize=0.74 or 27 percentile points)

Setting objectives and providing feedback. Goal setting is the process ofestablishing direction and purpose. Providing frequent and specific feedbackrelated to learning objectives is one of the most effective strategies to increasestudent achievement. (Effect size=0.61 or 23 percentile points)

Generating and testing hypotheses. Involves students directly in applyingknowledge to a specific situation. Deductive thinking (making a prediction about afuture action or event) is more effective than inductive thinking (drawingconclusions based on information known or presented.) Both are valuable. (Effectsize=0.61 or 23 percentile points)

Cues, questions, and advanced organizers. These strategies help studentsretrieve what they already know on a topic. Cues are straight-forward ways ofactivating prior knowledge; questions help students to identify missing information;advanced organizers are organizational frameworks presented in advance oflearning. (Effect size=0.59 or 22 percentile points)



Additionally, teachers will be receiving training in the following areas: Small group instruction Flexible grouping Remediation and enrichment Building assessment literacy Develop Common Formative Assessments Utilize diagnostic, formative, and summative assessment data to inform instruction

modifications for individual students Differentiated Instruction Inclusion and Co-Teaching Vertical Teaming Content Professional Learning Communities (PLCs) – Curriculum Mapping,

Lesson/Unit Planning, Data Analysis

Marzano, R. (2000). What Works in Classroom Instruction. Alexandria VA ASCD

2(c). Use effective instructional methods that increase the quality and amount of learning time.

C. Response: We will increase the amount and quality of learning time by utilizing the following:

Differentiation of instruction – addressing different learning styles and ability levels, providing choices, and creating contracts as incentives. The strategy also targets students specific needs based on observation and assessment.

Flexible grouping of students-students are grouped together to receive appropriately challenging instruction. Flexible grouping will permit students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size and interest.

Real-world connections to motivate and stimulate student interest in learning. This allows the students to construct meaning of standards for master to increase the quality of learning time.

Flexible grouping of students in cooperative learning activities allows students to build on instruction and utilize peers to build ideas and value around standards while being responsive to student changes in readiness, interest, and learning profile.

“Fix it up” strategies for students who do not comprehend what they read. These strategies are used to support students who struggle with comprehension of text. These strategies will help students read unknown words. Teachers will help students decode.



2(c). Use effective instructional methods that increase the quality and amount of learning time.

Teaching reading in content areas Varied hands-on learning activities allow teachers to address students

learning styles. This strategy will increase student engagement and allows learns to reach mastery through their individual learning style.

Socratic Questioning supports learners with thinking at a deep level. This strategy will allow teachers to facilitate learning through the analysis level or line of reasoning. In addition, deeply probe student thinking will help students to begin to distinguish what they know or understand from what they do not know or understand.

The Rigor Meter will be utilized to assist teacher in scaffolding the lesson. This will ensure that all students receive access to the curriculum at intended Depth of Knowledge Level coupled with Bloom’s Taxonomy.

Integration of Technology into instructional delivery Before/after school tutorials will provided to assist students who are

struggling in core academic areas that impede them from reaching maximal academic potential.

Summer school will provided to assist students with earning missing academic knowledge needed to be successful in the subsequent course or successful with retaking state summative assessments (i.e. EOCT, GHSGT, and GHSWT).

Saturday school tutorials will be provided to assist students who are struggling in core academic areas that impede them from reaching maximal academic potential who may additional assistance beyond Monday through Friday.

Block scheduling is an academic scheduling in which each student has fewer classes per day. Each class is scheduled longer for a period of time than normal (i.e. 90 minutes). Block scheduling offers more concentrated experiences of subjects with fewer classes daily.

Pull-outs provide an opportunity for students to interact with others who have similar strengths and interests. In addition, it reduces the rand of student needs and allows for individual student needs to be met.

The use of the aforementioned instructional methods will increase the quality and amount of learning time. The strategies will be implemented through each core department. Observation and assessment data collections will be collected to monitor use and impact on student achievement.

2(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 improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

Response: Tutorial programs will be implemented after-school and through Saturday Academy for



students with deficiencies in all subgroups. Teachers will utilize Study Island, USA Test Prep, Elevated Learning, possibly

Renaissance Learning, and STAR Math to provide additional support of content areas. Counselors and a parent liaison are available to give one-on-one advisement. Guidance Counselors work closely with their assigned students to ensure students are

receiving proper advisement. Teachers will offer Credit Repair (multiple opportunities for success) to students who

obtain a 66-69 average in a class at the end of each grading period. We will utilize Credit Recovery to assist students who are in need of credit recovery. We will utilize summer school to provide additional opportunities for instruction. Pull-out instruction will be available for students who need additional instruction to

prepare for unit assessments and standardized testing.2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the school wide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia.Response: Title I funds will not be used for field trips.

*3. Instruction by highly qualified professional staff.Response: Maynard H. Jackson High School will provide instruction by highly qualified teachers as determined by standards established by the state of Georgia. Currently, all teachers at MJHS are qualified to teach their specified content areas. All certified teachers are Highly Qualified (HiQ) based on Atlanta Public School and state guidelines. This information is updated and reviewed annually by Human Resources and building level administrators. A copy of current teaching certificates is submitted to the principal and maintained in a locked file cabinet in the bookkeeper’s office and at Human Resources. All paraprofessionals have met the state mandated guidelines to work as highly qualified classified employees and either have degrees or have passed the State mandated Paraprofessional Certification Test.

*3(a). Strategies to attract highly qualified teachers to high-needs schools.Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. There are no certification deficiencies for Maynard H. Jackson High School. Maynard H. Jackson High School intends to maintain highly qualified teachers who meet the state of Georgia requirements by using the following strategies:

Offer opportunities for professional learning Increase opportunities for morale boosting Improve the methods of communication between the administrators and the staff Provide instructional support through the instructional coaches and professional learning

specialist Ensure administrators are supportive and encourage teachers to share



*3(a). Strategies to attract highly qualified teachers to high-needs schools. Create an environment that encourages collaboration and team building Ongoing teacher appreciation throughout the school year from administrators, PTSA, and

Partners in Education

There are representatives from Maynard H. Jackson High School at recruitment fairs soliciting the most qualified candidates. As a school, we are developing a culture of excellence that attracts candidates who would like to become a part of our team. Additionally, we make efforts to retain quality, highly qualified teachers through an established teacher support program, professional development and assignment of a mentor teacher. Lastly, all paraprofessionals are working under direct supervision of highly qualified teachers.

*4. Professional development for staff to enable all children in the schoolResponse:

A. We have included teachers, principals, and paraprofessionals (and if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.) For example . . .

Teachers complete a Professional Learning Survey at the beginning and end of each school year to determine areas of needed professional development.

The Maynard Jackson High School Leadership Team and administrators will conduct study groups to promote professional learning in best instructional practices.

Maynard Jackson High School will devote two monthly faculty meeting to professional learning.

Teachers will participate in weekly collaborative planning for professional growth. Administrators and teachers will attend conferences and workshops to learn school wide

reform and instructional strategies that are scientifically researched based on the following:

Common Core Georgia Performance Standards Integrating Technology (Turning Points, Whiteboards, Software) Response to Intervention (RTI) Data Analysis Using Thinkgate to drive instruction Teacher Keys Effectiveness System (TKES) Higher Order Thinking Differentiated Instruction Meeting the Needs of Students with Disabilities Rigor Meter



*4. Professional development for staff to enable all children in the school Co-Teaching Model of Collaborative Instruction Effective Instructional Strategies Book Studies Non-Negotiable Leaning Essentials Writing Across the Curriculum

B. We have aligned professional development with the State’s academic content and student academic achievement standards to ensure all instructional staff receive research based strategies and effective teaching strategies to help improve instruction and increase student achievement as well as help them meet all TKES evaluation standards. As a Title I school, five percent of the allocated Title I funding has been budgeted for professional learning and will be designed to address the needs of the school and comply with the school district’s instructional priorities.

C. As a Title I School Improvement School we have allocated 10% of the allocation to professional development. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example . . . (money, time, resources, instructional coaches)

Utilize the instructional coaches for on-site embedded professional learning.Oversee and monitors the formal and informal educational realms and ensures quality deliverance in professional development is provided.

Monitor the implementation and use of common assessment data (Thinkgate). Use the analyzing process with various system data and student data to determine trends to ensure the most effective strategies for meeting and exceeding state and national student achievement goals.

Monitor classroom instruction through E-Walk observations (walk throughs) and the TKES process (which consists of walk-throughs, formative observations, and summative observations)

Redelivery of workshop and meeting content information when teachers and administrators attend workshops and presentations that will facilitate the improvement academic achievement.

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 . . .

We have incorporated a professional learning environment that requires teachers to rethink their instructional practices, to construct classroom roles and



*4. Professional development for staff to enable all children in the schoolexpectations about student outcomes, and to have the confidence to teach and collaborate in ways they never thought possible before.

Teachers attend formative assessment workshops that have assisted them with better utilizing collaborative time to create common assessments (pre and post).

Teachers attend trainings that teach them strategies to work with at risk students are not performing at grade-level due to the lack of pre-requisite skills.

Teachers attend training to improve their practices when delivering co-teaching strategies to ensure that best practices are used to reach all students in the collaborative classrooms.

*5. Strategies to increase parental involvement.Response:

A. We have involved parents in the planning, review, and improvement of the comprehensive school wide program plan by developing a parent compact in collaboration with parents, teachers, students, staff, and administration. The parent compact is updated yearly at the first PTSA meeting, the Annual Title I meeting, and the first Saturday School workshop. The compact is collected from parents and students during homeroom, PTSA meetings, at the Annual Title I meeting, and the school website.

Other school wide activities include: Parent Communication - Academic Nights, Parent Workshops, Home visits,

Newsletters, Student Agendas, teacher websites, Parent Ed-Connect, Multicultural Night, Volunteer Drives

Maintaining a School Council consisting of parents, teachers, and community leaders that meets quarterly

A resource center for parents with quarterly workshops that will focus on parenting skills, healthcare, educational growth, and use of computer technology (Infinite Campus/Gradebook)

Conducting informational sessions and workshops Conducting Open-House for New Students and Returning Students Posting our comprehensive school-wide program plan on the school’s website so

parents and the public will have access to it Implementing Ed-Connect (a parent call-out system) Implementing Parents in Partnership organization

B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community, by using a variety of communication mediums letters, flyers, school messenger, parent handbook, web-site, and placing the information in the parent center.

C. We will conduct an annual meeting, at a convenient time, to inform parents about the



school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the school wide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by report cards, progress reports, letters, flyers, School Messenger, parent handbook, and the school newsletter.

D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by creating a parent calendar that will provide all the meeting dates, times, and other identified services needed to support parental attendance.

E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by the use of PTSA meetings, email, and other communication mediums.

F. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards and encourage home learning supervision, test awareness, high expectations, and daily attendance. Strategies in our compact will include:

Strategies to increase parental involvement (such as family literacy services). We have integrated a computer center in our parent resource center. Rosetta Stone will be provided to parents who would like to utilize the services in the parent resource room. Additionally, the parent liaison and teachers will offer literacy opportunities on academic and behavioral initiatives as well.

A parent involvement plan is created annually in an effort to maintain an on-going line of communication between the home and the school through the use of student report cards, progress reports, letters, flyers, School Messenger, parent handbook, and the school newsletter.

G. We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by creating a parent involvement plan. Additionally, the



parent involvement plan describes how Maynard H. Jackson High School will provide individual student academic assessment results, including an interpretation of those results. Opportunities for parents to receive interpretation of results of all testing and classroom performance throughout the year are located on the Parent Calendar. Additionally, parents are informed in individual parent advisement with counselors twice a year (fall and spring) or on any conference day. Weekly parent conference days are held each Wednesday in the cafeteria and parent resource room upon request. The comprehensive school wide program plan is available to the LEA, parents, and the public on the school web-site, in the parent center, and in the media center.

H. We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by providing workshops for the parents identified through their needs survey.

I. We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by having the parent liaison conduct a training with the staff on effect strategies and steps to increase and strength the relationship between the school staff and parents.

J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by having the parent liaison and other school officials speak and visit with the aforementioned programs and activities to support parents with participation.

K. We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by use of email, flyers, website, letters, School Messenger, parent handbook, and the school newsletter.

L. We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by contacting the school’s ESOL teacher to help with translating documents,



and providing translators when needed.M. The results of the annual survey will be shared with parents at an annual meeting. The

evaluation will include identifying barriers to greater participation by parents in parental involvement activities. The school will use its findings of the survey to design strategies for more effective parent involvement.

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

Response:A. Following are our plans for assisting preschool children in the transition from early

childhood programs. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year . . .

Vertical planning meetings with Maynard H. Jackson High School’s feeder elementary and middle school faculty.

Maynard H. Jackson coordinates with our feeder middle schools to assist in the transition of rising 9th grade students over to the high school. Instructional plans are created by teachers, administrators, parents, and counselors for students who did not meet the necessary criteria on standardized tests to actually pass to high school – yet were placed.

The counseling departments work together to ensure students transfer from one school smoothly, classes are scheduled correctly, careers are discussed, college information is given, etc.

Maynard H. Jackson High School will continue our “Teachers as Advisors” program. Students are carefully placed with Advisors/Mentors to make their transition into high school smoother.

Our guidance department has created a Student Ambassador program. This program consists of responsible students who lead service projects and build positive relationships with students at Maynard H. Jackson High School.

Transition to College or Career• An individual meeting is held with the counselors and each senior and his/her family in order to help students prepare to graduate and go on to a career or college. Individual tutorials include how to apply to college, how to apply for scholarships, how to use the Hope Scholarship, options for career training, and graduation requirements. This meeting is scheduled early in the Senior year in order to give families ample time to undergo this transition.• The High School Graduation Coach meets individually with students who may be at risk for not graduating on time. The Graduation Coach counsels and motivates these students to make necessary changes in work habits or attitudes and, if necessary, diploma choices, in order to help them stay on track to graduate.• The Counseling Office also sponsors a variety of informational opportunities for



Seniors throughout the school year including a meeting for seniors, the “Making College Count” seminar, and lunch-time meetings with college admissions counselors and military recruiters.• In order to broaden access to college and career planning opportunities for our Seniors, we will reach out to local colleges and universities and take advantage of more of the resources that are available. This may include scheduling seminars with admissions counselors from various schools such as Emory, Georgia Perimeter College, or Georgia State.

*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.

Response: The ways that we include teachers in decisions regarding use of academic assessment are :

Teachers utilize pre-assessments to determine the instructional needs of all students. Teachers create and analyze benchmark assessments to determine areas of weaknesses

and strengths. Teachers create and analyze common assessments to judge instructional effectiveness and

student achievement. Teachers evaluate individual student test scores, such as GHSWT, EOCT, and PSAT

which include content area and strands to adjust curriculum and instruction as necessary.

Additionally, to include teachers in decisions regarding use of academic assessment, teachers meet with their Leadership Team representative during department meetings to discuss root cause and plans for improvement (student and school-wide). Teachers are included in decision making and lead the way in Maynard H. Jackson’s High School’s data-driven initiatives. Additionally, teachers have common planning time (to the extent that this can be provided) to assist with addressing the needs of student instruction and providing opportunities to collaborate with colleagues. During meeting time, teachers utilize their data notebooks and discuss the strengths and weaknesses of student performance. The teachers of students with disabilities also attend these meetings providing strategies and sharing useful information.

Teachers discuss uses of assessments, analyze and disaggregate data to determine next steps. Common Formative Assessments are developed by each department based on lessons taught. These assessments are administered to the students to determine mastery.

ESOL and classroom teachers meet to determine if students are making adequate progress. After assessments results are received, teachers meet to plan next steps. Students receive ESOL services based on a Push-In Model; however, some students are serviced using a Pull-Out Model.



*8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:Response:

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 . . . (Especially for those students who are struggling.)

Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance which shall include:Teachers utilize the intervention plan and other forms of assessments to ensure students who experience difficulty master standards. Teachers give differentiated pre assessments, assessments during the lesson and post assessments to ensure that students who are experiencing difficulty master the standards.

Student Performance Trackers and Intervention Plan Teachers are required to assess student mastery of the Common Core Standards and

expected learning covered during that time period. If students do not perform well on assessments, teachers are required to create intervention plans to target student needs and support.

Before and After School Tutorials Scheduled Saturday Tutorials – Saturday tutorials are also provided to students from 9:00

a.m. – 12:00 p.m. Re-teaching – Teachers implement differentiated instruction and re-teach content as

needed. Flexible Grouping and Small Group Instruction – Teachers will utilize flexible grouping

and small group instruction to accommodate student readiness, learning styles, and weaknesses. Teachers will provide intervention instruction to students who did not meet standards in Science, Math, Reading or English Language Arts (including writing).

Flexible Learning Plan

8(a). Measures to ensure that student difficulties are identified on a timely basis.Response:

Teachers will create diagnostic tests and mini assessments on standards for the purpose of ongoing assessment of student learning.

Benchmark testing will be given periodically to pace student mastery of content throughout the year in all academic subject area.

Each department will complete an instructional calendar that will include timely assessing and pacing student mastery of content areas.



8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

Response: Periodic training for teachers on research-based instructional strategies will be ongoing.Teachers will continue to be trained on methods of utilizing data from formative and summative assessments to identify deficiencies and provide appropriate assistance to students for identified deficiencies.Training will continue to serve as a component of weekly professional development activities in common planning or faculty meetings. Further assistance is also provided during one-on-one conferences.

Action Steps for Professional Development

Action 1: Data collection on instructional strategy (week 1)Action 2: Disaggregate data collection and make decisions regarding professional development presentation (Friday of week 1)Week 3 Provide training on strategy-Faculty Meeting and collaborative planning (week 2)Action 4: Teachers will reflect strategy in lesson plan and receive feedback (week 2 lesson plan submission week)Action 5 Teacher implements strategy (week 4)Action 6 Administrators and Instructional Leaders collect data (week 4)Action 7: Disaggregate data collection and make decisions regarding next steps (Friday of week 4)

Cycle repeats using another strategy. In the event the teacher is still struggling administrators and instructional leaders will provide additional support (i.e. modeling, assign additional professional development) to further build the teacher’s capacity to deliver the strategy.

8(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 additional assistance available to the student at the school or in the community.

Response: Teacher parent conferences that detail what the school will do to help students, actions parents can take to help students and additional assistance available to students at the school and/or in the community (community resources).

Parents are asked to encourage their children to report to school each day prepared to learn with the proper supplies, to monitor the students’ daily homework, schedule conferences with teachers, encourage students to report to after school and Saturday tutorials, encourage students to spend time studying, and to provide a comfortable work are in the home that is well lit. They can also insist that their student turns off the television to study for at least an hour each day.

Home to School Compacts are agreed upon and signed by all stakeholders. These compacts are housed at the school.

School Handbook is given to each parent at the school. Parent Involvement Policy is sent out to each parent at the school



Our Parent Liaison will provide workshops and activities to assist parents in support of their children at home and school.

Maynard H. Jackson High School has an “open door” policy which permits parents to request conferences with teachers/administrators whenever they deem necessary.

RTI results are communicated often to parents. Teachers keep up to date documentation of all teacher-parent conferences on their

communication logs. Teachers maintain Data notebooks to document progress and track students in their

classrooms. This information is shared with parents at conferences and RTI meetings. Meaningful two-way communication exists between parents and teachers throughout the

year.

Student success will be measured using the smart goals determined for each targeted area using progress monitoring (i.e. assessments, benchmarks, observations, and rubrics) will be given to show advancement toward mastery of the standards and effectiveness of procedures (i.e. collaborative planning, unit planning, vertical teaming, use of technology). Process monitoring will also be conducted. A routine documentation collection of data describing and reflecting the processes used to for implementation of all process but in place to implant all actions. Process evaluation will occur to determine the impact on student achievement. Results will be shared with all stakeholders and used for continuous improvement.

*9. Coordination and integration of Federal, State, and local services and programs.Response: This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the school wide plan.

9(a). List of State and local educational agency programs and other federal programs that will be included.

Response: Maynard H. Jackson’s Title I resources and services are integrated and coordinated with other programs for special populations in order to increase instructional effectiveness, eliminate duplication of funds, and reduce fragmentation of the instructional program we provide our students. Title I funds are only used to supplement these programs.

In coordination with other federal programs, we are aware that the law requires planning for Title I to be coordinated with programs that our LEA may have that are funded with federal money under other sections of the federal law. There are a number of ways this coordination requirement is met at Maynard H. Jackson High School:

1. LEA may ensure that staff members responsible for programs supported by other federal funds



are involved in the assessment of needs that leads to the determination of how Title I money should be used. At Maynard H. Jackson High School, the special education administrator, parent liaison, ESOL instructor, and the principal have an oversight responsibility to make sure coordination between programs occurs.

2. Coordination is also carried out by ensuring that any Title I funded staff members are given time to work collaboratively with all staff members of all programs. These other federal programs include, but are not limited to:

The Individuals with Disabilities Education Act—(IDEA)-P.L.118-446. The Carl D. Perkins Vocational and Technical Education Act of 1998- P.L. 105-332 The McKinney-Vento Homeless Assistance Act—Title VII B (43 USC 11431)

Maynard H. Jackson High School’s LEA consolidates and uses funds, together with other federal, state, and local funds from programs, in order to upgrade our entire educational program. Our School wide Title I program includes coordination and integration of federal, state, and local services and programs, including programs support.

Federal: Federal programs include the Title 1-c Migrant Program, the Title 2-a Professional Learning Program, Title 3 ESOL, Title 4 Safe and Drug Free Schools, Title 6-b Rural and Low Income School Program, etc.

State: GAcollege411.org, Regional Educational Services Agency (RESA), etc. Local: Services and programs include behavioral health services, various civic

organizations (like the Lion’s Club providing eyeglasses), local adopt-a-school sponsors, etc.

Our school is served by a school social worker and parent liaison who provides resources to students and families who find themselves in need.

9(b). Description of how resources from Title I and other sources will be used.Response:

Our school is served by a school social worker and parent liaison who provides resources to students and families who find themselves in need.

We are a Work-Ready Community.

Students will be given additional opportunities to master state standards. These opportunities are provided before & afterschool on weekdays and through a Saturday Academy that is held monthly. Title I funds will be used to pay for the instructional staff and instructional resources.

Title funds are also used for professional development. Investing in quality instructional planning, instructional delivery, and classroom management is crucial to success of students in our organization.

Title funds are used to provide a parent liaison to improve school, parent, and community communication.

Title funds are used to provide an instructional coach for math and English to improve



student achievement.

9(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.

Response: c) Plan developed 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:

CTAE: Federal Carl Perkins Grant- We utilize the Federal Carl Perkins Grant to supplement our CTAE program in areas such as: additional supplies, career technical labs, travel for professional learning, advisors with career tech organizations, materials for career center, and system dues with CTAE Resource Network.

CTAE: State Grants- We use state grants to supplement salaries, purchase equipment, and for green houses.

CTAE: Local funds- We use state funds to pay extended day salaries of CTAE teachers who work with interns and businesses. Local funds are also used to match federal funds that are allocated to the school.

We are a Work-Ready Community. The alignment of these programs with other school improvement efforts will link school work to future goals. Academic performance is important to student future job prospects and providing specific strategies to study and attain academic achievement will directly clinch the programs such as tutorials, flexible learning plans, and professional development.

10. Description of how individual student assessment results and interpretation will be provided to parents.

Response: Parents will be provided student assessment results and interpretation of the assessments during parent/teacher conference days, parent conference nights which are held every six weeks, and the mid-year and final State of the School Address meetings in which the principal presents the SMART goals for the year and results after.

Parent Liaison, guidance counselors, instructional coaches, teachers, and administrators are available for both students and parents to provide standardized test results and interpretation of the results.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Response: The state and central office are vital agencies in the collection and dissemination of standardized data such as GHSWT, EOCT, SAT, ACT, and CRCT scores.

The leadership team consists of administrators, guidance counselors, teachers, and



department heads. This group of educators has used the Georgia School Keys and the Georgia School Keys Implementation Guide as tools to write our school improvement plan consisting of action steps based on analyzed student achievement, demographics, program, and perception data over the past three years to make decisions about ways to improve the overall program.

A data team of teachers and administrators analyze standardized assessment data at regular intervals as they are received from the district and state.

Our Professional Learning Study Groups consists of our entire faculty and meet twice a month. They are trained through their study groups to analyze specific student achievement data to guide decisions concerning student achievement and create processes and action plans to ensure follow-through and results.

Departmental teams consists of teachers who teach in a particular subject area, such as Science, ELA, Social Studies, Mathematics, World Languages, Special Education, CTAE, Fine Arts, etc. These teams meet monthly to disaggregate data on their subject areas.

Content Collaborative Teams- These teams consist of teachers who teach a particular content area such as U.S. History, American Literature, Biology, etc. These teams meet weekly to analyze both formative and summative assessments.

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

Response:Each administrator will meet with the instructional coaches and members of their departments utilizing Excel spreadsheets with disaggregated data based on subgroups including blacks, Hispanics, white, Special Education, Economically Disadvantaged, and ELL to determine the at-risk population and instructional needs within our subgroups. The GHSGT and the EOCT tests are statewide tests and validity and reliability have been established at the state level. The assessment results are disaggregated at the state level based on the Student Information System.

13. Provisions for public reporting of disaggregated data.Response: In user-friendly language, we will submit news-releases explaining our disaggregated results. We will create displays for in-house meetings and PowerPoint presentations to include tables, pie graphs, and bar graphs for parent groups, church groups, school website, media center, and parent center.

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 school wide program.



Response: The Title-I Plan is developed during a one year period. The leadership team and other stakeholders meet to discuss the strengths and weaknesses of programs throughout the year. As the effectiveness of each is determined/considered, programs are added or removed from the plan for the next year. The plan is revised annually

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).

Response: The Title-I Plan has been developed with the following involvement of community and individuals being served by the plan and with the individuals carrying out the plan:

Name POSITION/ROLE

1.Ms. Stephanie Johnson Principal2. Mr. Donavin Murdock Assistant Principal3. Ms. Melissa Gautreaux Assistant Principal4. Dr. Faya Paul Academy Leader5. Ms. Sharonda Murrell Academy Leader6. Mr. Tracy Dubose Academy Leader7. Ms. Barbara Lashley Academy Leader8. Mrs. Dalton Parent/PTSA Member9. Mrs. Ebony Martin Leadership Team Member-ELA Teacher10. Mrs. Ariel McIntyre Leadership Team Member-Math Teacher11. Ms. Amber Williams Student

12. Ms. Sumra Leadership Team Member-Social Studies Teacher

13. Ms. Trudy Young Parent14. Ms. Brianna Caine Student15. Mrs. Cindy Smith Parent

16. Plan available to the LEA, parents, and the public.Response:The Title-I Plan is available to LEA, parents and the public on the Maynard H. Jackson High School Website. Additionally, a hard copy will be stored in the principal’s office, the parent resource room, and the media center. In addition, submitted to the Federal Grants Specialist in the OFGPC, the regional Executive Director’s office, website, media center and the parent center.

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.

Response:At this time English is the predominant language of the majority of the parents of students enrolled.



18. Plan is subject to the school improvement provisions of Section 1116.Response:Both the School Improvement and the School wide Plan help students to meet state standards. All schools in the state of Georgia are subject to this school improvement provision. State how your Title I School wide and School Improvement teams work collaboratively with the leadership team to analyze assessment data to determine the strategies, programs and funding needed to help students meet state standards.
