Georgia Department of Education
Title I School wide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Maynard H. Jackson High School / District Name: Atlanta Public SchoolsPrincipal 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:
School wide/School Improvement Plan (SWP/SIP) Template Instructions
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.
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 Smith / Parent
SWP Components
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.
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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 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.
Ø 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.
Ø 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.
Ø Students with disabilities performance scores on the Georgia High School Writing Test have been identified as major needs at Maynard H. Jackson High School.
Ø 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.
Ø 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.