Booker T. Washington

High School

Early College

Title I

School-wide Plan

2011-2012

Signature:______Date:______

Principal

______Date:______

Executive Director

______Date:______

Education Specialist

______Date:______

Director of External Programs

Revised: (August 31, 2011)

TITLE I SCHOOLWIDE PLAN ADDENDUM

SCHOOL NAMEBooker T. Washington High School – Early College DATE June 28, 2011

Address all components of your Schoolwide Plan in the template below. Type your responses under each required component.

*Denotes required components as set forth in Section 1114 of the No Child Left Behind Act of 2001.

Components

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

The 2011 – 2012 school year will consist of EarlyCollege’s third year as a SmallSchool. In order to conduct a sufficient needs assessment of Booker T. Washington High School – EarlyCollege, several data resources were gathered and evaluated. The upcoming information in component one of the Title I Schoolwide Improvement Plan will identify the school’s strengths and weaknesses.

The school-wide plan was developed with participation from various stakeholders represented in and outside the school. These individuals gave input in the form of surveys and open discussions during Parent Orientation, Open House/PTSA, and other school meetings. In addition, the team members met collaboratively to work on sections of the plan, and email correspondences and telephone conferences were also used during the revision and editing stage. The School Improvement & Title I School wide team members will be responsible for reviewing, revising and ensuring that the plan is carried out throughout the school year.

Staff Member / Position
Nason, Vanessa / Principal
Yolonda, Jones / Counselor
Stembridge-Taylor, Tiffiany / Math Teacher
Davis, Pierre / Science Teacher
Merritt, Sherlene / English Teacher
Edwards, Pierre / Language Arts Teacher
Jean Ann Marra / Instructional Coach
Thomas, Tanisha / Instructional Coach
Kaia Bailey / Student
Alexis White / Student
Ms. V. Harris / Parent
Ms. Panya Evans / Parent
Dr. Belinda Oliver / ClarkAtlantaUniversity – Partner
Ms. Tene Harris / GeorgiaStateUniversity - Partner

When conducting the needs assessment several data resources were used such as the EarlyCollege 9th grade students’ EOCT scores, EarlyCollege 10th grade students’ EOCT scores, attendance data, and the Early College Parent Survey.

EOCT Data Results -During the 2010-2011 school year, 86 ninth grade students were enrolled at WashingtonEarlyCollege. When analyzing the EOCT scores of the ninth grade students, the results showed that 78% of the students met or exceeded standards in Literature, 78% in Math I, and 69% met or exceeded standards in Biology. A break down of the percentage of students not meeting, meeting, and exceeding standards is displayed in Table 1.

Table 1. 9th Grade EOCT Winter and Spring Scores for 2010-2011 Schools

Average % of Students Not Meeting Standards / Average % of Students Meeting Standards/Proficient / Average % of Students Exceeding Standards/Advanced
9th Literature / 22% / 58% / 20%
9th Math I / 22% / 48% / 30%
9th Biology / 31% / 57% / 12%

When comparing the EOCT results for 2009-2010 with 2010-2011, data showed significant gains in the areas of math and biology. Literature decreased slightly by two points (see Table 2 below).

Table 2. Comparison EOCT data from 2009- 2011

2009-2010
Average % of Students Meeting or Exceeding Standards / 2010-2011
Average % of Students Meeting or Exceeding Standards
9th Literature / 80% / 78%
9th Math I / 66% / 78%
9th Biology / 49% / 69%

During the 2010-2011 school year, 54 tenth grade students (Class of 2013) were administered the 10th grade EOCT in Math and Literature. When analyzing the EOCT scores of the sophomores, the results showed that 93% of the students met or exceeded standards in American Literature and 72% met or exceeded standards in Math II. When looking at the same group of students, increases were evident from 9th grade to 10th grade. A comparison chart from 2009 – 2011 for the Class of 2013 is identified below in Table 3.

Table 3. Comparison EOCT data from 2009- 2011 – Class of 2013 (sophomores)

2009-2010
Average % of Students Meeting or Exceeding Standards / 2010-2011 / 2010-2011
Average % of Students Meeting or Exceeding Standards
9th Literature / 80% / Am. Literature / 93%
9th Math I / 66% / Math II / 78%

Overall, the EOCT results for 9th and 10th grade students over the past two years show increases and slight decreases. The Class of 2013 has demonstrated gains in Literature (13% points) and Math (12%). However, there are still areas that need to be improved within the particular domains. For example, in the area of Reading and Literature, and Writing, student scores showed the lowest percentage of points averaged on these particular domains (i.e., Reading and Literature – 15.8 out of 23 and Writing – 8.3 out of 14). Deficiencies in the math domain were evident in the areas of Algebra and Geometry in which the average points obtained consisted of 7.1 for both subjects. Strengths for the Class of 2013 were evident in Data Analysis and Probability for math and Convention, Reading, Listening, Speaking & Viewing Across the Curriculum in literature.

In regards to the Class of 2014 (freshmen), student scores were modest. One aspect of the data showed that the math and biology scores (see Table 2) were higher than the previous class’ scores (Class of 2013). The literature score was slightly lower (see Table 2) than the previous class’ score. The literature domain (in terms of percentage points earned) range from 9.6 in Conventions (possible number of points – 14) to 16.9 in Reading and Literature (possible number of points 23).Reading and literature were the weakest areas for the Class of 2014.Areas of improvement in math included Algebra, andareas of improvement in biology consisted of Genetics and Ecology. Areas of strength include Conventions and Reading, Listening, Speaking, & Viewing Across the Curriculum in the area of literature, Cells, Organism, and Evolution for biology, and Data Analysis and Probability in the area of math. In closing, the strengths and weaknesses for the various domains are similar for both 9th and 10th grade students at WashingtonEarlyCollege. As a result of the data, efforts will be directed towards improving skills in the areas of deficiency identified above.

  • 2010-2011 – Attendance Data – During the 2010-2011 school year, data demonstrated declines in student attendance. The first month (August) showed that the average attendance rate for students at WashingtonEarlyCollege consisted of 97.9%. Throughout the school year, the attendance rate dipped to a low of 93% in April. Although the average increased the following month, there were consistent fluctuations in attendance rate from August to May. The goal is for the attendance rate to average 98% each month. Attendance data from August to May displayed in Graph 1.

Graph 1. Attendance Data for 2010-2011

In regards to migrant children, the faculty and staff have taken into account the need of migrant children. Presently the district does not have a migrant population in need of services. If we receive migrant students, we will contact the district migrant liaison and follow the prescribed procedures identified by Atlanta Public Schools.

  • Early College Parent Survey – During the end of the 2010-2011 school year, several parents completed a survey that enabled them to voice concerns that they may have and identify seminars that they would like to see conducted during the 2011-2012 school year. In general, parents had a desire to ensure that their children were being provided with a quality education, in a safe school environment. Parents also identified that they would like to see more parent and students seminars conducted about college awareness and topics that would assist them with helping their children have a successful high school experience. Attainment of student scholarships and the process for applying to colleges were also areas that parents requested more information. As a result of the survey, the School Improvement team will work to ensure that measures are in place that promotes safety in the school, and will be sure to conduct workshops and seminars that will target parent and student needs.

The WashingtonEarlyCollege faculty, staff, and community members have reviewed previous and current achievement data to assist our school with understanding the content and skills needed to improve teaching and learning. In addition, attendance data and parents surveys were evaluated to assist stakeholders with promoting more parent and community involvement in the school. Our plan is based on comprehensive information about all students in the school and groups of students (e.g., economically disadvantage students, students with special needs and ELL students) not yet meeting State standards. From the overall data, we have concluded that:

  • The areas of strength for the Class of 2013 (10th grade students) are in some areas within the English Language Arts and Math Domains.
  • When analyzing the two disciplines tested on the EOCT (American Literature and Math II ), the strengths and weaknesses for the Class of 2013 consist of the following:
  • Students have strong skills in the area of Conventions, Reading, Listening, Speaking and Viewing across the Curriculum, but reading, writing and comprehension skills are areas that need to improve
  • Students struggle with Algebra and Geometry. Although some improvement was seen with Data Analysis and Probability, this will still continue to be an area of focus
  • Informal and formal logical reasoning in math will continue to be an area of focus for all students
  • The areas of strength for the Class of 2014 (9th grade students) are in some areas within the English Language Artsand several areas within the biology, and math Domains.
  • When analyzing the three disciplines tested on the EOCT (literature, math I and biology), the Class of 2014’s strengths and weaknesses are evident in the following areas:
  • Students have strong Convention, Reading, Listening, Speaking and Viewing skills. Writing and literature are areas for improvement
  • Students struggle in math with Algebra. Geometry, however, Data Analysis and Probability were stronger than the previous year’s students, but will continue to be a focus during the upcoming school year
  • Results from the biology data showed areas of strength in Cells, Organisms, and Evolution. Genetics and Ecology are areas that need improvement
  • The needs that will be addressed for the upcoming year will involve:
  • Continuing with improving comprehension in Literature in all grade levels through after school tutoring
  • Incorporating intervention strategies in the classroom that will assist students who struggle in math, biology, ELA, and literature
  • Teachers will also focus on problem solving in all subject areas, math computation, understanding equations and reasoning techniques during small group instruction
  • Teachers and the administrators will participate in local, state and national professional development that supports math, biology, writing, ELA, and literature instruction
  • An emphasis will be placed on writing in all disciplines (expository and persuasion). Students will maintain a journal in core subject areas.
  • Teachers will participate in school retreats that focus on instructional planning efforts
  • A Home School Liaison and Attendance Specialist will be hired to increase parent and community involvement and improve student attendance at the school
  • The goal is for students to increase on the EOCT test by at least: 6% in biology, 5% in the math, and 3% in ELA
  • A focus will involve improving student attendance rates each month(98% is the goal)
  • Strategies will also be implemented to promote more parent and community participation through the incorporation of parent seminars and workshops, encouraging stakeholders to serve on committees and boards, and informing parents and community members about school activities and meetings

Somecauses that stakeholder discovered for the various areas of weakness were due tolimited student interventions within the classroom setting and lack of differentiated instruction in each class. Some students were able to master complicated problems or questions at the lower to middle levels. All students need to be mastering math and ELA problems at the middle to higher levels. In addition, more in class strategies/interventions would assist students who struggled in the various academic areas of learning.

*2.Schoolwide reform strategies that are scientifically researched based.

(a)Provide opportunities for all children in the school to meet or exceed Georgia’s

proficient and advanced levels of student performance.

(b)Are based upon effective means of raising student achievement.

Continuous school improvement is a focus at Booker T. Washington High School Early College. An array of school-wide reform strategies that will focus on advancing student achievement and providing professional development for teachers will be implemented throughout the school year. To begin, all students will be taught at advanced levels. Support mechanisms such as extended learning time during the school day, before and after school tutoring, academic monitoring for struggling students and small group and differentiated instruction in the classroom setting that will address the needs of all students at the school.

In addition, the following approaches will aid in incorporating rigor into the curriculum to enable students in the school to meet or exceed Georgia’s Performance Standards. Below are the school-wide reform strategies that are incorporated and provided at the school.

  1. Early College Initiative –The Early College High School Initiative supports the concept of challenge not remediation will make a difference for young individualswho struggle with the possibilities of attending college. This research-based initiative is possible, as a result of the financial support from the Bill & Melinda Gates Foundation. The Early College Initiative will enable teachers to participate in local, state, and national conferences in which they can learn cutting-edge instructional strategies that will help to accelerate learning in the classroom. Moreover,students will have the opportunity to enroll in dual enrollment programs through a collaborative partnership between BTWHS-EC and GeorgiaStateUniversity and ClarkAtlantaUniversity. In addition, teachers will participate in professional development that focuses on the Early College Instructional Framework, which will provide support for student learning in the classroom. Moreover, the strategies from the Early College Instructional Framework will be used advance learning in the classroom.
  1. Institute for Student Achievement (ISA) -ISA is an intermediary of WashingtonEarlyCollege. Teachers from the school will attend yearly conferences and participate in professional development that focus on the ISA seven principles: College preparatory instructional program, Distributed Counseling, Dedicated team of teachers and counselors, Continuous professional development, Extended school day and school year, Parental involvement and Continuous organizational improvement. The implementation of these principles, in addition to the school evaluation and students assessment efforts will contribute to continued school improvement. Furthermore, the instructional framework used for ISA will be used to instruct students in the classroom.
  1. Advisory - Advisory will play a pivotal role in personalizing the learning environment at Booker T. Washington High School Early College (BTWHS-EC). Advisory will be held every day for 30 minutes, and each advisory group will consist of a maximum of 20 students and one advisory teacher. Advisory lessons will focus on character education, educational planning, book studies, team building activities, college and career readiness, seminars, lessons introducing the one pathway(Teaching as a Profession) at the school, sharing circles (students will discuss topics related to college readiness, teen issues and future aspirations), and service project learning. A literacy day will be added each Thursday. The Thursday Literacy Day in advisory will consist of reading, writing, presentations, and role playing.
  1. Content and Interdisciplinary Teaching and Learning – Content teaming consists of teachers teaching the same discipline (different grade levels) meeting in order to plan for instruction. Interdisciplinary teaming involves collaboration between teachers from the core and elective subject areas. The content team teachers will meet three times per week, during the instructional day to plan for instruction, evaluate student work, participate in data meetings, and conduct peer observations. The interdisciplinary teams will meet twice per month after school (in a designated classroom or conference area) to discuss student academic and behavioral concerns (at which students support team meetings will also take place), identify and evaluate best instructional practices, examine teaching methods, evaluate student bench mark tests and formative and summative assessments (data meetings), plan for interdisciplinary project based learning activities and thematic units of study that relate to real-world learning, and identify ways in which to cultivate strong and positive relationships between the students and teachers. All teachers will meet during faculty meetings (once per month) and Collaborative Learning Team PLC (once per month) to collaborate about instruction, student needs, participate in school wide professional development, and book studies.
  1. Establishment of Professional Learning Communities– Professional Learning Communities (PLCs) will be established using Du Four’s framework for PLCs.The establishment of Professional Learning Communities (PLCs) during common planning, before school and after school will enable teachers to participate in professional development and planning opportunities that will help to enhance teaching and improve student learning. Furthermore, the PLCs will promote professional growth and teacher empowerment, which will allow teachers to work collaboratively on evaluating their instructional practices and identifying professional development that will meet the needs of their students.

Other research based, reform programs that specifically target various student groups (i.e., students below grade level, on grade level, and advanced students) includeUSA Test Prep, Compass, and Carnegie Learning. These programs assist students who struggle with reading and math concepts. Students stay after school to work on the computer based program that targets individual student deficiencies. Reports are used to monitor progress. Our advanced students are provided with the instructional strategies from the ISA and Early College Instructional Frameworks (i.e., Inquiry, Habits of Mind, Internships, Writing to Learn, Collaborative Group Work, Classroom Talk, and Literacy Groups). These strategies enable students to complete various research and interdisciplinary projects that go beyond activities in the regular classroom. Lesson assignments/projects are compacted with advanced students, and these assignments enable the students to focus more on deep, analytical thinking, exploration, and research.