school name: johnson county high school district name ......georgia professional standards to common...

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Richard Woods, State School Superintendent of 24

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Johnson County High School District Name: Johnson County Schools

Principal Name: Gary Price School Year: 2015 - 2016

School Mailing Address: 150 Trojan Way, Wrightsville, GA 31096

Telephone: 478 864-2222

District Title One Director/Coordinator Name: Tecia McKay

District Title One Director/Coordinator Mailing Address: P.O. Box 110, 325 Lee St., Wrightsville, GA 31096

Email Address: [email protected]

Telephone: 478 864-3302

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School N/A Focus School N/A

Title I Alert School N/A

Principal’s Signature:

Date: 5/8/2015

Title I Director’s Signature:

Date: 5/8/2015

Superintendent’s Signature:

Date: 5/8/2015

Revision Date: 3/25/2015 Revision Date: 4/29/2015 Revision Date:



SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.



Planning Committee Members

NAME MEMBER’S SIGNATURE POSITION/ROLE Gary Price

JCHS Principal

Dawn Howell

Sp. Ed. / Asse. / CTAE Director

Johnnie Salter

Instr. Coach

Samantha Stanley

Instr. Coach

Heather Hightower

JCHS Parent

Redessa Crawford

SNP Director / CTAE Teacher

Christie Kemp

JCHS Parent

Tecia McKay

Title I / Title III/ SIP Dir.

Roena McLendon

JCHS Parent

Lori Jordan

JCHS Parent

Patricia Solen

JCHS Parent

Olivia Jordan

JCHS Teacher / Interpreter

Katie Horton

JCHS Teacher

Jodie Singletary

JCHS Teacher

Amber Attaway

JCHS Teacher

Sallie Lunzman

JCHS Teacher

Amy Jackson

JCHS Teacher

J.J. Rowland

Title I Parent Liasion

See Parent Meeting signature sheet Dated March 25, 2015



SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response: A. We have developed our schoolwide plan with the participation of individuals who will

carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were school administrators, instructional coaches, teachers, parents, community members, and the district curriculum and school improvement team. Administrators and faculty members met continuously to analyze data and determine goals for the schoolwide plan. Parents and community members were given the opportunity to provide feedback orally at parent meetings or in writing via a feedback form that was also located on the school Website. The created district curriculum and school improvement team met periodically to conduct in-depth data studies. The team reviews the students’ needs to develop strategies to be sure the mission is carried out.

B. We have used various instruments, procedures, and processes to obtain information for this schoolwide plan. The needs assessment process has been based on Georgia Milestone State Assessments (GMSA), USA Test Prep, Content benchmarks, Student Learning Objective (SLO) results and other indicators from the 2014– 2015 school year. The GMSA has transitioned to the Georgia Milestone End of Course (EOC). Prescriptive and summative benchmark exams are also given in the fall, winter, and spring of each year in order for at-risk students to be identified and to determine what interventions to put in place. Data is further compiled from statistics based on daily use of eWalk classroom visits. Data is collected and addressed for the overall school and individual student needs. The Instructional Coach and administrative team concentrate on school needs within teacher classrooms and focus on specific student academic areas of weakness, specifically mathematics, literacy with a focus on writing, and social studies.

C. We have no migratory students at this time; however, the procedures we would follow

should these students be in attendance include assuring such students equal access to a public education and implementing measures to close the gaps that may result in migrant families. Special attention will be given to ensure the identification and requirement of migrant children will not stigmatize or segregate them on the basis of their status. Migrant students will be provided district services for which they are eligible, including Head Start and comparable pre-school programs, Title I, similar state programs, educational programs for students with disabilities or limited English proficiency, vocational and technical education programs, gifted and talented programs and school nutrition programs. Johnson County Schools is a member of the consortium and is supported by Migrant Education Consortium, Abraham Baldwin Agricultural College. The school district uses the Occupational Survey Form to screen for migrant families and students. It is included as part of the initial registration and for students as they enter school during the school year. The school district obtains assistance from the appropriate



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). Migrant Education Agency to obtain training on the rights of immigrants and migrants and to read an out of non-English birth certificate. Based on the school registration, the migrant agency is contacted in writing for support and supplemental help for the families. The district is sure to move in a timely manner to support proper SIS coding and the transfer of school records to support migrant families. Training is shared with teachers through the following: Staff meetings, Professional Learning Opportunities, Memos, Team/Grade level/Department meetings, and emails. The additional regular and special education teachers funded by Title IIA and other sources is used to dramatically increased the number of nontraditional students who are exposed to and are successfully participating in the regular curriculum. In addition, creative scheduling and removal of barriers to the success of migrant students will be utilized to better insure their success.

D. We have reflected on current achievement data that will help the school understand the

subjects and skills in which teaching and learning need to be improved. For example, the data indicate that social studies, mathematics, and literacy with an emphasis on writing are areas of weakness, whereas science is an area of strength. Therefore, a plan has been developed to include more professional learning and one-on-one academic coaching in these areas. The school will also plan the newly awarded Striving Reader Grant funding to advance these areas. Teachers continue the process of implementing the Literacy Design Collaborative (LDC) and Mathematics Design Collaborative (MDC) in order to address the needs in literacy and mathematics. Social studies teachers have attended conferences and EOC workshops to help increase achievement in social studies. They also redeliver to the staff as these strategies support instruction in all content areas and with vertical collaboration to support middle school social studies teachers. Teachers are participating in professional learning to increase active engagement and include more differentiation within their instruction.

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. Data across all content areas except for physical science and United States history indicate the male subgroup is a priority. Data indicate the black subgroup is a priority across all content areas, as well as students with disabilities. Because the majority of students at Johnson County High School are identified as economically disadvantaged, students are provided with ample support such as providing access to print materials and technology and engaging in conversation with students to encourage and acknowledge strengths and weaknesses in achievement. Students with limited English proficiency are supported through consistent use of visual aids, hands-on learning activities, peer tutoring, and incorporation of literacy strategies across all content areas. The use of TransACT supports the school in translated



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). materials. Furthermore, the faculty maintains high expectations for students but supports students by empowering programs such as during and after school tutoring sessions, support workshops for parents, peer tutoring, and one-on-one graduation and career conferencing. Students in these subgroups will be targeted by providing differentiation, providing opportunities for mentorships, implementing data-driven instruction, and ensuring all teachers receive support through job-embedded professional learning and external support through the local RESA, GLRS, and Georgia Department of Education.

F. The data has helped us reach conclusions regarding achievement or other related data.

The most evident areas of strength were found in our program were in physical science. Scores from state assessments, benchmark exams, and formative data indicate students are generally comfortable with this content area. Student achievement in English, specifically American Literature and Composition is relatively good, yet students’ Lexile scores are not reflective of their current grade level.

The major needs we discovered were in reading comprehension, social studies, mathematics content, specifically algebra and geometry, and writing.

The needs we will address are literacy with a focus on writing, CCGPS algebra and geometry, and social studies.

The specific academic needs of those students that are to be addressed in the schoolwide program plan will be targeted intervention in literacy with a focus on writing, engaging students in mathematical decision making and problem analysis in algebra and geometry, and support in the area of social studies.

The root cause(s) that we discovered for each of the needs are the change from Georgia Professional Standards to Common Core Georgia Professional Standards in mathematics and English language arts, a need for more professional development, lack of access to adequate technology, lack of a focus on organizational management and difficult in teacher recruitment (a rural area). This is compounded by the GDOE rolling out Georgia Standards of Excellence (GSE) next academic year.

The measurable goals/benchmarks we have established to address the needs include increasing achievement in CCGPS coordinate algebra, CCGPS analytic geometry, English/language arts, and social studies, especially among black males and students with disabilities. Furthermore, writing is a focus in order to increase students’ performance on the GMSA / EOC. 2. Schoolwide reform strategies that: Response:

Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).



Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

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

Educational field trips that are used as instructional strategies and are aligned to comprehensive needs assessment.

Support of students with disabilities through the use of co-teachers and differentiated practices

Support of students with limited English proficiency through the use of tutoring programs, assignment of peer tutors, and conferencing

Utilization of students’ Individualized Education Programs (IEP) and 504 plans to provide students with appropriate accommodations and modifications

Support of black male subgroup through the use of a new mentoring program and through ongoing analysis of students’ benchmark data to create interventions to meet students’ needs

Support of all students by providing differentiated instruction based on results from formative assessment practices (differentiation based on learning style, student interest, or developmental level)

Attendance Recovery and Credit Recovery are supplemental efforts of the school to help students close achievement gaps.

Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations

Response: We will increase the amount and quality of learning time by providing students with ample opportunities to receive tutoring and support. Teachers are available to tutor students before and after school. Furthermore, based on funding, summer school is available for Attendance Recovery and Credit Recovery. Block scheduling at the high school allows students time to participate in active reading, science labs, mathematics problem-based learning, and project-based learning. Teachers create differentiated lessons to meet the needs of all learners. Furthermore, teachers have previously participated in MDC and LDC training in order to ensure students are meeting the Common Core standards in mathematics and literacy, and next



year will expand the standards based classrooms strategies with professional learning funding by Striving Reader. The Striving Reader Grant will provide funds to build consistency with writing across the curriculum expectations. Additionally, it is planned to ramp up the integration of the media center directly impacting classroom instruction and build a culture of reading in the school and perhaps compensate for the lack of reading in the students’ home environment. Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: Johnson County High School is focused on Standards-based Teaching and Differentiation so that all students’ needs are met and state standards are being followed.

Area1) Leadership development to improve the culture of students being engaged in rigorous learning and achieving in a safe environment with the collaboration of all stakeholders. Dweck, C. (2006) Mindset The New Psychology of Success: How We Can Learn to Fulfill Our Potential. New York, NY: Ballentine books. Volmer, J. (2010). Schools Cannot Do It Alone. Fairfield, IA: Enlightenment Press. Area 2) Standards-based Teaching and Differentiation Alper, L. “Thinking maps: A language for leading and learning.” In D. Hyerle, et al. (Ed.) Student Successes with Thinking Maps. Thousand Oaks: Corwin Press, 2004. Brandt, R. (1998). Powerful teaching. Alexandria, VA: ASCD. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD. Lewis, W., S. Walpole, and M. McKenna. (2014). Cracking The common Core: Choosing and Using Texts in Grades 6-12. New York, NY. The Guilford Press. Payne, R. (2013). (Revised Edition) A Framework for Understanding Poverty: A Cognitive Approach. Highlands, TX: Aha! Process, Inc. Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass. Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.



Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD. Wormelli, R. (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME. Stenhouse Publishers. Area 3) Formative Assessment Practices, Clear Learning Targets (5-step Protocol), Effective Feedback, Self-Assessment and Goal-setting, Scaffolding, Use of Rubrics Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: ETS Assessment Training Institute. Brookhart, S. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA. ASCD. Clarke, D. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press. Guskey, T. (2009). Practical Solutions for Serious Problems in Standards-Based Grading. Thousand Oaks, CA: Corwin. O’Conner, K. (2009). How to Grade for Learning K-12. Thousand Oaks, CA: Corwin. Area 5) Vocabulary (5-step Protocol, Nonlinguistic Representation, Cooperative Learning, Questioning and Advanced Organizers) Marzono, R. (2000). What works in classroom instruction. Alexandria, VA. ASCD. Georgia Formative Instructional Practices (FIP), Georgia Dept of Education. Lesh, B. (2011). “Why Won’t You Just Tell Us the Answer?” Teaching Historical Thinking Grades 7-12. Portland, ME. Stenhouse Publishers. Teachers are engaged in the implementation of standards-based classrooms. A major shift was the focus on the implementation of the CCGPS in English, mathematics, and literacy in history/social studies, science, and technical subjects. The focus is on implementation will be redirected next year as the school initiates Georgia Standards of Excellence (GSE). The academic coach and administrative team work collaboratively with the teachers to provide feedback and coaching to implement standards-based classroom expectations. The coach’s cycle of professional learning establishes a solid foundation for job-embedded professional learning. Job-embedded professional learning is based on awareness walks and other informal observations with the use of observation templates created by administration for the use of



eWalk technology. Professional Learning Communities are implemented for teachers and academic coaches to collaborate and discuss best instructional and assessment practices regarding differentiation, Response to Intervention (RTI), higher order thinking skills, formative instructional practices, thinking maps, and content application to the real-world.

Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response: Teachers are using the Statewide Longitudinal Data System (SLDS) to identify students’ needs and those who may be at risk of being unsuccessful in specific content areas. SLDS is also used to access various resources aligned to state standards and to study student growth. Along with using SLDS, teachers engage in careful analysis of ongoing benchmark assessments to determine appropriate instruction for at-risk students. Supporting literacy, with emphasis on writing, across the curriculum will be one of the major focal points of professional learning funded by the Striving Reader grant. Collaboration with teachers, interventions through student conferencing, and a focus on increasing outcome on the GMSA / EOC to ensure student success. Literacy support previously included training for administrators and teachers for the Literacy Design Collaborative (LDC), which seeks to build students’ college-and-career-ready literacy skills. Both regular education and special education teachers have also received training for Planet Literacy, a program devoted to the implementation of highly engaging, research-based literacy strategies for all content areas. Mathematics support includes a District Math Team training to provide support for teachers and parents. Training is also provided for the Mathematics Design Collaborative (MDC) initiative, which uses formative assessment lessons (FALs) to engage students in assignments that address mathematics understanding based on the CCGPS (evolving to Georgia Standards of Excellence, GSE). The team consistently attends GDOE provided Mathematics Institutes to stay abreast of the most effective means of implementing the math curriculum as advocated by the state department of education. Social studies teachers are receiving support through local RESA representatives as well as the Instructional Coach. Professional Learning Communities allow teachers to discuss ways to increase student achievement by identifying at-risk students, implementing more formative assessments, ensuring that content is differentiated to meet the needs of all learners.



Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

The Individuals with Disabilities Education Act (IDEA) funds are used to provide supplemental special education teachers as the school improves its implementation of inclusion environments in all academic content areas. With this, all special education teachers have been retrained in developing Individual Education Programs (IEP) based on the integration of the Georgia Performance Standards (GPS) and CCGPS / GSE. The Family Connections program works internally and in the community providing healthy childhood development workshops and projects. These initiatives all blend together to provide teachers with support, professional learning and materials to allow them to provide more effective instruction to their students.

Administrators, special education, and regular education teachers are also engaged in the development of a school-wide behavior plan this school year, using research-based practices in the areas of behavior and classroom management. Additionally, all educational field trips that are used as instructional strategies are aligned to the comprehensive needs assessment found in this plan. See Appendix A for documentation.



Address how the school will determine if such needs have been met; and

Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Response: Formative and summative assessment efforts are increasing. The goal is to strongly use data driven instruction. All faculty members are required study data including test scores, benchmark data, Lexile scores, report card and progress report card scores, writing samples, student work, attendance, and behavioral data to determine if students are at-risk of failing or not meeting the standards. Teachers create at-risk lists based on this data analysis to determine what interventions should take place. Interventions include additional tutoring, one on one tutoring, peer tutoring, conferences, differentiation, and in school remediation tutoring for state tests. 3. Instruction by highly qualified professional staff Response: Johnson County High School administration works closely with central office personnel to ensure that all staff members are highly qualified by employing strategies to attract such teachers to JCHS. At this time, only 1 teacher is not Hi-Q. To comply with the requirements federal and state requirements, parents of students at JCHS may request information regarding the professional qualifications of their student’s teachers and paraprofessionals. 4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Response: The reform initiatives described above require intensive professional development for successful implementation. Administrators, instructional support staff, and teachers participate in training designed to increase instructional effectiveness for all students. Professional learning community assignments serve to increase knowledge of all involved. The principal has completed the Georgia Leadership Institute of School Improvement (GLISI) and leads the School Change Team in development, implementation, and monitoring of school improvement SMART goals. There are plans to add another GLISI team this year for leadership training. Continuous onsite leadership training engages all administrators and instructional coaches as well. The goal is to build a culture that is a strong foundation for student achievement to flourish. The ongoing implementation of The Coach’s Cycle will support job-embedded professional learning. The focus this year at the high school will be more on practicing and modeling. To support new teacher pedagogy, at the beginning of the year, at least one day a week is dedicated to explicit teaching. The Coach’s cycle will be based on formal and informal data (Ewalks, peer observations and other informal observations). Teachers also conduct bi-monthly peer observations to monitor the implementation of best practices.



4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services

personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example, administrators, instructional support staff, and teachers participate in training designed to increase instructional effectiveness for all students. Professional learning community assignments serve to increase knowledge of all involved. The principal has completed the Georgia Leadership Institute of School Improvement (GLISI) and leads the school leadership team in development, implementation, and monitoring of school improvement SMART goals. Plans are in place to move deeper into support of social studies curriculum. Support of Black male students using the P.U.R.P.O.S.E. mentor program is also a current focus. This data-based program, which stands for Potential, Uniqueness, Respect, Pride, Overcome, Service, Education, is a three-pronged approach, designed to meet the emotional, social, and academic needs of black male students at the high school level. A school writing specialist supports teachers with writing instruction. Teachers are involved in MDC and LDC training in order to meet students’ needs in the areas of mathematics and social studies. Instruction will be supported in technology, more aligned with the media center, and enhanced with literacy “richness” in all content with the use of newly secure Striving Reader grant. All JCHS administrators also participating in a leadership book study, Schools Cannot Do it Alone by Vollmer. The next leadership book, Mindset The New Psychology of Success: How We Can Learn to Fulfill Our Potential by Dweck will be an additional tool in the series of steps to sharpen the impact of the leadership team. All faculty members have completed participate in The Write to Read by Leslie Roessing book study and workshop as well. The team is slated to engage in additional book students focused on literacy and standard based practices (grading, assessment leading to differentiation, use of rubrics as a self-assessment tool for student growth).

B. We will align professional development with the State’s academic content and student academic achievement standards.

The administrative team moved forward with the use of the Teacher Keys Effectiveness System (TKES) and the Leader Keys Effectiveness System (LKES), and teachers are receiving specific training regarding the ten TKES standards used in the evaluation process.

Professional collaboration and training also occur to increase the level of implementation of inclusion classrooms with emphasis on co-teaching. There is a strong correlation between the training received and the progress



4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

of JCHS. Teachers receive content specific professional development, which utilizes the GPS or CCGPS (GSE).

C. We will devote sufficient resources to carry out effective professional development

activities that are primarily job embedded and address the root causes of academic problems. For example, at least one day a week is dedicated to job-embedded professional development based on formal and informal data (Ewalks, peer observations and other informal observations). Teachers also conduct monthly peer observations to monitor the implementation of Thinking Maps, the 5 Step Protocol, and the Instructional Framework, among other practices. Teachers receive daily support from the academic coach using the Coach’s Cycle, with the focus being primarily formative instructional practices and active engagement. Revisits to components of the standards-based classroom are regularly scheduled on the professional learning calendar. With the support of the academic coach, the teachers have been better able to implement the components of a standards-based classroom (in-classroom support, student interventions, community outreach, etc.). New teachers also receive support from mentors who assist them in developing and honing best practices as related to instruction. Resources such as mini white boards, supplemental instructional materials, and technology such as SMART boards and electronic response systems are available for teacher use.

D. We will 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 :

Collaborating to analyze student work using rubrics Analyzing prescriptive and summative benchmark data to determine goals,

at-risk students, change of instruction, and interventions. Utilizing SLDS to study historical and operational achievement data as

well as student Lexile scores to create action plans regarding students who are struggling with the content.

5. Strategies to attract high-quality highly qualified teachers to high-need schools. Response: Strategies to ensure instruction by highly qualified teachers who meet the standards established by the state of Georgia include posting available jobs and descriptions to the Teach Georgia Website; offering job-embedded professional learning to all teachers; utilizing mentors to support new teachers; and ensuring new teachers receive one-on-one and group instructional support through the use of an Instructional Coach. Currently, JCHS has one social studies teacher who is not certified at the secondary level in



social studies. Certification deficiencies are being addressed by providing a professional development plan for this teacher, support through professional learning communities and modeling provided by the instructional coach, content specific professional learning opportunities, and funding for the state GACE exam for certification. 6. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services. Response: JCHS provides opportunities for parental involvement and interaction.

A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy by ensuring all parents have access to the schoolwide plan to review and discuss. Parents are asked for feedback during Title I meetings and during school council meetings. A feedback form is made available to parents via face to face meetings as well as on the school Website. Parent orientation (formerly Open house) workshops are held at the beginning of each school year for each grade level. The JCHS school council is a very active component of parental involvement allowing a core group of elected parents to give preliminary input on all major school issues.

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 communicating with parents through the use of at-risk progress reports, quarterly newsletters, and a grading folder requiring a weekly parent signature, which provides parents and teachers with two-way communication. Parents may also find information within the Infinite Campus parent portal, via the message board. Each teacher’s action plan contains parent contacts and conferences. JCHS also uses notification technology to call each family’s home for special meetings and events. Furthermore, the school continuously updates the school Website to share home-school communications and publishes articles regularly in local papers in an effort to keep parents informed.

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 schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by sending out flyers and posting on the school Website that such meetings will take place. At this annual meeting, parents will have the opportunity to discuss the plan and offer feedback orally or via a written form.

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 encouraging parents to schedule regular visits with teachers. Teachers conduct frequent parent conferences via telephone, administrative conference, and email. Parent conference days are planned during early release days throughout the year to give parents an opportunity to conference with



teachers, and teachers are available each day during their planning periods and before and after school to meet with parents at the request of either the parents or the teacher. Teachers are asked to make contact with all parents before the end of the first semester. Title I funds allow JCHS to employ a district parent liaison who conducts home visits and provides trainings to parents in order to increase communication between teachers and parents.

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 offering parents the opportunity to leave feedback via a form which is posted on the school Website. Parent members of the school council are also involved in the review of Title I program information, curriculum usage, and any other decisions related to students’ education at JCHS. Parents are encouraged to participate in ongoing parent meetings throughout the school year as well.

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 by involving parents in the creation/revision of the school-parent compact. Parents are given the opportunity to provide input for the compact during the annual Title I planning meeting. Parents, students, teachers, and the school principal review the compact and sign off on it to acknowledge the compact has been read, received, and agreed upon.

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 utilizing a parent liaison to conduct parent trainings and home visits. Furthermore, the school instructional coach conducts trainings with teachers to support them with their capacity to build parental involvement.

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 involving parents in trainings on technology usage, mathematics, literacy, and Georgia Standards of Excellence (GSE). JCHS has is a member district math team (also supporting S.T.E.M.) which holds a math night each year for parents. This vertical math collaboration was based on the data and is another tool to increase math achievement by engaging parents.



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 ensuring all faculty and staff participate in trainings on how to build parental involvement within the school. The instructional coach works with teachers to view Webinars, review resources, and discuss collaboratively how to involve parents in their child’s education.

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, 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 holding district-wide meetings, school workshops, and Parent-Teacher Organization meetings in which training for parents is provided. Furthermore, newsletters, a system call out, and the district level parent meetings/ workshops serve to keep parents informed. In lieu of parent resource centers and because of limited funding, a district parent liaison is utilized to train parents to work collaboratively with educators and to support their children in education.

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 ensuring all communications are available to parents in written format and electronically via the school Website. A call-out notification system is also used for communication purposes. Communications are translated through the use of the TransAct program, through which administrators and select staff have received training.

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 using the TransAct program to translate all communications and utilizing an on-site interpreter, when needed. 7. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.Response: We will plan activities for assisting preschool children in the transition from early childhood programs. We have also included transition plans for students entering middle school or high school and for students entering from private schools including students entering our school throughout the school year. Counselors from Johnson County Elementary School and Johnson County Middle and High Schools coordinate students’ transitions from early childhood programs to elementary school, from elementary school to middle school, and from middle school to high school. Rising kindergartners, sixth-



graders, and ninth-graders have the opportunity to visit their prospective schools before the school year begins. All students and their parents are invited to participate in an annual orientation night, specific meetings for their grade level, and meet one-on-one with the counselor to discuss a plan to put in place for graduation. Parents are given newsletters which include information about standardized tests and graduation requirements as well as the CCGPS standards and new curriculum. High school students have the opportunity to take classes in certain career fields, participate in college and technical school tours, and can discuss military programs, during the school day, with various recruiters to prepare for college or a potential career. Students who are transitioning from private school or who enroll in the middle of the school year are supported through individual orientations (to include parents as well) and peer mentorships. Furthermore, students’ transcripts and records are evaluated and students and parents fill out registration packets in order to determine students’ social, emotional, and academic needs. Services for students are provided based on information obtained and data collected. Services may include but are not limited to on and off-site resources to support students identified as homeless, use of an interpreter and the TransAct program to provide students who do not speak English as a first language with support, assistance for migrant students (in partnership with ABAC), as well as credit recovery, and attendance recovery opportunities.

8. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Response: The ways that we include teachers in decisions regarding use of academic assessments are teachers and administrators meet frequently to analyze and interpret student data collected from benchmarks created from Georgia Online Formative Assessment Resource (GOFAR) and USA Test Prep. This previous year JCHS began full implementation of Specific Learning Objectives (SLOs) as a part of the teacher evaluation process. Student growth will be an indicator of job performance. Teachers also develop at-risk student lists using benchmark, state assessment, and report card data and collaborate to discuss interventions to target these students. Through the implementation of leadership meetings, school change meetings, data analysis meetings, benchmark reviews, and district curriculum meetings, teachers, administrators, and central office personnel (including the superintendent, Title I director and curriculum director, and special education director) participated in the development of this school-wide plan over a one year period. 9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Response: 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, and additional assistance. Those activities are (especially for those students who are struggling) taking measures to ensure that students’ difficulties are identified in a timely matter. Teachers and district personnel engage in frequent analysis of benchmark data, and teachers create at-risk student lists based on the data to identify students who are not meeting the proficiency or advanced proficiency level of performance. Teachers are encouraged to differentiate their instruction to meet the needs of all students. Each student is actively involved in an advisor / advisee mentor program. Students receive tutoring and supplemental interventions based on the GMSA / EOC, USA TestPrep, and OAS (now GOFAR) benchmark, and mock GHSGT data. This previous year the test will evolved to the Georgia Milestones as well as the implementation of more benchmarks to support SLOs assessments. Tutoring is provided in a limited capacity based on limited funding resources. However, it is includes pull-out during the day and summer school based on funding. Odyseeware, is another means by which the school allows students Attendance Recover and Credit Recovery. The school counselor works with students one-on-one to provide graduation planning as well.

10. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Response: Students at JCHS are served through several federal, state and local programs. Students who are identified as at-risk or below grade level are provided with support from Title I-A, Title I-C, Title VI-B, Title II-A, the Striving Reader grant, and the Carl D. Perkins Vocational and Applied Technology Act. All programs being implemented at Johnson County High School are fully integrated with each other. Locally, at-risk students are further supported by Oconee RESA instructional specialists, the Department of Family and Children Services, and Johnson County 4-H. The school also partners with the Community Health Agency to provide students with relevant information regarding their health as well as yearly flu shots. School nutrition is an integral part of Johnson County High School as well. Students are provided daily breakfast and lunch choices. A summer program operates to provide lunches and snacks to students enrolled in summer instructional services and those who are not. The school has participated in the Feed-A-Kid program since 2005. In addition, the community based Ministerial Association provides a supplemental tier of support for JCHS students by being present for grief counseling. JCHS works closely with our local Family Connection program housed in our building. The Family Connection program provides workshops to guardians, a clothing bank for students, and



home visits if needed. The Olweus anti-bullying program continues to support our efforts to provide a safe, non-threatening environment. The school plans to join the school district to initiate the implementation of Positive Behavioral Intervention & Supports (PBIS). Homeless students are adequately served by ensuring their emotional, physical, and academic needs are met. Homeless students are guaranteed a free and nutritional breakfast and lunch, and the Golden Harvest Food Bank is available for students to have access to food over the weekend. The Family Connection program also has clothing on site for students who may need specific articles of clothing such as jackets. Administrators, counselor, academic coaches, teachers, and paraprofessionals are trained to provide support to homeless students by providing individual student learning support, tutoring, credit recovery, and attendance recovery. Title I funds are mainly used for teacher or paraprofessional salaries. They are also used to provide teachers with a high school academic coach in order to support teachers in best instructional practices to increase student achievement. State and local funds are used along with federal program funds to provide teachers and students with the resources and technology necessary to enhance instruction for all students. Furthermore, Title I funds are used to hire a district parent liaison who works in conjunction with the school administrators, appropriate school/district personnel, parents and children to promote parental involvement in order to address behavioral, social, and academic issues of children and their families. Finally, Title I funds are used to provide teachers and coaches with professional learning training to improve instruction and ultimately, student achievement. Students who are identified as at-risk or below grade level are provided with support from Title I-A, Title I-C, Title VI-B, Title II-A, and the Carl D. Perkins Vocational and Applied Technology Act. Students also have the opportunity to participate in the work-based learning program. Programs are developed as part of a collaborative effort between school administrators and district personnel, including the CTAE director, work-based learning coordinator, and Title I director. 11. Description of how individual student assessment results and interpretation will be provided to

parents. Response: Johnson County High School will continue to provide individual student academic results to the parents, including an interpretation of those results, as required by the ESEA Flexibility Waiver. Individual student data is sent home for parents to view throughout the school year, when appropriate, along with student report cards. When testing results become available, an announcement will be posted in the local newspaper and on the school Website. Parents are encouraged to come to the school to pick up the testing results and interpretation guide, or the assessment results can be mailed or sent home with the student. Results are also shared annual in the “State of the School” presentation after assessment results are analyzed. 12. Provisions for the collection and disaggregation of data on the achievement and assessment results

of students. Response: Teachers use GMSA / EOC data along with OAS benchmark data, diagnostic tests,



and any additional tests to collect useful information on student progress in each content area. Formative assessment data is also used to collect information on students’ progress that teachers can use to inform their instructional practices and differentiate content, process, and product. SLDS is utilized by teachers to study student growth and to assist in identifying at-risk students. Teachers meet according to content area to analyze and disaggregate assessment results. Data analysis by content area is necessary to ensure teachers can identify areas for instructional improvement and provide support for students who do not meet or exceed on the GHSGT and EOCT (this current year included data from GMS / EOC). Disaggregated data is shared at school-based meetings and district-based meetings, and data review is part of the ongoing school improvement process at JCHS. 13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable. Response: State assessments from which disaggregated data are studied are valid and reliable, and data is studied frequently to monitor at-risk students appropriately. A data review team meets to analyze data and ensure students whose test scores are below proficiency are identified and provided with the necessary interventions to increase proficiency and improve achievement. Benchmark assessments, diagnostic assessments, formative assessments, and other assessments are used to gather data on individual students.

14. Provisions for public reporting of disaggregated data. Response: Disaggregated data are reported through the use of the local newspaper and the school Website, as JCHS is sure to release the school status. Disaggregated data may also be reported during school parent nights and Title I and school council meetings, in which parents and community members are invited to attend. The data is used to develop an annual state of the school address and is a part of the school improvement process. 15. Plan developed during a one-year period, unless the LEA, after considering the

recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program

Response: The schoolwide program was developed within a one-year period and was a collaborative effort between school administrators, Instructional Coach, counselor, teachers, central-office personnel including the Title I director and curriculum director, and director of special education, community members, parents, and Oconee RESA representatives. Revisions were made throughout the year with all parties offering input on the plan’s development.



16. 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: This plan was a collaborative effort between school and community members, including teachers, service personnel, students, and parents. Community members and parents along with school staff were invited to participate in a Title I meeting in which they could attend break-out sessions on the JCHS schoolwide program. Members were able to ask questions and provide input via oral and written communication, using a parent feedback sheet. Along with the school council, Oconee RESA provided input as well. 17. Plan available to the LEA, parents, and the public. Response: This schoolwide program was posted on the school Website along with the feedback sheet so that all school and community stakeholders could take part in the revision process. The JCHS schoolwide program has also been available at parent meetings and school orientation nights for parent, student, teacher, and community member review. 18. 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: This plan has been 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. Administrators and teachers use TransACT for interpreting documents into native languages; an interpreter is also available as needed. 19. Plan is subject to the school improvement provisions of Section 1116. Response: The schoolwide plan of Johnson County High School is subject to the school improvement provisions of Section 1116 of the No Child Left Behind statute.

ALPPEND



APPENDIX A

JOHNSONCOUNTYSCHOOLS

FIELDTRIPREQUESTFORM

GRADE / CLASS MAKING REQUEST ________________________________________________________

DATE OF REQUEST (TODAY’S DATE)_______________________________________________________

TEACHERS INVOLVED ___________________________________________________________________

NAME OF DRIVER IF KNOWN _____________________________________________________________

DATE / TIME LEAVING SCHOOL ___________________________________________________________

STARTING TIME OF EVENT _______________________________________________________________

DATE / TIME RETURNING TO SCHOOL ______________________________________________________

LOCATION OF FIELD TRIP ________________________________________________________________

INSTRUCTIONAL STANDARD(S) ___________________________________________________________

SUPPLEMENTAL TARGETED AREA (IF APPLICABLE, CHECK 1 OR MORE AREAS):

ACADEMIC ACHIEVEMENT BEHAVIOR ACHIEVEMENT (CHARACTER / ATTENDANCE) OTHER _______________________

COMPREHENSIVE NEEDS ASSESSMENT AREA TARGETED (CHECK 1 OR MORE BASED ON SCHOOL DATA AND SWP):

ACADEMIC NEED (i.e. SOC. STU., MATH, or “exceeds” category of writing ach. STUDENT SUBGROUP (i.e. Black Males, SWD, Poverty)

OTHER ________________________

WILL STUDENT BE CHARGED A FEE? __________ IF YES, HOW MUCH? __________

LIST NAMES OF CHAPERONES ___________________________________________________________

PRINCIPAL’S SIGNATURE APPROVAL DATE

SUPERINTENDENT’S SIGNATURE APPROVAL DATE

SACK LUNCHES SHOULD BE TAKEN. ARRANGEMENTS ARE THE RESPONSIBILITY OF THE PERSON(S) MAKING THE REQUEST.

ARRANGEMENTS SHOULD BE MADE DIRECTLY WITH THE CAFETERIA MANAGER.

DO NOT ASSUME THAT THE FIELD TRIP IS APPROVED UNITL YOU ARE CONTACTED BY THE SUPERINTENDENT’S OFFICE.

REVISED 9/2013

school name: johnson county high school district name ......georgia professional standards to common...

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