Georgia Department of Education Title I school wide/School Improvement Plan

1. 
   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):

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  Increase co-hort graduation rate 56.19% (2012) to 60% (2014).
  
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  Increase the percentage of students passing the 9^th Grade English/Language Arts EOCT from 73.5% (2013) to 74.1% (2014)
  
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  Increase the percentage of students passing the 11^th Grade English/Language Arts EOCT from 82.8% (2013) to 84.7% (2014)
  
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  Increase the percentage of students passing the Georgia Writing Assessment from 87% (2013) to 92% (2014)
  
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  Increase the percentage of students passing the Coordinate Algebra 1 EOCT to 16.9% (2013) to 51.6% (2014)
  
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  Increase the percent of students passing the Biology EOCT from 66.9% (2013) to 69.9% (2014).
  
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  Increase the percent of students passing the Physical Science EOCT from 75.0% (2013) to 78.0% (2014).
  
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  Increase the percent of students passing the United States History EOCT from 39.1% (2013) to 51.1% (2014).
  
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  Increase the percent of students passing the Economics EOCT from 59.7% (2013) to 73.5% (2014).
  

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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2. 
   We have used the following instruments, procedures, or processes to obtain this information . . .
   

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  Survey
  
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  Root Cause Analysis
  
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  Minutes of student advisory council, parent/community advisory council, school leadership team
  
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  End-of Course Test Results
  
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  Georgia High School Graduation Test Results
  
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  Response to Intervention Progress Monitoring
  
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  The most recently reported Lexile Scores (Language) for reading levels
  
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  Georgia School Keys Implementation Guide
  
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  GAPSS Analysis
  

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  Math Diagnostic tests
  
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  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.

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.

3. 
   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.
   

4. 
   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,
   

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

1. 
   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:
   

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  Economically Disadvantaged Students
  
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  Students from Black and Hispanic racial and ethnic groups
  
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  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.

6. 
   The data has helped us reach conclusions regarding achievement or other related data.
   
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     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.
     
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     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.
     
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     Students with disabilities performance scores on the Georgia High School Writing Test have been identified as major needs at Maynard H. Jackson High School.
     
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     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.
     
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     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.
     
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     The specific academic needs of those students that are to be addressed in the school wide program plan will be determined by student performance on diagnostic assessments and ongoing assessment of student learning. Teachers will create assessments inclusive of material addressing expected learning goals from the curriculum to determine specific academic needs. Teachers will plan and deliver instruction that meets the individualized instructional needs of students. The assessment process will continue with formative and summative assessments until students have mastered the standards. After school tutorials and instructional pull-outs will be utilized for students with specific academic needs who need additional instructional assistance in order to master the standards (and meet or exceed on tests).
     
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     The ROOTCAUSES that we discovered for each of the needs were quite a challenge. Each year, a substantial percentage of retained students are placed in our Freshmen class from middle school (This means they did not pass the required CRCT tests or complete courses with passing grades). Additionally, there is a large transient population who comes to Maynard H. Jackson High School with severe academic deficiencies. Initially, the teachers focused on these constraints in the root cause analysis. However, as they began to triangulate data and complete some trash can assignments (which forced them to remove the factors of which they had no control), they discovered that students who fail after sitting in classes throughout the school year at Maynard H. Jackson High School are failing because of teacher failure to consistently plan for differentiation, communicate effectively with students and parents in methods that build relationships and support academic growth, and failure to consistently integrate technology and writing in lessons to support instruction.
     

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

7. 
   The measurable goals/benchmarks we have established to address the needs were . . .
   

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  Each department is creating 45 to 60 day action plans that address common planning, professional learning, and standards-based classroom.
  
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  Each department has created data rooms to track tiered student data addressing academic performance on assessments by standard.
  
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  Each department is submitting an instructional calendar to address the safety nets and instructional pacing for all students (deficient and proficient).
  

Revise the process by creating a professional development

Calendar

Remediation Programs- Continue tutorials (after school and Saturday school)

Revise the process of communication (utilize all mediums)

Integration of Technology & Purchase-Continue to purchase technology equipment and

software for core content areas

Revise the implementation process by monitoring

implementation and writing a plan.

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

Revise include ELA Instructional Coach, Additional Teacher for

each core content area

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 9^th Grade English/Language Arts EOCT from 73.5% (2013) to 74.1% (2014)
  
• 
  Increase the percentage of students passing the 11^th Grade English/Language Arts EOCT from 82.8% (2013) to 84.7% (2014)
  
• 
  Increase the percentage of students passing the Georgia Writing Assessment from 87% (2013) to 92% (2014)
  
• 
  Increase the percentage of students passing the Coordinate Algebra 1 EOCT to 16.9% (2013) to 51.6% (2014)
  
• 
  Increase the percentage of students passing the Math 2 EOCT from 25.1% (2013) to 30.4% (2014).
  
• 
  Increase the percent of students passing the Biology EOCT from 66.9% (2013) to 69.9% (2014).
  
• 
  Increase the percent of students passing the Physical Science EOCT from 75.0% (2013) to 78.0% (2014).
  
• 
  Increase the percent of students passing the United States History EOCT from 39.1% (2013) to 51.1% (2014).
  
• 
  Increase the percent of students passing the Economics EOCT from 59.7% (2013) to 73.5% (2014).
  

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

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  Teachers will employ a standards-based classroom structure throughout the school day and implement the rigorous common core standards with fidelity.
  
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  Teachers will implement best teaching practices inclusive of differentiation, integration of technology, student engagement strategies, feedback, and writing across the curriculum.
  
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  Teachers will implement Response to Intervention strategies.
  
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  Teachers will plan collaboratively with subject area teachers and analyze student achievement data from both formative and summative assessments.
  

Specific resources utilized to implement the aforementioned strategies are:

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  45-Day Action Plans
  
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  Rigor Meter
  
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  Instructional Framework
  
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  Classroom Walkthroughs,
  
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  Common Assessments,
  
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  Standards-based lesson plans,
  
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  Agendas,
  
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  Standards, essential questions, and objectives posted on board
  
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  Professional Learning Calendar
  
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  Computer-Based Instructional Programs (Such as Study Island, Elevate Learning, USA Test Prep, Project Success, etc).
  

1. 
   Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are implementation of Common Core, providing professional learning opportunities for teachers so they can better provide the level of instructional planning and delivery needed to effectively teach for learning, and ensuring students have multiple opportunities for success through participation in tutorials and pull-out programs as needed while providing instructional resources as well.
   

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

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