*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
Response:
Our school-wide plan was by a team of teachers, counselors, administrators, and the instructional coach with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan (as listed on page 3 of this document). Each section was given to either an academy leader or an assistant principal, and from there committees of teachers, counselors, the instructional coach, the graduation coach, and parent volunteers were formed. The plan was broken into parts, and each person named was responsible for working with a committee of teachers to complete the respective parts.
We have used the following instruments, procedures, or processes to obtain this information and this was done by reviewing any data providing supporting information for the established FY ’14 goals, i.e. EOCT scores, graduation rate, attendance, pass percentages from core classes, etc. Next, we reviewed the academic performance of the students who attended our school the previous year as well as the academic performance of the students entering North Atlanta High School as 9th graders (i.e. 8th CRCT results for current 9th graders).
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 to this migrant information section will be entered into Infinite Campus and forwarded by a designated school staff 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.
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. We 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 standards including: economically disadvantaged, racial and ethnic groups, students with disabilities and limited English proficiency. North Atlanta High School is currently not a priority, alert, or focus school according to the CCRPI. Based on our End of Course Test data, we have improved in American Lit, 9th Grade Lit, Biology, Math II, US History, and Economics. Our students are still behind in Coordinate Algebra (which is a 9th grade math course) and Physical Science, but we are addressing those students with deficiencies and putting into place interventions that should help improve learning outcomes for all students.
North Atlanta High School is currently not a priority, alert, or focus school according to the CCRPI.
Based on our three-year data trend for End of Course Tests, the passing rates for 9th Grade Lit, Biology, and Economics have risen since 2011 (see chart above). The passing rate for Coordinate Algebra (a 9th grade math course) is 28%, which is below state average.
To help improve learning outcomes for all students, we are identifying students with academic deficiencies and putting interventions in place.
This year we have scheduled our lowest quartile of 9th and 10th graders to support classes so that the students will have math every day. We are also using a prescriptive computer program (ALEKS) to address individual student needs. We are hopeful that our math scores will improve as a result of this.
Our plan is based on data showing students who have not yet met the State academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards for the core content areas including students:
economically disadvantaged- currently 41%
major racial and ethnic groups- 20% Hispanic/Latino; 44 % Black or African American
students with disabilities- 7%
students with limited English proficiency- 5%
For these subgroups, the focus was on the following data:
Subgroup
GHSGWT % Passing
3-year Trend
Graduation %
3-year Trend
Attendance %
3-year Trend
Economically Disadvantaged
8% increase to 88%
5% increase to 87%
4% decrease to 65%
Students with Disabilities
5% increase to 60%
5% increase to 37%
8% increase to 68%
Limited English Proficiency
too few to 69%
37% increase to 57%
8% decrease to 53%
Black/African American
8% increase to 92%
6% increase to 89%
1% increase to 74%
Hispanic/Latino
17% increase to 82%
38% increase to 67%
2% increase to 54%
Even though the trends show increases in the vast majority of categories/subgroups, the final percentages for each subgroup in each category (with the exception of Black/African American GHSGWT Passing Rate) are not on target and need to be raised.
The data has helped us reach conclusions regarding achievement or other related data.
The major strengths in our programs are diversity in our art and academic course offerings and parental and community support. We have the only International Baccalaureate program in Atlanta Public Schools. This program is being expanded throughout the school to increase the rigor and relevance of our instructional program; however, it is not separated from the rest of the school. All students in 9th & 10th grade, regardless of graduation track, attend classes with their grade-level peers. Likewise, all 9th & 10th core classes address the IB learner profile, thus exposing all students to the same opportunities and rigorous instruction.
There is a major need to address the academic deficiencies of our economically disadvantaged, African American and limited English proficiency student populations. As a result of the comprehensive review of our data sources; North Atlanta goals for FY14 falls into the following categories:
To increase the passing rate by no less than 3% on the End of Course Tests in ALL areas but we are looking for more improvement in the area of mathematics. We would like our Coordinate Algebra pass rate to be at least 50% and our Analytic Geometry pass rate to be at least 65%. To increase opportunities for parental involvement and to forge more community partnerships directly related to school improvement and student achievement.
To develop mentoring relationships between staff members and between staff and students in order to reduce retention rates, failure rates, and absences.
To provide additional academic support through before school (since we have a later start time we can have 30 minutes of tutorial before the start of the school day) and after school opportunities.
The needs we will address will focus on increasing opportunities for all students to read, write, and discuss concepts in major content areas; and increasing academic performance in math, reading, writing and language arts through a high integration of technology to have greater cross-curricular impact.
The specific academic needs of students addressed in the schoolwide program plan will target increased performance on the End of Course Tests in Mathematics, Social Studies, and Science while maintaining our scores in English Language Arts. We want to increase the number of students who meet and exceed expectations on those exams by at least 5%.
The ROOTCAUSE/s for each of the needs is students’ failure to demonstrate mastery of Mathematics and Science standards.
The measurable goals/benchmarks we have established to address the needs are to increase:
The percent of students passing the Coordinate Algebra EOCT from 25% to 50%
The percent of students passing all areas of the EOCT by 3%
The graduation rate from 85% to 90%
The attendance rate from 73% to 78% missing 15+ days
*2. Schoolwide reform strategies that are scientifically-researched based.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.
Response: The ways in which we address the needs of all children at North Atlanta High School particularly the needs of students furthest away from demonstrating proficiency related to the State of Georgia academic content and student academic achievement standards are through working under the following whole school reform strategies.
We have incorporated school-wide professional development sessions on alternating Tuesdays to train staff on ways to be successful in all areas of the TKES. The TKES is a tool used to measure teacher effectiveness, data usage, assessment creation, instruction differentiation, communication, knowledge, and student learning. In focusing on the TKES components, teachers are trained in Marzano’s Highly Effective Strategies with a specific incorporation of summarizing, note-taking, and recognition strategies for the 2013-2014 school-year, which research has shown to be the top 3 most effective of the strategies.
Research has also shown that teacher collaboration- as related to instructional planning, common assessments, and data analysis- also has significant impact on students’ mastery of standards. To this end, North Atlanta’s core areas have common planning based on courses taught. These professional learning committees are required to meet a minimum of once a week to collaborate on ways to help students master the CCGPS, how to measure that mastery, and how to remediate/reteach those standards not mastered.
To afford students more time and opportunities for remediation, all teachers are required to hold after school tutorials at least once a week for a minimum of one hour. Core areas work together in tutorial scheduling to ensure that at least one teacher from that core area is available every afternoon (except those days scheduled for faculty meetings and parent conferences).
Seen as a mechanism for helping students to become increasingly responsible for the direction of their own educational goals, to raise the overall level of both academic expectations and community involvement of our students and to provide a truly seamless transition from middle school to high school, our participation in the International Baccalaureate Middle Years Programme was approved this past summer. This program and its continuation into the IB program provides North Atlanta High School with the structural and philosophical tools to allow us to develop more progressive and effective educational programs for all of our students. MYP and IB initiatives utilize many of the most credible, researched-based instructional strategies similar to those from High Schools that Work (2011), Best Practices, and Marzano’s Classroom Instruction That Works (2001). Using these researched models, we will implement the following specific strategies:
Increased instructional time through block scheduling
• Re-teaching targeted students during class
2(b). Are based upon effective means of raising student achievement.
Response: Following (or in our appendices) are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies.
Strategies from High Schools that Work (2011), Daniels’ et al. Rethinking High School: Best Practices in Teaching (2000), and Marzano’s Classroom Instruction That Works (2001) are celebrated as models for the urban educator. These researched-based strategies have proven to increase student achievement, and we expect the same at North Atlanta High School.
In addition, the International Baccalaureate Middle Years Program is an example of scientifically based research reform programs that provide opportunities for all children to meet or exceed Georgia’s proficient and advanced levels of student performance. Our reform model is equally and fully developed to include all students in our school. The entire instructional staff has received both off-site and school-based training in strategies that are associated with these scientifically based research reforms to ensure the academic success of our students.
2(c). Use effective instructional methods that increase the quality and amount of
learning time.
Response: To ensure the use of effective instructional methods that increase the quality and amount of learning time for our students, the teachers have received training in the following areas:
• differentiation of instruction
• flexible grouping
• interdisciplinary teams
• standards based classrooms
• classroom management
• formative and summative assessments
In addition to the trainings listed above, arrangements were made within the school day for teachers to plan within their content areas at designated times. Some Interdisciplinary teams are meeting (when allowed by Master Schedule) during the school day and afterschool for others to discuss plans to improvement achievement, avoid retention and address behavior issues. The expectations for these curriculum meetings are for teachers collaboratively to plan bell-to-bell instruction, incorporate flexible grouping into their classroom instructional practices, and to use data for both instructional planning and assessment. The instructional coach and academy leaders will support each curriculum area as appropriate.
As ways to increase student learning access and maximize time, we will also offer Saturday and Afterschool programs, teacher afterschool tutorials, studyisland.com membership, literacy coaches to pull students for remediation and support, and tutors from each core department who are available each day after school to meet the needs our underperforming students.
2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).
Response: We are focused on addressing the needs of all students in terms of increased attendance, improved academic performance and an enhanced sense of ownership in their education. Success will be determined by measures of attendance, standardized tests, SAT scores, Georgia High School Graduation Test Performance, End of Course Tests and other available evaluative data. Research indicates that there is evidence that improvement in the following areas significantly impacts student academic achievement in schools similar to North Atlanta’s population:
• Attendance
• Passing/Promotion Rates
• Achievement
• Closing the Achievement Gap
• School Climate
• Teacher Attitudes
• Student Attitudes
To assure that we are responding to the needs of the students and groups of students who are not mastering the State and district academic content standards, we have utilized our Pyramid of Intervention. This 4-Tiered delivery model is designed to provide support matched to student need through the implementation of standards-based classrooms, evidence-based instruction as the core of classroom pedagogy, and evidence-based interventions utilized with increasing levels of intensity based on progress monitoring. The Pyramid of Intervention includes the use of a variety of ongoing assessment data to determine which students are not meeting success academically and/or behaviorally, and data teams to serve as the driving force for instructional decision making in the building. Each teacher is part of a common planning team, and the instructional coach and academy leaders serve as data teams. Our use of the Pyramid of Intervention includes careful review of the budget and other funding sources to ensure that money and resources are allocated for the purpose of supporting classroom instruction, remediation, and recapture of content.
2(e). Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia.
Response: All field trips are designed to support curriculum and instruction and must be approved by the Executive Director. North Atlanta will not utilize Title I funds for field trips in FY14.
*3. Instruction by highly qualified professional staff.
Response: North Atlanta High School believes and supports the "No Child Left Behind" research data by Sanders and Rivers stating "Good teaching lasts a lifetime -and bad teaching limits dreams and opportunities. All of the faculty and administrators at North Atlanta High School are highly qualified, fully certificated educators. A Highly Qualified Teacher:
Holds a minimum of a Bachelor’s degree
Has obtained full state certification or licensure
Has demonstrated subject area competence in each of the academic subjects in which the teacher teaches
Also, a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence. Placing highly qualified, certified instructors in every classroom can only ensure this process.
With this in mind, the instructional staff at North Atlanta High School comprises the following information:
• 100% of our staff holds a minimum of a Bachelor’s degree
• 100% of our staff has Certification specific to the subject in which they currently teach
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia (use HiQ report and school staff roster and describe how certification deficiencies are being addressed).
Strategies to attract highly qualified teachers to high-needs schools include:
a. Relationships with Georgia State University, Georgia Tech and Clark-Atlanta University, through which North Atlanta High School regularly provides internship and student teaching experiences for their seniors, allow us to closely observe and evaluate new teachers entering the job market.
b. Alternative programs in the state of Georgia allow an individual to be trained in the area of instructional education. These programs include Teach for Georgia, Teach for America, Atlanta Plus, and Troops to Teachers. These non-traditional certification programs provide the opportunity for individuals to bring other areas of expertise and experience to the field of educating students. North Atlanta High School is committed to attracting highly qualified teachers to address the academic needs of our student population.
The following programs have been developed to attract highly qualified teachers.
• Transfer positions posted at all schools during the transfer season
• District level transfer fair and on-site interviewing for those positions
• Slide show presentations and display boards that accentuate positive aspects of our school
at school and district events
• Individual, on-site employment and panel interviews with structured questions
• Contacting colleges and universities for potential certified employment candidates
• Participation in teacher internship programs
• Printed materials highlighting events at North Atlanta
*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards.
Response:
We have included teachers and administrators in our staff development that addresses the root causes of our identified needs in mathematics and science. Based on the data, we know that we need to improve numeracy and mathematics skills for our students. Professional development activities for the staff are organized after critically reviewing past and current data reports. Goals were developed and observation tools were used to measure the extent to which the achievement of the objectives was observed in the classroom.
We have aligned professional development with the State’s academic content and student academic achievement standards by making sure that the instructional staff is knowledgeable about the CCGPS curriculum in their respective subject areas. The professional development is based on the ten performance standards from the TKES evaluation. The sessions will also incorporate sessions based on teacher need/want. The instructional coach will send a survey “menu” to the faculty to find out which sessions will be offered. 100% of the instructional staff will attend the professional development; their attendance is mandatory and is connected to their duties and responsibilities. Training and support will be on-going throughout the school year.
We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. We have devoted resources for teachers, instructional coaches, and administrators to participate in professional development activities that will address the root cause of academic problems. Teams of instructors are provided common planning time during the school day throughout the school year. Technology training will be used to enhance the Common Core Georgia Performance Standards within each content area to empower teachers to use data more effectively when making educational decisions. Our plan will allow time for staff to attend in-school and off-site state and district workshops while still providing quality instruction. In addition, appropriately 25% of our staff is working on higher and/or terminal degrees. It is our belief that planning and professional development are the key components to increase student achievement.
We have included ALL teachers in professional development activities regarding the use of formative assessment. Formative assessment provides teachers with on the spot information about how well the students understand what is being taught, where there are misconceptions in the learning, who needs additional help, how the daily lessons can be revise for instruction the following class, etc. Teachers will also receive on-going support in their respective contents on how to articulate appropriately and address the standards in the Common Core curriculum to their students.
This year we have planned the following professional development experiences on the topics listed below for our teachers. These experiences will come from PD given at both the school and district levels, and at conferences and workshops paid through Title I.
In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered.
Response:
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 conducting the following events:
Open House Enrollment in the parent portal information giving direct access to grades and email link to teachers
PTSA which meets very third Thursday of the month
Title I Parent Meeting
Student Handbook Parent Acknowledgement Form (an information tool given to students with extra credit incentives if parents read and sign acknowledgement)
PTSA Coffee Talk with the Principal first Friday of each month
We will update the school parental involvement policy periodically to meet the changing needs of the parents and school. The school parental involvement policy will be sent home to parents by their participating children and disseminated at parent meetings. It will also be made available to the local community by having copies of the plan available in the Parent Center which is located on the second floor near the main office.
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 parent requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact. We will encourage and invite all parents of participating children to attend by having periodic meetings and communicating the meeting times to the community.
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. Additionally we will be conducting Parent Conferences (every Wednesday and as scheduled through SLC Counselors).
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. We will also 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 children, and respond to any such suggestions as soon as practicably possible through weekly email blasts with calendar events and through updates in the community newsletters/paper. The North Atlanta High School website will be used as the platform for providing information as well.
With parents of participating children, we will jointly develop with parents a school-parent compact that outlines how parents, the entire school staff, and students will share 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 conducting Title I meetings which allow parent and staff collaboration.
By mailing student progress notices home, 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 children’s progress; and how to work with educators. Teachers will also maintain contact logs for the purpose of evaluating this area. Focus will also be on planning and development of the students’ four-year educational plans.
We will provide materials and training, such as literacy training and technology usage, as appropriate, to help parents to work with their children to improve their children’s academic achievement, and to foster parental involvement by offering Wednesday parent-teacher conferences. PTSA meetings and parent institutes to provide training on designated topics, as well as invitations to participate on school improvement related committees will also be provided.
We will provide training to educate the principal, teachers, pupil services personnel, and other staff on how to reach out to, communicate with, and work with parents as equal partners in the value and utility of parent contributions; in how to implement and coordinate parent programs; and in how to build ties between parents and the school through organizing access to the Parent Center and Parent Liaison and also by holding Community Awareness Meetings.
We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by keeping parents informed through the website.
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 providing information in both English and Spanish.
North Atlanta High School will continue or expand the following activities providing a variety of strategies for parents to stay informed and to have input about the reform effort with various modes of participation, including but not limited to:
• Weekly Parent/Student/Teacher Conferences
• PTSA meetings and parent institutes to provide training on designated topics
• Invitation to participate on the School Improvement related committees
• Planning and development of the students’ four-year educational plan
• Advisement sessions
• Annual IEP meetings (as applicable)
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 having PTSA meetings and parent institutes to provide training on designated topics and Annual IEP meetings (as applicable). We will also provide Program for Exceptional Children annual reviews so parents are ensured that the best interests of their children are supported.
*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.
Response: We have included plans for middle school students transitioning to high school and for students entering from private schools throughout the school year.
Our transition plan for students entering North Atlanta from middle school, private schools, and throughout the school year is as follows:
Summer Bridge Program- a week-long program offered two weeks before the school year begins. The program seeks to begin the transition for students from middle school to high school. During that week, students are exposed to topics that will help with their transition to high school. Teachers from the four core areas and two electives (Technology and Foreign Language) serve as Instructors. All incoming 9th graders are highly encouraged to attend.
SLC Orientation- for students entering North Atlanta from private schools and throughout the year. Each student is assigned a counselor within his/her SLC and a peer mentor, and then is scheduled for an orientation conducted by the SLC Coordinator.
College Zone Office- Graduation Coach and OJT Coordinator provide assistance to seniors in the following areas: completing applications to colleges and universities, scholarship applications, scheduling visits to see college/university reps, and visits to campuses across the city, state, and country.
*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.
Response:
We will encourage teachers to collaborate and design quality exams that parallel the scope and sequence of the pacing guides.
Teachers of ninth and eleventh graders will conduct periodic pre-assessments and benchmarks to determine student readiness for the End of Course and Georgia High School Graduation Tests throughout school year.
Ninth grade teachers will conduct reading inventories at the beginning of the school year to assess their students’ reading levels.
Teachers have other opportunities for input and suggestions through the Leadership Team, Grade Level Team meetings, and Academic/Content Departmental meetings.
Teachers may also participate in:
The interpretation and the use of test data
Use and preparation of benchmark tests
Differentiating classroom instruction
Using USA Testprep and science question banks for assessments
The development of the Reading /Writing/Math Plans
Development of the Georgia School Graduation and End of Course Tests
The North Atlanta High School faculty and administration will work collaboratively to assess and align classroom instruction to achieve student success.
Teacher input will be solicited, when appropriate and possible, before major changes that are within administrative control are made.
Committees made up of teachers, administrators, and support staff will be created to address specific needs/issues as the needs/issues arise.
Administration will communicate needed information to faculty and staff in a timely, appropriate, and professional manner.
