Is Plan Descriptor Revised?

Student Technology Literacy

The Georgia 21^st Century Skills Assessment was administered to eighth grade students in years past. This assessment summarized the current level of student experience with essential technology literacy skills as defined by the ISTE NETS-S. For the 2013 – 2014 School Year, the state decided to discontinue administering the Georgia 21st Century Skills Assessment. Currently, students are not being assessed in regards to their technology literacy skills. It is recommended that teachers incorporate the use of technology into their teaching practices with students, but there is not currently a formal method for the state to determine whether or not students are technology literate.

The LEA has made a commitment to implement and invest in scientifically-based or evidence-based programs and/or products. As part of this commitment, any requests for programs and/or products must be accompanied by documentation supporting the evidence-based programs. Additionally, the LEA developed a process which became effective for the 2006-2007 school year and continues into the current time that ensures school level program funds are spent on scientifically and/or evidence-based practices and products for all programs. An administrator’s signature is required with review and director approval prior to initiating purchase or services. The LEA requires that the use of funds should be directly related to Program, School, and/or District Improvement Goals. The LEA will provide technical assistance/professional learning on how to ensure programs are scientifically based and implemented with fidelity for school and central office personnel.

The LEA ensures that the district level professional learning activities are offered based on the identified needs of the district. The needs are determined from a needs assessment and by looking at the identified weaknesses on various standardized tests. All professional learning activities are offered according to the greatest need in the district and are commensurate with and directly related to and aligned with the Georgia Standards of Excellence/Georgia Performance Standards, national content standards, student academic achievement standards, assessments, and the curriculum and programs tied to the standards.

Professional learning activities in the Savannah-Chatham County School System are designed to advance teacher understanding of effective teaching strategies that are based on scientifically based research and best practice strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of the teachers. As a whole, professional learning activities are regularly evaluated (using the Standards Assessment Inventory Survey and other survey instruments) for their impact on increased teacher effectiveness and improved student achievement, with the findings of the evaluation used to improve the quality of professional learning.

The Savannah Chatham County Public School System provides support for all its staff members by assisting with technology, curriculum, and other professional learning needs. The SCCPSS currently emphasizes using technology in effective ways to create new opportunities for learning and to promote student achievement.

A hands-on technology use for our teachers is highly requested in our district. Curriculum-specific application must be delivered to our teachers so they can link their professional development with the curriculum being taught in the classrooms. Each teacher will be able to employ their technology skills with their specific content area based on the needs and learning styles of their students. Professional learning coaches will work directly with instructional technology specialists to provide seamless instruction to our teachers.

New teachers entering in our district are required to expand their ideas of being a teacher and accept their new role as being a facilitator in the classroom and acquiring 21^st Century Skills. Professional learning provided by the district will provide opportunities for our teachers to become comfortable and effective in their new roles as teachers in the district.

The Department of Instructional Technology, along with the Professional Learning Department and the CTAE department will continue to provide training classes, video tutorials, and webinars on a continuing basis to attain growth and achieve student success. Various methods and strategies for using technology will enhance learning and provide hands-on training of emerging technologies in accordance with the Georgia Standards of Excellence/ Georgia Performance Standards and National Educational Technology Standards (NETS). The success of training classes, video tutorials, and webinars dictate the failures and successes of performance in the classroom. Training is the most effective, subtle and passive method of overcoming resistance to change and represents the most viable approach to cultivating new philosophies and values in employees. The Department of Instructional Technology provides training during school hours and after-school. Each teacher can also request individual support by submitting a request to the Technology Support Services.  Professional Learning also provides training for teachers. Teachers can register on the district training Website called Electronic On-Line Registration (ERO). These classes are offered during and after-school hours for teachers.

To monitor the success of training and professional learning for staff, evaluations of activities are completed. Trainers and instructors of sessions engage in pre and post planning to evaluate the content offered and adjust information as needed. Professional Learning has a standard form that must be submitted and approved for every proposed activity.

Both Professional Learning and Instructional Technology Coaches (ITC) request the completion of an online survey to evaluate the session, information provided and skills of the instructor. The SCCPSS Professional Learning Evaluation is built into the ERO system. This is the system used to register for Professional Learning sessions. ITCs also use the SelectSurvey system and Google Forms for participants to evaluate training through the web. CTAE teachers and Guidance Counselors will use the CTAE Resource Network (CTAERN) to enroll in local and State Level professional development opportunities. CTAERN is a database created and maintained by the Georgia Department of Education. The goal of the above evaluation is to clearly provide the most effective training to ultimately meet the needs and enhance the learning environment of the students. Success in the training sessions will also encourage, support, and improve the skills of the staff who participate.

Funding for technology professional development is provided through a variety of sources: LEA general funds, Title I, Title II, Title IID, Title III, Title IV, Title V, IDEA, and Grants.

The LEA coordinates and integrates services under Title I, Part A; Title I Part B; Title I, Part C; Title II, Part D; Title III; IDEA, and EHCY. The LEA program directors meet initially to coordinate and integrate services; then throughout the school year meet regularly for review. For the 2015-2016 school year, the school district has 26 elementary schools of which 20 are school-wide Title I schools, one of which is a K-2 school; 9 middle schools of which 6 are school-wide Title I schools; 8 K-8 schools of which 2 are school-wide title one schools and 1 that serves a Targeted Assistance Model; one new 3-8 school; and 10 high schools of which 4 are school-wide title one schools. The school-wide and targeted assistance model used in the Title I schools has enabled us to coordinate and integrate programs, services and funding sources in a seamless manner.

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  Staff - Class size reduction teachers are funded through Title I. These teachers will provide targeted, specific assistance to the students based on their individual needs. Their classrooms will be outfitted for blended-learning to occur, with small group and individual instruction by a teacher, use of computer programs, and by other support personnel. HiQ para professionals are funded through Title I for small group instruction and/or individualized instruction. Additionally, resource personnel such as Math coaches, Reading coaches, math resource teachers and reading resource teachers are also funded through Title I. Academic content area coaches support the teachers in scientifically researched instructional best practices. They observe, model, and consult with the teachers to optimize instruction. At the middle school and high school level, additional content area teachers (science and social studies) are funded through Title I in order to better prepare students for understanding materials and experiencing academic success.
  

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  Focused Professional Learning – an ongoing process funded through Title I, Title IIA, 21^st Century Community Learning Centers, and Department of Exceptional Learning. Teachers and para-professionals will be provided with training specific to their needs, specific to the needs of the content area/s they are responsible for, and for the needs of the students at the school as a whole. Responsible personnel include all program directors. Impact – Central office administrators, school level administrators, instructional staff, support staff, students, parents, community.
  
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  Supplemental Instructional Personnel, such as Transition Coaches - SY 2004-05 and ongoing; funded through all federal programs; responsible personnel include all program directors; Impact – Central office administrators, school level administrators, instructional staff, support staff, students, parents, community
  
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  Evidence Based Programs and Materials - SY 2004-05 and ongoing; funded through all federal programs; responsible personnel include all program directors; Impact – Central office administrators, school level administrators, instructional staff, support staff, students, parents, community
  
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  District Saturday Family Academic Strategy Time (FAST) will offer invitations to agencies such as Even Start, Head Start, IDEA preschool, and other preschool programs in an effort to engage parents in academic learning strategies prior to students enrolling in school and to discuss the transition of participants in such programs to local elementary school programs. Elementary schools will offer invitations to families who attend local preschool programs to use the school Parent Resource Center and to attend academic workshops held throughout the school year to build strong relationships with parents prior to students beginning public school.
  
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  Child Find refers to our district’s obligation under the Individuals with Disabilities Education Improvement Act, to provide continuous public awareness activities, screenings and evaluations designed to locate, identify, and refer as early as possible all young students, between the ages of three and 21, suspected of being students with disabilities. Child Find also includes early intervention services for students from birth to age three (these students are served by Babies Can’t Wait [BCW] until they reach the age of three and then transitioned to the LEA). BCW is Georgia's statewide interagency service delivery system for infants and toddlers with developmental delays or disabilities and their families. We conduct several screening throughout the year, coordinating with BCW, public charter schools, parentally-placed private school students, home school/study programs, physicians, and day care centers to increase public awareness and participation in scheduled screenings.
  
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  The Savannah-Chatham County Public School System has 60 Georgia Lottery funded Pre-K classes with additional classes at Coastal Empire Montessori. The Pre-Kindergarten program provides services to age eligible four year olds (must be four years of age on or before September 1 of the school year) residing in Chatham County. Our program provides a full day (6.5 hours) of appropriate instructional services to students for the regular school calendar year. The purpose of the Pre-K Program is school readiness and transition to Kindergarten for success in later school years.
  
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  In 2014-2015, Communities in Schools of Georgia was selected by the Governor’s Office of Student Achievement to lead efforts to help K-3 students in selected districts raise their reading proficiency levels to standard and engage parents. Site Services including, but not limited to case management, parental engagement, and literacy building activities will be provided by CIS site Coordinators. They will work in partnership with other CIS affiliate and district staff to recruit volunteers, plan and execute activities, share community resources, and evaluate program results. The program is complimentary to the Governor’s Reading Mentor Program which currently provides reading mentor coaching to teachers in the target schools. Two elementary schools, East Broad Street School and Haven Elementary were selected sites for the Savannah Chatham County School district. However, for the 2015-2016 school year, Communities in Schools will not participate in a partnership with the SCCPSS.
  

The Division of Safe Schools is committed to maintaining a safe and secure environment for the students and staff of Savannah-Chatham Schools. Comprised of the departments of Campus Police, this division provides safety and security to the students and staff of the school district. Matters related to the Student Hearing Office are also managed through the Division of Safe Schools. The division is led by the Savannah-Chatham County Public Schools System's Chief of Police.

Title IV develops strategies for prevention of violence in and around schools and the illegal use of alcohol, tobacco, and drugs by using data collected from Discipline Referral Forms, Student Hearing Reports, random administrative inspection reports, Code of Conduct workshops, Georgia Student Health Survey II Assessment, and Title IV Principles of Effectiveness guidelines. In analyzing these different forms of data and guidelines, the LEA can determine trends and assist in the direction of prevention programs within the LEA.
Providing opportunities for teachers to develop skills in classroom management is essential to the climate of the school. At the secondary school level, School Resource Officers, School Counselors and School Nurses provide information to staff, students and parents about drugs, weapons and safety at school, the bus stop, and in the community. Each school administrator has information that shows the 1000 ft. safety zone that borders their school.
Title IV personnel work closely with community-based organizations, local government, medical experts, the court system, Homeland Security, emergency response agencies, parents, students, school staff, and the educational system to help develop strategies in decreasing violence and drug use in and around our schools.
The LEA will include the above sources through the use of the district and individual school Websites, publications, television coverage, press releases, community events, school-based events, the Student Code of Conduct, and through the Board of Education policies and administrative regulations.
Title IV staff, with advisement from community-based organizations and other sources, will review and evaluate the goals and objectives of the Title IV activities. In evaluating and refining the Title IV programs and activities, the LEA will work towards improvement for a safer, secure, and drug-free school community.

School Safety

Students school attendance, disciplinary infractions, and safety issues are analyzed each year to determine how to address student needs with regard to safety, drug awareness, violence awareness, bullying awareness, peer mediation, and conflict resolution. In addition, the Georgia Student Health Survey II for Grades 6 through 12 will be administered on the school’s Website each school year to determine:

Safety concerns

Frequency and type of safety-related incidents

Frequency and type of drug-and tobacco-related incidents

Evaluation of the system’s overall strategies to determine how to address safety, drug and violence issues

All elementary and K-8 schools have front entrance security systems. All schools also have security cameras covering every external door at a minimum. During the 2014-2015 school year, all middle and high schools were outfitted with front entrance security systems.

Besides programs operated under Title IV, the following initiatives are adopted by SCCPSS towards educating and creating awareness about school safety, prevention of the use of drugs and alcohol, and prevention of violence in and around school.

Red Ribbon Week

The National Family Partnership (NFP) organized the first Nationwide Red Ribbon Campaign. NFP provides drug awareness by sponsoring the annual National Red Ribbon Celebration. Our mission is to lead and support our nation’s families and communities in nurturing the full potential of healthy, drug free youth. Red Ribbon is coordinated at each school by an individual volunteer and/or committee.

Alcohol and Drug Awareness Program (ADAP)

Alcohol and Drug Awareness Program offered to High School students to educate them on the effects of drugs and alcohol on the body. Certification of completion must be obtained before the students receive a driver’s license. ADAP courses are administered and assessed by Heath Education Teachers at each school.

Teenage And Adult Driver Responsibility Act (TAADRA)

Teenage and Adult Driver Responsibility Act requires that students be enrolled in and not under expulsion from a public or private school. Students can also be enrolled in a home education program.

CHARACTERCOUNTS!

In partnership with the Mighty Eighth Air Force Museum, CHARACTERCOUNTS! is a district wide program that promotes the six pillars of character. The Six Pillars of Character has been infused to address discipline, curricula, and daily behavior traits. Student Affairs’ School Social Workers, staff, and community stakeholders work hard to continue the momentum of CHARACTERCOUNTS! By offering Super Saturdays at the Mighty Eighth Air Force Museum, CHARACTERCOUNTS! Annual Community Celebration, and this year, the 4^th annual CHARACTERCOUNTS! Conference. In addition, the Instructional Technology Coaches were able to train several teachers how to use a free, Web-based classroom management tool called Class DoJo, which enabled them to easily track and document students who were able to exhibit the CHARACTERCOUNTS! traits in their classrooms.

Student Affairs operates a three week “Male Readiness Camp” at the beginning of the summer. Rising third, fourth and fifth grade males throughout the school district are eligible to participate. The camp focuses on character development, academics, health and wellness. The camp is free and is staffed with certified counselors, teachers and social workers.

The Teen Maze, while presented by Youth Futures Authority, is a major collaborative that is guided by Student Affair’s School Social Workers. This elaborate event involves numerous community agencies that have committed to helping our 8th and 9th grade students to understand the importance of making good life choices.  Students participate for half a day in role plays consisting of real-life situations and are guided through a maze of positive and negative consequences. In the end, students are given the opportunity to process the impact of choices, as they get to participate and/or witness a mock graduation, a mock trial, and a mock funeral.

Truancy Prevention Team– facilitates workshops in the schools and community to help educators, students, parents, and community stakeholders to better understand the impact of truants on the community and the benefits of graduating from high school.

Anti-bullying Team– facilitates school and community-wide trainings to educate school personnel, students, parents, and community stakeholders on bully prevention strategies and Savannah Chatham County Public School System’s policy and efforts to address bullying.

Positive Behavioral Interventions and Supports (PBIS) is the application of positive interventions and system changes to achieve socially important behavior. It is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports).

PBIS emphasizes the use of prevention, instruction, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes for all students. The desired outcomes of PBIS include providing a safe, respectful and positive learning environment for all stakeholders.  School-wide PBIS requires a broad collaborative team consisting of administrators, teachers, support personnel, special education personnel, School Improvement Team members, and behavior specialists.

Presently, there are 32 PBIS schools in Savannah Chatham County Public School System. The goal is to expand PBIS efforts to new schools each year. Ongoing PBIS training and support is provided by GaDOE.

Besides positive behavior support implementation, the LEA will continue Random Administrative Inspections (R.A.I.). R.A.I. is an initiative to enhance the overall safety of our schools. These R.A.I.’s will be conducted accordingly using each school site’s staff members. Students found to be in possession of contraband during these inspections will be appropriately disciplined.
Title IV programs and activities will be evaluated through data received by way of amnesty collections, discipline referrals at targeted elementary sites, Campus Police Reports and Needs Assessments. In addition, the system will work with local agencies to administer the youth risk behavior surveillance survey. Data received from these evaluations will help determine the direction of Title IV programs and activities and help our students toward student achievement through a safe, secure, and drug-free school environment.
Assessments will be completed by participants in training workshops supported and/or implemented by Title IV. These evaluations and any data indicating problems will determine if the training is effective and direct the path of future trainings.
Title IV programs and activities are available to all public and private schools (based on availability of personnel); however, schools are given the choice of implementation and participation. Schools, students, parents, and the community are made aware of these programs and activities through sources including, but not limited to: informational meetings, letters, district and school Websites etc. Some prevention materials are available in Spanish when requested (i.e. safe and drug free schools, anti-child abuse, anti- tobacco brochures).