SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I · PDF fileteacher-prepared assessments by...

Georgia Department of Education of 39

SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL: Tift County High School, Kim Seigler, Principal

NAME OF DISTRICT/SUPERINTENDENT: Tift County Schools, Patrick Atwater, Superintendent

□ Comprehensive Support School □ Targeted Support School □ Schoolwide Title 1 School

□ Targeted Assistance Title 1 School □ Non-Title 1 School □ Opportunity School

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.

Division of School and District Effectiveness | School Improvement PLAN


Planning Committee Members (SWP 8, 16)

SIGNATURES:

Superintendent _____________________________________________ Date ______________

Principal Supervisor _________________________________________ Date ______________

Principal __________________________________________________ Date _______________

Title 1 Director _____________________________________________ Date _______________

(Title 1 Schools only)

Name Position/Role Signature

Kim Seigler Principal

Misty Tucker Assistant Principal

Eric Holland Assistant Principal

Brad Winger Assistant Principal

Shelley Fandel Leadership Team Chairman

Paul Horst Leadership Team Member

Julie Rucker Instructional Coach

Jennifer Alexander Leadership Team Member

Linsey Shockley Leadership Team Member

Meredith Osmus Leadership Team Member

Juvencio Elizalde Leadership Team Member

Paige Wells Leadership Team Member

Title I only (SWP 10, 15, 19)

The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.

Please indicate the programs that are consolidated in this plan: ___________________________________________________________________

_________________________________________________________________________________________________________________________________

School Designated as a Priority School ___No____(Yes or No) School Designated as a Focus School __No_____ (Yes or No)



Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18)

Prioritized Needs Data Source Participants Involved Communication to Parents

and Stakeholders

• Improve teaching and learning

practices to:

A. Increase the weighted percent

of students scoring developing or

above on EOCs.

B. Increase the percent of students

with Student Growth Percentiles of

35 or higher (typical and high

growth) on the EOCs.

C. Increase the total CCRPI score

to exceed the state average.

D. Improve the Lexile scores of all

students and increase the percent

of students achieving a Lexile

score of 1275 or higher

EOC scores

CCRPI Report

NewsELA Reports (Reading Level

and Lexile Score Reports)

School Improvement Plan Target

Tables

Professional Learning

Documentation

Faculty, staff, and students

Instructional Coach

Annual Title I Meeting

Parent Compact

Parent Involvement Plan

School-wide Improvement Plan

Infinite Campus Communication

School-sponsored Social Media

Newspaper

Radio

• Increase the percentage of

students graduating by:

A. Increasing the 4-year

Graduation Rate.

B. Increasing the 5-year

Graduation Rate.

C. Increasing the 4-year

CCRPI Report

School-generated Graduation Rate

Report

School-generated At-Risk Report


TCCTC Faculty

Learning Lab Teachers

Counselors

At-Risk Coordinator

Instructional Coach

Annual Title I Meeting

Parent Compact



Infinite Campus Communication




Graduation Rate of subgroups. Newspaper

Radio

Football Scoreboard

• Improve the school climate and

increase family and community

engagement by:

A. Increasing the percent of

students missing fewer than 6

days.

B. Monitoring and increasing the

school wide attendance of

teachers, leaders, classified staff,

and students.

C. Increasing the percent of

students not receiving OSS and

ISS.

D. Increasing the Student

Discipline Score portion of the

CCRPI Climate Star Rating.

E. Increasing the Georgia Parent

Survey Score portion of the

CCRPI Climate Star Rating.

Georgia Student Health Survey

Georgia Parent Survey

Georgia School Personnel Survey

Monthly Discipline Report/SWIS

Report

Daily Student Attendance Report

Quarterly Student Attendance

Reports

Faculty and Staff Absentee Reports


Principal’s Secretary

Attendance Secretary

Discipline Secretary

Counselors

At-Risk Coordinator

Parent Involvement

Coordinator

School Social Worker

Leadership Team

Committees

Parent Portal access to Infinite

Campus (Parents can access students’

grades and attendance 24/7)

Infinite Campus notifications to

parents (phone calls and emails)

Attendance Letters mailed to parents

Parent/Teacher/Counselor/At-Risk

Coordinator Conferences

BRIDGE Day Conferences

Code of Student Conduct

Student Handbook

Parent Compact




School Website

Community Informational Sessions



SMART GOAL #1 Tift County High School will improve teaching and learning practices to meet or exceed the targets in Tables A-D. (System Strategic Goal I, IV, and VI.) (SWP 2, 7, 9, 10)

Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)

Action /Strategies Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation

and Impact on Student

Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence IS5, IS9 All students

and all

teachers

Tier 2 and 3

academic RTI

students

At-Risk

Coordinator

Instructional

Coach

School

Counselors

1.1 (TKES #1, 4, 8; CCRPI #1-8 )

Continue Extended Learning Time

(30 minutes daily four times a week)

RTI T-Time

Georgia Milestones

EOC Review

SAT / ACT Prep

End of Pathway

Assessment review

Enrichment/

Remediation/

Intervention

School’s Daily Schedule

Student Attendance

Records from ELT, T-Time

Walk-through

observation

documentation from

administration

Student work samples

Student Rosters for

Targeted-assistance

Review Classes

Student Grade Report &

Time Log from

Edgenuity MyPath and

TenMarks

School

Leaders

Demonstrate:

the ability to

identify at-risk

groups

Teachers

Demonstrate:

the ability to

provide

differentiated

and targeted

assistance to

meet specific

student needs

Students

Demonstrate:

improved

grades and

test scores

Administrators and

the Instructional

Coach monitor how

teachers use ELT.

The Instructional

Coach and the At-

Risk Coordinator

monitor RTI T-Time.

Students monitor

their own progress in

the SAT/ACT Prep

class.

Teachers review

progress of individual

students and plan

differentiated

activities for ELT.

Teachers monitor

progress of Georgia

Milestones and End

of Pathway

Assessment review.

Carnegie Learning (online

resource for Math)

USA Testprep (online test-

prep resource available for

all EOC courses -$2,500)

Edgenuity and MyPath (n/a)

Membean (vocabulary

online resource)

Khan Academy (online

website for tutoring and test

preparation)

DOE website (n/a)

GCA Assesslets for ELA and

Math

TenMarks (n/a)



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence AS1, AS2 All students

and all

teachers

Instructional

Coach

1.2 (TKES #1-3, 5-6, 8; CCRPI #1-8, 11-

13, 15) Improve the quality

of student assessments by:

Linking assessment items to

student learning targets

Including open-ended and

extended response items on

assessments

Increasing the rigor of

teacher-prepared

assessments by increasing

the DOK levels of assessment

items


Community (PLC)

Agendas and Meeting

Minutes

Student Assessments


Attendance Record

Formative Instructional

Practices (FIP) Module

Completion Report

Student work samples

School

Leaders

Demonstrate:

the ability to

select and

deliver

professional

learning

related to

quality

assessment

development.

Teachers

Demonstrate:

the

development

of assessments

that address

the learning

targets,

include open-

ended and

extended

response

items, and

contain a

balance of

assessment

items at all

DOK levels.

PLCs collaboratively

develop common

student assessments,

analyze and discuss

the results of

assessments, and

make revisions to

assessment items as

needed.

Administrators and

Instructional Coach

attend Professional

Learning Community

meetings and

provide feedback as

needed.

Teachers provide

students with

commentary on

assessments, provide

exemplars, and

discuss how to

answer higher-level

questions, including

open-ended and

extended response.

Students frequently

use learning targets

to peer-assess and

self-assess.

Math Consultant

GCA Assesslets (Math and

ELA)

GoFAR/SLDS (n/a)

Professional learning

workshops

Springboard (ELA)

FIP Modules



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence S5, IS6 Special

education

students

EL students

Remedial

education

students

Gifted

students

Special

education

teachers

ESOL teacher

REP teachers

Gifted

teachers

Administrators

SPED

Department

Chair

1.3 (TKES #1-8; CCRPI #1-8, 11-13, 15)

Address targeted needs of learner

sub-groups through specialized

classes and/or blended learning:

Co-taught Inclusion Classes

Special Education Resource

Classes

REP Classes

EL Classes

Gifted Classes

T-Time(Academic RTI)

IEPs and ACCESS Test

Results/WIDA Standards

Gifted Cluster Contracts

and Course Syllabi

Class rosters

Differentiated lesson

plans

Progress Monitoring

Reports for RTI students

School

Leaders

Demonstrate:

the ability to

schedule

specialized

classes for

learner

subgroups

Teachers

Demonstrate:

the ability to

differentiate

instruction

Students

Demonstrate:

improved test

scores and

SGPs

Administrators and

case managers

ensure that students

are properly

scheduled for

classes and assess

the effectiveness of

specialized learning

environments.

Teachers frequently

analyze data to

ensure that students

are learning and

mastering concepts.

Professional development

on effective teaching in the

inclusion co-teaching

classroom and blended

classroom

Funding to provide courses

for teachers seeking Gifted

and ESOL endorsements

State and federal funding

for special education and

EL

Edgenuity for blended

learning

Edgenuity MyPath and

TenMarks for RTI intervention



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence PLS 1-6 All teachers

Instructional

Coach

Administrators

1.4 (TKES #5, 9-10; CCRPI #1-8)

Continue Professional Learning

Communities

PLC meeting agendas

PLC meeting minutes

PLC End of Year Survey

Course Pacing

Guides/Curriculum

Maps

Common assessments

FIP Module Completion

Report

Subject Area Resources

Notebook, M Drive, or

Google

School

Leaders

Demonstrate:

knowledge of

the language

of FIP modules

Teachers

Demonstrate:

increased

focus on

student

achievement

based on

deconstruction

of standards

and analysis of

assessments

Teachers

Demonstrate:

increased

knowledge of

how to

differentiate

instruction and

develop

quality

assessments

Administrators and

Instructional Coach

attend PLC

meetings.

PLCs complete

meeting minutes

(action plan).

Administrators and

Instructional Coach

review meeting

minutes and artifacts

throughout the year

and provide

feedback to PLCs.

Administrators and

Instructional Coach

analyze end of year

survey and use data

to improve PLCs.

Teachers and

Administrators

complete FIP

Modules 3-5.

Instructional Coach salary

paid from Title I

RESA consultant


Workshops on Developing

Effective Professional

Learning Communities



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence IS5, 6, 8 Students

deficient in

credits

Credit

attainment

teacher

Credit

recovery

teacher

Counselors

At-Risk

Coordinator

Parents

1.5 (TKES #4, 7-8; CCRPI #1-8, 17-18)

Continue flexible scheduling for

credit attainment and credit

recovery

- Edgenuity courses

- Fifth Block

- 21st Century After-School

Program

Attendance records

Grade reports

Failure reports

Counselors and

At-Risk

Coordinator

Demonstrate:

the ability to

identify students

deficient in

credits

Teachers

Demonstrate:

the ability to

help at-risk

students

successfully

complete

courses and

receive credits

Students

Demonstrate:

the ability to

obtain credits

needed for

graduation

Parents

Demonstrate:

knowledge of

their student’s

performance

and graduation

plan

Teachers will

frequently monitor

student progress in

completing

coursework and

notify parents of

deficiencies (via

phone and email).

Counselors and

teachers will assess

student progress

toward completing

course and review

grades a minimum

of every four weeks.

Counselors and At-

Risk Coordinator will

meet with

students/parents if

progress is not being

made.

Edgenuity

Infinite Campus

21st Century Program

managed by Coastal Plains

RESA and funded through a

federal grant awarded to

RESA



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence PS1 All teachers

All students

1.6 (TKES #1-3; CCRPI #13-14)

Increase the time students spend

reading in classes, continue to build

an understanding of Lexile scores

among the faculty and staff, and

utilize Lexile scores when selecting

reading materials for students.

Membean data

Student Lexile scores

accessed through SLDS

NewsELA reports

identifying students’

reading levels and

Lexiles

Edgenuity MyPath

reports for RTI Students

(Reading)

Teachers

Demonstrate:

a knowledge

of their

students’

Lexile scores

and the ability

to select texts

at the

appropriate

Lexile level for

students

Teachers

Demonstrate:

the use of

reading during

instruction

Students

Demonstrate:

an increase in

time spent

reading with a

resulting

increase in

Lexile scores

Teachers analyze

Membean,

NewsELA, and

Edgenuity MyPath

reports.

Administrators and

Instructional Coach

observe students

reading during

classroom

observations.

Membean program ($6 per

student/$50 per instructor)

Instructional Coach

NewsELA

Edgenuity MyPath

SLDS



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence IS2,4 CS2,3 AP students

AP teachers

1.7 (TKES #3, 5-6, 8; CCRPI #11-12)

Improve Advanced Placement

scores

Attend AP

workshops/institutes

Work with RESA and other

school systems to develop

collaboration groups among

AP teachers within this

region

AP scores Teachers

Demonstrate:

knowledge of

how to

implement the

AP Framework

in the

classroom to

increase

student

achievement

Students

Demonstrate:

increased test

scores

Teachers analyze

data from

assessments to

improve instruction.

Professional development

via regional, state, and

national AP

training/workshops/institutes.

RESA consultant



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence IS9, PLS1-6,

LS1,4,8

Instructional

Coach

1.8 (TKES #1-10; CCRPI #1-18) Employ

Instructional Coach to:

Oversee teacher induction

program

Provide PLC and TKES

implementation support to

teachers

Lead job-embedded

professional learning

Lead implementation of

literacy strategies

Assist teachers in

implementation of

instructional strategies

Serve as PBIS team leader

Serve as RTI Coordinator for

academics

Meeting agendas

Meeting minutes

Sign-in sheets

Student/Parent/Teacher

conference records

Instructional

Coach

Demonstrates:

the capacity

to help

teachers

improve

instruction.

Artifacts of work are

monitored by

administration.

Title I funding for

Instructional Coach salary

Local/state funding



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence IS 6 All Students

All Teachers

Technology

Committee

1.9 (TKES #1-8; CCRPI #1-8) Secure

consistent and efficacious access to

technology.

Administrators’ and

Instructional Coach’s

observations of

technology use in

classrooms

Lesson plans

School-wide

Technology Plan

Teachers

demonstrate:

the increased

use of

technology as

an

instructional

tool

Students

demonstrate:

increased

engagement

and student

achievement

Teachers document

technology use in

lesson plans.

Teachers discuss

technology use

during Professional

Learning Community

meetings.

The Leadership

Team Technology

Committee monitors

the school-wide use

of technology,

surveys teachers to

determine

technology needs,

and revises the

technology plan to

address these needs.

Technology

Audio enhancement

cameras

Software/hardware

Professional Learning for

teachers on the instructional

use of various technology

Continuous onsite

technology assistance



SMART GOAL #2 Tift County High School will increase Graduation Rates as shown in Tables E-G. (System Strategic Goals I and VI.) (SWP 2, 7, 9, 10)

Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)


Evaluation of

Implementation and Impact

on Student Learning

Monitoring

Actions of

Implementation

Estimated

Cost, Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence

IS1,5,6,8 Students

deficient in

credits

All teachers

Credit

attainment

teacher

Credit

recovery

teacher

School

Counselors

At-Risk

Coordinator

Parents

2.1 (TKES #1,7; CCRPI #1-8, 17-18) Enroll students

in Edgenuity courses for credit attainment and

credit recovery and provide contracts to

students qualified to participate in Credit Repair.

Credit Repair

Contracts

Credit

attainment

and credit

recovery

class rosters

Progress

reports from

Edgenuity

Master

schedule

School-

generated

At-Risk

Student

Report

Counselors

Demonstrate: the

ability to identify

candidates for credit

repair, credit

attainment, and

credit recovery

Teachers

Demonstrate: the

ability to help at-risk

students successfully

complete courses

and receive credits

Students

Demonstrate: the

ability to obtain

credits needed for

graduation

Parents Demonstrate:

knowledge of their

students’ academic

performance and

graduation plans

Counselors. At-Risk

Coordinator, and

teachers will assess

students’ academic

progress a minimum


Counselors and At-


meet with

students/parents if

progress is not being

made.

Parents will monitor

students’

attendance and

academic progress

through Infinite

Campus Parent

Portal and via daily

progress report

emails from

Edgenuity.

Edgenuity

software

Hardware to

support on-line

learning

Certified teachers

staffing Online

Learning Labs

Infinite Campus



)

Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)


Evaluation of Implementation and

Impact on Student Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence FCES3, SCS 2-4 Students in

need of

support

Teachers

Administrators

School

Counselors

Community

Leaders

2.2 (TKES #7, 10; CCRPI #17-18) Continue

to utilize and expand mentorship

programs to address academic

achievement and leadership

Build positive connections

between a mentor and mentee.

Recruit community members

who may be able to reach at-

risk students.

Continue to promote student

responsibility for academic

success and explain the

disadvantages of being an

apathetic student.

Begin implementation of peer-

to-peer mentoring

Student attendance

reports

Student discipline

records

Grade reports

Mentorship Meeting

Agendas

Documentation of

mentorship events

School Leaders

and Teachers

Demonstrate:

serving as positive

role models

School Counselors

Demonstrate:

support for mentors

and mentees to

help achieve goals

Students

Demonstrate:

personal goals for

self-improvement

Community

Leaders

Demonstrate:

strategies for

becoming

successful leaders

The Leadership Team

Mentorship

Subcommittee

monitors the

participation of

mentors and

mentees in

mentorship

programs.

Mentors monitor

mentees’ academic

progress reports

every four weeks.

Mentors monitor

behavior and

attendance on a

weekly basis.

Mentors follow-up

with mentees and

offer positive

encouragement on

a weekly basis.

Teachers and

community

members to

serve as mentors

Funding for

clothing and

other needs

Membership fee

sponsorships



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence IS1,3,6,8 Students who

are credit

deficient

Credit

attainment

teacher

Credit

recovery

teacher

Counselors

21st Century

teachers

At-Risk

Coordinator

Parents

2.3 (TKES #4, 7-8; CCRPI #1-8, 17-18)

Utilize Fifth Block, 21st Century After-

school Program, and Tift County Career

at Technical Center (TCCTC) to allow

students deficient in credits to earn

additional credits and get on-track to

graduate

21st Century

Applications

TCCTC Applications

Student class schedules

Edgenuity Progress

Reports

Teachers

Demonstrate: the

ability to help at-

risk students

successfully

complete courses

and receive credits

Students

demonstrate: the

ability to formulate

a graduation plan

and earn credits to

remain on track to

graduate

Counselors and At-

Risk Coordinator

demonstrate:

knowledge of how

to identify students

for program

participation

Teachers,

counselors, and At-


monitor Edgenuity

Progress Reports at

least every four

weeks.

Parents will monitor

students’

attendance and

academic progress

through Infinite

Campus Parent

Portal and via daily

Progress Report

emails from

Edgenuity

21st Century

After-School

Program is

funded by a

grant managed

by RESA

TCCTC is housed

on the campus

of Southern

Regional

Technical

College

Certified

teachers staffing

Online Learning

Labs

Title VIB funds the

At-Risk

Coordinator’s

salary

Edgenuity

software

Hardware to

support online

learning



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence IS1,3,6,7,8 Students who

express an

interest in

online

learning

environment

and meet

program

qualifications

School

Counselors

At-Risk

Coordinator

Tift Academy

Coordinator

TCCTC

Teacher

Parents

2.4 (CCRPI #1-8, 17-18) Utilize Tift

Academy Virtual School and

TCCTC to help students earn

credits in an alternative learning

environment, in lieu of the

traditional classroom setting and

pacing.

Tift Academy

Applications

TCCTC Applications

Student class schedules

Edgenuity Progress

Reports

School counselors

and At-Risk

Coordinator

demonstrate:

knowledge of Tift

Academy and

TCCTC programs

and the

characteristics of

students

successfully served

by these programs.

TCCTC Teachers

and Tift Academy

Coordinator

demonstrate: the

ability to facilitate

an online learning

program.

Students

demonstrate: the

ability to

participate in self-

directed learning.

Parents

demonstrate:

support for students

by monitoring their

students’ progress.

The Tift Academy

Coordinator monitors

student progress at

set times throughout

the semester.

The Tift Academy

coordinator

periodically meets

with parents and

students to discuss

progress.

TCCTC teachers

monitor student

progress a minimum


Parents monitor their

student’s progress

via daily emails of

Edgenuity Progress

Reports.

Edgenuity

software

Hardware to

support online

learning



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence SCS 3-4 All Students

Teachers-As-

Advisors

School

Counselors

LEAP Team

Parents

2.5 (CCRPI #9-10, 12, 17-18) Implement

a post-secondary college and

career transition plan through

the Teachers as Advisors

program

Transition Plan samples

BDB Lessons

LEAP Team and

School Counselors

demonstrate:

knowledge of how

to design

advisement lessons

to teach

knowledge and

skills needed for

post-secondary

transition.

Teachers

demonstrate:

knowledge of how

to guide students in

implementing

transition plans.

Students

demonstrate:

knowledge of how

to set post-

secondary goals

and take steps

needed to attain

those goals.

Parents

demonstrate:

support for their

child in achieving

their goals.

The Leadership Team

LEAP (Let’s Educate

About Poverty) Team

develops and

monitors the school-

wide

implementation of

post-secondary

transition plans.

LEAP Team members

meet monthly and

work with counselors

and CTAE teachers

to plan lessons and

discuss progress of

plan

implementation.

Students complete

transition activities

with assistance from

their Blue Devil Block

Advisor and self-

monitor their

progress in

implementing their

plan.

Georgia Best Soft

Skills Resources

Feedback from

community

stakeholders,

such as college

leaders, business

leaders, local

employers, and

military recruiters

helps to identify

knowledge and

skills needed for

post-secondary

transition.



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence IS1,4,5,8,9, SCS3 At-Risk

Coordinator

At-Risk

Students

2.6 (TKES #1-10; CCRPI #1-18. Increase efforts

to keep students in school by employing an

At-Risk Coordinator.

Uses attendance, academic, and

behavior data to identify high school

students with a high probability of

not graduating or of not graduating

within four years.

Develops and implements individual

intervention strategies to increase

the likelihood that identified students

will stay in school and graduate on

time.

Works closely with school counselors

to track the academic progress of

individual and subgroups of at-risk

students as they progress toward

graduation.

Provides individual students and their

parents with information regarding

credit attainment or credit recovery

options, as appropriate

Serves as an advocate for at-risk

students

Develops partnerships with

community organizations to support

the goals of the high school dropout

prevention initiative.

Tracks withdrawals

Records of student and

parent contacts

Student/Parent/Teacher

conference records

4-year cohort, 5-year

cohort, and subgroup

graduation rates

At-Risk Coordinator

Demonstrates: the

capacity to help

students improve

attendance,

achieve

academically, and

reach graduation.

Students

demonstrate:

declined drop-out

rate

At-Risk Coordinator

monitors student

attendance daily,

grades a minimum


Administration

monitors artifacts

associated with

work.

Title VIB provides

funding for At-

Risk Coordinator

salary

Registrar

Community

partners and

organizations

such as Literacy

Volunteers of

America, RESA,

Abraham

Baldwin

Agricultural

College and

Southern

Regional

Technical

College



SMART GOAL #3 Tift County High School will improve School Climate and increase Family and Community Engagement to achieve the targets in Tables H-L. (System Strategic Goals I, II, III, and VI.) (SWP 2, 7, 9, 10)

Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence SC5 Students

meeting

qualifications

for recognition

Teachers

Student

Recognition

Committee

School

Counselors

Administrators

Parents

Community

Stakeholders

3.1 (TKES #7, 9-10; CCRPI #9-12) Continue to

promote and increase school-wide

recognition for academic achievement and

good attendance

Honors Night

CTAE Career Pathway Completer

Ceremony

Student Recognition Program for

Honor and Merit Roll

Advanced academic content, fine

arts, and foreign language pathway

completer recognition

Recognition program for Student-

Athletes

Student of the Month Recognition

Rewards for good attendance

Spring graduation and summer

graduation ceremonies

Incentives and

Awards

Rosters of award

recipients

Programs from

recognition

ceremonies

School Leaders and

Teachers

Demonstrate:

positive

reinforcement of

good attendance

and academic

excellence

Students

Demonstrate:

improved

attendance and

academic

performance

Parents and

Stakeholders

Demonstrate:

awareness of

positive events

taking place at

TCHS

Leadership Team

Student Recognition

subcommittee

monitors and plans

student recognition

activities and events.

Julie Rucker monitors

Honors Night

Program.

Linsey Shockley

monitors CTAE

Career Pathway

Ceremony.

Chanon Collins,

Renee Hughes, and

Counselors monitor

graduation

ceremonies.

Donations for

incentives

Plaques and

Awards

Cords

Diplomas



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence PLS5, SCS1-2 All Students

Teachers

PBIS Team

School

Counselors

Administrators

Community

Stakeholders

3.2 (TKES #7, 9-10; CCRPI #16-18, Exceeding

the Bar) Continue to promote and improve

school-wide positive behavior

PBIS program

Behavioral RTI

Small-group counseling

Discipline data

report

RTI data

SWIS data

PBIS lesson plans

PBIS rewards and

incentives

School Leaders and

teachers

demonstrate:

positive

reinforcement of

good behavior and

a pro-active

approach to

reducing problem

behavior by

purposefully

teaching

appropriate

behavior.

Students

demonstrate:

improved behavior.

PBIS team

demonstrates:

knowledge of

problem behavior

patterns occurring

in the school and

the ability to

develop lessons to

teach students how

to avoid problem

behaviors.

Community

Stakeholders

demonstrate:

support for PBIS.

Administrators review

discipline reports

weekly.

PBIS Team reviews

discipline reports

and SWIS reports

monthly and shares

results of their review

with the faculty

during monthly

faculty meetings.

PBIS Fundraisers—

approximately

$3500

Community

donations

Grants



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence SCS2, 4 All Students

Teachers

Mentorship

Subcommittee

School

Counselors

Administrators

Community

Stakeholders

3.3 (TKES #7, 9-10; CCRPI Star Rating)

Research and continue to establish

character-building programs.

Continue G.E.N.T.S. and IVY

mentorship programs

Establish opportunities for peer-to-

peer mentoring

Continue small-group counseling

(Girls in Real-Life Situations -G.I.R.L.S.)

Encourage student participation in

Career Technical Student

Organizations (CTSOs) such as

SkillsUSA, FBLA, FCCLA, and HOSA

Continue character education for

all students through Blue Devil Block

Advisement

Minutes from

Mentorship team

meetings

Power Point

presentations

Rosters of

participating

students

Character

education BDB

lesson plans

School leaders,

school counselors,

and teachers

demonstrate: a

shared

understanding of

character-building

programs

Students

demonstrate:

knowledge of the

importance of good

character

Community

Stakeholders

demonstrate: a

positive partnership

with TCHS

Leadership

Mentorship

Committee monitors

activities and

student participation

at meetings and

events.

Students and

parents request to

participate in

mentorship and

counseling programs

and express the

benefits of

participation in these

programs.

Administrators and

counselors monitor

implementation of

character education

lessons.

Community

volunteers

Community

donations



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence POS1, SCS1-2, 4-5 All Students

Student

Council

Teachers

Administrators

School

Governance

Team

3.4 (TKES #9; CCRPI Star Ratings) Consistently

and fairly enforce school-wide rules, policies,

and procedures.

PBIS Behavior

Matrices

Student

Handbook

Faculty

Handbook

Code of Student

BOE Policies

PBIS Lesson Plans

“Devil Dollars”

and

Classroom/School

Incentives

“Try Three”

Discipline Form

and Discipline

Progression Plan

HERO Discipline

Roll-back

program

Administrators and

teachers

demonstrate: a

shared

understanding of

consistency and

fairness in

classroom and

school

management, and

the importance of

recognizing positive

behaviors.

Students

demonstrate: an

understanding of

expectations and

improved behavior

Student Council

monitors students’

understanding of

school procedures

and addresses

concerns with the

principal.

Department Chairs

monitor

departmental

concerns and

address concerns

with the principal

during weekly

Department Chair

meetings.

Administrators review

discipline data and

address concerns

during weekly

Administration

meetings.

School Governance

Team (SGT) monitors

parent and

community

understanding of

school procedures

and addresses

concerns with the

principal and SGT

every two months.

PBIS fundraisers

provide funds for

student

incentives

Principal’s

account provides

funds for faculty

incentives

Donations from

parents and the

community for

incentives and

rewards



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence SCS 1-2,4-5 All Students

Teachers

Safety Team

Administrators

School

Resource

Officers (SROs)

Law

Enforcement

and

Emergency

Management

Agencies

3.5 (TKES #7, 10; CCRPI Star Rating) Continue

to promote a safe and substance-free

learning environment through:

Prom Safety Fair

Anti-Bullying Campaign

Active Shooter Training

Visits from Drug Dogs

Random Drug Testing

Mindset Training

Teachers as Advisors Lessons

Teachers as

Advisors Lesson

Plans

Student and

Faculty

Handbooks

Code of Student

Conduct and

BOE Policies

Faculty Meeting

Agendas and

Minutes

Safety Team

Meeting

Agendas and

Minutes

Documentation

of Safety Drills

Feedback from

Law Enforcement

and EMA

Agencies

Administrators and

teachers

demonstrate:

commitment to

ensuring a safe

school.

Students

demonstrate:

understanding of

what to do in the

event of an

emergency.

Leadership Safety

Team monitors safety

on a daily basis,

addresses imminent

problems

immediately, and

meets monthly to

address safety

concerns.

Safety is discussed at

every faculty,

department, and

Leadership Team

meeting.

Safety surveys are

completed annually

by faculty and staff

to provide feedback

to the Safety Team.

SROs, Law

Enforcement, and

Emergency

Management

Agencies review

safety plan and

procedures annually

and provide

feedback for

improvement.

Law Enforcement

Emergency

Management

Agency

Anti-bullying

Training for

faculty and staff

Active Shooter

Training for

faculty and staff



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence SCS5, LS2,7 All

administrators,

faculty, and

staff

3.6 (TKES #7, 9; CCRPI Star Ratings) Continue

to promote high attendance for faculty,

classified staff, and administrators

Faculty

Handbook

Absentee Reports

Leave Forms

Administrators,

faculty, and staff

demonstrate:

increased

attendance

Leadership Data

Team monitors

attendance

throughout the year

and scores on the

CCRPI Climate Star

Rating Report, and

shares their data

with faculty and staff

during faculty and

department

meetings.

Leadership Climate

Committee plans

celebrations and

activities throughout

the year to

celebrate

accomplishments, to

boost faculty morale

during times of high

stress, and to build

positive relationships

among the faculty

and staff.

Incentives for

faculty and staff

exhibiting good

attendance

Incentives to

boost faculty

morale



Georgia

School

Performance

Standard

Student

Group (All

or

Subgroup,

Parents,

Teachers)




Learning

Monitoring

Actions of

Implementation

Estimated

Cost,

Funding

Source,

and/or

Resources (SWP 9) Artifacts Evidence LS 1, FCES 1-5, SC

4-5

Teachers

Parent

Involvement

Coordinator

Parent

Involvement

Committee

Administrators

Parents

3.7 (TKES #9-10; CCRPI Star Ratings) Increase

parent attendance at and

participation in school-sponsored

meetings and events, and improve

scores on the Georgia Parent Survey

section of the Climate Star Rating

by:

Recognizing school and student

accomplishments through

newspaper, newsletter, radio,

positive postcards, social media,

brochures, daily announcements,

Teacher of the Month/Teacher of

the Year, Angel Board, and parent

workshops

Promoting the importance of parent

participation in the Georgia Parent

Survey and annual Needs

Assessment

Increasing parent contacts by

teachers

Conducting a minimum of four

Parent Involvement informational

meetings held at off-campus

locations, in addition to those

typical parent meetings conducted

at the school

Implementing “PBIS for Parents” who

attend meetings voluntarily and

hold raffles periodically for prizes

Newspaper

articles

Social media

postings

Compliment

Cards

Agendas and

sign-in sheets

from parent

workshops

Parent Title I

Needs

Assessment results

Brochures

CCRPI Climate

Star Rating

School Leaders and

teachers

demonstrate: an

awareness of the

importance of the

positive promotion

of the school

The Parent

Involvement

Coordinator

demonstrates:

increased

partnerships

between school and

home

Parents

Demonstrate:

support for their

students and the

faculty of TCHS

Leadership Data

Team monitors the

CCRPI Climate Star

Ratings, analyze

survey data, and

share their findings

with the faculty and

staff.

Leadership Parent

Involvement Team

and Parent

Involvement

Coordinator

monitors

attendance at

parent workshops

and events.

PBIS Team monitors

PBIS for Parents.

Food and

incentives for off-

campus parental

meetings

PAGE grant to

promote parent

engagement

($1500.00)

Social media

(n/a)

Radio,

newspaper, and

television (n/a)

Infinite Campus

messaging

Title I Funding for

salary of Parent

Involvement

Coordinator



Table A: Weighted Percent of Students Scoring Developing and Above on EOCs

EOC Test Scores

for All Students

2015 2016 2017 2018 2019 2020

9th Lit. & Comp. Target Too Few 80

Actual Too Few

Amer. Lit. & Comp. Target 45 51 57 64 71 79

Actual 45.8

Algebra I Target 13 26 39 52 65 78

Actual 15.2

Geometry Target 37 45 53 61 69 78

Actual 40.5

Physical Science Target 30 36 42 48 69 75

Actual 30.6

Biology Target 35 40 45 50 70 78

Actual 36.6

U. S. History Target 69 71 73 75 77 80

Actual 70.4

Economics Target 61 64 67 71 75 79

Actual 64



Table B: Percent of Students with Student Growth Percentiles 35 or Higher (Typical and High Growth)

End of Course

Assessments

2014

2015

2016

2017

2018

2019

2020

9th Grade Lit &

American Lit

Target 64% 66% 68% 70% 72% 75%

Actual 64% 52.7%

Algebra &

Geometry

Target 52% 55% 58% 61% 65% 75%

Actual 52% 59.4%

Physical Sci &

Biology

Target 53% 56% 59% 62% 65% 75%

Actual 53% 54.3%

U S History &

Economics

Target 69% 70% 71% 72% 73% 75%

Actual 69% 75.4%



Table C: CCRPI Total Score (Minus Challenge Points)

CCRPI Score 2014 2015 2016 2017 2018 2019 2020

Target 63.6 70 71 72 73.5 75

Actual 63.6 (-3.3) 69.3 (-4)

Table D: Percent of Students Achieving a Lexile Score of 1275 or Higher

Lexile Score 2014 2015 2016 2017 2018 2019 2020

Target 43% 46% 49% 52% 56% 60%

Actual 43% 44.1% % % % % %



Table E: Four-Year Cohort Graduation Rate (All Students)

Graduation

Rate

2014

2015

2016

2017

2018

2019

2020

Target (State) 78.8% 80.6% 82.4% 84.2% 86.0% 87.8%

Actual 74.4% 83.2% % % % % %

Table F: Five-Year Cohort Graduation Rate

Graduation

Rate

2014 2015 2016 2017 2018 2019 2020

Target (School) 80% 82% 84% 86% 88% 90%

Actual 77.0% % % % % % %



Table G: Four-Year Cohort Graduation Rates of Subgroups

Subgroup 2015 2016 2017 2018 2019 2020

ED Target 74.5% 76.6% 78.7% 80.8% 82.9% 85.0%

Actual 83.5% % % % % %

SWD Target 54.3% 58.1% 61.9% 65.7% 69.5% 73.3%

Actual 52.6% % % % % %

EL Target 56.4% 60.0% 63.6% 67.2% 70.8% 74.4%

Actual 63.2% % % % % %

Asian/PI Target 87.9% 88.9% 89.9% 90.9% 91.9% 92.9%

Actual 92.3% % % % % %

Black Target 75.2% 77.3% 79.4% 81.5% 83.6% 85.7%

Actual 80.5% % % % % %

Hispanic Target 72.0% 74.3% 76.6% 78.9% 81.2% 83.5%

Actual 83.7% % % % % %

White Target 82.8% 84.2% 85.6% 87.0% 88.4% 89.8%

Actual 84.6% % % % % %



Table H: Percent of Students Missing Fewer than Six Days

2015 2016 2017 2018 2019 2020

Target 50% 57% 64% 71% 78% 85%

Actual Rate 50.5% % % % % %



Table I: School Wide Attendance of Teachers, Administrators, Staff, and Students

2015 2016 2017 2018 2019 2020

Certified Personnel Target 97% 97% 97% 97% 97% 97%

Actual 97.2% % % % % %

Administrators Target 97% 97% 97% 97% 97% 97%

Actual 98.2% % % % % %

Classified Staff Target 95% 95% 95% 95% 95% 95%

Actual 96.2% % % % % %

Students Target 95% 95% 95% 95% 95% 95%

Actual 83.6% % % % % %



Table J: Percent of Students NOT Receiving OSS or ISS

2015 2016 2017 2018 2019 2020

OSS Target 85%

87% 89% 91% 93% 95%

Actual 87.9%

(185/1526)

% % % % %

ISS Target 81%

83% 85% 87% 89% 90%

Actual 83.0%

(260/1526)

% % % % %

1563 students enrolled 08/06/2015-12/18/2015; 1526 students enrolled 1/2016-5/2016



Table K: Student Discipline Score from the Climate Star Rating (Inverse Percentage)

2014 2015 2016 2017 2018 2019 2020

Target 69 71 73 75 77 80

Actual 66.7 78.8

Table L: Georgia Parent Survey Score from the Climate Star Rating

2014 2015 2016 2017 2018 2019 2020

Target 73 74 76 78 80 82

Actual Score 73.2 68.8



Professional Learning Plan to Support School Improvement Plan (SWP 4)

Professional

Learning

Strategy to Support

Achievement of

SMART Goals

Professional

Learning

Timeline

Person(s)/

Position

Responsible

Monitoring Teacher

Implementation of


Artifacts/Evidence

of Impact on

Student Learning

Estimated Cost,

Funding Source,

and/or Resources

Goal 1: Teaching &

Learning

1. Formative

Instructional Practice

2. Professional Learning

Communities

3. SLDS Data Training

4. New Teacher PLC

(Induction Program)

5. On-site Technology

training (Google Drive,

Google Classroom,

Google Apps, Google

Email, Teacher

Website, Activ

Expressions,

Promethean Board,

Mastery Connect,

NewsELA)

6. Blended Learning

(Edgenuity,

TenMarks)

7. End-of-Pathway

Assessment Gap

Analysis and unit

revision (CTAE)

1. September

2016-April

2017, Modules

3-5

2. August 2016-

May 2017

3. August 2016

4. August 2016-

May 2017

5. August 2016-

April 2017

6. August 2016

7. September

2016-April 2017

1. Teachers,

Administrators,

Instructional

Coach

2. Teachers,

Instructional

Coach

3. Assistant Principal

4. Instructional

Coach

5. Media Specialist,

Instructional

Coach

6. Instructional

Coach, District

Technology staff

7. Instructional

Coach, CTAE

Director, EOPA

Assessment

Coordinator

1. Instructional Coach,

Administrators


Administrators

3. Administrator


Administrators


Administrators

6. Academic RTI Coordinator,

Instructional Coach,

Administrators

7. CTAE Director, Instructional

Coach

1. PLC documentation,

module completion

documentation, TKES

evaluations

2. PLC documentation, PL

verification forms,

TKES evaluations

3. Differentiated lesson

plans, gifted cluster

contracts

4. Professional Learning

Plans, TKES evaluations

5. Student and teacher

documents in Google

Drive, Lesson Plans

6. Edgenuity and

TenMarks student

reports

7. EOPA results

1. State-supported

through SLDS; Google

Drive; $1000 for

drinks/snacks for day-

long sessions

2. No cost; Google Drive

3. No cost; teacher

laptops, access to SLDS

through SIS

4. $3000 for 2-day

orientation stipends,

$500 for notebooks and

supplies

5. No cost

6. No cost

7. Cost for subs for (2) PL

days ???



Goal 2: Graduation Rate

1. Student Transition

Plan Development

2. SLDS data training

3. IIS training

1. August 2016-

April 2017

2. August 2016

3. October 2016

1. LEAP Team,

ELT/BDB

teachers

2. Teachers,

Administrators

3. Administrators

1. Administrators


3. Principal

1. Transition plan student

portfolio

2. Differentiated lesson

plans, gifted cluster

contracts

3. ???

1. $300 for supplies

2. No cost

3. No cost

Goal 3: School Climate &

Family Engagement

1. PBIS Training

2. Behavioral RTI

Training

3. Parent Engagement /

Parent Conferencing

Training

1. July 2016

2. August 2016

3. September 2016

and February

2017

1. PBIS Team

2. Behavioral RTI

Coordinator

3. Parent

Involvement

Coordinator


2. Principal

3. Title I Coordinator, Principal

1. SWIS data

2. Student RTI folders,

discipline reports

3. Infinite Campus Contact

Logs; Sign-in sheets for

open house, parent

conference day; BRIDGE

day appointment sheets

1. No cost

2. No cost

3. No cost



Highly Qualified Staff (SWP 3, 5)

All courses are taught by highly qualified staff. __No_____ (Yes or no)

If no, explain

A highly qualified foreign language teacher could not be recruited. The teacher hired is certified in English/Language Arts, but

has not passed one section of the French GACE. All other teachers are highly-qualified.

List efforts to recruit highly qualified teachers to your school.

Principal and Human Resources Director personally contact colleges and universities to learn of candidates seeking

employment

School system utilizes TeachGeorgia website to advertise all vacant certified positions and accept applications from

candidates

Teachers qualify for Federal Loan Forgiveness Program because we are a Title I school

School system offers Department of Education Incentive Grants for science and math teachers until they reach Step 4 of

the salary schedule



Resources:

Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (Indistar) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.indistar.org/

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