While the Title I defines a multi-year effort to address important goals and specific performance targets, it may be modified (at any time) if the principal and staff wish to make changes. If there is evidence that (from one year to the next) a school is making progress in meeting the objectives defined in its Title I Plan , there is no requirement for a major alteration of the plan from year to year.
An important requirement of this Plan is its recognition of two important factors:
Efforts to improve the quality of teaching and learning require an knowledgeable and focused Action Plan that incorporates what is known to be effective in schools and classrooms.
Unless a school’s culture and authority is one that fosters the eagerness to change the status quo, meaningful change and improvements will not occur.
Differentiated Instruction based on student’s readiness, learning styles, and or interests.
Focus on teaching daily lessons in ways that clarify the objectives of the lesson, reinforce what is taught, and meaningfully engage students.
Provide additional instructional time focused on student needs.
All teachers will be highly qualified.
Support classroom teachers in their efforts to help lower-performing students catch-up.
Communication of high expectations, school mission and vision a part of our daily school activities within each classroom and professional learning community meetings (middle grade transition program (rising sixth graders), instructional meetings, grade level meetings, grade level, content, design team meetings, administrative meetings, leadership meetings and parent/community meetings
Decrease the percent of students Not Meeting Standards in Reading on the GCRCT.
Increase the percent of students Exceeding Standards in Reading on the GCRCT.
2009-2010 Projected 25%
Strengths: According to the data, we are continuing to make adequate gains in Reading.
Decrease the percent of students Not Meeting Standards in Mathematics on the GCRCT.
2009-2010 Projected 46%
Increase the percent of students Exceeding Standards in Mathematics on the GCRCT.
2009-2010 Projected 8%
Weakness: According the data, we are making minimal gains in the area of mathematics. As a result of the data, we will have a more rigorous focus on math
ADDITIONAL INSTRUCTIONAL TIME FOCUSED ON STUDENT NEEDS :
All students will have an opportunity to participate in the After School All Stars tutorial, “Miracles” (a technology based program), “Big Brothers and Sisters,” “Outward Bound,” “Boys and Girls Club,” and “Each One Reach One” mentoring program, and FAST Program..
The data that will be used to identify students needing additional instructional time focused on student needs include 2008-09 CRCT Data, School Benchmark Assessments, teacher assessments, classroom observations, GOAS, and other assessments as warranted
Professional Development required to support staff in this area include, but not limited to, Direct Instruction, Georgia Performance Standards, Reading and Writing Across the Curriculum, Differentiation of Instruction, Test Taking Genre, Gender Based Professional Learning and other data driven Professional Learning Communities with a focus on discussing student work, collaboration, and reflection.
Teachers will be trained on the use of instructional strategies that are most likely to improve student achievement
Based on our school’s 2008-2009 Georgia Criterion Reference Competency Test (GCRCT) data our school made Annual Yearly Progress. In the areas of Reading 75.9% of the student population met or exceeded the standards and 56.0% of the student population met or exceeded the standards in Mathematics.
In order to continue to meet and exceed the standards in the areas of Reading and Mathematics, baseline data, projected data, and goals have been created to help close the achievement gap in the areas of Reading and Mathematics.
School-based decision making is a process to improve student learning by allowing the people closest to students make educational decisions.
Teachers were given the opportunity to meet and collaborate to create strategies and best practices based on the previous years data.
Addressing Student-Level Factors for Student Improvement
Content and skill reinforcement during after school tutorials.
Skill remediation based on formal and informal assessments.
Teachers will incorporate the use of graduated rubrics when using project-based learning that allow each student to achieve success at his/her own level while maintaining grade level expectations.
Modified lesson plans, activities, products, and assessments to actively monitor and adjust teaching delivery to adjust to specific learning styles for students.
Teachers will collaborate with media specialists in order to provide supplementary materials and other technology resources that can be integrated into classroom instruction.
Students will participate in AVID (Advancement Via Individual Determination). using strategies such as writing, inquiry, reading, collaboration, Cornell notes, tutorials, organizational and time management skills and strategies
Special education teachers, counselor, social worker are used as a resource to help teachers devise strategies and intervention for students who continue to struggle.
Teacher leadership roles are evident in various groups, who come together to strategically plan and dialogue together to create and implement best practices regarding governance and management of the school, instruction practices, student placement, and other components of leading a school.
Leadership Team- The Leadership Team consists of administrators, counselors, team leaders, media specialist, and other persons who a responsible for the governance and management of the school. The team meets twice a month to discuss and plan activities and programs for the better of the school. The mission of the School Leadership Team (SLT) is to carry out the implementation of the school’s vision. The SLT is dedicated to helping provide each student with a diverse education in a safe, supportive environment .
The Student Support Team (SST) is a problem-solving process in every school within our state. Its purpose is to find ways around roadblocks to success for any student referred to it. Membership varies from school to school. Typically there are three to five members. They may be an administrator, a counselor, a regular education teacher, a special education teacher, a school social worker, a parent, a media specialist, a school psychologist or other central office persons, as appropriate.
Departmental Chairs- The departmental chairs serve as a representative from each content area or department to represent the subject area. Departmental meetings are held twice a month to discuss instructional practices and strategies, announce professional development opportunities that will benefit the department as a whole, and to share and plan collaboratively to improve instruction. The also analyzes data in order to drive and plan instructional practices and focus.
Design Team- The Design Team is a group of committed educators and school-based staff, parents, community leaders, and business leaders who will create detailed school design specifications that will define the school curriculum, school size, governance structure, school compact, and other features of a school. This team focuses on instructional practices that will benefit the school as a whole. The Design Team meets periodically.