implementation plans - edl · increase percent of ell students reaching proficiency or higher on...

of 18

IMPLEMENTATION PLANS

NCLB Goal #1:

All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics

Annual Measurable Objective:

Increase percent of students meeting or exceeding standards on the reading/language arts and math on GA standardized assessments to meet or exceed the DOE recommended benchmarks leading toward 100% in 2017.

Increase in EOC pass rate in Math, Science, Language Arts, and History

Actions/Strategies/Interventions or Programs Disaggregate test data to determine students' strengths and weaknesses and plan instruction based on the

analyses - School Improvement and Data Training w/ Dr. Tom Whitten

Establish benchmarks and develop formative assessments in concert with curriculum mapping.

Continue to Implement Standards Based Classrooms/grading

Implement Reading Horizons Program

Continue the Accelerated Reader Program

Continue the Reading Coach Program

Reading Teacher program at high school

Employ retired teachers as intervention specialists

Hire additional paraprofessionals in elementary grades

Utilize Safety Net Programs: Intersessions, Saturday School - (20 Day Additional, Title VI-B)

After school program

Increase the use of manipulatives and hands-on learning in math instruction

Class Size Reduction Teachers

Provide common instructional planning time for teachers by subject/grade level.

Develop strategies for differentiated instruction.

Develop Pyramid of Intervention for Elementary, Middle & High Schools

Continue to operate the ninth grade academy and add 8th grade.

Hire School Food service personnel for ninth grade academy

Alternative education students will be served on the middle school and high school campuses using

Odysseyware instructional software - Title VI-B funds

Second Chance Alternative School

Summer School

Night School

GSSP Standards

C1,2; PO3; I1,2; PL1, PL2, PL3; SC1,2; L1,2,3

Professional Learning

Training in School Improvement Process, analysis and utilization of test data – Dr. Tom Whitten Curriculum Coordinating Council (CCC) Learning Focused School follow-up training Reading Coach Training Reading Horizons Training PBIS Training Technology Training Curriculum Planning Science Training CCGPS Training Content Training Supplemental Services Training Lead Instructional Teachers provide on-site professional learning activities.

of 18

Differentiated Instructional Strategies Training RTI Training Inclusion Training Balanced Scorecard Training in SLO & Assessment Writing Training in Teacher Keys and Leadership Keys evaluation system Leadership Training Safety Training APTT Training

Resources or Materials Needed

Substitute Teacher Salaries

Funds for Class Size Reduction Teachers

Travel for professional learning activities

Registration and Travel for APTT Training – Title I-A & PL

Registration fees for professional learning activities -, professional learning funds; Title II-A

Teaching supplies

AR Books

I-pads for all MCHS students

Bus for High School After School Program

Bus Driver and fuel HS for After School Program

Computers for Bus for High School After School Program

Teacher for High School After School Program

Retired teachers as intervention specialists

Additional paraprofessionals for elementary grades

Paraprofessional for ninth grade academy- Local

Hire School Food service personnel for ninth grade academy – Local funds

Teachers - South Elementary –; North Elementary – ; Middle- ; High - (Title I & Title II Funds)

Paras - South Elementary – ; North Elementary- ;

Parent Involvement Coordinator - IDEA funds

Funding for After School Program at NMCES including transportation

PD360 Observation License

Teacher Stipends

Reading Horizons Materials

Science Materials

STAR Reading Software Program

Person or Position Responsible for Monitoring and Evaluation

Principals

Building Level Administrators

Curriculum Director

Sp Ed Director

Federal Programs Coordinator

Timeline For Implementation

CCC - ON GOING

LFS – On Going

Standards Based Classrooms – ON GOING

Disaggregate data - ongoing

Means of Evaluation

Formative Test Results

Summative Test Results

of 18

Focus Walks

Classroom Observations

Curriculum Documents

Monitoring of Intervention

Curriculum maps

Records of observations

Instructional units

Student work

Test scores

Teacher commentary related to standards

Documentation of interventions implemented in classrooms

Evidence of Impact

Curriculum maps

Instructional units

Student work

Test scores

Teacher Evaluations

of 18


NCLB Goal #2:

All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better

in reading/language arts and mathematics Annual Measurable Objective:

Increase percent of ELL students reaching proficiency or higher on standards on the reading and math state mandated assessment to meet or exceed the DOE recommended benchmarks leading toward 100% in 2016. Increase EOC pass rate of ELL students by 3% Actions/Strategies/Interventions or Programs Disaggregate test data to determine students' strengths and weaknesses and plan instruction based on the analyses

- School Improvement and Data Training w/ Dr. Tom Whitten

Establish benchmarks and develop formative assessments in concert with curriculum mapping. Complete Social Studies assessments Continue to Implement Standards Based Classrooms/grading Continue the Accelerated Reader & STAR Reading Program – Title VI-B funds Continue the Reading Coach Program Utilize ELLis software program Utilize ELLis Academic program Implement Reading Horizons Program Utilize Safety Net Programs for example: Intersessions, (20 Day & Title VI-B) Supplemental Services After school program - Increase the use of manipulatives and hands-on learning in math instruction. Provide common instructional planning time for teachers by subject/grade level Develop strategies for differentiated instruction. Develop Pyramid of Intervention for Elementary, Middle & High Schools Continue to operate the ninth grade academy Alternative education students will be served on the middle school and high school campuses using Odysseyware instructional software. Purchase additional licenses - Title VI-B Make translators available to parents and students as needed Provide home-school correspondence in students' native language Support and involve limited English speaking parents as a partner in their child's education Utilize assistive technology for EL students Learning Labs (High School) GSSP Standards I1,2,4; PL1,2,3; SFC1,3; L3, SC2 Professional Learning

ESOL Endorsement Gifted Endorsement Odysseyware Training ACCESS Training Training in analysis and utilization of test data Subject Area Committee training Curriculum Coordinating Council training CCGPS training Supplemental Services Training

of 18

Hands-On Math Training GaTESOL Differentiated Instructional Strategies Training Software training Inclusion Training TESOL Training Standards Based Classrooms Math Endorsement Reading Endorsement WIDA EL Standards Training SLO Assessment and Writing TKES Training iStation

Resources or Materials Needed Substitute Teacher Salaries Travel for professional learning activities - Title III Registration fees for professional learning activities - Title III Consultant fees for professional learning activities - Professional Learning Teaching supplies - Title III and Local Software Programs AR Books Assistive Technology Paraprofessionals/Translators - Migrant funds Teacher and Parapro - Local funds TransAct- provided by the state SYSTRAN Translator Software ELLis Essentials ELLis Academic STAR Reading Reading Horizons Person or Position Responsible for Monitoring and Evaluation ESOL Coordinator Migrant Coordinator Curriculum Director Principals ESOL Teacher & Paraprofessional Timeline For Implementation July 1, 2016 – June 30, 2017 Means of Evaluation ACCESS Results W-APT Results Formative Test Results Summative Test Results Focus Walks Classroom Observations Curriculum Documents

of 18

Graduation Data ELL subgroup test data GAPSS ELL Observation EOG meets/exceeds rate EOC passing rate Monitoring of Intervention Disaggregated test data ACCESS Results Curriculum maps Records of observations Failure lists Course schedules Instructional units Student work Sign in logs for PTA meetings ELL students' grades ELL students’ GA Milestones scores Evidence of Impact Curriculum maps Instructional units Student work Test scores Increase in number of students graduating in four years Increase in percent of students exceeding standards on state assessments Increase in number of students served in gifted courses each year Increase in formative and summative test data for ELL students Increase in parental involvement data

of 18


NCLB

Goal #3:

All students will be taught by highly qualified teachers

Annual Measurable Objective: All students in Mitchell County Schools will be taught by highly qualified teachers. Actions/Strategies/Interventions or Programs Continue Mentoring Program for new teachers Recruit and hire highly qualified teachers Continue to monitor all teachers for HiQ status Remediation Plans for non HiQ Teachers and paraprofessionals Remediation plans for all core academic teachers who have NT or NNT certificate Advise teachers on a regular basis regarding course work and state assessments needed to become highly qualified Provide financial support for state assessments and course work to become highly qualified Continue to monitor placement in teaching assignments School Level Teacher Academy Continue CCC PD360 Observation License Class size reduction teachers GSSP Standards Professional Learning GASPA Conferences Title I-A and II-A conferences and workshops Classroom Management Behavior Management Non-cognitive factors training Differentiated Instruction Training One Year Practicum GACE study sessions Required course work advisement Curriculum Alignment GPS Training Technology Training Inclusion Training Essential Components of the IEP Navigation of IEP through Infinite Campus TAPP

Leadership Training TKES Training LKES Training Mentor Teacher Training RTI Training Resources or Materials Needed Stipends for Mentor Teachers Recruitment fees

of 18

Travel/Registration fees- reg fees for GACE & reimbursement Funds for TAPP/Internship/One Year Practicum Program Funds for course work in critical field areas Funds for Praxis/GACE study guides Inclusion Support Modules – CP RESA IEP Training – GLRS PD360 Observation License Funds for Class Size Reduction Teachers Funds to monitor the equitable distribution of quality instruction for students & teachers Funds for substitute teachers receiving RTI, Instructional Differentiation, CCGPS and leadership training

Person or Position Responsible for Monitoring and Evaluation Personnel Director Title IIA Coordinator Special Education Director RESA Principals Timeline For Implementation July 1, 2016 – June 30, 2017 Means of Evaluation High Quality Report MY SPA Data Monitoring of Intervention Applicants Job Postings Job fair attendance Number of GACE exams taken Teacher assignments Number of college courses completed Evidence of Impact Percent of positions filled with highly qualified and fully certified teachers Percent of Special Education teachers highly qualified and fully certified Percent of teachers leaving system Percent of GACE exams passed

of 18


NCLB

Goal #4:

All students will graduate from high school

Annual Measurable Objective: Decrease high school dropout rate. Actions/Strategies/Interventions or Programs Course syllabi & pacing guides are developed to provide a consistent framework of instruction for all students.

Disaggregate test data to determine students' strengths and weaknesses and plan instruction based on the analyses

- School Improvement and Data Training w/ Dr. Tom Whitten

Complete alignment, mapping and pacing of the curriculum PreK-12.

Continue to implement America's/Georgia's Choice K-8 and Learning Focused Schools 9-12 strategies.

Implement standards based classroom/grading

Continue the Accelerated Reader Program

Continue the Reading Coach Program

Implement Reading Horizons Program

Implement PBIS system wide

Implement APTT in grades K-5

Begin Second Chance (alternative) School

Begin 3 year old program

Night School

Utilize Safety Net Programs for example: Intersessions, Supplemental Services, After school and Saturday

School programs, and tutoring

Increase the use of manipulatives and hands-on learning in math instruction.

Continue implementation of iLearn Math Program

Provide common instructional planning time for teachers by subject/grade level

Employ additional teachers for MCHS to provide common instructional planning time for teachers by

subject/grade level.

Establish benchmarks and develop formative assessments in concert with curriculum mapping using SLO’s &

DOK

Develop strategies for differentiated instruction.

Hire class size reduction teachers

Continue to operate the ninth grade academy and add 8th grade.

In-House alternative program at middle and high school

Remediation forms for non HiQ personnel

GSSP Standards C1,2; PO3; I1; PL1,2,3; SC2, L1,2,3; SC1 Professional Learning Curriculum Mapping and Alignment - CLI expenses Training in School Improvement Process, analysis and utilization of test data – Dr. Tom Whitten Differentiated Instruction Training – RESA/In-House Inclusion Training – GLRS PD360 Training Standards Based Classrooms Training – RESA Standards Based Grading & Reporting Training Thinking Maps Training Assessment and SLO Training

of 18

Reading Horizons training Science Training PBIS training APTT training Curriculum training Mother Goose training Resources or Materials Needed Substitutes for teacher release - Title I, Title II-A Teacher stipends - Title I, Title II-A Additional teachers for MCHS Consultant expenses - Professional learning state funds, Title I and Title II-A funds Books and materials Reading Horizons materials Mother Good materials Science Materials Coach Books Consultants fees for trainings Registration fees for professional learning activities - professional learning funds; IDEA funds Travel for professional learning activities - professional learning funds; DEA funds Media specialist for summer reading program - Local funds Teachers- MCPS – 7; MCES-4; Middle – 4; High –5 Parent Involvement Coordinator - Title I/IDEA funds I-pads for all MCHS students Parent Mentor Person or Position Responsible for Monitoring and Evaluation Superintendent Curriculum Director Principals Building Level Administrators Timeline For Implementation Ongoing Means of Evaluation Course syllabi Curriculum maps, Units Formative and summative test results Process/pyramid of interventions Classroom observations Student work/grades, Promotion/Retention data, Attendance records

High Quality Report Monitoring of Intervention Principals Instructional Coordinators Superintendent Curriculum Director

of 18

Evidence of Impact Pacing Guides developed Benchmark assessments of student learning Electronic Portfolios with student work Curriculum maps developed Lesson Plans correlated to curriculum maps Course syllabi made available to students and parents for every course Student surveys on use of syllabi Syllabi and units are on the school website for every course/teacher Survey for use of syllabi and units on web Increase in formative and summative test scores Quarterly benchmarks Evidence of flexible grouping from teacher groups Percent gains on formative & summative assessments Student work with teacher commentary Student work portfolios that show growth from inclusion practices Electronic Portfolios Number of students graduating

of 18


NCLB

Goal #5:

All students will be educated in learning environments that are safe, drug free,

and conducive to learning


All Mitchell County Schools will be safe, drug free environments which are conducive to learning.

Actions/Strategies/Interventions or Programs

Continue revising Development & implementing of a Pyramid of Intervention at each school

Implementation of school-wide discipline plans

Continue Safe and Drug Free curriculum through science and health classes

Continue to serve at-risk students through the Mitchell Academy Center

Continue Red Ribbon activities

Attendance Bar Code (doors & rooms)

Cameras in the classroom

Child Alert System installed on buses

Digital cameras installed on buses

Scholarchip ID System

SAFETY DOORS

GSSP Standards

C1,2; PO3; I1; PL1,2,3; SC2, L1,2,3; SC1


Training in Classroom Management

Pyramid of Intervention training

Training in the implementation of Safe & Drug Free Curricula (RESA consortium)

RTI Training

PBIS Training


Safe & Drug Free materials

Scholarchip ID System


RESA SDFS Consultant

Principals

Safety Coordinator


July 1, 2012 -June 30, 2017

Means of Evaluation

GSHS II

Discipline Records

Infinite Campus Reports


Classroom observation

Professional learning attendance rosters

Discipline records

Pyramid of intervention data

of 18

IDEA Goal 1: Improve post-school outcomes for students with disabilities.

Annual Measurable Objective

Mitchell County School System will continue to increase the percentage of youth who are no longer

in secondary school, who had an active IEP and enroll in post-secondary education/training or

competitively employed within one year of leaving high school to 50%.


Ensure system data information system has the most current and multiple contacts

Implementation of a Work Readiness and Education Program at the high school level

Transition Planning for students

Coordinate with Vocational Rehab representative for job placement

Complete Summary of Performance form with parent/guardian and student

Set regular meetings and expectations for postsecondary opportunities.

GSSP Standards

SPP2


In-school training of registrar and data collection personnel

Transitional Plan writing training for PEC teachers

Parent Mentor/teachers collaboration for Engaging Family Activities


Transitional Plan checklist and software

Parent Mentor

Vocational Rehab coordinator


HS School Principal

HS Assistant Principal

PEC Director

Parent Mentor


Ongoing

Means of Evaluation

Checklists for student information

Completed withdrawal form listing multiple contact sources

SWD Transitional Plan Goals


Conduct regular student/advisor conferences to provide strategies and assistance in order to

continue student engagement throughout the school year and upon graduation.

SWD Transitional Plans

Evidence of Impact

Increase of youth who seek post-secondary education/training or competitive employment upon

one year of exiting/graduating secondary school as measured by the State Special Education

Annual Performance Summary Report

of 18

IDEA GOAL 2: Improve services for young children (ages 3 - 5) with

disabilities

Annual Measurable Objective

Mitchell County Schools will maintain a 100% compliance rate for eligibility determination and Individualized Education Plan implementation for students with disabilities by age three.


Maintain a positive, collaborative relationship with the Babies Can't Wait Program, local Head Start Programs, and local daycare facilitates.

Continue implementing ongoing Child Find procedures and practices throughout the community.

Continue to provide a continuum of services in the general education PreK setting.

GSSP Standards

PL3, SC1&2, SFCS1,2&3 Professional Learning

PreK training on effective practices for paraprofessionals and teachers continue Bright From the Start training and implement best practices Resources or Materials Needed

Child Find brochures and training

Parent Mentor

Professional Learning (developmental readiness for young child) Person or Position Responsible for Monitoring and Evaluation

Babies Can't Wait representatives

Head Start representatives

PreK Special Education Teacher and paraprofessional

Director of Special Education Timeline For Implementation Ongoing Means of Evaluation

Babies Can't Wait timeline logs

Environment reports for students with disabilities

Number of direct referrals from parent and other pre-k providers

FTE coding

Infinite Campus System reports Monitoring of Intervention

Review of Babies Can't Wait time logs

Verify FTE coding accuracy

Conferences with Special Education director

PreK special education teacher

Babies Can’t Wait and Head Start representatives Evidence of Impact

of 18

Decrease in the percentage of time students with disabilities (ages 3-5) spend outside their natural setting

Students with disabilities (ages 3-5) in PreK who receive support and services early in their educational career

Evidence of data will be measured by the State Special Education Annual Performance Summary Report


IDEA Goal #3:

Improve the provision of a free and appropriate public education to students with disabilities.


Maintain at least 70% of Students with Disabilities (SWD) who receive their instruction in the general education setting with appropriate supports and accommodations.

Increase the percentage of SWD on statewide assessments who demonstrate proficiency in Math and ELA

Maintain the percentage of SWD who are removed from their school or placements for disciplinary reasons

Increase the percentage of parents of children receiving special education services who report that schools encourage parent involvement to improve results for SWD from 42% to 50% as measured by the GaDOE Parent Survey


Disaggregate test data to determine student strengths and weaknesses and plan instruction based on the analyses. Ongoing Review & revise all system policies, practices and procedures in the identification and placement of SWD - Ongoing Continue implementation of Response to Intervention at each school. Review and analyze disciplinary reports monthly SWD will be educated in general education classes to maximum extent possible Differentiated Instruction will be practiced in all classrooms Special Education, regular education, & Co-teaching Teams Parent Mentor Program

Interventions for supplemental instruction

Additional opportunity for supplemental supports for SWD

Work Readiness and Educational Program

Positive Behavior Intervention Support

Parent Involvement Activities/trainings

GSSP Standards

C1,2,3; I1,2; A2; PO1,2,3,4; SFC1,2,3; PL1,2,3; L1,2,3,4; SC1,2


Administrators and teachers training on rules and regulations regarding discipline of SWDs Intervention Training

of 18

RTI Training LRE/Co-Teaching Training — GLRS (Title IIA, IDEA) Differentiated Instruction - RESA & GLRS (PL, Title IIA, IDEA) Parent Mentor Conference (IDEA) GCASE (IDEA) District Director's Leadership Meeting (IDEA) Data Conference (DOE) GAA Training (IDEA) Resources or Materials Needed Paraprofessionals for Supportive Instruction for SWD Registration fees Travel fees Research-based supplemental instructional material Work Readiness and Education Program Transportation


Superintendent Principals Special Education Director Curriculum Director Parent Mentor Parents Stakeholders PreK Special Education teacher

Timeline for Implementation

Ongoing

Means of Evaluation

Comparison of multi year testing data, SST data and referrals to SpEd Multi year comparison of discipline data Pre/Post Test Student Progress reports State testing Checklist of criteria FTE October Count System Profile Data Classroom observations Parent Survey Results Co-teaching observations


Test results, SST and referral data School discipline reports Quarterly progress reports

of 18

Summary FTE, System Profile Data Instructional Units

Evidence of Impact

System Profile Data State mandated test results Attendance records Post Test Results Percent referred to Sp Ed Graduation rate Formative test results


IDEA Goal #4:

Improve compliance with state and federal laws and regulations.

Annual Measurable Objective: The Mitchell County School System will ensure timely and accurate state reported data is maintained at 100%. Actions/Strategies/Interventions or Programs

PEC Director and SIS Coordinator regularly monitor SWD data collected through the use of Infinite Campus or district data system

Each school based PEC lead teacher will regularly monitor initial and redetermination eligibility of SWD for accurate data reporting.

PEC Director will meet monthly with principals and school-based PEC lead teachers to review and monitor accuracy of data reporting.

Principals and Superintendent will review accurate data reports and sign-off in a timely manner.

GSSP Standards

PO1&2, SFCS 1,2&3, SC 1&2, PL4, SC2


Continuous training provided to PEC teachers for accuracy of data reporting and IEP writing.

Training on updated laws and regulations as related to IDEA with redelivery to all faculty

Webinar training sessions provided by the GaDOE


Training for teachers and staff

Parental handouts and IDEA information


PEC Director SIS Coordinator Superintendent Principals School-based PEC Lead Teacher

of 18

Timeline for Implementation

Ongoing

Means of Evaluation

Annual Compliance reports through DOE


Monthly tracking reports from computer IEP program

Evidence of Impact

District will have a 100% compliance rating with state and federal regulations