introductory materials 1-1 effingham county school district

Introductory Materials 1-1

Effingham County

School District

Technology Integration Plan July 2009-June 2012

Randy Shearouse, Superintendent Greg Arnsdorff, Assistant Superintendent Jeff Lariscy, Information Technology Coordinator Monica Lanier, Director, First District ETC


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11.. TTaabbllee ooff CCoonntteennttss 1. Table of Contents ........................................................................................................................1-3 2. Review of Previous Plan..............................................................................................................2-4 3. Executive Summary.....................................................................................................................3-1 4. Planning Process ........................................................................................................................4-1

Involvement and Responsibility for Planning ........................................................................ 4-1 5. Student Needs.............................................................................................................................5-1

Student Academic Needs/Academic Needs of Special Populations ........................................ 5-1 Reading/Language Arts CRCT Results, 2007-2008, Grades 3-5 ............................................ 5-2 Mathematics CRCT Results 2007-2008, Grades 3-5............................................................. 5-3 Reading/Language Arts CRCT Results, 2007-2008, Grades 6-8 ............................................ 5-4 Mathematics CRCT Results 2007-2008, Grades 6-8............................................................. 5-4 English/Language Arts GHSGT Results 2007-2008 .............................................................. 5-5 Mathematics GHSGT Results 2007-2008 ............................................................................ 5-5 Student Technology Literacy Needs .................................................................................... 5-6 District Mission Statement .................................................................................................. 5-7 District Goals..................................................................................................................... 5-7 Blandford Elementary School.............................................................................................. 5-7 Ebenezer Elementary School.............................................................................................. 5-7 Guyton Elementary School ................................................................................................. 5-8 Marlow Elementary School ............................................................................................... 5-10 Rincon Elementary School ............................................................................................... 5-11 South Effingham Elementary School ................................................................................. 5-12 Springfield Elementary School .......................................................................................... 5-13 Sand Hill Elementary School ............................................................................................ 5-15 Effingham County Middle School ...................................................................................... 5-17 Ebenezer Middle School .................................................................................................. 5-17 South Effingham Middle School ........................................................................................ 5-19 Effingham County High School ......................................................................................... 5-20 South Effingham High School ........................................................................................... 5-22

6. Technology Mission and Vision ...................................................................................................6-1 System’s Technology Mission Statement ............................................................................. 6-1 System’s Technology Vision ............................................................................................... 6-1

7. Current Reality and Gap Analysis ...............................................................................................7-1 Hardware Survey............................................................................................................... 7-1 Instructional Uses of Technology ........................................................................................ 7-1 Administrative Uses of Technology...................................................................................... 7-2 Parent and Community Uses of Technology......................................................................... 7-2 System Network ................................................................................................................ 7-3

8. Goals and Benchmarks ...............................................................................................................8-1 9. Communication and Marketing....................................................................................................9-1 10. Professional Development ....................................................................................................10-1 11. Appendix A: Acceptable Use Policy ......................................................................................11-1 12. Appendix B: Interoperability and redeployment procedures..................................................12-1 13. Appendix C: CIPA Compliance .............................................................................................13-1 14. Appendix D: Internet Safety Policy........................................................................................14-1


22.. RReevviieeww ooff PPrreevviioouuss PPllaann The following initiatives were identified as needs to be addressed as part of the 2006-2009 Technology Integration Plan. The chart below illustrates the status of those needs:

GOAL: Provide multiple means of communication between schools and home. STRATEGIES BENCHMARK STATUS

Provide adequate telephone and telecommunication lines for communications.

Each school/dept. will have adequate lines to facilitate communications at all times.

Ongoing

Provide all schools with consistent manageable telephone system (Nortel BCM).

June 2006 – BES July 2006 – SHES Dec 2006 – SEHS June 2007 – SEMS June 2007 – ECMS July 2007 – RES Dec. 2007 – SEES July 2008 – GES July 2008 – EES July 2008 – Trans

Completed, June 2006 Completed, December 2008 Completed, December 2007 Completed, December 2007 Awaiting new school construction In Progress Completed, December 2007 Completed, December 2008 In Progress Completed, December 2007

Provide e-mail accounts for teachers, administrators and other designated personnel.

Maintain e-mail server to provide electronic communications at all times.

Completed; upgraded to Exchange Server; Ongoing

Provide web site for schools and teachers to provide easy access to information for parents.

July 2006, contract with SchoolWires for hosting and management services.

Completed; Ongoing

Provide training for personnel on School Wires web site creation and administration

By August 2006, all school web masters will be trained By August 2007, 50% of teachers will have been trained By August 2008, 100% of teachers will have been trained

Completed, September 2008 In progress; Ongoing In progress; Ongoing

Provide Internet access to allow for e-mail communication, web page publishing, and on-line collaboration.

Maintain participation in State Network Consortium throughout duration of plan.

Completed; Ongoing

GOAL: Provide reliable, safe, secure network environment for delivery of administrative and instructional applications.

STRATEGIES BENCHMARK STATUS Continue to implement LAN upgrades at schools without Gigabit backbones.

ECHS – July 2007 SEES – Dec. 2007 ECMS – July 2008 EES – Dec. 2008

Completed Completed Awaiting new school construction Completed

Maintain Antivirus Solution for District

Purchase and maintain antivirus as needed

Completed; Ongoing

Maintain Internet Firewall and content filter with Antivirus Gateway

Maintain filtering licenses and antivirus licenses

Completed; Ongoing

Implement enhanced content filtering solution

July 2007 Completed; Ongoing

Maintain enterprise backup system for reliable restoration of data.

Ongoing Completed; Ongoing

GOAL: Provide equitable access to computers to students within the district. STRATEGIES BENCHMARK STATUS

Upgrade OS and hardware to support Windows 2000 at a minimum.

August 2006, all high and middle school computers run Windows 2000

Completed.

Introductory Materials 2-5 Decrease student to computer ratio at facilities where ratio is greater than 4.0.

August 2006 RES will receive 30 unit mobile lab GES will receive 30 unit mobile lab BES will receive 30 unit stationary lab EMS will receive 30 unit mobile lab SEMS will receive 30 unit mobile lab July 2007 EMS will receive 30 unit mobile lab

Completed—stationary lab Completed Completed—stationary lab Completed Completed—stationary lab In Progress

Replace computers that have become outdated

Ongoing 2006-2007 2007-2008 2008-2009

Completed; Ongoing

GOAL: Increase student ability to utilize e-mail, create web pages, and further utilize network and Internet resources.

STRATEGIES BENCHMARK STATUS Implement web-server on internal network for publishing student work

July 2006, web-server implemented and ready

Deferred

Train teachers to allow for instruction of web page creation through readily available software.

December 2006 Ongoing

Deferred

Provide individual student logons to the network as well as resources to save files to.

August 2006, both high schools will have individual logons August 2007, all middle school students will have individual logons August 2009, elementary schools who indicate interest will be provided individual student logins.

Completed

Provide students with limited e-mail accounts for communication with teachers and other students within the district.

By August 2007, high school students will have e-mail accounts.

Deferred

GOAL: Increase interactive technologies within classrooms to enhance student achievement.

STRATEGIES BENCHMARK STATUS Purchase Interactive whiteboards/pads, projectors (mounted) and student response systems.

April, 2007, each school has one additional 21st Century Classroom July 2007, each elementary school will receive equipment for a classroom per grade level. July 2008, each middle school will receive equipment for a classroom per team. July 2008, each high school will receive equipment for a classroom per department.

Completed; Ongoing

Teachers will received initial and ongoing training to utilize 21st Century Classroom equipment to its fullest potential

Training scheduled on an ongoing basis; train-the-trainer model utilized

In progress

GOAL: Utilize technology resources to more efficiently instruct students and administrate school functions.

STRATEGIES BENCHMARK STATUS Provide training for personnel on productivity applications such as Microsoft Office.

Adequate classes scheduled during summer or after school to accommodate basic, intermediate and advanced levels of participants.

Completed; Ongoing

Introductory Materials 2-6 Implement School Interoperability Framework (SIF) product to increase efficiency and accuracy of data entry.

By August 2006, SASI, WinSnap, InfoCentre, VersaTrans, Encore, and Active Directory will be sharing student data through SIF

Completed; Ongoing

GOAL: Increase awareness of safe practices pertaining to Internet utilization. STRATEGIES BENCHMARK STATUS

Redeliver I-Safe Training to teachers By July 2007, all teachers will have received I-Safe training

In progress

Teachers will incorporate I-Safe curriculum into classroom instruction where appropriate

August 2007, teachers will provide I-Safe instruction in their programs.

In progress

Parents will be trained on safe Internet practices according to the I-Safe curriculum

August 2006 and continuing Completed; In progress


33.. EExxeeccuuttiivvee SSuummmmaarryy Effingham County School District continues to embrace the challenge of new technologies and how they might increase student achievement as well as improve efficiencies within the organization. In this district of approximately 11,000 students, growth continues to impact the planning processes. As new facilities are provided, and older facilities retrofitted, the infrastructure for providing access to technologies including the Internet, e-mail, and other digital content is provided for. Additionally, technologies that have proven to increase student achievement, such as 21st Century Classroom components including data projectors, interactive whiteboards and student response systems continue to be deployed as funding permits. Furthermore, professional learning is provided for new technologies and the district has recently employed an Instructional Technology Specialist to focus on this area.

Funding for the objectives contained within this plan will consist of two primary sources. SPLOST funds have provided funding for many technology initiatives in the past and are the primary source for technology related purchases. Additional funds are allocated in the general fund. Further funds for technology are obtained through e-rate reimbursements, Title I and Title II grants, other grants such as PRISM, as well as from school organizations such as PTOs. Additionally, in these increasingly difficult budgetary times, the district will ramp up efforts to receive donations through programs like the Computers for Learning and similar programs from the federal government as well as the Department of Defense and state and local governments as well as industry.

Access to technology is the first area the plan will address. Without adequate access to current technologies, students, teachers, and administrators will not see the benefits these technologies can provide, both in student achievement and in administrative efficiencies. This plan will address access to technology by adding additional workstations as well as replacing systems that no longer provide access to resources that are pertinent to student success.

Teacher technology use is the second area the on which the plan will concentrate. The use of technology by teachers and staff must increase student involvement, provide for increased student achievement and for efficiencies in the administration of routine tasks. Teachers must model the appropriate use of technology for students as they can during instruction.

Student technology use will be addressed third in the plan. Students should be exposed to technology as a learning tool as appropriate to their maturity. Georgia Performance Standards will be utilized to deliver proper instruction to students at specific grade levels, integrated within the curriculum of academic disciplines. When practical, inquiry based learning will be encouraged to allow students the opportunity to utilize technology in a meaningful way to assemble knowledge pertinent to their lives.

System readiness is the fourth criteria the plan will involve. As mentioned earlier, technology training is of critical importance for faculty and staff. Without a firm understanding of technologies being used, teachers will be uncomfortable and hesitant to attempt to utilize the technology. The district is committed to providing training to teachers and staff to increase and maintain the use of technology in instruction and administration to increase student achievement and administrative efficiencies. The district recently employed an Instructional Technology Specialist who works with individuals, primarily teachers to further the integration of technology into instruction.

System support is the fifth element of the plan. It is vital that teachers feel confident that technology will work and if it does not, that it can be repaired or replaced within a reasonable amount of time. With this in mind, sufficient resources including personnel and funding must be allocated to maintain technology at acceptable levels. As budgetary constraints become more evident, the district will need to embrace additional funding sources to support and sustain initiatives.


Administrative technology use is the sixth component of the plan. As new technologies become available that may afford increased efficiencies in the administration of the school, they should be considered carefully to determine the cost and benefit associated with the implementation. With this in mind, administration and teachers will be trained to use these to effectively and efficiently manage school operations.

Parent and community involvement is also important. This involvement is seventh in our list of considerations. Communicating effectively with parents and the public is vital to the educational process. Technology will be utilized to facilitate this communication as it is efficient to do so. Web pages, phone systems with voicemail, e-mail and other mechanisms will be employed to enhance this communication.

The final area we address in our technology plan is technology integration. All schools and the school system will align the use of technology with the Georgia Performance Standards and ISTE standards in order to provide consistent, equitable utilization and instruction on the appropriate uses of technology.

Planning Process 4-1

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The Three Year Technology Integration Plan for Effingham County School District was developed with input from individuals from various different areas providing different perspectives and priorities to help create a plan that addresses the needs of the Effingham County School District in a prioritized fashion while still delivering equity to the stake holders. Dialogue between and among participants was both face-to-face in meetings as well as through asynchronous communications such as e-mail and threaded discussion entries.

The following individuals provided input during the planning process at the district level:

Mary Anderegg, Art Teacher, South Effingham High School Greg Arnsdorff, Assistant Superintendent, Effingham County Board of Education Seth Bishop, Science Teacher, South Effingham High School April Bowen, 3rd Grade Teacher, Marlow Elementary School Teresa Bruce, 7th Grade Math Teacher, Ebenezer Middle School Amy Burgin, Web Site Technician, Effingham County Board of Education Melissa Cubbedge, Language Arts Teacher, South Effingham Elementary School Noralee Deason, Information Systems Coordinator, Effingham County Board of Education Patricia Dickey, Technology Teacher, Rincon Elementary School Cindy Knight, Exceptional Children Assistant Coordinator, Effingham County Board of Education Neal Kessler, Parent and Local Business Owner Monica Lanier, Director, Educational Technology Center Jeff Lariscy, Information Technology and Media Coordinator, Effingham County Board of Education Keri Morgan, Language Arts Teacher, Effingham County High School Judith Shuman, Student and Professional Learning Coordinator, Effingham County Board of Education Marti Smith, Language Arts Teacher, Effingham County Middle School Joseph Strickland, Technology Exploratory Teacher, Ebenezer Middle School Carrie Turnbull, Kindergarten Teacher, Blandford Elementary School Jamie Wohler, 2nd Grade Teacher, Guyton Elementary School Angela Wood, CTAE/Vocational Supervisor, South Effingham High School Grady Zittrouer, Mathematics Teacher, Effingham County High School

Integration/Coordination with Other Planning Initiatives

School Improvement Plans were considered as the plan was developed and the participants in the development of these plans were informally involved in the development of the District Technology Integration Plan. These plans provide the student achievement goals, actions and strategies found later in the Student Needs section.

Student Needs 5-1

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Student academic needs are presented by investigating trends in Criterion Referenced Competency Tests (CRCT) as well as the Georgia High School Graduation Test (GHSGT). Analysis of each schools Adequate Yearly Progress (AYP) has provided further information pertaining to the needs of particular subgroups. AYP is one of the cornerstones of the federal No Child Left Behind Act (NCLB). It is an annual measure of student participation and achievement of statewide assessments and other academic indicators. Accountability is key to NCLB - the State of Georgia, each local school district, and each individual school will be held accountable for the academic success of students. The federal law requires that each State set high academic standards and implement an extensive student testing program which is aligned with standards and which measures students' achievement based on the standards. AYP requires schools to meet standards in three areas: Test Participation (for both Mathematics and Reading/English Language Arts), Academic Performance (for both Mathematics and Reading/English Language Arts), and a Secondary Indicator. AYP holds each local school district and each individual school accountable for the academic success of students. AYP comprises one component of Georgia's Single Statewide Accountability System (SSAS).

On the following pages the most recent indications of student achievement are detailed in reports on the Georgia Criterion Referenced Competency Test (CRCT) and the Georgia High School Graduation Test (GHSGT) performance. This data was obtained from the State of Georgia Department of Education website detailing AYP performance indicators and significant subgroups. The individual school data was then combined for a system level report.

Student Needs 5-2

RReeaaddiinngg//LLaanngguuaaggee AArrttss CCRRCCTT RReessuullttss,, 22000077--22000088,, GGrraaddeess 33--55 2007‐2008 AYP DATA‐CRCT Reading/Language Arts‐Elementary School Grades 3‐5

School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %

Basic‐Does Not Meet

18 5.8% 0 0.0% 6 9.5% 1 7.1% 11 5.1% 9.5 25.0% 10.5 10.8%

Proficient‐Meets 185 59.5% 6 60.0% 47 74.6% 10.5 75.0% 116 54.0% 23.5 61.8% 71 73.2%

Advanced‐Exceeds

108 34.7% 4 40.0% 10 15.9% 2.5 17.9% 88 40.9% 5 13.2% 15.5 16.0% BES

Meets + Exceeds 293 94.2% 10 100.0% 57 90.5% 13 92.9% 204 94.9% 28.5 75.0% 86.5 89.2%


17 6.2% 2 11.1% 14 5.7% 6 14.0% 6.5 9.7%

Proficient‐Meets 167.5 60.9% 13.5 75.0% 147.5 60.5% 30 69.8% 44.5 66.4%

Advanced‐Exceeds

90.5 32.9% 2.5 13.9% 82.5 33.8% 7 16.3% 16 23.9% EES

Meets + Exceeds 258 93.8% 16 88.9% 230 94.3% 37 86.0% 60.5 90.3%


25 7.9% 5 8.5% 16 6.6% 15 22.4% 20.5 12.9%

Proficient‐Meets 206 65.0% 47 79.7% 150 62.2% 41.5 61.9% 115.5 72.6%

Advanced‐Exceeds

86 27.1% 7 11.9% 75 31.1% 10.5 15.7% 23 14.5% GES

Meets + Exceeds 292 92.1% 54 91.5% 225 93.4% 52 77.6% 138.5 87.1%


24.5 7.2% 1.5 13.6% 22.5 7.1% 5 8.8% 10.5 9.6%

Proficient‐Meets 197.5 57.9% 5.5 50.0% 179.5 57.0% 30.5 53.5% 65.5 60.1%

Advanced‐Exceeds

119 34.9% 4 36.4% 113 35.9% 21.5 37.7% 33 30.3% MES

Meets + Exceeds 316.5 92.8% 9.5 86.4% 292.5 92.9% 52 91.2% 98.5 90.4%


17.5 6.5% 3.5 6.6% 0 0.0% 13 6.7% 1 9.1% 8.5 20.2% 6 7.4%

Proficient‐Meets 167 61.9% 38 71.7% 7 70.0% 117 60.0% 5 45.5% 25 59.5% 55 67.9%

Advanced‐Exceeds

85.5 31.7% 11.5 21.7% 3 30.0% 65 33.3% 5 45.5% 8.5 20.2% 20 24.7% RES

Meets + Exceeds 252.5 93.5% 49.5 93.4% 10 100.0% 182 93.3% 10 90.9% 33.5 79.8% 75 92.6%


16 8.6% 12.5 7.4% 8 20.0% 9 11.0%

Proficient‐Meets 127 68.3% 115 68.0% 26.5 66.2% 60 73.2%

Advanced‐Exceeds

43 23.1% 41.5 24.6% 5.5 13.8% 13 15.9% SHES

Meets + Exceeds 170 91.4% 156.5 92.6% 32 80.0.% 73 89.0%


8 2.6% 0 0.0% 7.5 2.7% 2.5 6.2% 3.5 10.0%

Proficient‐Meets 169.5 55.0% 16 76.2% 146 52.9% 27.5 68.8% 23.5 67.1%

Advanced‐Exceeds

130.5 42.4% 5 23.8% 122.5 44.4% 10 25.0% 8 22.9% SEES

Meets + Exceeds 300 97.4% 21 100.0% 268.5 97.3% 37.5 93.8% 31.5 90.0%


37 12.6% 17.5 18.6% 16 8.7% 2.5 22.7% 15.5 40.8% 31.5 19.4%

Proficient‐Meets 180 61.4% 60.5 64.4% 113.5 62.0% 4 36.4% 18.5 48.7% 105.5 65.1%

Advanced‐Exceeds

76 25.9% 16 17.0% 53.5 29.2% 4.5 40.9% 4 10.5% 25 15.4% SES

Meets + Exceeds 256 87.4% 76.5 81.4% 167 91.3% 8.5 77.3% 22.5 59.2% 130.5 80.6%


163 7.1% 0 0.0% 35.5 11.1% 1 4.2% 112.5 6.1% 3.5 15.9% 70 19.2% 98 12.4%

Proficient‐Meets 1400 60.8% 6 60.0% 228 71.3% 17.5 72.9% 1085 59.0% 9 40.9% 223 61.1% 540.5 68.2%

Advanced‐Exceeds

738.5 32.1% 4 40.0% 56 17.6% 5.5 22.9% 641 34.9% 9.5 43.2% 72 19.7% 153.5 19.4% District

Meets + Exceeds 2138 92.9% 10 100.0% 284 88.9% 23 95.8% 1726 93.9% 19 84.1% 295 80.8% 694 87.6%

Student Needs 5-3

MMaatthheemmaattiiccss CCRRCCTT RReessuullttss 22000077--22000088,, GGrraaddeess 33--55

2007‐2008 AYP DATA‐CRCT Mathematics‐Elementary School Grades 3‐5

School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %


69 22.2% 0 0.0% 24 38.1% 6 42.9% 37 17.2% 20 52.6% 39 40.2%


Advanced‐Exceeds 94 30.2% 6 60.0% 6 9.5% 1 7.1% 77 35.8% 6 15.8% 14 14.4% BES

Meets + Exceeds 242 77.8% 10 100.0% 39 61.9% 8 57.1% 178 82.8% 18 47.4% 58 59.8%


38 13.8% 5 27.8% 31 12.7% 15 34.9% 11 16.4%

Proficient‐Meets 148 53.8% 12 66.7% 130 53.3% 18 41.9% 48 71.6%

Advanced‐Exceeds 89 32.4% 1 5.6% 83 34.0% 10 23.3% 8 11.9% EES

Meets + Exceeds 237 86.2% 13 72.2% 213 87.3% 28 65.1% 56 83.6%


76 24.0% 18 30.5% 53 22.0% 34 50.7% 50 31.4%


Advanced‐Exceeds 84 26.5% 4 6.8% 74 30.7% 14 20.9% 29 18.2% GES

Meets + Exceeds 241 76.0% 41 69.5% 188 78.0% 33 49.3% 109 68.6%


55 16.1% 5 45.5% 45 14.3% 14 24.6% 24 22.0%


Advanced‐Exceeds 137 40.2% 4 36.4% 129 41.0% 22 38.6% 33 30.3% MES

Meets + Exceeds 286 83.9% 6 54.5% 270 85.7% 43 75.4% 85 78.0%


36 13.3% 12 22.6% 1 10.0% 21 10.8% 2 18.2% 13 31.0% 13 16.0%


Advanced‐Exceeds 83 30.7% 5 9.4% 2 20.0% 71 36.4% 4 36.4% 7 16.7% 18 22.2% RES

Meets + Exceeds 234 86.7% 41 77.4% 9 90.0% 174 89.2% 9 81.8% 29 69.0% 68 84.0%


57 30.6% 51 30.2% 18 45.0% 32 39.0%

Proficient‐Meets 86 46.2% 76 45.0% 16 40.0% 41 50.0%

Advanced‐Exceeds 43 23.1% 42 24.9% 6 15.0% 9 11.0% SHES

Meets + Exceeds 129 69.4% 118 69.8% 22 55.0% 50 61.0%


18 5.8% 1 4.8% 17 6.2% 4 10.0% 7 20.0%


Advanced‐Exceeds 155 50.3% 7 33.3% 143 51.8% 14 35.0% 12 34.3% SEES

Meets + Exceeds 290 94.2% 20 95.2% 259 93.8% 36 90.0% 28 80.0%


89 30.4% 49 52.1% 37 20.2% 3 27.3% 23 60.5% 70 43.2%

Proficient‐Meets 143 48.4% 35 37.2% 100 54.6% 5 45.5% 12 31.6% 72 44.4%

Advanced‐Exceeds 61 20.8% 10 10.6% 46 25.1% 3 27.3% 3 7.9% 20 12.3% SES

Meets + Exceeds 204 69.6% 45 47.9% 146 79.8% 8 72.7% 15 39.5% 92 56.8%


438 19.0% 0 0.0% 114 35.7% 7 29.2% 292 15.9% 5 22.7% 141 38.6% 246 31.1%

Proficient‐Meets 1117 48.5% 4 40.0% 168 52.7% 14 58.3% 881 47.9% 10 45.5% 142 38.9% 403 50.9%

Advanced‐Exceeds 746 32.4% 6 60.0% 37 11.6% 3 12.5% 665 36.2% 7 31.8% 82 22.5% 143 18.1% District

Meets + Exceeds 1863 81.0% 10 100.0% 205 64.3% 17 70.8% 1546 84.1% 17 77.3% 224 61.4% 546 68.9%

Student Needs 5-4

RReeaaddiinngg//LLaanngguuaaggee AArrttss CCRRCCTT RReessuullttss,, 22000077--22000088,, GGrraaddeess 66--88

2007‐2008 AYP DATA‐CRCT Reading/Language Arts‐Middle School Grades 6‐8

School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %


41 4.7% 0 0.0% 16.5 10.1% 2.5 13.9% 20 3.0% 1.5 8.8% 20 20.4% 22.5 8.4%

Proficient‐Meets 570.5 64.9% 6 40.0% 120.5 73.9% 10.5 58.3% 420.5 63.1% 13 76.5% 64.5 65.8% 197.5 74.1%

Advanced‐Exceeds

268 30.5% 8.5 56.7% 26 16.0% 5 27.8% 226 33.9% 2.5 14.7% 13.5 13.8% 46.5 17.4% EMS

Meets + Exceeds 838.5 95.3% 14.5 96.7% 146.5 89.9% 15.5 86.1% 646.5 97.0% 15.5 91.2% 78 79.6% 244 91.6%


62.5 10.8% 28 18.4% 3 27.3% 28 7.1% 2.5 15.6% 34 38.2% 44.5 16.5%

Proficient‐Meets 395.5 68.2% 101 66.4% 7.5 68.2% 273.5 69.2% 10 62.5% 44 49.4% 183.5 68.2%

Advanced‐Exceeds

122 21.0% 23 15.1% 0 0.0% 93.5 23.7% 3.5 21.9% 11 12.4% 41 15.2% ECMS

Meets + Exceeds 517.5 89.2% 124 81.6% 8 72.7% 367 92.9% 13.5 84.4% 55 61.8% 224.5 83.5%


48.5 5.8% 0 0.0% 5 11.6% 42.5 5.6% 1 5.9% 30.5 32.1% 26 13.3%

Proficient‐Meets 539.5 64.7% 6 54.5% 31 72.1% 484 63.9% 12.5 73.5% 59 62.1% 149.5 76.3%

Advanced‐Exceeds

246 29.5% 5 45.5% 7 16.3% 230.5 30.4% 3.5 20.6% 5.5 5.8% 20.5 10.5% SEMS

Meets + Exceeds 785.5 94.2% 11 100.0% 38 88.4% 714.5 94.4 16 94.1% 64.5 67.9% 170 86.7%


152 6.6% 0 0.0% 49.5 13.8% 5.5 19.3% 90.5 5.0% 5 10.0% 84.5 30.0% 93 12.7%

Proficient‐Meets 1505.5 65.6% 12 47.1% 252.5 70.5% 18 63.2% 1178 64.8% 35.5 71.0% 167.5 59.4% 530.5 72.5%

Advanced‐Exceeds

636 27.7% 13.5 52.9% 56 15.6% 5 17.5% 550 30.2% 9.5 19.0% 30 10.6% 108 14.8% District

Meets + Exceeds 2141.5 93.4% 25.5 100.0% 308.5 86.2% 23.5 82.5% 1728 95.0% 45 90.0% 197.5 70.0% 638.5 87.3%

MMaatthheemmaattiiccss CCRRCCTT RReessuullttss 22000077--22000088,, GGrraaddeess 66--88 2007‐2008 AYP DATA‐CRCT Mathematics‐Middle School Grades 6‐8

School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %


130 14.8% 1 6.7% 45 27.6% 6 33.3% 76 11.4% 2 11.8% 38 38.8% 65 24.3%


Advanced‐Exceeds

196 22.3% 9 60.0% 16 9.8% 2 11.1% 169 25.3% 0 0.0% 14 14.3% 34 12.7% EMS

Meets + Exceeds 750 85.2% 14 93.3% 118 72.4% 12 66.7% 591 88.6% 15 88.2% 60 61.2% 202 75.7%


153 26.4% 71 46.7% 3 27.3% 74 18.7% 4 25.0% 51 57.3% 94 34.9%


Advanced‐Exceeds

80 13.8% 12 7.9% 0 0.0% 62 15.7% 4 25.0% 10 11.2% 26 9.7% ECMS

Meets + Exceeds 427 73.6% 81 53.3% 8 72.7% 321 81.3% 12 75.0% 38 42.7% 175 65.1%


132 15.8% 1 9.1% 8 18.6% 118 15.6% 1 5.9% 44 46.3% 62 31.6%


Advanced‐Exceeds

222 26.6% 3 27.3% 5 11.6% 211 27.9% 3 17.6% 6 6.3% 25 12.8% SEMS

Meets + Exceeds 702 84.2% 10 90.9% 35 81.4% 639 84.4% 16 94.1% 51 53.7% 134 68.4%


415 18.1% 2 7.7% 124 34.6% 9 31.0% 268 14.7% 7 14.0% 133 47.2% 221 30.2%


Advanced‐Exceeds

498 21.7% 12 46.2% 33 9.2% 2 6.9% 442 24.3% 7 14.0% 30 10.6% 85 11.6% District

Meets + Exceeds 1879 81.9% 24 92.3% 234 65.4% 20 69.0% 1551 85.3% 43 86.0% 149 52.8% 511 69.8%

Student Needs 5-5

EEnngglliisshh//LLaanngguuaaggee AArrttss GGHHSSGGTT RReessuullttss 22000077--22000088

2007‐2008 Enhanced GHSGT‐English Language Arts School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %


28 8.5% 8 12.1% 19 7.6% 10 30.3% 10 10.8%


Advanced‐Exceeds

183 55.5% 24 36.4% 154 61.8% 6 18.2% 40 43.0% ECHS

Meets + Exceeds 302 91.5% 58 87.9% 230 92.4% 23 69.7% 83 89.2%


27 8.3% 7 35.0% 18 6.2% 13 65.0% 9 17.3%


Advanced‐Exceeds

190 58.3% 5 25.0% 174 59.6% 2 10.0% 22 42.3% SEHS

Meets + Exceeds 299 91.7% 13 65.0% 274 93.8% 7 35.0% 43 82.7%


55 8.4% 15 17.4 0 0.0% 37 6.8% 1 9.1% 23 43.4% 19 13.1%


Advanced‐Exceeds

373 56.9% 29 33.7% 5 45.5% 328 60.6% 7 63.6% 8 15.1% 62 42.8% District

Meets + Exceeds 601 91.6% 71 82.6% 11 100.0% 504 93.2% 10 90.9% 30 56.6% 126 86.9%

MMaatthheemmaattiiccss GGHHSSGGTT RReessuullttss 22000077--22000088 2007‐2008 Enhanced GHSGT‐Mathematics

School

Level

All Students #

All Students %

Asian

/Pac #

Asian

/Pac %

Black #

Black %

Hispan

ic #

Hispan

ic %

White #

White %

Multi‐Racial #

Multi R

acial %

SWD #

SWD %

Econ. D

is. #

Econ. D

is. %


60 18.2% 22 33.3% 31 12.5% 21 63.6% 26 28.0%


Advanced‐Exceeds 226 68.7% 35 53.0% 184 74.2% 6 18.2% 53 57.0% ECHS

Meets + Exceeds 269 81.8% 44 66.7% 217 87.5% 12 36.4% 67 72.0%


66 20.3% 14 70.0% 50 17.2% 14 70.0% 14 26.9%


Advanced‐Exceeds 205 63.1% 4 20.0% 192 66.0% 5 25.0% 57.7 30.0% SEHS

Meets + Exceeds 259 79.7% 6 30.0% 241 82.8% 6 30.0% 38 73.1%


126 19.3% 36 41.9% 4 36.4% 81 15.0% 4 36.4% 35 66.0% 40 27.6%


Advanced‐Exceeds 431 65.9% 39 45.3% 5 45.5% 376 69.8% 5 45.5% 11 20.8% 83 57.2% District

Meets + Exceeds 528 80.7% 50 58.1% 7 63.6% 458 85.0% 7 63.6% 18 34.0% 105 72.4%

Student Needs 5-6

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The following tables illustrate student performance on the Eighth Grade Technology Literacy Assessment over the past two years. The assessment is based upon ISTE NETS standards

2.15%

30.11%

62.37%

5.38%

2.16%

40.00%

51.89%

5.95%

2.78%

23.81%

65.08%

8.33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SEMS ECMS EMS

2007 Eighth Grade Technology Literacy Results

75%-100%

50-74%

26-49%

0-25%

1%

34%

57%

8%

3%

43%

48%

6%

4%

37%

50%

8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SEMS ECMS EMS

2008 Eighth Grade Technology Literacy Results

75-100%

50-74%

26-49%

0-25%

Student Needs 5-7

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The Effingham County Schools, in cooperation with parents and the community will work to provide a safe, nurturing environment where students can acquire the knowledge and skills that will prepare them for personal and professional success as responsible citizens in a global society.

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As part of a broader, comprehensive district improvement plan, schools were requested to develop student performance goals through the School Improvement Planning Process. Following are the Goals, and associated Actions, Strategies, and Interventions developed by School Improvement Committees at each facility. While these reflect one year goals, they are an integral part of the technology planning process and as goals are developed for subsequent years, they will influence this plan as well, as it is to be a live document and the mission of the IT Department is to support instruction.

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Students will increase achievement in writing on the 5th grade writing assessment from 74% meeting and exceeding standard in 2008 to 80% meeting and exceeding in 2010.

o Teachers will participate in Thinking Maps training & implement strategies into classroom instruction.

o Teachers will participate in “Write…From the Beginning” training & implement strategies into classroom instruction.

o Fourth grade students will participate in benchmark writing assessment & results will be shared with 5th grade teachers.

Students will increase their achievement in mathematics on the CRCT in grades 1-5 from 82% meeting and exceeding at the end of SY 2008 to 88%meeting and exceeding at the end of SY 2010.

o Teachers will implement and document the “Six Elements of an Effective Math Lesson” in their daily lessons.

o Teachers will participate in professional learning that focuses on small-group instruction using the “Six Elements of an Effective Math Lesson”.

o EIP 5th grade math teachers will provide small group & one-on-one instruction once per week in a lab setting.

o K-5 teachers will provide bubble students additional math enrichment/remediation. (i.e. small groups, lab setting, Mega Math)

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Reading/ELA/Writing All students will increase their achievement in Reading and ELA on the CRCT in grades 1-5

from 95.6% meeting and exceeding standards at the end of SY 2008 to 97.8% meeting and exceeding standards on AYP at the end of SY 2009.

Students with disabilities will increase their achievement in Reading and ELA on the CRCT in grades 1-5 from 89.5% meeting and exceeding standards at the end of SY 2008 to 94.3% meeting and exceeding standards on AYP at the end of SY 2009.

Black students will increase their achievement in Reading and ELA on the CRCT in grades 1-5 from 91.7% meeting and exceeding standards at the end of SY 2008 to 100% meeting and exceeding standards on AYP at the end of SY 2009.

Student Needs 5-8

Economically disadvantaged students will increase their achievement in Reading and ELA on the CRCT in grades 1-5 from 94.8% meeting and exceeding standards in SY 2008 to 97.9% meeting and exceeding standards on AYP at the end of SY 2009.

All students will increase their achievement on the Writing Test in grade 5 from 25% DMN, 62% M, 13% Exc in SY 08 to 0% DNM, 50%M, 50% Exc at the end of SY 2009.

o Teachers will engage in Write from the Beginning professional learning opportunities to replicate instructional strategies in classrooms to improve student performance in Reading/English Language Arts and implement professional learning activities from Thinking Maps training across the curriculum, using only Thinking Map organizers.

o Teachers and administrators will regularly analyze student work/grades/standardized test scores to determine if students are meeting GPS criteria and if changes need to be made to curriculum implementation and alignment of resources

Mathematics: All students will increase their achievement in Mathematics on the CRCT in grades 1-5 from

87.6% meeting and exceeding standards at the end of SY 2008 to 91.6% meeting and exceeding standards on AYP at the end of SY 2009.

Students with disabilities will increase their achievement in Mathematics on the CRCT in grades 1-5 from 67.4 % meeting and exceeding standards at the end of SY 2008 to 72.3% meeting and exceeding standards on AYP in SY 2009.

Black students will increase their achievement in Mathematics on the CRCT in grades 1-5 from 77.8 % meeting and exceeding standards at the end of SY 2008 to 88.6% meeting and exceeding standards on AYP in SY 2009.

Economical disadvantaged students will increase their achievement in Mathematics on the CRCT in grades 1-5 from 86.6% meeting and exceeding standards to 90% meeting and exceeding standards on AYP in SY 2009.

o Teachers will engage in a long term plan to improve Math scores by requiring all Mathematics lessons, K-5, to be planned using the 6 Elements of Effective Math Instruction template. Lessons will be systematically taught that encompass the 6 Elements strategies.

o Teachers and administrators will regularly analyze student work/grades/standardized test scores to determine if students are meeting GPS criteria and if changes need to be made to curriculum implementation and alignment of resources

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Students will raise achievement in READING/ENGLISH/LANGUAGE ARTS in Grades 1-5 from 93% meeting or exceeding standard at the end of SY 2008 to 94% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT with a minimum of 95% participation for all subgroups

o Students in Grades 3-5 will increase from 92% to 93% meeting or exceeding standard o Students with Disabilities will increase from 78% to 80% meeting or exceeding

standard Upgrade Accelerated Reader and STAR Reader to include Reading

Renaissance software and allow students full access to all tests. Continue the differentiation of instruction based on universal screenings,

formal and informal assessments, and standardized testing Incorporate systematic instruction through modeling and practice in writer’s

craft skills Complete PD in Thinking Maps PD - Write From the Beginning

Student Needs 5-9



standard Incorporate research process skills/strategies into daily instruction:

Research Question of the Week Music Trivia Question of the Week Art Trivia Question of the Week

Continue the implementation of GPS in ELA PD – B. Barrow – Research-Based Effective Reading Strategies with K-5 EIP ELA Teachers

Continue to identify neediest students during RTI meetings and offer appropriate intervention strategies such as SRA Corrective Reading, Comprehension Upgrade, Reading Center, Headsprout, and Guided Reading



standard Purchase technology to equip at least seven classrooms with interactive

capability – teachers will complete an application to compete for a system Students will raise achievement in MATHEMATICS in Grades 1-5 from 80% meeting or

exceeding standard at the end of SY 2008 to 82% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT with a minimum of 95% participation for all subgroups

o Students in Grades 3-5 will increase from 76% to 78% o Students with Disabilities will increase from 49% to 60%

Implement elements of effective Math lessons into daily instruction P Dev – new teachers – Susan Halligan Observations of Math lessons (peer and administrative observations)

Continue to implement Accelerated Math for 2nd through 5th grade students P. Dev.- 2nd-5th grade math teachers – Paula McCormick Purchase one scanner, printer

Continue the implementation of the Georgia Performance Standards in Math for grades K-5 P Dev. On Math Content Training– Susan Halligan – with selected 3-5 teachers once a month (re-deliver to K-5 teachers during After-School Collaboration)

Students will raise achievement in MATHEMATICS in Grades 1-5 from 80% meeting or exceeding standard at the end of SY 2008 to 82% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT with a minimum of 95% participation for all subgroups


Collaboration with other Math teachers; examine and discuss student work to problem-solve areas of difficulty Overview of ThinkMath! For grade level reps to redeliver during Collaboration

Student Needs 5-10

Continue to explore ways to meet the needs of neediest students, especially in grade 3-5 with programs such as iPass – 49 seats available Small group pullout math instruction – Grades 1-5

Implement Principal’s Math Challenges at Grades 2-5: Grade 2 – Addition/Subtraction Challenge Grade 3-5 – Multiplication Challenge

Students will raise achievement in MATHEMATICS in Grades 1-5 from 80% meeting or exceeding standard at the end of SY 2008 to 82% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT with a minimum of 95% participation for all subgroups


Monitor the effectiveness of GPS through scheduled meetings of the School Leadership Team; analyze test scores at team meetings; SLT will facilitate process at grade level/department meetings

Purchase technology to equip at least seven classrooms with interactive capability – teachers will complete an application to compete for a system

Students will raise achievement in ATTENDANCE in Grades K-5 from 95% to 96% o Economically Disadvantaged students will increase from 93% to 94% o Students with Disabilities will increase from 94% to 95%

Calculate attendance of each class on a quarterly basis and report status to teachers through the Monday Memo and to students publicly through morning announcements

Reward class with the highest quarterly attendance (from a predetermined list of options).

PARENT INVOLVEMENT will increase through communication and active participation in school functions

Report assignments, discipline problems, etc. to parents through the use of daily student agendas

Conduct a Family Night session to offer parents ways to assist students at home with school assignments (Focus on Reading, Math, Science)

Provide parents with opportunities to be involved in school activities: School Leadership Team; Open House, School Council; PTA; Parent-Teacher Conferences; volunteers in classrooms and Media Center; GES Website; post monthly newsletter to the GES Website

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Measurable Goals: Mathematics All students will increase their achievement in Mathematics on the CRCT in grades 1-5 from

83.9% meeting and exceeding standards at the end of SY 2008 to 88% meeting and exceeding standards at the end of SY 2009. Students with Disabilities will increase their achievement in Mathematics on the CRCT in grades 1-5 from 75.4% meeting and exceeding standards at the end of SY 2008 to 80% meeting and exceeding standards at the end of SY 2009. Economically Disadvantaged Students will increase their achievement in Mathematics on the CRCT in grades 1-5 from 78% meeting and exceeding standards at the end of SY 2008 to 83% meeting and exceeding standards at the end of SY 2009. Black students will increase their achievement in Mathematics on the CRCT in grades 1-5 from 54.5% meeting and exceeding standards at the end of SY 2008 to 59.5% meeting and exceeding standards at the end of SY 2009. Students will increase their achievement in Mathematics on the CRCT in grades 1-5 from 40.2% exceeding standards at the end of SY 2008 to 45% exceeding standards at the end of SY 2009.

Student Needs 5-11

o Increase student achievement by implementing weekly learning communities so that teachers can collaborate on: Analyzing student work Revision of GPS units/assessments – to include differentiation and Thinking

Maps Analyzing test data to include any assessments given, standardized as well as

teacher-made/chapter tests, benchmarks, and performance assessments. o Provide times for grade levels to meet regularly with Resource Teachers (Art, Music,

PE, Technology) in order to integrate instruction during specials. o Implement a Peer Observation program so that teachers can observe in other’s

classrooms and provide feedback about classroom practices. o Enhance communication between teachers, students and parents regarding student

learning Analyze test scores and set goals with students and parents at conferences Make weekly newsletters more content-oriented to include information about

progress towards meeting standards. All teachers will participate in professional learning activities involving Thinking

Maps and Write from the Beginning. Strategies learned will be implemented in all classrooms, across all subject areas.

Teachers will utilize the recommended teaching schedule found on page 84 in their Thinking Maps resource guide, beginning with the first week of school.

All teachers will participate in professional learning on Differentiated Instruction.

Students will play an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria.

o Teachers will provide focused lessons on how to utilize: benchmark student work and/or exemplars, teaching rubrics, teacher and student commentary.

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All students will increase their achievement in Reading/Language Arts on the CRCT in grades 1-5 from 94.4 % meeting and exceeding to 96.5 % meeting and exceeding at the end of the school year 2009. Students with disabilities will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 81% meeting and exceeding to 83% meeting and exceeding at the end of the school year 2009. Gifted and Talented cluster classes will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 meeting at 43% , exceeding 57% to meeting at 40%, exceeding 60% at the end of the school year 2009.

o Teachers understand the different types and purpose of assessment and evaluation. Teachers will use this knowledge to determine the most effective assessment to measure student progress. Students are encouraged to make revisions to their work to meet the standard. As a result of on-going assessment and feedback students are able to self-monitor and self-evaluate.

o Teachers work collaboratively to develop a clear, comprehensive plan to integrate technology into the curriculum is a mean to motivate and support students’ conceptual understanding and independent application of the curriculum.

All students will increase their achievement in Reading/Language Arts on the CRCT in grades 1-5 from 94.4 % meeting and exceeding to 96.5 % meeting and exceeding at the end of the school year 2009.Students with disabilities will increase their achievement in Reading/Language Arts on

Student Needs 5-12

the CRCT in grades 3-5 from 81% meeting and exceeding to 83%meeting and exceeding at the end of the school year 2009.Gifted and Talented cluster classes will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 meeting at 43% , exceeding 57%to meeting at 40%, exceeding 60% at the end of the school year 2009.

o Teachers have clearly defined curriculum plans and expectations for meeting the standards in each subject area. The plans and expectations are discussed with the students as a whole group, in teacher-student conferences, as well as parent conferences. As a result, students write clear, meaningful, and personal goals based on the standards and summative or formative assessment results. Students use feedback to analyze and revise their written work.

All students will increase their achievement in Math on the CRCT in grades 1-5 from 90% meeting and exceeding to 92% meeting and exceeding at the end of the school year 2009. Students with disabilities will increase their achievement in Math on the CRCT in grades 3-5 from 71.4% meeting and exceeding to 73% meeting and exceeding at the end of the school year 2009. Gifted and Talented cluster classes will increase their achievement in Math on the CRCT in grades 3-5 meeting at 35 %, exceeding 50 % to meeting at 45 %, exceeding 55 % at the end of the school year 2009. Black student will increase their achievement in Math on the CRCT from 77.4% meeting and exceeding to 80% meeting and exceeding.

o Teachers understand the different types and purpose of assessment and evaluation. Teachers will use this knowledge to determine the most effective assessment to measure student progress. Students are encouraged to make revisions to their work to meet the standard. As a result of on-going assessment and feedback students are able to self-monitor and self-evaluate

o Teachers work collaboratively to develop a clear, comprehensive plan to integrate technology into the curriculum is a mean to motivate and support students’ conceptual understanding and independent application of the curriculum.

All students will increase their achievement in Math on the CRCT in grades 1-5 from 90% meeting and exceeding to 92% meeting and exceeding at the end of the school year 2009. Students with disabilities will increase their achievement in Math on the CRCT in grades 3-5 from 71.4% meeting and exceeding to 73% meeting and exceeding at the end of the school year 2009. Gifted and Talented cluster classes will increase their achievement in Math on the CRCT in grades 3-5 meeting at 35 %, exceeding 50 % to meeting at 45 %, exceeding 55 % at the end of the school year 2009. Black student will increase their achievement in Math on the CRCT from 77.4% meeting and exceeding to 80% meeting and exceeding.

o Teachers have clearly defined curriculum plans and expectations for meeting the standards in each subject area. The plans and expectations are discussed with the students as a whole group, in teacher/student conferences, as well as parent conferences. As a result, students write clear, meaningful, and personal goals based on the standards and summative or formative assessment results. Students use feedback to analyze and revise their work.

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All 5th grade students for SY 2009 will improve their achievement on the Georgia Writing Assessment from 14% Does Not Meet to 5% Does Not Meet and improve their achievement from 10% exceeds to 25% exceeds.

o Develop a schedule and protocol for collaborating which includes an analysis of writing samples, discussion of strategies for conferencing with students, developing and sharing mini lessons that are based on class needs.

Student Needs 5-13

o Implement Write from the Beginning and Thinking Maps: A Language for Learning as a research-based teaching, learning, and assessment strategy to make a statistically significant difference in overall achievement results in writing. Utilize advance organizers as prescribed in Thinking Maps to guide writing

planning and process. Establish expectations for teachers in every content area. Establish expectations for students and utilize formative assessments in Write

from the Beginning to guide instruction. If needed, assign mentor teachers to guide those in need for the purpose of

improving instruction. o Develop a schedule and format for peer observation which includes and evaluative

instrument and method for providing feedback. Require positive comments Require constructive comments

o Develop a lesson plan form for the writing mini-lesson. School-wide average in Mathematics exceeding range will increase from 47% SY 2008 CRCT

to 53% SY 2009 CRCT. o Teachers emphasize and encourage Higher Order Thinking by utilizing the Problem of

the Day. o Monitor the instructional planning for math by requiring the documentation of a

Problem of the Day in Six Essential Element format. o Identify Economically Disadvantaged students who scored Does Not Meet in math on

CRCT SY 2008 and offer iPass math as a research-based Intervention. o Teachers will set individual CRCT goals for students in the “Bubble Area”.

The school-wide average in Science exceeding range will increase from 47% for SY 2008 to 49% for SY 2009.

o Teachers will design and display a content-related Thinking Map Activity in the hallway or inside their classrooms. Thinking Map bulletin boards will be displayed in all hallways except those two which are designated for Art.

o Monitor the instructional planning for science by requiring the documentation of an Essential Question that addresses Higher Order Thinking Skills from the three highest levels of Bloom’s Taxonomy.

o Teachers will utilize the “Thinking Map Plan” created by the Leadership Team to document the specific map that is selected and to tell how it will be used.

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Measurable Goals: Annual, Measurable Objective(s)

At a minimum, students in grades 3rd through 5th will raise achievement in READING/ELA (meeting or exceeding) in accordance with Georgia’s Annual Measurable Objective (AMO): 2008-2009: 73.3%; 2009-2010: 73.3; 2010-2011: 80.0%; 2011-2012: 86.70%; 2012-2013: 93.3%; 2013-2014: 100%.

Adequate Yearly Progress (AYP) (grades 3-5): Students in grades 3rd through 5th will raise achievement in READING/ELA from 89.8% meeting or exceeding standard at the end of FY08 to 94.8% meeting or exceeding standard at the end of FY09 as measured by the CRCT with a minimum of 95% participation for all subgroups.

Subgroups to Address:

Student Needs 5-14

Specific Subgroup to address in grades 3rd through 5th (based on analysis of AYP Report and School Student Performance Data over the last three years): Students With Disabilities (61.8% to 73.3%)

o School-wide implementation of the five Scientifically Based Reading Research (SBRR) components…fluency, phonics, phonemic awareness, vocabulary, and comprehension.

o Provide 150 minutes of reading/guided reading/language arts instruction in K-3rd grades; provide 100-150 minutes of reading/language arts instruction in 4th and 5th grades.

o Provide additional assistance to all students based on individual needs identified by state and national assessment tests. Grade levels will develop goals for reading based on CRCT domain scores.

o Students will complete writing assignments in line with the Georgia Performance Standards (GPS) indicators for language arts. Four times a year each teacher will send home a writing sample with a rubric (1 each 9 weeks) for parental information and feedback.

o Research/Skills Reference Teachers incorporate research & reference skills into instruction.

Measurable Goals Annual, Measurable Objective(s)

At a minimum, students in grades 3rd through 5th will raise achievement in MATHEMATICS (meeting or exceeding) in accordance with Georgia’s Annual Measurable Objective (AMO): 2008-2009: 59.50%; 2009-2010: 67.60%; 2010-2011: 75.70%; 2011-2012: 83.80%; 2012-2013: 91.90%; 2013-2014: 100%.

Adequate Yearly Progress (AYP) (grades 3-5): Students in grades 3rd through 5th will raise achievement in MATHEMATICS from 71.7% meeting or exceeding standard at the end of FY08 to 76.7% meeting or exceeding standard at the end of FY09 as measured by the CRCT with a minimum of 95% participation for all subgroups.

Subgroups to Address: Specific Subgroups to address in grades 3rd through 5th (based on analysis of AYP Report and School Student Performance Data over the last three years): Students With Disabilities (39.5% to 59.5%) Black Students (52.1% to 59.5%) Economically Disadvantaged Students (59.9% to 64.9%)

1. School-wide implementation of the Six Components of an Effective Math Lesson, based on scientific math research, for a minimum of 70 uninterrupted minutes of daily math instruction.

A. 6 Components in lesson plan design B. Maximize instructional time C. Refine instructional practices D. Strategies for manipulatives and problem solving

o Implement timed daily math facts drill. Class averages will be charted weekly. o Implement Math Challenge grade level timed math computation contests in

September, January and April (grades 1-2 addition and subtraction; grade 3 subtraction and multiplication; grades 4-5 multiplication)

o Provide additional assistance to at-risk students based on individual needs identified by state and national assessment tests.

o Target at-risk subgroups using a variety of instructional methods such as direct instruction, small groups, and differentiated instruction.

Student Needs 5-15

o Utilize team teaching approach in grades 2-5 to promote specialization in math content and instruction.

o Provide a 3-5 Math Club including students that “Did Not Meet” on the 2007-2008 CRCT.

o Grade levels will develop goals for mathematics based on CRCT domain scores. o Provide SIP meetings monthly o Ensure that Students With Disabilities have adequate opportunities to acquire the

prescribed curriculum by reviewing and clarifying CRCT mathematics content descriptors

o Effectively use collaborative groups within and across grades to plan instruction, to support implementation of effective math instruction, and to solve instructional problems. A. Weekly Professional Learning Community meetings B. One vertical math planning meeting each grading period.

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Measurable Goals: Reading and Language Arts Students With Disabilities subgroup will raise achievement in Reading/Language Arts in grades 3-5 from 80.0% meeting or exceeding standard at the end of SY 2009 to 85.0% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Economically Disadvantaged Students subgroup will raise achievement in Reading/Language Arts in grades 3-5 from 89.0% meeting or exceeding standard at the end of SY2009 to 94.0% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e., Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): READING FOR VOCABULARY IMPROVEMENT READING FOR CRITICAL ANALYSIS STUDENTS WITH DISABILITIES ECONOMICALLY DISADVANTAGED Factors Affecting Student Achievement to Address STUDENT MOTIVATION INSTRUCTIONAL STRATEGIES LEARNED INTELLIGENCE AND BACKGROUND KNOWLEDGE

o Write from the Beginning A "Thinking Map" approach, implementation: -To approach writing instruction from a school wide developmental K-5 focus driven by Georgia Performance Standards, establishing a continuum of shared accountability and common, targeted criteria in order to maintain recent gains on the Georgia Writing Assessments in grades 3 and 5 and raise student achievement in writing to decrease grade 5 percentages in does not meet from 16% to 11% or better, to increase percentages in exceeds from 7% to 12% or better -To use 3rd and 4th grades student writing portfolios to collect "published stage" writings from different genres, and use rubrics to assess stages of writing. 4th grade portfolios will include predictor test.

o Teachers will use collaborative sessions to analyze data , assess student progress, and to create lesson plans

o All classes will schedule a School-wide Guided Reading time: To use small group, differentiated instruction

Student Needs 5-16

o Teachers and students will use technology to gather information and communicate ideas through: Becoming skilled in the uses of Computers/Equipment Training in uses of and integrating technology including 21st Century outfitted classrooms

located in various grade levels o Implement school-wide procedural format to ensure that teachers/students are addressing

accountability in utilizing reading goals including upgraded web-based format of Accelerated Reader that emphasizes vocabulary development and comprehension

o Use timed oral reading tests and reading interventions to impact/assess/ monitor fluency and accuracy: Copies of reading selections (probes), Joe Whitt’s Reading Center Intervention Software,

Headsprout Reading Intervention program, Soliloquy Reading Assistant Intervention program will be utilized by the STEEP team, classroom teachers, and interventionists

Measurable Goals Mathematics: Students With Disabilities (SWD) subgroup will raise achievement in Mathematics in grades 1-5 from 55% meeting or exceeding standard at the end of SY 2008 to 59.9% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Economically Disadvantaged (ED) student subgroup will raise achievement in Mathematics in grades 1-5 from 61% meeting or exceeding standard at the end of SY 2008 to 65.6% meeting or exceeding standard at the end of SY 2009 as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e., Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): PATTERNS AND RELATIONSHIPS/ALGEBRA PROBLEM SOLVING STUDENTS WITH DISABILITIES ECONOMICALLY DISADVANTAGED Factors Affecting Student Achievement to Address: STUDENT MOTIVATION INSTRUCTIONAL STRATEGIES

o Professional Learning to raise achievement in math, especially in targeted domain areas that exhibit students’ individual weaknesses on standardized tests such as the CRCT, by upgrading teachers’ skills sets in order for them to utilize the recently upgraded Classworks software program (wherein objectives within domain areas are selected by the teacher for the student to work on and are progress monitored)

o Targeted computer interactive instruction to individualize and differentiate instruction based on Georgia Performance Standards, CRCT objectives “Fluid” resource tutorials for students in grades 3-5, with special emphasis on rising 5th grade students who did not meet or were on the “bubble” on the math portion of the 2008 CRCT to increase percentages in grade 4 meets from 54% to 59.9% or better

o Interventionist will collaborate with the classroom teacher to either co-teach in small group instruction, or pull-out to remediate skills, then return student to face-to-face instruction

o computer lab sessions that include Classworks and Ipass math o Ensure that all teachers and new hires are trained to use the “Six Elements of a Good Math

Lesson” for math instruction, with special consultation to reinforce best practice with fourth grade math teachers in response to fourth grade math scores on the 2008 CRCT

Student Needs 5-17

o Use timed math drills/test to practice computation. Continue a “Principal’s Challenge” with benchmarks for math facts given 3 times per year. Use Accelerated Math software to track students’ mastery of 100 math objectives

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All students at ECMS will raise achievement in Reading/English Language Arts from 86.9% meeting or exceeding standard at the end of SY 2008 to 90% meeting or exceeding standard at the end of SY 2009. Achievement in Math will increase from 71.5% to 74%.

Students in AYP defined subgroups at ECMS will raise achievements in Math to the established AMO of 66.7% meeting or exceeding standard at the end of SY 2009. Achievement in Reading/English Language Arts will increase to 73.3%.

Teacher Failure rates shall not exceed 15%. o Equip the last 4 classrooms with Promethean Boards and accompanying computers. o Pay the additional 40% of a full time counselor’s salary. o Hold the Summer Gauntlet for upcoming 6th graders. o CRCT Night and 5th Grade Orientation and Title I Open House. o Renewal of bi-monthly flyer for parents- Helping Children Learn. o Principal List Awards. o Purchase Daily Oral Language Books. o Use of a consultant for staff development in Writing. o Renewal of Reading Weekly Reader for 6th Grade. o Math/ Science Night. o Intervention Specialist. o Staff Development on Differentiation of Instruction. o Title I Reading Teacher. o Title I Math Teacher. o After-school program. o Saturday Absentee Make-up day and tutoring. o CRCT Coach Books. o Staff Development on Math Instruction. o Staff Development on Science Instruction. o Create and utilize a spreadsheet to monitor student mastery of GPS standards in every

academic class. o Standardize tests to directly relate to GPS standards. o School-wide incentive program. o Make frequent contact with parent through the use of Connect-ED. o Class Failure rates not to exceed 15%. o Flex Period (a 36 minute period) has been added to the end of the school day.

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Measurable Goals Mathematics All students will increase their achievement in Mathematics on the CRCT in grades 6-8 from 85.2% meeting and exceeding standards at the end of SY 2008 to 87% meeting and exceeding standards at the end of SY 2009.

Targeted Subgroups Subgroups will increase the percentage of students meeting standards in Mathematics on the CRCT by the following amounts at the end of SY 2009:

Black Students will increase from 72.4% to 75%. Economically Disadvantaged students will increase from 75.7% to 78%.

Student Needs 5-18

Students with disabilities (SWD) will increase from 61.2% 65to %. Measurable Goals Reading and ELA

All students will increase their achievements in Reading and ELA on the CRCT in grades 6-8 from 95.3% meeting and exceeding standards at the end of SY 2008 to 96% meeting and exceeding standards at the end of SY 2009.

Targeted Subgroups Subgroups will increase the percentage of students meeting standards in Reading and ELA on the CRCT by the following amounts at the end of SY 2009: Black Students will increase from 89.9% to 90%. Economically Disadvantaged students will increase from 91.6% to 93%. *Students with disabilities (SWD) will increase from 79.6% to 80%.

Measurable Goals Writing All Students will increase their achievement in Writing on the Middle Grades Writing Assessment in 8th grade from 83% meeting at the end of SY 2008 to 85% meeting at the end of SY 2009.

Measurable Goals Attendance Students with disabilities will decrease their attendance rate from 6.1% absent 15 or more days at the end of the SY 2008 to 5% absent 15 or more days at the end of SY 2009.

Collaborative Planning for Content-Specific Teachers (Data Team) to Meet on a Regular Basis (weekly) to Define What Students Should Know, Do, and Understand (continued from 2007-2008):

o Consistently implement pacing guides where there is framework based on what students should know, do and understand across content areas.

o Promote consistency in rigor from class to class. o Develop differentiation strategies for lessons/units in each content area based on GPS

standards. o Summative data is routinely disaggregated to adjust implementation of curriculum. o Develop SMART goals based on analysis test data.

Provide Professional Learning Opportunities for Differentiated Instruction: o Match instruction and materials to the level of the learner. o Set short term learning goals and assess students more frequently. o Research-based practices. o Teachers participate in professional learning on differentiated instruction.

Develop a Process of Providing Timely, Systematic, Data-driven Interventions. o Develop a set of procedures to determine which students qualify for additional assistance

through connections (Reading and/or Math Enrichment Classes) o Determine a required mastery level for students’ performance on all GPS content areas

and utilize Flex Time to help students who are not working at this level. o Determine a system for releasing students from Flex Time sessions once they have

achieved the required mastery level. o Develop, implement, and monitor a Pyramid of Intervention. o Counselors and Graduation Coach will identify and monitor students who fail to meet

standards. o Monitor Attendance through a variety of sources and personnel.

Collaborate to use Assessment Data to Maximize Student Achievement. o Develop a system for assessing student progress toward meeting standards. o Utilize Flex Time as necessary to provide re-teaching and re-testing opportunities. o Utilize a variety of formative assessment tasks and tools to monitor student

progress/adjust instruction to maximize student achievement.

Student Needs 5-19

Implement Technology into the Curriculum Design, Development, Implementation, and evaluation process:

o Training will be provided to help teachers gain confidence in utilizing available technology. o Lesson plans will reflect both teacher and/or student use of available technology.

Develop a Data-driven and Consensus Oriented Process for Continuous Improvement: o Develop School Improvement plan with all stakeholders to address identified performance

gaps. o Implement and monitor school improvement plan.

Involve a Variety of Teachers in School Leadership Roles. o Teachers will serve on Data Teams. o Teachers will serve as mentor s and instructional coaches. o Teachers will take an active role in school improvement process and serve on school

improvement committee. o Teachers will serve as Academic Team Leaders. o Teachers will serve on Technology Committee.

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Measurable Goals: Teacher Collaboration Regarding Desired Results and Assessments Professional Learning Communities consisting of grade level teachers who teach a common academic subject will meet regularly to plan units that are tied to CRCT Strands. The strands being addressed will be listed each day in the classroom. Students will be able to identify the strands being taught and will be able to discuss their understanding of the concepts in the strand. The quantity of collaboration will be measured through the common emphasis on CRCT strands in lesson plans, collaborative meetings, data notebook entries, and classroom instruction. The quality of collaboration should be evident through increased student success in classes and a decrease in failures. Data analysis conducted during collaboration will be maintained in a data notebook by subject areas on each grade. This data notebook will allow teachers to plan lessons based on the specific needs of students.

Weekly meetings of teachers who teach a common academic subject within the same grade level to align CRCT Strands with lessons and with assessments.

Grade Level departments will meet regularly to develop a shared framework for instruction. Common planning time for grade level teachers will allow departments to design, monitor & revise

instruction to ensure that students are progressing toward meeting the standards. Measurable Goals: Instruction Aligned to GPS and Adjusted to Meet Student Needs:

Instruction is aligned to GPS and is continually adjusted to meet students needs based on recent, relevant formative data, including collaborative data analysis and review of student work products and performances. Lessons and assessments reflect feedback gained from analysis of previous lessons and assessments. This goal will focus on closing increasing the performances of white students, black students, and economically disadvantaged students. Data notebooks used by teachers who teach a common subject at each grade level will assist in focusing on aligning instruction to the needs of students.

Teachers collaborate to design assessments aligned to the GPS. A system for assessing students progress toward meeting the GPS is developed, communicated, and utilized. Assessments and feedback are specific to the GPS and instruction.

Student work reflects students’ achievement, including students’ demonstration of their ability to explain the purpose of what they are doing and why they are doing it.

Measurable Goals: Flexible Grouping of Students to increase the performance of all students and all subgroups on the CRCT.

Student Needs 5-20

Increase the number of GT students scoring in “the exceeds” category in both mathematics and language arts. In language arts on the 2008 administration of the CRCT 94.5% of white students, 67.9% of SWD met or exceeded on the CRCT. In math on the 2008 CRCT white students scored 88.1% and SWD scored 61.1%. The goal is to increase the performance of these subgroups in both language arts and math while reducing the gap between students by at least 5 percentage points. White students out scored black students in “the exceeds” category on the section of the CRCT 27.9% to 11.6%. The goal is to reduce the gap while increasing the number of both black and white students in “the exceeds” category on the 2009 CRCT. On the language arts section of the CRCT, white students scored 94.5% and black students scored 88.4% in the total combined meets and exceeds categories. The goal is to increase the number of students meeting and exceeding in language arts on the CRCT while reducing the gap between white and black students.

A comprehensive feedback-adjustment process is in place to facilitate continuous improvement for the individual learner, subgroups of students, and the school as a learning community. Emphasis is placed upon monitoring and maximizing achievements in all major learning domains (I.e., the cognitive-intellectual-academic, the affect, the social-relational, and the physical). The school addresses the needs of all special populations, including Special Education, English Language Learners, ADHD, Gifted and Talented, etc. The overall school culture (counseling, academic advisors, mentor, etc) works to support the academic achievement of all learners.

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Measurable Goals Mathematics: All students will increase their achievements on the Enhanced HSGT in Mathematics from 84.5%

meeting and exceeding standards at the end of the SY 2008 to 86% meeting and exceeding standards at the end of SY 2009.

Black students will increase their achievement on the Enhanced HSGT in Mathematics from 66.7% meeting and exceeding standards at the end of SY 2008 to 74.9% meeting and exceeding standards at the end of SY 2009.

Economically disadvantaged students will increase their achievement on the Enhanced HSGT in Mathematics from 72% meeting and exceeding standards at the end of SY 2008 to 75% meeting and exceeding standards at the end of SY 2009.

o Identify high impact 11th grade students and provide academic intervention. A) Place students from high impact subgroups using HSGT diagnostic scores from Spring of 10th grade in HSGT prep class to be offered in Fall semester – one quarter ELA prep & one quarter Math prep. B) Identify high impact (at risk and bubble) students for academic teachers in order to offer the students additional assistance and monitoring within the regular classroom setting to include administering quarterly benchmark assessments.

Offer HSGT prep sessions during the six weeks prior to the spring administration of the HSGT. A) After school sessions for each content area will be available to all students with one content

area offered each day. B) Pull-out sessions will be offered to high impact students during the school day.

Expand instructional opportunities beyond the regular classroom setting. A) Implement Refine/Rework/Reteach – a voluntary weekly tutoring after school in four academic

areas (one content area per day). B) Students who are assigned after-school detention will be provided one of four work focus

options – HSGT prep, SAT prep, GCIS exploration or academic tutoring.

Student Needs 5-21

C) Purchase MentalEdge web-based academic practice software to allow full student access including from home.

D) Reduce interrupted instructional time by implementing lunch detention for minor infractions to replace ISS full-day placement.

E) Increase monitoring of quality instruction utilizing administrative “walk-through” visits. Re-evaluate existing HSGT sponge activities to increase higher order thinking skill item frequency. Continue expansion of Algebra and Introduction to Algebra to two-semester class with embedded

HSGT component. Provide professional development to enhance instruction.

A) Selected math teachers will participate in GPS training. B) Math teachers and administrators will be refreshed in Six Elements of an Effective Math Lesson; new math teachers will receive full instruction.

Measurable Goal English/Language Arts: All students will increase their achievement on the Enhanced HSGT in English/Language Arts from 92.1% meeting and exceeding standards at the end of SY 2008 to 94% meeting and exceeding at the end of SY 2009. Black students will increase their achievement on the Enhanced HSGT in English/Language Arts from 86.8% meeting and exceeding standards at the end of SY 2008 to 88% meeting and exceeding standards at the end of SY 2009. Economically disadvantaged students will increase their achievement on the Enhanced HSGT in English/Language Arts fro 88.3% meeting and exceeding standards at the end of SY 2008 to 90% meeting and exceeding standards at the end of SY 2009.

Identify high impact 11th grade students and provide academic intervention. F) Place students from high impact subgroups using HSGT diagnostic scores from Spring of 10th grade in HSGT prep class to be offered in Fall semester – one quarter ELA prep & on quarter Math prep. G) Identify high impact (at risk and bubble) students for academic teachers in order to offer the students additional assistance and monitoring within the regular classroom setting to include administering quarterly benchmark assessments.

Offer HSGT prep sessions during the six weeks prior to the spring administration of the HSGT. o After school sessions for each content area will be available to all students with one

content area offered each day. o Pull-out sessions will be offered to high impact students during the school day.

Expand instructional opportunities beyond the regular classroom setting. C) Implement Refine/Rework/Reteach – a voluntary weekly tutoring after school in four academic

areas (one content area per day). D) Students who are assigned after-school detention will be provided one of four work focus

options – HSGT prep, SAT prep, GCIS exploration or academic tutoring. E) Purchase MentalEdge web-based academic practice software to allow full student access

including from home. F) Reduce interrupted instructional time by implementing lunch detention for minor infractions to

replace ISS full-day placement. G) Increase monitoring of quality instruction utilizing administrative “walk-through” visits.

Re-evaluate existing HSGT sponge activities to increase higher order thinking skill item frequency. Provide professional development to enhance instruction.

A) Select faculty will participate in Lexile training. B) Language Arts teachers will participate in reading instruction training facilitated by Jan Chapman.

Measurable Goal

Student Needs 5-22

o All students will increase their graduation rate from 69.3% at the end of SY 2008 to 71% at the end of SY 2009.

o Economically disadvantaged students will increase their graduation rate from 58.2% graduating at the end of SY 2008 to 60% graduating at the end of SY 2009.

Enroll “off-track” students in EEP an summer courses to return to “on-track” credit status. Expand instructional opportunities beyond the regular classroom setting.

A) Implement Refine/Rework/Reteach – a voluntary weekly tutoring after school in four academic areas (one content area per day).

B) Students who are assigned after-school detention will be provided one of four work focus options – HSGT prep, SAT prep, GCIS exploration or academic tutoring.

C) Reduce interrupted instructional time by implementing lunch detention for minor infractions to replace ISS full-day placement.

Continue the ninth grade at risk team to assist students with establishing initial high school success.

Principal’s academic monitoring program – students with failing grades at progress report time will have parents contacted by principal.

Establish TAP A) An advisor (CAB = Caring Adult in Building) program. B) A mentoring program for selected high-risk students.

Increase Youth Apprenticeship enrollment to offer further incentive and opportunity for students to attain graduation.

Indentify seniors who have not passed the HSGT and notify teachers – teachers will provide specific instruction for HSGT.

Provide study sessions for seniors who have not passed all areas of HSGT. Administrative team meets with at-risk seniors to discuss academic progress.

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Measurable Goals Language Arts: First time test takers in grade 11 will raise achievement in Language Arts from 91.7% meeting or exceeding at the end of the SY 2008 to 93.7% meeting or exceeding at the end of SY 2009 as measured by the GHSGT with a minimum of 95% participation for all subgroups.

Targeted Subgroups Black Students will increase from 65% to 67%. Economically disadvantaged students will increase from 82.7% to 84.7%. Students with disabilities (SWD) will increase from 35% to 45%. Measurable Goals Mathematics:

First time test takers in grade 11 will raise achievement in Mathematics from 79.7% meeting or exceeding at the end of SY 2008 to 81.7% meeting or exceeding standards at the end of SY 2009 as measured by the GHSGT with a minimum of 95% participation for all subgroups.

Targeted Subgroups Black Students will increase from 30% to 40%. Economically disadvantaged students will increase from 73.1% to 75.1%. Students with disabilities (SWD) will increase from 30% to 40%. Measurable Goals Graduation Rate:

Increase graduation rates from 78.9% for SY 2008 to 80.9% for SY 2009. Targeted Subgroups Black Students will increase from 64.9% to 66.9% Economically disadvantaged students will increase from 62.9% to 64.9%/

Student Needs 5-23

Students with disabilities (SWD) will increase from 36.8% to 46.8%. o GHSWT– Provide writing test preparation in all 11th grade classrooms to prepare students for

GHSWT. o GHSGT Predictor Test – Assess 10th grade students using the Predictor Test for Science and

Mathematics. o GHSGT – Insert GHSGT review questions into daily lessons plans. Questions on regular

assessment format. o GHSGT – Determine who the students are at-risk of failing the GHSGT. o GHSGT – During the week prior to the GHSGT, review sessions will be considered during the

day for students at-risk of failing. o GHSGT/EOCT – Provide GaDOE review materials to students. o Training for New Teachers – How to teach on the Block? o Training on Classroom Management. o Training on SST/504 & Pyramid of Intervention. o Training on Thinking Maps for 9th Grade Academy Teachers. o Differentiated Instruction Training. o Freshman Academy Training – How to be a Team? o Training: How to co-teach? o Monthly Department Head meetings. o Daily meeting between the instructional supervisor and the instructional coach. o Conduct group walk-throughs with Administrators, Department Heads and Instructional Coach. o Use of the graduation coach to reduce drop out rate and require all withdrawals to meet with

the graduation coach. o Provide opportunity for students to recover credit. o Provide an orientation with students and parents of rising 9th graders. o Increase communication between teachers and parents.

Technology Mission and Vision 6-1

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The mission of the Effingham County Information and Instructional Technology Department is to provide comprehensive, equitable, and efficient use of existing and emerging technology to engage, challenge and nurture diverse learners in preparation for global citizenship in an increasingly complex information society.

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The vision of Effingham County School District addresses three distinct areas and how technology can benefit each area. Of primary focus is the area of instruction. Teachers will embrace technology to teach content rich lessons and to engage and maintain the interest of the student. Teachers will also actively engage in professional development pro-grams that provide them with an enhanced understanding of the uses of the various technologies available. Students will utilize technology to construct knowledge and become proficient in the use of technology to solve problems, afford-ing the student the opportunity for authentic learning. Additionally, technology will be utilized to assist the students in:

becoming skilled in reading, writing, mathematics, and critical thinking attaining technology literacy and enabling them to become self-directed learners who are

comfortable with and proficient in using all forms of technology. acquiring adequate skills for the next level of education becoming proficient with technology that is required in the job market

Secondly, technology will provide teachers, administrators and staff appropriate tools, including communication, reporting, and assistive tools where required, to fulfill, in the most efficient manner possible, day-to-day responsibilities. Furthermore, professional learning opportunities will provide training to utilize available technologies to their maxi-mum potential. This efficiency is imperative as the less time school personnel spend on administration, the more time they can spend on instruction. Finally, parents will utilize technology to obtain information through web resources provided by the district website and the student information system’s parent portal, communicate with teachers, administrators, and support personnel through verbal and electronic means as well as stay apprised as to their child’s activities and performance as often as desired. Additionally, parents who seek assistance in utilizing technology to become a larger part of the educational solution provided their child will be afforded the opportunity to learn about technology. In order to achieve these realities, the district will:

1. provide and maintain appropriate hardware, software and network infrastructure to increase efficiency in administration and support educational goals

2. support classroom integration of technology that enhances education 3. offer and encourage on-going, competency-level oriented staff development opportunities for

administrators, teachers, and support personnel

Current Reality and Gap Analysis 7-1

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According to the February, 2009 Hardware Inventory Survey, Effingham County School District has 2,872 modern computers and 25 school based servers within the district. Additionally, the district maintains an additional fifteen servers for various purposes including web servers, e-mail servers, SIS servers, professional development servers and general file and print servers at the central office. Out of a total number of 618 classrooms, 567 are wired for high-speed Internet access. Of the total instructional computers, 98% run Microsoft Windows operating system with 2% being Apple McIntosh computers. The ratio of student to Internet capable instructional computer is currently 4.84.

The following chart illustrates the distribution of computers as reported in the February 2009 hardware survey.

Distribution of Computers from February 2009 Hardware Survey

School Students (from FTE count on

hardware survey)

Internet Connected

Modern Computers

Student to Modern

Computer Ratio

Blandford Elementary School 808 173 4.67 Ebenezer Elementary School 651 141 3.88 Guyton Elementary School 756 168 4.50 Marlow Elementary School 823 132 6.23 Rincon Elementary School 606 166 3.65 South Effingham Elementary School 662 160 4.14 Springfield Elementary School 704 140 5.03 Sand Hill Elementary School 629 141 4.46 Effingham County Middle School 628 216 2.91 Ebenezer Middle School 971 228 3.76 South Effingham Middle School 887 294 3.02 Effingham County High School 1730 439 3.94 South Effingham High School 1503 457 3.29 Facilities throughout the district also utilize many computers that are not considered modern, but continue to provide access to educational resources through the network and the Internet.

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Each school has a resource lab, either stationary or mobile to provide whole classroom access to computers. In the elementary schools, a full-time technology teacher was hired in 2006-2007 to provide technology instruction in collaboration with the classroom teachers to meet the Georgia Performance Standards related to technology in kindergarten through fifth grade. Meetings are being held with these teachers to determine the successes and challenges associate with the new program and to enhance it for the coming years. Interactive whiteboards with classroom responder systems were recently installed in eleven classrooms at Effingham County Middle School. These will serve as the beginning of our 21st Century Classroom deployments. Representatives from each school’s technology planning committees have received demonstrations of classroom responder systems and interactive whiteboard technologies to consider as they develop their school based plans. Additionally,

Goals and Benchmarks 7-2

each middle school in the district has two labs in which keyboarding and technology integration standards are taught. Each high school is currently served by a wireless laptop lab, which can be scheduled for use by the staff. In addition, the media center in each high school is equipped with enough computers to accommodate an entire class. All classrooms are equipped with at least one modern computer and are supplemented when possible with additional workstations. The typical elementary classroom contains two to three computers for student and teacher use. Middle school classrooms contain one or two computers and high school classrooms typically contain only one computer. Some inequities exist in the current distribution. These inequities will continue to be targeted to increase computers where prudent and provide additional technology in the form of 21st Century classroom equipment with allotted funding. All schools will be encouraged to pursue 21st Century Classroom technology with funds set-aside for school-based initiatives. These inequities are detailed in the student to computer ratios provided in the table on the previous page.

As a district technology program completely funded by SPLOST proceeds, Effingham County School District is constantly challenged to provide adequate access to technology for students and staff. In addition to reducing student to computer ratio, additional initiatives are required and planned to increase the availability of interactive technologies in the classrooms. In the schools within the Effingham County School District, students within all subgroups have equal access to technology resources. As required within student’s Individualized Education Plans (IEPs), students identified with disabilities are provided assistive devices to utilize the same technologies available to other students. The inequities that the Effingham County School District will address are limited access in general as well as the distribution of access within the district’s schools.

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Technology is utilized by administrators and staff in a variety of ways to manage the instructional process. Basic productivity software such as Microsoft Office is provided to all users to facilitate communication, analysis, and dissemination of information. Additionally, Infinite Campus, the Student Information System (SIS) recently adopted by the district provides for the collection of information such as attendance, discipline, and grades. Test scores are also imported into the system to allow for access and analysis by district personnel. IEPs are also tracked via a software application hosted within the district’s data center. Communication among district personnel and with parents about students’ progress is also facilitated through technology. Phone systems and voice mail as well as a robust Voice Over IP (VOIP) network is provided for telephone communication. E-mail is provided for all administrators, teachers and paraprofessionals as well. This allows for efficient communication to the individual inbox. Finally, broadcast telephone messages are provided as needed to alert students, parents, and staff to important announcements in a timely fashion.

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Effingham County School District encourages parents to be an active part of their child’s education. Technology helps facilitate this by providing a presence on the Internet for parents to access information from the school’s website. Teachers are encouraged to maintain a web page with information pertaining to their classes.

Additionally, the Infinite Campus SIS application provides a parent portal that allows parents the opportunity to review their child’s attendance, assignments, and grades. This portal even provides the student’s lunch account balance helping insure that there is always lunch money available for their child.

Current Reality and Gap Analysis 7-3

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Currently, each site is equipped with 100Mbps connectivity to the desktop. Eight schools have Gigabit Back-bones and four are still at 100Mbps backbones. The central office and the Central Learning Center remain at 100Mbps as well. To provide central services, including Internet access, to each of the schools, a hybrid fiber and microwave wireless network is utilized. Through this network, each school receives 100Mbps connectivity to each other and the district office through a ring topology at a backbone speed of 1Gbps. All windows computers are on a single domain throughout the district. Efforts will be continued to increase backbone speed to 1Gbps at all schools. Wireless networking will be considered when other priorities have been fulfilled. Internet connectivity is provided at the district office via the statewide consortium and the BellSouth network. The CIPA compliant filtering firewall is located between the state/AT&T router and the district network. Additionally, the district web server, the district e-mail server, the district SASI database server, the district financial application server, professional development application server, district transportation and boundary planning server, district nutrition application server, district grade book application server, as well as multiple file and print servers are located at the district office Information Technology facility.


88.. GGooaallss aanndd BBeenncchhmmaarrkkss GOAL: Provide multiple means of communication between schools and home.

STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY Provide adequate telephone and telecommunication lines for communications.

Each school/dept. will have adequate lines to facilitate communications at all times.

Verbal inquiry/reporting

$35,000 General Fund $40,000 E-Rate (annual) contingent upon E-rate approval

Information Technology Coordinator

Provide all schools with consistent manageable telephone system (Nortel BCM). Replace antiquated systems as needed.

July 2009 –ECMS Various

Systems installed and functioning

$20,000 SPLOST $40,000 SPLOST


Provide Auto Dialer Service for Schools and District to alert parents to a variety of issues.

July 2009-2012, Contract for Auto Dialer service

District and School administration utilize service to better communicate with parents.

$45,000 General Fund – Approximately 50% E-Rate reimbursed if service becomes eligible

Information Technology Coordinator/ Information Systems Coordinator

Provide e-mail accounts for teachers, administrators and other designated personnel.

Maintain e-mail server to provide electronic communications at all times.

Server up-time to be 99.999% of time.

$5,000 General Fund

Information Technology Network Specialist

Provide web site for schools and teachers to provide easy access to information for parents.

July 2009-2012, Contract for Web Hosting

All schools and teachers will have web pages.

$10,000 General Fund $10,000 E-Rate (annual) contingent upon E-Rate approval

Information Technology Coordinator/ Web Site Specialist

Provide training for personnel on Web Host web site creation and administration

Ongoing Teachers are trained as training is desired

None – training by staff for PLU credit. No funding required.

Information Technology Coordinator/ Web Site Specialist

Provide Internet access to allow for e-mail communication,

Maintain participation in State Network Consortium

Internet available 99.999% of time.

No Cost to district



web page publishing, and on-line collaboration.

throughout duration of plan.

GOAL: Provide reliable, safe, secure network environment for delivery of administrative and instructional applications.

STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY Continue to implement LAN upgrades at schools without Gigabit backbones.

July 2009 – ECMS

Network fully operational with Gigabit backbone

$10,000 SPLOST


Increase Wireless LAN Infrastructure in all facilities with centrally managed and secure wireless access points in media centers, cafeterias.

July 2010 Secure wireless connectivity available in media centers and cafeterias at all facilities

$36,000 SPLOST


Maintain Antivirus Solution for District

Purchase and maintain antivirus as needed

Antivirus runs on all computers

$15,000 General Fund (3 year expense)

Information Technology Network Administrator

Maintain Internet Firewall and content filter with Antivirus Gateway

Maintain filtering licenses and antivirus licenses

Filtering licenses and antivirus licenses are current

$2,500 General Fund (annual)


Maintain enterprise backup system for reliable restoration of data.

Ongoing Backup is functioning; adequate resources available and daily logs indicate successful backups

$3,100 General Fund

Information Technology Network Administrator


GOAL: Provide equitable access to computers to students within the district. STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY

Decrease student to computer ratio at facilities where ratio is greater than 4.0.

Replace MES resource lab with modern computers

Modern computers installed

$20,000 SPLOST

Information Technology Coordinator, Building Technology Committee

Replace computers that have become outdated

Ongoing 2009-2010 2010-2011 2011-2012

Computers no longer meeting minimum security and performance standards are replaced.

$150,000 SPLOST $150,000 SPLOST $150,000 SPLOST


GOAL: Increase student ability to utilize e-mail, create web pages, and further utilize network and Internet resources.

STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY Provide individual student logons to the network as well as resources to save files to.

Students receive unique logins as they are enrolled in school.

Students have unique logins and are using them. Passwords are reset every 180 days and meet complexity requirements.

No Cost Information Technology Network Administrator

Provide students with limited e-mail accounts for communication with teachers and other students within the district.

By January 2010, high school students will have e-mail accounts.

High school students have e-mail accounts

No Cost; utilize Gaggle or G-mail or equivalent


GOAL: Increase interactive technologies within classrooms to enhance student achievement.

STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY Purchase Interactive whiteboards/pads, projectors (mounted) and student response systems.

Each elementary school will receive five (5) additional 21st Century Classrooms each year Each middle school will receive ten (10) additional 21st Century Classrooms each

Equipment installed and operating; initial training complete Equipment installed and operating; initial training complete Equipment installed and

SPLOST $500,000 annually



year Each high school will receive fifteen (15) additional 21st Century Classrooms each year

operating; initial training complete Equipment installed and operating; initial training complete

Teachers will receive initial and ongoing training to utilize 21st Century Classroom equipment to its fullest potential

Training scheduled on an ongoing basis; train-the-trainer model utilized

Equipment is utilized; verified by walkthroughs

Title I, Title IIA and Professional Learning funds as available

Instructional Technology Specialist/ Information Technology Coordinator

GOAL: Utilize technology resources to more efficiently instruct students and administrate school functions.

STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY Provide training for personnel on productivity applications such as Microsoft Office.

Adequate classes scheduled during summer or after school to accommodate basic, intermediate and advanced levels of participants.

Classes will be provided as demand dictates from professional development surveys.

Staff development funding for adequate number of instructors as required and/or available

Professional Development Coordinator, Instructional Technology Specialist

Continue to utilize School Interoperability Framework (SIF) product to increase efficiency and accuracy of data entry.

By August 2009, Infinite Campus, will provide SIF data to applications that are SIF compliant.

SIF operational $5,000 General Fund

Information Technology Network Administrator, Information Systems Coordinator

GOAL: Increase awareness of safe practices pertaining to Internet utilization. STRATEGIES BENCHMARK EVALUATION FUNDING RESPONSIBILITY

Redeliver I-Safe Training to teachers

By July 2009, all teachers will have received I-Safe training

All Teachers trained

Release time provided as needed by staff-development funds provided the funds are available for this purpose.

Information Technology Coordinator, Professional Development Coordinator, Building Level Staff Development and Technology


personnel Teachers will incorporate I-Safe curriculum into classroom instruction where appropriate

August 2009, teachers will provide I-Safe instruction in their programs.

Lesson plans indicate inclusion of I-Safe curriculum; observation

No Cost Information Technology Coordinator, Building Administrators

Parents will be trained on safe Internet practices according to the I-Safe curriculum

August 2009 and continuing

Presentations will be made at PTO meetings; information will be presented at open house

Cost for handouts to be used from General Fund.

Information Technology Coordinator; School Administrators

Appendices 9-1

99.. CCoommmmuunniiccaattiioonn aanndd MMaarrkkeettiinngg

Effingham County School District will use a variety of methods to share successes and challenges with community stakeholders. The Information Technology Department will establish and post a web page to inform and celebrate successes in technology implementation. Additionally, the Information Technology Department will communicate successes to be included in school newsletters, PTO presentations and other school functions where appropriate. The Effingham County Board of Education will also be kept up to date on the progress of the plan through reports at regular board meetings. Members of the Information Technology Department are available to speak to community service clubs, PTO groups, and social and professional organizations. Members of the Information Technology Department are also willing to present at GaETC and other conferences the successes achieved through technology. Analysis of student achievement related to the deployment of technology and the implementation of technology initiatives will also provide data to determine the benefit of technology to increased student achievement. These findings will be provided to the board of education in regular meetings. They will also be presented to the public through the district website. Additionally, an annual update will be provided through the local newspaper, The Effingham Herald, as to the current state of technology integration in the district.

Appendices 10-1

1100.. PPrrooffeessssiioonnaall DDeevveellooppmmeenntt Effingham County School District is committed to providing high quality professional

development targeted at areas in which staff need assistance. As technology is always changing, it becomes one of the areas in which there is a great need. To address this need, the district has employed an Instructional Technology Specialist whose primary responsibility is to provide assistance to teachers in a one-on-one environment to increase successful adoption of new technologies.

Additionally, this individual develops training opportunities for staff, typically delivered during the summer just prior to the beginning of school each fall. Courses include such topics as Interactive or 21st Century Classrooms, Microsoft Office productivity applications, Renaissance Learning, Discovery Education Streaming and more.

The district also provides training on the hosted web application that provides the district’s Internet presence. The webmaster for the district provides training as requested by teachers and other individuals on the utilization of the product to create web pages for teachers, classes and other programs.

Finally, the district hosts an on-line learning environment that allows staff to participate in professional development opportunities independently, on-line. Courses include topics such as Discovery Education Streaming, SchoolWires web page design, and blogging and podcasting.

Throughout the duration of this three year plan, the intent is to maintain and expand upon these professional development offerings. Additional courses in existing and emerging technologies will be developed and offered.

Appendices 11-1

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Appendices 11-2

Appendices 12-1

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Effingham County School District has a long relationship with Hewlett Packard. Hewlett Packard systems are utilized for file servers, workstations, desktop computers and laptops as new systems are deployed. Additionally, Hewlett Packard thin clients are utilized in business labs at both high schools to provide an efficient, manageable Server Based Computing solution for the vocational departments. As purchasing plans are revised, forecasts are made with the manufacturer and volume discounts are calculated.

As older machines become obsolete, they are assessed as to usability. If the machine is deemed no longer usable, it is disassembled for parts that may be added to the repair inventory. The remaining components are considered surplus and are sent to an environmentally friendly EPA certified E-cycling facility to be recycled. Machines that may be useful and continue to provide access to educational resources may be utilized in other areas. Particularly, thought has been given to utilizing them as thin-client(s) in a Server Based Computing scenario, eliminating the need to purchase additional thin client devices. Currently, the Hewlett Packard DC5750 is the standard platform being deployed throughout the district. This is to be replaced as the standard by the HP DC5850 as the DC5750 has reached its end-of-life phase. These new machines will be equipped with a dual core processor and a minimum of 2GB of memory. The careful selection of computer hardware and software is essential to maximize the efficiency of the resources available to the school district. School personnel are required to have the Information Technology department assess and authorize software purchases. Through this provision, the integrity of the network is maintained as no software application is introduced to the network that degrades performance in an unreasonable fashion.

The following is an excerpt from the employee handbook addressing this issue:

Software Selection and Acquisition

Any software purchased to run on district computers should first be approved by Information Technology. There are often infrastructure (e.g. server resources, network bandwidth, etc.) needs in addition to the software itself that must be satisfied before the software will run effectively. Any software purchased without prior approval of Information Technology will become the responsibility of the individual who made the purchase. To request assistance in evaluating software, a helpdesk request should be placed by choosing the application category and the evaluation assistance sub category. Provide as much detail about the application as possible (e.g. phone number of company, title of application, etc.)

Appendices 13-1

1133.. AAppppeennddiixx CC:: CCIIPPAA CCoommpplliiaannccee Effingham County School District utilizes a CIPA certified content filter from SonicWall. It is licensed for unlimited users and the Premium Content Filter Service is in effect. The filter databases are continuously updated and manual entries are entered when problems are encountered. The system also denies access to web-based e-mail accounts as well as unmonitored chat rooms and instant messaging software. Additionally, it provides gateway antivirus capabilities to help reduce chances a virus will enter the network from the Internet connection.

In addition to the district’s Acceptable Use Policy, the Board of Education adopted an Internet Safety Policy on July 20, 2006. This policy is included in Appendix D..

Appendices 14-1

1144.. AAppppeennddiixx DD:: IInntteerrnneett SSaaffeettyy PPoolliiccyy Board Policy Descriptor Code:IFBGE Internet Safety Introduction It is the policy of Effingham County School District (ECSD) to:

1. prevent user access over its computer network to (or transmission of) inappropriate material via the Internet, electronic mail, or other forms of direct electronic communication;

2. prevent unauthorized access and other unlawful online activity; 3. prevent unauthorized online disclosure, use, or dissemination of personal

identification information of minors; and, 4. comply with the Children's Internet Protection Act (CIPA) [Pub. L. No. 106-554 and

47 USC 254(h)]. Definitions Key terms are as defined in the Children's Internet Protection Act (CIPA). Access to Inappropriate Material To the extent practical, technology protection measures (or "Internet Filters") shall be used to block or filter Internet access and other forms of electronic communications to inappropriate information. Specifically, as required by CIPA, blocking shall be applied to visual depictions of material deemed as obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized for bona fide research or other lawful purposes. Inappropriate Network Usage To the extent practical, steps shall be taken to promote the safety and security of users of the ECSD computer network when using electronic mail, chat rooms, instant messaging, and other online forms of direct electronic communications. Specifically, as required by CIPA, prevention of inappropriate network usage includes:

1. unauthorized access, including so-called "hacking", and other unlawful activities; and

2. unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

Supervision and Monitoring It shall be the responsibility of all members of ECSD staff to supervise and monitor usage of the computer network and access to the Internet in accordance with this policy and CIPA. Procedures for disabling or otherwise modifying any technology protection measures shall be the responsibility of the Director of Technology or designated representatives. CIPA definitions of terms:

1. Technology Protection Measure: The term "technology protection measure" means a specific technology that blocks or filters Internet access to visual depictions that are:

Appendices 14-22. OBSCENE, as that term is defined in section 1460 of title 18, United States Code;

CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or

3. HARMFUL TO MINORS Harmful to Minors: The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that:

1. taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;

2. depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and taken as a whole lacks serious literary, artistic, political, or scientific value as to minors.

3. Sexual Act / Sexual Contact: The terms "sexual act" and "sexual contact" have the meanings given such terms in section 2246 of title 18, United States Code.

Effingham County Schools Date Adopted: 7/20/2006 NOTE: The State of Georgia has moved the Georgia Code. This new environment no longer allows us to link directly to the Georgia Code. For example enter 20-02-0211 in the search window and the Georgia Code will appear. Georgia Code Description O.C.G.A. 16-09-0090 Georgia Computer Systems Protection Act O.C.G.A. 16-09-0091 Computer Related Crime O.C.G.A. 16-09-0092 Definitions O.C.G.A. 16-09-0093 Computer crimes defined O.C.G.A. 16-09-0093.1 Misleading transmittal O.C.G.A. 16-09-0094 Violations O.C.G.A. 20-02-0149 Online internet safety education O.C.G.A. 39-05-0002 Subscriber's control of minor's use of internet O.C.G.A. 16-11-0037.1 Dissemination of information relating to terroristic acts US Code Description 20 USC 6777 Internet Safety 47 USC 254(h) Universal Service 15 USC 6501 Children's Online Privacy Protection Act - Definitions 15 USC 6502 Children's Online Privacy Protection Act - Collection and use of personal information from and about children on the Internet 15 USC 6503 Children's Online Privacy Protection Act - Safe harbors 15 USC 6504 Children's Online Privacy Protection Act - Actions by states 15 USC 6505 Children's Online Privacy Protection Act - Administration and Applicability

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