Morris Innovative High School Schoolwide Title I Plan2016-17

We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Those persons involved were:

NAME POSITION/ROLEPat Hunt PrincipalPam Massingale Assistant PrincipalJenny Bryant CounselorBecky Jewell English TeacherPaige Watts Spanish TeacherWilliam Lanford Social Studies TeacherRobin Hardie English TeacherDanielle Lute Math TeacherMariluz Vasquez Parent Involvement CoordinatorAubrey Poppel Science TeacherBarbara Thompson ParentKilah Darville ParentMichelle Hurley Parent

1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. Morris Innovative High School (MIHS) is one of two high schools in the Dalton Public Schools (DPS) system. Our school just completed its seventh year and graduated our fifth class of seniors. This year’s graduating class was the largest ever, with 119 graduates. DPS had approximately 8,000 students enrolled for the 2015-2016 school year. The student race/ethnicity demographics at MIHS were 76% Hispanic, 15% Caucasian, 6% African American, and 3% two or more races. Our Exceptional Student population was 21% of our student body. We have developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement plan. Those persons involved are part of our leadership team, design team, administration and parents. Data collected for the needs assessment came from the district data team and the counseling office at MIHS. The data were analyzed by the entire staff during a data walk and by the school’s newly formed Evidence and Assessment team, along with administration. Because of MIHS’s status as a priority school, the school underwent a GSAPS analysis during the 2015-16 school year. A team of independent evaluators analyzed data, made classroom visits and provided feedback to the school staff,

B. We have used the following instruments, procedures or processes to obtain information in order for students to improve their performance on both end of course tests and student learning objectives. It is important to have a highly structured, comprehensive remediation plan with opportunities for successful remediation. We have reflected on current achievement data to pinpoint areas and skills in which teaching and learning need improvement.

Overview of Needs AssessmentDuring the 2015-2016 school year, the MIHS leadership team was re-formed and an Evidence and Assessment team put into place. The Leadership team was elected by staff and the evidence and assessment team composed of staff with expertise and interest in the collection and analysis of data. The GSAPS team also provided analysis of MIHS data in a comprehensive report.

Data used to conduct the comprehensive needs assessment process for Morris Innovative High School includes:

Georgia Milestones End of Course tests Graduation Rate Student performance and achievement in the classroom Retention rates Course pass rates Student Attendance Stakeholder’s Surveys ACT and SAT results PSAT results ACCESS scores Digital Learning Academy data National Clearinghouse post-secondary data Demographic data Program data (EL, Migrant, etc.) CCRPI indicators/score Discipline data

When annual assessment scores arrive, they are reviewed and analyzed by school officials. At the school, administrators and staff conduct analysis and determine next steps based on the data. The school also conducts a data walk where all the data mentioned above is analyzed by the entire staff. Graphics and visuals of this data is selected by the Evidence and Assessment team for the school’s “War Room”, a data display room. During the data review, the staff asks several key questions including:

Did the school’s CCRPI score increase or decrease? Why? Which subgroups experienced score decreases or increases? Was there and

overall increase or decrease in test scores on the EOC tests? What does attendance look like at the school? Which students are being

impacted by poor attendance? What interventions are needed for students struggling academically? How will findings be shared with students and parents? What patterns are noted within subject areas? Are individual student programs being followed? How is individual student progress being monitored? How can we provide enrichment for students who demonstrate proficiency?

C. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving proficiency with the state academic content standards. MIHS has taken into consideration the needs of migrant students. DPS has a designated district coordinator to serve in the Migrant Education Program (MEP).This person is certified and qualified as a LEA Migrant Education Recruiter by the Department of Education.The migrant advocate is trained at the Piedmont MEA regional office and is in direct contact with their staff for any needed guidance. That individual will work with students identified as migrant. Students are identified upon enrollment using the Occupation Survey that is completed by parents, as well as Occupation Survey forms (English and Spanish) that are sent home with all students at the beginning of the year. Additional follow up is provided by the MEP staff. The migrant advocate also

coordinates /conducts parent sessions as needed coordinates tutoring for migrant students refers and develops plans for families assesses and intervenes crisis situations within the family that may impact

the academic progress of the student helps create bridges among the family, school, and community prepares and coordinates the PAC meetings of the families

Students are assisted through tutoring services, and provision of school supplies, while families are assisted with health care needs.

D. MIHS has made a concerted effort in the area of mathematics, and the scores reported below demonstrate improvement. Improvement is also noted in

American Literature, and U.S. History. Scores reported below are the percentage of students at Developing Learner or above on EOC assessments. The 15-16 data does not include summer administration as those scores are not yet available.

EOC 15-16 (W/O Summer Data) 14-159th Grade Literature 47.4% 50%American Literature 37.3% 24.18%Coordinate Algebra 41.7 15%Analytical Geometry 31% 5.45%

Physical Science 16.5% 18.42%Biology 12.1% 16.36%

Economics 19% 21%U.S. History 25.3% 23.36%

Algebra I 15.5% NA

Another way to look at EOC Milestones data is the percentage of students who scored in the Proficient range. Again, summer scores are not included in the 15-16 data as they are not yet available. The data show that while there has been a small uptick in the percentages of students scoring within the Proficient range in American Literature, 9th grade Literature, and Analytical Geometry, those percentages are very small. Work needs to be done to move students from the Developing Learner to Proficient range as well as from the beginning learner to Developing Learner range.

EOC 15-16 (W/O Summer Data) 14-159th Grade Literature 10.5% 2.78%American Literature 2.0% 1.10%Coordinate Algebra 0% 0%Analytical Geometry 4.2% 0%

Physical Science 4.1% 5.26%Biology 3.6% 5.45%

Economics 0% 2%U.S. History 2.7% 2.82%

Algebra I 1.7% NA

Digital Learning Academy Course Completion

Math Science Social Studies English0

20

40

60

80

100

120

77.885.4

96.6 98

86.390.4 91.5 94.2

82.0587.9

92.5596.1

DLA DATA% passed

2016

1st sem 2nd sem overall

The data show that DLA students at MIHS are passing their classes at high rates. Math has the lowest pass rate and English the highest. Our concern is that while students are passing their classes in OdysseyWare, they are not passing the class’ EOC. We feel we need to address the rigor in the DLA classes so that students are able to pass the associated EOCs.

MIHS Attendance over time:

2015-16 2014-15 2013-14 2012-13 2011-12 2010-1188.4% 87.0% 85.3% 87.4% 88.7% 88.8

While there was a slight uptick in MIHS attendance last year, data show that MIHS has the lowest attendance rate in the district. A newly formed Attendance Team will be working on incentivizing attendance at MIHS for the 2016-17 school year.

Graduation Rate:Data show that MIHS is steadily increasing its four year graduation rate. We have not received 2016 data from the state, however, MIHS graduated the largest class in its history.

4 Year Graduation Rate

2012 2013 2014 2015

MIHS 18.7% 40% 29.3% 52.2%

Discipline Data:Discipline comparison for the 2015-16 school year for Out of School Suspensions.

2015 2016Out of School Suspensions 23 27Alcohol Related 0 2Computer Trespass 2 0Disorderly Conduct 8 10Drugs/Except alcohol 1 4Treat/Intimidation 0 2Weapons/Other 0 1Other Discipline Actions 1 1Attendance Related 1 2Student Incivility 8 1Possession of Unapproved Items

1 0

Repeat Offenses 0 1

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving proficiency in the state academic standards including:

Economically disadvantaged students Students from major demographic groups (race, ethnicity, gender) Students with disabilities Students with limited English proficiency

F. Conclusions regarding achievement or other related data:

EOC Performance

End of Course testing gives us a snapshot of strengths and weaknesses in the instructional program. We now have 2 years’ worth of EOC Milestones data. 2015-16 scores indicate that more MIHS students are moving from beginning to developing learners and above in 9th grade Literature, American Literature, and Analytical Geometry. However, these percentages are small and indicate the need for work in all tested subjects to move MIHS students to proficiency. Math and economics have very low pass rates. Math will continue to be a focus for MIHS. This year we will add a focus on vocabulary across the curriculum in order to help students access content knowledge and skills. MIHS’ Priority school FLP will be embedded during the school day as well as being available before school. It will focus on remediation of math and literacy skills. An after school tutoring program funded with Title One dollars will address homework help and supporting students struggling with specific content. In addition, a trained literacy coach will be working with students for half the day to shore up skills that will impact all curricular areas.

G. The measureable goals/benchmarks we established to address are: Increase the numbers of students scoring at developing learner or above on all EOCs by 10% during the 16-17 school year Improve student attendance, especially in the upper grades, so that fewer than

50% of students have more than 10 days absent Decrease the numbers of students in ISS/OSS by 5% Improve the pass rate in the DLA by 2% in math, 1% in other areas Implement a before and during school FLP to address remediation in literacy,

vocabulary, and math using Renaissance Learning, KeyMath and One Note and teacher chosen aids

Implement an afterschool tutoring program to assist students with classwork and homework

Implement a math lab, staffed by a paraprofessional, to provide math support and engaging math activities to students

Train all teachers in the use of the Pre-Design tool and Design Cycle Provide design coaches in math, science, social studies and English collaborative

learning communities. Improve the MIHS graduation rate by 5% Train all MIHS math teachers in Math Design Collaborative (MDC)

Summary of Identified NeedsThe MIHS leadership Team identified several areas of need based on our comprehensive needs assessment. We will focus on the following as we implement our Schoolwide Title I plan:

Improve our graduation rate based on the state of Georgia’s cohort graduation rate

Increase performance on all EOC’s, with a special focus on math Implement a before and during school FLP to address remediation in literacy,

vocabulary, and math using Renaissance Learning, KeyMath, One Note and teacher

chosen aids. Implement an afterschool tutoring program to assist students with classwork and

homework Implement a math lab, staffed by a paraprofessional, to provide math support and

engaging math activities to students Train all teachers in the use of the Pre-Design tool and Design Cycle Provide design coaches in math, science, social studies and English collaborative

learning communities. Improve student attendance Decrease the numbers/percentages of students in ISS/OSS Continue to involve parents in the education of their children through

the services of a parent involvement coordinator

2. Schoolwide reform strategies that are scientifically research based:

2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are:

MIHS will utilize collaborative planning. MIHS will send teachers to Advance Placement training. MIHS will send teachers to High Schools That Work. MIHS will send literacy coach to Training in Literacy For All Digital Learning Academy has been implemented at MIHS this year. Students that meet

the following qualifications will be placed in the DLA academy from both MIHS and Dalton High School (DHS). o Sophomores with less than 5 creditso Juniors with less than 11 creditso Seniors with less than 17 credits.

The DLA classrooms will have both a content teacher and an ESS co-teacher in each room. Math and English will have a full time co-teacher. Social Studies and Science will split a co-teacher in those classrooms.

Beginning in August of 2016, tutoring will be offered to all students. Flex Time will be implemented in the morning and during the day for mathematics and literacy. After school tutoring will be offered Mon-Thursday of each week in all core content areas.

The Morris Innovative Newcomer Academy (MINA) began in the 2014-2015 school year to accommodate students new to the country with little to no English skills and are a minimum of three grade levels behind. We have expanded this program for the 2016-17 school year by adding additional bilingual staff and allowing for a transition year for advanced students capable of being successful in academic classes.

During the 2016-17 school year MIHS is participating in the Math Design Collaborative (MDC) led by Marty Sugerik’ of the Southern Region Educational Board (SREB) utilizing the Formative Operational Lesson (FLO) method.

During the 2016-17 school year, students will be provided with electronic devices, blended learning and Instructure Canvas.

During the 2016-17 school year, staff will be trained in SIOP to support the high numbers of English Language Learners.

During the 2016-17 school year, the math department will use the “Key Math” kits that have been purchased for each math teacher to test students on their levels and enhance instruction.

Additional Recordex devices will be attained to allow teachers to “keep up” with technology in the classroom. Dalton Public Schools has implemented a 1:2 Rollout of

devices for students. During the 2016-17 school year, math teachers will be trained on “unpacking the

standards” with Claire Pearce. Training for Literacy Coach in “Literacy for All”

2(b). Are based upon effective means of raising student achievement.

Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies:With the implementation of two new math initiatives for the 2015-16 school year, we anticipate an increase in math success. Both are research based and complimentary to each other.

The Math Design Collaborative (MDC) was developed out of a Bill and Melinda Gates Foundation goal to have 80% of low-income and minority students ready for college by 2025 through providing high-quality instructional tools and professional support services to teachers. At the heart of the MDC is the connection between teachers and students. This method is a natural fit for MIHS since we share the same focus in our approach to the learning process. That is the centerpiece of school success: a teacher forming a bond with a student, triggering the student’s hunger to learn, and guiding it in the right way. A study of classrooms in Kentucky showed a gain of 4.6 months in math achievement. (Herman, Joan et al., 2015)

In 21st Century Math, reading and writing skills are essential to success. The Literacy Design Collaborative (LDC) shares the same approach as MDC in the development of reading achievement. Based on eight core principles that when done together establish a unique approach to literacy instruction, the LDC is fresh alternative. It also distributes the responsibility for reading and writing throughout the entire school. It requires collaboration among teachers from all content areas. A study of classrooms in Kentucky found that students gained 2.2 months of reading achievement. (Herman, Joan et al., 2015)

Key Math: Key Math is a combination assessment and instructional program designed to identify and remediate gaps in mathematics learning.

Research Based Instructional Practices at Morris Innovative High School

Clearly defined content objectives for students

Echevarria, J., Vogt, M. & Short, D. (2013). Making Content Comprehensible for English Learners: The SIOP Model 4 th Edition . Boston: Pearson.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge

Frequent opportunities for interaction

Echevarria, J., Vogt, M. & Short, D. (2013). Making Content Comprehensible for English Learners: The SIOP Model 4 th Edition . Boston: Pearson.

Appropriate pacing

Echevarria, J., Vogt, M. & Short, D. (2013). Making Content Comprehensible for English Learners: The SIOP Model 4 th Edition . Boston: Pearson.

Direct Instruction

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Co-operative learning

Marzano, R. & Pickering, D. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.Walberg, H. (1984). Improving the productivity of America’s schools. Educational Leadership. 41, no. 8, 24.

Classroom discussion

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Blended Learning/ Computer Assisted Learning

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Variety of question types

Marzano, R. & Pickering, D. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Student discussion/Chunking

Marzano, R. & Pickering, D. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development

Practice

Marzano, R. & Pickering, D. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development

Scaffolding

Murphy, N. & Messer, D. (2001). Differential benefits from scaffolding and children working alone. Educational Psychology, 20 (1), 17-31.Rosenshine, B. and Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 26-33.

Authentic Experiences and Applications

Daniels, H. & Bizar, M. (1998). Methods that Matter. Six structures for Best practice Classrooms. Portland ME: Stenhouse Publishers.

Question, cues and advance organizers

Marzano, R. & Pickering, D. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Use of supplementary materials (graphs, models, visuals)

Echevarria, J., Vogt, M. & Short, D. (2013). Making Content Comprehensible for English Learners: The SIOP Model 4 th Edition . Boston: Pearson.

2(c). Use effective instructional methods that increase the quality and amount of learning time.

We will increase the amount and quality of learning time by:

MIHS will begin before and during school tutoring in math and literacy for all students in order to provide students with extra help for remediation and the opportunity for acceleration.

Math teachers will work with Marty Sugerik’ of SREB on the implementation of the FLO method of assessment.

The Key Math Program will be implemented to provide remediation during the tutoring opportunities.

MIHS provides Math Resource Classes with a maximum load of 8 students. MIHS will continue to use USA Test Prep for EOC practice and remediation in all areas as

well as ACT test preparation. MIHS will continue to use a co-teaching model in core academic classes for special

education students that qualify for services. Collaboration through work with our district Literacy Coaches, ESS and ELL departments. All MIHS teachers will collaborate in weekly department meetings for vertical alignment,

to design and review student work using protocols developed by the Schlechty center. In order to increase the quality and rigor of work for students, teachers will be trained in

the Schlechty design process. MIHS will continue to implement a block/skinny combination schedule in the 2016-17

school year to offer additional opportunities for students to earn credit resulting in a total of 9 credits for the school year.

MIHS utilizes Canvas as a learning management system and has purchased Dropout Detective to work in conjunction with Canvas and identify students who are struggling early and intervene.

Technology training with an emphasis on blended learning will be provided to staff and students.

Also during the 2016-17 school year, students will be provided with an electronic device available to them at all times to supplement learning.

Students will be trained in digital citizenship, one note and various digital tools. During the 2016-17 school year, teachers and students will have access to the

Renaissance Learning program to support literacy and will receive training as well. MIHS participates in the Dalton Public Schools (DPS) literacy design collaborative to

encourage reading across the curriculum and utilizing researched based strategies to increase reading comprehension.

MIHS will implement new classes (Basic Read Write) making use of a current staff member trained as Literacy Coach.

Students will monitor their own learning during structured advisement period weekly.

Supplementary instructional materials and equipment We will utilize Smart Boards/Recordex devices in all classrooms to increase the quality

of learning time. Student Response Systems in math classrooms All MIHS students will be provided computers to enhance instruction (lonovo’s or clam

shells), some Title I funds will be used to increase computer number so that each student can have their own device.

Projectors in all classrooms Use of Odyssey Ware for credit recovery,(Digital Learning Academy) but also for

remediation and test preparation Use of Canvas as a means to post assignments so that students have access to their

work both in school and at home. Teachers are all being trained on the use of Canvas and Canvas gradebook for reporting grades.

The anticipated use for Title I funds for FY 16-17 is: To provide tutorial services before and during school hours, to hire qualified tutors to

offer at risk students instructional support, (FLP plan-Priority School) Title I funds will be used to provide after school tutoring in all core content areas For professional learning and materials for staff

a. Key Math Kitsb. Coaching for Designc. High Schools That Workd. Math Lab: WIIe. Math Lab Para-Professionalf. ½ day literacy coachg. Recordex devicesh. Renaissance Computer Software

For supplementary instructional materials and technology equipment and devices for instructional use with students,

For parent involvement activities, materials, and resources.

By implementing the above strategies, tools and improvements, we believe that we can address our identified needs from our Comprehensive Needs Assessment.

Instructional strategies to be used MIHS will offer after school tutoring in all core content areas. Letters will be sent home

to inform parents and students. MIHS will continue to use USA Test Prep for EOCT practice and remediation in all areas. MIHS will continue to use a co-teaching model for those special education students that

qualify for services. Collaboration through work with our district Literacy Coaches, ESS and ELL departments.

Literacy Design Collaborative: specific strategies to address reading comprehension across curriculum

Math Design Collaborative: (MDC) designed to have 80% of low income and minority students ready for college by 2025 through providing high-quality instructional tools and professional support serviced to teachers.

KeyMath: KeyMath is a combination assessment and instructional program designed to identify gaps in math learning and remediate them. Connolly (2007) summarizes KeyMath3 DA as well developed and provides scores that can inform the design of individual student intervention programs and monitor performance over timeArizmendi, Beal, and Hurtado (2013) found children significantly benefited from Spanish-enhanced administration items scored incorrectly in English Further information may be found at https://prezi.com/vptvyg6cwtud/keymath-3-diagnosticassessment and http://images.pearsonclinical.com/images/pa/products/keymath3_da/km3-da-pub-summary.pdf

Renaissance Computer software: remediation/enrichment in Literacy and Math

3. Instruction by Highly qualified professional staff.

Services for Title I students in math and/or math support will be offered by highly qualified certified teachers. In some cases, highly qualified assistants/paraprofessionals will assist with these duties, but only under the direct supervision of the teacher. Based on the individual needs of each student, these paraprofessionals will provide small group and individual assistance to these targeted students. A. Dalton Public Schools and MIHS make every effort to attract highly qualified and quality teachers who share the vision and beliefs of the school system. Human resources personnel and certified staff members seek quality applicants through job fairs hosted by colleges and universities around the Southeast. Prospective graduates from area degree programs are afforded the opportunity to observe, intern, and student teach within the school system, providing another avenue for targeting quality applicants. The DPS website provides prospective applicants with exciting details about the system in general while the school site provides school specific information. DPS will continue to offer an intense but informative new teacher induction and MIHS will further induct new staff on site. The district continues to attract teachers from surrounding cities and states by offering on-going professional learning opportunities, clean and attractive buildings, competitive salaries and benefits, high academic standards for all students, and an opportunity to work in a culturally diverse community.

4. In accordance with Section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services

personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

A. We have included teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.B. We have aligned professional development with the State’s academic content and student academic achievement standards. This year, MIHS teachers will be working collaboratively to develop pacing guides and design work for students. The district ensures high standards of academic content. The Georgia Performance Standards (and now the Common Core Georgia Performance Standards) serve as the basic curriculum for all courses taught in Dalton Public Schools. Teachers are expected to be familiar with grade level expectations both above and below the grade levels they teach, which promotes proper scope and sequence. Teachers attend training on curriculum alignment, GPS and CCGPS, best practices, and differentiating instruction. Central office administrators, principals and teachers analyze student test scores and cross reference results with the adopted proficiency levels. School Improvement plans are made and implemented to assist students in mastering course objectives and required skills.

C. For FY 17, we will devote Title I resources to: retain our Parent Involvement Coordinator provide professional learning and materials for staff, purchase supplementary instructional materials and technology equipment and devices

for instructional use with students, implement parent involvement activities, materials, and resources. provide the services of a Math Lab paraprofessional fund an extended day for teachers offering Flex time learning for students after school tutoring in all core content areas ½ day literacy coach bus transportation for after school program

5. Strategies to attract high-quality highly qualified teachers to high-need schools

Dalton Public Schools and MIHS make every effort to attract highly qualified and quality teachers who share the vision and beliefs of the school system. Human resources personnel and certified staff members seek quality applicants through job fairs hosted by colleges and universities around the Southeast. Prospective graduates from area degree programs are afforded the opportunity to observe, intern, and student teach within the school system, providing another avenue for targeting quality applicants. The DPS website provides prospective applicants with exciting details about the system in general while the school site provides school specific information. DPS will continue to offer an intense but informative new teacher induction and MIHS will further induct new staff on site. The district continues to attract teachers from surrounding cities and states by offering on-going professional learning

opportunities, clean and attractive buildings, competitive salaries and benefits, high academic standards for all students, and an opportunity to work in a culturally diverse community.

6. Strategies to Increase Parental Involvement

A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of our school wide program (SWP) and the school parental involvement policy by inviting them to review and have input on the SWP at an either an afternoon or evening meeting. The MIHS Parent Involvement Coordinator (PIC) provides translation services for parents during school wide events and individual student meetings, and assistance in directing parents to the services needed. The PIC helps in developing relationships between home and school and is the liaison among teachers, counselors, administrators, and parents. The PIC is also is responsible for informing parents of upcoming events and activities.

B. We will update the school parental involvement policy periodically to meet the needs of parents and the school. Hard copies of the parent involvement policy and the Schoolwide Plan will be available in the office and will posted to the school and district website. Parents of participating children and members of the school community will be invited to give input into the development and revision of the Schoolwide Plan and the Parent Involvement Policy.

C. We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements, the school parental involvement policy, the school wide plan, and the school-parent compact. This will be conducted in August before or after open house in order to inform parents, students and teachers of any changes to any policy and to implement them in a timely manner. A second meeting will be held in in January to check on progress of our plan. A May meeting will be held to review for the current year and plan for the following year.

D. We will offer a flexible number of meeting times for parents, such as meetings in the morning or evening. Transportation, child care, or home visits are services related to parent involvement and may be funded through Title I. Adequate notice of such meetings and available services will be provided to parents.

E. We will provide parents of participating children with timely information about the Title I program on our DPS website and hard copies will be provided in the office. Information about our curriculum will be provided on our website and will be available in the school office as well. Items provided at our Title I transition meeting regarding academic assessments and proficiency levels students need to meet are provided in the front office near the school entrance. Parents are informed about parent meetings by flyers and followed up by contacts from our Title I Parent Involvement Coordinator (PIC). Information on the process of scheduling meetings is located in the front office and communicated in person by the Title I PIC. The parent meetings scheduled throughout

the year give parents an opportunity to provide the school with suggestions and for school personnel to respond to the suggestions that are formulated by parents.

F. The MIHS Parent Involvement Policy and Plan and the School-Home Compact will be distributed to all parents at the beginning of each school year. This policy and plan includes strategies to increase parental involvement (such as parents as teachers classes), describes how the school will provide individual student academic assessment results including an interpretation of those results. These documents will be posted on the school website. The PIC will provide verbal translation to Spanish if requested by a parent. The primary purpose of the Parent Involvement Policy is to provide an overview of specific ways in which MIHS faculty intends to engage parents in the education of students. The School Home Compact is designed to outline expectations of students, ‐parents, and school staff in forming and maintaining an ongoing educational partnership. The School Home Compact will also be used as a communication tool ‐among and between teachers, parents, and students concerning course requirements and expectations. Parents will be involved in reviewing and updating the contents of these documents on an annual basis. A copy of the compact will be available in our Parent Resource Center in both Spanish and English and posted to the website.

G.-H. At the beginning of this school year, all parents will be invited to discuss and have input into the curriculum design, ask questions and make suggestions. Another parent meeting will be held mid-year to provide updates and to discuss projected enrollment for the next school year.

I. Identifying parents that are actively involved with the mission of the school is important. Parents have been advocates for MIHS at local city government events, and supporting MIHS in its commitment to providing a quality education to their children. We will discuss the importance of this partnership at faculty meetings and encourage staff to foster this partnership where they can.

J. Not applicable.K. At the beginning the school year, newsletters were sent home introducing the program and

service under Title I in both English and Spanish. Making sure to get acquainted with parents and all students at the beginning of school year was a must. It was a priority that all parents be informed regarding Title I programs. The introduction and availability of a parent coordinator in the school to assist in their concerns has been crucial. The parent coordinator conducted a welcoming and school walk-through with parents and teachers. This was done to ensure that the school welcomes families and in a respectful manner and listens to their concerns. Parents are involved in the creation of school compact. The parent coordinator sets up parent conferences. Face to face meetings are held to discuss student issues and inform parents of available services under the Title I Program and/or resources in the community. The parent coordinator organizes the meetings which are conducted in either English or Spanish, based on parent’s request. Creating a comfortable family resource room where families can meet is also very important. The front office

provides information that informs parents about resources available under the Title 1 Program.

J. Not applicable.

7. Plans for assisting in the transition of students

Our transition plan to MIHS is unique as the students we serve. Students were recruited from DMS. During the spring semester of the 2016 school year, all 8th grade students were allowed to

tour MIHS during the day to see how our classes operate. Students and teachers from DMS visited many classrooms with emphasis on the CTAE pathway classes to get the overall feel for the school.

The emphasis of our recruitment process and information sharing was, and still is, centered on promoting the uniqueness and individual excellence of every student. Along with our smaller class sizes, smaller building, and greater attention from teachers, MIHS provides a tremendous opportunity for students.

Once students have chosen to come to MIHS, student induction/transition experiences will be provided. An orientation for new students and parents is held at the beginning of the school year It is our belief at MIHS that students are continuously transitioning. We,

therefore, create transition plans that may, or may not, have a starting or ending date.MIHS has created a new course called “High School 101” to assist with transition from middleschool to high school. The 9th grade year is pivotal to students’ success in high school. MIHSrecognizes this and has partnered with the Georgia Department of Labor’s Great PromisePartnership Program (GPP) to implement a mandatory High School Transition class for allfreshman students. This 9 week course will focus on communication skills, personal learningstyles, people skills, time management, financial literacy, tolerance, and test taking/study skills.Students will be exposed to a variety of activities and strategies that will provide them withdifferent ways to problem solve and develop their own education. Multiple speakers andcommunity resources will also be invited into the classroom to connect students with localresources as well as volunteer and mentor opportunities. A variety of print curricula includingHigh School 101, Financial Literacy for Teens, and Teenagers Preparing for the Real World, all

authored by Chad Foster and Mike Hall, are available. Teachers are also using The Do’s and Don’ts at a Real Job by Kern W. Hagg, Jr.

In May of 2015, DPS school board implemented board policy JBCC to address high schoolstudents who were off track for graduation. Student qualifications are as follows:

sophomores with less than5 credits juniors with less than 11 credits seniors with less than 17 credits

will all be transferred to the MIHS Digital Learning Academy. This program was designed to provide students the opportunity for self-paced learning, in a blended learning setting, with a content certified teacher. Students will both have the opportunity to earn 9 credits.Morris Innovative Newcomer Academy (MINA) is continuing in the 2015-16 school year. This program serves non-English speaking students who are 3 or more grade levels below expected

grade placement for their age. Many of last year’s MINA students will transition to the regular MIHS program this year. Additional English Language Learner staff have been added to support their transition. We are also offering ongoing training in the Sheltered Instruction Observation Protocol (SIOP) for all staff. +

8. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program

The ways that we include teachers in decisions regarding use of academic assessment are:

Under the guidance of the administrative staff standardized test results, Illuminateassessments, and other classroom assessments, will be analyzed by both the Design Team andthe Evidence and Assessment team and results shared with the staff. The Design Team,along with content area teachers, will monitor the implementation of instructionalframeworks to ensure that all guidelines are followed. Another major role

of both teams is the identification of next steps for the purpose of improving studentachievement. Comparisons of student’s performance relative to percentages of students achieving in highand low ranges on specific subject areas and subtests assist the staff in focusing on specific skillareas where instructional improvements are indicated. The percentage of students performing at or above expectancy level on identified sub tests is used to target areas for instructional improvement. The standardized test results are used to determine progress toward the school improvement goals and as means of developing instructional strategies and goals to meet specific needs of students. The results are also analyzed collectively to assist in identifying gaps in the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

MIHS will be offering after school tutoring in core content subjects beginning in August of2016. Through the FLP, a during school and before school program for literacy and math willbe available to all students. The implementation of a Response to Intervention (RTI) program and continued use of a 504 program are available for students to be identified as needing additional support. We identify patterns in behavior to see if it is affecting academic progress. We offer mental health services and anger management classes through Georgia Hope and Solution Point counseling services to students who struggle with behavior issues, which often translate to low academic performance. Student attendance is monitored by office personnel and school social worker. The Attendance Response Team (ART) convenes with parent and student to address the high number of absences and their effect on academic performance.

Measures to ensure that students’ difficulties are identified on a timely basis:

At the 6-week point of each semester a progress report is sent out by mail to parents and guardians of MIHS students. Teachers then identify the students that are struggling and contact parents and inform them to call the parent coordinator to schedule a meeting. The staff attending these meetings normally consist of content area teachers, support staff involved with the student, and an administrator. If students are experiencing difficulty in a core content area the classroom, teachers advise students to attend after school tutoring. Our school staff is required to report anything out of the ordinary to administration or to the school counselor. With 6 weeks remaining in the semester, students have ample time to take advantage of the opportunities to successfully complete the courses assigned to them.

During the 2015-16 school term, DPS has purchased “Drop out Detective” to work in conjunction with our learning management system (Canvas). This program examines student grades and attendance to determine the “at risk” level of each individual student.Periodic training for teachers in the identification of difficulties and appropriate assistance foridentified difficulties is provided and includes: Mandated Reporter TrainingChild Abuse TrainingSLDS TrainingMigrant Program TrainingHomeless McKinney-Vento TrainingBullying TrainingLearning Management System training (Canvas)Drop Out DetectiveNearpodMicrosoft ExperienceTech TownStudent Watch: War on DrugsPlan BookGoing Social and Mobile-Bridging the Digital DivideWriting across the Curriculum

Teacher-parent conferences

At the 6 week point of each semester a progress report is sent out by mail to parents and guardians of MIHS students. Teachers then identify the students that are struggling and are encouraged to contact parents and inform them to call the parent coordinator to schedule a meeting. The staff attending meetings normally consist of content area teachers, support staff involved with the student, and an administrator. Some academic difficulties are situations that manifest themselves away from the school setting. If students are experiencing difficulty in a core content area, the classroom teachers advise students to attend after school tutoring. Our school staff is required to report anything out of the ordinary to administration or to the school counselor. With 6 weeks remaining in the quarter, students have ample time to take advantage of the opportunities to successfully complete the courses assigned to them. The

local community center is located less than two blocks from the school and provides tutoring and computer access to allow our students to progress on our online curriculum.

10. Coordination and integration of Federal, State, and local services and programsMIHS coordinates services with these federal, state and local services programs:A. The following federal state and local services programs are available to MIHS students:

Emory Center La Voz Spanish News Paper ELL Special Education Health Care PartnershipBig Brothers/Big Sisters Family Support CouncilBusiness Partners Migrant Program/ Tutoring/ Summer SchoolTechnology Specialists Guidance and CounselingJuvenile Court Social Services Schlechty Center Creative Arts GuildDalton State College Dalton Education FoundationDFCS Physical, Occupation, & Music TherapistsOak Haven Second Chance Home McKinney- Vento – District Coordinator Migrant Program Georgia HopeGreat Promise Partnership

B. Description of how resources from Title I and other sources will be used

For the 2016-2017 school year, Title I resources will be used: to provide tutorial services after school hours, to hire qualified tutors to offer at risk

students instructional support in core content to provide during and before school remediation in math and literacy available to all

students\ through the FLP for professional learning and materials for staff for supplementary instructional materials and technology equipment and devices for

instructional use with students, for parent involvement activities, materials, and resources. to retain our Parent Involvement Coordinator to provide a Math Para Pro to facilitate the Math Lab

C. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

The Design Team developed a plan that will focus on developing programs that will help students enter the workforce with advanced skills that will minimize additional training and maximize employment opportunities. MIHS will provide courses that embrace business and the entrepreneur. Students in Healthcare Sciences will learn the basics of nursing, emergency care, medical terminology, and therapeutic services. The courses are

kinesthetically based with an overarching theme of community and conservation. The Translation Academy at MIHS is the only one of its kind in the state of Georgia. Students in this program work with community and school organizations to provide translation services. The Academy of Media Arts at MIHS is continuing to improve. The students in this pathway will combine technology tools with the creative process. Students will have the opportunity to learn about digital photography, digital movie making, digital editing and sound recording. The Design Team is currently determining how to work with industry and the liberal arts professionals to help in coordinating and implementing many aspects of our programs.

11. Description of how individual student assessment results and interpretation will be provided to parents

Individual student assessment results and interpretation regarding academic progress are provided to parents of MIHS students through the following means:

A. Access to the State’s academic content standards (Georgia Common Core) B. Individual score reports for all End of Course assessments C. Provides practice state and local academic assessments D. Provides examples of curriculum based assessments (Illuminate) E. Parent/ Teacher Conferences F. Access to the parent portal for Infinite campus to monitor student progress G. Assessment and grading requirements are listed in the Student Handbook/Planner H. School website I. Response to Intervention, Exceptional Student Services (IEP meetings) J. Access to parent portal in Canvas, the district’s learning management system

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of studentsThrough a variety of sources, data is analyzed to determine student achievement. Considering the ethnic diversity and socioeconomic status of the student population, it is essential to disaggregate data in a manner that allows for an accurate analysis of individual student

growth and academic achievement within specific groups. A data warehouse is utilized by a district coordinator who is dedicated to keeping the

information current and supplying school administrators with disaggregated data as requested. Standardized test data from the state is already disaggregated into many subgroups when received. This data is posted in Sharepoint, a secure district website, and is available to each principal and assistant principal. Of course, hardcopies of test data are provided to principals and assistant principals. Our data system also allows us to attain more detailed information from a students’ history in order to identify patterns to help us plan interventions for the students.

District and each school’s disaggregated data is posted in a Canvas course accessible to principals, who may share as needed.

13. Provisions to ensure that disaggregated assessment results for each category are valid

and reliable Standardized test data from the state and from nationally recognized programs and

frameworks are already disaggregated into many subgroups when received. The validity of these types of End of Course standardized assessments is predetermined by the state of Georgia. Illuminate, the district’s new assessment tool, disaggregates data based on information stored in Infinite Campus, the district’s student information system.

14. Provisions for public reporting of disaggregated data Data are shared with all stakeholders via school newsletters, principal memoranda, state

school report cards, as well as available through the online system website. Additionally, the district works with local media to respond to media requests regarding specific assessment data that is released from the state level. Those agencies involved include:

the Governor’s Office of Student Achievement (GOSA) which produces annual accountability reports for K-12 Public Schools

the Department of Early Care and Learning (DECAL), the Technical College System of Georgia (TSCG) [Formerly DTAE] the University system of Georgia (USG) Professional Standards Commission (GaPSC). These report cards comprise the

Report Card. You can learn more on the GOSA website.

15 and 16. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school wide program and Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary)

The School wide plan for MIHS was developed over a one year period with input from staff, district and school level administrators, and parents. The MIHS Leadership team, Design team and Evidence and Assessment team have all given feedback on the comprehensive needs assessment and the final schoolwide plan.

17. Plan available to the LEA, parents, and the public An annual meeting is conducted in the fall to inform parents of the Title I plan and program

at Morris Innovative High School and their student’s involvement in the school wide program. The district parent involvement coordinator presents the information to parents. The session is presented in both Spanish and English. Parents are provided with information regarding their rights under Title I plans and parent involvement policies. Invitations to the annual meeting are sent through the school newsletter, posted on the school and district website, our school messenger system and through a flyer sent home. Additionally, the plan is available to any parent or member of the public through requests made through the school office.

18. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language

Whenever feasible, written communication with parents is translated into the parent’s native language. For larger documents, when translating is not feasible, a bilingual translator is provided to parents and will sit side by side to explain the document or the document will be explained in an open meeting that is translated.

19. Plan is subject to the school improvement provisions of Section 1116No applicable for Morris Innovative High School.

I. Identifying parents that are actively involved with the pulse of the school is important. Parents have been advocates for MIHS at local city government events supporting MIHS in its commitment to providing a quality education to their children. We will discuss the importance of this partnership at faculty meetings and create a plan to inform parents of ways to assist students and to provide strategies to empower both parents and students. MIHS is forming a Parent Teacher Organization (PTO) to help facilitate communication among parents, teachers and the community. Our present VISTA rep is coordinating the formation of our PTO.

J. Not applicable.K. At the beginning the school year, newsletters were sent home introducing the program and service under Title I in both English and Spanish. Making sure to get acquainted with parents and all students at the beginning of school year was a must. It was a priority that all parents be informed regarding Title I programs. The introduction and availability of a parent coordinator in the school, to assist in their concerns has been crucial. The parent coordinator conducted a welcoming and school walk-through with parents and teachers. This was done to ensure that the school welcomes families and in a respectful manner listen to their concerns. We allow

parents to be part of the creation of school compact. The parent coordinator sets up parent conferences. They meet in person to discuss student issues and inform parents of available services under the Title I Program and/or resources in the community. The parent coordinator organizes the meetings which are conducted in either English or Spanish, based on parent’s request. Creating a comfortable family resource room where families can meet is also very important. The front office provides information that informs parents about resources available under the Title 1 Program.

10. Plans for assisting in the transition of students

Our transition plan to MIHS is unique as the students we serve. Students were recruited from DMS. During the spring semester of the 2015 school year, the MIHS recruiting team spent several weeks at Dalton Middle School giving presentations to students, answering questions in a group setting, and speaking to 8th graders one-on-one about the programs and system of learning at Morris Innovative High School. The emphasis of our recruitment team’s presentations and information sharing was, and still is centered around promoting the uniqueness and individual excellence of every student. Along with our smaller class sizes, smaller building, and greater attention from teachers, MIHS will provide a tremendous opportunity for students. Once students have chosen to come to MIHS, student induction/transition experiences will be provided. An orientation for new students and parents was held at the beginning of the 2015-2016 school term. It is our belief at MIHS that students are continuously transitioning. We, therefore, create transition plans that may, or may not, have a starting or ending date.MIHS has created a new course called “High School 101”. The 9th grade year is pivotal to students’ success in high school. MIHS recognizes this and has partnered with the Georgia Department of Labor’s Great Promise Partnership Program (GPP) to implement a mandatory High School Transition class for all freshmen students. This 9 week course will focus on communication skills, personal learning styles, people skills, time management, financial literacy, tolerance, and test taking/study skills. Students will be exposed to a variety of activities and strategies that will provide them with different ways to problem solve and develop their own education. Multiple speakers and community resources will also be invited into the classroom to connect students with local resources as well as volunteer and mentor opportunities. A variety of print curriculum including High School 101, Financial Literacy for Teens, and Teenagers Preparing for the Real World all authored by Chad Foster and Mike Hall. Teachers are also using The Do’s and Don’ts at a Real Job by Kern W. Hagg, Jr.

In May of 2015, DPS school board along with Superintendent Jim Hawkins implemented JBCC to address students who were off track for graduation. Student qualifications are as follows: Sophomores with less than 5 credits, juniors with less than 11 credits, and seniors with less than 17 credits will all be transferred from Dalton High School to MIHS for the 2015-16 school year to participate in the Digital Learning Academy (DLA). This program was designed to provide students the opportunity for self-paced learning with a content certified teacher as well as the

opportunity to earn a minimum of 9 credits in the 2015-16 school year. Morris Innovative Newcomer Academy (MINA) is continuing in the 2015-16 school year. This program serves non-English speaking students who are 3 or more grade levels behind. In addition, for the 2015-16 school year a small group of students are attending core academic classes with support from MINA.

11. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program

The ways that we include teachers in decisions regarding use of academic assessment are:

The Design Team, along with content area teachers will oversee the implementation of instructional frameworks and monitors the implementation to ensure that all guidelines are followed. Another major role of the team is the identification of next steps for the purpose of improving student achievement. Routine matters such as scheduling, facility use, and dissemination of information is handled through this team and carried out through administration.Under the guidance of the administrative staff, particularly the MIHS principal, standardized test results can be analyzed by both the Design Team and the Evidence and Assessment team and results are shared with the staff. Comparisons of student’s performance relative to percentages of students achieving in high and low ranges on specific subject areas and subtests assist the staff in focusing on specific skill areas where instructional improvements are indicated. The percentage of students performing at or above expectancy level on identified sub tests is used to target areas for instructional improvement. The standardized test results are used to determine progress toward the school improvement goals and as means of developing instructional strategies and goals to meet specific needs of students. The results are also analyzed collectively to assist in identifying gaps in the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

MIHS will be offering after school tutoring in Math beginning in October of 2015. MIHS will also be offering a summer skills workshop in Math to provide a “hands on” experience for students in learning math skills. The implementation of a Response to Intervention (RTI) program and continued use of a 504 program are available for students to be identified as needing additional support. We identify patterns in behavior to see if it is affecting academic progress. We offer mental health services and anger management classes through Georgia Hope and Solution Point counseling services to students who struggle with behavior issues, which often translate to low academic performance. Student attendance is monitored by office personnel and school social worker. The Attendance Response Team (ART) convenes with parent and student to address the high number of absences and their effect on academic performance.

Measures to ensure that students’ difficulties are identified on a timely basisAt the 6-week point of each semester a progress report is sent out by mail to parents and guardians of MIHS students. Teachers then identify the students that are struggling and contact parents and inform them to call the parent coordinator to schedule a meeting. The staff attending meetings normally consist of content area teachers, support staff involved with the student, and an administrator. Some academic difficulties are situations that manifest themselves away from the school setting. If students are experiencing difficulty in a core content area the classroom, teachers advise students to attend after school tutoring. Our school staff is required to report anything out of the ordinary to administration or to the school counselor. With 6 weeks remaining in the semester, students have ample time to take advantage of the opportunities to successfully complete the courses assigned to them. During the 2015-16 school term, DPS has purchased “Drop out Detective” to work in conjunction with our learning management system (Canvas). This program examines student grades and attendance to determine the “at risk” level of each individual student.

Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties Mandated Reporter TrainingChild Abuse TrainingSLDS TrainingMigrant Program TrainingHomeless McKinney-Vento TrainingBullying TrainingLearning Management System training (Canvas)Drop Out DetectiveNearpodMicrosoft ExperienceTech TownStudent Watch: War on DrugsPlan BookGoing Social and Mobile-Bridging the Digital DivideWriting across the Curriculum

Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community.At the 6 week point of each semester a progress report is sent out by mail to parents and guardians of MIHS students. Teachers then identify the students that are struggling and are encouraged to contact parents and inform them to call the parent coordinator to schedule a meeting. The staff attending meetings normally consist of content area teachers, support staff involved with the student, and an administrator. Some academic difficulties are situations that manifest themselves away from the school setting. If students are experiencing difficulty in a core content area, the classroom teachers advise students to attend after school tutoring. Our

school staff is required to report anything out of the ordinary to administration or to the school counselor. With 6 weeks remaining in the quarter, students have ample time to take advantage of the opportunities to successfully complete the courses assigned to them. The local community center is located less than two blocks from the school and provides tutoring and computer access to allow our students to progress on our online curriculum.

10. Coordination and integration of Federal, State, and local services and programsMIHS coordinates services with these federal, state and local services programs:

Emory Center La Voz Spanish News Paper ELL Special Education Health Care PartnershipBig Brothers/Big Sisters Family Support CouncilBusiness Partners Migrant Program/ Tutoring/ Summer SchoolTechnology Specialists Guidance and CounselingJuvenile Court Social Services Schlechty Center Creative Arts GuildDalton State College Dalton Education FoundationDFCS Physical, Occupation, & Music TherapistsOak Haven Second Chance Home McKinney- Vento – District Coordinator Migrant Program Georgia Hope

B. Description of how resources from Title I and other sources will be usedFor FY 16, we will devote Title I resources for the following:

To provide tutorial services after school hours, to hire qualified tutors to offer at risk students instructional support, (FLP plan-Priority School)

For professional learning and materials for staff For supplementary instructional materials and technology equipment and devices for

instructional use with students, Laptops for students to access Canvas, USATestPrep, Kahn Academy, and Read180 for

remediation and enrichment opportunities across the curriculum. For parent involvement activities, materials, and resources. To retain our Parent

Involvement Coordinator

C. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.The Design Team developed a plan that will focus on developing programs that will help students enter the workforce with advanced skills that will minimize additional training and maximize employment opportunities. MIHS will provide courses that embrace business and the entrepreneur. Students in Healthcare Sciences will learn the basics of nursing, emergency care, medical terminology, and therapeutic services. The courses are kinesthetically based with an overarching theme of community and conservation. The Translation Academy at MIHS is the

only one of its kind in the state of Georgia. Students in this program work with community and school organizations to provide translation services. The Academy of Media Arts at MIHS is continuing to improve. The students in this pathway will combine technology tools with the creative process. Students will have the opportunity to learn about digital photography, digital movie making, digital editing and sound recording. The Design Team is currently determining how to work with industry and the liberal arts professionals to help in coordinating and implementing many aspects of our programs.

11. Description of how individual student assessment results and interpretation will be provided to parents

Curriculum, assessment, and academic progress are provided to parents of MIHS students through the following means: A. Provides the State’s academic content standards (Georgia Common Core) B. Provides the State’s student academic achievement standards C. Provides practice state and local academic assessments D. Provides examples of curriculum based assessments (Thinkgate) E. Parent/ Teacher Conferences F. Use of the GA Department of Education Website G. Assessment and grading requirements are listed in the Student Handbook/Planner H. School website I. Response to Intervention, Exceptional Student Services (IEP meetings) J. EOCT testing, GHSGT results reported to parents K. Parent can access the learning management system (Canvas) to enquire about grades at any given time.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students

Through a variety of sources, data is analyzed to determine student achievement. Considering the ethnic diversity and socioeconomic status of the student population, it is essential to disaggregate data in a manner that allows for an accurate analysis of individual student growth and academic achievement within specific groups.A data warehouse is utilized by a district coordinator who is dedicated to keeping the information current and supplying school administrators with disaggregated data as requested. Standardized test data from the state is already disaggregated into many subgroups when received. This data is posted in Sharepoint, a secure district website, and is available to each principal and assistant principal. Of course, hardcopies of test data are provided to principals and assistant principals. Our data system also allows us to attain more detailed information from a students’ history in order to identify patterns to help us plan interventions for the students.

13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable

Standardized test data from the state and from nationally recognized programs and

frameworks are already disaggregated into many subgroups when received. The validity of these types of standardized assessments is predetermined. The use of disaggregated data for less formalized assessments are used regularly to inform the performance of specific subgroups.

14. Provisions for public reporting of disaggregated data

Data is shared with all stakeholders via school newsletters, principal memoranda, state school report cards, as well as available through the online system website. Additionally, the district works with local media to respond to media requests regarding specific assessment data that is released from the state level. The Governor’s Office of Student Achievement (GOSA) procedures annual accountability reports for K-12 Public Schools, the Department of Early Care and Learning (DECAL), the Technical College System of Georgia (TSCG) [Formerly DTAE], the University system of Georgia (USG), and Professional Standards Commission (GaPSC). These report cards comprise the Report Card. You can learn more on the GOSA website.

15 and 16. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school wide program and Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary)

The School wide plan for MIHS was developed over a one year period with the involvement of school and district administration, staff, parents and the community to be served.

17. Plan available to the LEA, parents, and the public An annual meeting is conducted in the fall to inform parents about the Title I plan and program at Morris Innovative High School and their student’s involvement in the school wide program. The district parent involvement coordinator presents the information to parents. The session is presented in both Spanish and English. Parents are provided with information regarding their rights under Title I plans and parent involvement policies. Invitations to the annual meeting are sent through the school newsletter, posted on the school and district website, our school messenger system and through a flyer sent home. Additionally, the plan is available to any parent or member of the public through requests made through the school office.

18. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language

Whenever feasible, written communication with parents is translated into the parent’s native language. For larger documents, when translating is not feasible, a bilingual translator is provided to parents and will sit side by side to explain the document or the document will be explained in an open meeting that is translated.

19. Plan is subject to the school improvement provisions of Section 1116Yes?