Liberty County School System AdvancEd / SACS CASI School

Liberty County School System

AdvancEd / SACS CASI

School Improvement Plan

2011-2016

Dr. Valya S. Lee, Superintendent of Schools

Liberty County School System

Vision: All students will receive a high quality education providing them the knowledge and skills to be successful, contributing members of a global society.

Mission: The mission of the Liberty County School System is to provide all students an education which promotes excellence, good citizenship, and a love of learning.

Belief Statements: 1. We believe that every student should be provided the opportunity to receive an education that meets individual needs while exercising the right and responsibility to learn in a safe environment. 2. We believe that all employees should model the system’s organizational beliefs and hold high expectations for student success. 3. We believe that education includes the development of citizenship, personal responsibility, and respect for self and others. 4. We believe that all individuals should be treated with respect and a sense of fairness. 5. We believe that all staff should participate in results-driven professional learning which is aligned with the system’s and schools’ goals for improvement. 6. We believe that technology will improve student achievement and increase the school system’s productivity and efficiency. 7. In order to serve a mobile population, we believe that schools must be sensitive to the needs of the community and to the changing needs of the learners as they develop educational priorities for student achievement. 8. Because education is a joint effort and responsibility among the school, the home, and the community, we support and encourage parent and community participation in the school system. 9. We believe that local control and individual school flexibility are essential in implementing strategies to meet goals for school improvement, increase student achievement, and follow state and federal requirements.

Goal 1 – Increase achievement levels for Liberty County School System students to insure their international competitiveness and adaptability to an ever changing technological society. Defined target areas for student improvement during the next five years include the following assessment goals:

College Admission Testing (SAT and ACT) The mean SAT scores for LCSS students will meet or exceed the state average. The mean ACT scores for LCSS students will meet or exceed the national average.

Criterion Referenced Testing o The percentage of Full Academic Year (FAY), first time test takers passing the Georgia High School Graduation Tests (GHSGT) will

increase in: English Language Arts 1% per year with 89% being the baseline percentage in 2010. Mathematics 1% per year with 68% being the Enhanced baseline percentage in 2010. Social Studies 2% per year with 68% being the baseline percentage in 2010. Science 1% per year with 86% being the baseline percentage in 2010.

The percentage of students who pass the GHSGT in Writing will increase 1% per year with 92% being the baseline in 2010. o The percentage of students who meet or exceed the standard on the 8th grade state writing assessment will increase 1% per year with

96% being the baseline in 2010. The percentage of students who meet or exceed the standard on the 5th grade state or Liberty County School System writing assessment will increase 2% per year with 74% being the baseline in 2010.

o The percentage of students who meet or exceed the standard on End of Course Tests will increase in: Math I by 2% per year with 59% being the baseline percentage in 2010. Ninth grade literature and composition by 1% per year with 34% being the baseline percentage in 2010. American literature and composition by 1% per year with 38% being the baseline percentage in 2010. Biology by 2% per year with 34% being the baseline in 2010. Physical science by 2% per year with 28% being the baseline in 2010. US History by 3% per year with 61% being the baseline in 2010. Economics by 2% per year with 25% being the baseline in 2010.

o The percentage of students who “did not meet standard” on the Georgia’s Criterion Referenced Competency Tests (CRCT) will decrease in all sub groups and the percentage who exceed the standard will increase in all subgroups on the CRCT.

Appendix A School Completion Rate

o The percentage of students who graduate with a high school diploma within the standard number of years (four) will increase by 2% per year with 77.5% being the baseline in 2010.

Action Steps Timeline Evaluation Measures Resources Person Responsible

1.1 Provide teachers with essential tools to maintain and update performance standards, identify and prioritize critical course content, and address individual differences in the way students learn.

• Develop and implement a comprehensive assessment program, including benchmark testing, to accurately predict student progress toward meeting local, state, and national standards as well as post-secondary progress.

• Teaching materials, textbooks and instruction will be aligned

yearly with Georgia Performance Standards (GPS), Quality Core Curriculum (QCC), as well as best practices and student assessment methodology of the Georgia Assessment programs.

• Continued support will be provided to allow students with

disabilities to receive an increase in the time for instruction in regular education settings through inclusion and collaborative options or models.

• Support will be provided to increase the number of students

participating in virtual learning.

• The Gifted Program for K-12 will maximize instruction for these

students.

• A reassessment of the District’s methodology for the application

of resources, in conjunction with RTI and SST services, will be conducted with the goal of applying additional resources to students who have academic deficits.

• Learning and instruction using GPS will be reviewed yearly to

assure appropriate implementation and rigor. • Disaggregated data will be provided for all subgroups, as well as

post-secondary options.

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing

District Benchmark Assessments GPS Curriculum Maps Common GPS Performance Tasks Student achievement results GPS Instructional Frameworks Professional Learning Communities (PLC) Documentation Student achievement results GPS and QCC Frameworks PLC and Textbook Adoption Documentation Student achievement results Attendance; PLC documentation Documentation of student participation; drop out rates; Student achievement results Documentation of data analysis and PLC; lesson plans, student work samples SST documentation; RTI documentation; GRASPS Probes Student achievement results; PLC documentation; teacher evaluations Analysis results

Federal, State, and/or Local Funding EduTrax Learning Village District Directors FDRESA DOE District Directors District Directors; SST Virtual School Facilitators; Guidance counselors State/Local Funding, District Gifted Manual, Principals, Director of Professional Learning, District Gifted Facilitator District Directors SST Coordinators GPS training and implementation; District Directors

AYP report; student achievement results, EduTrax

Director of Curriculum Executive Director of Technology Director of Curriculum Executive Director of Division for Exception Learning High School Principals Gifted Facilitator Assistant Superintendent for Student Services School Administrators Director of Curriculum Director of Curriculum Executive Director of Technology

Action Steps

Timeline Evaluation Measures Resources Person Responsible

1.1 Cont., Provide teachers with essential tools to maintain and update performance standards, identify and prioritize critical course content, and address individual differences in the way students learn.

• Each school will maintain and update yearly, a comprehensive School Improvement Plan (SIP) that focuses on student achievement strengths and weaknesses.

• Work with all stake holders to be informed of students’ ongoing

academic progress

• Work with all stakeholders to decrease tardies and absences

• After school programs.

• Provide support to develop action plans for schools to meet

Adequate Yearly Progress (AYP) criteria for all subgroups.

Ongoing Ongoing Ongoing Ongoing Ongoing

Student achievement results; GPS Instructional Frameworks; Professional Learning Communities Documentation; School Improvement Plans Progress Reports, report cards, test scores. Attendance records Student achievement results Student achievement results; School Improvement Facilitators

District Directors; GPS training Power School parent & Student portals, District website School social worker Power School – Phone Link District Directors District Directors; School Improvement Facilitators

Director of Curriculum School Administrators Title I Facilitator

Stakeholders Assistant Supt. of Student Services Director of Title Programs Director of Curriculum Title I Facilitator

Action Steps


1.2 Develop and implement a comprehensive student assessment program that accurately estimates the progress of LCSS students in meeting national, state and local standards as well as determining the degree to which they are successful in meeting their postsecondary school goals.

• All available resources will be utilized in disaggregation of assessment data for all subgroups recognized by NCLB legislation.

• Secure and implement a Data Warehouse to analyze trends; evaluate programs; and assist teachers, administrators, School Councils and School Leadership Teams in identifying ways to increase student achievement will be developed.

Ongoing Comparison charts of test results Federal, State and Local Funds District and Site Testing Coordinators EduTrax

Director of Curriculum

Action Steps


1.3 Each school will continue to complete an annual revision of the School Improvement Plan.

• School and community profile • School mission and beliefs • Comprehensive needs assessment based on Effective Schools

Research • Measurable objectives with CRCT or GHSGT/EOCT as the

baseline to reflect Annual Yearly Progress (AYP) criteria • Action plan to meet measurable objectives, including steps for all

schools to meet AYP criteria for all subgroups, regardless of the size of the subgroups

• Implementation plan and documentation of results • School-based Plans:

o SACS/CASI Action Plan of Commendations and Recommendations

o Student Support Team o Response to Intervention o Remediation o Technology o Safety and Security o Character Education o Homework o Attendance and Truancy Prevention o Title I (if applicable) o Waiver request (if applicable) o Corrective Action Plan (if applicable) o Parent Involvement

Annually School improvement plan checklist completed by the Director of Professional Learning and PL Committee. Documentation will be submitted to the Superintendent. Progress toward meeting objectives reported in following year’s plan.

Federal, State, and Local Funding District Directors; FDRESA; SACS/CASI; Principals

Title I Facilitator Director of Curriculum & Professional Learning

GOAL 2—Provide a safe and secure environment for learning and teaching. Action Steps Timeline Evaluation

Measures Resources Person(s)

Responsible 2.1 Provide safe quality transportation for all students.

Ongoing *Safety inspection reports *Incident reports *Bus driver training records *Vehicle maintenance records

GaDOE trainer Local driver trainer(s) Georgia State Patrol Weather radios Bus radios Federal, state & local $

Director of Transportation

2.2 Provide safe and sanitary facilities for students and staff.

Ongoing *Work orders *Response time on work *Satisfaction survey *Safety drill reports *County health inspection reports *ServSafe certification

School Dude software Federal, state & local $ PowerSchool parent portal Crisis communication system (NTEC) Local & area media

Director of Maintenance & Operations School Nutrition Director

2.3 Work with local and state criminal justice agencies to coordinate support services for at-risk students

Ongoing *STAR report of court-related placements *D.A.R.E. graduation count *Social worker case log data *Discipline referrals involving law enforcement

D.A.R.E. LCSS social workers STAR School Resource Officers SRO General Directives Manual

Assistant Superintendent of Student Services

2.4 Work with school faculty and staff to identify issues and concerns related to the school and then implement effective strategies to ensure a safe, secure, drug-free environment

Ongoing *GEMA-approved school safety plans *Stakeholder survey results *Georgia Student Health Survey II results *Discipline trends *On-site safety inspection checklist

GEMA School resource officers School-level staff Guidance counselors Principals School Nutrition personnel

Assistant Superintendent of Student Services School Nutrition Director

2.5 Develop partnerships with PTAs, family/youth-related organizations, and civic groups to determine resources available in community that will support initiatives related to mentoring, conflict resolution, anger management, and peer mediation.

Ongoing *Discipline referral data *Guidance counselor logs

Guidance counselors School resource officers Teachers Various community organizations Local media

Principals

GOAL 3: PROFESSIONAL LEARNING Improve performance of students, staff, and the organization through results-driven professional learning that is standards-based, job embedded, and collaborative.

The Liberty County Schools’ Professional Learning Plan outlines the professional learning needed to facilitate student achievement in the system. Actions and professional learning which support student achievement goals have been identified. Like the goals, actions and intended professional learning are also updated annually. This program and the goals and identified professional learning outlined in the document further support the approved district 2011-2016 SACS plan. Professional learning that is provided locally is designed to support the identified goals and is developed using the system course description format. The system needs assessment provides additional information for needed professional learning. The results of the assessment are presented to each site-based school council with requests updated and prioritized. Courses provided at the system level have been designed using the course description format and are approved and managed by the Director of Professional Learning. For training that takes place outside the system and is not supported by the Georgia Department of Education, First District RESA, or GLRS, prior approval is expected. Both school and system level training must be approved and verified to support system CSIP goals for improving student achievement. Prior approval forms may be obtained from the principal, curriculum coordinator or division director. The LEA develops and/or approves professional learning which is grounded in best practice. Course descriptions which identify competencies and state expectations for implementation and the awarding of credit are reviewed and approved by a system director before funding is allocated for an activity. For training that occurs within the system, staff members are expected to complete ten hours of contact instruction with the trainer to earn one PLU. These trainings utilize approved instructors and include an implementation component in the design. The principal and other leadership team members are expected to observe staff members in the classroom to ensure the training is implemented effectively. All training sessions are evaluated and the results are reviewed. Principals/directors verify by signature that staff members whose names are submitted for credit have successfully completed the course according to the criteria stated in the course description. The forms needed for these procedures are provided in the LCSS Professional Learning Policies and Procedures Manual and on the LCSS web site. The LCSS program directors (Division of Exceptional Learning, Curriculum, CTAE, Gifted Education, English Language Learners (ELL), Technology Specialists, Counselors, SST Coordinators and School Social Workers) work with the staff members under their supervision to review student data, develop improvement goals, for subgroups and staff members, and determine specific and appropriate interventions and supporting professional learning. The Directors of Exceptional Learning, CTAE and Technology maintain improvement plans as directed by the state guidelines for each area. Professional learning for the staff members under the supervision of the system program directors follows the system guidelines for developing, approving and reporting course completion. In addition to participating in professional learning specifically designed for these areas, the staff members in these divisions are also encouraged to participate in local offerings that support the improvement initiatives. The enrollment status for local courses is housed in the LCSS PD Express data base. The program directors maintain Individual Improvement Plans for the staff members under their supervision. Each school in the Liberty County School System has developed a site-based, data driven school improvement plan. The school improvement committee, led by the building principal, utilized student performance data to develop measurable improvement goals. Interventions, with supporting professional learning grounded in best practice, were then identified for improving student performance. The site-based plan, which includes specific steps for achieving the school level goals, is updated each year as the student assessment data becomes available. Site-based school improvement plans are available in the system curriculum department and at each school.

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For areas of critical need teachers are awarded stipends. The system stipends teachers who participate in the following local courses: Math and Science Summit, various new teacher trainings, Balanced Score Card, and the endorsement programs. During the 2005-2006 school year, LCSS initiated an extended day for professional learning and training. (Schools that chose to participate designated one afternoon per week as their professional learning time. Because the staff members stayed until 4:15, they were allowed to leave the other days of the week after students had departed the campus. This practice will continue for the 2010-2011 school year.) Principals are encouraged to use this time for professional learning communities to examine student data and plan for improvement. Teachers are given class rosters which contain the performance data for their students and they work to identify and prioritize instructional need. These teachers then work to develop specific plans for instruction and differentiation. Throughout the nine weeks teachers examine student work to track progress and monitor and adjust instruction. Information gathered from this process is also used to identify additional professional learning. Coaching and peer observation is encouraged as a means to extend the learning and improve teachers’ skill level. In varying degrees this practice is utilized at the site level. Benchmark assessment data is analyzed during collaborative PLC time to plan for instruction or remediation. The LCSS has determined that the continued roll out of the curriculum, Georgia Performance Standards, will take place in Health, PE, and Fine Arts for the 2010-2011 school year with updates for standards based instruction taking place in all subject areas. Access to pacing guides, curriculum maps, and Georgia units is located on the curriculum department webpage. Under the principals’ leadership professional learning communities use guided practice to extend the learning. This model will continue through 2012. The Liberty County School System implemented MY PDC/PD (Professional Development) Express in July 2002. This management information system houses information about courses provided by the system and allows staff members to register for system level offerings. Staff members are able to download a cumulative transcript of trainings they have completed within the system. This transcript also lists courses and activities outside the system which have prior approval and have outlined in the CSIP. PD Express is accessed through the Liberty County School System website. This tool also provides reports on yearly course offerings by the system, activities completed outside the system and PLU’s completed by staff members. Currently the LCSS awards PLU credit for local courses when staff members complete ten hours of direct contact with the trainer. At the site level the principal observes implementation and verifies through their signature that the staff member has successfully completed the course. Signed verification forms are submitted to the director of professional learning and the course information is entered in PD Express. Staff members who wish to appeal their course completion status/PLU credit meet first with the principal/program director. If the concern cannot be resolved to the staff member’s satisfaction, the staff member may then appeal to the Director of Professional Learning. The Liberty County Board of Education has in place a policy which states that all certified staff members must participate in professional learning which supports system or site-based school improvement initiatives. The system is able to meet this expectation through site-based, system level, or off-site face-to-face offerings in addition to on-line opportunities such as Provenance Para-Educator Learning Network, PD360, Elluminate sessions, and Webinars. The district provides opportunities for employees to receive professional learning based on their job-specific requirements and as state and local training sessions are required or deemed appropriate by administrators. Trainings may include but are not limited to the following: Common Core Georgia Perfomance Standards,Partnership for the Assessment of Readiness of College and Career, Next Generation Science Standards, Association for Supervision and Curriculum Development,National Science Teachers Association, Georgia Science Teachers Assocation, Georgia Science Supervisors Association, National Council for Teachers of Mathematics, Georgia Council for Supervisors of Mathematics, Georgia Association for Curriculum and Instructional Supervisors, National Dropout Prevention,Mathematics Design Collaborative, Literacy Design Collaborative, Techer/leader keys Evaluation System, Science/Technology/Engineering/Mathematics, Dodge Reading and Writing, Writing to Win, Georgia Council of Teachers of English, Georgia Reading Association, Nathion Council for the Social Studies, GeorgiaCouncil for the Social Studies, Foreign Language PD, Health and PE Conference, Art Conference, Music Conference.

GLOSSARY

Word or Acronym

Definition

AYP Adequate Yearly Progress CAI Computer Assisted Instruction CRCT Criterion Referenced Competency Test CSIP Comprehensive School Improvement Plan-Site Based ECOT End of Course Test ELL English Language Learners ESOL English for Speakers of Other Languages GHSGT Georgia High School Graduation Test GLISI Georgia Leadership Institute for School Improvement GPS Georgia Performance Standards GTEP Georgia Teacher Evaluation Program GTOI/GTDRI Georgia Teacher Observation Instrument/Georgia Teacher Duties and Responsibilities Instrument IIP Individual Improvement Plan iRM Interactive Results Manager: a software database that contains CRCT student data ITS Instructional Technology Specialist NCLB No Child Left Behind PLCs Professional Learning Communities RtI/PI Response to Intervention/Pyramid of Intervention SACS Southern Association of Colleges and Schools SAI Standards Assessment Inventory (National Staff Development Council) SAT Scholastic Achievement Test SIP School Improvement Plan Stakeholders All members of the learning community: staff members, parents, students, and community representatives Students Within the context of this document, students means all students to include students with disabilities and the ELL SWD Students with Disabilities Teachers Within the context of this document, “ teachers” includes all certified teachers, to include teachers of students with

disabilities, ELL and teachers of the gifted UbD Understanding by Design (Wiggins and McTighe) WWIS What Works in Schools (Robert Marzano)

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Plan for Improving Student Achievement Identified Goals for Improvement: Student achievement will improve in Mathematics. Annual Measurable Objective(s)/ Student Data(includes SWD) and Measurable Student Goals: High School Student Performance on the Math GHSGT for 11th grade 1st time test takers will increase from 68% pass/pass plus in 2010 to 77% in 2011, 86% in 2012, 93% in 2013, and 94% in 2014, 96% in 2015, and 98% in 2016 Student Average Performance on the SAT Math portion will increase from 473 in 2009 to 475 in 2010, 477 in 2011, 479 in 2012, 481 in 2013, 483 in 2014, 485 in 2015, and 487 in 2016. Student Performance on the Math I and Math II EOCT will increase by 2% per each administration until 2016 with Math I Winter Baseline 66%, Math I Spring Baseline 51%, Math II Winter Baseline 57%, and Math II Spring Baseline 44% Middle Student Performance on the 8th grade Math CRCT will increase from 73% meets/exceeds in 2010 to 77% M/E in 2011, 80% M/E in 2012, 83% M/E in 2013, 86% M/E in 2014, 89% in 2015, and 92% in 2016 Elementary Student Performance on the 5th grade Math CRCT will increase from 86% meets/exceeds in 2010 to 88% M/E in 2011, 90% M/E in 2012, 92% M/E in 2013, 94% M/E in 2014, 96% M/E in 2015, and 98% M/E in 2016 Student Performance on the 3rd grade Math CRCT will increase from 82% meets/exceeds in 2010 to 84% M/E in 2011, 86% M/E in 2012, 88% in 2013, 90% M/E in 2014, 92% M/E in 2015, and 94% M/E in 2016

Actions/Strategies/ Interventions

Timeline for Implementation

Needed Professional

Learning (including materials)

Funding Source

Person (s) Responsible

Monitoring of Intervention (Artifacts)

Evidence of Impact (Student Learning

Data)

Means of Evaluation

Teachers will complete data analysis to determine areas of need and identify students who need additional assistance. Teachers will implement best practice for the teaching of mathematics Teachers will utilize assessment for learning to diagnose need and plan instruction and differentiation for all students Teachers will integrate technology to enhance instruction. Eligible students will be offered tutoring sessions during the school day, on Saturdays, or after school.

2011-2016

~Data Analysis ~On and off-site training as outlined in the CSIPs and as approved by directors. LCSS: Six Elements of an Effective Math Lesson; GCTM Annual Conference (Rock Eagle); GCEE Georgia Council of Econ. Educators, Georgia Performance Standards; LCSS Math Summit; DOE/RESA Math training; RtI/PI; Assessment for Learning

~LCSS Tech Offerings; GaETC: ISTI

Local/PL and Title I/II/III

funds

Executive Directors, Directors, Principals, Curriculum Coordinators

Data Analysis

GTOI;

Lesson Plans Implementation

Checklists; Local & State Assessments

GTOI;


Checklists; Local & State Assessments

Informal/ Formal assessments

Formal and Informal Student

Assessment Data

Data Charts Instructional Plans Local Assessments

CRCT, ITBS, GHSGT, SAT, EOCT

Local Assessments

CRCT, GHSGT, SAT, EOCT; LoTi

Local Assessments

CRCT, GHSGT, SAT, EOCT

Local Assessments

Plan for Improving Student Achievement Identified Goals for Improvement: Student achievement will improve in Science. Annual Measurable Objective(s)/Student Data (includes SWD) and Measurable Student Goals: High Student Performance on the Science GHSGT will increase from 86% pass/pass plus in 2010 to 87% in 2011, 88% in 2012, 89% in 2013, and 90% in 2014 Student Performance on the Physical Science and Biology EOCT will increase by 2% per each administration through 2014 Middle Student Performance on the 8th Grade Science CRCT will increase from 59% meets/exceeds in 2010 to 61% M/E in 2011, 63% M/E in 2012, 65% M/E in 2013, and 67% M/E in 2014 Elementary Student Performance on the 5th Grade Science CRCT will increase from 78% meets/exceeds in 2010 to 81% M/E in 2011, 84% M/E in 2012, 87% M/E in 2013, 90% M/E in 2014, 93% M/E in 2015, and 96% M/E in 2016 Student Performance on the 3rd Grade Science CRCT will increase from 83% meets/exceeds in 2010 to 86% M/E in 2011, 89% M/E in 2012, 92% M/E in 2013, 95% M/E in 2014, 97% M/E in 2015, and 99% M/E in 2016% M/E in 2013

Actions/Strategies/

Interventions Timeline for

Implementation Needed Professional Learning (including

materials)

Funding Source




Data)

Means of Evaluation

Teachers will complete data analysis to determine areas of need and students who need additional assistance. Teachers will implement best practice for the teaching of science Teachers will utilize assessment for learning to diagnose need and plan instruction and differentiation Teachers will integrate technology to enhance instruction.

2011-2016

Data Analysis

On-site and off-site training as outlined in the school CSIPs and/or as approved by directors; Georgia Performance Standards; GSTA Annual Conference; LCSS Science Summit; DOE/RESA science training; RtI/PI; Assessment for Learning LCSS Technology Offerings; GaETC; ISTI

Local/PL and Title I/II/III

funds

Executive Directors, Directors, Principals, Curriculum Coordinators

Data Analysis

GTOI;


Checklists

GTOI;


Checklists


Formal and Informal Student Assessment Data

Data Charts Instructional Plans

CRCT, GHSGT, SAT,

EOCT Local Assessments

CRCT, GHSGT, SAT,

EOCT; LoTi Local Assessments

CRCT, GHSGT, SAT, EOCT

Local Assessments

3

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Identified Goals for Improvement: Student achievement will improve in Reading/Writing/Language Arts. High Student Performance on the ELA GHSGT will increase from 89% pass/pass plus in 2010 to 91% in 2011, 93% in 2012, 95% in 2013, 96% in 2014, 97% in 2015, and 98% in 2016. Student Performance on the GHSWT will increase from 92% pass/pass plus in 2010 to 93% in 2011, 94% in 2012, 95% in 2013, 96% in 2014, 97% in 2015, and 98% in 2016 Student Average Performance on the SAT Verbal portion will increase from 462 in 2009 to 464 in 2010, 466 in 2011, 468 in 2012, 470 in 2013, 472 in 2014, 474 in 2015, and 476 in 2016 Student Performance on the Ninth Grade and American Lit and Comp EOCT will increase by 1 to 2% per each administration through 2016 Middle Student Performance on the 8th grade ELA CRCT will increase from 93% meets/exceeds in 2010 to 94% M/E in 2011, 95% M/E in 2012, 96% M/E in 2013, 97% M/E in 2014, 98% M/E in 2015, and 99% M/E in 2016 Student Performance on the Georgia Grade Eight Writing Assessment will increase from 76% meets/exceeds in 2010 to 79% M/E in 2011, 82% M/E in 2012, 85% M/E in 2013, 88% M/E in 2014, 91% M/E in 2015, and 94% M/E in 2016 Student Performance on the Spring 8th Grade Reading CRCT will increase from 96% meets/exceeds in 2010 to 97% M/E in 2011, 98% M/E in 2012, 99% M/E in 2013, and 100% M/E in 2014-2016 Elementary Student Performance on the 5th grade ELA CRCT will increase from 93% meets/exceeds in 2010 to 94% M/E in 2011, 95% M/E in 2012, 96% M/E in 2013, 97% M/E in 2014, 98% M/E in 2015, and 99% M/E in 2016 Student Performance on the 3rd grade ELA CRCT will increase from 89% meets/exceeds in 2010 to 91% M/E in 2011, 93% M/E in 2012, 95% M/E in 2013, 97% M/E in 2014, 99% M/E in 2015, and 100% M/E in 2016 Student Performance on the Fifth Grade Writing Assessment will increase from 74% meets/exceeds in 2010 to 77% M/E in 2011, 80% M/E in 2012, 83% M/E in 2013, 86% M/E in 2014, 89% M/E in 2015, and 92% M/E in 2016 Student Performance on the 5th Grade Reading CRCT will increase from 92% meets/exceeds in 2010 to 94% M/E in 2011, 96% M/E in 2012, 98% M/E in 2013, 99% M/E in 2014, and 100% in 2015-2016 Student Performance on the 3rd Grade Reading CRCT will increase from 91% meets/exceeds in 2010 to 93% M/E in 2011, 95% M/E in 2012, 97% M/E in 2013, 98% M/E in 2014, 99% M/E in 2015, and 100% M/E in 2016



Needed Professional


Funding Source



Evidence of Impact (Student Learning Data)

Means of Evaluation

Teachers will complete data analysis to determine areas of need and students who need additional assistance. Teachers will implement best practice for the teaching of reading, writing, and language arts. Teachers will utilize assessment for learning to diagnose need and plan instruction and differentiation for all students Teachers will integrate technology to enhance instruction. Eligible students will attend tutoring sessions during the day, after school, or on Saturdays.

2011-2016

Data Analysis

On and off site training as outlined in the schools’ CSIPs and/or as approved by directors; Georgia Performance Standards; Facilitating Student Success on the Georgia Writing Assessment; Assessment for Learning;6 + 1 Traits of Writing; RtI/PI, PD360, Differentiated Instruction TSOL, GCTE, NRA, and Georgia Reading Association Conferences FDRESA/GLRS/DOE Trainings for Reading/Language/ Writing/ Assessment for Learning LCSS Tech Offerings; GaTEC: ISTI

Local/PL and Title I/II/III funds

Executive Directors, Directors, Principals, Curriculum

Coordinators

Data Analysis

GTOI; Lesson Plans

Implementation Checklists

GTOI; Lesson Plans;

Implementation Checklists; Local

Assessments


Formal and Informal Student Assessment Data

Data Charts Instructional Plans New Evaluation

Instrument

CRCT, GHSGT, SAT, EOCT, LoTi

Local Assessments

5

6

Plan for Improving Student Achievement Identified Goals for Improvement: Student achievement will improve in Social Studies. Annual Measurable Objective(s): High Student Performance on the Social Studies GHSGT will increase from 68% Pass/Pass Plus in 2010 to 70% in 2011, 72% in 2012, 74% in 2012, 76% in 2013, 78% in 2014, 80% in 2015, and 82% in 2016 Student Performance on the US History EOCT will increase by at least 3% per each administration through 2016 with the Baseline of 61% Pass Rate Middle Student Performance on the 8th Grade Social Studies CRCT will increase from 68% Meets/Exceeds in 2010 to 72% M/E in 2011, 76% M/E in 2012, 80% M/E in 2013, 84% M/E in 2014, 88% M/E in 2015, and 92% M/E in 2016 Elementary Student Performance on the 5th Grade Social Studies CRCT will increase from 71 % Meets/Exceeds in 2010 to 75% M/E in 2011, 79% M/E in 2012, 83% M/E in 2013, 87% M/E in 2014, 91% in 2015, and 95% in 2016 Student Performance on the 3rd Grade Social Studies CRCT will increase from 84% M/E in 2010 to 87% ME in 2011, 90% M/E in 2012, 93% M/E in 2013, 96% M/E in 2014, 99% M/E in 2015, and 100% in 2016 Actions/Strategies/


Implementation Needed

Professional Learning

(including materials)

Funding Source




Means of Evaluation

Teachers will implement best practice in teaching social studies Teachers will effectively implement the GPS Teachers will utilize assessment for learning to diagnose need and plan instruction and differentiation for all students Teachers will utilize technology to provide instruction

2011-2016

On and off site training as outlined in the schools’ CSIPs and as approved by directors; LCSS/DOE/RESA Georgia Performance Standards updates. State social studies conferences; GCEE Conference, RtI/PI; Assessment for Learning, PD360, Differentiated Instruction

LCSS Tech Offerings; GaETC: ISTI

PL Funds, Local Funds, Title I & II

Funds

System Executive Directors, Directors, Principals, Curriculum

Coordinators

Informal student assessment data;

lesson plans; observations;

Training Documents

Informal and formal student

data

GHSGT EOCT CRCT

Local Assessments

Plan for Improving Student Achievement

Identified Goals for Improvement: School system administrators will improve their abilities to serve as instructional leaders. Annual Measurable Objective(s): The LCSS SAI will increase from 2.3 in the Learning Communities standard in Spring of 2010 to 2.6 in the Spring of 2011, 2.9 in Spring of 2012, 3.2 in Spring of 2013, 3.5 in Spring of 2014, 3.8 in Spring of 2015, and 4.0 by Spring of 2016 Principals and Central Office Leaders trained in the Georgia Leadership Institute for School Improvement will increase from twenty-one in 2010 to twenty-three by 2011, twenty-five by2012, twenty-seven by 2013, twenty-seven by 2014, twenty-eight by 2015, and thirty by 2016 System administrators will implement state initiatives, GPS content areas and all assessments as mandated by the GaDOE Identified local staff members will participate in leadership development (as identified by the superintendent)


Timeline for Implementati

on

Needed Professional Development (including

materials)

Funding Source




Means of Evaluation

Administrators will complete data analysis to determine areas of need and identify content areas/ groups who need additional assistance. Administrators will implement best practice in instructional leadership and school improvement GLISI Principals will use the BST Professional Learning Community as a tool to achieve their improvement goals Principals will implement the GPS content areas as rolled out by the state. Principals will: follow state and federal guidelines to improve student performance; facilitate state initiatives Principals will implement the practices outlined in the Georgia Keys to Quality

2011-2016

GLISI; GPS Leadership; DOE AYP Training Sessions; DOE/FDRESA/GLRS Training; SACS; HSTW; SREB, Balanced Score Card , Title I trainings,GLISI; Professional Learning Communities; ASCD, NSDC, and Eaker/DuFour Resources for PLC; ISTI Technology; SACS; HOPE Foundation ,Rising Stars, LPPC Training;Title I, statemandated trainings, PLspecific to admin role, GDOE GPS Training; Site-based training for CSIP; Evaluator training; RESA training for school improvement; LCSS GLI PLC ; Approved on and off-site training which facilitates leadership development; RtI/PI; Co-teaching; SREB; SACS; DOE/FDRESA training for Georgia Keys to Quality

GLISI Local PL

Title Funds Admin

Accounts

PL Funds for professional resources for

PLCs and training;

Superintendent, Deputy and Assistant

Superintendents

System Executive Directors and

Directors; Principals

Data Analysis School Data Walls

CSIP; CRCT and GHSGT

GLEI; GLISI

Rubrics. PLU Verification

Reflection Logs

Informal and Formal

Assessments


Assessments


Assessments

Formal and Informal Student Assessments; Staff

Evaluations

Logs

Formal and Informal Student Assessments; Staff

Evaluations

7

Plan for Improving Student Achievement Identified Goals for Improvement: The PreK Program will meet or exceed state standards. Annual Measurable Objective(s): All PreK staff will implement appropriate local and state-required training from 2011-2016.



Needed Professional Learning;(including

materials)

Funding Source




Data)

Means of Evaluation

Staff members will implement best

practice for teaching and instructional

support in the PreK program.

Teachers will utilize

technology to provide instruction

2011-2016 High Scope; Approved on and off

site training

LCSS Tech Offerings; GaETC:

ISTI New Teacher

Evaluation Instrument Training

PreK Lottery Funds Local Funds Title I Funds

System Executive Directors and

Directors, PreK Director

Observations Formative & summative assessments

State PreK Monitoring Report

Annual Staff Evaluations

8

Plan for Improving Student Achievement Identified Goals for Improvement: Career, Technical, and Agriculture Education Programs will meet or exceed the state standards set for CTAE. Annual Measurable Objective(s): 100% of LCSS career, tech and agriculture teachers will meet state criteria for the certification required by the GDOE to manage their instructional programs. 100% of LCSS career, tech and agriculture teachers will complete Georgia requirements for Programs of Work as outlined by the GDOE. Student performance on the Test of Adult Basic Education (TABE) will improve by 3% from the pretest score to the post test score during each administration from 2011-2016



Needed Professional


Funding Source

(funding source)




Data)

Means of Evaluation

Teachers in Project Success will provide appropriate intervention/instructional strategies for students Teachers will successfully meet the state criteria for certification in their instructional area. Teachers will successfully meet the criteria for Programs of Work. Teachers will effectively implement the GPS Identified staff members will successfully implement effective classroom management strategies.

2011-2016

On and off-site training as outlined in the CSIPs and/or

as approved by directors

Professional

Learning provided by: CTAERN,

NRAEF, GDOE, GVATA, GACTE, Education Career

Partnerships (ECP) w/Technical

Colleges

GDOE Training for Specific Programs

of Work; GPS

Proactive Classroom

Management; Love and Logic

DOE Grant, PL Funds,

Local funds, Title II & IV funds

Site principals and system director




Data analysis of

course performance and discipline

referrals

Complete certification

Programs of Work certification

Programs of Work Certification

GTOI/GTDRI

Formal and

Informal Assessments

Data analysis of

course performance and discipline

referrals

Complete certification

Programs of Work certification

Programs of Work Certification

GTOI/GTDRI

9


Identified Goals for Improvement: Paraprofessionals will effectively provide instructional support in the classroom. Annual Measurable Objective(s): 100% of Liberty County paraprofessionals will participate in professional learning that is either site-based, system-wide, or on-line annually from 2011-2016



Needed Professional Learning (including

materials)

Funding Source

(funding source)




Data)

Means of Evaluation

Paraprofessionals will successfully implement the behaviors and strategies from required trainings Paraprofessionals will utilize technology to support instruction

2011-2016 Annually

Site-based trainings outlined in CSIPs

On and off-site

training as outlined in the school CSIPs and/or as approved by directors; Roles

and Responsibilities of the

Paraprofessional;

Proactive Classroom

Management with Love and Logic

LCSS Technology

Offerings

Para Educator Learning Network

Title II PL Funds

FDRESA

System Executive Directors, Directors,

Principals, Curriculum

Coordinators

Records of training hours; PLU

documentation; transcripts

Observation and Annual Assessment

Sign-in sheets/ PLU verification

10


Identified Goals for Improvement: Teachers new to the system or the profession will be provided state-required training and orientation on system procedures and expectations for teacher behaviors. Annual Measurable Objective(s): 100% of new teachers hired (including teachers of SWD and ELL) will complete orientation. New teachers (including teachers of SWD and ELL) will implement best practice in managing the classroom environment and providing instruction to obtain satisfactory GTEP evaluations. All tasks on the new evaluation instrument will be scored as emergent, operational, or fully operational.Actions/Strategies/



Professional Learning

(including materials)

Funding Source




Data)

Means of Evaluation

New teachers will implement best practice for providing instruction in the classroom. New teachers will implement best practice in classroom management. New teachers will work with a site-based mentor to implement best practice.

2011-2016

Required GTEP; Extended GTEP; Site-base training for CSIP; GPS;

LCSS Unit Development

On and off-site

training as outlined in the school CSIPs and as approved by directors; Extended GTEP; Proactive

Classroom Management with Love and Logic

Title I & II Funds, PL Funds

Principals and system directors, and school based

curriculum coordinators

Informal and formal evaluations

Disciplinary

referrals

Formal and informal student assessment data

Observation

Disciplinary referrals

Sign-in sheets/ PLU verification/GTEP (CRCT/GHSGT)

GTOI/GTDRI Informal Observations

GTOI/GTDRI Informal Observations

11


Identified Goals for Improvement: Staff members of specialized (ELL and gifted education) instructional areas/areas of support will support student achievement efforts. Annual Measurable Objective(s): Staff (specialized) members’ plans will include best practice for curriculum/assessment/instruction. Staff (specialized) members will work collaboratively to provide an integrated curriculum and differentiated instruction. Staff (specialized) members will work to increase student engagement in instruction through the transparent use of technology. The number of staff members who hold Endorsements will increase by 10% each year until 2016 Actions/Strategies/



Professional Learning(including

materials)

Funding Source




Data)

Means of Evaluation

Staff (specialized) members will

implement best practice for curriculum,

assessment, and instruction in their specialty/ content

areas.

Staff (specialized) members will

utilize technology to provide instruction

Identified staff members will obtain

endorsements for Gifted, Reading,

Mathematics, ELL

2011-2016 On and off-site training as outlined in the CSIPs and as approved by directors; GPS; DI; Facilitating Student Success on the Georgia Assessments; LCSS Technology Offerings/GaETC; State conferences specific to the staff member/specialized area; RtI/PI; DOE/RESA/GLRS training specific to the specialized areas; TSOL/ELL; GAGC

RESA Gifted and

ELL Endorsements;

Reading and Math Endorsements

PL Funds , Local funds, Title I, II &

III funds

System Executive Directors, Directors, Principals

Informal and Formal Evaluations

PLU Documentation

Endorsement

Informal Student Performance Data

Formal/Informal data

Informal Student Performance Data

Formal/Informal data

12


Identified Goals for Improvement: School Social Workers, SST Coordinators and Counselors will support student achievement efforts. Annual Measurable Objective(s): SSW/Counselors Maintain or increase student attendance rate of 95% through 2016. Decrease drop out rate by 3% each year. Increase parent contacts by 1% each year. SST Coordinators Increase the number of appropriate referrals to special education by 1% each year.




materials)

Funding Source

(funding source)




Data)

Means of Evaluation

Implement best practice and intervention techniques and strategies Classroom teachers will be provided with strategies that promote student success for students who are at-risk for failure SST Coordinators will work with classroom teachers to assist with the implementation of RTI.

2011-2016

On and off site training as outlined in the CSIPs and/or

as approved by directors; Georgia

Performance Standards; Annual

Island Institute; Counselors State Conference; State

conferences specific to the staff member

; DOE/RESA/GLRS training specific to the staff member;

RtI/PI

Local funds

PL Funds

Title I, II, and IV funds

Tech Prep Funds

System Executive

Directors, Directors, Principals

Informal Evaluations

Approved Plans

Student Data

Student Data (Formal and

Informal)

13

14


Identified Goals for Improvement: LCSS Board of Education members will support student achievement efforts. LCSS Board of Education members will stay abreast of current guidelines, initiatives and legislation. Annual Measurable Objective(s): 100% of Board Members will complete required training by the state. LCSS Board Members will support best practice in student achievement. LCSS Board Members will support best practice in educating the military child.




materials)

Funding Source

(funding source)




Data)

Means of Evaluation

Board members will utilize current information and best practice

2011-2016 On and Off-site trainings: GSBA; MISA; NAFIS;

Legislative Sessions; SACS

General Fund Superintendent

Goal 4 – Increase stakeholder involvement throughout the school system.

Action Steps


4.1 Review and evaluate existing partnerships through school councils to determine benefits and how they affect student achievement.

Annually School council minutes Principals Director of Special Programs

4.2 Expand, renew and manage existing partnerships and add new ones.

Annually School council minutes Principals Director of Special Programs

4.3 Expand guidelines to institute a “communications loop” whereby pertinent school data, information and policy considerations are routinely disseminated through bi-weekly Principal’s meetings and the intranet. • Enhance and expand Public Relations through the use of the

local media. • Establish a system for Spanish translation of forms, letters and

curriculum-related materials.

Annually State Department of Education website links on District and School websites and Principals’ meeting agendas

Principals District Directors

Assistant Superintendent for Student Achievement

4.4 Disseminate school and school district information relative to educational programs/ opportunities to the community-at-large via Internet, written correspondence and interpersonal communication. • Establish a general information page for newcomers on the

School District Web site. • Expansion/alignment of FAQ section on Website.

Ongoing District website and School worksite (Lesson Plan Management website)

Technology office Executive Director of Technology/Media

4.5 Expand facilitation of parental involvement initiatives to increase opportunities for school/parent communications.

Ongoing Documentation from the Parent Involvement Coordinators

Principals District Directors

Director of Special Programs

Goal 5 – Integrate technology into the curriculum at all grade levels to enhance student learning and throughout the district to increase productivity and efficiency.

Action Steps Timeline Evaluation Measures Resources Person Responsible

5.1 Continue to optimize the networking infrastructure to support student learning and the district’s technological needs.

Ongoing Analysis of networks using analysis software

Network Engineer Executive Director of Technology/Media

5.2 Enhance instructional and technical support to each school to help classroom teachers integrate technology successfully.

Semi-Annual Fall/Spring

Technology Enhanced Classrooms – EWALKS – Analysis of Tech Trouble Tickets

Instructional Technology Specialists – Technical Support Coordinator

Executive Director of Technology/Media

5.3 Continue to align technology-based training initiatives directly with school improvement goals.

Every nine weeks.

Hardware surveys, Classroom observations.

Instructional Technology Specialists


5.4 Continue the utilization of educational on-line web links for lesson plans, media resources, databases and curriculum-related activities.

Annually, Every nine weeks

Electronic portfolios, Student surveys, Observations

Instructional Technology Specialists, media specialists


5.5 Monitor usage and effectiveness of existing or requested software and subscription services.

Ongoing Documentation of software and subscription usage statistics

Instructional Technology Coordinator – Media Coordinator


5.6 Continue to allow access to resources through school websites and school work site (lesson plan website).

Annual Every nine weeks

Maintain a log of webpage counters and emails received through websites Monitor school websites

Instructional Technology Specialists,, School webmasters, System webmaster


5.7 Continue to provide support and information for assistive technology offerings through professional learning based on need.

Ongoing Documentation of use and needs assessments

Division for Exceptional Learning

Executive Director of Division for Exceptional Learning

5.8 Replace administrator-to-teacher and teacher-to-administrator paper trails with electronic transmissions.

Annual E-Walks Instructional Technology Specialist


5.9 Maintain compliance with the Children’s Internet Safety Act (CIPA) through policy and practice.

Annual Hardware inventory, Maintain log of breaches of AUP

Site Media Specialists Network Engineer


5.10 Provide opportunity for parents to have log in capability to real time info regarding their student’s grades and attendance through Power School Parent Portal.


Run portal access reports District Student Information System Operators

Assistant Superintendent for Student Services

5.11 Provide middle and high school students log in capability to real time info regarding their grades and attendance through PowerSchool.


Run portal access reports District Student Information System Operators

Assistant Superintendent for Student Services

Liberty County School System AdvancEd / SACS CASI School

Documents

Transcript of Liberty County School System AdvancEd / SACS CASI School