The School of Liberal Studies at Savannah Savannah-Chatham ...

School Improvement Plan2021 - 2022

Savannah-Chatham CountyThe School of Liberal Studies at Savannah

High

SCHOOL IMPROVEMENT PLAN

SCHOOL IMPROVEMENT PLAN

1 General Improvement Plan Information

General Improvement Plan Information

District Savannah-Chatham County

School Name The School of Liberal Studies at Savannah High

Team Lead Gequetta Jenkisn

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)

✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY

'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that apply)

✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLY

Other (if selected, please describe below)

1 General Improvement Plan Information 41

SCHOOL IMPROVEMENT GOALS

2. SCHOOL IMPROVEMENT GOALS

2.1 Overarching Need # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

Increase critical thinking skills and higher order thinking skills

Root Cause # 1 Content Mastery, Deconstructing standards, Rigor (DOK Levels) & Student Engagement

Goal SY22, the College and Career Readiness Performance Index score will increase by 3% with the expanded use of critical thinking and higher-order thinking skills, to decrease the gap as comparatively measured by the Georgia Milestones Assessment from the SY19.

2.1 Overarching Need # 1 42

Action Step # 1

Action Step Teachers will utilize weekly instructional collaborative planning and data meetings as well as peer classroom observations and instructional lesson planning feedback to monitor instructional strategy effectiveness.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsConsolidated Funding

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities

Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community EngagementSupportive Learning Environment

Method for Monitoring Implementation and Effectiveness

Weekly Data Team Meeting and Collaborative planning; review of meeting minutes; Focus walks; lesson plan review; professional learning; Instructional Software; Professional Learning Calendar



Action Step # 1

Position/Role Responsible Administrators, Leadership Team; Teachers; District/GaDOE Support Staff

Timeline for Implementation Weekly

What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?

Look for professional learning opportunities through conferences, forums, books, and videos; Gear Up; Trio Programs; JGG; 3DE; SLP; Post Secondary Programs; GaDOE; Transformation Team; SCCPSS Professional Learning;


Action Step # 2

Action Step Implement extended day and year programs as a schoolwide intervention through e-learning platforms as well as direct instruction for remediation, credit recovery and acceleration for mastery of standards.


Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with DisabilitiesN/A

Systems Coherent InstructionEffective LeadershipProfessional CapacityFamily and Community Engagement



Action Step # 2

Systems Supportive Learning Environment


Lesson Plans, assessment data, student attendance; Diagnostic e- Learning, Educational Software, Lab fees for Dual Enrollment

Position/Role Responsible Administration, Leadership Team, Extended Day Coordinator, School Counselors



Work with Advisory Committee, School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE


Action Step # 3

Action Step Professional Development will be used to introduce, practice, and monitor the effectiveness of strategies for academically challenging environment. (Stipends, conferences/trainings, redelivery materials, data room organizational supplies/materials and technology).





Action Step # 3



Observations, Peer Focus Walks; New Teacher Meetings; 3DE Case Studies; Attendance, GaDOE training, business partner sign in and communication logs, Conference; digital platforms/software, technology

Position/Role Responsible Administration, Leadership Team, 3DE Coordinator, Administrators; Instructional Coaches; Teachers

Timeline for Implementation Monthly


Career Advisory Council; School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE


Action Step # 4

Action Step Staff will attend Professional Development conferences/trainings and participate in data review to increase instructional rigor that focuses on school wide and department goals as well as re-delivery /reteaching to address learning gaps allowing for permanence /mastery of standards




Action Step # 4

Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrantRace / Ethnicity / MinorityStudent with Disabilities



agendas, minutes, focus walks, data review, attendance, PD Conference, Professional Learning Calendar; Peer Focus Walks

Position/Role Responsible Administration, Leadership Team, Teacher Leaders, School Improvement Specialist; Instructional Coaches; GaDOE; RESA



School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE


Action Step # 5

Action Step Use Class Size Reduction model allowing for Evidenced- Based Strategies such as direct vocabulary instruction on content level words, visual, interactive and self assessing activities to increase student engagement

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEA



Action Step # 5

Funding Sources McKinney-VentoPerkinsN/AConsolidated Funding




Personnel Action, peer observations, provide a teacher mentor, Instructional Coach

Position/Role Responsible Administration, Counselors, Master Schedule Team; Instructional Coaches



School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; 21st Century; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE


Action Step # 6

Action Step Utilize instructional technology (devices, calculators, interactive devices, video devices), leveled readers, and instructional materials/supplies to support daily, extended day and extended year instruction.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part D



Action Step # 6

Funding Sources Title II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsConsolidated Funding




diagnostic assessment data, PL for teachers, sign in sheets, agendas, inventory, Instructional Coach; Peer Focus Walks

Position/Role Responsible Administration, School Improvement Specialist, Leadership Team; Instructional Coaches





Action Step # 7



Action Step # 7

Action Step Use common assessments aligned with standards to monitor student progress and inform instruction through district created assessments; departmentally developed assessments, and USA Test Prep assessments.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsN/AConsolidated Funding




Weekly Data Team Meeting,Data Report,Weekly Data Team Meeting,Collaborative Planning Minutes

Position/Role Responsible Administrators, Instructional Coaches, Teacher, Leadership Team






Action Step # 7




Action Step # 8

Action Step Examine learning target and work session activities to ensure that it matches with the rigor of the standard to include targeted standard & individualized remediation actions to ensure student gaps in foundation skill sets are mitigated





Evidenced-Based Strategies, Weekly Data Team Meetings, Data Dig Department, Instructional Focus, Benchmark Assessment

Position/Role Responsible Administrators, Instructional Coaches, Teacher, Leadership Team



Action Step # 8








Overarching Need


Cultural Awareness; Positive Behavior Intervention Strategies; promote positive learning

Root Cause # 1 Lack of positive student - teacher relationships.

Goal SY 21-22, the School Climate Star Rating survey results will increase from 65.5% to 70% as measured by College and Career Readiness Performance Index SY19 stakeholder responses through the promotion of a positive learning environment promoted by cultural awareness and Positive Behavior Intervention Strategies.


Action Step # 1

Action Step Identify and implement evidence-based practices, to include the training staff on cultural awareness, inherent bias, and Positive Behavior Intervention Supports to build staff, student, and community relationships.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsN/A





Action Step # 1


Sign in sheets, agendas, focus walks

Position/Role Responsible Administration, Guidance Counselors, Social Worker, Leadership Team, Transformation Team



GaDOE training, RESA training, District training, DEEP Center


Action Step # 2

Action Step Implement school-wide positive behavior strategies that will increase instructional time, strengthen authentic staff/student relationships, develop restorative justice measures, provide peer-to-peer mediations, and strengthen student engagement practices resulting in decreased chronic negative behaviors

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkinsN/A




Action Step # 2



PBIS Activity, 5 Step Discipline Protocol, RTI, peer mediation

Position/Role Responsible Administration, Leadership Team, Guidance Counselor's, Social Worker,



School Improvement Specialist support, conferences, forums, DEEP Center


Action Step # 3

Action Step Provide student-centered technology resources (device, printers, supplies) allowing for post secondary educational and career readiness research and counseling


Subgroups Economically DisadvantagedFosterHomelessEnglish LearnersMigrant



Action Step # 3

Subgroups Race / Ethnicity / MinorityStudent with DisabilitiesN/A



Sign in sheets, participant surveys

Position/Role Responsible Administration, Leadership Team, Guidance Counselor's, Social Worker



GEAR UP, Upward Bound, TRIO, GADOE,





Overarching Need


Increase Lexile grade level by 3% as measured by 11th Com Lit GMAS EOC.

Root Cause # 1 Low attendance rate leads to poor academic performance

Root Cause # 2 Students lack comprehension, decoding, and vocabulary

Goal SY22, the literacy rate will increase by 3% from 24.27 to 28 as measured by the College and Career Readiness Performance Index SY19, which will be achieved through American Literature Georgia Milestone Assessments which measures grade leveled Lexile.


Action Step # 1

Action Step Professional learning community structured around evidence-based strategies allowing all teachers to implement cross curricular literacy strategies supported by Instructional Coaches, technology, supplies, other books, professional learning travel/registration, software, and manipulatives.

Funding Sources Title I, Part ATitle I, Part A SIGTitle I, Part CTitle I, Part DTitle II, Part ATitle III, Part ATitle IV, Part ATitle V, Part BIDEAMcKinney-VentoPerkins





Action Step # 1


Agendas, meeting minutes, feedback forms, TKES, walk-thrus; Book study; Peer Walkthroughs

Position/Role Responsible Administration, Instructional Staff



GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; 3DE; Trio Programs; JGG; SLP


Action Step # 2

Action Step Family Engagement facilitator to provide communication, support, and guidance to parents with literacy support and activities that will support student learning



Systems Coherent InstructionEffective LeadershipProfessional Capacity



Action Step # 2

Systems Family and Community EngagementSupportive Learning Environment


call outs, agendas, parent feedback, climate survey, parent survey, school council, PTA, student council

Position/Role Responsible Administrators, Instructional Coach, Family Engagement Contact; teachers





Action Step # 3

Action Step Provide supplemental instructional materials/supplies, tutorials, technology, software (Common Lit, Smores newsletter, PBIS Rewards, Kami) to support literacy.





Action Step # 3



Data meeting minutes, walkthroughs, TKES observations, data tracking documents

Position/Role Responsible Administrators, Instructional Coach, teachers



GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; 3DE; Trio Programs; JGG; SLP


REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.1 Stakeholders, Serving Children, PQ

Required Questions

1 In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was accomplished.

All teachers were provide an overview by the principal, all departments reviewed all 5 structures. The Leadership Team (LT) met with all teachers through department meeting to gather input concerning updates of the CNA. Department team members looked at current data to the review for root cause analysis. The LT discussed each area and prioritized the goal as well as selected resources. School of Liberal Studies at SHS, a schoolwide Title I site, has involved teachers, paraprofessionals, support personnel, community member, parents/families, and school leaders in developing the yearly developed/reviewed/amended Comprehensive Needs Assessment and the School Improvement Plan. During SY21 post planning, all teachers were able to self-select one of the five systems around which the plan revolve and work through rubrics and artifacts/proof of current levels. Additionally, teachers worked in groups to provide input about all of the systems to the LT could conduct the root cause analysis to identify the top priorities for improvement. As priorities emerged, LT members were invited to give feedback, question, amend and create further steps in the plan. Due to COVID-19, parent and family input was gathered using virtual platforms via the Annual Family Engagement survey and Family Forum. The Comprehensive Needs Assessment and School Improvement Plan will be continuously monitored to ensure adjustments/amendments are completed throughout the year as both are considered living documents with the purpose of ensuring students' needs are met to facilitate their success with the challenging State academic standards. The School Improvement Plan is available for review and input to/by parents and the school community/stakeholders during family/community events input meetings

2 Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers.

The site based administrators will work with Human Resources to identify professionally qualified staff. Leadership will look at all teachers for proper placement. The District Human Resource department in conjunction with Title I schools employ a number of methods to recruit professionally qualified teachers to include using: Teachers Teacher.com., K-12 Job Spot, EdWeek Top School Jobs, College Educator Fairs, Tweets, Career Recruitment Fairs, and District website postings. The District Human Resource department screens all applications to insure that teachers are professionally qualified prior to releasing application for interview to Title I schools. This ensures that all teachers hired are properly vetted and meet the standard of being professionally qualified in the assigned subject area before a school begins the interview process. While the district provides the THRIVE program supporting new teachers to the school district, School of Liberal Studies at SHS has incorporated an evidence-based teacher mentoring programs of Professional Learning Communities and Instructional Coaches to support

3.1 Stakeholders, Serving Children, PQ 60

REQUIRED QUESTIONS

identified varied needs. The system is designed to provide support on the daily operations of the school, as well as support for teaching and learning. Differentiated support will be provided to teachers through the mentor program, district initiatives, on-site Instructional Coach assistance, Professional Learning Communities, and administration.

3 Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable).

The Title I program at School of Liberal Studies at SHS is a schoolwide program, where all students benefit from evidence-based instructional practices and strategies as supported/ identified through the What Works Clearing house, Best Evidence for Essa and GaDOE Department of School and District Effectiveness resources. Teachers plan for variances in learning needs, and are able to address quite a range through blended learning methods. All classes have a full range of manipulatives and other resources to help students gain the conceptual knowledge at the concrete level employing DOK levels 3 and 4 rather than DOK 1. Throughout the school, the focus is upon student-centered classrooms with student work facilitated by teachers who conduct aggressive progress monitor and provide scaffolded supports. The whole child is supported through the counseling department and community-based partnerships/support structures. SOLS at Savannah High seeks to identify and support both traditional and nontraditional giftedness in students allowing for advanced educational opportunities via Honors and AP classes. All SOLS at Savannah High's students embrace the expectation of success at high levels in meeting the challenging State curriculum. Additionally, prescriptive support structures are provided to student subgroups identified, to include but not limited to, homeless/foster, economically disadvantaged, English Learner, ethnic/racial, and students with learning differences.

4 If applicable, provide a description of how teachers, in constation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement mtiple (a minimum of 2) objective, academic-based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students.

N/A

3.1 Stakeholders, Serving Children, PQ 61

REQUIRED QUESTIONS

3. REQUIRED QUESTIONS

3.2 PQ, Federally Identified Schools, CTAE, Discipline

Required Questions

5 If applicable, describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

N/A

6 If applicable, describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:Coordination with institutions of higher education, employers, and local partners; andIncreased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.

Vertical team meetings are held to assist with the transitions of students from middle grades to the high school setting. Curriculum and instructional strategies are discuss as well as how students can participate in and the school can support Move on When Ready Initiatives. SOLS at Savannah High works collaboratively with feeder middle schools by supporting parent and family informational events as well as participating in district-wide family engagement events. Parents are encouraged to attend the transition events held at the school and speak with the counselors and the administrators. Ninth grade orientation is held for all upcoming ninth grade students. Parents are invited to our family night to be informed about transitioning from middle school. To ensure Seniors are meeting all the requirements needed to graduate on time and provide the tools and resources to assist, the SOLS at Savannah Highs hosts multiple senior parent meetings centering around the theme of No Graduate Left Behind which provides additional information concerning post-secondary options as well as career guidance. Additionally, ongoing efforts throughout the school year provides post-secondary life choices and planning tools to students and their parents/families ranging from FASFA to job readiness opportunities.

7 Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students.

Faculty and staff will be provided with professional development in Classroom management, Mind Set Training, and Building Positive Relationships with Students. Administration will use evidence-based Alternative to Suspension practices. PBIS system will be implemented for students and teachers. All students are strongly encouraged to participate in extended day/ year learning opportunities provided. Additionally, SOLS at Savannah High coordinates intervention services in compliance under IDEA through use of Response to Intervention (RtI) / MTSS system utilizing both academic and behavioral data under which students are tracked bi-monthly with prescriptive interventions uploaded to the database with a focus on replacement behavior professional development for teachers, based on progression /degression additional supports are provided to include required next steps.

3.2 PQ, Federally Identified Schools, CTAE, Discipline 623.2 PQ, Federally Identified Schools, CTAE, Discipline 62

REQUIRED QUESTIONS

ADDITIONAL RESPONSES

8 Use the space below to provide additional narrative regarding the school’s improvement plan

3.2 PQ, Federally Identified Schools, CTAE, Discipline 63

The School of Liberal Studies at Savannah Savannah-Chatham ...

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