Worth County School District Continuous Improvement ... Continuous Improvement Plan.pdf · Worth...

Purpose

To ensure a quality education for all students leading to graduation and productive citizenship.

Direction

*Our direction for the Worth County School District is for our graduation rate to reach 80% or above, and for students to meet or exceed

established accountability measures.

*We will achieve this direction by providing high expectations, a relevant and rigorous curriculum, data driven standards-based

instructional practices, appropriate interventions, and celebrations of success as we move forward.

*As a result of our success we will attract and retain high quality teachers, provide a foundation for community economic growth, and

prepare graduates for post-secondary success.

Worth County School District

Continuous Improvement/Professional Learning Plan

2013-2015

PERFORMANCE

OBJECTIVE

PERSON(S)

RESPONSIBLE TIMELINE RESOURCES MONITORING/EVALUATING

Provide professional learning

for teachers and school leaders

that strengthen their knowledge

and understanding of content

and instructional practices in a

standards-based classroom.

Curriculum Director,

School Improvement

Coordinators,

Principals

2013-2015 Release time to attend

workshops (RESA, GLRS),

substitute funds, registration,

and travel; common

planning time; school

improvement meetings; staff

meetings; grade level

meetings.

Increase in the % of students meeting and/or

exceeding expectations on the CRCT,

EOCT, and GHSGT.

Professional learning and unit

revision focusing on the

implementation of the

Common Core Georgia

Performance Standards for

Mathematics and ELA in

grades K-12.


School Improvement

Coordinators,

Principals

2013-2015 GaDOE webinars, RESA.

Release time to attend

training, substitute funds,

travel fees, stipends;

common planning time;

grade level meetings.



EOCT, and GHSGT.

Professional learning focusing

on the Teacher and Leader

Keys Effectiveness Systems.

Human Resources

Director, Curriculum


Assistant, GaDOE

staff, SI

Coordinators,

Principals, Assistant

Principals

Piloting: 2013-

2014

Implementation:

2014-2015

GaDOE; training materials School and System Focus Walks

Develop school level lesson

plan templates to reflect the

GaDOE Instructional

Frameworks.


School Improvement

Coordinators,

Principals

2013-2015 GaDOE unit frameworks;

TKES sample lesson plan

Monitoring of school level lesson plans by

principal and assistant principals.

PERFORMANCE

OBJECTIVE

PERSON(S)


Increase student use of

techology in all classrooms

through the following: training

on use of iPads, ELMOs,

Promethean Boards, Mimio

Teach technology and

document cameras; training and

implementation of online

assessment and exploring

avenues for Bring Your Own

Technology (BYOT).


Technology Director,

Instructional

Technology

Coordinator, School

Improvement

Coordinators

2013-2015 Student devices; iPads;

Promethean Boards, Mimio

Teaching technology;

Release time to attend

training; Online Assessment

System, All in Learning,

CRCT Online Retest

Monitoring of OAS, All in Learning, and

CRCT Online Retest; School and System

Focus Walks; Unit Plans; BYOD classrooms

Training and use of the Teacher

Resource Link via Statewide

Longitudinal Data System

(SLDS).


Instructional

Technology

Coordinator, School

Improvement

Coordinators

2013-2015 GaDOE Unit plans

Vertical Alignment meetings

for K-12 teachers.


School Improvement

Coordinators,

Principals

2013-2015 CCGPS Vertical Alignment

Documents, student work

samples, units, curriculum

maps


exceeding expectations on the CRCT, EOCT,

and GHSGT.

Decrease the achievement gap

between subgroups through a

system-wide poverty study.


Principals, School

Improvement

Coordinators

2013-2015 Ruby Payne Training and

book study of A Framework

for Understanding Poverty

by Ruby K. Payne

Increase in the % of students meeting and or


and GHSGT.

Training and implementation of

Literacy Design Collaborative

and Math Design Collaborative

in grades 6-12.


School Improvement

Coordinators

2013-2015 RESA, release time to attend

training, substitute funds.



and GHSGT.

PERFORMANCE

OBJECTIVE

PERSON(S)


Implementation of literacy

standards across all content

areas to improve writing

performance.


Principals, School

Improvement

Coordinators

2013-2015 RESA, grade level meetings,

common planning, GaDOE

webinars


exceeding expectations on the Grade 3, 5, 8

and 11 Writing Assessments; writing samples

from all content areas.

Revision of Science and Social

Studies GPS units.


School Improvement

Coordinators,

Principals

2013-2015 Common planning time;

grade level meetings


exceeding expectations on the science portions

of the CRCT, GHSGT, and EOCT.

Administer universal screeners,

progress monitoring tools, and

benchmark assessments to

provide aappropriate

interventions and monitor

student growth.


Curriculum

Assistant/RTI

Coordinator, School

level RTI

Coordinators,

Principals

2013-2015 Universal Screeners (AIMS

Web, STAR Reading/Math);

benchmark assessments,

common assessments; data

teams; All in Learning; OAS.



GHSGT, and EOCT.

Analyze data as an integral part

of the school improvement

process through the following:

SLDS training for teachers and

administrators; initial and

ongoing development of the

Balanced Scorecard; analysis of

all benchmark and standardized

test data by content areas,

domains, and subgroups to

guide instruction.


Principals, School

Improvement

Coordinators

2013-2015 PowerSchool; GaDOE

Instructional Technology;

Balanced Scorecard

Consultant; SLDS; All in

Learning; Data Team

Meetings, Leadership Team

Meetings;

SLDS usage reports; Balanced Scorecard that

will revised and reviewed annually; Data

Rooms at system and school level; School-

wide School Improvement Plans.

Develop a plan for delivery of

online courses at the high

school level.

Superintendent,


WCHS Principal,

Technology Director

2013-2015 Online learning programs,

online dual enrollment

courses, parent and student

surveys

WCHS master schedule

Goal 2: The Worth County School District will increase the graduation rate.

PERFORMANCE

OBJECTIVE

PERSON(S)


Maintain the 8.5 School at

WCMS to better prepare

students for success at the high

school level.

WCMS Principal 2013-2015 8.5 Instructors Monitoring by admininistration.

Offer high school credit at

WCMS.


WCHS Principal,

WCMS Principal

2013-2015 High school teachers Track number of credits students earn.

Develop, maintain, and monitor

Individual Growth Plans (IGP)

for all students beginning in 8th

grade.

WCMS Principal,

WCHS Principal,

WCMS counselors,

WCHS counselors,

WCHS CTAE

Director

2013-2015 IGP template; GaDOE;

Bridge Bill

CCRPI through GaDOE; completion of plans.

Provide school level programs

to motivate students to graduate

and become productive

citizens.

All Principals 2013-2015 Guest speakers; Commit to

Graduate program; Career

Fairs/Day; Work Based

Learning Program; School to

school tranisitional programs

(Smooth Moves, Aloha Day)

Increase in the graduation rate.

Incorporate Teachers as

Advisors (TAA) at WCMS and

WCHS.

WCMS Principal,

WCHS Principal,

WCMS counselors,

WCHS counselors,

WCHS CTAE

Director

2013-2015 GaDOE resourcess School schedule.

Provide Saturday School and

Intercession Days for

remediation and acceleration.

WCES, WCMS,

WCHS Principals

2013-2015 Teachers, 20 Day

Instructional Funds

Increase in the % of students meeting and or


and GHSGT.

Goal 3: The Worth County School District will increase and strengthen stakeholder engagement.

PERFORMANCE

OBJECTIVE

PERSON(S)


Develop community

partnerships with government

agencies, local service

providers , businesses, non-

profits, and other community

resources to create a stronger

network of community

engagement and support

through Partners In Education

(PIE).

Superintendent,

Public Relations

Director, Principals

2013-2015 Local businesses, community

members, government

agencies, civic organizations,

parents

Activities with PIE, Terrific Kids

recognition

Involve stakeholders in the

continuous improvement

process through school council

meetings, Parent Teacher

Organization meetings,

community meetings, Annual

Stakeholder meeting, parent

conferences, Student Support

meetings, school improvement

meetings, and staff meetings.

Superintendent,

Principals. Special

Education Director,

Federal Programs


Director

2013-2015 Schoolwide School

Improvement Plans,

community members,

parents, teachers, students,

business leaders

Meeting agendas, meeting minutes, sign-in

rosters

Provide family engagement

activities to strengthen the

home/school relationship.

Principals, Federal

Programs Director,

Parent Involvment

Coordinator,

Instructional

Technology

Coordinator

2013-2015 School/Parent Compacts,

Schoolwide School

Improvement Plans, CCGPS,

Computer lab, GaDOE

website, System website

School based activities such as Family Fun

Night, Reading Under the Stars, Computer

training for parents,

PERFORMANCE

OBJECTIVE

PERSON(S)

RESPONSIBLE

TIMELINE RESOURCES MONITORING/EVALUATING

Establish communication links

to build parent partners in

supporting learning and

achievement.

Public Relations

Director, Principals,


Parent Coordinators

2013-2015 Social media, system web

page, One Call Now,

newsletters, Remind 101,

Teacher websites, e-mail

Usage reports, survey results

Goal 4: The Worth County School District will improve organizational effectiveness and efficiency.

PERFORMANCE

OBJECTIVE

PERSON(S)


Recruit and retain highly

qualified and innovative staff.

Superintendent,

Human Resources

Director, Principals

2013-2015 Teach Georgia website,

Worth Schools local job site,

local newspaper, technical

schools, colleges

Review certifications and PSC records,

review resumes and application for

experience, check references, monitor

certification annually, development of

Professional Development Plans when

appropriate, teacher evaluations, classroom

observations

Increase average daily

participation for breakfast and

lunch in all schools.

School Nutrition

Director, School

Nutrition Managers

2013-2015 GaDOE School Nutrition

Program and USDA

resources, school menus,

social media, system

webpage

GaDOE School Nutrition monthly reports,

student surveys, participation in

Provision2/Community Eligibility Program

(CEP)

Increase/maintain overall

district school nutrition

sanitation scores at 100%.

School Nutrition

Director, School

Nutrition Managers,

School Nutrition

Assistants

2013-2015 National Restaurant

Association's ServSafe

courses, Environmental

Health Services Inspectors

input/suggestions, National

Food Service Management

Institue resources

Bi-Annual inspections by EHS, site visits

from School Nutrition Director, sanitation

training for staff, annual in-service,

ServSafe certification courses for managers

and assistant managers

PERFORMANCE

OBJECTIVE

PERSON(S)


Improve/maintain system

facilities by ensuring operation

at peak efficiency; create a safe

environment for students,

teachers, and staff by keeping

facilities and their components

structurally sound and in good

repair.

Facilities Director,

Assistant Facilities

Director, maintenance

personnel

2013-2015 Energy program, work

orders, maintenance

equipment

Work order completion, walk throughs by

Facilities Director and principals, state and

local inspections

Increase the number of Bring

Your Own Technology

classrooms.

Technology Director 2013-2015 Wireless bandwidth Monitor classrooms with BYOT.

Support continuous growth of

student and teacher technology

usuage through physical

resources and training.


Instructional

Technology

Coordinator

2013-2015 Desktop computers, laptop

computers, mobile devices,

internet connectivity, access

to interactive curriculum,

instructional technology staff

Classroom walk throughs, feedback from

techology staff, teachers and administrators

Continue authorizations by

appropriate personnel to ensure

expenditures are aligned to

system and school

improvement efforts.

Finance Director,

Other district

Directors, Principals,

Superintendent

2013-2015 Requisitions, accounting

software, Schoolwide School

Improvement Plans, District

Continuous Improvement

Plan

Accounting software, voucher packet

PERFORMANCE

OBJECTIVE

PERSON(S)


Continue the use of zero based

budgeting at the district and

school level.

Finance Director,

Other district

Directors, Principals,

Superintendent,

school bookkeepers,

School Improvement

Specialists,

Department Heads,

Assistant Principals

2013-2015 Budgeting template, reports

from accounting software

from prior years, Schoolwide

School Improvement Plans,

Technology Plans, CLIP,

District Continuous

Improvement Plan, Facility

Plan

Review by bookkeepers, Finance Director

and Superintendent, final approval by Board

of Education

Survey and evaluate bus routes

to ensure maximum efficiency

for the district.

Transportation

Director

2013-2015 Data collection, routing

maps, school buses, school

bus drivers

Survey results, bus driver interviews, data

collection, observation of routes

Worth County School District

2013-2014

Consolidated Application

Plan Descriptors and

Implementation Plan

1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A and Part D; Title III; Title IV;

IDEA; Perkins; EHCY

A description of the process the LEA used to determine the academic needs of its student body

including the unique needs of students served through each applicable federal program. An

analysis of the results should be included.

Worth County School District (WCSD) determines and describes specific student, academic achievement needs by participating in the following state testing programs: Criterion Reference Competency Tests (CRCT), Iowa Tests of Basic Skills (ITBS), Georgia Writing Tests (GWT)-grades 3,5,8,11, state checklist for eligibility in the Early Intervention Program (EIP), CRCT-M, and EOCT. These results are used to determine the district's CCRPI score.

The following tests are used to determine the unique academic needs of the student body: Access for English Learners (EL), Georgia High School Graduation Test (GHSGT), Georgia Kindergarten Inventory of Developing Skills (GKIDS), Georgia Alternate Assessment (GAA), Cognitive Abilities Test (CoGAT), and the WIDA-ACCESS Placement Test (W-APT). The school improvement team examines and disaggregates the strengths and weaknesses of the test results of all students, and needs assessments of stakeholders (teachers, school improvement specialists, principals, assistant principals, and directors) and the Director of Curriculum and Instruction presents these results to the local school board, the schools' staff members, parents, and the community. Disaggregated results are disseminated to instructional staff members at the local school level to be used for assessment, evaluation, and instructional planning for both individual and group needs. Each of the four schools regularly schedules professional learning workshops and meetings to help staff members examine test results for student instruction and plan workshops to improve student instruction. Furthermore, comparisons of the data are made to similar local systems, the RESA district and the state's scores. Targeted student needs include: continue to improve the academic performance of all students, including English Learners and students with IEPs; continue to reduce the achievement gap on standardized tests between African-American and white students, increase the percentage of economically disadvantaged students who meet or exceed standards on state assessments, increase the percentage of students with IEPs who meet or exceed standards on state assessments, reduce the achievement gap between general education students and students with IEPs on state assessments,100% compliance with ESEA for all schools, 100% of all 3rd graders reading at grade level, student academic assessment data. School attendance data, disciplinary information on student and staff infractions, and safety issues are analyzed at least annually to determine how to address student needs with regard to academic standards, safety, drug awareness, violence awareness, bullying awareness, peer mediation, and conflict resolution.

Homeless students are included in the process to determine academic needs.

2. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part D; Title III; IDEA; EHCY

A description of high-quality student academic assessments that the LEA and schools will use:

a. To determine the success of children in meeting the State student academic achievement

standards, and to provide information to teachers, parents, and students on the progress

being made toward meeting the State student academic achievement standards;

b. To assist in diagnosis, teaching, and learning in the classroom in ways that best enable

low-achieving children served under applicable federal programs to meet State student

achievement academic standards and do well in the local curriculum;

c. To determine what revisions are needed to projects so that such children meet the State

student academic achievement standards;

d. To effectively identify students who may be at risk for reading failure or who are having

difficulty reading, through the use of screening, diagnostic, and classroom-based

instructional reading assessments;

The WCSD uses a number of high quality academic assessments in addition to those identified by the state: To determine success on standards and progress being made toward meeting these standards, the system uses a data management and formative assessment system, Iowa Tests of Basic Skills (ITBS), Cognitive Abilities Test (CoGAT), Criterion Referenced Competency Tests (CRCT), Criterion Referenced Competency Tests-Modified (CRCT-M), EOCT, Georgia Alternate Assessment (GAA), Gray Oral Reading Test (GORT), writing assessments, AIMS-Web progress monitoring, teacher-made benchmark tests and teacher-made tests, rubrics, and 21st century skills assessment. The results of these tests are used to guide instruction for individual students. To assist in diagnostic teaching and learning in the classroom , the following assessments are administered: pre-assessments, rubrics aligned to standards and curriculum designed to access students', specific knowledge base, teacher-made testing rubrics, and computerized assessments. . To identify students who have difficulty reading, the system uses ITBS, CRCT, CRCT-M Reading Assessment, Accelerated Reader Program, reading assessment, EOCT, pre-assessments, classroom-based instructional reading assessments, and teacher-made rubrics. To identify language barriers, the system uses the Home Language Survey for initial screening. It is included as part of the initial registration for students. To identify potential migrant students, the system uses the "Occupational Survey" form provided by Southern Pine Migrant Education Agency. To notify parents about student progress, the system uses parent conferences, newsletters, report cards, the system web site, newspapers, state DOE web site, state DOE report card, system report card, letters and memos, phone calls, individual student test results, e-mail, Automated Notification System and /PTO meetings, and PowerSchool Parent Portal; To notify teachers of individual student's progress, the system uses staff meetings, statewide longitudinal data system (SLDS), professional learning opportunities, memos, team/grade level department meetings, and e-mails. For students, identified as having a non-English background, the system administers the WIDA-ACCESS Placement Test (W-APT) and, if necessary the ACCESS for ELs.

3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY

A description of how the LEA will participate, if selected, in the State National Assessment of

Educational Progress in 4th and 8th grade reading and mathematics of the National Education

Statistics Act of 1994 and how the results will be used in the local educational agency.

WCSD will participate in the National Assessment of Educational Progress (NAEP) if selected to participate. The information compiled from the NAEP assessment will be used along with other assessment data in making decisions to improve instructional practices. The state department assists the system with analyzing the NAEP data. The NAEP web site is also very useful for additional information on using the results. The NAEP frameworks can serve as guidelines for planning assessments or revising curriculum.

4. Title II, Part D; E-Rate

A description of strategies to share system progress, disseminate evaluation results, encourage

broad stakeholder involvement, and market the role technology can have in helping students

achieve in innovative ways.

The Technology Department assists the Public Relations Department and the school principals

in disseminating information to the media and community by utilizing a variety of

communications strategies including an automated calling system, the Worth County Schools

website, and various social networks. These communication systems provide important

information to parents and the community including the district's purpose and direction.

They feature information of general interest to parent and community stakeholders as well as

breaking news, information for public review, local board policy, agendas and minutes of

board meetings, the school calendar, recognitions, lunch menus, upcoming events, and specific

information about the district. School websites are also used to communicate school specific

information and provide sections related to academics, activities, administration, athletics,

general information, and the school calendar. Additionally, school websites feature teacher

pages that foster parent/teacher and student/teacher communication as well as classroom

related instructional web pages. The instructional pages provide teachers a method to extend

the classroom beyond the walls of the schools and help to support standards-based instruction.

PowerSchool Parent Portal is available to all parents in the district. This system allows parents

to view academic and attendance information about their children. The district technology

committee includes district representatives from Technology, Curriculum, Federal Programs,

and Special Education. In addition, each school is represented by media specialists, school

improvement specialists, and technology specialists. This insures that each department and

each school has input into technology operations. This committee meets once per month.

The technology department is comprised of a district director, a network administrator, a

part-time secretary, and technology specialists. The department meets once per month. The

meetings are held to provide updates on specific topics and projects. They also focus on

addressing general questions and concerns from the school representatives. The department is

also represented at monthly meetings of district directors and principals and at monthly school

improvement meetings.

5. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA

A description of how the LEA will provide additional educational assistance to individual

students assessed as needing help in meeting the State’s challenging student academic

achievement standards. The description must include the following:

a. Specific mention of disadvantaged students, migrant students, limited English proficient

students, and students with disabilities.

b. Specific steps the LEA will take to ensure that all students and teachers have increased

access to technology.

c. Specific steps on how the LEA will utilize available funds to support after school

programs (including before and after school and summer school) and school-year

extension programs.

Data are disaggregated and shared at curriculum meetings held throughout the year. Twenty day instructional extension funds are used to support the before and after school programs,Saturday school, and summer school programs. All teachers participate in prioritized professional learning . Currently, WCSD has only a few migrant students. However,Southern Pine Migrant Education Agency works with WCSD to aid in the identification of migrant students for service consideration. Many strategies are used to ensure that the needs of students are identified and met. Strategies include the following:

1) disaggregating data during pre-planning and curriculum meetings throughout the year,

2) using Rtl forms as a vehicle for assimilating data for use in improving student progress for all students including disadvantaged students, migrant students, EL students, and students with IEP's,

3) availability of remediation sessions for students in grades 3,5,8 and 9-12 who have failed either the math and/or reading parts of the CRCT and students who fail any portion of the GHSGT and EOCT,

4) utilizing a lead special education teacher in each school who coordinates work among teachers in the school and between the school and the central office (The Special Education lead teacher meets monthly with the Director of Special Education to ensure continuity between schools and to maintain a focus on rigorous, differentiated instruction and assessment),

5) special education teachers attend all professional learning with general education teachers,

6) special education teachers are included in all curriculum workshops and are

6. Professional Learning; Title I, Part A; Title I, Part C; Title II, Part A; Title II, Part D; Title

III; Title VI, Part B; IDEA

A description of the strategy the LEA will use to coordinate programs under Titles I, II, III, IV,

VI, Part B, Perkins, and IDEA to provide professional learning on the integration of technology

into the curriculum and instruction to improve and support teaching, learning, and technology

literacy. The description should include purchasing technology, available technology tools,

distance learning opportunities, and professional learning for teachers, administrators, pupil

services personnel, any other staff, and parents.

The purpose of Worth County School System is to ensure a quality education for all students leading to graduation and productive citizenship. Worth County Schools are committed to educational excellence, and recognizes the significant and ever-changing role technology plays in the daily functions of our world. We recognize that our students must possess competent skills in technology in order to be successful in today's work force. It is our mission to produce life-long learners who are accomplished enough in their knowledge of technology to utilize it to gather information and find answers and solutions to modern day problems.

The vision of Worth County Schools is to provide students and staff with access to

technology that will enhance and support all learning across the curriculum. Technology is

an integral part of daily life and Worth County is committed to providing students and staff

with the knowledge and skills to meet the needs of 21st Century Learners with instructional

learning strategies.

Worth County Schools will further a learning community in which:

Administrators

· Model the effective use of technology for staff and students

· Adopt and support strategies that maximize the availability of technology for classroom

use

· Employ and retain technologically competent staff members

· Use technology to improve the effectiveness of administrative tasks

· Stay abreast of changes in curriculum, resources, and strategies that relate to technology

usage

· Support necessary technology-related professional development

· Communicate with parents and stakeholders using online resources

Staff

· Model the effective use of technology for students

· Incorporate differentiated classroom strategies that maximize technology usage to

address individual student needs, developmental levels, and learning styles

· Expand opportunities for students to use technology for standards-based instruction

· Participate in technology-related professional development in order to better utilize

available resources

· Prepare students to effectively use technology as they prepare for college and/or enter

the workforce

· Educate students on and monitor safe internet browsing habits including cyber bullying

Students

7. Title II, Part D

A description of how the LEA is addressing 8th grade technology literacy by including:

a. Evidence of the tools or strategies used to determine an estimation of student technology

literacy at all grade levels (or bands of grade levels, such as PreK-2nd, 3rd-5th, 6th-8th,

9th-12th;

b. An estimation of the students’ school-based experiences with developing technology

skills and technology literacy at all grade levels (or bands of grade levels);

c. Evidence of the tools or strategies the system is implementing to ensure that all students

are technologically literate by the end of 8th grade.

In preparation for working in a technologically advanced workplace, all students are exposed to technology on a daily basis. Based on the data obtained from the Taking a Good Look at Instructional Technology (TAGLIT) that will be administered in the fall 2013 and Spring of 2014, tools and strategies will be developed and implemented to establish and address technology skills and technology literacy.

All schools have access to a computer lab and mobile IPad labs. WCSD has identified the need for up-to-date computers in all schools. The system has purchased Classroom Performance Systems (CPS) with Title II-D funds and provided training for the teachers to use the equipment. All of the schools have instructional programs that help students achieve academic success. From Kindergarten through 12th grade, students are exposed to a technology rich environment. There are at least 4 computers in each classroom from Kindergarten through 5th grade that are connected to the wide area network. Students are able to use the programs available in the classroom as well as the computer lab that is visited weekly. WCMS has approximately 465 instructional computers with high-speed Internet access. Students have access to three academic computer labs for classroom instruction. Students use these computers to conduct research, participate in on-line science experiments, take Online Assessment System tests, create projects, and use math and reading software. In addition, WCMS offers a business/technology connection class to all students. All teachers at WCMS use the Classroom Performance System (CPS) during math instructions. Furthermore, teachers use projectors to present instruction to their students. Worth County High School has three vocational labs that are used for the business department.

Worth County School District began using the 21st Century Skills Assessment during the 2011-2012 school year. The following information is provided by Learning.com regarding this assessment for 8th grade students:

Performance- and Knowledge-based items

The 21st Century Skills Assessment uses a psychometrically validated blend of interactive,

performance-based questions that allow students to authentically perform complex tasks in

8. Professional Learning; All federal programs; E-Rate

A description of how the local educational agency will ensure that funds are spent on

scientifically and/or evidence-based practices and products for all programs including the

purchase of technology and technology tools. Where applicable include how the practices and

products will impact student technology literacy.

Worth County Schools believes in supporting teachers and staff in their use of technology

through staff development. Staff development opportunities include technology conferences,

trainings at Southwest Georgia RESA, onsite training with hired consultants, web-based

training with hired consultants, and on-site training through the LEA (Worth County Schools).

LEA training is needs-based and is flexible throughout the school year. After attending

training, participants are asked to redeliver learned content. Professional learning units can be

earned each year through participation in technology-based training. An on-staff

instructional technology specialist delivers training from the LEA. The following list outlines technology-related professional development opportunities that

address system goals and initiatives:

Course/Workshop Departments involved

Georgia Educational Technology

Conference

Technology, Media, Administration

Data Management System Training All departments

Online Assessment System training All departments

Instructional Software training All departments

Instructional Hardware training All departments

New Employee Technology training New Employees

Productivity programs All departments

PowerSchool training

SLDS

All departments

All departments

Funding for technology equipment, software, and training comes from a variety of sources

including the general fund, Title I, Title II-A, Title II-D, Title III, Title VI-B, E-rate, and

SPLOST/BOND. Using best practices research, curriculum standards, technology plan

documentation, and recommendations from the technology department members, school

personnel make decisions about system-level equipment. Purchasing decisions are made to

positively impact student achievement.

9. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA, EHCY

A description of how the LEA will use federal funds to coordinate and integrate services with

other educational services at the LEA or individual school level such as:

a. Technology, professional learning, curriculum, media, Title I, special education, and ELL

programs;

b. Even Start, Head Start, Reading First, Early Reading First, IDEA preschool, and other

preschool programs, including plans for the transition of participants in such programs to

local elementary school programs;

c. Services for children with limited English proficiency, children with disabilities,

migratory children, neglected or delinquent youth, Indian immigrant children in order to

increase program effectiveness, eliminate duplication, and reduce fragmentation of the

instructional program.

The school improvement committee meets monthly at the central office to plan for school improvement and to coordinate projects, timelines, and budgets. This committee includes the Director of Curriculum and Instruction, the Director of Federal Programs, the Director of Testing, the Director of Technology, the Director of Special Education, the schools' instructional coaches, and principals. The school improvement committee also serves as the professional learning committee. Part of the meeting always centers on professional learning. The superintendent also meets monthly with principals and directors. Smaller groups meet regularly when a need arises. The school improvement committee looks at data, addresses needs identified, and plans improvement activities. WCSD provides interventions for LEPs, students with IEPs, migrant students, neglected or delinquent youth, and Indian immigrant children to improve program effectiveness and student achievement. Teachers have been trained to use the co-teaching model to ensure students who are both special education and low achieving learners receive differentiated instruction by both teachers in the classroom. Supportive instruction is also provided by a paraprofessional when deemed appropriate. When needed, study groups are set up to provide review before assessments are given. The parent coordinators at each school, funded by Title I, contact parents to address academic needs of students throughout the school year.

Worth County School District has four schools: one primary school, one elementary school, one middle school and one high school. All schools are Title I school-wide schools. The school-wide model has enabled the school system to coordinate and integrate programs, services, and funding sources. All schools have school improvement specialists who are fully funded through Title I and Title II funds. Part of their job is to coordinate all facets of instruction to improve the quality of teaching and student learning, including technology in the classroom. They are instrumental in leading the implementation of Georgia Performance Standards, CCGPS, and standards-based classrooms. Additionally, all schools are served by an instructional technology (IT) specialist to maximize the use of IT in the

10. Title IV

A description of how the LEA will develop strategies that prevent violence in and around

schools and the illegal use of alcohol, tobacco, and drugs including how the prevention activities

meet the Principles of Effectiveness; involve parents; and coordinate these efforts and resources

with other federal, state, and community entities. In addition the LEA must explain how

evaluations of effectiveness will be used to refine, improve, and strengthen the program

strategies.

WCS is part of the Southwest Georgia RESA Safe and Drug Free Schools and Communities consortium. The RESA director meets monthly with school superintendents, college and technical school presidents, and the Regional Library director through the Board of Control to share RESA activities and to receive requests for services and input from these administrators. The SDFSC consultants meet with teachers, counselors, social workers, parent groups, and community organizations on a regular basis to discuss SDFSC issues and visits schools and classrooms when requested. Southwest Georgia RESA provides professional learning and technical assistance to WCS in implementing scientifically based programs to address needs. In addition, in compliance with the Principles of Effectiveness, an established set of performance measures has been identified for WCS to help ensure that each school is safe, orderly, and drug-free. Curriculum programs chosen for implementation meet the requirement to involve the application of a rigorous, systematic and objective procedures. The programs include the following: Too Good for Drugs II, I Can Problem Solve (ICPS), Second Step Violence Prevention Program, Rainbows/Spectrum Site Coordinator Training, Good Touch/Bad Touch Training. Required changes to strengthen the programs will be made accordingly.

Guidance counseling plans will include violence and drug prevention activities. Guidance counselors will implement these activities through classroom instruction. At the end of the school year, counselors will review discipline records to determine the effectiveness of these activities. WCS will provide education related to safe online behavior and cyber bullying.

11. Title I, Part A; Title II, Part D

A description of the poverty and school eligibility criteria that will be used to select attendance

areas for schools eligible for funding through Title I, Part A and school eligibility for grant

opportunities through Title II, Part D.

WCSD uses free/reduced meal percentages to identify eligible attendance areas and schools to be served. Rank order is used to rank schools for service.

12. Title I, Part A; Title I, Part C; Title IV

A description of how teachers, in consultation with parents, administrators, and pupil services

personnel, will identify the eligible children most in need of services in Title I targeted assistance

schools.

This question does not apply to WCSD. All Title I schools have school-wide programs.

13. All Programs

A general description of the instructional program in the following:

a. Title I schoolwide schools,

b. Targeted assistance schools,

c. Schools for children living in local institutions for neglected or delinquent children, and

d. Schools for children receiving education in neglected and delinquent community day

programs, if applicable.

Worth County Primary, Worth County Elementary School, Worth County Middle School, and Worth County High School are Title I school-wide schools with systematic school-wide implementation of instructional programs. Specific strategies vary by grade level based on student need(s). All class sizes are in compliance with current state guidelines to ensure maximum achievement. Student progress is measured using a formative assessment system and universal screener. Students are given benchmark tests three times per year and common assessments are given at the end of each nine weeks in all content areas. Worth County Primary School (K-2) is a Title I school-wide school, this enables the school to improve instructional programs systematically throughout the school for all students. In addition to direct instruction, computer-based instructional programs are used to enhance reading and math skills in all schools.

Student services are provided through counselors and the school-system social worker. Students with IEPs are served by special education teachers and staff, in addition to regular education teachers, using the co-teaching model. WCSD uses appropriate technology to supplement instruction in all grades. Best practices are implemented using SBC training. School Improvement Specialists (SIS) support best practices for curriculum and instruction as teachers implement the GPS and CCGPS. All grades use online CRCT assessment for extra practice at school and home, if available. WCPS and WCES utilize the reduced class size model and these classes are designed for students who are at-risk of not meeting state standards. All schools utilize the Least Restrictive Environment (LRE) in providing services for students with Individual Education Plans (IEP). These classrooms are regular education classrooms, that are co-taught by both the regular education and special education teachers who have received co-teaching training.

Title I funds will be used in a supplementary manner to further reduce class size and to provide additional support services including parent coordinators, instructional coaches, teachers, and paraprofessionals. Connections classes at WCMS are used to assist students, broaden their skills, and to begin developing career goals. Heath Care Science, Family and Consumer Science, Band, Chorus, Physical Education, and Agriculture Education classes are offered at Worth County Middle School in a non-discriminatory manner. An 8.5 program has been implemented at WCMS for those 8th grade students who did not pass the 8th grade reading or math CRCT.

14. Title I, Part A; IDEA; EHCY

A description of the services the LEA will provide homeless children who are eligible to receive

services under applicable federal programs. The description should include the following:

a. An assessment of the educational and related needs of homeless children and youths;

b. A description of the services and programs for which assistance is sought to address the

needs identified;

c. A description of policies and procedures, consistent with section 722(e)(3), that the LEA

will implement to ensure that activities carried out by the agency will not isolate or

stigmatize homeless children and youth.

WCS identifies students who are residing in multi-family units who meet the federal definition of homelessness. The McKinney-Vento Homeless Assistance Act is used by WCS to identify and determine the individual needs of these children. WCS disseminates the "Local Survey of Homeless Children and Youth" provided by the GADOE, to aid in identification of homeless youth in Worth County. The survey is disseminated though the local schools, churches, motels, and other local community-based organizations. The school system social worker compiles data from this survey and verifies the accuracy of the data provided. The system social worker is the key liaison between all social service agencies and community/civic groups who can bring resources to address the issue(s) of the homeless. Through this process the school system assesses related needs of the homeless children and youth and plans strategies to meet individual needs. Title I funds provide the services described above and any additional services that are needed for homeless children in all Title I schools. To identify the educational needs of homeless children, WCS uses the following to address the needs of the homeless: AIMS-Web data, formative assessment data, benchmark assessment data, and summative assessment data. Services such as extended day tutoring, transportation, and supplies will be provided to all students meeting homeless children eligibility criteria. The school has guidelines in place so that homeless children will not be isolated or stigmatized because of their current situation.

15. Title I, Part A; Title I, Part C; Title II, Part D; Title III; Title IV; IDEA

A description of the strategies the LEA will use to implement effective parental involvement in

all programs. The description must include the following

a. How the LEA included state and local government representatives, representatives of

schools to be served, parents, teachers, students, and relevant community-based

organizations in the development of the Comprehensive Plan for Improving Student

Academic Achievement.

b. How the LEA will provide the coordination, technical assistance, and other support

necessary to assist schools in planning and implementing effective parent involvement

activities.

c. How the LEA will build school and parents capacity for strong parental involvement

including how the LEA builds capacity to support a partnership among the school,

parents, and community.

d. How the LEA will coordinate and integrate parental involvement strategies under NCLB

with other community based programs such as Head Start, Reading First, Even Start,

State operated preschool programs, etc.

e. How the LEA will conduct an annual evaluation of the content and effectiveness of

parental involvement.

f. How the LEA will use data from the annual evaluation to design strategies for a more

effective parental involvement policy.

g. How the LEA will involve parents in schoolwide activities.

WCSD develops the Parent Involvement Policy with stakeholders including community members, school council members, parents, teachers, students, and administrators. The policy is updated annually. WCS require that each Title I school develop a written school policy and school compact. Each school holds an annual meeting to inform parents about their involvement in the development of the plan, build capacity for parent involvement, coordinate strategies to include other federal programs and to evaluate the content and effectiveness of the policy. WCS reviews the effectiveness of the school parental involvement activities each year. The survey results are analyzed and the plan is updated according to the needs identified. Both WCSD and each Title I school have carried out the six components to build parent capacity. WCS provides professional learning to staff members on working effectively with parents. WCS coordinates and integrates federal programs and activities to encourage and increase parent participation. Communication and information is provided to parents in a user-friendly language. Since TransACT will not longer be available, WCSD will use GaDOE's translated documents for Title program requirements. WCSD supports the belief that both parents and staff members must work cooperatively to ensure student success. All parents are encouraged to become and remain actively involved in all activites available in the school. All Title I schools employ a full-time Parent Involvement Coordinator to help build a stronger home-school partnership. Parent Involvement Coordinators provide parental involvement activities throughout the year such as parent's night, Hand Washing and Germ

16. Title I, Part A

A description of the actions the LEA will take to assist its schools identified as Priority Schools,

Focus Schools, and Title I, Part A Alert Schools.

Worth County Elementary School (WCES) is identified as an Alert School by subgroup and will not be served as a Focus school. WCES will not offer a Flexible Learning Program (FLP). Central office and SWGARESA will assist WCES in providing support for it's identified weakness.

17. Title I, Part A

A description of the actions the LEA will take to implement Flexible Learning Program (FLP)

for schools identified as Priority Schools, Focus Schools, and (where applicable) Title I, Part A

Alert Schools.

Worth County Elementary School (WCES) is identified as an Alert School by subgroup and will not be served as a Focus school. WCES will not offer a Flexible Learning Program (FLP). Central office and SWGARESA will assist WCES in providing support for it's identified weakness.

18. Title I, Part A; Title II, Part A and Title II, Part D; Title III; IDEA

A description of how the LEA will ensure that teachers and paraprofessionals meet the highly

qualified requirements in Title I section 1119, QUALIFICATIONS FOR TEACHERS AND

PARAPROFESSIONALS. Description must include:

a. Highly Qualified trend data for LEA and school

b. Information about numbers of teachers (disaggregated by subject taught and grade level)

who lack certification and who are NOT designated as highly qualified;

c. Activities of how the LEA will develop strategies and use funds to support teachers in

becoming highly qualified;

d. The percentage of teachers and administrators who are technologically literate; the

method(s) used to determine teacher and administrator technology literacy; and

strategies the school system will implement to increase the percentage of teachers and

administrators who are technologically literate;

e. A description of how the LEA will certify that all teachers in any language instruction

educational program for limited English proficient students that is, or will be funded

under Title III, are fluent in English and any other language used for instruction,

including having written and oral communication skills;

The mission purpose of Worth County School District is to ensure a quality education for all students leading to graduation and productive citizenship. The district has a total of 4 schools: 1 primary, 1 elementary, 1 middle and 1 high. Together these schools serve approximately 3300 students. Worth County School District employs approximately 229 certified staff. Worth County School District is dedicated to provide all students with an effective, highly qualified teacher. Worth County School District believes that all students are unique, diverse learners who will be provided differentiated instruction to meet individual student needs.

Annually, the WCSD needs assessment is reviewed, updated and administered. The needs assessment is completed by all certified staff. The needs assessment is totaled and then prioritized. Data from the needs assessment are analyzed and professional learning is planned based on identified needs. WCSD annually reviews its staff (leaders, teachers, and paraprofessionals) for HiQ status through the needs assessment, which includes all equity components:

HiQ teachers and paraprofessionals,

teacher experience,

teacher training,

class size, and

19. Professional Learning; and all federal programs

A description of how the LEA will provide training and/or incentives to enable teachers to:

a. Teach to the needs of students, particularly students with disabilities, students with

special learning needs (including those who are gifted and talented), and those with

limited English proficiency;

b. Improve student behavior in the classroom;

c. Involve parents in their child’s educations; and

d. Understand and use data and assessments to improve classroom practice and student

learning.

e. Become and remain technologically literate.

WCS has a systematic plan for providing professional learning. WCS provides continuous professional learning in CCGPS training, closing the achievement gap, differentiated instruction, instructional technology training with focus on mobile devices, and co-teaching models. These initiatives are on-going and monitored at school and district level. WCS has at least one co-teaching classroom at each grade level. School Improvement Specialists will provide in-house professional learning for all teachers. The Director of Curriculum will facilitate professional learning with school improvement committee, principals, directors, and assistant principals. Specific training on content is identified by student achievement data. For example, Worth County Middle School English/Language Arts and math teachers were paid stipends to vertically align curriculum. The system will continue to vertically align curriculum in each content area as well as develop and revise units. WCS continues to implement the "Least Restrictive Environment" project as appropriate for each student to maximum extent possible to decrease the achievement gap between general and special education students. Continued training is offered through Georgia Learning Resource System (GLRS).

Leadership teams will disaggregate and examine relevant data to improve class instruction. The system EL and Gifted teachers regularly participates in appropriate professional learning. Teachers have added ESOL as well as Gifted Endorsements by using local and Consortium funds. School improvement committee meets regularly with teachers to examine test data and make necessary changes to curriculum and instruction.

The Director of Technology and an Instructional Technologist work to increase technology literacy for staff members through staff development.

Classroom teachers and RTI/IEP teams monitor student academic progress and behavior through formal and informal instruments. Data is analyzed to address problematic behaviors.

WCS has an annual Stakeholders Meeting. Relevant system data is presented and

20. Professional Learning and all federal programs

A description of how the LEA will develop a three-year professional learning plan that will be

included in the LEA Comprehensive System Improvement Plan according to the requirements in

Rule 160-3-3-.04 PROFESSIONAL LEARNING.

Each year WCSD updates the professional learning plan in order to meet the professional learning needs of all staff, including certified and non-certified personnel. The district's focus is always on academic achievement for all students by improving teacher quality and addressing the diverse needs of all students. Instructional staff will implement the SBC and the Georgia Performance Standards. Professional learning planned for FY13 FY14 includes:1) CCGPS training 2) closing the achievement gap analysis and training 3) differentiated instruction training, 4) co-teaching training for beginning and advanced teachers, 5) instructional technology training with the focus on mobile devices, and 6) TKES and LKES training. Also, WCSD will participate in Poverty Study workshop lead by Ruby Payne. These efforts are critical to the success of improved student achievement and to the success of improved teaching.

21. Professional Learning; and all federal programs

A description of the activities that the LEA will carry out with program funds, including

professional learning for teachers and principals and how their activities will align with

challenging state academic standards. The description should outline the LEA professional

learning programs and sources. The LEA professional learning programs should be consistent

with nationally established criteria for quality professional learning, with such characteristics as

incentives, self-directed learning, and authentic connections to actual work.

The supplemental professional learning activities provided by Worth County fall into several categories, all of which conform to the guidelines presented in federal programs such as Title I-A and Title II-A and also to the twelve standards of the National Staff Development Council (NSDC). Activities are provided for all staff including bus drivers, paraprofessionals, school nutrition personnel, and clerical staff. The following professional learning activities will be offered this year: training for advanced strategies for co-teaching, CCGPS training, closing the schievement gap, differentiated instruction, instructional technology training with focus on mobile devices, TKES and LKES, and poverty study

100 % of professional learning opportunities are scientifically based.

100 % of teachers participated in at least one HiQ professional learning activity.

The parents of students with non-highly qualified teachers will receive the appropriate notice. A remediation plan is completed for each non-highly qualified teacher and/or paraprofessional. The Director of Human Resources provides the principal and non-highly qualified teacher or paraprofessional with a remediation plan. The principal conducts a mandatory meeting with the employee to discuss procedures to attain highly qualified status. Each employee signs the remediation plan.

22. Title I, Part A; Title I, Part C; Title I, Part D; Title III; Title IV, Part A

A description of how the LEA will notify private schools of availability of funds to serve eligible

children in each applicable federal program.

In the fall of each year, private schools with students who are residents of Worth County are contacted via certified mail. They are invited to attend a consultative meeting to discuss the availability of funds to assist eligible private school students and teachers. The letter includes the date, time and location of the meeting, a response form and gives the name of the Title I Part A, Title I Part C, Title I Part D, Title III, and Title IV Part A school system contact. Arrangements are made for alternative meeting dates if the one originally selected does not meet the needs of the private school. At the designated meeting, schools plan together for the services they need and a process for handling complaints is discussed.


A description of the process the LEA will conduct annually to review and revise the LEA

Comprehensive Plan for Improving Student Academic Achievement.

As academic data become available from the GADOE in the spring, the data is used to update the current Worth County Improvement Plan and establish new or reaffirm existing targets for the upcoming year. WCS summarizes the data and creates a school profile/analysis of data. Administrators, teachers and other staff members work collaboratively to analyze the data and use the information to refine, improve, and strengthen services for all students and school personnel.

24. Title I, Part A; Title I, Part C

A description of how the LEA will provide supplemental support services for advocacy and

outreach activities for migratory children and their families, including informing such children

and families of, or helping such children and families gain access to, other education, health,

nutrition, and social services.

WCSD uses the Occupational Survey during the registration process that is provided by the GaDOE MEP Region 2 Office to identify migrant students. A district liaison makes contact with each migrant family to determine case by case needs. Migrant students are evaluated academically like other students in the school district to determine academic needs. All migrant students who are eligible for Title I services receive appropriate Title I services. In addition, a referral is made to student services to indicate additional services that may be needed from that department. Additionally, specific activities to address the needs of migratory families are provided. In addition to local resources, WCSD coordinates with the MEP Consortium staff at ABAC to provide services to eligible migrant participants. Such activities shall include informing children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services. Also, the Parent Involvement Program includes migrant parents. Parent outreach is provided in a language that is understood by the family. WCSD contacts the GADOE program specialist in International Education for assistance with foreign transcripts. Parents are presented information on ESOL, special education, gifted and other educational programs. Information on health, nutrition and social activities is presented using materials from the migrant education agency. and from TransACT. Presenters from local agencies such as the Health Department, DFCS, and County Extension office may be involved.

25. Title I Part A; Title I, Part C

A description of how the LEA will promote interstate and intrastate coordination of services for

migratory children, including how the LEA will provide for educational continuity through the

timely transfer of pertinent school records, including information on health, when children move

from one school to another.

WCSD has a procedure in place to provide a timely transfer of school records for all students, particularly for migratory students. The process begins as soon as the parent/guardian provides the school with a formal signed release or by request from the receiving school. Records are faxed to the receiving school. A hard copy is then sent through U. S. mail within ten calendar days. The system also has a process in place for translation and evaluation of transcripts of students. WCS will contact the GADOE, International Education Department to receive assistance with understanding and evaluating foreign transcripts. GaDOE MEP Region 2 Office has provided the WCSD with information and training on how to identify migrant students. GaDOE MEP Region 2 Office has also provided WCS with information on "Immigrant and Migrant rights." Information about how to read a Mexican birth certificate has also been shared with system personnel who are responsible for registering students. WCS will follow system and state policy.

26. Title I Part A; Title I, Part C

A description of how the LEA will identify and recruit eligible migrant families and youth

moving into or currently residing in the district.

Identification of migrant students is a part of the registration process. The Occupational Survey, provided by GaDOE MEP Region 2 Office, is included in the registration packet for all registering students. Staff responsible for identifying and recruiting migrant families are trained using the "How to Identify Migrant Students/Families." A copy of the Occupational Survey is faxed to GaDOE MEP Region 2 for further determination for students who indicate possible migrant eligibility on the Occupational Survey. Parents who mark "yes" in the relevant section will be referred to GaDOE MEP Region 2 Office. WCSD received information (and shared with personnel) from GaDOE MEP Region 2 Office about the rights of immigrants and migrants and reading a Mexican birth certificate. The migrant coordinator collaborates with GaDOE MEP Region 2 Office as well as other community agencies such as DFCS to provide appropriate services for identified families and children. Also, a referral is made to the WCSD school social worker for determination of other appropriate services.


A description of how the LEA will provide resources for the purpose of establishing best

practices that can be widely replicated throughout the LEA and with other LEAs throughout the

State and nation.

During the Worth County School District Improvement process, student data such as CRCT, CRCT-M, EOCT, GAA, writing assessments and GHSGT scores are reviewed by faculty, leadership team members, and the school improvement review team. Decisions on the implementation of programs and the funding of special projects are made. WCS leverages different sources of funding and combines resources to deliver special projects/programs and on-site professional learning opportunities that support innovative and school based reform efforts. WCS evaluates these projects and other research-based programs annually to determine if such projects are meeting stated goals. Evaluation results are presented to faculty along with other assessment data. Strategies for establishing and sharing best practices include: Creating a bank of unit plans that is continually being developed among staff within and collaboratively with other schools. Utilizing staff and external professional development experts to work with teachers to improve classroom instruction. Piloting projects are evaluated at least annually to determine whether and how to expand exemplary concepts throughout the school. This evaluation includes teachers, literacy coach School Improvement Specialists (SIS), and administrators. Seeking strategies nationwide that address: Standard-based, research-based instruction; Effective tools to collect, manage, and analyze data and conduct job-related tasks to inform instruction and school improvement efforts; Assessing teacher and student technology literacy; Improving parental involvement and school-home literacy; Innovative models for funding; and Implementing high-quality professional learning programs that increase teachers' skills to teach more effectively and engage students. WCS implements innovative co-teaching strategies to continuously merge the partnership between general and special education.


A description of how the LEA will take steps to ensure that all students and teachers have

increase access to technology. Include the strategies to be implemented to increase or maintain

access to technology and to establish or maintain equitable technology access.

The purpose of Worth County School District is to ensure a quality education for all students

leading to graduation and productive citizenship. Worth County School District is committed

to educational excellence and recognizes the significant and ever-changing role technology

plays in the daily functions of our world. We recognize that our students must possess

competent skills in technology in order to be successful in today's work force. It is our mission

to produce life-long learners who are accomplished enough in their knowledge of technology

to utilize it to gather information and find solutions to modern day problems.

The direction of Worth County School District is to provide students and staff with access to

technology that will enhance and support all learning across the curriculum. Technology is an

integral part of daily life and Worth County is committed to providing students and staff with

the knowledge and skills to meet the needs of 21st Century Learners with instructional learning

strategies.

Worth County School District will further a learning community in which:

Administrators



use




usage



Staff






available resources

· Prepare students to effectively use technology as they prepare for college and/or enter the

workforce


Students

· Become effective problem solvers and communicators through the proficient use of

technology

· Incorporate technology into educational tasks in order to prepare for college and/or

entrance into the workforce

· Follow rules and procedures related to safe internet browsing habits including cyber

bullying

· Become 21st Century Learners who use technology resources routinely to complete their


A description of the LEA’s long-term strategies for financing technology to ensure that all

students, teachers, and classrooms have access to technology, technical support, and instructional

support.

The goal of Worth County Schools' Technology Department is to effectively support instruction through various technologies. In order to achieve this goal, the following data sources are utilized:

School Improvement/Schoolwide Plans o Identify instructional goals and needs o Identify instructional basis for technology requests o Identify technology support and staff development need

Analysis of technology resources and their impact on students · Needs Assessment Survey (administrators, faculty, staff, parents, and students)

used to determine the quantity and content of technology professional development

Consultation with Southwest Georgia RESA Consultation with engineer-level support provided through basic maintenance

of internal connections contract Annual Worth County Schools Technology budget Edusoft Assessment Management System and Assess2Know benchmark data · Annual technology inventory submitted to the Georgia Department of Education

which includes: o Definition of "modern computer specifications" which leads to

replacement of dated equipment o Ratio of student to computers to ensure adequate technology access in

all school settings GaDOE Statewide Longitudinal Data System A. Technology Use

B.1 Instructional Technology Usage

Worth County Primary School

There are 14 Kindergarten regular education classrooms at Worth County Primary School,

containing 6 computers for student use. There are 26 first and second grade regular education

classrooms at Worth County Primary School, containing 5 computers for student use. Each

classroom at Worth County Primary School has an additional computer for instructional

purposes. Wireless slates and LCD projectors are attached to all instructional computers. Each

hallway has access to two sets of student response systems and each gifted classroom has

access to an ELMO document camera.

There are 3 inclusion classrooms (1 per grade) with 6 computers for student use and 2

computers for instructional purposes. These classrooms also have a mounted LCD projector

attached to the instructional computers and Wireless slates/MOBI's for teacher use. In

addition, these classrooms have access to their own set of student response systems. One

gifted resource classroom has 4 laptops and 2 netbooks for student use, as well as an ELMO

document camera, a wireless slate, and a mounted LCD projector.

30. Title II, Part D

A description of how the LEA will evaluate the extent to which technology integration strategies

are incorporated effectively into curriculum and instruction. Describe how the LEA will ensure

ongoing integration of technology into school curriculum and instructional strategies so that

technology will be fully integrated.

WCSD collaborates with representatives of business, government and higher education to uncover the best technology support our curriculum. This continuing planning and assessment process provides the participation of instructional staff at all levels to identify the tools, systems and training needed to effectively support the curriculum. In general, this effort reflects the district's ongoing commitment to acquire and effectively support the most relevant, reliable, and cost effective instructional and administrative technology available for use by our students, staff members, and the community. The school technology committee meets quarterly to determine the status of their goals being met. The system technology committee meets twice each year to review the goals of each school. The system technology committee will meet at the end of the year to review the plan for the upcoming year.

The goal of Worth County Schools' Technology Department is to effectively support instruction through various technologies. In order to achieve this goal, the following data sources are utilized:

School Improvement/Schoolwide Plans o Identify instructional goals and needs o Identify instructional basis for technology requests o Identify technology support and staff development need

Analysis of technology resources and their impact on students · Needs Assessment Survey (administrators, faculty, staff, parents, and students)

used to determine the quantity and content of technology professional development

Consultation with Southwest Georgia RESA Consultation with engineer-level support provided through basic maintenance

of internal connections contract Annual Worth County Schools Technology budget Edusoft Assessment Management System and Assess2Know benchmark data All-In-Learning System and Benchmark data · Annual technology inventory submitted to the Georgia Department of Education

which includes: o Definition of "modern computer specifications" which leads to

replacement of dated equipment o Ratio of student to computers to ensure adequate technology access in

all school settings GaDOE Statewide Longitudinal Data System

31. Title II, Part D

A description of how the LEA will encourage the development and utilization of innovative

strategies for the delivery of specialized or rigorous academic courses and curricula (e.g.,

distance learning).

The mission of Worth County School District is to ensure a quality education for all students leading to graduation and productive citizenship. Worth County Schools are committed to educational excellence, and recognizes the significant and ever-changing role technology plays in the daily functions of our world. We recognize that our students must possess competent skills in technology in order to be successful in today's work force. It is our mission to produce life-long learners who are accomplished enough in their knowledge of technology to utilize it to gather information and find answers and solutions to modern day problems.

The vision of WCSD is to provide students and staff with access to technology that will

enhance and support all learning across the curriculum. Technology is an integral part of daily

life and WCSD is committed to providing students and staff with the knowledge and skills to

meet the needs of 21st Century Learners with instructional learning strategies.

Worth County Schools will further a learning community in which:

Administrators



use




usage



Staff






available resources

· Prepare students to effectively use technology as they prepare for college and/or enter the

workforce


Students

· Become effective problem solvers and communicators through the proficient use of

technology

· Incorporate technology into educational tasks in order to prepare for college and/or

entrance into the workforce

· Follow rules and procedures related to safe internet browsing habits including cyber

Select Goal:

NCLB Performance Goal 1

All students will reach high standards, at a minimum attaining

proficiency or better in reading/language arts and mathematics

Annual Measurable Objective


The percentage of students meeting or exceeding standards on the CRCT in reading/language

arts will increase by 2% and in math will increase 4% for the next three years. The percentage of

all students meeting or exceeding standards on the Enhanced GHSGT in E/LA will increase by

1.8% and in math will increase 5% for the next three years. In math on the CRCT, the

achievement gap between black and white students will decrease by 3% each year, and the gap

between regular and special education students will decrease by 10% each year. In reading on the

CRCT, the achievement gap between regular and special education students will decrease by 7%

each year. In math on the GHSGT, the achievement gap between black and white students will

decrease by 10% each year. The achievement gap between special and general education

students will decrease by 10% each year.

Implementation Plan Descriptions

Implementation Plan Descriptions Are Implementation Plan Descriptions Revised?

Actions/Strategies/Interventions or Programs

The Worth County School System will continue use of the following: Early Intervention

Program (EIP), After school program, Least Restrictive Environment training, CC Georgia

Performance Standards implementation, SuccessMaker, Enterprise, student, family and

community support, safe-and-drug-free curriculum, age appropriate violence prevention

and conflict resolution programs for all students. The District Child Attendance Team will

address student absenteeism. The School Child Attendence Teams will meet with

individual parents to address excessive absenteeism. All schools provide incentives to

encourage school attendance.

GSSP Standards SC 1 and 2 SFC 1, 2 and 3 CA 1, 2 and 3 I 1, 2, 3 and 4 PL 1 and 2

Professional Learning

RESA, GLRS, CC Georgia Performance Standards (GPS), Classroom Management

Training, Pyramid of Intervention, Professional Journals, Student Information System,

Professional Development, Safe and Drug Free Program, and RTI.

Select Goal:


All limited English proficient students will become proficient in

English and reach high academic standards, at a minimum

attaining proficiency or better in reading/language arts and

mathematics




Data on LEP students will be disaggregated to ensure that 75.7% of the students will meet or exceed standards on the CRCT in Math for 2011. Eighty percent of students will meet or exceed standards in Reading E/LA for 2011. On the GHSGT 81.2% of LEP staudents will meet or exceed standards for 2011; 90.8% will meet or exceed standards for E/LA. for 2014.




Develop comprehensive unit and pacing guides for each course to include syllabus, maps, unit plans following and encompassing all GPS standards and elements, common assessments, and benchmark assessments

Create consistent course syllabi for parents and students to include key concepts, desired results/enduring understandings, primary resources, and grading procedures

Secure staff that meet "highly qualified" requirements

Incorporate differentiation strategies into each unit to ensure all students are provided multiple opportunities to achieve mastery of standards

Continue character education lessons, safe and drug free classes through health and science classes

Continue current discipline system

Develop attendance incentive program

Encourage and promote student organizations with increased participation in school and community projects

Disaggregate GHSGT and GHSWT scores and identify achievement gaps

Differentiate classroom instruction for all students

Instructional remediation for all students including those with scores in the lower 10%

Unit development and daily lesson plans that address QCC/GPS

Incorporate a typical GHSGT/GHSWT question/activity daily in each math and ELA class

Use resource of attendance team to help address attendance

GSSP Standards C1 C2 C3 I1 I2 I3 A1 A2 A3 SFCIS 1 SFCIS2 SC1 PL1 PL2 PL3 LS2 LS3 PO1 PO2 PO4

Select Goal:


All students will be taught by highly qualified teachers



The percentage of highly qualified teachers will be 100% by the end of 2007 and will remain at 100%.




Whenever possible, hire only HiQ teachers for core academic subjects and adjust school schedules if necessary. Review HiQ status of staff through an annual needs assessment. Actively participate in job fairs held by local, regional , or state agencies. Monitor assignment of staff. Inform staff about required coursework and/or professional testing to become HiQ. Provide technical assiatance,

professijonal development, and financial support for professional testing needed. Remediation plan for all non-renewable teachers.

GSSP Standards

PL 1, 3 and 4 CA 1, 2 and 3 PO 3 I 1, 2, 3, 4, 12 & 13

PL 4 & SC 2 NCLB Goal 4 & 5 NCLB Goal 4 & 5 C 1 & PO 3 C 1 & PO 3

Professional Learning Reading resources, site-based study group/grade level professional groups, learning with coaches, site-based professional learning communities with coaches and consultants, site-based professional learning-RESA Consultant, professional conferences and workshops related to hiring highly qualified staff, classroom management sessions, peer mentoring training

Resources or Materials Needed Substitutes at $45.00 per day X5days training Title I and Substitutes at $40.00 per day X5days

training Title I and Material Cost $500 Consultant Fees $2,000 Material Cost $500 Math Consultant fees $2,000 Recruitment fees, conference fess, travel/registration fees $3,000 Classroom management sessions Peer Mentoring Training Workshop Registration Travel Fees $2,500 School Administrators Classroom Teachers Person or Position Responsible for Monitoring and Evaluation School Administrators Substitute release time Consultant Fees $2000 Professional Journals books and/or articles.

Select Goal:


All students will be educated in learning environments that are

safe, drug free, and conducive to learning



Using the results of the Georgia Student Health Survey II in all schools, identified areas of needs

will be addressed by teachers, counselors, student resource officers, and administrators. Alcohol

use will decrease by 5% each year in grades 10 and 12, and tobacco use will decrease by 5% in

grades 10 and 12.



Actions/Strategies/Interventions or Programs Guidance counselors will meet regularly with students to encourage students to plan for college and careers. Counselors will meet weekly with students who have academic, attendance or chronic discipline problems. Guidance counselors will address drug and alcohol prevention during scheduled guidance classes. Furthermore, they will develop age appropriate violence prevention and conflict resolution programs for all students. Counselors will continue safe and drug-free curriculum along with individual counseling sessions and establish a support system to encourage positive peer

interaction and appropriate school behavior. The School Improvement Specialist will provide support, assistance, and professional development for all teachers.

GSSP Standards PL3 L2 L1 SFC3 GSS L2 I 2 I 2 A1 A2 GSS A1 A2 C1 P1 I1 I2 GSS C1 A2 SFC1 SF3

Professional Learning RESA, Math Professional Learning, GLRS Professional development, CCGPS Training, State providers, Professional development with SIS during teacher planning

Resources or Materials Needed School Improvement Professional Development Funds $1000 School Improvement $12,000 School Improvement $500 None Resources or Materials Needed School Improvement Professional Development Title I $2,000 Supplemental services $30,000 Twenty-Day Extension $4,000 None Resources or Materials Needed Staff Development $50 Professional Development $500 Professional

Development $1,000 Title I School Imp. $75,000 Resources or Materials Needed School Imp. $25,500 (software and training) None None Resources or Materials Needed None SPLOST $60,000 Twenty-Day Extension $30,000 None Resources or Materials Needed None School Improvement $250 Title V Title I State Media funds School Media funds $13,500 School Improvement $4,000 Twenty-Day $2,500 Title 1 $500 None School Improvement Title VI-B $1,000

Person or Position Responsible for Monitoring and Evaluation RESA consultant, Principal, School Improvement Specialist (SIS), Superintendent, School Guidance Counselors, Principal Person or Position Responsible for Monitoring and Evaluations, SIS, Assistant

Select Goal:


All students will graduate from high school



For 2012, the graduation rate is 80% and it will increase 1% per year. The gap between regular and special education students graduating from high school will decrease by 5% yearly. The gap between black and white students that graduate from high school will decrease by 3% yearly.




Accelerated Reader: Read-A-Thons, AR Day, AR Rewards; Computer Lab; Book of the Month; Analysis of Test Data; Writing Block; Attendance Awards;

Accelerated Math

Math Labs

EXPRESS remediation by GaDOE

Continue to use A+ for students in need of credit recovery

Elective classes offered for GHSGT remediation

Intense review for first time test takers

GSSP Standards PO1 I2 A3 SFC1

Professional Learning Study groups, analysis of data, mentor teachers train new teachers with AR & AM, GPS, book studies

Resources or Materials Needed Title I and II budgets; GLRS personnel; RESA personnel; Vocational Rehabilitation Counselor, High School Graduation Counselor; computer software/progress monitoring system

Person or Position Responsible for Monitoring and Evaluation Principals, Assistant Principals, Teachers, Media Specialists, Computer Lab Teachers, Director of

Special Education, Director of Federal Programs, Director of Personnel, Vocational Rehabilitation Supervisor

Select Goal:

IDEA Performance Goal 1

Improve post-school outcomes for students with disabilities.



1. Worth County Schools (WCS) will decrease the percentage of youth with IEPs who drop-out

of school from 5.1% to at least 5.0% to meet the FY14 state target.

2. WCS will increase the percentage of youth with IEPs graduating from high school with a

regular diploma from 31.6% to 47.4% to meet the FY14-4 year cohort graduation rate

performance as stated in the CCRPI performance targets.

3. WCS will meet the 100% FY14 state target of youth with IEPs age 16 and above who have

IEPs that includes appropriate measurable postsecondary goals that are annually updated and

based upon an age appropriate transition assessment, transition services; including courses of

study, that will reasonably enable the student to meet those post secondary goals, and annual IEP

goals related to the student's transition service needs.

4. WCS will meet the Post School Outcomes compliance targets to at least meet the FY14 state

targets:

At least 30% of youth have been enrolled on a full or part-time basis in a community college (2

year program), or college/university (4- year or more program) for at least on complete term at

any time in the year since leaving high school.

At least 55% of youth who are no longer in secondary school, had IEPs in effect at the time they

left school, and were enrolled in higher education or competitively employed within one year of

leaving high school.

At least 80% of youth who are no longer in secondary school, had IEPs in effect at the time they

left school, and were enrolled in higher education or in some other post secondary education or

training program/ or competitively employed or in some other employment.




GraduateFirst Program

Use of transition assessment (informal and parent questionnaire)

Select Goal:


Improve services for young children (ages 3 - 5) with disabilities.



1. WCS will maintain the 100% compliance rate for eligibility determination and IEP

implementation for young children with IEPs by age three.

2. WCS will maintain or increase the percentage of time young children with IEPs spend in

natural environments with typically developing peers (early childhood settings) to at least 68%

for FY14.

3.

(a) WCS will increase the percentage of young children with IEPs who entered the program

below age expectations in positive social emotional skills, the percent that substantially increased

their rate of growth in positive social emotional skills by the time they exited to at least 74% to

meet state target.

(b) WCS will increase the percentage of young children with IEPs who were functioning within

age expectations in positive social emotional skills, by the time they exit to at least 63% to meet

state target.

(c) WCS will increase the percentage of young children with IEPs who entered the program

below age expectations in acquiring and using knowledge and skills, the percent that

substantially increased their rate of growth in acquiring and using knowledge and skills by the

time they exited to at least 70% to meet state target.

(d) WCS will increase the percentage of young children with IEPs who were functioning within

age expectations in acquiring and using knowledge and skills, by the time they exited to at least

31% to meet state target.

(e) WCS will increase the percentage of young children with IEPs who entered the program

below age expectations in taking appropriate action to meet needs, the percent that substantially

increased their rate of growth taking appropriate action to meet needs by the time they exit to at

least 77% to meet state target.

(f) WCS will increase the percentage of young children with IEPs who were functioning within

age expectations in taking appropriate action to meet needs, by the time they exited to at least

72% to meet state target.

Select Goal:


Improve the provision of a free and appropriate public education

to students with disabilities.



1. WCS will maintain the 100% state compliance target of children who were evaluated within

60 days of receiving parental consent for initial evaluation or, if the State establishes a time

frame within which evaluation must be conducted, within that time frame.

2.

(a) WCS will increase the percentage of students served inside the regular class 80% or more of

the day to at least 68% to meet state target.

(b) WCS will decrease the percentage of students served inside the regular classroom less than

40% of the day to at least 13% to meet state target.

(c) WCS will decrease the percentage of students served in separate schools, residential facilities,

or homebound/hospital placements to at least .8% to meet state target.

3.

(a) WCS will increase or maintain the participation rate for children with an IEP in a regular

assessment with no accommodations; regular assessment with accommodations; alternate

assessment against grade level standards; alternate assessment against alternate achievement

standards to at least 98.9% in Reading/ELA to meet state target.

(b) WCS will increase or maintain the participation rate for children with an IEP in a regular

assessment with no accommodations; regular assessment with accommodations; alternate

assessment against grade level standards; alternate assessment against alternate achievement

standards to at least 98.9% in Mathematics to meet state target.

(c) WCS will increase the proficiency rate for children with IEPs in grades 3-8 against grade

level, modified and alternate academic achievement to at least meet the performance target as

indicated in the CCRPI performance targets as follows:

*ELA-78%

*Reading-81.6%

*Math-72.9%

*Science-64.4%

Select Goal:


Improve compliance with state and federal laws and regulations.



1. WCS will identify and correct all noncompliance issues as soon as possible but in no case later

than one year from identification at 100% to meet state compliance target.

2. WCS will meet the 100% state compliance target of adjudicated due process hearing requests

that were adjudicated within the 45-day timeline or a timeline that is properly extended by the

hearing officer at the request of either party or in the case of an expedited hearing request, with

the required timelines.

3. WCS will meet the 100% state compliance target of state reported data that are timely and

accurate.




Attend annual Data Collections Conference

Implement and Utilize the State Longitudinal Data System (SLDS)

Collaboration with school-based registrars (data collections)

Collaboration with district data collections person (District Registrar)

Frequently monitor event codes

Provide compliant child find practices

GSSP Standards

PO 1 and 2, SFCS 1,2, and 3, SC 1 and 2, PL 4, SC 2

Professional Learning

Attend annual Data Collections Conference

Worth County School District Continuous Improvement ... Continuous Improvement Plan.pdf · Worth...

Documents

Transcript of Worth County School District Continuous Improvement ... Continuous Improvement Plan.pdf · Worth...