SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Coosa High School District Name: Floyd County Principal Name: Trevor Hubbard School Year: 2016-17

School Mailing Address: 4454 Alabama Hwy Rome, Ga 30165

Telephone: 706-236-1870

District Title I Director/Coordinator Name: Laura Timberlake

District Title I Director/Coordinator Mailing Address: 600 Riverside Parkway, Rome, Ga 30161

Email Address: ltimberlake@floydboe.net Telephone: 706-234-1031

ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)

Priority School ☐ Focus School ☐

Title I Alert School ☐

Principal’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: Revision Date: Revision Date:

SWP Template Instructions

● All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

● Please add your planning committee members on the next page.

● The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

● Please submit your School Improvement Plan as an addendum after the header page in this document.

Planning Committee Members NAME MEMBER’S SIGNATURE POSITION/ROLE Trevor Hubbard

Principal Miriam McGhee

Assistant Principal John Rhodarmer

Assistant Principal Laura Timberlake Title I Advisor Rick Riordan

Math Department Head Marie Lewis

Science Department Head Nic Hann

Language Arts Department Head Randy Vice

Social Studies Department Head Charlotte Millard

Special Education Department Head Alyson Lansdell

PLC Director Yvonne Morgan

Counselor Rob Masters

LSGT, Parent Kirk Cowan

LSGT, Parent Donnie McCain

LSGT, Community Representative Jimmy Allred

LSGT, Community Representative Teresa Vann

School Social Worker Angela Powers

Title I Math Teacher Beth Wade

Academic Interventionist Jim Brown

Title I Paraprofessional Jeff Shiflett Carson Laye

LSGT, Teacher Representative LSGT, Teacher Representative

SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response: A. We have developed our schoolwide plan with the guidance and direction of the Local

School Governance Team (LSGT). The group discussed the goals for 2016-17 school and discussed strategies and interventions to help in achieving these goals. The plan was then presented to a Leadership Team for review and feedback. The plan was then revised according to recommendations. The members of the team were:

Trevor Hubbard

Principal Miriam McGhee

Assistant Principal John Rhodarmer

Assistant Principal Laura Timberlake

Title I Advisor Rick Riordan

Math Department Head

Marie Lewis

Science Department Head Nic Hann

Language Arts Department Head Randy Vice

Social Studies Department Head Charlotte Millard

Special Education Department Head Alyson Lansdell

PLC Director Yvonne Morgan

Counselor Jimmy Allred

LSGT, Community Representative Rob Masters

LSGT, Community Representative Donnie McCain

LSGT, Parent Kirk Cowan

LSGT, Parent Teresa Vann

School Social Worker Angela Powers

Title I Math Teacher Jeff Shiflett

LSGT, Teacher Representative Carson Laye

LSGT, Teacher Representative Beth Wade

Academic Interventionist Jim Brown

Title I Paraprofessional

B. Coosa High School developed this plan by evaluating various data. This includes:

● Math Intervention- A full time math teacher has been added to work with students

during a study skills period for students that have previously failed a math class. This teacher will work collectively and independently with students to teach fundamental skills and assist students in recovering credit in an online setting. The teacher will also provide tutoring and interventions to those students requiring more one on one attention. This will be accomplished by teachers completing a referral form. Students will be pulled from an elective class to receive one-on-one tutoring and reteaching from the math interventionist teacher.

● Core Subject Deficiency- Failure rate in core subject areas was one of the main focus for intervention. Students transcripts were reviewed and those lacking credits for grade level completion were targeted. Students were core deficient due to failure or relocation from a different school district requiring different classes to meet graduation requirements.

● Failure Rate- Overall failure rate was the next consideration for targeting students benefiting from intervention. Students were ranked on a failure ratio and those having the highest ratio were at the top of the list. These students would show a retained status due to credit deficiency.

● Over-age- The final consideration for targeted assistance was over-age for grade level. This indicator required another indicator to be present for a student to be considered for intervention. Students who are considered over-age for their current grade level were evaluated and their needs considered while developing intervention strategies.

● Coosa High School Rank Order List

Stat

e

Sch

ool

ID

N

A

M

E

DO

B

9th

entry Age

Yrs

in

HS

#

Mat

h

Fail

#

Sci

Fail

#

SS

Fail

#

ELA

Fail

Failure

Ratio

#

Abs

#

Disc.

Refs

Reg.

Diplo

ma

?

Over-a

age Rank

XXX X

06/

28/

199

8

08/05

/2013

16.

00 1 2 2 0 2 85.71 44 0 YES 1.00 69.30

XXX X

01/

06/

199

08/05

/2013

15.

00 1 2 2 0 2 85.71 18 6 YES 0.00 63.60

9

XXX X

08/

23/

199

8

08/05

/2013

16.

00 1 2 2 0 2 85.71 12 11 YES 1.00 62.90

● ● This chart shows the only the first three lines of the Coosa High School Rank

Order List - 2014. (A complete rank order of all students enrolled at CHS is available on site in permanent file.)

● Core Subject Deficiency - The number of courses failed is noted in each of the academic areas of math, science, social studies, and English/language arts.

● Failure Rate - The total number of classes failed divided by the total number of classes attempted.

● Over-age - Students who were 1 - 2 years over-age were given a value of 1; students who were 2+ years over-age were given a value of 2.

● Rank - A reverse order rank was determined considering all of these criterion as a “big picture” representation of a student’s lack of success. CHS used a cut-off of the highest ranking 75 students, determined by available space in the learning lab. As some students completed courses, thus getting back “on track” to meet graduation requirements, they were moved out of the lab setting, allowing for other students to move in. By the end of the year, 108 total students benefited from working in the learning lab under the supervision of the academic interventionist.

Achievement

High School Indicators Benchmark for

Indicator (%)

Performance on

Indicator (%)

Adjusted Performa

nce on Indicator

(%)

Points Possible

for Indicator

Points Earned

on Indicator

CONTENT

MASTERY

1 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Ninth Grade Literature EOC (required participation rate >= 95%)

100 52.674 NA 10 5.267

2 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones American Literature EOC (required participation rate >= 95%)

100 48.663 NA 10 4.866

3 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Coordinate Algebra EOC (required participation rate >= 95%)

100 40.054 NA 10 4.005

4 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Analytic Geometry EOC (required participation rate >= 95%)

100 50.287 NA 10 5.029

5 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Physical Science EOC (required participation rate >= 95%)

100 100.000 NA 10 10

6 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Biology EOC (required participation rate >= 95%)

100 52.848 NA 10 5.285

7 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones US History EOC (required participation rate >= 95%)

100 47.814 NA 10 4.781

8 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Economics EOC (required participation rate >= 95%)

100 41.139 NA 10 4.114

Total Points 80 43.347

Category Performance % .542

Category Weight 40%

Weighted Performance .2168

High School Indicators Benchmark for

Indicator (%)

Performance on

Indicator (%)

Adjusted Performa

nce on Indicator

(%)

Points Possible

for Indicator

Points Earned

on Indicator

POST HIGH

SCHOOL

READINESS

9 Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or an IB Career Related Programme, or a fine arts pathway, or a world language pathway within their program of study

100 98.742 10 9.874

10

Percent of graduates completing a CTAE pathway and earning a national industry recognized credential

75.4 42.593 56.489 10 5.649

11

Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring program ready on the Compass; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams; or scoring 4 or higher on two or more IB exams

84.2 50.562 60.05 10 6.005

12

Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses

75.4 39.375 52.221 10 5.222

13

Percent of students scoring at Meets or Exceeds on the Georgia High School Writing Test

100 96.923 10 9.692

14

Percent of students achieving a Lexile measure greater than or equal to 1275 on the Georgia Milestones American Literature EOC

100 46.486 10 4.649

15

Percent of students' assessments scoring at Proficient or Distinguished Learner on Georgia Milestones EOCs

100 28.016 10 2.802

16

Percent of students missing fewer than 6 days of school

82.2 61.168 74.414 10 7.441

Total Points 80 51.334

Category Performance % .642

Category Weight 30%

Weighted Performance .1926

High School Indicators Benchmark for

Indicator (%)

Performance on

Indicator (%)

Adjusted Performa

nce on Indicator

(%)

Points Possible

for Indicator

Weighted Points Earned

on Indicator

GRADUATION RATE

17

2015 4-Year Cohort Graduation Rate (%) 100 93.064 NA 6.66667 6.204

18

2014 5-Year Extended Cohort Graduation Rate (%)

100 83.226 NA 3.33333 2.774

Total Points 10 8.978

Category Performance % .898

Category Weight 30%

Weighted Performance .2694

Content Mastery Weighted Performance .2168

Post High School Readiness Weighted Performance .1926

Graduation Rate Weighted Performance .2694

Sum of Weighted Performances (.678)*50

Total Achievement Points Earned 33.9

C. We have taken into account the needs of migrant children by ensuring that we followed

these procedures. Title I-C is in place to ensure that students who are considered migrant receive the support needed to enable them to achieve academic success. Our school has a small population of migrant students and their needs are carefully considered and academic interventions are in place to assist in their success. These interventions include an ESOL class, PLATO participation for content reteaching, Rosetta Stone for independent use, and teachers fluent in the migrant students language. Each teachers is also yearly updated on WIDA Standards which focus on best instructional practices for meet specific student needs.

D. We have reflected on current achievement data that will help the school understand the

subjects and skills in which teaching and learning need to be improved. We looked at standardized EOCT tests results to determine subject areas that require heightened attention. Social studies pass ratio and test scores have been the targeted subject area for several years. Math has also become a concern area over the last couple of years due to transition from GPS to CCPS standards and changes in core classes taught. With this transition as well as transition to Milestones from EOC, all scores will be taken into consideration and evaluated to establish heightened learning across the curriculum.

Subject Area Beginnining

Learner % Developing Learner %

Proficient Learner %

Distinguished Learner %

Developing and Above %

9th Lit 20.3 54.2 23.4 2.1 79.7

Amer Lit 35.3 42.5 17.6 4.6 64.7

GSE Algebra 1

50.3 40.0 9.7 0 49.7

GSE Geometry

29.1 43.6 24.6 2.8 70.9

US Hist 47.1 40.1 9.6 3.2 52.9

Economics 36.1 34.3 28.3 1.2 63.9

Biology 32.3 35.9 27.5 4.2 67.7

E. We have based our plan on all students within the school and identified students and

groups of students who are not meeting the State Academic content standards and the State student academic achievement standards including the following student population groups: · Economically disadvantaged students make up approximately 68% of our population at Coosa High School. ● Students from major racial and ethnic groups ● Students with disabilities ● Student with limited English proficiency- We have a small number of ESOL

students but have put several strategies such as PLATO reteaching, ESOL classes, WIDA best instructional practices guidelines, and parent information nights in place to help these students.

Performance

Legend: Subgroup met both State and Subgroup Performance Targets

Subgroup met Subgroup but not State Performance Target

Subgroup met State but not Subgroup Performance Target

Subgroup did not meet either the State or Subgroup Performance Targets

Not Applicable

Subgroup met Participation Rate, State Performance Target and Subgroup Performance Target

Subgroup met Participation Rate and Subgroup Performance Target but not State Performance Target

Subgroup met Participation Rate and State Performance Target but not Subgroup Performance Target

Subgroup met the Participation Rate, but did not meet either the State or Subgroup Performance Targets

Subgroup

Performance 4-Year Graduation Rate and End of Course

Graduation Rate

9th Grade

Literature

American

Literature

Algebra Geometry

Biology Physical Science

U.S. History

Economics

American Indian/Alaskan

Asian/Pacific Islander

Black

Hispanic

Multi-Racial

White

Economically Disadvantaged

English Learners

Students With Disability

This flag chart shows the areas of needs as follows: Black students Algebra and Geometry Hispanic Students 9th Grade Literature & Algebra & Geometry & Biology & US History & Economics Economically Disadvantaged Algebra & Geometry & US History & Economics Students with Disabilities Algebra & Economics

F. The data has helped us reach conclusions regarding achievement or other related data.

The PLATO online learning environment offered during the school day as an elective period has enabled the students of Coosa High School in recovering 237 credits. This has been accomplished by serving a targeted 86 students who displayed credit deficiency. Students were served in a monitored setting while they worked online to complete classes that had been previously failed. Students were offered one on one support as well as small group monitoring to develop learning skills through encouraging and rewarding note taking skills, test taking skills, and time management. Heightened accountability and intervention allowed the Academic Interventionist and paraprofessionals the opportunity to build relationships and encourage student achievement and mentor in the areas of goal setting and work ethic.

Classes Recovered by Subject

ELA 33

Math 67

Science 34

Social Studies 35

Other 14

Total 183

Strengths of the program include:

● a more one on one personal connection and accountability ● a more individualized support in credit recovery through teaching note taking

skills, test taking strategies, and time management ● Incentive rewards for those completing classes in PLATO ● more math support offered through a full time math teacher who will focus on

teaching foundational math skills to those involved in learning lab as well as intervention for those referred by classroom math teacher

● focus on failures of second year students to ensure that they are placed back on track quicker toward meeting state graduation requirements thus preventing future drop out consideration due to risk factors.

● More differentiated instruction such as support from content teachers, incorporation of read aloud strategies, and increased parental involvement and awareness.will be used in meeting the needs of our students.

Weaknesses of the program include:

● parental involvement still not at desired level but incentives and strategies are being evaluated to increase parental involvement in a tiered manner

● safety net mentality for some students- there is a method for recovering, summer school or learning lab, if student fails a class

● more content area teachers needed to support specific areas of learning.

F. The measurable goals/benchmarks we have established to address the needs are:

● Increase the percentage of students that are proficient/exceed on all Georgia Milestones End of Course assessments so that we surpass the state pass rate for all subject areas (9th Grade Literature, American Literature, Coordinate Algebra, Analytic Geometry, Biology, US History, and Economics).. Our goal is to ensure students are taught and expected to achieve at a high level. By communicating this goal with students, we believe that they will rise to the challenge.

● Maintain the graduation rate at 93%. This is done by placing a heightened level of accountability through one on one personal conferences with students and continual parent involvement and input as well as mapping a goal for successful completion, We believe these efforts will help ensure more students reach the goal of a high school diploma.

● Improve the overall pass rate from 37% to 50% in Coordinate Algebra . By focusing on students at the earliest grade level in high school, students will be better prepared and more confident to engage and participate in future classes because interventions and monitoring have placed them on the road to future success and achievement.

● Improve the overall pass rate from 25% to 40% in Analytic Geometry As students continue to find success in their core classes such as math, we believe that a student becomes empowered to be confident and believe in their success and achieve at a higher level.

2. Schoolwide reform strategies that: Response: Coosa High School began to study the need for increasing strategies to better meet students needs by research based practices. In collaboration with administrators, teachers, parents, students, and community stakeholders, the need to implement proven scientific based practices was adopted. Below are a list of some the implemented strategies to improve student performance and meet student needs:

● Individualized tutoring by core subject area teachers before and after school ● School counselor classroom visits to maintain Ga College 411, review transcripts,

classroom guidance, and class scheduling ● Career Pathway courses of study allow students to be exposed to their current career

interests to determine future goals or learn basic skills to become employed in that chosen field.

● SPICE- students may attend after school tutoring to receive individualized instruction in areas of student deficits

● Academic Interventionist- credit recovery, grade and attendance monitoring, parent meetings, and student conferences for accountability and goal planning

● Provide opportunities for all children to meet the state’s proficient and advanced levels of

student academic achievement described in Section 1111(b)(1)(D).

Response: Coosa High School’s data analysis of student performance was reviewed and revealed specific data that would be used to create a rank order list to determine students with highest need for intervention. Data was considered in three categories ranging from highest indicator to lowest indicator. They include student failure in core subject areas (Math, Science, ELA, and Social Studies), absenteeism, and over age. The failure ratio was the primary focus for need for intervention. A formula was established that displayed a percentage of core required classes that were failed by students. Those failing the highest percentage of academic classes compared to the number of academic classes taken ranked highest on the list. There was also the component of absenteeism which also correlated with failure rate.

● Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations

Response : Coosa High School serves an increased minority population of Spanish speaking students. We strive to meet the needs of these students by hosting parent/student information nights for college information as well as school specific information. Teachers are on hand to allow for question/answer sessions about academic related questions and needs. Our school also serves an increased population of economically disadvantaged students. The school system sought to address the needs of this group and provide a greater understanding of the needs of these students and parents through educating teachers and staff. A Framework for Understanding Poverty was used in staff development to provide an understanding and to spark conversation among staff on how to address and meet the needs of our students. Coosa High School strives to meet the needs of our EL students and economically disadvantaged students by providing early morning access to technology and printing services for meeting academic requirements and needs. We also provide our own SPICE program which serves to allow those who do not have transportation to the SPICE program and the College and Career Academy. This service is offered on Mondays and Tuesdays so students can make up previously failed classes. These students are not able to participate in the learning lab classes provided during the day due to schedule conflicts and demands.

Professional learning for teachers will focus on the learning of students who are academically and linguistically diverse by reading, studying, and discussing the book Common Core for the Not-So-Common Learner by Andrea Honigsfeld and Maria Dove.

● Include strategies to address the needs of all children in the school, but particularly the needs of

low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response: Students will be offered the opportunity to receive individualized tutoring from specific core area teachers both before and after school. Students will also be offered the opportunity to receive remediation and subject area support from participation in the learning lab. The learning lab focuses on completing classes online. Note taking skills are incorporated as well as one on one monitoring and individual assistance from the interventionist, para-professional, math interventionist, or special education teachers providing instruction to students with disabilities. After school tutoring is available on Monday and Tuesday afternoons from 3:15-5:30 to provide student centered, content specific needs and intervention to help the student remain on track to meeting class specific standards and grade maintenance. Formative and summative assessment data will also utilized to determine need for intervention and remediation. Students will be given opportunity to display mastery of material after remediation and intervention. Continual monitoring of attendance and grades will be done by academic interventionist and school counselor. Student and parent conferences will be essential in ensuring students are on track and encouraged to remain focused on obtaining established goals.

● Address how the school will determine if such needs have been met; and ● Are consistent with, and are designed to implement, the state and local improvement

plans, if any. Response: Students will be monitored across a variety of data collection devices to determine if they are meeting their target goal. These instruments are:

● 4 ½ week Progress Reports and 9 week report cards ● EOC (Milestone) standardized tests ● Credit completion as recorded on transcripts ● Online learning (PLATO) progress reports

3. Instruction by highly qualified professional staff Response:

The system of Floyd County Schools monitors the hiring or Highly Qualified (HQ) teachers and staff. The system desires to employ those who meet these high standards and distribute this personnel across our system. 99.26% of our teachers are highly qualified and 100% of our paraprofessionals are HQ. The staff that is employed with Title I funding are 100% HQ, The staff that is employed through our system that is not HQ is monitored by our human resources office, Each of these employees must agree to and sign a remediation plan and report directly to the supervising principal as well as the HR department. 4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Response: System and individual school improvement plans drive the focus for staff development and professional learning opportunities. All of these instructional practices are focused on student needs and improving student achievement. Funding for professional learning is provided through the following federal programs: Title I, Part A, Title -A, and Title II-B (MSP). Floyd County Schools implemented the position of Academic Interventionist to further monitor and provide a heightened level of support and accountability for students who have fallen short in meeting academic achievement standards. The PLATO program is an online learning program that is integrated with the traditional school environment to allow students to get back on track and meet the standards required for graduation. Teachers and paraprofessionals facilitate student learning while using the computer for course recovery. The strategies and interventions include teaching note taking skills, individualized instruction provided by reviewing and teaching difficult material while also setting daily and weekly goals Positive feedback and lesson reinforcement are often incorporated.

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

The system participates in local RESA and college career fairs. Promotional packets containing information about the school system are provided at career fairs and are disseminated electronically to colleges and universities. Prospective employees are screened and applicants are selected to interview, typically using an interview team that is well aware of the needs of that particular school. FCS typically doesn’t have any recruitment needs because we have three institutes of higher education in Floyd County that offer teacher programs.

6. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services.

Response: Coosa High School enlists several opportunities to try to encourage parental involvement in the school setting and decision making process. We feel that it is vital for parents to be informed and involved to not only ensure their students success but also the success of the school and its personnel. In the 2014-15 school year, we developed a School-Home Compact and a Parental Involvement Policy to try and encourage and increase parental involvement through open two-way communication between all parties of the expectations for each group involved in the education process. These documents will be discussed and reviewed yearly for updates and reconsideration. The compact will serve as a reminder of the commitment made by all involved parties and their role in achieving success for each student. Some of the activities for parental involvement include:

● Local School Governance Team (LSGT)- This allows parents to become involved in a very active role for school improvement and accountability. These teams are made up of administrators, teachers, parents, and community stakeholders. The meetings are publicized through school calls and emails and made available for all parents to attend and provide input.

● Parent-teacher calls and conferences- Teachers and administrators provide continual communications through various school calls, emails, and conferences. Coosa High School encourages parent contact between parents and teachers to optimize student success and accountability.

● Events-We host several events throughout the school year to promote interaction among administrators, teachers, parents, and students.

o Open House- This event is held at the beginning of each school year. o LSGT- Monthly meetings are held to discuss any school related events, needs, or

concerns. o ESOL Night- This event is hosted to encourage parents of our Spanish speaking

families to have a specific night to ask questions and express concerns about school-related questions.

o Technology Night- Academic Interventionists from each local high school present on the variety of technologies used in high school as well as providing individual parental assistance on how to access and monitor student grades, attendance, and performance.

o College Information Night- Local and state colleges are on hand to discuss entrance requirements and questions students or parents may have about college. Georgia Student Finance also participates in this event to provide information on college expenses and how to apply for financial aid and scholarships.

o Testing Information Night- This event is to provide parents information and resources on standardized testing at the high school level. Parents are provided with test prep websites and resources as well as information on specific areas of testing for each subject and how to prepare for testing.

o Title I Annual Meeting- This meeting is held annually to review School-wide plan and policy.

o Teacher/Parent calls and emails- Teachers and parents are encouraged to maintain open communication through calls and emails.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Response: 8. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Response: Coosa High School provides the opportunity for teachers and staff to participate in decision-making processes within the school climate. Teachers participate in staff development meetings to discuss Student Growth Models within their individual core subject areas. There are also school grade level parent-teacher conferences as well as district level meetings among the subject areas. Math is an area that has the highest failure rate so there are quarterly district level meetings. Teachers can also participate in Leadership Teams within the system and at the local school level. Department heads meet regularly and disperse information to others within their department. Staff development is structured around teacher’s specific needs and concerns.

9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Response: Students are continually monitored through teachers, counselor, interventionist, and administration. Those students who show signs of struggles are consulted with in a timely manner and strategic plans are considered. The following methods are considered when planning for assistance:

1. Tutoring- Tutoring is provided on an individual basis through core subject area teachers both before and after school every day of the week. Departmental teachers are required as part of their instructional duties to be available on an assigned day of the week to provide this tutoring.

2. Saturday School- Saturday school is provided 4 times per year. It precedes the final week of a 9 week grading period. This opportunity allows students to make up missed work and test prior to the end of the grading period. Credit Repair- Students may participate in credit repair when their final grade is between a 60-69. Students are given a packet of subject material and must complete the entire packet to repair their grade to a 70.

3. SPICE- Students are provided the opportunity to complete previously failed classes in an online learning setting. This opportunity is provided at Coosa High School on Mondays and Tuesdays from 3:15-6:30. Students must complete all material and achieve a grade of 70% mastery to receive a credit.

4. Differentiated Instruction- Students receive differentiated instructional practices to allow for an individualized learning differences and varied backgrounds. Coosa High School strives to meet the needs of every student by considering the individual differences and

strengths of each student. Collaboration among teachers and staff allow for maximum input and strategic planning.

5. Collaboration with Social Worker- By collaborating with the school social worker, the whole student is considered and assurance of meeting physical, social, and emotional needs of each student is utmost. Learning Lab- Learning lab classes are offered as a class during the students traditional day to allow for make-up of missed or failed credits. The student works on an online program, PLATO, to recover credits and place the student back on track for meeting state and local standards.

6. Academic Interventionist and Paraprofessionals- The Academic Interventionist and Paraprofessionals work with students who are credit deficient to not only recover credits but to serve as a mentor and accountability partner. Students are monitored through grades and attendance to ensure that they are on track to graduate. This program is designed to serve as an intervention and further prevention position.

7. Title I Math Teacher--A certified math teacher will be available at Coosa High School to work with our students that need math instruction/remediation. Students will also be referred by their classroom math teacher to attend a one-on-one or small group tutoring session to address specific math needs and deficiences. Students will be pulled from an elective class to attend math intervention to help the student get back on track in an immediate and timely manner.

10. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Response: Coosa High School coordinates and integrates federal, state, and local services and programs to increase and improve student achievement and mastery of CCRPI indicators. The list below are resources coordinated and used through Title I funds to provide supports and resources needed to achieve and fulfill the goals outlined within this plan.

1. Self-Paced Interactive Curriculum Education (SPICE)- PLATO is the program used in this self-paced online learning. The program is designed to allow students the opportunity to recover credits that have been previously failed or not obtained due to relocation from another school district. The SPICE program provides students an alternate setting to retake a course and recover credits to place them back on track toward graduation and obtaining a high school diploma. SPICE is currently offered at Coosa High School on Monday and Tuesday afternoons from 3:15-5:30. Students are also offered more individualized and student specific tutoring during this time as well.

2. Performance Learning Center (PLC)- The PLC provides and alternate setting for students to complete coursework and obtain credits. This program also incorporates the PLATO program using online learning so students can move at their own pace and still have teacher support when subject material requires individualized instruction.

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

Response: Coosa High School will use both formative and summative assessments in determining if students are meeting the state and local expectations to meet graduation requirements and obtain a high school diploma. These assessments include:

● Progress reports and reports cards with numerical grades will be recorded and sent home every 4 ½ weeks

● Students will participate in all state mandated tests (EOC and SLO) and these grades will be incorporated into the student’s final grade. These results will be available for students and parents to review and determine knowledge in specific content areas.

● SAT, ACT, and AP are other standardized tests that students will participate in and receive individual scoring from the testing agency through online student electronic portals. These results can also be obtained from school personnel as made available and interpreted by school counselor.

● Students and parents will also be able to access student growth models in the fall to show growth from beginning to end of semester.

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

of students. Response: Coosa High School will receive data on the achievement and assessment of students from the Georgia Department of Education. This data will then be disaggregated and reviewed within the various departments. Strengths and weaknesses will be evaluated within each department. Strengths will be continued to be built upon while weaknesses will be addressed through remediation and improvement in instructional practices. Remediation and opportunities for individual tutoring will be available during morning and afternoon sessions with individual teachers through an established teacher (RAP) schedule for each specific core area. . As of 2013-14, data analysis is also available through the online portal at gadoe.org. 13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable. Response: Disaggregated assessments and reports are released and made available by the Georgia Department of Education on their website GADOE.org. There is the expectation that data provided through CCRPI is valid and reliable as it is directly imported from student data information systems by the state department of education.

14. Provisions for public reporting of disaggregated data. Response: All test results are released to and reported on by the local media. Results are also made available for public view online at GADOE.org under the tab Data and Reporting. Grade level meetings are held annually to present this data to parents.

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program

Response: Coosa High School’s School-wide Plan has been developed and reviewed by Local School Governance Team (LSGT) members, parents, teachers, students, and community stakeholders. 16. Plan developed with the involvement of the community to be served and

individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Response: Coosa High School has hosted various parent involvement nights to provide parents the opportunity for input in developing and revising this plan. Teachers and students input was also sought in this process as well. As a result a clearer perception of programs, goals and expectations continues to develop. 17. Plan available to the LEA, parents, and the public. Response: The School-wide plan is available for review in the school office or and on the school’s website coosahigh.net. 18. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary language..

Response: Coosa High School has several EL learners and the plan will be made available to these students and parents in their primary language. 19. Plan is subject to the school improvement provisions of Section 1116. Response: Coosa High School’s School-wide plan will continually be evaluated and improved upon by the process of review from all stakeholders. We will strive to improve our plan to continually meet the needs of those we serve and moving them closer to the goal of graduation and obtaining a high school diploma.