Cobb County School District Comprehensive LEA Improvement Plan August 31, 2010

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1 Cobb County School District Comprehensive LEA Improvement Plan August 31,

2 BACKGROUND Under the No Child Left Behind Act (NCLB), all schools and districts in Georgia are required to make Adequate Yearly Progress (AYP) each year in order to receive federal funding. AYP is a measure of year-to-year student achievement on statewide assessments and is based on three requirements: Participation: 95% of students must participate in testing Academic Performance: required percentage of students must meet or exceed standards on assessments as determined by the Office of Student Achievement Second Indicator: a) Elementary/Middle schools attendance; b) High schools - graduation rate A review of the Adequate Yearly Progress report for Cobb County reveals that 79.8% of schools met all requirements satisfactorily. Below is a breakdown showing the percentage of schools in Cobb County meeting each requirement: Criteria Percentage of Cobb Schools Meeting Requirements Participation 98.2 Academic Performance 86.0 Second Indicator 96.5 There were a total of 15 schools that did not meet requirements in Most failed to meet the academic performance levels required by the Governor s Office of Student Achievement. The complete AYP report for Cobb County can be viewed at: When aggregated to the district level, students in the Cobb County School District met requirements for both participation and the second indicator but failed to meet academic performance requirements in the following areas: 1. Students with disabilities in math at the high school level 2. Black students in math at the high school level 3. ELL Students in both LA and Math Since the system did not make Adequate Yearly Progress, it was required to develop a multi-year plan to address specific areas of deficiency. Developed by Cobb personnel, the plan will be monitored by the Accountability Office within the Cobb County School District. A written annual evaluation of the implementation will be provided on the district website in late summer each year. The purpose of this document is to outline the improvement plan the district has established for Included in the document are the actions that will be taken by the district to improve performance. The plan is based on the performance goals required by NCLB and the Individuals with Disabilities Act and includes the integration of resources across federal and state programs. There are sections detailing annual measurable objectives for all students and affected groups, implementation strategies across program areas, resources, and evaluation components. Additionally, there are appendices containing notes about the strategies being implemented, an activity timeline for implementation, and a projected budget for each program. The Cobb County Board of Education reviews and approves this plan annually

3 ANNUAL MEASURABLE OBJECTIVES No Child Left Behind Performance Goals and Local Objectives The local system reviews test scores and other local data to determine the amount of progress it should expect to make each of three years in the areas outlined by the performance goals of No Child Left Behind. Baseline information ( system data points), historical trend data, and the state/federal expectations for students over the period of the plan were examined to set the measurable objectives listed below. NCLB Performance Goal 1: By , all students will reach high standards at a minimum attaining proficiency or better in reading/language arts and mathematics. Measurement: All performance objectives for this goal will be measured using annual scores from standardized accountability assessments (GHSGT, CRCT) as reported from the system s AYP Report. 1. Increase percentage of schools meeting Adequate Yearly Progress: Group Baseline Results Targets High Schools Middle Schools Elementary Alternative/Special Schools N/A Increase the percentage of students overall and the percentage of students in selected subgroups that meet or exceed standards on the Georgia High School Graduation Test (GHSGT) in Math (M = Meet, E = Exceed): Baseline Results Targets Group M E M E M E M E M E M E M E M E All Students Students with Disabilities English Language Learners Black Students Hispanic Students Economically Disadvantaged Students

4 3. Increase the percentage of students overall and the percentage of students in selected subgroups that meet or exceed standards on the Georgia High School Graduation Test (GHSGT) in English/Language Arts (M = Meet, E = Exceed): Baseline Results Targets Group M E M E M E M E M E M E M E M E All Students Students with Disabilities English Language Learners Black Students Hispanic Students Economically Disadvantaged Students Increase the overall percentage of students overall and the percentage of middle school students in selected subgroups that meet or exceed standards on the Criterion Reference Competency Test (CRCT) in Math (M = Meet, E = Exceed): Baseline Results Targets Group M E M E M E M E M E M E M E M E All Students Students with Disabilities English Language Learners Black Students Hispanic Students Economically Disadvantaged Students

5 NCLB Performance Goal 2: All Limited English Proficient students (LEP) will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Measurement: All performance objectives for this goal will be measured using annual scores from standardized accountability assessments (GHSGT, CRCT) as reported on the system s AYP Report and from the ACCESS summary data. Since ELL students are addressed in NCLB Performance Goal 1, it was decided to include the percentage of students exceeding standards at the high school level and to include students in grades 1-2 for the elementary/middle level. 1. Increase the percentage of LEP students in grades one through twelve proficient in English as measured on the Accessing Comprehension and Communication in English State to State (ACCESS- Tier C - Level 5 or higher): Group English Language Learners Baseline Results Targets Increase the percentage of Limited English Proficient (LEP) students in grade 11 that exceed standards on the Georgia High School Graduation Tests (GHSGT) in English/Language Arts and Mathematics: Baseline Results Targets Group English Math NCLB Performance Goal 3: All students will be taught by highly qualified teachers. Measurement. This objective will be measured by determining the percentage of teachers in the categories listed below who have the necessary certification to teach in the areas where they are assigned. 1. Increase the percentage of highly qualified teachers in select categories: Group All Subjects Start Up Charter Schools Title I Schools

6 NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. 1. Increase the percentage of schools who participate in research-based Safe and Drug Free programs: Programs Safe and Goal for Actual Drug Free Goal for Goal for Programs (District Wide) 56% 60% 63% 66% NCLB Performance Goal 5: All students will graduate from high school. 1. Increase the overall percentage of students who graduate from high school and in selected subgroups: Baseline Results Targets Group All Students Students with Disabilities English Language Learners Black Students Hispanic Students Economically Disadvantaged Students

7 IDEA Goal #1: Improve post-school outcomes for students with disabilities. Indicator # 1: Decrease the percentage of students with disabilities who drop out of school. Drop Out Rate School Year Cobb SWD Drop-out Rate % % % Indicator #2: Increase the percentage of students with disabilities who earn a regular high school diploma. Graduation Rate School Year Students with Disabilities % % % IDEA Goal #2: Improve services for young children (ages 3-5) with disabilities. Indicator # 5: Increase the percentage of young children referred by parents or other agencies prior to age 3 who are determined eligible and have an IEP implemented by the third birthday. Timeline Data for Preschool - % by third birthday School Year Initial Eligibility % % % Indicator # 6: Increase the percentage of time young children with disabilities spend in natural environments with typically developing peers. Placement Data - Preschool School Year >80% with typical peers % % % IDEA Goal #3: Improve the provision of free and appropriate public education to students with disabilities. Indicator #8: Increase the percentage of students who are evaluated and determined eligible for special education within 60 days. Timeline Data - percentage completed within 60 days School Year Initial Eligibility % % % - 7 -

8 Indicator # 9: Increase the percentage of students with disabilities who receive their instruction in the general education setting with appropriate supports and accommodations. Inclusion Data School Year >80% of the time in the general education setting % % % Indicator # 10: Increase the performance of students with disabilities on statewide assessments when given appropriate accommodations. Academic Performance School Year CRCT Math CRCT Eng./LA GHSGT Math GHSGT English/LA % 77% 50.5% 76% % 78% 61.6% 77.7% % 79.7% 49.9% 72.3% Indicator #10: Increase the percentage of parents of children receiving special education services who report that schools encouraged parent involvement to improve results for students with disabilities. Results of DOE Parent Satisfaction Survey School Year Parent Satisfaction Rate Survey Return Rate % 8.3% % 28.2% % 12.3% IDEA Goal #4: Improve compliance with state and federal laws and regulations Indicator #15: Dispute resolution procedures and requirements are followed within any applicable timelines. Includes formal complaints, mediation, due process hearings, and resolution sessions. State Complaint Data School Year Complaints Withdrawn In compliance Not in compliance Partial Compliance Due Process Hearing/Mediation Data - 8 -

9 School Year DPH requests Resolution Held Agreements No agreements Withdrawn/ No hearing Mediated Agreements

10 Cobb County School District STRATEGIES, ACTIONS, INTERVENTIONS & PROGRAMS

11 TITLE I Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Utilize a quality system to formatively assess every student s progress in reading and mathematics and use that gathered evidence to tailor instruction in order to meet prescribed learning goals a. N&D Tutoring, b. Homeless Tutors, c. Read 180 d. Fast Math e. Fraction Nation f. Gizmo (Science) g. Gizmo (Math) h. Efolio (writing) i. Reading Recovery NCLB Goal 1 NCLB Goal 5 Assessment 1,3 2 Instruction 2 Training, coaching, mentoring for certified staff in Reading, Math, Science & Tech by Central Office Coaches development for coaches Funding Source: Title I Cost: Supplemental Pay Tutors-Neglected &Delinquent & Homeless Supplemental Reading, Math, & Science Materials Funding Source: Title I Cost: Supplemental Pay Title I Supervisor /Title I Consultants and Lang Art,Tech, & Math Supervisors August, 2010 August, 2014 Quarterly Review of usage of identified programs Quarterly Review of Student Progress for identified programs CCSD s required Balanced Assessment Plan results AYP status, state standardized data Continue to build and sharpen the capacity of school leadership teams in using data to improve student and school performance - use of technology in Instruction 2 Curriculum 3 Assessment 1,3 SES Provider training (no cost) Principal overview meetings (all reading, writing and math Data Collection by technology literacy coaches EZ-SES software Title I Supervisor & Title I Consultants and coaches August, 2010 August, 2014 Quarterly Review of Usage of identified programs SES Monthly progress Quarterly Review of Progress for identified programs SES Monthly Progress Reports from the providers to parents and school to

12 analysis and instruction, - review of formative and summative data, - promote student selfassessment and goal setting - meet diverse needs (SWD, ESOL, RTI) NCLB Goal 1 NCLB Goal 5 Analyze, evaluate, and modify the Title I Plan (Targeted Assistance or School-Wide) and any Needs Improvement Plans for alignment with Georgia School Standards and the CCSD strategic plan. Participate with district leadership teams and curriculum support staff to support the work of local schools in developing and implementing local plans. NCLB Goal 1, 3, 5 Leadership 3, 4 Planning and Organization 2 Student, Family and Community Involvement 2 programs) (no cost) Budget meetings (to assist in building budgets that align to district Local Strategic Plans, Title I Plans, and State School Improvement Plans for schools in NI and Corrective Action status. (no cost) Peer Review of Title I Plans Title I, Part A Individual and consultations/ reviews with supervisors & principals on the work of coaches and their assignments (no cost) Funding Source: Title I Cost: Supplemental Pay Training in alignment of Needs to Budget (no cost) Peer Review of Title I Plans Attending training on State and Federal Regulations and Monitoring Funding Source: Title I Cost: Supplemental Pay program Title I Schoolwide & Targeted Assistance Plans / Title I Parent Inv Plans (no cost, created by local schools) Funding Source: Title I Cost: Supplemental Pay Title I Schoolwide & Target Assisted Plans / Title I Parent Inv Plans Data-sharing sessions with the Office of Accountability and Area Assistant Superintendents Consultations with curriculum supervisors (no costs) Funding Source: Title I Title I Supervisor & Title I Consultants August, 2010 August, 2014 to monitor delivery of services Title I supervisor monitors submitted expenditures to assure alignment to district and local school plans, compliance with academic core curriculum targets of Title I, and adherence to guidelines for supplemental purchases. Submitted local strategic plan, Title I Plan, and School Improvement Plan (if applies), midyear report on Local Strategic Plan, evidence of planning and review meetings (agenda, sign in sheets, data review) monitor progress in identified standards. AYP status, state standardized data AYP status, state standardized data

13 Cost: Supplemental Pay Calendar of Staff Mtgs with Supervisors Title I: Inform eligible schools and parents of schoolwide program or targeted assistance status, and build capacity of parents to participate in their child s education. Ensure that the results of academic assessments are provided to parents on an annual basis. NCLB Goals 1, 3, 5 Title I: Provide technical assistance and support to schoolwide programs and targeted assistance programs. Consult on the development of required plans that include adequate funding for all setasides. (parent involvement, professional development, transportation, SES/CHOICE). Give additional attention to appropriate set-asides and adequate plans for schools in Needs Improvement Monitor for Supplanting NCLB: Goals 1, 3, 5 Student, Family and Community Involvement and Support 1.1 Planning and Organization Stakeholder meetings - Training for parent liaisons - GPS parent training PL workshops with identified local school staff (no cost) See Strategy 1 (specific programs 1. Communities In Schools, Inc. Contract 2. Parent Resource Centers 3. Trainings Funding Sources Title I Part A Cost See Strategy1 (specific program) Title I Supervisor & Title I Consultants Area Assistant Superintendents Principals Title I Supervisor Parent notification letter - Agendas Sign in Sheets - Parent Compact - Parent Survey - Program Evaluation - Adequate Yearly Progress Communication Targeted Assisted: a. Identified student list b. Criteria for selection c. List of Title I paid personnel d. TA Matrix AYP state standardized data AYP, state and local assessment data Other list from Goal

14 Title I: Assist schools to implement Title I plans to achieve AYP and state standards. Review Needs Improvement Schools Plans to ensure professional development for principals and teachers. NCLB: Goals 1, 3, 5 Leadership Parent Liaison workshops with identified local school staff (no cost) See Strategy 1 (specific programs See Strategy 1 (specific program) State educational agency (no cost) Area Assistant Superintendent Principal Title I Supervisor Facilitate appropriate budget expenditures a. School Improvement Plan b. School Strategic Plan c. Title I Plan d. Budget e. Agendas, meetings f. List of Title staff AYP See Strategies above

15 TITLE II A Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Utilize a quality system to formatively assess every student s progress and use that gathered evidence to tailor instruction in order to meet prescribed learning goals. (NCLB Goal 1) Continue to develop formative tools to support a balanced assessment system. (NCLB Goal 1) PL 1,3 A 1,2,3 A 1,2,3 PL 1,3 Training on effective assessment practices, Differentiated Instruction (State Staff Dev. Funds, Title IIA Funds) Training on balanced assessment practices, District Courses, Leadership and Dev. For Administrator (State Staff Dev. Funds, Title IIA Funds) Release time, Course Instructor Pay, Related Texts Release time, Course Instructor Pay Related Texts Director of, Supervisors, School Leadership Teams Supervisors School Leadership Teams; L and L Feedback School-Focused Development Plans; Title II End of Year Narrative Summaries and Exit Interviews School-Focused Prof. Dev. Plans; Training logs, Reflections, On-site assessments School Student Performance Data; End of Year School Strategic Plan Summary Report School Student Performance Data; End of Year School Strategic Plan Summary Report

16 Build the capacity of teachers to collaborate in adjusting instruction based upon the results of formative assessments: use of technology in analysis and instruction, review of formative and summative data, promote student selfassessment and goal setting, meet diverse needs (SWD, ESOL, RTI) (NCLB Goal 1) Continue to build and sharpen the capacity of school leadership teams in using data to improve student and school performance. (NCLB Goal 1) A 1,2,3 PL 1,2,3 PL 1,2,3 L 1,4 Training on Cobb s 5 Step Data Team Process (State Staff Dev. Funds, Title IIA Funds) Training in Common Formative Assessments and Leading and Monitoring the 5 Step Data Team Process to meet individual school plans. Leadership and Prof. Dev. For Administrators Release time Supervisors, School Leadership Teams Director of, Supervisors, School Leadership Teams Data Team training reflections; On-site assessments School Leadership Teams logs/agendas, on-site assessments, Leadership and Feedback Surveys School Student Performance Data; End of Year School Strategic Plan Summary Report School Student Performance Data; End of Year School Strategic Plan Summary Report Provide professional learning to schools to close achievement gaps. (NCLB Goal 1) PL 3 Specific trainings aligned to close achievement gaps for individual schools. (State Staff Dev. Funds, Title IIA Funds) Release time Course Instructor Pay, Related Texts Supervisors, School Leadership Teams Training Reflections School- Focused Dev. Plan School Student Performance Data; End of Year School Strategic Plan Summary Report

17 Collaborate with Special Student Services, ESOL, and others to support training and implementation. (NCLB Goal 1) Provide professional learning for teachers to become highly qualified. (NCLB Goal 3) L 3 Collaboration Director of, Supervisors PL 1,2,3 Training workshops, GACE prep Release time, Materials Director Human Resources, Director Collaboration Reflections GACE Data Student Performance Data for SWD, ESOL SSP Data Provide professional learning, strategies, and resources for all teachers and paraprofessionals to become highly qualified. PL 1,2,3 Training workshops, GACE prep materials and study classes, Mentor support at the local school level. Study/Prep Materials Mentor Support at local school level CCSD Human Resources

18 TITLE III Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Sharpen the capacity of ESOL sheltered content teachers in middle school and high school ELA and math to provide high quality instruction while simultaneously addressing language proficiency needs of ELLs (GA Performance Goals 1.1, 1.2, 2.2, 2.3) Develop and implement an improved ESOL student monitoring tool based on WIDA Can Do Descriptors (GA Performance Goals 2.1, 2.2, 2.3) Develop and implement a student self-assessment tool based on WIDA Can Do Descriptors (GA Performance Goals 2.1, 2.2, PL 1.2 PL 1.4 PL 1.5 PL 2.1 A 1.1 PL 2.1 A 1.1 PL 2.1 Content Collaboration workshops ESOL teacher training on data and assessment ESOL teacher training on data and assessment Sub money, mandated training sessions Sub money, mandated training sessions Sub money, mandated training sessions FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads Sheltered ELA and Math observation data, sign-in sheets of training sessions ESOL Student Monitoring Tool ESOL Student Self- Assessment Tool ELL AYP Subgroup achievement data ELL AMAO 1 and AMAO 2 ELL AMAO 1 and AMAO

19 2.3) Build the capacity of local school lead ESOL teacher and ESOL administrator to supervise improvement of local ESOL program (GA Performance Goals 2.1, 2.2, 2.3) Build the capacity of ESOL local school teacher and administrator to access ESOL data with the portal to facilitate the improvement of local ESOL program (GA Performance Goals 2.1, 2.2, 2.3) PL 1.3 L 3.2 PL 1.4 PL 1.3 L 3.2 PL 1.4 ESOL Administrator Workshops, Local School Lead ESOL Teacher Quarterly Training ESOL Administrator Workshops, Local School Lead ESOL Teacher Quarterly Training, ESOL teacher training on data and assessment ESOL data and ESOL student information in Academic Portal, lead ESOL teacher access to data FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads Training Session sign-in sheets and evaluations Local School ELL AMAO information ELL AMAO 1, AMAO 2 and AMAO 3 ELL AMAO 1 and AMAO 2 reviewed at local school level Ensure collaboration and participation of Title III personnel among critical needs professionals to include RTI, SWD, ESOL, school psychologists, Title I, Title III, and content area supervisors Build capacity of local schools to offer sheltered content classes by encouraging highly qualified staff to pursue the GAPSC-approved, ESOL endorsement (GA L 3.3 Title III representation on committees, Title III collaboration PL 3.1 PL 3.2 ESOL Endorsement classes FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads FL/ESOL Supervisor, ESOL Consultant, District ESOL Leads Title III staff calendars Endorsement course rosters ELL AYP Subgroup achievement data ELL AYP Subgroup achievement data

20 Performance Goals, 3.1, 3.2) Improve parental involvement from parents of ELL and immigrant students (GA Performance Goals, 5.1, 5.2) Improve local school ability to provide all school-home communication in a language that all parents can understand (GA Performance Goals, 5.1, 5.2) Ensure accurate and timely evaluation of out-of-country student records (GA Performance Goals, 5.1, 5.2) SFL 1.2 SFL 1.3 SFL2.1 SFL 1.1 PL 1.6 language class offerings for languages of ELL population through PL School Counselor training Parent Resource Centers staffed by bilingual personnel at high schools with high ELL population Language Facilitators, bilingual staff International Student Advisors FL/ESOL Supervisor, ESOL Consultant, IWC Coordinator FL/ESOL Supervisor, ESOL Consultant, IWC Coordinator FL/ESOL Supervisor, ESOL Consultant, IWC Coordinator, District ESOL Leads PRC Annual Reports ELL Graduation Rate IWC data ELL Graduation Rate ongoing IWC student intake data ELL Graduation Rate

21 TITLE IV Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Needs Assessments conducted by Prevention/Intervention Center to establish the basis for selected drug, alcohol, tobacco, violence prevention programs in all schools Goal 4 Prevention/Intervention Center personnel meet with individual school leaders to identify the most critical needs in a school and develop specific plans to implement programs to improve school climate Goal 4 learning opportunities are provided in the following programs to school personnel with a demonstrated need: Botvin Safe, Healthy and Innovative Environments Needs Assessment: School Culture 1.1, Assessment 1.4 Safe, Healthy and Innovative Environments Prevention/Intervent ion: Planning & Org 2.1 Safe, Healthy and Innovative Environments Personnel, curricula, and program training Title IV carryover and other grant funding sources $811, Prevention Intervention Center Staff Prevention Intervention Center Staff Prevention Intervention Center Staff The Georgia Student Health Survey is administered each year in October The Georgia Student Health Survey is administered each year in October The Georgia Student Health Survey is administered each year in October Discipline data and Georgia Student Health Survey II and specific program evaluations Discipline data and Georgia Student Health Survey II and specific program evaluations Discipline data and Georgia Student Health Survey II and specific program Discipline data and Georgia Student Health Survey II and specific program evaluations Discipline data and Georgia Student Health Survey II and specific program evaluations Discipline data and Georgia Student Health Survey II and specific program evaluations

22 Life Skills, Youth Leadership, Second Step Violence Prevention, Bully Prevention Programs, Conflict Resolution, Peer Mediation and Suicide Prevention Goal 4 Collection of data to monitor the effectiveness of programs used by Prevention/Intervention Center (Georgia Student Health Survey) Goal 4 : PL 3.4 Safe, Healthy and Innovative Environments Prevention Intervention Center Staff The Georgia Student Health Survey is administered each year in October evaluations Discipline data and Georgia Student Health Survey II and specific program evaluations Discipline data and Georgia Student Health Survey II and specific program evaluations

23 IDEA

24 Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Access classes Integrated curriculum IDEA Goal # 1 Indicators: 1, 2 IDEA Goal #3 Indicator: 10 Transition Academy IDEA Goal #1 Indicator #1, 2, 3, 4 Access to Digital Academy IDEA Goal #1 Indicator #1,2 Curriculum: Instruction: 2.2, 2.3, 2.5, 2.6 Assessment: 3.1 Instruction: 2.1, 2.3, 2.4, 2.5, 2.6 Curriculum: Specialized instruction ARRA funded Curriculum training ARRA funded Ongoing training regarding Transition Planning Trainers ARRA funded 4 Transition Academies requiring additional adult support, physical plant revisions ARRA funded SPLOST funded Partner with general education, provide special ed support through Education Program Specialist ARRA funded Special Education Supervisors, Assistant Directors, Director Transition Specialist, Special Education Supervisor, Assistant Director, Director Ongoing training needs based on data Began in school year. Ongoing. Data will drive the Training documents Student schedules Graduation documentation Progress on IEP goals and objectives Enrollment records Academic performance data Graduation data Drop out rate data Graduation data Drop out rate data Graduation data Drop out rate data

25 Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Create Area Parent Advisory Groups Conduct Parent Nights to include training and promote parent involvement IDEA Goal # 3 Indicator #13 Student, Family, and Community Involvement and Support 1.1, 1.2, 1.3, 1.4 Parent training to include: Parental rights Graduation requirements Transition services Topics resulting from parent needs assessment Training materials for parent meetings Personnel to facilitate meetings and conduct training Parent Mentors Behavior trainers Specialized instruction Education Program Specialists IDEA funded Special Education Director, Assistant Directors, Special Education Supervisors, Educational Program Specialists Parent nights begun in 2008 to continue Parent Advisory groups will form in Fall ongoing Attendance documentation In-house surveys DOE Parent Survey Results of in-house surveys, DOE surveys, Anecdotal data

26 Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Accurately report discipline data for SWDs IDEA Goal # 3 Indicator 11 Planning and Organization 4.1 Training data entry personnel Discipline reporting system; district wide reporting system to inaccurately report services for students with disabilities District personnel Technology Data reporting On-going Discipline data monitor periodically throughout the year Review of discipline data: # of incidents # of MDRs # of days OSS # of days ISS Positive Behavior Support IDEA Goal # 3 Indicator 11 Planning and Organization 4.1 Training: Positive Behavior Support Functional Behavior Assessment Behavior Intervention Plans Crisis Prevention/ Intervention Personnel: Special Education Supervisors Autism trainers Behavior/ Autism Support Teachers Funded: IDEA, ARRA General Ed Partnership Assistant Superintendent, Special Education Director, Assistant Directors On-going based upon data which dictates need Discipline data monitor periodically throughout the year Review of discipline data: # of incidents # of MDRs # of days OSS # of days ISS IEP review

27 Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) School specific Action Plans tied to the school s strategic plan Data driven IDEA Goal # 3 Indicator #10 Instruction: Assessment: 1.3, 1.4, 2.1, 2.1, 2.3, 2.4 Targeted training Specialized instruction Co-teaching Subject specific: vocabulary, conceptual frameworks, assessment Data Training: Language! Fundations Think Math Touch Math Trainers, Consultants ARRA funded IDEA funded Math/Reading Materials ARRA funded General fund funded Special Education Supervisors, Education Program Specialists, Assistant Directors, Director Action Planning in August 2010, data review ongoing, Action Plans are reviewed and revised as necessary throughout the year Attendance documents (for training) Observation documents Walk-through data Mid year review of plans and supporting data CRCT data EOCT data GAA data GHSGT data IEP data Checkpoint assessment data

28 Actions, Strategies Interventions, or Programs Correlation To School Keys Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Develop a tracking and reporting system for initial referrals Provide training to special education teachers regarding the eligibility process IDEA Goal # 2: Indicator #5 Planning and Organization Standard 4.1 Eligibility writing/iep training IDEA funded Excel training Personnel: Educational diagnosticians Education Program Specialists Special Education supervisors IDEA and ARRA funded Special Education Supervisors, Assistant Directors, Director Tracking system in place in school year, ongoing. Revised as necessary Training begun in August 2010 ongoing as needed Eligibility Reports Tracking Logs Attendance at training sessions Review IEPs to determine appropriate services are in place for all SWDs Review IEPs for progress on goals and objectives IDEA Goal # 3 Indicator#

29 Actions, Strategies Interventions, or Programs Correlation To School Keys (Include funding source and cost.) Resources or Materials Needed Person or Position Responsible for Monitoring and Evaluation Timeline For (Plan should include a 2-3 year time frame.) Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?) Monitoring of (Artifacts) Monitoring of Impact (Student Data) Provide on going training regarding: - IDEA - IEP process - Eligibility process IDEA Goal #4 Indicators #14, 15 Planning and Organization 4.1 Training: -Leadership Meetings -Teacher training meetings Personnel: Compliance consultant Resolution Specialist Special Education Supervisors Education Program Specialists Funded through IDEA, ARRA, District s general fund Assistant Superintendent Special Student Services, Special Education Director On-going IEP review Minutes of training meetings Training artifacts Data: Dispute data - DPH - Mediations - OCR complaints - State complaints

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