BAHASA PEMROGAMAN KOMPUTER

Sejarah Bahasa Pemrograman Komputer Sejak pertama komputer difference engine diciptakan oleh Charles Babbage pada tahun 1822, komputer membutuhkan sejumlah instruksi untuk melakukan suatu tugas tertentu. Instruksi-instruksi ini dikenal sebagai bahasa pemrograman. Bahasa komputer mulanya terdiri dari sejumlah langkah pengkabelan untuk membuat suatu program; hal ini dapat dipahami sebagai suatu rangkaian pengetikan kedalam komputer dan kemudian dijalankan. Pada awalnya, difference engine-nya Charles Babbage hanya dibuat untuk menjalankan tugas dengan menggunakan perpindahan gigi roda untuk menjalankan fungsi kalkukasi. Jadi, bentuk awal dari bahasa komputer adalah berupa gerakan secara mekanik, selanjutnya gerakan mekanik tersebut digantikan dengan sinyal listrik ketika pemerintah AS mengembangkan ENIAC pada tahun 1942, tetapi masih banyak mengadopsi prinsip-prinsip dasar dari Babbage’s engine yang mana diprogram dengan mengeset switch dan perkabelan pada seluruh sistem pada setiap “program” maupun kalkulasi. Tentu saja ini merupakan pekerjaan yang membosankan. Pada 1945, John Von Neumann yang bekerja pada Institute for Advanced Study mengemukakan dua konsep yang secara langsung mempengaruhi masa depan dari bahasa pemrograman komputer. Yang pertama dikenal sebagai “shared-program technique” (www.softlord.com). Pada teknik ini dinyatakan bahwa hardware komputer haruslah sederhana dan tidak perlu dilakukan pengkabelan dengan menggunakan tangan untuk setiap program. Sebagai gantinya, instruksi-instruksi yang lebih kompleks harus digunakan untuk mengendalikan perangkat keras yang lebih sederhana, hal ini memungkinkan komputer diprogram ulang dengan cepat. Konsep yang kedua yang juga sangat penting untuk pengembangan bahasa pemrograman. Von Neumann menyebutnya sebagai “conditional control transfer” (www.softlord.com). Ide ini berkembang menjadi bentuk subrutin, atau blok kode yang kecil yang dapat panggil berdasarkan aturan tertentu, dari pada suatu himpunan tunggal urutan kronologis yang harus dijalankan oleh komputer. Bagian kedua dari ide tersebut menyatakan bahwa kode komputer harus dapat bercabang berdasarkan pernyataan logika seperti IF (ekspresi) THEN, dan perulangan seperti FOR statement. “Conditional control transfer” mengembangkan ide adanya “libraries,” yang mana merupakan blok kode yang dapat digunakan berulang kali. Pada 1949, setelah beberapa tahun Von Neumann bekerja, bahasa Short Code dilahirkan (www.byte.com), yang merupakan bahasa komputer yang pertama untuk peralatan elektronik yang membutuhkan programmer untuk mengubah perintah kedalam 0 dan 1 dengan tangan. Pada 1957, bahasa khusus yang pertama muncul dalam bentuk FORTRAN yang merupakan singkatan dari sistem FORmula TRANslating. Bahasa ini dirancang pada IBM untuk perhitungan scientific. Komponen-komponennya sangat sederhana, dan menyediakan bagi programmer akses tingkat rendah kedalam komputer. Sampai saat ini, bahasa ini terbatas pada hanya terdiri dari perintah IF, DO, dan GOTO, tetapi pada waktu itu, perintah-perintah ini merupakan lompatan besar kearah depan. Type data dasar yang digunakan sampai sekarang ini dimulai dari FORTRAN, hal ini meliputi variabel logika (TRUE atau FALSE), dan bilangan integer, real, serta double-precision. FORTRAN sangat baik dalam menangani angka-angka, tetapi tidak terlalu baik untuk menangani proses input dan output, yang mana merupakan hal yang penting pada komputasi bisnis. Komputasi bisnis mulai tinggal landas pada 1959, dengan dikembangkannya COBOL, yang dirancang dari awal sebagai bahasa untuk para pebisnis. Type data yang ada hanya berupa number dan text string. Hal tersebut juga memungkinkan pengelompokan menjadi array dan record, sehingga data di telusuri dan diorganisasikan dengan lebih baik. Sesuatu hal yang menarik untuk dicatat bahwa suatu program COBOL dibuat menyerupai suatu essay, dengan empat atau lima bagian utama yang membentuk keseluruhan yang tertata dengan baik. Perintah-perintah COBOL sangat menyerupai tata bahasa English, sehingga membuatnya agak mudah dipelajari. Semua ciri-ciri ini dikembangkan agar mudah dipelajari dan mudah diterapkan pada dunia bisnis. Pada 1958, John McCarthy di MIT membuat bahasa LISt Processing (atau LISP), yang dirancang untuk riset Artificial Intelligence (AI). Karena dirancang untuk fungsi spesialisasi yang tinggi, maka tata cara penulisannya jaring kelihatan sebelum ataupun sesudahnya. Sesuatu perbedaan yang paling nyata dari bahasa ini dengan bahasa lain adalah dasar dan type satu-satunya adalah list, yang ditandai dengan suatu urutan item yang dicakup dengan tanda kurung. Program LISP sendirinya dibuat sebagai suatu himpunan dari list, sehingga LISP memiliki kemampuan yang khusus untuk memodifikasi dirinya, dan juga dapat berkembang sendiri. Tata cara penulisan LISP dikenal sebagai “Cambridge Polish,” sebagaimana dia sangat berbeda dari logika Boolean (Wexelblat, 177) : x V y – Cambridge Polish, what was used to describe the LISP program OR(x,y) – parenthesized prefix notation, what was used in the LISP program x OR y – standard Boolean logic LISP masih digunakan sampai sekarang karena spesialiasi yang tinggi dari sifat abstraknya. Bahasa Algol dibuat oleh suatu komite untuk pemakaian scientific pada tahun 1958. Kontribusi utamanya adalah merupakan akar dari tiga bahasa selanjutnya yaitu Pascal, C, C++, dan Java. Dia juga merupakan bahasa pertama dengan suatu tata bahasa formal, yang dikenal sebagai Backus-Naar Form atau BNF (McGraw-Hill Encyclopedia of Science and Technology, 454). Pada Algol telah diterapkan konsep-konsep baru, seperti rekursif pada function, bahasa berikutnya Algol 68, menjadi bahasa yang membosankan dan sulit digunakan (www.byte.com). Hal ini mengarah kepada adopsi terhadap bahasa yang lebih kecil dan kompak seperti Pascal. Pascal dimulai pada tahun 1968 oleh Niklaus Wirth. Tujuan pengembangannya adalah untuk kebutuhan pengajaran. Pada awalnya bahasa ini dikembangkan bukan dengan harapan adopsi pemakaian secara luas. Prinsipnya mereka mengembangkannya untuk alat pengajaran pemrograman yang baik seperti kemampuan debug dan perbaikan sistem dan dukungan kepada mikroprosesor komputer yang digunakan pada institusi pendidikan. Pascal dirancang dengan pendekatan yang sangat teratur (terstruktur), dia mengkombinasikan kemampuan yang terbaik dari bahasa-bahasa saat itu, COBOL, FORTRAN, dan ALGOL. Dalam pengerjaannya banyak perintah-perintah yang tidak teratur dan aneh dihilangkan, sehingga sangat menarik bagi pemakai (Bergin, 100-101). Kombinasi dari kemampuan input/output dan kemampuan matematika yang solid, membuatnya menjadi bahasa yang sukses besar. Pascal juga mengembangkan tipe data “pointer”, suatu fasilitas yang sangat bermanfaat pada bahasa yang mengimplementasikannya. Dia juga menambahkan perintah CASE, yang mana memperbolehkan perintah bercabang seperti suatu pohon pada suatu aturan: CASE expression OF possible-expression-value-1: statements to execute… possible-expression-value-2: statements to execute… END Pascal juga mengembangkan variabel dinamis, dimana variabel dapat dibuat ketika suatu program sedang berjalan, melalui perintah NEW dan DISPOSE. Tetapi Pascal tidak mengimplementasikan suatu array dinamis, atau kelompok dari variabel-variabel, yang mana sangat dibutuhkan, dan merupakan salah satu penyebab kekalahannya (Bergin, 101-102). Wirth kemudian membuat lanjutan dari Pascal, Modula-2, tetapi pada saat itu muncul C yang dengan cepat menjadi mengeser posisi Pascal. C dikembangkan pada tahun 1972 oleh Dennis Richie ketika sedang bekerja pada Bell Labs di New Jersey. Transisi pemakaian dari bahasa umum yang pertama ke bahasa umum sampai hari ini yaitu transisi antara Pascal dan C, C merupakan perkembangan dari B dan BCPL, tetapi agak menyerupai Pascal. Semua fasilitas di Pascal, termasuk perintah CASE tersedia di C. C menggunakan pointer secara luas dan dibangun untuk kecepatan dengan kelemahannya yaitu menjadi sulit untuk dibaca. Tetapi karena dia menghilangkan semua kelemahan yang terdapat di Pascal, sehingga dengan cepat mengambil alih posisi Pascal. Ritchie mengembangan C untuk sistem Unix yang baru pada saat yang bersamaan. Oleh karena ini, C dan Unix saling berkaitan. Unix memberikan C beberapa fasilitas besar seperti variabel dinamis, multitasking, penanganan interrupt, forking, dan strong low-level,input-output. Oleh karena itu, C sangat sering digunakan untuk pemrograman sistem operasi seperti Unix, Windows, MacOS, dan Linux. Pada akhir tahun 1970 dan awal 1980, suatu metode pemrograman yang baru telah dikembangkan. Ha tersebut dikenal sebagai Object Oriented Programming, atau OOP. Object merupakan suatu potongan dari data yang dapat dipaket dan dimanipulasi oleh programmer. Bjarne Stroustroup menyukai metode ini dan mengembangkan lanjutan dari C yang dikenal sebagai “C With Classes.” Kemampuan lanjutan ini dikembangkan menjadi bahasa C++ yang diluncurkan pada tahun 1983. C++ dirancang untuk mengorganisasikan kemampuan dasar dari C dengan OOP, dengan tetap mempertahankan kecepatan dari C dan dapat dijalankan pada komputer yang tipe berlainan. C++ sering kali digunakan dalam simulasi, seperti game. C++ menyediakan cara yang baik untuk memanipulasi ratusan instance dari manusia didalan elevator, atau pasukan yang diisi dengan tipe prajurit yang berbeda. Bahasa ini menjadi pilihan pada mata kuliah AP Computer Science sampai hari ini. Pada awal 1990′s, interaktif TV adalah teknologi masa depan. Sun Microsystems memutuskan bahwa interaktif TV membutuhkan suatu hal yang khusus, yaitu bahasa portable (bahasa yang dapat berjalan pada banyak jenis mesin yang berbeda). Bahasa ini dikenal sebagai Java. Pada tahun 1994, team proyek Java mengubah fokus mereka ke web, yang mana berubah menjadi sesuatu yang menjanjikan setelah interactive TV gagal. Pada tahun berikutnya, Netscape menyetujui pemakaian Java pada internet browser mereka, Navigator. Sampai titik ini, Java menjadi bahasa masa depan dan beberapa perusahaan mengumumkan aplikasi harus ditulis dalam Java. Java mempunyai tujuan yang besar dan merupakan bahasa yang baik menurut buku text, pada kenyataanya “bahasa tersebut tidak”. Dia memiliki masalah yang serius dalam optimasi, dengan arti program yang ditulis dengannya berjalan dengan lambat. Dan Sun telah membuat cacat penerimaan terhadap Java dengan pertikaian politis dengan Microsoft. Tetapi Java telah dinyatakan sebagai bahasa untuk instruksi masa depan dan benar-benar menerapkan object-oriented dan teknik tingkat tinggi seperti kode yang portable dan garbage collection. Visual Basic sering diajari sebagai bahasa pemrograman dasar yang mengacu pada bahasa BASIC yang dikembangkan pada tahun 1964 oleh John Kemeny dan Thomas Kurtz. BASIC adalah bahasa yang sangat terbatas dan dirancang untuk orang yang bukan computer science. Perintah-perintah dijalankan secara berurutan, tetapi kendali program dapat berubah berdasarkan IF..THEN, dan GOSUB yang mana menjalankan suatu blok kode dan kembali ketitik semula didalam alur program. Microsoft telah mengembangkan BASIC ke dalam produk Visual Basic (VB). Jantung dari VB adalah form, atau suatu window kosos dimana anda dapat drag dan drop komponen seperti menu, gambarm dan slider bars. Item-item ini dikenal sebagai “widgets.” Widget memiliki properti (seperti warna) dan events (seperti klik dan double klik) dan menjadi pusat dari pengembangan antarmuka dengan pemakai diberbagai bahasa program dewasa ini. VB merupakan program yang banyak digunakan untuk membuat interface sederhana ke produk Microsoft lainnya seperti Excel dan Access tanpa membaca banyak kode, dengannya dapat dimungkinkan untuk dibuat aplikasi yang lengkap. Perl telah sering digambarkan sebagai “duct tape of the Internet,” karena sering digunakan sebagai engine untuk interface web atau pada script untuk memodifikasi file konfigurasi. Dia memiliki fungsi text matching yang sangat baik sehingga membuatnya menjadi hal yang ideal untuk pekerjaan tersebut. Perl dikembangkan oleh Larry Wall pada 1987 karena fasilitas pada sed dan awk pada Unix (digunakan untuk manipulasi text) tidak mencukupi kebutuhannya. Tergantung kepada siapa anda bertanya, Perl adalah singkatan dari Practical Extraction and Reporting Language atau Pathologically Eclectic Rubbish Lister. Bahasa pemrograman telah berkembangan dari masa kemasa dan tetap dikembangkan dimasa depan. Mereka dimulai dari suatu daftar langkap pengkabelan agar komputer menjalankan tugas tertentu. Langkah-langkah ini berkembang menjadi software dan memiliki kemampuan yang lebih baik. Bahasa umum yang pertama menekankan pada kesederhanaan dan untuk satu tujuan saja, sedangkan bahasa dewasa ini terbagi atas bagaimana mereka diprogram, sehingga mereka dapat digunakan untuk semua tujuan. Dan mungkin bahasa yang akan datang lebih natural dengan penemuan pada quantum dan komputer-komputer biologis. Sumber : Indoprog ‘Algoritma & Pemrograman’ oleh Hendra, S.T.

Bahasa Pemrogaman

Bahasa pemrograman, atau sering diistilahkan juga dengan bahasa komputer, adalah teknik komando/instruksi standar untuk memerintah komputer. Bahasa pemrograman ini merupakan suatu himpunan dari aturan sintaks dan semantik yang dipakai untuk mendefinisikan program komputer. Bahasa ini memungkinkan seorang programmer dapat menentukan secara persis data mana yang akan diolah oleh komputer, bagaimana data ini akan disimpan/diteruskan, dan jenis langkah apa secara persis yang akan diambil dalam berbagai situasi.

Menurut tingkat kedekatannya dengan mesin komputer, bahasa pemrograman terdiri dari:

  1. Bahasa Mesin, yaitu memberikan perintah kepada komputer dengan memakai kode bahasa biner, contohnya 01100101100110
  2. Bahasa Tingkat Rendah, atau dikenal dengan istilah bahasa rakitan (bah.Inggris Assembly), yaitu memberikan perintah kepada komputer dengan memakai kode-kode singkat (kode mnemonic), contohnya MOV, SUB, CMP, JMP, JGE, JL, LOOP, dsb.
  3. Bahasa Tingkat Menengah, yaitu bahasa komputer yang memakai campuran instruksi dalam kata-kata bahasa manusia (lihat contoh Bahasa Tingkat Tinggi di bawah) dan instruksi yang bersifat simbolik, contohnya {, }, ?, <<, >>, &&, ||, dsb.
  4. Bahasa Tingkat Tinggi, yaitu bahasa komputer yang memakai instruksi berasal dari unsur kata-kata bahasa manusia, contohnya begin, end, if, for, while, and, or, dsb.

Sebagian besar bahasa pemrograman digolongkan sebagai Bahasa Tingkat Tinggi, hanya bahasa C yang digolongkan sebagai Bahasa Tingkat Menengah dan Assembly yang merupakan Bahasa Tingkat Rendah.

Jumat, 22 April 2011

Jordan High School Ricky Stone, Principal

Schoolwide Program Plan 2009 – 2010


I. Purpose

Jordan Vocational High School/Muscogee County School District Mission

The Muscogee County School District and Jordan Vocational High School are committed to providing
education experiences that will enable a student to become a lifelong learner, enter the work force with
necessary skills and achieve academic and personal potential.

Jordan Vocational High School /Muscogee County School District Beliefs

ƒ All students learn when provided high-quality instruction that is engaging and challenging.
ƒ All students must have a physically and emotionally safe learning environment.
ƒ All district employees work collaboratively to improve student achievement.
ƒ All organizational and instructional decisions are data driven.
ƒ All district personnel are committed to continuous professional learning.


Jordan Vocational High School /Muscogee County School District Vision

We envision a school district in which:
ƒ Each student is given multiple opportunities to excel in his/her academic, social, emotional and physical
development in a safe, nurturing environment.
ƒ Well-prepared, responsible, and caring employees are committed to excellence in education
ƒ Parents, community members, staff and students, are full partners in the education of children.


II. Comprehensive Needs Assessment of the School

Process Used for Completing Needs Assessment

The composition of Jordan Vocational High School’s needs assessment was directed by the High School Profile
provided to the school by the Muscogee County School District. The data collected were found in school
records, SASI, annual AYP report, and the online State Report Card for schools. Information was also gathered
through meetings with the school’s leadership team, interviews with parents and students, and one-on-one
meetings with the plan’s authors and a district Title I Specialist. Technical assistance was provided to the school
through meetings with GaDOE representatives and a district Title I Specialist. All of the meetings were
conducted at the school.

Although the school is currently implementing many channels to improve student achievement, the school is
still in needs improvement. A needs assessment was completed to determine the areas of weaknesses. Data was
collected through surveys, test data (formative and summative), and records of school demographics, retention
rates, graduation rate, and parental and community involvement. This information was gathered and brought to the table for review. The results of the GAPSS analysis completed in fall 2008 are being addressed as well. The 2008-2009 AYP report was reviewed, and results of the spring 2009 GHSGT were disaggregated.

All data was collected, reviewed, and disaggregated by a group of stakeholders led by Jordan’s School Improvement Specialist and shared with the leadership team who, in turn, shared it with their small learning communities for review and discussion. A representative group of stakeholders was involved in reviewing the contents of the plan. They were involved in meetings that discussed school needs, assisted in the collection of necessary data, and helped determine the school’s weaknesses through data analysis. Once weaknesses were identified, the group chose strategies which are designed to provide solutions.

Data Collected

9 CRCT Scores
9 AYP Data for Math and ELA
9 Graduation Rate
9 GHSGT Scores
9 GHSGT Scores for SWD
9 EOCT Scores
9 Retention Rate
9 Student Attendance Rate
9 Drop-out Rate
9 Teacher Attrition Rate
9 Administrator Attrition Rate
9 Student Enrollment
9 Free and Reduced Meals Percentage
9 GAPSS Analysis
9 Parent Involvement Surveys 5

Analysis of Data

• CRCT Scores Based upon the spring 2009 administration of the CRCT for 8th graders who are currently 9th graders at Jordan High School, it was found that 39% did not meet standards in math, 12% did not meet standards in reading, 10% did not meet standards in ELA, 53% did not meet the standards in science, and 52% did not meet standards in social studies. While the data indicates a strength in reading and ELA, a further analysis proves there is a need for improved teaching and learning, additional teachers, or a reduction in class size to address the academic needs of students in science, math, and social studies.
• AYP data for the 2009 GHSGT indicates 17.2% did not meet standards in ELA and 33.6% did not meet standards in math.
• Based upon the spring 2009 administration of the GHSGT, 29% did not pass in social studies, 28% did not pass in science, and 36% did not pass in writing.
• GHSGT data for SWD shows there is a non-passing rate in all subject areas: 72.7% in math, 62.5% in ELA, 49% in science, 65% in social studies and 76% in writing for first time test takers.
• According to 2009 AYP results, there is an increase in the graduation rate of 64.3% compared to 55.5% in 2008. This data further shows that 78% of SWD did not graduate.
• EOCT results indicate there is a high non-passing rate in all subject areas.

Subject % Not Passing
EOCT Winter 2008
% Not Passing
EOCT Spring 2009
9th
Grade Literature 40% 44%
American Literature 12% 24%
Algebra 67% 65%
Geometry 45% 50%
Biology 58% 72%
Physical Science 39% 42%
US History 74% 68%
Economics 52% 47%

• Retention Rate: Data collected from the 2008-2009 SASI report shows grade level retention rates were
20.3% in 9th
grade, 14.5% in 10th
grade, 6.5% in 11th
grade, and 12.6% in 12th
grade. There was a
decrease in retention rates for the following subgroups from 2006-2007 to 2008-2009.

Subgroup Retention Rates
2006-2007
Retention Rates
2008-2009
White 43.5% 11.1%
Black 54.6% 15.8%
Male 53.7% 15.4%
Female 46.3% 11.4%

• Student Attendance Rate: When analyzing the student attendance rate found on the Governor’s Office of Student Achievement’s website, student absences have increased. In 2006-2007, 34.5% of students missed 6-15 days, and in 2007-2008, 40.9% missed 6-15 days. In 2006-2007, 19.2% of students missed more than 15 days, and in 2007-2008, 22.6% of students missed more than 15 days, and in 2008-2009, 27.6% of students missed more than 15 days.
• The dropout rate has decreased according to the data found on the Governor’s Office of Student Achievement’s website. In 2006-2007, the rate was 11.8%. That rate dropped to 4% in 2007-2008. Data for 2008-2009 has not yet been posted.
• The attrition rate for teachers decreased from 9.4% in 2006-2007 to 1.3% in 2008-2009. 6
• The attrition rate for administrators decreased from two administrators leaving the school in 2006-2007 to zero leaving in 2008-2009.
• Enrollment: Student demographic data found in SASI indicates an increase in enrollment from 801 in 2006-2007 to 880 in 2008-2009.
• Free and Reduced Meal Percentage: Data from SASI shows the school’s free and reduced meals population decreased from 76% in 2006-2007 to 75% in 2008-2009.
• Results from the GAPSS Analysis Classroom Observation Summary conducted in Fall 2008 show the following weaknesses:

Strand Percentage
Instruction ends with a summary activity that reinforces learning. 19%
Instruction utilizes higher order thinking skills and processes. 25%
Instruction shows evidence of higher order thinking skills and
processes in students’ work.
24%
Instruction is differentiated to meet student readiness levels, learning
profiles, and interests.
10%
Instruction implements grouping strategies. 10%
Instruction effectively integrates technology. 19%
Students effectively use technology during the class period. 10%
Students demonstrate personal efficacy and responsibility. 14%
Written commentary is aligned to the standards and elements. 1%

• Stakeholder surveys were used to determine the extent of parental involvement at Jordan. Responses were ranked on a five-point scale (5= Strongly Agree to 1= Strongly Disagree). Results from the returned surveys reflect the percentage of those who Strongly Agree and Agree with the indicators.

Indicator Percentage of
Stakeholders Who
Strongly Agree
and Agree
1. Opportunities for parental involvement are made available at Jordan. 67%
2. The educational program offered to students is of high quality. 50%
3. The school provides all students with a safe and orderly environment. 83%
4. The school’s facilities are adequate to support the instructional program. 67%
5. Students are provided academic opportunities that directly address their needs. 100%
6. The school stresses the importance of regular attendance as it relates to academic achievement. 17%
7. The school provides parent workshops in an effort to provide parents with
tools which will help them prepare students for success in academic areas.
17%
Summary of data

• Since 2007-2008, Jordan has developed a strong stability among personnel. The attrition rate for
teachers and administrators has decreased to less than 1%.

• Data collected for the school profile proves there is a high emphasis placed on professional learning for all staff members. Teaches have taken advantage of the many professional development opportunities that have been offered on and off campus. 7
• As of 2009, Jordan has a full staff of highly qualified regular-education teachers.

• The AYP data shows that the school met the requirements for graduation rate in 2008-2009.

• Data from the GAPSS Analysis Classroom Observation Summary indicates the following strengths.

• There is a strong alignment of lessons and units to the GPS/QCC.
• Classroom management is conducive to student learning, and instruction is provided in a safe
and orderly environment.
• Instructional time is maximized.
• Learning goals are clearly communicated to the students, and the culture of the classroom
reflects a risk-free learning environment.
• Teachers and students can identify areas of weakness in teaching strategies and curriculum
needs.

• The GAPSS Analysis team commended Jordan in the following areas.
• Performance standards were posted in the majority of the classrooms observed. (C-1.1)
• A data room has been established to analyze student achievement. (A-1)
• Jordan has employed a School Improvement Specialist to help improve student achievement.
(PO- 3.2)
• The facility is extremely well-maintained and clean. (PO- 4.3)
• The school employs several means of communicating with parents and the community to
encourage their support. (SFC- 1.1)
• Career Technical Student Organizations promote student, parent, and community involvement.
(SFC- 2.1)
• The administration is clearly visible throughout the school. (L-2.3)
• The principal has developed an excellent rapport with students. (SC- 1.1)

• Even though the retention rate has dropped for the 2006-2007 school year to the 2008-2009 school year,
there is still a need for interventions to be put in place to lower the retention rate.

• The analysis of the data from GHSGT and EOCT reveals a need to continue student review and test prep
through extended time on task.

• Parental involvement surveys allowed stakeholders to express their concerns in areas of strengths and
weaknesses in relation to student learning and home-school communication. Questions six and seven
received the lowest rankings of all justifying a need to provide parents with tools which will help them
prepare students for academic success beyond the school.

Conclusions

• While the school is currently in needs improvement, many channels are being implemented to improve
student achievement.
• Teachers align the curriculum both vertically and horizontally to create and implement consistent
lessons and assessments.
• Teachers, students, and parents feel school administrators demonstrate strong, excellent leadership
skills.
• Students are exposed to career preparation that relates to real-world experiences. 8
• While the data collected and reviewed indicates a strength in reading and ELA, the school feels there is
a need for improved teaching and learning in science, math, and social studies.
• Based upon responses from surveys, stakeholders feel opportunities for parental involvement need to
improve at Jordan.

Georgia Department of Education Identified Goals for Improvement for the Comprehensive LEA
Improvement Plan (CLIP)

• NCLB Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum
attaining proficiency or better in reading/language arts and mathematics.

ELA
1. Students in the All Students subgroup will increase their achievement in ELA on the GHSGT from
82.8% meeting and exceeding the standards at the end of SY 2009 to 87.7% meeting and exceeding
standards at the end of SY 2010.
2. Students with disabilities will increase their achievement in ELA on the GHSGT from 37.5 % meeting
and exceeding standards at the end of SY 2009 to 46% meeting and exceeding standards at the end of SY
2010.

Mathematics
3. Students in the All Students subgroup will increase their achievement in Mathematics on the GHSGT
from 66.4% meeting and exceeding the standards at the end of SY 2009 to 74.9% meeting and exceeding
standards at the end of SY 2010.
4. Students with disabilities will increase their achievement in Mathematics on the GHSGT from 27.3%
meeting and exceeding standards at the end of SY 2009 to 36% meeting and exceeding standards at the
end of SY 2010.

• NCLB Performance Goal 2: 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.

• NCLB Performance Goal 3: All students will be taught by highly qualified teachers.

• NCLB Performance Goal 4: All students will be educated in learning environments that are safe, drug
free, and conducive to learning.
• NCLB Performance Goal 5: All students will graduate from high school.

Social Studies
Students in the All Students subgroup will increase their achievement in social studies on the GHSGT
from 71% meeting and exceeding the standards at the end of SY 2009 to 75% meeting and exceeding
standards at the end of SY 2010.

Science
Students in the All Students subgroup will increase their achievement in science on the GHSGT from
72% meeting and exceeding the standards at the end of SY 2009 to 76% meeting and exceeding
standards at the end of SY 2010.

Writing
Students in the All Students subgroup will increase their achievement in writing on the GHSGT from
64% meeting and exceeding the standards at the end of SY 2009 to 70% meeting and exceeding
standards at the end of SY 2010.
9
Graduation Rate
1. The graduation rate for students in the All Students subgroup will increase from 64.3% in SY
2008/09 to 75% at the end of the SY 2009/10.
2. The graduation rate for students with disabilities will increase from 22.5% in SY 2008/09 to
25% at the end of SY 2009/10.

Attendance
1. The percentage of all students absent more than 15 days in grades 9-12 will decrease from
27.6% in SY 2008/09 to 15% at the end of the SY 2009/10.
2. The percentage of students with disabilities absent more than 15 days in grades 9-12 will
decrease from 26.8% in SY 2008/09 to 20% at the end of the SY 2009/10.

• IDEA Performance Goal 1: Improve post-school outcomes for students with disabilities.
1. The graduation rate for students with disabilities will increase from 22.5% in SY 2008/09 to 25% at the
end of SY 2009/10.

• IDEA Performance Goal 3: Improve the provision of a free and appropriate public education to
students with disabilities.

• IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations.

10
Jordan High School’s Personal Goals for Students

Social Responsibility: Students will graduate from high school (NCLB Performance Goal 5) and take
responsibility for personal actions and act ethically with fairness and integrity. Students must respect
themselves and others to understand and appreciate the diversity and interdependence of all people. Students
will act as responsible citizens in the school, community, state and nation.

Learning to Learn: Students will make a commitment to creating quality work and strive for high standards in
all areas. Students will use a variety of learning strategies, personal skills and time management skills to
enhance learning. Students will reflect on and evaluate their learning for the purpose of improvement. As a
result, students will attain proficiency or better in reading/language arts and mathematics (NCLB Performance
Goal 1).

Communication Skills: Students will communicate with clarity and understanding. Students will use a variety
of communication forms and display a wide range of communication skills. Students will recognize, analyze,
and evaluate various forms of communication. A higher degree of communication skills will assist students in
reaching high academic standards (NCLB Goal 1). Limited English proficient students will become proficient
in English and reach high academic standards (NCLB Performance Goal 2). Improved communication skills
will improve post-school outcomes for students with disabilities (IDEA Performance Goal 1).


11
III. School-wide Reform Strategies

Opportunities for All Students to Learn

Many opportunities are already in place to meet the needs of students. Career Classes available at Jordan
include Culinary Arts, Construction, Engineering Drawing, Metals, Automotive, Business, ROTC, Family and
Consumer Science, and Healcare Science. In the 2008-2009 school year, Education and Teaching was added
with plans to expand the program in the coming years. With the state mandating career pathways, Jordan High
School is in a position to offer students a wide variety of career opportunities.

Jordan will provide opportunities for all children to meet the state’s proficient and advanced levels of student
academic achievement by doing the following.

• Utilize extended day/year program using teachers, internal credit recovery and on-line credit recovery
(through Georgia Virtual High School).

• Implement safety nets for all students but particularly for 1st
time test takers that impact AYP (i.e.
GHSGT and GHSWT reviews during the school day). For repeat test takers, specific strand data from
previous administrations of the test are compiled and reviewed in order to tailor instruction to improve
student weaknesses.

• Research and develop formative assessment opportunities in all content areas.

• Use available student data to determine trends and make instructional decisions.

• Reorganize and empower the school leadership team as the planning and monitoring body for school
improvement.

• Invite motivational speakers to speak to the students.

• Due to the high retention rate in 9th
grade, give incoming ninth graders an opportunity to participate in
freshman orientation. In addition, a freshman committee will research and implement strategies for
successful transition to high school.

• Use vertical alignment teams to enhance the transition of students to each grade level.

• Utilize the graduation coach to provide counseling, mentoring, guidance, and support to students and
their families in order to assist them with reaching the ultimate success in school and beyond. The coach
will use credit recovery, OAS, and USA Test Prep.

Scientifically Based Strategies

Jordan will implement effective actions and instructional strategies to address identified needs, particularly the
needs of low-achieving children and those at risk of not meeting proficiency as follows:

• Standards will be posted and communicated to students in each classroom and include the GPS target for
the current day. Students will be able to demonstrate their understanding of the GPS and how the
activities relate to the learning target.
12
• The school will implement a systematic curriculum and instruction monitoring plan. Weekly lesson
plans are made available for review by the administration, Academic Coach, CTAE supervisor, School
Improvement Specialist and the GaDOE State Director. Regular classroom visits will be scheduled on a
rotating basis to assess level of implementation of the GPS and Class Keys. All classroom monitoring
will be based on GPS, Class Keys, and standards-based classroom models.

• Consultants will present strategies that address areas such as brain-based learning and building
relationships.

• New teachers will be supported by assigning to them a mentor who will help them transition into the
school and the profession. This mentor will focus on improving instruction and providing support. The
system mentor, Academic Coach, and School Improvement Specialist will work with them as well.

• Teachers will begin to implement the Working on the Work (WOW) framework. This framework calls
on everyone to provide high-content, engaging work for students that results in students learning what
schools, parents, and the community want them to learn to be considered well-educated.

• Training will be offered for teachers who have not been trained to use Rubicon Atlas curriculum
mapping software. Not only will teachers be contributing GPS-based lesson plans to the program, but
Rubicon will also provide a vast resource for all teachers to enhance their standards-based lesson plans.

• Students will be encouraged to participate in a variety of differentiated learning activities, such as
cooperative learning, project-based learning, performance tasks, flexible grouping and other research-
based learning models.

• As required in a standards-based classroom, students’ work that meets the various levels of expectations
of the standard and teacher acceptance will be posted along with teacher commentary.

• A safety net for low achieving students will be developed. Upcoming freshman with a history of low
achievement will be identified by using the current CRCT scores, as well as other applicable diagnostic
assessments to assist in identifying areas of difficulty. For repeat GHSGT and GHSWT takers, reviews
will be offered with emphasis on areas of weakness identified by data from previous administrations.
English/language arts and math predictor tests will be administered to juniors in the fall and to
sophomores in the spring in order to identify students at-risk for the GHSGT in either area.

• Extended day/year programs will be offered to address the needs of students who require extra help in
all subject areas.

• Compass Learning will be implemented in all core subject areas to provide enrichment and remediation,
and Thinkgate will be used by teachers to determine students’ areas of progress.

• Jordan will participate in a math collaboration project with GLRS with emphasis on differentiated
instruction.

• Students will participate in field trips that are clearly linked to the Georgia Performance Standards.

• Interactive Whiteboards will be installed in classrooms, and teachers will be trained to use them so that
they can create more engaging lessons for the students.
13
• New books that are aligned to the Georgia Performance Standards will be purchased for the media
center. A greater variety of books will encourage the students to read more, thereby, improving reading
skills.

• Because students cannot learn unless they are in school, attendance will be addressed through incentives,
communication with parents, and the work of the guidance department and school social worker.

• A resource pull-out program will be provided in place of the ELL’s English class to assist the student in
developing necessary English language skills for school success. A variety of formative and summative
assessment tools will be used to identify student needs and adjust instruction and evaluation accordingly
in all content areas.

• A formal plan for individual PES teachers who are not HQ will be established with a timeline for
reaching the goal. The school will use a schedule that effectively utilizes the expertise of staff and
ensures highly qualified, highly effective teachers for students.

• The counseling department will offer counseling sessions to students and teachers that will help foster a
more positive school culture. The counselors will also receive professional learning that will allow them
to offer help in areas of increasing student achievement, increasing the graduation rate, and creating a
positive school environment.

• The Leadership Team with parental input will reassess the school discipline plan and seek input from the
faculty to revise it based on data findings monthly. A Positive Behavior Support System for all students
will be implemented.

• The school will participate in the graduation/drop-out prevention project with GLRS and GaDOE, so the
dropout rate will continue to decrease.

• To help assure the success of all special education students, the LRE project will be implemented with
the support of district personnel. The Pyramid of Interventions will be used to address students with
academic and behavior needs. Special education students who are pursuing a regular education diploma
will be placed in co-teaching classes.

• PES teachers will be trained to use the Clarity Management System for writing IEPs. The number of co-
taught classes will be increased with varied delivery modes of instruction. These teachers will be
provided professional learning to support this structure.

• Professional learning will be provided to teachers in inclusion and co-teaching classes.

• The EOCT data will be used to support and monitor SWD students in both subjects. After-school
tutoring will be available for students needing other assistance. Students will be placed in the least
restrictive environments. Collaborative planning time will be provided for teachers of SWD and
classroom content teachers. The intervention programs will be evaluated and revised as needed.

• Active Literacy (vocabulary strategies) will be implemented to help teachers integrate the teaching of
literacy skills into their daily curriculum.

• Jordan will follow district, state, and federal guidelines to ensure that students identified as homeless
will achieve the same goals set for all other students. Muscogee County School District will provide a
homeless liaison to assist students who are found in this situation. 14

• Jordan currently does not have a migrant student population; however, in the event the school gains
migrant students, the school will follow district, state, and federal guidelines to ensure these students
will achieve the same goals set for all other students. In addition, all parents/guardians bringing a child
to enroll in Jordan receive a survey that determines whether or not their child will be identified as a
migrant student. This survey is maintained in student cumulative folders.

• Muscogee County School District serves children in institutions for neglected children. In the event
Jordan gains students from these institutions, the school will follow district, state, and federal guidelines
to ensure that students will achieve the same goals set for all other students.

• The school will follow district, state and federal guidelines to ensure that ELL students in the school will
achieve the same goals set for all other students.

Supporting Research

In Phillip Schlechty's words: "The business of schools is providing students with work they find engaging and
from which they learn those things considered by parents and other adults to be important. That is, schools
provide students with knowledge work."

According to research relating to End of Course test results, “In the largest and most comprehensive study of
graduate and professional school admissions tests, a University of Minnesota-led team has found that
standardized test scores are more accurate than prior academic experience in predicting student success (news,
section 1, 2006). There is a strong correlation between test scores and the educational success of most students,
be it elementary, secondary, post secondary, and graduate.”

Research by James Lalley and Robert Miller shows that re-teaching is effective in promoting achievement.
Students are enrolled in math support classes to provide re-teaching and additional practice that support the new
math GPS initiative.

Information from Johns Hopkins University Center for Summer Learning indicates that “all young people
experience learning losses when they do not engage in educational activities during the summer.” In attempt to
prevent such losses, a summer GHSGT remediation review is provided to all students planning to take or retake
the graduation test.


References

Lalley, James P. and Miller, Robert H. “Effects of Pre-Teaching and Re-Teaching on Math Achievement and
Academic Self-Concept of Students with Low Achievement in Math.” Education. Summer 2006. 747-755

Dodd, Catherine and Wise, Donald. “Extended-Day Programs: Time to Learn.” Leadership.
September/October 2002. 24-25.

Schlechty, Phillip. Schlechty Center for Leadership in School Reform
http://www.schlechtycenter.org/psc/approach.asp September 2008.


15
Use of Title I Paid Employees for Instruction or Improvement of Student Learning

Employees paid by Title I will provide additional instruction in the core content areas and offer opportunities
for parental and community involvement. Based on test data, students will be identified and placed with Title I
paid teachers.

Title I Intervention teachers will be employed to reduce class sizes in reading/ELA and math. These teachers
will focus on accelerating the learning of at-risk students by providing intense reading and math instruction for
targeted small groups.

The Academic Coach will help to coordinate the school's staff development, facilitate on-site professional
development sessions, serve as a member of the school's design/management team, provide model lessons for
teachers, assist teachers in securing resources for carrying out school improvement plans, monitor teaching
practices, and facilitate continuous assessment of student progress. The Academic Coach will assist the school
in the areas of reading/English language arts and social studies.

The School Improvement Specialist will report to both the school principal and the Title I Director, assist
teachers with strategies that target student weaknesses in math and science, and facilitate the school's academic
improvement by guiding the planning, implementation, and assessment of activities designed to insure that the
school achieves adequate yearly progress.

Both the Academic Coach and School Improvement Specialist will model strategies and lessons on
differentiated instruction for teachers so that student engagement will be improved. The instructional coaches
will also assist teachers with understanding summative and formative assessment results in order to help
students understand their individual strengths and weaknesses and to differentiate instruction. As needed, one-
on-one or small group instruction will be provided to students who are experiencing academic difficulties.

A Family Services Coordinator will help bridge the communication gap between home and school by providing
opportunities for teachers and parents to work together to improve student achievement. The Family Services
Coordinator will collaborate with community resources and system-wide Title I programs to provide training
for parents and academic support for students.

16
IV. Instruction by Highly Qualified Teachers

Jordan High School is committed to hiring only those academic teachers with credentials which indicate they
are highly qualified. Consequently, the school seeks to hire highly qualified teachers and staff in all capacities.

• The principal and other administrators will attend job fairs, transfer fairs (when conducted), and
recruitment fairs to seek perspective highly qualified teachers.

• The school utilizes current staff to promote and assist in identifying fellow teachers who may be
interested in teaching at the secondary level. One hundred percent of our core content teachers are
highly qualified.

• Jordan will host a high level of expectations set for faculty, staff, and students. Jordan will promote a
school climate conducive to student achievement, coupled with faculty and staff camaraderie; thereby,
making Jordan an environment sought after by highly qualified teachers.

• Mentor teachers work closely with teachers new to the profession for a period of three years. Teachers
new to Muscogee County School District are mentored for one year. Beginning with the 2008-2009
school year, teachers new to Jordan High School will participate in an orientation specific to our school
prior to pre-planning week.

17
V. High Quality and Ongoing Professional Learning

Professional Learning for Staff
Jordan will provide high-quality and ongoing professional learning for teachers, principals, paraprofessionals
and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet
the State’s academic standards.

Professional learning communities will continue to meet twice a month. Each of the learning communities
contains at least one member of the Leadership Team.

Jordan plans to optimize job-embedded professional learning to include lesson studies, peer observations,
modeling, instructional coaching and studies of educational literature. Topics for this year will focus on co-
teaching and the standards-based classroom. The components of WOW (Working on the Work) developed by
Phillip Schlechty will be incorporated in the development of standards-based classrooms. A focus on these
areas will increase student achievement in core content areas.

Teachers receive email notification of Best Practice Workshops on a monthly basis. New teachers are required
to attend ten workshops during their first year of teaching. Veteran teachers are able to choose workshops of
their choice. Teachers will use their Rubicon Atlas training to enter and develop units.

Professional learning will be provided school-wide on formative and summative assessment, to include projects,
journals, tests, rubrics, pre-test/post-test and student work.

Teachers will be trained on the utilization of results of formative assessment to drive and differentiate
instruction and actively involving the students in assessing and assuming ownership of their own learning.

Teachers will participate in professional learning activities in their small learning communities that focus on
teaching and student learning and the effect of rigor, relevance, and relationships on student achievement.

Teachers will receive professional learning in the following areas: standards-based classroom, School Keys,
CLASS Keys, differentiated instruction, co-teaching, higher order thinking skills, data analysis, formative and
summative assessments, Content Area Literacy Instruction (CALI), Active Literacy, and Fast ForWord. To aid
teachers in these same areas, they will be scheduled for peer observations to observe the best practices of their
colleagues. Data analysis and e-Walks will help gauge the effectiveness of professional learning and
implementation of the curriculum.

Alignment to Standards

Jordan intends to align professional learning to state standards. The school will put into action a plan for on-
going monitoring and evaluating the implementation of the GPS. Twice a year the school Leadership Team will
conduct awareness walks to monitor the level of implementation of the GPS/QCC curriculum. In addition, the
administration has developed a rotating schedule for weekly classroom visits. Evidence of the following areas
will be addressed by observation during awareness walks: standards are posted and communicated to all
students in “student friendly” language in all classrooms, students can articulate an understanding of the
standard/element they are currently learning, student work is posted, word walls are utilized, a variety of
informal assessments are being utilized to assess student understanding and help plan differentiated instruction,
classrooms reflect the CLASS Keys, and research-based strategies are being implemented that indicate
differentiation of instruction and/or a variety of groupings in the classroom. In addition, administrators will
conduct formal observations that address these strategies. Student work may be monitored by the school
Leadership Team as requested. 18

Professional Learning Activities

Timeline Professional Learning Activity
Past, Present, and Future Best Practices Conference
Past Ruby Payne-Framework for Understanding Poverty
Past, Present, and Future Leadership Academy for Administrators
Past, Present, and Future Least Restrictive Environment Training
Past, Present and Future Professional Learning Communities
Past, Present and Future GPS Training
Present and Future Positive Behavior Support
Present and Future Student Centered Learning - Language Arts
Present and Future Teaching with Technology
Present and Future Brain Based Learning
Present and Future Violence and Our Children
Past, Present and Future Lesson Plan Template
Present and Future Working with ADHD/ADD Students
Present and Future Classroom Management/Respect and Responsibility
Present and Future Beginning Movie Making
Present and Future Advanced Movie Making
Past Raising the Standards
Past, Present and Future Nettreker
Past, Present and Future Rubicon Atlas
Past, Present and Future Co-Teaching Training
Past, Present and Future Improving Student Achievement
Past, Present and Future Access Testing
Past, Present and Future WIDA Training
Present and Future Scheduling for Co-Teaching
Past, Present and Future Clarity Lead Training
Past, Present and Future MCSD Best Practice
Past, Present and Future Math I Unit Design 19
Past, Present and Future Title II Technology Grant Training
Past, Present and Future WOW Workshop
Past, Present and Future Math II Training
Past, Present and Future TSS Training
Present and Future
CRMC Just-in-Time Delivery
(Unit 1-4)
Present and Future Simms Book Training
Present and Future McDougal Littrell Training-Math I
Present and Future Managing the Paper Blizzard
Present and Future GACTE Conference
Present and Future Classroom Management

Assessment

It is the intention for Jordan High School to include teachers in professional learning activities regarding the use
of academic assessments to improve the achievement of individual students and the overall instructional
program.

Such learning activities are documented through sign-in logs at the time of training. The success of staff
development activities is gauged by the following:
• Focus walks and e-Walks (continually)
• Professional Learning Communities documentation (twice monthly)
• Discussion in Curriculum Council meetings (weekly)
• Administrator classroom visits (rotation schedule)
• New strategies detailed in lesson plans (weekly)
• Peer observations (once every nine weeks) 20
VI. Strategies to Increase Parental Involvement

Parental Participation
• Jordan High School will involve parents in an annual review and revision of the School Improvement
Plan through the Jordan High School website. Opportunities to provide feedback on the school
improvement plan will also be provided on the website.
• An ambitious effort is underway to encourage more participation in our PTSA. Efforts will continue to
increase participation through open houses, 9th
grade orientation, newsletters, emails, and ConnectEd.
• The strengthening of the Local School Council with new dedicated parents, teachers, and community
members will enable the council to take a role in governance and problem solving at Jordan.
• An emphasis on increased parent contact will include weekly e-mail progress reports and teacher-parent
contacts that are documented by the guidance department. For families that do not have email access,
instructions will be provided for setting up a free email account at the public library. Students who do
not provide an email account may receive a paper weekly progress report.
• The parent contact system, Connect Ed, is being used to inform parents of impending PTSA meetings,
opportunities for parent involvement, and student absences.
• The guidance department will call the parents of those who fail the graduation tests and explain the
scores to them.
• Upon completion, the marquee in front of the school will be used to communicate announcements to
parents.

Strategies for Building Parent Capacity to Assist in Student Learning
• A family services coordinator will be hired to design workshops for parents to provide training on
graduation requirements, opportunities offered at Jordan for career pathways, and improving student
achievement.
• The Family Services Coordinator will help bridge the communication gap between home and school by
providing opportunities for teachers and parents to work together to improve student achievement.
• The Guidance Department will plan for strategies to provide training of parents to understand a
significant amount of information about the assessment process for their students. This will be done in a
small group setting on a parent information night.
• Parent information nights will be hosted for parents of seniors to share information about graduation and
post graduation options. Additional parent information nights for parents of 9th, 10th
, and 11th
graders
will be hosted to provide information on academic requirements and choices for students.
• Freshman orientation for students and parents will be offered annually before the start of school. Topics
addressed will include attendance, academic success, career opportunities, graduation requirements, and
a tour of the school.

Parent Compacts
Parent–teacher conferences will document what the school will do to help the student, what the parents can do
to help the student and what additional assistance is available to the student at the school or in the community.
Parent conferences are scheduled at the request of parents or teachers. 21
Jordan Vocational High School
Parent Involvement Policy
2009-2010

PART 1: DEVELOPMENT AND DISTRIBUTION OF POLICY

The Jordan Vocational High School Parent Involvement Policy was developed with input from District
Parenting Committee representatives who are parents of students attending Jordan. The results from the fall
2009 Parent Survey provide data which is used to develop the policy.

Each fall, the school will have an Open House at a convenient time for parents. All parents of participating
children will be invited and encouraged to attend. Parents will be informed of the nature of the Title 1 Program,
its requirements, why their children are participating, and the parents’ right to be involved in decisions made
about their children’s education.

PART 2: PARENT INVOLVEMENT IN THE DEVELOPMENT OF THE PARENT INVOLVEMENT
PLAN UNDER SECTION 1118 OF THE NO CHILD LEFT BEHIND (NCLB) ACT OF 2001

Parents will be involved in the joint development of the Jordan Vocational High School Title I School-wide
Plan, the Parent Involvement Policy, and in the process of school review and improvement through the use of
parent surveys at the school level, by representation on the District Parent Committee, by membership on
School-wide Planning Teams, or on School Improvement Teams.

PART 3: PARENT INVOLVEMENT IN THE DEVELOPMENT OF SCHOOL IMPROVEMENT
PLANS UNDER SECTION 1116

When a school is identified for School Improvement, a team of teachers, administrators, consultants, and
parents will be assembled to research the current program and seek ways to improve it. Parents are included in
looking for strategies to better serve their children and raise the level of academic achievement.

PART 4: EXPECTATIONS OF PARENT INVOLVMENT

Effective parent involvement will not be an occasional event, such as a parent conference. Rather, it will be an
ongoing process that may include attending parent conferences and other meetings, supporting homework and
study, coaching a child with academics at home, providing a home environment that encourages learning,
developing a positive approach to discipline and encouragement, volunteering at school and being involved in
decisions that affect one’s children.

Parents and teachers will discuss their shared responsibility for high student performance and will jointly
develop a compact that outlines the roles of parents, the entire school staff, and the student in improving student
achievement. The compact will describe the means by which the school and parents will build and develop a
partnership to help children achieve Georgia’s high standards.
22
PART 5: COORDINATION AND TECHNICAL ASSISTANCE

Title I identified schools are provided the coordination, technical assistance, and other support necessary to
assist in planning and implementing effective parent involvement. The Title I Parent Coordinator will train
parent representatives in methods for increasing parent involvement using information and materials from
various sources. The District Parenting Committee (DPC) will coordinate district-wide parent-child activities.

The Family Services Coordinator will design and conduct parent workshops, work with teachers and parents to
plan instructional programs for the students, and design information sheets which include tips for working with
children at home.

District level personnel will meet with the DPC monthly to disseminate helpful information to parent
representatives who will disseminate it to the parents in their schools.

Parent representatives will collect information from various sources including workshops, conferences, and
community agencies. They will share what they learn with other committee members who will, in turn, share
with parents and/or the school Family Services Coordinator.

PART 6: ASSISTANCE TO PARTICIPATING PARENTS

Topics discussed at parent workshops will include:

State Content Standards and Student Performance Standards

The Georgia Performance Standards (GPS)/Quality Core Curriculum (QCC) will be used in the school until
such time as new standards are adopted. Parents will be made aware of these objectives and at what level their
child is expected to perform to meet the state standards. Georgia High School Graduation Tests (GHSGTs) will
be given to 11th
graders to measure student achievement. In the fall, the Georgia High School Writing Test
(GHSWT) will be given 11th
graders.

Parents will be informed of the ranking of their child’s school in the district and the district’s ranking in the
state. Scores will be printed in the local newspaper and will be discussed at the parent meeting following the
newspaper publication.

School Improvement Process

If a school does not show achievement gains for two consecutive years, it will be placed in the School
Improvement Program. When a school is placed in the program, an extensive process of review and evaluation
of the instructional program is made by the teachers, administrators and parents. Parent input will be sought to
help discover why the program as designed at that school is not being successful. With the help of research, a
revised instructional program will be designed to better meet the needs of the particular school’s population.

23
State and Local Assessments

On a timely basis, parents will be provided information concerning the results of the annual review including
school performance profiles, individual student assessment results and interpretation of those results a
description and explanation of the school curriculum and the assessments used to measure student progress and
the proficiency levels the students are expected to meet.

Requirements of Title I Parent Involvement

Inclusion of parents in all educational areas that affect their children is a goal of Title I. Interested parents will
be assisted in obtaining literacy skills and parenting skills in order to help them help their children. Expected
roles for parents will be outlined in a written Parent-Teacher-Student Compact. Parents will be included on
teams that evaluate and design the Title I School-wide Plan.

Monitoring Student Progress and Addressing Academic Need

Information will be made available at meetings, workshops, and conferences that will help parents learn how
they can help their children improve.

Parent Participation in Educational Decisions

Parents will be made aware of ways to participate in their children’s schools. Parents will be encouraged to
volunteer in classrooms, serve on committees, and see the value of their contributions to education by
monitoring their children at home.

PART 7: MATERIALS AND TRAINING

The District will provide assistance to parents as they obtain literacy skills from community or school resources
in order to help their children improve achievement. Workshops may be provided to show parents ways they
can help their children with homework, educate parents on the use and abuse of television, inform parents of
strategies for preparing children for tests, help parents interpret test results, and prepare parents for effective
parent-teacher conferences.

PART 8: VALUE AND UTILITY OF CONTRIBUTION OF PARENTS

Professional development will be provided through conferences, workshops, publications, etc. to educate
teachers, pupil services personnel, principals, and other staff, in the value and utility of contributions of parents
as partners in education. The school’s Family Services Coordinator will coordinate all parent programs. The
school will develop ways for parents to help at school and at home.

PART 9: COORDINATION WITH OTHER PROGRAMS

Community Services

A Family Services Coordinator will assist in the coordination of community services from such agencies as the
Health Department, the Department of Family and Children Services, and Homeless Shelters. The family
services coordinator will facilitate the smooth operation of family literacy programs.

PART 10: ROLES FOR COMMUNITY-BASED ORGANIZATIONS AND BUSINESSES
24
The school will work with its Partners in Education (school-business partners) to provide information about
opportunities for organizations and businesses to work together with parents and schools. The school will
describe appropriate roles for community-based organizations and businesses in parent involvement activities.
The school maintains a partnership with its partners that includes a role for parents.

PART 11: PARENT RESOURCE CENTER

A parent resource center in the school will be maintained to provide opportunities for parents to learn about
child development and ways they can help their children be successful in school.

PART 12: PROVISION FOR LEP AND DISABLED PARENTS

To the extent possible, information related to school and parent programs, meetings, and other activities will be
sent to the homes of participating children in the language used in the home. In carrying out the parent
involvement requirements, the school, to the extent practicable, will provide full opportunities for the
participation of parents with limited English proficiency or with disabilities, including providing information
and school profiles in a language and form such parents understand.

PART 13: EVALUATION OF THE EFFECTIVENESS OF THE PARENT POLICY

The school will survey parents annually to measure the effectiveness of the Parent Policy. Areas to be
evaluated include increasing parent participation and identifying barriers to parent participation such as low
income, disabilities, limited literacy, LEP, and racial or ethnic considerations. The findings of this evaluation
will be used to design strategies for school improvement.

PART 14: COLLECTION OF NON-SATISFACTORY COMMENTS

The school will collect all non-satisfactory parent comments regarding the school plan and attach them to the
school plan upon submission to the LEA. 25
PARENT-STUDENT-TEACHER
HOME-SCHOOL COMPACT

School Name: Jordan Vocational High School

School Mission: Jordan Vocational High School is committed to providing educational
experiences that will enable each student to become a lifelong learner,
enter the work force with necessary skills and achieve academic and
personal potential.

School Year: 2009-2010


As a teacher, I,_______________________________________________, will

ƒ believe that each student can learn
ƒ show respect for each child and his/her family
ƒ come to class prepared to teach
ƒ provide a conducive environment for learning
ƒ help each child grow to his/her fullest potential
ƒ provide meaningful and appropriate homework activities
ƒ enforce school and classroom rules fairly and consistently
ƒ maintain open lines of communication with students and their parents
ƒ seek ways to involve parents in the school program
ƒ demonstrate professional behavior and a positive attitude

As a student, I,_______________________________________________, will

ƒ always try to do my best in my work and in my behavior
ƒ work cooperatively with my classmates
ƒ show respect for myself, my school, and other people
ƒ obey the school and the bus rules
ƒ take pride in my school
ƒ come to school prepared with my homework and my supplies
ƒ believe that I can learn and will learn

As a parent, I,_______________________________________________, will

ƒ see that my child attends school regularly and on time
ƒ provide a home environment that encourages my child to learn
ƒ insist that all homework assignments are completed
ƒ communicate regularly with my child’s teacher(s)
ƒ support the school in developing positive behavior
ƒ talk with my child about his/her school activities every day
ƒ encourage my child to read at home and to monitor his/her television viewing
ƒ volunteer time at my child’s school
ƒ show respect and support for my child, the teacher, and the school

______________________________________________
Principal’s signature

______________________________________________
Family Services Coordinator’s Signature

“HAND IN HAND WE LEARN AND WORK TOGETHER TO BUILD A BETTER WORLD.” 26
VII. Transition of Students to New Grade Span

Plans for Transition

• Freshman orientation for students and parents is offered prior to the start of school. Topics include
attendance, academic success, career opportunities, graduation requirements, and a tour of the school.
The orientation will be offered at the beginning of each school year. Expanding this program is an
option that will be considered for the upcoming school years.

• Designated counselors and the CTAE supervisor will visit middle schools in the spring of each year to
highlight the schools programs and assist rising 9th
graders with completing course requests.

• The graduation coach will monitor and provide academic support to “at-risk” students in grades 9 – 12.

• Students have many opportunities at Jordan to follow a career pathway in order to assist with transition
to the workforce after graduation.

• Work-based opportunities are offered through select career pathways.

• College visits and orientation programs are scheduled through the guidance department for students who
desire to continue their education.

• The graduation coach at Jordan will work with the graduation coaches at the feeder middle schools on
transitioning target students from eighth grade.
27
VIII. Decisions Regarding the Use of Assessments

It is crucial that fair assessment begins with curriculum alignment. To ensure this takes place teachers will
develop curriculum units and assessments which use a common framework and are used school-wide. The
curriculum must be aligned both vertically and horizontally. The curriculum must be rigorous and challenge all
learners. To accomplish this objective we must implement a systematic school-wide approach for planning
within and across grade levels and disciplines. Teachers must meet and look at how grading may be a barrier to
achievement. They must decide on several critical issues regarding assessment, i.e. decide on the lowest failing
grade to be recorded on a report card, decide on what policy should govern with 69 averages causing failure,
decide on grades for homework, and decide on how averages will be weighted. Only then will teachers be in a
position to collaborate with their departments to design assessments that will be aligned with the GPS and QCC
(in subject areas where the GPS has not been implemented yet). Both formal and informal assessments will be
used to monitor students’ progress; these assessments will then be utilized to assist with the instructional
practices of the teachers. These strategies will be used to improve student performance both individually and
collectively.

Forms of assessments to be used include:

• Benchmark assessments
• Diagnostic assessments
• Predictor tests for the Georgia High Graduation Test (GHSGT)
• The Georgia High Graduation Test (GHSGT)
• Predictor tests for the Georgia High School Writing Test (GHSWT)
• The Georgia High School Writing Test (GHSWT)
• End of Course Tests (EOCT)
• GAA – Georgia Alternative Assessment
• PSAT (will be used to target 11th grade first time test takers for remediation)
• KeyTrain (This system includes targeted, self-paced instruction, pre- and post-assessments, a complete
learning management system and an occupational job profiles database. These components can be used
to help individuals learn, practice and demonstrate the skills they need to succeed in the jobs and careers
they desire.)
• Teacher observations, checklists, inventories, rubrics, performance assessments, and teacher-made tests.

The data room includes the results of formal assessments so that teachers have access to test data. In addition,
the testing coordinator and school improvement specialist will provide individual student, classroom, and
school-wide results to teachers. The state director will provide training to teachers on use of this data during
meetings of professional learning communities.
28
IX. Coordination and Integration of Services and Programs

The funding for Jordan is based on FTE counts and is allocated in accordance to the guidelines regarding class
size, type of instructional environment, i.e. CTAE, traditional, and special needs. Other sources of funding
include a technology grant (2009-2010) Perkins IV, industry certification grants, Instructional Extension
Program funds, Title IIIA funds (ESOL), and Title IV - Safe and Drug Free Schools.

Title I funds will be used to supplement other funds available to the school by purchasing additional personnel,
equipment, supplies, and contracted services.

Anticipated Use of Title I Funds - When Sufficient Funds Are Available

Instruction Pupil
Services -
Counseling
Improvement
of Instruction
Media
Services
School
ADM
Maintenance
and Operations
Student
Transportation
Parenting
Intervention teachers

Counselor
Registration

Substitutes Media
Books

Administr
ative
Registratio
n
Installation of
Equipment and
Wiring
Field Trips Family
Services
Coordinator
Salary and
Benefits
PDAs for e-Walks Counselor Travel Academic Coach
Salary and
Benefits
Administr
ative
Travel
Salaries and
Benefits for Bus
Drivers
Parenting
Supplies
Entrance Fees for Field Trips Counseling
Materials
Contracted
Services
Contracted
Services
Furniture for
Parenting
Resource
Room
Extended Day Teachers Training Materials Inside Travel
Reimbursemen
t for Family
Services
Coordinator
Subs for Title I Teachers on
Sick Leave

Teacher
Registration
Outside Travel
Reimbursemen
t for Family
Services
Coordinator
Contracted Services for
Student Instruction
Teacher Travel
Computers and Related
Equipment
On-line Services
for Improvement
of Instruction

Projectors Stipends for
Teachers
Receiving PLUs
for Professional
Learning while
Off Contract

Instructional Software School
Improvement
Specialist Salary
and Benefits

Interactive White Boards e-Walk
Subscriptions

Instructional Supplies and
Supplemental Books

On-line Subscriptions for
Instruction

Furniture for Storing
Instructional Materials
(Bookcases and Filing
Cabinets)

Printing Costs
29
X. Effective and Timely Assistance to Students

The teachers will continue to serve as advisors and monitor student progress. Small advisor groups allow
advisors to work with the student individually to track his/her progress toward graduation and ensure that
student course requests align with graduation requirements. Students will have the same advisor throughout
high school to facilitate building the relationship between the student and advisor.

The graduation coach will serve as a resource to assist at-risk students.

Students with disabilities will be educated in the least-restrictive environment to allow increased student
achievement.

Reviews for GHSGT and GHSWT are provided through extended day/review progams for students eligible for
testing. Additional reviews are provided for repeat test takers.

Students will receive guidance on interpreting their testing data.

Title I Intervention teachers will be employed to reduce class sizes in reading/ELA and math. The intervention
teachers will provide assistance in remediation as well as enrichment activities. Students will be served
individually and in small group settings.

The Academic Coach will assist teachers with strategies that target student weaknesses in ELA and social
studies. As needed, the coach will provide one-on-one or small group instruction to students who are
experiencing academic difficulties.

The School Improvement Specialist will assist teachers with strategies that target student weaknesses in math
and science. As needed, one-on-one or small group instruction will be provided to students who are
experiencing academic difficulties.

Both the Academic Coach and School Improvement Specialist will model strategies and lessons on
differentiated instruction for teachers so that student engagement will be improved. The instructional coaches
will also assist teachers with understanding summative and formative assessment results in order to help
students understand their individual strengths and weaknesses.

A Family Services Coordinator will help bridge the communication gap between home and school. This person
will provide workshops that help to build the parents’ capacity to help their children perform better in school.

Jordan will follow district, state, and federal guidelines to ensure that students identified as homeless will
achieve the same goals set for all other students. Muscogee County School District will provide a homeless
liaison to assist students who are found in this situation.

The school will follow district, state and federal guidelines to ensure that ELL students in the school will
achieve the same goals set for all other students.

Jordan currently does not have a migrant student population; however, in the event the school gains migrant
students, the school will follow district, state, and federal guidelines to ensure these students will achieve the
same goals set for all other students. In addition, all parents/guardians bringing a child to enroll in Jordan
receive a survey that determines whether or not their child will be identified as a migrant student. This survey
is maintained in student cumulative folders.
30
Muscogee County School District serves children in institutions for neglected children. In the event Jordan
gains students from these institutions, the school will follow district, state, and federal guidelines to ensure that
students will achieve the same goals set for all other students.
31
XI. Disaggregation of Data

The State provides collection and disaggregation of student achievement results of the CRCT, GHSGT, and
eighth grade writing assessments. Disaggregated reports are published on the Georgia Department of Education
(GADOE) website and released to the news media by the State Superintendent of Education. A link to the
GADOE is provided on the MCSD website. The local television and radio stations and newspapers provide the
local citizens with detailed information about test results.

GHSGT and GHSWT results are provided by MCSD Office of Assessment and Accountability. Results are
provided to the teachers conducting reviews for repeat test takers.

EOCT results are provided to teachers for individual students and for their classes.

Predictor tests are used in language arts and math for scheduling and assisting those who are “at risk” for not
passing the EOCT and GHSGT.
32

XII. Disaggregation of Data

Assessment Results and Interpretation to Parents

After assessment reports for individual students have been received, parents will be provided information
concerning the results of the annual review including school performance profiles, individual student
assessment results and interpretation of those results. A description and explanation of the school curriculum
and the assessments used to measure student progress and the proficiency levels the students are expected to
meet.

Assessment results and their interpretations will be shared with parents in a number of ways: during Open
House at the beginning of the year, letters, posting on the school’s website and in the data room, and during
parent-teacher conferences, parent workshops, and PTSA meetings. Test results will also be sent home in either
progress reports or report cards.

Collection and Disaggregation of Student Achievement Data

The State provides collection and disaggregation of student achievement data results on adequate yearly
progress assessments. Disaggregated reports are published on the Georgia Department of Education website and
released to the news media by the State Superintendent of Education.

Validity and Reliability of Disaggregated Assessment Results

The State makes efforts to report statistically sound assessment results.

Public Reporting of Disaggregated Data

Disaggregated reports are published on the Georgia Department of Education website and released to the news
media by the State Superintendent of Education. A link to the GaDOE is provided on the Muscogee County
School District’s website. The local television, radio stations, and newspapers provide the public with detailed
information about test results.

Development of Plan During a One-Year Period

The plan for Jordan High School was developed during less than a one year period. Because of the planning
process currently in place by the school system, the LEA and the SEA determined that the school would not be
required to go through a full year planning process to become a Schoolwide school. The following is a
description of the planning process that is in place by the school system.
The system assured consistency among schools by requiring all schools to use the same planning
template for writing School Improvement (SI) Plans. The template for writing SI Plans for all schools
was developed by the Title I Director and includes all of the required components of a Title I
Schoolwide Program (SWP) Plan. SI plans are annually updated by school personnel and are reviewed
by one of the three teams of Central Office Directors and Instructional Specialists who either approve
the plans as written or make recommendations for revisions. In another stage of the SI Plan review
process, each school’s Leadership Team is interviewed by a Central Office review team and answers
essential questions about the process the school used in the development of its plan, the stakeholders’
involvement in the plan’s development, the alignment of the school’s needs with the plan’s
actions/strategies, and the school’s process for monitoring the implementation of the plan. Instructional
Specialists from the Central Office monitor the implementation of the plan during on-site visits to 33
schools. As a means of monitoring for continuous progress, either system leaders or representatives of
the GADOE’s School Improvement Services conduct a Georgia Assessment of Performance on School
Standards (GAPSS) Analysis for NI schools. The recommendations of the GAPSS Analysis Teams are
used by schools in decision-making as plans are updated.
Jordan High School is an NI-5 school and had the benefit of support from the Georgia Department of
Education (GaDOE) consultants during the entire 2008-2009 school year. Carol Casion was the primary
consultant from the GaDOE who worked with Jordan’s staff as they completed and implemented the
school’s Short Term Action Plans and updated the SI Plan. Nancy Starr of the GaDOE also provided
support for the school. Jordan’s initial GAPSS Analysis was conducted by a local system team that had
been trained in GAPSS Analysis procedures by Jim Cable from the GaDOE. Another GAPSS Analysis
for Jordan was conducted by a GaDOE School Improvement Services team.




H High h Sch
34






hool Pro ofile 35
High School Profile for Continuous Improvement

Date Completed: August 2009

School: Jordan High School System: Muscogee County (0706)

Contact: Mr. Ricky Stone

Email: rstone@mcsdga.net Phone: 706-748-2819

Major School Initiatives:

School Year Initiative or Reform Effort
2005-Present Least Restrictive Environment (Collaborative) Classes
2006-2007 Mentoring Program for New Teachers
2006-2007 Implementation of Georgia Performance Standards – Social Studies
2006-2007 Teacher participation in vertical alignment of math and science curriculum
2007-Present Full Time Graduation Coach
2007-2008 Teacher participation in Rubicon Atlas Curriculum Mapping Software Training
2008-Present Full Time School Improvement Specialist
2007-Present WOW Conference
2007-2008 Implementation of Georgia Performance Standards – Math I
2008-Present SWISS System
September
2008
Rubicon Atlas Training
November
2008
Co-Teaching Training
November
2008
netTrekker Training
November
2008
Smartboard Training
August 2009 JAM – Jordan Academic Mentoring Program
2008-2009 Implementation of Georgia Performance Standards – Math II
2008-present Credit Recovery through GAVS
36
Student Demographic Data:



Homeless Children and Youth
School Year Number
Percent of Student
Population
2008-2009 3 .3%
2007-2008 82 9.8%
2006-2007 7 .9%

Gifted Education
School Year Program Enrollment
Percent of Student
Population
2008-2009 3 .3%
2007-2008 3 .4%
2006-2007 7 .9%




0
10
20
30
40
50
60
70
80
90
2006-2007 2007-2008 2008-2009
Number of Students
Percent of Students
Column1







37
Retention Rates:


Retention Rates
School Year Total
Number
%
In 9th

%
in 10th

%
in 11th

%
in 12th

2008-2009 108 20.3 14.5 6.5 8.6
2007-2008 99 21.4 11.2 10.3 1
2006-2007 108 * * * *
*Data not available







Retention Rates
0
5
10
15
20
25
2006-2007 2007-2008 2008-2009
9th Grade
10th Grade
11th Grade
12th Grade 38



Retention Rates:


Retention Rates by Subgroup
Retention
Rates
%
White
%
Black
%
Hispanic
% Other
Ethnic
Groups
%
Male
%
Female
2008-2009 11.1 15.8 7.4 6.5 15.4 11.4
2007-2008 10.6 12.3 17.2 0 12.7 10.7
2006-2007 43.5 54.6 .9 .9 53.7 46.3





Retention Rates by Subgroup
0
10
20
30
40
50
60
2006-2007 2007-2008 2008-2009
White
Black
Hispanic
Other Ethnic Groups
Male
Female




39
Attendance:

Percentage of Students by Range of Days Absent
For All Students and All Subgroups



2007‐2008 2006‐2007
Students by
Race/Ethnicity
5 or
fewer
days
absent
6-15
days
absent
More
than
15
days
absent
Number
of
Students
5 or
fewer
days
absent
6-15
days
absent
More
than
15
days
absent
Number
of
Students
All Students 36.6 40.9 22.6 1116 46.3

34.5 19.2 1114
Asian - - - 4 - - - 4
Black 41.2

37.1 21.7 682 44.5 35.5 19.9 647
Hispanic 26.2 45.2 28.6 42 62.9 34.3 2.9 35
Native American
Alaskan Native
- - - 2 - - - 4
White 28.4 48.1 23.5 366 47.5 32.2 20.3 404
Multiracial 40 40 20 20 50 45 5 20
Other Student
Subgroups

Male 37.6 42.2 20.2 590 49 33.7 17.3 573
Female 35.4 39.4 25.3 526 43.4 35.3 21.3 541
SWD 30.8 41.1 28.1 224 31.8 33.2 35 214
Students w/o
Disabilities
38 40.8 21.2 892 49.8 34.8 15.4 900
LEP 42.1 31.6 26.3 19 57.1 42.9 - 14
Econ. Disadv. 35.6 42.3 22.1 804 44.3 35.6 20.1 836
Not Econ.
Disadv.
39.1 37.2 23.7 312 52.5 30.9 16.5 278
Migrant - - - - - - - -
(-) No data available or too few students 40
High School Student Achievement Data:


Diplomas
2007-2008 2006-2007
Number Percent Number Percent
College/Tech-Career Prep Endorsement 62 42.5 52 46%
Black 34 54.8 27 51.9%
White 24 38.7 21 40.4%
Hispanic 1 1.6 1 1.9%
Asian 0 0 1 1.9%
American Indian 0 0 1 1.9%
Multi Racial 3 4.8 1 1.9%
Male 31 50 24 46.2%
Female 31 50 28 53.8%
Students with Disabilities * * * *
College Prep Endorsements 15 10.3 11 9.7%
Black 11 73.3 6 54.5%
White 4 26.7 4 36.4%
Hispanic 0 0 0 0
Asian 0 0 0 0
American Indian 0 0 0 0
Multi Racial 0 0 1 9.1%
Male 4 26.7 5 45.5%
Female 11 73.3 6 54.5%
Students with Disabilities * * * *
Tech-Career Prep Endorsements 49 33.6 50 44.2%
Black 26 53.1 28 56%
White 20 40.8 18 36%
Hispanic 3 6.1 2 4%
Asian 0 0 1 2%
American Indian 0 0 0 0%
Multi Racial 0 0 1 2%
Male 26 53.1 29 58%
Female 23 46.9 21 42%
Students with Disabilities * * * *
Total Graduates 126 86.3 113 46.3
Black 71 56.3 61 54%
White 48 38.1 43 38.1%
Hispanic 4 3.2 3 2.7%
Asian 0 0 2 1.8%
American Indian 0 0 1 0.9%
Multi Racial 3 2.4 3 2.7%
Male 61 48.4 58 51.3%
Female 65 51.6 55 48.7%
Students with Disabilities * * * *
*Data Not Given 41
High School Student Achievement Data:

Data Continued
Diplomas Number Percent Number Percent
Special Education * 13 8.9 10 30.3
Black 7 53.8 5 50%
White 5 38.5 5 50%
Hispanic 1 7.7 0 0
Asian 0 0 0 0
American Indian 0 0 0 0
Multi Racial 0 0 0 0
Male 7 53.8 5 50%
Female 6 46.2 5 50%
Students with Disabilities * * * *
cates of Attendance * 7 4.8 10 7.51
Black 6 85.7 9 90%
White 0 0 1 10%
Hispanic 1 14.3 0 0
Asian 0 0 0 0
American Indian 0 0 0 0
Multi Racial 0 0 0 0
Male 4 57.1 4 40%
Female 3 42.9 6 60%
Students with Disabilities * * * *
Total Completers * 20 13.7 133 54.5
Black 13 65 75 56.4%
White 5 25 49 36.8%
Hispanic 2 10 3 2.3%
Asian 0 0 2 1.5%
American Indian 0 0 1 0.8%
Multi Racial 0 0 3 2.3%
Male 11 55 67 50.4%
Female 9 45 66 49.6%
*Does not count towards graduation rate for AYP.















42
High School Student Achievement Data:










AP Course and Assessment Analysis
List AP Exams Taken
with Corresponding
Information
Year
# Students
Taking Course
# Students
Passing Course
# of Students
Taking Test
% of Scores 3
or Higher
1. AP Calculus
2008-2009 0 0 0 0
2007-2008 0 0 0 0
2006-2007 0 0 0 0
2. AP Chemistry
2008-2009 0 0 0 0
2007-2008 0 0 0 0
2006-2007 0 0 0 0
3. AP US History
2008-2009 0 0 0 0
2007-2008 0 0 0 0
2006-2007 0 0 0 0
4. AP English
2008-2009 17 17 0 0
2007-2008 0 0 0 0
2006-2007 0 0 0 0
5. AP Biology
2008-2009 0 0 0 0
2007-2008 7 7 2 0
2006-2007 0 0 0 0
Technology / Career Education
School Year Program Enrollment
Percent of Student
Population
2008-2009 567 60%
2007-2008 550 65.5 %
2006-2007 647 69.8% 43
High School Student Achievement Data:

Advanced Placement Exams (AP)
School Year
# of Students
Taking AP
Classes
# of Students
Taking Tests
# of
Tests Taken
# of AP courses
offered
2008-2009
Black 0 0 0 0
White 0 0 0 0
Hispanic 0 0 0 0
Asian 0 0 0 0
American Indian 0 0 0 0
Multi Racial 0 0 0 0
Male 7 0 0 0
Female 10 0 0 0
Students with Disabilities 0 0 0 0
2007-2008
Black 4 1 1 1
White 3 1 1 1
Hispanic 0 0 0 1
Asian 0 0 0 1
American Indian 0 0 0 1
Multi Racial 0 0 0 1
Male 3 0 0 1
Female 4 2 2 1
Students with Disabilities 0 0 0 1
2006-2007
Black 0 0 0 0
White 0 0 0 0
Hispanic 0 0 0 0
Asian 0 0 0 0
American Indian 0 0 0 0
Multi Racial 0 0 0 0
Male 0 0 0 0
Female 0 0 0 0
Students with Disabilities 0 0 0 0

*Data not available. 44
High School Student Achievement Data:


Post-Secondary Data
Number of Students and Percent of Student Population
School Year
Graduates Entering
Georgia Public
Colleges
Graduates Entering
Georgia Public Colleges
Requiring Learning
Support
Graduates Entering
Public Technical and
Adult schools
Number
Percent of
Grad. Class
Number
Percent of
those
attending Ga.
public
Colleges
Number Percent
Class Of 2007 21 15.8 10 47.6 17 15
Class of 2006 15 11.7% 6 40% 28 25.7%






Post-Secondary Data
Number of Students and Percent of Student Population
0
5
10
15
20
25
30
35
40
45
50
Class of 2007 Class of 2007
Graduates Entering Public
College
Graduates Entering Public
College Requiring Support
Graduates Entering Public
Technical and Adult Schools 45
Faculty/Staff Data:


Attrition Rate* of Teachers
School Year Number
Percent of Teacher
Population
2008-2009 1 1.3%
2007-2008 7 9.09%
2006 - 2007 6 9.37%
Attrition rate is defined as the number of teachers who leave the profession or transfer to another
system from the beginning of the school year to the beginning of the next school year, excluding
retirement.


Attrition Rate* of Administrators
School Year Number
Percent of Admin.
Population
2008-2009 0 0
2007 - 2008 0 0
2006 - 2007 2 50%
Attrition Rate of administrators is defined as the percentage of administrators who leave the
profession or transfer to another school from the beginning of the school year to the beginning of
the next school year, excluding retirement. 46
Professional Learning:

List the professional learning activities in the past two years that were focused on school
improvement. Include the number in attendance and where the activities were offered.


Year(s)
Offered
Professional Learning Activity

Number of
Participants


On-site (school) or
Off-site (Central
office,
conference, or
other)

2006-2008 Best Practices Conference 27 Conference
2006-2007
Ruby Payne-Framework for
Understanding Poverty
75 On-sight
2006-2008
Leadership Academy for
Administrators
3 Off-site
2006-2008
Least Restrictive Environment
Training
69 On-site and Off-site
2007-
present
Professional Learning Communities 70 On-site
2007-
present
GPS Training 12 Off-site
2007-
present
Positive Behavior Support 5 Off-site
2007-2008
Student Centered Learning -
Language Arts
6 Off-site
2007-2008 Teaching with Technology 3 Off-site
2007-2008 Brain Based Learning 5 Off-site
2007-2008 Violence and Our Children 5 Off-site
2007-2008 Lesson Plan Template 7 Off-site
2007-2008 Working with ADHD/ADD Students 3 Off-site
2007-2008
Classroom Management/Respect and
Responsibility
6 Off-site
2007-2008 Beginning Movie Making 2 Off-site
2007-2008 Advanced Movie Making 2 Off-site
2008-2009 Raising the Standards 6 Off-site
2008-2009 Nettreker 8 On-site
2008-2009 Rubicon Atlas 56 On-site 47
2008-2009 Co-Teaching Training 22 Off-site
2008-2009 Improving Student Achievement 5
Off-site
2008-2009 Access Testing 1
Off-site
2008-2009 WIDA Training 1
Off-site
2008-2009 Scheduling for Co-Teaching 2
Off-site
2008-2009 Clarity Lead Training 2
Off-site
2008-2009 MCSD Best Practice 2
Off-site
2008-2009 Math I Unit Design 3
Off-site
2008-2009 Title II Technology Grant Training 2
Off-site
2008-2009 WOW Workshop 6
Off-site
2008-2009 Math II Training 3
Off-site
2008-2009 TSS Training 1
Off-site
2008-2009
CRMC Just-in-Time Delivery
(Unit 1-4)
3
Off-site
2008-2009 Simms Book Training 1
Off-site
2008-2009 McDougal Littrell Training-Math I 1
Off-site
2008-2009 Managing the Paper Blizzard 1
Off-site
2008-2009 GACTE Conference 1
Off-site
2008-2009 Classroom Management 1
Off-site

48
Student Demographic Data:


Year
Total
Enrollment
%
Black
%
White
%
Hispanic
%
Asian
%
American
Indian
%
Multi-
Racial
%
Male
%
Female
%
Migrant
2008-2009 880 59.8% 33.8% 3% 0.6% 0.2% 2.5% 56% 44% 0
2007-2008 840 61.8% 32.5% 3.5% 0.5% 0.1% 1.5% 53.7% 45.7% 0
2006-2007 801 56.9% 37.3% 3% .4% .2% 2% 53.7% 46.3% 0





Student Demographic Data
0
10
20
30
40
50
60
70
2008-2009 2007-2008 2006-2007
Black
White
Hispanic
Asian
American Indian
Multi Racial
Male
Female
Migrant





49
Student Demographic Data:



Free / Reduced Lunch Number
Percent of Student
Population
2008-2009 660 75%
2007-2008 616 73.3%
2006-2007 705 76%





Free/Reduced Lunch Program
Percent of Population
2008-2009
2007-2008
2006-2007



50
Student Demographic Data:



English Language Learners
School Year
Total
ELL
% of Total
Student
Population
ESOL
program
enrollment
% of Total
student
population
ELL
served/Other
than ESOL
% of Total
student
population
2008-2009 4 0.45 4 0.45 0 0
2007-2008 13 1.5% 13 1.5% 0 0
2006-2007 9 1.1% 9 1.1% 0 0





English Language Learners
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
2008-2009 2007-2008 2006-2007
ELL Percentage
ESOL Percentage
ELL served/Other
than ESOL
Percentage


51
Matriculation / Graduation Rates:




Total Student Classification
School
Year
Number / Percent:
Rising 8th
graders
who enter at PL1
or below grade
level as measured
by the Grade 8
CRCT
Freshman
enrollment
# / %
(October
FTE)
Sophomore
enrollment
#/%
(October
FTE)
Junior
enrollment
#/%
(October
FTE)
Senior
enrollment
#/%
(October
FTE)
Graduates
#/%
List other
completers
(October
FTE)
Reading
ELA
Math
2008-
2009
12.1 R
10.1 ELA
39.4
2007-
2008
15% 60% 356 219 185 169
126
20 Other
completers
2006-
2007
* * 303 270 189 165
113
20 other
completers

*Data not available.Page 52 of 88

Georgia High School Graduation Test:

Percent of 11th
graders scoring at each performance level on the first test administration
Georgia High School Graduation Test (GHSGT): English Data on First-time Administration
Use enhanced HSGT scores for correlation to AYP Reports.
Subject: 2008-2009 2007-2008 2006-2007
English Fail

Pass/Pass+ Fail Pass/Pass+ Fail

Pass/Pass+
TOTAL 17.2 83 21 69 7 93
ƒ Reading
Comprehension
30 70 21 79 21 79
ƒ Literary Analysis 28 72 18 82 18 82
ƒ Conventions and
Writing
19 81 7 93 7 93







GHSGT English Data on
First-time Administration
0
10
20
30
40
50
60
70
80
90
100
2006-2007 2007-2008 2008-2009
Pass Total
Fail Total
Reading Comprehension
Pass
Reading Comprehension
Fail
Literary Analysis Pass
Literary Analysis Fail
Conventions and Writing
PassPage 53 of 88


Georgia High School Graduation Test:



Georgia High School Graduation Test (GHSGT): Mathematics Data on First-time Administration (Math QCC’s
will be assessed through 2007-2008. GPS will be assessed in 2009-2009.)
Use enhanced HSGT scores for correlation to AYP Reports.
Subject: 2008-2009 2007-2008 2006-2007
Mathematics Fail Pass Pass + Fail Pass Pass + Fail

Pass

Pass +
TOTAL 36 64 18 82 18 49 32
ƒ Number and
Operation
24 76 21 79 21 79
ƒ Data Analysis 24 76 17 83 17 83
ƒ Measurement
and Geometry
30 70 29 71 29 71
ƒ Algebra 23 77 23 77 23 77




GHSGT Math Data on
First-time Administration
0
10
20
30
40
50
60
70
80
90
2006-2007 2007-2008 2008-2009
Pass
Fail
Number and Operation Pass
Number and Operation Fail
Data Analysis Pass
Data Analysis Fail
Measurement and Geometry Pass
Measurement and Geometry Fail
Algebra Pass
Algebra Fail



Page 54 of 88

Georgia High School Graduation Test:

Total scores in English and Math were enhanced scores taken from AYP report. Scores for specific strands were taken from summaries provided
to the school by the testing company.
Georgia High School Graduation Test (GHSGT): Social Studies Data on First-time Administration
(In calculating Performance Levels, Use enhanced HSGT scores for correlation to AYP Requirements.
Subject: 2008-2009 2007-2008 2006-2007
Social Studies Fail Pass Pass + Fail Pass Pass + Fail Pass Pass+
TOTAL 29 78 31 69 23% 77
ƒ World Studies
ƒ World History(GPS)
2008-2009
42 58 22 78 27% 73%
ƒ US History to 1865 46 54 31 69 39% 61%
ƒ US History since 1865 37 63 37 63 43% 57%
ƒ Civics/Citizenship 45 55 20 80 27% 73%
ƒ Map and Globe Skills
ƒ World Geography
(GPS) 2008-2009
35 65 13 87 17% 83%
ƒ Info Process Skills
NA NA 31 69 40% 60%
GHSGT Social Studies Data on
First-time Administration
0
10
20
30
40
50
60
70
80
90
100
2006-2007 2007-2008 2008-2009
Pass
Fail
World Studies Pass
World Studies Fail
US History to 1865 Pass
US History to 1865 Fail
US History since 1865 Pass
US History since 1865 Fail
Civics/Cit izenship Pass
Civics/Cit izenship Faill
Map & Globe Skills Pass
Map & Globe Skills Fail
Info Process Skill Pass
Info Process Skills Fail
Georgia High School Graduation Test:



GHSGT Science Data on
First-time Administration
0
10
20
30
40
50
60
70
80
90
2006-2007 2007-2008 2008-2009
Pass
Fail
Cells and Heredity Pass
Cells and Heredity Fail
Ecology Pass
Ecology Fail
Structures/Properties Pass
Structures/Properties of Matter Fail
Energy Pass
Energy Fail
Forces, Waves & Electricity Pass
Forces, Waves, and Electricity Fail

Georgia High School Graduation Test (GHSGT): Science Data on First-time Administration
(In calculating Performance Levels, Use enhanced HSGT scores for correlation to AYP Requirements.
Subject: 2008-2009 2007-2008 2006-2007
Science Fail Pass Pass + Fail Pass Pass + Fail

Pass Pass +
TOTAL
28 78 27 73 40 61
ƒ Cells and Heredity
45 55 34 66 34 66
ƒ Ecology
30 70 21 79 21 79
ƒ Structures/Properties
of Matter
44 56 23 77 23 77
ƒ Energy
Transformation
30 70 29 71 29 71
ƒ Forces, Waves &
Electricity
44 56 32 68 32 68 56
Georgia High School Graduation Test:





GHSGT Writing Data on
First-time Administration
0
10
20
30
40
50
60
70
80
Fall 2006 Fall 2007 Fall 2008
Pass
Fail
Ideas Pass
Ideas Fail
Organization Pass
Organization Fail
Style Pass
Style Fail
Conventions Pass
Conventions Fail


Georgia High School Graduation Test (GHSGT): Writing Data on First-time Administration

Year Fall 2008 Fall 2007 Fall 2006
Subject Pass Fail Pass Fail Pass Fail
TOTAL
64 36 74 26 72 28
Ideas
52 48 54 46 50 50
Organization
50 50 52 48 50 50
Style
52 48 54 46 50 50
Conventions
52 48 54 46 50 50 57
Student Achievement in Grades 9-12. Use data for 11th grade first time test takers.

ELA: GHSGT: % of Students at each Performance Level
Year:

White Black Hispanic Other SWD Econ Dis. LEP
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
2008-2009 15 33 51 29 50 21 50 30 20 * * * 62 33 5 18 36 50 - - -
2007-2008 16 30 55 21 48 31 * * * * * * 75 13 13 20 45 35 - - -
2006-2007 5 13 82 7 44 49 30 30 40 * * * 35 38 27 6 35 58 - - -


Math: GHSGT: % of Students at each Performance Level
Year:

White Black Hispanic Other SWD Econ. Dis. LEP
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
2008-2009 13 37 50 25 56 19 * * * * * * 69 28 3 39 11 50
- - -
2007-2008 18 40 44 15 62 23 * * * * * * 64 31 5 14 58 28
- - -
2006-2007 13 36 51 21 60 19 30 50 20 * * * 67 26 7 21 51 28
- - -


Science: GHSGT: % of Students at each Performance Level
Year:

White Black Hispanic Other SWD Econ Dis. LEP
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
2008-2009 18 50 32 35 47 18 * * * * * * 24 49 27 - - -
- - -
2007-2008 26 30 44 26 51 23 * * * * * * 76 21 3 24 64 12
- - -
2006-2007 23 58 18 50 47 3 60 30 10 * * * 75 25 0 44 49 7
- - -

Social
Studies:
GHSGT: % of Students at each Performance Level
Year:

White Black Hispanic Other SWD Econ Dis. LEP
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
Fail Pass Pass
+
2008-2009 22 43 35 35 53 12 * * * * * * 21 54 25 - - -
- - -
2007-2008 27 42 31 31 60 9 * * * * * * 31 60 9 29 44 27
- - -
2006-2007 12 59 29 32 57 10 20 50 30 * * * 60 36 4 26 60 14
- - -
*Indicates Two Few Students or No Test Data 58
End of Course Tests (EOCT):

9th
Grade Literature
Percent Correct By Domain
2008-2009

Reading and
Literature
Reading, Listening,
Speaking, and
Viewing Across the
Curriculum
Writing Conventions
Winter 2008 57 53 64 57
Spring 2009 61 65 64 64

9th
Grade Literature
Passing Percentages
2008-2009

Spring 2009 Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 66 34 60 40
Black 54 46 49 51
Hispanic - - - -
White 83 17 68 32
Other - - - -
SWD 28 72 19 81
ELL - - - -













American Literature
Percent Correctly By Domain
9TH GRADE LITERATURE
PERCENT CORRECT BY DOMAIN
2008-2009
0
10
20
30
40
50
60
70
Winter 2008 Spring 2009
Reading and Literature
Reading, Listening,
Speaking, and Viewing
Across the Curriculum
Writing
Conventions 59
2008-2009

Reading and
Literature
Reading, Listening,
Speaking, and
Viewing Across the
Curriculum
Writing Conventions
Winter 2008 64 71 64 66
Spring 2009 60 73 62 61


American Literature
Passing Percentages
2008-2009
Spring 2009
Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 76 24 88 12
Black 71 29 89 11
Hispanic - - - -
White 84 16 88 13
Other - - - -
SWD 23 77 75 25
ELL - - - -



AMERICAN LITERATURE
PERCENT CORRECT BY DOMAIN
2008-2009
0
10
20
30
40
50
60
70
80
Winter 2008 Spring 2009
Reading and Literature
Reading, Listening,
Speaking, and Viewing
Across the Curriculum
Writing
Conventions




Algebra
Percent Correctly By Domain
2008-2009

Algebraic
Fundamentals
Operations on
Real Numbers
and Algebraic
Solving
Equations and
Inequalities
Functions and
Their Graphs
Connections and
Applications 60
Expressions
Winter
2008
63 38 39 39 42
Spring
2009
51 41 38 39 46

Algebra
Passing Percentages
2008-2009
Spring 2009
Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 35 65 33 67
Black 30 70 25 75
Hispanic 36 64 - -
White 43 57 - -
Other - - - -
SWD 12 88 33 67
ELL - - - -


ALGEBRA
PERCENT CORRECT BY DOMAIN
2008-2009
0
10
20
30
40
50
60
70
Winter 2008 Spring 2009
Algebraic Fundamentals
Operations on Real
Numbers and Algebraic
Expressions
Solving Equiations and
Inequalities
Functions and Their
Graphs

Geometry
Percent Correctly By Domain
2008-2009

Logic and
Reasoning
Points,
Lines,
Planes,
and
Angles
Congruence
and Similarity
Polygons
and Circles
Perimeter,
Area, and
Volume
Coordinate,
Transformational,
and 3-Dimensional
Geometry
Winter
2008
49 58 53 51 41 54 61
Spring
2009
52 55 52 48 43 50

Geometry
Passing Percentages
2008-2009

Spring 2009 Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 50 50 55 45
Black 44 56 - -
Hispanic - - 35 65
White 61 39 80 20
Other - - - -
SWD 30 70 - -
ELL - - - -

GEOMETRY
PERCENT CORRECT BY DOMAIN
2008-2009
0
10
20
30
40
50
60
70
Winter 2008 Spring 2009
Logic and Reasoning
Points, Lines, Planes, and Angles
Congruence and Similarity
Polygons and Circles
Perimeter, Area, and Volume
Coordinate, Transformational, and 3
Dimensional Geometry

Biology
Percent Correctly By Domain
2008-2009
Cells Organisms Genetics Ecology Evolution
Winter 2008 37 44 45 46 45
Spring 2009 37 43 43 44 39

Biology
Passing Percentages
2007-2008

Spring 2009 Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail 62
All Students 28 72 42 58
Black 18 83 36 64
Hispanic - - - -
White 50 50 49 51
Other - - - -
SWD 40 60 18 82
ELL - - - -




BIOLOGY
PERCENT CORRECT BY DOMAIN
2008-2009
0
5
10
15
20
25
30
35
40
45
50
Winter 2008 Spring 2009
Cells
Organisms
Genetics
Ecology
Evolution




Physical Science
Percent Correctly By Domain
2008-2009
Chemistry: Atomic
and Nuclear Theory
and the Periodic
Table
Chemistry:
Chemical Reactions
and Properties of
Matter
Physics: Energy,
Force and Motion
Physics: Waves,
Electricity, and
Magnetism
Winter 2008
46 45 46 49
Spring 2009
46 46 45 46


Physical Science
Passing Percentages
2008-2009
Spring 2009 Pass Spring 2009 Winter 2008 Winter 2008 63
Fail Pass Fail
All Students 58 42 61 39
Black 51 49 54 46
Hispanic 51 49 - -
White 74 26 79 21
Other - - - -
SWD - - 33 67
ELL - - - -


PHYSICAL SCIENCE
PERCENT CORRECT BY DOMAIN
2008-2009
43
44
45
46
47
48
49
50
Winter 2008 Spring 2009
Chemistry: Atomic and
Nuclear Theory and the
Periodic Table
Chemistry: Chemical
Reactions and Properties
of Matter
Physics: Energy, Force and
Motion
Physics: Waves, Electricity,
and Magnetism

US History
Percent Correctly By Domain
2008-2009
Colonization
through the
Constitution
New Republic
through
Reconstruction
Industrialization,
Reform, and
Imperialism
Establishment as
a World Power
Modern Era
Winter
2008
42 45 45 46 47
Spring
2009
43 50 47 44 49

US History
Passing Percentages
2008-2009

Spring 2009 Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 32 68 26 74
Black 21 79 19 81
Hispanic - - - - 64
White 56 44 37 63
Other - - - -
SWD 11 89 4 96
ELL - - - -



US HISTORY
PERCENT CORRECT BY DOMAIN
2008-2009
38
40
42
44
46
48
50
52
Winter 2008 Spring 2009
Colonization through the
Constitution
New Republic through
Reconstruction
Industrialization, Reform,
and Imperialism
Establishment as a World
Power
Modern Era


Economics
Percent Correctly By Domain
2008-2009

Fundamentals of
Economics
Microeconomic
Concepts
Macroeconomic
Concepts
International
Economics
Personal
Finance
Economics
Winter
2008
46 49 48 47 59
Spring
2009
51 49 45 49 56

Economics
Passing Percentages
2008-2009

Spring 2009 Pass
Spring 2009
Fail
Winter 2008
Pass
Winter 2008
Fail
All Students 53 47 48 52
Black 53 47 42 58
Hispanic - - - -
White 60 40 62 38
Other - - - - 65
SWD 18 82 5 95
ELL - - - -


ECONOMICS
PERCENT CORRECT BY DOMAIN
2008-2009
0
10
20
30
40
50
60
70
Winter 2008 Spring 2009
Fundamentals of
Economics
Microeconomics Concepts
Macroeconomics Concepts
International Economics
Personal Finance
Economics 66
Scholastic Aptitude Test (SAT): Use students’ highest verbal and highest math scores.

Year
# Taking
Test
Average Math Average Verbal
Average
Writing
Total
2007-2008
Total
61 412 400 389 1201
Black 38 382 386 368 1136
White 12 453 464 440 1357
Hispanic 2 ** ** ** **
Asian 0 0 0 0 0
American Indian 2 ** ** ** **
Multi Racial 5 378 396 430 1204
Male 29 418 421 377 1216
Female 32 384 404 400 1188
Students with Disabilities 0 0 0 0 0

Year
# Taking
Test
Average Math Average Verbal
Average
Writing
Total
2006-2007
Total
55 427 406 403 1236
Black 25 388 388 388 1164
White 21 465 416 Not Given
Hispanic 0
Asian 1 * * *
American Indian 2 * * *
Multi Racial 0
Male 27 433 398 394
Female 27 427 415 414
Students with Disabilities 0

*GOSA does not report on fewer than 10 students **No data available ***Total = Verbal and Math



J
S
Jorda
Schoo
A
an H
Pa
ol Im
Actio
67





High
art C
mpro
on P


Sch
C
ovem
Plan
hool
ment

t
SCHOOL IMPROVEMENT PLAN

Cover Page

School Name: Jordan High School School System: Muscogee County School District

Name of Principal: Ricky Stone School Year: 2008-2009

Title I: School-Wide Program: _____X__ Targeted Assistance: ________

Needs Improvement Status: Status: NI NI-AYP Year: 0 1 2 3 4 5 5 6 7

Sanctions Implementing (Select all that apply):

X School Improvement Plan (School Improvement Plans will be submitted to the LEA per system guidelines. Needs
Improvement schools will submit plans to the LEA for approval in October 2006.)

____X___ School Choice

____X____ Supplemental Services

________ Corrective Action (The Corrective Action Addendum will be submitted to the LEA along with the School Improvement
Plan in October 2006.)

X Restructuring (LEA approved School Improvement Plans with the Restructuring Addendums will be submitted to the
Georgia Department of Education by January 31, 2007.)

Principal’s Signature: __________________________________ Date: ________________________

Title I Director’s Signature: _____________________________ Date: ________________________

Superintendent’s Signature: _____________________________ Date: ________________________

Page 69 of 88

School Improvement Plan
2007-2010

System and School Name: Muscogee County School District – Jordan High School School Year: 2009-2010

Measurable Goals:
ELA
All students will increase their achievement in ELA on the GHSGT from 82.8% meeting and exceeding the standards at the end of SY 2009 to 87.7% meeting
and exceeding standards at the end of SY 2010.
Students with disabilities will increase their achievement in ELA on the GHSGT from 37.5 % meeting and exceeding standards at the end of SY 2009 to 46%
meeting and exceeding standards at the end of SY 2010.
All student subgroups will decrease the percentage of students not meeting standards in ELA by at least 10% from SY 2008/09 to SY 2009/10.

Mathematics
All students will increase their achievement in Mathematics on the GHSGT from 66.4% meeting and exceeding the standards at the end of SY 2009 to 74.9%
meeting and exceeding standards at the end of SY 2010.
Students with disabilities will increase their achievement in Mathematics on the GHSGT from 27.3% meeting and exceeding standards at the end of SY 2009 to
36% meeting and exceeding standards at the end of SY 2010. All student subgroups will decrease the percentage of students not meeting standards in Math by
at least 10% from SY 2008/09 to 2009/10.

Social Studies
All students will increase their achievement in social studies on the GHSGT from 71% meeting and exceeding the standards at the end of SY 2009 to 75%
meeting and exceeding standards at the end of SY 2010.

Science
All students will increase their achievement in science on the GHSGT from 72% meeting and exceeding the standards at the end of SY 2009 to 76% meeting
and exceeding standards at the end of SY 2010.

Writing
All students will increase their achievement in writing on the GHSGT from 64% meeting and exceeding the standards at the end of SY 2009 to 70% meeting
and exceeding standards at the end of SY 2010.

Attendance
The percentage of all students absent more than 15 days in grades 9-12 will decrease from 27.6% in SY 2008/09 to 15% at the end of the SY 2009/10.
The percentage of students with disabilities absent more than 15 days in grades 9-12 will decrease from 26.8% in SY 2008/09 to 20% at the end of the SY
2009/10.

Graduation Rate
The graduation rate for all students will increase from 64.3% in SY 2008/09 to 75% at the end of the SY 2009/10.
The graduation rate for students with disabilities will increase from 22.5% in SY 2008/09 to 25% at the end of SY 2009/10.
Page 70 of 88

School Improvement Plan
2007-2010

System and School Name: Muscogee County School District – Jordan High School School Year: 2009-2010

Measurable Goals:
NCLB Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
NCLB Performance Goal 2: 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 according to their goals and timelines established in their IAP.
NCLB Performance Goal 3: All students will be taught by highly qualified teachers.
NCLB Performance Goal 4: 100% of students will be educated in learning environments that are safe, drug free, and conducive to learning 100% of the time.
NCLB Performance Goal 5: All students will graduate from high school.
IDEA Performance Goal 1: Improve post-school outcomes for students with disabilities.
IDEA Performance Goal 3: Improve the provision of a free and appropriate public education to students with disabilities.
IDEA Performance Goal 4: Improve compliance with state and federal laws and regulations.

GSS Strands
Actions, Strategies, and
Interventions
Timeline
Estimated
Costs,
Funding
Sources,
and
Resources
Person(s)
Responsible
Means of Evaluation
Artifacts Evidence of Impact on Student Learning
Assessment
(NCLB 1)
Administer English/Language Arts
and math predictor tests to juniors
(fall) and sophomores (spring) in order
to identify students at-risk for the
GHSGT in either area.

Utilize a variety of formative and
summative assessment tools to
identify individual student needs and
adjust instruction in all core content
areas.


Sept.
2009

March-
April
2010








Materials
for testing

$50
(General
Funds)

Testing Coord.,
School
Improvement
Specialist,
Academic Coach,
Leadership Team,
Principal,
Asst. Principal,
Teachers
Diagnostic,
formative, and
summative,
assessments,
posted student work,
student grades,
student results and
instructional plans that
address results,
grading rubrics
Teachers can identify individual and class
strengths, misconceptions, and areas of
weakness.

Teachers can explain how instruction has
been designed and demonstrate how it is
being adjusted and delivered to meet
individual student needs based on the
diagnostic and formative assessments.

Focus walks and observation

Students can explain how instruction has been
adjusted and delivered to meet their
individual needs based on diagnostic and on-
going formative assessments.
Page 71 of 88

Instruction (NCLB 1, 5)
Implement Data Teams to monitor
student progress and revise instruction.
August
2009 –
May 2010
$0 State Director,
SIS,
Teachers,
Academic Coach
Leadership Team
Asst. Principal of
Curriculum and
Instruction
Team meeting agenda
and minutes,
Analyzed student work
Observation notes and
feedback forms,
Data Team collection
and recording sheets
Data displays
Data Team action plan
HIP Rubric
Teachers can articulate the Data Team
process and how it drives instructional
decisions and impacts student achievement.

Students can describe how they have revised
their work based on teacher feedback.

HIP rubric will be utilized to determine the
effectiveness of Data Teams in monitoring
student progress and revising instruction.

Instruction
(NCLB 1)

Implement English/Language Arts,
Math, Science, and Social Studies
GHSGT Test Prep first and second
semester for students identified as at-
risk.

August
2009

January
2010
$0 Asst. Principal of
Curriculum and
Instruction,
SIS,
Academic Coach,
Testing
Coordinator
Attendance,
Roster of Targeted
Students,
Disaggregated student
achievement data
Administration can outline the process
utilized to target and schedule students who
need additional assistance and its impact on
student achievement.
Instruction (NCLB 1)
Utilize extended day/year program,
test review programs for first time test
takers (i.e. GHSGT and GHSWT
reviews during the school day),
internal credit recovery, and on-line
credit recovery through Georgia
Virtual High School.

Compile and review specific strand
data from previous administrations in
order to improve student weaknesses
for repeat test takers.

Utilize extended day/year teachers for
test prep, test review, and credit
recovery.



August
2009-
May 2010


$16, 148
(Title I)




Asst. Prin.,
SIS,
Academic Coach,
Testing Coor.,
Leadership Team,
State Director,
Teachers

Disaggregated test
data,
Agendas and minutes,
Lesson Plans,
Strategies identified in
school improvement
plans,
Classroom profiles,
Strategies identified in
school improvement
plans,
First Test Takers
Roster,
GHSGT Retakes,
Credit Recovery Data,
Sign-in Sheets,
Computer Lab


Students can explain the expectations of the
school wide plan. Students have established
their goals and can articulate their progress
toward meeting their goals.

Teachers can articulate the agreed upon
knowledge, skills, and understandings that all
students are to meet and can describe their
instructional goals for meeting individual
student academic needs.

Leadership and teachers can communicate the
strengths and weaknesses identified in state
assessment data at a variety of levels to
include the school, individual grads, as well
as classrooms.

Leadership can articulate the instructional
focus for each grade level and monitor
specific goals and their impact on student
achievement. Page 72 of 88

Instruction
(NCLB 1)

Implement Compass Learning,
Thinkgate, and KeyTrain in all core
subject areas.
October
2009 –
May 2010
$10,500
(Title I)
Core subject area
teachers
Computer reports Students will show increased test scores on
EOC and graduation tests.

Instruction (NCLB
1)

Participate in a math collaboration
project with GLRS.
August
2009-May
2010
$0 GLRS Personnel,
Teachers,
SIS


Professional learning
schedules, sign in
sheets, agendas and
minutes,
Sample activities and
performance tasks in
lesson plans,
Math assignments
using manipulatives
Observations indicate students working
toward the same standard but in varying
ways. Instruction may be paced or presented
differently; tasks may vary based on interest
and student needs. Teachers can explain how
data supports the differentiated instruction.
Instruction
(NCLB 1,5)

Implement the use of Fast ForWord to
help struggling students with their
reading skills.
Oct. 2009
– May
2010
$5000
(Title I)
Principal,
SIS,
Title I ELA
Teacher

Progress Tracker Students will be more successful reading
classroom materials across the curriculum.
Instruction (NCLB 1)

Implement Active Literacy vocabulary
strategies school-wide.
Sept.
2009
$0 State Director
Teachers
SIS
Academic Coach
Professional learning
plan,
Observation notes,
e-Walks,
lesson plans
student work
Teachers can describe how they teach
common high frequency, specialized, and
embellished vocabulary daily to impact
student learning.

Conversations in the classroom reflect a
common understanding and usage of
specialized terms related to GPS.

Students use common high frequency,
specialized, and embellished vocabulary in
classroom discussions and in products that
result from performance tasks.

Students and teachers can articulate how
specialized vocabulary terms translate across
subject areas and impact student learning. Page 73 of 88

Instruction
(NCLB 1)

Provide materials, such as
manipulatives, workbooks, calculators,
science materials/kits, paper, and
writing tools for the purpose of
engaging students in learning.
Oct. 2009
- May
2010
$63,723
(Title I)
Dept. Heads
Academic Coach
SIS
Principal
Student-produced
work,
e-Walks,

Students work and participation will reflect
their level of engagement in the standards-
based lesson.
Instruction,
Curriculum
(NCLB 1)
Participate in student field trips that
are clearly linked to the Georgia
Performance Standards.
August
2009 –
May 2010
$7000
(Title I)
Teachers,
SIS,
Academic Coach


Lesson Plans linked to
GPS,
Brochures,
Approval Forms
Permission Slips
Students will be able to produce a
performance task to be displayed that relates
what was learned on the field trip to the
Georgia Performance Standard.
Instruction, Assessment
(NCLB 1)
Supply two new Interactive
Whiteboards per department.




Provide training to the teachers and
the media center specialist who
receives smart boards and wireless
labs. Substitutes will be provided.
Teachers will incorporate active smart
board lessons in their classrooms.
Sept.
2009

October
2009

November
2009

May 2010
43,890
(Title I)

$75,000
TI 3 Grant

$5383
(Title I)
Instructional
Technologist,
ETC RESA
Training,
Professional learning
agendas, minutes, sign-
in sheets,
Lesson and unit plans,
Comprehensive plan to
integrate technology,
Classroom Observation
Teachers can articulate the use of a
comprehensive technology plan to enhance
student learning.

Students can articulate how technology
supports their learning.

Administration can articulate school-wide
practices and procedures that communicate
clearly that learning is the priority in the
school.

Students will be actively engaged in hands-on
use of Interactive Whiteboards.
Instruction
(NCLB 1)
Purchase new books for the media
center that are aligned to the Georgia
Performance Standards.
October
2009 –
May 2010
$2000
(Title I)
Media Specialists Purchase orders,
payment receipts,
delivery receipts
The students will spend more time reading
when there is more of a reading selection.
Student work samples will reflect greater
understanding of researched subject matter.
Reading scores will increase.
Student, Family &
Comm. Involvement &
Support (NCLB 1)
Address the needs of homeless and
migrant students by the guidance
department and the school social
worker’s coordination of services (i.e.
Clothing Bank, school supplies, local
shelters, etc.)
August
2009-May
2010
$1000
Student
Services,
Title I
Homeless -
Migrant
Coordinator,
Guidance Dept.,
School Social
Worker
Pamphlet of student
services,
School website listing
all family student
services,
Student/parent
handbook,
Parent survey
Stakeholders are knowledgeable about
services and partnerships that meet family
needs. They can articulate how these services
support family and student learning needs. Page 74 of 88

School Culture and Student, Family & Community Involvement
(NCLB 1)
Increase attendance during GHSGT
testing by offering incentives to
students and effective communication
to parents regarding testing.

Increase attendance by recognizing
perfect attendance at the end of each
nine weeks and at the end of the
school year.

Implement a new plan to improve
student attendance.

Monitor the plan for teachers to
contact students and their parents
when they are chronically absent.

Use Connect Ed daily to call parents
of absent students.

Hold weekly meetings of school social
worker and grade-level counselors
with parents of students with chronic
absences in order to establish
attendance contracts.
Sept.
2009 –
July 2010
$500 for
incentives
(Activity
Funds)

$200 for
incentives
(Activity
Funds)

Testing
Coordinator,
Asst. Principal for
Curriculum and
Instruction,
Leadership Team,
School Social
Worker,
Grade Level
Counselor,
Graduation
Coach,
Family Services
Coordinator

Attendance Reports,
Assessment results,
Announcement,
Volunteer logs, etc.,
Letter/Invitations to
parents,
Flyers,
Email,
Connect ED,
Website,
Event Photographs,
Decline in
retentions/dropouts,
Written plan to faculty
and staff,
Student Services
Pamphlet,
School/County website
listing family student
services,
Student/Parent
Handbook,
Chart of attendance
with comparison to
2008-2009,
Monthly report
Student attendance will increase.

School leaders, teachers, and parents know
the status of each student and are able to
describe the support structures and systems
that have been put in place to ensure that all
students meet or exceed standards.

Parents participate with their children in a
variety of educational activities designed to
enrich student learning and help parents
develop awareness of best practices. Parents
can articulate and discuss happenings at the
school.

Students discuss the different recognitions
and celebrations that occur in the school.
Students describe how these celebrations
encourage their continued progress for
academic achievement.

Stakeholders are knowledgeable about the
variety of services and partnerships offered to
meet the needs of students. They can
articulate how these services support learning. Page 75 of 88

Professional Learning (NCLB 1)
Provide professional learning
opportunities for administration,
faculty, & other certified staff that are
clearly linked to the needs identified in
the school improvement plan:

• Standards-based classroom
• School Keys
• Instructional Coach
Academy/Class Keys (state &
district)
• Differentiated Instruction
• Co-teaching
• High order thinking skills
• Data analysis
• Formative assessments
• CALI
• KeyTrain
• Active Literacy
• Brain-based learning
• Creating relationships
• Thinking Maps

Provide motivational speaker.

Develop & implement Professional
Learning Communities to collaborate
across departments to monitor
alignment of curriculum to GPS and
increase rigor.

Implement peer observations of model
classrooms.

Develop & implement a systematic
monitoring process to gauge the
effectiveness of professional learning
and implementation of the curriculum
to include focus walks, e-Walks,
CLASS keys, analysis of formative
data, student data, process data, and
summative data.
Sept.
2009-
May 2010
$63,500
(Title I)

(CTAE
Funds)

(Professional
Learning)













TBD when
approved by
GADOE
(SI)























Asst. Principals,
Principal,
SIS,
Academic Coach,
State Director,
GaDOE Support
Personnel,
MCSD
Professional
Learning
Specialist,
Title I Specialist
Professional Learning
Community Logs,
Agendas and minutes,
School Improvement
Plan,
Unit/lesson plans
aligned to GPS/QCC,
Team Planning Logs,
Standards in Practice,
Collaborative
Planning,
Focus Walks,
Student Data Results,
PLU’s,
Classroom
Observation,
Checklist,
Action Plans
HIP Rubrics
Teachers can articulate the agreed upon
knowledge, skills, and understandings that all
students are to meet and how the common
assessments utilized in the unit clearly
demonstrate student learning.

Teacher departments will utilize HIP rubrics
to determine how their collaborative work
time is utilized to plan for teaching and
learning and how they consistently implement
the strategies/interventions identified in the
school improvement plan to impact student
learning.

Teachers can define rigor in the curriculum
and how the work students do is assisting
students in using knowledge and skills to
problem solve, reason, communicate, and
make connections with other information.

Students can articulate how the work in
which they are engaged is rigorous and
requires them to use knowledge and skills to
problem solve, reason, communicate, and
make connections.

Teachers and administrators can demonstrate
an understanding of data analysis and how the
use of data impacts both teacher and student
performance.

Administrators will use the HIP rubrics to
identify and evaluate classrooms effectively
implementing professional learning and
articulate specific practices related to the
professional learning and its impact on
student achievement. Page 76 of 88

Professional Learning,
Leadership (NCLB 1)
Provide mentoring support for new
teachers focused on improving
instruction and providing support in
order to retain the teachers in the
district.
Aug. 2009
May 2010
Professional
Learning
$0
System and
School Mentors,
Lead Mentor,
Academic Coach
Mentoring Logs,
Portfolios,
School calendar
showing committee
meetings,
Teacher feedback
form,
Observation schedule
New teachers can articulate how their mentor
has supported them over the course of the
school year and how feedback from teachers
has impacted their classroom practice and
student learning.

Administrators can articulate how they create
opportunities for teachers to serve in
leadership roles and how these teacher leaders
are impacting the culture of the school in
terms of adult and student learning.
Curriculum (NCLB 1)
Enhance the successful transition of
students to each grade level by the use
of vertical alignment teams.
August
2009-May
2010
$0 Language
Arts/English
Teachers,
Math Teachers,
Asst. Principal of
Curriculum and
Instruction,
SIS,
Academic Coach
Aligned curriculum
documents,
Curriculum alignment
minutes/agendas,
Professional learning
plans,
Grade level/subject
area standards,
Teacher meeting
agendas/minutes
Teachers show a correlation of the state and
local standards to the local curriculum
documents. Teachers can show where
standards and elements are introduced and
reviewed within the curriculum map/units.
They also can explain how the previous
year’s content provides the foundation for
what is taught at the current grade level or in
the course they are teaching. Finally, they are
able to explain how they will prepare current
students for the next grade or course.
Curriculum (NCLB 1)
Monitor the completion of units by
teachers in the Rubicon Atlas
Curriculum Mapping Program.
August
2009-May
2010

$0 Asst. Principal,
Leadership Team,
SIS,
Academic Coach,
Department
Chairs
Subject area units,
Theme/concept-based
units,
Common assessments
Teachers and administrators understand that
the goal is to teach fewer concepts but with a
deeper understanding, as opposed to covering
numerous concepts with no or limited
understanding.

Teachers know their grade level and class
trends at the standard and element level.
Teachers can explain how they revise
instructional strategies based on the needs of
their students.

Page 77 of 88

Instruction (NCLB 2)
Provide a resource pull-out program in
place of the ELL’s English class to assist
the student in developing necessary
English language skills for school success.

Use a variety of formative and summative
assessment tools (performance tasks,
projects, etc.) to identify student needs and
adjust instruction and evaluation
accordingly in all core content areas.
Aug. 2009
– May
2010
$50,000

ESOL
Teacher

(ESOL
Funds)
Principal,
MCSD ESOL
Lead Teacher,
ESOL Teacher

Student learning goal
sheets or assessment
notebook,
Conferencing logs,
Teaching rubrics,
Student portfolios of
work over time,
Teacher commentary
providing strengths and
next steps, etc.
Students can show their work and demonstrate
understanding of the targets and goals they
have established as well as the progress made
toward meeting those goals and targets.

Students can articulate their strengths and
weaknesses as related to assessment results
and mastery of standards. They can also
articulate what their next steps will be to
improve their weaknesses.
Leadership
(NCLB 3)
Develop a school schedule that effectively
utilizes the expertise of staff and ensures
that students benefit from instruction by
highly qualified, highly effective teachers.
Aug.
2009-May
2010
$0 Principal,
Asst. Principal,
CTAE Supervisor,
Department
Chairs
Highly qualified teacher
data,
Schedule
School Leaders can articulate how teachers
are scheduled for classes. All teachers teach
only in areas where they are highly qualified.
Leadership
(NCLB 3)
Establish formal plan for individual
teachers with timeline for meeting criteria
for HQ certification.
Aug. 2009
– May
2010
$0 Principal Written Plan,
Documentation of
completion of courses,
Copy of certification
Teachers can project a date for completion of
being highly qualified. Page 78 of 88

School Culture
Planning & Organization (NCLB 4)
Offer the following sessions:

• Bullying prevention (Sept. – Dec.
5)
• Study skills & habits
(Oct/Nov/Dec)
• Testing skills (Sept/Aug/Oct)
• Calculating GPA/HOPE (Oct)
• GA 411 (Sept/Oct/Jan)
• GFC Banking Account (March)
• College Resource (Sept. – March)
• Diversity (Dec.- Jan.)
• College Fair (September)
• Financial Planning Parent Night
(Oct.)
• College Essays Apps
(Oct./Nov./Dec.)
• Faculty Orientation Credit &
Graduation Requirements
• Faculty Workshop – Mandated
Reporter (Oct.)
• Career Center Reorganization
(Sept.-Dec.)
• College Entrance Exams (Aug. –
March)
August
2009-May
2010
$2000
(Title I)

(MCSD
Guidance)
Guidance Director Classroom Guidance
Schedules,
Schedule,
School/MCSD handbook,
School mission and
vision,
Attendance,
EOCT/GHSGT results,
Retention rates,
Dropout rates
Stakeholders express a feeling of belonging
and acceptance. Students work
collaboratively with other students and are
supportive and accepting to other learning
styles All stakeholders articulate that the
school is a welcoming environment that
encourages acceptance and tolerance.

Students can describe how advisory activities
and relationships have supported their own
academic and career planning.

Students can explain where they can go if they
need help.
Culture,
Professional
Learning
(NCLB 4)
Provide professional learning for
counselors.
October
2009 –
May 2010
$6000
(Title I)
Guidance
Director,
Guidance
Counselors
Travel Receipts,
registration forms
Counselors will be able to help provide an
environment that is more conducive to
learning. Page 79 of 88

Instruction
(NCLB 4)
Review school discipline plan and seek
input from faculty to revise the plan based
on data findings monthly. Implement a
school-wide Positive Behavior Support
System for all students.


Aug 2009-
May 2010

$0 Principal
Asst.,
Principal,
Discipline
Committee,
Leadership Team,
Graduation Coach

Discipline Plan,
Discipline reports,
Discipline Policies,
Postings of school rules
and procedures,
Posting of classroom
rules and procedures, etc.,
Graduation Coach
Reports
Stakeholders can articulate that school climate
and culture is supportive and inviting.
Observations of interactions among groups
reflect a positive, supportive learning
environment.

School leaders can articulate how
implementation of the school plan is
progressing based on their observations and
reviewing of discipline referrals.
Planning & Organization
(NCLB 5)
Utilize the full-time graduation coach in
providing counseling, mentoring,
guidance, and support to students and
their families in order to assist them with
reaching the ultimate success in school
and beyond.

Credit Recovery
OAS – On-line Assessment System
Math/ELA Remediation

August
2009-May
2010
$0 Director of
Guidance,
Principal,
Asst. Principal,
Leadership Team,
SIS,
Teachers
High School Graduation
Records,
GHSGT results,
Graduation Rate,
Credit Recovery,
Report
Pamphlet of student services

School website listing all family student
services

Student/parent handbook

Parent survey
Instruction/Professional Learning
(NCLB 5)
Utilize the school improvement specialist
to assist teachers with strategies that target
student weaknesses in math and science
and facilitate the school's academic
improvement by guiding the planning,
implementation, and assessment of
activities designed to insure that the
school achieves adequate yearly progress.
As needed, one-on-one or small group
instruction will be provided to students
who are experiencing academic
difficulties.
.
On-line Credit Recovery
OAS – On-line Assessment System
Math/ELA Remediation
Computer Lab – Before and After School
August
2009-May
2009
$191,508
(Title I
ARRA
Budget)
Principal,
Director of Title I,
SIS
Data Room,
Disaggregated test data,
Strategies identified in
school improvement plan,
Teacher plans,
Observational records,
Georgia Curriculum
Frameworks – ELA, Math
(Learning Village), HIP
rubrics

Throughout the school, instruction is
designed and delivered based upon the
selected framework. Teachers can show
where the state standards are embedded in
unit plans, lesson plans, etc. A process or
checklist has been applied to ensure that all
standards and elements are included in the
frameworks.

The Pyramid of Interventions and standards-
based classrooms rubrics will be utilized to
evaluate the level of operation of each
concept. Page 80 of 88

Instruction/Professional
Learning
(NCLB 5)
Utilize an ELA/social studies academic
coach to help coordinate the school's staff
development, facilitate on-site
professional development sessions, serve
as a member of the school's
design/management team, provide model
lessons for teachers, assist teachers in
securing resources for carrying out school
improvement plans, monitor teaching
practices, and facilitate continuous
assessment of student progress.

Sept. 2009

May 2010
$141,363
(Title I
ARRA
Budget)
Principal,
Director of Title I,
Academic Coach
Schedule of staff
development offerings,
Sign-in sheets,
Teacher observations,
HIP rubrics
Teachers will show more effectiveness in the
classroom by utilizing best practices
efficiently. As a result, student scores will
increase.

The Pyramid of Interventions and standards-
based classrooms rubrics will be utilized to
evaluate the level of operation of each
concept.
Planning &
Organization
(NCLB 5)
Utilize Title I Intervention Teachers to
reduce class sizes in reading/ELA and
math and focus on accelerating the
learning of at-risk students by providing
intense reading and math instruction for
targeted small groups.

Provide staff development for the Title I
teachers.
August
2009 –
May 2010
$145,266
(Title I)
ELA Teacher,
Math Teacher

Class enrollments,
Test results,
Graduation rates
There will be a decrease in class sizes for
ELA and math. At-risk students’ scores and
graduation rates will increase.
Student, Family,
Community Support
(NCLB 5)
Utilize a family services coordinator to
help bridge the communication gap
between home and school by providing
opportunities for teachers and parents to
work together to improve student
achievement. The Family Services
Coordinator will collaborate with
community resources and the system-wide
Title I programs to provide training for
parents and academic support for students.
August
2009
$49,000
(Title I)
Family Services
Coordinator
Parent sign-in sheets,
Registration forms,
Travel receipts
Parents will be more equipped to help their
students understand homework and projects.
As a result, students test scores will increase.

Parents can explain the Georgia Performance
Standards and what is required for
graduation.
School Culture
(NCLB 5)
Participate in graduation/drop-out
prevention project with GLRS and
GaDOE.
August
2009-May
2010

Once a
Month


$1,000
(Professional
Learning)
Principal,
Graduation
Coach,
GLRS
Representative
Teachers
High School Graduation
Records,
Graduation Rate,
Disaggregated test data,
Classroom profiles,
Data Room
Students know where they are in relation to
the identified goals. Students can identify
next steps needed to meet the standard.

Teachers can explain how instruction has
been designed to meet student needs based on
the diagnostic assessments. Page 81 of 88

Planning &
Organization
(IDEA 1)
Implement LRE project. District
support personnel will visit school
during year for continued support.
August
2009-May
2010

Once a
Month

$0
(PES)
Director of PES,
LRE Project
Coordinator,
PES Instructional
Specialist,
Teachers
Master Schedule,
Small groups, pairs,
independent work,
conferencing etc.,
Co-teaching lesson plans,
Room arrangement that
support delivery models,
etc.
Teachers can explain the specific purposes of
how students are divided into work groups
and can articulate the data that led to the
flexible groups. The delivery modes observed
support the learning goals of the lesson and
students’ needs.

Students transition smoothly from one activity
to another. Students can explain different
grouping options typically used in the class.
Planning & Organization
(IDEA 3)
Use Pyramid of Interventions to address
all students with academic & behavior
needs.
August
2009-May
2010

Once a
Month

$0
(PES)
School
Psychologist,
SST Chair,
Classroom
Teachers,
Leadership Team
Pyramid of intervention
plan,
Roster of targeted
students,
Disaggregated student
achievement data,
Class profile charts,
Portfolios of student
work,
Student learning goals,
Conference logs, etc.
Teachers can explain the data that supports
student participation in particular
interventions.

Teachers and administration can outline the
process utilized to target and schedule
students who need additional assistance.
Planning & Organization (IDEA 3)

Attend Special education department
meetings and IEP meetings of 8th
graders
assigned to Jordan.

Write IEP’s for students who will be
pursuing a regular education diploma to
be placed in co-taught classes.
May 2010 $0
(PES)
Special Ed. Dept.
Chair,
Special Ed.
Teachers


Student IEPs,
Collaborative teacher
meeting agendas and
minutes,
Student learning goals,
Teacher/parent/student
conference logs
Teachers articulate that students are held to
the same standards. Teachers communicate
high expectations for all students and can
explain the supports that are in place to ensure
success for all students. Differentiated
instruction is evident.

Administration can articulate school-wide
practices and/or procedures that communicate
clearly that learning is the priority in the
school.

Teachers are able to explain how current
students are prepared for the next grade or
course. Page 82 of 88

Planning &
Organization
(IDEA 4)
Use Clarity management System for
writing IEPs and train new special
education teachers to use the system.
Fall 2009

August
2009-May
2010
$0
(PES)
Special Education
Dept. Chairs,
Clarity Lead
Teacher
Student IEPs,
Computers,
Lesson and unit plans,
Collaborative teacher
meeting minutes and
agendas, etc.,
Student work/data
Teachers can articulate and demonstrate the
use of a comprehensive technology plan to
enhance student learning.


Planning & Organization
(IDEA 4)
Increase co-taught classes to support
student mastery of standards. Teachers
present content in a logical and
sequential process using a variety of
delivery modes to enable students to
develop understanding. Delivery modes
may include modeling, demonstrations,
small-group instruction, whole group
instruction, one-on-one instruction, etc.
August
2009
$0
(PES)
Principal,
Assistant
Principal,
Special Education
Department
Chairs,
Clarity Lead
Teacher,
Leadership Team
Student IEP’s,
Master Schedule,
Small groups, pairs,
independent work,
conferencing etc.
observed,
Co-teaching lesson plans,
Room arrangement that
supports delivery modes,
etc.
Teachers can explain the specific purposes of
how students are divided into work groups
and can articulate the data that led to flexible
groups. The delivery modes observed support
the learning goals of the lesson and students’
needs.

Students transition smoothly from one activity
to another. Students can explain different
grouping options typically used in the class.

A high level of expertise is evident in co-
teaching classes. Page 83 of 88

Instruction Curriculum and Assessment (IDEA 4)
Implement strategies to support students
with disabilities (SWD) who are not
meeting or exceeding levels of the
GHSGT in ELA and math.

Provide professional learning for
teachers in inclusion and co-taught
classrooms.

Utilize EOCT data to support and
monitor SWD students in ELA and
math.

Provide instruction of students with
disabilities in the least restrictive
environment.

Provide collaborative planning time for
teachers of students with disabilities and
classroom content teachers.

Monitor and evaluate effectiveness of
intervention programs and revise as
needed.
August
2009-
May 2010




$2000
(IEP
Funds)
(PES)
(Title I)
Asst. Prin.,
Special Education
Department
Chairs,
SIS,
Leadership Team

Individual action plans,
Lesson plans –
teacher/SWD teacher,
IEP’s,
504 Plans,
Georgia Curriculum
Frameworks,
Math Benchmarks,
ELA Benchmarks,
DOE – Learning Village
Teachers will demonstrate co-teaching
strategies in the classroom.

Common assessments will show improvement
in SWD students’ work; students show
increase knowledge of content.

Student articulates standard; Increased
achievement on on-line assessments.

Increased student performance in ELA and
math.

Teacher conferences help support students in
identifying their next steps. Students can
articulate their next steps to meet standards in
ELA and math.

Teachers can articulate strategies and
materials used to meet student needs.

Teachers can explain how data is analyzed to
make instructional decisions.

Teachers can explain how data is analyzed to
make instructional decisions.

Students use benchmark examples






Page 84 of 88

JORDAN VOCATIONAL HIGH SCHOOL
and the
GEORGIA SCHOOL KEYS
Instruction
•Standards-Based Classrooms
•Advanced Placement
•CTAE & Career Academy
•Test Academy
•Math Support Class
•J.A.M.
Leadership
•SIP Team
•Leadership/Design Team
•Curriculum Council
•Professional Learning Communities
•Visibility
Professional
Learning
•Mentor Program
•New Teacher
Orientation
•Best Practices
Institute
•School Improvement
Specialist
•Professional
Learning Activities
•Professional
Learning
Communities
Planning &
Organization
•Vision, Mission, and
Goals
•Relationships, Rigor, &
Relevance
•Common Planning
•District Accreditation
•GAPSS
•CLIP/SIP
•Employee Evaluation
Systems
•Balance Scorecards
Student, Family,
Community Support
•Stakeholder Relationships &
Surveys
•9th Grade High School
Transition Program
•PIE
•JVHS Alumni Association
•PTSA/Local School Council
•Connect Ed
•Parent E-mail group
•Progress Reports
•Campus Beautification
School
Culture
•Pyramid of
Intervention
•Graduation
Coach
•9th Grade
Transition
•Advisement
•Attendance
Intervention and
Incentive
Program
Assessment
•Predictor
Testing/Benchmark
•Standard-Based Report
Cards
•Increase AP test
participation
•SAT Improvement
•GHSGT/EOCT scores
Curriculum
•GPS
•Teacher Collaboration
•Curriculum Mapping
Muscogee County School District
Annual Evaluation of NSSE School Improvement Plan


School: Jordan Vocational High School School Year: 2009-2010

Principal: James R. Stone

School Improvement / Leadership Team Chairperson: Michelle Roy; Shirley Paulk / Andrea
Lewis

I. Progress Report:
Jordan High School set two goals for the 2008-2009 school year. Those two goals were
to meet AYP in all nine categories and improve our graduation rate by at least 10%. When
the AYP report was received, we learned that we met AYP on the Georgia High School
Graduation Test in the area of participation for all subgroups. Achievement results on the
GHSGT in English/Language Arts indicated that we met the goal for our White subgroup but
not for our Black subgroup or Economically Disadvantaged subgroup. Consequently, we did
not meet AYP for our All subgroup as well. According to our Spring GHSGT results, we fell
three students shy in our All subgroup, five students in our Black subgroup, and two students
in our Economically Disadvantaged subgroup of meeting Safe Harbor in ELA for AYP.
Although we did not have the numbers to have a Students with Disabilities subgroup in ELA,
we did have an 11.4% increase in ELA achievement for SWD students. We are hopeful that
we have met all marks for ELA with our Summer retest. In the area of Math, we again met
the goal for our White subgroup but not for our Black subgroup or Economically
Disadvantaged subgroup. As with ELA, we consequently did not meet AYP for our All
subgroup as well. According to our Spring GHSGT results, we fell one student shy in our
All subgroup, seven students in our Black subgroup, and three students in our Economically
Disadvantaged subgroup of meeting Safe Harbor in Math for AYP. Although we did not 86

have the numbers to have a Students with Disabilities subgroup as well in Math, we did have
a 10.6% increase in Math achievement for SWD students. It should also be noted that in
regards to academic achievement, we had increases in all subgroups with the exception of
one. We are very pleased to report that Jordan High School did meet AYP for the second
indicator, the high school graduation rate. Jordan has worked very hard to increase the
number of students passing the GHSGT and obtaining the needed credits for graduation.
With an increase of 9.4% over last year’s graduation rate and an overall 18% increase over
the last two years, we have met Safe Harbor for the second indicator.
II. Evaluation of Action Plan Goals:
Jordan decided to focus on two goals for the 2008-2009 school year. Those two goals
were to meet AYP in all nine categories and improve our graduation rate by at least 10%.
Not only did we believe these goals to be achievable, we believe the achievement of these
goals will benefit the students and lay a foundation for their further achievement. Jordan was
in NI 5 status at the beginning of the 2008-09 school year; therefore, it was imperative that
our goals be focused towards meeting all AYP standards. Thus, we chose the ambitious goal
of making AYP in nine of nine categories and to increase the graduation rate by at least 10%.
In achieving these goals we would be able to begin to move out of Needs Improvement status
and increase our student’s success beyond high school. It should be noted that Jordan High
School met AYP standards in six out of nine categories and had a 9.4% increase in our
graduation rate which allowed the school to meet Safe Harbor in the second indicator for
AYP.
III. Reflections (Lessons Learned):
Over the last two years we have learned many lessons that should aid us in moving
towards continuous improvement. We continue to learn more about the implementation of
Standards-Based Classrooms and Instruction at the secondary level and the importance of 87

monitoring these pieces on a continuous basis. As a result, we have implemented various
Focus Walks to monitor instruction and to gain data for Professional Learning needs and
improvement. We continue to learn about the importance of using various forms of
assessment data, both formal and informal, to tailor instruction for improvement. We
continue to learn more about the importance of teacher collaboration and continue to seek
ways to make this happen at the high school level. In this area, we have mandated a
scheduled meeting day per week to have teachers discuss curriculum and work towards
improvement. We continue to learn more about the importance of ongoing Professional
Development and to seek different avenues in which to deliver Professional Learning to our
staff. We have used the 2008 GAPSS Analysis, Focus Walk data, staff surveys, and staff
input to deliver job-embedded staff development to our staff. We continue to grow and
develop our Leadership Team so that we have a direct focus on school improvement. We also
continue to learn about the importance of stakeholder input and how we may gain and use
this input. We continue to learn about various data sources and how to use these various
sources of data to try to target particular students that need additional time or help in the
areas of Math, ELA, Social Studies, Science, and Writing. In doing so, we are also
continuously searching for the best means in which to reach the majority of our students and
to deliver this additional help whether it is after school or during the school day. We
continue to learn creative ways, whether it is through in-house or online credit recovery, to
try to help our students gain the credits they need towards graduation and hopefully stay in
school and work towards completion of their High School degrees. In doing these things
listed above, we feel that we are moving in the right direction to meet our goals of making
AYP.

Next Steps: 88

1. Continue to grow and develop our Leadership Team for the purpose of continuous school
improvement and gaining stakeholder buy in.
2. Continue to work closely with our State Director to develop and use school improvement
goals to create specific action/strategies/interventions to achieve goals.
3. Continue to communicate with all stakeholders the school improvement plan (goals and
actions/strategies/interventions) and inform each stakeholder of their role in
implementing the plan.
4. Continue to implement, improve, and monitor the implementation of Standards-Based
Classrooms and instruction.
5. Continue to seek and use various forms of assessment to tailor instruction to meet the
needs of individual students.
6. Continue to have our staff collaborate on a routine basis for the purpose of improving
instruction.
7. Continue to follow the data in identifying and working with students at-risk of not
passing the Georgia High School Graduation Tests and not graduating.
8. Continue to use various means of in-house and online credit recovery for the purpose of
keeping students on track for graduation.
9. Begin the process of implementing Active Literacy strategies with all of our staff for the
purpose of improving the reading, writing, listening, and communication skills of our
students.
10. Begin to look deeply at the work we are providing our students for the purpose of
designing engaging and relevant tasks that enable our students to meet success.

0 komentar:

Poskan Komentar

Twitter Delicious Facebook Digg Stumbleupon Favorites More