Technology Evaluation Plan Administration of Technology Resources Cynthia Campbell, Terry Gough, Aaron Parker Georgia Southern University

April 28, 2013

The Effingham County School System serves approximately 11,000 students 75.3% White, 15.5% Black, and 4.4 % Hispanic with varied ethnicities making up the remainder. Forty-one percent of students are deemed to be disadvantaged economically. Students with disabilities make up 15.4% of the population while there are 9.7% in the Gifted Program. General Fund Expenditures per pupil (FTE) is $7,410. High School Dropout rate is 2.4 per 100. The amount of teachers with advanced degrees is 63.1%. These statistics are taken from the Demographic Profile of Effingham County Georgia located at the Georgia Statistics System Website. We evaluated Effingham Countys technology plan. Effingham Countys 2009 -2012 Technology Plan was rewritten in early 2012 by a group of technology specialists and county administrators. A new 2012-2015 plan was constructed and revised in May of 2012 by a group of technology specialists, teachers, county administrators, and parents. To the best of my knowledge, Effingham Countys technology plan is followed, in what I would call an average to close range. However, all the plan goals are, to my knowledge, honest and accurate as to what is being implemented, what is ongoing, and what is being reassessed. The plan itself seems to be a little choppy and lacks cohesiveness. After a thorough review of Effingham Countys Technology Plan, we have come to the conclusion that it seems to have been broken up into numerous small portions and then pieced together to make one single plan. The reason for this thought is that the plan lacks cohesiveness; it just does not seem to flow from one section to the next and tends to contradict itself from section to section. However, it does seem to be accurate to what the county is doing from year to year. There are several distinctly good ideas within the plan for implementation of technology that will assist in reaching the goals that the county has set for itself. One of those unique ideas about Effingham Countys Technology Plan is the plan to give all high school students their own email address, for school use only, to help with after school communication with students and teachers. In the eyes of our group, this is a positive step in the direction of preparation for post-secondary education. So, although there are several commendable ideas for technology integration, overall the plan could be vastly improved by adding more specific details to add clarity, giving some components of the plan separate sections within the plan instead of

including them in with others, evaluating the plan more frequently, and finally, creating a better sense of continuity within the plan so that it stands as one cohesive document. The Goals section of the Technology Plan was evaluated to have been clear and concise in several areas, however in need of some more precise wording and clarification in others. Using the same table form, certain areas of the Strategies, Evaluation, and Responsibility were addressed in this update. Benchmarks in this section were determined to be adequate and the Funding is addressed in a separate section in order to expand upon the budgetary details. In the initial evaluation it was determined that the vast majority of the Technology Plan Goals were the responsibility of only a small number of people mostly those in the technology department. Now while the people in the technology department should be very involved in the process, we feel that it is essential - in order for the importance of technology to improve student outcomes to be embraced by all that responsibility should be shared among many. In the Evaluation section of the plan it was determined that, at times, the means of evaluating stated was vague an attempt to clarify wording was made, as well as, additional ideas added that would enhance the evaluation of that particular objective. The Strategies sections were all deemed to be vague at times or simply poorly worded and were reworded to enhance clarity and, in some cases, measurability. Technology plans from various years and from all over the country were examined in the redesign of this plan. Different plans were studied to learn the various means of evaluating strategies and of wording some of the goals and ideas were obtained. From some plans greater pieces were borrowed and utilized. Different plans were studied to learn the various means of evaluating strategies and of wording some of the goals and ideas were obtained. From some plans greater pieces were borrowed and utilized and this is true for the Budget Resources section. This table is borrowed from the Tyler Independent School District Technology Plan 2007 2012. This technology plan provided the detailed listings of items and costs across the years of the plan that we felt was needed. Although, we cannot insert our own accurate figures for the costs, the basic format is what we were looking for and feel that by using this format the needs and costs are organized in a manner that is easier to read and understand. The

budget section of the plan was included within the table that enumerated the goals for the plan. A separate section for the budget that could include more details would be more beneficial. Professional Development was deemed of high importance and the original plan indicated a commitment to grow with the ever changing technologies. We wanted the plan to include more precise details, including some specific training mentioned. The goals section of the plan was mostly well formulated but we wanted some of the wording to be more clear and concise. We also felt that the groups of people responsible for attaining these goals should expand past those in the technology department. In our initial evaluation of the Effingham Technology Plan we gave the professional development section a two out of three. The plan would be enhanced by a professional development section that would carefully enumerate the training required to meet what they have set as their students' learning goals. The terms as requested or as needed were deemed too vague and also posed a risk of different interpretations, therefore a schedule of specific trainings, offered at various times to meet varied needs is beneficial. Instead of offering training in 21 st Century Technology, training specifically the training needs is offered. The needs were extrapolated from the goals that the county has set for itself. As a result of the plan update, the Effingham County School System Technology Plan should be a better guide to producing the advances in student achievement that are desired. With the changes in the Professional Development section, the teachers will be outfitted more suitably to learn to utilize the technology in a way that will not overwhelm them, but will truly enable them to integrate technology into their lessons and engage students more authentically, which will, in turn, improve student achievement. The minor changes in the Goals section help to more evenly disperse the responsibilities of those involved thereby reinforcing the understanding that it is the responsibility of everyone to see that technology is acquired, learned and utilized, not just those with the term Technology in their titles. Putting the budgetary needs into a table form we feel puts that information into a more easily accessible form instead of having to read throughout the several pages to get the idea of money constraints. We were unable to put actual figures into the table as that would involve information we

are unable to attain but it is the idea of the table that we wanted to present. Overall, the improvements made to this plan will result in a better understanding of the goals of the plan and ultimately will result in the enhanced teaching and learning for the county through effective technology usage. Pilot Program We feel that Professional Development is one of the most important aspects of any technology endeavor. For that reason we have designed a simple Pilot Program based on that belief. Effingham County already employs a train-the-trainer design for redelivering the numerous technology trainings that occur. The Pilot Program that we are proposing is an extension of that practice. Although train-thetrainer is an economical method for disseminating a wealth of information to large groups of people it is not always the most effective. Many factors determine the degree of success with which a technology training will be redelivered. First and foremost is the extent to which the person redelivering was able to comprehend the training to a depth that will allow them to become the expert for the people that they will then train. Secondly, is the length of time between the initial training and the time for redelivery if it is too soon the trainer will not have had an opportunity to explore the technology to a degree where they might feel at ease with it. On the other hand, if the time between training and redelivery is too long the freshness of the learning will have diminished and they themselves will require a refresher. The Pilot Program that we propose will eliminate those negative factors and increase understanding and redelivery prowess. Our Pilot Program is one in which the trainers will reconvene together as a group to discuss what they feel that they learned from the training. They will, as a group, be able to clear up ambiguities and confusions for one another and help each other to more fully comprehend the training as it pertains to enhancing student outcomes. The trainers can share information and collaborate on ideas in order to ensure that the redelivery that they give to their group will be smooth and knowledgeable. Trainers will join with other trainers to help in redelivery at their schools in pairs even in larger groups. With this Pilot Program trainers will feel confident in redelivering the technology that they alone in the building have learned because they are supported by the other trainers and because they have spent time reflecting on the technology by collaborating with the peers who experienced and will redeliver the same training.

The Pilot will be very simple and will follow these steps: 1. The District will choose one training that plans to utilize the train-the-trainer method and designate it as the Pilot training. 2. Building Administrators will be cooperative and helpful in finding classroom coverage for the trainers involved. 3. This set of trainers will be told that they will be a part of this Pilot project and given the details of the program. 4. Within two days of the initial training, the same group of trainers will meet together. They will be allotted at minimum a half a day for this first meeting and will gather in a space that will enable usage of the technology upon which they were trained. 5. While together they will reflect upon their training and help to clear up any inconsistencies in understanding as well as to share ideas developed as a result of the training. They will also devise a common plan for training redelivery taking into consideration all the unique situations and needs of their audiences. They will form teams that will then redeliver to each trainers school. The trainers will decide how best to form the teams. 6. Trainers will decide whether a second collaborative time is required and if it is they will be given three more hours to solidify their plans. 7. Redelivery will be done by the redelivery teams within three days of their most recent meeting. 8. Success will be determined through the same system that currently evaluates implementation of technology and via teacher and trainer online surveys.

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Effingham County School District

Technology Integration Plan
July 2012-June 2015

Randy Shearouse, Superintendent

Greg Arnsdorff, Assistant Superintendent Jeff Lariscy, Information Technology Coordinator Lisa Burkhalter, Director, First District ETC

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1. Table of Contents
1. 2. 3. 4. 5. Table of Contents......................................................................................................................... 1-3 Review of Previous Plan .............................................................................................................. 2-4 Executive Summary ..................................................................................................................... 3-1 Planning Process ......................................................................................................................... 4-3 Involvement and Responsibility for Planning................................................................................ 4-3 Student Needs ............................................................................................................................. 5-1 Student Academic Needs/Academic Needs of Special Populations ............................................ 5-1 District Mission Statement............................................................................................................ 5-6 District Goals................................................................................................................................ 5-6 Blandford Elementary School....................................................................................................... 5-6 Ebenezer Elementary School....................................................................................................... 5-8 Guyton Elementary School ........................................................................................................ 5-10 Marlow Elementary School ........................................................................................................ 5-12 Rincon Elementary School......................................................................................................... 5-15 South Effingham Elementary School ......................................................................................... 5-19 Springfield Elementary School ................................................................................................... 5-19 Sand Hill Elementary School...................................................................................................... 5-24 Effingham County Middle School ............................................................................................... 5-27 Ebenezer Middle School ............................................................................................................ 5-28 South Effingham Middle School ................................................................................................. 5-35 Effingham County High School .................................................................................................. 5-38 South Effingham High School .................................................................................................... 5-43 Technology Mission and Vision.................................................................................................... 6-1 Systems Technology Mission Statement..................................................................................... 6-1 Systems Technology Vision ........................................................................................................ 6-1 Current Reality and Gap Analysis ................................................................................................ 7-1 Hardware Survey ......................................................................................................................... 7-1 Instructional Uses of Technology ................................................................................................. 7-1 Administrative Uses of Technology .............................................................................................. 7-2 Parent and Community Uses of Technology ................................................................................ 7-2 System Network ........................................................................................................................... 7-3 Goals and Benchmarks................................................................................................................ 8-1 Communication and Marketing .................................................................................................... 9-1 Professional Development ......................................................................................................... 10-1 Appendix A: Acceptable Use Policy ........................................................................................... 11-1 Appendix B: Interoperability and redeployment procedures ....................................................... 12-1 Appendix C: CIPA Compliance .................................................................................................. 13-1 Appendix D: Internet Safety Policy............................................................................................. 14-1

6. 7.

8. 9. 10. 11. 12. 13. 14.

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2. Review of Previous Plan

The following initiatives were identified as needs to be addressed as part of the 2009-2012 Technology Integration Plan. The chart below illustrates the status of those needs: GOAL: Provide multiple means of communication between schools and home. STRATEGIES BENCHMARK STATUS Provide adequate telephone and telecommunication lines for communications. Each school/dept. will have adequate lines to facilitate communications at all times. Ongoing

Provide all schools with consistent Completed July 2009 ECMS manageable telephone system Others as needed Ongoing (Nortel BCM). Provide Auto Dialer Service for July 2009-2012, Contract for Auto Implemented and Schools and District to alert Dialer service Ongoing parents to a variety of issues. Provide e-mail accounts for Maintain e-mail server to provide Implemented and teachers, administrators and other electronic communications at all Ongoing designated personnel. times. GOAL: Provide multiple means of communication between schools and home. STRATEGIES BENCHMARK STATUS Provide web site for schools and teachers to provide easy access to information for parents. Provide training for personnel on Web Host web site creation and administration Provide Internet access to allow for e-mail communication, web page publishing, and on-line collaboration. GOAL: STRATEGIES Continue to implement LAN upgrades at schools without Gigabit backbones. Maintain and/or extend district Wide Area Network (WAN) with leased telecommunications services, lease of dark fiber, and/or the utilization of microwave wireless where necessary. July 2009-2012, Contract for Web Hosting Implemented and Ongoing Implemented and Ongoing Implemented and Ongoing

Ongoing Maintain participation in State Network Consortium throughout duration of plan.

Provide reliable, safe, secure network environment for delivery of administrative and instructional applications. BENCHMARK STATUS July 2009 ECMS Complete

Ongoing

Implemented and Ongoing

Introductory Materials GOAL: STRATEGIES Increase Wireless LAN Infrastructure in all facilities with centrally managed and secure wireless access points in media centers, cafeterias. Maintain Antivirus Solution for District Maintain Internet Firewall and content filter with Antivirus Gateway Maintain enterprise backup system for reliable restoration of data. GOAL: STRATEGIES Decrease student to computer ratio at facilities where ratio is greater than 4.0. GOAL: STRATEGIES Replace computers that have become outdated GOAL: STRATEGIES Provide individual student logons to the network as well as resources to save files to. Provide reliable, safe, secure network environment for delivery of administrative and instructional applications. BENCHMARK STATUS July, 2010 Completed 2011

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Purchase and maintain antivirus as needed Maintain filtering licenses and antivirus licenses Ongoing

Implemented and Ongoing Implemented and Ongoing Implemented and ongoing

Provide equitable access to computers to students within the district. BENCHMARK STATUS Replace MES resource lab with modern computers Complete

Provide equitable access to computers to students within the district. BENCHMARK STATUS Ongoing Ongoing Increase student ability to utilize e-mail, create web pages, and further utilize network and Internet resources. BENCHMARK STATUS Implemented at middle and high Students receive unique logins as schools; utilized at they are enrolled in school. high schools, SEMS and ECMS

Provide students with limited email accounts for communication with teachers and other students within the district.

By January 2010, high school students will have e-mail accounts.

Reassessing

Introductory Materials GOAL: STRATEGIES Increase interactive technologies within classrooms to enhance student achievement. BENCHMARK STATUS Each elementary school will Implemented and st receive five (5) additional 21 ongoing; regular Century Classrooms each year education Each middle school will receive classrooms (K-12) ten (10) additional 21st Century all have equipment, Classrooms each year exceptional education and Each high school will receive prekindergarten fifteen (15) additional 21st Century classes remain Classrooms each year Increase interactive technologies within classrooms to enhance student achievement. BENCHMARK STATUS Training scheduled on an ongoing basis; train-the-trainer model utilized Implemented and ongoing

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Purchase Interactive whiteboards/pads, projectors (mounted) and student response systems.

GOAL: STRATEGIES Teachers will receive initial and ongoing training to utilize 21st Century Classroom equipment to its fullest potential GOAL:

Utilize technology resources to more efficiently instruct students and administrate school functions. STRATEGIES BENCHMARK Adequate classes scheduled Provide training for personnel on during summer or after school to Implemented and productivity applications such as accommodate basic, intermediate ongoing Microsoft Office. and advanced levels of participants. Continue to utilize School By August 2009, Infinite Campus, Interoperability Framework (SIF) will provide SIF data to Implemented and product to increase efficiency and applications that are SIF ongoing accuracy of data entry. compliant. GOAL: Increase awareness of safe practices pertaining to Internet utilization. STRATEGIES BENCHMARK Redeliver I-Safe Training to By July 2009, all teachers will Some teachers teachers have received I-Safe training trained Teachers will incorporate I-Safe August 2009, teachers will provide Some schools curriculum into classroom I-Safe instruction in their incorporated instruction where appropriate programs. Some schools Parents will be trained on safe presented; handouts Internet practices according to the August 2009 and continuing were not made I-Safe curriculum available during all open house events

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3. Executive Summary
Effingham County School District continues to embrace the challenge of new technologies and how they might increase student achievement as well as improve efficiencies within the organization. In this district of approximately 11,800 students, economic difficulties currently impact the planning processes. As new facilities are provided, and older facilities retrofitted, the infrastructure for providing access to technologies including the Internet, e-mail, and other digital content is provided. As the district completes deployments of 21st Century Classroom equipment, other initiatives such as the expansion of wireless infrastructure into all areas of facilities will allow for students use of personal electronic devices in the facilitation of learning. Funding for the objectives contained within this plan will consist of two primary sources. ESPLOST funds have provided funding for many technology initiatives in the past and are the primary source for technology related purchases. Additional funds are allocated in the general fund. Further funds for technology are obtained through e-rate reimbursements, Title I and Title II grants, other funds from school organizations such as PTOs also further our efforts. Additionally, in these increasingly difficult budgetary times, the school district will ramp up its efforts to request donations through programs like the Computers for Learning and similar programs from the federal government. The Department of Defense, state and local governments, as well as local businesses and industries will also be considered as viable means of monetary support. Access to technology is the first area the plan will address. Without adequate access to current technologies, students, teachers, and administrators will not see the benefits these technologies can provide, both in student achievement and in administrative efficiencies. This plan will address access to technology by adding additional workstations as well as replacing systems that no longer provide access to resources that are pertinent to student success. Further, preparations will be made to accommodate personal electronic and other wireless devices that can further provide access to instructional content. Wireless devices, both district-owned and personal, will be an important consideration as we move forward. Teacher technology use is the second area on which the plan will concentrate. The use of technology by teachers and staff must increase student involvement, provide for increased student achievement and provide for increased levels of efficiency for administrative daily tasks. In order for teachers to model the appropriate uses of technology in their classrooms, professional development will be continued as it has in the past as well as the implementation of other supplemental in-service education. Student technology use will be addressed third in the plan. Students should be exposed to technology as a learning tool as appropriate to their maturity. Common Core Georgia Performance Standards (CCGPS) as well as the ISTE NETS-S will be utilized to deliver proper instruction to students at specific grade levels, integrated within the curriculum of academic disciplines. When practical, inquiry based learning will be encouraged to allow students the opportunity to utilize technology in a meaningful way to assemble knowledge pertinent to their lives. System readiness is the fourth criteria the plan will involve. As mentioned earlier, technology training is of critical importance for faculty and staff. Without a firm understanding of technologies being used, teachers will be uncomfortable and hesitant to attempt to utilize the technology. The district is committed to providing training to teachers and staff to increase and maintain the use of technology in instruction and administration to increase student achievement and administrative efficiencies. The district will continue to improve and enhance training through opportunities developed and/or coordinated by district personnel as well as conferences, workshops, and training available both locally and outside the district. System support is the fifth element of the plan. Although it is impossible to know exactly when technology

equipment will fall into disrepair or to what degree this will be, the Effingham County School District feels it is vital that its teachers feel confident the districts technology will work and if it does not, that it can be repaired or replaced within a reasonable amount of time. With this in mind, sufficient resources to maintain technology at acceptable levels will be allocated from the following budgetary resources. A twomillion dollar portion of the $5.1 million currently being held in the Other Federal Funding Account from Federal Funds will be placed into the System Support Account to be specifically used for technology equipment repairs and for personnel to carry out the repairs. An additional $ 500,000 will be moved from the $1.7 million currently being held in the Non-Specified Account of the State Funds. Given the current federal economy and its effects on our state and municipal economies, it should be understood that these funds, although ear-marked for technology repairs, may need to be reallocated in the event of other program needs. Administrative use of technology is the sixth component of the plan. As new technologies become available that may afford increased efficiencies in the administration of the school, they should be considered carefully to determine the cost and benefit associated with the implementation. With budgetary concerns in mind, administration and teachers will be trained to use these new technologies through online webinars and district-led in-service meetings. These training sessions will be held at each school during teacher planning periods and during administrative work hours to effectively and efficiently manage school operations and to ease funding issues. Parent and community involvement is also important. This involvement is seventh in our list of considerations. Communicating effectively with parents and the public is vital to the educational process. Technology will be utilized to facilitate this communication as efficiently and effectively as possible. Web pages, phone systems with voicemail, e-mail and automated phone notification programs will be utilized to provide parents with timely information. Other mediums for communication will be considered (e.g. social networking) as the need presents itself for these options to take place.

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4. Planning Process
Involvement and Responsibility for Planning
The Three Year Technology Integration Plan for Effingham County School District was developed with input from individuals from various different areas providing different perspectives and priorities to help create a plan that addresses the needs of the Effingham County School District in a prioritized fashion while still delivering equity to the stake holders. Dialogue between and among participants was both face-to-face in meetings as well as through asynchronous communications such as e-mail and threaded discussion entries. The following individuals provided input during the planning process at the district level: Greg Arnsdorff, Assistant Superintendent Jeff Lariscy, IT & Media Services Coordinator Holly Lewis, Network Administrator Gregg Miles, Instructional Technology Specialist Justin Keith, Instructional Technology Specialist Mike Cale, Network Specialist Jack Burgin, Technology Specilaist Amy Burgin, Webmaster Katie Johnson, Teacher, Blandford Elementary School, 5 th Grade Lauren Dukes, Teacher, Effingham County High School, Language Arts Marti Smith, Teacher, Effingham County Middle School, Language Arts/Social Studies Katherine Bryant, Teacher, South Effingham Middle School, Science Kim Larson, Graphic Arts Director, Effingham College and Career Academy Diane Owens, Teacher and Instructional Coach, South Effingham High School Judith Shuman, Coordinator, Professional and Student Learning Dayle Burns, Coordinator, Professional and Student Learning Peggy Helmly, Media Specialist, South Effingham Elementary School Lisa Watson, Teacher, Ebenezer Middle School, Technology Sarah Davis, Teacher, Guyton Elementary School, Third Grade Noel Webb, Parent, IT professional Integration/Coordination with Other Planning Initiatives School Improvement Plans were considered as the plan was developed and the participants in the development of these plans were informally involved in the development of the District Technology Integration Plan. These plans provide the student achievement goals, actions and strategies found later in the Student Needs section.

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5. Student Needs
Student Academic Needs/Academic Needs of Special Populations
Student academic needs are presented by investigating trends in Criterion Referenced Competency Tests (CRCT) as well as the Georgia High School Graduation Test (GHSGT). Analysis of each schools Adequate Yearly Progress (AYP) has provided further information pertaining to the needs of particular subgroups. AYP is one of the cornerstones of the federal No Child Left Behind Act (NCLB). It is an annual measure of student participation and achievement of statewide assessments and other academic indicators. Accountability is key to NCLB - the State of Georgia, each local school district, and each individual school will be held accountable for the academic success of students. The federal law requires that each State set high academic standards and implement an extensive student testing program which is aligned with standards and which measures students' achievement based on the standards. AYP requires schools to meet standards in three areas: Test Participation (for both Mathematics and Reading/English Language Arts), Academic Performance (for both Mathematics and Reading/English Language Arts), and a Secondary Indicator. AYP holds each local school district and each individual school accountable for the academic success of students. AYP comprises one component of Georgia's Single Statewide Accountability System (SSAS). On the following pages the most recent indications of student achievement are detailed in reports on the Georgia Criterion Referenced Competency Test (CRCT) and the Georgia High School Graduation Test (GHSGT) performance. This data was obtained from the State of Georgia Department of Education website detailing AYP performance indicators and significant subgroups. The individual school data was then combined for a system level report.

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Technology Mission and Vision

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Technology Mission and Vision

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District Mission Statement

As a community of learners, in cooperation with stakeholders, our mission is: To provide rigorous and relevant instruction in a safe environment to enable all students to obtain a high school diploma as a foundation for post secondary success.

District Goals
As part of a broader, comprehensive district improvement plan, schools were requested to develop student performance goals through the School Improvement Planning Process. Following are the Goals, and associated Actions, Strategies, and Interventions developed by School Improvement Committees at each facility. While these reflect one year goals, they are an integral part of the technology planning process and as goals are developed for subsequent years, they will influence this plan as well, as it is to be a live document and the mission of the IT Department is to support instruction.

Blandford Elementary School

NCLB State 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. Annual Measurable Objective(s): Mathematics (Grades 3-8 AMO = 83.8% ) Increase percentage of grades 3-5 SWD scoring 800 or higher on the mathematics section of the CRCT in 2012 from 72.7% to 80% Increase percentage of grades 3-5 Black scoring 800 or higher on the mathematics section of the CRCT in 2012 from 86% to 88%* Increase percentage of grades 3-5 ELL scoring 800 or higher on the mathematics section of the CRCT in 2012 from 92.9% to 94%. Increase percentage of grades 3-5 ED scoring 800 or higher on the mathematics section of the CRCT in 2012 from 85.4% to 87%.. Increase percentage of grades 3-5 all students scoring in exceeds on the mathematics section of the CRCT in 2012 from 44.5% to 47%. Actions, Strategies, Interventions, or Programs 1. Have mathematics teachers hold individual conferences with targeted students to encourage optimal performance and to boost the student when performance lags. 2. Report on student progress every four weeks in grade level/departmental meetings. 3. Grades 3-5 mathematics teachers continue to implement Six Elements of Effective Mathematics lessons for all students with special emphasis on word problems during application & review/preview and utilize direct instruction for teaching problem solving. 4. Grades 3-5 refine grading period benchmarks and processes, and design instructional practices related to item type and content. 5. Grades 2-5 refine and maintain common unit assessments. 6. Grade 1 prepare and implement common unit assessments.

Technology Mission and Vision 7. Grades 3-5 maintain multiplication checks and grades 1 and 2 maintain addition and subtraction checks as foundation for multiplication proficiency. 8. Grades 1-5 enhance problem solving skills and the use of tasks in instruction.

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9. Identify classes that need enhanced instruction and incorporate STAR Math and Accelerated Math and communicate student progress and program effectiveness to parents. 10. Provide after-school tutorial for targeted students in need of remediation. NCLB State 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. Annual Measurable Objective(s): Reading/English Language Arts (Grades 3-8 AMO = 86.7% & Writing: Grade 5 State M+E = 79 % Grade 8 M+E = 83%). Increase percentage of grades 3-5 SWD scoring 800 or higher on the Reading/ELA section of the CRCT in 2012from 82.7% to 86.7 %. Increase percentage of grades 3-5 ELL scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 from 89.3% to 90.3%. Increase percentage of grades 3-5 all students scoring in exceeds on the Reading/ELA section of the CRCT in 2012 from 43.8% to 46%. Increase percentage of grade 5 SWD scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 27.0% to 35.0%. Increase percentage of grade 5 Black students scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 65.0% to 70.0% Increase percentage of all students scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 74% to 79%. Actions, Strategies, Interventions, or Programs 1. Have English language arts teachers hold individual conferences with identified students to encourage optimal performance and to boost the student when performance lags. 2. Report on student progress for target students every four weeks in grade level/departmental meetings. 3. Grade K-5 writing teachers will continue to implement WFTB with all students and place special emphasis on moving grades 4 & 5 students beyond the basics of the writing structure in order to avoid formulaic transitions/writing patterns and gain proficiency in domain-specific techniques across persuasive, informational, and narrative genres. 4. Writing Portfolios for all students will be maintained per system guidelines. The portfolios will be reviewed regularly by ELA teachers to plan individualized writing instruction. 5. Grades K 5 teachers will use standardized rubrics to assess writing. 6. Grades 3-5 ELA teachers will utilize state-released writing models and rubrics a. to instruct students in expectations of the Grade 3-5 assessment b. to provide exemplars c. to model methods for improving writing samples (guided and independent practice) d. to self-assess personal writing

5-8 7. Grades K-5 reading/English language arts teachers will continue to incorporate the 6 Elements/Pillars of Effective Literacy Instruction and instructional strategies of Scientificallybased Reading Research into daily instruction. 8. Grades 1-5 reading/English language arts teachers integrate DGP into daily application of ELA standards. 9. Prepare and implement benchmark assessments for grades 3-5 and use results of benchmark assessments to identify content weaknesses for both individual and student groups; plan and deliver instruction designed to address weaknesses 10. Provide after-school tutorial for targeted students in need of remediation. LEA Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science. Annual Measurable Objective(s): Science (Grades 3-8 AMO = TBD ) Increase percentage of grades 3-8 ALL scoring 800 or higher on the science section of the CRCT in 2012 from 87.0% to 89.0% Increase percentage of grades 3-8 SWD scoring 800 or higher on the science section of the CRCT in 2012 from 65.0% to 68.0% Increase percentage of grades 3-8 Black scoring 800 or higher on the science section of the CRCT in 2012 from 77.0% to 80.0%. Actions, Strategies, Interventions, or Programs 1. Increase emphasis on non-fiction texts and writing through science content during reading instruction. 2. Increase the use of Discovery Science.

Ebenezer Elementary School

NCLB State 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. MATHEMATICS: (AMO= 83.8%) Site-specific Goal Increase percentage of grades 3-5 SWD scoring 800 or higher on the mathematics section of the CRCT in 2011 from 78.9% to 80%. Site-based System Support Goal: Increase the percentage of grades 3-5 Black students scoring 800 or higher on the mathematics section of the CRCT in 2011 from 69.7% to 71.5%. Site-based System Support Goal: Increase the percentage of grades 3-5 Economically Disadvantaged students scoring 800 or higher on the mathematics section of the CRCT in 2011 from 81.7% to 83.1%

Actions, Strategies, Interventions, or Programs 1. For mathematics, identify all: current grades 3-5 students who scored 790-810 on the 2010 CRCT. a. Complete known demographic data for each identified student: ethnicity, gender, SWD, ED.

Technology Mission and Vision 5-9 b. Complete profile for: each 3-5 identified student by identifying any other information that might be pertinent to achievement. c. Determine how many: additional 3-5 students will need to meet proficiency based on percentage increase required to attain goals. (Multiply that number by three to develop the pool of targeted students.) d. Target the identified number of students for special attention in regular mathematics classes or for intervention processes. e. Target students should be in as many subgroups (SWD, ED, etc.) as possible. 2. Have mathematics teachers hold individual conferences with all students to encourage optimal performance and to boost the student when performance lags. (additional conferences will be held with targeted students). 3. Report on student progress every four weeks in grade level/school improvement meetings. 4. Report student performance every nine weeks for the class using the Data Collection and Analysis Six-Step process in grade level/school improvement meetings. 5. Grades 1-5 mathematics teachers continue to implement Six Elements of Effective Mathematics lessons for all students with special emphasis on word problems during application & review/preview and utilize direct instruction for teaching problem solving. 6. Grades 3-5 maintain multiplication checks. 7. Grades 1-2 maintain addition and subtraction checks (3rd grade fall check on addition and subtraction). 8. Teachers in Grades 1-5 revise local curriculum math units to reflect the GPS and improvement modifications. NCLB State 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. READING AND ELA: (AMO= 86.7%), WRITING: Annual Measurable Objective(s): Writing: Grade 5 State M+E = 79.0% Site-based System Support Goal: Increase the percentage of grades 3-5 SWD scoring 800 or higher on the Reading/English Language Arts section of the CRCT in 2011 from 87.7% to 89.1%. Site-based Support Goal: Increase the percentage of grades 3-5 ED scoring 800 or higher on the Reading/English Language Arts section of the CRCT in 2011 from 94% to 96%. Site-based Support Goal: Increase the percentage of ALL students in grades 3-5 scoring 850 or higher on the Reading/English Language Arts section of the CRCT in 2011 from 46.1% to 48%. Site-based Support Goal: Increase the percentage of Black students in grades 3-5 scoring 850 or higher on the Reading/English Language Arts section of the CRCT in 2011 from 21.2% to 22.7% Site-based System Support Goal 1: Increase the percentage of grade 5 SWD scoring 200 or higher on the Grade 5 Writing Assessment in 2011 from 58% to 60%. Site-based Support Goal: Increase the percentage of grade 5 ALL Students scoring 200 or higher on the Grade 5 Writing Assessment in 2011 from 84% to 86%.

5-10 Site-based Support Goal: Increase the percentage of grade 5 All Students scoring in the Exceeds category on the Grade 5 Writing Assessment in 2011 from 4% to 6%.

Actions, Strategies, Interventions, or Programs 1. For Reading/English Language Arts, identify all: current grades 4-5 students who scored 790-810 on the 2010 CRCT; current grades 2-3 students who scored below 70 on the End of Year Assessment 2. For Writing, identify all: current 5th grade students who scored 19-26 on the grade 4 writing predictors. a. Complete known demographic data for each identified student: ethnicity, gender, SWD, and ED. b. Complete profile for: each 3-5 identified student by identifying any other information that might be pertinent to achievement. c. Determine how many: additional 3-5 students will need to meet proficiency based on the percentage increase required to attain goals (multiply that number by three to develop a targeted pool of students) d. Target the identified number of students for special attention in a regular English language arts classes or for intervention processes. e. Target students should be in as many subgroups (SWD, ED, etc.) as possible. 3. Have English language arts teachers hold individual conferences with identified students to encourage optimal performance and to boost the student when performance lags. 4. Report on student progress every nine weeks in grade level/school improvement meetings. 5. Report student performance every nine weeks for the class using Data Collection and Analysis Six-step process in grade level/school improvement meetings. 6. Grade K-5 writing teachers will continue to implement WFTB with all students 7. Place special emphasis on moving grades 4 & 5 students beyond the basics of the writing structure in order to avoid formulaic transitions/writing patterns and gain proficiency in domainspecific techniques across persuasive, information, and narrative genres. Teachers will incorporate more writing into Science and Social Studies. 8. Grades K-5 Reading/English Language Arts teachers will continue to incorporate the core elements of Scientifically-based Reading Research into daily instruction 9. Grades 1-5 Reading/English Language Arts teachers integrate DGP and DOL into daily application of ELA standards. 10. Examine 5E Science Inquiry Instructional Methods.

Guyton Elementary School

MATHEMATICS: (AMO=83.8%) - Measurable Goals: Increase the percentage of Grade 3-5 Students with Disabilities scoring 800 or higher on the Mathematics section of the CRCT in 2012 from 75.7% to 83.8%. Increase the percentage of Grades 3-5 Black students scoring 800 or higher on the Mathematics section of the CRCT in 2012 from 80.0% to 83.8%. Increase the percentage of ALL Grade 3-5 students scoring 850 or higher (exceeding the standard) on the Mathematics section of the CRCT in 2012 from 37.2% to 39.0%.

Technology Mission and Vision Increase the fluency rate for all Grades 1-5 students in basic math facts. Actions, Strategies, Interventions, or Programs

5-11

1. Identify all Grades 3-5 students who scored between 790 and 810 on the 2011 CRCT to target students (including Special Education and EIP students). From a prioritized list of target students, offer supplemental instruction during Morning Math. 2. Increase fluency with Math facts (Multiplication Grades 3-5; Addition Grade 1; Subtraction Grade 2; administer timed tests in class and on established county-wide dates. Reward students who score 90% or more 3. Continue to implement Six Elements of Effective Math lessons in all K-5 classrooms 4. Professional Learning: Susan Halligan for selected teachers and as needed for other faculty 5. Participate in Math Benchmark assessment creation (Grade 2); participate in the creation of common unit assessments (Grade 1) 6. Professional Learning: Susan Halligan 7. Collaboration/Extended planning among all Math teachers to analyze data, discuss target students, and plan for future instruction; the School Data team will meet periodically with grade levels to assist with the analysis of data by re-visiting the six-step process as needed 8. Develop a Math Club/Team for grade 3-5 students who score 840 and above on the Math portion of the CRCT; hold competitions among each grade level once per semester 9. Continue with the implementation of the Accelerated Math Program to include 3rd grade students; implement web-based math program to differentiate instruction with 2nd grade students 10. Continue to differentiate math instruction with all K-5 students by purchasing web-based math programs (Brain Pop and Brain Pop, Jr.) Reading/Language Arts AMO = 86.7% - Measurable Goals: Increase the percentage of Grade 3-5 Students with Disabilities scoring 800 or higher on the Reading/Language Arts section of the CRCT in 2012 from 85.1% to 86.7% Increase the percentage of all Grade 3-5 students scoring 850 or higher on the Reading/Language Arts section of the CRCT in 2012 from 34.5% to 36% Increase the percentage of Grade 5 Students with Disabilities scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 54.0% to 56.0% Increase the percentage of all Grade 5 students scoring 250 or higher (exceeding the standard) on the Grade 5 Writing Assessment in 2012 from 7% to 10% Increase the percentage of all Grade 5 students scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 76.0% to 80.0%

Actions, Strategies, Interventions, or Programs 1. Continue the implementation of the Classworks Program in Grades K-5 in order to differentiate instruction as much as possible 2. Professional Development: Babbie Royal 3. Continue to differentiate instruction in all K-5 classrooms by utilizing web-based reading and language programs Brain Pop and Brain Pop, Jr. 4. Continue to promote reading for pleasure through the continued implementation of the Book Adventure Program in all K-5 classrooms

5-12 5. Maximize and differentiate instruction for at-risk students, to the extent feasible, according to need, with small literacy groups and programs such as Reading Center, Headsprout, Comprehension Upgrade, SRA Corrective Reading, Language for Writing, Guided Reading, Reading Recovery (1st grade only), Starfall (K and 1st) SRA Connecting Math, Road to the Code and the Comprehensive Intervention Model (CIM) (currently K-2) 6. Professional Development Jennifer Peavy 7. Continue the implementation of the Making Great Readers program in all Kindergarten, EIP First Grade, and special education classrooms with whole and small groups of students 8. Professional Development: Wallace Howard, Making Great Readers creator (follow-up as needed) 9. Administer periodic English/Language Arts benchmarks to inform classroom instruction Grade 3-5 students 10. Develop writing groups in order to challenge students to move from the Meets category to the Exceeds category on the 5th Grade Writing Assessment, the 4th Grade Predictor Assessment, and the 3rd Grade Writing Assessment 11. Weekly/Extended planning among all K-5 teachers to analyze data and plan for future instruction in using the Georgia Performance Standards; incorporate writing into the content areas, especially science and social studies; Science and Social Studies teachers will incorporate and be responsible for the informational and persuasive genres; ELA teachers will teach writing to all students, but will be responsible for the Narrative and Response to Literature genres Professional Development, as needed: Jennifer Peavy, Melodie Fulcher Measurable Goals: Increase percentage of all Grade 3-5 students scoring 800 or higher on the Science section of the CRCT in 2012 from 84.6% to 86.0% Increase percentage of Students with Disabilities scoring 800 or higher on the Science section of the CRCT in 2012 from 80.9% to 82.0% Increase the number of Black students scoring 800 or higher on the Science section of the CRCT in 2012 from 81.25% to 82.5% Actions, Strategies, Interventions, or Programs 1. Increase emphasis on non-fiction texts and writing through science content during reading instruction. 2. Increase the use of Discovery Science to help ensure that the GPS are fully and effectively being taught in all grade levels. 3. Continue to implement the team-teaching approach to maximize instructional time; arrange school schedule (Grades 3-5) so that Science and Social Studies are taught specifically by one or two teachers on the grade level in two 45-minute blocks. 4. Use of I/E time for hands-on experiences in science specific group work to build a better understanding of the standards (ex., fossils, volcanoes, insects). 5. Implement the 5E Model of Instruction in Grades 3-5 Science classes; introduce to Grade 2 Science teachers.

Marlow Elementary School

MATHEMATICS: (AMO= 83.8%) - Measurable Goals: Increase percentage of all students in grades 3-5 scoring 800 or higher on the mathematics section of the CRCT in 2012 from 94.9% to 96.0%, with the percentage of students exceeding standards increasing from 60.5% to 62.5%.

Technology Mission and Vision

5-13

Increase percentage of SWD in grades 3-5 scoring 800 or higher on the mathematics section of the CRCT in 2012 from 87.8% to 89.0%. Increase percentage of Black students in grades 3-5 scoring 800 or higher on the mathematics section of the CRCT in 2012 from 83.3% to 85%. Increase percentage of ED students in grades 3-5 scoring 800 or higher on the mathematics section of the CRCT in 2012 from 90.9% to 92.0%. Increase percentage of ELL students in grades 3-5 scoring 800 or higher on the mathematics section of the CRCT in 2012 from 75.0% to 87.5%. (87.5% = System Goal for ELL students)

Actions, Strategies, Interventions, or Programs 1. Have mathematics teachers hold individual conferences with targeted students to encourage optimal performance and to boost the student when performance lags. 2. Report on student progress every four weeks in grade level/departmental meetings. 3. Grades 3-5 mathematics teachers continue to implement Six Elements of Effective Mathematics lessons for all students with special emphasis on word problems during application & review/preview and utilize direct instruction for teaching problem solving. 4. Grades 3-5 refine grading period benchmarks and processes and hone instructional practices related to item type and content 5. Grades 2-5 refine and maintain common unit assessments 6. Grade 1 prepare and implement common unit assessments 7. Grades 3-5 maintain multiplication checks and grades 1 and 2 maintain addition and subtraction checks as foundation for multiplication proficiency 8. Grades 1-5 enhance problem solving skills and the use of tasks in instruction 9. Increase student achievement by implementing weekly learning communities so that teachers can collaborate. Topics suggested, but not limited to: analyzing student work, revising units, analyzing test data. 10. Provide times for grade levels to meet regularly with Resource Teachers (Art, Music, PE, and Technology) in order to integrate instruction during specials. 11. Implement a Peer Observation program so tha t teachers can observe in others classrooms and provide feedback about classroom practices. 12. Enhance communication between teachers, students and parents regarding student learning a. Analyze test scores and set goals with students and parents at conferences b. Provide parents with more content-oriented information about standards and student progress towards meeting standards. 13. Students will play an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria. a. Teachers will provide focused lessons on how to utilize: benchmark student work and/or exemplars, teaching rubrics, teacher and student commentary. b. Promote parent involvement by: i. Maintaining a Parent Resource Room so that parents can check out items that will assist them in helping their students attain their achievement goals ii. Providing workshops for parents Parenting, Math for Parents, and Literacy for Parents. READING AND ELA: (AMO=86.7%) - Measurable Goals: Increase percentage of all students in grades 3-5 scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 from 96.3% to 98.0%, with the percentage of students exceeding standards increasing from 45.5% to 50.0%. Increase percentage of SWD in grades 3-5 scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 from 81.7% to 89.8%. (System Goal = 89.8% for SWD)

5-14 Increase percentage of Black students in grades 3-5 scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 from 91.7% to 95%. Increase percentage of ED students in grades 3-5 scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 from 96.3% to 98.0%. Maintain percentage of ELL students in grades 3-5 scoring 800 or higher on the Reading/ELA section of the CRCT in 2012 at 100%. Increase percentage of all students in grade 5 meeting or exceeding standards on the 5th Grade Writing Test from 87% to 90%, with the percentage of students exceeding standards increasing from 10% to 15%. Increase percentage of Black students in grade 5 meeting or exceeding standards on the 5th Grade Writing Test from 60% to 75%. Increase percentage of SWD in grade 5 meeting or exceeding standards on the 5th Grade Writing Test from 20% to 50%.

Actions, Strategies, Interventions, or Programs 1. Have English language arts teachers hold individual conferences with identified students to encourage optimal performance and to boost the student when performance lags. 2. Report on student progress for target students every four weeks in grade level/departmental meetings. 3. Grade K-5 writing teachers will continue to implement WFTB with all students and place special emphasis on moving grades 4 & 5 students beyond the basics of the writing structure in order to avoid formulaic transitions/writing patterns and gain proficiency in domain-specific techniques across persuasive, informational, and narrative genres. 4. Writing Portfolios for all students will be maintained per system guidelines. The portfolios will be reviewed regularly by ELA teachers to plan individualized writing instruction. 5. Grades K 8 teachers will use standardized rubrics to assess writing. 6. Grades 3-5 ELA teachers will utilize state-released writing models and rubrics a. to instruct students in expectations of the Grade 3-8 assessment b. to provide exemplars c. to model methods for improving writing samples (guided and independent practice) d. to self-assess personal writing 7. Grades K-5 reading/English language arts teachers will continue to incorporate the 6 Elements of Effective Literacy Instruction and instructional strategies of Scientifically-based Reading Research into daily instruction. 8. Grades 1-5 reading/English language arts teachers integrate DGP into daily application of ELA standards. 9. Prepare and implement benchmark assessments for grades 3-5 10. Use results of benchmark assessments to identify content weaknesses for both individual and student groups 11. Plan and deliver instruction designed to address weaknesses 12. Reading Recovery teachers will continue to identify and support at-risk students in Grades K-2, through individual and small group instruction. 13. Increase student achievement by implementing weekly learning communities so that teachers can collaborate. Topics suggested, but not limited to: analyzing student work, revising units, analyzing test data. 14. Provide times for grade levels to meet regularly with Resource Teachers (Art, Music, PE, and Technology) in order to integrate instruction during specials. 15. Implement a Peer Observation program so that teachers can observe in others classrooms and provide feedback about classroom practices.

Technology Mission and Vision 5-15 16. Enhance communication between teachers, students and parents regarding student learning 17. Analyze test scores and set goals with students and parents at conferences 18. Provide parents with more content-oriented information about standards and student progress towards meeting standards. 19. Students will play an active role in setting personal learning goals and monitoring their own progress based upon clear evaluation criteria. 20. Teachers will provide focused lessons on how to utilize: benchmark student work and/or exemplars, teaching rubrics, teacher and student commentary. Science: (AMO = 90.7%) - Measurable Goals: Increase percentage of all students in grades 3-5 scoring 800 or higher on the science section of the CRCT in 2012 from 93.0% to 95.0% Increase percentage of SWD in grades 3-5 scoring 800 or higher on the science section of the CRCT in 2012 from 69.4% to 75% Increase percentage of Black students in grades 3-5 scoring 800 or higher on the science section of the CRCT in 2012 from 77.0% to 85.0% 1. Increase emphasis on non-fiction texts and writing through science content during reading instruction. 2. Incorporate use of Interactive Notebooks 3. Increase the use of Discovery Science

Actions, Strategies, Interventions, or Programs

Rincon Elementary School

Measurable Goals: (Grades 3-5 AMO = 86.7%) All students will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 96.5 % meeting and exceeding to 97.4 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 89.3 % meeting and exceeding to 92.0 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 meeting at 28.9 % and exceeding 71.1 % to meeting at 27.2 % , exceeding 72.8 % at the end of the school year 2012. Grade 5 female students will increase the percentage of scoring 200 or higher on Grade 5 Writing Assessment from 82% to 86% at the end of school year 2012. 1. Identify grade 3-5 students who scored 790-820 on the 2011 CRCT in reading and language arts. 2. Complete a profile by reading and language arts domains on identified grade 3-5 students. 3. Identify grade 5 male students who scored 19-26 on the grade 4 writing predictor. 4. Target the identified students for special attention in regular reading and language arts classes or for intervention process. 5. Target the identified SWD for remediation. 6. Identify students grades 1-2 for Reading Recovery services as well as CIM literacy groups.

Actions, Strategies, Interventions, or Programs

5-16 Measurable Goals: (Grades 3-5 AMO = 86.7%) All students will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 96.5 % meeting and exceeding to 97.4 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 89.3 % meeting and exceeding to 92.0 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 meeting at 28.9 % and exceeding 71.1 % to meeting at 27.2 % , exceeding 72.8 % at the end of the school year 2012. Grade 5 female students will increase the percentage of scoring 200 or higher on Grade 5 Writing Assessment from 82% to 86% at the end of school year 2012.

Actions, Strategies, Interventions, or Programs 1. Define expectations for meeting standards in reading and language arts. 2. Reading and language arts teachers will hold individual conferences with identified students to encourage optimal performance. 3. Grade K-5 writing teachers will implement WFTB and Thinking Map with all students. 4. Grade 1-5 reading and language arts teachers will integrate DGP into daily application for students. 5. Implement Saxon Phonics for grades K-1 6. Host CRCT parent night to inform parents of expectations for meeting standards. 7. School-wide ELA team to improve instruction. 8. Time to collaboratively analyze data. 9. Provide classes with smaller student/teacher ratios. 10. Acquire additional grade 3-5 teachers to become certified in Gifted and Talented. 11. 5th grade Buddy Readers will be provided for grade 1 students exhibiting difficulties 12. After school reading time will be offered for grade 5 students. 13. Continue Reading First training for K-2 and Spec. Ed. Teachers. 14. Administrator will attend and redeliver concepts of a Model School to faculty. Measurable Goals: (Grades 3-5 AMO = 86.7%) All students will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 96.5 % meeting and exceeding to 97.4 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 from 89.3 % meeting and exceeding to 92.0 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Reading/Language Arts on the CRCT in grades 3-5 meeting at 28.9 % and exceeding 71.1 % to meeting at 27.2 % , exceeding 72.8 % at the end of the school year 2012. Grade 5 female students will increase the percentage of scoring 200 or higher on Grade 5 Writing Assessment from 82% to 86% at the end of school year 2012.

Technology Mission and Vision Actions, Strategies, Interventions, or Programs 1. Identify teachers to receive additional Interactive training. 2. Provide training and upgrades necessary for Interactive Classrooms. 3. Time to Collaborate and train with other classroom teachers and county-wide technology instructor. Measurable Goals: (Grades 3-5 AMO = 83.8 %)

5-17

All students will increase their achievement in Math on the CRCT in grades 3-5 from 95.7 % meeting and exceeding to 97.0 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Math on the CRCT in grades 3-5 from 92.9 % meeting and exceeding to 93.5 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Math on the CRCT in grades 3-5 meeting at 16.8 %, exceeding 83.2 % to meeting at 15.5 %, exceeding 84.5 % at the end of the school year 2012. Black students will increase their achievement in Math on the CRCT from 93.9 % meeting and exceeding to 95.2 % meeting and exceeding at the end of school year 2012. Hispanic students will increase their achievement in Math on CRCT from 80% meeting and exceeding to 83.8% meeting and exceeding at the end of school year 2012. 1. 2. 3. 4. 5. 6. 7. 8. Identify grade 3-5 students who scored 790-820 on the 2011 in math. Complete a profile by mathematics domains on identified grade 3-5 students. Target the identified students for special attention in math classes for intervention process. Assign students to receive iPass services and assign faculty/staff to monitor iPass. Target the identified SWD for remediation Time to collaboratively analyze data. Align math standards, develop math units, and math benchmark tests for grades 1-5. Administer timed addition tests to grade 1; subtraction test to grade 2; and multiplication tests to grades 3-5. 9. Provide Accelerated Math for 3-5 students

Actions, Strategies, Interventions, or Programs

Measurable Goals: All students will increase their achievement in Math on the CRCT in grades 3-5 from 95.7 % meeting and exceeding to 97.0 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Math on the CRCT in grades 3-5 from 92.9 % meeting and exceeding to 93.5 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Math on the CRCT in grades 3-5 meeting at 16.8 %, exceeding 83.2 % to meeting at 15.5 %, exceeding 84.5 % at the end of the school year 2012. Black students will increase their achievement in Math on the CRCT from 93.9 % meeting and exceeding to 95.2 % meeting and exceeding at the end of school year 2012. Hispanic students will increase their achievement in Math on CRCT from 80% meeting and exceeding to 83.8% meeting and exceeding at the end of school year 2012.

5-18 Actions, Strategies, Interventions, or Programs 1. Define expectations for meeting standards in mathematics. 2. Hold individual conferences with identified students to encourage optimal performance. 3. Align Georgia Performance Standards grades 1-5 to benchmark tests and common unit assessments. 4. Implementation of 6 Elements teachers grades K-5. 5. Host CRCT parent night to inform parents of expectations for meeting standards. 6. Provide classes with smaller student/teacher ratios. 7. Promote Be There incentives to all parents during PT conferences. 8. Time to collaboratively analyze data. 9. Acquire additional grade 3-5 teachers to become certified in Gifted and Talented 10. Drill basic facts in grades 1-5. 11. Provide Accelerated Math to all students gr. 3-5. Measurable Goals: All students will increase their achievement in Math on the CRCT in grades 3-5 from 95.7 % meeting and exceeding to 97.0 % meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Math on the CRCT in grades 3-5 from 92.9 % meeting and exceeding to 93.5 % meeting and exceeding at the end of the school year 2012. Gifted and Talented cluster classes will increase their achievement in Math on the CRCT in grades 3-5 meeting at 16.8 %, exceeding 83.2 % to meeting at 15.5 %, exceeding 84.5 % at the end of the school year 2012. Black students will increase their achievement in Math on the CRCT from 93.9 % meeting and exceeding to 95.2 % meeting and exceeding at the end of school year 2012. Hispanic students will increase their achievement in Math on CRCT from 80% meeting and exceeding to 83.8% meeting and exceeding at the end of school year 2012. 1. Identify teachers to receive Interactive Classroom. 2. Purchase and install equipment necessary for Interactive Classrooms. 3. Time to Collaborate and train with other classroom teachers and county-wide technology instructor. Measurable Goals: All students will increase their achievement in Science on the CRCT in grades 3-5 from 91.75% meeting and exceeding to 92.25% meeting and exceeding at the end of the school year 2012. Students with disabilities will increase their achievement in Science on the CRCT in grades 3-5 from 73% meeting and exceeding to 75% meeting and exceeding at the end of the school year 2012. 1. 2. 3. 4. 5. 6. Define expectations for meeting standards in science. Hold individual conferences with identified students to encourage optimal performance. Provide information about the 5E Model of Instruction to classroom teachers. Host CRCT parent night to inform parents of expectations for meeting standards. Provide classes with smaller student/teacher ratios. Time to collaboratively analyze data.

Actions, Strategies, Interventions, or Programs

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 7. Acquire additional grade 3-5 teachers to become certified in Gifted and Talented

5-19

South Effingham Elementary School

MATHEMATICS School-wide average in math exceeding range will increase from 62% to 65%. School-wide average in math exceeding range will increase from 42.1% to 42.3% for Black Subgroup Increase percentage of grades 3-5 SWD scoring 800 or higher on the math section of the CRCT in 2011 from 85.5% to 88%. Increase percentage of grades 3-5 Econ. Disadvantage students scoring 800 or higher on the math section of the CRCT in 2011 from 93.3% to 93.5% 1. Teachers emphasize and encourage Higher Order Thinking by utilizing the Problem of the Day. 2. Monitor the instructional planning for math by requiring the documentation of a Problem of the Day in Six Essential Element Format. 3. 2nd Grade students will begin using a program called Minute Math that focuses on preview/review. 4. 2nd Grade students will be participating in the new math benchmark to increase the rigor of instruction. 5. Teachers place special emphasis on word problems during application, preview, review, and they will utilize direct instruction for teaching problem solving. 6. Benchmark for 2nd Grade assessments will be analyzed to adjust instruction. 7. Identify Students With Disabilities (SWD) who scored DNM in math on CRCT SY2011 and offer a research-based Intervention 8. Complete profile for: each 3-5 identified student by locating any other information that might be pertinent to achievement. a. Determine how many additional 3-5 students will need to meet proficiency based on the percentage increase required to attain goals(multiply that number by three to develop the pool of targeted students. b. Target the identified number of students for special attention in regular mathematics classes or for intervention processes. c. Have mathematics teachers hold individual conferences with targeted students to encourage optimal performance and to boost the student when performance lags. d. Report on student progress every four weeks in grade level/departmental meetings.

Actions, Strategies, Interventions, or Programs

Springfield Elementary School

ELA/WRITING Increase the percentage of grades 3-5 SWD scoring 800 or higher on the Reading/English Arts section of the CRCT in 2012 from 82% to 86.7%. This is in accordance with Georgias Annual Measurable Objective (AMO); 2011-2012: 86.70%; 2012-2013: 93.3%; 2013-2014: 100%. Increase the percentage of grades 3-5 Black scoring 800 or higher on the Reading/English Arts section of the CRCT in 2012 from 90% to 94%. This is in accordance with Georgias Annual Measurable Objective (AMO); 2011-2012: 86.70%; 2012-2013: 93.3%; 2013-2014: 100%.

5-20 Site-Based System Support Goal: Increase the percentage of grades 3-5 Economically Disadvantaged scoring 800 or higher on the Reading/English Arts section of the CRCT in 2012 from 91.8% to 95%. This is in accordance with Georgias Annual Measurable Objective (AMO); 2011-2012: 86.70%; 2012-2013: 93.3%; 20132014: 100%. Increase the percentage of grades 3-5 English Language Learners scoring 800 or higher on the Reading/English Arts section of the CRCT in 2012 from 60% to 70%. This is in accordance with Georgias Annual Measurable Objective (AMO); 2011-2012: 86.70%; 2012-2013: 93.3%; 20132014: 100%. Increase the percentage of grades 3-5 ALL scoring 850 or higher on the Reading/English Arts section of the CRCT in 2012 from 34.7% to 40%. This is in accordance with Georgias Annual Measurable Objective (AMO); 2011-2012: 86.70%; 2012-2013: 93.3%; 2013-2014: 100%. Increase the percentage of grade 5 Black students scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 79% to 83%. Site-Specific Goal 1: (11 SWD students = results reported). Increase the percentage of grade 5 SWD students scoring 200 or higher on the grade 5 Writing Assessment in 2012 from 55% to 60%. Site-Specific Goal 2: Increase the percentage of grade 5 ALL students scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 86% to 90%. Site-Specific Goal 3: Increase the percentage of grade 5 Exceeding students scoring 250 or higher on the Grade 5 Writing Assessment in 2012 from 18% to 20% Site-Specific Goal 4: Increase the percentage of grade 5 English Language Learners scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 0% to 100%. Site-Specific Goal 5: Increase the percentage of grade 5 Economically Disadvantaged scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 79% to 90%.

Actions, Strategies, Interventions, or Programs 1. School-wide implementation of the five Scientifically Based Reading Research (SBRR) components (fluency, phonics, phonemic awareness, vocabulary, and comprehension) by providing 150 minutes of reading/guided reading/language arts instruction in K-3rd grades and provide 100-150 minutes in grades 4-5th. The 100-150 instructional minutes will include effective questioning techniques, small group instruction, and visual prompts using the county-wide Balanced Literacy requirements. 2. Provide additional assistance to all students based on individual needs identified by state, local, and individually prescribed assessments. Grade levels will develop goals for reading based on CRCT and EOY PC domain scores and AMO guidelines. 3. Research and Reference Skills: teachers will incorporate research and reference skills into instruction including integration through technology 4. ELA teachers will hold individual conferences with identified students to encourage optimal performance 5. Report on student progress every four weeks and at the end of grading periods 6. Ensure that students with disabilities have adequate opportunities to acquire the prescribed curriculum through the implementation of grade level standards and professional development between special and regular education teachers on co-teaching or inclusion strategies. 7. Identify all current grades 1-5 students who scored within ten points of passing or not passing on the 2010 CRCT or EOY PC. a. complete demographic data for each student b. complete profile for each student with appropriate academic information

Technology Mission and Vision 5-21 c. determine how many students in grades 3-5 will need to meet proficiency based on the percentage increase required to attain AMO goals. d. target identified students for additional services in the regular classroom or through intervention services. 8. Students will complete writing assignments in line with the GPS for language arts during the year. Each teacher will send home writing samples with rubrics for parental information and feedback. Students in grades 4-5th will have special emphasis placed on moving beyond the basics of writing structure in order to formulate transitions/writing patterns and to gain proficiency in domain-specific techniques across all genres. 9. Samples of student writings will be selected by each teacher during the school year and recognized through announcements and displayed on the Bulldog Writers bulletin board. 10. Listening skills and following directions will be targeted according to grade level GPS throughout the school year in all appropriate ELA lessons. 11. Provide Monthly SIP meetings. MATHEMATICS Increase the percentage of grades 3-5 SWD scoring 800 or higher on the Mathematics section of the CRCT in 2012 from 69.2% to 83.8%. This is in accordance with Georgias Annual Measurable Objective (AMO): 2011-2012: 83.80%; 2012-2013: 91.90%; 2013-2014: 100%. Site-specific Goal 1: Increase the percentage of grades 3-5 Black students scoring 800 or higher on the mathematics section of the CRCT in 2012 from 71.4% to 83.8%. Site-specific Goal 2: Increase the percentage of grades 3-5 Economically Disadvantaged students scoring 800 or higher on the mathematics section on the CRCT in 2012 from 81% to 83%. Site-specific Goal 2: Increase the percentage of grades 3-5 English Language Learners scoring 800 or higher on the mathematics section on the CRCT in 2012 from 60% to 70%. Site-specific Goal 2: Increase the percentage of grades 3-5 ALL scoring 850 or higher on the mathematics section on the CRCT in 2012 from 40% to 45%. 1. School-wide implementation of the Six Components of an Effective Math Lesson based on scientific math research for a minimum of 70 uninterrupted minutes of daily math instruction. This instruction will include effective questioning techniques and visual prompts. a. 6 components in lesson plan b. maximize instructional time c. refine instructional practices d. implement strategies for manipulatives and problem solving e. refine problem solving instruction 2. Implement daily math drills for skills practice. Implement Math Challenges for grades 1-5 on timed computation exercises. 3. A-risk specifics a. Provide additional assistance to at-risk students based on individual needs identified by state, local, or specific assessments. b. Target at-risk sub-groups using a variety of instructional methods such as direct instruction, small groups, and differentiated instruction. c. Utilize team teaching approaches in grades 2-5 to promote specialization in math content and instruction d. Provide a 3-5 grade Math Club including students that DNM on the CRCT e. Grade levels will develop goals for math based on CRCT and EOY PC domain scores and AMO guidelines.

Actions, Strategies, Interventions, or Programs

5-22 4. Ensure that students with disabilities have adequate opportunities to acquire the prescribed curriculum through the implementation of grade level standards and professional development between special and regular education teachers on co-teaching or inclusion strategies. 5. Effectively use collaborative groups within and across grades to plan instruction, to support implementation of effective math instruction, and to solve instructional problems. a. Weekly professional learning community meetings b. Vertical department meetings at appointed staff meetings 6. Math teachers will hold individual conferences with identified students to encourage optimal performance. 7. Report on student progress every four weeks and at the end of every grading period. 8. Identify all current grades 1-5 students who scored within ten points of passing or not passing on the 2010 CRCT or EOY PC. c. complete demographic data for each student d. complete profile for each student with appropriate academic information e. determine how many students in grades 3-5 will need to meet proficiency based on the percentage increase required to attain AMO goals. f. target identified students for additional services in the regular classroom or through intervention services. 9. Provide Monthly SIP meetings. Science (AMO) LEA Performance Goal 1: by 2013-14, all students will reach high standards, at a minimum attaining proficiency or better in science. Site-specific Goal 1: Increase percentage of grades 3-5 ALL scoring 800 or higher on the science section of the CRCT in 2012 from 90% to 92% Site-specific Goal 2: Increase percentage of grades 3-5 SWD scoring 800 or higher on the science section of the CRCT in 2012 from 70% to 88.8% Site-specific Goal 3: Increase percentage of grades 3-5 Black scoring 800 or higher on the science section of the CRCT in 2012 from 74% to 88.8% 1. 2. 3. 4. 5. Increase emphasis on non-fiction texts during reading/ELA instruction. Incorporate use of Interactive Notebooks in grades 3-5 Increase the usage of Discovery Science access Increase emphasis on science content writing in ELA Create and utilize class lab room for interactive activities No more than 15% of all students, K-5th will miss more than 15 days at school. Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e. Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): Students with Disabilities (Goal: 1.6% to 1%) White Students (Goal: 1.4% to 0%) 1. Implement school-wide program to increase student attendance and promote promptness to school. 2. NBA (NoBody Absent)

Actions, Strategies, Interventions, or Programs

Attendance

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 5-23 3. On Time for School 4. Attendance Lottery 5. Ensure that individual education plans (IEP) hold all students accountable to county attendance plan 6. Identify attendance patterns in order to improve attendance efforts: 7. Conduct conferences with parents to address & discuss absenteeism trend as well as tardiness and leaving early. 8. Parent notification of absences & tardies 9. Promote the importance of regular school attendance in newsletters, at parent conferences, and PTO meetings. Parental Involvement: Annual, Measurable Objective(s): Parental involvement will increase by 10% for the 2011-12 school year. (2003-04 total parent volunteer hours were 1209. 2004-05 total parent volunteer hours were 1490, a 23% increase over 03-04. 2006-2007 hours were 1,273. 2007-2008 hours were 1,244 hours, 2008-09 hours were 384, 2009-10 hours were 144, 2010-11 hours were 648). Specific Parental Involvement Goals: Increase Home-To-School & School-To-Home Communication Students With Disabilities African American Students Economically Disadvantaged Students Parental Support for the Learning Environment Increase the Capacity for Positive Parental Involvement 1. 2. 3. 4. Provide parents with awareness regarding available school programs Weekly drawing for parents who read school newsletters Survey parents for parental involvement resource activities and Home/School Compact Require monthly face-to-face, telephone contact, e-mail contact, or parent signed contact with all parents regarding specific student progress. 5. Provide parents with specific information and training to promote their childs learning 6. Offer a CRCT workshop parent night for parents 7. Provide families opportunities to attend functions to promote positive school attitudes and awareness. Participation: School Improvement Plan for 95% Participation Rate Annual, Measurable Objective(s): At least 95% of our students in grades 3 - 5 will take the CRCT. Specific Academic Areas within Content (i.e. domains) and Subgroups (i.e. Special Education, LEP, etc) to Address (based on analysis of AYP Report and School Student Performance Data over the last three years): SWD and ED students: each subgroup 95% or higher participation 1. For PTO meetings and parent conferences, parents will be reminded of the importance of attendance during testing. 2. A parent contact will be made if student misses more than one day of testing and a make-up day scheduled.

Actions, Strategies, Interventions, or Programs

Actions, Strategies, Interventions, or Programs

5-24 3. No homework on statewide testing days. 4. The IEP committee will review each student's state testing requirement at the IEP annual review meeting to determine the student's ability to take either the state tests or the Georgia Alternative Assessment (GAA).

Sand Hill Elementary School

READING AND ELA Students will maintain the 2010-2011 achieved goal of 96.1% and/or meet or exceed the standard in reading/English Language Arts for grades 3-5 at the end of SY 2012 to the Annual Measurable Objective in reading/English Language Arts of 86.7% as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Students With Disabilities (SWD) subgroup will maintain the meets and/or exceeds or increase the percentage of 89.2% in grades 3-5 SWD scoring 800 or higher on the reading/English Language Arts section of the CRCT in 2012. Students With Disabilities (SWD) subgroup will increase the percentage of grade 5 SWD scoring 200 or higher on Grade 5 Writing Assessment in 2012 from 38% to 40%. ALL students in grade 5 will increase the percentage of scoring 200 or higher on the Grade 5 Writing Assessment in 2012 from 71% to 75%. Systemwide Goal: Increase percentage of grade 5 Black subgroup scoring 200 or higher on the Grade 5 Writing Assessment in 2011-2012 from 50% meets to 66.6% meets in order to help meet the Systemwide goal. Students will maintain the 2010-2011 achieved goal of 85.9% and/or meet or exceed the standard in mathematics for grades 3-5 at the end of SY 2012 to the Annual Measurable Objective in mathematics of 83.8% as measured by the CRCT, as reported on the School Performance Summary, with a minimum of 95% participation for all subgroups. Students With Disabilities (SWD) subgroup will maintain the meets and/or exceeds or increase the percentage of 86.3% in grades 3-5 SWD scoring 800 or higher on the mathematics section of the CRCT in 2012. Economically Disadvantaged subgroup will increase the percentage of grades 3-5 Economically Disadvantaged students scoring 800 or higher on the mathematics section of the CRCT in 2012 from 82.4% to 84.2%. Systemwide Goal: Increase percentage of grades 3-8 Black subgroup scoring 800 or higher on the mathematics section of the CRCT in 2012 from 83.0% to 84.0%. 1. Each classroom continues to have access to 21st Century Technology including: Interwrite/Mobi pads, clickers, projection device, software, and internet access. Teachers in all subject areas and grade levels 3rd -5th will have a variety of software and instructional support programs that they use including (but not limited to): Brainpop and Brainpop Jr., Discovery Science Education, United Streaming, Georgias Online Assessment System (OAS, Georgia Standards Learning Village), and Microsoft Office programs such as Power Point. These are used to help support instruction, motivate and engage learners, and meet the different learning styles of students. 2. Each grade level will use CRCT Coach workbooks that are used to help prepare students for the major assessment. The Coach series provides students practice answering questions similar to

WRITING

MATHEMATICS

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 5-25 how the CRCT is formatted. Teachers will use them for test prep or for review during the school year. 3. Each grade level will develop Target Lists of students that are classified in one or more of the AYP sub-groups or are in danger of not performing at Level 2 (meets - 800) on CRCT. Teachers will develop this list by examining students CRCT data, classroom level data, and students past academic performance. 4. A subscription to Classworks, a web-based education program, has been purchased by the district. This program includes ELA and math learning and practice opportunities for students. Students CRCT data will be imported into the program to target domains and create individual learning paths for each student. Students will use it during the school day and will have access to the site from their home computers. Each grade level will use CW as a strategy to improve instruction and target areas for student achievement. 5. Each grade level (3-5) will continue the use of SRA reading kits in small group instruction using SRA materials and strategies Grade levels will use the program at least one time or more per week. 6. Each grade level (3-5) will continue to use WFTB strategies to help improve students writing. Teachers will continue to encourage students to write in the different content areas and use tell me mores to extend the writing beyond basic formulas. Use of the variety of Thinking Maps will help students organize their thoughts and writing. 7. Sand Hill Elementarys goal and that of the district, is to increase the number of students scoring in the exceeds category on the Georgia Writing Assessment. 8. Continued professional development will refresh strategies and strengthen past training. 9. Each grade level will continue the use of DGP, DOL @ 3rd, and DRP. These programs were implemented in a previous year and have been considered effective. They each provide short, cumulative review/preview of ELA skills. 10. Teachers will focus on color coding to provide students a visual or graphic of their paragraph development. 11. Teachers will teach the elements of the different genres to students before requiring them to write a sample of that genre. 12. Teachers will emphasize the use of stronger adjectives, interesting transition words, and a bigger variety of ways to say said. 13. The media specialist will assist on the research and writing of the Information piece. 14. Teachers will implement a Question of the Day to rev iew skills learned during the day. 15. The 3-5 TITLE I teacher will assist with small reading groups during the afternoon. 16. Reading teachers will arrange for Adult Partner Readers to come in and read with students who may be struggling. Reading with a partner will provide students the opportunity to read aloud to someone else in an effort to increase fluency, strengthen phonetic/phonemic awareness, and improve comprehension. 17. Teachers in 5th grade will utilize the Classworks program one time a week for reading and one time a week for English/Language Arts. 18. The reading and Language Arts teachers will collaborate with the Gifted/Talented teacher to provide enrichment activities for students in the cluster classes.

5-26 19. Sand Hill Elementary has a subscription to Study Island GPS Math and Math Common Core for two years. Teachers will utilize the web-based program for the practice and review of GPS content and skills. Teachers will use the program for test preparation and review of skills taught in the classroom. 20. MATH Increased use of manipulatives to help students develop a greater understanding of math concepts. Focus on multiplication facts has led to several strategies being implemented to improve fluency with multiplication facts. a. Factivation, Rhymes and Times, CDs, Songs, Chants, and games b. Complete the Puzzle motivation strategy will be used . Students will earn a puzzle piece when they learn a group of multiplication facts. The puzzle is complete and students are rewarded when they master all of the facts (0-9). 21. Math I/E Workshop time will be scheduled (Canady model) to improve understanding of mathematical concepts and mastery of multiplication facts. The use of a variety of teaching strategies and higher order thinking skills will be key components of the workshop. Workshop groups will be fluid, with students entering, rotating and exiting out based on skills needed and levels of performance. 22. For the review/preview portion of the Six-Element Lesson format, 3rd Grade Teachers will use a program called Fantastic Five. 23. Math I/E Workshop time will be scheduled (Canady model) to improve understanding of mathematical concepts and mastery of multiplication facts. The use of a variety of teaching strategies and higher order thinking skills are key components of the workshop. Workshop groups will be fluid, with students entering, rotating and exiting out based on skills needed and levels of performance. 24. To improve fluency with multiplication facts 4th grade teachers utilize the Xtra math website, Rocket Math and Factivation. 25. Math teachers will utilize the Study Island at least one time per week for Math. 26. Continue use of Six-Elements of Effective Math Lesson with increased emphasis on direct instruction for math problem solving skills. This will help improve performance on math unit, benchmark, and CRCT tests. 27. Increase collaboration with special education teachers to improve instruction, share resources, and develop test practice to help insure all students have opportunities to learn grade level content. 28. Title I To enhance students learning in the classroom, visitors to the school such as Diamond Dell and personnel from the Warnell Center will bring real, hands-on experiences to the students. 29. Teachers will incorporate more intense review of GPS skills to give students practice and opportunity to understand the variety of ways content can be tested. teacher will aid regular classroom teacher in whole group instruction and/or small group instruction one hour during the day. This time is spent with the class of students who are considered Target Students. 30. Project SENSE kits through Georgia Southern University Museum Outreach program. The kits provide hands-on experience with abstract and often difficult to understand content and concepts in the domains of earth science, physical science, and life science.

Technology Mission and Vision 5-27 31. Teachers will increase the use of non-fiction, scientific reading. Implement more reading in the content areas. Include more non-fiction science related reading passages with comprehension practice in the reading class. 32. Teacher subscription to Study Island to use with readily available 21st Century Technology. Teacher will use the web-based program to practice domain content and test taking skills, as well as deepen content understanding. 33. The science teacher will work in collaboration with the Gifted and Talented teacher to provide enrichment activities for students in the cluster classes.

Effingham County Middle School

WRITING/ELA Increase the percentage of grade 8 SWD scoring 200 or higher on Grade 8 Writing Assessment in 2012 from 29% to 45%. Increase the percentage of grade 8 black students scoring 200 or higher on Grade 8 Writing Assessment in 2012 from 42% to 71%. Increase the percentage of grade 8 male students scoring 200 or higher on Grade 8 Writing Assessment in 2012 from 52% to 72%. 1. All Grades 6 8 teachers will implement the use of Thinking Maps in their classroom instruction. 2. Grades 6-8 ELA teachers will implement WFTF with all students and work toward moving students beyond the basics of the writing structure in order to avoid formulaic transitions/writing patterns and gain proficiency in domain-specific techniques across persuasive and expository genres. 3. Provide staff development on differentiation of instruction and grading. 4. The CRCT data and Benchmark data will be used to by teachers for instruction. 5. Parental Involvement - CRCT Night, 5th Grade Orientation and Title I Open House 6. Implement a Writing Across the Curriculum Plan whereby every content area is responsible for writing once a week and assessing the writing using a portion of the GA 8th grade Writing rubric MATHEMATICS Increase the percentage of grades 6 8 SWD scoring 800 or higher on the Mathematics section of the GCRCT in 2012 from 68.5% to 71.7%. Increase the percentage of grades 6 8 black students scoring 800 or higher on the Mathematics section of the GCRCT in 2012 from 74.8% to 77.3%. Increase the percentage of grades 6 8 economically disadvantaged students scoring 800 or higher on the Mathematics section of the GCRCT in 2012 from 83% to 84.7%. 1. Action Plans will be written for each student who scored 810 and below on the Math portion of the GCRCT in 2011 2. Action Plan Monthly Meetings - Report on student progress every month in grade level/departmental meetings.

Actions, Strategies, Interventions, or Programs

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5-28 3. Grades 6-8 mathematics teachers continue to implement Six Elements of Effective Mathematics lessons for all students with special emphasis on word problems during application & review/preview and utilize direct instruction for teaching problem solving. 4. Have a Math/Science Night for students to participate in. This will provide them with hands-on Math and Science activities that will help to promote interest. 5. The Benchmark scores will be analyzed by teachers to revise/improve instruction. 6. Use of Thursday after-school tutoring 7. Use of a daily 38 minute period for Learning Time. Continued implementation of the ECMS Failure is Not an Option Policy 8. Parental Involvement - CRCT Night, 5th Grade Orientation and Title I Open House 9. Title I Math teachers 10. Pay the salary of the Intervention paraprofessional

Ebenezer Middle School

MATHEMATICS Increase the percentage of all students in grades 6-8 scoring 800 or higher on the mathematics section of the CRCT at the end of SY 2012 from 94.1 % to 95 % Increase the percentage of grades 6-8 Students with Disabilities scoring 800 or higher on the mathematics section of the CRCT at the end of SY 2011 from 82.6 % to 83.8% . Increase the percentage of black students scoring 800 or higher on the mathematics sections of the CRCT in 2012 from 90.1 % to 92 %. Increase the percentage of ELL students scoring 800 or higher on the mathematics section of the CRCT in 2012 from n/a to 83.8 %.

Actions, Strategies, Interventions, or Programs 1. Complete known demographic data for each identified student: ethnicity, gender, SWD, ED. 2. Complete profile for each 6-8 identified student by identifying any other information that might be pertinent to achievement. 3. Determine how many students will need to pass the math CRCT in targeted areas to meet the projected goals for 2011-2012. 4. Provide interventions for SWDs in mathematics a. REP/Resource math teacher provide tutoring from 8:00 to 8:30 every morning. b. 8th Grade Math teachers will rotate and offer weekly tutorials either in the mornings or afternoons every day of the week. c. Study Island will be offered to all special education students to utilize at home, in the mornings, during REP or during study skills classes. d. Targeted tests will be created using OAS data base for students to use in the mornings or at home. Tests will be created weekly to address deficits noted by grade level math teachers. e. School-wide incentive program for students involved in CRCT remediation for reaching goals in OAS and/or Study Island. f. Utilize Thinking Maps within mathematics classes based on updated training.

Technology Mission and Vision 5-29 g. Extended Reading Time in 8th grade math classes will be modified to provide targeted skills each week and/or provide reading activities that reinforce mathematics. Teachers will supplement extended reading time after tests. h. Teachers will create an enrichment/remediation plan between teams closer to test time to remediate missed skills or enrich for those who need to move from meets to exceeds. Scores on the linear regression equation provided by the BOE based on benchmark scores will be utilized to determine students in each group. 5. Monitor students closely who also fall in several subgroups in addition to SWDs. (In Progres s) 6. Place all students who scored below 820 (7th grade) or 830 (6th/8th grade) on the 2011 CRCT Math in either a Math Connections class or Study Skills class for 2011-2012. 7. Have mathematics teachers monitor at-risk students closely and provide remediation and set goals for school year with the assistance of administrators who will conference with at-risk students. 8. Teachers should discuss student progress in academic team meetings and data team meetings weekly and review assessment performance. 9. Grades 6-8 mathematics teachers continue to implement Six Elements of Effective Mathematics lessons for all students with special emphasis on word problems during application & review/preview and utilize direct instruction for teaching problem solving. 10. Grades 6-8 Mathematics teachers will continue to refine and maintain common unit assessments as well as use Georgia frameworks and local units to insure students are receiving instruction that is rigorous, relevant, and level two questions are being practiced. Also collaborate more with GT-Coordinator to provide increased rigor for advanced students. READING AND ELA WRITING Increase the percentage of grade 8 All Students scoring 200 or higher on the Grade 8 Writing Assessment for SY 2012 from 78% to 80 %. Increase the percentage of grade 8 Students with Disabilities scoring 200 or higher on the Grade 8 Writing Assessment for SY 2012 from 43% to 47%. Increase the percentage of grade 8 Black students scoring 200 or higher on the Grade 8 Writing Assessment for SY 2012 from 75% to 81%. Increase the percentage of grade 8 Male students scoring 200 or higher on the Grade 8 Writing Assessment for SY 2012 from 71% to 75%. Increase the percentage of grade 8 Hispanic Students scoring 200 or higher on the Grade 8 Writing Assessment for SY 2012 from 57% to 60%. All students will increase their achievement in Reading and ELA on the CRCT in grades 6-8 from 96.6 % meeting and exceeding standards at the end of SY 2012 to 97 % meeting and exceeding standards. Increase the percentage of grades 6-8 Students with Disabilities scoring 800 or higher on the Reading/English Language Arts section of the CRCT at the end of SY 2012 from 85.5 % to 86.7 %. Increase the percentage of grades ELL 6-8 Students scoring 800 or higher on the Reading/English Language Arts section of the CRCT at the end of SY 2012 from n/a to 86.7 %. Increase the percentage of grades 6-8 Black Students scoring 800 or higher on the Reading/English Language Arts section of the CRCT at the end of SY 2012 from 93.7 % to 94 %.

5-30 Actions, Strategies, Interventions, or Programs 1. For Reading/English language arts, identify all current grades 6-8 students who scored less than 810 on the 2011 CRCT and share all data with teams and flag students in Infinite Campus 2. For writing, identify all 8th grade students who scored 19-26 on the grade 7 writing predictors. Then: a. Complete known demographic data for each identified student: ethnicity, gender, SWD, and ED. b. Complete profile for each 6-8 identified student by identifying any other information that might be pertinent to achievement c. Determine how many students will need to pass the Reading/ELA CRCT in targeted areas to meet the projected goals for 2011-2012. d. Target the identified number of students for special attention in regular English language arts classes or for intervention processes. e. Target students should be in as many subgroups (SWD, ED, etc.) as possible. f. Place all students who scored below 820 (8th grade), 825 (7th grade) and 830 (6th grade) on 2011 Reading CRCT in either Reading Connections or Study Skills classes. g. Create Spreadsheet of student scores on practice writing test to utilize for data review and sharing with grade level teachers. h. Maintain Notebooks of student writing samples that follow students from grade to grade. 3. Have ELA teachers monitor at-risk students closely and provide remediation and set goals for school year. 4. Teachers should discuss student progress in academic team meetings and data team meetings. 5. Grades 6-8 ELA teachers will utilize WFTF with all students and work toward moving students beyond the basics of the writing structure in order to gain proficiency in domain-specific techniques across persuasive and expository genres. New ELA teachers will be trained in WFTF 6. Grades 6-8 reading/English language arts teachers integrate DGP into daily application of ELA standards. 7. All content area teachers will utilize Thinking Maps and be encouraged to incorporate writing in their classes by spring-boarding off of thinking maps assignments or creating writing opportunities. Administration will meet with all content data teams to review expectations and encourage writing school wide. 8. Grades 6-8 ELA teachers will use standardized rubrics to assess writing. And, they will utilize state-released writing models and rubrics to instruct students in expectations of the state writing assessment, to provide exemplars, to model methods for improving writing samples (guided and independent practice) and to self-assess personal writing. 9. Administer benchmark assessments to grades 6-8 students. Utilize benchmark assessments for grade 6-8 to identify content weaknesses for both individual and student groups. Plan and deliver instruction designed to address weaknesses. 10. Grades 6-8 Science and Social Studies teachers will be trained in DBQ and how to utilize thinking maps springboard to writing experiences for students that utilize higher order thinking skills.

Technology Mission and Vision Science

5-31

Increase the percentage of all students in grades 6-8 scoring 800 or higher on the science section of the CRCT at the end of SY 2012 from 84% to 88 %. Increase the percentage of grades 6-8 Students with Disabilities scoring 800 or higher on the science section of the CRCT at the end of SY 2011 from 52% (average of three grades for 20102011 CRCT Science) to 54 %. Increase the percentage of black students scoring 800 or higher on the mathematics sections of the CRCT in 2012 from 75% (average of three grades for 2010-2011 CRCT Science) to 79% . Increase the percentage of economically disadvantaged students scoring 800 or higher on the science section of the CRCT in 2012 (previous performance rates are not known). 1. Administer benchmark assessments to students in grades 6-8 science. Utilize results of benchmark assessments to identify student weaknesses for both individual and student groups. Plan and deliver instruction designed to address weaknesses. 2. Increase emphasis on non-fiction texts and writing through science content during reading instruction. 3. Increase the use of Discovery Science 4. Grades 6-8 Science and Social Studies teachers will be trained in DBQ and how to utilize thinking maps springboard to writing experiences for students that utilize higher order thinking skills. 5. Data Teams required to Meet on a Regular Basis (weekly) to Define What Students Should Know, Do, and Understand (continued from 2011-2012): 6. Provide data teams with data from previous school year including school-wide CRCT performance, grade level performance and teacher performance for all students and also filtered by SWDs to utilize for developing goal setting analysis. 7. Meet individually at the start of the year with all data teams to review process, CRCT data and expectations and requirements for data teams. 8. Consistently implement pacing guides where there is a framework based on what students should know, do, and understand across content areas 9. Promote consistency in rigor from class to class

Actions, Strategies, Interventions, or Programs

10. Develop differentiation strategies for lessons/units in each content area based on GPS/CCGPS standards 11. Summative data is disaggregated after unit tests for mathematics and benchmarks for all subjects to adjust implementation of the curriculum 12. Data teams utilize standardized forms for meetings, benchmark reviews and goal setting and forms are distributed in a meeting/training format to explain expectations 13. Data Teams can utilize a WIKI as an alternative to face-to-face meetings for the purpose of data review 14. Data teams are encouraged to incorporate writing into all instructional content areas and springboard writing from thinking maps utilization and given resources to assist in creating writing assignments

5-32 15. Data teams are asked to discuss GT contracts developed in academic team meetings and collaborate on differentiated activities. 16. Grades 6-8 Science and Social Studies teachers will be trained in DBQ and how to utilize thinking maps springboard to writing experiences for students that utilize higher order thinking skills. 17. Provide for Differentiated Instruction: a. Match instruction and materials to the level of the learner b. Assess students through pre-assessments, rapid pre-assessments, quizzes, incremental tests, performance based assessments, unit tests (if applicable) and benchmark assessments ( if applicable) c. Research-based practices d. GT Facilitator will provide training on differentiation e. Gifted students are taught at a more rigorous level and monitored by GT coordinator and GT certified personnel on each team f. GT Certified personnel will meet collaboratively once per week with academic teams to review progress of GT students during academic team meetings g. GT Coordinator will work collaboratively with teams to train them regarding rigorous plans and activities for GT students h. Modifications are made for the needs of special education students i. Data teams will discuss GT contracts developed in academic team meetings and collaborate on differentiated activities. j. Work with paraprofessionals assigned to inclusion classes through trainings and follow-up to assure that accommodations are implemented consistently 18. Develop a Process of Providing Timely, Systematic, Data-driven Interventions a. Utilize Pyramid of Intervention b. Counselors will meet with students who fail 2 or more classes at the end of each nine weeks and students who fail 1 or more classes at the end of each semester. c. Monitor Attendance through a variety of sources and personnel. Counselors will meet with students who have 5 or more absences in each nine week marking period. d. Monitor progress in reading through the use of Renaissance Place (AR) as well as DRP in ELA classes e. Utilize connections classes in Math and Reading for students who need additional support with the GPS due to lower than average CRCT scores f. Utilize Study Island for students in Math or Reading Connections for Math and Reading Support. g. Utilize Study Island within Study Skills classes to provide support in all academic areas h. Utilize Study Island in the Spring to provide remediation for at-risk students i. Identify target students at the start of the year, flag in Infinite Campus, and provide spreadsheets to academic teams of target students so interventions can begin by progress report time the first nine weeks.

Technology Mission and Vision 5-33 j. Utilize Behavioral Intervention tiers school-wide to proactively address student behavioral concerns and through utilization of strategies such as team discipline, academic discipline, school conduct code and ISS guidance lessons. k. Utilize GRASP (West GA RESA Assessment of Student Progress) in math connection classes to identify specific areas of concern for individuals/groups. Data will be used to determine target concerns on OAS and Study Island. Data will be shared with academic teachers for additional drill/review. 19. Collaborate to use Assessment Data to Maximize Student Achievement: a. Utilize a system for assessing student progress toward meeting standards b. Utilize a variety of formative assessment tasks and tools to monitor student progress/adjust instruction to maximize student achievement c. Utilize STAR data to assess reading level and use test data to monitor/adjust instruction d. Utilize data from Predictor/Practice Writing Scores to provide writing instruction in preparation for 8th Grade Writing Test e. Work to move students from Meets to Exceeds in all test areas focusing on target students f. Encourage and promote enrichment/remediate within data teams g. Utilize forms/guidelines for benchmark reviews, data team meetings and data team goals and review in a meeting setting with data teams at front of year (task completed) h. Provide all data teams copies of teacher performance data on the 2011 CRCT to use for reviewing and setting goals for 2011-2012 i. Provide all data teams copies of teacher performance data on the 2011 CRCT broken down by SWD so goals and objectives can focus on SWDs j. Create data base of writing practice test performance to share with teams k. Provide all ELA teachers with performance data on previous year predictor and/or in-house writing assessments prior to mid-point of first nine weeks l. Share school-wide performance data with all teachers and post on data wall to encourage school-wide initiatives 20. Develop a Data-driven and Consensus Oriented Process for Continuous Improvement: a. Develop School Improvement plan with all stakeholders to address identified performance gaps and monitor b. Teachers will complete a Professional Reflective Report and set goals using a class keys rubric and will also set personal goals for 2011-2012 c. Data Teams will be required to complete Goal Sheets for 2011-2012 using printouts on CRCT performance from 2010-2011 listed by teacher and grade and also listed by SWDs. d. Share results of 2010-2011 walk-throughs e. Teachers will complete a peer walk-through on one teacher per nine weeks as a way to increase understanding of strong professional strategies f. Superstar wall will be utilized that can note great instructional strategies they observed or any positives they can note about school personnel

5-34 g. Golden Plunger award will be given out and p assed along throughout the year to faculty members who plunge into great instructional strategies. 21. Implement Technology into the Curriculum Design, Development, Implementation, and evaluation process: a. Provide support for teachers who need assistance utilizing a Wiki b. Instruction will reflect both teacher and/or student use of available technology c. Provide training, materials and support for teachers utilizing Infinite Campus new gradebook features d. Refer teachers needing support on Interwrite Systems to Gregg Miles 22. School Culture Supports Academic Achievement and the Social, Emotional and Relational Growth of Learners: a. Counselors will follow school counseling plan that takes a proactive focus approach to meeting student needs b. Counselors will foster a program that prepares students for post-secondary decisions which will include classroom guidance to all 8th graders in the spring c. Career connections classes in 7th and 8th grade will focus on career planning and postsecondary options d. Counselors will provide classroom guidance using Why Try Curriculum e. Provide Opportunities for students to interact in a supervised social setting f. Incentives provided for AR, OAS and excellent character/behavior g. Group counseling will be provided based on parental permission to bully groups, victim groups, non-motivated students and students with poor behavior. Students participating in these groups will be referred by teachers and/or administration. h. School-wide initiative to promote an anti-bullying culture. Teachers will be trained and redeliver lesson on bullying definition, an assembly will be held with a guest speaker and bullying prevention strategies will be put in place school-wide. i. Counselors and teachers will work collaboratively with administration and behavior specialist to create, promote and utilize behavioral intervention pyramid. 23. Involve a Variety of Teachers in School Leadership Roles: a. Teachers will serve on Data Teams b. Teachers will serve as mentors and instructional coaches 24. Teachers will take an active role in school improvement process and serve on school improvement committee a. Teachers will serve as Academic Team Leaders b. Teachers will serve on Technology Committee c. Teachers will serve on Literacy Review committee d. Teachers will serve on Benchmark review teams e. Teachers involved in pursuing advanced degrees will participate in workshops, SIP process, and data review

Technology Mission and Vision f. Qualified teachers will participate in the Aspiring Leaders Program through the BOE. g. Share names of teachers who are serving in each of these capacities h. Teachers nominated and participate in GATES CCGPS Grant 25. The Leadership Team will keep the School Focused on Student Learning and Promote Continuous Improvement: a. Support Professional Learning Communities b. Provide Timely and Valuable Feedback regarding Focus Walks and Evaluation c. Mentor Teachers who show Leadership Potential d. Encourage and Support Staff Development Opportunities

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e. Mentor Teachers pursuing advanced leadership degrees or on the county leadership group f. Create meaningful ways to share useful data to staff g. Provide in-house training in areas based on the results of teacher feedback on selfevaluations h. Share progress on previous year goals and goals for current year with staff and school improvement committee i. Instructional Supervisor will have all teachers complete a self-evaluation form using class keys rubric, determine individual goals and then share results of school-wide rating j. School-wide rating will be determined based on results of teacher self-evaluations and utilized to determine in-county and in-house professional development needs. k. Teachers will be provided coverage as much as possible to support them in grading of writing predictors. l. Data Wall will be utilized to highlight school successes, to focus on goals, and to share trend data over time. m. Administration will continue to work to increase the number of walk-thrus completed for each teacher

South Effingham Middle School

MATHEMATICS: (AMO= 83.8%) Increase the percentage of grades 6 8 Students with Disabilities scoring 800 or higher on the mathematics section of the GCRCT in 2012 from 64.2% to 68% 1. Identify all students in grades 6, 7 who scored below 810 in mathematics on the 2011 CRCT; identify all students in grade 8 who scored below 820 in mathematics on the 2011 CRCT. 2. Flag these students in Campus. 3. Complete the following demographic data for each identified student: ethnicity, gender, economic status, and disability. 4. Track absences. 5. Identify all SWD students in grades 6-8, as well as their educational settings.

Actions, Strategies, Interventions, or Programs

5-36 6. Examine the targeted areas and determine how many students will need to pass the mathematics portion of the CRCT in order to meet the goals set for 2011-2012. 7. Provide data to Data Analysis Teams. 8. Incorporate opportunities for SWD students to use Study Island, GRASP, I-Pass Math, Math Upgrade, OAS practice, and Brain Pop. 9. Continue using Why Try Program to reach at-risk students. 10. Mathematics teachers will continue to use Six Elements of Effective Mathematics lessons. 11. Review Progress Reports, Report Cards, Benchmark Results, Grade Distribution Spreadsheets in team meetings. 12. Review students per team to determine Pyramid of Intervention candidates and to monitor performance. 13. Mathematics teachers will hold informal conferences with targeted students to encourage optimal performance to boost the student when performance lags. 14. Establish specific goals for target students. 15. Report on student progress in weekly and monthly Data Analysis meetings. 16. Provide monthly incentives for students utilizing Study Island, GRASP, or OAS. 17. Teachers will develop an enrichment/remediation grade level plan that will address specific skills identified by established assessments, such as Benchmarks and Math Unit Tests. 18. Special Education and Remedial staff will receive training in Positive Behavior Management, GPS and CCGPS, GRASP, and Study Island. READING AND ELA: (AMO= 86.7%) Increase the percentage of grades 6 8 Students with Disabilities scoring 800 or higher on the Reading/English Language Arts section of the GCRCT in 2012 from 67.9% to 72%. 1. Identify all students in grades 6, 7 who scored below 810 on the Reading/English Language Arts portions of the 2011 CRCT; identify all students in grade 8 who scored below 815 in Reading/ELA on the 2011 CRCT. 2. Flag these students in Campus. 3. Complete the following demographic data for each identified student: ethnicity, gender, economic status, and disability. 4. Track absences. 5. Identify any other information that may be pertinent to achievement. 6. Identify all SWD students in grades 6-8, as well as their educational settings. 7. Determine the number of additional SWD students in grades 6-8 who will need to meet proficiency based on the percentage increase required to attain Reading/ELA goals. 8. Provide opportunities for SWDs to use Study Island, Learning Upgrade, OAS practice tests in Reading/ELA. 9. Monitor IEPs, 504s to ensure that accommodations in the classroom mirror those in place for CRCT testing.

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 10. In team meetings review Progress Reports, Report Cards, Benchmark Results, and spreadsheets identifying students who are struggling. 11. Target students who are in need of additional interventions. 12. ELA teachers will hold informal conferences with targeted students to encourage optimal performance and to boost the student when performance lags. 13. Report on student progress in weekly and monthly Data Analysis Meetings. 14. Provide Monthly Incentives for students utilizing Study Island, GRASP, or OAS.

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15. English Language Arts teachers in grades 6-8 will integrate Daily Grammar Practice and Daily Reading Practice into daily application of ELA standards. 16. ELA teachers in grades 6-8 will promote critical reading and interpretation of non-fiction text. 17. Math, Science, and Social Studies teachers in grades 6-8 will promote critical reading in their areas with each one being responsible for an assigned nine weeks. 18. Academic teachers will offer 20 minutes of sustained reading in their subject areas on a rotation basis 19. Academic teachers will utilize Thinking Maps to promote critical thinking. WRITING Increase the percentage of grade 8 Students with Disabilities scoring 200 or higher on the Grade 8 Writing Assessment in 2012 from 39% to 50%. Increase the percentage of grade 8 students Meeting and Exceeding on the Grade 8 Writing Assessment in 2012 from 85% to 90%. 1. Identify students in Grade 8 who scored 19-26 on the Grade 7 Writing Predictor 2. Complete the following demographic data for each identified student: ethnicity, gender, economic status, and disability 3. Identify any other information that may be pertinent to achievement. 4. Identify all SWD students in grade 8 who scored less than 26 on the Grade 7 Writing Predictor 5. Target the identified students for special attention in regular ELA classes or for intervention processes. 6. Review Grade 8 Writing Benchmark One data in Data Analysis meetings, comparing it to previous Writing Benchmarks. 7. ELA teachers will hold informal conferences with targeted students to encourage optimal performance. 8. Provide multiple writing opportunities through WFTF along with analyzations using specified rubrics. 9. Score and analyze Writing Benchmarks using Grade 8 Writing Assessment Rubric. 10. Report on student progress in weekly and monthly Data Analysis Meetings. 11. Academic teachers and SPED teachers in grades 6-8 will continue the implementation process of the Write for the Future program with all students.

Actions, Strategies, Interventions, or Programs

5-38 12. ELA teachers will focus on moving students beyond the basics of the writing structure in order to avoid formulaic transitions/writing patterns and gain proficiency in domain-specific techniques across persuasive and expository genres. 13. Continue training for academic and SPED teachers in differentiated instructional strategies for writing in the content areas. 14. Academic teachers in grades 6-8 will continue the implementation process of Thinking Maps with all students in order to provide a framework for organizing ideas and developing details. 15. Academic teachers in grades 6-8 will have students complete at least one written assignment each nine weeks. 16. Identify all students in grades 6-8 who scored below 810 in science on the 2011 CRCT. 17. Identify all SWD students in grades 6-8, as well as their educational settings. 18. Administer benchmark assessments to students in grades 6-8 science. 19. Analyze benchmarks to determine student strengths and weaknesses. 20. Utilize SLDS to drill down in the science portion of the CRCT. 21. Discuss student progress in weekly and monthly Data Analysis meetings. 22. Continue to use and develop Interactive Notebooks. 23. Continue to increase the use of Discovery Science. 24. Increase the use of nonfiction sources in addition to the textbook. 25. Introduce DBQs to Science teachers in grades 6 -8. 26. Provide training for the implementation of DBQs. 27. Incorporate the use of Thinking Maps with the use of DBQs. SCIENCE: Increase the percentage of all students in grades 6-8 scoring 800 or higher on the science section of the CRCT from 87.6% to 91%. Increase the percentage of grades 6-8 Students with Disabilities scoring 800 or higher on the science section of the CRCT from 49.4% to 56.5%.

Effingham County High School

MATHEMATICS: Increase the percentage of all grade 11 first-time test takers scoring 200 or higher on the GHSGT for mathematics in 2012 from 83.1% to 87.4%. Increase the percentage of Black grade 11 first-time test takers scoring 200 or higher on the GHSGT for mathematics in 2012 from 65.7% to 71%. Increase the percentage of Economically Disadvantaged grade 11 first-time test takers scoring 200 or higher on the GHSGT for mathematics in 2012 from 72.6% to 76%. Increase the percentage of SWD grade 11 first-time test takers scoring 200 or higher on the GHSGT for mathematics in 2012 from 52.6% to 60%. Eighty- five percent of all students will pass their state and local end-of-course tests for math. Eighty-five percent of all students will pass math for the year.

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 1. Identify high impact students and provide academic intervention. a. Include HSGT prep material in Math 3 w/support curriculum.

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b. Teachers identify high impact (at risk and bubble) students using the SLDS in order to offer the students additional assistance and monitoring within the regular classroom setting to include administering quarterly benchmark assessments, preparing them for EOCT or HSGT c. Drill down into available data to determine specific areas of weakness for High Impact students d. Teachers hold High Impact students accountable for GPS at grade level e. Utilize Essential Questions in all classrooms at the beginning, middle, and end of all lessons 2. Offer HSGT prep sessions during the six weeks prior to the spring administration of the HSGT. a. After school sessions for each content area will be available to all students with one content area offered each day. b. Pull-out sessions will be offered to high impact students during the school day. c. Extra preparation will also be done during C2G time for juniors. All junior C2G groups will receive HSGT prep twice a week for six weeks prior to the test. d. Use available analyzed data to determine specific weaknesses upon which to concentrate during reviews 3. Expand instructional opportunities beyond the regular classroom setting. a. Continue tutoring program run by the Intervention Specialist. Tutoring occurs twice a week in all subject areas, utilizing teachers and peer tutors. Math tutoring occurs M-TH. b. Reduce interrupted instructional time by implementing Uniform Letters as warnings before ISS is issued. c. Continue the Tardy Table at the beginning of each period in order to decrease classroom interruptions. d. Increase monitoring of quality instruction utilizing administrative walk-through visits. *Administrative team will meet weekly to discuss walk-throughs and lesson plans. e. Utilize C2G time to emphasize HSGT and EOCT prep activities throughout the year. f. Increase parental involvement by contacting parents regularly. g. HSGT and EOCT practice daily in all Study Skills classes 4. All 9th grade support students will be evaluated using the GRASP program to determine current math ability - probes given periodically, data collected and used to remediate students. 5. Re-evaluate existing HSGT/EOCT sponge activities to increase higher order thinking skill item frequency. 6. Continue expansion of Math I with Support and Math II with Support to two-semester class with embedded EOCT component. Review/Previews to include EOCT components 7. Continue the Math III Support class, which is a review of Math I and Math II plus 4 components from Math III. All 11th grade at-risk students take Math III support spring semester. 8. Implement the new Mathematics of Finance course for at-risk students. 9. Provide professional development to enhance instruction.

5-40 a. Math I, Math II, Math III, Math IV, and Mathematics of Finance teachers will participate in weekly meetings to discuss/revamp their curriculum b. Math teachers will work closely with their department to improve LEOCT and SEOCT scores c. Math IV teachers will meet weekly to write new units d. Mathematics of Finance teachers will meet weekly to write new units 10. Utilize 21st century classroom technology to assist math teachers in innovative ways to deliver curriculum 11. Utilize differentiation and SLC strategies, especially while continuing with the new GPS curriculum. a. Administrators attend the Model Schools Conference, concentrating on SLC strategies. b. Administrators and teachers attend Assessment Conference and Motivation Conference. c. Train teachers in various differentiation and assessment strategies through professional development and redelivery 12. Utilize Review/Preview to reinforce mathematical concepts ENGLISH LANGUAGE ARTS: Increase the percentage of all grade 11 first-time test takers scoring 200 or higher on the GHSGT for ELA in 2012 from 87.7% - 93.9% Increase the percentage of Black grade 11 first-time test takers scoring 200 or higher on the GHSGT for ELA in 2012 from 74.5% - 80%. Increase the percentage of Economically Disadvantaged grade 11 first-time test takers scoring 200 or higher on the GHSGT for ELA in 2012 from 79.5% - 86%. Increase the percentage of SWD grade 11 first-time test takers scoring 200 or higher on the GHSGT in ELA in 2012 from 47.4% - 55%. Ninety percent of all students will pass their state and local end-of-course tests for English. Eighty-five percent of all students will pass English for the year. 1. Identify high impact students and provide academic intervention. a. Teachers will identify high impact (at risk and bubble) students using SLDS in order to offer the students additional assistance and monitoring within the regular classroom setting to include administering quarterly benchmark assessments. b. Drill down into available data to determine specific areas of weakness for High Impact students c. Teachers hold High Impact students accountable for GPS at grade level d. Utilize Essential Questions in all classrooms at the beginning, middle, and end of all lessons 2. Offer HSGT/EOCT prep sessions during the six weeks prior to the spring administration of the HSGT. a. After school sessions for each content area will be available to all students with one content area offered each day. b. Extra preparation will also be done during C2G time for HSGT/EOCT. 3. Expand instructional opportunities beyond the regular classroom setting.

Actions, Strategies, Interventions, or Programs

Technology Mission and Vision 5-41 a. Implement intervention plan using Retention/Intervention specialist. Meets with students to try motivation techniques. b. Tutoring program before and after school using teachers and peer-tutors. c. Reduce interrupted instructional time by implementing Uniform Letters in lieu of ISS. d. Continue the Tardy Table at the beginning of each period in order to decrease classroom interruptions. e. Increase monitoring of quality instruction utilizing administrative walk-through visits. *Administrators will meet weekly to discuss walk-throughs and lesson plans f. Utilize C2G time to emphasize HSGT/EOCT prep activities throughout the year. g. Increase parental involvement by contacting parents regularly 4. Utilize Daily Oral Language and Daily Grammar Practice as sponge activities to teach grammar and writing skills emphasized on the HSGT and/or EOCT 5. Provide professional development to enhance instruction. a. Language Arts teachers will participate in reading/writing training workshops. b. All teachers will attend two writing workshops hosted by the National Writing Project. 6. Schedule all English I with support students with both an English course and a reading course, offering them as much support as possible during the day. 7. Utilize 21st century classroom technology to assist English teachers in innovative ways to deliver curriculum 8. Utilize differentiation and SLC strategies, especially while continuing with the new GPS curriculum. a. Administrators and teachers attend the SLC and Assessment conferences b. Train teachers in various differentiation and assessment strategies through professional development and redelivery c. All teachers in every department will develop and implement a literacy strategy to be used at least once a week in their classrooms. 9. Utilize the Language of the Standards when presenting material in the classroom GRADUATION RATE All students will increase their graduation rate from 84.8% at the end of SY 2011 to 90% at the end of SY 2012. Black students will increase their graduation rate from 79.3% at the end of SY 2011 to 86% at the end of SY 2012. Economically disadvantaged students will increase their graduation rate from 76.7 % graduating at the end of SY 2011 to 82% graduating at the end of SY 2012. All SWD will increase their graduation rate from 57.4% at the end of SY 2011 to 65% at the end of SY 2012. 1. Enroll off-track students in EEP (day and after school) and summer courses to return to on track credit status.

Actions, Strategies, Interventions, or Programs

5-42 2. Expand instructional opportunities beyond the regular classroom setting. a. Continue tutoring program run by the Retention Specialist. Tutoring occurs twice a week in all subject areas, and in math four days a week, utilizing teachers and peer tutors. b. Reduce interrupted instructional time by implementing uniform letter as a warning for uniform violations before using ISS c. Implement the Tardy Table at the beginning of each period in order to decrease classroom interruptions. d. Increase monitoring of quality instruction utilizing administrative walk-through visits. *Administrators meet weekly to discuss walk-throughs and lesson plans. e. Utilize C2G time to emphasize HSGT/EOCT prep activities throughout the year and build relationships with students to encourage/emphasize the importance of graduation. f. Increase parental involvement by contacting parents regularly 3. Continue the ninth grade at-risk team to assist students with establishing initial high school success. a. All 9th grade support students will use the GRASP program to identify strengths/weaknesses b. Students will be monitored carefully and data used to remediate 4. Principals academic monitoring program students with failing grade at progress report time will have parents contacted by principal. 5. Continue the C2G (Committed to Graduate) Program. Students meet with their advisor once every other week to build relationships, work on skills, and emphasize the importance of graduation. C2G advisors will monitor grades, contact parents, provide incentives, and encourage students to stay in school. We will use the Seven Habits of Highly Effective Teens as a springboard for this program. 6. Increase Youth Apprenticeship enrollment to offer further incentive and opportunity for students to attain graduation. 7. Identify seniors who have not passed the HSGT and notify teachers teachers will provide specific instruction for HSGT. 8. Provide study sessions for seniors who have not passed all areas of the HSGT 9. Administrative team meet with at-risk seniors to discuss academic progress 10. Incorporate a summer bridge program for at-risk rising 9th graders GHSGWT Achievement Increase the percentage of ALL grade 11 first-time test takers scoring 200 or higher on the Writing Section of the GHSGT in 2011 from 87% to 93%. Increase the percentage of Black grade 11 first-time test takers scoring 200 or higher on the Writing Section of the GHSGT in 2011 from 77% to 72%. Increase the percentage of SWD grade 11 first-time test takers scoring 200 or higher on the Writing Section of the GHSGT in 2011 from 39% to 44%. Increase the percentage of ALL grade 11 first-time test takers scoring in the Exceeds category from 3% to 15%.

Technology Mission and Vision Actions, Strategies, Interventions, or Programs

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1. Identify current 10th graders who are predicted not to perform well on the GHSGWT during their 11th grade year. 2. Students will be offered after school writers workshop sessions twi ce a week for one month leading up to the spring administration of the GHSWT 3. 10th grade Language Arts teachers emphasize persuasive writing as evaluated on the GHSGWT. a. Teachers use rubrics similar to that used on the GHSGWT b. Teachers use scored, released papers to show students the difference in papers receiving various scores c. Students practice timed writings throughout the year 4. All Language Arts teachers create and maintain writing folders for each student. a. Writing Folders move up with each student b. Teachers use Writing Folders to evaluate student performance and document growth as a writer 5. All junior C2G groups review writing activities and prompts during the first month of school before the GHSGWT. 6. All Language Arts teachers attend workshops to improve writing scores of good writers 7. All teachers in the school will develop and implement literacy strategies, which they teach at least once per week.

South Effingham High School

Mathematics High School MATHEMATICS I SEOCT Increase the percentage of all first-time test takers scoring 70 or higher on the SEOCT for Mathematics I in 2012 from 81% to 84%. (AMO) Increase percentage of Black first-time test takers scoring 70 or higher on the SEOCT for Mathematics I in 2012 from 69.2% to 73%.(SH) Increase percentage of ED first-time test takers scoring 70 or higher on the SEOCT for Mathematics I in 2012 from 62.7% to 67%. (SH) Increase percentage of SWD first-time test takers scoring 70 or higher on the SEOCT for Mathematics I in 2012 from 47.2% to 53%. (SH) MATHEMATICS II SEOCT Increase the percentage of all first-time test takers scoring 70 or higher on the SEOCT for Mathematics II in 2012 from 74% to 77%. (SH) Increase percentage of Black first-time test takers scoring 70 or higher on the SEOCT for Mathematics II in 2012 from 73.3% to 76%.(SH) Increase percentage of ED first-time test takers scoring 70 or higher on the SEOCT for Mathematics II in 2012 from 58.7% to 63%. (SH) Increase percentage of SWD first-time test takers scoring 70 or higher on the SEOCT for Mathematics II in 2012 from 32% to 39%. (SH)

5-44 Actions, Strategies, Interventions, or Programs 1. Have mathematics teachers hold individual conferences with targeted students to encourage optimal performance and to boost the student when performance lags. 2. Target students will be tested using GRASP for math weaknesses. With the GRASP results, students will be receiving specific interventions. 3. Results of common assessments in Math I/II will be monitored to further determine targeted students. 4. Report on student progress every four weeks in grade level/departmental meetings. 5. Teachers will provide department chair with a list of students who have below 70 averages at progress report time. This list will also be sent to counselors, retention specialist and special education file holder (when applicable). 6. Provide tutorial services to support student success in mathematics classes. 7. Prepare and implement benchmark assessments for Mathematics I and II EOCTs 8. Use results of benchmark assessments to identify content weaknesses for both individual and student groups 9. Plan and deliver instruction designed to address weaknesses. 10. Every Mathematics I and II class will include a problem from a released EOCT as a review/preview practice. 11. Mathematics I and Mathematics II students will review for SEOCT using online test review programs. 12. At the end of the first semester, students who are not progressing in Mathematics I/II with Support will be placed in a one semester Mathematics class in the spring. Reading/English Language Arts NCLB State 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. Annual Measurable Objective(s): Reading/English Language Arts (Grade 11 Reading/ELA AMO = 94% & Writing Grade 11 State M+E = 95%). NINTH GRADE SEOCT Maintain percentage of All grade 9 Ninth Grade Literature SEOCT test-takers scoring 70 or higher at 94%. (AMO) Increase percentage of Black grade 9 Ninth Grade Literature SEOCT test-takers scoring 70 or higher from 93.1% to 94%.(AMO) Increase percentage of ED grade 9 Ninth Grade Literature SEOCT test-takers scoring 70 or higher from 88% to 90%. (SH) Increase percentage of SWD grade 9 Ninth Grade Literature SEOCT test-takers scoring 70 or higher from 61.8% to 66.0%. (SH) Maintain percentage of All grade 11 American Literature SEOCT test-takers scoring 70 or higher at 94.0%. (AMO) Maintain percentage of Black grade 11 American Literature SEOCT test-takers scoring 70 or higher at above 94.0% (AMO)

AMERICAN LITERATURE SEOCT

Technology Mission and Vision GHSWT

5-45

Increase percentage of ED grade 11 American Literature SEOCT test-takers scoring 70 or higher from 90.5% to 92%. (SH) Increase percentage of SWD grade 11 American Literature SEOCT test-takers scoring 70 or higher from 66.7% to 71%. (SH)

Increase percentage of All grade 11 first-time test takers scoring 200 or higher on the GHSWT in 2011 from 91% to 95%. Increase percentage of All grade 11 first-time test takers who Exceed on the GHSWT in 2011 from 6% to 17%. Maintain percentage of Black grade 11 first-time test takers scoring 200 or higher on the GHSWT in 2011 at 100%. Increase percentage of ED grade 11 first-time test takers scoring 200 or higher on the GHSWT in 2011 from 91% to 95%. Increase percentage of SWD grade 11 first-time test takers scoring 200 or higher on the GHSWT in 2011 from 55% to 60%. Actions, Strategies, Interventions, or Programs 1. Have English language arts teachers hold individual conferences with identified students to encourage optimal performance and to boost the student when performance lags. 2. Ninth grade Reading & Writing students will be tested using GRASP for English weakness. With the GRASP results, students will be receiving specific interventions. 3. American Literature teachers will target those students who failed the Ninth Grade Literature SEOCT. 4. Ninth Grade Students with Disabilities who failed the 8th Grade Writing Assessment will be targeted for remediation. 5. Report on student progress every four weeks in grade level/departmental meetings. 6. Teachers will provide department chair with a list of students who have below 70 averages at progress report time. This list will also be sent to counselors, retention specialist and special education file holder (when applicable). 7. Grades 9-12 ELA teachers will incorporate daily activities to promote critical reading and analysis and response to both fiction and non-fiction text. 8. Summer reading will be required for students in Honors and AP courses. 9. DBQs will be used often during instruction and assessment. 10. Teachers will utilize reading circles and thematic units during the semester. 11. Prepare and implement benchmark assessments for Ninth Grade Literature/Composition and American Literature SEOCTs. 12. Use results of benchmark assessments to identify content weaknesses for both individual and student groups. 13. Plan and deliver instruction designed to address weaknesses. 14. Writing Portfolios for all students will be maintained per system guidelines. The portfolios will be reviewed regularly by ELA teachers to plan individualized writing instruction.

5-46 15. Grade 10 ELA teachers will use results of Grade 9 GHSGWT predictor to differentiate instruction according to student needs. 16. A minimum of four persuasive writings with special emphasis on structuring arguments and ideas in a sustained and logical fashion will be required in each grade ELA course. 17. English teachers will use the State Writing Rubric to score Predictor Writing Test. 18. 9th Grade English Support teacher will individualize instruction to improve reading skills among those identified as weak based on 8th grade CRCT scores. 19. Grades 9-12 teachers will use standardized rubrics to assess writing. 20. Grades 9 & 10 ELA teachers will utilize state-released writing models and rubrics a. to instruct students in expectations of the Grade 11 assessment b. to provide exemplars c. to model methods for improving writing samples (guided and independent practice) d. to self-assess personal writing 21. Grades 9-12 Social Studies and Science teachers will incorporate literacy strategies such as Document Based Questions to promote critical thinking about and responding to content area information. 22. CTAE teachers will incorporate writing activities into classroom lessons a minimum of twice per semester. SCIENCE NCLB State Performance Goal 5: All students will graduate from high school. LEA Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science. Annual Measurable Objective(s): Science Biology SEOCT Increase percentage of All Biology SEOCT test-takers scoring 70 or higher from 83% to 85%. (SH) Increase percentage of Black Biology SEOCT test-takers scoring 70 or higher from 75.9% to 79%. (SH) Increase percentage of ED Biology SEOCT test-takers scoring 70 or higher from 69.5% to 73%. (SH) Increase percentage of SWD Biology SEOCT test-takers scoring 70 or higher from 51.3% to 57%. (SH) Increase percentage of All Physical Science SEOCT test-takers scoring 70 or higher from 89% to 92%. (SH) Increase percentage of Black Physical Science SEOCT test-takers scoring 70 or higher from 80% to 82%. (SH) Increase percentage of ED Physical Science SEOCT test-takers scoring 70 or higher from 82.7% to 85%. (SH)

Physical Science SEOCT

Technology Mission and Vision Increase percentage of SWD Physical Science SEOCT test-takers scoring 70 or higher from 78.1% to 81%. (SH) Actions, Strategies, Interventions, or Programs

5-47

1. Prepare and implement benchmark assessments for Biology and Physical Science SEOCTs. 2. Use results of benchmark assessments to identify content weaknesses for both individual and student groups. 3. Plan and deliver instruction designed to address weaknesses. 4. Report on student progress every four weeks in grade level/departmental meetings. 5. Grades 9-12 Science teachers will incorporate daily activities to promote critical reading, analysis and response to content text. 6. Periodically, students will analyze data and write lab conclusions in lab reports. 7. Grades 9-12 Social Studies and Science teachers will incorporate literacy strategies such as Document Based Questions to promote critical thinking about and responding to content area information. 8. Incorporate independent research projects in advanced content courses. 9. Allow Honors Ninth Grade students the opportunity to take Honors Biology and Honors Physical Science during their first year of high school. 10. Increase the number of Science AP offerings. Social Studies NCLB State Performance Goal 5: All students will graduate from high school. LEA Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies. Annual Measurable Objective(s): Social Studies US History SEOCT Increase percentage of All United States History SEOCT test-takers scoring 70 or higher from 79% to 82.0%. (SH) Increase percentage of Black United States History SEOCT test-takers scoring 70 or higher from 69.7% to 73%. (SH) Increase percentage of ED United States History SEOCT test-takers scoring 70 or higher from 64% to 68%. (SH) Increase percentage of SWD United States History SEOCT test-takers scoring 70 or higher from 43.5% to 50%. (SH) Increase percentage of All Economics SEOCT test-takers scoring 70 or higher from 87% to 89%. (SH) Increase percentage of Black Economics SEOCT test-takers scoring 70 or higher from 68.8% to 72%. (SH) Increase percentage of ED Economics EOCT test-takers scoring 70 or higher from 84.9% to 87%. (SH) Increase percentage of SWD Economics SEOCT test-takers scoring 70 or higher from 59.1% to 64%. (SH)

Economics SEOCT

5-48 Actions, Strategies, Interventions, or Programs 1. Prepare and implement benchmark assessments for United States History SEOCTs. 2. Use results of benchmark assessments to identify content weaknesses for both individual and student groups. 3. Plan and deliver instruction designed to address weaknesses identified on benchmark exam. 4. US History and Government teachers will use common unit assessments. In addition, the teachers will use a common nine-week exam. 5. Report on student progress every four weeks in grade level/departmental meetings. 6. Economics teachers will target students that failed the US History SEOCT or 11th Grade GHSGT. 7. Grades 9-12 Social Studies teachers will incorporate daily activities to promote critical reading and interpretation of content text. 8. Grades 9-12 Social Studies and Science teachers will incorporate literacy strategies such as Document Based Questions to promote critical thinking about and responding to content area information. 9. US History teachers require students to correct test questions until mastery of learning is demonstrated. 10. Seniors that have not passed the Science GHSGT will be placed in Environmental Science. Graduation Rate NCLB State Performance Goal 5: All students will graduate from high school. Annual Measurable Objective(s): Graduation Rate (Absolute bar = 90.0% or increase by 10% from 2011 with a minimum rate of 60.0%) Increase percentage of All graduates in 2011 from 83.5% to 90%** Increase percentage of SWD graduates in 2011 from 52.9% to 62.9%** Increase percentage of Black graduates in 2011 from 75.8% to 85.8%** Increase percentage of Hispanic graduates in 2011 from 84.6% to 90%** Increase percentage of ED graduates in 2011 from 73.5% to 83.5%** ** Goals will be adjusted after revised percentages including summer graduates are released Actions, Strategies, Interventions, or Programs 1. Plan, promote, and offer HSGT preparation activities extending beyond regular classroom instruction for students who have not passed at least one SEOCT in a given content area. 2. Offer credit recovery options both during and after school hours using NovaNet. 3. Provide tutorial services to support student success in core academic classes. 4. Identify credit deficient 11th and 12th grade students. Graduation Teams will consider credit waivers of local requirements for identified students. 5. Identify seniors who have not passed a portion or portions of the HSGT and a corresponding SEOCT. a. assign each a mentor to monitor and encourage participation in remediation activities and use of resources. b. place those students on a Contract to Walk

Technology Mission and Vision 5-49 6. Identify seniors who have not passed a portion(s) of the HSGT and a corresponding SEOCT and upon receipt of the final spring HSGT scores, prepare an HSGT Waiver request for SWD and Variance request for others for immediate submission to the GaBOE 7. SEOCT If a student failed the Math I and Math II SEOCT, the student will be placed in Math III Support 8. Students significantly failing Math I or II with support (year-long) in December will be removed from the failing math course. The student will be rescheduled for a new math course that will begin second semester. 9. Seniors that have not passed the Math GHSGT or Math I/II SEOCT will be placed in GHSGT Math Review course. 10. Online Review Programs for in school and after school use by students. 11. Seniors that have not passed the Social Studies GHSGT or US History SEOCT will be placed in GHSGT Social Studies Review course. 12. Each senior who has not met the Social Studies graduation assessment requirement will be provided a copy of the GHSGT Social Studies Review textbook (American Book Company). 13. Students will participate in online reviews (Study Island and USA TestPrep).

Technology Mission and Vision

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6. Technology Mission and Vision

Systems Technology Mission Statement
The mission of the Effingham County School District Information and Instructional Technology Department is to provide comprehensive, equitable, and efficient use of existing and emerging technology to engage, challenge and nurture diverse learners in preparation for post secondary success in an increasingly technology oriented world.

Systems Technology Vision

The vision of Effingham County School District addresses three distinct areas and how technology can benefit each area. Of primary focus is the area of instruction. Teachers will embrace technology to teach content rich lessons and to engage and maintain the interest of the student. Teachers will also actively engage in professional development programs that provide them with an enhanced understanding of the uses of the various technologies available. Students will utilize technology to construct knowledge and become proficient in the use of technology to solve problems, affording the student the opportunity for authentic learning. Additionally, technology will be utilized to assist the students in: becoming skilled in reading, writing, mathematics, and critical thinking attaining technology literacy and enabling them to become self-directed learners who are comfortable with and proficient in using all forms of technology. acquiring adequate skills for the next level of education becoming proficient with technology that enables post secondary success. Secondly, technology will provide teachers, administrators and staff appropriate tools, including communication, reporting, and assistive tools where required, to efficiently fulfill their day-to-day responsibilities. Furthermore, professional learning opportunities will provide training to utilize available technologies to their maximum potential. This efficiency is imperative as the less time school personnel spend on administration, the more time they can spend on instruction. Finally, parents will utilize technology to obtain information through web resources provided by the district website and the student information systems parent portal, communicate with teachers, administrators, and support personnel through verbal and electronic means as well as stay apprised as to their childs activities and performance as often as desired. In order to achieve these realities, the district will: 1. provide and maintain appropriate hardware, software and network infrastructure to increase efficiency in administration and support educational goals 2. support classroom integration of technology that enhances education 3. offer and encourage on-going, competency-level oriented staff development opportunities for administrators, teachers, and support personnel

Current Reality and Gap Analysis

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7. Current Reality and Gap Analysis

Hardware Survey
According to the February 2011 Hardware Inventory Survey, Effingham County School District has 3,096 modern computers and 37 school based servers within the district. Additionally, the district maintains an additional fifteen servers for various purposes including web servers, e-mail servers, SIS servers, professional development servers and general file and print servers at the central office. Out of a total number of 767 classrooms, 766 are wired for high-speed Internet access. Of the total instructional computers, 98% run Microsoft Windows operating system with 2% being Apple McIntosh computers. The ratio of student to Internet capable instructional computer was determined to be 3.73. The following chart illustrates the distribution of computers as reported in the February 2011 hardware survey. Distribution of Computers from February 2011 Hardware Survey Internet Students (from Student to Connected School FTE count on Modern Modern hardware survey) Computer Ratio Computers Blandford Elementary School 860 183 4.70 Ebenezer Elementary School 610 140 4.36 Guyton Elementary School 750 191 3.93 Marlow Elementary School 760 169 4.50 Rincon Elementary School 609 182 3.35 South Effingham Elementary School 651 162 4.02 Springfield Elementary School 704 140 5.03 Sand Hill Elementary School 629 160 3.93 Effingham County Middle School 712 227 3.14 Ebenezer Middle School 1042 170 6.13 South Effingham Middle School 919 221 4.16 Effingham County High School 1840 594 3.10 South Effingham High School 1487 557 2.67 Facilities throughout the district also utilize many computers that are not considered modern, but continue to provide access to educational resources through the network and the Internet.

Instructional Uses of Technology

Every Teacher has access to an Interactive Classroom through the eInstruction SchoolPad, MOBI or the Promethean Active Board. Additionally, many teachers have student sets of response devices in the form of eInstruction PRS, CPS, or Promethean Activities. Professional Learning opportunities are provided through summer classes, Tech Thursdays, EffTech Day (local conference), and individual and small group training sessions. Every effort is made to provide training as requests and needs are assessed. Each school has a resource lab, either stationary or mobile to provide whole classroom access to computers. In the elementary schools, a full-time technology teacher was hired in 2006-2007 to provide technology instruction in collaboration with the classroom teachers to meet the Common Core Georgia Performance Standards related to technology in kindergarten through fifth grade. Additionally, each middle school in the district has two labs in which keyboarding and technology integration standards

Goals and Benchmarks are taught. In addition, the media center in each high school is equipped with at least enough computers to accommodate an entire class.

7-2

All classrooms are equipped with at least one modern computer and are supplemented when possible with additional workstations. The typical elementary classroom contains two to three computers for student and teacher use. Middle school classrooms contain one or two computers and high school classrooms typically contain only one computer. Some inequities exist in the current distribution. These inequities will continue to be targeted to provide equitable access at all facilities. These inequities are detailed in the student to computer ratios provided in the table on the previous page. As a district technology program completely funded by ESPLOST proceeds, Effingham County School District is constantly challenged to provide adequate access to technology for students and staff. In addition to reducing student to computer ratio, additional initiatives are planned to provide access via portable devices such as tablets, netbooks, and smart phones by implementing a secure wireless infrastructure to support these technologies. In the schools within the Effingham County School District, students within all subgroups have equal access to technology resources. As required within students Individualized Education Plans (IEPs), students identified with disabilities are provided assistive devices to utilize the same technologies available to other students.

Administrative Uses of Technology

Technology is utilized by administrators and staff in a variety of ways to manage the instructional process. Basic productivity software such as Microsoft Office is provided to all users to facilitate communication, analysis, and dissemination of information. Additionally, Infinite Campus, the Student Information System (SIS) recently adopted by the district provides for the collection of information such as attendance, discipline, and grades. Test scores are also imported into the system to allow for access and analysis by district personnel. IEPs are also tracked via a software application hosted within the districts data center. Use of tablets and related devices will provided enhanced efficiencies in the administrative area, providing access anytime and anywhere to systems hosted on the network or the Internet. Communication among district personnel and with parents about students progress is also facilitated through technology. Phone systems and voice mail as well as a robust Voice-Over IP (VOIP) network is provided for telephone communication. E-mail is provided for all administrators, teachers and paraprofessionals as well. This allows for efficient communication to the individual inbox. Finally, broadcast telephone messages are provided as needed to alert students, parents, and staff to important announcements in a timely fashion.

Parent and Community Uses of Technology

Effingham County School District encourages parents to be an active part of their childs education. Technology helps facilitate this by providing a presence on the Internet for parents to access information from the schools website. Teachers are encouraged to maintain a web page with information pertaining to their classes. Additionally, the Infinite Campus SIS application provides a parent portal that allows parents the opportunity to review their childs attendance, assignments, and grades. This portal even provides the students lunch account balance helping insure that there is always lunch money available for their child.

Current Reality and Gap Analysis

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System Network
Currently, each site is equipped with 100Mbps connectivity to the desktop. Each school has Gigabit Back-bone. To provide central services, including Internet access, to each of the schools, a hybrid fiber and microwave wireless network is utilized. Through this network, each school connected via fiber receives 1Gbps connectivity to each other and the district office through a ring topology at a backbone speed of 1Gbps. All windows computers are on a single domain throughout the district. Wireless networking will be considered when other priorities have been fulfilled. Internet connectivity is provided at the district office via the statewide consortium and the BellSouth network. The CIPA compliant filtering firewall is located between the state/AT&T router and the district network. Additionally, the district e-mail server, the district SIS servers, the district financial application server, professional development application server, district transportation and boundary planning server, district nutrition application server, as well as multiple file and print servers are located at the district office Information Technology facility.

Goals and Benchmarks

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8. Goals and Benchmarks

GOAL: STRATEGIES Telecommunication will be upgraded and maintained to provide constant open lines of communication.

Provide multiple means of communication between schools and home. BENCHMARK EVALUATION FUNDING RESPONSIBILITY $35,000 General Data Each school/ Systems check on a scheduled basis. Communications, dept. will have Fund adequate lines Information and to facilitate $40,000 E-Rate Instructional communications (annual) Technology at all times.
contingent upon Erate approval

Department, Information Technology Coordinator

Nortel BCM systems will be replaced with VOIP SIP systems systematically.

Summer 2012 determine platform to replace Nortel BCMs. Summer 2013 BOE + 2 schools operational. Summer 2014 Additional 2 sites operational Summer 2015 Additional 2 sites operational

New VOIP SIP systems in place. Each receiving entity reporting viable systems. $20,000 SPLOST

Data Communications, Information and Instructional Technology Department, School Principals, $15,000 SPLOST Information Technology Coordinator $15,000 SPLOST

Provide Auto Dialer Service for Schools and District to enhance school to home communication

July 2012-2015, Contract for Auto Dialer service

$25,000 General Quarterly Parent Survey to evaluate usage and effectiveness of the Auto Dialer Service. Fund

Data Communications, Information Technology Coordinator/ Information Systems Coordinator

Provide e-mail accounts for teachers, administrators and other designated personnel.

Maintain e-mail server to provide electronic communications at all times.

Server up-time to be 99.999% of time. Service requests regarding this data will be reviewed regularly.

No additional funding required

Data Communications,

Information Technology Network Administrator $10,000 General Fund $10,000 E-Rate (annual)
contingent upon ERate approval

Every school and teacher will be provided a website.

July 2012-2015, Contract for Web Hosting

School websites will be regularly maintained. Teachers will be provided a generic school webpage that they may choose to personalize.

Information Technology Coordinator/ Web Site Specialist Teachers, Principals

Goals and Benchmarks 8-2

Provide training for personnel on Web Host web site creation and administration

Ongoing

Staff with websites will attend at least one training per year. Training will be offered at varying degrees of competency. Internet available 99.999% of time.

None training by staff for PLU credit. No funding required.

Information Technology Coordinator/ Web Site Specialist Professional Learning Dept.

Provide Internet access to allow for e-mail communication, web page publishing, and on-line collaboration.

Maintain participation in State Network Consortium throughout duration of plan. Purchase Additional access to supplement state provided bandwidth

No Cost to district

Information Technology Coordinator

$24,000 annually with approximately 60% e-rate reimbursement 100 Mbps additional provided

Data Communications, Information and Instructional Technology Department, School Principals

GOAL: STRATEGIES Maintain and/or extend district Wide Area Network (WAN) with leased telecommunications services, lease of dark fiber, and/or the utilization of microwave wireless where necessary.

Provide reliable, safe, secure network environment for delivery of administrative and instructional applications. BENCHMARK EVALUATION FUNDING RESPONSIBILITY Ongoing Reliable WAN Information $30,000 annually via general fund connectivity Technology available at all telecommunicafacilities at all Coordinator times. tion account and eData Communications, rate reimbursements. Information Technology Department

Complete coverage of WiFi Infrastructure Secured, separate VLAN from school network

Summer 2012

High Schools Secure WiFi Infrastructure Complete Middle School Secure WiFi Infrastructure Complete Elementary School Secure WiFi Infrastructure Complete

$15,000 SPLOST

Information Technology Network Specialist/ Information Technology Coordinator

Summer 2013

$20,000 SPLOST

Summer 2014

$50,000 SPLOST

Goals and Benchmarks

8-3

Maintain Antivirus Solution for District Maintain Internet Firewall and content filter with Antivirus Gateway Maintain enterprise backup system for reliable restoration of data.

Purchase and maintain antivirus as needed Maintain filtering licenses and antivirus licenses

Antivirus runs on all computers

$15,000 SPLOST (3 year expense)

Information Technology Network Administrator Information Technology Network Specialist

Filtering licenses and antivirus licenses are current

$2,500 General Fund (annual)

Ongoing

Backup is functioning; adequate resources available and daily logs indicate successful backups

$3,100 General Fund

Information Technology Network Administrator

Maintain additional infrastructure support systems (e.g. VMware, SPAM, etc). GOAL: STRATEGIES Replace computers that have become

Ongoing

All support mechanisms for critical infrastructure maintained

$10,000 General Fund

Information Technology Coordinator/ Network Administrator/ Network Specialist

Provide equitable access to computers to students within the district. BENCHMARK EVALUATION FUNDING RESPONSIBILITY 2012-2013 $150,000 Dept: Administrators Computers no longer meeting SPLOST outdated. minimum security 2013-2014 Technology $150,000 and performance Director, Building Implement a replacement SPLOST standards are Technology cycle for all technology replaced. Committee assets of the district. 2014-2015 $150,000 6-year replacement cycle for all lab and classroom computers SPLOST Superintendent

Upgrade all systems to Windows 7 (or 8) and Office 2010

Summer 2014

All machines will run current, supported operating systems and office software

$600,000 SPLOST

Information Technology Coordinator Building Technology Teams

Goals and Benchmarks GOAL: STRATEGIES Teachers will attend technology training within one month of the technology arriving in their classroom.

8-4

Increase interactive technologies within classrooms to enhance student achievement. BENCHMARK EVALUATION FUNDING RESPONSIBILITY Title I, Title IIA Instructional Training scheduled Equipment is on an utilized; verified and Professional Technology Learning funds as Specialist/ ongoing basis; by walkthroughs. available Information Teachers report via train-the-trainer Technology online survey. model utilized Coordinator Professional Learning Dept.

Purchase Student Response Systems and Document Cameras for each classroom

New equipment is provided within budgetary constraints

Equipment is procured, installed and staff members receive appropriate training

2012-13 $150,000 SPLOST 2013-14 $110,000 SPLOST 2014-15 $150,000 SPLOST

Teachers, Principals Information Technology Coordinator / Instructional Technology Specialists Professional Learning Dept, Teachers, Principals Professio

GOAL: STRATEGIES Provide training weekly via Tech Thursday sessions on various topics requested by district personnel to increase student achievement and/or administrative efficiencies.

Utilize technology resources to more efficiently instruct students and administrate school functions. BENCHMARK EVALUATION FUNDING RESPONSIBILITY Information A weekly training Training is Title IIA funding session will be coordinated provides for Technology offered on scheduled and salaries of Specialists Thursdays every week implemented Instructional Professional school is in session. Technology weekly. Learning Dept. Online Specialists surveys will address needs.

Provide individual training to school personnel as needed to increase student achievement and/or administrative efficiencies.

Instructional Technology Specialists and Professional Learning Dept respond to requests for training

School personnel provide evaluation through feedback after individual and/or small group trainings. Online open survey.

Title IIA funding provides for salaries of Instructional Technology Specialists

Information Technology Specialists Professional Learning Dept.

Goals and Benchmarks

8-5

Provide training opportunities through an annual technology conference within the district

An annual technology conference is offered.

Conference is attended well and reviews are collected.

None required

Instructional Technology Specialists Professional Learning Dept.

Increase personnel within the Information and Instructional Technology Department to better meet the needs of teachers and administrators in a more timely fashion with hardware/software support and training.

2012-2013 add one (1) Instructional Technology Specialist 2013-2014 add one (1) Instructional Technology Specialist 2014-2015 add one (1) Instructional Technology Specialist

Three (3) Inst. Tech Specialists employed

To Be Determined

Information Technology Coordinator/ Assistant Superintendent Human Resources

Four (4) Inst. Tech Specialists employed

Five (5) Inst. Tech Specialists employed

Continue to utilize School Interoperability Framework (SIF) product to increase efficiency and accuracy of data entry.

Infinite Campus (IC), will provide SIF data to applications that are SIF compliant. Other SIF agents will populate from IC.

SIF operational

$11,500 General Fund

Information Technology Network Administrator, Information Systems Coordinator

GOAL: STRATEGIES Provide Internet safety training to all students annually.

Increase awareness of safe practices pertaining to Internet utilization. BENCHMARK EVALUATION FUNDING RESPONSIBILITY None required. Instructional All students will Teacher reports receive Internet and student work Technology Safety training (writing Specialists / annually. assignment). Teachers

Provide opportunities for teachers to receive training that will allow them to incorporate basic technology skills including Internet safety into routine instruction.

Teachers receive training pertaining to basic technology skills including Internet safety into routine instruction.

Training made available through regular mechanisms.

None required.

Instructional Technology Specialists Professional Learning Dept.

Goals and Benchmarks None required. Instructional Technology Specialists Classroom Teachers

8-6

Teachers will incorporate technology into their regular curriculum.

Teachers incorporate ISTE NETS-S standards into regular classroom curriculum.

Lesson plans indicate inclusion of standards

BUDGET RESOURCES ADDED:

Current Budget Summary Telecommunication lines VOIP SIP systems Auto Dialer Service Electronic Service Center Technology Allotment Title 2 Part D Total Current Budget

2012 - 2013 $75,000.00 $20,000.00 $25,000.00 $100,000.00 $450,000.00 $50,000.00 $720,400.00

2013 - 2014 $75,000.00 $15,000.00

2014 - 2015 $75,000.00 $15,000.00

$100,000.00 $450,000.00 $50,000.00 $690,000.00

$100,000.00 $450,000.00 $50,000.00 $690,000.00

New Annual Recurring Expenses Replacement Fund Instructional Software Total Recurring Expenses

2012 - 2013 $55,000 $400,000 $455,000

2013 - 2014 $55,000 $400,000 $455,000

2014 - 2015 $55,000 $400,000 $455,000

Tech Plan Projects By Year - Financed Document Cameras Student Response Systems Administrator PCs Student PCs MS Office Licenses Wireless Networks

2012 - 2013 $365,000 $527,988 $133,959 $1,674,488 $13,000 $335,000

2013 - 2014 $365,000 $527,988 $133,959 $1,674,488

2014 - 2015 $365,000 $527,988 $133,959 $1,674,488 $420,000

$335,000

Wireless Laptop Carts VoIP Phones - Middle Schools VoIP Phones - Elementary Schools TEAMS Server Upgrade Video Encoders - High Schools Network Upgrades Total Project Budget Technology Budget Excluding Salaries

$389,196

$389,196

$389,196

$60,000

$956,250 $4,849,881 $6,580,281

$956,250 $4,836,881 $6,567,281

$956,250 $4,981,881 $6,712,281

New Annual Recurring Salaries Technicians Instructional Tech Trainers Total New Salaries

2012 - 2013 $196,000 $600,000 $796,000

2013 - 2014 $196,000 $600,000 $796,000

2014 - 2015 $196,000 $600,000 $796,000

TOTAL TECHNOLOGY BUDGET

$7,376,281.00

$7,363,281.00

$7,508,281.00

Appendices

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9. Communication and Marketing

Effingham County School District will use a variety of methods to share successes and challenges with community stakeholders. The Information Technology Department will establish and post a web page to inform and celebrate successes in technology implementation. Additionally, the Information Technology Department will communicate successes to be included in school newsletters, PTO presentations and other school functions where appropriate. The Effingham County Board of Education will also be kept up to date on the progress of the plan through reports at regular board meetings. Members of the Information Technology Department are available to speak to community service clubs, PTO groups, and social and professional organizations. Members of the Information Technology Department are also willing to present at GaETC and other conferences the successes achieved through technology. Analysis of student achievement related to the deployment of technology and the implementation of technology initiatives will also provide data to determine the benefit of technology to increased student achievement. These findings will be provided to the board of education in regular meetings. They will also be presented to the public through the district website. Additionally, an annual update will be provided through the local newspaper, The Effingham Herald, as to the current state of technology integration in the district.

Appendices

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10. Professional Development

Technology professional development must provide opportunities for all staff to improve their technology skills and acquire new knowledge. Exemplary professional development also provides staff time to reflect on the newly attained skills and to explore them to discover how they can best be utilized to enhance their teaching and , therefore, student achievement. Professional development will include an ongoing survey to assess staff strengths and weaknesses and desires in order to provide training designed to specifically address those needs. Effingham County School District is committed to providing high quality professional development targeted at areas in which staff need assistance. As technology is always changing, it becomes one of the areas in which there is a great need. To address this need, the district has employed an Instructional Technology Specialist will provide assistance to teachers in a variety of environments to increase successful adoption of new technologies. This IT Specialist will work in tandem with all of the members of the District Informational and Instructional Technology Departments, as well as, every Building Technology and Leadership Team. Additionally, the IT Specialist, along with Building Technology Teams will determine the individual training needs and work together to provide opportunities for staff to be trained according to these needs. Typically this type of training is delivered during the summer just prior to the beginning of school each fall, however more opportunities on weekends and after school will also be provided. Teachers will also be provided with a number of training days -to be determined by the school Principal- in which they can attend trainings during the school day. Principals will also provide common planning time for staff who have attended these trainings to collaborate in order to devise lessons utilizing the technology that will be designed to improve student outcomes. Teachers will be trained on the following hardware: Interactive Whiteboard, Multimedia Projection Systems, Student Response Systems, Document Cameras, Digital Cameras, Laptops, iPads, and iPods. Training on software will include: Active Inspire for the Promethean Products. CPS for the Student Response Systems, Examview, Accelerated Reading, Accelerated Math, Discovery Streaming, Microsoft Office Suite including Outlook, and the District Webpage software. The webmaster, along with the IT Specialist will provide training for teachers and other individuals on

the utilization of the product to create web pages for teachers, classes and other programs. Finally, the district hosts an on-line learning environment that allows staff to participate in professional development opportunities independently, on-line. Courses include topics such as Discovery Education Streaming, SchoolWires web page design, and blogging and podcasting. Throughout the duration of this three year plan, the intent is to maintain and expand upon these professional development offerings. Additional courses in existing and emerging technologies will be developed and offered.

Appendices

11-1

11. Appendix A: Acceptable Use Policy

Appendices

11-2

Appendices

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12. Appendix B: Interoperability and redeployment procedures

Effingham County School District has a long relationship with Hewlett Packard. Hewlett Packard systems are utilized for file servers, workstations, desktop computers and laptops as new systems are deployed. Additionally, Hewlett Packard thin clients are utilized in business labs at both high schools to provide an efficient, manageable Server Based Computing solution for the vocational departments. As purchasing plans are revised, forecasts are made with the manufacturer and volume discounts are calculated. As older machines become obsolete, they are assessed as to usability. If the machine is deemed no longer usable, it is disassembled for parts that may be added to the repair inventory. The remaining components are considered surplus and are sent to an environmentally friendly EPA certified E-cycling facility to be recycled. Machines that may be useful and continue to provide access to educational resources may be utilized in other areas. Particularly, thought has been given to utilizing them as thin-client(s) in a Server Based Computing scenario, eliminating the need to purchase additional thin client devices. Currently, the Hewlett Packard DC5750 is the standard platform being deployed throughout the district. This is to be replaced as the standard by the HP DC5850 as the DC5750 has reached its end-of-life phase. These new machines will be equipped with a dual core processor and a minimum of 2GB of memory. The careful selection of computer hardware and software is essential to maximize the efficiency of the resources available to the school district. School personnel are required to have the Information Technology department assess and authorize software purchases. Through this provision, the integrity of the network is maintained as no software application is introduced to the network that degrades performance in an unreasonable fashion. The following is an excerpt from the employee handbook addressing this issue: Software Selection and Acquisition Any software purchased to run on district computers should first be approved by Information Technology. There are often infrastructure (e.g. server resources, network bandwidth, etc.) needs in addition to the software itself that must be satisfied before the software will run effectively. Any software purchased without prior approval of Information Technology will become the responsibility of the individual who made the purchase. To request assistance in evaluating software, a helpdesk request should be placed by choosing the application category and the evaluation assistance sub category. Provide as much detail about the application as possible (e.g. phone number of company, title of application, etc.)

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13. Appendix C: CIPA Compliance

Effingham County School District utilizes a CIPA certified content filter from SonicWall. It is licensed for unlimited users and the Premium Content Filter Service is in effect. The filter databases are continuously updated and manual entries are entered when problems are encountered. The system also denies access to web-based e-mail accounts as well as unmonitored chat rooms and instant messaging software. Additionally, it provides gateway antivirus capabilities to help reduce chances a virus will enter the network from the Internet connection. In addition to the districts Acceptable U se Policy, the Board of Education adopted an Internet Safety Policy on July 20, 2006. This policy is included in Appendix D..

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14. Appendix D: Internet Safety Policy

Board Policy Internet Safety Introduction It is the policy of Effingham County School District (ECSD) to: 1. prevent user access over its computer network to (or transmission of) inappropriate material via the Internet, electronic mail, or other forms of direct electronic communication; 2. prevent unauthorized access and other unlawful online activity; 3. prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and, 4. comply with the Children's Internet Protection Act (CIPA) [Pub. L. No. 106-554 and 47 USC 254(h)]. Definitions Key terms are as defined in the Children's Internet Protection Act (CIPA). Access to Inappropriate Material To the extent practical, technology protection measures (or "Internet Filters") shall be used to block or filter Internet access and other forms of electronic communications to inappropriate information. Specifically, as required by CIPA, blocking shall be applied to visual depictions of material deemed as obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized for bona fide research or other lawful purposes. Inappropriate Network Usage To the extent practical, steps shall be taken to promote the safety and security of users of the ECSD computer network when using electronic mail, chat rooms, instant messaging, and other online forms of direct electronic communications. Specifically, as required by CIPA, prevention of inappropriate network usage includes: 1. unauthorized access, including so-called "hacking", and other unlawful activities; and 2. unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Supervision and Monitoring It shall be the responsibility of all members of ECSD staff to supervise and monitor usage of the computer network and access to the Internet in accordance with this policy and CIPA. Procedures for disabling or otherwise modifying any technology protection measures shall be the responsibility of the Director of Technology or designated representatives. CIPA definitions of terms: 1. Technology Protection Measure: The term "technology protection measure" means a specific technology that blocks or filters Internet access to visual depictions that are: Descriptor Code:IFBGE

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2. OBSCENE, as that term is defined in section 1460 of title 18, United States Code; CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or 3. HARMFUL TO MINORS Harmful to Minors: The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that: 1. taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; 2. depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and taken as a whole lacks serious literary, artistic, political, or scientific value as to minors. 3. Sexual Act / Sexual Contact: The terms "sexual act" and "sexual contact" have the meanings given such terms in section 2246 of title 18, United States Code. Effingham County Schools Date Adopted: 7/20/2006 NOTE: The State of Georgia has moved the Georgia Code. This new environment no longer allows us to link directly to the Georgia Code. For example enter 20-02-0211 in the search window and the Georgia Code will appear. Georgia Code Description O.C.G.A. 16-09-0090 Georgia Computer Systems Protection Act O.C.G.A. 16-09-0091 Computer Related Crime O.C.G.A. 16-09-0092 Definitions O.C.G.A. 16-09-0093 Computer crimes defined O.C.G.A. 16-09-0093.1 Misleading transmittal O.C.G.A. 16-09-0094 Violations O.C.G.A. 20-02-0149 Online internet safety education O.C.G.A. 39-05-0002 Subscriber's control of minor's use of internet O.C.G.A. 16-11-0037.1 Dissemination of information relating to terroristic acts US Code Description 20 USC 6777 Internet Safety 47 USC 254(h) Universal Service 15 USC 6501 Children's Online Privacy Protection Act - Definitions 15 USC 6502 Children's Online Privacy Protection Act - Collection and use of personal information from and about children on the Internet 15 USC 6503 Children's Online Privacy Protection Act - Safe harbors 15 USC 6504 Children's Online Privacy Protection Act - Actions by states 15 USC 6505 Children's Online Privacy Protection Act - Administration and Applicability

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Sources Tyler Independent School District. Technology Plan 2007 2012. Retrieved from:http://designing21centurylearning.wikispaces.com/Budget+%26+Tech+Plan Konawa Public Schools, Konawa, OK., 2012 - 2015 Technology Plan. Retrieved from: http://konawa.k12.ok.us/techplan_konawa.pdf

Cherokee County Board of Education, (July, 2008). Three Year Technology Plan. Retrieved from: http://portal.cherokee.k12.ga.us/departments/technology/Documents/StateTechPlan-20082011.pdf. Fullerton School District District., Fullerton, California. Technology Plan 2011-2014 Retrieved from: http://fsd.k12.ca.us/files/FSDTechPlan2011_2014.pdf Murfreesboro School District. Estimated District Technology Plan Budget 2009 2012. Retrieved from :http://mboro.k12.ar.us/Technology/09-12TechPlanBudget.pdf Georgia Statistics System Website. Demographic Profile of Effingham County Georgia. Retrieved from: http://www.georgiastats.uga.edu/counties/103.pdf

Ed Tech Ventures. (2012). Teachade resources: Effingham county public school district. Retrieved from http://districts.teachade.com/l/2735/Effingham-County QPublic. (2006). Board of tax assessors: geneal informaion. Retrieved from http://www.qpublic.net/ga/effingham/gen-info.html Schoolwires, Inc. (2010). Effingham county schools: E-splost. Retrieved from http://www.effinghamschools.com/cms/lib4/GA01000314/Centricity/Domain/48/ESPLOST_ IV_update.pdf