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{"sheet":"SIP Process & Cover Sheet","index":0,"n_rows":166,"n_cols":7,"rows_kept":166,"cut":false,"hidden":false,"merged":[[58,0,58,8],[47,0,48,4],[47,5,48,8],[50,0,51,4],[50,5,51,8],[57,0,57,8],[59,0,60,8],[62,0,63,4],[65,0,66,1],[65,2,66,5],[65,6,66,6],[65,7,66,8],[67,0,68,1],[67,2,68,5],[67,6,68,6],[67,7,68,8],[69,0,70,1],[69,2,70,5],[69,6,70,6],[69,7,70,8],[97,0,98,2],[71,0,72,1],[71,2,72,5],[71,6,72,6],[71,7,72,8],[76,6,77,8],[79,6,80,8],[81,0,82,8],[89,0,92,1],[89,2,92,8],[94,0,95,1],[94,2,95,4],[100,0,100,2],[100,3,100,4],[100,5,100,8],[101,0,102,2],[101,3,102,4],[101,5,102,8],[103,0,104,2],[103,3,104,4],[103,5,104,8],[105,0,106,2],[105,3,106,4],[105,5,106,8],[107,0,108,2],[107,3,108,4],[107,5,108,8],[109,0,110,2],[109,3,110,4],[109,5,110,8],[111,0,112,2],[111,3,112,4],[111,5,112,8],[113,0,114,2],[113,3,114,4],[113,5,114,8],[115,0,116,2],[115,3,116,4],[115,5,116,8],[117,0,118,2],[117,3,118,4],[117,5,118,8],[119,0,120,2],[119,3,120,4],[119,5,120,8],[121,0,122,2],[121,3,122,4],[121,5,122,8],[123,0,124,2],[123,3,124,4],[123,5,124,8],[125,0,126,2],[125,3,126,4],[125,5,126,8],[127,0,128,2],[127,3,128,4],[127,5,128,8],[129,0,130,2],[129,3,130,4],[129,5,130,8],[131,0,132,2],[131,3,132,4],[131,5,132,8],[133,0,133,8],[141,0,141,2],[141,3,141,8],[149,0,149,2],[149,3,149,8],[150,0,150,2],[150,3,150,8],[142,3,145,8],[146,0,146,2],[146,3,146,8],[147,0,147,2],[147,3,147,8],[148,0,148,2],[148,3,148,8]]}
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["NAME OF SCHOOL/PRINCIPAL:",null,null,null,null,"Glenn Hills High School/Dr. Don Quarles"]
[]
[]
["NAME OF DISTRICT/SUPERINTENDENT:",null,null,null,null,"Richmond County, Dr. Angela Pringle"]
[]
[]
[]
[]
[]
[]
["DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS"]
["Advancing Leadership çTransforming Schools"]
["All required components of the Title I Schoolwide and Targeted Assistance are included in this template."]
[]
[]
["SIGNATURES:"]
[]
[]
["Superintendent:",null,null,null,null,null,"Date:"]
[]
["Principal Supervisor:",null,null,null,null,null,"Date:"]
[]
["Principal:",null,null,null,null,null,"Date:"]
[]
["Title 1 Director:",null,null,null,null,null,"Date:"]
[]
["(Title 1 Schools only)"]
[]
["Title I only"]
[]
["The Letter of Intent for Title I Schoolwide was submitted on "]
[]
[]
["Please indicate the programs that are consolidated in this plan: "]
[]
[]
[]
[]
[]
[]
[]
[]
["School Name:",null,"Glenn Hills High School"]
[]
[]
[]
[]
["Date:",null,"2019-05-31"]
[]
[]
["Planning Committee Members"]
[]
[]
["Name",null,null,"Position/Role",null,"Signature"]
["Donald Quarles",null,null,"Principal"]
[]
["Valeria Smith",null,null,"Assistant Principal"]
[]
["Kathy Johnson",null,null,"Teacher"]
[]
["Bernard Bowman",null,null,"Teacher"]
[]
["Dawn Diver",null,null,"Teacher"]
[]
["Lisa Ingle",null,null,"Teacher"]
[]
["Bridgette Jackson",null,null,"Teacher"]
[]
["Sheree Ingram",null,null,"Teacher"]
[]
["Barbara Isaac",null,null,"Teacher"]
[]
["Kassandra Cunningham",null,null,"Family Facilitator"]
[]
["Dr. T.",null,null,"Teacher"]
[]
[null,null,null,"Parent"]
[]
[null,null,null,"Parent"]
[]
[null,null,null,"Parent"]
[]
["Naiely Resto",null,null,"Student (9th-10th Representative)"]
[]
["Kalise Vanloo",null,null,"Student (11th-12th Representative)"]
[]
["Note**  All parents are invited and more students are encouraged to participate in the schoolwide planning process."]
[]
[]
["Response to SWP 3:",null,"Coordination and integration of federal, state, and local services and"]
["programs, including programs supported under this Act, violence prevention programs, nutrition"]
["programs, housing programs, Head Start, adult education, vocational and technical education, and"]
["job training."]
[]
["Funding Source",null,null,"How funds will be used"]
["Federal Funds:  Title I Funds"]
["Include any Title I paid employee"]
["And everything you plan on"]
["purchasing this year."]
["State Funds",null,null,"Funds will be used for professional learning."]
["Reduced Class Size (If applicable)"]
["School Improvement Grant (If applicable)"]
["Local Professional Learning Funds",null,null,"District coordinates activities"]
["Grants"]
[]
["Funding Source and Resources provided:"]
[null,"●  FTE Teachers, paraprofessionals, other staff, instructional materials and supplies,"]
[null,"software, expendable equipment, technology, professional learning."]
[null,"●  Title II-Professional Learning Opportunities."]
[null,"●  Title III-Specifically for ELL students - instructional materials and supplies,"]
[null,"technology, teachers, software."]
[null,"●  IDEA - Specifically for IDEA students - instructional materials and supplies,"]
[null,"technology, teachers, paraprofessionals, software."]
[null,"●  Carl D Perkins - N/A"]
[null,"●  EIP - Teachers for identified EIP students"]
[null,"●  McKinney Vento - Services for Homeless students"]
[null,"●  Title I - instructional materials, software, technology, professional learning, parental"]
[null,"involvement, materials/supplies and resource books that support CCGPS/GSE"]
[null,"instruction."]

{"sheet":"18-19 SIP Evaluation","index":1,"n_rows":47,"n_cols":2,"rows_kept":47,"cut":false,"hidden":false,"merged":[[20,1,20,5],[21,1,21,5],[14,1,14,5],[15,1,15,5],[16,0,16,5],[6,1,6,5],[7,1,7,5],[17,0,17,5],[18,1,18,5],[19,1,19,5],[12,0,12,5],[13,1,13,5],[9,1,9,5],[10,1,10,5],[11,1,11,5],[46,1,46,5],[0,0,0,5],[2,1,2,5],[3,1,3,5],[4,1,4,5],[1,0,1,5],[5,1,5,5],[31,1,31,5],[32,0,32,5],[33,0,33,5],[8,0,8,5],[28,0,28,5],[38,1,38,5],[39,1,39,5],[23,1,23,5],[22,1,22,5],[24,0,24,5],[25,1,25,5],[26,1,26,5],[29,1,29,5],[30,1,30,5],[27,1,27,5],[43,0,43,5],[44,1,44,5],[45,1,45,5],[34,1,34,5],[35,1,35,5],[36,1,36,5],[37,1,37,5],[40,0,40,5],[41,1,41,5],[42,1,42,5]]}
["Initiative #1 Evaluation"]
["Initiative #1 Description:"]
["Goal Area:","High Academic Achievement and Success for All"]
["Performance Objective:","Increase student performance at or above grade level"]
["Initiative #1:","Comparing the 2017-2018 EOC to the 2018-2019 EOC school year data, Glenn Hills High School will increase the percentage of students performing at the proficient level or above on all EOCs by 3%."]
["What was the need being addressed by this initiative?","For all students to perform at or above grade level on all academic courses and assessments"]
["What was the reason for selecting this initiative?","The majority of our students are performing at the beginning or developing levels on all of the EOC assessments"]
["What were the intended results of this initiative?","To increase the percentage of student performing at the proficient level or above on all EOCs by 3%"]
["Initiative #1 Implementation Evaluation"]
["Were there any barriers to implementing this intiative?  Why or why not?","Yes, the barriers to implementing this initiative were:  Lack of student attendance, Students' low Lexile Levels, Lack of consistent and pervasive high quality instruction,  and Failure to actively monitor and assess each action step."]
["Were there any barriers to maintaining this initiative through the expected timeframe?  Why or why not?","Yes, the barriers to maintaining this initative through the expected timeframe included: 1) an increased in the number of new/waiver teachers coupled with their lack of experience and knowledge of understanding the curriuculm and continuously and consistently facilitating effective rigours instruction, 2) the sporadic and inconsistencyof student attendance at school, and 3) the inconsistency of most teachers' alignment of instruction, activities, and rigourous assessments aligned with curriculum standards."]
["Are changes needed to improve the full implementation of this initiative?  What changes?","Yes, the changes needed to improve the full implementation of this initiative include: 1) revamping collaborative planning using the GADOE rubric for conducting effective collabortive planning meetings coupled with increasing the time needed for collaboration and 2) full implementation of PBIS to encourage more student attendance and less disciplinary occurances."]
["Initiative #1 Effectiveness Evaluation"]
["What data were collected to monitor and evaluate the effectiveness of this initiative?","2017-2018 EOC Data and 2018-2019 EOC Data, Assessment Cycle Data, Benchmark Data, Professional Learning, focus walks, teacher observational data, and TKES"]
["Citing specific data points, was the initiative successful in addressing the need?  Why or why not?","No, the initiative was not successful because we didn't meet the projected goal of increasing the percentage of students performing at the proficient level or above by 3% on all EOCs (according to 2018 and 2019 EOC results).\t\t\t\t\n"]
["Will you continue with this initiative in the next school year?  If so, what changes need to be made to improve its effectiveness?","No, the School Improvement Office suggested altering initiative to focus on collaborative planning and use the EOC scores as an effective measure of initiative progress. "]
["Initiative #2 Evaluation"]
["Initiative #2 Description:"]
["Goal Area:","High Academic Achievement and Success for All"]
["Performance Objective:","Increase student performance at or above grade level"]
["Initiative #2:","Comparing the 2017-2018 CCR Initial Level to the 2018-2019 CCR (College Career Ready) End-of-Year Level (Achieve 3000), the percentage of all students performing at the meet or exceeds levels will increase by 3% as measured by Lexile."]
["What was the need being addressed by this initiative?","The need addressed by this initiative was to increase reading comprehension and EOC performance to on or above grade level."]
["What was the reason for selecting this initiative?","The reason for selecting this initiative was to ensure that our students are reading on or above grade level."]
["What were the intended results of this initiative?","The intended result of this initiative was to increase Lexile levels of all students to where they are able to read comprehensively, write coherently, speak fluently, and think critically about written information across all content areas."]
["Initiative #2 Implementation Evaluation"]
["Were there any barriers to implementing this intiative?  Why or why not?","Yes, there were barriers to implementing this initiative. While an implementation protocol was developed and implemented, it may not have been effectively monitored to evaluate this initiative. There was a lack of technology (computer labs/carts). We also experienced technology issues with running some of the software."]
["Were there any barriers to maintaining this initiative through the expected timeframe?  Why or why not?","Yes, there were barriers to maintaining this initiative. The timeframe for implementing the intervention programs (Achieve 3000) was contingent upon funding which wasn't received until later in the school year.  "]
["Are changes needed to improve the full implementation of this initiative?  What changes?","Yes, we need to have access to Achieve 3000 at the beginning of the school year, we need additional computers, we need to implement an Achieve 3000 protocol for all teachers to use with fidelity, and computer issues need to be addressed in a timely fashion."]
["Initiative #2 Effectiveness Evaluation"]
["What data were collected to monitor and evaluate the effectiveness of this initiative?","Achieve 3000 Data, Reading Inventory Data, Student Reading Interest Survey Data, Teacher Reading Interest Survey Data"]
["Citing specific data points, was the initiative successful in addressing the need?  Why or why not?","The Achieve 3000 2016-2017 and 2017-2018 reports were used. This initiative was successful because we achieved growth (____%) of students reading at or above grade level; however, we ______ achieve the desired results of a 3% increase."]
["Will you continue with this initiative in the next school year?  If so, what changes need to be made to improve its effectiveness?","Yes, however, the focus of the initiative will target reading comprehension and Achieve 3000 data will be used to effectively measure initiative progress. "]
["Initiative #3 Evaluation"]
["Initiative #3 Description:"]
["Goal Area:","Operational Effectiveness"]
["Performance Objective:","Establish and monitor policies and procedures for effectiveness"]
["Initiative #3:","By the end of the 2018-2019 school year, Glenn Hills High School's climate score will improve from one star to at least three stars."]
["What was the need being addressed by this initiative?","For all stakeholders to feel safe and secure in an orderly environment where quality teaching and learning can occur."]
["What was the reason for selecting this initiative?","The reason for selecting this initiative was to ensure that the established school wide discipline plan is enforced with fidelity and to foster a positive school climate that promotes students' ability to learn."]
["What were the intended results of this initiative?","Improve the overall effectiveness of the school to benefit all stakeholders and improve the school climate score from one star to three stars."]
["Initiative #3 Implementation Evaluation"]
["Were there any barriers to implementing this intiative?  Why or why not?","Yes, the barriers to implementing this iniative were lack of consistency through monitoring and enforcing the school wide discipline plan, attendance policy and tardy policy, and analyzing survey data and implementing next steps"]
["Were there any barriers to maintaining this initiative through the expected timeframe?  Why or why not?","Yes, we should have had a more precise and effective school wide monitoring plan, attendance plan, and tardy policy ready at the start of the school year. We also should have provided for immediate interventions for violators of any of the these plans and policies."]
["Initiative #3 Effectiveness Evaluation"]
["What data were collected to monitor and evaluate the effectiveness of this initiative?","Discipline Data, CTO Student Survey Data, CTO Parent Survey Data, CTO Personnel Survey Data"]
["Citing specific data points, was the initiative successful in addressing the need?  Why or why not?","Posivite progress has been made during the 2018-2019 school year to address the initiative needs.  Discipline Data: During the 2018-19 school year, there was a significant decline in discipline referrals from semester 1 to semester 2.  CTO Data: During 2015-16 and 2016-17 Georgia Climate survey, students ranked the statement, \"I have worried about other students hurting me\" the lowest question.  On the CTO Student survey, students ranked, \"I have felt unsafe at school or on my way to or from school\" as the lowest question.  During 2015-16 and 2016-17 Georgia Climate survey, students ranked the statement, \"My parents, or other adults at my home, think that it is important for me to graduate from high school\" the highest.  On the CTO Student survey, students ranked, \"Honesty is an important trait to me\" as the highest. Regarding school climate, the students also ranked, \"My school sets clear rules for behavior\" well on the CTO survey. "]
["Will you continue with this initiative in the next school year?  If so, what changes need to be made to improve its effectiveness?","Yes, however, GHHS will integrate the PBIS program in the action steps to improve the overall effectiveness of initiative."]

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["CCRPI","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Sources"]
["CCRPI Score - School",57.5,51.7,50.1,{"$f":"IFERROR(AVERAGE(B2:D2),\"\")","v":53.1},"GADOE portal"]
["CCRPI Score - District",63.1,68.3,59.3,{"$f":"AVERAGE(B3:D3)","v":63.566666666666663}]
["CCRPI Score - State",72.900000000000006,76.599999999999994,75.900000000000006,{"$f":"AVERAGE(B4:D4)","v":75.13333333333334}]
[]
["Georgia Milestones","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["% Developing Learner or Above - 9th Grade Lit",50,52,61.5,{"$f":"IFERROR(AVERAGE(B7:D7),\"\")","v":54.5},"SLDS"]
["% Developing Learner or Above - American Lit",45.1,40,36.4,{"$f":"IFERROR(AVERAGE(B8:D8),\"\")","v":40.5}]
["% Developing Learner or Above - Algebra I",25.2,23,21.8,23.333333333333332]
["% Developing Learner or Above - Geometry",19.8,22,"NA",20.9]
["% Developing Learner or Above - Physical Science",0,"NA","NA",0]
["% Developing Learner or Above - Biology",15,9,27.3,17.099999999999998]
["% Developing Learner or Above - US History",20.3,26,30.5,25.599999999999998]
["% Developing Learner or Above - Economics",22.2,16,0,12.733333333333334]
[]
["% Proficient or Distinguished Learner - 9th Grade Lit",13.7,12,21.2,{"$f":"IFERROR(AVERAGE(B16:D16),\"\")","v":15.633333333333333}]
["% Proficient or Distinguished Learner - American Lit",9.3000000000000007,7,7.3,{"$f":"IFERROR(AVERAGE(B17:D17),\"\")","v":7.8666666666666671}]
["% Proficient or Distinguished Learner - Algebra I",0.5,1,1.8,1.0999999999999999]
["% Proficient or Distinguished Learner - Geometry",1.8,2,"NA",1.9]
["% Proficient or Distinguished Learner - Physical Science",0,"NA","NA",0]
["% Proficient or Distinguished Learner - Biology",5.3,0,6,3.7666666666666671]
["% Proficient or Distinguished Learner - US History",2.2000000000000002,5,5.2,4.1333333333333337]
["% Proficient or Distinguished Learner - Economics",5.4,2,0,2.4666666666666668]
[]
["College and Career","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["Lexile Measure greater than or equal to 1155 on 9th Grade Literature EOC (%)",33,35,36,{"$f":"IFERROR(AVERAGE(B26:D26),\"\")","v":34.666666666666664},"Georgia Milestones/SLDS"]
["Lexile Measure greater than or equal to 1285 on American Lit EOC (%)",26,17,29,{"$f":"IFERROR(AVERAGE(B27:D27),\"\")","v":24},"Georgia Milestones/SLDS"]
["% Graduates earning credit(s) for accelerated enrollment (ACCEL, Dual HOPE Grant, Move on When Ready, Early College, Advanced Placement, or International Baccalaureate courses)",89,59,55,67.666666666666671,"School-level Data"]
["Percent of graduates completing a CTAE pathway, advanced academic pathway, IB Career Related Programme, fine arts pathway, or world language pathway.",3.3,7.7,6.2,5.7333333333333334]
["Number of Students who took the SAT",33,17,27,25.666666666666668,"School-level Data"]
["% of Students Scoring 480+ out of 800 on Reading/Writing and 530+ out of 800 on Math on the SAT",null,6,3,4.5,"School-level Data"]
["Number of Students who took the ACT",16,25,11,17.333333333333332,"School-level Data"]
["% of Students Scoring 22+ on the ACT",0,0,0,0,"School-level Data"]
["Reflection Questions:  How are student Lexiles used instructionally to improve student growth?  How are Lexiles communicated to parents to ensure they understand what these scores mean?  How are Lexiles communicated to students and used for goal setting?   What training do teachers receive to enhance their professional knowledge about Lexiles? Does your professional learning for Lexile instruction include all content teachers?  How can Media Specialist support increased Lexile measures? "]
["Achieve 3000 is used to instructionally improve student growth to provide differentiated instructed based on individual Lexile Levels.  Some teachers used the Lexile Level to group according to student ability levels.  At a Parent Night Lexile Scores were discussed with parents.  Some teachers conference with students on their Lexile Level upon completion of the Initial Assessment.  Some teachers use the Tracking Sheet to monitor changes in Lexile Levels.  Teachers didn't receive training on Lexile Levels.  The media Specialist can go into the Language Arts class and conduct book talks according to student's Lexile Level."]
[]
["Reflection Questions:  How many students are currently enrolled in Dual Enrollment? How are students made aware of Dual/Joint Enrollment opportunities and how do you ensure academic counseling is provided?  Do representatives come on site?  Do you hold parent meeting and provide other awareness opportunities for parents and students?  Which students can potentially take advantage of MOWR opportunities? What are the barriers to participation and eligibility for MOWR? How are you supporting MOWR students to ensure academic success in these courses?"]
["Five students were enrolled in Dual/Joint Enrollment this school year.  During advisement that's conducted by Guidance, students are made aware of Dual Enrollment opportunities.  Representatives from each institution come on site to meet with students and counselors concerning dual enrollment Guidance Counselors conduct parent meetings with the representative, student candidate for dual enrollment, and the parents. College representatives have come on site during parent nights and parent meetings to discuss dual enrollment with parents and students. Upper classmen (juniors and seniors) can take advantage of MOWR.  Barriers to participation and elibgibility for MOWR are minimal. Counselors strategically target students who will be successful in the program, and we recieve grant money to ensure transportation for each candidate to and from their perspective institutions.  We are supporting MOWR by guidance counselors  continuously collaborating with college professors and consistently meeting with students to ensure that they are on track to receive the college credit and to  receive any needed academic support (tutors, supplemental resources, etc)."]
[]
["Reflection Questions:   Are you providing resources to support preparation for the SAT/ACT? What are these resources? "]
[]
[]
["Student Profile","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["Total Student Enrollment",723,666,590,{"$f":"IFERROR(AVERAGE(B44:D44),\"\")","v":659.66666666666663},"Infinite Campus (Student Information->Reports->Enrollment Summary"]
["Students Absent 6+ Days (%)",59.7,73.2,80,{"$f":"IFERROR(AVERAGE(B45:D45),\"\")","v":70.966666666666669},"Infinite Campus (RCSS Custom Reports->Attendance->Attendance by Min Nbr of Days"]
["Discipline Incidences",504,1366,829,899.66666666666663,"Infinite Campus->Behavior->Reports->Incident.  Click on List by Year to see other school years."]
["Reflection Questions:  What is your schools attendance plan?  How do you address attendance issues?  Phone call? Notes home? Home visit? Do you use your parent facilitator or designee?   Who monitors attendance and how it affects your CCRPI score?  Are there any rewards systems in place for attendance? Are these rewards monthly? Quarterly? Yearly?"]
["We follow the Richmond County School attendance protocol as far as absences for students 15 and under.  We address attendance through, phone calls, Shout Point, certified letters are mailed, school and social work visits, and referral to DJJ.  The Assistance Principal, Parent Facilitator, Guidance Counselor, Family Service Facilitator, Attendance Clerk, and social worker monitor attendance and how it affects our CCRPI score. These persons, along with select teachers make up the ART (Attendance Review Team. Quarterly celebrations are implemented to recognize student with good attendance. We also recognize student attendance with certificates and trophies during honors day. We celebrate good student attendance randomly (any day) by rewarding students in class and over the intercom."]
[]
["Faculty & Staff Profile (2018-2019)","1 to 3 Years","4-10 Years","11-20 Years","21+ Years","Data Source"]
["Current Principal's # of Years in Position",2,null,null,null,"School-level Data"]
["Teaching Staff # of Years in Current School",28,23,7,6,"School-level Data"]
["Teaching Staff # of Years in Profession",18,14,18,10,"School-level Data"]
[null,"2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["% Administrator Absent 6+ Days",0,1,1,{"$f":"IFERROR(AVERAGE(B55:D55),\"\")","v":0.66666666666666663},"School-level Data"]
["% Teachers Absent 6+ Days",1,33,53.5,{"$f":"IFERROR(AVERAGE(B56:D56),\"\")","v":29.166666666666668},"School-level Data"]
["% Staff Absent 6+ Days",1,25,72,32.666666666666664,"School-level Data"]
["Reflection Questions:  Do you monitor teacher/staff attendance?  Are any teachers/staff chronically absent?  Do these teachers/staff miss Mondays and Fridays more so than others?"]
["Teacher/staff attendance is monitored on a daily basis. We follow a protocol between teacher, assistant principal, and bookkeeper to track absences and reasons absent. We have about 5% of teacher/staff that are chronically absent. There is a pattern that indicates Mondays and Fridays are days missed more than others."]
[]
[]
["TKES Standards (%) (2017-2018)","Level I","Level II","Level III","Level IV","Data Source"]
["1. Professional Knowledge",0,4.6500000000000004,76.739999999999995,18.600000000000001,"School-level Data"]
["2. Instructional Planning",0,13.95,81.400000000000006,4.6500000000000004,"School-level Data"]
["3. Instructional Strategies",0,6.98,81.400000000000006,11.63,"School-level Data"]
["4. Differentiated Instruction",0,13.95,83.72,2.33,"School-level Data"]
["5. Assessment Strategies",0,5,86,9,"School-level Data"]
["6. Assessment Uses",0,11.63,83.72,4.6500000000000004,"School-level Data"]
["7. Positive Learning Environment",0,9.3000000000000007,83.72,6.95,"School-level Data"]
["8. Academically Challenging Environment",0,30.23,69.77,0,"School-level Data"]
["9. Professionalism",0,4.6399999999999997,65.12,30.23,"School-level Data"]
["10. Communication",0,2.33,81.400000000000006,16.28,"School-level Data"]
[]
["School Culture Data Profile","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["Student Mobility (%)",30.5,32.5,35.700000000000003,{"$f":"IFERROR(AVERAGE(B75:D75),\"\")","v":32.9},"Governor's Office of Student Achievement.  http://gosa.georgia.gov/downloadable-data"]
["In-School Suspension (%)",16.100000000000001,34.299999999999997,26.5,{"$f":"IFERROR(AVERAGE(B76:D76),\"\")","v":25.633333333333336},"Infinite Campus->Behavior->Reports->Resolution.  Click on Detail in Report Type."]
["Out of School Suspension (%)",38.9,51.1,44.8,44.933333333333337,"Infinite Campus->Behavior->Reports->Resolution.  Click on Detail in Report Type."]
["# of Tribunal Hearings",49,29,18,32]
["Question from the Georgia Student Health Survey with the lowest rating (Highest percentage of Strongly Disagree/Disagree or Sometimes/Never)","I have worried about other students hurting me.","I have worried about other students hurting me."," Someone has bullied me by making fun of me or spreading rumors about me. ","N/A","http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/GSHS-II/Pages/GSHS-Results.aspx"]
["Question from the Georgia Student Health Survey with the highest rating (Highest percentage of Strongly Agree/Agree or Always/Often)","My parents, or other adults at my home, think that it is important for me to graduate from high school.","My parents, or other adults at my home, think that it is important for me to graduate from high school.","My parents, or other adults at my home, think that it is important for me to graduate from high school.","N/A","http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/GSHS-II/Pages/GSHS-Results.aspx"]
["Reflection Questions:  How do out-of-school suspensions affect attendance?  Do you have interventions in place that could replace suspensions as a form of punishment?  What positive behavior reinforcement program or initiatives does your school have in place?"]
["Out-of-school suspensions have a negative effect on attendance.  This year we required teachers use an in class protocol prior to referring students to the office (at times the referrals result in ISS - in school suspension), and we started the initial implementation of PBIS (meetings and trainings). We will start full implementation at the onset of the 2020-2021 school year.  "]
[]
["Reflection Questions:  What is your school-wide discipline plan? Does the school wide discipline plan mirror board policy?  What additional policy and procedures does your school have that are unique?   Is your faculty and staff consistent with the school wide discipline plan?  Are there any teachers that stand out that have had historical issues with discipline referrals?  How is that teacher supported?"]
["We implemented a school wide discipline that was communicated to faculty, students, and parents. We developed a tiered discipline that included, but not limited to the following: teacher in class discipline plan, time out - buddy system, ISS, etc. Our discipline plan closely aligns with the board policy.  Currently we have not developed an additional discipline policy that is unique to our school; however we will start the full implementation of PBIS on the onset of the 2020-2021 school year. Yes, there are about 3% of our teachers that stand out with issues related to discipline.  These teachers were supported through individualized conferences, targeted interventions, and classroom management professional learning."]
[]
["Reflection Questions:  What types of training have you offered to address student discipline?  What types of training is needed to address student discipline?  For students who are long term (5-10 day suspension/ alternative) suspended, how are they transitioned back in the school?  How are you monitoring and supporting academics of the students who are chronically suspended? "]
["We provided school and district level training on classroom management for select classroom teachers. We also provided training to all teachers on our school wide discipline plan. We have assessed that we need  additional training (classroom and behavior management, conflict resolution, and training to support special needs students) to address discipline.  There's no protocol in place to transition students from long term suspension back in school; however, we are working on a protocol. We monitor and support students through the Cohort Monitoring Protocol, TAA, and through documentation for Rule 20. Students are also awarded the opportunity to receive missed assignments before and after the suspensions."]
[]
["Reflection Questions:  What areas of concern are revealed in the Georgia Student Health Survey results?  How does this relate to your School Climate Star Rating?  How are these concerns addressed in your day-to-day operations?  Do they represent gaps in your procedures or follow-through on your procedures?  What needs to change to improve on these concerns?"]
["According to the survey results students are concerned with being treated fairly by adults in the building, treating each other with respect, taking pride in keeping the building clean, and the need to be recognized frequently for good behavior.  There's a direct correlation between the school climate rating of one star and the survey.  There are subtle attempts to address these concerns. The discipline committee celebrates positivie behavior quarterly. We adopted the SPARTAN BLUE motto (directly related to character, respect, and pride).  There are, however,  gaps in the consistently following through with procedures.  Hopefully through the full implementation of PBIS and creating a positive culture and climate, we will improve our Climate rating to atleast 3 stars."]
[]
["Reflection Questions:  Do the Georgia Student Health Survey results reveal any concerns with alcohol/drug abuse or self-harm?  How are these concerns being addressed?  What needs to change to improve on these concerns?"]
["According to the survey results students were more apt to respond to questions related to marijuana use as oppose to alcohol/drug abuse or self-harm.  A community-based intervention (Straight-Out-The-Hood) provided support and incentives  to address these concerns.  We incorporated motivational speakers, counselors from Serenity, the Spartan Care Center, and counselors from guidance to address these needs. We need more education for and involvement from parents (wrap around services) to improve these concerns."]
[]
[]
["Family and Community Engagement Data Profile","2016-2017","2017-2018","2018-2019","3-yr Avg","Data Source"]
["External Business/Community Partnerships (#)",4,10,10,{"$f":"IFERROR(AVERAGE(B98:D98),\"\")","v":8},"School-level Data"]
["Community Events (#)",0,4,6,{"$f":"IFERROR(AVERAGE(B99:D99),\"\")","v":3.3333333333333335},"School-level Data"]
["School Events (#)",5,11,9,8.3333333333333339,"School-level Data"]
["Parent Training Workshops (#)",0,2,0,0.66666666666666663,"School-level Data"]
["Curriculum Nights (#)",0,1,1,0.66666666666666663,"School-level Data"]
[]
["Based on your data and the reflective questions, what are the three main initiatives that your school needs to focus on this school year?"]
[]
[]
["1. For FY 21, GHHS will implement data driven best practices and rigourous instructional strategies aimed at a 15% increase in the number of 9th grade students who score proficient on the EOY Benchmark (ELA/Math) as compared to the BOY Benchmark."]
[]
[]
["2. GHHS will use a systematic collaborative planning process so that teachers will share an understanding of expectations for collaboration, assessment, and instruction as measured by the operational level defined by the GADOE High Impact Rubric."]
[]
["3. By the end of the 2020-2021 school year, 80% of  GHHS teachers will score as a Level III (Proficient) on Standard 7 (Positive Learning Environment) & Standard 8 (Academically Challenging Environment) as measeured by the Georgia Teacher Assessment of Performance Standards (TAPS)."]

{"sheet":"Perf Measures","index":3,"n_rows":27,"n_cols":12,"rows_kept":27,"cut":false,"hidden":false,"merged":[[1,1,1,8],[3,1,3,8],[5,1,5,8],[7,0,8,4],[9,0,10,4],[9,5,10,5],[9,6,10,6],[26,0,27,1],[26,2,27,5],[26,6,27,7],[26,8,27,11],[21,7,22,7],[21,8,22,8],[21,9,22,9],[21,0,22,4],[21,5,22,5],[21,6,22,6],[9,10,10,10],[9,11,10,11],[21,10,22,10],[21,11,22,11],[24,0,25,1],[24,2,25,5],[24,6,25,7],[24,8,25,11],[17,0,18,4],[9,7,10,7],[9,8,10,8],[9,9,10,9],[11,0,12,4],[13,0,14,4],[15,0,16,4],[19,0,20,4]]}
[]
["School:","Glenn Hills High School"]
[]
["Principal:","Dr. Johnnie M. Wright"]
[]
["Date:","2020-07-31"]
[]
["Performance Measure (with unit of measure)",null,null,null,null,"Baseline","Actuals Year 1","Actual Year 2","Target Year 3","Actuals Year 3","Target Year 4","Actuals Year 4"]
[null,null,null,null,null,"(2015-2016)","(2016-2017)","(2017-2018)","(2018-2019)","(2018-2019)","(2019-2020)","(2019-2020)"]
["Increase the graduation rate (4-year cohort)",null,null,null,null,0.79800000000000004,0.86019999999999996,0.8,0.91800000000000004]
[]
["Increase the percentage of students scoring Proficient or above in 9th Grade Literature/American Literature EOCs",null,null,null,null,"9th: 2.0%","9th: 13.7%","9th: 12%","9th: 15%","9th: ","9th: ","9th: "]
[null,null,null,null,null,"Am Lit: 4.8%","Am Lit: 9.3%","Am Lit: 7%","Am Lit: 10%","Am Lit: ","Am Lit: ","Am Lit: "]
["Increase the percentage of students scoring Proficient or above in Algebra/Geometry EOCs",null,null,null,null,"Alg: 0.0%","Alg:0.5%","Alg:1%","Alg:4%","Alg:","Alg:","Alg:"]
[null,null,null,null,null,"Geo:1.6%","Geo:1.8%","Geo: 1.9%","Geo:4.9%","Geo:","Geo:","Geo:"]
["Increase the percentage of students scoring Proficient or above in Biology/Physical Science EOCs",null,null,null,null,"Bio:1.9%","Bio:5.3%","Bio:0%","Bio: 3%","Bio:","Bio:","Bio:"]
[null,null,null,null,null,"PhSci: 2%","PhSci: N/A","PhSci: N/A","PhSci:N/A","PhSci:","PhSci:","PhSci:"]
["Increase the percentage of students scoring Proficient or above in US History/Economics EOCs",null,null,null,null,"US Hist:2.9%","US Hist:2.2%","US Hist: 5%","US Hist:8%","US Hist:","US Hist:","US Hist:"]
[null,null,null,null,null,"Econ:1.7%","Econ:5.4%","Econ:2%","Econ:5%","Econ:","Econ:","Econ:"]
["Increase the number of students participating in AP, IB, or Dual Enrollment",null,null,null,null,"AP/IB: ","AP/IB:83","AP/IB: 46","AP/IB: 56","AP/IB:65","AP/IB:","AP/IB:"]
[null,null,null,null,null,"Dual:","Dual: 58","Dual:26","Dual: 30","Dual:5","Dual:","Dual:"]
["Increase the CCRPI Score to Meet or Exceed the school's SWSS CCRPI Target"]
[]
[]
["Principal's Signature:",null,null,null,null,null,"School Council President's Signature:"]
[]
["Leadership Team Member Signature:",null,null,null,null,null,"Leadership Team Member Signature:"]

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[]
["Goal Area (Aligned to RCSS Strategy Map):",null,"Student Achievement and Success"]
[]
[]
["Performance Objective (Aligned to RCSS Strategy Map):",null,"Improve Early Literacy and Numeracy Skills"]
[]
[]
["Initiative 1 (SMART Goal):",null,"For FY 21, GHHS will implement data driven best practices and rigourous instructional strategies aimed at a 15% increase in the number of 9th grade students who score proficient on the EOY Benchmark (ELA/Math) as compared to the BOY Benchmark as measured by I-Ready.."]
[]
[]
["Evidence-Based Action Steps",null,null,null,"ESSA Linked Evidence (Insert URL)","ESSA Evidence Level","Leader Overseeing the Action Step","Evidence the Leader will Collect","Specific Timeline for Implementation",null,"Funding Source, Materials/Resources Needed"]
[]
["Provide professional development and training on creating rigorous literacy based  assignments and assessments aligned to all content areas",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","AP of Instruction, Instructional Specialists,   AU Rep","Sign-in sheets, Agendas, List and examples of literacy strategies","August, 2020",null,"L4GA Grant, AU Liteacy Coach,"]
[]
["Provide professional development and training on creating rigorous numeracy based  assignments and assessments aligned to all content areas",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","AP of Instruction, Instructional Specialists","Sign-in sheets, Agendas, List and examples of literacy strategies","August, 2020",null,"Title I, Instructional Coach"]
["Facilitate and observe the implementation of rigorous literacy based assignments and assessments to all content areas",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/759","Moderate","AP of Instruction, Instructional Specialist","Sign-in sheets, Agendas, List and examples of literacy strategies","August, 2020",null,"L4GA Grant, AU Liteacy Coach"]
["Facilitate and observe the implementation of rigorous numeracy based assignments and assessments to all content areas.",null,null,null,null,null,"AP of Instructon, Instructional  Specialist","Sign-in sheets, Agendas, List and examples of literacy strategies","August, 2020",null,"Title I, Instructional Coach"]
["Develop a protocol to analyze student work, assessement and data inside the Canvas platform.",null,null,null,null,null," Instructional Specialists","Copies of Protocol","July, 2020",null,"RESA and District Support"]
[]
["Collect and analyze data from focus walks.",null,null,null,null,null,"AP of Instruction, Instructional Specialists,   Leadership Team"," Focus Walk Data","September 20-May 21",null,"N/A"]
[]
["Develop and implement an ELT program aimed at providing interventions in students' deficit areas for ELA and/or Math",null,null,null,null,null," Instructional Specialists","Data: Read 180;Cognitive Tutor; MAPS, Benchmark","August, 2020",null,"Title I"]
[]
["Purchase research based intervention software aimed to address student deficit areas for ELA (Achieve3000) and/or Math (Math IXL)",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/742             https://ies.ed.gov/ncee/wwc/Intervention/818","medium to large","AP of Instruction, Instructional Specialists,   AU Rep","Data: Read 180;Cognitive Tutor; MAPS, Benchmark","2020-09-01",null,"Title I"]
[]
["Monitor the effectiveness of literacy strategies.",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/759","Moderate","AP of Instruction, Instructional Specialists,   AU Rep","Benchmark data, assessment exemplars, collaborative planning minutes","Ongoing September 2020-May 2021",null,"N/A"]
[]
["Each content will create a minimum of two (2) common assessments aligned to our district pacing guide per grading period to be administered and scored using the tools in Canvas",null,null,null,null,null,"AP of Instruction, Instructional Specialists,   AU Rep","Benchmark data, assessment exemplars, collaborative planning minutes","Ongoing September 2020-May 2021",null,"N/A"]

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[]
["Goal Area (Aligned to RCSS Strategy Map):",null,"High Performing Culture and Workforce"]
[]
[]
["Performance Objective (Aligned to RCSS Strategy Map):",null,"Enhance Professional Learning for All Employees"]
[]
[]
["Initiative 2 (SMART Goal):",null,"Over the course of the 2020-2021 school year all GHHS teachers will engage in weekly collaborative planning sessions that address research-based best practices to include student engagement, student performance, rigor, and differentiation at the operational level as defined by the GADOE Impact Rubric."]
[]
[]
["Evidence-Based Action Steps",null,null,null,"ESSA Linked Evidence (Insert URL)","ESSA Evidence Level","Leader Overseeing the Action Step","Evidence the Leader will Collect","Specific Timeline for Implementation",null,"Funding Source, Materials/Resources Needed"]
[]
["Establish a collaboration planning schedule/calendar for hosting face to face or virtual collaborative planning sessions.",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Dr. Wright","Schedule and Professional Calendar","2020-08-01",null,"N/A"]
[]
["Establish collaboration planning teams & team leaders ",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Ms V Smith,and Mrs. Hall","Collaboration Planning Teams and team leaders Rosters","2020-08-01",null,"N/A"]
[]
["Develop protocols and norms for collaborative planning for face to face or virtual collaborative planning sessions.",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Ms. Smithand Mrs. Hall","Copy of the Protocols and norms, sign-in sheet, agenda","2020-08-01",null,"District, RESA Support"]
[]
["Revise the collaborative planning template that includes reflective questions and digial learning opportunities for students.",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Instructional Team","Template with reflective questions","2020-08-19",null,"GADOE Resources"]
[]
["Provide ongoing professional learning sessions on the following topics: Canvas, Maps, Turn it In, Revision Asssistant,  Teams, Pearson (textbooks), Zooms, Google Classroom,Texas Instrument TI-84 calculators",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Ms. Smithand Mrs. Hall","Collaborative Planning Artifacts, lesson plans, observational data","Weekly Tuesday and Wednesdays- Collaborative Planning during planning",null,"District, RESA Support"]
[]
["Develop differentiated lessons/ instructional strategies utilizing the tools found in Canvas. ",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/803","promising","Ms V Smith, Mrs. Hall","Collaborative Planning Artifacts, lesson plans, observational data","Weekly Tuesday and Wednesdays- Collaborative Planning during planning",null,"District, RESA Support"]

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[]
["Goal Area (Aligned to RCSS Strategy Map):",null,"Culture and Climate"]
[]
[]
["Performance Objective (Aligned to RCSS Strategy Map):",null,"Ensure a Positive Learning and Working Environment"]
[]
[]
["Initiative 3 (SMART Goal):  ",null,"By  the 2020-2021 school year, 80% of all GHHS teachers will score as a Level III (Proficient) on Standard 7 (Positive Learning Enviornment) & Standard 8 (Academically Challenging Environment) as measured by the Georgia Teacher Assessment of Performance Standards (TAPS)."]
[]
[]
["Evidence-Based Action Steps",null,null,null,"ESSA Linked Evidence (Insert URL)","ESSA Evidence Level","Leader Overseeing the Action Step","Evidence the Leader will Collect","Specific Timeline for Implementation",null,"Funding Source, Materials/Resources Needed"]
[]
["Teachers As Advisors: Develop a refined protocol for TAA sessions and continue to monitor.  Allow for grade level teacher communication.",null,null,null,null,null,"Mr. Pitter, Mrs. Vaughn, Mrs. Sheppard","Protocol, data from TAA sessions","2020-09-01",null,"GADOE resources"]
[]
["Conduct SWIS Training for PBIS team and Registrar",null,null,null,"Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148. doi: 10.1177/1098300709334798","Strong","Mr. Pitter and Mr. Priestley","Sign in Sheet/Emails","2020-09-01",null,"GADOE resources"]
["Monitor discipline through SWIS and Infinite Campus.  Provide monthly updates on noted trends.",null,null,null,"Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148. doi: 10.1177/1098300709334798","Strong","Mr. Pitter and Mr. Priestley","PBIS Program, Data Reports","End of the Month, 2020-2021",null,"Infinite Campus, PBISApps, & SWIS Suite"]
[]
["Provide school-based mentors at a 3:1 ratio to support induction teaches with weekly meetings with a defined focus on virtual learning and nd classroom managemnt/engagement.",null,null,null,null,null,"Ms. Smith and Mrs. Hall","PBIS Program, Data Reports","Ongoing August 2020-May 2021",null,"N/A"]
[]
["Implement PBIS school wide  protocol to include checkpoints. ",null,null,null,"https://ies.ed.gov/ncee/wwc/Intervention/1241","promising","Ms. S. Donigan and Mr. Pitter","Protocol, Data Reports","Ongoing August 2020-May 2021",null,"PBISApps & SWIS Suite, Title I"]
[]
["Develop weekly mentor/mentee \"check-in\" and assignment of \"follow-up\" plan on designated tasks to be recorded in shared OneDrive folder and monitored and sujpported by the Glenn Hills High School administrative team.",null,null,null,null,null,"Mrs. Hall and Ms. Smith","Smart Mentor notebooks, meeting minutes, OneDrive folder","Ongoing August 2020-May 2021",null,"N/A"]
[]
["Develop GHHS PBIS Matrix and posters",null,null,null,"Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148. doi: 10.1177/1098300709334798","Strong","Mr. Pitter and Mrs. Donigan","Matrix Posters","2020-09-01",null,"Title I"]
["Develop a virtual library of professional learning sessions on foucsed topics created for and shared with all  induction teachers.   Each session is to be followed with a scheduled virtual Q and A session.",null,null,null,null,null,"Mrs. Hall and Ms. Smith","Videos, calendar invites, virtual sign-in sheets, agendas","Ongoing August 2020-May 2021",null,"N/A "]
[]
["Develop protocol to recognize positive student behavior/attendance/garades",null,null,null,"Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148. doi: 10.1177/1098300709334798","Strong","PBIS Committee","Leadership Team Agendas / Minutes, Discipline Team Data, PBIS Team Data","Monthly, 2019-2020  Discipline Team: 1st meeting, PBIS 2nd meeting",null,"Title I"]

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["Written Rationale Revised 07/31/2020"]
[]
[]
["All interventions, programs, strategies, activities, software, staff, etc. must include the evidence-based level in the SIP and budget/justification."]
[]
["ESSA recognizes four levels of evidence:"]
["1.  Strong: evidence from at least 1 well-designed and well-implemented experimental study"]
["2.  Moderate:  evidence from at least 1 well-designed and well-implemented quasi-experimental study"]
["3.  Promising:  evidence with a well-designed and well-implemented correlational study with statistical controls for selection bias."]
["4.  Written Rationale:  evidence buiding based on high quality research findings or positive evaluation that such activity, strategy, or intervention"]
["is likely to improve student outcomes or other relevant outcomes inside the school for which it was written."]
[]
["The following links can be utilized for evidence:"]
["http://www.bestevidence.org/search.cfm"]
["https://ies.ed.gov/ncee/wwc/"]
["https://evidenceforessa.org"]
["https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf"]
[]
["If an action step in the SIP does not have an evidence level of Strong, Moderate, or Promising, the Rationale must be written in the forms below."]
[]
["Rationale #1"]
["Initiative:",null,"For FY 21, GHHS will implement data driven best practices and rigourous instructional strategies aimed at a 15% increase in the number of 9th grade students who score proficient on the EOY Benchmark  (ELA/Math) as compared to the BOY I-Ready."]
[]
["Action Step:",null,"Provide professional development and training on creating rigorous literacy and numeracy based assignements and assessments to all content areas."]
[]
["Current Research to Support this Action Step",null,"According to Best Evidence Encylcopedia, using one-to-one and small-group tutoring, cooperative lerning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes for struggling readers. Also structured strategies, and personalized and group/personalization rotation approaches also showed postivie outcomes."]
[]
[]
[]
[]
["Expected Results",null,"That there will be a 15% increase in the number of 9th graders will demonstrate proficiency on the EOY Benchmark assessment (growth) in reading and math when compared to their BOY Benchmark assessment."]
[]
["How will Success be Measured?",null,"Success will be measured by analyzing student performance on the RCSS Benchmark assessment."]
[]
["Data Points",null,"Beginning of Year",0.33,null,"Goal",0.75,null,"Actual"]
[]
["Status Checkpoint Dates:",null,"Sept 2019, Dec 2019, August 2020, May 2021 "]
[]
["End-of-Year Results and Reflection"]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
["Rationale #2"]
["Initiative:",null,"Over the course of the 2020-2021 school year all GHHS teachers will engage in weekly collaborative planning sessions that address research-based best practices to include digital learning platform Canvas, student engagement, student performance, rigor, and differentiation at the operational level as defined by the GADOE Impact Rubric."]
[]
["Action Step:",null,"Develop protocols and norms for collaborative planning."]
[]
["Current Research to Support this Action Step",null,"According to NCTM, effective professional collaboration is critcal for changing how we think about our own continual development and improvement as teachers and for driving school improvement. Evidence indicates that differences in instruction and student learning within a school are oftern twice as large as differences between schools. Collective profesional expertise, when leveraged through professional collaboation by teachers in a grade level or subject-based team, has the power to dramatically impact the practice of all teachers and the effectiveness of the school. To improve instruction and student learning, collaborative teams must focus on planning and improving instruction, as well as responding to individual student needs in a timely manner."]
[]
[]
[]
[]
["Expected Results",null,"To suppport continual improvement of  effective instructional practice and to ensure that teachers respond to each eand every student's instructional needs in real time, lesson-by-lesson, and unit by unit, in order to advance the learning of each and every student."]
[]
["How will Success be Measured?",null,"Success will be measured by the GADOE high impact rubric of collaborative planning"]
[]
["Data Points",null,"Beginning of Year","Emerging",null,"Goal","Operations",null,"Actual"]
[]
["Status Checkpoint Dates:",null,"Sept 2019, Dec 2019, August 2020, May 2021 (collabartive planning audit dates by RESA)"]
[]
["End-of-Year Results and Reflection"]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
["Rationale #3"]
["Initiative:",null,"For the FY 21, GHHS will decrease the number of behavior infractions from FY19 by 15% through the implementation of a Positive Behavior Intervention and Support (PBIS) initiative."]
[]
["Action Step:",null,"Implement PBIS protocal to include checkpoints."]
[]
["Current Research to Support this Action Step",null,"According to the Bazelon Center for Mental Health, research has consistently found that problem behaviors and a disruptive school climate interfere with academci progress. School wide PBIS changes factors that are associated with greater academic acheivement including: increased time in school (behavior problems are effectively prevented or addressed before they result in suspensions), more time for teaching and learning (classroom behavior improves), and greater academic engagement (students experience a positive and orderly enviornment that is not beset b frequent disruptions). "]
[]
[]
[]
[]
["Expected Results",null,"To improve School Climate Star Rating from 2 stars to at least 3 stars."]
[]
["How will Success be Measured?",null,"PBIS protocol and checkpoints"]
[]
["Data Points",null,"Beginning of Year","1 start",null,"Goal","3 stars",null,"Actual"]
[]
["Status Checkpoint Dates:",null,"Monthly data review and checkpoints (Sept 2020 - May 2021)"]
[]
["End-of-Year Results and Reflection"]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
["Rationale #4"]
["Initiative:"]
[]
["Action Step:"]
[]
["Current Research to Support this Action Step"]
[]
[]
[]
[]
["Expected Results"]
[]
["How will Success be Measured?"]
[]
["Data Points",null,"Beginning of Year",null,null,"Goal",null,null,"Actual"]
[]
["Status Checkpoint Dates:"]
[]
["End-of-Year Results and Reflection"]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
["Rationale #5"]
["Initiative:"]
[]
["Action Step:"]
[]
["Current Research to Support this Action Step"]
[]
[]
[]
[]
["Expected Results"]
[]
["How will Success be Measured?"]
[]
["Data Points",null,"Beginning of Year",null,null,"Goal",null,null,"Actual"]
[]
["Status Checkpoint Dates:"]
[]
["End-of-Year Results and Reflection"]

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["Professional Learning Plan to Support School Improvement"]
[]
[]
["Supporting Initiative #","Professional Learning Strategy",null,null,null,"Specific Professional Learning Timeline","Estimated Cost, Funding Source, and/or Resources","Person(s)/Position Responsible","Monitoring Teacher Implementation of Professional Learning",null,"Evidence/Data of Impact on Student Learning"]
[]
[1,"Introduce, Teach, and Model how to align rigorous instructional activities and assessments to literacy standards ",null,null,null,"Aug. 22; Oct. 15","L4GA grant","Instructional Coaches  &   Augusta Univ. Rep.","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Model and Practice aligning rigorous instructional activities and assessments to literacy standards",null,null,null,"Aug. 23-27; Oct. 16-18","L4GA grant","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Facilitate planning  to implement aligned rigorous instructional activities and assessments into lesson plans",null,null,null,"Aug. 22-30; Oct. 16-24","L4GA grant","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Observe the  implementation of  aligned rigorous instructional activities and assessments in classrooms to ensure fidelity of instruction",null,null,null,"Sept. 3-6; Oct. 21-30","N/A","Instructional Coaches & Augusta Univ. Rep. & Admin","Focus Walk, Awareness Walk, ELEOT observations , Student work samples, Teacher assessments",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Monitor the effectiveness of aligned rigorous instructional activities and assessments on student learning",null,null,null,"Sept. 11; Oct. 30","N/A","AP of Instruction, Instructional Coaches","Benchmarks, ACHIEVE 3000, Reading Inventory, I-ready (math) Teacher Assessments",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Introduce, Teach, and Model Close Read & Vocabulary Circle Maps as instructional strategies. Define CLose Read & Vocaulary Circle Maps, explain purpose, use a text to model Close Read & Vocabulary Cirlce Map",null,null,null,"Aug. 2, 2019","N/A","Instructional Coaches","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Model and Practice Close Read & Vocabulary Cirlce Maps allowing teachers to practice",null,null,null,"Aug. 6--9","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Facilitate planning to implement Close Read & Vocabulary Circle Maps into lesson plans ",null,null,null,"Aug. 6-15","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Observe the implementation of Close Read & Vocabulary Circle Maps in classroom to ensure fidelity of instruction",null,null,null,"Aug. 19-23","N/A","Instructional Coaches & Augusta Univ. Rep. & Admin","Focus Walk, Awareness Walk, ELEOT observations , Student work samples",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Monitor the effectiveness of Close Read & Vocabulary Circle Maps on student learning",null,null,null,"Aug. 28","N/A","AP of Instruction, Instructional Coaches","Benchmarks, ACHIEVE 3000, Reading Inventory, I-ready (math) Teacher Assessments",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Introduce, teach, and model Read-Aloud(Define Read-Aloud, explain purpose, use a text to model Read Aloud)",null,null,null,"Sept. 18","N/A","Instructional Coaches","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Model and Practice Read-Aloud Using the context text to model Read-Aloud allowing teachers to practice",null,null,null,"Sept. 19-24","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Observe the  implementation of  Read-Alouds in classroom to ensure fidelity of instruction",null,null,null,"Sept. 23-Oct. 4","N/A","Instructional Coaches & Augusta Univ. Rep. & Admin","Focus Walk, Awareness Walk, ELEOT observations , Student work samples",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Facilitate  planning to implement Read-Alouds into lesson plans (Using smae test to model Read-Alouds allwing teachers to practice.",null,null,null,"Sept. 23-27","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Monitor implementation of Read-Alouds on student learning",null,null,null,"Oct. 9","N/A","AP of Instruction, Instructional Coaches","Benchmarks, ACHIEVE 3000, Reading Inventory, I-ready (math) Teacher Assessments",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Introduce, teach, and model RACE/RICE as an instructional strategy (Define RACE/RICE, explain purpose, use a text to model RACE/RICE)",null,null,null,"Nov. 14","N/A","Instructional Coaches","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Model and Practice RACE/RICE (Using the context text to model RACE/RICE allowing teachers to practice)",null,null,null,"Nov. 15-19","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Observe the implementation of RACE/RICE in classroom to ensure fidelity of instruction",null,null,null,"Nov. 18-Dec. 6","N/A","Instructional Coaches & Augusta Univ. Rep. & Admin","Focus Walk, Awareness Walk, ELEOT observations , Student work samples",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[1,"Facilitate  planning to implement RACE/RICE into lesson plans (Using smae test to model RACE/RICE allowing teachers to practice.",null,null,null,"Nov. 18-22","N/A","Instructional Coaches & Augusta Univ. Rep. & Teachers","Teacher questions and answers and practice on how to implement within the classroom",null,"Increased collaboration among content area teachers during planning: improved lesson plans, better reading comprehension"]
[]
[]
[1,"Monitor the implementation of RACE/RICE on student learning",null,null,null,"Dec. 11","N/A","AP of Instruction, Instructional Coaches","Benchmarks, ACHIEVE 3000, Reading Inventory, I-ready (math) Teacher Assessments",null,"Increase in the % of students meeting and/or exceeding Lexile indicators for specific grade level and improving reading comprehension and improving performance on Benchmarks, I-Ready, ACHIEVE 3000 & Reading Inventory"]
[]
[]
[3,"Teachers As Advisors: Develop a refined protocol for TAA sessions and continue to monitor.  Allow for grade level teacher communication.",null,null,null,"2019-09-03","N/A","Instructional Team and Guidance Counselors","TAA Focus Walks and Observational Data",null,"Increase the acquisition and development of 21st Century Skills that will lead all students to high-skill, high-demand, and high-wage jobs"]
[]
["This PL plan will be fully implement 1st semester and continuosly monitored and improved 2nd semester Jan - May 2021."]

{"sheet":"Lists","index":9,"n_rows":23,"n_cols":1,"rows_kept":23,"cut":false,"hidden":true,"merged":[]}
["High Academic Achievement and Success for All"]
["Community Engagement"]
["Communication"]
["High Performing Culture and Workforce"]
["Operational Effectiveness"]
[]
[]
["Increase Graduation Rate"]
["Increase Student Performance at or Above Grade Level"]
["Increase College, Career, and Workforce Readiness"]
["Establish Internal and External Community Engagement Initiatives"]
["Improve Perceptions of RCSS"]
["Pursue and Attract Collaborative Partnerships"]
["Establish and Implement Systems of Communication for All Divisions and Schools"]
["Identify Varied Resources for Two-Way Communications"]
["Increase Effective Communication"]
["Hire and Support a Highly Effective Staff"]
["Develop and Implement Staff High Standards and Expectations"]
["Create Succession Planning"]
["Establish and Monitor Policies and Procedures for Effectiveness"]
["Increase Service Responsiveness and Timeliness"]
["Improve the Safety and Orderliness of Environments"]
["Develop a Collaborative and Efficient Budgeting Process"]

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["1. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)"]
[null,"a.  The school will be implementing to address school needs, including a "]
[null,"description of how such strategies will"]
[null,"i.  Provide opportunities for all children, including each of the subgroups of students"]
[null,"    (economically disadvantage students, students from major racial and ethnic groups,"]
[null,"    children with disabilities and English learners [Sec 1111©(2)]) to meet the"]
[null,"    challenging State academic standards;"]
["Economically Disadvantage: ",null,"Provide additional tutoring and supplemental services based on the prioritization of the lowest Lexile scores and numeracy deficits."]
[]
["Foster and Homeless:",null,"Confer with social services to collaborate instructional resources to support students academic needs including computer-based tutoring. Spartan Care Center for food and clothes. GRASP counselor to provide wrap around services for students in need."]
[]
["ESOL:",null,"Provide additional instructional support for ESOL students such as computer based translator and software and provide training for teachers to teach ESOL students. Onsite ESOL teacher provides services daily."]
[]
["Migrant:",null,"Provide tutoring and appropriate instruction resources to support student literacy and math needs including computer-based tutoring"]
[]
["Race/Ethnicity/Minority:",null,"Select and provide instructional resources that are culturally diverse."]
[]
["Students with Disabilities:",null,"Focus on co-teaching; focus on strategies for student with learning disabilities, provide access to the general curriculum, and provide resources and training for all SWD teachers and students."]
[]
[]
[null,"ii.  Use methods and instructional strategies that strengthen the academic program"]
[null,"     in the school, increase the amount and quality of learning time, and help provide"]
[null,"     an enriched and accelerated curriculum, which may include programs, activities,"]
[null,"     and courses necessary to provide a well-rounded education;"]
["Glenn Hills High School recruit and retain effective teachers, particular in high-need subjects. We have instructional coaches to provide high quality, school-based professional development. We provide opportunities for increase learning time. We have a variety of vocational, extra curricular, and clubs to support a well rounded education. "]
[]
[]
[]
[]
[null,"iii.  Address the needs of all children in the school, but particularly the needs of those"]
[null,"       at risk of not meeting the challenging State academic standards, through activities"]
[null,"       which may include -- "]
[]
[]
[]
[null,"       a. counseling, school-based mental health programs, specialized instructional "]
[null,"       support services, mentoring services, and other strategies to improve students'"]
[null,"       skills outside the academic subject areas;"]
["We here at Glenn Hills High School have formed and implemented a Response-to - Intervention Team and strategies that allow for early identification of students with learning or behavioral needs and to provide a tiered response based on those needs. We have incorporated after school and Saturday tutoring and intervention to help remediate those students who are in need of extra help. We have implemented credit recovery and grade recovery online courses to help students recover credit. "]
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["Glenn Hills High School provides counseling and social work services for students in need of these services. We have a partnership with Serenity to provide for mental health services and we even house a probation officer to offer family support for at-risk students. Outside counselors and therapists are provided space and time to meet with students who need these supports. Our in house guidance counselors provide class and individual advisement on academic, social, and emotional issues. We often confer with social services to collaborate instructional resources to support students academic needs. We have a parent facilitator, as well as a family service facilitator to assist families with a variety of issues/concerns. "]
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[null,"       b.  Preparation for and awareness of opportunities for postsecondary education"]
[null,"       and the workforce, which may include career and technical education programs"]
[null,"       and broadening secondary school students' access to coursework to earn"]
[null,"       postsecondary credit while still in high school (such as Advanced Placement,"]
[null,"       International Baccalaureate, dual or concurrent enrollment,"]
[null,"       or early college high schools);"]
["We have activities designed to increase access and prepare students for success in high-quality advanced coursework to earn postsecondary credit while in high school (AP classes, gifted classes with gifted endorsed teachers, Dual enrollment, and MOWR, HUB classes for cyber security and occupational safety, EOPA certifications to prepare for postsecondary education and the workforce, Work Based learning program, etc.). "]
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[null,"        e.  (Elementary ONLY) strategies for assisting preschool children in the transition"]
[null,"        from early childhood education."]
[]
[null,"             (Middle and High School ONLY) If a middle or high school, describe how the"]
[null,"             school will implement strategies to facilitate effective transitions for students"]
[null,"             from middle grades to high school and from high school to postsecondary"]
[null,"             education including, if applicable -- i.  Through coordination with institutions"]
[null,"             of higher education, employers, and other local partners; and ii. Through"]
[null,"            increased student access to early college high school or dual or concurrent"]
[null,"             enrollment opportunities, or career counseling to identify student interests and"]
[null,"             skills.  Sec. 1112(b)(10)."]
["For transitions from middle school to high school, GHHS counselors meet with 8th grade students to discuss pathways, course selection, and scheduling. We are implementing a induction course for all rising freshmen that will focus on many of the issues/pitfalls associated with entering high schoo.  In additon, we will also offer an health fair event for our incoming Freshmen. Freshmen meet periodically with our counselors to monitor progress and stay on track for graduation. We have activities designed to increase access and prepare students for success in high-quality advanced coursework to earn postsecondary credit while in high school (AP classes, gifted classes with gifted endorsed teachers, Dual enrollment, and MOWR, HUB classes for cyber security and occupational safety, EOPA certifications to prepare for postsecondary education and the workforce, Work Based learning program, etc.). We conduct information parent nights to discuss MOWR. We have motivational Fridays with guest speakers to talk to students about life after hgih school."]
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["2.  ESSA Requirements to include in your Schoolwide Plan"]
[null,"a.  Define how your interventions are evidence-based; or other effective strategies to"]
[null,"improve student achievement.  Sec. 1111(d)(B)."]
["Our interventions: Dual Enrollment, Credit Recovery, RTI, etc. have shown to improve student achievement through our graduation rate and number of students receiving college credits. Home visits, social work, and counseling have shown that more students come to school when they have some one to care about them or someone to talk to. Credit recovery opportunities have also helped to increase our graduation rate."]
["See Software Logic Model"]
["See Instructional Coach Logic Model"]
["See Title I Tutoring Program Logic Model"]
["See Title I Class Size Reduction Logic Model"]
["See Title I Supplemental Teacher Logic Model"]
["See Title I Paraprofessional Logic Model"]
["See Behavior Logic Model"]
["See Building Parent Capacity Logic Model"]
["See Building Staff Capacity Logic Model"]
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[null,"b.  Describe how the school will use and implement effective parent and family"]
[null,"engagement strategies under Section 1116, Sec. 1112(b)(7), and Sec. 1112(e)(3)(C) for"]
[null,"parents of English Learners."]
["Glenn Hills High School will build a connection - We will know the school's as well as the district's EL population. We will integrate cultural traditions into the school schedule and environment. We will create a welcoming environment that is reflective of the cultural identify of the student population, including lessons, classroom materials, and workforce diversity. We will build personal connections through specialized events, neighborhood visits, and ambassador programs and materials in students' native languages. We will harness the power to reach our students to computer-based assessments and recognize and learn from parents."]

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