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Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

Mr. Richard Woods, State School SuperintendentJuly 2014 ● of 37

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Taylor County High School District Name: Taylor County

Principal Name: Shonda Green School Year: 2016-2017

School Mailing Address: 24 Oak Street, Butler, GA 31006

Telephone: 478-862-3314

District Title I Director/Coordinator Name: LaTonja Turner

District Title I Director/Coordinator Mailing Address:100 Mulberry Street, Butler,GA 31006

Email Address: [email protected]

Telephone: 478-862-5224

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

Priority School Focus School

Title I Alert School

Principal’s Signature:Shonda Green

Date:11/5/16

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: 11/5/16 Revision Date:11/10/16 Revision Date: 02/13/17 to reflect recently released CCRPI scores


SWP Template Instructions

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

Please add your planning committee members on the next page.

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

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



Planning Committee Members:

NAME POSITION/ROLEShonda Green

PrincipalMichele Kimble

CTAE Director/APJudy Smith

CounselorKim Jarrell Special Education

Department ChairpersonNatalie Callier Language Arts

Department ChairpersonDana Albertson Math

Department ChairpersonStanley Kimble Science

Department ChairDiane Madore Social Studies

Department ChairpersonMahaley Parks

Instructional CoachLisa Carr

Media SpecialistPatrice Green Parent



SWP/SIP Components



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response:

Taylor County High School (TCHS) is a public high school located in Butler, Georgia and is home to over 400 students in grades 9-12. Of the student population, 57% are White, 39% Black, 1% Asian, 2% Hispanic, and 1% multiracial. Approximately 68.18% of the student body is economically disadvantaged as denoted by free and reduced lunch numbers. Approximately 15% of the student body is enrolled in compensatory programs: Special Education (6%) and Remedial Education (5%). Gifted students comprise 6% of the student body. Career, Technical, and Agricultural Education (CTAE) classes serve 59% of the students. Seventy six percent (76%) of the student body qualifies for free or reduced price meals. Taylor County High School is accredited with Quality by the Georgia Accrediting Commission and has been accredited with SACS (Southern Association of Colleges and Schools) since 1982. The school’s motto is “Tayloring our Curriculum for Higher Success”.TCHS operates on a traditional 7 period schedule that supports a diverse and challenging academic curriculum.

A. Taylor County High School developed our school-wide plan with the participation of the TCHS Planning Committee. The committee consists of administrators, counselors, department chairpersons, and teachers. With the support of multiple data sources, the team analyzed the student progress for the previous two years. Academic data sources included 2015 CCRPI Report, EOC results, Graduation Rates, and Lexile scores from the American Literature EOC. Nonacademic data sources included Discipline data, Attendance data, survey data, and Professional Learning survey results.

B. During the Needs Assessment, we utilized multiple strategies including brainstorming, discussion, data analysis, and root-cause analysis to determine the student needs in the building. The team identified areas of concern based upon the analyzed evidence. Specifically, students needing support in Math, Reading, Writing, Attendance, and College/Career Readiness.

C. We have taken into account the needs of migrant children. Currently, Taylor County High School has one migrant students enrolled; however, these are the procedures we would follow for those students in attendance: Each year, all students receive an Occupational Survey to be completed by the parent or guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant Education Liaison. Upon receipt and review of each survey, th e Migrant Education Liaison sends selected surveys to the regional Migrant Education Program office. Taylor County is a part of the Migrant Education Consortium which means Georgia Department of Education allows another agency to serve as the fiscal agency. The Migrant Education Program Specialist will contact each school to provide support to any student who qualifies for these services. Classroom teachers will implement strategies for any Migrant Education student based on the areas of need.



2. Schoolwide reform strategies that:

are directly tied to the comprehensive needs assessment are scientifically researched based are based upon effective means of raising student achievement. use effective instructional methods that increase the quality and amount of learning time. address the needs of all children, particularly targeted populations, and address how the

school will determine if such needs have been met and are consistent with school improvement plans

develop opportunities for all children in the school to meet or exceed Georgia’s Standards of Excellence.

2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

Response:

TCHS offers rigorous instruction throughout the school day. Many students struggle to maintain adequate progress towards graduation in a typical four-year span. To address the needs of all students, we offer students an instructional focus period (Viking Day) where students will receive writing practice, specific remediation with emphasis on math, credit-recovery, focused reading, support services, mentoring, and advisement.

Remediation during the Viking Day period will be offered to any student who is identified as being below proficiency or at-risk for not meeting proficiency in the areas of reading, writing, math, science, or social studies . These students will be identified through multiple criteria:

1. Previous EOC or CRCT scores.2. Benchmark Data/formative data3. Teacher recommendation4. Progress report grades5. State Longitudinal Data System (SLDS)

Credit-recovery and tutoring opportunities will be offered during Viking Day.

Instructional Strategies to be used:

The Leadership Team and PLC groups discussed strategies that are currently in place to support struggling students. The following strategies will be implemented as part of our initiative:



2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Use our Instructional Coach to support RTI and Differentiated Instruction Learning Focused Schools Model Online Assessment System/GOFAR SLDS OddessyWare Professional Learning for teachers to deliver Differentiated Instruction Professional Learning for teachers to deliver RTI Hands-on and applied activities that allow students to make connections

and apply skills to real-world scenarios Supplemental resources in the form of books or workbooks to support EOC

courses USATestPrep GA Virtual Learning/Georgia Credit Recovery Remediation Supply of TI-84 calculators for student use in classrooms TI-84 Emulator Software TI-34 Emulator Software Manipulatives for multiple subjects Extended school year / summer program Universal screeners Parent involvement Rising 9th grade program/orientation Professional Learning to focus upon Lexile scores Emphasize Vocabulary Instruction in all courses Develop school supply of TI-84 calculators for use by all students Improve vertical alignment with middle schools for complex topics and

background knowledge Transition planning with middle school teachers Continue to have highly qualified and effective teachers in the classroom Use websites for writing process assistance and practice grammar Continue targeting tutoring during Viking Day Provide a reading intervention program to target 9th grade students Upper Lexile books Incentive program for attendance and/or grades Technology Hardware



2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Laptop carts Interactive boards Active Votes and Active Expression

2(b) Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school.o include strategies for meeting the educational needs of historically

underserved populationsResponse:

During a perpetual cycle of “plan-do-act-check,” the TCHS teams and committees consisting of administrators, counselors, coaches, and department chairs will analyze student performance on system and state assessments continuously throughout the school year. The initial findings are presented to stakeholders for additional feedback. Many of the current TCHS practices are research-based and effective means of raising student achievement. The strategies listed are in place to strengthen the core academic program in the school and are designed to meet the needs of historically under-served populations.

Teachers within the same content area will meet weekly during common planning time in Professional Learning Communities (Tuesday/Wednesday) to plan common units and assessments.

Instructional Coach will be used to provide weekly support and training on Researched-based Instructional Strategies through planned workshops and PLCs for all teachers. The Instructional Coach will also work with teachers as needed on an individual basis to provide specific feedback and strategies needed to enhance instruction and improve student achievement within specific classes.

Teachers will receive professional learning regarding Marzano’s Research-Based Instructional Strategies. These professional learning opportunities include RESA sponsored workshops and collaboration with TCSD Instructional Coaches.

TCHS will work to establish more common planning for teachers within subject areas to analyze formative and summative data, develop lesson plans, and share instructional strategies.

Train teachers to incorporate instructional strategies that promote differentiation. All students, regardless of math course of level, will receive instruction and

exposure to TI-84 graphing calculators that will assist them in solving



mathematical equations and graphing various mathematical functions. Parents will be provided with a multitude of opportunities for involvement in their

child’s education. These opportunities include two designated Parent Conference days and the following Parent Involvement Meetings: Title I Orientation Night Meeting; Curriculum Night; Understanding the State Assessments Meeting; MOWR Information Session; FAFSA Parent Information Meeting; Title I Plan Revision Night. In addition, instructions will be made available for granting parents easy access to the Parent Portal via Infinite Campus to view student progress and grades, printed progress reports will be sent home every 4.5 weeks, parents will receive frequent memorandums and updates via phone and/or email.

2(d) Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the school-wide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.TCHS will not use Title I funds for field trips.

2(c) Use effective instructional methods that increase the quality and amount of learning time.

o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

Response:

We will increase the amount and quality of learning time by utilizing instructional strategies. Teachers will be trained to use Marzano’s Research-Based Instructional Strategies, and Learning-Focused School Strategies. Teachers are required to plan lessons according to Georgia Standards of Excellence using a uniform lesson plan template that follows the instructional framework. Additionally, we will implement the following:

TCHS will employ a noncredit-bearing Instructional Focus (Viking Day) period for students to receive additional instruction. The Instructional Coach will review past EOC tests and current screening data to identify students in need of remediation or tutoring.

TCHS will provide opportunities for Credit Recovery during the school day. A teacher will be hired to facilitate the computer lab for the credit recovery opportunities. The Guidance Counselor will oversee students’ transcripts and identify those in need of Credit Recovery. The teacher will also monitor students’



2(c) Use effective instructional methods that increase the quality and amount of learning time.

o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

completion of Credit Recovery in a timely manner.



2 (e) Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

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

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

o the integration of vocational and technical education programs; and

TCHS High School seeks to address the needs of all children in the school by providing a number of resources and services:

Grade-level advisors and the guidance counselor meet individually with each student to discuss current course work, grades, attendance, and future academic and occupational goals and plans.

We offer a diverse CTAE program.Based upon the available data from the 2016 assessments, our targeted student groups include students with disabilities, economically disadvantaged students, and black students. Using Benchmark data and Georgia Milestones data, we will target these students and provide necessary services to ensure their success. The strategies for improvement include:

Use our Instructional Coach who is knowledgeable of research based instructional strategies and is capable of modeling these practices.

Offer basic reading, writing, and math remediation during the Viking Day period. Implement direct vocabulary instruction in all Language Arts classrooms

Regularly reinforce critical vocabulary through the six-step vocabulary instruction process in all contents.

School Improvement Target Area 1: CCRPI – Cohort Graduation Rate

Goal 1: Increase the graduation rate by 10% for all students and all subgroups (Black, White, and Economically Disadvantaged subgroups.)

Reform Strategies:

Continue to implement the computer assisted instructional program, Odysseyware, for Credit Recovery and for strengthening core knowledge.







Expand the Credit Recovery Lab’s capability to serve more students by purchasing more site licenses.

Provide Summer School as an additional opportunity to use Odysseyware in the Credit Recovery Lab.

Utilize the High School Graduation Monitoring Tool to track students at risk. Investigate adding Honors and/or Advanced Placement courses as financial

resources allow. Provide each student with a GAfutures account. Continue to have the Guidance Counselor hold Freshman Orientation for parents

and students in 8th grade. Parents are given a packet about pertinent issues covered during the presentation. Some topics covered are:

Graduation requirements How the GPA is calculated for HOPE Scholarship eligibility Signing up for GAfutures (i.e., provides information on financial aid and

preparation for post-secondary education) Dual Enrollment with Taylor County High School and Southern Crescent

Technical College How to use on-line, web-based programs

Infinite Campus GOFAR Odysseyware

Educational Talent Search which provides waivers for SAT fees, provides field trips to post-secondary schools, and assists with completing admission applications

Career Pathways Credit Recovery opportunities Affects of EOCs on students’ yearly average (20%)

Assistance with completing FAFSA forms for receiving financial aid







Information on MOWR/Dual Enrollment program

Goal 2: Increase efforts to meet and/or exceed the increasing Performance Targets on the Georgia Milestones ELA EOC (9th Grade Lit and 11th Grade Lit), especially for the All Students, Black, and Economically Disadvantaged subgroups.

Reform Strategies:

The school-wide newsletter will be sent home with test taking tips and reminders that all students need to be on time and present each day of the test administration.

Students will receive instruction on test taking skills. A mock writing test will be given to the tenth grade students and used by the 9th,

10th and 11th grade Language Arts Teachers to determine instructional strategies to use to increase achievement.

School Improvement Target Area 2: CCRPI – Performance Targets

Goal 1: Increase efforts for all students and all subgroups to meet the State Performance Targets by 2016-2017.

Reform Strategies:

Each department will continue to analyze and utilize data available from EOCs and set targets for improvement in each content area

Utilize the State Student Longitudinal Data System (SLDS) in Infinite Campus which allows teachers to disaggregate and analyze EOC data in various formats to better guide instruction.

Each department will create action plans to reflect areas for improvement and enhancement of instruction of students and subgroups for each course as specified by the Student Learning Objectives (SLOs) developed for courses not having an







EOC.

Goal 2: Increase efforts for all subgroups to meet the subgroup State Performance Targets for each of the eight content EOC.

Align the school subgroups with the state subgroup performance targets to reach each population and identify each student in each subgroup.

Disaggregate the subgroup test data in order to set learning targets for each subgroup in each content area.

Utilize the State Student Longitudinal Data System (SLDS) to Power School to disaggregate and analyze EOC data in various formats to better guide instruction.

Specify performance targets in department action plans for each subgroup in each EOC course.

Goal 3: Increase efforts to close the achievement gap between subgroups (low-performing and high-performing students)

Align the school subgroups with the state subgroup performance targets to reach each population and identify each student in each subgroup.

Disaggregate the subgroup test data in order to set learning targets for each subgroup in each content area.

Utilize the State Student Longitudinal Data System (SLDS) to Power School to disaggregate and analyze EOC data in various formats to better guide instruction.

Specify performance targets in department action plans for each subgroup in each EOC course.

School Improvement Target Area 3: Content Mastery

Goal 1: Increase efforts for all students and all subgroups to score at the Proficient or Distinguished levels on all eight content EOCs.







Reform Strategies:

Implement the GSE in ELA and mathematics as well as the literacy standards for science, social studies, and CTAE.

Use the GADOE Frameworks as the guiding resource in developing differentiated lesson plans for all content areas.

Administer common benchmarks for each unit in all content areas based on GSE/CCGPS

Analyze the data from benchmarks to create safety nets for students in subgroups not achieving the predetermined cut score.

Establish a routine in ELA classes to maximize Lexile measures. Integrate hands-on activities, authentic learning tasks, and student centered

lessons to maximize student engagement. Target subgroup students through an extended learning time or support class. Instructional strategies for standards-based classrooms to be used include, but are

not limited to, computer based instruction, applied learning scenarios, one-to-one tutoring, individualized learning, small group targeted instruction, modeling standards-based teaching by the Instructional Coach, and frequent monitoring of assessment/performance data.

The Flexible Grouping Model will be utilized to serve eligible students. The Instructional Coach provides demonstration lessons and models effective

instructional strategies. Teaching methodology for math teachers has shifted from exclusively relying on investigations to develop student understanding. Emphasis has shifted to providing a more balanced approach to teaching and learning mathematics. Instruction should be planned to systematically and explicitly teach computation, formulas, and math principles which will be applied to learning scenarios.

GOFAR (Georgia Online Formative Assessment Resource) and formative







assessments from the Georgia Department of Education's Learning Village, a resource site for math teachers, are administered three times per semester.

Provide professional learning through the Chattahoochee-Flint School Improvement/Reading Specialists for teachers to acquire reading strategies for teaching informational text.

Gather and provide exemplary student work that meets or exceeds content area GSE standards/elements.

Expand Reading Across the Curriculum to include reading in various genres. Develop more instructional lessons/performance tasks that stress the Listening,

Speaking, and Viewing GSE standards. Engage in on-going professional learning to develop a better understanding of

formative assessments and how to create common assessments for a subject/topical area.

School Improvement Target Area 4: Georgia Standards of Excellence (GSE)

Goal 1: Implement Georgia Standards of Excellence in English Language Arts, Mathematics, and the literacy standards in Science, Social Studies, and CTAE classes.

Reform Strategies:

Revise school curriculum maps for each course which reflect CCGPS and the new literacy standards for science and social studies.

Weekly lesson plans and weekly assessments are submitted to the math coach in an effort to better align the standards with classroom instruction.

Create CTAE school curriculum maps which incorporate the GSE literacy standards where appropriate.

Create and use a writing rubric to be used pervasively throughout all ELA classes.

Attend professional learning to enhance the implementation of the GSE in







mathematics, ELA, and the literacy standards. Use the GADOE Frameworks as the guiding resource in developing differentiated

lesson plans for all content areas. Engage planning sessions to vertically align the curriculum and resources between

middle and high school grades. Create and share with all stakeholders 9-weeks learning expectations. Administrative personnel monitor GSE implementation expectations in

classrooms daily at least five hours per week. Create a Data Room and monitor appropriate summative and formative data. Utilize Peer Observations to validate, celebrate, and support GSE implementation.

School Improvement Target Area 5: Post High School Readiness

Goal 1: Increase percent of graduates competing CTAE pathway, advanced academic pathway, fine arts pathway, or world language pathway within their program of study.

Reform Strategies:

Increase enrollment in CTAE pathways which will increase the number of completers.

Revitalize current pathways and/or implement new pathways. Implement a seven period schedule to accommodate students with more CTAE

electives.

Goal 2: Increase percent of CTAE Pathway Completers earning a national recognized credential or a passing score on a GaDOE recognized end of pathway assessment

Reform Strategies:







All CTAE pathway instructors will administer the EOPA for their pathway area.

Goal 3: Increase the percent of graduates entering TCSG/USG not requiring remediation or learning support courses.

Reform Strategies:

Each department will create action plans to reflect areas for improvement and enhancement of instruction of students and subgroups for each course as specified by the Student Learning Objectives (SLOs).

Implement the CCGPS in ELA and mathematics as well as the literacy standards for science, social studies, and CTAE.

Use the GADOE Frameworks as the guiding resource in developing differentiated lesson plans for all content areas.

Administer common benchmarks for each unit in all content areas based on GSE Instructional strategies for standards-based classrooms to be used include, but are

not limited to, computer based instruction, applied learning scenarios, one-to-one tutoring, individualized learning, small group targeted instruction, modeling standards-based teaching by the Instructional Coach, and frequent monitoring of assessment/performance data.

School Improvement Target Area 6: Low turnout for parent involvement

Goal 1: Increase the number of parents involved in school related activities.

School activities will be announced using various communication methods, including the local newspaper, newsletters, announcement on report cards, Blog and Twitter on the Taylor County Schools Website, Taylor County High School Facebook page, scrolling marquee, letters, etc.

“Meet the Teacher” will be scheduled during pre-planning each fall.

Open House will be scheduled during mid-fall. Parents will be invited to participate on field trips and other school sponsored







events. Parents will have the opportunity to complete online surveys at the school’s media

center. Parent/teacher conferences will be held at least twice per year Parent information meetings will be held various times throughout the year Incentives for students will be provided when parents participate in school

activities. A school Facebook page will be maintained as another method of informing

parents of school related activities. A district Blog will be created as another method of informing parents of school

and district related activities.

School Improvement Target Area 7: Disproportionality of Discipline Referrals for Students with Disabilities

Goal 1: Decrease the number of students being referred to ISS.

Reform Strategies:

Use an Alternative Behavior Education System to track, to identify appropriate interventions, and to provide progress monitoring in managing student behavioral issues for ninth grade students.

The CEIS Student Intervention Coordinator will implement, coordinate, and monitor all phases of the student intervention. In addition, the CEIS Student Intervention Coordinator will collect and analyze associated data, as well as report student data to the building level principal on a bi-weekly basis.

Teachers working with target students will receive professional development in classroom behavior management using the program, “A Practical Approach to Classroom Management and Discipline, Grades 6-12.”

Building level principals will conduct walkthroughs to monitor the implementation and improvements in classroom behavior management.



2(f) Address how the school will determine if such needs have been met; ando Are consistent with, and are designed to implement, the state and local

improvement plans, if any.Response:

Data from student surveys will assist in recognizing the effectiveness of the individual counselor meetings.

Teacher Advisors will continue to monitor student attendance and academics. Improved student attendance and fewer failures will demonstrate a successful advising program.

Student enrollment and achievement in the programs will demonstrate effectiveness of these programs.

3. Instruction from highly qualified professional staffResponse:A highly qualified professional staff provides instruction at Taylor County High School. All administrators, teachers, and paraprofessionals hold clear, renewable, Georgia certificates and meet highly qualified criteria.

The quality of the staff is further reflected in their educational degrees and years of experience. Three percent (3%) of the staff has earned a Doctorate degree; twenty-nine (29%) percent have earned an Educational Specialist degree; fifty-five percent (55%) have earned a Master’s degree; and sixteen percent (16%) have earned a Bachelor’s degree. Taylor County High School has three percent (3%) low-level experience teachers (less than 3 years), thirty-nine percent (39%) mid-level experience teachers (between 3 and 20 years), and fifty-eight percent (58%) high-level experience teachers (20+ years). Overall, the staff has an average of 19.7 years experience.

If teachers are not HiQ, they are counseled by the Title IIA Director and principals and mentored by HiQ teachers throughout their employment with the Taylor County School District. Each non HiQ teacher completes and signs a remediation plan that outlines the steps necessary to become highly qualified. Furthermore, funds are allocated when appropriate to help teachers add critical need fields as identified by needs assessments and school improvement plans (i.e. reading endorsement, gifted endorsement, ESOL (English for Speakers of Other Languages).



3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.Response:

All teachers are observed by TCHS administrators using the TKES evaluation process along with routine informal “walk-throughs”. This practice helps to ensure that teachers are providing instruction using Georgia Standards of Excellence and maintaining a standards-based classroom. Teachers failing to meet the standards set forth by the State of Georgia and the Taylor County School District are provided targeted professional development as outlined in an Individual Professional Development Plan.

Taylor County continues to recruit highly qualified individuals on behalf of all schools in the district. Interested parties may apply online via Teach Georgia and through recruitment fairs (Valdosta State University, Georgia Southwestern State University, and Columbus State University). Prospective teachers are interviewed by a committee of school staff members: principal, superintendent, instructional coach, department chairpersons, and teacher representatives. Generally, the Taylor County School District hires only personnel that are fully certified and highly qualified. During the interview process, high priority is placed on interviewing those individuals who are highly qualified for the vacancy.

The Taylor County School District cooperates with the teacher education programs of local universities to accept practicum students and student teachers. These future teachers gain valuable experience in all areas of the teaching profession. This partnership is one strategy for recruiting highly effective and qualified teachers to TCHS. School administrators also participate in university job fairs as well as various other job fairs to attract the best qualified teachers. All vacancies are posted on the district’s website and Teach Georgia, and all practices relating to recruitment and hiring adhere strictly to equal opportunity policies and regulations. Certification requirements and highly qualified status are checked and confirmed by central office staff.

Taylor County School System implements several initiatives that enhance the ability to retain employees. Teachers new to the system are assigned to an experienced teacher, the department chairperson or a Teacher Support Specialist endorsed teacher, for one to three years depending on the new employee’s previous teaching experience. The mentor teacher observes new teachers and offers written feedback. He/she also schedules peer observations, follow-up conferences for reflection and questioning, and provides assistance with lesson/unit planning. Additionally, all personnel are given the opportunity to attend job embedded professional learning sessions that will help them be more effective in their assigned roles.

Factors that attract and contribute to the high retention rate (98%) of highly qualified teachers at Taylor County High School are the well maintained facility that provides a safe learning and working environment. The school has well disciplined students, classes with adequate textbooks and other instructional supplies, and 21st century technology to support teaching and learning.



The overall climate of the school is defined by professionalism and collegiality, and there is a strong sense of “family” camaraderie among the staff. Many teachers live in Taylor County or contiguous counties and have their children enrolled in the local schools.

*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards. Professional development for staff to enable all children in the school …Response:

4(a) We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. TCHS currently relies on professional learning communities to address most professional learning needs. For example, we recognize that our students traditionally show weakness in math courses, as evident by state test scores and screening data. As such, we recognize the need for constant practice and timely feedback on student work, and we continue to provide Professional Development and resources for teachers on how to provide these effectively. We plan to educate parents of how they can access additional math resources, such as Kahn Academy, and view feedback and student scores in Infinite Campus. In addition, our Guidance Counselors and Instructional Coach receive training to assist them with ensuring students are placed in the correct level math course to meet their needs and abilities.

4(b) We have aligned professional development with the State’s academic content and student academic achievement standards. All teachers are provided professional development that provides tools and strategies to enhance content vocabulary instruction, critical thinking, writing, and reading comprehension within their content area. Beyond that, we focus on opportunities to enhance specific instructional strategies such as rigorous questioning and differentiation.

4(c) We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. Our Title I Instructional Coach is responsible for planning and executing Professional Development that takes place weekly for all teachers. In addition to the existing practices, a variety of professional learning opportunities will be provided to teachers to improve instruction and increase student achievement. Walk-throughs, evaluations, and peer observations will aide in determining the need for specific professional learning.

Possible Professional Learning Opportunities for TCHS staff: How to Use Graphing and Scientific Calculators



*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards. Professional development for staff to enable all children in the school …

OdysseywareTraining—How to implement the programs, monitor results, determine when students need individualized or one-to-one teaching, data analysis, and how to run reports

How to Analyze Data—What does the data mean? How does one develop next step instruction based on data results?

Interactive Technology Training—Mimeo Boards, Student Response Systems, Pod Casting, Google Documents, and iWeb/iLife

Diversity Training—Provides teachers with learning strategies for working with diverse groups and examines issues such as teachers as advisors, conducting parent and student conferences, options for student response to assignments, and the number of office referrals per teacher

Bullying Awareness Training Formative Assessment Training On-going GSE training for all content teachers Title I Coaches Academy Seminars Various GDOE (Georgia Department of Education) webinars and illuminate sessions Various Chattahoochee-Flint RESA professional learning opportunities for educators and

paraprofessionals

As a component of the TCSD goals of increasing student achievement and enhancing teacher effectiveness, training will be provided to teachers throughout the school year by external educational consultants with the GaDOE and C/F RESA. The training will include Research-Based Instructional Strategies and assessment strategies. A national conference, ASCD is targeted for attendance by representatives of the faculty and administration during the school year.

4(d) We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: teachers of the same content area work together to routinely analyze their content standards and develop common assessments (both formative and summative) that adequately demonstrate a student’s mastery of a standard. As common assessments are administered, teachers routinely meet to analyze data, design plans for remediation, and develop lesson plans that appropriately address the strengths and weaknesses that are recognized through these frequent checks for understanding.



5. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

Response:

5(a) We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy. Involving stakeholders is an essential element of continuous school improvement at TCHS. While TCHS utilizes multiple avenues of communication with parents, we still strive to incorporate parents into the learning process.

5(b) The TCHS Parent Involvement Plan and the School-Parent Compact will be distributed to all parents at the beginning of each school year. The documents will be posted on the school web page in English with links to those documents and sent home to parents. The Parent Involvement Plan outlines the strategic plan for TCHS faculty to incorporate parents in the learning process. The School-Parent Compact defines the continuous partnership among students, parents, and staff to enhance educational opportunities at TCHS. As with the Title I Plan, stakeholders including students, parents, and business partners will review and update these documents annually. Finally, hard copies of the Title I plan will be available in the front office and Parent Resource Center.

5(c) We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by sending home flyers with the students, posting announcements on the Woodland Facebook and Twitter pages, posting an invitation in the local newspaper, notice on marquee, sending home messages on school documents to all parents.

5(d) We will offer several Parent Workshops/meetings on topics/issues that are relevant to our students and their parents. Workshop/meeting topics are determined after analysis of assessment data, parent surveys, student surveys, and teacher input. These meetings will provide parents with specific tools and strategies to help promote their students’ success in all academic areas.

5(e) We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by communicating through flyers sent home with the student, notices in local newspaper, notice on marquee, calls and emails, posts on the school website, Facebook, and Twitter accounts.

5(f) We will jointly develop with parents of participating children a school-parent compact



that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by seeking regular input and feedback from parents and teachers of participating students about the shared responsibility for improved student achievement.

5(g) We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by using Parent-Teacher conferences to discuss students’ progress.

5(h) We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by hosting parent events that provide specific resources and strategies for improving student performance in all core academic content areas.

5(i) We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by using PLCs to discuss best practices for Parent-Teacher communication and strategies for building positive relationships with the families of our students.

5(j) We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by ensuring that all resources are available in Spanish and translators are also available upon request.

5(k) We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by publishing information online in multiple locations- TCHS homepage, TCHS Facebook page, TCHS Twitter page. Phone calls and/or emails will be sent out regulary, and they will inform parents of all events going on at the school on a weekly basis. The school marquee will be updated regularly to provide details on upcoming events. Printed flyers will be distributed two weeks prior to a scheduled Parent Meeting, and they will be translated into other languages as needed.

5(l) We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon



request, and, to the extent practicable, in a language parents understand, by ensuring that all Title I resources are immediately available in other languages and translators are available by request.

Summary of Parent Services

The annual orientation meeting for Title I is held each fall and seeks to communicate the following: Inform parents about the guidelines, purposes, goals, components, and expectations of

the Title I school-wide program. Inform parents of their right and the importance of being involved in their child’s

academic success. Inform parents of workshops and available educational information. Inform parents of ways they can participate in decisions relating to the education of

their children. Disseminate handouts and discuss state content standards, National Education Goals,

and state mandated assessments. Review the Parent-Student-Teacher Compact and Parent Involvement Policy. Distribute a parental survey to determine parents’ needs pertaining to the Title I

program.

At the beginning of the year parents are surveyed to identify their needs for communication with the school and teachers, problems they have relating to school and schoolwork, and what topics they would like to see covered in parent workshops. Parents provide insight about times and days of the week that best meet their needs for workshops and meetings.

All parents are involved in the ongoing and end-of-the-year evaluations of the effectiveness of the parent involvement initiatives through parent surveys and parent comments and suggestions.

Based on feedback, suggestions, and comments, the Parent Involvement Policy and the Parent-Teacher Compact are revised jointly with parents and revisions are made annually. Parents receive copies of the Parent Involvement Policy and the Parent-Teacher Compact as they are revised.

Parent questions, concerns, and suggestions are handled in a timely manner through telephone calls and conferences by system and/or school personnel.

The faculty and staff of Taylor County High School believe that effectively communicating with parents in a timely manner about the Title I program is essential to the academic success of all students. Information about school and parent programs, meetings, and other activities are sent to parents, as much as possible, in a language the parent can understand. The following are some



ways the school disseminates information:

Student handbooks are sent home to all parents. The Parent-Teacher-Student Compact is in the handbook and the Parental Involvement Policy is on the school’s website http://tchs.taylor.schooldesk.net/

Taylor County High School and the school system post information on Twitter. Electronic newsletters are used to send information concerning school events, meetings, and school accomplishments to parents and the community via the http://tchs.taylor.schooldesck.net/ website.

Events are posted on the school marquee and published in the local newspaper, the Taylor County News.

Parent-Teacher conferences are available at any time upon parent request. These conferences provide a venue for sharing information about academic proficiency and progress, behavioral, and attendance review if needed.

Progress reports at mid-term and report cards each nine weeks are sent to parents. Infinite Campus, an on-line grading system, is available to parents via the Internet. Parents

are able to log on and check their child’s attendance and grades, and also send emails to teachers.

Parents are encouraged to serve as volunteers and mentors. The district/school will provide volunteer training designed to help parents work effectively with students and teachers.

The Georgia Parent Information and Resource Center, (PIRC) is available on the school’s website and www.georgiapirc.net. Parents can access a variety of information: How to Provide Homework Assistance Making the Most of a Parent/Teacher Conference Helping Your Child Succeed in High School 100 Tips for Parents

The Guidance Counselor maintains constant contact with parents about students’ attendance, discipline, and grades. The counselor also provides parents information on: Scholarships and testing Financial aid Admission procedures for post-secondary education Job and college fairs

Volunteer opportunities are available to parents for mentoring, tutoring, assisting in the classroom, chaperoning field trips, and donating class supplies. Refreshments, door prizes, and childcare are provided at selected events in order to augment parent attendance. Parents are urged to visit the school in conjunction with special events scheduled for SY 2016-17:

Attend Meet the Teacher, Open House, Title I Annual Meetings, Freshman Orientation,



Senior Meeting, Career Day, College Fair, EOC Information Session, and Red Ribbon Week activities.

Become involved in Booster Clubs for various extra-curricular activities: Tip Off Club—basketball Touch Down Club—football Dug Out Club—baseball and softball

Volunteer as guest speakers on Career Day Attend awards and honors programs Support and enjoy band concerts offered at Christmas and in the spring Support civic causes sponsored by school clubs:

Cystic Fibrosis Drive Walk-a-Thon for Breast Cancer JROTC Canned Food Drive JROTC Quarterly Community Blood Drives Community services projects

Help with and chaperone the Homecoming Dance and the Junior/Senior Prom Encourage student participation in the Key Club, Beta Club, and Student Council and

consider becoming a club sponsor or volunteer

Partnerships have been formed and enhanced throughout the years to build strong bonds between community businesses and the school. Partners-in-Education provide support by assisting with fundraising activities, serving as mentors for students, and offering educational opportunities for students. By maintaining these partnerships, TCHS is able to reinforce the community’s awareness of the quality education students receive at the school and the strong role parents play in the educational process.

Some of TCHS partners for SY 2016-17 are:

Chamber of Commerce Reynold’s Woman’s Club Kiwanis Lions Club Butler Public Library Reynold’s City Library Flint Electric Membership Corporation Barrow Automotive Ameris Bank BB&T Citizens State Bank of Taylor County



Smith’s Pharmacy Main Street Pizza and Wings Middle Georgia Embroidery Wing Shack Taylor County News

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

Response:This requirement is not applicable to TCHS.

7. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Response:Teachers are expected to conduct formative and summative assessments throughout the course of the school year in an effort to measure the students’ academic progress. These formative and summative assessments are the product of the collaborative efforts of content level groups produced during school-wide professional learning communities. In conjunction with these assessments TCHS also uses teacher developed GPS (social studies, science) and GSE(mathematics, ELA) benchmark tests as part of our assessment component. The data from these benchmark tests are disaggregated by teachers. Teachers review this data, both individually and in content groups, and adjust instruction to ensure mastery of the addressed standards. The Statewide Longitudinal Data System (SLDS) in Infinite Campus allows teachers to efficiently and accurately manage, analyze, and use education data, including individual student records of statewide standardized tests as well as Lexile performance. Results from all assessments are analyzed and used to help determine those students which may need supplemental services such as the Response to Intervention (RTI) process.

8. 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

This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

8(a) List of State and local educational agency programs and other federal programs that will be included.

Response:



Every reasonable effort is made to administratively coordinate and integrate federal, state, and local programs in order to support learning for all students. Coordination and integration may involve combining service eligibility criteria and funding streams, where legal and feasible.

Following are descriptions of various funding sources at TCHS: Title I – Funds will be devoted towards paying a portion of the salary of a Title I

Instructional Coach and paying the salary of credit recovery lab teacher. Remaining funds will be devoted to purchasing materials, technology, and supplies for math, writing, or reading instruction as well as conferences to promote educator understanding of GSE, Technology Integration, and Dropout Prevention.

Title II- A Teacher Quality Programs – ensures that all teachers meet the highly qualified requirements of ESSA/CCRPI

Title II-D Technology – provides opportunities to expand technology inventory IDEA, Part B – provides professional development for all teachers; employs special

education teachers; provides related services Title VI Instructional Support – supplements state and local funding available to address

the needs of at risk students and underachieving subgroupsState Funds – funds remedial services and teacher salaries



8(b) Description of how resources from Title I and other sources will be used.

Response:

In the Taylor County School District, Title I funds are used in a supplementary manner to provide intensive academic support services in order to improve student achievement in meeting state and federal standards. Items for purchase included Number Talks curriculum, graphing calculators, and Scantron sheets for benchmark testing. Funds are used to support a percentage of the Academic Coach’s salary and fund an instructional support teacher. Funds are also utilized for parental workshops offered by the Title I Parent Involvement Coordinator.

Taylor County High School has some discretion over the use of its allotted Title I funds. Teachers make requests for supplemental materials to their Department Chairpersons. Requests then filter through the Principal’s Leadership Team, Central Office, and the Title I Director. All requests are subject to the identified needs of the school to improve the academic achievement of low performing students.



8(c) Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

Response:TCHS has a CTAE program where all students have equal access to program courses. CTAE courses integrate reading and math standards with rigor while providing opportunities to demonstrate mastery in applied settings.

The Title I plan is developed in coordination with other programs, including those under the School-To-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

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

Response:We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance.

9(a) Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

Response:TCHS provides timely assistance to studenst that experience difficulty mastering standards through an established RTI process and Viking Day. Content teachers meet regularly during scheduled times to review results from common assessments and benchmark testing. When teachers determine that students are experiencing difficulty mastering standards, they begin implementing Tier 1 strategies to differentiate instruction. Teachers contact parents and log the contacts in Infinite Campus and log sheets. Teachers are available before and after school to provide additional support and assistance. When students need interventions at the Tier 2 level, TCHS provides a support system during the Viking Day periods, where students receive concentrated tutoring services by certified teachers twice a week. Students may be referred for tutoring by teachers, parents, themselves, or an analysis of assessment results. Also during the Viking Day time, students participate in credit-recovery, attendance recovery, SAT/ACT prep, and other programs. When students demonstrate mastery, they return to a Tier 1 status. If



continued interventions are necessary, a Tier 2 case manager is assigned to closely monitor student progress.

Other supports have been established to monitor student performance: Differentiated instructional practices for all students Benchmark testing for determine mastery of standards Progress reports printed and distributed to all students each 4.5 weeks Scheduled planning and formative assessments to monitor progress RTI process to identify students that are struggling

Teacher-parent conferences will be held to determine necessary interventions for students.

9(b) Measures to ensure that student weaknesses are identified on a timely basis.Response:

Progress reports will be printed and distributed to all students each 4.5 weeks Advising Teachers monitor students’ grades weekly. Regular formative assessments will be used to assess student understanding

frequently.

9(c) Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses.

Response: PLCs will be used to train teachers in the identification of weaknesses and provide

appropriate assistance for identified weaknesses Planning will be used to review common assessments to identify weaknesses and

develop resources and strategies for rectifying identified weaknesses.

9(d) Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community.

Response:Parent-teacher conferences will be held to determine necessary interventions for students.

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

Response:Student results are shared with parents through various means. The TCSD SIS provides a Parent Portal for parents to monitor their child’s academic performance and attendance. Progress reports reflecting student performance for each 4 ½ weeks of instruction are printed and distributed to students. Each semester, parents have an opportunity to schedule a parent conference. Also, parents may schedule conferences with teachers throughout the school year.



TCHS hosts Open House, Curriculum Night, parent information meetings, and Title I meetings to provide additional opportunities for parents to discuss student performance. Counselors conduct grade-level meetings to discuss student performance on the PSAT and EOC. The scores are explained to parents at these meetings. Workshops will be held throughout the school year, for all parents to inform them of various ways in which they can help their child.

Taylor County High School uses a variety of ways to interpret individual student assessment results to parents:

Ongoing assessment of student achievement and communication of assessment results are available to parents through mid-term progress reports and report cards. Progress reports are sent home every four and one-half weeks, and report cards go home every nine weeks.

Teachers communicate directly with parents through telephone calls, conferences, Twitter, and email as they monitor student progress.

Parents have access to Infinite Campus, a web link for parents to access students’ grades and attendance.

State brochures about testing and interpreting results are sent home, as well as information on how to access the Georgia On-line Assessment System (OAS) for EOCT practice.

Group and individual sessions are conducted with parents, especially of 9th and 11th graders, in order to interpret test results and what they mean in terms of student achievement. The Guidance Counselor has individual conferences with students who are at risk for failing to help them understand their level of proficiency and encourage them to put forth their best effort in order to pass required tests.

Taylor County High School utilizes the annual fall Title I meeting, Open House, parent workshops, and the Student Handbook to provide parents timely verbal and written information concerning: a description and explanation of the school’s curriculum; the assessments used to measure student progress; the proficiency levels students are expected to achieve; individual assessment results; and the interpretation of those results.

Great effort is expended to draw students into the assessment process. Taylor County High School believes that informed students will further inform parents. Students are given a syllabus for each course that lists content standards and descriptors, course expectations, requirements, and evaluations.



The counselor gives students informational brochures about state assessments and instructions for interpreting results. Students are given letters for parental signatures that explain how the EOCT counts for fifteen percent of the student’s final grade in a course. Scores for the PSAT (Preliminary Scholastic Aptitude Test), SAT (Scholastic Aptitude Test), and ASVAB (Armed Services Vocational Aptitude Battery) are sent to parents via students. Information is also mailed to parents.

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

Response:All standardized test data are distributed to the TCHS Testing Coordinator through the TCSD Testing Coordinator. The Leadership Team will review student performances on assessments. The Leadership Team will disaggregate the data to determine patterns of performance for TCHS subgroups of white, black, SWD, and ED student subgroups. Each department will further review the analysis from the Leadership Team to review performances and strategies for continuous improvement.

TCHS ensures that the collection and disaggregation of data on the achievement and assessment results is confidential and that the accommodations needed for selected student populations are implemented.

12. Provisions to ensure that disaggregated assessment results for each category are valid andreliable.

Response:The statistical validity and reliability of the instruments administered are maintained by the Georgia Department of Education. Initial reports of assessment results are downloaded from the GADOE portal and reviewed for accuracy. The TCHS Testing Coordinator trains teachers and staff prior to each testing administration. The training equips the staff with the knowledge and resources to provide a test administration free from events that would compromise the validity or reliability of test results. Additionally, representatives from SPED, ELL, and 504 collaborate to properly code students that require testing accommodations.

13. Provisions for public reporting of disaggregated data.Response:TCHS informs all parents and stakeholders of assessment data throughout the year. A variety of communication avenues are employed including, but not limited to:

TCHS Web Page and Social Media Faculty meetings Student Class Meetings Parent Information Nights TCSD prepared press releases in local newspaper Leadership Team Meetings



PLC meetings

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

Response:When preparing to convert from a Targeted Assistance to a School-wide Title I Program, TCHS engaged in a year-long process, which began with a review of school-wide student achievement data, including the AYP report, EOCT results, and other data sources. The planning process was facilitated by an outside Title I consultant and a team of administrators, teachers and staff worked together to develop the Title I Plan. The plan is a fluid document and continues to be reviewed and updated annually.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Response:The TCHS school-wide Title I Plan was developed by a broad spectrum of TCHS’s educational community. These members include:The Leadership TeamAdministrationCounseling DepartmentSpecial Education Department ChairCTAE Department ChairMedia SpecialistMath Department ChairScience Department ChairSocial Studies Department ChairEnglish Language Arts Department ChairTitle I Instructional CoachDistrict Director of Federal Programs

Additionally, copies of the plan will be made available for parents, students, and the community on the school website, parent resource center, and in the school’s front office. The school website and social media feeds will be used to announce the locations of the draft Title I School-wide Plan. A draft of the Title I School-wide Plan will be presented to a diverse group of stakeholders. All substantive feedback received from these stakeholders will be used to make modifications to the plan where indicated.

16. Plan available to the LEA, parents, and the public.Response:TCHS will make the Title I Plan available to the LEA, parents, and the public through a variety of communication avenues. An electronic copy of the plan will be posted on the school’s web



page. We will post links to the Title I Plan on the TCHS Twitter and Facebook pages. Hard copies of the plan will be available in the school’s front office and parent resource center. Additional copies will be filed with the TCSD Office of Federal Programs and the TCSD Parent Resource Center. Any parent or community member may request a physical copy of the Title I Plan through the principal.17. Plan translated, to the extent feasible, into any language that a significant

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

Response:TCHS does not have a significant number of students whose primary language is not English. For the non-English speaking families, translated copies of the Title I Plan will be available upon request.

18. Plan is subject to the school improvement provisions of Section 1116.Response:The School-wide Title I Plan for TCHS is subject to the School Improvement Provisions of Section 1116 of the No Child Left Behind Act of 2001. Each component of the Title I School-wide Plan will reviewed and updated annually in conduction with the Leadership Team’s continuous improvement planning process. The Title I Plan is fully aligned with the TCSD strategic improvement plan.
