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HHeeaarrdd CCoouunnttyy School System

Franklin, Georgia

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SSuuppeerriinntteennddeenntt Benjamin R Hyatt

System Improvement Committee

CORE TEAM Benjamin R. Hyatt- Superintendent Heard County School System Marianne Cole- Assistant Superintendent Heard County School System Jerry Prince- Assistant Superintendent Heard County School System Jan Rayfield- Assistant Superintendent Heard County School System Carol Thomas- Principal Centralhathcee Elementary Rebecca Carlisle- Principal Ephesus Elementary W. Pat Lipham- Principal Heard Elementary Stephanie McRae- Assistant Principal Heard Elementary Marti Robinson- Principal Heard Middle School Russell Sowell- Principal Heard County High School Rodney Kay-Assistant Principal Heard County High School

ADVISORY TEAM

Sheri Calhoun- Student Support Specialist Heard County School System Kim Cummings- Speech Teacher Heard County School System Melissa Nichol- 5

th grade Teacher Ephesus Elementary School

Centralhatchee Elementary Karen Thompson- 2

nd grade Teacher Heard Elementary School

June Barber- Counselor Heard County Middle School Glovis South- Media Specialist Heard County Middle School Hope Sowell- Graduation Coach Heard County Middle School Shane Lasseter- Teacher Heard County High School Paul Mixon- Social Studies Dept. Chair Heard County High School Angie Mock- Paraprofessional Heard Elementary School Heather Hayes- Paraprofessional Heard County Middle School Kathy Knowles- Director Heard County Community Partnership

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Technology Plan Component

Link(s) or Page number(s)

INTRODUCTORY MATERIALS: X Index form

Reviews of previous plan

Executive summaries

PLANNING PROCESS:

X Involvement and responsibility for planning

X Integration/Coordination with other planning initiatives

STUDENT NEEDS:

X Student academic needs

X Academic needs of special populations

X Student technology literacy needs

X District mission and/or vision statement

X District goals and performance objectives for student achievement and tech literacy

Current status of other educational variables

EXTERNAL SCAN:

Emerging technologies

Recent research/Best-practices

Developments in the field

Needs of community and business

TECHNOLOGY MISSION AND VISION:

X System’s technology mission statement (Can be integrated into system mission. If so, reference same page.)

X System’s vision for technology use

CURRENT REALITY:

X Access to technology

Instructional uses of technology

Administrative uses of technology

Parent/Community uses of technology

System readiness for technology

System support for technology

GAP ANALYSIS:

X Access to Technology

Instructional uses of technology

Administrative uses of technology

Parent/Community uses of technology

System readiness for technology

System support for technology

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Technology Plan Component

Link(s) or Page

number(s)

GOALS AND BENCHMARKS:

X Goals:

X Access to Technology

X Instructional uses of technology

X Administrative uses of technology

X Parent/Community uses of technology

X System readiness for technology

X Benchmarks to accompany each goal

X Evaluation plan

ACTION PLAN:

X Strategies

X Professional development strategies

X Strategies promoting research-based, best-practice uses of technology

X Technology access strategies

X Equitable access strategies

X Parent involvement strategies

X Technical support strategies

X Strategic Alignment to Goals

X Timeline

X Responsibility lists

X Budget information

COMMUNICATION AND MARKETING PLAN

X Share progress/evaluation results

X Encourage broader stakeholder involvement

X Market role of technology in helping students achieve QCC

APPENDICES

X Acceptable use policies

X Interoperability and redeployment procedures

X CIPA Compliance

Other policies and procedures

Supporting documents

ADDITIONAL COMMENTS TO REVIEWERS (optional):

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PLANNING PROCESS

Initial Involvement and responsibility for planning. The Heard County School System Three Year System Improvement Plan is a comprehensive plan which has imbedded within it the following:

System Strategic Improvement Plan

Professional Learning Plan Three Year Technology Plan Title I Plan Title IIA Plan Title VA Plan

In addition, each school in the system will develop a school improvement plan using the same process which will flow from the system plan. The goal is for our system to be engaged in continuous, coordinated school improvement planning. The planning team was headed by the Assistant Superintendent in charge of school improvement and consisted of representatives of the following stakeholders:

Teachers Special Education Teachers Media specialists

Building level administrators System level administrators Technology director Technology specialist Parents

Business representatives In addition representatives from the following stakeholders, while not actually members of the planning team, were involved in development of the plan as described below:

ETTC staff Adult literacy providers

Note: The system does not have an ESOL teacher The planning process proceeded in the following manner:

The planning team met twice monthly, beginning in Fall, 2005, to develop each component of the plan

Individual members of the planning team were charged to bring input from and share components of the plan with the stakeholders they were representative of. This process allowed all stakeholders to have input into the development of the plan.

Between meeting dates, team members emailed input to the team leader who in turn emailed information to all team members for their consideration.

A contingent of the team attended the technology meetings at the ETTC and shared components of the plan with ETTC staff for comment, input and direction.

Components of the plan were shared with representatives from the local adult literacy providers for their comment, input and direction.

Principals solicited input from school councils. A school improvement specialist from West Georgia RESA participated in the process,

attending most meetings and gave input and guidance.

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Each team member was encouraged to keep a time log of their participation in development of the plan and sign-in sheets were kept for each meeting.

The planning process followed the guidelines set forth in the System-level Comprehensive Improvement Planning guide issued by the Georgia State Department of Education

Continuous Planning The leaders of the Heard County School System recognized in 2006-2007 the need to implement a core improvement team, made up of system administrators and school principals, and an advisory team, made up of additional school personnel and community members. The primary responsibility of the core team is to follow the continuous improvement process to implement and monitor system school improvement. The purpose of the advisory committee is to receive reports periodically from the core team and to provide varied avenue of feedback and input to the core team. Beginning in the Winter of 2006-2007 the core team meets monthly to participate in a continuous improvement cycle with the plan. The advisory team will meet with the core team quarterly.

In 2007-2008, schools and system continue to work on continuous improvement plans. The system profile as been updated with 2006-2007 data and will continue to be updated as information becomes available. The Balanced Scorecard has been completed for 2006-2007 and will be shared with stakeholders. Targets for 2007-2008 will be set and monitored. The system indicatives have been revised as needed and will continue to be monitored. Internal and External monitoring will be held this year through the use of self- analysis using the Georgia School Keys and completion of SACS CASI's Standards Assessment Report. Additionally, a joint GAPPS/SACS CASI review will be held at each school during the Spring of 2008.

See Appendix A for our Continuous Improvement Timeline.

OUR VISION

Vision Through Ideals Heard County Schools will…

have high academic and behavioral expectations for all students increase student achievement and meet AYP provide access to and promote use of technology by students and teachers

provide high quality facilities and equipment have a true alternative program for behavior and academic intervention support well prepared and trained teachers have an atmosphere that promotes positive teacher and student interactions and

relationships

nurture students and support growth of individuals‘ visions for the future operate within a framework that facilitates parent, community, and government

involvement and communication

promote school and community pride

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Vision in Action Johnny gets ready for school. He attends Heard County High. School has never been easy for him, but for the most part he enjoys it. Why? His teachers seem to care about him. They spend a lot of time analyzing test scores and studying research on best practices so they are equipped to teach Johnny what he needs to know using teaching techniques that help him understand and retain the concepts. They work hard to make sure he learns and progresses. It‘s been hard and he‘s thought about quitting, but his teachers keep working with him, telling him he can make it, and he believes he will. Johnny‘s brother, Ed, is also getting ready for school. He is a student at Heard Middle School. Ed is not like Johnny. Learning has always been easy for him. Earlier in school, he often became bored because it was too easy. Then his teachers began studying and learning about differentiated instruction. They began to challenge him in the classroom. Learning became more difficult and he had to work hard. He complained, but secretly, he liked it. He definitely is not bored anymore. Across the county, Rachel gets ready for a day of school at Centralhatchee Elementary. She has a specific learning disability. She used to dread school because she felt different. The other kids did not make fun of her, but she spent a good portion of the day in special classes. But last year her teachers began studying and learning about inclusion and collaborative teaching. This year when school started, she was in regular classes, but with two teachers most days. Even though one is a special education teacher, she does not spend all her time helping Rachel, but works with all the students, as does the regular teacher. When Rachel can‘t seem to get it, one of them is always there to give her extra attention. Rachel really likes it that she is learning in a regular classroom with other students. All across Heard County, similar situations are occurring. Why? It‘s because the administration, faculty, and staff of Heard County Schools were not content to be just good. They wanted to be better and they did something about it.

Vision in Action for Technology Use The 6th grade teacher takes her math class to the school-wide lab and instructs her students to log onto the Online Testing site. Students then complete a test online that the teacher has designed to help determine if they have mastered the standards recently taught. Once students complete the test, the teacher prints off individual and class reports and the students return to class. The teacher uses the results of the online testing to plan appropriate whole-group and individualized instruction to help all students master the standards tested. Just down the hallway, students in a history class are presenting reports they have researched over the internet and have prepared PowerPoint presentations to share with the class. Some of the students in class commented how the PowerPoint presentations made the reports more interesting and informative. Across town at the local high school, students in an Automotive Technology class are using computer simulations to help them learn to repair the fuel injection system on a 2003 Ford F100 pickup. The teacher knows he would never have been able to afford the equipment and supplies to actually do this learning activity hands-on. The principal at the high school begins a parent conference with a mom and dad who are very concerned about the recent decline in their son‘s performance on his progress report. The principal uses her computer to access the student‘s records on the school‘s student information system. The principal shows the parents their son‘s grades in each of his classes, discussing the low test scores and failure to complete homework assignments. She notes that the student had been absent several days recently, which surprised the parents who thought he had been at school. As they look at grades, attendance data, and discipline data, the parents realize there is a

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problem they were not aware of. The principal tells the parents they can have access to their son‘s grades and attendance at home, work, or anywhere they have access to a computer with internet access through the parent access component of the school system‘s student information system. She demonstrates how to use it and tells the parents who to see before they leave to get their passwords. The student arrives home to find his parents waiting to talk to him about school. As he struggles to explain his recent poor progress report, his parents open their laptop, log on to the parent access component of the school‘s student information system and access his grades and attendance. They all have a frank discussion about skipping school, not turning in assignments, and how that leads to poor test grades and a poor progress report. The parents then request to receive email notification each week of their son‘s grades and attendance data along with any teacher comments. The student knows his days of skipping school and not turning in assignments are over.

A teacher or administrator develops a computer problem that is somewhat critical in nature and needs a quick response. A phone call for help is made to a technology specialist who attaches to the problem computer and takes control of the mouse and keyboard from wherever he may be in the district. The specialist fixes the problem or gives instructions while the user watches his actions on the monitor. The technology specialist is able to respond to the problem in a fast, efficient manner without having to leave his current location and drive to the problem location. Microsoft releases critical updates for the Windows operating system that protects the system from unauthorized access and tampering. The district maintains an update management server that stores critical updates on site in the district. District computers attach to the update server, download needed updates, and install them without intervention by the computer user. This frees up the technology specialists to deal with more demanding problems and frees Internet bandwidth for student and teacher use.

OUR MISSION

The mission of the Heard County School System is to educate and prepare students with the knowledge and skills to successfully meet current challenges and those of the future. Technology Mission Statement – The mission of the Heard County School System is to educate and prepare students with the knowledge and skills to successfully meet the challenges of the future. Technology should be an integral part of achieving the mission in the following ways:

A vital tool for students to use in examining, experiencing, and mastering the curriculum.

A vital tool for teachers to use in planning for and delivery of instruction and evaluation of student achievement.

A vital tool for administrators to use in planning for improvement, evaluation of program effectiveness, communication with parents and teachers, and maintaining organizational effectiveness.

A vital tool for parents in supporting their children‘s learning, tracking their progress, and communicating with school personnel concerning their achievement.

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CURRENT REALITY

Heard County is located in west central Georgia extending along the Alabama line. Approximately 11,290 residents live within the county‘s 301 square miles. Heard County ranks 117th of 159 counties in population. As of 2004, 28 percent of county residents are under the age of 18. As of 2003 Heard County ranked 142nd of the 159 Georgia counties in per capita income with an average earning of $13,236. In 2006, The Georgia County Guide reported that 20.5 percent of Heard County‘s children aged 0-17 live in homes that were below the poverty level. For school-aged children (5-17), 19.9 percent live in poverty. The 2000 census reports that only 68 percent of Heard County‘s adult population had earned high school diplomas. Statewide, 81 percent of the population holds a high school diploma. Additionally, 10 percent of Heard County‘s population has earned an Associate‘s Degree or Higher Postsecondary degree. Statewide, 29.5 percent of the population has earned some Postsecondary degree. In 2000, in households in Heard County 300 grandparents reported living in the household with 1 or more grandchildren. Of those households, 52 percent reported being responsible for the care of grandchildren. In 2003, 15.4 percent of births were to mother‘s age 15 to 19 as compared to 11.8 percent statewide. Of the births in Heard County in 2003, 35.3 percent were to unwed mothers. Statewide, this percentage was 38.1.The teen pregnancy rate in 2003 for children age 10-19 was 29.8 percent. The racial makeup of the county has changed significantly over the last quarter century. Current trends indicate a decreasing minority population from 17.1 percent of the population being African American in 1980 to 10.4 percent of the population in 2004. This is in marked contrast to the Statewide growth from 27 percent to 30 percent. The Hispanic population in the county is small. However it has grown from 0.87 percent in 1980 to 1.4 percent in 2004. Statewide, the Hispanic population has increased much more significantly from 1.2 percent to 6.8 percent. Heard County has limited industry as evidenced by the 68.5 percent of the population which work outside the county. Statewide, only 41.5 percent of the population works outside their county of residence. In contrast to small local industry, Heard County School System ranks 42nd out of 180 school system in the state of Georgia in per pupil wealth. The small local industry provides a decent tax base of needs construction and renovation to facilities through the local voter support of Special Local Option Sales Tax (SPLOST) for the last several years which has allowed for many improvements and expansions without increasing local property taxes. Heard County has little means of mass communication. There is no local radio or television station. The two local weekly newspapers have a combined circulation of approximately 1,000. Heard County School System administers educational and support services for approximately 2,100 students in grades Pre-K through 12. Three schools with grades Pre-K through 5 feed into the county‘s one middle school which includes grades 6 through 8. The middle school feeds into the county‘s one high school which includes grades 9 through 12. The Heard County School System consists of:

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Centralhatchee Elementary: approximately 200 students Ephesus Elementary: approximately 175 students Heard Elementary: approximately 750 students, Title I school-wide

Heard Middle School: approximately 500 students, Title I school-wide Heard County High School: approximately 600 students

The Heard County School System met Adequate Yearly Progress requirements for the 2004-2005 school year. The system employees 15 administrators, 152 teachers, 4 counselors, 40 paraprofessionals, 17 clerks, 2 technology specialist, 25 bus drivers, 3 nurses, 23 food service personnel, 18 custodians, and 4 maintenance and transportation technicians. All of theses faculty and staff members are certified in their field and well trained. 99.4 % are Highly Qualified according to requirements outlined by the Georgia Department of Education incompliance with the No Child Left Behind Act. All faculty and staff work collaboratively to ensure all children (including LEP, migratory, homeless, and subgroup populations) receive services to promote academic progress and growth. Heard County School System is funded through state allotment, local revenue, and federal, state, and private grants. Since 2000 the Board of Education and Heard County community has actively supported a revitalization of education in Heard County as evidenced by their strong support of three SPLOST referendum‘s to build the first middle school in Heard County, a new elementary school, and a new high school to be completed by 2009 and to complete extensive renovations of existing schools. The forward looking support of the community and board includes support of improvement initiatives and a continuous improvement process. Through this process Heard County School System plans strategically and systematically for improvement of student learning, organizational effectiveness and parent and community involvement.

Access to Technology

Data sources used to determine the current reality of access to technology include:

The System Technology Inventory Survey – December 2004. A table showing the number of students per instructional computers calculated from the 2005-2006 Hardware Survey worksheets. (link to table)

The total number of computers for 2004-2005 compared to 2005-2006, disaggregated per school, taken from the 2005-2006 Hardware Survey worksheets. (link to table)

In addition the System Technology Inventory Survey for 2005-2006 will be included when available. Reviews of the data sources show: Ephesus and Centralhatchee Elementary Schools have the lowest student to computer

ratios. Both of these schools are significantly smaller than any of the other three schools in the system, yet both have a computer lab used to teach technology skills to students, for remediation, and for test preparation. This is one of the reasons for the lower student to computer ratios.

Heard Elementary and Heard Middle are both Title I schools and they have a comparable student to computer ratio to the high school and only somewhat higher than the two small elementary schools. This indicates that economically disadvantaged students have equitable access to technology.

The total number of available computers increased at each school in the 2005-2006 school year with a system increase of approximately 41%. This increase is due to a computer

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leasing program adopted by the Heard County Board of Education. In 2006-2007 the focus of the lease will be Heard High and Heard Middle so the student to computer ratio should decrease at those schools.

Each of the three elementary schools has a computer lab for teaching technology skills to students, for remediation, and for preparation of students for statewide testing. Each of the labs has basically the same software purchased from Riverdeep.

NEEDS ASSESSMENT Student Achievement Needs Assessment In order to determine student academic needs the system improvement committee completed: (1) the development of the system profile (see Appendix C), (2) an extensive review of system data, and (3) detailed root cause analysis of system profile data. From analysis of the system profile the committee identified the following areas of concerns:

Low enrollment in gifted program Transition form 8th to 9th grade and 5th to 6th grade, need to increase CRCT scores for

transition grades

Drop Out Rate CRCT- Achievement Gap between groups: White and African American, Students with and without disabilities, economically disadvantaged and non economically disadvantaged, male and female. SWD gap much larger than state gap across all content areas. Ethnicity gap much larger than state gap across Reading, ELA, and Math. 4th and 6th grade Social Studies Ethnicity gap large. Economic Status Gap not as large as state gap.

CRCT- decrease in percent of students meeting/exceeding standard from 1st through 8th grade (decrease as students move to higher grade level)

GHSGT- percent pass/pass plus, concerns over test formatting, alignment with curriculum, Ethnicity Gap much larger than state gap in all content areas. EOCT data may give additional supporting data for needs analysis.

Through discussion of system data the following list of concerns were noted Need for Increased Rigor – examples: study skills, student responsibility Need for stated expectations of students in all subject areas at each level

Communicating with parents what students are expected to do at each level-- bridging Ability to track and monitor teacher attendance easily Increased Interventions- across grade levels Quality of Life Experiences Students seeing relationship between what they study and life

Training and Support for Parents—parenting skills, value of education Higher Expectations of Students GPS Implementation – belief it will address many issues and is a strength- concern over thorough and accurate implementation

Through in-depth analysis the committee identified root causes across areas.

Lack of Remediation- funding, time, scheduling, length of school day, appropriate programs, possible intercession

Lack of training in Differentiation, Cultural Awareness, Characteristics of subgroups, Strategies for support of specific subgroups

Low expectations of students by themselves, parents, teachers, administrators

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Lack of infrastructure for teacher communication , especially at transition grades (4/5, 8/9) Amount of parent communication, especially concerning stated expectations for students Parent Education

Lack of environment/program supporting study skills/student responsibility The System Profile is update annually and the system core team completes an in-depth analysis of the system data to identify areas of concern and root causes and to adjust the system initiatives accordingly. Student Technology Literacy Needs Student technology literacy needs are based on the ISTE National Educational Technology Standards for Students. These standards may be found at insert reference here. Student technology literacy skills will be measured by selected teachers. Currently there is no data documented for student technology skills. During school year 2007, technology skills will be measured by means of a paper

instrument. A sample instrument can be found at insert reference here. Technology skill measurement will be conducted once annually by the school‘s technology

lab teacher. For the High School students, the measurement will be conducted by Business Education teachers.

Designated teachers will use the ISTE National Educational Technology Standards and the paper assessment instrument to record student performance. The teachers will supplement the paper instrument by determining the specific tasks that will be observed.

Technology skill measurements will be conducted for grades 2, 5, 8, and 11. Measurements for grades 2, 5, and 8 will be performed during scheduled lab periods. A random sample of 20 eleventh grades students will be identified for testing at the High School level.

Designated teachers will report tabulated data of the number of students who met, exceeded, or did not meet for each of the ten performance indicators. Teachers are encouraged to provide narrative explanations of any performance indicators in which students are judged to be receiving inadequate training.

Technology Gap Analysis Gap Analysis – A careful analysis of current levels of technology access available compared to the projected level of access needed to accomplish the vision for technology use reveals the following gaps:

Students at Heard Middle and Heard High need increased access to computer labs. The labs at those schools are currently used for direct instruction 75% of the school day.

Students and staff at Heard Middle and Heard High need access to up-to-date computers. Many of the computers at those schools are older and need replacing.

Educational software needs to be added at all schools for the purpose of student assessment, student remediation, and student practice. In addition, software should be migrated from individual school servers to a centralized, web-based server.

LAN network capabilities need to be upgraded at Centralhatchee Elementary, Ephesus Elementary, and Heard High.

WAN network capabilities need to be upgraded at all schools with the exception of Heard Middle.

Additional training is needed for teachers, administrators and support staff. There were no significant gaps between Title I schools and Non-Title I schools.

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Title IIA Needs Assessment Needs are based on focus group evaluation of school improvement plans at individual schools followed by system level focus group discussion factoring in school focus group‘s identified areas and system improvement planning needs. The system level improvement team examines all data to identify needs. The prioritized needs are as follows:

Reduce class sizes Technology/Training

o Update hardware o Computer labs to be used by teachers for academic instruction (Employ a lab assistant) o Train teachers to integrate technology into instruction o Train teachers to use technology for planning/record keeping o Employ computer technicians to support teacher use of technology by maintaining and

repairing equipment as needed

Professional Learning o Stipends for GPS training and planning o Differentiated instruction o Generational poverty

Support teachers in becoming highly qualified o Pay PRAXIS fees for teachers who have not passed the test o Pay PRAXIS fees for teachers who wish to add areas of concentration or other fields to

become highly qualified

Support administrators in collaborative planning efforts Support administrators in leadership development activities

NOTE: Principals discussed but did not list any recruitment and retention needs. Heard County has had very few problems attracting highly qualified teachers in all areas. Teachers did identify a desire for the system to rejoin the social security system as a possible retention need.

The Title IIA needs assessment is an integral component of the system improvement planning process. Each school in the system evaluates their individual school improvement plans and identifies their needs in priority order. The needs identified at each school are brought to the system improvement committee, and a prioritized list of needs is developed by the system committee and approved by the school committee. The prioritized needs are as follows:

Reduce class size at Heard Elementary and Heard Middle, Title I schools, to help improve student achievement in schools with higher percentages of minority and low-income students.

Provide professional learning opportunities for teachers in the areas of differentiated instruction and generational poverty to help teachers meet the diverse needs of students, especially minority, low-income and special needs students.

Support teachers in becoming highly qualified.

Support administrators in collaborative planning efforts. Support administrators in leadership development activities. Equity in teacher experience and recruitment and retention of highly qualified teachers

were not considered to be high priority needs at this time. Each of these identified needs were addressed by the system improvement committee and strategies and initiatives are included in other descriptors in the plan (see descriptor 18 for a synopsis of the plan and for the location of strategies and initiatives)

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Professional Learning Needs Assessment Needs are based on system improvement team and school improvement team analysis of data including school and system improvement goals, standardized test scores, teacher renewal, induction, and certification needs, staffing needs as identified by school principals, and state and local initiatives. The system level improvement team examines all data and identifies needs. The prioritized needs are as follows:

Training and support for implementation of Georgia Performance Standards to include initial training, unpacking standards, unit design and revision, authentic assessment, standards based instruction, and differentiated instruction. Timelines as follows o 2006-2007- Year I: 3-5 and 8 Math, K-2 Science, 6-12 Social Studies Year II: K-2 and 7 Math, 3-5 Science Year III: K-12 ELA, 6 Math, 6-7 and 9-12 Science o 2007-2008 Year I: 9-12 Math, K-5 Social Studies

Year II: 3-5 and 8 Math, K-2 Science, 6-12 Social Studies Year III: K-2 and 7 Math, 3-5 Science Year IV: K-12 ELA, 6 Math, 6-7 and 9-12 Science

o 2008-2009 Year II: 9-12 Math, K-5 Social Studies Year III: 3-5 and 8 Math, K-2 Science, 6-12 Social Studies Year IV: K-2 and 7 Math, 3-5 Science Year V: K-12 ELA, 6 Math, 6-7 and 9-12 Science

Focus of Training: Year I- Understanding Standards, Unpacking Standards, Concept Map and Unit Development Year II- Implementation in the Classroom, Unit Evaluation and Modification Year III- Authentic Assessment and Differentiated Instruction Year IV- Teaching for Mastery Year V- Revisiting and Revising

Continuous Improvement Processes including but not limited to administrator and teacher leader training and support in Georgia Leadership Institute for School Improvement continuous improvement processes such as initial training, Leadership Preparation Performance Coaching, COLA participation, Legal and Program Updates and Requirements, Instructional and Curriculum Trends, Legislative Updates and Requirements

Teacher Flexibility needs such as certification requirements for Middle Grades and Special Education teachers related to Highly Qualified Status, Gifted, ESOL, and other endorsement programs, and additional training to support more flexible, knowledgeable staff in content and pedagogy

Teacher Induction to support new and veteran teachers through individual needs-based instruction, mentor teachers, and master teacher status

Paraprofessional training related to standards based instruction and student support

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ORGANIZATIONAL GOAL I: ATTAIN HIGH STUDENT ACHIEVEMENT AND SUCCESS Performance Objective I: Increase student mastery of the curriculum Performance Objective II: Decrease student drop out rate Performance Objective III: Decrease gap in student achievement based on ethnicity/race, gender, diploma type, disability, and economic status Access to Technology (Technology Goal I): All students and teachers in Heard County Schools will have frequent and dependable access to modern computers and high-quality instructional software to support standards-based, research-supported instructional models. Instructional Uses of Technology (Technology Goal II): Technology will be used to assess student learning, provide differentiated instruction, and support student mastery of the curriculum. System Readiness for Technology (Technology Goal III): All students will be taught by teachers who are proficient in using technology to support research-based instruction targeted toward high achievement of QCC/GPS.

GCIMP Objective I: Improve the provision of a free and appropriate public education to students with disabilities. GCIMP Objective II: Improve post-school outcomes for students with disabilities. GCIMP Objective III: Improve services for young children (ages 3-5) with disabilities. **Note: Shaded areas are modifications and additions added 6-2007 Actions/Strategies/Interventions Timeline for

Implementation

Needed Professional

Development, Materials/Resources

Person(s)/Dept

Responsible

Evaluation/Evidence Timeline for

Evaluation

Support School Level

Remediation Efforts Quarterly system level

meetings to discuss

remediation efforts at each school

System level team

support of Response to

2007-2008 $10,000- Professional

Learning related to remediation, RTI and

Pyramid of Intervention, funds

for seminars and

training, funds for possible school visits

Asst. Supts.

(MC,JP) All principals or their

designees, EIP rep., Sp Ed Rep.,

School, System, and

State Data on remedial students,

remedial plan, research on

programs, increase in

student achievement

Spring 2008

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Intervention and

Pyramid of Intervention development for each

school/level

(travel, substitute

pay) (Professional Learning)

Completed Pyramid

of Intervention

Spring 2008

Study current class size and possible impact of class size

reduction, based on study results make adjustments as

needed

Summer 2006- ongoing

MC, JP Data on CSR classes, Increase in test

Scores, pre- and post benchmarks of CSR

classes, plan if

needed

Yearly

Increase the percentage of

students with disabilities who

receive their instruction in the general education setting with

appropriate supports and accommodations.

2002- ongoing Provide professional

learning and

classroom support for co-teaching

strategies through local GLRS.

Sp.Ed. director,

GLRS personnel

Agendas, Student

schedules and IEPs.

student classwork, and standardized test

scores.

Ongoing – Spring

2008

Increase performance of

students with disabilities on statewide achievement tests .

Fall 2006 – Spring

2008 ongoing

General classroom

textbooks for SWD, appropriate

accommodations and modifications for

general classroom

and standardized testing

Sp.Ed. Director,

Principals, Asst. Principals, Sp.Ed.

and Regular teachers

School, System, and

State Data on Students with

Disabilities, Increase in Statewide

Achievement Test

scores

Late Spring 2007

– When test scores are

received by the school system.

Know Your Kids Initiative- Identify student needs

Administrators will talk

about our kids

Student Information

Sheets used annually

Expand Mentoring

Students at all schools Provide professional

learning opportunities

related to Understanding Poverty

and Boys In Crisis

Administrators work on

Promoting Compassion and High Expectations

Counselors and

Administrators develop plans on Helping Kids

Spring 2007- ongoing

$ 5,000 (Professional learning funds for

Understanding

Poverty and Boys in Crisis

Asst. Supts. (MC, JR), Principals

All principals or

their designee, System Technology

Support

Agenda, Materials for training redelivery

Documentation of Student Information

Sheet Usage

Documentation of

Mentoring Program

Plans for ―Helping Kids Know What is

Out There‖

Field Trip Request

Forms

―Bud Trip‖ reflection and feedback

Spring 2008

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Know What Is Out

There Focused Field Trips

(Planning. Tied to

Standards, Experiences

our kids don‘t get) Continue ―bus trips‖

with Individual Bus

Routes During the School Year for all

faculty and staff

documentation

Monitoring

Instruments, Reduction of Gap

based on State Assessments

Increase staff understanding of subgroups – selection of topics

to include characteristics of various subgroups by disability,

gender, race/ethnicity, socio-

economic status, and cultural awareness through afternoon

seminars, book studies, field trips, etc.

2007-2008 $2,000- Materials, travel money, books,

stipends (Title VIB Flow-Through, Title

IIA)

SC,JR Reflection Logs, Sign-In sheets,

agendas, Reduction in Gap Based on

Student Assessments

On-going, end of each session

beginning 2006

Investigate study skills

(academic, social, organizational, life )instruction

options K-12 and develop and implement system wide plan

2007-2008 $1,000- Materials,

stipends (Professional

Learning)

Counselors, JR, SC Study Skills Plan,

school schedules, state assessment

scores

Spring 2008

Promote inclusion philosophy

Provide training on co-

teaching (especially at elementary level

Review/Update gifted

guidelines (focusing on model, qualification and

continuation policy, and servicing needs)

2005-ongoing

2005-2008

2006-2008

$200- Materials (Title

VIB-Flow-Through)

$2,000-

Substitute funds (Title VIB Flow-

Through, Professional

Learning)

$1,000-

Copy of guidelines, travel money for

school visits

(Title VIB Flow-Through,

JR,MC, all principals

JR, all principals

MC, all gifted

coordinators

Survey data,

evidence of increased inclusion, school

schedules

Feedback from co-

teaching teams via survey and forum,

classroom observations of

effective co-teaching

Feedback from

stakeholders groups to include admin.,

gifted teacher,

regular teacher, parent, school

Spring 2007

Ongoing

beginning quarterly 2006-

2007

Quarterly 2006-

2007

18

Professional

Learning)

schedules

Increase the percentage of young children referred by

parents, or other agencies prior to age three who are

determined eligible and have an IEP implemented

by the third birthday.

Increase the percentage of time young children with

disabilities spend in natural environments with typically

developing peers

2006 – ongoing

2006 - ongoing

State and Federal Preschool Monies,

Brochures to Health Facilities, Head Start,

and local day cares. Interagency

meetings including

Babies Can‘t Wait.

Provide professional learning and follow-

up support for co-teaching through

GLRS for select general and special

education teachers

working with grades PK and Kindergarten

JR, TH, CB

Sp.Ed. Director, GLRS staff, selected

PK and K teachers.

Number of referrals received through

various agencies

FTE data, IEP, classroom

observation notes from GLRS

Spring 2007 – ongoing

Fall 2007 – 0ngoing

Expand comprehensive drop-out program

Provide additional

and targeted guidance counseling

for potential drop-

outs at middle and high school level

2006-ongoing

2006-2007 ongoing

2007-2008 ongoing

$130,000 Counselor salary and

benefits (General Fund)

JP,MC, all principals or their designee

JP,JR,RF

Plan, Drop out rate

Hiring and monitoring of

counselors,

counselors schedule

Fall of 2008

Fall 2006 ongoing

Articulate comprehensive

professional learning system Designate a

professional learning

coordinator for each

school to work in collaboration with

2006- ongoing $1,500-Materials ,

professional learning stipends

(Professional

Learning )

MC Professional Learning

Plan for each school (or imbedded in

improvement plan)

Winter 2007

19

system professional

learning coordinator and school principal

Develop site based

professional learning

budget Collaborate to

promote site based

professional learning through book

studies, whole faculty study groups,

workshops, off-site

conferences related to system/school

improvement plans, use of technology to

support instruction

Provide additional teachers to reduce maximum class size in

grades to be identified by the system school improvement

team based upon analysis of

data in the system profile

2006- ongoing $500,000-Funding for teacher salaries and

benefits (Title I and IIA)

JP, JR, MC Improved test scores in identified grades

Spring 2007- annually

Replace existing computers on

a 4-year rotation. (Technology

Goal I,II) (Technology Needs 1.3)

Sept 2006 – Lease

200 desktop and 10

laptop computers

Sept 2007 – Lease 200 desktop and 10

laptop computers

Sept 2008 – Lease

200 desktop and 10 laptop computers

$140,000 -SPLOST

funds

$210,000 – SPLOST funds

$210,000 – SPLOST

funds

Technology

Coordinator,

Technology Specialist

Same

Same

Verify computers are

in place

Same

Same

Acquire smart boards and projectors for selected

classrooms to be used to

enhance best practices and effective teaching strategies

May 2009 $20,000- Local funds $20,000- Grants

Selected Teachers, Technology

Coordinator,

Technology Specialist,

Verify installation of at least five

classroom smart

boards

May 2009

20

(Technology Goal I, II, V)

(Technology Needs 1.4)

Maintenance Staff

Migrate Accelerated Reader,

Accelerated Math, and STAR Math software from individual

school servers to centralized, web-based servers to provide

equal access to all students at

all schools (Technology Goal I,II) (Technology Needs 2.1)

December 2007 $20,000 - local funds

for initial buy-in

$7,000 local school funds for FY08 and

thereafter

Technology

Coordinator, Technology

Specialist

Test connectivity and

operation of centralized server

Purchase Business Education textbooks and software more

frequently so that students are not working with out dated

versions (Technology Goal I) (Technology Needs 2.4)

December 2008 $9,000 – Local funds for textbooks

$40,000 – local funds

for annual Microsoft School License

Agreement

High School Vocational Director,

Technology Coordinator,


High School Business Education text books

are no more than one version behind

Microsoft Office products

Add and update Classworks software that can be used for

student assessment, student

remediation, and student practice (Technology Goal II)

(Technology Needs 2.8)

January 2008 $120,000 - Title One funds for initial

purchase

$5,000 - local funds

for annual renewal

Training for teachers to use Classworks is

provided by vendor

Curriculum Director, Technology

Coordinator,


At least one software title added for

elementary level,

middle school level, and high school level

All schools examine and self assess using Georgia School

Standards (Keys) and complete

Standards Assessment Report for SACS CASI in preparation

for GAPPS Review/ SACS visit (See Appendix B)

2007-2008 $4,000- Travel for review team

Release time for collaboration with

RESA and SACS

$2,000 stipends for

School Improvement Teams to work off

contract

MC,JP, principals GSS documents, Standards

Assessment Report,

SACS reports, GAPPS report

Spring 2008

21

ORGANIZATIONAL GOAL II: DEVELOP ORGANIZATIONAL EFFECTIVENESS Performance Objective IV: Increase expectations of all students Performance Objective V: Increase funds expended for instructional purposes Performance Objective VI: Increase administrator, teacher, staff, and student attendance Performance Objective VII: Employ, Develop, and Retain Highly Qualified administrators, teachers, and paraprofessionals Administrative Uses of Technology (Technology Goal IV): Technology will be used to support the educational mission of the school system in planning for improvement, evaluation of program effectiveness, communication with parents and teachers, and maintaining organizational effectiveness. GCIMP Objective: Improve compliance with state and federal laws and regulations : Increase the number of students who are evaluated and placed within 60 days. **Note: Shaded areas are modifications and additions added 6-2007

Actions/Strategies/Interventions Timeline for

Implementation Needed Professional Development,

Materials/Resources

Person(s)/Dept Responsible

Evaluation/Evidence Timeline for Evaluation

Develop and Communicate Stated Expectations for all administrators,

teachers and staff. Examine teachers and

administrator evaluation

instrument connected to

system/school improvement goals and

focusing on accountability for

student learning/progress

2007-2008 Copy of Framework, other related

materials as released

JR, MC, Principals or designee

Annual evaluations, agenda from teacher

meetings

Spring 2008

22

Communicate and reflect

upon Georgia

Framework for Teaching

Develop stated expectations for

students- academically (based on

standards), behaviorally (conduct, study skills, student responsibility),

etc. System Committee with parent and student representation

Develop plan for

communicating student expectations with all-

administrators, teachers, students, and parents-

focusing on

responsibility/accountability for recognizing and

upholding expectations Compact, Orientation

2007-2008 $5,000-Money for

brochures, copies,

etc., materials for parent meetings

(Title I- Parent Involvement)

JP, MC, school

designee

Parent and student

survey, increased %

of parent involvement,

decreased discipline referrals, increases

student academic

achievement

Winter/Spring

2008

Promote collaboration and team

building across all grade levels horizontally and vertically

Create and Implement

Procedures and Time for Teacher Communication

–especially at transition

years

August 2006-

ongoing

$1,500-Funds for

substitutes or stipends

(Professional Learning)

Person in charge of

scheduling, counselors, JP, MC,

team leaders

Feedback from

teachers and others

Each grading

period

Develop tracking/monitoring

procedures for administrator, teacher, and staff attendance by

category (sick, personal,

professional learning, etc.) Develop and

Communicate

system/school process for increasing

attendance if needed

2006-2007 $3,000- Funds for

tracking system, professional

development, Funds

for contracting (General Fund)

Technology

Department, Payroll, JP, school

secretaries

Tracking system Dec 2006/Jan

2007

Develop annual report card for system and schools based on

improvement goals to be communicated to BOE, faculty and

staff, parents, and community

Summer 2006- system

May 2008- schools

$500-Funds for copying and posting

to web-site (General Fund)

MC, JP, principals or designees

Balanced Scorecard Summer 2007

23

Continue use of school social

worker and attendance protocol

Ongoing $45,000-Funds for

School Social Worker Salary and Benefits

(General Fund)

JR Improved Student

Attendance Rate

Annually

Continue faculty attendance incentives

Ongoing $10,000-Funds for incentives (General

Fund)

MC Improved faculty attendance rate

Annually

Develop and Implement Health and Wellness Plan

TaeBo

Weight Loss Plans

2007-2008 JG

Provide professional learning

opportunities related to teachers and paraprofessionals achieving

and maintaining highly qualified

status Praxis (GACE)

preparation and testing

Reading Endorsement

Concentration course

work GPS- FOCUS (not just

train the trainer-

follow-up and support)

Learning through

postsecondary/graduate studies

Standards Based

Classrooms Implementing

Technology in the

classroom

2006-ongoing $8,500-Fees for

professional learning courses, testing fees,

stipends

(Professional Learning, Title IIA)

MC, JP Increased percentage

of teachers and staff with highly qualified

status

Annually – Fall-

HiQ report provided by GA

PSC

Provide professional learning opportunities for administrators

related to leadership School improvement

processes through

planning opportunities

and conferences GAPPS/GSS/

Standards Based

2006-ongoing $10,500-Fees for professional learning

courses, conference registration, books,

SREB module training

(Professional Learning, Title IIA)

MC, JP Increased percentages on 360

evaluation, Standards Assessment

Inventory, What

Works in Schools survey

Winter and Spring 2007- ongoing

24

Classrooms

Legal updates through

conferences, newsletters, updates

from attorney

Curriculum updates through RESA, DOE,

conferences,

newsletters, book study

Leadership strategies

in collaboration, building positive

climate,

communication, etc. Learning through

graduate studies

Using Technology to

improve instruction

Improve printing availability for classrooms (Technology Goal III)

(Technology Need 1.5)

January 2009 $22,000 - local funds for additional

networked printers



Verify installation of two additional

networked printers at Ephesus,

Centralhatchee. Verify installation of

four additional

printers at all remaining schools.

April 2009

Evaluate and acquire an efficient

data backup solution (Technology Goal III) (Technology Need 1.6)

January 2009 $20,000 - local funds Technology


Specialist

Maximum of one

server failed backup per week.

April 2009

Implement a System Update Server

to automate delivery of Microsoft

critical updates to desktop computers (Technology Goal III)



Coordinator,


Verify automated

update deployment

April 2008

Evaluate and implement a district-wide solution for blocking spy ware

and ad ware (Technology Goal III) (Technology Need 2.3)

January 2007 $5,000 - local funds Technology Coordinator,


Verify operational status of selected spy

ware package

April 2007

Evaluate and Acquire an Intrusion

Detection solution (Technology


Coordinator,

Verify operation of

Intrusion Detection

April 2009

25

Goal III) (Technology Need 2.6) Technology

Specialist

Maintain a Student Information System that provides near real

time access to student performance for administrators and

parents (Technology Goal III, IV) (Technology Need 2.7)

On-Going $10,000 - local funds annually

Training for staff in

use of SIS provided by technology

specialists



Install Gigabit backbone at all schools (Technology Goal III)


January 2009 $50,000 - local funds Technology Coordinator,

Technology

Specialist

Verify installation of network electronics

April 2009

Upgrade and maintain WAN link

from the Central Office to Centralhatchee Elementary School

and to Ephesus Elementary School

to speeds greater than 1.54MBps (Technology Goal III) (Technology

Need 3.2)

August 2007 and

on-going


annually

$19,200 - erate

funds annually

Technology


Specialist

Verify WAN speed October 2007

Install and maintain fiber from the Central Office to Heard County

Elementary School that supports Gigabit speeds (Technology Goal

III) (Technology Need 3.3)

August 2007 and on-going


$20,000 - erate funds


annually

$36,000 - erate

funds annually



Verify Gigabit speeds October 2007

Retire Novell Netware as the primary school server operating

system and install Windows 2003 Server (Technology Goal III)


January 2007 and on-going

$30,000 - local funds annually for

Microsoft School License Agreement

Training staff to use a Windows network

provided by technology specialists



Verify installation of Windows 2003 server

at all schools

April 2007

Increase Technology manning to

three personnel to support increases in desktop computers

and increases in software

January 2008 and

on-going

$60,000 - QBE funds

annually

Technology


Specialist

Verify increase

manning

April 2008

26

deployment (Technology Goal III,

IV) (Technology Need 4.1)

Continue use of a trouble ticket tracking system with a target of a

technician response time of less than seven business days

(Technology Goal III) (Technology Need 4.3)

On-going $2,000 - local funds annually

Training staff to use

Big Web Desk provided by

technology specialists



Monitor reports generated by Big

Web Desk to measure average

response time

April 2009

Self-Assess by Committee BOE operations using GBSA Standards

2007-ongoing Funding for committee member

meetings

BRH Committee report, standards adherence

submission

October 2007

ORGANIZATIONAL GOAL III: ENSURE STUDENT AND STAKEHOLDER INVOLVEMENT (ENGAGEMENT), LOYALTY, AND VISION Performance Objective VIII: Increase parent communication Performance Objective IX: Increase individual‘s pride in their school Parent/Community Uses of Technology (Technology Goal V): Provide the technology and training necessary to assist parents in supporting their children‘s learning, tracking their progress, and communicating with school personnel concerning their achievement. GCIMP Objective: Increase the percentage of parents of children receiving special education services who report that schools encouraged parent involvement to improve results for students with disabilities. **Note: Shaded areas are modifications and additions added 6-2007

Actions/Strategies/Interventions Timeline for

Implementation Needed Professional Development,

Materials/Resources

Person(s)/Dept Responsible

Evaluation/Evidence Timeline for Evaluation

Encourage teacher August 2006- JR,MC, principals School Representative May 2008

27

communication with parents

Outline procedures

and expectations for school communication

with parents

Develop monitoring process for parent

contact

Develop

procedure/policy for initial parent contact

by all teachers Examine web-site-

Identify and develop

additional areas for

parent communication to be added to web-

site

Each grade span develop

consistent criteria- documentation requirements,

System team will develop definition of ―parent contact‖-

ongoing Feedback, Increased

Parent Communication

Definition of ―parent contact‖, grade span

criteria document

Visit community events to

promote/communicate about school /system- HCCP, Chamber,

other as requested

Summer 2006-

ongoing

$500-Funds for

materials, registration, etc.

(General Fund)

JP Exit

observations/feedback from system/school

representatives

ongoing

Refine system and school parent involvement plans

Dec. 2006- annually $500-Parent Involvement Funds

(Title I Parent Involvement)

JR System review of plans, Parent survey

feedback, school council minutes

Jan. 2007-annually

Improve school and system facilities

New Schools

Improvement to

existing schools

Ongoing TBD- SPLOST, QZAB, Facilities Plan

BRH Construction Plans and Updates

Ongoing

Maintain a Student Information System that provides near real

time access to student performance for administrators

and parents (Technology Goal

On-going $10,000 - local funds annually



28

III, IV) (Technology Need 2.7)

Increase in-house training

opportunities for parents, teachers, administrators, and

support staff in use of SIS(Technology Goal IV)


January 2009 and

on-going

Training provided by

technology specialists

Technology

Coordinator

Documentation of

training sessions conducted by

technology personnel

April 2009

Increase Technology manning to three personnel to support

increases in desktop computers and increases in software

deployment (Technology Goal III,

IV) (Technology Need 4.1)

January 2008 and on-going

$60,000 - salary funds annually



Verify increase manning

April 2008

APPENDIX A

Timeline for Continuous School Improvement

Review / Revise SI

Plan

Team meetings for School

Review with Staff – Class

rosters, School data, and Draft

SI Plan

Analyze individual

student data & re-roster for

teachers

Summer

Continuous

School Improvement

Analyze data and Update School Data

Profile

29

Timeline for Continuous School Improvement Timeline Comprehensive School Improvement Plan

Summer (May/ June / July) - As soon as test data and AYP reports are available.

Analyze data and Update School Profile (DOE format, from doe.k12.ga.us website) School Leadership

a) Analyze data (test, AYP reports, etc) b) Update / complete school profile

Summer (May/ June / July) - Bring SLT in during the summer to complete this task.

Review and Revise SI Plan School Leadership and School Leadership Team

a) Review the updated school data profile / charted data b) Identify school strengths – based on data analysis c) Identify 2 or 3 areas for improvement. d) Ensure that areas will fit into the system‘s goals and priorities. e) Review existing SI plan to determine if school weaknesses are already addressed. (Ideally, the plan

should utilize DOE plan template - doe.k12.ga.us website) f) If SI plan already has a goal and strategies which address a weakness identified in the data profile:

(1) Review the goal and make any needed revisions to the benchmarks. Make sure that the goal meets the criteria of a SMART goal.

(2) Review current strategies and discuss: (a) Are the current strategies working? (b) What needs to be done to increase the effectiveness of the strategies? (c) How do we evaluate the effectiveness of the strategies throughout the year? (3) Make revisions, additions, etc. to strategies for improvement

g) If the SI plan does not address the current weakness: (1) Develop a SMART goal for improvement of identified weakness (2) Determine what actions and strategies are needed and include those in the SI plan

h) Review the rest of the SI plan and make revisions as needed. This plan is now in DRAFT format for review by the entire school faculty.

i) Based on the revised school improvement plan, arrange for Professional Learning needs.

Summer (May/ June / July) (prior to day 1 of pre-planning)

Analyze individual student test results and re-roster data for teachers School Leadership or Designated personnel

a) Obtain electronic data from Spring standardized test (CRCT, EOCT, GHSGT) b) Utilize the ―color-coding‖ process to identify students that Did Not Meet (DNM), Met, and Exceeded on test, as well as Bubble students

30

(1) Make sure that all domains of the test are color-coded (2) Make sure that percent correct are available on the electronic template by domain

c) Take class rosters for the upcoming school year and re-roster data for teachers: (1) separate the data to match the new classes by teacher (2) print a hard copy roster with color-coded test results for each teacher (3) save data electronically to give to teacher

d) Make plans to: (1) provide teachers with hard copy data during pre-planning (2) have teachers spend time with their class data to identify ―bubble students‖, high impact

students, and differentiated groups. (3) train teachers to manipulate the electronic data for their class.

Pre-planning Class rosters, School Profile, and SI Plan

School Leadership and / or School leadership team

DATA ANALYSIS: a) Provide teachers with their (1) class summary data from the past year AND (2) re-rostered data for students they will be teaching (hard copy data is acceptable at this time). b) Ensure that teachers: (1) know how to read the data (2) use the re-rostered student data for the upcoming school year to identify students that: - are on the ―bubble‖ - are high impact - will benefit from flexible grouping / differentiated instruction based on domain scores (3) look at their last year‘s test scores and identify their low domains (4) have copies of test content descriptors and look at the skills / standards associated with their low domains c) Provide teachers with copies of school data profile / charted data (1) discuss whole school data for the previous year with all faculty members (this can be done in whole faculty or small group settings)

(2) ask faculty members to identify strengths and weaknesses from the profile data. SCHOOL IMPROVEMENT PLAN:

a) Distribute the DRAFT SI plan (developed over the summer by the SLT) to the faculty. (1) explain the process used to develop the DRAFT plan (2) briefly discuss the plan goals and strategies with the faculty

31

(3) have teams meet with their SLT representative to review the SI plan (this can be done during pre-planning or in scheduled meetings during the first couple of weeks of school).

During pre-planning teachers need to see (1) data for the students they will be teaching this year, (2) past data by their class and the content descriptors associated with the low domains, (3) the updated School Profile, which provides data for the entire school, and (4) the DRAFT SI plan.

Pre-planning or 1st Month of School (August)

Planning meetings for plan implementation: Grade Level / Department Meeting:

a)SLT members will schedule a day(s) (during pre-planning or 1st month of school) to meet with their SLT representatives to: - discuss the School Profile and grade/ department specific data - review the plan and answer the following questions:

1. Does the plan address the weaknesses noted in the school profile? 2. Are there any parts of the plan that are unclear or need revision? 3. Is the plan doable? 4. How can we (the grade level / dept) support and help implement the plan?

- Action Planning - determine grade level / dept. goals for improvement and specific strategies that can be implemented to support the SI plan

1. Outline the grade level / dept. strategies in a plan template 2. Include person responsible, timeline, and methods of evaluating the strategies. 3. Be very specific on the strategies.

- have the grade level / department SLT member submit and review the plan with the entire SLT during their next meeting

Individual Teachers:

a) have individual teachers develop a personal action plan that will support the team / grade level / dept.

strategies and the school improvement plan strategies b) individual teachers need to base their action plan on the review of their class / student data. c) teachers need to share their individual action plan with other grade level / team members and review their progress with the team on a monthly basis.

School leadership team meeting

a) Meet with the SLT to review the results of the grade level / department meetings b) Discuss plan support and grade level/ dept. specific strategies for each representative group. - have SLT serve as ―Critical Friends‖ to help gain clarity on the plans - refocus any strategies that are not aligned to the school plan

32

Throughout the school year (September – May)

Continual focus on SI plan implementation School Administration

a) Monitor implementation of strategies on a weekly basis (classroom observations, attending grade level / dept. meetings, gathering data and providing feedback to teachers / staff) b) Ensure that SLT meetings occur on a monthly basis (minimum) and are focused on student

achievement.

School Leadership Team

a) Discuss the progress on the SI plan at each meeting. b) Determine areas / strategies outlined in the plan that need additional support AND provide it. c) Determine areas that are not working AND make changes d) Constantly review and monitor the plan. e) Make revisions to the SI plan as needed

Grade level / Department Teams

a) SLT representative schedules meetings with the grade level or department on a weekly basis to discuss (1) school SI plan – (once a month), (2) Grade level specific plan (once a month), (3) Progress of Bubble / High Impact students and test data by domains (once a month), and (4) benchmark / formative assessments (once a month) b) SLT representative turns in minutes / agenda for each of these meetings and provides update on the

grade level strategies at SLT monthly meetings. c) Continue to review data as it becomes available and take on the responsibility of data analysis at the

team / dept. level.

Inclusion of new data: School Administrators

a) as new test data (ITBS, EOCT, Writing Assessment, Benchmarks) becomes available ensure that the data is given to staff in a timely manner b) analyze the new data at the three levels of (1) whole school, (2) grade level / class, & (3) individual students. Utilize SLT representatives to assist teacher teams with data analysis. c) incorporate new data into school profile d) ensure that SLT analyzes the data and compares it to the current SI plan.

(1) Does the plan support the identified needs of the new data? (2) How can we utilize the new data to assist our SI initiatives? (3) Do we need to incorporate additional strategies or revise current strategies to address the

results of the new data?

33

Summer (May/ June / July)

Continue Continuous Improvement Process

34

APPENDIX B

Timeline Comprehensive School Improvement

Plan

Georgia School Standards

Standards Assessment Report

Summer (May/June/July)

Analyze Data and Update School Profile

Review Georgia School Standards

Review Standards Assessment Report

Summer (May/June/July)

Review and Revise School

Improvement Plan

Create school level Balanced

Scorecard

Complete School Portion of System Improvement Plan

Review Georgia School

Standards with Leadership Team -Outline

process/procedures/timeline for

team

Review Standards Assessment

Report with Leadership Team- Outline


team

Summer (May/June/July

Analyze individual student

test results and re-roster data for teachers

Pre-Planning (August 1-3)

Class rosters, School Profile,

and School Improvement Plan

with Teachers

Outline


faculty

Outline


faculty

Pre-Planning or 1st Month of School (August)

Planning meeting for plan

implementation: Action

planning for teams and individual teachers

Individual Teachers complete

individual portion of school

improvement plan

Faculty completion of Georgia

School Standards On-line

Survey

Faculty completion of Teacher

Opinion Survey

Parent completion of Parent

Opinion Survey

Student completion of Student

Opinion Survey

September-May

Continual focus on School

Improvement Plan

Implementation: Administration monitor

implementation weekly, Leadership Team meet

monthly to discuss/review,

Grade Level/Department Team meet weekly to

discuss, include new data as available

Continual work on Self-

Assessment with Georgia

School Standards- Analysis of School- Completion of Rubric,

Gathering of Indicators- Revision/Addition to School

Practices as Needed

Continual work on Standards

Assessment Report – Analysis of

School – Completion of Rubric and Focus Questions, Gathering

of Indicators- Revision/Addition to School Practices as Needed

September


Improvement Plan Implementation:

Administration monitor

implementation weekly,


Assessment with Georgia School Standards- Analysis of

School- Completion of Rubric,

Gathering of Indicators-


Assessment Report – Analysis of School – Completion of Rubric

and Focus Questions, Gathering

of Indicators- Revision/Addition

35

Leadership Team meet

monthly to discuss/review, Grade Level/Department

Team meet weekly to


Revision/Addition to School

Practices as Needed

Planning and Organization Standard 1 and 2

to School Practices as Needed

Standard 1: Vision and Purpose Standard 7: Commitment to Continuous Improvement

October



Administration monitor implementation weekly,

Leadership Team meet


Team meet weekly to discuss, include new data as

available -Include new ITBS/COGAT Data



School- Completion of Rubric, Gathering of Indicators-

Revision/Addition to School

Practices as Needed

Leadership Standard 1,2,3,and 4



and Focus Questions, Gathering of Indicators- Revision/Addition


Standard 2: Governance and Leadership

November


Improvement Plan




Team meet weekly to

discuss, include new data as available -Include new GHSWT/GHSGT data


Assessment with Georgia



Practices as Needed

Curriculum Standard 1,2,and 3 Instruction Standard 1,2, and 3


Assessment Report – Analysis of



Standard 3: Teaching and Learning

December

Continual focus on School Improvement Plan

Implementation:

Administration monitor implementation weekly,

Leadership Team meet monthly to discuss/review,


discuss, include new data as

available

Continual work on Self-Assessment with Georgia

School Standards- Analysis of

School- Completion of Rubric, Gathering of Indicators-

Revision/Addition to School Practices as Needed

Planning and Organization Standard 3 and 4

Continual work on Standards Assessment Report – Analysis of

School – Completion of Rubric

and Focus Questions, Gathering of Indicators- Revision/Addition


Standard 5: Resource and Support Systems

January




monthly to discuss/review,





Practices as Needed

Assessment Standard 1,2,




Standard 4: Documenting and Using Results

36

discuss, include new data as

available- Include new EOCT data

and 3

February



Administration monitor



Team meet weekly to

discuss, include new data as available -Include new 8th Grade Writing Data



School- Completion of Rubric,


Practices as Needed

Student, Family, and Community Involvement and Support Standard 1,2,and 3



and Focus Questions, Gathering


Standard 6: Stakeholder Communications and Relationships

March











Professional Learning Standard 1,2, and 3




to School Practices as Needed Standard 7: Commitment to Continuous Improvement 7.4 Standard 5: Resources and Support Systems 5.3 Standard 2: Governance and Leadership 2.5

April






discuss, include new data as available -Include new GHSGT data





School Culture Standard 1 and 2




to School Practices as Needed Standard 3: Teaching and Learning 3.9

May


Improvement Plan




Team meet weekly to


GAPPS/AdvancED (SACS) visit

GAPPS/AdvancED (SACS) visit

37

May/June

Update Balanced Scorecard

Review and Analyze Visiting Team Report

Review and Analyze Visiting Team Report

Georgia School Standards

AdvancED Accreditation Standards

PLANNING AND ORGANIZATION- The processes,

procedures, structures, and products that focus the operations of a school on ensuring attainment of standards

and high levels of learning for all students.

Planning and Organization Standard 1: A current school vision and mission are the basis for all aspects of continuous

improvement. All stakeholders within the learning

community have achieved consensus regarding their shared vision and mission, which serves as the basis for all facets

of the continuous improvement process. 1.1 A written school vision and mission are reflective of the

system‘s vision and mission. The vision and mission

focus the school and reflect understanding among all stakeholders. The vision and mission guide the

continuous improvement process.

Planning and Organization Standard 2: A comprehensive

planning process results in a current school improvement

plan to guide the continuous improvement process for the school.

2.1 A data-driven and consensus-oriented process guides the development and implementation of a current school

improvement plan. The plan guides the work of

stakeholders to achieve short and long range goals. 2.2 Strategies selected to address goals and needs are

research-based and appropriate to endure achievement of goals.

2.3 The implementation of the improvement plan and its impact on student achievement are monitored by

administration and the school improvement/leadership

team.

Standard 1: Vision and Purpose- The school establishes

and communicates a shared purpose and direction for improving the performance of students and the

effectiveness of the school.

1.1 Establishes a vision for the school in collaboration with its stakeholders

1.2 Communicates the vision and purpose to build stakeholder understanding and support

1.3 Identifies goals to advance the vision

1.4 Develops and continuously maintains a profile of the school, its students, and the community

1.5 Ensures that the school‘s vision and purpose guide the teaching and learning process

1.6 Reviews its vision and purpose systematically and revises them when appropriate

Standard 7: Commitment to Continuous Improvement- The school establishes, implements, and monitors a

continuous process of improvement that focuses on student performance.

7.1 Engages in a continuous process of improvement that

articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of

students, their performance, school effectiveness, and the school community (Profile); employs goals and

interventions to improve student performance (Plan); and

documents and uses the results to inform what happens next (Results)

7.2 Engages stakeholders in the processes of continuous improvement

7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and

expectations for student learning

7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals 7.5 Monitors and communicates the results of

improvement efforts to stakeholders

7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement

LEADERSHIP- The governance process through which

38

individuals and groups influence the behavior of others so

that they work collaboratively to achieve common goals and promote organizational effectiveness.

Leadership Standard 1: The principal and school administrators provide leadership that reinforces a

commitment to high expectations for student achievement while promoting the school as a true community of learning.

1.1 The principal and school administrators exhibit understanding of curriculum, assessment, and

instruction. As a result of the role of lead learner

teachers are involved in professional learning, data analysis, reviewing student work, and making decisions

about instructional practices. 1.2 The principal and other school administrators balance

management and instructional priorities. They serve as

lead learner, helping staff to identify and address student achievement issues.

1.3 There is consistent evidence of administrative leadership contributing to the creation of a community

of learning within the school. Leaders participate on study teams, protect instructional time, and promote

adult learning. The principal and administrators inspire

the staff, keep the school focused on student learning, and promote continuous improvement.

1.4 School administrators understand and are actively involved in the analysis and utilization of data to drive

instructional decisions. They provide coaching,

supervision, and monitoring for curriculum, assessment, and instruction.

Leadership Standard 2: The principal and school

administrators facilitate the development, implementation,

and maintenance of a supportive learning environment for teachers and students through strong management and

organizational skills. 2.1 The school administration facilitate development and

implementation off consistent policies, practices, and procedures to ensure a safe, orderly, inviting learning

environment, including plans that reinforce students‘ self-

discipline and responsibility. 2.2 The principal and school administrators align resources

with learning and organizational goals. 2.3 There is evidence of consistency and professionalism in

management and organizational practices among school

leaders, producing a supportive learning environment for teachers and students. School leaders are visible to staff,

students, and parents in a majority of school settings and contexts.

Leadership Standard 3: School Governance and leadership

are distributed and school improvement is viewed as a

collective responsibility. 3.1 Leadership is distributed. School Administrators

collaborate with all staff members and other stakeholders to provide opportunities for shared decision-making to ensure

accountability for collaborative achievement of student and

organizational goals.

Standard 2: Governance and Leadership-The school provides governance and leadership that promote student

performance and school effectiveness.

Governance The school operates under the jurisdiction of a governing

board that:

2.1 Establishes policies and procedures that provide for the effective operation of the school

2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the

administrative head of the school

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

Leadership

The school has leadership that:

2.4 Employs a system that provides for analysis and review of student performance and school effectiveness

2.5 Fosters a learning community

39

3.2 Opportunities exist to develop and use staff members‘

leadership skills, including mentoring and professional development programs.

3.3 There is evidence of the school using central office,

regional, and state human, material, and financial resources to support the school improvement plans and goals.

Leadership Standard 4: The school leadership team

effectively demonstrates the principles and practices of distributed leadership as part of the process of shared

governance.

4.1 The School Improvement/Leadership Team is operational and representative of the school community.

The team meets regularly and works collaboratively to make decisions, problem-solve, and plan to enhance student and

staff achievement.

4.2 The School Improvement/Leadership Team has developed and uses protocols for handling business, making

decisions, and solving problems related to student needs, staff productivity and organizational performance.

4.3 The School Improvement/Leadership Team is data-driven, acquiring, analyzing, and displaying data and data

patterns to discern student achievement and organizational

productivity issues to reinforce continuous improvement.

2.6 Provides teachers and students opportunities to lead

2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation,

responsibility, and ownership

2.8 Controls curricular and extracurricular activities that are sponsored by the school

2.9 Responds to community expectations and stakeholder satisfaction

2.10 Implements an evaluation system that provides for

the professional growth of all personnel

CURRICULUM- A system for managing and facilitating student achievement and learning based upon consensus-

driven content and performance standards.

Curriculum Standard 1: The school‘s curriculum is sequenced and organized to ensure students know, do, and

understand the core content as outlined in the Quality Core

Curriculum or Georgia Performance Standards (based on phase in plan.

1.1 Planned, systematic alignment of curriculum documents with Georgia Performance Standards

1.2 Horizontal and vertical alignment among curriculum

elements 1.3 Rigorous curriculum requiring depth of student

understanding

Curriculum Standard 2: Teachers engage in a process of

collaborative planning for curriculum implementation to ensure that they agree on core content and required

student performance(s). 2.1 Collaboration of staff to align written curriculum with

the Georgia Performance Standards and consistent implementation of state expectations

2.2 Systematic collaborative planning to support agreement

on what all learners should know, do, and understand

Curriculum Standard 3: Teachers and administrators use a systematic process for monitoring and evaluating

implementation of the curriculum.

3.1 On-going, systematic, school-wide process to ensure consistency across grade levels and subject areas

3.2 Use of performance data and review of student work to

Standard 3: Teaching and Learning- The school provides research-based curriculum and instructional methods that

facilitate achievement for all students.

3.1 Develops and implements curriculum based on clearly-

defined expectations for student learning

3.3 Gathers, analyses, and uses data and research to make curricular and instructional choices

3.7 Provides for articulation and alignment between and

among all levels of schools 3.8 Implements interventions to help students meet

expectations for student learning

40

revise curriculum implementation and alignment of

resources

INSTRUCTION- Designing and implementing teaching-

learning-assessment tasks and activities to ensure that all students achieve proficiency relative to the Georgia

Performance Standards.

Instruction Standard 1: Instructional design and implementation are clearly and consistently aligned with

GPS and district expectations for learning.

1.1 Teaching informed by a consensus-driven shared framework for instruction

1.2 Teachers plan collaboratively using a framework to design, monitor, and revise instruction to ensure

student progress

1.3 Learning goals aligned with Georgia Performance Standards and communicated by the instructor.

Students know learning goals and are able to self-evaluate and support peers.

Instruction Standard 2: Research-based practice is standard

practice.

2.1 Learning environments and instruction demonstrate research-based strategies and processes

2.2 Teachers emphasize higher-order thinking skills, processes, and mental habits of mind

2.3 Teachers differentiate including adjusting content,

process, product, and learning environment 2.4 Student work reflects students‘ achievement of the

Georgia Performance Standards and includes evidence of higher-order thinking skills and processes

2.5 Flexible grouping is evident based on students‘ changing

readiness levels, interests, and learning styles 2.6 Student interventions are timely, systematic, and data-

driven and address student learning weaknesses and support acceleration when appropriate

2.7 Technology is used as a tool to reinforce mastery of standards; support students understanding and application

of core content; and to differentiate the teaching-learning

process.

Instruction Standard 3: High expectations for all learners are consistently evident, with students playing an active role

in setting personal learning goals and monitoring their own

progress based upon clear evaluation criteria. 3.1 High and clear expectations are established by teachers

and students. Students are engaged in authentic, standards-driven work.

3.2 Clear, challenging learning goals are established that are aligned to Georgia Performance Standards.

3.3 Students demonstrate personal efficacy and

responsibility.

3.2 Promotes active involvement of students in the

learning process, including opportunities for them to

explore application of higher-order thinking skills and investigate new approaches to applying their learning

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of

best practice

3.5 Offers a curriculum that challenges each student to

excel, reflects a commitment to equity, and demonstrates and appreciation of diversity

3.6 Allocates and protects instructional time to support

student learning 3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning 3.10 Provides comprehensive information and media

services that support the curricular and instructional program

3.11 Ensures that all students and staff members have

regular and ready access to instructional technology and a comprehensive materials collection that supports the

curricular and instructional program

Planning and Organization Standard 3: Collaborative

Standard 5: Resources and Support Systems- The school

41

planning involving the district and the school is present in all

aspects of fiscal management and resource distribution. This process reinforces the ability of the school to achieve

its articulated continuous improvement goals, including

ensuring academic success for all learners. 3.1 There is evidence of collaborative planning between the

district and school related to fiscal management and resource distribution.

3.2 There is evidence in classrooms and school areas of effective selection and use of allocated human,

technological, and material resources.

Planning and Organization Standard 4: All staff work

collaboratively to ensure rules, policies, and procedures related to sustaining a safe, productive and inviting learning

environment are clearly articulated, effectively

communicated, and successfully and consistently implemented throughout the school.

4.1 Rules, policies, and procedures are consistently and effectively communicated and implemented to ensure a

safe, orderly, and inviting learning community. 4.2 Instructional time is maximized. The school emphasized

the value of in-class attendance and active engagement

with no interruptions to detract from time on learning. 4.3 The school is well maintained and mechanical systems

and technology are up-to-date and efficient. Repairs are timely and efficient due to a clear process for identifying

and addressing needs. The overall condition of the school

positively affects students and staff and promotes a safe, orderly, inviting learning environment.

has the resources and services necessary to support its

vision and purpose and to ensure achievement for all students.

5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and

responsibilities 5.2 Assigns professional staff responsibilities based on

their qualifications 5.3 Ensures that all staff participate in a continuous program of professional development 5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

5.6 Monitors all financial transactions through a

recognized, regularly audited accounting system 5.7 Maintains the site, facilities, services, and equipment to

provide an environment that is safe and orderly for all occupants

5.8 Possesses a written security and crisis management plan with appropriate training for all stakeholders

5.9 Ensures that each student has access to guidance

services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and

educational and career planning 5.10 Provides appropriate support for students with special

needs

ASSESSMENT- The collecting and analyzing of student

performance data to identify patterns of achievement and underachievement in order to design and implement

appropriate instructional interventions.

Assessment Standard 1: A cohesive and comprehensive

system is in place to ensure that all administrators and instructional personnel use assessment data to design and

adjust instruction to maximize student achievement. 1.1 A formal assessment system is in place with

administrators and teachers collaborating to use

assessment data to adjust instruction to maximize student learning

1.2 Teachers can articulate standards and utilize assessment to measure student progress toward

standards, including identifying learning gaps. 1.3 Teachers work collaboratively to design assessment

practices which are consistent, balances, and authentic.

1.4 Instruction is aligned to the Georgia Performance Standards and is adjusted to meet student needs based

on recent, relevant formative data.

Assessment Standard 2: A variety of effective and balanced

assessment techniques is routinely and systematically implemented by all instructional personnel as part of a

comprehensive school-based assessment and evaluation

Standard 4: Documenting and Using Results- The school

enacts a comprehensive assessment system that monitors and documents performance and uses these results to

improve student performance and school effectiveness.

4.1 Establishes performance measures for student learning

that yield information that is reliable, valid, and bias free 4.2 Develops and implements a comprehensive

assessment system for assessing progress toward meeting the expectations for student learning

4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning

processes

4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to

improve student performance 4.5 Communicates the results of student performance and

school effectiveness to all stakeholders

42

system.

2.1 Diagnostic assessment is used to determine students‘ background knowledge and skills and adjust instruction to

accommodate students‘ readiness levels.

2.2 Teachers use a variety of formative assessment tasks and tools to monitor student progress over the course of

units and to adjust instruction to maximize student achievement. Teachers use formative assessment to provide

effective and timely feedback to students. 2.3 Teachers use a variety of summative assessment tasks

to evaluate student achievement of Georgia Performance

Standards. Collaboration on data analysis guides grade-level and school-wide decision-making.

2.4 Teachers use a comprehensive and balanced approach to diagnostic, formative, and summative assessment.

Assessment Standard 3: Assessment and evaluation data are analyzed to plan for continuous improvement for each

student, subgroup of students, and the school as a whole. 3.1 A comprehensive adjustment process is in place to

ensure continuous improvement for the individual learner, subgroups of students, and the school.

4.6 Uses comparison and trend data of student

performance from comparable schools in evaluating its

effectiveness 4.7 Demonstrates verifiable growth in student performance

4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal

regulations.

STUDENT, FAMILY, AND COMMUNITY INVOLVEMENT AND

SUPPORT- The school as a community of learning involves

parents and community members as active participants. There is consistent and growing evidence of parental

involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way

communication. Everyone collaborates to help the school achieve its continuous improvement targets and short- and

long-range goals,

Student, Family, and Community Involvement and Support

Standard 1: The school reinforces the continuous improvement process through active and sustained

involvement of student, family, and community.

1.1 Communication between the school and parents and community is regular, two-way, and meaningful with

evidence of its contribution to school goals. 1.2 The school promotes the parenting skills of its

community by offering training and information

sessions related to parenting competencies. 1.3 As a result of parent outreach and training programs,

parents play an integral role in assisting student learning.

1.4 Parents and community members feel welcomed in the school and at school functions. Their support and

assistance is sought in major aspects of the school

improvement planning process.

Student, Family, and Community Involvement and Support Standard 2: The school has organizational structures and

processes to ensure that students, families, and community

members play an active and sustained role in school governance, decision-making, and problem-solving.

2.1 There are organizational structures and process in place

Standard 6: Stakeholder Communication and Relationships- The school fosters effective communication

and relationships with and among its stakeholders.

6.1 Fosters collaboration with community stakeholders to

support student learning 6.2 Has formal channels to listen to and communicate with

stakeholders 6.3 Solicits the knowledge and skills of stakeholders to

enhance the work of the school

6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders

6.5 Provides information about students, their performance, and school effectiveness that is meaningful

and useful to stakeholders

43

to encourage involvement of students, families, and

community members to be actively involved in school governance and decision-making.

Student, Family, and Community Involvement and Support Standard 3: The school addresses student, family, and

community needs through appropriate services and cross-institutional partnerships.

3.1 There is a connection between the school and community‘s family-based support agencies. The school

offers its resources to the community to help build family

capacity. 3.2 Cross- institutional partnerships are functional to

reinforce the ability of the school to address the academic, social, emotional, and physical needs of all learners.

PROFESSIONAL LEARNING- Professional learning is the

means by which teachers, administrators and other school and system employees acquire, enhance, and refine the

knowledge, skills, and commitment necessary to create and

support high levels of learning for all students.

Professional Learning Standard 1: The context of professional learning—the who, when, why, and where-

contributes to the development and quality of learning

communities, ensuring that they are functioning, leadership is skilled and focused on continuous improvement, and

resources have been allocated to support adult learning and collaboration.

1.1 Teachers meet regularly in learning teams to plan for instruction. The collaborative work is aligned with the

school‘s improvement goals.

1.2 The principal and administrative team support the creation and maintenance of a learning community to

support teacher and student learning. They work collaboratively to reinforce teachers‘ collaboration and

to create structures to support collegial learning and

endure collaborative work. 1.3 There are many opportunities for teachers to serve in

instructional leadership roles. Teachers are engaged in planning, supporting, and communicating professional

learning in the school.

1.4 The principal and other leaders support a school culture that reflected team learning and continuous

improvement. They plan for professional learning, articulate results, and participate to become more

effective instructional leaders. 1.5 Teachers spend time in job-embedded professional

learning and collaboration addressing curriculum,

assessment, instruction, and technology. They receive sufficient support and resources to sustain their

learning. 1.6 Resources are allocated to support job-embedded

professional learning aligned with improvement goals.

There is commitment to ensure professional development activities result in successful classroom

implementation.

Standard 7: Commitment to Continuous Improvement- The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. 7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

Standard 5: Resources and Support Systems- The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students 5.3 Ensures that all staff participate in a continuous program of professional development Standard 2: Governance and Leadership-The school provides governance and leadership that promote student performance and school effectiveness.

2.5 Fosters a learning community

44

Professional Learning Standard 2: The process—the how—of professional learning is aligned with the articulated goals

and purposes, data driven, research based, evaluated to

determine its impact, aligned with adult learning theory, and collaborative in design and implementation.

2.1 Teachers and administrators collaboratively analyze disaggregated student learning, demographic, perception,

and process data to identify student and adult learning needs and goals. They continuously collect and analyze

student and teacher data to monitor and revise

improvement strategies. Accomplishments are celebrated and results are reported.

2.2 The principal and other leaders develop and implement a plan for conducting evaluation of the impact of

professional learning on teacher practices and student

learning. Teachers contribute to the evaluation by collecting and analyzing relevant student learning and process data.

2.3 The principal and other leaders demonstrate skills in interpreting educational research. Opportunities exist for

teachers to use educational research. 2.4 Teachers participate in long-term, in-depth professional

learning aligned with intended improvement outcomes

including follow-up support for implementing new classroom practices and enhancing teachers‘ content knowledge.

2.5 The principal and other leaders implement a variety of professional learning designed with expected adult learning

outcomes. They ensure teachers are engaged in long-term

professional learning with extensive support. Expectations for implementation describing desired classroom practices

and their connection to improvement goals are communicated.

2.6 Professional development is planned using research

about adult learning needs and change processes. It includes modeling and demonstration and impact teachers‘

depth of understanding enabling them to use new strategies routinely. Professional development is specialized to reflect

career stage needs and interests. 2.7 Teachers and administrators have knowledge and skills

regarding group processes. The school culture is

characterized by trust, collegiality, and collective responsibility for student learning supported by

collaboration.

Professional Learning Standard 3: The content—the what—

of professional learning reinforces educators‘ understanding and use of strategies for promoting equity and high

expectations for all students, application of research-based teaching strategies and assessment processes, and

involvement of families and other stakeholders in promoting student learning.

3.1 Classroom practices reflect an emotionally and physically

safe environment with respect and appreciation for a diverse population. There are high achievement

expectations for all students and teachers. Professional learning is provided as needed on the impact that attitudes

regarding race, disabilities, backgrounds, culture, high

expectations, and social class of both students and teachers

45

have on the teaching and learning process.

3.2 Teachers exhibit a deep understanding of subject matter, use a variety of appropriate instructional and

assessment strategies, plan interdisciplinary units and can

articulate a rationale for appropriate strategies and assessments to specific content.

3.3 All professional learning activities are purposeful and aligned with specific individual and group needs. Work

schedules support ongoing, collegial learning and professional development. Teacher learning time and

application of strategies is monitored.

3.4 Partnerships among teachers, families, and the community are maintained to support learning and enhance

student skills and talents. Strategies are implemented to increase family involvement.

SCHOOL CULTURE- The norms, values, standards, and practices associated with the school as a learning

community committed to ensuring student achievement and organizational productivity.

School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the

academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all

educators.

1.1 The overall school culture provides support for all learners, ensuring that their individual strengths and

needs are addressed to prepare them for success with the Georgia Performance Standards, post-secondary

education, and the world of work.. 1.2 The overall school culture supports the social growth

and development of all learners to interact positively

and effectively with diverse peers and adults. 1.3 The overall school culture supports the emotional

growth and development off all learners to understand their own motivation, monitor and evaluate their

emotions and. Access support and intervention as

needed. 1.4 The overall school culture supports the relational

growth and development and sense of belonging of all learners including clear and consistent support that

reinforce positive and productive relationships and

interactions. 1.5 The climate, cultures and practices of the school

reinforce and support the professional growth of all adults. Staff is committed to collaboration and decision-

making that supports continuous professional growth to ensure student achievement and organizational

productivity.

School Culture Standard 2: School rules, practices, and

procedures foster a sense of community and belonging to ensure that staff and students maximize their capacity for

teaching and learning.

2.1 School rules, practices, and procedures focus on the need to accept and support individual growth and individual

differences and invite positive relationships and interactions

Standard 3: Teaching and Learning- The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

46

among all members of the learning community.

2.2 The learning community celebrates and acknowledges the achievements and accomplishments of all members.

2.3 The school fosters inclusion and celebrates diversity

among all individuals and groups within the learning community.

2.4 The school combines an emphasis upon organizational goals with commitment to fostering individual self-

governance and self-improvement among students and staff members. School decisions involve stakeholders and

promote change and risk-taking through encouraging trust

and openness.

47

APPENDIX C

Heard County School System Profile

System Student Data Enrollment

Year Total Enrollment

% Black

% White

% Hispanic

% Asian

% American

Indian

% Multi- Racial

% Male % Female

2002-2003

2,112 12.5% 84.6% 1.1% <0.1% <0.1% 1.7% 51.5% 48.5%

2003-2004

2,099 11.5% 85.9% 0.9% <0.1% <0.1% 1.7% 51.2% 48.8%

2004-2005

2,145 11.4% 85.6% 1.0% <0.1% <0.1% 1.9% 51.3% 48.7%

2005-2006

2,213 10.2% 85.9% 1.0% 0.5% <0.1% 2.3% 50.8% 49.2%

2006-2007

2,192 9.4% 85.6% 1.6% 0.4% <0.1% 3% 50.9% 49.1%

Free/Reduced Lunch Number Percent of Student

Population 2003-2004 1,067 44.9%

2004-2005 1,253 51.3%

2005-2006 1,289 52%

2006-2007 1,337 54.5%

Programs

Special Education Program Enrollment Percent of Student

Population 2002-2003 263 12.5%

2003-2004 303 12.8%

2004-2005 335 13.7%

2005-2006 281 11.3%

2006-2007 258 10.5%

Early Intervention

Program (EIP) Program Enrollment Percent of Student

Population 2002-2003 256 25%

2003-2004 223 17.3%

2004-2005 175 13.5%

2005-2006 115 9%

2006-2007 148 11.8%

Remedial Education Content Areas Program

Enrollment

Percent of Student

Population 2002-2003 Reading/Math 29 6.03%

2003-2004 Reading/Math/Writing 77 13.9%




Gifted Education Program Enrollment Percent of Student

Population 2002-2003 75 3.6%

2003-2004 89 3.7%

2004-2005 114 4.7%

2005-2006 139 5.6%

2006-2007 111 4.5%

48

Title I # of Eligible

Schools

# of Schools served

Targets Assistance

# of Schools

Served Schoolwide 2002-2003 5 0 3

2003-2004 5 0 2

2004-2005 5 0 2

2005-2006 5 0 2

2006-2007 5 0 2

Elementary Data

Percent of students retained by grade

Retention Rates

Total K-5th

K 1st 2nd 3rd 4th 5th

2002-2003 6.2% 10.7% 5.1% 7.9% 11.3% 1.4% 0.5%

2003-2004 4% 4.7% 2.9% 7.6% 4.9% 1.3% 2.7%

2004-2005 4% 13.1% 1.2% 1.1% 3.7% 2.2% 2.6%

2005-2006 3.6% 10.9% 3.3% 1.9% 2.7% 1.9% 0.6%

2006-2007 1.1% 1.2% 1.4% 0% 1.1% 0.6% 2.8%

Percent of student subgroups retained by ethnicity and gender

Retention

Rates

% White % Black %

Hispanic

% Multi-

Racial

% Male % Female

2002-2003 5.3% 12.2% 0% 4.5% 7.2% 5.1%

2003-2004 4% 5.6% 0% 3.7% 5.4%% 2.7%

2004-2005 3.6% 7.4% 23% 0% 5.5% 2.6%

2005-2006 3.2% 6.9% 18.2% 0% 3.9% 3.3%

2006-2007 1.3% 0% 0% 0% 1.1% 1.1%

Mobility Rate of

Elementary Students Number Percent of Student

Population 2002-2003 291 25.3%

2003-2004 298 26.2%

2004-2005 371 33.4%

2005-2006 186 17%

2006-2007 132 11.8%

Middle School Data


Retention

Rates

Total

6th-8th

% in 6th % in 7th % in 8th

2002-2003 1.4% 1.2% 1.7% 1.3%

2003-2004 0.6% 0% 0.6% 1.2%

2004-2005 1.4% 3.2% 0.6% 0.6%

2005-2006 0% 0% 0% 0%

2006-2007 0% 0% 0% 0%

Percent of students retained by ethnicity and gender

Retention

Rates

% White % Black %

Hispanic

% Multi-

Racial

% Male % Female

2002-2003 1.5% 1.5% 0% 0% 71.4% 1.6%

2003-2004 0.7% 0% 0% 0% 0.7%% 0.4%

2004-2005 1.4% 1.9% 0% 0% 1.2% 1.7%

2005-2006 0% 0% 0% 0% 0% 0%

2006-2007 0% 0% 0% 0% 0% 0%

Mobility Rate of Middle

School Students Number Percent of Student

Population 2002-2003 82 18.5%

2003-2004 110 23.5%

2004-2005 99 10.6%

2005-2006 55 11.2%

2006-2007 60 12.5%

49

High School Data


Retention

Rates

Total

9th-12th

9th 10th 11th 12th

2002-2003 7% 7.8% 10.1% 5.6% 2.2%

2003-2004 5.4% 6.9% 5.3% 4.9% 3.1%

2004-2005 7.2% 10% 6% 6.2% 5%

2005-2006 8.6% 6% 5.8% 8.2%

2006-2007 7.1% 11.2% 9.6% 2.3% 4.0%

Percent of students retained by ethnicity and gender

Retention Rates

% White % Black % Hispanic

% Multi-Racial

% Male % Female

2002-2003 6.2% 12% 0% 0% 10.2% 3.6%

2003-2004 7.7% 4.5% 0% 0% 7.6% 2.5%

2004-2005 7.4% 7.1% 0% 0% 8.9% 6.2%

2005-2006 6.4% 2.7% 0% 0% 7.6% 5.2%

2006-2007 6.8% 8.2% 12.5% 14.3% 9.8% 7.3%

Mobility Rate of High

School Students

Number Percent of Student

Population 2002-2003 104 22.3%

2003-2004 92 19.4%

2004-2005 90 17.7%

2005-2006 85 14.9%

2006-2007 100 17.8%

Graduate Data

Diplomas 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 College Prep and

Tech Prep 17 44 33 12 41 39

College Prep 12 6 11 12 19 20

Tech Prep 40 39 31 28 42 44

Special Education

7 4 1 5 4 2

Total ALL Diplomas

76 93 76 57 106 105

Certificate of Attendance

2 13 10 15 11 15

Total Graduates 78 106 86 72 117 120

Completion Rate: Percent of 9th grade enrollment graduating in 4 years

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 Completion Rate 56.1% 57.7% 62% 68.5% 70.3% 71%

Drop-Out Data

Number of Drop Outs ( Students leaving school due to marriage, expulsion, financial hardship/job, incarceration,

lowgrades/school failure, military, adult education/postsecondary, pregnancy, removal for lack of attendance, serious illness/accident, or unknown reasons)

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 9th Grade 9 7 3 7 9 16

10th Grade 4 4 2 7 8 8

11th Grade 7 4 6 11 10 5

12th Grade 2 4 2 6 6 4

Total 22 19 13 30 34 33

% of Total Enrollment 4.5% 4% 2.7% 5.8% 5.8% 5.9%

6-12 grade student drop outs by ethnicity and gender

White Black Hispanic Female Male 2001-2002 20 4 1 9 16

2002-2003 17 6 0 8 15

2003-2004 9 4 0 4 9

2004-2005 29 2 1 14 18

2005-2006 34 1 0 13 22

2006-2007

50

Post Secondary Data

Year Graduates

Entering Georgia

Public Colleges

Graduates Entering Georgia Public

Technical Schools

Graduates Entering Other

Colleges

Graduates Entering the

Military 2001 Graduates 27.1% 14.1% NA NA

2002 Graduates 20.5% 11.5% NA NA

2003 Graduates NA NA NA NA

2004 Graduates 44% 20% 2% 7%

2005 Graduates 26% 34% 2% 3%

2006 Graduates 42% 26% 10% 4%

2007 Graduates 30% 23% 17% 3%

Attendance Percent of students absent 15 or more days AYP status

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 System 16 18.8 10.8 8.3 9.1 10.3

Centralhatchee Elementary

11.4 9.3 7 2.2 3.1 4.5

Ephesus Elementary 15.1 11.8 7.3 3.7 2.8 1.2

Heard Elementary 14.3 14.6 10.2 7.7 6.7 9.1

Heard Middle NA 23.9 12.5 10.9 12.8 13.7

Heard High 23 28.5 21.8 17 20.3 23.7

System Faculty/Staff Data

Certified

Staff Education

Bachelor’s

Degree

Master’s

Degree

Specialist’s

Degree

Doctorate Other

2001-2002 58 57 25 1 3

2002-2003 57 54 29 1 3

2003-2004 59 64 31 2 3

2004-2005 50 70 30 1 3

2005-2006 54 69 32 1 3

2006-2007 61 68 33 1 3

Certified

Staff

Experience

>1 year 1-3 years 4-10 years

11-20 years

21 + years

Total Certified

2001-2002 8.3% 4.9% 29.2% 19.4% 31.2% 144

2002-2003 2.8% 18% 22.2% 22.2% 34.7% 144

2003-2004 3.8% 13.8% 20.1% 28.9% 33.3% 159

2004-2005 6.4% 10.3% 23.7% 26.9% 32.7% 156

2005-2006 3.8% 11.5% 26.8% 33.1% 31.2% 157

2006-2007 2.4% 13.2% 23.5% 25.3% 35.5% 166

Percent Highly

Qualified

2003-2004 2004-2005 2005-2006 2006-2007

Teachers at Title I Schools 96.6% 98.9% 99.4% 99.1%

Teachers at NonTitle I Schools

96.3% 89.5% 96.3% 99.1%

Parapros at Title I Schools 0% 76.9% 100% 93.5%

51

SYSTEM Student Achievement Data Criterion-Referenced Competence Test (CRCT) Scores

Number of Students Tested

All Students

Grade Level 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 Grade 1 170 NA 156 190 155 146

Grade 2 155 NA 184 155 182 162

Grade 3 190 NA 163 180 154 178

Grade 4 148 206 141 153 172 156

Grade 5 168 NA 190 147 135 177

Grade 6 158 166 158 175 159 133

Grade 7 172 NA 158 154 176 166

Grade 8 146 157 150 172 158

Disaggregated by Ethnicity

Grade Level

2001-2002 White Af. Am.

2002-2003 White Af.Am.




2006-2007 White AfAm

Grade 1 140 14 NA NA 135 14 144 15 137 13 114 20

Grade 2 133 11 NA NA 161 20 130 16 159 14 143 11

Grade 3 157 18 NA NA 140 18 157 20 131 13 159 11

Grade 4 109 27 182 17 125 13 129 18 150 16 130 14

Grade 5 134 24 NA NA 179 15 132 11 121 13 157 13

Grade 6 130 23 139 21 124 30 153 17 144 10 116 13

Grade 7 148 18 NA NA 135 19 124 26 154 14 150 9

Grade 8 125 17 143 12 129 18 145 22 126 27 161 14

Disaggregated by Students with Disabilities

WOD= Students without Disabilities SWD= Students with Disabilities

Grade Level 2001-2002

WOD SWD

2002-2003

WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD Grade 1 139 23 NA NA 135 21 138 31 132 23 124 22

Grade 2 131 21 NA NA 152 32 131 24 162 20 143 19

Grade 3 158 22 NA NA 138 25 154 26 140 14 158 20

Grade 4 130 9 178 28 119 22 130 23 154 18 142 14

Grade 5 143 20 NA NA 163 27 129 18 122 16 154 23

Grade 6 144 13 145 21 148 10 152 23 144 15 119 14

Grade 7 159 8 NA NA 142 15 142 12 157 19 156 10

Grade 8 127 17 NA NA 140 10 155 17 147 11 171 15

Disaggregated by Economic Status NED= Not Economically Disadvantaged ED= Economically Disadvantaged


NED ED

2003-2004

NED ED

2004-2005

NED ED

2005-2006

NED ED Grade 1 NA NA 76 80 83 86 69 86

Grade 2 NA NA 79 105 70 85 73 109

Grade 3 NA NA 77 86 72 108 66 88

Grade 4 122 84 71 70 68 85 65 107

Grade 5 NA NA 95 95 80 67 57 81

Grade 6 70 96 77 81 77 98 96 63

Grade 7 NA NA 69 89 69 85 90 86

Grade 8 82 75 77 73 71 102 83 75

Disaggregated by Gender

Grade Level

2001-2002 Female Male





2006-2007 FemaleMale

Grade 1 86 76 NA NA 75 81 81 88 77 78 78 68

Grade 2 82 70 NA NA 81 103 74 81 91 91 85 77

Grade 3 83 97 NA NA 79 84 87 93 78 76 87 91

Grade 4 61 78 89 117 71 70 74 79 80 92 82 74

Grade 5 82 81 NA NA 85 105 72 75 66 72 82 94

Grade 6 77 80 86 80 76 82 78 97 77 82 64 69

Grade 7 80 87 NA NA 76 82 75 79 77 99 82 84

Grade 8 71 73 77 80 80 70 81 91 74 84 86 100

52

Criterion-Referenced Competence Test (CRCT) Scores Percent of Students who met or exceed standards

** Note: Shaded areas represent year of GPS implementation Reading HCSS

All Students


Grade 2 89 NA 88 86 94 98

Grade 3 80 NA 91 88 92 87

Grade 4 78 82 79 89 86 91

Grade 5 82 NA 88 93 94 89

Grade 6 75 84 79 85 89 90

Grade 7 85 NA 87 87 86 89

Grade 8 78 81 87 82 88 90


Grade

Level

2001-2002

White Af.Am.

2002-2003

White Af.Am.

2003-2004

White Af.Am.

2004-2005

White Af.Am.

2005-2006

White Af.Am.

2006-2007

White AfAm Grade 1 81 79 NA NA 92 100 92 86 91 97 96 80

Grade 2 88 91 NA NA 88 90 85 81 94 86 98 100

Grade 3 80 72 NA NA 92 78 90 80 92 92 87 73

Grade 4 80 74 82 71 81 62 90 82 87 75 91 93

Grade 5 82 83 NA NA 89 80 94 82 94 92 89 100

Grade 6 77 61 86 71 81 67 85 82 88 100 93 69

Grade 7 89 50 NA NA 87 79 90 77 87 71 91 NA

Grade 8 80 65 82 73 89 67 81 86 90 88 91 79



Grade Level

2001-2002 WOD SWD

2002-2003 WOD SWD

2003-2004 WOD SWD

2004-2005 WOD SWD

2005-2006 WOD SWD

2006-2007 WOD SWD

Grade 1 86 61 NA NA 95 76 92 53 92 87 97 77

Grade 2 94 57 NA NA 91 75 85 55 97 70 99 95

Grade 3 83 55 NA NA 93 76 89 41 93 86 92 45

Grade 4 79 NA 87 50 83 55 90 40 87 78 94 64

Grade 5 91 25 NA NA 93 59 03 45 96 89 92 74

Grade 6 80 23 90 40 84 10 85 55 90 87 94 57

Grade 7 87 NA NA NA 91 50 88 20 90 53 92 70

Grade 8 87 6 85 NA 91 30 82 27 92 36 93 60

Disaggregated by Economic Status

NED= Not Economically Disadvantaged ED= Economically Disadvantaged


NED ED

2003-2004

NED ED

2004-2005

NED ED

2005-2006

NED ED Grade 1 NA NA 93 91 96 87 90 93

Grade 2 NA NA 86 90 87 85 95 94

Grade 3 NA NA 95 87 92 87 94 91

Grade 4 84 77 79 79 96 85 91 83

Grade 5 NA NA 92 85 96 90 96 93

Grade 6 90 80 90 69 88 82 93 84

Grade 7 NA NA 93 82 97 79 91 81

Grade 8 85 77 91 82 89 77 92 84


Grade Level 2001-2002 Female Male






Grade 1 87 76 NA NA 93 91 97 86 95 88 94 94

Grade 2 91 86 NA NA 91 85 91 81 96 92 98 99

Grade 3 83 76 NA NA 94 88 94 84 96 88 89 86

Grade 4 85 72 88 77 83 74 92 87 91 82 90 92

Grade 5 84 81 NA NA 94 84 100 87 92 86 90 89

Grade 6 82 69 85 84 80 78 88 81 91 88 94 87

Grade 7 92 78 NA NA 91 83 92 84 88 85 95 87

Grade 8 76 79 88 75 89 84 89 76 92 86 93 88

53

English/Language Arts HCSS

All Students


Grade Level 2001-2002 White Af.Am.






Grade 1 82 79 NA NA 86 86 91 73 85 85 92 85

Grade 2 82 45 NA NA 88 85 88 81 93 64 93 88

Grade 3 83 56 NA NA 86 72 84 70 89 100 92 82

Grade 4 82 74 81 71 91 77 88 65 79 87 86 100

Grade 5 72 75 NA NA 87 87 90 55 92 85 91 92

Grade 6 63 41 70 57 79 60 80 53 86 90 93 69

Grade 7 82 72 NA NA 91 79 81 84 86 79 93 NA

Grade 8 78 53 74 42 85 78 81 82 93 87 88 86


WOD= Students without Disabilities SWD= Students with Disabilities Grade Level 2001-2002

WOD SWD

2002-2003

WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD Grade 1 82 79 NA NA 87 76 89 11 87 74 95 68

Grade 2 82 45 NA NA 93 66 87 36 96 50 94 79

Grade 3 83 56 NA NA 87 72 82 29 92 71 95 70

Grade 4 82 74 83 61 94 68 84 40 83 50 90 50

Grade 5 72 75 NA NA 93 52 88 55 94 69 91 87

Grade 6 63 41 77 19 80 0 78 40 90 53 95 57

Grade 7 82 72 NA NA 95 44 83 10 91 37 92 80

Grade 8 78 53 76 NA 89 30 82 53 93 64 91 69



NED ED

2003-2004

NED ED

2003-2004

NED ED

2005-2006

NED ED Grade 1 NA NA 88 82 95 84 87 84

Grade 2 NA NA 89 88 89 86 96 88

Grade 3 NA NA 97 83 85 81 94 87

Grade 4 84 74 93 87 88 81 85 77

Grade 5 NA NA 91 83 91 83 93 90

Grade 6 66 65 87 64 88 69 90 81

Grade 7 NA NA 93 88 97 72 90 80

Grade 8 79 77 88 81 94 74 96 88



Female Male

2002-2003

Female Male

2003-2004

Female Male

2004-2005

Female Male

2005-2006

Female Male

2006-2007

Female Male Grade 1 88 84 NA NA 88 83 95 84 94 77 94 88

Grade 2 80 80 NA NA 94 83 92 83 91 91 96 87

Grade 3 83 77 NA NA 89 81 89 76 94 87 94 90

Grade 4 87 68 91 78 94 86 86 83 86 74 88 85

Grade 5 79 75 NA NA 96 79 93 82 91 92 95 87

Grade 6 66 52 65 84 82 70 86 71 90 83 94 88

Grade 7 89 74 NA NA 93 87 88 78 92 80 96 87

Grade 8 79 71 86 59 90 79 93 73 93 89 91 77


Grade 2 80 NA 88 87 91 92

Grade 3 81 NA 85 82 90 92

Grade 4 78 80 80 84 80 87

Grade 5 78 NA 87 88 91 90

Grade 6 59 69 75 78 86 91

Grade 7 80 NA 90 83 85 92

Grade 8 75 72 85 82 91

54

Mathematics HCSS

All Students


Grade 2 81 NA 85 91 96 89

Grade 3 86 NA 88 88 98 97

Grade 4 57 72 77 77 85 81

Grade 5 70 N 89 87 92 96

Grade 6 72 74 80 83 62 79

Grade 7 80 N 82 81 93 84

Grade 8 73 80 85 79 85 86



White Af.Am.

2002-2003

White Af.Am.

2003-2004

White Af.Am.

2004-2005

White Af.Am.

2005-2006

White Af.Am.

2006-2007

White AfAm Grade 1 84 79 NA NA 91 100 96 73 95 85 91 75

Grade 2 83 55 NA NA 86 75 91 87 96 83 90 73

Grade 3 88 72 NA NA 90 71 90 85 98 100 97 91

Grade 4 62 48 75 59 80 46 83 61 85 75 85 64

Grade 5 76 37 NA NA 88 93 89 55 95 69 96 100

Grade 6 73 59 75 62 84 63 84 76 62 56 83 46

Grade 7 83 67 NA NA 84 68 84 69 92 93 84 NA

Grade 8 74 59 82 58 87 61 79 76 88 76 86 86

Disaggregated by Students with Disabilities WOD= Students without Disabilities SWD= Students with Disabilities Grade Level 2001-2002

WOD SWD

2002-2003

WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD Grade 1 NA NA NA NA 94 81 94 44 96 83 91 73

Grade 2 85 62 NA NA 89 62 90 45 98 80 91 74

Grade 3 88 73 NA NA 91 76 88 35 99 93 99 85

Grade 4 62 NA 78 39 80 64 78 27 88 55 85 36

Grade 5 77 25 NA NA 93 67 86 36 96 62 97 87

Grade 6 76 15 81 25 84 30 83 40 64 40 84 36

Grade 7 83 NA NA NA 88 31 81 10 98 47 87 30

Grade 8 82 0 84 NA 87 NA 80 20 91 90 91 37



NED ED

2003-2004

NED ED

2004-2005

NED ED

2005-2006

NED ED Grade 1 NA NA 91 94 98 91 94 94

Grade 2 NA NA 86 84 89 92 96 96

Grade 3 NA NA 90 87 92 85 100 97

Grade 4 75 68 82 73 85 72 85 85

Grade 5 NA NA 93 85 89 84 98 88

Grade 6 87 64 91 70 90 88 66 56

Grade 7 NA NA 88 78 96 68 93 92

Grade 8 88 71 92 77 90 73 88 83



Female Male

2002-2003

Female Male

2003-2004

Female Male

2004-2005

Female Male

2005-2006

Female Male

2006-2007

Female Male Grade 1 96 80 NA NA 91 94 96 92 93 91 87 90

Grade 2 84 79 NA NA 88 83 92 89 98 85 91 87

Grade 3 90 82 NA NA 90 87 90 86 96 100 100 95

Grade 4 61 58 79 68 80 74 77 79 87 83 82 80

Grade 5 73 68 NA NA 93 86 89 84 94 90 98 96

Grade 6 74 68 69 79 79 82 90 67 66 57 81 77

Grade 7 84 78 NA NA 84 80 82 80 93 92 88 80

Grade 8 69 75 87 72 85 84 85 75 86 88 90 87

55

Science HCSS

All Students

Grade Level 2001-2002 2003-2004 2004-2005 2005-2006 2006-2007 Grade 3 82 90 89 94 83

Grade 4 88 89 95 94 87

Grade 5 76 94 95 97 93

Grade 6 78 89 92 73 72

Grade 7 83 87 88 75 76

Grade 8 83 91 79 76 81


Grade Level 2001-2002 White Af. Am.

2003-2004 White Af. Am.

2004-2005 White Af. Am.

2005-2006 White Af. Am.


Grade 3 78 61 85 82 90 85 95 85 85 73

Grade 4 87 81 96 85 96 82 93 100 89 71

Grade 5 90 87 96 93 95 96 97 92 92 100

Grade 6 89 82 90 80 96 82 74 60 77 38

Grade 7 89 67 87 84 89 85 75 71 76 NA

Grade 8 81 76 83 72 88 86 76 74 83 71

Disaggregated by Students with Disabilities WOD= Students without Disabilities SWD= Students with Disabilities


WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD Grade 3 77 73 87 72 89 65 94 100 85 65

Grade 4 86 NA 96 67 95 67 95 83 87 79

Grade 5 95 50 98 78 95 73 99 80 93 91

Grade 6 91 62 92 40 92 90 75 57 76 43

Grade 7 84 NA 91 50 88 30 80 37 81 10

Grade 8 88 18 85 NA 80 20 80 18 84 50


NED= Not Economically Disadvantaged ED= Economically Disadvantaged Grade Level 2003-2004

NED ED 2004-2005 NED ED

2005-2006 NED ED

Grade 3 84 85 92 88 97 92

Grade 4 92 94 97 93 98 92

Grade 5 98 93 96 94 100 95

Grade 6 96 81 96 89 74 73

Grade 7 88 85 94 92 80 70

Grade 8 86 78 87 73 77 75

Disaggregated by Gender Grade Level 2001-2002

Female Male 2003-2004




Female Male Grade 3 73 78 86 83 93 86 92 96 82 85

Grade 4 84 87 96 90 92 97 95 93 83 91

Grade 5 90 89 99 92 99 92 98 96 94 93

Grade 6 91 86 88 89 94 91 76 71 73 71

Grade 7 91 83 86 88 89 87 74 76 79 73

Grade 8 74 85 83 80 90 87 80 73 83 71

56

Social Studies HCSS

All Students

Grade Level 2001-2002 2003-2004 2004-2005 2005-2006 2006-2007 Grade 3 77 85 90 98 92

Grade 4 84 93 91 95 94

Grade 5 88 95 92 96 96

Grade 6 89 89 85 89 86

Grade 7 87 87 84 90 85

Grade 8 80 82 89 91 91

Disaggregated by Ethnicity Grade Level 2001-2002

White Af. Am.

2003-2004

White Af. Am.

2004-2005

White Af. Am.

2005-2006

White Af. Am.

2006-2007

White AfAm Grade 3 83 61 91 76 90 85 98 100 92 91

Grade 4 NA NA 89 92 94 65 95 100 95 93

Grade 5 77 71 94 87 92 91 97 92 96 100

Grade 6 78 73 85 70 88 65 88 90 88 69

Grade 7 85 67 88 74 84 81 92 86 85 NA

Grade 8 85 76 91 89 78 77 90 89 91 86


WOD= Students without Disabilities SWD= Students with Disabilities Grade Level 2001-2002

WOD SWD 2003-2004

WOD SWD 2004-2005

WOD SWD 2005-2006

WOD SWD 2006-2007 WOD SWD

Grade 3 82 82 93 78 90 65 98 100 94 80

Grade 4 NA NA 92 73 91 73 95 94 95 86

Grade 5 83 35 98 70 92 64 98 80 98 83

Grade 6 81 38 86 30 85 65 89 87 89 64

Grade 7 84 NA NA NA 84 20 93 68 87 60

Grade 8 90 35 92 NA 79 38 94 45 93 67


NED= Not Economically Disadvantaged ED= Economically Disadvantaged Grade Level 2003-2004

NED ED

2004-2005

NED ED

2005-2006

NED ED Grade 3 91 88 92 89 97 99

Grade 4 90 89 93 89 100 93

Grade 5 98 89 95 89 98 95

Grade 6 94 73 90 79 92 84

Grade 7 94 81 94 74 94 86

Grade 8 91 92 93 85 94 87

Disaggregated by Gender Grade Level 2001-2002

Female Male

2003-2004

Female Male

2004-2005

Female Male

2005-2006

Female Male

2006-2007

Female Male Grade 3 81 82 94 86 91 89 97 99 93 91

Grade 4 NA NA 92 87 89 92 96 95 95 93

Grade 5 76 78 95 92 99 86 98 94 96 96

Grade 6 77 88 80 85 90 81 92 85 94 79

Grade 7 86 80 88 85 82 85 95 87 91 80

Grade 8 79 89 90 93 77 81 93 88 88 93

57

Middle Grade Writing Assessment (MGWA): HCSS

Percent of student on target and exceeds target performance levels ** Note: Shaded area represents new assessment implementation

Grade Level 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 Grade 8 88 89 87 86 93 66

Number Tested: 142 153 153 170 162 180

Georgia High School Graduation Test (GHSGT) : HCSS

Number of Students Tested

All Students

Subject 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 English 117 91 101 114 125 126

Mathematics 117 91 101 114 125 126

Social Studies 117 91 101 114 125 126

Science 117 91 101 114 125 126

Writing 117 87 97 119 121 139

Disaggregated by Ethnicity Subject 2001-2002

W AA

2002-2003

W AA

2003-2004

W AA

2004-2005

W AA

2005-2006

W AA

2006-2007

W AA English 95 17 79 15 79 23 95 17 117 7

Mathematics 95 17 79 15 79 23 95 17 117 7

Social Studies 95 17 79 15 79 23 95 17 117 7

Science 95 17 79 15 79 23 95 17 117 7

Writing 101 16 75 15 76 21 101 16 113 7



Subject 2001-2002

WOD SWD

2002-2003

WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD English 107 3 86 5 97 5 109 5 124 1

Mathematics 107 3 86 5 97 5 109 5 124 1

Social Studies 107 3 86 5 97 5 109 5 124 1

Science 107 3 86 5 97 5 109 5 124 1

Writing 102 3 82 5 93 4 114 5 118 3


Subject 2002-2003

NED ED

2003-2004

NED ED

2004-2005

NED ED

2005-2006

NED ED

2006-2007

NED ED English 61 30 50 52 68 46 79 46

Mathematics 61 30 50 52 68 46 79 46

Social Studies 61 30 50 52 68 46 79 46

Science 61 30 50 52 68 46 79 46

Writing 63 24 52 44 73 46 74 47

Disaggregated by Gender Subject 2001-2002

Female Male

2002-2003

Female Male

2003-2004

Female Male

2004-2005

Female Male

2005-2006

Female Male

2006-2007

Female Male English 52 58 45 46 47 55 58 56 70 55

Mathematics 52 58 45 46 47 55 58 56 70 55

Social Studies 52 58 45 46 47 55 58 56 70 55

Science 52 58 45 46 47 55 58 56 70 55

Writing 50 55 40 47 51 45 63 56 67 54

58

Percent of 11th graders passing on first administration: HCSS

** Note: Shaded areas represent year of GPS transition implementation All Students

Subject 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 English 95 NA 94 96 97 94

Mathematics 90 88 87 90 94 90

Social Studies 76 71 70 82 85 88

Science 60 59 57 62 68 75

Writing 87 85 76 83 89 81

Disaggregated by Ethnicity Subject 2001-2002

White AA 2002-2003 White AA

2003-2004 White AA

2004-2005 White AA

2005-2006 White AA

2006-2007 White AA

English 98 81 NA NA 04 91 97 88 96 NA

Mathematics 95 75 92 67 99 78 94 65 95 NA

Social Studies 87 44 75 53 78 43 85 59 86 NA

Science 70 31 64 29 62 39 69 18 68 NA

Writing 96 47 90 60 80 67 87 56 89 NA


Subject 2001-2002

WOD SWD

2002-2003

WOD SWD

2003-2004

WOD SWD

2004-2005

WOD SWD

2005-2006

WOD SWD

2006-2007

WOD SWD English 98 NA NA NA 95 NA 99 NA 96 NA

Mathematics 94 NA 92 NA 91 NA 93 NA 94 NA

Social Studies 82 NA 74 NA 73 NA 85 NA 85 NA

Science 65 NA 63 NA 59 NA 64 NA 68 NA

Writing 91 NA 88 NA 79 NA 87 NA 92 NA


NED= Not Economically Disadvantaged ED= Economically Disadvantaged Subject 2002-2003

NED ED 2003-2004 NED ED

2004-2005 NED ED

2005-2006 NED ED

2006-2007 NED ED

English NA NA 96 90 99 91 97 93

Mathematics 90 83 94 78 97 78 95 93

Social Studies 74 66 80 61 88 72 87 80

Science 62 54 58 56 72 46 69 65

Writing 89 75 85 68 86 78 92 85

Disaggregated by Gender Subject 2001-2002

Female Male

2002-2003

Female Male

2003-2004

Female Male

2004-2005

Female Male

2005-2006

Female Male

2006-2007

Female Male

English 96 95 NA NA 96 91 93 98 97 95

Mathematics 92 91 89 85 91 82 88 91 96 93

Social Studies 77 83 66 77 65 74 78 86 84 85

Science 60 67 52 66 47 65 55 68 77 56

Writing 92 85 90 81 84 69 87 79 07 80

Percent of 11th graders scoring proficient and advanced on enhanced version

Subject 2003-2004 2004-2005 2005-2006 2006-2007 English 89 88.5 87.4 92

Mathematics 66 73.5 76.1 79

59

End of Course Test (EOCT)

Number of Students Tested: HCSS All Students

Course 2003-

2004 Spring

2004-

2005 Winter

2004-

2005 Spring

2005-

2006 Winter

2005-

2006 Spring

2006-

2007 Winter

2006-

2007 Spring

9th Literature 57 93 190 86 189 67 95

American Literature

65 78 151 89 162 95 78

Algebra I 130 75 197 54 136 52 132

Geometry 62 NA 57 55 126 78 50

Biology 100 98 176 77 152 115 76

Physical Science 46 80 155 89 159 67 107

United States History

76 14 33 85 135 72 47

Economics 37 16 31 64 100 61 59


Course 2003-2004

Spring

Wh AA

2004- 2005

Winter

W AA

2004- 2005

Spring

Wh AA

2005- 2006

Winter

Wh AA

2005- 2006

Spring

Wh AA

2006- 2007

Winter

Wh AA

2006- 2007

Spring

Wh AA 9th Literature 50 6 68 20 158 27 73 NA 159 26 53 13 77 14

American Literature

55 10 70 7 136 14 77 11 136 21 79 12 68 7

Algebra I 113 13 66 8 170 24 45 NA 109 29 44 NA 107 20

Geometry 51 10 NA NA 48 7 54 NA 115 8 68 NA 42 6

Biology 96 54 86 8 153 20 61 14 129 20 95 13 61 14

Physical Science 40 5 71 6 139 15 74 14 133 23 60 NA 84 19


69 6 10 0 26 7 76 NA 121 11 63 NA 38 6

Economics 27 10 14 0 27 4 54 NA 82 14 55 NA 53 4



Course 2003-2004

Spring WODSWD

2004- 2005

Winter WOD SWD

2004- 2005

Spring WOD SWD

2005-2006

Winter WOD SWD

2005- 2006

Spring WOD SWD

2006- 2007

Winter WODSWD

2006- 2007

Spring WOD SWD

9th Literature5 57 0 86 7 178 12 76 10 173 16 63 NA 91 4

American Literature

60 5 74 0 146 14 87 NA 156 6 91 NA 73 5

Algebra I 74 3 74 0 140 7 51 NA 130 6 49 NA 127 5

Geometry 62 0 NA NA 56 1 55 NA 125 1 76 NA 50 0

Biology 98 2 93 5 163 13 70 NA 137 15 110 NA 73 3

Physical Science 44 2 79 0 151 4 85 NA 152 7 57 NA 105 2


75 1 14 0 32 1 81 NA 131 4 68 NA 45 2

Economics 36 1 15 0 28 3 62 NA 97 3 60 NA 59 0

60



Course 2003-2004

Spring

NED ED

2004-2005

Winter

NED ED

2004-2005

Spring

NED ED

2005-2006

Winter

NED ED

2005-2006

Spring

NED ED 9th Literature5 31 26 NA NA 94 96 NA NA 86 103

American Literature 32 33 NA NA 91 60 NA NA 86 78

Algebra I 80 48 NA NA 101 96 NA NA 87 97

Geometry 37 25 NA NA 37 20 NA NA 70 56

Biology 58 42 NA NA 87 89 NA NA 65 87

Physical Science 32 14 NA NA 83 72 NA NA 88 71

United States History 47 29 NA NA 18 15 NA NA 80 55

Economics 19 18 NA NA 13 18 NA NA 60 40


Course 2003-

2004 Spring

Fem. Male

2004-

2005 Winter

Fem. Male

2004-

2005 Spring

Fem. Male

2005-

2006 Winter

Fem. Male

2005-

2006 Spring

Fem. Male

2006-2007

Winter Fem. Male

2006-

2007 Spring

Fem. Male 9th Literature 31 26 45 46 91 99 44 41 90 99 28 39 51 44

American Literature

30 35 40 38 80 71 45 44 87 75 46 49 36 42

Algebra I 35 42 36 39 62 85 32 22 71 65 18 34 63 69

Geometry 28 34 NA NA 34 23 29 26 67 59 36 42 29 21

Biology 53 47 46 52 93 83 43 34 74 78 53 62 38 38

Physical Science

26 20 35 45 74 81 45 44 84 75 31 36 53 54


42 34 5 9 19 14 47 38 70 65 37 35 24 23

Economics 19 18 8 8 14 17 33 31 54 46 36 25 28 31

61

Percent of Students Passing: HCSS

** Note: Shaded areas represent year of GPS implementation All Students

Course 2003-2004

Spring

2004-2005

Winter

2004-2005

Spring

2005-2006

Winter

2005-2006

Spring

2006-2007

Winter

2006-

2007 Spring

9th Literature 72 74 75 50 56 63 68

American Literature

86 90 92 72 68 67 68

Algebra I 78 71 69 72 67 54 77

Geometry 55 NA 75 69 67 59 76

Biology 72 88 80 53 49 54 41

Physical Science 67 80 77 61 68 70 71


82 57 76 71 70 81 70

Economics 32 19 39 84 85 77 90


Course 2003- 2004

Spring White AA

2004- 2005

Winter White AA

2004- 2005

Spring White AA

2005- 2006

Winter White AA

2005- 2006

Spring White AA

2006- 2007

Winter White AA

2006- 2007

Spring White AA

9th Literature

76 NA 79 60 78 63 49 NA 55 54 68 46 71 50

American Literature

92 50 90 86 93 86 71 73 69 57 71 58 68 NA

Algebra I 81 46 73 50 74 33 71 NA 69 60 57 NA 80 65

Geometry 59 40 NA NA 75 NA 69 NA 67 NA 60 NA 81 NA

Biology 62 NA 90 75 83 55 56 36 50 35 57 31 41 43

Physical Science

65 NA 83 50 80 47 65 36 71 48 70 NA 74 58


86 NA 60 NA 81 NA 72 NA 73 45 81 NA 68 NA

Economics 37 20 21 NA 41 NA 89 NA 90 50 80 NA 91 NA


Course 2003- 2004

Spring

WOD SWD

2004- 2005

Winter

WOD SWD

2004- 2005

Spring

WOD SWD

2005- 2006

Winter

WOD SWD

2005- 2006

Spring

WOD SWD

2006- 2007

Winter

WOD SWD

2006- 2007

Spring

WOD SWD

9th Literature 72 NA 79 14 80 8 55 10 59 19 67 NA 71 NA

American Literature

94 NA 93 NA 94 NA 71 NA 69 NA 70 NA 71 NA

Algebra I 80 NA 72 NA 72 NA 75 NA 68 NA 57 NA 79 NA

Geometry 55 NA NA NA 77 NA 69 NA 67 NA 59 NA 76 NA

Biology 33 NA 89 60 84 31 57 NA 53 13 55 NA 42 NA

Physical Science

64 NA 80 NA 77 NA 64 NA 71 NA 77 NA 72 NA


83 NA 57 NA 78 NA 74 NA 73 NA 84 NA 73 NA

Economics 33 NA 20 NA 43 NA 87 NA 88 NA 78 NA 90 NA



Course 2003-2004 Spring

NED ED

2004-2005 Winter

NED ED

2004-2005 Spring

NED ED

2005-2006 Winter

NED ED

2005-2006 Spring

NED ED

2006-2007 Winter

NED ED 9th Literature 81 62 NA NA 82 69 NA NA 65 48

American Literature 91 82 NA NA 96 87 NA NA 74 61

Algebra I 81 73 NA NA 72 66 NA NA 78 73

Geometry 57 52 NA NA 78 70 NA NA 70 62

Biology 76 67 NA NA 85 75 NA NA 55 44

Physical Science 66 50 NA NA 86 67 NA NA 75 59

United States History 83 79 NA NA 83 67 NA NA 76 62

Economics 26 39 NA NA 38 39 NA NA 92 75

62


Course 2003-

2004

Spring Fem. Male

2004-

2005

Winter Fem. Male

2004-

2005

Spring Fem. Male

2005-

2006

Winter Fem. Male

2005-

2006

Spring Fem. Male

2006-

2007

Winter Fem. Male

2006-

2007

Spring Fem. Male

9th Literature 84 58 73 75 78 73 61 39 64 47 68 59 78 57

American Literature

87 86 93 87 95 89 73 70 72 63 70 65 67 69

Algebra I 90 66 64 77 67 70 69 77 66 68 33 65 73 80

Geometry 64 57 NA NA 79 70 72 65 66 68 58 60 72 81

Biology 77 66 87 88 81 80 44 65 45 53 55 53 37 45

Physical Science

69 50 74 84 78 75 64 58 68 68 61 78 70 72


86 76 20 78 68 86 74 66 74 66 78 83 58 83

Economics 26 39 13 25 21 53 79 90 81 89 86 64 100 81

Scholastic Aptitude Test (SAT)

Year # Taking Test Average Verbal Average Math Total 2001-2002 28 468 468 936

2002-2003 45 501 486 988

2003-2004 51 479 454 932

2004-2005 42 469 462 931

# Taking Test Average Critical

Reading

Average Mathematics

Average Writing

Average Total

2005-2006 2006-2007 40 495 470 460 1425

Advanced Placement Exams (AP)

Year # of

Students Taking

Tests

# of Tests

Taken

# of Scores

3 or higher

% of Scores

3 or higher

2003-2004 24 28 19 35.7%

2004-2005 18 24 6 25%

2005-2006 13

2006-2007 20

63

APPENDIX D COMMUNICATION/MARKETING

The system improvement committee is in the process of developing a Balanced Scorecard (See Organizational Goal II: Develop Organizational Effectiveness) beginning in the summer of 2006. The scorecard will be based on the Organizational Goals identified in the System Improvement Plan and will serve as the evaluation and progress monitoring piece of the Plan. Each action/strategy/intervention will be evaluated based on the evidence as specified in the Plan with scores assigned as follows:

0 if no progress has been made

1 if progress has been made but the action was not fully implemented or the benchmark was not met

2 if the action was fully implemented or the benchmark was met The scorecard, along with the System Improvement Plan, will be presented to the Board of Education annually and will be shared with all stakeholders in the following ways:

Posted at the system office and at each school Published in the local newspapers Posted on the system website Presented to school councils Discussed with parents at functions such as at PTO meetings

Discussed with students at individual schools The scorecard will be a vital tool for the System Improvement committee to use each year as they evaluate, update and revise the System Improvement Plan as well as a springboard for soliciting input from all stakeholders.

64

APPENDIX E

TECHNOLOGY SKILLS ASSESSMENT

Overview. Teachers will use the grade level performance indicators contained in the ISTE National Educational Technology Standards for Students to develop a list of tasks that can be observed in the teacher‘s lab environment. The

teacher will observe students performance on each indicator and report the results to the Central Office in tabulated form.

Grade Level:_________________

Performance Indicator

Tasks Meets Exceeds Does Not Meet

1

2

3

4

5

6

7

8

9

10

65

APPENDIX F

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS

NETS for Students

Profiles for Technology Literate Students: PreK – 2

Performance Indicators

A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.

GRADES PRE K - 2

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3. Communicate about technology using developmentally appropriate and accurate terminology. (1)

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

6. Demonstrate positive social and ethical behaviors when using technology. (2)

7. Practice responsible use of technology systems and software. (2)

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools

Profiles for Technology Literate Students: Grades 3-5


A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that

66

all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.

GRADES 3 - 5


1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)


1. Basic operations and concepts

2. Social, ethical, and human issues

3. Technology productivity tools

4. Technology communications tools

5. Technology research tools

6. Technology problem-solving and decision-making tools




GRADES 6 - 8

Performance Indicators:

67

All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 8 students will:

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)











GRADES 9 - 12


1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

2. Make informed choices among technology systems, resources, and services. (1, 2)

3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)

4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)

68

5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)

7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)

8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)








69

APPENDIX G Policy Level: Exhibit Descriptor

Code: IFBG

Rescinds Code: IFBD (2)

Descriptor Term:

Student Acceptable Use Agreement

Administrative Effective Date:

12/11/2001

Procedures:

STUDENT ACCEPTABLE USE AND INTERNET SAFETY GUIDELINES

FOR THE COMPUTER NETORK OF THE HEARD COUNTY SCHOOL DISTRICT

The Heard County School System is pleased to make available to students access to interconnected computer

systems within the District and to the Internet, the worldwide network that provides various means of accessing

significant educational materials and opportunities.

In order for the school system to be able to continue to make its computer network and Internet access available, all students must take responsibility for appropriate and lawful use of this access. Students must understand that one

student‘s misuse of the network and Internet access may jeopardize the ability of all students to enjoy such access. While the school‘s teachers and other staff will make reasonable efforts to supervise student use of network and Internet

access, they must have student cooperation in exercising and promoting responsible use of this access.

Below are the Acceptable Use and Internet Safety Guidelines of the school system and the Data Acquisition Site

that provides Internet access to the school district. Upon reading the guidelines and signing and returning the Student‘s Agreement as the students have been directed, each student will be given the opportunity to enjoy Internet access at

school and is agreeing to follow the guidelines. The school district will not provide access to any student who fails to

submit the agreement to the school as directed with the signatures of the student and his/her parents or guardians.

Listed below are the provisions of your agreement regarding computer network and Internet use. If you have any questions about these provisions, you should contact your school media specialist or principal. If any user violates

the guidelines, the student‘s access will be denied, if not already provided, or withdrawn, and he or she may be subject to

additional disciplinary action.

I. PERSONAL RESPONSIBILITY By signing this agreement, you are agreeing not only to follow the rules in these guidelines, but are agreeing to refrain

from any other misuse of the network that is not included in the guidelines, but has the effect of harming another or his

or her property.

II. TERM OF PERMITTED USE

A student who submits to the school, as directed, a properly signed agreement and follows the guidelines to

which she or he has agreed will have computer network and Internet access during the course of the school

year only. Students will be asked to sign a new agreement each year during which they are students in the system before being given access to the Internet.

II. ACCEPTABLE USES

A. Education Purposes Only. The school system is providing access to its computer networks and the

Internet for educational purposes only. If there is any doubt about whether a contemplated activity is educational, consult with the school media specialist or principal to help decide if a use is appropriate.

B. Unacceptable Uses of the Network. Among the uses that are considered unacceptable and which constitute a violation of the guidelines are the following:

1. Uses that violate the law or encourage others to violate the law. Do not transmit offensive or harassing messages; offer for or sale or use any substance the possession or use of

which is prohibited by the school system‘s student code of conduct; view, transmit, or download pornographic materials or materials that encourage others to violate the law;

70

intrude into the networks or computers of others; and download or transmit confidential,

trade secret information, or copyrighted materials. Even if materials on the networks are not marked with the copyright symbol, you should assume that all materials are protected

unless there is explicit permission on the materials to use them. Unintended access to an unacceptable Internet site should be reported to the principal to avoid misinterpretation.

The computer‘s memory should be cleared.

2. Uses that cause harm to others or damage to their property. For example, do not engage in defamation (harming another‘s reputation by lies); employ another‘s password or some

other user identifier that misleads message recipients into believing that someone other than you is communicating or otherwise using his/her access to the network or the

Internet; upload a worm, virus, ―Trojan horse,‖ ―time bomb,‖ or other harmful form of programming or vandalism; participate in ―hacking‖ activities or any form of unauthorized

access to other computers, networks, or information systems.

3. Uses that jeopardize the security of student access and of the computer network or other networks on the Internet. For example, do not disclose or share your password with

others, do not impersonate another user. 4. Uses that are commercial transactions. Students may not sell or buy anything over the

Internet. Students should not give others private information about themselves or others,

including credit card numbers and social security numbers.

C. Netiquette. All users must abide by the rules of network etiquette, which include the following:

1. Be polite. Use appropriate language. No swearing, vulgarities, suggestive, obscene, belligerent, or threatening language.

2. Avoid language and uses, which may be offensive to other users. Do not use access to

make, distribute, or redistribute jokes, stories, or other material, which is based upon slurs or stereotypes relating to race, gender, ethnicity, nationality, religion, or sexual orientation.

3. Do not assume that a sender of e-mail is giving his or her permission for you to forward or redistribute the message to third parties or to give his/her e-mail address to third parties.

This should only be done with permission or when you know that the individual would have

no objection. 4. Be considerate when sending attachments with e-mail (where this is permitted). Be sure

that the file is not too large to be accommodated by the recipient‘s system and is in a format, which the recipient can open.

III. INTERNET SAFETY

A. General Warning: Internet Responsibility of Parents and Users. All users and their parents/guardians are

advised that access to the electronic network may include the potential for access to materials

inappropriate for school-aged students. Every user must take responsibility for his or her use of the computer network or Internet and stay away from these sites. Parents of minors are the best guides to

materials to shun. If a student finds that other users are visiting offensive or harmful sites, he or she should report such use to the school principal.

B. Personal Safety. Be safe. Without the permission of a supervising teacher, computer network and Internet users should not reveal personal information such as home address, telephone number, real last

name or any other information which might allow a person to locate the user. Without parental

permission, users should never arrange a face-to-face meeting after having only communicated with someone on the Internet.

C. ―Hacking‖ and Other Illegal Activities. It is a violation of these guidelines to use the school‘s computer network or the Internet to gain unauthorized access to other computers or computer systems, or to

attempt to gain such unauthorized access. Any distribution of obscene or pornographic materials, or

which violates any other applicable law or municipal ordinance, is strictly prohibited. D. Confidentiality of Student Information. Personally identifiable information concerning students may not

be disclosed or used in any way on the Internet without the permission of the parent or guardian. Users should never give out private or confidential information about themselves or others on the Internet such

as home addresses, home telephone numbers, or particularly credit card numbers or Social Security numbers.

E. Active Restriction Measures. The school, either by itself or in combination with the Data Acquisition Site

providing Internet access, will utilize filtering software or other technologies to prevent students from

71

accessing visual depictions that are (i) obscene, (ii) child pornography, or (iii) harmful to minors. The

school will also monitor the online activities of the students through direct observation to ensure that students are not accessing such depictions or any other material which is inappropriate for minors.

IV. PRIVACY

Network and Internet access is provided as a tool for your education. The school system reserves the right to monitor,

inspect, copy, review and store at any time and without prior notice any and all usage of the computer network and

Internet access and any and all information transmitted or received in connection with such usage. All such information

files shall be and remain the property of the school district and no user shall have any expectation of privacy regarding

such materials.

V. FAILURE TO FOLLOW GUIDELINES

The user‘s use of the computer network and Internet is a privilege, not a right. A user who violates these guidelines shall, at a minimum, have his or her access to the computer network or Internet terminated, which

the school system may refuse to reinstate for the remainder of the student‘s enrollment in the school district. A user violates these guidelines by his or her own action or by assisting another user in violating these

guidelines or by concealing another user‘s involvement in such activities. Further, if passwords are assigned,

a user violates this agreement if he or she permits another to use his or her account or password to access the computer network and Internet, including any user whose access has been denied or terminated. The

school district may also take other disciplinary action in any of the above-mentioned circumstances.

VI. ASSURANCES

The school district cannot provide an absolute assurance that students will be prevented form accessing inappropriate materials or sending or receiving objectionable communications. However, the district will

ensure that all practicable precautions will be taken to keep students safe from illegal and/or inappropriate

material. The district shall not be responsible for any claims, losses, damages or costs (including attorney‘s fees) of any kind suffered, directly or indirectly, by any user or his or her parents(s) or guardian(s) arising out

of the user‘s use of its computer networks or the Internet under these guidelines. ACEPTABLE USE AND INTERNET SAFETY GUIDELINES

STUDENT’S AND PARENT/GUARDIAN’S AGREEMENT

Every student must read and sign below: I have read, understand and agree to abide by the terms of the foregoing Acceptable Use and Internet Safety

Guidelines. Should I commit any violation or in any way misuse my access to the school district’s computer network

and the Internet, I understand and agree that my access privilege may be revoked and school disciplinary action may be

taken against me.

Student name (PRINT CLEARLY) Homeroom Teacher

Student signature Date

Address

To be read and signed by parent/s or guardian/s of student:

As the parent or legal guardian of the above student, I have read, understand and agree that my child or ward shall

comply with the terms of the School District’s Acceptable Use and Internet Safety Guidelines for the student’s access to

the School District’s computer network and the Internet.

72

Parent/Guardian name(s) (PRINT CLEARLY) Home phone

Parent/Guardian signature(s) Date

Address

73

APPENDIX H Policy Level: BOARD POLICY Descriptor

Code: IFBG

Rescinds Code:

IFBD (2)

Descriptor Term:

INTERNET SAFETY Administrative Yes Effective Date:

Procedures: 12/11/01

It is the belief of the Heard County School System that the use of telecommunications, including the Internet, in

instructional programs is an educational strategy which facilitates communication, innovation, resource sharing, and

access to information. Use of the Internet must be in support of education and research and consistent with the educational mission, goals, and objectives of the school system.

It shall be the policy of the Heard County Board of Education that the school system shall have in continuous operation,

with respect to any computers belonging to the school having access to the Internet:

1. A qualifying ―technology protection measure,‖ as that term is defined in Section 1703(b)(1) of the Children‘s

Internet Protection Act of 2000; and

2. Procedures or guidelines developed by the superintendent, administrators and/or other appropriate personnel which provide for monitoring the online activities of users and the use of the chosen technology protection

measure to protect against access through such computers to visual depictions that are (i) obscene, (ii) child

pornography, or (iii) harmful to minors, as those terms are defined in section 1703(b)(1) and (2) of the Children‘s Internet Protection Act of 2000. Such procedures or guidelines shall be designed to:

a. Provide for monitoring the online activities of users to prevent, to the extent practicable, access by

minors to inappropriate matter on the Internet and the World Wide Web;

b. Promote the safety and security of minors when using electronic mail, chat rooms, and other forms of

direct electronic communications;

c. Prevent unauthorized access, including so-called ―hacking,‖ and other unauthorized identification

information regarding minors; and

d. Prevent the unauthorized disclosure, use and dissemination of personal identification information regarding minors; and

e. Restrict minors‘ access to materials ―harmful to minors,‖ as that term is defined in Section 1703(b)(2)

of the Children‘s Internet Protection Act of 2000.

74

APPENDIX I Policy Level: Exhibit Descriptor

Code: IFBG

Rescinds Code:

IFBD (2)

Descriptor Term:

Employee Acceptable Use

Agreement

Administrative Effective Date:

12/11/2001

Procedures:

EMPLOYEE

ACCEPTABLE USE AND INTERNET SAFETY GUIDELINES

FOR THE COMPUTER NETORK OF THE

HEARD COUNTY SCHOOL DISTRICT

The Heard County School System is pleased to make available to staff members access to interconnected computer systems within the District and to the Internet, the worldwide network that provides various means of

accessing significant educational materials and opportunities.

In order for the school system to be able to continue to make its computer network and Internet access available,

all staff members must take responsibility for appropriate and lawful use of this access. Below are the Acceptable Use and Internet Safety Guidelines of the school system and the Data Acquisition Site that provides Internet access to the

school district

Listed below are the provisions of your agreement regarding computer network and Internet use. If you have

any questions about these provisions, you should contact your school principal or the Superintendent.

Violation of this policy could result in disciplinary action up to and including dismissal.

VII. PERSONAL RESPONSIBILITY By signing this agreement, you are agreeing not only to follow the rules in these guidelines, but are agreeing to refrain

from any other misuse of the network that is not included in the guidelines, but has the effect of harming another or his

or her property.

II. TERM OF PERMITTED USE

A staff member who submits to the school, as directed, a properly signed agreement and follows the guidelines to which she or he has agreed will have computer network and Internet access during the course

of his/her employment with the school system.

III. ACCEPTABLE USES

A. Education Purposes Only. The school system is providing access to its computer networks and the Internet for educational purposes only. If there is any doubt about whether a contemplated activity is

educational, consult with the school or principal to help decide if a use is appropriate.

B. Unacceptable Uses of the Network. Among the uses that are considered unacceptable and which constitute a violation of the guidelines are the following:

1. Uses that violate the law or encourage others to violate the law. Do not transmit offensive or harassing messages; offer for sale or use any substance the possession or use of which is

prohibited by law; view, transmit, or download pornographic materials or materials that

encourage others to violate the law; intrude into the networks or computers of others; and download or transmit confidential, trade secret information, or copyrighted materials. Even if

materials on the networks are not marked with the copyright symbol, you should assume that all materials are protected unless there is explicit permission on the materials to use them.

Unintended access to an unacceptable Internet site should be reported to the principal to avoid misinterpretation. The memory of the computer should be cleared.

2. Uses that cause harm to others or damage to their property. For example, do not engage in

defamation (harming another‘s reputation by lies); employ another‘s password or some other user identifier that misleads message recipients into believing that someone other than you is

75

communicating or otherwise using his/her access to the network or the Internet; upload a

worm, virus, ―Trojan horse,‖ ―time bomb,‖ or other harmful form of programming or vandalism; participate in ―hacking‖ activities or any form of unauthorized access to other computers,

networks, or information systems. a. Uses that jeopardize the security of access and of the computer network or other

networks on the Internet. For example, do not disclose or share your password with

others including a substitute teacher, do not impersonate another user. Passwords may be shared with authorized technicians only. Do not leave a classroom or area of

supervision unattended without logging-off the network. Students should not be allowed to access the Internet without the supervision of a staff member.

b. Uses that are personal in nature during work hours are unacceptable. c. Netiquette. All users must abide by the rules of network etiquette, which include the

following:

i. Be polite. Use appropriate language. No swearing, vulgarities, suggestive, obscene, belligerent, or threatening language.

ii. Avoid language and uses, which may be offensive to other users. Do not use access to make, distribute, or redistribute jokes, stories, or other material,

which is based upon slurs or stereotypes relating to race, gender, ethnicity,

nationality, religion, or sexual orientation. iii. Do not assume that a sender of e-mail is giving his or her permission for you

to forward or redistribute the message to third parties or to give his/her e-mail address to third parties. This should only be done with permission or when

you know that the individual would have no objection. iv. Be considerate when sending attachments with e-mail (where this is

permitted). Be sure that the file is not too large to be accommodated by the

recipient‘s system and is in a format, which the recipient can open.

IV. INTERNET SAFETY

A. ―Hacking‖ and Other Illegal Activities. It is a violation of these guidelines to use the school‘s computer network or the Internet to gain unauthorized access to

other computers or computer systems, or to attempt to gain such unauthorized access. Any distribution of obscene or pornographic materials, or which violates

any other applicable law municipal ordinance, is strictly prohibited.

B. Confidentiality of Student Information. Personally identifiable information concerning students may not be disclosed or used in any way on the Internet

without the permission of the parent or guardian. Users should never give out private or confidential information about themselves or others on the Internet

such as home addresses, home telephone numbers, or particularly credit card

numbers or Social Security numbers. C. Active Restriction Measures. The school, either by itself or in combination with

the Data Acquisition Site providing Internet access, will utilize filtering software or other technologies to prevent access to visual depictions that are (i) obscene,

(ii) child pornography, or iii) harmful to minors. Staff members will also be expected to monitor the online activities of students, through direct observation

to ensure that students are not accessing such depictions or any other material,

which is inappropriate for minors. Computer screens should be arranged for easy observation. The computers in a staff member‘s area of supervision should be

logged-off the network at any time the adult is not in the area. Students should have a specific assignment or URL for educational purposes when accessing the

Internet. Students should not be allowed to surf the Internet.

V. PRIVACY

Network and Internet access is provided as a tool for the educational process. The school system reserves the right to

monitor, inspect, copy, review and store at any time and without prior notice any and all usage of the computer network

and Internet access and any and all information transmitted or received in connection with such usage. All such

information files shall be and remain the property of the school district and no user shall have any expectation of privacy

regarding such materials.

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VI. FAILURE TO FOLLOW GUIDELINES

The user‘s use of the computer network and Internet is a privilege, not a right. A user who violates these guidelines shall, be subject to disciplinary action up to and including dismissal.

VII. ASSURANCES

The school district cannot provide an absolute assurance that students will be prevented form accessing

inappropriate materials or sending or receiving objectionable communications. However, the district expects

that staff members employ all practicable precautions to keep students safe from illegal and/or inappropriate material. The district shall not be responsible for any claims, losses, damages or costs (including attorney‘s

fees) of any kind suffered, directly or indirectly, by any user (student or staff member) or his or her parents(s) or guardian(s) arising out of the user‘s use of its computer networks or the Internet under these

guidelines.

ACEPTABLE USE AND INTERNET SAFETY GUIDELINES

EMPLOYEES’ AGREEMENT

Every employee must read and sign below: I have read, understand and agree to abide by the terms of the foregoing Acceptable Use and Internet Safety

Guidelines. Should I commit any violation or in any way misuse my access to the school district’s computer network

and the Internet, I understand and agree that disciplinary action may be taken against me.

Employee name (PRINT CLEARLY)

Employee signature Date

Address

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APPENIDX J Heard County School System Procedures for Ensuring Interoperability and for

Redeployment of Older Technology Equipment

Interoperability – To ensure the interoperability of technology in the Heard County School System the following procedures will be followed:

All software, computer, and other technology related equipment purchases will be approved only upon recommendation of the Lead Technology Specialist, who will be available to assist in planning for the purchases.

All software, computer, and other technology related equipment purchases will be approved only if they support the System Improvement Plan or corresponding School Improvement Plan as determined by the school principal and assistant superintendent in charge of improvement planning.

All grants and other such proposals which would lead to the purchase of software, computers, or other technology related equipment must be approved by the System Technology Coordinator who will offer assistance in writing such grants and/or proposals.

Any staff member wishing to use or install personally owned software or other technology related equipment on system equipment or attach a personally owned computer to the system network must first secure written permission from the Lead Technology Specialist.

Redeployment of Older Technology Equipment – The redeployment of older technology equipment will follow these procedures:

If the older equipment is used system wide, redeployment will be determined by the System Technology Coordinator with advice from the Lead Technology Specialist.

If the older equipment is used at the school level, redeployment will be determined by the Principal of the school and the System Technology Coordinator with advice from the Lead Technology Specialist.

Older computers will be relocated by a technology specialist only. The person requesting the move must complete a ‗trouble ticket‘ in Big Web Desk.

The System Technology Coordinator will determine each year which computers should be sent to the system salvage sale. Computers being salvaged are to be moved to the salvage area only after a technology specialist has ‗cleared‘ the hard drive. The principal or designee must complete a ‗trouble ticket‘ requesting that the hard drive be ‗cleared‘.

Redeployment decisions should be made to support the System and/or School Improvement Plans.

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APPENDIX K TECHNOLOGY NEEDS

As Determined by the System Technology Committee 1. HARDWARE

1.1. Install an academic lab of at least 18 computers at Heard County High School and Heard County Middle School

1.2. Install 30 computers of uniform make and model in both Business Education Labs at Heard County High School

1.3. Acquire a minimum of 200 new leased computers and 10 new leased notebooks each year 1.4. Acquire smart boards and projectors for selected classrooms 1.5. Improve printing availability for classrooms 1.6. Evaluate and acquire an efficient data backup solution

2. SOFTWARE

2.1. Migrate current educational software supplied by Renaissance Learning from individual school servers to a centralized, web-based server

2.2. Implement a System Update Server to automate delivery of Microsoft critical updates to desktop computers

2.3. Evaluate and implement a district wide solution for blocking spy ware and ad ware 2.4. Update Business Education textbooks and software more frequently so that students are not

working with out dated versions 2.5. Implement a standardized method of software purchases to ensure compatibility and ease of

deployment 2.6. Evaluate and acquire an Intrusion Detection solution 2.7. Implement a Student Information System that provides near real time access to student

performance for administrators and parents 2.8. Add and update software that can be used for student assessment, student remediation, and

student practice 3. NETWORK

3.1. Install Gigabit backbone at all schools 3.2. Upgrade the WAN link from the Central Office to Centralhatchee Elementary School and to

Ephesus Elementary School to speeds greater than 1.54 MBps 3.3. Install fiber from the Central Office to Heard County Elementary School that supports Gigabit

speeds 3.4. Retire Novell Netware as the primary school servers and install Windows 2003 Server

Operating System 4. PERSONNEL

4.1. Increase technology manning to three personnel to support increases in desktop computers and increases in software deployment

4.2. Increase in-house training opportunities for teachers and administrators 4.3. Continue use of a trouble ticket tracking system with a target of technician response time of

less than seven business days

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