1 | P a g e

ATLANTA AREA SCHOOL FOR THE DEAF

Title I Schoolwide Plan

1/31/2011

2 | P a g e

Table of Contents Planning Committee ..................................................................................................................................... 3

#1 Comprehensive Needs Assessment ......................................................................................................... 4

#2 Reform Strategies .................................................................................................................................... 7

#3 Instruction by Highly Qualified Professional Staff ................................................................................. 26

# 4 Ongoing Professional Development ..................................................................................................... 28

#5 Strategies to Increase Parent Involvement ........................................................................................... 33

#6 Plans for assisting preschool children in transition ............................................................................... 34

#7 Measures to include teachers in the decisions regarding use of assessment ....................................... 34

# 8 Coordination of Federal, State and Local Services and Program .......................................................... 34

#9 Activities to ensure that students who experience difficulty mastering standards shall be provided with assistance ............................................................................................................................................ 35

#10 Description of how individual student assessment results and interpretation will be provided to parents ........................................................................................................................................................ 35

#11 Collection and disaggregation of data on the achievement and assessment results of students ...... 36

#12 Provisions to ensure that disaggregated assessments results are valid and reliable .......................... 36

#13 Public Reporting of Disaggregated data .............................................................................................. 36

#14 Plan developed during a one year period ............................................................................................ 37

#15 Plan developed with involvement of stakeholders.............................................................................. 37

#16 Plan available to the LEA, parents and the public................................................................................ 37

#18 Plan is subject to school improvement provisions .............................................................................. 37

3 | P a g e

Planning Committee

Kenney Moore, School Director

Vanessa Robisch, School Principal

Brenda Flanagan, Early Childhood, Elementary Teacher

Marrie Tronolone, Content Specialist, Science

Debbie Metzler, Parent

Samia Mohammed, Parent

Becky Sills, Community Representative, Vocational Rehabilitation

Tom Galey, Community Representative, GACHI

Mary Carol Cowart, Resource Teacher, Math

James Roberson, Resource Teacher, Language

Helen Malone, Content Specialist, Special Needs

Gail Allen, Professional Learning Coordinator

Shelley Parker, Resource Teacher, Literacy

Mary Carol Cowart, Resource Teacher - Math

Linda Massenburg, Content Specialist, Instruction

Sandy Huston, Content Specialist, Literacy

Amy Cohen Efron, School Psychologist

Andrea Johnson, Title I Coordinator

Cynthia Ashby, Deaf Education Consultant

Ali Rashad, Technical Assistance

Donald Galloway, Student Services and Operations Coordinator

4 | P a g e

#1 Comprehensive Needs Assessment

We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide program plan. Those persons involved are parents, teachers, an outside consultant, members of the school council, members of the school management team, and members of the school leadership team to include and ensure inside stakeholders as well as objective outsiders participate in the Schoolwide Plan of Atlanta Area School for the Deaf (AASD).

The measurable goals to address our needs have been placed in our appendices and are in keeping with Georgia Department of Education (GaDOE) directions that we establish specific, annual, measurable objectives

• Lesson plans were aligned with GPS in 84% of observations.

for continuous and substantial progress by each group of students enrolled in the school that will ensure that all groups of students will meet the State’s proficient level of achievement on the state academic assessment (Criterion-Referenced Competency Tests or Georgia High School Graduation Tests) no later than 2014.

Our goal is to provide a comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect student achievements. We have used the following instruments, procedures, or processes to obtain this information: parent, staff, and community surveys; an analysis of student achievement data for all sub-populations; attendance data; coordination intervention activities; safety and discipline data; and other pertinent information. Conclusions reached from the dated collected are as follows:

An extensive Georgia Assessment of Performance on School Standards (GAPSS) and Council for Educational Administrators of Schools and Programs for the Deaf (CEASD) school improvement reviews were conducted in spring 2009. The major strengths we found in our program were:

• A data room has been established and used effectively to develop a snapshot of student and teacher performance and to monitor those performances.

• A majority of students (62%) correctly identified the learning standard or goal during observed classes.

• The Atlanta Area School for the Deaf uses academic support structures (e.g., before- and after-school tutoring, double language arts classes, study skills classes, and Saturday tutoring sessions…) to meet the instructional needs of students who are identified as at-risk of not meeting standards.

5 | P a g e

• The Bridges Program is an innovative intervention that uses sensorimotor tasks to strengthen cognitive learning aptitudes.

• The school’s vision and mission statements consistently guide and inform the continuous improvement process.

• The effective use and allocation of human, technological, and material resources are evident in all areas of the school.

• The principal and school administrators facilitate the development and sustained implementation of consistent policies, practices, and procedures that ensure a safe, orderly, and inviting learning environment for students and staff.

• Interviews indicated that the school employs several means to communicate effectively with parents and the community and to enlist their support (PTA, phone calls, parent conferences, weekly Panther Pouches, home visits, e-mail, school website, Fall Festival, etc.).

• The school director, principal, and school administrators inspire the staff, keep the school focused on student learning, model expectations for faculty members, and promote sustained and continuous improvement.

• The school’s Pyramid of Interventions reflects the unique instructional needs of the population where 100% of the students have an individualized education program.

• The administrative team maintains high visibility within the school and at school and community events.

• The school makes effective use of regional and state resources (e.g., Georgia Department of Education, Metro RESA, GLRS, Kennesaw State ETC) to provide support for positive change and enhance the academic program.

• The culture of classrooms reflects a consistently supportive and risk-free learning environment.

• AASD continues to look at current research, technology, and educational “best practices” in order to adapt instruction, seek out new ideas, and implement quality programs for its students.

• Teacher attendance rates are excellent and are demonstrated evidence of staff dedication to their jobs and the recognition of the importance of being here.

• Classroom observations supported the mission of meeting individual needs of the deaf or hard of hearing student. Various communication methods were being used and the strengths of the child appeared to be considered during the education process.

• There is a 3-year technology plan with the DOE’s support. • The IEP preparation and process is clear and very well-organized. • 93% of those who responded to the Parent Survey agreed with the following statement:

“AASD provides an effective guidance and transition program to assist me and my child with education programs and career planning.”

• AASD’s school improvement plan includes data from assessments. • AASD’s resources and professional development are aligned with the school

improvement plan to improve students’ performance on achievement assessments. • AASD has sufficient support staff to collect data and work with teachers.

6 | P a g e

The major needs we discovered were:

• Develop and implement a consistent school-wide process for teachers and staff to align curriculum and design units of study and related curriculum products.

• Consider including in the curriculum an emphasis on skills (e.g., social interaction, independent living, career education…) that will benefit deaf students by meeting their unique disability-specific needs. These skills could be taught as separate classes and/or integrated into academic classes.

• Engage teachers in collaboratively examining student work on a consistent basis during pod and content meetings to revise curriculum implementation, guide instruction, determine desired results, and design assessment practices to attain the goal of increasing student achievement.

• Expand the use of diagnostic assessment at the unit level as a systematic way to determine background knowledge and skills, to revise instruction, and to identify related instructional interventions.

• Incorporate a rich variety of summative assessment tasks to evaluate student achievement of GPS/QCC. Use assessment data to guide and inform subject-area and grade-level decision-making.

• Increase the use of differentiated instruction, which is defined as supporting students according to their instructional needs, including adjustment of content (not the standard), process, product, and learning environment based on students’ background knowledge, readiness levels, learning styles and interests.

• Increase student use of modern electronic technology as an effective instructional tool to support conceptual understanding and independent application of core content, to reinforce higher order thinking skills, to increase opportunities for differentiation of instruction, and to increase comfort and proficiency with technology.

• Engage students in working with teachers to jointly establish challenging learning goals and to evaluate their own work using benchmark examples, anchor papers, rubrics, scoring guides, written commentary, and checklists.

• Provide more opportunities for teachers to participate in instructional leadership development experiences and serve in instructional leadership roles.

• Analyze disaggregated student learning, demographic, perception (e.g., needs assessment/teacher survey) and process data to develop and implement a comprehensive, clearly articulated, long-term (two to three years) plan for professional learning aligned with the goals and strategies in the School Improvement Plan and focused on 3-4 expected teacher learning outcomes that will most significantly impact student achievement. Clearly communicate the intended results and expectations for implementation and describe expected changes in classroom practices. Conduct ongoing monitoring and evaluation of the impact of professional development on teacher practices and student learning; provide feedback and coaching to teachers.

7 | P a g e

• Ensure that all professional learning activities promote the sustained development of teachers’ deep understanding of content knowledge, research-based instructional strategies, and assessment strategies. Consider specifically including the following areas:

o Subject area content classes for deeper knowledge o Proficiency in American Sign Language o Collaborative analysis of student work by teacher teams to include appropriate

teacher commentary incorporating the language of the standards o Use of diagnostic assessments o Higher-order thinking skills/ questioning techniques in all content areas o Use of a variety of instructional strategies

The specific academic needs of those subgroups of students that are to be addressed in the schoolwide program plan will be math, literacy, and language. Using the root cause analysis process, causes that we discovered for each of the needs were directly correlated with the student populations’ specific areas of special education eligibility, deaf and hard-of-hearing. Language deficits and acquisition issues are primary barriers to student achievement. In conjunction with the unique needs of the student population, there are demographic data such as: students being referred to AASD at the middle school level and beyond resulting in lost instructional resulting in achievement gaps; 90% of the students’ parents have no sign language skills which contributes to a lack of parent involvement; and 100% of the student population is on free and reduced lunch.

#2 Reform Strategies In order to meet the indicated goals in this section that will help students to meet or exceed Georgia’s proficient and advanced levels of student performance, AASD will implement specific reform strategies. Student achievement data that informs the selection of the reform strategies is also denoted in this section. Access to the Georgia Performance Standards via instruction is a barrier for AASD students in one primary area because of their deafness, language. To overcome this barrier and to improve student achievement, the following strategies will be utilized: 1. Implementation of technology including Smartboards, Elmos, and student computers to

promote more appropriate instructional access to the Georgia Performance Standards. Students will be able to have hands on experiences and individualized/differentiated instruction versus group instruction.

2. Implement Extended Day Services so that learning regression is mitigated. 3. Implement the Northwest Evaluation Association assessment software system to inform

instruction and assist staff in developing/maintaining student portfolios. Features of this computerized assessment system include early literacy and early numeracy screening (diagnostic) tests, skills checklist (diagnostic) tests, and survey with goals (adaptive) tests in reading and mathematics. These assessments are intended to provide teachers with an efficient way to assess achievement levels of early learners so they can spend more time teaching and less time administering individual diagnostic tests. The diagnostic tests also provide information to guide instruction during the early stages of a student's academic

8 | P a g e

career, identify the needs of all primary grades students from struggling to advanced learners, and utilize engaging test items that encourage student participation for more accurate results.

4. Implement Early Intervention home visits. 5. Hire a literacy program associate to increase language access by developing and

maintaining accessible media (signed or captioned format) for support of classroom instruction. The literacy program associate would provide literacy and media support and training for small groups of students both in the classroom and in the media workroom.

6. Implement Parent Involvement workshops that focus on assisting parents with language access at home and content area support for each student.

7. Implement professional learning opportunities in content areas that are “best practices.” Students at the Atlanta Area School for the Deaf participate in the Georgia Student Assessment Program. Georgia assures the validity and reliability of all state testing. The purposes of the Georgia Student Assessment Program are to measure student achievement of the state mandated curriculum, to identify students failing to achieve mastery of content, to provide teachers with diagnostic information, and to assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs. Annual parent conference meetings are scheduled aside from regular IEP meetings. The meetings purpose is to focus on IEP progress, local assessment results, and review of CRCT/GHSGT results. Teachers explain the results to parents which assists parents to understand student proficiency levels on all assessments.

A description of the state assessments and AASD’s performance on each one from 2003-2008 are shown below.

• Georgia Writing Assessments Georgia’s performance-based writing assessments are administered to students in grades three, five, eight, and eleven. Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers, students, and parents about individual performance. The writing assessments provide information to students about their writing performance and areas of strength and challenge. This information is useful for instruction and preparation for future writing assessments. AASD’s performance on the writing assessments continues to be an area of concern. As with most programs for the Deaf, due to the language deficits most of deaf and hard-of-hearing children face, writing is one of the most challenging content areas.

9 | P a g e

Grade 3 Writing Assessment

03-'04 04-'05 05-'06 06-'07 07-'08

Stage 1 Emerging 78% 66% 75%

Stage 2 Developing 22% 0 25%

Stage 3 Focusing 0 33% 0

% meeting the standard for Conventions 0% 0%

Stage 4 Experimenting 0 0 0

% meeting the standard for Style 0% 0%

Stage 5 Engaging 0 0 0

% meeting the standard for Organization 0% 0%

Stage 6 Extending 0 0 0

% meeting the standard for Ideas 13% 0%

Total # of students assessed 9 3 8

Total # of students assessed 8 8

Note:1) Includes standard and nonstandard admin.

2) 06-07 and 07-08:Informational writing, persuasive writing, narrative writing, and response to literature included

10 | P a g e

Grade 5 Writing Assessment

03-'04 04-'05 05-'06 06-'07 07-'08

Stage 1 Emerging 17% 0 45%

Stage 2 Developing 17% 0 45%

Stage 3 Focusing 50% 100% 9% % of students "does not meet" 100% 66%

Stage 4 Experimenting 17% 0 0

% of students "meet the standards" 0% 0%

Total # of students assessed 6 5 11

Total # of students assessed 6 12

Notes:

4 tests nonscorable (33%)

Grade 8 Writing Assessment

03-'04 04-'05 05-'06 06-'07 07-'08

% of Students On-target 13% 0% 21% 0% 0%

% of Students Not On-target 87% 100% 54% 89% 60%

Total # of students assessed 24 6 28 19 10

GAA assessed

11 | P a g e

• Norm-Referenced Testing The purpose of the norm-referenced test (NRT) is to obtain information about how the performance of Georgia's students compare with that of students in a national sample, an external reference group. The results of an NRT are used for evaluation, decision-making, and instructional improvement. AASD’s students generally do best in the areas of Science and Math as indicated from their performance on the ITBS, the assessment Georgia uses as the state’s NRT. Reading and Social Studies are the areas of most difficulty for AASD students. ITBS, Summary of Grades 3, 5, 8 - Students At or Above Grade Level

03-04 04-05 05-06 06-07 07-08

Reading 1 0 1 0 0

Language 3 0 2 0 0

Math 2 1 0 4 1

Social Studies 1 0 0 0 1

Science 2 1 0 3 3

# of Students assessed 40 13 47 33 29

• Criterion-Referenced Competency Testing The CRCT is designed to measure how well students acquire the skills and knowledge described in the Georgia Performance Standards (GPS). The assessments yield information on academic achievement at the student, class, school, system, and state levels. This information is used to diagnose individual student strengths and weaknesses as related to the instruction of the GPS, and to gauge the quality of education throughout Georgia. AASD’s students performed best in the area of Social Studies on the CRCT, which is consistent with their performance on the ITBS. The students performed better on the Science portion of the CRCT than on the ITBS. Reading, ELA, and Math all seem to be areas that need the most improvement as indicated by the CRCT.

12 | P a g e

Grade 1-8, Students who Met or Exceeded the Standards

03-04 (regular administration and retest included)

04-05 (regular administration and retest included)

05-06 (regular administration and retest included)

06-07 (regular administration and retest included)

07-08 (regular administration and retest included)

# of Students assessed on CRCT Read, ELA, Math 75 73 95 96 74

Reading 13% 14% 12% 5% 4%

Eng/L.A. 15% 11% 8% 6% 5%

Math 12% 7% 7% 6% 5%

# of Students assessed on CRCT Science and SS 70 58 75 73 60

Science (3rd-8th) 27% 29% 8% 1% 10%

Social Studies (3rd-8th) 53% 34% 27% 21% 7%

Due to the difficulty of getting transportation provided during the summer, not all students participated in the retest.

Note: Standard and Non-standard administrations are combined.

13 | P a g e

• Georgia Kindergarten Inventory of Developing Skills The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year-long, performance-based assessment. The goal of the assessment program is to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. GKIDS will allow teachers to assess student performance during instruction, record student performance in an on-line database, and generate reports for instructional planning, progress reports, report cards, SST, and/or parent conferences. Throughout the year, teachers may assess students and record GKIDS data based on their system’s curriculum map or report card schedule. At the end of the year, summary reports and individual student reports will be generated based on the data the teacher has entered throughout the year. Prior to the GKIDS, which was implemented in the 2008-2009 school year, the students were administered the Georgia Kindergarten Assessment Program – Revised (GKAP-R). It was intended to measure students’ progress with the Kindergarten curriculum and their readiness for first grade. Due to inappropriate items that had to be omitted because of student's hearing loss (i.e. blends, rhyming words, letter/sound associations, etc.), the administration had to be altered for some of AASD’s students. As indicated by this measure, anywhere from a third to a half of the students completing kindergarten are ready to be promoted to first grade. In general, it is believed that the results from the GKAP-R are an underrepresentation of AASD students’ true abilities.

10* 17 9 10 9

2003-04 2004-05 2005-06 2006-07 2007-08

Sum of Ready for Kindergarden 3 3 3 3 1

Sum of Ready with Assistance 0 6 3 2 3

Sum of Not Ready 0 8 3 5 5

Sum of Not scored due to omitted items 7 0 0 0 0

3 3 3 3 10 6 3 2 30 8 3 5 57 0 0 0 00123456789

Num

ber o

f Stu

dent

s

GA Kindergarten Assessment Program - Revised (GKAP-R)

14 | P a g e

• Georgia Alternate Assessment The Georgia Alternate Assessment (GAA) is a key component of the Georgia Student Assessment Program. Under the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA), states must ensure that all students, including students with significant cognitive disabilities, have access to a general curriculum that encompasses challenging academic standards. States must also ensure that all students are assessed for their progress toward meeting academic standards. A portfolio of student work samples is used to capture student learning and achievement/progress in four content areas (English/Language Arts, Mathematics, Science, and Social Studies). This assessment program promotes a vision of enhancing capacities and integrated life opportunities for students who experience significant cognitive disabilities. Committees of Georgia educators developed the requirements of the portfolio system including the number of data collection elements (i.e., student work samples), types of elements, and the parameters/timing of the collection of student work samples. Because AASD began participating in the GAA in 2007-2008 school year, data is limited. Initial impressions are that this assessment tends to be an accurate and valid measure of AASD students’ abilities. It should be noted that the few portfolios that were not scorable were more of an inaccuracy in documentation rather than lack of adequate performance by the student.

Georgia Alternate Assessment Summary of Results 07-08

Stage of Progress

Number and Percent of Students at Each Stage of Progress

ELA Math Science Social Stu # % # %

Grade 1 Emerging Progress 0 0% 0 0% Established Progress 2 50% 0 0% Extending Progress 2 50% 4 100% Total Students with Scorable Entries 4 4 Grade 2 Emerging Progress 0 0% 0 0% Established Progress 0 0% 1 100% Extending Progress 1 100% 0 0% Total Students with Scorable Entries 1 1 Grade 3 Emerging Progress 0 0% 0 0% 0 0% 0 0% Established Progress 3 100% 3 100% 3 100% 2 67% Extending Progress 0 0% 0 0% 0 0% 1 33% Total Students with Scorable Entries 3 3 3 3 Grade 4 Emerging Progress 0 0% 0 0% 0 0% 0 0% Established Progress 1 100% 0 0% 1 100% 0 0% Extending Progress 0 0% 1 100% 0 0% 1 100%

15 | P a g e

Total Students with Scorable Entries 1 1 1 1 Grade 5 Emerging Progress 0 0% 0 0% 0 0% 0 0% Established Progress 2 100% 2 100% 2 100% 0 0% Extending Progress 0 0% 0 0% 0 0% 2 100% Total Students with Scorable Entries 2 2 2 2 Grade 6 Emerging Progress 0 0% 1 100% 0 0% 0 0% Established Progress 0 0% 0 0% 1 100% 0 0% Extending Progress 0 0% 0 0% 0 0% 0 0% Total Students with Scorable Entries 1 NSA 1 1 1 NSA Grade 7 # % # % # % # % Emerging Progress 1 100% 1 50% 0 0% 0 0% Established Progress 0 0% 0 0% 1 100% 2 100% Extending Progress 0 0% 1 50% 0 0% 0 0% Total Students with Scorable Entries 2 NSA 2 2 NSA 2

Grade 8 Emerging Progress 2 67% 1 33% 0 0% 0 0% Established Progress 1 33% 2 67% 1 100% 1 100% Extending Progress 0 0% 0 0% 0 0% 0 0% Total Students with Scorable Entries 3 3 3 NSA 3 NSA

Grade 11 Emerging Progress 0 0% 0 0% 1 100% 0 0% Established Progress 1 100% 1 100% 0 0% 1 100% Extending Progress 0 0% 0 0% 0 0% 0 0% Total Students with Scorable Entries 1 1 1 1

• Georgia High School Graduation Tests

Georgia’s graduation tests provide valuable information for students, educators, and parents about student strengths and areas for improvement. The tests identify students who may need additional instruction in the concepts and skills required for a diploma. Since 2004, the English Language Arts and Mathematics high school graduation tests have been used to measure Adequate Yearly Progress (AYP) under the No Child Left Behind legislation. All students seeking a Georgia high school diploma must pass the Georgia High School Graduation Tests (GHSGT) in four content areas as well as the Georgia High School Writing Assessment (GHSWT). These assessments ensure that students qualifying for a diploma have mastered essential core academic content and skills. Students with disabilities and English Language Learners may receive appropriate standard accommodations based on their needs and the specifications of their Individualized Education Program, their Individual Accommodation Plan, or their ELL Testing Participation Committee Plan. Students with disabilities unable to participate in the state testing program, even with accommodations, are assessed with the Georgia Alternate Assessment.

16 | P a g e

Following the same trends as assessments reviewed earlier, AASD’s students do best on the graduation tests in the content areas of Math, Science, and Social Studies. The content area of English/ Language Arts is one of the areas AASD continually focuses on to improve. As indicated earlier regarding writing assessments, the GHSWT tends to be one of the assessments that is most challenging for AASD students. Georgia High School Graduation Test (GHSGT) and Georgia High School Writing Test (GHSWT)

03-'04 04-'05 05-'06 06-'07 07-'08

Passed 6% 9% 33% 10% 5%

Did not Pass 94% 91% 67% 90% 95%

Total # of students assessed 18 11 6 31 19

Georgia High School Graduation Test (GHSGT)

03-'04 04-'05 05-'06 06-'07 07-'08

Eng./L.A 6% 0% 33% 14% 9%

Math 12% 0% 33% 10% 36%

Science 50% 0% 14% 10% 33%

Social Studies 67% 0% 14% 17% 36%

Total # of students assessed during main admin and retest opportunities

17 for ELA and Math, 4 for Sci, 3 for S.S.

14 for ELA, 11 for Sci & S.S.

6 for ELA and Math, 7 for Sci and S.S.

29 for ELA, Math, S.S., 30 for Sci

11 for ELA, Math, and S.S; 12 for Sci

Note: Includes standard and nonstandard admin.

17 | P a g e

• End of Course Tests The End of Course Tests (EOCT) align with the Georgia Performance Standards and include assessment of specific content knowledge and skills. The assessments provide diagnostic information to help students identify strengths and areas of need in learning, therefore improving performance in all high school courses and on other assessments, such as the GHSGT. The EOCT also provide data to evaluate the effectiveness of classroom instruction at the school and system levels. The data regarding AASD students’ performance on the EOCTs indicates that AASD students have relatively good success on these assessments. The appearance of a decrease in the “passing” rate is due to including a wider range of students of varying ability levels in the assessments as more students participate in regular education courses.

End of Course Tests (EOCT)

Spring and Summer 2004 Spring 2005

Spring and Summer 2006

2006-2007 (Spring 2007)

2007-2008 (Spring 2008)

Does Not Meet 55% 23% 45% 80% 92%

Meets or Exceeds 45% 77% 55% 20% 8%

Total # of students assessed 7 7 13 25 26

Total # of tests administered 22 13 33 64 49

The rise in student participation in 06-07 and 07-08 indicates when GPS2 students began taking the EOCT.

Summary of State Assessments

AASD students’ state assessment scores indicate that students are not achieving at the appropriate grade levels. These results clearly indicate that the skills of the majority of AASD students appear to be basic and limited. Deaf students often experience language and communication delays that have a significant impact on student achievement. Deaf educators have traditionally tried to modify content to meet the language/literacy level of students. Data indicate that AASD must monitor instruction to insure all students receive grade level appropriate access to the Georgia Performance Standards. AASD has implemented a number of school-wide curriculum based measurements. These results tend to show the individual progress of our students better than state mandated assessments thereby providing feedback to teachers to inform instruction. This practice allows the schools to monitor individual progress and establish appropriate and attainable goals.

18 | P a g e

School-wide Local Assessments

Teachers and support staff review the results of the Criterion Referenced Competency Test (CRCT; state-mandated testing) on a regular basis. Using this data, teachers gain insight into individual student’s academic performance. However, because the CRCT is a criterion referenced and not a norm-referenced test, and due to small class groups from year-to-year, staff gain no valid comparative information from this test. In addition, the significant language delays of the student population interfere with access to the test items even in an interpreted mode. Therefore, limited usable data is yielded to drive student instruction. As a result, AASD has instituted other leading indicators and formative in-house assessments to gain a better picture of student performance. The students’ assessment information is collected annually and presented in anecdotal/graph form during the IEP meeting. This information was also shared during parent conference day in the fall of the 2008-2009 school year. Early Childhood Department Testing: The Child Observation Record (COR) for ages 2 ½ - 6 is an assessment instrument used in the Early Childhood Department. This instrument is used by a trained observer while children ages 2 ½ - 6 are involved in normal program activities. The assessment is based on six developmental domains: Initiative, Social Relations, Creative Representation, Music and Movement, Language and Literacy, and Logic and Mathematics. Included within these categories are a total of 30 items, each one being ranked on a scale from 1- 5. They are marked when noted by the observer that the child initiates the actions, not when they simply respond to adult direction. Other Formative Assessments: The following formative assessment systems are used for language, literacy and math: a. The MacArthur–Bates Communicative Development Inventory (CDI) b. Kendall Conversation Proficiency Levels c. The Basic Reading Inventory (BRI) d. Kendall Stages of Literacy e. Key Math (Version 3)

19 | P a g e

• The CDI is used to assess receptive and expressive vocabulary growth for all students from age 3 through 3rd grade. This research-based instrument allows teachers to track student progress in language and provide appropriate instruction to promote language growth.

• The Kendall Conversational Proficiency Levels (a language checklist) are completed for each student yearly to document growth in expressive and receptive language skills. In addition to this measure, AASD is currently developing an expressive American Sign Language (ASL) assessment tool.

20 | P a g e

• The Basic Reading Inventory (BRI) indicates the individual student’s strengths and weaknesses in reading. This assessment also provides a means for the teacher to identify the student’s independent, instructional, and frustration reading levels. Students are in reading groups and appropriate reading materials are provided based on their instructional reading levels. The BRI provides valuable information for the teacher when planning lessons and accessing the Georgia Performance Standards.

21 | P a g e

22 | P a g e

23 | P a g e

• The Kendall Stages of Literacy (a developmental checklist) provides additional information related to literacy including:

o Basic concepts of print knowledge o Motivation to read and write o Text knowledge o Background knowledge o Social interactions o Writing forms and process development

This checklist assessment provides teachers with a general developmental level (emerging, beginning, developing, and maturing) and provides teachers with ideas for further intervention.

24 | P a g e

• Key Math is used to assess student progress in mathematics. The instrument is currently being used to collect baseline data for students in grades 1 through 12. Key Math data will be collected again in the spring of the 2008-2009 school year. AASD will use this data to show student progress and identify students’ weak areas/gaps in mathematical understanding and concepts. Information from this assessment enables teachers to form appropriate instructional groups. Key Math This assessment was used to assess math concept knowledge and development in students grades 1 through 12. This chart shows aggregated results for the Pre-test baseline year 2008-2009.

Elementary Middle School

High School Whole School

Basic Concepts 1.1 2.6 3.5 2.4

Operations 1.9 3.5 4.7 3.4

Applications 0.9 2 2.5 1.8

Total Test 1.3 2.7 3.7 2.6

IMPROVING STUDENT ACHIEVEMENT:

I. Measurable Goals: Students will improve basic literacy skills across the curriculum in grades K-12.

Annual Measurable Objectives: • An increase of 5% on the reading and language sections of the mandated state testing for

Kindergarten through Grade 12. • At least one grade level increase annually in instructional context word recognition level

for grades 3 through 12. • At least one grade level increase annually in instructional comprehension level for

students in grades 3 through 12. Activities:

• Implement balanced literacy model to support and monitor student progress in mastering the GPS using the Four Blocks Model

o Implement Guided Reading o Implement Guided Writing o Implement Word Work o Implement Self Selected Reading

• Implement in class opportunities for independent reading and retelling with teacher/peer feedback using retelling rubrics

• Implement classroom instruction in higher order thinking skills using concept imagery along with guided reading.

• Implement on-going and annual literacy assessments: o Visual/oral reading assessments

25 | P a g e

o Informal retelling rubrics o Running Records o Informal Reading Inventories

• Implement classroom instruction in vocabulary/concept development using the Fairview Learning System (Dolch Words and Bridging).

• Implement classroom instruction in phonemic awareness, phonics, and symbol imagery strategies.

• Parent involvement to provide opportunities for repeated readings outside of the classroom in order to build oral/visual reading fluency, vocabulary background knowledge, and comprehension.

II. Measurable Goals: The students will improve in expressive and receptive language skills with attention to clarity, purpose, and understanding of audience using a variety of communication skills across the curriculum.

Annual Measurable Objectives: • Students ages 3 through early adolescent will improve their conversational competency

on the Kendall P-levels by one-half level per year over the next four years. Students who are adolescent to young adult will improve their conversational skills in at least one competency area (reference, content, cohesion, use or form) on their current proficiency level for each year as measured by the Kendall P-levels.

• Students ages 3 through early adolescent will increase their overall vocabulary (as measured by the MacArthur CDI) by 20% for each year over the next four years. Students who are adolescent to young adult will demonstrate mastery of all vocabulary on the same inventory (CDI) before their junior year.

Activities: • Implement on-going and yearly language assessments to support and monitor student

progress in mastering the GPS: o Single-word vocabulary o Conversational and pragmatic language skills.

• Review and select appropriate assessments to document expressive communication skills: o ASL Developmental Checklist o Videotaped language samples o Assessment of Children’s Language Comprehension (ACLC)

• Implement small group instruction using materials and/or skills from the Students who are adolescent to young adult will improve.

• Establish parent sign language and literacy classes which include information about vocabulary, conversational skill development and the role of the family in developing these important skill areas.

• Review the school’s language and communication policies to incorporate best practices in language learning theories.

• Expand staff sign language classes to include information about instructional communication issues and content specific vocabulary.

26 | P a g e

III. Measurable Goals: The students will improve math skills by increasing their proficiency and fluency when using basic math facts as well as connecting math to real life events.

Annual Measurable Objectives:

• Increase percentage of students in grades K- 12 meeting or exceeding standards on State Mathematics assessments and improve individual student achievement on Key Math assessment.

Activities: • Implement on-going and yearly math assessments to monitor student progress and

mastering the GPS. • Implement flexible student groupings for math instruction based upon on-going

assessments and achievement data. • Use the Online Assessment System (OAS) to help students learn the language and

structure of the CRCT math questions. • Develop and use sign language videos to teach staff consistent signs for a variety

of math vocabulary words. • Create math sign language vocabulary DVDs to send home to parents.

#3 Instruction by Highly Qualified Professional Staff

We will provide instruction by highly qualified teachers who meet the standards established by the State of Georgia. Teachers that are not Highly Qualified have individual remediation plans reflecting the actions to be taken to become Highly Qualified. The remediation plans are in compliance with Title IIA requirements. One hundred percent of paraprofessionals are Highly Qualified.

NCLB Highly Qualified Data Full Certification for Highly Qualified Status

2006 –2007

Highly Qualified

2007 –2008

Highly Qualified

2008 –2009

Highly Qualified

86% 70% 79%

Needs assessment results indicate that in the area of certification 79% of certified staff are highly qualified. For AASD, a factor to consider when reviewing the highly qualified figures and percentiles is that most teachers need to hold dual certification, one in content area and one in appropriate sensory impairment area or disability category.

27 | P a g e

2008-2009 47 instructional staff 37 HQ 10 not highly qualified (includes 4 full-time subs, none certified) All paraprofessional positions filled with licensed staff at this time

2007-2008 44 instructional staff 31 HQ 13 are not highly qualified (includes 4 full-time subs, none certified) All paraprofessional positions were filled with licensed staff

2006-2007 37 instructional staff 32 HQ 5 are not highly qualified (includes 3 full-time subs, not certified) All paraprofessional positions were filled with licensed staff

Data indicate that 15 teachers have 0-3 years of teaching experience.

Yrs of Experience 2009 0-3 yrs 4-8 yrs 9-14 yrs 15-20 yrs 21-25 yrs

26+ yrs

Number of Teaching Staff 15 14 7 0 2 5 Action Plan for Increasing the Number of Highly Qualified Teachers and Providing Support to Novice Teachers

• All State School teachers will meet the “Highly Qualified” standard by the end of the 2009-2010 school year.

:

• All teachers not meeting the highly qualified standard will be engaged in activities to attain the standard.

• Each teacher must submit a remediation plan to be signed by the teacher and principal. The remediation plan will include a timeline for completing each requirement.

• Activities may include GACE testing, add-on certification programs, and college coursework.

• Stipends will be provided to teacher mentors and department chairs. There will be 21 teacher mentors and department chairs. Each one will receive $500 at the end of the first semester and $500 at the end of the second semester for a total stipend of $1000 for the 2009-2010 school year. There are currently 18 teachers with 0-3 years of experience. The goal in providing teacher mentors and department chairs is to help the novice teachers with instruction, student behavior, and guidance towards progress in becoming HQ.

• AASD mentoring program will be implemented.

28 | P a g e

We maintain the following strategies to attract highly qualified teachers by our hiring process through human resources, panel interviews, and job fairs.

In order to attract qualified staff and to keep them employed at the Atlanta Area School for the Deaf the following activities were implemented:

• Implement a teacher mentoring program • A variety of Professional Learning Courses that are relevant to the population of

students we serve as well as providing staff on campus courses that give them the opportunity to earn professional learning units required for recertification

• Numerous mini professional learning activities throughout the year that address more individualized needs of the staff

• Opportunities to participate in off campus professional learning courses, state training, and both local and national conferences

• A highly qualified Support Team to assist them in all areas of instruction and student engagement

• Increased opportunities for leadership • Creative ways of compensating staff for additional responsibilities and work time • Encourage and support National Board Certification for staff • Actively seek minorities, males, and deaf representation to diversify staff • Initiated vertical planning time enabling staff to work more closely with others in

their same content area • Providing tutoring and study materials for many of the GACE Assessments

# 4 Ongoing Professional Development

Professional development will be used for staff to enable all children in the school to meet performance standards. We have aligned professional development with the State’s academic content and student academic achievement standards.

Goal: Analyze disaggregated student learning, demographic, perception (e.g., needs assessment/teacher survey) and process data to develop and implement a comprehensive, clearly articulated, long-term (two to three years) plan for professional learning aligned with the goals and strategies in the School Improvement Plan and focused on 3-4 expected teacher learning outcomes that will most significantly impact student achievement. Clearly communicate the intended results and expectations for implementation and describe expected changes in classroom practices. Conduct ongoing monitoring and evaluation of the impact of professional development on teacher practices and student learning; provide feedback and coaching to teachers.

Because a full range of professional learning activities are already offered by colleges and universities and a variety of organizations, the goal of the AASD Professional Learning Program

29 | P a g e

is to complement and/or enhance existing classroom activities and to provide quality professional learning credit courses to our staff. The Professional Learning Coordinator will be in charge of the administration of the program. A Professional Learning Program Advisory Committee will include instructional staff and administrators that work together to provide guidance for many PLU activities and assist in the design of the program. This comprehensive plan is intended to provide a broad view of the scope of our plans. Individual programs or activities will be submitted as addendums. Standard I - Student Goals and Educational Improvement Practices

A. Goals

The goals of Atlanta Area School for the Deaf’s Professional Learning Program are as follows:

o Provide a forum on state and national educational issues through seminars and

conferences which focus on new paradigms, emerging issues, and information from nationally known experts.

o Design skill sessions for educators which will provide: the continued reinforcement

needed for permanent change; advanced training opportunities for experienced teachers’ integration of academic and vocational skills for teachers in a variety of specializations; exploration of current issues in the area of administration, classroom management, and special population needs.

o Coordinate special topic activities as enrichment opportunities for educators.

o Bring research-based information to educators to supplement and enhance established

practice.

B. Objectives Each offering of the Atlanta Area School for the Deaf Professional Learning Program will incorporate the following operational objectives:

o To demonstrate good practice through instructional design and delivery. o To expand training parameters into formats that emphasize curriculum integration and

classroom application. o To address specialized needs with targeted and accessible instruction. o To incorporate evaluation methodology into program design to insure

outcomes. o To respond to identified needs through flexible, timely programs. o To encourage meaningful two-way communications with educators in the process

of assessment, planning, instruction, and evaluation.

30 | P a g e

C. Policies and Procedures Instructional offerings of the Atlanta Area School for the Deaf Professional

Learning Program will be initiated by needs identified in our Comprehensive School Improvement Plan, deficits identified in the ASL Signed Communication Proficiency Interview (SCPI), and needs perceived by the professional staff at AASD. These needs may be revealed in either needs assessments or individual requests. Participants in the program will be responsible for obtaining prior approval for attending off campus workshops for PLU credit.

Standard II - Educational Personnel Needs Assessment

Atlanta Area School for the Deaf will reference identified educational and professional needs in our Comprehensive School Improvement Plan and shall conduct periodic assessments of teachers to determine additional educational and professional needs. These assessments will be in the form of observations, surveys, and response to requests. The results will be used to determine program offerings. Standard III - Approval of Professional Learning Plans for Individuals and Groups

Each individual desiring Professional Learning Unit credits must complete a Prior Approval Form. (See attached.) The form is available by contacting the Professional Learning Office of the Atlanta Area School for the Deaf. The completed form must be signed by the AASD School Director and filed with the Atlanta Area School for the Deaf Professional Learning Office in conjunction with the training activities. This form insures that the improvement goals are being met by the course(s) being offered. The Prior Approval Form shall include the four categories in which PLU(s) can be earned. Standard IV - Components of Certification Renewal Credit Activities Each PLU addendum for a professional learning course will include the following components:

1. Course Title and number of PLU(s) 2. Name of person submitting the request and the date 3. Course Description 4. Goals to be addressed 5. Improvement practice to be implemented 6. Follow up activities or processes to insure successful implementation 7. Preparation planning which includes

• Dates for the activity • Target audience and limit on participants (if applicable) • Instructor(s) and their qualifications • Location • General Instructional/delivery strategies to be used during the activity

31 | P a g e

8. On the job performance verification procedures (when, who and how) or mastery verification procedures including a rationale for why mastery verification is being used instead of on-the-job performance.

Standard V - Procedures of Advisory Committee/Planning The Atlanta Area School for the Deaf Professional Learning Planning Committee shall include the School Director, the Principal, the School Leadership Team, as well as the professional learning coordinator. This group will initiate many of the PLU programs/courses sponsored by AASD. This group will also review all PLU programs/courses sponsored by AASD. The Planning Committee will meet annually and at other times, as called meetings are necessary to continue committee business. Standard VI - Completion of Preparation

Participants must meet the following requirements in order to successfully complete the instructional phase of each certification renewal program.

1. Attend a minimum of 10 clock hours of instruction for each professional learning unit (PLU) as verified by attendance records maintained by the instructors. No more than 10% of the total contact hours will be allowed as absences. Make-up work will be scheduled for those with excused absences. All requirements of the instructional phase must be met within two months of the program date or the final make-up session, if required.

2. Demonstrate predetermined levels of competency as evidenced by mastery

verification for each program.

3. Develop an individual plan for implementation that has been approved by the instructor/facilitator or appointed designee.

At the completion of the preparation phase, the instructors will provide the Professional Learning Coordinator with a list of all participants having met the requirements for PLU credit indicating attendance for the required minimum contact hours and successful completion of the mastery verification requirements. A Professional Learning Feedback Form will be completed by all participants receiving PLU credit. PLU credit will not be credited until the PL Feedback form has been received by the Professional Learning Coordinator. Standard VII - Mastery Verification in lieu of On-The-Job Assessment Due to the nature of the knowledge and skills required during these programs, the instructional staff is best qualified to assess and evaluate each participant’s level of achievement in relation to

32 | P a g e

the stated goals of the program. Each program addendum will include a specific Mastery Verification Plan. The plan will include at least the following components:

1. Criteria for successful mastery verification as evaluated by the instructor/facilitator.

2. Confirmation of attendance and participation 3. A deadline for date of completion (if not completed during the activity period) 4. Professional Learning Feedback form completion and submission to the Professional

Learning Office. Standard VIII - Designation of Certification Renewal Program Coordinator The Professional Learning Coordinator of the Atlanta Area School for the Deaf will be responsible for coordinating the program and will be the program contact person. Standard IX - Recommendation for Certification Renewal Credit Recommendation for certification renewal credit will be made upon the satisfactory completion of the following criteria:

1. Verification by the instructor that the participant has demonstrated predetermined level competencies listed in the preparation phase of the training activity 2. Verification by the Program Coordinator that the participant has

completed the required number of contact hours. 3. Supporting documentation provided with appropriate application forms

and transcripts, either PLU coursework or college coursework. 4. Fingerprinting and background check.

Standard X - Record Keeping

All attendance and performance records will be carefully maintained by instructors and/or kept by the Program Coordinator for a minimum of six (6) years. The form for documenting and verifying the recommendation for certification credit will be the Professional Learning Unit (PLU) Course Completion Form or the AASD PLU Transcript Form for all on campus activities designed for AASD staff. Standard XI - Appeals Channels

A participant desiring to appeal the recommendation of the instructor or program coordinator for certification credit may appeal the recommendation according to the following procedures.

1. Within one week of the final recommendation of the certification credit, the participant must notify the instructor in writing of his/her desire to appeal. With the

33 | P a g e

notification, the participants must also state in writing the substantial reasons that support the appeal. The instructor and participant will schedule a meeting to discuss the appeal. Results of the meeting will be given to the participant in writing within one week of the meeting.

2. If the result of the process provided in Item 1 does not resolve the case, the

participants may submit a written notification of appeal and reasons to the program coordinator who approved and verified the participant’s professional learning activities, with a copy sent to the instructor. The instructor will arrange a meeting with the participant, the program coordinator, and the Professional Learning Advisory Committee to discuss the appeal. The participant will be notified in writing within one week the final decision. A copy of this appeals process will be provided to the participants upon acceptance to the program/course.

#5 Strategies to Increase Parent Involvement May opportunities are available for parental and family involvement with our school. They include but are not limited to:

• Parents are actively involved in decision making regarding school improvement and increasing student achievement by participation on the AASD School Council which serves as AASD’s Local Board and through the AASD Parent Teacher Association.

• Parents are invited to attend Title I funded Saturday Workshops that focus on how parents can help students increase student achievement.

• Annual parent conference meetings are scheduled aside from regular IEP meetings. The meetings’ purpose is to focus on IEP progress, a review local assessment results, and a review of CRCT/GHSGT results. Teachers explain the results to parents which assists parents to understand student proficiency levels on all assessments.

• A fall festival is held in October. • Movie nights are held at AASD to bring parents and the community together. • A school magazine is sent home in the winter and spring. • A parent resource room is being created. • Parent surveys are administered to capture information regarding student needs and

family support. The surveys include questions regarding the effectiveness of parental involvement strategies.

• Encouraging parents to volunteer as tutors, field trip chaperones, and teacher helpers.

The AASD parental involvement policy is in the Appendix, Item A.

34 | P a g e

#6 Plans for assisting preschool children in transition

Students at AASD are referred to the school via the IEP process. Parents are offered a tour of the school and the opportunity to visit the classes in which a potential student will be assigned. Transitioning from one grade to the next involves IEP meetings in which collaboration occurs between the school, the parents, and the local school system. With group consensus, individual student goals are established and transition is addressed. In addition, students that are 16 years old or are in the 8th grade have transition plans developed and implemented to ensure positive post-secondary outcomes.

#7 Measures to include teachers in the decisions regarding use of assessment

We include teachers in decisions regarding the use of academic assessment information for the purpose of improving student achievement. The ways that we include teachers in decisions regarding use of academic assessment are data teams, grade level meeting, and content area meetings. Teachers maintain and update individual student portfolios which document the use of assessment data to inform instruction. The portfolio information is shared with parents, local school systems, and school level staff.

# 8 Coordination of Federal, State and Local Services and Program The Schoolwide Title I Plan was developed in coordination with other programs including the School to Work Opportunities Act, the Carl D. Perkins Vocational and Applied Technology Act, and the National and Community Service Act. Funds for instruction, professional learning, parent involvement, and technology will be acquired by coordinating expenditures of local funds with resources from Title I, Title VI B, Title IIA, and Title IV. Salaries and benefits for auxiliary personnel not allocated in state funding will be afforded through approved federal grants such as Title VIB and Tile I. Instructional materials and supplies will be funded through a coordination of state and federal funds to ensure that supplanting is not an issue.

AASD will employ all available programs and resources to assist in the implementation of our Schoolwide Title I Plan. The following programs and agencies will be involved:

• Georgia Department of Education • Local School Systems • Metro RESA • Kennesaw State ETTC

35 | P a g e

• Georgia Council for the Hearing Impaired • Georgia Department of Labor • Georgia State University •

#9 Activities to ensure that students who experience difficulty mastering standards shall be provided with assistance

We provide activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Those activities include but are not limited to Saturday SES, Summer SES, and RtI. Furthermore, the students’ IEP goals drive individual instruction.

We have measures that ensure students’ difficulties are identified on a timely basis such as IEP meetings, parent conference meetings, in-house academic/behavior referral process, progress reports, report cards, and RtI process.

We provide periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. The training includes a focus on language, literacy, math, and essentials of effective teaching.

Teacher-parent conferences including IEP meetings as well as other methods of communication detail what the school will do to help the student, what the parents can do to help the student and additional assistance available to the student at the school or in the community.

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

Dissemination of individual student assessment results and interpretation are provided to parents in their native language through scheduled individual parent conferences. In addition students’ ability to self-monitor and self-evaluate their work will be enhanced by involving students in assessment tasks as well as by informing students of their level of achievement on assessments,

36 | P a g e

and by routinely providing feedback through teacher conferences. These initiatives are outlined in the approved School Improvement Grant 1003g and the School Improvement plan.

#11 Collection and disaggregation of data on the achievement and assessment results of students

Atlanta Area School for the Deaf will provide provisions for the collection and disaggregation of data on the achievement and assessment results of students by increasing opportunities for teacher collaboration to determine desired results. The collaborative design assessment practices aligned with the GPS will improve student performance. Adjusting instruction based upon assessment data will improve student achievement and address targeted learning gaps and problems. Teachers work in Data Teams with the focus of using student data to inform and differentiate instruction. The school’s state assessment coordinator works with teachers to analyze data at the classroom level.

#12 Provisions to ensure that disaggregated assessments results are valid and reliable

The Atlanta Area School for the Deaf utilizes state administered assessments that have been field tested and are guaranteed to be valid and realiable. The school also utilizes local assessments that are research based tools designed to assess the progress of deaf and hard of hearing students. Ensuring that the results of the collaboratively designed assessments are analyzed along with student work will make the process of adjusting instruction more effective and efficient, valid and reliable.

#13 Public Reporting of Disaggregated data

As part of public dissemination of disaggregated data, Atlanta Area School for the deaf holds Management Team meetings, Leadership Team meetings, Instructional Staff meetings and School Council meetings. All meeting minutes are posted to the AASD website and the AASD internal staff portal for review. The School Improvement Plan and the School Improvement Grant 1003g application are posted the AASD website for staff and parent/community view.

37 | P a g e

#14 Plan developed during a one year period

The Schoolwide plan was developed during a one year period and is updated for review annually by the AASD stakeholder including: of teachers, parents,, students, and community members.

#15 Plan developed with involvement of stakeholders

Atlanta Area School for the Deaf utilizes the involvement of stakeholders in the process of data analysis and in developing and monitoring the school improvement plan to support the attainment of the school’s short term and long term goals. The Schoolwide Title I Plan is developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals and other school staff, and pupil service personnel, parents and students (if secondary). The process used for involvement include but are not limited to; parent involvement meetings held twice a month, minutes of all school leadership, school council meetings posted to the AASD website and parent involvement surveys completed semi-annually. Staff meetings are held once each month along with staff surveys completed on an ongoing basis to compile input and decision making.

#16 Plan available to the LEA, parents and the public

The Schoolwide plan is available to the parents and public via the AASD website; www.aasdweb.com and the Parent Involvement website of; http://www.bethere.org/aasd.

#17 Plan translated to the extent feasible

When feasible and or upon request, the plan is/can be translated into any language that a significant percentage of the parents of the students in our school speak as their primary language.

#18 Plan is subject to school improvement provisions

38 | P a g e

The Schoolwide Title I Plan is subject to the school improvement provisions of Section 1116.

All provisions of the Schoolwide plan can be found in further context in the School Improvement Application 1003g grant and the School Improvement Plan both of which are approved by the State Board of Education and the Georgia Department of Education’s School Improvement Division.