Accountability and School
Improvement Plan
2013-2014
for
Sol. C. Johnson High School
Savannah-Chatham County Public Schools
Bernadette Ball-Oliver, Principal
Thomas Lockamy, Ed.D. Superintendent of Schools
September 25, 2013
INSERT Revision Date (if applicable)
I.
Principal’s Message
September 25, 2013
Dear Stakeholders:
Dear Sol C. Johnson High School Community:
For the fourth consecutive school year, Johnson High has been recognized in the top 4% of all high schools
in the nation. Advanced Placement and International Baccalaureate students surpassing the rigor of challenging
work and successfully testing have brought great honor to the school. Yet we continue to fall short of the
College Career Readiness Performance Index benchmarks. This Accountability and School Improvement Plan is
reflective of a more comprehensive approach to school improvement. The Leadership Team, Title I Schoolwide
Planning Committee Department Professional Learning Communities (PLCs), and stakeholders focus
specifically on analysis of teaching and learning data to increase student achievement. Comprehensive data
collection and analysis will guide this year’s school improvement process, with a focus on monitoring
implemented best practices to increase student engagement, instructional rigor and overall academic
achievement.
Additionally, data from focus walks, observations, and walk throughs will be utilized to strengthen instructional
strategies and support structures provided to increase student achievement. Subsequently, changes made to this
document are a reflection of the energy of core-course leaders and data collected from student assessments,
attendance, and discipline throughout the previous school year. The collected and analyzed data will be used to
explore and implement teacher-by-teacher, course-by-course, and student-by-student strategies in the journey to
increase students’ performances and outcomes.
We invite and encourage the community to participate in this school improvement process as we work to make
Sol C. Johnson High School a world class school.
Sincerely,
Bernadette Ball-Oliver
Principal Sol C. Johnson High School
2
II.
Development Plan and Communication Process
Various stakeholders are involved in the school improvement process to ensure that the needs
of all students are addressed. The chart below illustrates the diverse group involved with the
development of this plan. The plan is reviewed annually and communicated using a variety of
formats such as, school website, parent meetings, school newsletters, staff meetings, etc. A
comprehensive needs assessment is conducted annually and used to develop the School Data
Profile Narrative, which helps paint a total picture of the school’s progress and tells “the story
behind the numbers.”
Committee Members/Representation
Individual/Groups
Title I/Position
Bernadette Ball-Oliver
Principal
Derrick Butler
Assistant Principal
Craig Daughtry
Assistant Principal
Jason Beulterman
IB Coordinator
Yolanda Coaxum
Title I Transition Coach
Brain Wilborn
Mathematics Department Chairperson
Erin Wright
ELA Department Chairperson
Dmetri Nevels
Social Sciences Department Chairperson
William Conyers
Science Department Chairperson
Jene Singleton
Special Education Department Chairperson (Inclusion)
Juan Simmons
Title I Parental Involvement Facilitator
Mariela Atencio
World Languages Department Chairperson
Anitra Williams
CTAE Department Chairperson
David Jackson
PE/Health Department Chairperson
Kim Rhodes
Parent
Kimberly Ward-Dawson
Cheryl Williams
Elazer Barnette
Christian Cherau
Parent
Parent
Community Member
Consultant
3
III. Needs Assessment Data Sources
Continuous Growth of Student Academic Achievement
 School Demographics (gender,
race, poverty rate, etc.)
 SWD Data
 Advanced Placement Exam


 ITBS Data
 3rd grade Writing Assessment
 5th Grade Writing Assessment 
 8th Grade Writing Assessment

HiQ Percentage
Percent Staffed by Certified
Teachers
Professional Development
Hours and Involvement Related
to Academic Achievement

 Teacher Survey
 SRI Data
 MAP Data
 Dibels Data
 GKAP-R
 Parent Survey
 GHSWT – First Time Pass Rate
 CCRPI Data

Gifted Programs Data
 Student Survey
 Accountability and Assessment

website
PSAT Participation and Results
Report
Dual Enrollment Class Results
and Enrollment
 Incidents of Out-of-School
Suspensions
 Incidents of In-School
Suspensions
 Incidents of Expulsions

Incidents of permanent
Expulsion
 Disproportional Data
 ACT Participation and Results
 Post Secondary Enrollment
Incidents of Possession of
Firearms in School
Incidents of Possession of
Weapons Other than Firearms in
School
Incidents of Possession of
Drugs/Alcohol on Campus
 Hearing Office Data
 Quarterly Assessment Data
 PowerSchool Database Data
 IB Programs Data

 SACS/CASI
 SAT Participation and Results

 Incidents of Physical Violence
Enrollment and Results
 CRCT Data
 EOCT Data (3-years)
Safe, Secure & Disciplined
Learning Environment
 Grade Distribution Report
Other
 Parent Involvement Data

21st Century Program Data
 Lexile Data
 Promotion/Retention Data

Governor’s Honors Program
 Attendance Data for Students

and Staff
Dropout Rate (3-Years)
 Cohort Graduation Rate (3Years)
4
IV. Tier 2 Indicator
Focus Area (#1): Continuous Growth of Student Academic Achievement
Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the
corresponding Tier 2 indicators/goals and developed strategies with an emphasis on academic achievement.
These goals are directly aligned to the District Accountability System (DAS).
GOAL 1.
GOAL 2.
GOAL 3.
GOAL 4.
GOAL 5.
GOAL 6.
GOAL 7.
GOAL 8.
GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not
passing the 9th Grade Comp/Lit EOCT in SY 2013 – 2014, with an overall increase of students
passing from 75% in SY 2012-13 to 80.6% in SY 2013 -14 .
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas.
GOAL: To decrease the percentage of SWD students not passing American Literature EOCT by
15% in SY 2013-2014, with an overall increase of students passing from 85% in SY 2012 – 13 to
90.7% in SY 2013 - 14.
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas.
GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not
passing the Biology EOCT in SY 2013-2014, with an overall increase of students passing from
39% in SY 2012 – 13 to 59.3% in SY 2013 - 14.
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores.
GOAL: To decrease the percentage of ED and SWD students not passing the Physical Science
EOCT by 15% in SY 2013 – 14, with an overall increase of students passing from 60% in SY
2012 - 13 to 68.2% in SY 2013 - 14.
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas.
GOAL: To decrease the percentage of ED students by 10% and SWD students by 15% not
passing the U. S. History EOCT in SY 2013 – 2014, with an overall increase of students passing
from 61% in SY 2012 - 13 to 70% in SY 2013 - 14.
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores.
GOAL: To decrease percentage of SWD students not passing the Economics EOCT by 10% in
SY 2013 – 2014, with an overall increase of students passing from 56% in SY 2013 – 14 to 66% in
SY 2013 - 14.
RATIONALE: SWD subgroups perform consistently below other students in all subject areas as
evidenced by the EOCT, and ED subgroups perform consistently below other students in all subject
areas, with the exception of ELA and Physical Science, as evidenced by EOCT scores.
GOAL: To increase the percentage of students passing the Coordinate Algebra EOCT from 17%
in SY 2012 - 13 to 50.0% in SY 2013 - 14.
RATIONALE: Mathematics performance continues to be below the state and district performance.
GOAL: To increase Graduation Rate for all students graduating to 75% in SY 2013 – 2014.
RATIONALE: Graduation rate continues to be an area of focus to ensure all students are attaining
on-time graduation.
5
Focus Area (#2): Safe, Secure, and Disciplined Learning Environment
GOAL 1.
GOAL: To decrease the 2012-13 special education discipline events by 30% from 67 to 47 for
the 2013-2014 school year.
RATIONALE: To support planning and action to address discipline disproportionality at the school
level and to decrease amount of time students are removed from the classroom environment.
GOAL 2.
GOAL: To decrease the 2012-13 general education discipline events by 30% from 748 to 524
for the 2013-2014 school year.
RATIONALE: To support planning and action to address discipline disproportionality at the school
level and to decrease amount of time students are removed from the classroom environment.
GOAL 3.
GOAL: Reduce the number of special education students suspended out of the classroom (ISS
plus OSS) more than 10 days during the 2012-2013 school year by 100% from 2 to 0 for the 20132014 school year.
RATIONALE: To support planning and action to address discipline disproportionality at the school
level and to decrease amount of time students are removed from the classroom environment.
$24,165
Focus Area (#3): Fiscal Responsibility
GOAL 1.
GOAL: Reduce the number of KRONOS exceptions
RATIONALE: To support planning and action that will minimize time spent by the KRONOS
secretary in correcting errors; thereby, maximizing work productivity (time spent) in performing other
duties.
Focus Area (#4): Community Engagement
GOAL 1.
GOAL: To improve the percent of parents satisfied with instructional effectiveness as
measured by the district parent survey from 74% in SY 2012 – 13 to 80% in SY 2013 – 14.
6
Table of Contents
Components
Page
1. Comprehensive Needs Assessment
8-17
2. Reform Strategies
18 – 19
3. Instruction by Highly Qualified Staff
20 - 21
4. Ongoing Professional Development
22 - 23
5. Strategies to Increase Parental Involvement
24 - 25
6. School Transitioning
26
7. Include Teachers in Decisions
27-28
8. Coordinate and Integrate Programs
29 - 30
9. Assistance for Students who Experience Difficulty
30 - 31
10. Student Assessment Results Collection and Interpretation
32
11. Collection and Disaggregation of Data
33
12. Valid and Reliable Data
33
13. Public Reporting of Data
34
14. Plan Developed in One Year
34
15. Plan used Community Input
34
16. Plan Available to LEA and Community
35
17. Plan Translated where Feasible
35
18. Plan is Subject to School Improvement
35
19. Comments
36
7
V. TITLE I SCHOOLWIDE PLAN COMPONENTS
1. Comprehensive Needs Assessment/
School Profile Summary Narrative
Provide comprehensive needs assessment of the entire school that addresses all academic areas and other
factors that may affect achievement.
We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive
schoolwide/school improvement plan. Sol C. Johnson High School (SCJ) is a comprehensive neighborhood high school
located in Thunderbolt, GA with 848 students in grades 9 through 12. The school houses a Specialty Program for the
International Baccalaureate Diploma Programme and has recently added the International Baccalaureate Career
Certification (IBCC) Programme.
In school year 2010 – 2011 Islands High School opened and reduced enrollment from approximately 1300 students to a
current enrollment of 848 students. The opening of Islands High School impacted the diversity and socio-economic
status of the SCJ student population. In 2009 – 2010 prior to the opening of Islands High School, SCJ had a
demographic population of 69% African American, 26% Caucasian, 2% Hispanic, and 3% Asian. In 2010 – 2011 the
African-American demographic increased to 81%, while the Caucasian demographic decreased to 9% which was a
decline of 17%. In addition, the Asian demographic decreased to 2% with the Hispanic population declining to 0%.
During the 2009 – 2010 school year, 62% of the students at SCJ received free or reduced lunch; whereas, approximately
75% of the students at SCJ are free or reduced lunch in 2012 – 2013.
SCJ has a fairly new administrative staff (principal and 2 assistant principals) that have been at the school for 2 years.
While structures such as Professional Learning Communities and Data Teams have been in place for a number of years
in the Savannah-Chatham County Public School System, Sol C. Johnson High School began true implementation of
these structures in 2011 – 2012 to ensure a laser focus is being placed on student achievement. As with any change
process, it has been a period of adjustment and transition regarding implementation with fidelity of these structures. In
addition, SCJ has welcomed 29 new teachers to the Atom Smasher Faculty for the 2013 -2014 school year.
For the purpose of developing our schoolwide plan, we coordinated our Needs Assessment Process, data examination
and goals with our School Accountability Plan. Members of the committee involved in this process were asked to attend
the initial meeting and subsequent planning meetings, as well as subcommittee meetings, to develop our comprehensive
plan. During these meetings, academic and behavioral data was analyzed to determine root causes for the lack of
student achievement and parental involvement. A review of all components of the plan was shared to obtain feedback
and suggestions from all Committee members, and this feedback was incorporated into the plan. Minutes of these
meetings are available on file in the principal’s office. A review of all components of the plan was shared to obtain
feedback and suggestions from all Title I Schoolwide Committee members, and this feedback was incorporated into the
plan. The members of the Title I Schoolwide Committee and their roles are listed in the table on page 3. The plan was
revisited and updated to include the 2012 – 2013 data that was unavailable at the time of its development.
8
We have reflected current achievement data that will help the school understand the subjects and skills in which
teaching and learning need to be improved. These assessment data and other related data indicated below helped us
reach conclusions regarding student achievement and other related areas.
School Demographic Information 2012 – 2013
2011 – 2012 Total # of
Students 900
Boys = 426
Girls = 474
African-American = 812
(90.2%)
Caucasian = 43 (4.8%)
Multi-Racial = 19 (2.1%)
Hispanic = 15 (1.7%)
Asian = 10 (1.1%)
American Indian = 1 (.1%)
Economically Disadvantaged =
566 (69.9%)
Students with Disabilities = 102
(11%)
2012 - 2013 Total # of Students
853
Boys = 427
Girls = 426
African-American = 773 (90.6%)
2013 - 2014 Total # of Students
848
Boys = 401
Girls = 447
African-American = 775 (91.4%)
Caucasian = 41 (4.8%)
Multi-Racial = 19 (2.2%)
Hispanic = 11 (1.3%)
Asian = 8 (.9%)
American Indian = 1 (.1%)
Economically Disadvantaged =
639 (74.9%)
Students with Disabilities = 92
(11%)
Caucasian = 43 (5.1%)
Multi-Racial = 17 (2.0%)
Hispanic = 9 (1.1%)
Asian = 3 (.35%)
American Indian = 1 (.11%)
2012 – 13 Economically
Disadvantaged = 639 (74.9%)
Students with Disabilities =
The table above reflects 3-year trend demographic data including race, ethnic status, socio-economic status, gender, and
students with disabilities. The demographic data for SCJ High School has experienced a change regarding diversity due
to the opening of Islands High School, a neighborhood high school on Wilmington Island. With the opening of Islands
High School, the Caucasian enrollment decreased, as well as the economic status of the student population. The school’s
demographic data clearly indicates a primarily African-American ethnic group, with a steady rise in the economically
disadvantaged subgroup. In 2012 – 2013, 74.9 % of the population was classified as economically disadvantaged based
on free and reduced lunch data. This was a 13% increase over a two year period.
End of Course Tests
The Georgia End of Course Tests main administrations occur in the Spring of each year. Students are assessed in 9th
Grade Composition/Literature, American Literature, Mathematics I/Coordinate Algebra*, Mathematics II, Biology,
Physical Science, United States History, and Economics. The below chart reflects the percent of students meeting
and/or exceeding the standards.
Subject Area
th
9 Gr. Comp/Lit
American Lit
Coordinate Alg.*
Math I
Math II
US History
Economics
Biology
Physical Science
School
76
89
2011
District
80
84
35
34
48
60
47
57
49
36
44
59
54
57
EOCT Trend Data
2012
State School District
82
68
80
87
84
85
61
57
64
72
69
75
38
32
38
53
52
57
53
44
50
62
60
67
State
83
88
64
56
67
76
71
75
2013
School District
75
84
85
89
17
27
39
32
47
57
61
68
56
73
39
62
60
75
State
85
90
37
32
62
72
79
74
81
Numbers indicate percent of students that passed the test.
*Common Core Georgia Performance Standards (CCGPS) Coordinate Algebra will replace the Mathematics I curriculum beginning
in school year 2012 – 2013.

The vast majority (91.4%) of students that test are of African-American ethnicity. Additionally, the majority of
Caucasian students are participants in the IB program, which has academic criteria for admittance. Therefore, a
9




comparison by ethnicity does not reveal a true gap in achievement based on students’ race.
Mathematics performance continues to be below the state and district performance.
EOCT data reveals a school decline in ELA performance for 9th grade Composition and Literature in school
year 2011 – 12. An increase of 9% was seen in the 2012 – 13 school year; however, this increase was still below
the district and state performance level. Additionally, American Literature EOCT data still reflects that SCJ
students are performing below the district and state established levels. Further analysis of domain data reveals
that reading (literacy and informational) is the area of greatest concern.
Declines in social studies are also noted and are attributed to reading for information performance and
vocabulary. In school year 2012 – 13, an increase of 23% in US History was noted. The number of students
testing in this area was greatly decreased due to the change in curriculum. The majority of 11th grade students
were enrolled in American Government during the 2012 – 2013 school year.
Science achievement fluctuated over the 3 year period, with 2011 scores declining in Biology but seeing a slight
increase in 2012. The trend data in Physical Science also reveals that scores declined from 2010 to 2011 and
no growth occurred in student achievement from 2011 to 2012. The biggest decline occurred in Biology in
2012 – 2013, with a decrease of 13 percent of students passing the EOCT. Physical Science data did indicate a
3% increase in school year 2012 – 2013.
EOCT Subgroup Comparison Data (SWD and ED)
2011
2012
Subject
Area
ED
Non
ED
SWD
Non
SWD
ED
Non
ED
SWD
Non
SWD
ED
2013
Non
ED
SWD
Non
SWD
9th Grade
76
80
46
81
65
81
36
72
60
44
23
63
Comp/Lit
American Lit 90
87
64
90
81
95
44
88
76
56
39
77
Math I
30
48
18
37
35
49
7
42
31
60
Math II
26
52
5
36
33
30
10
35
40
57
25
46
US History
39
67
12
51
37
54
3
42
24
28
25
26
Economics
54
71
48
60
51
51
28
53
40
43
8
42
Biology
42
61
25
49
47
68
13
57
29
57
18
82
Physical
68
68
29
60
53
70
11
63
47
54
29
51
Science
 Math data indicates a much larger achievement gap with ED students performing below non ED students. From




2010 to 2011, both subgroups declined an average of 17 percent in Math I and Math II. The gap decreased
significantly between the two groups in 2012, with less than 35% of students passing the assessment in either
group. The data for 2013 still indicates a significant gap between ED and non ED students.
The data also indicates an achievement gap of 18 percent or more between ED and non ED subgroups in all
subject areas, with the exception of ELA. In 2011 ED students actually performed better than non ED students
by 3 percent in American Literature, while the percentage of students’ passing the ECOT in Economics was the
same for both subgroups during this year. In 2013 ED students out performed non ED students in 9th grade
Composition and Literature by 24%, while a significant gap occurred between these two subgroups in American
Literature.
Analysis of subgroup data for Economically Disadvantaged (ED) students as compared to non Economically
Disadvantaged students reveals a minimal gap in ELA, with the exception of 9th grade in 2012 with a gap of
16%. In 2012 the gap increased in ELA between ED and non ED students by 16% in 9th grade Comp/Lit.
Students with Disabilities (SWD) performed much lower than Students without Disabilities in all subject areas.
Gaps in achievement are as wide as 44% in Math I in 2010 and 31% in Physical Science in 2011. All areas of
achievement for the SWD subgroup are also much lower than those for the district and state performance.
Analysis of EOCT 3-year trend data reveal that the greatest gaps in achievement at SCJ exist between the SWD
and non SWD subgroups, as well as the ED and non ED subgroups.
10
Georgia’s new system for measuring the student achievement in its schools is the College Career Readiness
Performance Index (CCRPI), which takes the place of the Adequately Yearly Progress (AYP) system. In examining
the student achievement baseline data released for our College Career Readiness Performance Index (CCRPI), overall
data shows the following results for subgroups:
 African-American, ED, and SWD subgroups did not meet the targets for achievement in EOCT courses.
o Only 31.9% of students that were assessed on the American Literature EOCT have a Lexile score of
1275 or greater.
o African-American subgroup met subgroup performance target but not state performance target in
American Literature.
o Economically disadvantaged subgroup met subgroup performance target but not State Performance
Target in American Literature.
o Caucasian subgroup met state but not subgroup performance target in US History.
Georgia High School Writing Test
Fall 2010
95%
95%
98%
State
SCCPSS
Johnson High
Fall 2011
93%
95%
86%
Fall 2012
95%
92.1%
94%
Numbers indicate percent of students that passed the test.
SCJ did show a decrease in 2012 first time test takers on the GHSWT. A concentrated effort was placed on writing in
10th grade and in 2013 scores increased by 9%. Note: Students with disabilities continues to be an area of concern with
13% not meeting the standard in 2010, 73% in 2011, and 36% in 2012.
Graduation Rate
The below chart reflects three year trend data based on the Adjusted Cohort Graduation Rate for Georgia. The Adjusted
Cohort Graduation Rate calculates the number of on-time graduates over a 4 year period which begins with their 9th
grade entry into high school. Prior to 2011, Georgia’s graduation rate was based on the Leaver Model which defined the
cohort as including students who took more than four years to graduate from high school. Due to the differing methods
for calculating these rates, only 2-year trend data was used to develop this plan. Data indicates that only slightly more
than ½ of SCJ’s students graduate on-time. This includes 5 year graduates. Furthermore, data analysis shows that no
subgroup met the performance targets under the College Career Readiness Performance Index for graduation rate; with
the exception of Caucasian students who did meet the state but not subgroup performance target.
Graduation Rate
All Students
2011
55.53%
2012
62.18%
2013
68.7%*
*2013 is a projected rate as the official rate has not yet been released from the Georgia Department of Education.
IB Diploma Rate by Ethnicity
2011
2012
2013
Total # IB
Graduating Seniors
53
27
40
African
American
21% (4 of 19)
19% (4 of 21)
30% (8/27)
Caucasian
Asian
Other
54% (14 of 26)
50% (1 of 2)
89% (8/9)
40% (2 of 5)
0% (0 of 1)
100% (1/1)
67% (2 of 3)
67% (2 of 3)
100% (3/3)
*Data represent the % of the ethnic subgroup receiving an IB diploma based on the total senior enrollment of that ethnicity in
program.
The IB Diploma Rate saw a decrease of 20% from 43% of students earning IB diplomas to only 23% in the 2012 school
year. This was directly linked to students not successfully completing and/or passing the IB internal/external
assessments required to receive the diploma. With a focus on data and using released IB assessments as benchmarks, an
increase of 27% occurred in the 2013 school year.
11
2011
43%
IB Diploma Rate
2012
23%
2013
50%
8th Grade CRCT Results for 2013-2014 First-Time Ninth Grades
CRCT Score At or Below 821
61 First-Time 9th Grade Students
Reading
Lexile Score of Students with CRCT
Score At or Below 821
27.6% of First-Time 9th Grade Students have
Lexile score below 1040 (range 650 – 1010)
Mathematics
CRCT Score At or Below
Students Scoring Below 70% in the
810
Algebra Domain
81 First-Time 9th Grade Students
71% of First-Time 9th Grade Students
Data reveals that 61 students score below 821 on the CRCT in reading, which means they have a Lexile score below
1040.
Mathematics data indicates 81 of first-time ninth-graders for 2013-14 entered Johnson High scoring below 810 on the
CRCT. The data also indicates students struggled in the Algebra domain, with 152 scoring below 70, which directly
impacts their performance in the Coordinate Algebra Course taken during their 9th grade year.
Course Area Failure by Grade Level and Marking Period
*Numbers represent the percent of students that failed in the course area.
st
ELA
Math
Science
Social
Studies
1
27
34
73
18
9th Grade
2nd
3rd
33
35
42
49
62
31
42
50
2011 – 2012 Grade Level Course Area Failure by Marking Period
10th Grade
11th Grade
th
st
nd
rd
th
st
4
1
2
3
4
1
2nd
3rd
4th
22
14
21
11
18
6
10
8
4
44
24
26
32
33
19
31
20
18
41
31
28
26
20
18
27
21
25
31
19
29
20
22
1
19
8
5
st
1
9
9
12
4
12th Grade
2nd 3rd
13
7
10
18
17
12
9
4
4th
20
41
46
11
*Numbers represent the percent of students that failed in the course area.
st
ELA
Math
Science
Social
Studies
1
16.9
29.8
37.2
13.8
2012 – 2013 Grade Level Course Area Failure by Marking Period
9th Grade
10th Grade
11th Grade
nd
rd
st
nd
rd
st
2
3
YL
1
2
3
YL
1
2nd
3rd
YL
21.3 24.4 38.4
28.6 16.4 22.3 10.2
20.7 17 21.3 10.3
30.2 32.4 45.3
27.7 35.2 41.4 18.1
20.8 34.1 25.1 18.1
50.8 41.1 78.4
25.1 39.3 29.7 14.7
23.4 35.3 27.8 18.8
21.8 12.9 20.0
10.5 19.3 6.7 4.3
7.6 12.0 9.0 5.9
st
1
3.1
5.2
8.2
7.1
12th Grade
2nd
3rd
6.4
5.2
11.5 17.2
13.2 8.3
8.6 15.1
YL
1.2
7.6
4.7
0.0
The data indicates that the greatest failures occur in the area of 9th grade science. Further analysis reveals that 9th grade
students performance on the Biology EOCT is comparable to their classroom performance. The percent of students
failing math, especially in grades 9 through 11, indicates work must be done to assist students in attaining the skills and
knowledge to demonstrate mastery of the standards. Math EOCT data indicates the same performance. Social studies is
also an area of concern with 9th grade students in 2011 – 2012 having the highest percentage of failures. The data also
reveals that in 11th grade students take the US History EOCT which had a failure rate of 48% in 2011 and 50% in 2012;
however, the course failure rates are significantly lower, with 17% being the highest in 2011 and 19% in 2012. There is
12
a definite disconnect between students’ classroom performance and their performance on the EOCT.
Promotion/Retention Data
School Year
2010 – 2011
2011 – 2012
2012 – 2013
Retained
196 (18%)
114 (13%)
191(23%)
Promoted
903 (82%)
783 (87%)
657 (77%)
Above is the promotion/retention data for students. As the data indicates retentions have steadily declined over the past
3 years. The decline in retentions is due to district and school Twilight and after-school support structures, which afford
students an opportunity to recover credit throughout the school year.
ACT Data
2011
2012
Composite
17.6
17.2
English
16.9
16.3
Math
18.1
17.3
Reading
17.7
17.3
Science
17.4
17.3
ACT composite scores showed a slight rise from 17.3 to 17.6 in 2011 but declined to 17.2 in 2012. The scores remain
well below the national average of 21.
2010
2011
2012
Combined
1279
1314
1249
SAT Data
Critical Reading
435
452
426
Math
420
432
410
Writing
424
430
413
SAT data reveals a decrease in combined scores from 1314 to 1249, which is 65 points. The school’s scores are well
below the district average of 1300 and the national average of 1498. It should be noted that IB students score above the
state average.
2011 – 2012 SACS Report Recommendations
In SY 2011 – 2012, SCJ received its 5 year Southern Association of Colleges and Schools (SACS) accreditation
visit. The school received 4 commendations and 2 recommendations. Both recommendations are reflective of the
trends in student achievement data that are noted in our comprehensive needs assessment.
Commendation 1: The school has committed to a shared purpose and direction with all stakeholders through the
motto: “Data drives the decisions to our Destination.”
Commendation 2: The school has an administrative team that is competent, focused on data, and who are able to
model desired outcomes.
Commendation 3: The articulation of data analysis and effective teaching strategies promotes an increase in student
performance.
Commendation 4: The school has fostered a positive collaboration with community stakeholders to support student
learning.
Recommendation 1: Develop and execute a school wide technology plan that will allow the school to continue to
perform and compete on a global level.
Recommendation 2: Implement standards-based instruction in every classroom.
Teacher Attendance for 2012 - 2013
SY 10 - 11
SY 11 - 12
SY 12 – 13
Total Number of
Certified Teachers
77
73
69
9 or more days
absence
19
35
18
These numbers exclude duplicates, professional and jury duty leave days,
13
and any absences during pre, post, and staff planning days.
Teacher attendance data shows that while the number of teachers that missed 9 or more days is on a decline, there is still
a concern regarding the number of days students are not receiving instruction from a highly qualified instructor.
Continuous movement/lose of teachers impacts previously held relationships and collaborations with students and
colleagues, as well as student achievement.
Teacher Attrition
SY 10- 11
SY 11 - 12
SY 12 - 13
Total Number of
Certified Teachers
77
73
69
Number of Teachers
Left SCJ
12
22
25
*These numbers reflect teachers that were reassigned due to a decrease in student enrollment, as well as transfers, retirees and
resignations.
The above chart reflects the numbers of teachers that did not return to SCJ the following school year. It is noted that the
attrition numbers in the chart also include teachers that were reassigned due to a decrease in enrollment. For example in
2011 – 2012, SCJ lost --- teachers to other schools due to enrollment and one due to death.
Student Attendance
School Year
2010 - 2011
2011 – 2012
2012 - 2013
9th
Grade
92.84%
88.87%
10th Grade
93.44%
78.94%
11th Grade
93.99%
80.97%
12th Grade
93.92%
87.15%
The above attendance data reflects a decrease in attendance of at least 4 – 10% across grade levels over 3 years;
however, it should be noted that prior to the 2011 – 2012 school year SCJ was on a block schedule. School year 2011 –
2012 attendance reflects any period on the traditional 7 period day that students were not present in class. Though SCJ
moved to a traditional 7 period day, the data reflects at least 12% or greater of students miss at least one period of
instruction, with the greatest percentage of students missing one period in 10th grade (21.06%).
Student Discipline
Grade
9th
10th
11th
12th
Total
SY 10-11 # students
Referred for
Suspension/Expulsion
187
89
57
80
413
SY 11-12 # students
Referred for
Suspension/Expulsion
190
101
53
92
436
SY 12-13 # students
Referred for
Suspension/Expulsion
Suspension and expulsion data show that rituals and routines, as well as high expectations regarding student behavior
must be improved to ensure students are present in school and in class to learn. Trend data show that the greatest area
of concern is 9th grade students at SCJ. This directly impacts student achievement because when students are not
present in school they cannot learn.
14
Climate Perceptions Survey Data
Johnson
2011
Teachers/Staff (% Satisfied)
Communication School Safety Instructional
& Relationships
Effectiveness
82%
79%
82%
2012
74%
83%
76%
District - HS 2011
2012
88%
82%
88%
87%
84%
82%
*Percentages indicate participants’ satisfaction in each area.
The data reveal that SCJ staff noted a decline in the area of communication and relationships and instructional
effectiveness; while, an increase was noted in school safety. All areas are still below the district average for high
schools.
Students (% Satisfied)
Communication School Safety
& Relationships
Johnson
Instructional
Effectiveness
2011
79%
63%
79%
2012
60%
52%
61%
District - HS 2011
2012
79%
69%
78%
75%
72%
74%
*Percentages indicate participants’ satisfaction in each area.
Data from the student surveys show a decline from 2011 to 2012 in communication & relationships, school safety, and
instructional effectiveness, with the greatest decline of 19% in communication & relationships. All areas are
significantly below the district average for high schools.
Parents (% Satisfied)
Communication School Safety
& Relationships
Johnson
Instructional
Effectiveness
2011
66%
59%
65%
2012
75%
72%
74%
District - HS 2011
2012
78%
75%
77%
78%
79%
77%
*Percentages indicate participants’ satisfaction in each area.
Increases were noted in all areas of the climate survey for parents. With an improvement of 13% in the area of school
safety. SCJ parental survey data regarding school climate is still below the overall district data for high schools.
SCJ High School has a Parent Teacher Student Association (PTSA); however, participation is low. In SY 2012 the
PTSA had 43 members. This only increased to 69 members in SY 2013. PTSA membership does not reflect 10% of
the student population. Parent response to concerns is usually positive, with parents often coming to the school when
contacted to resolve issues/problems; however, work must be done to assist them in understanding the importance of
working with the school to hold students accountable.
15
Below are the results from a 2012 – 2013 parental interest survey. Parents provided input on topics by indicating
workshops or trainings that were of interest to them. The data revealed that most parents would like to see an increase
in scheduled parent conference evenings and would also like workshops held in the evenings regarding standardized
testing and learning styles. Additionally during 2 parental meetings for feedback in the development of the Schoolwide
Title I plan, parents indicated that they would like workshops that focus on Get Ready for College beginning at 9th grade
and Technology Use such as IPads, touch screen phones, and social media networks to assist in understanding and
monitoring their children’s online/technology activities.
2012 – 2013 Parental Interest Survey
Participation in Your Child’s Education
Becoming a family of readers
Creating a home environment for learning
Parent-Teacher’s Conferences
Using and Understanding Parent Connect
How to Make Learning Math Fun
Understanding Your Child’s Education
Elementary and Secondary Act
Understanding Standardized Test
Learning Styles
Choosing the right school
To help us better schedule our workshops, please select the hours that
best fit your schedule.
Afternoon (1pm-4pm)
Evening (5p-8pm)
Morning (9am-12pm)
Please indicate if any of the following is needed in order for you to attend
the workshops
Childcare
Parking
Transportation
Other

# Indicating Interest
9
15
25
10
15
# Indicating Interest
7
27
25
6
# Indicating Interest
8
40
4
# Indicating Interest
3
5
1
2(refreshments)
The ROOT CAUSES that we discovered for each of the needs were as follows:
1. Professional learning for teachers is needed to increase rigor and relevance in instruction and
provide lessons that are standards based.
2. Math achievement has declined drastically over the 3 years, with only a 3 point increase in Math I
noted in 2012. Algebra continues to be a major area of concern. Intensive and ongoing
professional learning for the math department needs to be provided regarding instructional
strategies, performance tasks and formative/summative assessment strategies, to include integration
of the Eight Standards of Mathematical Practice.
3. Minimal reading, weak reading comprehension and literacy skills continue to contribute to and are
a root cause for low scores on standardized tests in all subjects, especially social studies. Lexile
training is needed for all staff, as well as a need for specific reading strategies for incoming 9th
grade students to increase reading comprehension with a focus on reading informational texts.
4. Science achievement has declined or remained stagnant over the past three years, with only a
significant decrease in 2013 Biology scores. With increased class sizes, instruction has become
more lecture-based with very few opportunities for hands-on learning. Additionally, strategies for
reading informational text and acquiring content vocabulary are critical needs in understanding and
mastering the standards.
5. PLC and Data Team professional learning is needed for all staff to ensure implementation with
fidelity of these structures for examining student achievement data to drive instruction, scaffold
instruction, teach to mastery, and provide meaningful feedback to students.
6. Continued improvement in communication and relationships with parents is needed to form a
16
stronger school to home relationship, with specific workshops designed to address parent needs as
identified by the parental interest survey and parent meetings.
7. Feeder middle school CRCT data reveals students are not successfully mastering the 8th grade
Algebra standards which impacts performance in the 9th grade mathematics course.
8. Data reveal that at least ¼ of entering 9th grade students have a Lexile score below 1010, with
research identifying 1050 as the score needed for success in 9th grade.
9. SWD subgroups perform consistently below other students in all subject areas as evidenced by the
EOCT.
10. ED subgroups perform consistently below other students in all subject areas, with the exception of
ELA and Physical Science, as evidenced by EOCT scores.
At this time there are no migrant students at Sol C. Johnson High School. Eligibility for Migrant Services as determined
by the district is as follows:
 A copy of the Occupational Survey is in all school regulation packets.
 All surveys returned with indicators checked are sent to the district’s Homeless Liaison
 The Homeless Liaison then forwards surveys with indicators checked to the Regional Migrant Office
 The Regional Migrant Office determines eligible services and notifies the district’s Liaison
 The district’s Liaison then works with the schools to ensure that families receive services for which
they are eligible
Migrant students who should enroll at SCJ would be administered pre-assessments in ELA, mathematics, social studies,
and science to assess their levels of performance. Assistance and interventions would be given to those students who
demonstrated a need for those services. The services may include:
 Support through Gifted and Talented, Remedial Education Program (REP), English to Speakers of
Other Languages (ESOL), Exceptional Children for which they qualify
 Response to Intervention and Student Support Team used to meet student needs
 Assistance through the school Social Worker
 Mentors/Volunteers assigned as needed
A review of the Sol C. Johnson High School College and Career Readiness Performance (CCRPI) data reveals
the following:
Key Points – Sol C. Johnson High School Comprehensive CCRPI Proficiency 2011-12:
 Sol C Johnson High school is not meeting the criteria for Academic Performance for ED or SWD subgroups.

Groves High School met the AYP criteria for the Second Indicator (Graduation Rate) in 2009, but not in 2008
or 2010.

Sol C. Johnson High School’s End of Course Test (EOCT) math scores increased significantly (14%) in Math II
from 2012 to 2013, but continue to be the lowest EOCT achievement area.

Sol C. Johnson High School’s graduation rate has increased by over 13 percent 20011 to 2013; however, less
than 80% of students are graduating on time.

Sol C. Johnson High School preliminary CCRPI data for test participation indicates this criterion was met for
2013.
17
2. SCHOOLWIDE REFORM STRATEGIES
Schoolwide reform strategies that are scientifically research based, directly tied to the comprehensive needs
assessment and academic standards, and
A. Describe how you provide opportunities for all children in the school to meet or exceed Georgia’s
proficient and advanced levels of student performance.
B. Are based upon effective means of raising student achievement…
C. Use effective instructional methods that increase the quality and amount of learning time.
D. Address the needs of all children, particularly targeted populations, and address how the school will
determine if such needs have been met and are consistent with approved improvement plans.
The ways in which Sol C. Johnson High School faculty and staff will provide opportunities for all children to meet or
exceed Georgia’s proficient and advanced levels of student performance, particularly the needs of students furthest
away from demonstrating proficiency, related to the State Performance Standards are based on analysis of the student
achievement data. While our focus areas will be literacy and mathematics, additional attention will be given to writing
across the curriculum, science and social studies. Title 1 funds will be used to support these strategies in the following
manner:
 The Graduation Team (administrators, counselors, transition coach, counselor clerk, information specialist,
PBIS specialist, and social worker) will remain established to supervise prevention initiatives, focus on
drop-out prevention, at-risk students, attendance, grade recovery, and best practices that impact student
achievement.
 Data teams will continue to meet weekly to analyze student achievement data, drive instructional
implementation, assess student work and set Specific, Measurable, Attainable, Results-Oriented and Time
Bound (SMART) goals as they work the six step data team process.
 Additional support for the GHSGT, EOCTs, GHSWT and AP exams will be provided through a variety of
additional support structures, i.e. instructional focus, after-school tutorial, Saturday School (with
transportation – CAT tickets), evening school, summer remediation and special intercessions built into the
school day.
 Hire additional ELA teacher to reduce class size.
 Hire a transition coach to focus on at-risk students in 9th through 12th grades and work specifically with
middle to high school transition programs, as well as provide transitional support for students at risk of not
graduating with their cohort.
 Provide professional learning for all content teachers on data analysis, research-based instructional
strategies, to include Marazano’s Nine Best Practices, effective questioning techniques, rigor, relevance,
rituals and routines, and formative assessments.
 Hire an instructional coach to support teachers in classroom instruction, establish model classrooms,
provide and monitor implementation of professional learning, and ensure best practices are implemented to
improve student achievement.
 Purchase supplementary materials to support classroom instruction, i.e. classroom libraries, calculators,
performance task supplies.
 State study guides will be provided for students taking the EOCTs for the first time.
 Literacy training will be provided to all teachers, with monitoring and follow-up sessions offering reflection
and discussion opportunities for teachers integrating higher-level reading instruction in their lessons.
Resource materials for this PLC will be provided.
 Provide professional learning for ELA, mathematics, science and social studies teachers that focuses on
identifying and implementing instructional approaches needed to address the critical content shifts in the
classroom, model research-based instructional strategies that support student learning based on individual
needs, model how to construct/deconstruct assessment practices as a way of monitoring and measuring
student progress, model methodologies for understanding how classroom assessment and instruction must
reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies (i.e.
chunking, context clues, say why, graphic organizers, etc.) that support students' literacy skills, especially in
18






ELA, social studies and science and provide job-embedded support for promoting, implementing and
sustaining student engagement and motivation.
Provide professional learning that focuses on increased student engagement through creation of standards
based lessons, use of higher-level questioning, struggle time and accountable talk to promote classroom
discourse that assists students in developing proficiency in the standards.
Online tutorials and assessments will be provided through USA-Test Prep. Parent and student sessions on
the use and benefits of the program will occur.
Ninth-grade students identified by Lexile scores will be placed in an assigned reading elective during the
school day to assist them in improving reading comprehension.
Provide tutors before, during, and after school to assist students in mastering key concepts and skills.
Instructional technology professional learning will be provided to train teachers in appropriate use of
technology to support and enhance classroom instruction that will increase student achievement.
Hire a parental liaison to operate the parent center, provide workshops, and conduct outreach for increasing
parental involvement.
Monitoring/Evidence/Artifacts
Annual
Evaluation
Summary
Met
Not Met
1. Agendas, Sign-in Sheets, Minutes, Lesson/Unit Plans,
Common Assessment Data
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Amount
1. 470-866-0101-2715-4610
Performance Task/Instructional
Supplies to support mathematics, ELA,
science, and social studies
implementation of performance based
instruction - to include construction
paper, scissors, rulers, protractors,
cotton balls, dry erase markers,
permanent markers, highlighters, pens,
pencils, easel pads, post-its, ink, rubber
bands, glue sticks, paper clips, file
folders, composition books, tape,
crayons, science lab kits, science lab
chemicals, poster maker ink, poster
paper, bulletin, board paper
2. 470-866-0101-1000-4615
$6,000.00
Principal
Assistant Principals
Content Area Specialist
Department Chairpersons
$15, 092.00
Two sets of 30 TI-34 Multi-view
Calculators
Two sets of 30 TI-83 Calculators
Plus Classroom Bundle
2. 470-866-XXXX-XXXX-1120
Transition Coach to focus on at-risk
students in grades 9 – 12 and support
on-time graduation for students
3.
ELA teacher to reduce class size
4.
CAT Tickers for transportation during
Saturday School Tutorial Sessions
$91,109.00
$52,942.00
$300.00
TOTAL$
19
20
3. Instruction by Highly Qualified Professional Staff
A. Strategies to attract highly qualified teachers to high-needs schools.
A. Sol C. Johnson High School provides instruction by highly qualified professional staff who meet the standards
established by the state of Georgia.
SCJ HS 2012 – 2013 Highly Qualified Teachers by Degree Level Data
Degree # of staff members
% of total certified staff
*00
2
3%
BT4
1
1%
T4
13
18%
T5
46
63%
T6
8
11%
T7
3
4%
*Represents the level of certification provided for HiQ Navy Junior Reserve Officers Trainin Corps.
B. While the district does have a THRIVE (Teachers Helping teachers through Resources, Information and
support for Victorious Experiences in educating our students) program to support new teachers to the county,
Sol C. Johnson High Scool has incorporated a teacher mentoring program to support new teachers, as well as
veteran teachers new to the school. The system is designed to provide support on the daily operations of the
school, as well as support for teaching and learning. Differentiated support will be provided to new teachers to
Johnson HS through the following:
 All new teachers to SCJ will be assigned a mentor and/or a buddy teacher for the purpose of providing
gudiance and support.
 A teacher mentor criteria will be utilized to identify and select teachers to serve as effective mentors (See
appendix).
 A new teacher orientation will be provided to all new teachers to Johnson High School to assist in their
transition and acclimation to the school. Additionally, mentoring training will be provided to all mentors
and/or buddy teachers.
 Teacher Support System (TSS) Mentors/Buddy teachers will meet regualrly with mentee/protegee to
complete various activities including model lessons, classroom observations, sharing of effective teaching
strategies, etc. A logwill bes maintained of the activities and hours completed and submitted to the
Induction Coordinator.
 Mentoring Support sessions will be scheduled throughout the year to provide additional resources/support
and opportunities for mentors and buddy teachers to collaborate. Induction coordinator and mentors will
faciliate the various sessions.
 New Teacher support sessions will be scheduled throughout the year to provide additional support,
guidance, and an oppportunity for new teachers to collaborate. Induction coordinator and mentors will
facilitate the various sessions.
 Induction Phase Teacher Support team, which is comprised of a new teacher, a mentor, an adminstrator,
and a department chairperson will meet to support and provide guidance for teachers with 0 years of
teaching experience. Additionally, a teacher induction plan will be developed to support and monitor new
teachers’(0 years of experience) improvement on two to three performance indicators of the Teacher
Assessment of Performance Standards (TAPS).
 Department Chairpersons will be provided an additional planning period that will be utilized to provide
support and feedback to new teachers in need of additional assistance in various areas, such as data
analysis, instructional strategies, and classroom rituals and routines.
C. The strategies we will use to attract highly qualified teachers are as follows:
 Administrators will visit local recruitment fairs, when offered, to identify candidates for vacancies.
 Student teachers will be placed with identified expert teachers based on student achievement data.
21




The principal will serve on the Savannah State University Teacher Education Program council.
The principal will serve as guest lector for local universities Teacher Education Program courses.
Additional TSS mentors will be trained and available to support new teachers.
Sol C. Johnson High School has been selected to participate in a 2013 – 2014 partnership with Savannah
State University (SSU) in which students from SSU’s School of Teacher Education with a science
concentration will spend 40 hours for one quarter working with identified science teachers.
To ensure retention of highly qualified staff, SCJ will use the following strategies:
 Provide consistent and ongoing job embedded professional development to allow the opportunity to
improve teachers’ craft.
 Master teachers will be identified and provided the opportunity to establish model classrooms in all
subjects. A rubric will be established and utilized by the departments of Curriculum & Instruction to
determine if the classroom meets the criteria for model status.
 Leadership opportunities will also include teacher leader positions, mentors, department chairpersons,
grade level chairpersons, and athletic coaching.
 Hire an instructional coach to support teachers in classroom instruction, establish model classrooms,
provide and monitor implementation of professional learning, and ensure best practices are implemented to
improve student achievement.
 Collaborative planning will be established to analyze data, make decisions that affect school improvement,
and offer subject area support.
D. If Certification deficiencies are noted they are addressed by the following:
 A highly qualified substitute is selected to fill any vacancies, while an advertisement is posted for a


certified teacher that meets the highly qualified criteria.
Letters are sent to all parents on the 20th day notifying them of the deficient certification status of their
child’s teacher.
The district Department of Professional learning may assist the teacher in creating a plan to address the
deficient area within a specified timeline, with a monitoring system established at the school site.
Monitoring/Evidence/Artifacts
Annual
Results
Summary
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Met
Not Met
Amount
TOTAL
22
4. Ongoing Professional Development
Professional development for staff to enable all children in the school to meet performance standards
A. We have included teachers, principals, paraprofessionals, and, if appropriate, parents, and other staff in our staff
development that addresses the root causes of our identified needs.
 All teachers will be trained in the Literacy Design Collaborative by a District Literacy Coach. The focus of
this training is literacy across the curriculum.
 All teachers will be trained in the Lexile Framework for Reading. The training will be provided by the
District High School Literacy Coach.
 Training in co-teaching will be provided to regular education and special education teachers.
 Teachers will be provided with content specific training that focuses on: maximizing collaboration through
PLCs/Data Teams, rigor in content instruction, assessment, implementing instructional strategies (i.e.,
chunking, say why, context clues, differentiation, and comparing and contrasting) that supports improved
classroom instruction and student achievement.
 All teachers will receive training in deepening their analysis of student achievement data to plan data-driven
instruction that focuses on students’ mastery of the curriculum.
 Mathematics professional learning for teachers to improve class room instruction and understanding of
content, skills and strategies for teaching that will focus on problem solving, struggle time and accountable
talk to promote classroom discourse that helps students develop mathematical proficiency and creating
standards based lessons.
 Provide professional learning for ELA, mathematics, science and social studies teachers that focuses on
identifying and implementing instructional approaches needed to address the critical content shifts in the
classroom, model research-based instructional strategies that support student learning based on individual
needs, model how to construct/deconstruct assessment practices as a way of monitoring and measuring
student progress, model methodologies for understanding how classroom assessment and instruction must
reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies that
support students' literacy skills, and provide job-embedded support for promoting, implementing and
sustaining student engagement and motivation
B. We have aligned professional development with the State’s academic content and student academic
achievement standards by focusing on professional learning as it relates to the Common Core Georgia
Performance Standards (CCGPS), literacy, and developing mathematical proficiency in students. Additionally,
student achievement as identified by performance on state assessments was used to plan professional learning.
The professional learning will focus on increasing student engagement, rigor, relevance and standards-based
instruction to improve students’ performance on high-stakes state assessments aligned to the state curricula.
Professional learning activities for teachers will utilize the CCGPS curricula as a working document throughout
the trainings.
C. Title I, state, and local funds have been devoted to effectively carry out the professional development activities
that address the root causes of SCJ’s academic problems. For example,
 During Professional Learning Communities/Data Teams and summer workshops district and state
Literacy and Professional Learning Coaches will be used to conduct trainings, such as literacy, data
analysis and co-teaching. Teachers will also be given professional leave time during the school year to
attend the trainings.
 Contracted vendors that have a proven record of success, as indicated through data, will be used to
provide training in ELA, mathematics, science and social studies. The focus will be rigor, relevance,
standards-based instruction, accountable talk, instructional strategies, and formative assessments. The
trainings will occur during Professional Learning Communities/Data Teams, summer workshops, and
designated professional leave time during the school year.
 Observations by the professional development contracted trainers, Professional Learning Coaches,
district personnel, school administrators and school department chairpersons will be conducted to
ensure that effective practices are being implemented based on all professional development received.
 Observations will be conducted by the departments of Curriculum & Instruction and Professional
Learning coaches, using a standards-based observation form to determine individual teacher needs so
that ongoing support for professional learning activities can be differentiated.
23
D. We have included teachers in professional development activities regarding the use of academic assessments to
enable them to provide information on, and to improve, the achievement of individual students and the overall
instructional program in the following ways:
 All teachers will receive training in deepening their analysis of student achievement data to plan data-driven
instruction.
 Mathematics professional learning for teachers will be provided to improve teaching and learning that
focuses on problem solving, struggle time and accountable talk to promote classroom discourse that
helps students develop mathematical proficiency and creating standards based lessons.
 Teachers will be provided with content specific training that supports classroom instruction and student
achievement: maximizing collaboration through PLCs/Data Teams, rigor in content instruction,
assessment, implementing instructional strategies (i.e., chunking, say why, context clues,
differentiation, and comparing and contrasting) that support the classroom instruction and student
achievement.
 Extended year for professional development for vertical teaming, curriculum mapping/alignment and
development of common assessments/performance tasks and lessons/units aligned to the CCGPS
curriculum.
 Collaborative planning professional learning days for Math and ELA departments. Teachers will meet by
subject area once per semester with the support of district Math and Literacy coaches to focus on
developing and realigning, based on student achievement, data-driven instruction lessons/units and
performance tasks/assessments for the CCGPS.
Teachers are also a part of subject alike data teams that meet each week. This allows them to develop and use common
assessments, analyze student work/provide meaningful teacher commentary and analyze other data that drives
instruction and focuses on improving student achievement. Teachers follow the “six step” data team process as they
collaboratively work to improve student performance and mastery of identified skills. They maintain documents, notes
and minutes in data team notebooks. This school year the district began providing OAS Benchmark Assessments in the
areas of ELA, math, science and social studies. Pre tests are given for diagnostic data collection prior to instruction.
Annual
Results
Summary
Monitoring/Evidence/Artifacts
Met
Not Met
Sign-In Sheets, Agendas, Contract(s),
Unit Plans/Lesson Plans
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Amount
1. 470-866 -0101-2715-3100
$28,000
Professional learning for teachers that
focuses on identifying and implementing
instructional approaches needed to address
the critical content shifts in the classroom
2. 470-866-XXXX-XXXX-1120
Substitutes for classroom teachers to receive
professional development for Mathematics and
ELA, and Science Training on identifying
Principal
Assistant Principals
Department Chairpersons
$9,000.00
and implementing instructional approaches
needed to address the critical content shifts
in the classroom
@$150.00 a day X 20 teachers X 3 days = $
TOTAL
24
5. Strategies to Increase Parental Involvement
A. We have involved parents in several key areas at SCJ including PTSA, representation on the School Council,
and inclusion on interview teams. Parent meetings were held to obtain parental involvement in the development
of the Schoolwide Title I Plan. Brainstorming sessions were conducted for feedback and input during these
meetings. Additionally, two parents were members of the Schoolwide Title I Planning Committee. We will
further engage parents by providing the following outreach and inclusion opportunities:
 Hire a parental liaison to operate the parent center, provide workshops, and conduct outreach for increasing
parental involvement.
 Bi-monthly communications to parents via the Edulink call out system and/or email
 PowerSchool sign-up opportunity during evening hours; i.e. a sign up table at a basketball game or
PTSA meeting
 Regular website updates with the latest school news
 Distribution of Parent/Student Handbooks which provide expectations on behavior, dress code, etc. Parents and
students must sign an acknowledgement form stating they have received and read the handbook
 School Marquee is current with important/upcoming events
 Hosting an Open House first and second semester
 Hosting an information session for incoming freshman and their families
 Parent interest surveys to determine what types of activities would be of interest
 Utilizing parents as mentors and volunteers
 Childcare provided for evening meetings/workshops
 Incentives to boost PTSA involvement such as refreshments and door prizes (academic in nature and designed
to assist them in supporting their child at home)
 Family fun nights with an educational focus such as ELA/Literacy Night, Math Night, Science Night, and CTAE
Extravaganza
 Main office bulletin board updated with current school events
 Implementation of SCJ social media, i.e. Facebook, Twitter
 Implementation of quarterly school newsletter
 Scholarship newsletter posted monthly on website
 Weekly newsletter for IB Diploma Program parents
 Special parent nights held first and second semester for 9th grade parents as they adjust to high school
 Special parent nights held first and second semester for 12th grade parents that focus on graduation requirements
 Letters mailed to parents regarding students’ academic status each semester with 2 or more failing classes
requiring a parent/teacher conference be scheduled
 Hosting No Graduate Left Behind meetings for parents of Level 4 students (October & February)
 Hosting meetings/events in the evenings or weekends to support parents in a variety of areas, i.e. college/career
readiness, FAFSA counseling, testing requirements, etc.
B. If applicable, we have provided written notice to parents stating both our Adequate Yearly Progress status and
what we are doing to improve our school. These letters are in a format and language that the parents can
understand. A link to the School Accountability Plan (SAP) is posted on the school website which contains the
most current student achievement data. We will strengthen our strategies to recruit and retain parental
involvement by hiring a parent liaison. In addition, parent meetings were held to assist us in developing a
parental involvement policy included in our appendices that:
 includes strategies to increase parental involvement (such as family literacy services)
 describes how the school will provide individual student academic assessment results, including an
interpretation of those results
 makes the comprehensive schoolwide plan available to the LEA, parents, and the public
 includes a compact
 includes a Parent Involvement checklist
25
Monitoring/Evidence/Artifacts
Annual
Results
Summary
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
1.
Met
Not Met
Amount
Parent Facilitator
TOTAL
26
6. School Transitioning (Pre-K to K, 5th to 6th , 8th to 9th )
Following are our plans for transitioning students from middle school to high school and students entering from private
schools, as well as students entering our school throughout the year:
 A transition coach will work with feeder middle schools each fall and spring to assist eighth-grade students with
developing a four-year high school plan and preregistering for the ninth grade year. Students that have been
elected and selected for the Senior Council will support this initiative through visits and serving as peer
shadows for middle school visits to high school.
 A “bridging” program will be available to rising freshman the summer before they enter high school. The
program will focus on time management, organizational and study skills, succeeding in high school and beyond,
as well as reviews in academic areas such as reading and math.
 A parent/student night will be held prior to the first day of school for all new freshmen. Topics such as courses
of study, pathways, transcripts, promotion and graduation requirements, etc will be discussed.
 Additional freshmen parent/student Focus Sessions will be held three times per year (August, December and
March) with varying topics, i.e. choosing courses and/or pathways, high school exams, college and/or career
planning, and graduation requirements.
 When entering ninth grade, students will become a part of the ninth grade academy (NGA). The NGA students
will share common schedules, teachers, and an administrator.
 NGA team members will plan collaboratively, analyze student work and data collaboratively, and meet with
parents collaboratively, as needed. During these times, support structures for student success will be developed.
For example, referrals for Response to Intervention (RTI) services will be discussed and carried out.
 NGA students will participate in advisement and instructional focus sessions throughout the year. These
sessions will focus on academic development, personal/social development, and career development and will be
facilitated by local school personnel.
 NGA students are “double-blocked” in language arts and/or math classes based on their achievement data.
 NGA students will have the opportunity to participate in the 21st Century program which provides tutorial
Annual
services and extra-curricular activities.
Monitoring/Evidence/Artifacts
Results
Met
Not Met
 NGA students who are experiencing difficulties adjusting
to high school academically and/or socially will have
Summary
the additional support of a transition coach and positive behavior support specialist. The transition coach will
be available to meet with students to develop success plans and follow-up with the students to see that they are
getting back on track.
 NGA students will be provided with the following additional academic/behavior interventions as determined by
academic and discipline data, 9th Grade Academy teachers, the transition coach, and support staff to assist in
acclimation to high
school.
Fundingtheir
Source/Appropriate
Amount
Person(s) Responsible
o 9th grade Saturday Academy
o Response To Intervention (Math, Reading, and Behavior) Support
Account Line
Amount
o Sessions with PBIS Specialist to Address Behavior Concerns
o High School 101 Instructional Focus Sessions 1st Marking Period (focus on acclimation to high school,
to include making good choices, high stakes testing, good study habits, preparing for graduation)
o After-school Course Tutorials
o 21st Century
o PBIS incentives
TOTAL
o Instructional Focus classes (academic and behavior)
 A vertical teaming collaborative will be established by the Transition Coach between feeder middle schools and
Sol C. Johnson High School, with a focus on collaboration to improve incoming 9th grade students’ math and
27
literacy skills.
7. Measures to include teachers in the decisions regarding
the use of assessment to provide information on, and to
improve, the performance of individual students and
the overall instructional program
The ways that we include teachers in decisions regarding use of academic assessment are as follows:
 Sol. C. Johnson High School (SCJ) will implement data-driven instruction based on formative and summative
assessments. The curriculum will be aligned with the Common Core Georgia Performance Standards. The
assessments given will be aligned with statewide tests including End Of Course Test (EOCTs) and the Georgia
High School Writing Test (GHSWT). The instruction given will be differentiated based on the results of the
formative and summative assessments.
 Training and support on the Data Team process (data interpretation and analysis) of criterion-reference
benchmark assessments and common assessments have been provided. We will use professional learning and
common planning time for teachers to develop pre-assessments, common assessments, common instructional
strategies, and other tiered/intervention activities to make data-informed decisions which will support student
learning and meet individual student needs. Additional training will be provided in collaboration and data
analysis to deepen teachers’ understanding of this process and its benefits to increasing student achievement.
 In order to monitor the success, each administrator supervises specific departments. Additionally, the
department chairpersons, IB coordinator, transition coach, testing coordinator and RTI coordinator works with
teachers to collect additional data and information for data team activities. Each teacher maintains a data book
for all EOCT and other assigned courses and will be instructed under their department chairperson about its data
analysis during common planning /PLC/Data Team meetings. A sign-in sheet will be maintained on the agenda.
 Data is posted for each student in the data room and is utilized by teachers to monitor trends, individual student
strengths, areas of improvement and progress towards graduation/credit completion/promotion.
 Teachers are selected to serve as teacher leaders as a part of professional growth in the school’s decision
making process ( Data Team Leaders, Mentors, Positive Behavior Intervention System (PBIS) coach,
department chairs, Response to Intervention (RTI) coordinator, International Baccalaureate (IB) coordinator,
International Baccalaureate Middle Years Porgramme (MYP) coordinator)
 SCJ will access and utilize the assessment items that are available through the Georgia Online Assessment
System (OAS) while continuing to work collaboratively through the use of common planning to develop
formative assessments for subject specific courses. Through the use of common formative assessments, teachers
can better agree upon students’ performances that meet or exceed standards.
 The PBIS Team, consisting of coach (teacher), team lead (teacher), and other members (teachers), analyze
discipline and attendance data, provide positive incentives for students and identify those individuals who need
academic and/or behavior support through the RTI process.
 Monthly faculty PLC’s and small focus groups are held on the second Tuesday of every month. The focus of
these meetings is to review professional practices as it relates to student success. Teachers then use this
information to plan for student instruction in their classrooms.
 Teachers participated in the development of the School Accountability Plan and the Title I School wide Plan.
During these processes, data was disaggregated and decisions were made based on information gathered during
the data analysis.
 Response to Intervention (RTI) problem solving team members (teachers and administrators) meet monthly to
analyze student academic and behavior data, review student work, and to determine placement at the
appropriate tiered level, i.e. remain Tier1 or move to Tier2. Additionally, progress monitoring data is reviewed
28



to develop/recommend specific intervention plans.
9th grade academy interdisciplinary team (teachers) meet to analyze student discipline data/ RTI and student
academic data. Additionally, the 9th grade team collaborates to select and implement common strategies and
supports, and continuously monitor the results.
School Leadership Team (SLT) is composed of the administrative team, department chairs, the transition coach,
the head guidance counselor, and others appointed by the principal. The SLT guides staff through the process of
making data-driven decisions for school improvement based on student and teacher performances.
International Baccaluature PLC is comprised of the principal, IB teachers and coordinator. The IB PLC makes
data driven decisions for the improvement of the IB programme based on student assessment data.
Monitoring/Evidence/Artifacts
Annual
Results
Summary
Met
Not Met
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Amount
TOTAL
29
8. Coordination and integration of federal, state,
and local services and programs
a. List of State and local educational agency programs and other Federal programs that will be included.
b. Description of how resources from Title I and other sources will be used.
c. Plan developed in coordination with other programs, including those under the School-to-Work
Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National
and Community Service Act of 1990.
A. Following are our LISTING of Federal, State, and local services and programs and a FULL EXPLANATION of
how we are coordinating and integrating those services and programs.
Programs/Services
Title I, Part A:
Improving Basic
Programs Operated
by Local Education
Agencies Targeted
Assistance Program
Title II A: Teacher
and principal
Training and
Recruiting Fund
Title V, part B: 21st
Century Learning
Communities
Carl Perkins
ESPLOST
State Funds
Local Funds
Special Education
Program
Other
School Year 2012-2013
School Improvement; teachers (math and ELA, science, supplemental
services); test prep and remediation materials; instructional supplies;
extended day/extended year staff, professional development, computer lab,
parent resources
Registration fees and travel for professional development, stipends for
professional development, substitutes for teachers to attend professional
learning activities
Extended learning support and enrichment for students after-school;
teachers (math and ELA, science, social studies, enrichment teachers, i.e.
drama, business education); field trips, afternoon meal, instructional
supplies, transportation, parent workshops,
CTAE-Career, Technical and Agricultural Education ; teachers (business,
food and consumer science, marketing, NJROTC), technology resources,
field trips/competitions, student leadership, internships, instructional
supplies
Provide additional site-based technology, school improvement projects per
district initiatives
Full-time Equivalent (FTE), two Remedial Education Program teachers for
math and ELA remediation, reduced class size and supplemental materials,
Gifted and Talented teachers,
IB Program, local salary supplements for teachers, school nurse,
instructional supplies, technology, field trips, extended learning time
supplements for teachers
Special Education teachers and paraprofessionals, substitute teachers,
instructional materials
School Nutrition, second Harvest Food Bank
B. Federal, State, and local sources are used to provide a supportive learning environment, opportunities for each
student to achieve high quality curriculum and instruction, and to be taught by highly qualified educators. Title I
funds will be used to supplement other funding sources to provide instructional support for all students. Local
funds as well as Title I funds will be used to afford tutorial services for identified students.
The Title I Plan was developed in coordination with other programs and designed to supplement services provided by
local, state, and other federal programs.
30
Monitoring/Evidence/Artifacts
Annual
Results
Summary
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Met
Not Met
Amount
TOTAL
9. Activities to ensure students who experience difficulty mastering
proficient or advanced levels of academic standards are
provided with effective, timely additional assistance
A. Measures to ensure that student’s difficulties are identified on a timely basis
B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified
difficulties. ……..
C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can
do to help the student and the additional assistance available to the student at the school or in the
community.
A. 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 are as follows:
(a) Extended learning time for students through the following vehicles.
o 21st Century Community Learning Center
o Instructional Focus during the school day
o Afterschool (Course) Tutorial
o Saturday School and 9th Grade Saturday Academy
o Accelerated Evening School utilizing A+ Virtual Learning
o Twilight utilizing A+ Virtual Learning
o Summer tutorial for the GHSWT/EOCT
o EOCT/IB/AP Afterschool Tutorial
o SAT/ACT Online Course
o Summer Credit Recovery
o Grade Recovery
o Remedial Education (REP) small group Math/ELA support
(b) Measures to ensure that students’ difficulties are identified on a timely basis via the data driven-decision
making processes are as follows:
o Data Team Process
o RTI problem-solving teams
o Attendance Team
o Graduation Team PLC
o 9th grade PLC
o Progress Reports
31
o Report Cards
o Common assessments
o OAS Benchmark Assessments
(c) Professional learning for teachers in the identification of difficulties and appropriate assistance for
identified difficulties will be provided as follows:
o Training in co-teaching will be provided to regular education and special education teachers.
o Teachers will be provided with content specific training that focuses on: maximizing collaboration
through PLCs/Data Teams, rigor in content instruction, assessment, implementing instructional
strategies (i.e., chunking, say why, context clues, differentiation, and comparing and contrasting)
that supports improved classroom instruction and student achievement.
o All teachers will receive training in deepening their analysis of student achievement data to plan
data-driven instruction that focuses on students’ mastery of the curriculum.
(d) Additionally, semester teacher-parent conferences, quarterly newsletters, parent workshops, and bi-monthly
communication via the call out/email system and school website will detail what the school will do to help
the student, what the parents can do to help the student, and list additional assistance available to the student
at the school or in the community.
Monitoring/Evidence/Artifacts
Annual
Results
Summary
Funding Source/Appropriate Amount
Person(s) Responsible
Account Line
Met
Not Met
Amount
TOTAL
32
10. Description of how individual student assessment results
and interpretation will be provided to parents
Parents are informed of their child’s progress through various methods as a natural part of the school-home
communication process. Parent Access is a computer‐based system which allows parents to view their child’s specific
progress, attendance, and other important information in real time. Report cards are created and sent home at the end of
each marking period to show student progress. Progress reports are sent home midway through each marking period, in
addition to all teachers being required to send home bi-weekly progress printouts. Parents are offered opportunities to
meet with their child’s teachers via Open House, parent conference nights, and by appointment. Letters are also sent at
the end of 2nd and 3rd marking period informing parents that if their child is failing 2 or more courses a mandatory parent
conference is required.
Student assessment results will be provided to parents when they are received from the Georgia Department of
Education and analyzed by Sol C. Johnson High School. A copy is sent home to the parents with the student, and one
copy is placed in the student’s permanent record. Future plans are to mail the test results and letters home. An
explanation of the scores will be provided by the state of Georgia with the report. The administration, faculty, staff, and
School Leadership Team will also provide assistance to students and parents in translating the results of the data and
targeting student needs. Data will be available in the school office and on the SCCPSS website for all stakeholders to
view.
Workshops/Meetings will be held throughout the school year for all parents where testing information will be shared
and test results will be interpreted. Parents may also request individual conferences with the counselor or testing
coordinator with queries about testing or test results.
33
11. Provisions for the collection and disaggregation of data on
the achievement and assessment results of students
Results of all state mandated academic achievement tests are routinely disaggregated by the following student
subgroups: All Students, Economically Disadvantaged Students, Students with Disabilities, and Major Racial/Ethnic
Groups (Black, White, Hispanic, and Multi‐racial).
Georgia High School Graduation Test (GHSGT) and Georgia High School Writing Test data is distributed to the
administrative staff as soon as it becomes available. EOCT, SAT, ACT, and graduation rates are also analyzed to
determine strengths and weaknesses. Once the data is disaggregated, it is presented to all departments during Data
Teams. The data is then distributed to department chairs that in turn analyze this data with department members. School
administrators have been trained to utilize spreadsheet data and identify target students and groups.
Students not passing one or more portions of the GHSGT or a comparable subject EOCT will be scheduled by the
guidance office for remediation and/or given specific remediation information. The data compilation will be used to
guide instruction and adjust teaching practices as necessary.
12. Provisions to ensure that disaggregated assessment
results for each category are valid and reliable
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. In order to fulfill the purpose and maintain integrity of the statewide assessment program, test
security measures have been established by the state and are followed. The mandatory state assessments given at our
school site include:
 End of Course Test (EOCT) [9th Grade/Lit Comp, American Lit/Comp, Coordinate Algebra, Math II, Biology,
Physical Science, United State History, and Economics]
 Georgia High School Graduation Tests (GHSGT) [English/Language Arts, Mathematics, Science, Social
Studies] in grade 11
 Georgia High School Writing Test in grade 11
Our site testing coordinator provides training for all teachers before every test is administered at our school site. This
training will make certain that the testing results will be valid and reliable and will be sound reflections of student
learning. Additionally, a designee from the Special Education Department, the ELL Coordinator, and the 504
Coordinator will collaborate to appropriately code groups that require testing accommodations. All pre-ID information
is checked for accuracy to ensure that test results are attributed to the correct student and school.
The district testing office makes our school’s electronic data available to administrators and counselors as soon
as it becomes available. Also, initial reports of assessment results will be downloaded from the GADOE portal
and reviewed for accuracy. Results for the GHSGT and EOCT are usually made available via roster format and
individual student reports electronically. Test data is maintained in a database format as well as in spreadsheets
in order to keep data shared between schools and the central office as consistent and secure as possible.
34
13. Provisions for public reporting of disaggregated data
For each major assessment throughout the year, the overall results of the testing, as well as the data disaggregated by
subgroups, will be shared with the faculty and staff. A summary of testing data will also be presented to students,
parents, and the community through displays on bulletin boards, announcements during school events, and parent and
community meetings. Data will also be posted on the school website.
The central office will prepare a press release of disaggregated data highlighting both the overall results of the testing as
well as data disaggregated by subgroups when appropriate. These press releases are shared with local newspapers, radio
stations, and other media outlets. In addition, the Savannah Chatham County School System’s website contains tests
scores and press releases available for public viewing. The Principal will present a summary of the testing data to the
School Council, which will consist of community members, parents, and teachers. The Leadership Team will prepare
disaggregated data, charts, and graphs to be displayed in various data rooms throughout the school.
14. Plan developed during a one year period, unless LEA, after
considering the recommendation of its technical assistance
providers, determines that less time is needed to develop
and implement the schoolwide program
When preparing to convert from a Targeted Assistance to a Schoolwide Title I Program, Sol C. Johnson High School
engaged in a planning process, which began with a review of school‐wide student achievement trend data by the
administration and the Planning Team which consisted of teachers, parents, staff, students and administration. Surveys
were issued by the district to parents, teachers, and students, and the results of these were incorporated into Component
1 of this plan. The Planning Team participated in the Comprehensive Needs Assessment process. To support the
development of the 18 components of the School‐wide Title l Plan, records were maintained of the outcomes of the
meetings and are available on file in the principal’s office.
15. Plan developed with the involvement of the community to be
served and individuals who will carry out the plan including
teachers, principals, other school staff, and pupil service
personnel, parents, and students (if secondary)
The Sol C. Johnson High School Schoolwide Title I Plan was developed with the involvement of the community to be
served and individuals who will carry out the plan including principal, teachers and other school staff, parents, students,
Title I personnel and an external consultant.
All individuals participated in the Comprehensive Needs Assessment for analysis of data and the determination of goals.
The completed school improvement plan will be linked to our school website where it will be available to all
stakeholders and the public. This plan will be reviewed throughout the year and revised as needed.
35
16. Plan available to the LEA, parents, and the public
Upon final approval of Johnson’s Title I Schoolwide Plan by the Georgia Department of Education, a copy will
be available in the Savannah Chatham County School System’s Department of Compensatory Programs. The
plan will also be available electronically on the county’s share drive and will be housed in the school’s Media
Center. The plan will be available at all orientation meetings, parent meetings, and open houses. A parent
meeting will be held in the fall to review and provide feedback on the plan, as required.
17. Plan translated to the extent feasible, into any language that a
significant percentage of the parents of participating students
in the school speak as their primary language
At the present time Sol C. Johnson High School does not have any students whose first language is one other than
English; therefore, the Schoolwide Title I Plan will be available in English. However, if needed, a copy of the plan in
other languages will be made available with the help of the district’s ESOL department. The plan will be available in
both hard copy and electronic format.
18. Plan is subject to the school improvement
provisions of section 1116
This plan is subject to the school improvement provisions of Section 1116 of ESEA. The plan adheres to
the standards of Advance Ed and the Southern Association of Colleges and Schools (SACS) for school
improvement which will accredit the school through the district accreditation process. The State
academic assessments and other indicators are used to review the annual progress of the school to
determine whether the school is making adequate progress in meeting stated goals.
36
Additional Comments:
After review of the 2013 – 2014 school year data in the comprehensive needs assessment, this plan was adjusted
to better meet the needs of students. The following adjustments were made:

Hire instructional coach, as opposed to additional math teacher, to support all teachers in classroom
instruction, establishing model classrooms, providing and monitoring implementation of professional
learning, and ensuring best practices are implemented to improve student achievement.

Provide intensive job embedded professional development for teachers that focuses on identifying and
implementing instructional approaches needed to address the critical content shifts in the classroom,
model research-based instructional strategies that support student learning based on individual needs,
model how to construct/deconstruct assessment practices as a way of monitoring and measuring student
progress, model methodologies for understanding how classroom assessment and instruction must
reinforce rigor, provide support for understanding, and meet clear learning targets, implement strategies
that support students' literacy skills, and provide job-embedded support for promoting, implementing
and sustaining student engagement and motivation.
_________________
Principal Signature
______________________
Date
______________________
______________________
______________________
______________________
______________________
______________________
Title I Program Manager Signature
Executive Director of School Governance
Signature
Executive Director of Compensatory Programs
Signature
Date
Date
Date
37