Docstoc

DEKALB COUNTY SCHOOL SYSTEM

Document Sample
DEKALB COUNTY SCHOOL SYSTEM Powered By Docstoc
					Warren Technical School                                  Carla T. Jones                                            2009-2010

DeKalb County School System
CONSOLIDATED SCHOOL IMPROVEMENT PLAN
2009-2010

The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:

No Child Left Behind Act of 2001                                                   Federal and State mandate
                                                                                   Required for all DeKalb County Schools
AdvancEd (SACS CASI)                                                               Required for District-wide Accreditation
Georgia Department of Education Annual School Improvement Plan                     Georgia DOE mandate
                                                                                   Required for all DeKalb County Schools

AYP Addendum (as appropriate)                                                      NI, Corrective, and Restructuring Plans must
___NI School Improvement Focus Plan (NI-1 and NI-2)                                be implemented in the same year written with a
___Corrective Action Plan (NI-3 and NI-4)                                          two-year plan required. Revisions may be
___Restructuring Plan (NI-5+)                                                      made as new data becomes available.
Title I                                                                            Required for all Title I DeKalb County Schools
___New Title I Schoolwide Plan                                                     New Schoolwide Plans require a stakeholder
___Annual Addendum                                                                 survey and an intensive year-long research and
___Targeted Assistance Plan                                                        planning process

DeKalb County School System Plans                                                  Required for all DeKalb County Schools
Special Education Plan                                                             The Professional Learning Budget should be
Professional Learning Plan                                                         placed in the CSIP Appendix and copied to the
Library Media Plan                                                                 Department of Professional Learning.




                                                                1
Warren Technical School                                  Carla T. Jones                 2009-2010

Table of Contents


Section                                                                                       Page #
Statement of Quality Assurance                                                                     3
Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards                               4
Steering Committee Members and Signatures                                                          5
Developing a Comprehensive Needs Assessment                                                        6
Mission and Vision                                                                                 7
Leadership and Governance                                                                          8
Scientifically Based Research                                                                     10
School Culture/Climate                                                                            11
Teacher Involvement in Decisions Regarding the Use of Academic Assessments                        13
Stakeholder Communication                                                                         14
Instruction by Highly Qualified Teachers                                                          15
Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs                      16
Providing Students with Effective, Timely Additional Assistance to Meet Student Needs             17
Plans for Assisting Students during Transitions                                                   18
Support Services for Student Learning                                                             19
Strategies to Increase Parental Involvement                                                       20
Coordination and Integration of Federal, State, and Local Services and Programs                   21
Content Area Action Plans                                                                      21-82
Reading, Math and Life Skills Action Plan                                                      83-86
School Climate Action Plan                                                                     87-88
Teacher Retention Action Plan                                                                  89-90
Health and Wellness Action Plan                                                                91-92
Attendance Action Plan                                                                         93-94
Appendix                                                                                       95-99




                                                                2
Warren Technical School                                      Carla T. Jones                                               2009-2010

Statement of Quality Assurance

To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the
Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its
entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan.

 I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated Schoolwide Improvement
 Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations,
 and that all specified assurances have been and/or will be met within the operating period of this plan.
 Principal:                                                                                                             Date:

 Area Assistant Superintendent:                                                                                        Date:

 Director, Department of Curriculum and Instruction:                                                                   Date:

 Coordinator, Office of School Improvement:                                                                            Date:

 Executive Director, Office of School Improvement:                                                                     Date:

 Executive Director of Assessment and Accountability:                                                                  Date:


Establishing a CSIP Facilitator, Steering Committee, and Subcommittees

The principal appoints a CSIP Facilitator and ensures that the Steering Committee (SC) is representative of all stakeholders. The CSIP
Facilitator is responsible for oversight of the CSIP throughout the planning process and the submission of the final document to the
principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons of all subcommittees. The SC and
subcommittees are responsible for the development, the on-going monitoring, and implementation of the CSIP. The SC will make
necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year Review of the school’s
success in implementing the Consolidated School Improvement Plan.




                                                                    3
Warren Technical School                                   Carla T. Jones                                          2009-2010

Integration of AdvancED (SACS CASI) and Georgia DOE School Standards

The following standards are incorporated and adhered to in this CSIP document:

     AdvancED (SACS CASI) Accreditation              Georgia School Standards
     Standards
1    Vision and Purpose                              Sequenced and Organized School Curriculum
2    Governance and Leadership                       Collaborative Planning for Curriculum Delivery
3    Teaching and Learning                           Systematic Process for Monitoring/Evaluating Curriculum Implementation
4    Documenting and Using Results                   Systematic Use of Data to Maximize Student Achievement
5    Resources and Support Systems                   Comprehensive School-Based Assessment and Evaluation System
6    Stakeholder Communications and Relationships    Data Analysis
7    Commitment to Continuous Improvement            Instructional Alignment with GPS and District Expectations
8                                                    Research-Based Instruction
9                                                    High Expectations for All Learners
10                                                   Shared Vision and Mission
11                                                   Comprehensive School Improvement Planning Process
12                                                   Collaborative Planning for Fiscal Management and Resource Distribution
13                                                   Safe, Productive, and Inviting Learning Atmosphere
14                                                   Active and Sustained Involvement of Student, Family, and Community
15                                                   Organizational Structures and Process for Stakeholder Involvement
16                                                   Stakeholder Needs Addressed through Services and Partnerships
17                                                   Professional Learning Communities
18                                                   Alignment of Professional Learning with School Goals and Best Practices
19                                                   Professional Learning Content
20                                                   Leadership Commitment to High Expectations
21                                                   Leadership Management and Organization
22                                                   Distributed Leadership and Planning
23                                                   Shared Governance
24                                                   School Culture Reflects and Reinforces Stakeholder Growth
25                                                   Community of Teaching and Learning



                                                                4
Warren Technical School                          Carla T. Jones               2009-2010

CSIP Steering Committee Members

Participant/Role                   Printed Name                   Signature
CSIP Facilitator                      S. Xavier McGill

School Administrator                   Carla T. Jones

School Counselor                     S. Xavier McGill

Special Education Representative      Deborah Poulos
                                      Robin Lawson
Parent/Community Representative       Adriana Ramos

Leadership Chair                        Elgin Neal

Data Collection Chair                 Derika Hannibal

Research Chair                         Jackie Lewis

School Culture Chair                    Jabari Cobb

Content Area Action Plans Chair       Misty Holloway

Library Media Chair                        N/A

Professional Learning Liaison         Derika Hannibal

Title I Teacher                            N/A

Writing and Editing Chair               Dana Young

Other                                      N/A


                                                         5
Warren Technical School                                    Carla T. Jones                                             2009-2010

Developing a Comprehensive Needs Assessment (NCLB Mandate)

School Profile: See appendix for copies of the GAPSS analysis results, and various surveys utilized to obtain data at Warren
Technical School

Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment.
Include information about when, where, and how the team met*.

The CSIPSC met throughout the 07-08 school year to develop a comprehensive needs assessment. The meetings were held at Warren
Technical School, and took place in the afternoons. Stakeholder participation was obtained by way of surveys/questionnaires that
were sent home.



List the types of data analyzed and placed in the appendix.
   • CSIP Reflection surveys completed by parents, students and staff
   • Parent Questionnaire regarding the Warren Technical School Work-based Learning program
   • Employer Satisfaction Survey
   • Prevention and Intervention Needs Assessment
   • Counseling Department Teacher Survey
   • Paraeducator Survey on Teamwork
   • GAPSS Self Assessment Report


Identify the subgroups for which assessment results are disaggregated.




*All needs assessments are required to include stakeholder perception results and GAPSS analysis results (through a Georgia DOE
Review, an OSI Review, or a Self-Assessment) in addition to test data. Conclusions based on data will be presented in the
Leadership and Governance section.


                                                                  6
Warren Technical School                                  Carla T. Jones                                            2009-2010



School Mission and Vision


                                            DeKalb County School System                 School

 Vision                                     “Premier DeKalb Schools” – Setting the      Warren Technical School: Maximizing
 What is our image of a successful school   standard for Excellence through unity and   the potential in every student through
 for our stakeholders?                      purpose.                                    home, school, and community
 Mission                                    The mission of the DeKalb County School     The mission of Warren Technical School
 How will we make our vision a reality?     System is to form a collaborative effort    is to strengthen parent-school-community
                                            between home and school that maximizes      relationships that promote student
                                            students’ social and academic potential,    achievement and prepare students for
                                            preparing them to compete in a global       independent work and life through
                                            society.                                    personalized instruction, career
                                                                                        exploration, and self-advocacy.


 Values                                        Value and promote parent                    Value the importance of gainful
 What beliefs and standards guide our          involvement                                 employment for all individuals
 mission?                                      Regard quality public education as          Belief that all individuals be treated
                                               essential                                   with respect and dignity.
                                               Honor universal human rights                Students achieve best with the active
                                               Contribute to the common good of our        involvement of parents, school, and
                                               community                                   community.
                                               Hold high expectations for ALL              Value a culture with high expectations
                                                                                           of students and staff.
                                                                                           Value the belief that it is possible a
                                                                                           “Premier” education can be achieved
                                                                                           in any school.




                                                                7
Warren Technical School                                      Carla T. Jones                                               2009-2010




Leadership and Governance

Write a brief narrative for each question describing your conclusions drawn from the School Needs Assessment. All conclusions
should be based on data.

Describe the school’s strengths.

Warren Technical School has numerous strengths and opportunities which make it such a great place for our students and staff.
Warren Tech is one of the only programs of its kind in the State of Georgia. Our unique, small school setting, serving students with
disabilities, allows for optimum vocational experiences for our students. With class sizes having an 8:1 ratio, students are able to focus
on academic challenges which they face.

Since many classroom teachers and para-educators at Warren Tech are from the private sector, professional development opportunities
are customized to meet the needs of our staff. This helps to make sure that they are educated in the science of education to support the
passion for educating students.

In addition to classroom teachers and para-educators, support staff in the form of Special Education Vocational Lead Teachers, Head
Counselor, School to Work Coordinator, Director of Student Management and a part-time Prevention and Intervention Specialist all
work together to develop the “whole child” for optimum post secondary experiences. This is achieved through rigorous training in one
of 11 vocational area of study. The Business Advisory Counsel, which is one of the largest in the DeKalb County School System,
provides real world work experiences through Work-based Learning opportunities.

Research shows that our students lose jobs not because of a lack of skill performing their task, but from work habits. These negative
work habits are exposed and corrected through a rigorous social skills curriculum. Students are also able to increase reading levels by
following the reading curriculum set by our reading specialist.


                                                                    8
Warren Technical School                                     Carla T. Jones                                               2009-2010



What evidence do you have to support this perception?

Warren Technical School’s strengths are supported by 84% of the student population accumulating a minimum of 40 training hours
monthly. With 18 business partners participating in providing Work-Based Learning opportunities for our students, over 22,000
training hours have been accumulated. In addition to training experiences, 17% of our students were able to obtain real employment
opportunities.

Training and employment are only a part of the focus of our program. Students are provided the opportunity to meet with the
counselor to discuss personal issues resulting in over 1,200 individual sessions. Students are also able to receive individualized
instruction on increasing their reading levels by working with our Reading Specialist. Since the addition of the Director of Student
Management, discipline referrals have decreased by 23% in one school year.


Describe the school’s opportunities for improvement.

Opportunities for improvement at Warren Tech include: increase in job placement and retention rates, improve student attendance,
increase staff knowledge on working with students with disabilities, increase parent participation in PTSA, and integrate new
programs to reflect a changing economy by exploring grant opportunities that will provide more opportunities for our students.

What evidence do you have to support this perception?

Within the past school year there have been areas of improvement. With the International Center relocating to another site, Warren
Tech has been able to expand within our existing programs. This expansion includes classrooms, which have traditionally been
overcrowded, some relief. For example, Professional Foods and Auto Services have been able to divide into Level I and Level II
classes. With the addition of seven new Active Boards, 47 new computers and tables, our computer lab has been updated to increase
the use of technology for students.


Describe the current governance structure/decision-making process of the school.

The administrative team consists of Carla Jones, Principal, is the instructional Leader of Warren Tech and is assisted by Elgin Neal,
Director of Student Management, Sylvester McGill, Head Counselor, Debbie Poulos and Robin Lawson, Special Education
Vocational Lead Teachers and Jabari Cobb, School to Work Coordinator. The administrative team meets regularly to monitor and
evaluate the activities of the school. Warren Tech has various committees that focus on student achievement, staff recognition and
                                                                   9
Warren Technical School                                      Carla T. Jones                                                2009-2010

business partners. Business partners are given the opportunity to provide input in vocational programs and curriculum during
Employer Luncheons and meetings. Individual vocational programs conduct regular team meetings to monitor and discuss student’s
progress and issues. Team notes are submitted to administrative team for review and feedback. Parents are encouraged to attend parent
teacher conferences and PTSA meetings and are allowed to provide feedback.


Describe how the school leadership makes instructional decisions regarding staffing, creating a master schedule, selecting
instructional initiatives, and providing professional learning opportunities.

Staffing needs are meet by viewing strengths and weakness of individual teachers and paraeducators through both formal and informal
observations. Professional learning opportunities are customized to meet the unique needs of Warren Tech based on these observations
and by feedback from faculty, staff and business advisory counsel. The Master Schedule is determined is determined by the vocational
areas currently offered. If there is a change in the master schedule, it is discussed with the administrative team. GPS standards and
differentiated instruction provide the method and the means to develop our students.




Briefly describe how the leadership communicates and enlists the assistance of central office personnel to ensure that SACS
standards are met in the areas of non-instructional support (facilities, finance, transportation, nutrition, and health).

The principal meets with the administrative team, administrative assistant and the head custodian on a regular basis to discuss student
issues, facilities upkeep, finances and school activities. Items of concern are addressed with central office personnel by the principal.
The principal works closely with the Director of Vocational Education and the Special Education department to ensure that student’s
achievement remains the top priority. Information to staff is relayed during staff meeting and through the use of “The Little Red
School House” within First Class. Staff is encouraged to use the “open door” policy and/or send emails detailing and justifying wants
and needs.



Selecting Appropriate Interventions Using Scientifically Based Research

All interventions or initiatives provided by the Georgia Department of Education or DeKalb County School System are predicated on
scientifically-based research and do not require citations. If an individual school chooses to select an intervention or initiative in

                                                                    10
Warren Technical School                                      Carla T. Jones                                               2009-2010

addition to the sources provided, then a citation and abstract of the pertinent research is required. Please use the format below and add
addition interventions, initiatives, and abstracts as needed. Cited research should directly align with the intervention it supports.

If your school is currently undergoing the Schoolwide Title I Planning process, this section is required.



Identified Need                        Action Plan and Page #           Citation and Abstract

N/A                                    N/A                              N/A




                                                                   11
Warren Technical School                                      Carla T. Jones                                               2009-2010


School Culture/Climate


Describe the methods utilized to ensure a school culture that is pervasively academic and demonstrates high expectations for
teaching and learning.
The school met this standard by: GPS standards implementation, unified lesson plans, differentiated learning, IEP accommodations,
small groups (pods), staff model of behavior/activities. Administrators for quality control monitor lesson plans. Possible teacher
observations by fellow teachers have been implemented. Professional Learning Plan provides many learning opportunities and input
for professional learning by teachers.

Describe how the school-wide discipline plan is developed and/or revised*.
A committee was formed of various staff members that volunteered in order to garner suggestions for various issues that have
presented problems to the staff. The committee met throughout the year. The use of attendance sheets, daily phone calls, posted
classroom rules, consequences, and a Prevention/Intervention Specialist was assigned to Warren to conduct relative pullouts and
programs.

Describe the methods utilized to address the social and emotional growth of each student.
A social skills curriculum is used school-wide, throughout the year. Also, several resources are used to assist in the acquisition of life
skills, such as software, videos, and websites. Students are involved with the classroom management plan so that they have buy-in.
The IEP, BIP, and professional conduct forms allow the teacher and student to monitor and modify certain behavior. Students can also
use progress reports and work-habits forms to also set goals with the guidance of teachers, administrators, and parents. Career Day and
other assemblies are used to inform students and the school of options for the students to use to make decisions concerning goals. The
school operates fourteen Work-based Learning Sites with various community business-partners. Warren also sponsors a luncheon that
includes the business sector, private sector and the school system. The student organizations sponsor various events, including
clothing drives, food drives and voter-registration drives. Career Days, Business Partner Luncheons, WBL, Business Advisory
Committee, School-wide Mentoring Initiative and the School Relations Committee are all systems set up to build relationships and
foster mentoring. Staff Development, with qualified personnel, is used to assist staff members with understanding our clientele, and
employing various strategies.




                                                                   12
Warren Technical School                                     Carla T. Jones                                              2009-2010

Teacher Involvement in Decisions Regarding the Use of Academic Assessments (NCLB Mandate)


Explain how data resulting from academic assessments are used to inform and revise daily instruction.



Warren Technical School does not utilize the AYP data to adjust its vocational instruction curriculum. Teachers meet frequently
throughout the week to review student performance and student portfolios. This data assist the teachers in the differentiation of
instruction, modification of academic objectives, and revision of IEP goals and objectives.




Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring academic
assessments.

At Warren Technical School all teachers are assigned to a committee i.e. (Student Activities, Discipline, Staff Activities, Community
and School Relations, CSIP) on which they are expected to participate in the decision-making processes. The Committee Chairs are
teachers and assigned to the committees are advisors comprised of members of the administrative team. The members of the CSIP
and Discipline committees make suggestions and vote on schoolwide assessments.



Stakeholder Communication (NCLB Mandate)


1. Provide Individual Student Assessment Results and Interpretation to Parents

Describe the process by which teachers and administrators interpret and articulate assessment results to stakeholders.

It is usually during an IEP meeting that assessment results are shared. The two SEVLTs and Head Counselor at Warren Tech are
qualified to explain the results to the parents. Warren Technical School does not own its students, therefore the assessments are

                                                                  13
Warren Technical School                                       Carla T. Jones                                                2009-2010

usually administered at the students’ home school. The home school determines how the results from AYP-related assessments are
communicated to the stakeholders.



2. Provisions for Public Reporting of Disaggregated Data

Describe the various ways by which your school will communicate to the widest possible range of stakeholders (e.g., parents
and community) the results of the disaggregated data.


Warren Technical School is not impacted by AYP assessment results.


3. Public Dissemination of the School Improvement Plan to all Stakeholders

Describe the methods and media by which the CSIP will be communicated with school stakeholders, including staff members,
student, parents, and community members. *

The CSIP will be made available by means of the DCSS website, and school website. It will also be available at all Open Houses and
any Parent/Teacher organization functions. The Head Counselor will serve as the contact for those who may need additional
information or explanation of the CSIP.


* Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the
parents of participating students in the school speak as their primary language.


Instruction by Highly Qualified Teachers (NCLB Mandate)


Describe the policies and procedures used to ensure adherence to Federal mandates regarding “Highly Qualified” instructors.

At Warren Technical School the teachers are teaching in the Vocational areas in which they have Georgia certification.
                                                                     14
Warren Technical School                                      Carla T. Jones                                              2009-2010




Describe policies, procedures, initiative, and programs in place to recruit and retain highly qualified instructors at this school.

The Teacher Support Specialist (TSS) meets on a regular basis with teachers and paraeducators who are new to the teaching field and
or new to the DCSS. The TSS also meets with teachers who have 1-3 years teaching experience. At Job Fairs, the Principal and 1-3
other members of the administrative team are present to assist in the recruitment of qualified teachers




Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs (NCLB Mandate)


Describe how adminsitrators, teachers, and instructional support personnel ensure the use of a standards based curriculum
delivery.

All teachers ensure that lesson plans allign with GPS for the vocational areas in which they instruct. Due to the fact that all students
served are students with disabilities it is necessary to modify GPS in most cases. Every teacher is given the opportunity to request the
services of the Teacher Support Specialist (TSS) in any area that they may require assistance. Each Friday the lesson plans for the
following week are submitted to the administrative team. They are then reviewed by the principal and then referred to the Pecial
Education Vocational Lead Teachers (SEVLT) for any revisions or consultation.



Describe how adminsitrators, teachers, and instructional support personnel plan for, implement, and monitor research-based
instructional delivery that is effective and appropriate to student needs.

Warren Technical school supports the use of research-based instruction delivery by the use of differentiation, hands-on strategies, and
various types of co-teaching. The principal, TSS, and Lead Teachers are knowledgeable of best practices and visit classrooms, talk
with teachers, observe and evaluate instruction, and provide feedback to teachers regarding the quality of their instruction, and provide
recoomendations regarding instructional practices.
                                                                   15
Warren Technical School                                        Carla T. Jones                                                 2009-2010



Explain the role of the Student Support Team (SST) in identifying students at risk and the process established to customize,
monitor, and evaluate effective strategies used to address students academic barriers.

Warren Technical School is a vocational center specifically for students with disabilities therefore; theoretically, each student should
have been through the SST process at their “home school” prior t identification as a student with a disability.

Describe how plans are developed and implemented to address the needs of students who have not met expectations.

Plans are developed by collecting data based on student performance. The plans are implemented through the IEP process where
strategies are discussed such as the need for extended time, prompts, cues, peer/teacher assistance, small grouping, one-on-one
instruction, monitoring, and faculty/student mentoring.

Describe the procedures in place to identify and address the needs of students who have met expectations in order to facilitate
their progress toward exceeding expectations.

Data is collected from behavioral/academic performance and if it is determined that the student has met expectations an IEP may be
convened to develop more goals and objectives to facilitate progress.

Describe the school-wide policies, procedures and programs in place to address the needs of gifted, talented, and high
achieving students through academic rigor (advanced academics). How does the school schedule and classroom instruction
ensure academic rigor, promote student engagement, and increase student achievement for students with high ability levels?

Due to our SWD population the presence of gifted and talented or high achieving students is minimal. If a student is considered a
high achieving student the instruction is differentiated for that student t facilitate their progress in meeting the expectations stated in
that student’s IEP.


Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate)

Describe how and when students in need of additional assistance are identified.

Students in need of additional assistance are identified based n classroom observations, progress reports, daily and weekly grades
based on program-specific classroom assessments.

                                                                      16
Warren Technical School                                     Carla T. Jones                                               2009-2010

Describe how and when data is reviewed to ensure that student progress is occurring.

The educators in the specific programs meet daily/weekly to discuss the progress f students in the classroom and at the Work-Based
Learning sites.


List training opportunities provided to teachers in the identification of student difficulties, data analysis, and the appropriate
assistance for identified difficulties.

The Career Tech Instructors/Special Education Vocational Lead Teachers meet with their respective program educators to discuss the
difficulties of the students. In these consultative sessions the CTI/SEVLTs provide direction and offer assistance. Periodically,
Special Education personnel deliver professional learning to the faculty to assist in the development of their skills in addressing the
needs of students identified as struggling.

Describe any academic or behavioral growth opportunities provided outside the regular classroom environment in order to
assist students in identifying and reaching their goals.

Warren Technical School offers activities such as Young Men of Distinction, Ladies of CLASS, Student Government Association, and
Mentoring to assist the students in reaching their academic and behavioral goals


Plans for Assisting Children during Transitions (NCLB Mandate)

Describe your plans for assisting all other levels of student transition (new students, PreK to Kindergarten, elementary to
middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home
participants, etc.).


Before students are enrolled at Warren Technical they usually participate in a tour f the center and programs assisted by their home
school Special Education Vocational Lead Teacher (SEVLT) or Special Education Dept. Chair. IEP meeting are held at the student’s
home school to describe Warren Tech to the parent/guardian and student. At that IEP it is determined if the student is appropriate for
the vocational program setting of Warren Technical School. It is also determined at the IEP meeting is Warren Technical School is
the Least Restrictive Environment that best meets the student’s academic and behavioral needs. Prior to the commencement of the
new school year the students and their families have an opportunity to attend an Open House at which time the familial support system

                                                                   17
Warren Technical School                                      Carla T. Jones                                               2009-2010

can become familiar with the center and its faculty. Once the new student has arrived they attend an orientation at which pint they are
introduced to the faculty and the Administrative Team.

Meetings are convened to determine if the student is appropriate for the in-school or out of school WBL program. If a student is
transitioning from the out of school WBL to in school WBL program a meeting is held to determine what the constituted the removal
from the out of school program and what strategies/interventions are needed to facilitate the students progress towards success.

Once it is determined that a student will begin work or graduate he/she is scheduled an appointment with the Vocational Rehabilitation
Counselor to determine what is needed t assist the student in their transition into the world of work.


Support Services for Student Learning


Describe how the school provides support through counseling and academic advisements that provides access to an adult
advisor, mentor, or counselor.

The counselor and CTI/SEVLTs meet with students individually to determine what program of study is most appropriate and aligns
with the vocational goals of the student. Parents and home school Lead Teachers participate in the advisement process by their
attendance and participation in the IEP. Students have the opportunity to obtain an adult faculty mentor that also assists in the support
of the student’s academic/behavioral needs. The counselor is available throughout the day to assist students in the academic
advisement. When the counselor is not available the CTI/SEVLT are available to advise the student.


Describe how counselors, social workers, Prevention/Intervention specialists, and other student support personnel work with
the district office and outside agencies to meet student needs.


The counselor participates in the parent/teacher conferences and consults with outside agencies that may be beneficial t the success of
the students at Warren Technical. The school counselor monitors the students who are assigned to outside agency case managers such
as DFACS, Dekalb Workforce, etc.

The counselor provides group and individual counseling and when necessary refers students to the social worker department. Warren
Technical School no longer has an onsite social worker. The students are served by their home school social worker based on the
                                                                   18
Warren Technical School                                       Carla T. Jones                                                2009-2010

referral sent by the school counselor. In emergency situations such as abuse, a district level social worker will be assigned to the case
and will visit the student at Warren Technical School.

The counselor refers the students to the prevention/intervention specialist to address specific issues with the students. This is utilized
as an extra intervention/strategy to assist our students with drug education, anger-management, and social-emotional skills. The P/I
Specialist also conducts specific classroom guidance activities specific t the needs of the classrooms.




Strategies to Increase Parental Involvement (NCLB Mandate)

Describe the parent/community outreach activities and initiatives in place.

The Community and School Relations Committee is in the process of establishing an organizational group that includes parents and
community partners. The business partners of Warren Technical School are participants in the Business Advisory Council. Parents
and business partners are invited and encouraged to participate in the Business Advisory Luncheons held each semester. Open House
is another activity that is held each semester to encourage parent participation. The Committee has also established the “Calling Post”
to assist in the delivery of information related t school activities.

Describe how parents and community members are involved in the school decision-making process.

Although Warren Technical School does not have a formal PTA/PTSO, the teachers are responsible for obtaining feedback from
parents as it relates to school activities.


Describe the level of involvement of parents and community members in the development of the CSIP.

Surveys were sent home as part of OSI review and CSIP to obtain feedback on the program, and vision and mission statements of
Warren Technical School.

Briefly describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if
applicable).*

Warren Technical is not formally designated as a Title I school.
                                                                    19
Warren Technical School                                  Carla T. Jones                                        2009-2010



*Title I schools only




Coordination and Integration of Federal, State, and Local Services and Programs

Funding Sources                      Provide a narrative explanation of how funds will be used to support student achievement
                                     and/or school improvement in relation to the components of this plan.
Federal Funds                        N/A

State Funds                          N/A

School Improvement Grant             N/A
(Needs Improvement Title I
Schools Only)
Reduced Class Size                   N/A

Local Professional Learning Funds    The PL funds will be used to ….

Smaller Learning Communities         N/A

Grants (list)                        N/A

PTSA                                 N/A

Partners in Education                N/A

Other (list) Local Funds             Warren Tech is funded solely by local funds provided by the DCSS.


Copies of all budgets referenced in this section should be placed in the appendix.
                                                               20
Warren Technical School                                               Carla T. Jones                                                         2009-2010



Auto Services Action Plan

Annual Measurable Objectives
1.     Automotive Services will increase student participation in work-based learning by 10%.
2.     All students will increase their employability skills by 20% as measured by the Employability Skills Evaluation.
3.     All students will increase their automotive/electrical knowledge 50% as measured by pre/post-test evaluations.
4.     All students will exhibit an increase in technology/equipment proficiency by 70%.

Intervention: Differentiation                     Estimated    Timeline and                Means of Evaluation
                                                  Cost/Funding Positions
                                                                                           Evidence of                    Evidence of Impact
Instruction Strand 2.1                            Sources      Responsible
                                                                                           Monitoring
                                                                                           Artifacts
Performance Action: 2                             N/A                 August 2009-         Small groups,                  The delivery modes observed
Present Auto Services content in a                                    May 2010             Room arrangement               support the learning goals of the
logical and sequential process using a                                                     that support delivery          lesson and students’ needs.
variety of delivery modes to enable                                   Teachers,            modes.                         Students transition smoothly
students to develop understanding.                                    Para-educators                                      from one activity to another.
                                                                      Principal

Instruction Strand 2.3                            N/A                 August 2009-         Professional                   Instruction may be paced or
Performance Action: 1                                                 May 2010             learning                       presented differently; tasks may
Participate in professional learning on                                                    schedules, sign in             vary based on interest and
differentiated instruction.                                           Teachers,            sheets,                        student needs.
                                                                      Para-                agendas,
                                                                      educators,           Classroom
                                                                      Prof. Learning       arrangements
                                                                      Liaison,
                                                                      Lead Teachers
                                                                      Principal
Performance Action: 3                       N/A                       August 2009-         Student work,                  Students can show the standard
Use the Georgia Performance Standards                                 May 2010             End of unit products           and elements they are working
as the expectation for learning, but assess                                                                               on in their work.
the needs of their students prior to                                  Teachers,                                           Teachers can explain how
                                                                             21
Warren Technical School                            Carla T. Jones                                           2009-2010


instruction.                                       Para-                                 different performance tasks
                                                   educators,                            require different skills.
                                                   Principal
Instruction Strand 2.5                       N/A   August 2009-     Professional         Teachers can explain the
Performance Action: 1                              May 2010         learning agendas     diagnostic assessment results that
Provide professional learning on the use                            and minutes,         have been disaggregated for their
of diagnostic and formative assessments            Prof. Learning   Sign-in sheets,      class.
and learning styles to strengthen flexible         Liaison,         Assessment class
grouping practices.                                Principal        profile


Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                        N/A   August 2009-     Open-ended           Teachers can explain how an
Study the standards and elements to                May 2010         questions on         assessments, performance tasks,
determine the higher-order thinking                                 Assessments,         etc. emphasize higher-order
skills needed to understand and apply the          Teachers,        Rubrics,             thinking.
standards.                                         Lead-            Graphic organizers
                                                   Teachers,
                                                   Principal

Intervention: Technology Integration               August 2009-     Computers,           Teachers can articulate the use of
Instruction Standard 2.7                           May 2010         Lesson and unit      a comprehensive technology plan
                                             N/A                    plans,               to enhance student learning.
Performance Action: 1                              Teachers,        Activ-Boards,
Work collaboratively to develop a clear,           Technology       Comprehensive plan
comprehensive plan to integrate                    Committee,       to integrate
technology into the curriculum as a                Principal        technology,
means to motivate and support students’                             Collaborative
conceptual understanding and                                        teacher meeting
independent application of the core                                 minutes and
curriculum.                                                         agendas, etc.
Performance Action: 2                        N/A   August 2009-     Shopware             Students can articulate how
                                                        22
Warren Technical School                      Carla T. Jones                                            2009-2010


Use technology to provide real world         May 2010         Program:               technology supports their
application, to enhance students’                             Shopware is a          learning
research skills, and to differentiate        Teachers,        program specifically
instruction to maximize student learning.    Para-            designed for
The technology activities used promote       educators,       automotive to teach
differentiation and instruction aligned to   Principal        the basic areas and
individual student needs.                                     fundamentals and
                                                              safety in the
                                                              automotive field.
                                                              Websites:
                                                              There a many web
                                                              pages we can use to
                                                              assist our students in
                                                              understanding and
                                                              learning the
                                                              automotive
                                                              processes, safety,
                                                              parts, etc.
                                                              InnerAuto.com,
                                                              Auto101.com,
                                                              CareerCruising.com,
                                                              Expertvillage.com

                                                              Activ-board
                                                              Flipcharts:
                                                              Auto services is
                                                              constantly
                                                              researching new and
                                                              exciting flipcharts
                                                              for the Activ-board.
                                                              These flipcharts are
                                                              all interactive so the
                                                              students can come
                                                              up and participate in

                                                  23
Warren Technical School   Carla T. Jones                           2009-2010


                                           their education and
                                           learning.
                                           Hands-on
                                           Training:
                                           Lab activities are
                                           designed to
                                           differentiate
                                           instruction for
                                           kinesthetic learners,
                                           and address what is
                                           being taught in the
                                           classroom.
                                           Activities can
                                           include: Welding,
                                           Lube Service, Tires,
                                           Wiring and
                                           Electrical, Brakes
                                           and others. Some
                                           hands-on Activities
                                           are done in the
                                           classroom.
                                           Electrical circuits
                                           and diagram usage
                                           on the Activ-Board.
                                           Visual Aids:
                                           Auto uses variety of
                                           visual type aids to
                                           assist in learning:
                                           Sample engines,
                                           Small cars, Tools,
                                           Posters, Diagrams,
                                           Cutaways and
                                           others.


                               24
Warren Technical School                         Carla T. Jones                                            2009-2010


Intervention – CSIP Collaboration               August 2009-     School vision         The staff can show where the
Planning and Organization Standard              May 2010         statement, School     mission is posted throughout the
1.1                                       N/A                    mission statement     building and explain how this
Performance Action: 2                           Teachers,                              visibility affects school culture
Make visible, the school’s mission and          Para-                                  and student learning.
vision statement are visible throughout         educators,
the school                                      Principal




Professional Learning 1.1                       August 2009-     Team agendas and      Teacher can articulate how the
Performance Action: 2                           May 2010         minutes               assignment requires students to
Meet regularly to examine student work    N/A                                          demonstrate their understanding
in order to determine students’                 Teachers,        Student work –        of the standard(s)
understanding of standards and how to           Para-            performance tasks,
adjust instruction.                             educators,       projects              Teachers can articulate how their
                                                Principal                              classroom practice was enhanced
                                                                                       by the feedback given from their
                                                                                       colleagues during the
                                                                                       examination of student work.
Intervention:                                   August 2009-     Daily Agenda is       Students can state where the
Increase research-based instructional           May 2010         posted                classroom expectations and daily
strategies in co-teaching classes,        N/A                                          agenda are posted.
general education classes with one              Teachers,        Classroom
teacher, and pull out special education         Para-educators   expectations are      Students can also state the
classes                                         Principal        posted and reviewed   classroom expectations including
                                                                 weekly                the positive and negative
   Implement effective proactive                                                       consequences.
   strategies to promote responsible
   behavior
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

                                                     25
Warren Technical School                      Carla T. Jones                                            2009-2010



  Provide explicit instruction to            August 2009-     “Word Wall”            Students can identify the “Word
  promote language/vocabulary                May 2010         Vocabulary words       Wall”.
  development                          N/A                    posted
  - Provide language-rich                    Teachers,                               Students can recall the
     environments                            Para-                                   vocabulary words as well as
  - Explicitly teach “World Words.”          educators,                              demonstrate some level of
  - Provide explicit instruction in          Principal                               comprehension of the
     content-specific vocabulary                                                     vocabulary.

  Drastically increase the number of         August 2009-     Lesson Plans           Increase in student achievement.
  “practice turns” and targeted              May 2010         reflecting small
  feedback that is provided.                                  groups with signs of
  - Provide small group instruction    N/A   Teachers,        differentiation by
      with differentiated, targeted          Para-            addressing different
      feedback.                              educators,       learning modalities.
  - Maximize every second of                 Principal
      instructional time.

  Implement effective reactive               August 2009-     Student Behavior       Teachers can state which
  strategies for behavior                    May 2010         Intervention Plans.    students have Behavior
  - Determine the function of the                                                    Intervention Plans
      misbehavior through a Functional N/A   IEP
      Behavioral Assessment.                 Committee,
  - Implement a Behavioral                   Principal
      Intervention Plan that supports
      the behavior’s function.




                                                  26
Warren Technical School                                               Carla T. Jones                                                     2009-2010



Building Maintenance Action Plan
Annual Measurable Objective(s)
1.     Building Maintenance will increase student participation in work-based learning by 10%.
2.     All students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
3.     All students will increase their proficiency in the area of custodial skills by 50%.
4.     All students will increase their proficiency in the area of equipment/technology 50%.

Intervention: Differentiation                         Estimated    Timeline and                Means of Evaluation
                                                      Cost/Funding Positions
                                                                                               Evidence of          Evidence of Impact
Instruction Strand 2.1                                Sources      Responsible
                                                                                               Monitoring
                                                                                               Artifacts
Performance Action: 2                        N/A                          August 2009-         Small groups,        The delivery modes observed
Present Building Maintenance content in a                                 May 2010             Room                 support the learning goals of the
logical and sequential process using a                                                         arrangement          lesson and students’ needs.
variety of delivery modes to enable students                              Teachers,            that support         Students transition smoothly from
to develop understanding.                                                 Para-educators       delivery             one activity to another.
                                                                          Principal            modes.

Instruction Strand 2.3                                N/A                 August 2009-    Professional              Instruction may be paced or
Performance Action: 1                                                     May 2010        learning                  presented differently; tasks may
Participate in professional learning on                                                   schedules, sign           vary based on interest and
differentiated instruction.                                               Teachers,       in sheets,                student needs.
                                                                          Para-educators, agendas,
                                                                          Prof. Learning Classroom
                                                                          Liaison,        arrangements
                                                                          Lead Teachers
                                                                          Principal
Performance Action: 3                                 N/A                 August 2009-    Student work,             Students can show the standard and
Use the Georgia Performance Standards as                                  May 2010        End of unit               elements they are working on in
the expectation for learning, but assess the                                              products                  their work.
needs of their students prior to instruction.                             Teachers,                                 Teachers can explain how different
                                                                          Para-educators,                           performance tasks require different
                                                                          Principal                                 skills.
Instruction Strand 2.5                                N/A                 August 2009-    Professional              Teachers can explain the diagnostic
                                                                              27
Warren Technical School                             Carla T. Jones                                            2009-2010


Performance Action: 1                                 May 2010         learning          assessment results that have been
Provide professional learning on the use of                            agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning   and minutes,
learning styles to strengthen flexible                Liaison,         Sign-in sheets,
grouping practices.                                   Principal        Assessment
                                                                       class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-     Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010         questions on      assessments, performance tasks,
determine the higher-order thinking skills                             Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,        Rubrics,          thinking.
standards.                                            Lead-            Graphic
                                                      Teachers,        organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-     Computers,        Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010         Lesson and        comprehensive technology plan to
                                              N/A                      unit plans,       enhance student learning.
Performance Action: 1                                 Teachers,        Activ-Boards,
Work collaboratively to develop a clear,              Technology       Comprehensive
comprehensive plan to integrate technology            Committee,       plan to
into the curriculum as a means to motivate            Principal        integrate
and support students’ conceptual                                       technology,
understanding and independent application                              Collaborative
of the core curriculum.                                                teacher
                                                                       meeting
                                                                       minutes and
                                                                       agendas, etc.
Performance Action: 2                         N/A     August 2009-     Computers for     Students can articulate how
Use technology to provide real world                  May 2010         Life Skills       technology supports their learning
application, to enhance students’ research                             activities
                                                         28
Warren Technical School                             Carla T. Jones                                            2009-2010


skills, and to differentiate instruction to           Teachers,       (ajc.com for
maximize student learning. The technology             Para-educators, reading and
activities used promote differentiation and           Principal       current events,
instruction aligned to individual student                             Channel One
needs.                                                                online for
                                                                      current events,
                                                                      coolmath.com,
                                                                      aaamath.com)
                                                                      Lesson and
                                                                      unit plans,
                                                                      Activ-Boards
                                                                      used for
                                                                      various
                                                                      activities
                                                                      supporting
                                                                      reinforcing
                                                                      academic
                                                                      content.
                                                                      Industrial
                                                                      Equipment
                                                                      (Floor buffer,
                                                                      wet vacuum,
                                                                      dry vacuum,
                                                                      chemistry-
                                                                      mixing
                                                                      machine,
                                                                      clothes dryer,
                                                                      washer, and
                                                                      folder)

Intervention – CSIP Collaboration                     August 2009-    School vision     The staff can show where the
Planning and Organization Standard 1.1                May 2010        statement,        mission is posted throughout the
Performance Action: 2                         N/A                     School mission    building and explain how this
Make visible, the school’s mission and                Teachers,       statement         visibility affects school culture and

                                                         29
Warren Technical School                             Carla T. Jones                                           2009-2010


vision statement are visible throughout the           Para-educators,                    student learning.
school                                                Principal




Professional Learning 1.1                             August 2009-      Team agendas     Teacher can articulate how the
Performance Action: 2                                 May 2010          and minutes      assignment requires students to
Meet regularly to examine student work in     N/A                                        demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –     the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects    Teachers can articulate how their
                                                                                         classroom practice was enhanced
                                                                                         by the feedback given from their
                                                                                         colleagues during the examination
                                                                                         of student work.
Intervention:                                         August 2009-      Daily Agenda     Students can state where the
Increase research-based instructional                 May 2010          is posted        classroom expectations and daily
strategies in co-teaching classes, general    N/A                                        agenda are posted.
education classes with one teacher, and               Teachers,         Classroom
pull out special education classes                    Para-educators    expectations     Students can also state the
                                                      Principal         are posted and   classroom expectations including
   Implement effective proactive strategies                             reviewed         the positive and negative
   to promote responsible behavior                                      weekly           consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-      “Word Wall”      Students can identify the “Word
   language/vocabulary development                    May 2010                           Wall”.
   - Provide language-rich environments       N/A                       Vocabulary
   - Explicitly teach “World Words.”                  Teachers,         words posted     Students can recall the vocabulary
   - Provide explicit instruction in                  Para-educators,                    words as well as demonstrate some
       content-specific vocabulary                    Principal                          level of comprehension of the

                                                         30
Warren Technical School                           Carla T. Jones                                         2009-2010


                                                                                     vocabulary.
  Drastically increase the number of                August 2009-    Lesson Plans     Increase in student performance.
  “practice turns” and targeted feedback            May 2010        reflecting small
  that is provided.                                                 groups with
  - Provide small group instruction with N/A        Teachers,       signs of
      differentiated, targeted feedback.            Para-educators, differentiation
  - Maximize every second of                        Principal       by addressing
      instructional time.                                           different
                                                                    learning
                                                                    modalities.
  Implement effective reactive strategies           August 2009-    Student          Teachers can state which students
  for behavior                                      May 2010        Behavior         have Behavior Intervention Plans
  - Determine the function of the                                   Intervention
      misbehavior through a Functional      N/A     IEP             Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       31
Warren Technical School                                               Carla T. Jones                                                        2009-2010



Business Procedures Action Plan

Annual Measurable Objective(s)
1) Business Procedures will increase the number of students participating in work base learning by 15%.
2) All Students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
3) All students will increase their reading comprehension by one grade level.
4) All students will increase their computer knowledge and proficiency in computer applications and software by 30%.
Intervention: Differentiation                         Estimated    Timeline and               Means of Evaluation
                                                      Cost/Funding Positions
                                                                                              Evidence of              Evidence of Impact
Instruction Strand 2.1                                Sources      Responsible
                                                                                              Monitoring
                                                                                              Artifacts
Performance Action: 2                        N/A                          August 2009-        Small groups,            The delivery modes observed
Present Business Procedures content in a                                  May 2010            Room                     support the learning goals of the
logical and sequential process using a                                                        arrangement              lesson and students’ needs.
variety of delivery modes to enable students                              Teachers,           that support             Students transition smoothly from
to develop understanding.                                                 Para-educators      delivery                 one activity to another.
                                                                          Principal           modes.

Instruction Strand 2.3                                N/A                 August 2009-    Professional                 Instruction may be paced or
Performance Action: 1                                                     May 2010        learning                     presented differently; tasks may
Participate in professional learning on                                                   schedules, sign              vary based on interest and
differentiated instruction.                                               Teachers,       in sheets,                   student needs.
                                                                          Para-educators, agendas,
                                                                          Prof. Learning Classroom
                                                                          Liaison,        arrangements
                                                                          Lead Teachers
                                                                          Principal
Performance Action: 3                                 N/A                 August 2009-    Student work,                Students can show the standard and
Use the Georgia Performance Standards as                                  May 2010        End of unit                  elements they are working on in
the expectation for learning, but assess the                                              products                     their work.
needs of their students prior to instruction.                             Teachers,                                    Teachers can explain how different
                                                                          Para-educators,                              performance tasks require different
                                                                          Principal                                    skills.
                                                                             32
Warren Technical School                             Carla T. Jones                                           2009-2010


Instruction Strand 2.5                        N/A     August 2009-     Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010         learning          assessment results that have been
Provide professional learning on the use of                            agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning   and minutes,
learning styles to strengthen flexible                Liaison,         Sign-in sheets,
grouping practices.                                   Principal        Assessment
                                                                       class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-     Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010         questions on      assessments, performance tasks,
determine the higher-order thinking skills                             Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,        Rubrics,          thinking.
standards.                                            Lead-            Graphic
                                                      Teachers,        organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-     Computers,      Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010         Lesson and unit comprehensive technology plan to
                                              N/A                      plans,          enhance student learning.
Performance Action: 1                                 Teachers,        Activ-Boards,
Work collaboratively to develop a clear,              Technology       Comprehensive
comprehensive plan to integrate technology            Committee,       plan to
into the curriculum as a means to motivate            Principal        integrate
and support students’ conceptual                                       technology,
understanding and independent application                              Collaborative
of the core curriculum.                                                teacher meeting
                                                                       minutes and
                                                                       agendas, etc.

Performance Action: 2                         N/A     August 2009-     Computers         Students can articulate how
Use technology to provide real world                  May 2010         (creating         technology supports their learning.
                                                         33
Warren Technical School                             Carla T. Jones                                            2009-2010


application, to enhance students’ research                            documents,
skills, and to differentiate instruction to           Teachers,       spreadsheets,
maximize student learning. The technology             Para-educators, research and
activities used promote differentiation and           Principal       typing skills);
instruction aligned to individual student                             Lesson and
needs.                                                                unit plans,
                                                                      Activ-Boards
                                                                      (completing
                                                                      assignments,
                                                                      demonstrations,
                                                                      educational
                                                                      games and
                                                                      activities);
                                                                      Digital Video
                                                                      Cameras
                                                                      (students
                                                                      record mock-
                                                                      interviews to
                                                                      review and
                                                                      critique);
                                                                      Digital Still
                                                                      Cameras
                                                                      (students take
                                                                      photos for
                                                                      display boards,
                                                                      web pages, and
                                                                      power point
                                                                      presentations).

Intervention – CSIP Collaboration                     August 2009-      School vision    The staff can show where the
Planning and Organization Standard 1.1                May 2010          statement,       mission is posted throughout the
Performance Action: 2                         N/A                       School mission   building and explain how this
Make visible, the school’s mission and                Teachers,         statement        visibility affects school culture and
vision statement are visible throughout the           Para-educators,                    student learning.

                                                         34
Warren Technical School                             Carla T. Jones                                          2009-2010


school                                                Principal




Professional Learning 1.1                             August 2009-     Team agendas     Teacher can articulate how the
Performance Action: 2                                 May 2010         and minutes      assignment requires students to
Meet regularly to examine student work in     N/A                                       demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –    the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects   Teachers can articulate how their
                                                                                        classroom practice was enhanced
                                                                                        by the feedback given from their
                                                                                        colleagues during the examination
                                                                                        of student work.
Intervention:                                         August 2009-     Daily Agenda     Students can state where the
Increase research-based instructional                 May 2010         is posted        classroom expectations and daily
strategies in co-teaching classes, general    N/A                                       agenda are posted.
education classes with one teacher, and               Teachers,        Classroom
pull out special education classes                    Para-educators   expectations     Students can also state the
                                                      Principal        are posted and   classroom expectations including
   Implement effective proactive strategies                            reviewed         the positive and negative
   to promote responsible behavior                                     weekly           consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-     “Word Wall”      Students can identify the “Word
   language/vocabulary development                    May 2010                          Wall”.
   - Provide language-rich environments       N/A                     Vocabulary
   - Explicitly teach “World Words.”                  Teachers,       words posted      Students can recall the vocabulary
   - Provide explicit instruction in                  Para-educators,                   words as well as demonstrate some
       content-specific vocabulary                    Principal                         level of comprehension of the
                                                                                        vocabulary.

                                                         35
Warren Technical School                           Carla T. Jones                                           2009-2010


  Drastically increase the number of                August 2009-    Lesson Plans       Increase in student performance.
  “practice turns” and targeted feedback            May 2010        reflecting small
  that is provided.                                                 groups with
  - Provide small group instruction         N/A     Teachers,       signs of
      with differentiated, targeted                 Para-educators, differentiation
      feedback.                                     Principal       by addressing
  - Maximize every second of                                        different
      instructional time.                                           learning
                                                                    modalities.
  Implement effective reactive strategies           August 2009-    Student            Teachers can state which students
  for behavior                                      May 2010        Behavior           have Behavior Intervention Plans
  - Determine the function of the                                   Intervention
      misbehavior through a Functional      N/A     IEP             Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       36
Warren Technical School                                                 Carla T. Jones                                                     2009-2010



Construction Action Plan

Annual Measurable Objective(s)
1) Construction will increase the number of students participating in work base learning by 10%.
2) All students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
3) All students will increase their reading comprehension by one grade level.
4) All students will increase their skills in the area of measurement by 50%.
5) All students will demonstrate an increase in equipment/technology proficiency by 50%.

Intervention: Differentiation                          Estimated    Timeline and                 Means of Evaluation
                                                       Cost/Funding Positions
                                                                                                 Evidence of          Evidence of Impact
Instruction Strand 2.1                                 Sources      Responsible
                                                                                                 Monitoring
                                                                                                 Artifacts
Performance Action: 2                                  N/A                 August 2009-          Small groups,        The delivery modes observed
Present Construction content in a logical                                  May 2010              Room                 support the learning goals of the
and sequential process using a variety of                                                        arrangement          lesson and students’ needs.
delivery modes to enable students to                                       Teachers,             that support         Students transition smoothly from
develop understanding.                                                     Para-educators        delivery             one activity to another.
                                                                           Principal             modes.

Instruction Strand 2.3                                 N/A                 August 2009-    Professional               Instruction may be paced or
Performance Action: 1                                                      May 2010        learning                   presented differently; tasks may
Participate in professional learning on                                                    schedules, sign            vary based on interest and
differentiated instruction.                                                Teachers,       in sheets,                 student needs.
                                                                           Para-educators, agendas,
                                                                           Prof. Learning Classroom
                                                                           Liaison,        arrangements
                                                                           Lead Teachers
                                                                           Principal
Performance Action: 3                                  N/A                 August 2009-    Student work,              Students can show the standard and
Use the Georgia Performance Standards as                                   May 2010        End of unit                elements they are working on in
the expectation for learning, but assess the                                               products                   their work.
needs of their students prior to instruction.                              Teachers,                                  Teachers can explain how different

                                                                               37
Warren Technical School                             Carla T. Jones                                          2009-2010


                                                      Para-educators,                   performance tasks require different
                                                      Principal                         skills.
Instruction Strand 2.5                        N/A     August 2009-    Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010        learning          assessment results that have been
Provide professional learning on the use of                           agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning and minutes,
learning styles to strengthen flexible                Liaison,        Sign-in sheets,
grouping practices.                                   Principal       Assessment
                                                                      class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-    Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010        questions on      assessments, performance tasks,
determine the higher-order thinking skills                            Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,       Rubrics,          thinking.
standards.                                            Lead-           Graphic
                                                      Teachers,       organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-    Computers,    Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010        Lesson and    comprehensive technology plan to
                                              N/A                     unit plans,   enhance student learning.
Performance Action: 1                                 Teachers,       Activ-Boards,
Work collaboratively to develop a clear,              Technology      Comprehensive
comprehensive plan to integrate technology            Committee,      plan to
into the curriculum as a means to motivate            Principal       integrate
and support students’ conceptual                                      technology,
understanding and independent application                             Collaborative
of the core curriculum.                                               teacher
                                                                      meeting
                                                                      minutes and
                                                                      agendas, etc.
                                                         38
Warren Technical School                             Carla T. Jones                                         2009-2010


Performance Action: 2                         N/A     August 2009-    Computers       Students can articulate how
Use technology to provide real world                  May 2010        used for        technology supports their learning
application, to enhance students’ research                            resume writing,
skills, and to differentiate instruction to           Teachers,       cover letter
maximize student learning. The technology             Para-educators, instruction,
activities used promote differentiation and           Principal       construction-
instruction aligned to individual student                             related
needs.                                                                research;
                                                                      Lesson and
                                                                      unit plans;
                                                                      Calculators are
                                                                      used to
                                                                      determine how
                                                                      many bricks,
                                                                      stones maybe
                                                                      needed for
                                                                      project
                                                                      completion;
                                                                      Activ-Board is
                                                                      used for
                                                                      student
                                                                      instruction and
                                                                      for individual
                                                                      skill
                                                                      development;
                                                                      Industrial
                                                                      Equipment
                                                                      such as
                                                                      sanders, table
                                                                      saws, routers,
                                                                      hammers tape
                                                                      measures
                                                                      (math related)
                                                                      are used to

                                                         39
Warren Technical School                             Carla T. Jones                                             2009-2010


                                                                        reinforce
                                                                        vocational –
                                                                        related skill
                                                                        and practice.

Intervention – CSIP Collaboration                     August 2009-      School vision    The staff can show where the
Planning and Organization Standard 1.1                May 2010          statement,       mission is posted throughout the
Performance Action: 2                         N/A                       School mission   building and explain how this
Make visible, the school’s mission and                Teachers,         statement        visibility affects school culture and
vision statement are visible throughout the           Para-educators,                    student learning.
school                                                Principal




Professional Learning 1.1                             August 2009-      Team agendas     Teacher can articulate how the
Performance Action: 2                                 May 2010          and minutes      assignment requires students to
Meet regularly to examine student work in     N/A                                        demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –     the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects    Teachers can articulate how their
                                                                                         classroom practice was enhanced
                                                                                         by the feedback given from their
                                                                                         colleagues during the examination
                                                                                         of student work.
Intervention:                                         August 2009-      Daily Agenda     Students can state where the
Increase research-based instructional                 May 2010          is posted        classroom expectations and daily
strategies in co-teaching classes, general    N/A                                        agenda are posted.
education classes with one teacher, and               Teachers,         Classroom
pull out special education classes                    Para-educators    expectations     Students can also state the
                                                      Principal         are posted and   classroom expectations including
   Implement effective proactive strategies                             reviewed         the positive and negative
   to promote responsible behavior                                      weekly           consequences.
   - Implement effective rituals and

                                                         40
Warren Technical School                           Carla T. Jones                                         2009-2010


    routines.
  - Define behavioral expectations.

  Provide explicit instruction to promote           August 2009-    “Word Wall”      Students can identify the “Word
  language/vocabulary development                   May 2010                         Wall”.
  - Provide language-rich environments      N/A                     Vocabulary
  - Explicitly teach “World Words.”                 Teachers,       words posted     Students can recall the vocabulary
  - Provide explicit instruction in                 Para-educators,                  words as well as demonstrate some
      content-specific vocabulary                   Principal                        level of comprehension of the
                                                                                     vocabulary.
  Drastically increase the number of                August 2009-    Lesson Plans     Increase in student performance.
  “practice turns” and targeted feedback            May 2010        reflecting small
  that is provided.                                                 groups with
  - Provide small group instruction with N/A        Teachers,       signs of
      differentiated, targeted feedback.            Para-educators, differentiation
  - Maximize every second of                        Principal       by addressing
      instructional time.                                           different
                                                                    learning
                                                                    modalities.
  Implement effective reactive strategies           August 2009-    Student          Teachers can state which students
  for behavior                                      May 2010        Behavior         have Behavior Intervention Plans
  - Determine the function of the                                   Intervention
      misbehavior through a Functional      N/A     IEP             Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       41
Warren Technical School                                                 Carla T. Jones                                                     2009-2010



Early Childhood Education Action Plan

Annual Measurable Objective(s)
1) Students will increase one grade level in the area of Reading Comprehension.
2) Increase the number of students ready to participate in Work Base Learning by 10%.
3) Increase student ability to perform basic math operations by 5%.
4) Students will increase their proficiency in employability skills by 50% as measured by the Employability Skills Evaluation.

Intervention: Differentiation                     Estimated    Timeline and                Means of Evaluation
                                                  Cost/Funding Positions
                                                                                           Evidence of                    Evidence of Impact
Instruction Strand 2.1                            Sources      Responsible
                                                                                           Monitoring
                                                                                           Artifacts
Performance Action: 2                             N/A                 August 2009-         Small groups,                  The delivery modes observed
Present ECE content in a logical and                                  May 2010             Room arrangement that          support the learning goals of the
sequential process using a variety of                                                      support delivery               lesson and students’ needs.
delivery modes to enable students to                                  Teachers,            modes.                         Students transition smoothly
develop understanding.                                                Para-educators                                      from one activity to another.
                                                                      Principal

Instruction Strand 2.3                            N/A                 August 2009-         Professional learning          Instruction may be paced or
Performance Action: 1                                                 May 2010             schedules, sign in             presented differently; tasks may
Participate in professional learning on                                                    sheets,                        vary based on interest and
differentiated instruction.                                           Teachers,            agendas,                       student needs.
                                                                      Para-                Classroom
                                                                      educators,           arrangements
                                                                      Prof. Learning
                                                                      Liaison,
                                                                      Lead Teachers
                                                                      Principal
Performance Action: 3                             N/A                 August 2009-         Student work,                  Students can show the standard
Use the Georgia Performance                                           May 2010             End of unit products           and elements they are working
Standards as the expectation for                                                                                          on in their work.
learning, but assess the needs of their                               Teachers,                                           Teachers can explain how
                                                                               42
Warren Technical School                          Carla T. Jones                                             2009-2010


students prior to instruction.                  Para-                                      different performance tasks
                                                educators,                                 require different skills.
                                                Principal
Instruction Strand 2.5                    N/A   August 2009-      Professional learning    Teachers can explain the
Performance Action: 1                           May 2010          agendas                  diagnostic assessment results
Provide professional learning on the                              and minutes,             that have been disaggregated
use of diagnostic and formative                 Prof. Learning    Sign-in sheets,          for their class.
assessments and learning styles to              Liaison,          Assessment class
strengthen flexible grouping practices.         Principal         profile


Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                     N/A   August 2009-      Open-ended questions     Teachers can explain how an
Study the standards and elements to             May 2010          on                       assessments, performance tasks,
determine the higher-order thinking                               Assessments,             etc. emphasize higher-order
skills needed to understand and apply           Teachers,         Rubrics,                 thinking.
the standards.                                  Lead-             Graphic organizers
                                                Teachers,
                                                Principal

Intervention: Technology Integration            August 2009-      Computers,               Teachers can articulate the use
Instruction Standard 2.7                        May 2010          Lesson and unit plans,   of a comprehensive technology
                                          N/A                     Activ-Boards,            plan to enhance student
Performance Action: 1                           Teachers,         Comprehensive plan to    learning.
Work collaboratively to develop a               Technology        integrate technology,
clear, comprehensive plan to integrate          Committee,        Collaborative teacher
technology into the curriculum as a             Principal         meeting
means to motivate and support                                     minutes and agendas,
students’ conceptual understanding and                            etc.
independent application of the core
curriculum.


                                                      43
Warren Technical School                         Carla T. Jones                                                 2009-2010




Performance Action: 2                    N/A   August 2009-      Active board – the active     Students can articulate how
Use technology to provide real world           May 2010          board is used daily for       technology supports their
                                                                 educational games and
application, to enhance students’                                lessons. Some of the
                                                                                               learning
research skills, and to differentiate          Teachers,         lessons include:
instruction to maximize student                Para-                  • Creating lesson
learning. The technology activities used       educators,                 Plans
promote differentiation and instruction        Principal              • Designing a day-
aligned to individual student needs.                                      care center
                                                                      • Organizing age
                                                                          appropriate toys
                                                                      • Developmental
                                                                          stage of children
                                                                      • Health & safety
                                                                          stems
                                                                      • Nutrition for
                                                                          children
                                                                      • Counting money
                                                                      • Calculating pay
                                                                      • Vocabulary review
                                                                      • Jeopardy review
                                                                          (test)

                                                                 Compute/ Lap Tops-
                                                                 Students have access to the
                                                                 computer daily. Students
                                                                 completed the following
                                                                 computer based lessons:
                                                                      • Microsoft Word
                                                                 ( Resumes, Cover Letters
                                                                 and Business Cards)
                                                                      • Microsoft Excel
                                                                          spreadsheets
                                                                 ( Budgets- Planning for a
                                                                 baby, Buying equipment for
                                                                 a child care center)

                                                                     •   Microsoft
                                                      44
Warren Technical School                          Carla T. Jones                                                   2009-2010

                                                                           Publisher
                                                                  ( Creating Flyers, Menu’s,
                                                                  Invitations, Greeting Cards,
                                                                  Brochures and Newsletters)
                                                                       • Microsoft
                                                                           PowerPoint
                                                                  (Any lesson that requires
                                                                  graphics)



Intervention – CSIP Collaboration               August 2009-      School vision                  The staff can show where the
Planning and Organization Standard              May 2010          statement, School              mission is posted throughout
1.1                                       N/A                     mission statement              the building and explain how
Performance Action: 2                           Teachers,                                        this visibility affects school
Make visible, the school’s mission and          Para-                                            culture and student learning.
vision statement are visible throughout         educators,
the school                                      Principal




Professional Learning 1.1                       August 2009-      Team agendas and               Teacher can articulate how the
Performance Action: 2                           May 2010          minutes                        assignment requires students to
Meet regularly to examine student work N/A                                                       demonstrate their understanding
in order to determine students’                 Teachers,         Student work –                 of the standard(s)
understanding of standards and how to           Para-             performance tasks,
adjust instruction.                             educators,        projects            Teachers can articulate how
                                                Principal                             their classroom practice was
                                                                                      enhanced by the feedback given
                                                                                      from their colleagues during the
                                                                                      examination of student work.
Intervention:                                   August 2009- Daily Agenda is posted Students can state where the
Increase research-based instructional           May 2010                              classroom expectations and
strategies in co-teaching classes,    N/A                      Classroom expectations daily agenda are posted.
general education classes with one              Teachers,      are posted and
teacher, and pull out special                   Para-educators reviewed weekly        Students can also state the
                                                       45
Warren Technical School                        Carla T. Jones                                              2009-2010


education classes                             Principal                                   classroom expectations
                                                                                          including the positive and
   Implement effective proactive                                                          negative consequences.
   strategies to promote responsible
   behavior
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to            August 2009-      “Word Wall”               Students can identify the “Word
   promote language/vocabulary                May 2010                                    Wall”.
   development                          N/A                     Vocabulary words
   - Provide language-rich                    Teachers,         posted                    Students can recall the
      environments                            Para-                                       vocabulary words as well as
   - Explicitly teach “World                  educators,                                  demonstrate some level of
      Words.”                                 Principal                                   comprehension of the
   - Provide explicit instruction in                                                      vocabulary.
      content-specific vocabulary

   Drastically increase the number of         August 2009-      Lesson Plans reflecting   Increase in student
   “practice turns” and targeted              May 2010          small groups with signs   performance.
   feedback that is provided.                                   of differentiation by
   - Provide small group instruction    N/A   Teachers,         addressing different
       with differentiated, targeted          Para-             learning modalities.
       feedback.                              educators,
   - Maximize every second of                 Principal
       instructional time.

   Implement effective reactive               August 2009-      Student Behavior          Teachers can state which
   strategies for behavior                    May 2010          Intervention Plans.       students have Behavior
   - Determine the function of the                                                        Intervention Plans
       misbehavior through a            N/A   IEP
       Functional Behavioral                  Committee,
       Assessment.                            Principal

                                                     46
Warren Technical School               Carla T. Jones   2009-2010


  - Implement a Behavioral
    Intervention Plan that supports
    the behavior’s function.




                                           47
Warren Technical School                                                 Carla T. Jones                                                      2009-2010




Grounds Maintenance Action Plan

Annual Measurable Objective(s)
1) Grounds Maintenance will increase the number of students participating in work base learning by 10%.
2) All students will increase their employability skills by 50 % as measured by the Employability Skills Evaluation.
3) All students will increase their reading comprehension by one grade level.
4) All students will increase their proficiency in the operation of power equipment by 35%.
5) All students will increase their proficiency in plant identification and maintenance by 25%.

Intervention: Differentiation                          Estimated    Timeline and                 Means of Evaluation
                                                       Cost/Funding Positions
                                                                                                 Evidence of           Evidence of Impact
Instruction Strand 2.1                                 Sources      Responsible
                                                                                                 Monitoring
                                                                                                 Artifacts
Performance Action: 2                        N/A                            August 2009-         Small groups,         The delivery modes observed
Present Grounds Maintenance content in a                                    May 2010             Room                  support the learning goals of the
logical and sequential process using a                                                           arrangement           lesson and students’ needs.
variety of delivery modes to enable students                                Teachers,            that support          Students transition smoothly from
to develop understanding.                                                   Para-educators       delivery              one activity to another.
                                                                            Principal            modes.

Instruction Strand 2.3                                 N/A                  August 2009-    Professional               Instruction may be paced or
Performance Action: 1                                                       May 2010        learning                   presented differently; tasks may
Participate in professional learning on                                                     schedules, sign            vary based on interest and
differentiated instruction.                                                 Teachers,       in sheets,                 student needs.
                                                                            Para-educators, agendas,
                                                                            Prof. Learning Classroom
                                                                            Liaison,        arrangements
                                                                            Lead Teachers
                                                                            Principal
Performance Action: 3                                  N/A                  August 2009-    Student work,              Students can show the standard and
Use the Georgia Performance Standards as                                    May 2010        End of unit                elements they are working on in
the expectation for learning, but assess the                                                products                   their work.

                                                                               48
Warren Technical School                               Carla T. Jones                                          2009-2010


needs of their students prior to instruction.           Teachers,                         Teachers can explain how different
                                                        Para-educators,                   performance tasks require different
                                                        Principal                         skills.
Instruction Strand 2.5                          N/A     August 2009-    Professional      Teachers can explain the diagnostic
Performance Action: 1                                   May 2010        learning          assessment results that have been
Provide professional learning on the use of                             agendas           disaggregated for their class.
diagnostic and formative assessments and                Prof. Learning and minutes,
learning styles to strengthen flexible                  Liaison,        Sign-in sheets,
grouping practices.                                     Principal       Assessment
                                                                        class profile

Intervention: Critical Thinking
Instruction Standard 2.2
Performance Action: 1                           N/A     August 2009-    Open-ended        Teachers can explain how an
Study the standards and elements to                     May 2010        questions on      assessments, performance tasks,
determine the higher-order thinking skills                              Assessments,      etc. emphasize higher-order
needed to understand and apply the                      Teachers,       Rubrics,          thinking.
standards.                                              Lead-           Graphic
                                                        Teachers,       organizers
                                                        Principal

Intervention: Technology Integration                    August 2009-    Computers,    Teachers can articulate the use of a
Instruction Standard 2.7                                May 2010        Lesson and    comprehensive technology plan to
                                                N/A                     unit plans,   enhance student learning.
Performance Action: 1                                   Teachers,       Activ-Boards,
Work collaboratively to develop a clear,                Technology      Comprehensive
comprehensive plan to integrate technology              Committee,      plan to
into the curriculum as a means to motivate              Principal       integrate
and support students’ conceptual                                        technology,
understanding and independent application                               Collaborative
of the core curriculum.                                                 teacher
                                                                        meeting
                                                                        minutes and
                                                                        agendas, etc.
                                                           49
Warren Technical School                             Carla T. Jones                                           2009-2010


Performance Action: 2                         N/A     August 2009-    Promethean         Students can articulate how
Use technology to provide real world                  May 2010        Activeboard        technology supports their learning
application, to enhance students’ research                            with multi
skills, and to differentiate instruction to           Teachers,       faceted
maximize student learning. The technology             Para-educators, software is an
activities used promote differentiation and           Principal       addition to the
instruction aligned to individual student                             technology
needs.                                                                aspect of the
                                                                      classroom. We
                                                                      also have two
                                                                      additional Dell
                                                                      Desktop
                                                                      computers and
                                                                      a new Turf
                                                                      Tracer 5.0 gal.
                                                                      Twin
                                                                      Hydrostatic
                                                                      Drive 3600
                                                                      RPM Self
                                                                      Propelled
                                                                      Lawnmower.

                                                                      The
                                                                      Promethean
                                                                      Activeboard is
                                                                      useful for
                                                                      sharpening
                                                                      many skills
                                                                      including math,
                                                                      English, social
                                                                      studies,
                                                                      internet skills,
                                                                      job search
                                                                      skills, etc. The

                                                         50
Warren Technical School                             Carla T. Jones                                               2009-2010


                                                                        computers are
                                                                        useful as the
                                                                        students can
                                                                        work on their
                                                                        computer skills
                                                                        in many areas.
                                                                        We usually use
                                                                        them to create
                                                                        and save
                                                                        resumes and to
                                                                        search for jobs.
                                                                        The
                                                                        lawnmower is
                                                                        useful for
                                                                        building basic
                                                                        grounds
                                                                        maintenance
                                                                        and
                                                                        landscaping
                                                                        skills.
Intervention – CSIP Collaboration                     August 2009-      School vision      The staff can show where the
Planning and Organization Standard 1.1                May 2010          statement,         mission is posted throughout the
Performance Action: 2                         N/A                       School mission     building and explain how this
Make visible, the school’s mission and                Teachers,         statement          visibility affects school culture and
vision statement are visible throughout the           Para-educators,                      student learning.
school                                                Principal




Professional Learning 1.1                             August 2009-      Team agendas       Teacher can articulate how the
Performance Action: 2                                 May 2010          and minutes        assignment requires students to
Meet regularly to examine student work in     N/A                                          demonstrate their understanding of
order to determine students’ understanding            Teachers,         Student work –     the standard(s)

                                                         51
Warren Technical School                             Carla T. Jones                                           2009-2010


of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects    Teachers can articulate how their
                                                                                         classroom practice was enhanced
                                                                                         by the feedback given from their
                                                                                         colleagues during the examination
                                                                                         of student work.
Intervention:                                         August 2009-     Daily Agenda      Students can state where the
Increase research-based instructional                 May 2010         is posted         classroom expectations and daily
strategies in co-teaching classes, general    N/A                                        agenda are posted.
education classes with one teacher, and               Teachers,        Classroom
pull out special education classes                    Para-educators   expectations      Students can also state the
                                                      Principal        are posted and    classroom expectations including
   Implement effective proactive strategies                            reviewed          the positive and negative
   to promote responsible behavior                                     weekly            consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-     “Word Wall”       Students can identify the “Word
   language/vocabulary development                    May 2010                           Wall”.
   - Provide language-rich environments       N/A                     Vocabulary
   - Explicitly teach “World Words.”                  Teachers,       words posted       Students can recall the vocabulary
   - Provide explicit instruction in                  Para-educators,                    words as well as demonstrate some
       content-specific vocabulary                    Principal                          level of comprehension of the
                                                                                         vocabulary.
   Drastically increase the number of                 August 2009-    Lesson Plans       Increase student achievement.
   “practice turns” and targeted feedback             May 2010        reflecting small
   that is provided.                                                  groups with
   - Provide small group instruction with N/A         Teachers,       signs of
       differentiated, targeted feedback.             Para-educators, differentiation
   - Maximize every second of                         Principal       by addressing
       instructional time.                                            different
                                                                      learning
                                                                      modalities.

                                                         52
Warren Technical School                           Carla T. Jones                                      2009-2010


  Implement effective reactive strategies           August 2009-   Student        Teachers can state which students
  for behavior                                      May 2010       Behavior       have Behavior Intervention Plans
  - Determine the function of the                                  Intervention
      misbehavior through a Functional      N/A     IEP            Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       53
Warren Technical School                                                 Carla T. Jones                                                     2009-2010



Health Careers Action Plan

Annual Measurable Objectives
1. All students will increase students reading comprehension by one grade level.
2. All students will increase their employability skills by 30% as measured by the Employability Skills Evaluation.
3. All students will increase their proficiency in the utilization of equipment/technology by 30%.

Intervention: Differentiation                          Estimated    Timeline and                 Means of Evaluation
                                                       Cost/Funding Positions
                                                                                                 Evidence of          Evidence of Impact
Instruction Strand 2.1                                 Sources      Responsible
                                                                                                 Monitoring
                                                                                                 Artifacts
Performance Action: 2                                  N/A                  August 2009-         Small groups,        The delivery modes observed
Present Health Careers content in a logical                                 May 2010             Room                 support the learning goals of the
and sequential process using a variety of                                                        arrangement          lesson and students’ needs.
delivery modes to enable students to                                        Teachers,            that support         Students transition smoothly from
develop understanding.                                                      Para-educators       delivery             one activity to another.
                                                                            Principal            modes.

Instruction Strand 2.3                                 N/A                  August 2009-    Professional              Instruction may be paced or
Performance Action: 1                                                       May 2010        learning                  presented differently; tasks may
Participate in professional learning on                                                     schedules, sign           vary based on interest and
differentiated instruction.                                                 Teachers,       in sheets,                student needs.
                                                                            Para-educators, agendas,
                                                                            Prof. Learning Classroom
                                                                            Liaison,        arrangements
                                                                            Lead Teachers
                                                                            Principal
Performance Action: 3                                  N/A                  August 2009-    Student work,             Students can show the standard and
Use the Georgia Performance Standards as                                    May 2010        End of unit               elements they are working on in
the expectation for learning, but assess the                                                products                  their work.
needs of their students prior to instruction.                               Teachers,                                 Teachers can explain how different
                                                                            Para-educators,                           performance tasks require different
                                                                            Principal                                 skills.
                                                                               54
Warren Technical School                             Carla T. Jones                                            2009-2010


Instruction Strand 2.5                        N/A     August 2009-     Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010         learning          assessment results that have been
Provide professional learning on the use of                            agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning   and minutes,
learning styles to strengthen flexible                Liaison,         Sign-in sheets,
grouping practices.                                   Principal        Assessment
                                                                       class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-     Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010         questions on      assessments, performance tasks,
determine the higher-order thinking skills                             Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,        Rubrics,          thinking.
standards.                                            Lead-            Graphic
                                                      Teachers,        organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-     Computers,        Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010         Lesson and        comprehensive technology plan to
                                              N/A                      unit plans,       enhance student learning.
Performance Action: 1                                 Teachers,        Activ-Boards,
Work collaboratively to develop a clear,              Technology       Comprehensive
comprehensive plan to integrate technology            Committee,       plan to
into the curriculum as a means to motivate            Principal        integrate
and support students’ conceptual                                       technology,
understanding and independent application                              Collaborative
of the core curriculum.                                                teacher
                                                                       meeting
                                                                       minutes and
                                                                       agendas, etc.
Performance Action: 2                         N/A     August 2009-     Computers         Students can articulate how
Use technology to provide real world                  May 2010         used for          technology supports their learning
                                                         55
Warren Technical School                       Carla T. Jones                       2009-2010


application, to enhance students’ research                      research, report
skills, and to differentiate instruction to     Teachers,       preparation,
maximize student learning. The technology       Para-educators, and math
activities used promote differentiation and     Principal       activities on
instruction aligned to individual student                       aaamath.com;
needs.                                                          Lesson and
                                                                unit plans;
                                                                Activ-Boards
                                                                used for
                                                                instruction,
                                                                internet access,
                                                                student
                                                                presentations,
                                                                review, and
                                                                quizzes;
                                                                Medical–
                                                                related
                                                                equipment:
                                                                Blood Pressure
                                                                Trainer,
                                                                electronic oral
                                                                and tympanic
                                                                thrmometers,
                                                                digital blood
                                                                glucose
                                                                machine, Pulse
                                                                Oxymeter
                                                                device to
                                                                measure
                                                                oxygen
                                                                saturation;
                                                                Textbook and
                                                                anatomy
                                                                software; Dean

                                                   56
Warren Technical School                             Carla T. Jones                                             2009-2010


                                                                        Vaugh Medical
                                                                        Terminology
                                                                        350 with
                                                                        interactive
                                                                        videotapes.

Intervention – CSIP Collaboration                     August 2009-      School vision    The staff can show where the
Planning and Organization Standard 1.1                May 2010          statement,       mission is posted throughout the
Performance Action: 2                         N/A                       School mission   building and explain how this
Make visible, the school’s mission and                Teachers,         statement        visibility affects school culture and
vision statement are visible throughout the           Para-educators,                    student learning.
school                                                Principal




Professional Learning 1.1                             August 2009-      Team agendas     Teacher can articulate how the
Performance Action: 2                                 May 2010          and minutes      assignment requires students to
Meet regularly to examine student work in     N/A                                        demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –     the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects    Teachers can articulate how their
                                                                                         classroom practice was enhanced
                                                                                         by the feedback given from their
                                                                                         colleagues during the examination
                                                                                         of student work.
Intervention:                                         August 2009-      Daily Agenda     Students can state where the
Increase research-based instructional                 May 2010          is posted        classroom expectations and daily
strategies in co-teaching classes, general    N/A                                        agenda are posted.
education classes with one teacher, and               Teachers,         Classroom
pull out special education classes                    Para-educators    expectations     Students can also state the
                                                      Principal         are posted and   classroom expectations including
   Implement effective proactive strategies                             reviewed         the positive and negative
   to promote responsible behavior                                      weekly           consequences.

                                                         57
Warren Technical School                           Carla T. Jones                                         2009-2010


  - Implement effective rituals and
    routines.
  - Define behavioral expectations.

  Provide explicit instruction to promote           August 2009-      “Word Wall”    Students can identify the “Word
  language/vocabulary development                   May 2010                         Wall”.
  - Provide language-rich environments      N/A                       Vocabulary
  - Explicitly teach “World Words.”                 Teachers,         words posted   Students can recall the vocabulary
  - Provide explicit instruction in                 Para-educators,                  words as well as demonstrate some
      content-specific vocabulary                   Principal                        level of comprehension of the
                                                                                     vocabulary.
  Drastically increase the number of                August 2009-    Lesson Plans     Increase in student performance.
  “practice turns” and targeted feedback            May 2010        reflecting small
  that is provided.                                                 groups with
  - Provide small group instruction with N/A        Teachers,       signs of
      differentiated, targeted feedback.            Para-educators, differentiation
  - Maximize every second of                        Principal       by addressing
      instructional time.                                           different
                                                                    learning
                                                                    modalities.
  Implement effective reactive strategies           August 2009-    Student          Teachers can state which students
  for behavior                                      May 2010        Behavior         have Behavior Intervention Plans
  - Determine the function of the                                   Intervention
      misbehavior through a Functional      N/A     IEP             Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       58
Warren Technical School                                               Carla T. Jones                                                     2009-2010




Hospitality Services Action Plan

Annual Measurable Objective(s)
1.     Hospitality Services will increase student participation in work-based learning from 60% to 70%.
2.     All students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
3.     All students will increase their hotel and lodging knowledge by 30%.
4.     All students will increase their proficiency in vocational-related equipment/technology by 30%.

Intervention: Differentiation                        Estimated    Timeline and                 Means of Evaluation
                                                     Cost/Funding Positions
                                                                                               Evidence of          Evidence of Impact
Instruction Strand 2.1                               Sources      Responsible
                                                                                               Monitoring
                                                                                               Artifacts
Performance Action: 2                        N/A                         August 2009-          Small groups,        The delivery modes observed
Present Hospitality Services content in a                                May 2010              Room                 support the learning goals of the
logical and sequential process using a                                                         arrangement          lesson and students’ needs.
variety of delivery modes to enable students                             Teachers,             that support         Students transition smoothly from
to develop understanding.                                                Para-educators        delivery             one activity to another.
                                                                         Principal             modes.

Instruction Strand 2.3                               N/A                 August 2009-    Professional               Instruction may be paced or
Performance Action: 1                                                    May 2010        learning                   presented differently; tasks may
Participate in professional learning on                                                  schedules, sign            vary based on interest and
differentiated instruction.                                              Teachers,       in sheets,                 student needs.
                                                                         Para-educators, agendas,
                                                                         Prof. Learning Classroom
                                                                         Liaison,        arrangements
                                                                         Lead Teachers
                                                                         Principal
Performance Action: 3                                N/A                 August 2009-    Student work,              Students can show the standard and
Use the Georgia Performance Standards as                                 May 2010        End of unit                elements they are working on in
the expectation for learning, but assess the                                             products                   their work.
needs of their students prior to instruction.                            Teachers,                                  Teachers can explain how different
                                                                             59
Warren Technical School                             Carla T. Jones                                           2009-2010


                                                      Para-educators,                   performance tasks require different
                                                      Principal                         skills.
Instruction Strand 2.5                        N/A     August 2009-    Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010        learning          assessment results that have been
Provide professional learning on the use of                           agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning and minutes,
learning styles to strengthen flexible                Liaison,        Sign-in sheets,
grouping practices.                                   Principal       Assessment
                                                                      class profile
Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-    Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010        questions on      assessments, performance tasks,
determine the higher-order thinking skills                            Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,       Rubrics,          thinking.
standards.                                            Lead-           Graphic
                                                      Teachers,       organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-    Computers,        Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010        Lesson and        comprehensive technology plan to
                                              N/A                     unit plans,       enhance student learning.
Performance Action: 1                                 Teachers,       Activ-Boards,
Work collaboratively to develop a clear,              Technology      Comprehensive
comprehensive plan to integrate technology            Committee,      plan to
into the curriculum as a means to motivate            Principal       integrate
and support students’ conceptual                                      technology,
understanding and independent application                             Collaborative
of the core curriculum.                                               teacher
                                                                      meeting
                                                                      minutes and
                                                                      agendas, etc.
Performance Action: 2                         N/A     August 2009-    Activeboard       Students can articulate how
                                                         60
Warren Technical School                       Carla T. Jones                                          2009-2010


Use technology to provide real world            May 2010        (daily           technology supports their learning
application, to enhance students’ research                      educational
skills, and to differentiate instruction to     Teachers,       lessons,
maximize student learning. The technology       Para-educators, educational
activities used promote differentiation and     Principal       games, safety,
instruction aligned to individual student                       teacher
needs.                                                          demonstration)
                                                                Time Clock
                                                                (students use
                                                                time-clock to
                                                                clock in/out of
                                                                class daily as
                                                                an instructional
                                                                tool for work).
                                                                Microsoft
                                                                Office: To
                                                                improve typing
                                                                skills and use
                                                                for classroom
                                                                projects.
                                                                Laptops: Used
                                                                for classroom
                                                                assignments.
                                                                Quia: Software
                                                                used for
                                                                instructional
                                                                use
                                                                (assignments,
                                                                games,
                                                                tests/quizzes).
                                                                Brainpop:
                                                                Instructional
                                                                games
                                                                Money Go

                                                   61
Warren Technical School                             Carla T. Jones                                               2009-2010


                                                                        Level 1:
                                                                        Software game
                                                                        used for
                                                                        students to
                                                                        count money
                                                                        less than $1.00.
                                                                        Money Go
                                                                        Level 2:
                                                                        Software game
                                                                        used for
                                                                        students to
                                                                        count money
                                                                        more than
                                                                        $1.00
Intervention – CSIP Collaboration                     August 2009-      School vision      The staff can show where the
Planning and Organization Standard 1.1                May 2010          statement,         mission is posted throughout the
Performance Action: 2                         N/A                       School mission     building and explain how this
Make visible, the school’s mission and                Teachers,         statement          visibility affects school culture and
vision statement are visible throughout the           Para-educators,                      student learning.
school                                                Principal

Professional Learning 1.1                             August 2009-      Team agendas       Teacher can articulate how the
Performance Action: 2                                 May 2010          and minutes        assignment requires students to
Meet regularly to examine student work in     N/A                                          demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –       the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects      Teachers can articulate how their
                                                                                           classroom practice was enhanced
                                                                                           by the feedback given from their
                                                                                           colleagues during the examination
                                                                                           of student work.
Intervention:                                         August 2009-      Daily Agenda       Students can state where the
Increase research-based instructional                 May 2010          is posted          classroom expectations and daily
strategies in co-teaching classes, general    N/A                                          agenda are posted.

                                                         62
Warren Technical School                             Carla T. Jones                                           2009-2010


education classes with one teacher, and               Teachers,         Classroom
pull out special education classes                    Para-educators    expectations     Students can also state the
                                                      Principal         are posted and   classroom expectations including
   Implement effective proactive strategies                             reviewed         the positive and negative
   to promote responsible behavior                                      weekly           consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-      “Word Wall”      Students can identify the “Word
   language/vocabulary development                    May 2010                           Wall”.
   - Provide language-rich environments       N/A                       Vocabulary
   - Explicitly teach “World Words.”                  Teachers,         words posted     Students can recall the vocabulary
   - Provide explicit instruction in                  Para-educators,                    words as well as demonstrate some
       content-specific vocabulary                    Principal                          level of comprehension of the
                                                                                         vocabulary.
   Drastically increase the number of                 August 2009-    Lesson Plans       Increase in student performance.
   “practice turns” and targeted feedback             May 2010        reflecting small
   that is provided.                                                  groups with
   - Provide small group instruction with N/A         Teachers,       signs of
       differentiated, targeted feedback.             Para-educators, differentiation
   - Maximize every second of                         Principal       by addressing
       instructional time.                                            different
                                                                      learning
                                                                      modalities.
   Implement effective reactive strategies            August 2009-    Student          Teachers can state which students
   for behavior                                       May 2010        Behavior         have Behavior Intervention Plans
   - Determine the function of the                                    Intervention
       misbehavior through a Functional       N/A     IEP             Plans.
       Behavioral Assessment.                         Committee,
   - Implement a Behavioral                           Principal
       Intervention Plan that supports the
       behavior’s function.


                                                         63
Warren Technical School                                                 Carla T. Jones                                                     2009-2010



Marketing Action Plan

Annual Measurable Objective(s)
1) Marketing will increase the number of students participating in work base learning by 20%.
2) All students will increase their employability skills by 30% as measured by the Employability Skills Evaluation.
3) All students will increase their knowledge and understanding of Marketing Principles by 25%.
4) All students will increase their reading comprehension by one grade level.
5) All students will increase their understanding of consumer math for retail sales from 30% to 40%.
6) All students will increase their proficiency in the utilization of vocation-related equipment/technology by 30%.

Intervention: Differentiation                          Estimated    Timeline and                 Means of Evaluation
                                                       Cost/Funding Positions
                                                                                                 Evidence of          Evidence of Impact
Instruction Strand 2.1                                 Sources      Responsible
                                                                                                 Monitoring
                                                                                                 Artifacts
Performance Action: 2                                  N/A                 August 2009-          Small groups,        The delivery modes observed
Present Marketing content in a logical and                                 May 2010              Room                 support the learning goals of the
sequential process using a variety of                                                            arrangement          lesson and students’ needs.
delivery modes to enable students to                                       Teachers,             that support         Students transition smoothly from
develop understanding.                                                     Para-educators        delivery             one activity to another.
                                                                           Principal             modes.

Instruction Strand 2.3                                 N/A                 August 2009-    Professional               Instruction may be paced or
Performance Action: 1                                                      May 2010        learning                   presented differently; tasks may
Participate in professional learning on                                                    schedules, sign            vary based on interest and
differentiated instruction.                                                Teachers,       in sheets,                 student needs.
                                                                           Para-educators, agendas,
                                                                           Prof. Learning Classroom
                                                                           Liaison,        arrangements
                                                                           Lead Teachers
                                                                           Principal
Performance Action: 3                                  N/A                 August 2009-    Student work,              Students can show the standard and
Use the Georgia Performance Standards as                                   May 2010        End of unit                elements they are working on in
the expectation for learning, but assess the                                               products                   their work.
needs of their students prior to instruction.                              Teachers,                                  Teachers can explain how different
                                                                               64
Warren Technical School                             Carla T. Jones                                          2009-2010


                                                      Para-educators,                   performance tasks require different
                                                      Principal                         skills.
Instruction Strand 2.5                        N/A     August 2009-    Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010        learning          assessment results that have been
Provide professional learning on the use of                           agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning and minutes,
learning styles to strengthen flexible                Liaison,        Sign-in sheets,
grouping practices.                                   Principal       Assessment
                                                                      class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-    Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010        questions on      assessments, performance tasks,
determine the higher-order thinking skills                            Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,       Rubrics,          thinking.
standards.                                            Lead-           Graphic
                                                      Teachers,       organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-    Computers,    Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010        Lesson and    comprehensive technology plan to
                                              N/A                     unit plans,   enhance student learning.
Performance Action: 1                                 Teachers,       Activ-Boards,
Work collaboratively to develop a clear,              Technology      Comprehensive
comprehensive plan to integrate technology            Committee,      plan to
into the curriculum as a means to motivate            Principal       integrate
and support students’ conceptual                                      technology,
understanding and independent application                             Collaborative
of the core curriculum.                                               teacher
                                                                      meeting
                                                                      minutes and
                                                                      agendas, etc.
                                                         65
Warren Technical School                             Carla T. Jones                                          2009-2010


Performance Action: 2                         N/A     August 2009-    Computers        Students can articulate how
Use technology to provide real world                  May 2010        (Microsoft       technology supports their learning.
application, to enhance students’ research                            Word to
skills, and to differentiate instruction to           Teachers,       increase
maximize student learning. The technology             Para-educators, business
activities used promote differentiation and           Principal       writing skills,
instruction aligned to individual student                             Internet used
needs.                                                                for QUIA
                                                                      activities and
                                                                      student
                                                                      assessment);
                                                                      Lesson and
                                                                      unit plans;
                                                                      Activ-Board
                                                                      Activities
                                                                      (social skills
                                                                      lessons, career
                                                                      development
                                                                      activities, math
                                                                      and
                                                                      communication
                                                                      skills, reading
                                                                      and marketing
                                                                      skills); Cash
                                                                      Register
                                                                      (inventory,
                                                                      money
                                                                      management,
                                                                      fine-motor
                                                                      skills).

Intervention – CSIP Collaboration                     August 2009-     School vision    The staff can show where the
Planning and Organization Standard 1.1                May 2010         statement,       mission is posted throughout the
Performance Action: 2                         N/A                      School mission   building and explain how this

                                                         66
Warren Technical School                             Carla T. Jones                                            2009-2010


Make visible, the school’s mission and                Teachers,       statement         visibility affects school culture and
vision statement are visible throughout the           Para-educators,                   student learning.
school                                                Principal




Professional Learning 1.1                             August 2009-     Team agendas     Teacher can articulate how the
Performance Action: 2                                 May 2010         and minutes      assignment requires students to
Meet regularly to examine student work in     N/A                                       demonstrate their understanding of
order to determine students’ understanding            Teachers,       Student work –    the standard(s)
of standards and how to adjust instruction.           Para-educators, performance
                                                      Principal       tasks, projects   Teachers can articulate how their
                                                                                        classroom practice was enhanced
                                                                                        by the feedback given from their
                                                                                        colleagues during the examination
                                                                                        of student work.
Intervention:                                         August 2009-     Daily Agenda     Students can state where the
Increase research-based instructional                 May 2010         is posted        classroom expectations and daily
strategies in co-teaching classes, general    N/A                                       agenda are posted.
education classes with one teacher, and               Teachers,        Classroom
pull out special education classes                    Para-educators   expectations     Students can also state the
                                                      Principal        are posted and   classroom expectations including
   Implement effective proactive strategies                            reviewed         the positive and negative
   to promote responsible behavior                                     weekly           consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-     “Word Wall”      Students can identify the “Word
   language/vocabulary development                    May 2010                          Wall”.
   - Provide language-rich environments       N/A                     Vocabulary
   - Explicitly teach “World Words.”                  Teachers,       words posted      Students can recall the vocabulary
   - Provide explicit instruction in                  Para-educators,                   words as well as demonstrate some

                                                         67
Warren Technical School                           Carla T. Jones                                         2009-2010


     content-specific vocabulary                    Principal                        level of comprehension of the
                                                                                     vocabulary.
  Drastically increase the number of                August 2009-    Lesson Plans     Increase in student performance
  “practice turns” and targeted feedback            May 2010        reflecting small
  that is provided.                                                 groups with
  - Provide small group instruction with N/A        Teachers,       signs of
      differentiated, targeted feedback.            Para-educators, differentiation
  - Maximize every second of                        Principal       by addressing
      instructional time.                                           different
                                                                    learning
                                                                    modalities.
  Implement effective reactive strategies           August 2009-    Student          Teachers can state which students
  for behavior                                      May 2010        Behavior         have Behavior Intervention Plans
  - Determine the function of the                                   Intervention
      misbehavior through a Functional      N/A     IEP             Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       68
Warren Technical School                                                 Carla T. Jones                                                     2009-2010



Production and Distribution Action Plan

Annual Measurable Objective(s)
1) Production and Distribution will increase the number of students participating in work base learning by 10%
2) All students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
3) All students will increase their reading comprehension by one grade level
4) All students will increase their proficiency in the utilization of equipment/technology by 50%

Intervention: Differentiation                          Estimated    Timeline and                Means of Evaluation
                                                       Cost/Funding Positions
                                                                                                Evidence of           Evidence of Impact
Instruction Strand 2.1                                 Sources      Responsible
                                                                                                Monitoring
                                                                                                Artifacts
Performance Action: 2                       N/A                            August 2009-         Small groups,         The delivery modes observed
Present Production and Distribution content                                May 2010             Room                  support the learning goals of the
in a logical and sequential process using a                                                     arrangement           lesson and students’ needs.
variety of delivery modes to enable                                        Teachers,            that support          Students transition smoothly from
students to develop understanding.                                         Para-educators       delivery modes.       one activity to another.
                                                                           Principal

Instruction Strand 2.3                                 N/A                 August 2009-         Professional          Instruction may be paced or
Performance Action: 1                                                      May 2010             learning              presented differently; tasks may
Participate in professional learning on                                                         schedules, sign       vary based on interest and
differentiated instruction.                                                Teachers,            in sheets,            student needs.
                                                                           Para-                agendas,
                                                                           educators,           Classroom
                                                                           Prof. Learning       arrangements
                                                                           Liaison,
                                                                           Lead Teachers
                                                                           Principal
Performance Action: 3                                  N/A                 August 2009-         Student work,         Students can show the standard and
Use the Georgia Performance Standards as                                   May 2010             End of unit           elements they are working on in
the expectation for learning, but assess the                                                    products              their work.
needs of their students prior to instruction.                              Teachers,                                  Teachers can explain how different
                                                                               69
Warren Technical School                             Carla T. Jones                                           2009-2010


                                                      Para-                              performance tasks require different
                                                      educators,                         skills.
                                                      Principal
Instruction Strand 2.5                        N/A     August 2009-     Professional      Teachers can explain the diagnostic
Performance Action: 1                                 May 2010         learning          assessment results that have been
Provide professional learning on the use of                            agendas           disaggregated for their class.
diagnostic and formative assessments and              Prof. Learning   and minutes,
learning styles to strengthen flexible                Liaison,         Sign-in sheets,
grouping practices.                                   Principal        Assessment
                                                                       class profile

Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1                         N/A     August 2009-     Open-ended        Teachers can explain how an
Study the standards and elements to                   May 2010         questions on      assessments, performance tasks,
determine the higher-order thinking skills                             Assessments,      etc. emphasize higher-order
needed to understand and apply the                    Teachers,        Rubrics,          thinking.
standards.                                            Lead-            Graphic
                                                      Teachers,        organizers
                                                      Principal

Intervention: Technology Integration                  August 2009-     Computers,      Teachers can articulate the use of a
Instruction Standard 2.7                              May 2010         Lesson and unit comprehensive technology plan to
                                              N/A                      plans,          enhance student learning.
Performance Action: 1                                 Teachers,        Activ-Boards,
Work collaboratively to develop a clear,              Technology       Comprehensive
comprehensive plan to integrate technology            Committee,       plan to
into the curriculum as a means to motivate            Principal        integrate
and support students’ conceptual                                       technology,
understanding and independent application                              Collaborative
of the core curriculum.                                                teacher meeting
                                                                       minutes and
                                                                       agendas, etc.
                                                         70
Warren Technical School                             Carla T. Jones                                        2009-2010



Performance Action: 2                         N/A     August 2009-   Teachers will    Students can articulate how
Use technology to provide real world                  May 2010       integrate Activ technology supports their learning
application, to enhance students’ research                           boards into the
skills, and to differentiate instruction to           Teachers,      classroom in
maximize student learning. The technology             Para-          order to
activities used promote differentiation and           educators,     increase student
instruction aligned to individual student             Principal      engagement
needs.                                                               and
                                                                     achievement.
                                                                     Integrate
                                                                     technology
                                                                     using computer
                                                                     labs for
                                                                     classroom
                                                                     instruction
                                                                     3. Career
                                                                     Cruising
                                                                     4. Online
                                                                     Research Tools
                                                                     – WWW
                                                                     5. Multi-media
                                                                     Presentations
                                                                     (Powerpoints,
                                                                     Brochures,
                                                                     Newsletters,
                                                                     and Resumes)
                                                                     using Activ-
                                                                     Boards
                                                                     6. First Class
                                                                     Communication
                                                                     7. Ability level
                                                                     research papers

                                                                     Equipment:
                                                         71
Warren Technical School   Carla T. Jones                      2009-2010


                                           1. Digital
                                           Camera-
                                           Students learn
                                           digital
                                           photography
                                           where they take
                                           pictures and
                                           edit them on
                                           the Mac
                                           computer.
                                           They also learn
                                           the different
                                           parts of the
                                           camera and
                                           how to properly
                                           use it.
                                           2. MacIntosh
                                           computer- We
                                           use iPhoto to
                                           edit digital
                                           photos and
                                           make picture
                                           books. The
                                           students also
                                           use iMovie to
                                           edit movies that
                                           they made with
                                           the Video
                                           Camera.
                                           3. Video
                                           Camera-
                                           Students learn
                                           how to use the
                                           video camera

                               72
Warren Technical School   Carla T. Jones                      2009-2010


                                           and film
                                           various school
                                           activities as
                                           well as make
                                           their own
                                           movies. Then
                                           the movies are
                                           edited on the
                                           Mac computer.
                                           4. Laminator-
                                           Students
                                           laminate
                                           various things
                                           for teachers
                                           with in the
                                           school.
                                           5. Poster
                                           Maker-
                                           Students make
                                           posters of
                                           various things
                                           for teachers.
                                           6. Shrink Wrap
                                           Machine-
                                           Students learn
                                           how to shrink
                                           wrap various
                                           projects in
                                           order to prepare
                                           them for
                                           shipping.
                                           7. Digital
                                           Scanner-
                                           Students learn

                               73
Warren Technical School                             Carla T. Jones                                          2009-2010


                                                                     how to scan
                                                                     pictures and
                                                                     documents into
                                                                     the computer.
                                                                     They then use
                                                                     these items in
                                                                     various
                                                                     projects.
                                                                     8. VHS-DVD
                                                                     converter-
                                                                     Students learn
                                                                     how to convert
                                                                     VHS tapes to
                                                                     DVD's and
                                                                     learn money
                                                                     skills in the
                                                                     process. They
                                                                     take orders,
                                                                     collect monies,
                                                                     inventory
                                                                     supplies and
                                                                     deliver the
                                                                     finished
                                                                     product.
Intervention – CSIP Collaboration                     August 2009-   School vision     The staff can show where the
Planning and Organization Standard 1.1                May 2010       statement,        mission is posted throughout the
Performance Action: 2                         N/A                    School mission    building and explain how this
Make visible, the school’s mission and                Teachers,      statement         visibility affects school culture and
vision statement are visible throughout the           Para-                            student learning.
school                                                educators,
                                                      Principal




                                                         74
Warren Technical School                             Carla T. Jones                                            2009-2010


Professional Learning 1.1                             August 2009-     Team agendas       Teacher can articulate how the
Performance Action: 2                                 May 2010         and minutes        assignment requires students to
Meet regularly to examine student work in     N/A                                         demonstrate their understanding of
order to determine students’ understanding            Teachers,        Student work –     the standard(s)
of standards and how to adjust instruction.           Para-            performance
                                                      educators,       tasks, projects    Teachers can articulate how their
                                                      Principal                           classroom practice was enhanced
                                                                                          by the feedback given from their
                                                                                          colleagues during the examination
                                                                                          of student work.
Intervention:                                         August 2009-     Daily Agenda       Students can state where the
Increase research-based instructional                 May 2010         is posted          classroom expectations and daily
strategies in co-teaching classes, general    N/A                                         agenda are posted.
education classes with one teacher, and               Teachers,        Classroom
pull out special education classes                    Para-educators   expectations       Students can also state the
                                                      Principal        are posted and     classroom expectations including
   Implement effective proactive strategies                            reviewed           the positive and negative
   to promote responsible behavior                                     weekly             consequences.
   - Implement effective rituals and
       routines.
   - Define behavioral expectations.

   Provide explicit instruction to promote            August 2009-     “Word Wall”        Students can identify the “Word
   language/vocabulary development                    May 2010                            Wall”.
   - Provide language-rich environments N/A                            Vocabulary
   - Explicitly teach “World Words.”                  Teachers,        words posted       Students can recall the vocabulary
   - Provide explicit instruction in                  Para-                               words as well as demonstrate some
       content-specific vocabulary                    educators,                          level of comprehension of the
                                                      Principal                           vocabulary.
   Drastically increase the number of                 August 2009-     Lesson Plans       Increase student achievement.
   “practice turns” and targeted feedback             May 2010         reflecting small
   that is provided.                                                   groups with
   - Provide small group instruction          N/A     Teachers,        signs of
       with differentiated, targeted                  Para-            differentiation

                                                         75
Warren Technical School                           Carla T. Jones                                       2009-2010


    feedback.                                       educators,     by addressing
  - Maximize every second of                        Principal      different
    instructional time.                                            learning
                                                                   modalities.
  Implement effective reactive strategies           August 2009-   Student         Teachers can state which students
  for behavior                                      May 2010       Behavior        have Behavior Intervention Plans
  - Determine the function of the                                  Intervention
      misbehavior through a Functional      N/A     IEP            Plans.
      Behavioral Assessment.                        Committee,
  - Implement a Behavioral                          Principal
      Intervention Plan that supports the
      behavior’s function.




                                                       76
Warren Technical School                                                      Carla T. Jones                                               2009-2010




Professional Foods Action Plan
Annual Measurable Objectives
   1. Professional Foods will increase student participation in work-based learning by 10%.
   2. All students will increase their employability skills by 50% as measured by the Employability Skills Evaluation.
   3. All students will increase knowledge and skills for completing ServSafe by 20%
   4. All students will increase their vocation-related vocabulary by 20%


Intervention: Differentiation                   Estimated    Timeline and                   Means of Evaluation
                                                Cost/Funding Positions
                                                                                            Evidence of Monitoring          Evidence of Impact
Instruction Strand 2.1                          Sources      Responsible
                                                                                            Artifacts
Performance Action: 2                           N/A                   August 2009-          Small groups,                   The delivery modes
Present Professional Foods content                                    May 2010              Room arrangement that support   observed support the
in a logical and sequential process                                                         delivery modes.                 learning goals of the lesson
using a variety of delivery modes                                     Teachers,                                             and students’ needs.
to enable students to develop                                         Para-                                                 Students transition smoothly
understanding.                                                        educators                                             from one activity to another.
                                                                      Principal

Instruction Strand 2.3                          N/A                   August 2009-          Professional learning           Instruction may be paced or
Performance Action: 1                                                 May 2010              schedules, sign in sheets,      presented differently; tasks
Participate in professional learning                                                        agendas,                        may vary based on interest
on differentiated instruction.                                        Teachers,             Classroom arrangements          and
                                                                      Para-                                                 student needs.
                                                                      educators,
                                                                      Prof. Learning
                                                                      Liaison,
                                                                      Lead
                                                                      Teachers
                                                                      Principal
Performance Action: 3                           N/A                   August 2009- Student work,                            Students can show the
Use the Georgia Performance                                           May 2010       End of unit products                   standard and elements they
                                                                                     77
Warren Technical School                           Carla T. Jones                                            2009-2010


Standards as the expectation for                                                              are working on in their
learning, but assess the needs of            Teachers,                                        work.
their students prior to instruction.         Para-                                            Teachers can explain how
                                             educators,                                       different performance tasks
                                             Principal                                        require different skills.
Instruction Strand 2.5                 N/A   August 2009-   Professional learning agendas     Teachers can explain the
Performance Action: 1                        May 2010       and minutes,                      diagnostic assessment results
Provide professional learning on                            Sign-in sheets,                   that have been disaggregated
the use of diagnostic and formative          Prof. Learning Assessment class profile          for their class.
assessments and learning styles to           Liaison,
strengthen flexible grouping                 Principal
practices.


Intervention: Critical Thinking

Instruction Standard 2.2
Performance Action: 1               N/A      August 2009-     Open-ended questions on         Teachers can explain how an
Study the standards and elements             May 2010         Assessments,                    assessments, performance
to determine the higher-order                                 Rubrics,                        tasks,
thinking skills needed to                    Teachers,        Graphic organizers              etc. emphasize higher-order
understand and apply the standards.          Lead-                                            thinking.
                                             Teachers,
                                             Principal

Intervention: Technology                     August 2009-     Computers,                      Teachers can articulate the
Integration                                  May 2010         Lesson and unit plans,          use of a comprehensive
Instruction Standard 2.7               N/A                    Activ-Boards,                   technology plan to enhance
                                             Teachers,        Comprehensive plan to           student learning.
Performance Action: 1                        Technology       integrate technology,
Work collaboratively to develop a            Committee,       Collaborative teacher meeting
clear, comprehensive plan to                 Principal        minutes and agendas, etc.
integrate technology into the
curriculum as a means to motivate
                                                         78
Warren Technical School                           Carla T. Jones                                             2009-2010


and support students’ conceptual
understanding and independent
application of the core curriculum.



Performance Action: 2                  N/A   August 2009-      Active boards are used daily     Students can articulate how
Use technology to provide real               May 2010          also for career planning         technology supports their
world application, to enhance                                  activities such as :             learning
students’ research skills, and to            Teachers,          Counting money writing
differentiate instruction to                 Para-              checks, making a deposit,
maximize student learning. The               educators,         Pay Stub: Insurance, Taxes
technology activities used promote           Principal          social security,
differentiation and instruction
aligned to individual student needs.                            Students utilize the
                                                                Promethean Activ-board as a
                                                                Hands-on Activity, Note-
                                                                taking board, educational
                                                                games, matching and fill-in
                                                                the blank exams. Inter active
                                                                question and answer lessons.

                                                                Computer:
                                                                The Professional Foods
                                                                Classrooms has 4 student
                                                                computers that are used for
                                                                research and one on one
                                                                instruction. Students also
                                                                spend 3 hours/week in a
                                                                computer researching
                                                                Industrial Equipment, ethnic
                                                                recipes.

                                                                Career related web sites are:

                                                          79
Warren Technical School                         Carla T. Jones                                                2009-2010


                                                              Career Cruising and Ga.
                                                              Department of Labor.
                                                              Research Sites Include:
                                                              www.expertvillage.com/food
                                                              www.efsanfda.gov
                                                              www.channelone.com
                                                              www.foodsafety.com
                                                              www.foodpyramid.com
                                                              www.fightbac.com.

                                                              Industrial Equipment:
                                                              Deep fryers, large
                                                              commercial mixers,
                                                              convection ovens, tilt skillet,
                                                              slicer, food processor, walk-
                                                              in cooler, walk-in freezer,
                                                              and Bunsen Burners for
                                                              cooking demonstrations.

Intervention – CSIP                        August 2009-      School vision statement,           The staff can show where
Collaboration                              May 2010          School mission statement           the mission is posted
Planning and Organization            N/A                                                        throughout the building and
Standard 1.1                               Teachers,                                            explain how this visibility
Performance Action: 2                      Para-                                                affects school culture and
Make visible, the school’s mission         educators,                                           student learning.
and vision statement are visible           Principal
throughout the school

Professional Learning 1.1                  August 2009-      Team agendas and minutes           Teacher can articulate how
Performance Action: 2                      May 2010                                             the assignment requires
Meet regularly to examine student    N/A                     Student work – performance         students to demonstrate their
work in order to determine                 Teachers,         tasks, projects                    understanding of the
students’ understanding of                 Para-                                                standard(s)
standards and how to adjust                educators,

                                                        80
Warren Technical School                         Carla T. Jones                                             2009-2010


instruction.                               Principal                                         Teachers can articulate how
                                                                                             their classroom practice was
                                                                                             enhanced by the feedback
                                                                                             given from their colleagues
                                                                                             during the examination of
                                                                                             student work.
Intervention:                              August 2009-      Daily Agenda is posted          Students can state where the
Increase research-based                    May 2010                                          classroom expectations and
instructional strategies in co-      N/A                     Classroom expectations are      daily agenda are posted.
teaching classes, general                  Teachers,         posted and reviewed weekly
education classes with one                 Para-                                             Students can also state the
teacher, and pull out special              educators                                         classroom expectations
education classes                          Principal                                         including the positive and
                                                                                             negative consequences.
   Implement effective proactive
   strategies to promote
   responsible behavior
   - Implement effective rituals
       and routines.
   - Define behavioral
       expectations.

   Provide explicit instruction to         August 2009-      “Word Wall”                     Students can identify the
   promote language/vocabulary             May 2010                                          “Word Wall”.
   development                       N/A                     Vocabulary words posted
   - Provide language-rich                 Teachers,                                         Students can recall the
      environments                         Para-                                             vocabulary words as well as
   - Explicitly teach “World               educators,                                        demonstrate some level of
      Words.”                              Principal                                         comprehension of the
   - Provide explicit instruction                                                            vocabulary.
      in content-specific
      vocabulary

   Drastically increase the number         August 2009-      Lesson Plans reflecting small   Increase in student

                                                        81
Warren Technical School                         Carla T. Jones                                               2009-2010


  of “practice turns” and targeted         May 2010          groups with signs of             achievement.
  feedback that is provided.                                 differentiation by addressing
  - Provide small group              N/A   Teachers,         different learning modalities.
      instruction with                     Para-
      differentiated, targeted             educators,
      feedback.                            Principal
  - Maximize every second of
      instructional time.

  Implement effective reactive             August 2009-      Student Behavior Intervention    Teachers can state which
  strategies for behavior                  May 2010          Plans.                           students have Behavior
  - Determine the function of                                                                 Intervention Plans
      the misbehavior through a      N/A   IEP
      Functional Behavioral                Committee,
      Assessment.                          Principal
  - Implement a Behavioral
      Intervention Plan that
      supports the behavior’s
      function.




                                                        82
Warren Technical School                          Carla T. Jones                                          2009-2010



Reading/Math/Life Skills Action Plan
Intervention: Differentiation        Estimated      Timeline and     Means of Evaluation
                                     Cost/Funding   Positions
Instruction Strand 2.1               Sources        Responsible      Evidence of       Evidence of Impact
                                                                     Monitoring
                                                                     Artifacts
Performance Action: 2                      N/A      August 2009-     Small groups,     The delivery modes observed
Teachers present content in a logical               May 2010         Room              support the learning goals of
and sequential process using a variety                               arrangement       the lesson and students’ needs.
of delivery modes to enable students to             Teachers,        that support      Students transition smoothly
develop understanding.                              Paraeducators,   delivery          from one activity to another.
                                                    Principal        modes.
Instruction Strand 2.3                     N/A      August 2009-     Professional      Instruction may be paced or
Performance Action: 1                               May 2010         learning          presented differently; tasks may
Teachers participate in professional                                 schedules, sign   vary based on interest and
learning on differentiated instruction.             Teachers,        in sheets,        student needs.
                                                    Paraeducators,   agendas,
                                                    Prof. Learning   Classroom
                                                    Liaison,         arrangements
                                                    Lead Teachers,
                                                    Principal
Performance Action: 3                      N/A      August 2009-     Student work,     Students can show the standard
Teachers use the standards as the                   May 2010         End of unit       and elements they are working
expectation for learning, but assess the                             products          on in their work.
needs of their students                             Teachers,                          Teachers can explain how
prior to instruction.                               Paraeducators,                     different performance tasks
                                                    Principal                          require different skills.
Instruction Strand 2.5                     N/A      August 2009-     Professional      Teachers can explain the
Performance Action: 1                               May 2010         learning          diagnostic assessment results
Teachers are provided professional                                   agendas           that have been disaggregated
learning on the use of diagnostic and               Prof. Learning   and minutes,      for their class.
formative assessments and learning                  Liaison,         Sign-in sheets,
styles to strengthen flexible grouping              Principal        Assessment
practices.                                                           class profile

Instruction Strand 2.7                     N/A      August 2009-     Computers         Teachers can articulate the use
Performance Action: 1                               May 2010         Student           of a comprehensive technology
Teachers work collaboratively to                                     workstations,     plan to enhance student
                                                       83
Warren Technical School                           Carla T. Jones                                      2009-2010

develop a clear, comprehensive plan to              Teachers,        Student        learning.
integrate technology into the                       Paraeducators,   laptops,
curriculum as a means to motivate &                 Principal        ActivBoards,
support students’ conceptual                                         ActivBoard
understanding & independent                                          Professional
application of the core curriculum.                                  Development
                                                                     training

Intervention: Critical Thinking
Instruction Strand 2.2

Performance Action: 1                       N/A     August 2009-     Open-ended     Teachers can explain how an
Teachers and other instructional leaders            May 2010         questions on   assessments, performance
study the standards and elements to                                  Assessments,   tasks,
determine the higher-order thinking                 Teachers,        Rubrics,       etc. emphasize higher-order
skills needed to understand and apply               Lead Teachers,   Graphic        thinking.
the standards.                                      Principal        organizers
Intervention: Critical Thinking
Instruction Strand 2.3


Performance Action: 3                       N/A     August 2009-     Student work   Teachers can describe different
Teachers use the standards as the                   May 2010         Student        ways to scaffold learning (read
expectation for learning, but assess the                             reading &      aloud/think aloud, collaborative
needs of their students prior to                    Teachers,        math           pairs, shared reading, math
instruction. Classroom instruction may              Lead Teachers,   assessment     manipulatives, etc). Teachers
need to be paced & presented                        Paraeducators,   results        can explain how different
differently based on the students’ levels           Principal        Team meeting   performance tasks require
of understanding.                                                    notes          different skills.
                                                                     Lesson plans   All students articulate the same
                                                                     Posted GPS     expectations of the lesson
                                                                     Standards in   although the tasks, grouping,
                                                                     classrooms     pacing, etc. may vary.
                                                                                    Students can show the standard
                                                                                    & elements they are working on
                                                                                    in their work. Students are
                                                                                    working to meet the same
                                                                                    standards.


                                                       84
Warren Technical School                           Carla T. Jones                                        2009-2010

Intervention: Critical Thinking
Instruction Strand 2.3


Performance Action: 2                       N/A     August 2009-     Computers,       Students can articulate how
Teachers effectively use technology to              May 2010         Lesson and       technology supports their
provide real world application, to                                   unit plans,      learning.
enhance students’ research skills, and              Teachers,        ActivBoards,
to differentiate instruction to maximize            Paraeducators,   student
student learning. Technology activities             Principal        computers,
used promote differentiation &                                       student
instruction aligned to individual student                            laptops
needs.

Intervention: Assessment Strand
1.1
Instruction Standard 1
Performance Action: 4                       N/A     August 2009-     Data room        Teachers’ assessments address
The school leadership, along with the               May 2010         School           the performance targets.
Reading/Math/Life Skills teacher, meets                              improvement      Teachers can discuss the
with individual teachers to review their            Leadership,      plan             performance targets & know
grade level outcomes by content area &              Teachers,        Classroom        which students are meeting or
to discuss the teacher’s plan for                   Paraeducators,   reading/math     exceeding the targets, as well
meeting individual student academic                 Principal        assessment       as which students need
needs.                                                               results &        additional instruction.
                                                                     prescriptives

Intervention: Assessment Strand
1.4
Performance Action: 2                       N/A     August 2009-     Rubrics;         Teachers can identify the
Teachers & paraeducators are involved               May 2010         Student math     strengths & weaknesses of
in regular analysis of student work to                               & reading        individual students and their
further drive instruction. Student work             Leadership,      assessment       class.
is indicative of standards-based                    Teachers,        results &        Teachers can articulate how
instruction. Instruction is based on the            Paraeducators,   prescriptives;   they have adjusted instruction
standards & the needs of the students               Principal        Analyzed         based on the analysis of student
as identified through analysis of work.                              student work;    work.
                                                                     Lesson plans     Teachers can articulate how
                                                                                      students are grouped for
                                                                                      additional instruction based on
                                                       85
Warren Technical School                           Carla T. Jones                                        2009-2010

                                                                                      identified strengths &
                                                                                      weaknesses.
Intervention: Assessment Strand
2.2
Performance Action: 1                       N/A     August 2009-     Rubrics;         Teachers can articulate the
Informal, formative assessments are                 May 2010         Team meeting     types of formative assessments
embedded in teaching & learning                                      notes;           used regularly to gauge student
activities, are explicitly aligned to the           Leadership,      Flexible         progress.
standards, & used to revise instruction.            Teachers,        groupings;       Teachers can explain how they
Such assessments include questioning,               Paraeducators,   Revised lesson   have revised instruction based
conferencing, written reflections,                  Principal        plans            on specific formative
observations, rubrics, group discussions                                              assessment results.
& graphic organizers.




Performance Action: 2                       N/A     August 2009-     Teaching &       Students can articulate the
Teachers use teaching & scoring rubrics             May 2010         scoring          expectations for their work.
as a guideline for assessing &                                       rubrics;         Students explain how they use
evaluating student work &                                            Analyzed         rubrics to revise their work.
performance.                                        Teachers,        student work;    Teachers explain how they
                                                    Paraeducators,   Student-         assess student work with
                                                    Principal        designed         rubrics & determine next steps.
                                                                     rubrics
Performance Action: 3                       N/A     August 2009-     Rubrics          Teachers provide feedback to
Teachers allow students to demonstrate              May 2010         Team meeting     students through the use of
improved performance. Students are                                   notes            rubrics, conferences, etc.
provided multiple opportunities &                   Teachers,        Lesson plans     Teachers can show examples of
additional time for meeting standards.              Paraeducators,   Student          revised student work.
The focus is on helping students meet               Principal        conference
the standard before the end of the                                   notes
course or year, rather than specific
grading periods.




                                                       86
    Warren Technical School                              Carla T. Jones                                            2009-2010


School Climate CSIP Addendum

Intervention: Planning and Organization       Estimated      Timeline and     Means of Evaluation
.                                             Cost/Funding   Positions
                                                                              Artifacts        Evidence
                                              Sources        Responsible
Performance Action: 1                         N/A            2009-2010        Member list      A Safe School Committee exists
A Safe School Committee is formed to                         Administration   Meeting dates    and meets monthly to review
focus on data analysis and strategy                                           Sign-in sheets   school safety data and to discuss
development based on prioritized needs in                                     Agendas          the best practices on violence
order to create a safe school culture.                                        Minutes          prevention and the development of
                                                                                               a positive school culture.
                                                                                               Committee members include
                                                                                               school administrators, teachers,
                                                                                               and support staff
Performance Action:6                          N/A            2009-2010        CSIP document    The CSIP includes research-based
The school includes a goal in the                            Administration   CSIP action      interventions from the Georgia
Consolidated School Improvement Plan                                          plans            School Keys Implementation
(CSIP) that represents the partnership of                                     CSIP             Resource, the DCSS
best practices in social emotional learning                                   addendums and    Implementation Resource
and academic high standards for all                                           appendixes       Supplement, and other relevant
students                                                                      CSIP posting     publications
                                                                              on DCSS
                                                                              website



Intervention: Professional Learning           N/A            2009-2010        E-mail           The school and system
Performance Action:4                                         School           communication    administrators can describe how
The school cultivates knowledge of                           Administrators                    the school collaborates with the
innovative programs and services to                                                            system and other external resource
address school violence through                                                                providers to ensure that the school
professional learning activities                                                               acquires the necessary resources in
                                                                                               a timely manner.


                                                                87
Warren Technical School                            Carla T. Jones                                              2009-2010


Intervention: Implementation Best            N/A     2009-2010        Lesson plans        Teachers set expectations for
Practices                                            School           Student             student behavior, communicate
Performance Action: 1                                Administrators   signatures          expectations, monitor behavior,
Classroom teachers teach the School Safety           Teachers         Posted rules        and provide concrete feedback to
Student Module concerning the common                 Para-educators   Posted              students in a continuous cycle.
definition of violence, school wide rules,                            standards for
and classroom expectations.                                           success


Performance Action:2                         N/A     2009-2010        Posted rules        Teachers and students can
School staff and students are held                   School           Posted              articulate classroom expectations.
accountable to the Positive School                   Administrators   standards for       This includes rules, policies, and
Discipline Plan.                                     Teachers         success             procedures for activities and
                                                     Para-educators   Documentation       transitions as well as behavior that
                                                                      for tiers of        demonstrate respect for others.
                                                                      intervention
                                                                      prior to referral   Parents are informed of classroom
                                                                      Student             and school wide expectations and
                                                                      referrals           are consistently provided feedback
                                                                      Dispositions        regarding their child’s behavior.
                                                                      Teacher data
                                                                      for referrals       Consequences for negative
                                                                                          behavior are consistently
                                                                                          implemented. Low-profile
                                                                                          interventions are utilized and
                                                                                          documented before administrative
                                                                                          referrals.




                                                        88
Warren Technical School                                   Carla T. Jones                                         2009-2010




Teacher Retention CSIP Addendum                Estimated    Timeline and     Means of Evaluation
                                               Cost/Funding Positions
                                                                             Artifacts        Evidence
Georgia School Keys Strand: Leadership         Sources      Responsible

Intervention: Assessment and Planning
Performance Action: 4                          N/A          2009-2010        CSIP action    Interventions selected for the CSIP
                                                            Administration   plans          will include DCSS Teacher
The Consolidated School Improvement                                          CSIP           Retention performance actions.
Plan (CSIP) includes integration of Teacher                                  appendixes     This will be evident as either an
Retention objectives with the academic                                                      addendum or integration into the
curriculum.                                                                                 CSIP action plans, depending on
                                                                                            the two-year planning cycle.
Intervention: Implementation                   N/A          2009-2010        TSS guidelines New teachers can articulate how
Performance Action: 2                                       Administration   TSS assignment the TSS program provides support.
                                                            TSS              list           New teachers are able to
The school will adhere to the DCSS                                           Scheduled TSS demonstrate increased skills in the
Department of Professional Learning                                          meeting times  areas of instructional delivery and
policies, procedures, and protocols for the                                                 teacher/student interaction.
Teacher Support Specialists (TSS) Program                                                   Instruction and discipline data
through the following actions:                                                              supports teacher perception of
• Assign TSS to new teachers (0-2 years                                                     increased skills.
    previous experience)
• Ensure that all TSS have received
    training from the Department of
    Professional Learning regarding how to
    effectively serve in their roles
• Adhere to TSS guidelines regarding the
    scheduling of meetings/activities, the
    collection of data, and the reporting of
    results

Performance Action: 3                          N/A          2009-2010        Master           Content area teachers know what

                                                               89
Warren Technical School                                       Carla T. Jones                                          2009-2010


                                                                Principal        schedule         to teach, when to teach it, and can
The school will provide a collaborative                         Head             Collaborative    articulate progress made in student
planning time for teachers through one or                       Counselor        planning         learning. Teachers provide support
more of the following actions:                                  Lead Teachers    meeting          to one another to improve
• Develop and maintain a master                                                  minutes          instruction and student learning.
    schedule that allows collaborative
    planning time on a weekly or bi-weekly
    basis
• Monitor lesson plans and classroom
    activities for evidence of collaborative
    planning

Performance Action: 6                          N/A              2009-2010        Observation    School leaders can articulate what
                                                                Administration   notes          they look for in an observation.
School administrators will conduct a                                             Feedback forms They can discuss instructional
minimum of two informal observations                                                            delivery and student work as it
prior to a formal observation for any                                                           relates to the GPS elements and
teacher new to the school and provide a                                                         standards.
follow-up conference.




Performance Action: 11                         Donations        2009-2010        Recognition of   The school leaders describe how
                                               from Faculty     Sunshine         achievements,    he/she recognizes faculty/staff
The school leaders show concern and            and Staff to     Committee        birthdays, etc   birthdays, anniversaries and/or
interest for the well-being of faculty and     the Sunshine     Chair and        through the      achievements such as earning
staff members. School leadership, parents,     Fund             members          Sunshine         advanced educational degrees.
and community members will promote a                                             Committee
proactive and supportive climate for staff                                       Newsletter.
by providing a variety of activities that
develop team-building and demonstrate
staff appreciation.


                                                                   90
Warren Technical School                                  Carla T. Jones                                           2009-2010


Health and Wellness CSIP Addendum

Intervention: Implementation                  Estimated      Timeline and   Means of Evaluation
                                              Cost/Funding   Positions
                                                                            Artifacts         Evidence
                                              Sources        Responsible
Performance Action: 4                         N/A            2009-2010      Photos of a la    Staff members and students have a
The school will provide varied, healthy,                     Food Service   cart offerings    variety of healthy food options
and appealing food choices through the                       Workers                          throughout the school day.
School Nutrition Program in a clean and
safe environment that limits exposure to
unhealthy choices through the following
actions:
• Offer bottled water as an ala-cart item
• Offer fresh fruits/vegetables as ala-cart
    item
• Create salad bar as entrée item

Performance Action: 5                         N/A            2009-2010      Newsletter with   Students, parents, will have access
The school will collaborate with the                         Health and     information       to a variety of avenues for meeting
appropriate community and government                         Wellness       about Health      health and wellness needs. Staff
agencies and organizations to provide                        Committee      and Safety        members will have the knowledge
choices through the following actions:                                                        and tools needed to respond
• Distribute list of staff members who are                                  List of staff     immediately and effectively to
   certified in CPR/AED/First Aid                                           members           school emergencies.
                                                                            certified in
                                                                            CPR/AED/First
                                                                            Aid
Performance Action: 6                                        2009-2010      Social Skills
The school will collaborate with School                      Health and     Curriculum
Counseling, Psychological, and Social                        Wellness       Agenda
Services to meet the needs of a diverse                      Committee
student population through the following                                    Listing of
actions:                                                     Social Work    community
• Provide educational opportunities (led                     Dept.          resources
                                                               91
Warren Technical School                           Carla T. Jones                                          2009-2010


    by counselor/administration) addressing
    injury and violence prevention                  Administration
•   Provide a list of community resources           SEVLT
    for staff and students                          Counselor

Assessment and Planning                     N/A     2009-2010        Member list      A school health and wellness
Performance Action: 1                                                Meeting dates    committee exists and meets
A site-based Health and Wellness                    Administration   Sign-in sheets   regularly to discuss the best
Committee is formed to focus on data                                 Agendas          practices on health and wellness as
analysis and strategy development based on                           Minutes          it relates to school culture and to
prioritized needs in order to create a                                                develop a positive and proactive
healthy and safe school culture. The school                                           plan for a healthy school
maintains and supports a school health and                                            environment.
wellness committee that:
• Knows best practices in health/wellness
    as it impacts school culture.
• Actively shares with the faculty
    research-based initiatives and
    interventions for healthy schools.
Analyze health and wellness needs based
on individual school concerns.




                                                       92
Warren Technical School                                 Carla T. Jones                                         2009-2010



Attendance Action Plan (NCLB Mandate)

Annual Measurable Objective: Warren Tech will decrease the percentage of students that exceed 6 unexcused absences by 5%.

Interventions                                  Professional Estimated         Timeline and    Means of Evaluation
                                               Learning     Cost and          Positions
                                                                                              Evidence of       Evidence of
                                               Needed       Funding           Responsible
                                                                                              Monitoring        Impact
                                                            Sources
                                                                              August 2009-
Notify parent/guardian of absent students.     None          No local funds   May 2010        Call Logs,        Reduction in
                                               needed        needed                           Attendance        number of
                                                                              Director        Records and       discipline
                                                                              Student         Discipline        referrals for
                                                                              Management,     Referrals         attendance
                                                                              Teachers,
                                                                              Principal
                                                                              August 2009-
                                               None          No local funds   May 2010        Attendance        Accurate
Record student attendance correctly on eSIS    needed        needed                           reports           attendance
Teacher Assistant and updated as necessary.                                   Teachers,                         information
                                                                              Director of
                                                                              Student
                                                                              Management,
                                                                              Administrative
                                                                              Assistant,
                                                                              Principal
                                                                              August 2009-
Refer student to Mentoring Program for         Mentoring     No local funds   May 2010       Mentoring          Decrease in
absenteeism.                                   training      needed                          Program logs       unexcused
                                                                              Teachers,                         absences.
                                                                              Director of
                                                                              Student
                                                                              Management,
                                                             93
Warren Technical School                                  Carla T. Jones                                       2009-2010


                                                                               Principal
                                                              $200.00
Implement an incentive-based program that       None          Donations from   January 2010-   Newsletters,     Decrease in
encourages competition among classes for good   needed        Faculty and      May 2010        Attendance       unexcused
attendance.                                                   Business                         reports          absences..
                                                              Advisory         Director of
                                                              Committee,       Student
                                                                               Management,
                                                                               Principal
                                                                               August 2009-
Utilize the Head Counselor and Social Worker    None          No local funds   May 2010        Counselor/Social Decrease in
for students with attendance issues. Submit     needed        needed                           Worker referrals number of
School Social Worker referrals                                                 Head                             Social Work
                                                                               Counselor,                       referrals
                                                                               Director of
                                                                               Student
                                                                               Management,
                                                                               Principal




                                                              94
Warren Technical School                                             Carla T. Jones                                                      2009-2010



                                                             APPENDIX

                         DCSS GAPSS Self-Assessment Review Report
                               Applying the Standards to your school’s needs…
With your school team:
   • List one or two of the most critical needs in your school. The most critical need of Warren Tech is incorporating technology in the classroom.
   • On which strand of the GSS would the school focus in order to address the critical need? On which standard within the strand? Instruction is
       the strand. The strand within the strand is 12.7, 12.8.
   • Review the standards, rubric and elements of the strand. What are the key factors which are not in place? What key factors should be
       implemented to address the need? The key factor that is not in place is “State of the Art Technology”. Key factors that should be implemented
       would require FTE and/or Title I funding, grants, donations, sponsors/corporate sponsors
   • What artifacts and evidences will you see when the targeted need is improved? Modern equipment would provide our Special Education
       students the opportunity to master state of the art technology. This would enable students to build their skills for transfer to the real world of
       work.

Note that more than one standard may guide addressing the need and reaching your goal.

School Improvement Need: State of the Art Technology to enhance the instruction in our programs: Marketing, Business Procedures, Hospitality,
Professional Foods, Health Careers, Production and Distribution, Horticulture, Building Maintenance, Automotive and Grounds Maintenance.

GSS Strand and Standard Focus to Meet Need:

Curriculum ______                 Planning & Organization ______ Leadership ______

Assessment ______                 Professional Learning     _______ Culture     _______

Instruction    X         Student and Family        ______

What are some critical factors of the standard(s) that we need to implement? Using modern technology, teachers should train students giving them the
skills to become employed. “Skills Today For Jobs Tomorrow”

What artifacts and evidences will you see when the targeted need is improved? The Implementation Resource may be used for additional ideas of
actions that may be
taken and artifacts and evidences that should be evident when the standard is in place.



                                                                           95
Warren Technical School                                           Carla T. Jones                     2009-2010


                           Parent Questionnaire
                Warren Tech Work-Based Learning Program
__________________________________________________________________
Student _________________________                         Date ____________________

Person filling out Questionnaire ________________________________

Relationship to Student ______________ Program ________________

Please circle the answer (4 – 1) that most closely     Strongly   Agree        Disagree   Strongly
describes your current feelings about your child’s
                                                        Agree                             Disagree
work-based learning program.
1.  My child enjoys going to the work-based learning      4           3           2          1
    site.
2. Since becoming involved in the program, my             4           3           2          1
    child has shown positive changes.
3. Since becoming involved in the program, my             4           3           2          1
    child has shown negative changes.
4. I have been kept informed about my child’s             4           3           2          1
    progress at the training site.
5. I have been kept informed about any problems           4           3           2          1
    that have occurred at the training site.
6. I think the amount of time my child spends in the      4           3           2          1
    program is adequate.
7. My child communicates with me regularly about          4           3           2          1
    the people and activities at the training site.
8. I am familiar with the tasks my child does at the      4           3           2          1
    worksite.
9. I think the work is appropriate for my child.          4           3           2          1
10. I think my child feels good about the job.            4           3           2          1

What changes would you suggest for your child’s vocational program?

What changes would you like to see in future work-based training programs?
                                                                          96
Warren Technical School                                                   Carla T. Jones                                                        2009-2010

                                                                                                                                      Name: ___________________



                                                               Teamwork is Vital!
                                                                         February 27, 2008


Dictionary.com Unabridged (v 1.1) -
team·work –noun
1.   cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause.
2.   work done with a team.

American Heritage Dictionary -
team·work
n. Cooperative effort by the members of a group or team to achieve a common goal.


Questions:

     1.   How do you demonstrate teamwork in the classroom?




     2.   What duties are you responsible for on a daily/weekly basis in your classroom?



     3.   How are you actively involved in instruction? Please be specific.




     4.   Do you feel that you and your teaching team demonstrate effective teamwork in the classroom?



     5.   How can school-wide teamwork be improved? Please provide at least 2 suggestions.



                                                                                 97
Warren Technical School                                               Carla T. Jones           2009-2010


                                                     WT Counseling Department
                                                                TEACHER SURVEY
                                                                         2007-2008




  1.   What types of small groups would you like to see offered to help the students at WT?
          a. Anger Management
          b. Self Esteem
          c. Goal Setting
          d. Social Skills
          e. Other: _________________________________

  2.   What types of Classroom Guidance activities would your program benefit from the most?
          a. Seven Habits- Making Good Choices
          b. Working Well With Others
          c. Other: _________________________________

  3. What skills do you believe your students are most lacking?
         a. Social Skills
         b. Organizational Skills
         c. Listening Skills
         d. Other: _________________________________

  4. Do your students understand the interviewing process of the vocations for which
     they are training?
         a. Yes
         b. No
         Explain: _______________________________________________________
         _______________________________________________________________
         _______________________________________________________________

  5. Do you think that your students need additional resources, or will his/her current
       training be sufficient for the positions they are training?
           a. Yes
           b. No
           Explain: ________________________________________________________
           _______________________________________________________________
                                                                             98
Warren Technical School                                        Carla T. Jones                                                   2009-2010

          _______________________________________________________________

  6.   What additional resources would you recommend for the success of the students?
       __________________________________________________________________________________________________________________________
       ____________________________________________________________________________




  7.   What additional programs do you feel would benefit Warren?
       __________________________________________________________________________________________________________________________
       ____________________________________________________________________________

  8.   If you had an opportunity to restructure the routine of your program what would it be?
       __________________________________________________________________________________________________________________________
       ____________________________________________________________________________

  9.   Do you think the students would benefit from training in an additional field to give them more options, or should they focus on only one?
       __________________________________________________________________________________________________________________________
       ____________________________________________________________________________


  10. How can the Social Skills curriculum be improved?
      __________________________________________________________________________________________________________________________
      ____________________________________________________________________________

  11. Any suggestions, comments, etc.
      __________________________________________________________________________________________________________________________
      __________________________________________________________________________________________________________________________
      ____________________




                                                                      99

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:9
posted:2/23/2012
language:
pages:99