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SCCPSS

School of Liberal Studies at Savannah High School

In This Section

SOLS School Improvement Plan

1.0 General Improvement Plan Information

Title	Description
District	Savannah-Chatham County
Team Lead	Stacie Pottenger
Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)	Traditional funding (Federal funds budgeted separately)

Factors(s) Used by District to Identify Students in Poverty (Select all that apply)
✔	Free/Reduced meal application
	Community Eligibility Program (CEP) - Direct Certification ONLY
	Other (if selected, please describe below)

2.1 Overarching Need # 1

Overarching Need

Title	Description
Overarching Need as identified in CNA Section 3.2	Increase critical and higher order thinking skills.
Root Cause # 1	Content Mastery, Rigor (DOK Levels) & Student Engagement
Goal	SY 24-25 the Savannah High School students with disabilities subgroup will increase their improvement target by six percent as measured by the Georgia Milestones Assessment for closing gaps in the following areas from SY 23: Biology from 11.91% to 17.11%; American Literature from 15% to 19.83%; Algebra I from 11.54% to 16.37% and US History from 19.40% to 23.88%.

Action Step #1

Title	Description
Action Step	Teachers will utilize bi-weekly instructional collaborative planning and data meetings as well as semester peer classroom observations and instructional lesson planning feedback to monitor instructional strategy effectiveness facilitated by Instructional Coach (Math & Literacy).
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Goal	SY 24-25 the Savannah High School students with disabilities subgroup will increase their improvement target by six percent as measured by the Georgia Milestones Assessment for closing gaps in the following areas from SY 23: Biology from 11.91% to 17.11%; American Literature from 15% to 19.83%; Algebra I from 11.54% to 16.37% and US History from 19.40% to 23.88%.
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Weekly Data Team Meeting and Collaborative planning; review of meeting minutes; Focus walks; lesson plan review; professional learning; Instructional Software; Professional Learning Calendar; district focus walkthroughs; classroom data walls
Method for Monitoring Effectiveness	Course progress monitoring measures to include unit, benchmark, EOC, EOPA, assessment results
Position/Role Responsible	Administrators, Leadership Team; Teachers; District/GaDOE Support Staff; First District RESA
Timeline for Implementation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	Look for professional learning opportunities through conferences, forums, books, and videos; Gear Up; Trio Programs; SLP; Post Secondary Programs; GaDOE; Transformation Team; SCCPSS Professional Learning;

Action Step #2

Title	Description
Action Step	Implement extended day and year programs as a schoolwide intervention through e-learning platforms as well as direct instruction for remediation, credit recovery and acceleration for mastery of standards.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Lesson Plans, assessment data, student attendance; Diagnostic e- Learning, Educational Software
Method for Monitoring Effectiveness	Course credit acquisition results
Position/Role Responsible	Administrators, Leadership Team; Extedned Day Coordinator, School Counselors
Timeline for Implementation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	Work with Advisory Committee, School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; Upward Bound; Peer Mediation Center; SCCPSS Professional Learning; RESA; GaDOE

Action Step #3

Title	Description
Action Step	Professional Development will be used to introduce, practice, and monitor the effectiveness of strategies for academically challenging environment. (Instructional coach positions, stipends, conferences/trainings, redelivery materials, data room organizational supplies/materials and technology).
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Observations, Peer Focus Walks; New Teacher Meetings; Attendance, GaDOE training, business partner sign in and communication logs, Conference; digital platforms/software, technology
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, coaching cycle results
Position/Role Responsible	Administration, Leadership Team, 3DE Coordinator, Administrators; Instructional Coaches; Teachers
Timeline for Implimentation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	Career Advisory Council; School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE

Action Step #4

Title	Description
Action Step	Staff will attend Professional Development conferences/trainings and participate in data review to increase instructional rigor that focuses on school wide and department goals as well as re-delivery /reteaching to address learning gaps allowing for permanence /mastery of standards as facilitated by Instructional Coach
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	agendas, minutes, focus walks, data review, attendance, PD Conference, Professional Learning Calendar; Peer Focus Walks
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, coaching cycle results
Position/Role Responsible	Administration, Leadership Team, Teacher Leaders, School Improvement Specialist; Instructional Coaches; GaDOE; RESA
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE

Action Step #5

Title	Description
Action Step	Use Class Size Reduction model allowing for evidenced-based strategies such as direct vocabulary instruction on content level terms, systematic instruction,visual representations, schema instruction, metacognitive strategies, interactive and self assessing activities to increase student engagement.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	agendas, minutes, focus walks, data review, attendance, PD Conference, Professional Learning Calendar; Peer Focus Walks
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, coaching cycle results
Position/Role Responsible	Administration, Leadership Team, Teacher Leaders, School Improvement Specialist; Instructional Coaches; GaDOE; RESA
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; JGG; Upward Bound; 3DE; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE

Action Step #6

Title	Description
Action Step	Utilize instructional technology (devices, calculators, interactive devices, video devices), leveled readers, instructional software (IXL, Mastery Connect, Kami, Flocabulary, Progress Learning/USA Test Prep, Edgenuity), and instructional materials/supplies to support daily, extended day and extended year instruction.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	diagnostic assessment data, PL for teachers, sign in sheets, agendas, inventory, Instructional Coach; Peer Focus Walks
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, School Improvement Specialist, Leadership Team; Instructional Coaches
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; 21st Century; SLP; Gear Up; ; Upward Bound; Peer Mediation Center; SCCPSS Professional Learning; RESA; GaDOE

Action Step #7

Title	Description
Action Step	Use common assessments aligned with standards to monitor student progress and inform instruction through district and departmentally developed assessments.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Bi-Weekly Data Team Meeting, Data Report, Collaborative Planning Minutes Curriculum Days Agenda & Meeting minutes
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, School Improvement Specialist, Leadership Team
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; SLP; Gear Up; Upward Bound; Peer Mediation Center; SCCPSS Professional Learning; Secondary Governance; Curriculum & Instruction ; First District RESA; GaDOE

Action Step #8

Title	Description
Action Step	Examine learning target and work session activities to ensure that it matches with the rigor of the standard to include targeted standard & individualized remediation actions to ensure student gaps in foundation skill sets are mitigated
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Evidenced-Based Strategies, Weekly Data Team Meetings, Data Dig Department, Instructional Focus, Benchmark Assessment
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, School Improvement Specialist, Leadership Team
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; 21st Century; SLP; Gear Up; Upward Bound; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE

Action Step #9

Title	Description
Action Step	Provide family engagement activities and events in support of students achievement and overall family/community well-being (technology, supplies, print materials, Family Engagement Contact overtime/stipend, FE newsletter software,and transportation resources)
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding Title III Part A EL Title III Part A Immigrant
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Family survey, event development input, measurable attendance growth
Method for Monitoring Effectiveness	Participation rates, perception survey data, attendee input/feedback, progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, School Improvement Specialist, Leadership Team
Timeline for Implimentation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; 21st Century; SLP; Gear Up; Upward Bound; Peer Mediation Center; Transformation Team; SCCPSS Professional Learning; RESA; GaDOE

Action Step #10

Title	Description
Action Step	Response to Intervention/Mutli-Tiered Systems of Support (RtI/MTSS) Coordinator process for early interventions to assist with classroom instruction/behavior and management by providing mentoring/behavior strategies to increase student academic outcome.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding Title III Part A EL Title III Part A Immigrant
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	RTI/MTSS student listing movement progress monitored by tier; mentoring session logs; referrals; mediations; meeting minutes & agendas
Method for Monitoring Effectiveness	Progress monitoring data, pass/fail rates, RTI/MTSS tiered student listing and tier level movement tracking; discipline referral data;
Position/Role Responsible	MTSS Coordinator; administration, counselors, special education staff, teachers
Timeline for Implimentation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	District special education and behavior management personnel, Instructional Coach, APEX, DEEP Center

2.2 Overarching Need # 2

Overarching Need

Title	Description
Overarching Need as identified in CNA Section 3.2	Expand cultural awareness, Positive Behavior Intervention Strategies (PBIS) efforts, and continue to promote a positive learning school community environment
Root Cause # 1	Positive student-teacher relationships.
Goal	SY24-25, the College and Career Readiness Performance Index mastery score in American Literature, Biology, U.S. History, and Algebra I will increase by 3% with the expanded use of critical thinking, higher-order thinking skills, and Project Based Learning to decrease the gap as comparatively measured by the Georgia Milestones Assessment from SY24.

Action Step #1

Title	Description
Action Step	Identify and implement evidence-based practices, to include the training staff on cultural awareness, inherent bias, and Positive Behavior Intervention Supports to build staff, student, and community relationships which will, in turn, build a more receptive classroom learning environment allowing for project-based learning, increase in critical thinking, and higher performance levels. (Technology, Supplies, consultants, Progress Learning/USA Test Prep, IXL, Lightsail, Gismos, Phets, materials, supplies, Curriculum Planning days, GMAS Remediation, extended days for tutorial, stipends for staff development)
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Sign in sheets, agendas, focus walks; data and usage reports; communication logs
Method for Monitoring Effectiveness	Discipline incident rates, attendance, student survey results, progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, School Counselors, Social Worker, Leadership Team
Timeline for Implementation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	GaDOE training, RESA training, district training, DEEP Center, APEX

Action Step #2

Title	Description
Action Step	Implement school-wide positive behavior strategies (software PBIS Rewards, materials/supplies, technology, professional development registration/travel) that will increase instructional time, strengthen authentic staff/student relationships, develop restorative justice measures, provide peer-to-peer mediations, and strengthen student engagement practices resulting in decreased chronic negative behaviors
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	PBIS Activity log, discipline log RTI, peer mediation; PBIS Implementation; GMAS Attendance Tracker
Method for Monitoring Effectiveness	Discipline incident rates, attendance, student survey results, progress monitoring data, pass/fail rates, course credit acquisition
Position/Role Responsible	Administration, Leadership Team, School Counselor's, Social Worker, Behavior Intervention Teacher
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Improvement Specialist support, conferences, forums, DEEP Center, Apex, Curtis V Cooper Health, Second Harvest Food Bank

Action Step #3

Title	Description
Action Step	Provide student-centered technology resources (device, printers, supplies/materials, other books) allowing for post secondary educational and career readiness research and counseling
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Monthly Access Log (Destiny), College/Post Secondary Career Enrollment/ Employability Data ; GA Futures Data Report; YouScience; ASVAB Data Score Report; AP Score Reports; PSAT Score Reports
Method for Monitoring Effectiveness	Post-secondary planning documents, student survey results, progress monitoring data, pass/fail rates, graduation rate; individual student advisement sheet; College & Career sign-in sheets; Military visits sign-in sheets
Position/Role Responsible	Administration, Leadership Team, School Counselor's, Social Worker; Media Specialist
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	GEAR UP, Upward Bound, TRIO, GADOE

2.3 Overarching Need # 3

Overarching Need

Title	Description
Overarching Need as identified in CNA Section 3.2	Increase Lexile levels by 3% as measured by American Literature End of Course assessment.
Root Cause # 1	Academic barriers due to comprehension and decoding deficiencies as well as task length frustration and low levels of academic stamina.
Goal	SY24-25, the percentage of students reading on grade level will increase from 42.86% to 44.15% as measured by the American Literature and Composition Georgia Milestones Assessment.

Action Step #1

Action Step #2

Title	Description
Action Step	Family Engagement facilitator to provide communication, support, and guidance to parents with literacy support and activities that will support student learning
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	call outs, agendas, parent feedback, climate survey, parent survey, school council, PTSA, student council
Method for Monitoring Effectiveness	Course progress monitoring measures to include unit, benchmark, EOC, EOPA, assessment results, course pass/fail rates
Position/Role Responsible	Administrators, Instructional Coach, Family Engagement Contact; teachers
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	School Council, Business Partners, Jr Achievement, Post Secondary Programs; Trio Programs; 21st Century; SLP; Gear Up; Upward Bound; Peer Mediation Center; SCCPSS Professional Learning; RESA; GaDOE

Action Step #3

Title	Description
Action Step	Provide supplemental instructional materials/supplies, tutorials, technology, software (LightSail, newsletter, PBIS Rewards, Kami, IXL) to support literacy.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins Consolidated Funding
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Data meeting minutes, walkthroughs, TKES observations, data tracking documents
Method for Monitoring Effectiveness	Course progress monitoring measures to include unit, benchmark, EOC, EOPA, assessment results, course pass/fail rates
Position/Role Responsible	Administrators, Instructional Coach, teachers
Timeline for Implementation	Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	GaDOE, RESA Support; SCCPSS Professional Learning Department; Gear-Up; Trio Programs; SLP

Action Step #4

Title	Description
Action Step	Integration of STEAM activities to enhance real-world connections, elevate instructional rigor, and facilitate interdisciplinary partnerships (Professional learning conferences, consultants/professional services, materials, supplies, technology)
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding Title III Part A EL Title III Part A Immigrant
Subgroups	Economically Disadvantaged Foster Homeless English Learners MigrantRace / Ethnicity / Minority Student with Disabilities N/A Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Data meeting minutes, walkthroughs, TKES observations, data tracking documents
Method for Monitoring Effectiveness	Course progress monitoring measures to include unit, benchmark, EOC, EOPA, assessment results, course pass/fail rates
Position/Role Responsible	Administrators, Instructional Coach, teachers
Timeline for Implementation	Quarterly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	SSU, MSAPP, GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; Trio Programs; SLP

Action Step #5

Title	Description
Action Step	Implement structured literacy plans in all classes to include CTAE, physical education, World Languages, Fine Arts, Science, Math, ELA, and Social Studies. (technology/devices, supplies, materials)
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins N/A Consolidated Funding Title III Part A EL Title III Part A Immigrant
Subgroups	Economically Disadvantaged Foster Homeless English Learners MigrantRace / Ethnicity / Minority Student with Disabilities N/A Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	45 DAP data review
Method for Monitoring Effectiveness	Walkthroughs, Lesson plan collaboration & review
Position/Role Responsible	Instructional Coach, Admin, Teachers, Students
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	SSU, MSAPP, GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; Trio Programs; SLP

2.4 Overarching Need # 4

Overarching Need

Title	Description
Overarching Need as identified in CNA Section 3.2	Increase daily student attendance average by five percent
Root Cause # 1	Student attendance; academic barriers due to lack of attendance
Goal	By the end of SY 24-25, the School of Liberal Studies at Savannah High will increase the average daily student attendance rate by five percent through the implementation of PBIS strategies to enhance the overall learning environment to contribute to better academic outcomes and school culture.

Action Step #1

Title	Description
Action Step	Provide professional learning on how to effectively implement PBIS strategies in the classroom.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Weekly Attendance team meetings; feedback from teachers; Leadership team meeting agendas; 45 DAP
Method for Monitoring Effectiveness	Weekly Attendance team meetings; feedback from teachers; Leadership team meeting agendas; 45 DAP
Position/Role Responsible	SHS Attendance team; PBIS Coordinator, School Administration
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; Trio Programs; JGG; SLP

Action Step #2

Title	Description
Action Step	Establish a baseline to gain a clear understanding of current trend and identify students with chronic absenteeism
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Weekly Attendance team meetings; feedback from teachers; Leadership team meeting agendas; 45 DAP
Method for Monitoring Effectiveness	Weekly Attendance team meetings; feedback from teachers; Leadership team meeting agendas; 45 DAP
Position/Role Responsible	SHS Attendance team; PBIS Coordinator, School Administration
Timeline for Implementation	Monthyl
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	DEEP, GaDOE, RESA Support; SCCPSS Professional Learning Department; School Improvement Team; Gear-Up; Trio Programs; SLP

Action Step #3

Title	Description
Action Step	Increase parental awareness and support for attendance goals.
Funding Sources	Title I, Part A Title I, Part A SIG Title I, Part C Title I, Part D Title III, Part A Title V, Part B IDEA McKinney-Vento Perkins
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race / Ethnicity / Minority Student with Disabilities N/A
Systems	Coherent Instruction Effective Leadership Professional Capacity Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	Weekly attendance team meeting agendas; PTA Meetings and parent night feedback; parent feedback through surveys
Method for Monitoring Effectiveness	Weekly attendance team meeting agendas; PTA Meetings and parent night feedback; parent feedback through surveys
Position/Role Responsible	Parent Facilitator; PBIS team; Attendance Team; Community Partners
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	DEEP, GaDOE, RESA Support; SCCPSS Professional Learning Department; School Improvement Team; Gear-Up; Trio Programs; SLP

3.1 Stakeholders, Coordination of Activities, Serving Children, and PQ

Required Questions

Required Questions

Title	Description
1. In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders).	Leadership team provided an overview of 5 structures, prior years' CNA and SIP information, and guiding document to collect input from all departments. The Leadership Team (LT) met with all teachers through department meeting to gather input concerning updates and adjustments based on year-in-review of 45 Day Action Plan. Department team members reviewed data to determine root cause. The LT discussed each area and prioritized the goal as well as selected resources. School of Liberal Studies at SHS, a schoolwide Title I site, has involved teachers, paraprofessionals, support personnel, community member, parents/families, and school leaders in developing the yearly developed/reviewed/amended Comprehensive Needs Assessment and the School Improvement Plan. During SY24 post planning, all teachers were able to self-select one of the five systems around which the plan revolve and work through rubrics and artifacts/proof of current levels. Additionally, teachers worked in groups to provide input about all of the systems to the LT could conduct the root cause analysis to identify the top priorities for improvement. As priorities emerged, LT members were invited to give feedback, question, amend and create further steps in the plan. Parent and family input was gathered using virtual platforms via the Annual Family Engagement survey and Family Forum. The Comprehensive Needs Assessment and School Improvement Plan will be continuously monitored to ensure adjustments/amendments are completed throughout the year as both are considered living documents with the purpose of ensuring students' needs are met to facilitate their success with the challenging State academic standards. The School Improvement Plan is available for review and input to/by parents and the school community/stakeholders during family/community events input meetings
2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers.	The site based administrators will work with Human Resources to identify professionally qualified staff. Leadership will look at all teachers for proper placement. The District Human Resource department in conjunction with Title I schools employ a number of methods to recruit professionally qualified teachers to include using: Teachers Teacher.com., K-12 Job Spot, EdWeek Top School Jobs, College Educator Fairs, Tweets, Career Recruitment Fairs, and District website postings. The District Human Resource department screens all applications to insure that teachers are professionally qualified prior to releasing application for interview to Title I schools. This ensures that all teachers hired are properly vetted and meet the standard of being professionally qualified in the assigned subject area before a school begins the interview process. While the district provides the THRIVEprogram supporting new teachers to the school district, School of Liberal Studies at SHS has incorporated an evidence-based teacher mentoring programs of Professional Learning Communities and Instructional Coaches to support identified varied needs. The system is designed to provide support on the daily operations of the school, as well as support for teaching and learning. Differentiated support will be provided to teachers through the mentor program, district initiatives, on-site Instructional Coach assistance, Professional Learning Communities, and administration.
3. Provide a general description of the Title I instructional program being implemented at this Title I school. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable).	The Title I program at School of Liberal Studies at SHS is a schoolwide program, where all students benefit from evidence-based instructional practices and strategies as supported/ identified through the What Works Clearing house, Best Evidence for ESSA and GaDOE Department of School and District Effectiveness resources. Teachers plan for variances in learning needs, and are able to address quite a range through blended learning methods. All classes have a full range of manipulatives and other resources to help students gain the conceptual knowledge at the concrete level employing DOK levels 3 and 4 rather than DOK 1. Throughout the school, the focus is upon student-centered classrooms with student work facilitated by teachers who conduct aggressive progress monitor and provide scaffolded supports. The whole child is supported through the counseling department and community-based partnerships/support structures. SOLS at Savannah High seeks to identify and support both traditional and nontraditional giftedness in students allowing for advanced educational opportunities via Honors and AP classes. All SOLS at Savannah High's students embrace the expectation of success at high levels in meeting the challenging State curriculum. Additionally, prescriptive support structures are provided to student subgroups identified, to include but not limited to, homeless/foster, economically disadvantaged, English Learner, ethnic/racial, and students with learning differences. Students in this school will receive instruction from bell to bell. That means from the time they enter the classroom to the time they leave. Students will be taught using research based approved instructional materials in all content areas integrating science and social studies into reading and math lessons. Teachers will be monitored and evaluated consistently. The School Leadership Team will meet monthly to review the components of the School Improvement plan to ensure we are monitoring our progress as a school. The school is working to support at risk students instructionally by providing small group instruction, when necessary, in the classroom to support skill and concept mastery. Students who are most at risk are also included in a flexible learning block of 45 minutes per day in the areas of math and reading to give additional academic support. Multi-Tiered System of Support (MTSS) is utilized to further provide the necessary support to at risk students. The school is working to support at risk students by providing professional learning to staff related to implementing Amira reading as a constructive response to student aloud reading, i-ready data and instruction based on student progress monitoring, and weekly professional learning communities that base staff instruction on student data and targeted interventions. The school is working to support at risk students by providing parents with virtual and face to face meeting to support; meeting challenging State standards, understanding testing & assessment, monitoring student progress, teaching parents key strategies to reinforce learning, transitioning between learning environments and other content as requested by parents. Additionally, teachers continuously communicate with parents on student progress and send home assignments and materials to meet individual student needs. Under the McKinney Vento Act there are several students who are being provided transportation, meals and additional academic support when requested by parents. At this time no students from this school who are living in an N/D facility.
4. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic-based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students.	N/A
Method for Monitoring Implementation	45 DAP data review
Method for Monitoring Effectiveness	Walkthroughs, Lesson plan collaboration & review
Position/Role Responsible	Instructional Coach, Admin, Teachers, Students
Timeline for Implementation	Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?	SSU, MSAPP, GaDOE, RESA Support; SCCPSS Professional Learning Department; Transformation/School Improvement Team; Gear-Up; Trio Programs; SLP

3.2 PQ, Federally Identified Schools, CTAE, Discipline

Required Questions

Required Questions

Title	Description
5. If applicable, describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.	N/A
6. If applicable, describe how the schoo will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:Coordination with institutions of higher education, employers, and local partners; andIncreased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.	Vertical team meetings are held to assist with the transitions ofstudents from middle grades to the high school setting. Curriculum and instructional strategies are discuss as well as how students can participate in and the school can support Move on When Ready Initiatives. SOLS at Savannah High works collaboratively with feeder middle schools by supporting parent and family informational events as well as participating in district-wide family engagement events. Parents are encouraged to attend the transition events held at the school and speak with the counselors and the administrators. Ninth grade orientation is held for all upcoming ninth grade students. Parents are invited to our family night to be informed about transitioning from middle school. To ensure Seniors are meeting all the requirements needed to graduate on time and provide the tools and resources to assist, the SOLS at Savannah Highs hosts multiple senior parent meetings centering around the theme of No Graduate Left Behind which provides additional information concerning post-secondary options as well as career guidance. Additionally, ongoing efforts throughout the school year provides post-secondary life choices and planning tools to students and their parents/families ranging from FASFA to job readiness opportunities. All students and parents/guardians are invited to attend the district Expo which highlights high school and post-secondary opportunities.
7. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students.	Faculty and staff will be provided with professional development in Classroom management, Mind Set Training, and Building Positive Relationships with Students. Administration will use evidence-based Alternative to Suspension practices. PBIS system will be implemented for students and teachers. All students are strongly encouraged to participate in extended day/ year learning opportunities provided. Additionally, SOLS at Savannah High coordinates intervention services in compliance under IDEA through use of Response to Intervention (RtI) / MTSS system utilizing both academic and behavioral data under which students are tracked bi-monthly with prescriptive interventions uploaded to the database with a focus on replacement behavior professional development for teachers, based on progression /degression additional supports are provided to include required next steps. Effective classroom management goes hand in hand with student discipline. Consistent implementation of expectations for student conduct reduces behavior problems. Classrooms in which teachers establish and maintain positive relationships with students and have ongoing communication with parents require less disciplinary actions. Classrooms that foster positive behaviors are likely to have fewer discipline issues. To reduce the overuse of discipline practices, the school communicates expectations for student conduct through the district's Code of Conduct and the school's student handbook to families during orientation prior to school opening and is shared with students quarterly through age-appropriate assemblies. Our school has established a school wide positive behavior intervention plan.
8. Use the space below to provide additional narrative regarding the school’s improvement plan.	The SOLS at Savannah High's School Improvement Plan is developed with a desire for success for staff, students and stakeholders who are involved in the process. Collaboration, communication and relationship building are the methods that will be used to reduce discipline issues, engage parents and families, implement a positive behavior system, increase parental involvement and promote student engagement at high levels that increases student growth across all core content areas as required by CCRPI. The schoolwide program plan will remain in effect for the duration of the school's participation under Title I, Part A, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. In an effort to implement the Schoolwide plan with fidelity, the school regularly progress monitors the improvement goals utilizing 45 Day Action Plan (DAP) to ensure continuous improvement of students in the schoolwide program. During the meeting, committee members are provided an overview of schoolwide data, and areas of strengths and weaknesses are shared. The school wide plan was initially developed based on data, staff and community input shared at leadership meetings during the school year and the summer. Additionally, other agencies such as Special Education, McKinney Vento, Title II, Title IV, PTA, Pre-K, CTAE, ESOL, and school nutrition were given an opportunity to provide input. The schoolwide plan is reviewed, and the committee identifies the needs of targeted student group and learning goals; and offers recommendations to focus instructional improvement efforts to support progress toward learning goals. The draft of the Title I budget is shared, and parents and stakeholders are encouraged to provide feedback and offer input on how the Title I funds should be utilized to support teaching and learning. The Title I family engagement policy is reviewed from the previous school year. School-Parent Compacts and the school-wide calendar of events is shared. Questions posed are answered to ensure there is clarity and understanding of the purpose of the documents. During the school year the school improvement plan is formally monitored and reviewed by the school leadership team in conjunction with mid-year and end of year data to determine the effectiveness of interventions and strategies included in the plan. If at the mid year or end of the school year it is determined that revisions need to be made to the school improvement plan the school leadership team formulates the necessary changes in conjunction with the school administrators. Necessary changes will be based on ensuring each student is provided an opportunity to meet the challenging State academic standards. The schoolwide plan will be made available , to the extent practicable in a language parents can understand, on the school website and in the front office of the school. Additionally, the schoolwide plan will be shared at the Annual Title I meeting with all parents who attend.