School Improvement Plan
2021-2022
District: Dalton Public Schools
School Name: Dalton High School
Team Lead: Stephanie Hungerpiller
Federal Funding Options to Be Employed (SWP Schools) in this Plan
✔ Traditional funding (all Federal funds budgeted separately)
Factors(s) Used by District to Identify Students in Poverty (Select all that apply)
✔ Free/Reduced meal application
2.1 Creating Improvement Goals
Effective goals assist districts and schools in attaining collective agreement about what work needs to occur for improvement to take place. Goals should focus and prioritize efforts and resources of the district/school to the previously identified needs and create a focus for improvement. Setting goals should be a strategic process which aligns the goals within one of the five systems:
Coherent Instruction, Effective Leadership, Professional Capacity, Family and Community Engagement, or Supportive Learning Environment.
There are several categories of goals which may be used in school improvement but the one type which focuses on improving results and not just enhancing processes is a SMART goal. SMART is an acronym for:
Specific Measurable Attainable Relevant Time-Bound
An example of a SMART goal is:
By the end of the school year 2017 - 2018, all teachers will heave training and be included in a PLC for their content-specific area.
Enter the school's two to four overarching needs and related root causes, as identified in the Comprehensive Needs Assessment 2017 - 2018 School Report. Use the codes below to list the structures addressed through the goal within each system. For each system, identify one to six action steps that will be taken to address the root causes that have created the overarching need.
Finally, identify any supplemental action steps necessary to ensure the necessary supports are in place for the listed subgroups.
Coherent Instructional
CIS - 1 Planning for quality Instruction
CIS - 2 Delivering Quality Instruction
CIS - 3 Monitoring student progress
CIS - 4 Refining the instructional system
Family and Community Engagement
FCE-1 Welcoming all families and the community
FCE-2 Communicating effectively with all families and the
community
FCE-3 Supporting student access
FCE-4 Empowering families
FCE-5 Sharing leadership with families and the community
FCE-6 Collaborating with the community
Effective Leadership
EL-1 Creating and maintaining a climate and culture conducive
to learning
EL-2 Cultivating and distributing leadership
EL-3 Ensuring high quality instruction in all classroom
EL-4 Managing the School and its resources
EL-5 Driving improvement efforts
Supportive Learning Environment
SLE-1 Maintaining order and safety
SLE-2 Developing and monitoring a system of supports
SLE-3 Ensuring a student learning community
Professional Capacity
PC-1 Attracting staff
PC-2 Developing staff
PC-3 Retaining staff
PC-4 Ensuring staff collaboration
2. SCHOOL IMPROVEMENT GOALS
2.1 Overarching Need # 1
Overarching Need as identified in CNA Section 3.2
Increased student achievement in core content.
Root Cause # 1
Students are not fluent in academic language
All interim and formative assessment items are not representative of higher levels of depth
of knowledge
Instructional strategies used in classrooms do not consistently require critical thinking and
analysis at high depth of knowledge level
Lack of feedback for students in regards to performance on assessments
Students do not understand the learning intentions of the work they are asked to do and
don't have a clear understanding of what is required of them to successfully learn the
content
Students have gaps in learning in previous content
Goal: Increase the total weighted percentage of students performing at levels 2, 3, and 4 on the
GMAS in ELA, Math, Science and Social Studies by six percent in 2021. (Content Mastery
on CCRPI)
COMPLETE INFORMATION ON ACTION STEPS IS AVAILABLE TO DOWNLOAD ON THE PDF DOCUMENT
Action Step # 1
Review curriculum documents to ensure alignment with the cognitive demands of standards
Action Step # 2
Develop and administer common assessments in all content areas
Action Step # 3
Provide ongoing collaboration opportunities for all teachers to study GaDOE curriculum,
instruction, pacing and assessments.
Action Step # 4
Provide feedback to students concerning common assessments
Action Step # 5
Provide targeted instruction in all academic areas for students during the school day
Action Step # 6
Train leaders and teachers in the analysis of assessment data and the use of electronic data warehouses.
Action Step # 7
Conduct professional learning communities with a focus on depth of knowledge, academic
language, learning intentions, success criteria, and Tier 1 instructional strategies.
Action Step # 8
Provide ongoing embedded coaching support for teachers in all academic areas.
Action Step # 9
Continue to build teacher and leader capacity in providing quality and engaging work for
students.
Action Step # 10
Use Family Engagement Coordinator to build capacity for parent involvement in academic achievement.
Action Step # 11
Provide sessions throughout the year for parents to learn more about ways to support high
school students.
Action Step # 12
Provide bilingual communication to parents and the community.
Action Step # 13
Multi-Tiered Student Support System will in place to monitor student progress and
provide support for students as needed.
Action Step # 14
Identify and implement effective and consistent instructional intervention strategies.
Action Step # 15
Emergency Operations Plan
Overarching Need as identified in CNA Section 3.2
Overarching Need #2: Increased teacher understanding of content standards. learning intentions, success criteria, and effective Tier 1 strategies.
Root Cause # 1
Teachers need more support in establishing healthy PLC's in which they work together on
the content standards, learning intentions, and success criteria so that students clearly
know what they are expected to learn and how successful master of the standards will be
measured.
Pacing guides, assessments, and student work must align to the standards.
Goal: Through professional learning communities, teachers will have a better understanding of
the content standards, learning intentions, success criteria, and Tier 1 strategies that will
be evident in the work students are asked to do.
Action Step # 1
Teachers will participate in PLC's led by administrators, instructional coaches, and lead
teachers in which the PLC Plus program will be covered to learn about the components of
a healthy PLC.
Action Step # 2
Professional development lead by administrators, lead teachers, instructional coaches, and
outside agencies to focus on learning intentions, success criteria, Tier 1 interventions.
Action Step # 3
Common assessments will be developed, improved, and implemented by teachers,
administrators, and instructional coaches that are aligned to state standards and are at an
appropriate level of rigor.
Action Step # 4
Teachers will participate in professional learning days to develop units, revisit pacing
guides, and improve common assessments.
Action Step # 5
Teachers will use student engagement data to incorporate student voice in their work.
Action Step # 6
Administrators and coaches will visit classrooms and provide feedback in instructional
practices.
Action Step # 7
Allocate opportunities and resources for teachers to analyze and implement instruction
based on student data.
Action Step # 8
Family Engagement Coordinator will hold informational sessions throughout the year for
parents.
Action Step # 9
Parent conferences will be held to inform parents of the academic progress of their
children.
Action Step # 10
Open House will be held to inform students of school wide goals and how to support their
child in their learning.
Action Step # 11
Title I Parent Meeting will be held to inform parents about how student learning is
supported by staff.
Action Step # 12
Parent information sessions hosted by counselors on a variety of topics.
Action Step # 13
Train leaders and teachers in the effective use of electronic testing platforms.
Action Step # 14
Build technology capacity for students and teachers.
Overarching Need #3
Overarching Need as identified in CNA Section 3.2
Increased teacher understanding of effective strategies to engage students in their learning.
Root Cause # 1: Due to COVID-19, students have some gaps in learning due to quarantines and virtual
learning.
Goal All teachers will create an online learning experience using Canvas that is equitable to
face-to-face instruction for each subject.
Action step #1
Professional development for all teachers in using digital tools during pre-planning.
Action Step #2
Purchasing software for teachers to use with their digital learners and face-to-face learners.
Action Step #3
Collaboration in PLC's about effective instructional strategies for effective digital learning.
Action Step #4
Increase understanding and use of synchronous and asynchronous tools
Action #5
Monthly PD by Instructional Coaches
Action #6
Create a lesson plan template
Action #7
Consistent use of Learning Intentions and Success Criteria in lesson planning.
3.1 Stakeholders, Serving Children, PQ
Required Questions
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) was accomplished.
The School Improvement Plan was written, reviewed and revised by the same
committee who worked on the Comprehensive Needs Assessment. The
principal and assistant principal worked together to make sure that the plan
adequately focuses on specific areas of need within the school. Once the
committee reviewed the document, the plan was sent to all staff members for
feedback. Teachers, paraprofessionals, school leaders, and support staff were
asked to read the plan and provide feedback to the SIP team leader. After
those revisions were made, the School Improvement Plan was posted on the
school website. Parents and community members were provided the
opportunity to make comments and suggestions before the final draft of the
plan was completed.
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.
All Dalton Public Schools are Title I schools with high levels of minority and
economically disadvantaged students. Principals, with support from human
resources and district directors, seek to recruit, select and retain the best
possible professional educators to provide instruction to students. Human
resources reviews district and CPI data through locally developed reports and
reports provided by the Georgia Professional Standards Commission and the
Georgia Department of Education.
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).
In assessing students' longitudinal data, as well as internal data, it is evident
that the lowest area of performance for the school is in the academic areas of
math as well as a weakness in literacy across the curriculum. Students must
earn four math credits to complete graduation requirements, and literacy
across the curriculum is now included in the Georgia Standards of Excellence.
All students, including those who are identified as at-risk of not completing
high school because of math performance, grades, absences, low
socio-economic status, received Title I services as part of the school-wide
program. Under this program model, DHS plans to continue to focus on
math and literacy to all students as well as work in all content areas to improve
student achievement on the Georgia Milestones End of Course Assessments
for the FY 20 school year. Strategies to be used:
1. USA Test Prep software for Georgia Milestone Examinations. This is online
software which allows for individualized remediation and practice for Georgia
Milestones in all content areas.
2. Flexible Learning Time built into the schedule 4-5 days per week in which
students receive targeted remediation in all academic areas.
3. Co-teaching and resource classes for special education students and English
learner students who qualify for the services.
4. Increase of effective use of technology to support the learner's needs.
5. Differentiation of instruction.
6. Hands-on and applied activities that allow students to make connections
and apply the math skills to real-world scenarios.
7. Counselors, in conjunction with parents, will determine interventions for
struggling students and follow-up on those interventions.
8. Professional development will be provided for Algebra 1, Algebra 2, 10th
Literature and Composition, American Literature and Composition, Biology,
and US History teachers to collaborate, clarify standards and , design engaging
student work and create common assessments using appropriate rigor and
academic language and effectively implementing digital tools in all classrooms.
9. Professional Learning Communities will be led by Lead teachers to discuss
healthy PLC's and to focus on learning intentions, success criteria, and
strategies to support our students in their learning.
10. Two instructional coaches to collaborate with teachers during PLC's to
design classroom strategies that will support at-risk students in all academic
areas.
11. Advisement bi-weekly
12. 1:1 devices- All students have a laptop for use in all classes.
13. A Post-Secondary Transition Coach who will provide support, host
informational sessions, and assist students in their application process for
college.
14. MAPS Assessment is given to 9th and 10th grade students in Reading,
Algebra 1 and Geometry to identify Lexile Scores and areas of weakness and to
support students and teachers in setting goals for individual students to
improve math and reading skills.
15. Turnitin.com is used by all ELA teachers to provide feedback to students
on all writing assignments to improve grammar and sentence structure and to
improve achievement on ELA portion of the Georgia Milestones Assessment.
16. Noredink.com is used by all ELA teachers to provide support in grammar
and mechanics to improve achievement on ELA end of course tests.
17. IXL Math is used by Algebra and Geometry teachers to target areas of
weakness in math to improve performance on math common assessments and
math EOC's.
18. Instructional software will be purchased to support teachers in providing
digital instruction to their students.
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.
Not applicable
Dalton High School implements a school-wide Title 1 Plan.
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.
Not applicable
6 If applicable, describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to post-secondary education including:
Coordination with institutions of higher education, employers, and local partners;
and Increased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills.
Dalton High School implements several strategies to support students in their
transition from junior high school to high school. Dalton High School offers
an informational meeting for parents prior to the start of the school year. An
orientation is available prior to the first day of school. it is designed to
familiarize students with the building, work on soft skills necessary for success
at the high school level and provide them with opportunities to network with
and ask questions of older students. Dalton High School recognizes the
importance of supporting our students as they transition from high school to
post-secondary experiences. Our guidance counselors work with students to
assist in the college admissions process as well as guiding students in applying
for scholarships. DHS holds a FAFSA day each year to assist students in
completing the documentation necessary to receive HOPE scholarship funds
or student financial aid for college. DHS also hosts a Financial Aid
Information Night for students and parents to learn more about the process of
applying for financial aid and the types of financial aid that is available. Each
year, Dalton State College admission counselors come to school to accept
students on onsite. Dalton High School students have multiple opportunities
to participate in college visits throughout the school year. The counseling
department schedules visits to many post-secondary institutions in the state of
Georgia. The counselors plan an Apply to College Day for students to
complete applications to local colleges. Dalton High School has members of
the Armed Forces come to school to speak to students about the opportunity
of military service after graduation. Some juniors take the ASVAB to help
provide information about strengths, weaknesses, and skills that may guide
students in possible future careers. All freshmen and seniors take the You
Science, a career assessments, to determine career options based on student
strengths, personality, and skill set. Representatives from various colleges
around the state come to visit DHS students throughout the school year to
provided information to the students. All Seniors write a research paper in
which they research various careers of interest to help and the colleges which
have programs for this chosen career. A new Financial Literacy course was
added this year to help students prepare to be financially responsible when
they graduate. Dalton High School has a successful Work-Based Learning
program with a large number of participants. The coordinators build great
community relationships so that they can find work opportunities for students.
Over the past few years, there has been an increase in the number of students
who participate in dual enrollment with Dalton State College and Georgia
Northwestern Technical College. For the 2021-2022, DHS has 60 students
who are taking college courses either full-time or part-time. Dual Enrollment
courses are offered on campus in Math, Science, Language Arts and
Economics. Advisement/informational sessions were offered for Juniors and
Seniors to provide information about the high school to college transition.
Futurefest Career Fair s are held yearly for students to visit to learn more about
career opportunities in our community. POUNCE is an event that is planned
to bring our 8th graders over to tour Dalton High School and learn about
CTAE, World Languages, Fine Arts and other programs offered. Dalton High
School also offers a variety of Advanced Placement courses in which students
may earn college credit for receiving high scores on the course exams. SAT
practice and preparation is embedded in ELA and Math classes to help
prepare students for the test. DHS also has an IB Diploma Programme.
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.
Dalton High School administrators will review student referral data from
Infinite Campus to determine trends and patterns in regards to subgroups.
When and if any trends are determined, the administration will work with the
counselors to determine strategies for working with students who do not
follow the guidelines in the student code of conduct. The administrative team
contacts parents of students when it becomes evident that the students need
behavioral support. Parents are asked to come in to meet with administrators
and a Student Performance Agreement is completed for the students.
Behavior issues are addressed in this agreement. Future consequences are
detailed, and strategies are created to help support the student The
administrative team works with counselors to create behavior intervention
strategies for our students. The counselors work with individual students to
manage their behavior in an effort to keep students in class.