ctive Educators Educators Moving to Georgia) Professional Learning __ Military Members & Spouses Certification Status Check Certification Status = View/Print CERTIFICATION CHANNEL INFORMATION Mr. Donyall Denique Dickey Ed.D. PSC Account Number: 1547301 Overall Ethics Status/Action: Revocation Effective date: 11/30/2018 To ned 17-6-1637 Revocation 11/30/2018, Exceptional Children Course: \ Fields in strikeeut-font with a dark grey background have expired. If all fields have expired, the certificate has expired. a CT ees (404) ee ener Tene testy oro Tos eee Cee ener eens Siren Cee eee Seen een eee encesDOUGHERTY COUNTY SCHOOL SYSTEM CONSULTANT COMPENSATION AGREEMENT (Independent Consuitant AgreementNon-Employee) This Agreement is voluntarily entered into between the Dougherty County School System and Educational Epiphany 1750 Pennsylvania Avenue # 27066 Mang ae) (*Consutant), ‘Services to be provided: ‘Professional (earring & Wat through sessions (schoo! & atric lencers related to Performance Rated Objectives, General & Domain Specie ‘Acaderic Vocabulary, Gratat Release of Responsity& The Use of Manipulatives to Teach Mathematica Concets per the attached tape ch ser hereby argeed os “Anschnena 3 iled information a8 fo Services and dates willbe provided in wriing and attached to tis agreement when needed Expenditures wil be charged '0 tis Program: Trae, re i, District Funds | ‘Services will be provided at the rate of: a Per Hour ($) Per Day($) / (Number of Hours) Fiat Rate (S$) Money Yer To: 7 — 2yon/is te a Subsistence paid will not exceed $_per day. Airfare wil be paid or mileage @__per mile for mites Estimated Total Value of Contract: [This document only sets the stage for the work to be fumed into Business Services contamning the following. Name and social security numberifederal id number, ‘htes and times work mas provised and Signature f Program Director” No funds can be pad witout information Only expenses provides for in this agreement wal be reimbursed. ‘Any materials of Final Product resuiting from this period of service wil become the sole property of the Dougherty County Schoo! System {BUS-FO04, Rev G, 0317 .ITEM No. 7 MEMORANDUM Members of the Board of Education Kenneth Dyer, Superintendent Consideration of Recommendation from the Instructional Accountability and the Finance Committees for the ‘of Proposal for Multi-Tiered PL on RBs Instructional Practices with DATE: March 12, 2018 ‘That the Board the Recommendation from the Instructional ‘Committees for Proposal for Multi-Ticred PL on Instructional Practices with Educational Epiphany, in the amount of $494,361.00 (See Attached) FUNDING SOURCE: Title I and General FundsOur schools designated as priority, focus and turnaround and district leadership / support attended GADOE Professional Learning Sessions in Macon, October and December 2017 conducted by Dr. Dickey. We received a tremendous amount of feedback that Dr. Dickey could ‘Support the curriculum and instruction needs in DCSS. We've explored his work and invited him ‘to work with district and school-based leaders on two occasions, November 13 and December 8°). After both sessions, we received positive feedback about the impact his work can have on teacher practices and ultimately student achievement. Goal #1 in our DCSS District Improvement Pian: identify, implement, and support teachers and leaders with understanding expectations of the instructional system by the end of the 2017-2018 academic year. A critical component of the instructional system is the common understanding of “what” to teach. Dr. Dickey’s work will address this in a systemic manner to foster common language ‘ond understanding. “However, most of the respected research is consistent on one key school issue: effective instry \ at ne Daggett The goal is to, use. instruction and spend more time, effort and resources addressing the needs of students and teachers by providing them with system wide, foundational, material and related professional learning through Educational Epiphany and Dr. Dickey. Marzano’s first school-tevel factor is a “guaranteed and viable curriculum. A guaranteed and viable curriculum (GVC) ensures that all students have an equal opportunity to learn (OTL). Each student will have access to an effective or highly effective teacher, and access to the ‘same content, knowledge and skills in each section or class.” Marzano. ‘Needs assessments conducted by internal (CNA/DIP team) and external (Turnaround and ‘AdvoncED) parties determined that Curriculum and Instruction were oreas of growth for DCSS. The work we've started at two of our SIG schools will continue districtwide as we respond to the areas of growth identified through our needs assessments. ‘+ Empirical research strongly supports the notion that instruction aligned to the following Practices, results in significant and sustainable improvements in student outcomes in the 4-core content areas: © Performance-Based Objectives;‘© General and Domain Specific Academic Vocabulary Language; © Gradual Release of Responsibility (English, Language Arts, Social Studies, Math, Technical Subjects) and The SEs for Science; and © The Use of Manipulatives to Teach Mathematical Concepts + District-Level and Site-Based Leaders agree that daily instruction, core curricula, curricular materials, and assessments have yet to align with the aforementioned best practices (Based on interviews, dialogue in ongoing professional learning, and recent school walkthroughs). ‘Next Steps with Educational Epiphany (School Year 17-18 and 18-19 School Year): + Monthly Multi-Tiered, Point of Use Professional Learning on the Core Content Standards and District-Wide Practices © Tier | includes: Cabinet, Directors, Coordinators, School Improvement Specialists © Tier Mt includes: Principals, Assistant Principals, Site-Based Teacher Leaders, Site- Based Instructional Coaches and Site-Based Schoo! Improvement Specialists © Tier Il includes: Teachers and Instructional Assistants (with attention to Special Education Teachers, Support Course Teachers, Self-Contained Special Education ‘Teachers and Teachers of English as a Second Language) + ABlended Learning Approach to Delivery of the Content © Face-to Face and Zoom Meetings for Tier | and Tier ll where appropriate (to expedite access to professional learning) and © Face-to-Face and Zoom Meetings/Webinars for Tier Ill where appropriate (to expedite access to professional learning) + Monthly, District-Wide Calibration School Walkthroughs to Monitor Progress Against Goals for all Schools with Educational Epiphany Team * Summer Professional Learning to Develop Teachers’ Capacity to Plan and Deliver High Quality Instruction for Quarter 1 + Core Curricular Revisions (ELA, Social Studies, Science, and Mathematics K-12) for the Tested Grades and Content Areas in Collaboration with the Primary and Secondary Grades Content Coordinators Aligned with the Pedagogical Shifts, District-Wide Practices, and Infused with Educational Epiphany Resources © Deliver Quarter 1 Revised Curriculum by June 15, 2018 © Deliver Quarter 2 Revised Curriculum by August 2018 © Deliver Quarter 3 Revised Curriculum by October 2018 © Deliver Quarter 4 Revised Curriculum by December 2018Timeline & Outcomes February 2018: Training and Support on Performance-based Objectives and General and Domain Specific Academic Vocabulary * Week 1: District Office Personnel '* Week 2: School-based Personnel (Admins, Coaches) ‘* Weeks 3 and 4: Teachers * Also begin working with Content Coordinators on Curriculum Maps and Pacing Guides (Scope and Sequence) and Units of Study. This will continue throughout the rest of the partnership. March 2018: Training and Support on Gradual Release Model April 2018: Training and Support on Math Manipulatives July ~ August 2018: Training on Implementation Support on Quarter 1 Units of Study ‘+ Monthly walk-throughs with district and school-based personnel '* Teacher training for all teachers ‘September ~ October 2018: Training and Implementation Support on Quarter 2 Units of Study November 2018 - January 2019: Training and implementation Support on Quarter 3 Units of Study February ~March 2019: Training and Implementation Support on Quarter 4 Units of Study Outcomes ‘* By May 1, 2018, Curriculum Map and Pacing Guides (Scope and Sequence) for all tested subjects will be developed in conjunction with Educational Epiphany. © By June 15, 2018 Revised Curriculum including units of study for Quarter 1 in all tested ‘subjects will be developed/delivered in conjunction with Educational Epiphany. © By August, 2028, Revised Curriculum including units of study for Quarter 2 in all tested subjects will be developed/delivered in conjunction with Educational Epiphany. * By October 2018, Revised Curriculum including units of study for Quarter 3 in all tested subjects will be developed/delivered in conjunction with Educational Epiphany. '* By December, 2018, Revised Curriculum including units of study for Quarter 4 in all tested subjects will be developed in conjunction with Educational Epiphany.Monitoring ‘* Monthly walk-throughs with Educational Epiphany and district and school-based personnel beginning January 2018 with Look-Fors and Next Steps. Monthly walk-throughs without Educational Epiphany (District). Completed Quarterly units of study for all tested subjects. Evaluation © TKES and LKES * EOG/EOC Scores * Completed curriculum for all tested subjects Proposed Budget Total Cost for Site-Based Professional Learning, Standards-Based Instructional Materials, and District-Level Professional Learning 3345 600 (-$86,400) $144,760.60 (-$62,051.40) District-Level Professional Learning $4; $20,000.00) ‘Total for Full Package without Reductions: $494,360 60 or $27,464.48 per School for a Total of $168,477.40 in Reductions. Other district funds (curriculum) _ | $75,000 |' . as Educational Epiphany Repeater er opepagae November 17, 2017 Dougherty County School System 200 Pine Avenue Albany, GA 31701 Dear Dougherty County School System Leadership Team, We would like to formally thank you for your interest in our high impact professional learning and instructional materials. Please accept this correspondence as a formal response to your request for ‘more information and as the proposal for our partnership with your schools. Below, you will find a detailed itemization for site-based professional learning, district-level professional learning, and access to our standards-based instructional materials, all designed to ‘ensure that students have unobstructed access to daily instruction of the highest quality. Site-Based Professional Learning. ‘School [Number of [Unit Rate | Total Cost Per School for Professi i Learning 6 6 6 6 6 au 6 *m_ {6 ‘$4000 | $24,000 #3 [6 ‘$4900 [$24,000 a ‘$4900 | $24,000 #15 6 $4000. $24,000 ne 16 $4000 | $24,000 ar |6 $4,000 | $24,000 “us —_|6 $4900 | $24,000 “Total for Professional Development for 18 Schools: $432,000‘Standards-Based Instructional Materials ‘School ‘Unit Rate ‘Total Cost Per School for Standards-Based Instructional Materials a ‘$4900 $11,491 2 ‘$4000, $1149) B ‘$4,000 $1491 “ $4,000 SHA 5 ‘$4000 SHLA9L cy 4, ASL # ‘$4000. $1491 % ET S149) B ‘$4000 S191 ‘0 | $4900 $1491 oi sy $11,491 #12 $4,900 S11491 #13 $4000 S11491 #14 $4,000 S149 ‘$11,491 District-Level Professional Learning Day Unit Rate Total Cost Per Day of Professional Learning for District Level Leaders (No Maximum Number of ‘The $24,000 for District-Lavel PD is not included in the calculation for the cost per school.Reductions in Fee Structure for Professional Learning and Instructional Materials Site-Based Professional Learning. ‘School | Number of Unit Rate | Total Cost ‘Customer Actual Cost Per Professional Per School Loyalty ‘School for Site- ‘Learning for Reduction for | Based Opportunities: Professional | Site-Based Professional Per School Leaming, Professional Leaming Before Learning Per Customer ‘School Loyalty Reduction 7 ‘$4000 | $24,000 n|6 ‘$4,900 | $24,000 a {6 ‘$4,000 | $24,000 “_ [6 '$4,000 | $24,000 5 16 $4,000 | '$24,000. 6 6 $4,000 $24,000, #7 6 $4,000 $24,000 6 6 ‘$4,000 | $24,000 9 6 ‘$4000 ['$24,000 #10 6 $4,000 $24,000 4 6 $4000 $24 000 Te ao ‘$4000 ['$24,000 “316 $4,000 4 ‘$24,900 aa 6 ‘$4,000 | $24,000 [ais 6 ‘$4,900 | $24,000 #16 [6 ‘$4900 | $24,000 #7 6 $4,000 $24,900 #8 [6 ‘$4000 ['$24,000 Pre-Reduction Cost for Professional Development for 18 Schools: $432,000 ‘Standards-Based Instructional Materials School | Total Cost Per ‘Customer Loyalty Reduction | Actual Cost Per School for ‘School for Per School for Standards- ‘Standard-Based Instructional ‘Standards-Based | Based Instructional Materials Materials (Represents a 30% Instructional Reduction) Materials a $1491 $3,447.30 $8,043.70 a SL491 $3,447.30 $8043.70 8 SUA91 $3,447.30. $8,043.70 4 ‘$1149 $3,447.30 $8,043.70 5 $1491 $3,447.30, $8043.70 #6 [siiao $3,447.30 $8,043.70, #7 S491 $3,447.30 $8,043.70 iy $1491 $3,447.90 $8,043.70. o SH1491 $3.44730 $8,043.70 #10 S149 $3,447.30 $8,043.70ni [11491 $3,447.30 #2 [$11,491 $3,447.30. 3_—_[s11 aor $3,447.30 a4 [s1i491 $3,447.30 15 S149 $3,447.30. n6 | $11491 $3,447.30. #17 | $11,491 $3,447.30. ais | $1491, $3.44730 043. “Total for structional “Total Customer Loyalty ‘Materials for 18 Schools _| Reduction for without Customer Loyalty _| Materials for 18 Schools: Reduction: $62,951.40 $206,838.00 District-Level Professional Learning Day [Unit Rate | Total Cost Per Day of Professional Learning for District Level Leaders (No Maximum Number of Attendees) a $4000 $4,000 7 ‘$4,000 $0. #3 $4,000 $0 ” $4,000 $0 5 ‘$4,000 $0 #6 $4,000 $0 ‘Total Cost of Professional Learning for District Level Leaders: $4000 Total Cost for Site-Based Professional Learning, Standards-Based Instructional Materials, and District-Level Professional Leaning Site-Based Professional Leaning $345,600 ($86 400) ‘Standards-Based Instructional Materials — | $144,760.60 (-$62,051 40) District-Level Professional Learning $4,000 (-$20,000.00) otal for Full Package without Reductions: $494,360.60 or $27,464.48 per ‘School for a Total of $168,477.40 in Reductions. ‘Special Notes: * The $4,000 for District-Level Professional Learning is not included in the calculation for the aggregate cost per school. * Each school will receive professional learning and instructional materials with $8,026.52 in reductions per school. We are standing by to answer any questions that you have regarding the fee structure and deep reductions that we have applied to the proposal. We value you as a partner and look forward to discussing next steps. eae Chief Executive OfficerITEM No. 4a MEMORANDUM TO: ‘Members of the Dougherty County Board of Education FROM: Kenneth Dyer, Superintendent RE: Consideration for Recommendation to Approve Title | Carryover Budget DATE: January 30, 2019 Recommendation: That the Board approve the GADOE Title | Carryover Budget (see attached).Consolidated Application District Name : Dougherty County Fiscal Year : 2019 ‘Status: New i) Program : TWie I-A. Improving the Academic Achieve - Amendment No. 1 ‘Tile Part A Set Asides ———— anaes a [Se Termes tom __ Perales br Comment n Snes comet Canon __| TDD] SSaaee Sa ee 182019 10.12 PM Georgia Department of Education Page 1 of2ovaaore 10:12 PM Georgia Deparment of Education Page 20f2ITEM No. 4b 3 Members of the Board of Education FROM: Kenneth Dyer, Superintendent Consideration of Recommendation for Approval of Professional Learning ~ Tier ‘One instruction. DATE: January 30, 2019 RECOMMENDATION: That the Board Approve the Recommendation regarding Professional Learning, Tier One Instructional implementation Plan. (See Attached)m Dougherty County iF > School System Building a great community, one student at a time! Based upon student performance data, walk-through data aggregated from Spring 2018 and early Fall 2018, recommendations from Tier-1 Instruction external provider, Educational Epiphany, anecdotal and qualitative information obtained from district instructional support and school-based instructional leadership, the following plan is recommended in year two of implementation:iy m Dougherty County iF School System Building a great community, one student at a time!Dougherty County: Dougherty Comprehensive High School Literacy Plan Dougherty Comprehensive High School was founded in 1963 in east Albany, GA. At that time, Albany had a sizeable military population as it was the location of a Marine Corps Logistics Base and an Air Force Base. To create an educational option for the children of those serving in Albany, Dougherty High was established. Since then, the school’s population has evolved due to changes in zoning, community structure, and most recently, local school closings. Currently, Dougherty Comprehensive High Schoo! has the Georgia Department of Education's Priority School designation due consecutively failure to meet state achievement targets. Its current principal, Mr. Eddie Johnson, is the seventh principal assigned to Dougherty High in seven years. Mr. Johnson has assembled a Leadership Team that is improving the culture, public perception, and instructional quality within the school. The Leadership Team is comprised of the principal, four assistant principals, the school improvement specialist, the instructional data specialist, the director of guidance, the graduation coach, and department chairs. Dougherty High’s community assets are its partnership with the Boys and Girls Club at Thomton Park located within five miles of the school, several local faith-based organizations (c.g. Rhema Word Cathedral and Gethsemane Worship Center), local businesses who have agreed to be Partners in Excellence, and a very strong and supportive alumni following. Past instructional initiatives were written into the School Improvement Grant (SIG) Dougherty was awarded in the 2014-15 school term. Part of the grant funded instructional initiatives designed to provide students the options of a cosmetology pathway, an emergency responders pathway, and several fine arts pathways (dance, drama, art, etc.). The grant also made it possible for Dougherty High to purchase instructional technology and hire consultants to conduct professional learning to improve instruction. Current instructional initiatives are focused on school-wide literacy based upon the professional Jearning of Educational Epiphany (Dr. Donyall Dickey) a consulting company credited with assisting schools and school districts with improving student achievement. The LAGA Grant will assist Dougherty Comprehensive High School with job-embedded professional learning opportunities, securing additional professional learning via literacy coaching to assist teachers with incorporating literacy into the content areas and building to literacy across content areas. The grant will also allow all teachers to obtain a Reading Endorsement by providing funding for tuition, books and other associated costs. Dougherty County: Dougherty Comprehensive High School Literacy Plan Page | of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan Building Block 1. Engaged Leadership ‘A. Action: Demonstrate commitment to learn about and support evidence-based literacy instruction in hishher school ‘Currently in Place to be Continued: 1. Participating in professional learning in literacy leadership in order to support classroom instruction (Educational Epiphany—Dr. Donyall Dickey) 2. Conducting walkthroughs to monitor the use of literacy strategies, student engagement and learning, and consistent use of effective instructional practices Going Forward Planning and Implementing: 1. Schedule literacy training and professional learning for teachers and instructional support staff on ‘weekends and off-contract days (The Why, 47). 2. Provide stipends to staff for participating in literacy training and professional learning on weekends and off-contract days (The Why, 212). Expanding and Sustaining: 1. Ensure continued growth through professional learning by providing opportunities for new staff to receive necessary support in becoming acquainted with programs, materials and previously leamed strategies (The How, 20). B. Action: Organize a Literacy Leadership Team ‘Currently in Place to be Continued: 1. Evaluating current classroom practices in the four core content areas by using an observation tool to determine strengths in literacy instruction and to identify needs for improvement 2. Visiting other schools that have successfully improved student achievement to gain valuable insights and innovative ideas Going Forward Planning and Implementing: 1. Schedule and protect time for the Leadership Team to meet, plan, and evaluate literacy initiatives (The How, 22). 2. Plan for ongoing data collection and analysis to inform development of and improvement to literacy plan and initiatives (The How, 22) Expanding and Sustaining: 1. Participate with the district's literacy team to achieve district literacy goals (The How, 21). 2. Continue to analyze formative and summative student assessment results and refine literacy goals based ‘on the Georgia Standards of Excellence (GSE) (The How, 21 ©. Action; Maximize the use of time and personnel through scheduling and collaborative planning ‘Currently in Place to be Continued: 1. Ensuring that teams meet for collaborative planning and examining student data/work during scheduled times 2. Sharing professional learning at team and staff meetings 3. Ensuring instructional coaches participate in all LEA sponsored professional learning and redeliver to faculty through departmentalized collaborative planning sessions Going Forward Planning and Implementing: Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 2 of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan 1. Make intentional efforts to identify and eliminate inefficient use of student and faculty time within the schedule (The What, 6) Expanding and Sustaining: 1. Use technology to provide professional learning to new and continuing teachers (e.g. state-sponsored, RESA-sponsored, and LEA-sponsored webinars) (The How, 22). D. Action: Create a school culture in which teachers across the curriculum are responsible for literacy instruction as articulated in the Georgia Standards of Excellence ‘Currently in Place to be Continued: 1. Communicating the expectation of a shared responsibility for literacy instruction 2. Planning for targeted, sustained professional learning for the staff on literacy strategies and deep content knowledge (Educational Epiphany—Dr. Donyall Dickey) 3. Identifying and prioritizing a list of students to be targeted for intervention or support (e.g. students enrolled in reading support and students receiving RTI Tier Il and III supports) Going Forward Planning and Implementing: 1. Design and implement infrastructure to provide guidance and support for students and families (The How, 24). Expanding and Sustaining: 1. Contract content area literacy coaches who are skilled evaluators of literacy needs within various subject areas and is able to collaborate with secondary school leadership teams and teachers to interpret and use assessment data to inform instruction (The Why, 182). 2. Establish a mentoring system for every student who needs additional support from both within the school and from the community (The How, 25). E. Action: Optimize literacy instruction across all content areas ‘Currently in Place to be Continued: 1. Providing English teachers with professional learning of writing instruction and scoring (narrative, ‘argumentative, and informational) (Georgia Center for Assessment) 2. Hosting family nights that engage parents in activities that demonstrate the importance of proficiency in literacy 3. Requiring the teaching of academic vocabulary in all subjects using the systematic process of annotating performance-based learning targets with Tier Il and Tier III vocabulary words as identified by Dr. Donyall Dickey (Educational Epiphany) Going Forward Planning and Implementing: 1. Provide teachers with resources to provide a variety and choice in reading materials and writing topics (The How, 27). 2. Purchase texts to establish rich classroom libraries to provide students with opportunities to make choices, particularly in what texts to read (The Why, 76). Expanding and Sustaining: 1. Incorporate technology into literacy through the use of e-readers, blogs, and social networking (The Why, 76) 2. Expand professional learning of writing instruction to incorporate writing instruction and scoring, (narrative, argumentative, and informational) in all subject areas (The What, 6). F. Action: Enlist the community at large to support schools and teachers in the development of college-and-career-ready students as articulated in the Georgia Standards of Excellence Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 3 of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan ‘Currently in Place to be Continued: 1. Establishing a Local School Governance Board of stakeholders (¢.g. parents, local business owners, teachers, and schoo! administrators) to offer input regarding school initiatives to improve student achievement 2. Establishing a Community Review Panel of local business owners to evaluate seniors’ Capstone presentations and portfolios of career research and goals 3. Collaborating with the local Marine Corps Logistics Base to establish a mentoring program for selected students Going Forward Planning and Implementing: 1, Develop a plan to strategically utilize social media to communicate and promote the goals of literacy throughout the community at large (The How, 28). Expanding and Sustaining: 1, Foster relationships among schools, postsecondary education institutions, the workforce, families, and ‘communities (The How, 28). 2. Ask former students (alumni) who have achieved some measure of success to speak to students and the ‘community at large concerning the school’s potential to change lives (The How, 28). Building Block 2: Continuity of Instruction ‘A. Action: Ensure a consistent literacy focus across the curriculum through the use of collaborative teams (See Building Block 1 Sections D and E) ‘Currently in Place to be Continued: 1. Communicating the expectation of a shared responsibility for literacy instruction 2. Ensuring that teams meet for collaborative planning and examining student data/work during scheduled times 3. Sharing professional learning at team and staff meetings 4. Ensuring instructional coaches participate in all LEA sponsored professional learning and redeliver to faculty through departmentalized collaborative planning sessions Going Forward Planning and Implementing: 1. Design infrastructure for shared responsibility for development of literacy across the curriculum (The How, 29). 2. Establish cross-disciplinary teams for literacy instruction and schedule time for the teams to meet for regular collaboration and examination of student data/work (The How, 29). Expanding and Sustaining: 1. Contract content area literacy coaches who are skilled evaluators of literacy needs within various subject areas and is able to collaborate with secondary schoo! leadership teams and teachers to interpret and use assessment data to inform instruction (The Why, 182). 2. Utilize online options to provide ongoing professional learning to new and continuing teachers (¢.g. state-sponsored, RESA-sponsored, and LEA-sponsored webinars) (The How. 29). B. Action: Support teachers in providing literacy instruction across the curriculum ‘Currently in Place to be Continued: 1, Identifying the concepts and skills students need to meet expectations of the GSE by developing performance-based learning targets in all content areas (Educational Epiphany—Dr. Donyall Dickey). Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 4 of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan 2. Requiring the teaching of academic vocabulary in all subjects using the systematic process of annotating performance-based learning targets with Tier Il and Tier III vocabulary words as identified by Dr. Donyall Dickey (Educational Epiphany). Going Forward Planning and Implementing: 1. Provide resources and tuition funding to have all teachers complete a Read within three years (ic. one third of the faculty each year), 2. Provide awareness sessions and professional leaming for the entire faculty to leam about GSE for literacy in social studies, science, and technical subjects (e.g. professional learning Educational Epiphany—Dr. Donyall Dickey) (The How, 30). 3. Make writing a required part of every class, every day, using technology when possible (The How, 31). Expanding and Sustaining: 1._ Stay abreast of effective strategies for literacy instruction (The How. 30). C. Action: Collaborate with supporting out-of-school agencies and organizations within the community Endorsement program ‘Currently in Place to be Continued: 1. Establishing a work group (Leadership Team) that focuses specifically on how learning supports are used. 2. Ensuring that appropriate stakeholders participate in critical planning and decision-making activities (Local Schoo! Governance Board), 3. Plan with out-of-school organizations to develop enhancement and enrichment activities for all participating students (¢.g. local Marine Corps Logistics Base and Second Chance W.O.R.K.S. Mentoring Program). Going Forward Planning and Implementing: 1, Appoint a Grade Nine Advisement and Transition Specialist (GNAT) who will be responsible for advising students and ensuring the transition to high schoo! from middle school is successful and that ninth grade students are promoted to the tenth grade (The How, 32). Expanding and Sustaining: 1, Collaborate with local agencies, stakeholders, and Partners in Excellence (¢.g. Girls and Boys Club at ‘Thomton Park, Gethsemane Worship Center, Rhema Word Cathedral, etc.) to offer academic supports such as tutoring, co-curricular activities, and extended learning opportunities such as summer programs, ‘online tutoring programs, after-school and Saturday academies to enhance literacy learning (The How, 32). 2. Develop outreach linkages for families among schools within our feeder pattern (Robert Harvey Elementary, Turner Elementary, Northside Elementary, Radium Springs Elementary, and Albany Middle School) (The How, 32). Building Block 3. Ongoing formative and summative assessments ‘A. Action: Establish an infrastructure for ongoing formative and summative assessments to determine the need for and the intensity of interventions and to evaluate the effectiveness of instruction ‘Currently in Place to be Continued: 1, Administering common formative assessments to evaluate the effectiveness of instruction and determine the need for remediation and/or re-teaching. 2. Vetting of common formative assessments by the Instructional Leadership Team prior to administering the assessments. Dougherty County: Dougherty Comprehensive High School Literacy Plan Page $ of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan 3. Analyzing student and teacher data from common formative assessments during Data Talks with each content area in collaborative planning sessions per department. Going Forward Planning and Implementing: 1. Upgrade technology to support assessment administration and dissemination of results (The How, 34) Expanding and Sustaining: 1. Continue to provide consistent expectations across classrooms and teachers by identifying and developing common curriculum-based assessments (The How. 34). B. Action: Use universal screening and progress monitoring for formative assessment ‘Currently in Place to be Continued: 1, Administering common formative assessments to evaluate the effectiveness of instruction and determine the need for remediation and/or re-teaching, 2. Vetting of common formative assessments by the Instructional Leadership Team prior to administering the assessments. 3. Analyzing student and teacher data from common formative assessments during Data Talks with each content area in collaborative planning sessions per department. Going Forward Planning and Implementing: 1, Develop an assessment calendar to include universal screenings and progress monitoring (designated persons responsible: Site Testing Coordinator and Site Assistant Testing Coordinator) (The How, 36). Expanding and Sustainin, 1. Make data-driven budget decisions aligned with the school’s literacy priority (The How, 36). C. Action: Use diagnostic assessment to analyze problems found in literacy screening ‘Currently in Place to be Continued: 1, Using results of diagnostics and screeners (STAR Reading) to determine interventions and to adjust literacy instruction. Going Forward Planning and Implementing: 1. Use technology to differentiate learning within content areas (¢.g. leveled text to accommodate students” Lexile levels, translate material into students’ first language, and support students whose disabilities may preclude them from acquiring information through reading) (The How, 37). Expanding and Sustaining: 1, Recognize and celebrate individual student's incremental improvements toward reaching literacy goals (The How. 37, D. Action: Use summative data to make programming decisions as well as to monitor individual student [progress ‘Currently in Place to be Continued: 1. Analyzing previous years’ outcome assessments (EOC’s, GAA, EOG’s of 9* graders) to determine broad student needs and serve as a baseline for improvement. 2. Ensuring students are appropriately placed in specific programs based on analysis of summative assessment data Going Forward Planning and Implementing: 1, Discuss assessment results with students to set individual goals (The How, 37). Expanding and Sustaining: Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 6 of 10Dougherty County: Dougherty, Comprehensive High School Literacy Plan 1. Disaggregate data to ensure the progress of subgroups (The How, 38). ‘Action E.: Develop a clearly articulated strategy for using data to improve teaching and learning (See Building Block 5 Section A) ‘Currently in Place to be Continued: 1. Scheduling collaborative planning time for data meetings at a minimum of once monthly. 2. Using screeners and curriculum-based assessments to influence instructional decisions regarding service options for RTI Going Forward Planning and Implementing: 1. Teach the data meeting protocol to the data team members and teachers (The How, 39). 2. Implement and monitor the protocol for data meetings and data analysis with fidelity (The How, 39). Expanding and Sustaining: 1.__Ensure the data storage and retrieval system is effective and efficient (The How, 39). Building Block 4. Best Practices in Literacy Instruction ‘X. Action: Provide direct, explicit literacy instruction for all students ‘Currently in Place to be Continued: 1. Examining student data to identify areas of instruction with greatest needs. 2. Compiling and examining classroom observation data 3. Allocating which aspects of literacy instruction students are to receive in each subject area (Educational Epiphany—Dr. Donyall Dickey). Going Forward Planning and Implementing: 1. Continue using the gradual release of responsibility and 5-E's instructional models (Dickey, 2017), Expanding and Sustaining: 1. Continue analyzing data to determine the impact of teaching strategies on student achievement (The How, 40). 2. Continue to provide ongoing training to all pertinent and new staff in the use of the core literacy program (The How, 40) B. Action: Ensure that students receive effective writing instruction across the curriculum ‘Currently in Place to be Continued: 1. Monitoring the school-wide literacy initiative and making adjustments as deemed necessary based on observation data, Going Forward Planning and Implementing: 1. Develop a coordinated plan for writing instruction across all subject areas that includes explicit instruction, guided practice, and independent practice (e.g. gradual release of responsibility and S-E"s instructional models) (The What, 10). Expanding and Sustaining: 1. Provide professional learning to all subject area teachers (to include technical subjects) on best practices in writing instruction in all content areas (The What, 10). . Action: Teachers work to develop and maintain interest and engagement as students progress througl school. ‘Currently in Place to be Continued: Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 7 of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan 1. Communicating to teachers and instructional support staff the significance in developing positive relationships with students and creating an environment that balances rigor and relevance to which students want to come, lear, and share. Going Forward Planning and Implementing: 1. Provide students with opportunities to self-select reading material and topics for research (The What, 11). 2. Take steps to provide students with an understanding of the relevance of academic assignments to their lives (The What, 11). Expanding and Sustaining: 1. Increasing access to texts that students consider engaging. Building Block 5. System of Tiered Intervention (RTI) for All Students ‘A. Action: Use information developed from the school-based data teams to inform RTI process (see Building Block 3 Section E) ‘Currently in Place to be Continued: 1, Scheduling collaborative planning time for data meetings at a minimum of once monthly. 2. Using screeners and curriculum-based assessments to influence instructional decisions regarding service options for RTI. Going Forward Planning and Implementing: 1, Analyze data to identify students in need of intervention according to established protocols (The How, 43). 2. Monitor to ensure that interventions are occurring regularly and with fidelity (The How, 43). Expanding and Sustaining: 1. Provide building and system-level support of the process (The How. 43). B. Action: Provide Tier I Instruction based upon the GSE in all grades to all students in all classrooms | (See Building Block 4 Sections A and B) ‘Currently in Place to be Continued: 1, Examining student data to identify areas of instruction with greatest needs. 2. Compiling and examining classroom observation data, 3. Allocating which aspects of literacy instruction students are to receive in each subject area (Educational Epiphany—Dr. Donyall Dickey). 4. Monitoring the school-wide literacy initiative and making adjustments as deemed necessary based on ‘observation data. 5. Scheduling collaborative planning per content area to allow teachers to create common instructional plans and share instructional strategies and materials. Going Forward Planning and Implementing: 1. Develop a coordinated plan for writing instruction across all subject areas that includes explicit instruction, guided practice, and independent practice (c.g. gradual release of responsibility and 5-E's instructional models) (The What, 10). 2. Monitor collaborative planning sessions to ensure implementation of jointly adopted literacy instruction (The How, 43). 3. Monitor collaborative planning sessions to ensure that teachers develop and agree upon common classroom-based formative assessments to ensure consistent expectations across classrooms (The How, 43-44) Expanding and Sustaining: Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 8 of 10Dougherty County: Dougherty Comprehensive High School Literacy Plan 1. Provide professional learning to all subject area teachers (to include technical subjects) on best practices in writing instruction in all content areas (The What, 10). 2. Ensure that communication between teachers and administrators is ongoing and effective so that instructional expectations are met (The How, 44). C. Action: Implement Tier 2 needs-based interventions for targeted students ‘Currently in Place to be Continued: 1, Using screeners and curriculum-based assessments to influence instructional decisions regarding service options for RTI Going Forward Planning and Implementing: 1. Plan and provide professional learning for interventionists on appropriate use of supplemental and intervention materials, diagnosis of reading difficulties, direct and explicit instructional strategies to address difficulties, charting data, and graphing progress (The How, 45). Expanding and Sustaininy 1, Contract content area literacy coaches who are skilled evaluators of literacy needs within various subject areas and is able to collaborate with secondary school leadershi assessment data to inform instruction (The Why. 182). D. Action: In Tier 3, ensure that Student Support Team (SST) and Data Team monitor progress jointly ‘Currently in Place to be Continued: 1, Using screeners and curriculum-based assessments to influence instructional decisions regarding service options for RTI Going Forward Planning and Implementing: 1. Tier Ill SST/data teams meet at least once a month to discuss student progress based on interventions that include a minimum of four data points (The How, 46). 2. The data teams receive professional learning on Student Support Team processes and procedures as outlined in the GADOE manual and guidance (The How, 46). Expanding and Sustaininy 1. Contract content area literacy coaches who are skilled evaluator of literacy needs within various subject areas and is able to collaborate with secondary school leadership teams and teachers to interpret and use assessment data to inform instruction (The Why, 182). E. Action: Implement Tier 4 specially-designed learning through specialized programs, methodologies or instruction based upon students’ inability to access the GSE any other way. ‘Currently in Place to be Continued: 1. Adhering to all instructional modifications outlined in students” Individual Education Plans (IEP"s). 2. Consulting site-based and district-level Exceptional Students Program personnel to develop schedules and instructional plans that benefit students with disabilities Going Forward Planning and Implementing: 1. Special education teachers participate in professional learning to ensure strict alignment with delivery of GSE, even in separate settings (The What, 13). 2. Ensure building administrators, student records clerk, and counselors are familiar with funding formulas affecting students in special programming (The What, 13). 3. Most qualified teachers support delivery of instruction for students with the most significant instructional needs (The What, 13). Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 9 of 10Expanding and Sustaining: 1. A system of checks and balances ensures fidelity of implementation and progress of student subgroups at a rate commensurate with typical peers indicative of closing the achievement gap (The How. 47). Building Block 6, Improved Instruction through Professional Learning A. Action: Ensure that pre-service education prepares new teachers for all the challenges of the classroom ‘Currently in Place to be Continued: 1. Implementing a site-based new teacher induction program that pairs new teachers with a mentor teacher and provides professional learning specific to acclimating new teachers to the school's procedures and expectations. 2. Charging instructional coaches with providing job-embedded professional learning to new teachers. Going Forward Planning and Implementin; 1. Enlist support from postsecondary education institutions to require pre-service teachers demonstrate ‘competency in reading theory and practice as well as in the development of disciplinary literacy (The How, 48). Expanding and Sustaining: 1. Ensure that mentoring teachers are fully trained in providing instruction in disciplinary literacy (The How. 48), B. Action: Provide professional learning for in-service personnel ‘Currently in Place to be Continued: 1. Scheduling and protecting time during the school day for teachers to collaboratively analyze data, share expertise, study the standards, plan lessons, examine student work, and reflect on practice. Going Forward Planning and Implementing: 1. Contract instructional coach (literacy coach) to provide site-based support for staff (The How, 49). Expanding and Sustaining: 1, Ensure that new personnel receive vital professional learning during early years (The How. 49). OPEN IN... Dougherty County: Dougherty Comprehensive High School Literacy Plan Page 10 of 10