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Herschel V. Jenkins High School

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School Improvement Plan

1. General Improvement Plan Information

District	Savannah-Chatham County
School Name	Jenkins High School
Team Lead	Mr. Marlon Worrill
Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply)	Traditional funding (Federal funds budgeted separately)

Factors 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

Overarching Need

Overarching Need as identified in CNA Section 3.2	improve overall student performance on GMAS scores by 3%
Root Cause #1	Aligning instructional strategies and academic measures to improve student's overall performance on district and state assessments.
Goal	To meet or exceed CCRPI 3% achievement target scores in all GMAS areas for 2024-2025 school year

Action Step #1

Action Step	Teacher tutorial review GMAS sessions, remediation on Edgenuity, classroom review sessions based on benchmark data, small group sessions for students as needed.
Funding Sources	Title I, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Effective Leadership Supportive Learning Environment
Method for Monitoring Implementation	Data Driven Instruction Team and academic coaches monitors and provides feedback on benchmark assessments.
Method for Monitoring Effectiveness	Proof of Data Driven Instruction Team monitoring and providing feedback on benchmark assessments, school data meetings, and department meeting minutes.
Position/Role Responsible	Administrative Team, teachers and academic coaches
Timeline for Implementation	Yearly

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)?

Action Step # 2

Action Step	Content area teachers will receive support from academic coaches through professional development sessions, classroom observations and feedback.
Funding Sources	Title I, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Professional Capacity
Method for Monitoring Implementation	PD sign in sheets, lesson plans, observation notes, meeting minutes
Method for Monitoring Effectiveness	TKES, GMAS
Position/Role Responsible	Academic Coaches, Administration
Timeline for Implementation	Yearly

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)?

Action Step # 3

Action Step	Students will receive small class size instruction in mathematics that allows for more individualized instructional strategies due to the addition of a math teacher on staff.
Funding Sources	Title I, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Coherent Instruction
Method for Monitoring Implementation	schedules-teacher & students
Method for Monitoring Effectiveness	GMAS, benchmark assessments
Position/Role Responsible	administration
Timeline for Implementation	Yearly

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)?

2.2 Overarching Need # 2

Overarching Need

Overarching Need

Overarching Need as identified in CNA Section 3.2	Sustain and improve a positive school culture based on incentivized behavioral goals.
Root Cause # 1	Improving the quality of the school culture in terms of incentivized rewards programs for student growth.
Goal	Improve the positive school culture with quarterly incentivized programs that will be measured by decreases office referrals as compared to the prior quarter.

Action Step #1

Action Step	Reward students who consistently display positive behavior to enhance the culture of the school as measured by disciplinary actions
Funding Sources	Title I Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Family and Community Engagement Supportive Learning Environment
Method for Monitoring Implementation	PBIS Software
Method for Monitoring Effectiveness	A decrease in the number of referrals
Position/Role Responsible	PBIS Team
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)?

Business partners provide funding for incentives. Warrior Council can help assist in creative planning and preparation.

Action Step # 2

Action Step	Provide support to parents, families, and students related to a positive school climate based on increased access to a family engagement resource specialist who will not only provide information, but also events to support the building of a school-family relationship.
Funding Sources	Title I, Part A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Family and Community Engagement Supportive Learning Environment
Methods for Monitoring Implementation	Family Engagement Staff Schedules Event Calendar Family Engagement Center Inventory of resources
Method for Monitoring Effectiveness	Sign-in Sheets from events Family Center Sign In Sheet & Contact list
Position/ Role Responsible	Family Engagement Resource Specialist and Administration
Timeline for Implementation	Yearly

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)?

2.3 Overarching Need # 3

Overarching Need

Overarching Need

Overarching Need as identified in CNA Section 3.2	To include stakeholder feedback in decisions related to effectiveness of school academic and behavioral programs
Root Cause #1	Sustaining and cultivating stakeholder feedback on programs in order to improve the effectiveness of programs utilized and in order to improve collaborative efforts tied to student success.
Goal	To include stakeholder feedback on monitoring the success of programs initiated at the school related to academics and school culture especially to includes ESOL related areas.

Action Step # 1

Action Step # 1

Action Step	Implement surveys through multiple media outlets
Funding Sources	N/A
Subgroups
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning Environment
Method for Monitoring Implementation	Number of individuals responding to surveys in the fall, winter, and spring
Method for Monitoring Effectiveness	Results from surveys discussed in Leadership Team meetings.
Position/Role Responsible	All Stakeholders and Leadership Team
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)?

Action Step # 2

Action Step	Utilize consistent, longitudinal data in order to determine the effectiveness of programs over time including a yearly basis.
Funding Sources	N/A
Subgroups	Economically Disadvantaged Foster Homeless English Learners Migrant Race/Ethnicity/Minority Student with Disabilities Immigrant
Systems	Coherent Instruction Effective Leadership Professional Capacity Supportive Learning Environment
Method for Monitoring Implementation	Data teams review longitudinal data to reflect improved effectiveness of programs.
Method for Monitoring Effectiveness	Assessing specific use of data to help accelerate improvement on programs.
Position/Role Responsible	All stakeholders
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)?

Business partners, school council, and parents.

New Panel

Required Questions

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

3.1 Stakeholders, Coordination of Activities, Serving Children, and 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).

As the schoolwide plan was developed input was sought from parents, teachers, community members, business partners, other school staff to include paraprofessionals and specialty staff, and district staff related to the effective management of the school, teacher quality of instruction, instructional content, and strategies. This input was gathered through parent virtual community/parent forum, an informal teacher survey, feedback from staff during professional learning communities, administration gained input from the school leadership team and school council.

2. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are nor served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers.

Teachers will not be hired who are ineffective, out-of-field or inexperienced based upon the Georgia Professional Standards Commission guidelines and the LEA Strategic Waiver. Screening all candidates for hire is completed at the district level before being released to the school to interview. This ensures that only qualified teachers are interviewed and hired. After being hired to ensure teachers do not become ineffective after they are hired, they will be observed weekly to ensure students are receiving effective, meaningful, and academically challenging instruction. Teachers will be evaluated using TKES.

3. Provide a general description of the Title I instructional program being implemented at the 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).

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 on approved instructional materials in all content areas. Teachers will be monitored and evaluated consistently. The School Leadership Team will meet monthly to review the components of the School Improvement Planto ensure we are monitoring our progress as a school. the school is working to support at-risk students instructionally by providing professional learning to staff related to implementing instructional based resources on studnet 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 meetings to support; meeting State standard, 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. At this time there are no students designated as Neglected & Delinquent. If students were to be designed as Neglected and Delinquent, they would be served academically identical to any other students. All family events and opportunities would be available to the staff at the facility where he student is housed. The school would communicate all information related to the student and school issues with the staff at the facility and not the actual parent. Under the McKinney Vento Act, there are several students who are being provided transportation, meals and additional academic support when requested by parents.

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

3.2 PQ, Federally Identified Schools, CTAE, Discipline

New Panel

New Panel

Required Questions

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 school 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; and increased student access to early college, high school, or dual or concurrent enrollment opportunities or career counseling to identify students interest and skills.

The evidence-based program for assisting students entering high school to include new students during the school year, as well as students transitioning from high school to college/career are as follows: A ninth- grade counselor is dedicated to the academic and behavioral needs of all ninth-grade students. To ensure seniors are meeting all requirements need to graduate on time and provide the tools and resources to assist, we host two mandatory Senior Parent meetings. All interested students are encouraged to participate in advanced learning opportunities to include IB, AP, honors, dual enrolment, and work-based learning in coordination with high learning institutions.