Flexible Learning Program (FLP) Template Instructions

Georgia Department of Education Title I, Part A FY16 Flexible Learning Program (FLP) Plan Flexible Learning Program (FLP) Template Instructions 1. ...
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Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan

Flexible Learning Program (FLP) Template Instructions

1. Please fill in the required information for each Priority, Focus, or Alert School that will be offering an FLP plan. 2. All components of the Title I, Part A Flexible Learning Program must be addressed and completed. 3. Please attach a PDF copy of the sign-in sheets for the FLP planning committee meetings to the Attachments tab in the Consolidated Application. Please name the file FLP Planning Sign-in Sheets.

Dr. Richard Woods, State School Superintendent April 2012 ● Page 1 of 18

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan LEA FLP Set-aside: $__________________ Is the set-aside amount five (5) percent of the LEA’s Title I, Part A allocation? (Y/N) $__________________ Is the LEA setting aside more than the (5) percent? (Y/N) If yes, please enter the amount budgeted for additional FLP funding. $__________________ Do equitable services to eligible private school students apply? (Y/N) Is the LEA providing NCLB CHOICE transportation? (Y/N) If yes, please enter the amount budgeted for NCLB CHOICE transportation. $__________________ Note: All Priority Schools must set-aside 10 percent of the school’s Title I, Part A allocation for professional learning. School Name

School Identification Category

Title I, Part A Status

Title I, Part A School Type

Drop Down List: LEA Schools

Drop Down List: Priority School Focus School Title I Alert School

Drop Down List: Title I School Non-Title I School

Drop Down List: Targeted Assistance Program Schoolwide Program

Dr. Richard Woods, State School Superintendent April 2012 ● Page 2 of 2

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan

Flexible Learning Program (FLP) Budget Projections for Consolidated Application 5% Required Set-Aside $__________________ Custom Set-Aside for FLP above the Required 5% $__________________ NCLB Choice Transportation $_________________

School Title I, Part A Personnel Name School Costs Allocation

Contracted Services Cost

Supplies and Materials Cost

FLP Evaluation Transportation Costs Costs

Professional Learning Costs for FLP Instructional Staff for Focus Schools (Title I Alert Schools, if applicable)* $

Other Expenses

Drop $ $ NA $ NA Down List: LEA Schools *NOTE: The Professional Learning Costs for FLP Instructional Staff for Focus Schools (Title I Alert Schools, if applicable) are those cost that an LEA will budget from the required minimum 5% set-aside for FLP to provide professional learning for instructional staff in the LEA’s FLP. An LEA may create a custom set-aside for this professional learning, or require each Title I school participating in the FLP to use a portion of the school’s Title I, Part A allocation to provide this professional learning to the individual school’s staff who will be providing instruction in the LEA’s FLP program. Priority Schools will not utilize the funding from this set-aside to provide professional learning to staff who will be providing instruction in the LEA’s FLP program. Priority Schools will utilize the 10 percent required set-aside of the school’s Title I, Part A allocation to provide this professional learning to the individual school’s staff who will be providing instruction in the LEA’s FLP program.

Dr. Richard Woods, State School Superintendent April 2012 ● Page 3 of 3

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan

Priority Schools Required Professional Learning (This table must be completed for each of the LEA’s Priority Schools.)

All non-SIG Priority Schools must set-aside 10 percent of the school’s Title I, Part A allocation for professional learning. Priority Schools must utilize the required 10 percent set-aside of the school’s Title I, Part A allocation to provide professional learning to staff who will be providing instruction in the Priority School’s FLP program. Priority Schools will not utilize funding from the Professional Learning Costs for FLP Instructional Staff for Focus Schools (Title I Alert Schools, if applicable). Name of Priority School

School Allocation

10% required Set-aside of School Allocation

List of Professional Learning Activities for FLP instructors with Estimated Costs that will be charged to the 10% required Setaside of the School’s Title I, Part A Allocation

Drop Down List: LEA Schools

Dr. Richard Woods, State School Superintendent April 2012 ● Page 4 of 4

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan FLP Components Drop Down List: LEA Schools 1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:  Core content area(s)  Subgroup(s)  Graduation rate(s) Note: The LEA must identify the measurable performance goals and outcomes to be met. Response: The designation of Rome High School as a Focus school for the 2015-2016 school year was based on the difference between the graduation rate of our highest performing sub-group, Hispanic students (83%), and our lowest performing sub-group, students with disabilities (SWD) (33%). For this reason, the focus of the FLP for Rome High School will be to increase graduation rate through a targeted, individualized academic program designed to increase academic achievement and lower course failures for students served in the program. School:

Core Content Area Analysis Area 1- Course Failures Overall ∙ Math- 26.8% of students have failed at least one math course ∙ English Language Arts (ELA)- 17.6% of students have failed at least one ELA course ∙ Science- 19.5% of students have failed at least one science course ∙ Social Studies- 14.3% of students have failed at least one social studies course 9 Grade Students ∙ Percent of students earning 3* credits in core content courses- 60.2% *9 grade students at Rome High School do not take a social studies course th

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Area 2- Academic Achievements The following percentage of students represents the percent of students who scored at the meets or exceeds levels for the 2014 spring administration (updated data is not yet available from spring 2015) ∙ Ninth Grade Literature EOCT- 89% ∙ American Literature EOCT- 89% ∙ Coordinate Algebra EOCT- 42% ∙ Analytic Geometry EOCT- 32% ∙ Physical Science EOCT- 81% ∙ Biology EOCT- 75% ∙ US History EOCT- 71% ∙ Economics EOCT- 78% ∙ GHSWT (2013 data)- 93.7% Sub-Group Analysis CCPRI Analysis Dr. Richard Woods, State School Superintendent April 2012 ● Page 5 of 5

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Drop Down List: LEA Schools 1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:  Core content area(s)  Subgroup(s)  Graduation rate(s) Note: The LEA must identify the measurable performance goals and outcomes to be met. An analysis of the 2014 CCPRI data revealed that Rome High School had subgroup deficiencies in the following areas: School:

Did not meet subgroup or state performance levels (red flags)/Met subgroup but not state performance level (yellow flags) Students with disabilities ∙ 9 Grade Literature EOCT(yellow flag) ∙ American Literature EOCT(red flag) ∙ Biology EOCT(red flag) ∙ US History EOCT(red flag) ∙ Economics EOCT(yellow flag) ∙ Algebra EOCT(red flag) ∙ Geometry EOCT(yellow flag) ∙ Physical Science EOCT(red flag) - Economics EOCT (yellow flag) Black students ∙ American Literature EOCT(red flag) ∙ Algebra EOCT(red flag) ∙ Geometry EOCT(red flag) ∙ Biology EOCT(red flag) ∙ Physical Science EOCT(yellow flag) ∙ US History EOCT(yellow flag) Hispanic students ∙ American Literature EOCT(red flag) ∙ Biology EOCT(red flag) ∙ US History EOCT(red flag) ∙ Algebra EOCT(red flag) ∙ Geometry EOCT(red flag) ∙ Economics EOCT(yellow flag)  9th Grade Literature EOCT (red flag)  Physical Science EOCT (red flag) th

White ∙ NO red or yellow flags English Language Learners Dr. Richard Woods, State School Superintendent April 2012 ● Page 6 of 6

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Drop Down List: LEA Schools 1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:  Core content area(s)  Subgroup(s)  Graduation rate(s) Note: The LEA must identify the measurable performance goals and outcomes to be met. ∙ US History EOCT(red flag)  9th Grade Literature EOCT (red flag)  Algebra EOCT (red flag)  Physical Science EOCT (red flag) School:

Economically Disadvantaged ∙ American Literature EOCT(red flag) ∙ Biology EOCT(red flag) ∙ 9 Grade Literature EOCT(yellow flag) ∙ Algebra EOCT(red flag) ∙ Geometry EOCT(red flag) ∙ Physical Science EOCT(yellow flag) ∙ US History EOCT(red flag) ∙ Economics EOCT(yellow flag) th

Analysis of the data for student subgroups shows that academic deficiencies are evident among Students With Disabilities, Black, Hispanic and Economically Disadvantaged students. Graduation Rate Analysis 2014- As provided by the GADOE ∙ Overall- 81.3% ∙ Hispanic- 78.2% ∙ Black- 76.1% ∙ White- 85.8% ∙ SWD- 51.3% ∙ Economically Disadvantaged- 76.2% 2014 CCPRI Data Identified the following groups as meeting the subgroup, but not state performance standards (yellow flags) ∙ Students With Disabilities - English Language Learners Goal Identification After analyzing the data for the overall and subgroup populations of Rome High School, as well as an understanding of the need to continue to close the achievement gap for graduation rate while also work on closing the achievement gap in test performance it was determined that the focus of the FLP should be in the area of Math. Dr. Richard Woods, State School Superintendent April 2012 ● Page 7 of 7

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Drop Down List: LEA Schools 1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLP offered at each school:  Core content area(s)  Subgroup(s)  Graduation rate(s) Note: The LEA must identify the measurable performance goals and outcomes to be met. School:

Measurable Performance Goals Three measureable goals for FLP participants will be evaluated to show academic growth of the students as well as determine the effectiveness of the program in course failure reduction. Goal 1: 100% of students enrolled in the FLP will improve their math knowledge base, as measured by progress monitoring assessments. Goal 2: For students enrolled in FLP there there will be measurable gains in achievement gaps between the highest and lowest subgroups. Goal 3: Students enrolled in the FLP as 9 or 10 graders will show that they understand and can articulate the math concepts found in Algebra I and Discrete Geometry as indicated by a performance level of 2,3, or 4 on the Georgia Milestones. th

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2. Describe the multiple educationally related selection criteria by core content area served with the weighting that will be applied to the criteria per school to determine the rank order list of eligible students by greatest academic need. Response: Rome High School will use the following multiple-selection criteria to determine the rank order for students in the FLP. All Rome High School students will be ranked for the FLP using the selection criteria below. Research on dropout prevention (Allensworth & Easton, 2007)) has identified the best predictor of dropping out to be students who had good achievement in middle school test scores, but who then were off-track by the end of the 9 grade year (this was at a higher level than students who had low achievement in the 8 grade and 9 grade). th

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Being off-track, (indicating previous retentions), is shown as a strong indicator for dropout risk points for incoming students will be assigned in the following manner ∙ 3 or more years retained- 3 pts ∙ 2 years retained- 2 pts ∙ 1 year retained- 1 pt Additionally, Rome High will use student scores from the Edmentum assessment as the second criteria used to assign points. Points will be assigned in the following manner: a score that indicates a math level of 5 years or more below current level - 5 pts a score that indicates a math level of 4 years below current level - 4 pts Dr. Richard Woods, State School Superintendent April 2012 ● Page 8 of 8

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan 2. Describe the multiple educationally related selection criteria by core content area served with the weighting that will be applied to the criteria per school to determine the rank order list of eligible students by greatest academic need. a score that indicates a math level of 3 years below current level - 3 pts a score that indicates a math level of 2 years below current level - 2 a score that indicates a math level of 1 year below current level - 1 Academic need determination All Rome High School students will be ranked using these criteria. Any student who gains three or more overall points based on the multiple selection criteria will be considered as “not meeting standards” for Federal Rank Order. It is our goal to serve all Rank Order I and II students during the 2015-2016 school year. Once students overall point score is determined based on the formulas above, students will then be served in the program based on the following federal rank order. FLP Rank Order I: Students in the following subgroups that are not meeting standards as identified by state assessment results: students with disabilities, English Learners, or free- and reduced price lunch subgroups; and, if funding levels allow; FLP Rank Order II: All other students that are not meeting standards, as identified by state assessment results; and, if funding levels allow; FLP Rank Order III: Students who are meeting standards, as identified by state assessment results. 3. Describe the scientifically research based strategies that the LEA will implement to ensure that supplemental academic intervention time is designed to support students meeting academic performance goals.

Dr. Richard Woods, State School Superintendent April 2012 ● Page 9 of 9

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Response In order to best meet the needs of the students in the FLP, a differentiated instruction model will be applied. Differentiated instruction is defined as “a process to approach teaching and learning for students of differing abilities with the intent to maximize each student's growth and individual success by meeting each student where he or she is . . . rather than expecting students to modify themselves for the curriculum” (Hall, 2002). Differentiated instruction, in addition to showing improvements in standardized test scores for all students (Rock, Gregg, Ellis, & Gable, 2008), has shown specific benefits for special education students, a main target for the FLP (McQuarrie, McRae, & Stack-Cutler, 2008). However, it can be difficult for teachers to differentiate instruction for multiple reasons, including, but not limited to, limited curriculum materials, time and content knowledge. For this reason, the FLP will utilize a proven differentiated instruction programs. The main program implemented for the FLP will be Edmentum Assessments (PLATO). This program utilizes an adaptive global assessment program to first diagnose the grade level (2 -12 ) math that an individual student is able to complete. Following the initial assessment result, an individualized learning path is created for the student. This learning path allows students to master math content one standard at a time (aligned to GSE) by giving an interactive lesson, an enhancement (can be completed at home by printing it out), and an assessment to prove mastery. Students can only move on to the next unit if they demonstrate an 80% or better understanding of the concept. Students will work on the individualized plan two days a week for 45 minutes each day. Teachers in the program can re-assign lessons, adjust learning paths and use enhancement resources to help students are struggling in their learning path or who need to be moved forward more quickly. These resources will be found through the Edmentum program, other resources provided to the teachers such as coach books or other online programs. This mixed-method, fully differentiated instructional approach has been shown to be very effective at helping both on-grade level and below-grade level students. nd

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4. Describe the program delivery model that the LEA/school will implement. The description must address the delivery schedule (when, where, how), hours of service, student/instructor ratios, progress monitoring, plans to address program modifications when applicable, transportation services, etc. Is the LEA/school and its’ FLP program in compliance with Title I laws and regulations?

Dr. Richard Woods, State School Superintendent April 2012 ● Page 10 of 10

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Response: The program delivery model implemented by Rome High School will be two-fold. First, an afterschool tutoring program will be offered two days a week, 45 minutes per day, of math instruction/tutoring during the school year. Second, a summer program will be offered to allow students the opportunity continue working on content/standards mastery over the summer. This will be a session of 3 weeks for 4 days a week for 4 hours daily beginning on June 1, 2016, and ending on June 21, 2015. This program will be significantly different from instruction during the regular school day in several ways. First, all student instruction will be individualized based on the identified learning needs of the students, rather than focusing on content instruction based on required standards. Second, students will be taught in small groups with a ratio of no more than 10 to 1. Finally, instruction will be of a blending-learning style using both interactive, computer-based instruction and simultaneous interventions from teachers to meet the diagnosed learning needs of the student. Previously purchased computer labs will be used during the afterschool sessions as well as the summer session. The afterschool program will take place at Rome High School from 3:45-4:30pm Monday-Thursday. Because Rome High School also has a satellite campus that serves students with behavior issues (Rome Transitional Academy (RTA)) and students who are not on-track to graduate due to academic issues (Phoenix Learning center, (PLC)), we will offer the same program at that location. The time for the PLC and RTA will be from 4:00-4:45pm Mondays and Tuesdays or Wednesdays and Thursdays. Each student will be required to attend two after-school sessions per week; days will be assigned based on student request and teacher availability. The program will begin the week of September 8-11, 2015, and run through the week before finals, May 9-12, 2016, for a total of 33 weeks. For the summer session, the program will begin June 1, 2016, and ending on June 21, 2015, for a total of three weeks (12 days). As lack of transportation has been a major barrier to success of afterschool and summer programs at Rome High School in the past, transportation from the school to an area within walking distance of the students’ home will be provided as part of the FLP. The student to teacher ratio for the FLP tutoring groups will be no more than 10:1, which will allow for a high degree of individualized instruction during the afterschool and summer sessions. Progress monitoring data from the computer-based curriculum programs utilized by the FLP will be reported to the FLP coordinator at least monthly. Individual student records and lesson plans will be maintained by the FLP teacher and will be available for review by the program coordinator, associate principal, principal and/or Title I director as requested. These will be reviewed to ensure that the program is meeting the needs of the students and program modifications will made for any students that require them. To ensure that all Title I laws and regulations are being followed, the FLP coordinator will be required to have all budgetary, curriculum and programming decisions approved by either the Title I coordinator and the principal of Rome High School and/or the Title I director for the district.

Dr. Richard Woods, State School Superintendent April 2012 ● Page 11 of 11

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan 5. Describe the professional development (PD) that the LEA will provide for the FLP instructional staff/contractor to ensure that:  Instruction is tailored to the needs of participating students  Instructional strategies are effective in helping at-risk students achieve success Response: In order to ensure the success of the FLP, instructional staff will receive multiple forms of professional development. Each teacher will receive a minimum of 10 hours of professional development specifically for the FLP. At a minimum, teachers will receive training before the beginning of the program (August 2015) and throughout the school year (these costs are included in the professional development costs in the overall budget). If needed, professional development will be delivered during the school day and substitutes will be paid by from professional development FLP budget. Professional development for FLP teachers will focus on three areas, instructional technology, content delivery, and progress monitoring. Because of the amount of instructional technology used in this program, instructional technology training will be a main area of focus. Technology professional development on using Google docs (a multiple password protected-resource) for online attendance, hours and progress monitoring reporting, will be provided by the FLP coordinator. Training for the online curriculum program will take place in person by Edmentum trainers. The training is designed to help teachers utilize the programs to diagnose the academic needs of individual students, create content within the program to help remediate the needs of the students and then evaluate the effectiveness of the intervention and either continue moving forward or re-teach as needed. The Edmentum program was specifically designed to diagnose and remediate individual academic weaknesses and have been shown through statistical analysis to be effective in helping students who are academically at-risk. The trainings provided by Edmentum will focus on the instructional strategies needed to meet the academic needs of at-risk students. Curriculum professional development in math is provided to math FLP teachers, and all math teachers, at least weekly, if not more often, by the math coaches at Rome High School. Specific instruction in working with students to improve standardized test scores and working with students with disabilities and other subgroups are areas of focus of these trainings. If FLP teachers identify further areas of content instruction need, the FLP coordinator will work with the math coach to determine what will be the best method to deliver this instruction. All FLP training money will be used only for the training of FLP teachers. All purchase orders, payroll paperwork and training requests must be submitted and approved by the Title I Director for the district to ensure that all policies for Title I are followed. 6. Describe the procedures the LEA will implement to ensure that the instructional goals of the FLP students are aligned with the Common Core Georgia Performance Standards. Response: The program, Edmentum Assessments, was chosen specifically because of its ability to provide proof that it aligns the content to the Common Core Georgia Performance Standards. All math content teachers were trained in Common Core implementation extensively during the 2013-2014 and 2014-2015 school years and that training will continue in the future. The training will include professional development for the GSE. All progress monitoring reported to the FLP coordinator will be required to be tied specifically to a GSE standard. Lesson plans will be kept on file by FLP teachers for review by the FLP coordinator, and other Dr. Richard Woods, State School Superintendent April 2012 ● Page 12 of 12

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan stakeholders as requested. Weekly program walkthroughs will be conducted by the FLP coordinator and monthly walkthroughs will be conducted by the principal and/or district Title I director.

7. Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students with the greatest need for the FLP? Response: It is the goal of the 2015-2016 FLP to enroll, at a minimum all Tier 1 and Tier 2 students in the program. However, should more students be eligible for the program than funding allows, students with higher multiple selection criteria scores within the first federal level will be enrolled in the program before students with lower scores. All students are eligible and will be invited, and then based on the multiple selection criteria, and available funds, students in the federal rank order program will be given a space in the program. Initially, all paperwork explaining the EASA flexibility requirements for the programs, the details of the program, and an application will be sent home with all students for the first open enrollment. This letter and application will also be available on our school website and in the counseling office. Students in Tier I and Tier 2 who do not return the paperwork within 2 weeks will have a leadership team member or FLP teacher make another attempt to contact their parents. This contact will be attempted through multiple methods including phone, email, mail, in-person, or through additional community or business contacts. Additionally, aggressive recruitment of the students themselves through contact by an FLP teacher or coordinator will occur throughout the month of August as funding allows. Students will be enrolled into the program from return applications based on rank order and open spots based on funding. In January, a second set of paperwork and application will be sent home to all students who are nonparticipants, to recruit any additionally interested students. Students will be enrolled based on rank order and open spots based on funding. In May, an invitation to summer session will be sent home to all students. Students will be enrolled based on rank order and open spots based on funding. To increase attendance in the program, FLP teachers will be required to maintain attendance records with all students and will be encouraged, to develop not only academic but also mentor-like relationships with their students. Attendance data will be provided to the FLP coordinator weekly and updated to the district office bi-weekly. The curriculum programs selected for the program were specifically selected because of their proven ability to engage and enhance student interest as well. Additionally, requirements for continuing in the program will be put in place for all students. Any student who misses more than two tutoring sessions in a single nine-week period will have their parents notified that an additional absence may result in their dismissal from the program and will be reminded of the benefits of continuing in the program as well as offered any assistance needed to encourage their child to continue participation. Incentives for remaining in the program will include a raffle-like contest in which students will receive a ticket for each FLP sessions they attend and each math standard that their FLP teacher certifies that they have mastered. At the end of each month, all student tickets will be entered in a raffle for prize money Dr. Richard Woods, State School Superintendent April 2012 ● Page 13 of 13

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan 7. Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students with the greatest need for the FLP? provided by fundraising funds from the school. Finally, the FLP coordinator will be expected to ensure that the federal rank order list is updated at least three times during the school year (as soon as documents are available at the beginning of the year, in October and in January) to ensure that any students moving into the Rome High School district during the school year have an opportunity to be ranked and included in the program when the second enrollment invitation is sent out. 8. Describe the procedures the LEA/school will use to monitor the implementation of the program and the tracking of all required data (assessment, program cost, etc.). The procedures must include the person(s) responsible for monitoring the implementation of the FLP plan in the LEA’s schools. Response: Monitoring of the program will be the primary responsibility of the FLP coordinator. The FLP coordinator will be responsible for the following items: ∙ Identification of students eligible for the program based on the multiple-selection criteria ∙ Development and delivery of student enrollment packets ∙ Student enrollment ∙ Google Docs training as well as other training as needed on a monthly basis ∙ Program budget ∙ Transportation contracts and assignments ∙ Purchase of all supplies needed to support the students and teachers in the program ∙ Student attendance records ∙ Student progress monitoring ∙ Teacher hours reporting and monthly payroll paperwork ∙ Parent contacts as needed ∙ Parent information meetings ∙ Communication between the school and district Title I parties ∙ Reporting of progress to the district Title I director All of the activities listed above will also be monitored by the person in charge of Title I programs, the principal and/or the District Title I Director. All program costs will be approved by the school principal and Title I Director before purchases are made.

9. Describe the internal controls that the LEA will implement to promote efficiency, assure the fidelity of the implementation of the LEA’s FLP program, and to safeguard assets and/or avoid fraud, waste, and abuse. Response: The LEA will follow all Title I and system procedures and policies to ensure that the program is efficient, effective and appropriately implemented and monitored. Rome City School’s Fraud, Waste and Abuse policy will be followed at all times and monitoring of the program will be the responsibility of multiple parties including the FLP coordinator, Rome High’s Title I coordinator, principal and district Title I director. All FLP teachers will receive a copy of the District Fraud, Waste and Abuse policy prior to the start of the program. All expenditures will be submitted on a district purchase order form to the principal and then to the Dr. Richard Woods, State School Superintendent April 2012 ● Page 14 of 14

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan 9. Describe the internal controls that the LEA will implement to promote efficiency, assure the fidelity of the implementation of the LEA’s FLP program, and to safeguard assets and/or avoid fraud, waste, and abuse. district Title I director for approval prior to entering into any contracts with providers. Monthly time sheets for FLP teachers and the FLP coordinator will be reviewed and approved by the principal and district Title I director. Monthly reports on the effectiveness of the program will be reported by the FLP coordinator to the Title I coordinator, principal, district Title I director and any other interested stakeholders. Weekly program walkthroughs will be conducted by the FLP coordinator and monthly walkthroughs will be conducted by the Title I coordinator, principal and/or district Title I director. Should these walkthroughs find areas of needed improvement, retraining will be the responsibility of the FLP coordinator and any other instructional issues will be the responsibility of the principal.

10. LEAs are required to evaluate outcomes of their FLP interventions. Describe the LEA’s evaluation plan. The evaluation plan must address program goals, program effectiveness, measurement instruments, administration, and include an analysis for each school implementing FLP program implemented in the LEA: Response: A. List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program. (What are the measureable outcomes that the intervention is designed to improve?)

The overall goals of the program are as follows Goal 1: 100% of students enrolled in the FLP will improve their math knowledge base, as measured by progress monitoring assessments. Goal 2: For students enrolled in FLP there there will be measurable gains in achievement gaps between the highest and lowest subgroups. Goal 3: Students enrolled in the FLP as 9 or 10 graders will show that they understand and can articulate the math concepts found in Algebra I and Discrete Geometry as indicated by a performance level of 2,3, or 4 on the Georgia Milestones. th

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B. List and describe the assessment instrument(s) that will be used to measure each program target/goal.

For goal one, the progress monitoring reports from the Edmentum Assessments program will be used to show student growth. For the Edmentum Assessments math program, weekly updates on scores on each GSE standard the student is working on are sent automatically to the FLP coordinator. The math score data reports the evaluation score for the standard and the post-instruction score for the standard. For goal two, the subgroups achievement gap will be measured by the data from the 2015 and 2016 CCRPI. The reasoning for this methodology is to determine the effectiveness of the FLP rather than simply looking for individual student gains (this information, however, will be able to be determined from the data as well). For goal three, the results of the Georgia Milestones Spring 2016 administration will be used as soon Dr. Richard Woods, State School Superintendent April 2012 ● Page 15 of 15

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan as it becomes available during the summer of 2016. C. Include a plan/procedure(s) for administering assessment instruments and for collecting and maintaining data. (A timeline for assessments must be provided. How will the LEA/school maintain student assessment information to ensure confidentiality?)

Within the FLP, progress monitoring data will be collected from the Edmentum Assessments program and reported to the FLP coordinator who will keep them in a password protected file. The FLP teachers will be required to use passwords in order to access student data and will be required to ensure that this data is kept in secure locations at all times. Assessment Schedule- All assessments will take place during regular after-school sessions August- Initial math placement tests May- Final progress for math afterschool programs June- Initial tests for summer school students who were not involved in after-school (as needed) July- Final progress for summer school students Ongoing- Students in the math program receive evaluation on GSE standards for each math unit on a standard-by-standard basis. Progress monitoring report deadlines September 30- Initial student analysis reports due October 31, November 30, December 31, January 31, February 28, March 31, April 30- Monthly progress monitoring reports for each student aligned to GSE standard will be due May 20- Final reports for each student due, including Georgia Milestone scores and other measures as requested by the FLP coordinator. June- Weekly reports on student progress (every four days of instruction) are due each Thursday. July- Final progress monitoring report for summer school students due. D. Include the LEA’s/school’s data analysis plan. (How will the LEA/school determine program effectiveness based on the program goals and measurement instruments listed above?)

For goal one all students within the program will be given an initial needs assessment through the online curriculum program. The programs will then be able to update teachers on the progress of the student after each session in which the student logs on. This data will be used to determine the progress of an individual student and will be reported monthly. At the end of the program an overall assessment will be given to determine the overall growth. For goal two, the subgroups achievement gap will be measured by the data from the 2015 and 2016 CCRPI. The reasoning for this methodology is to determine the effectiveness of the FLP rather than simply looking for individual student gains (this information, however, will be able to be determined from the data as well). For goal three, the Spring 2016 Georgia Milestones Math EOC test results will be used to determine the mastery of the content by FLP students. The FLP Coordinator will be responsible for compiling the data from the FLP teachers and reporting Dr. Richard Woods, State School Superintendent April 2012 ● Page 16 of 16

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan it to the district and other stakeholders. E. Include a description of the procedures that the LEA/school will implement to collect, analyze, and report participant feedback.

Three sets of survey instruments will be used to determine the satisfaction of participating parties with the program. One survey will be given to students involved in the program at either their exit from the program or at the end of the school year or summer program. A second set of surveys will be given to parents at the end of the school year/ summer program or when their student exits the program. Finally, a third set of surveys will be given to all teachers involved in the FLP at the conclusion of the school year and summer program. Surveys will be administered in multiple formats; all FLP students and teachers will be asked to complete an online survey instrument during the final FLP after-school session of the year. Any student or teacher who wishes to take the survey by pen-and-paper instead of online will be allowed to do this. For parents, an initial request to complete the survey online will be sent home in April, a second pen-and-paper survey will be sent shortly after that. Surveys for students and parents will be available in English and Spanish (as translated by the Rome High School ELL teacher). The format of all three surveys will be a mixed method of both Likert-scale (mostly-liked to mostly-disliked) and open-ended questions. The focus of all three survey instruments will be on several areas including the overall design of the program, the instructional technology used in the program, satisfaction with the results of the program, and areas in which improvements can be made. In addition to surveys, students, parents and teachers will have the opportunity to give feedback to the FLP coordinator during parent sessions in the spring and during wrap-up after-school sessions in May and summer sessions in July. Results of the surveys and feedback sessions will be compiled by the FLP coordinator, evaluated for trends and statistical analysis of the Likert-Based questions, and reported to the school leadership team, the school’s Title I coordinator, principal, District Title I Director, Superintendent, and other community stakeholders. Communication of the results of the surveys and feedback sessions will be included in the program evaluation report which will be available for all interested parties on the school website and in print at the local school, parents will also be allowed to request a copy sent home with their child or mailed to them. F.

Describe the LEA’s/school’s plan for informing parents/guardians of participating students’ progress toward the student’s academic goals.

Communication with parents and guardians will be the responsibility of the FLP teacher. At least one contact with parents per nine weeks about the students’ progress in the program, their work toward content mastery, as well as overall academic status will be required. For the summer program, teachers must make contact with the parents about student progress on standards at least once. Teachers will be expected to attempt contact through phone calls, but mail and email contacts may be made when this is not possible. Documented evidence of parent contacts will be reported to the FLP coordinator with the student progress monitoring data at the end of each month of the program. In August, there will be a parent meeting for those parents with children who are enrolled or would like to be enrolled in the program. The parents informational meeting will be held prior to the students starting in the FLP program. This informational meeting will allow parents to ask questions about the program as well as a chance to meet the teachers who will be working with the students in the FLP program. Dr. Richard Woods, State School Superintendent April 2012 ● Page 17 of 17

Georgia Department of Education

Title I, Part A FY16 Flexible Learning Program (FLP) Plan Additional parent sessions will be held in the spring for parents to view an after-school student session, discuss student growth and concerns with the FLP coordinator and teachers and to give feedback about the program in person. Effort will be made to have parents complete surveys during these sessions. G. Describe the LEA’s/school’s plan for informing stakeholders regarding results of the program evaluation, effectiveness of the program, and ongoing program improvement(s).

As FLP teachers report monthly progress monitoring to the FLP coordinator, the coordinator will prepare a short monthly report on the effectiveness of the FLP to be shared with the school leadership team, school administrators and district personnel. In conference with these interested parties, ongoing evaluation and changes may be made to the program as needed. In May of 2016, FLP teachers will be required to submit a final report of all attendance, student achievement, student test results and other requested data to the FLP coordinator for review. For the summer session these items will be due one week following the final session (July 2016). It will then be the responsibility of the FLP coordinator to analyze all numerical data, survey results and program objectives and prepare a written report that will be given to the Title I coordinator, principal, district Title I Director, Superintendent, parents, teachers, community stakeholders and any other interested parties. The FLP Coordinator, with help from the FLP teachers will prepare the FLP evaluation report. The report will encompass multiple areas. The first area of the report will discuss lessons learned in implementation of the program. The second will address the three goals of the program, student academic growth via progress monitoring through the Edmentum Assessments program, and statistical efficacy of student growth for students in the program, and the results of the Georgia Milestones Math EOC Assessments. The third area will include analysis of stakeholder feedback of the program, including statistical analysis of the Likert-based surveys, and analysis of the openended and feedback session comments. Finally, the report will include suggestions for future FLP plans and implementation from the analysis of all other areas of the report. The report will be completed by July 30, 2016 and will be available in electronic form on the school website, made available in print at the school office, parents can request a copy sent home with their child or mailed to them. Finally, the results of the program will be shared with internal stakeholders in school leadership team meetings and with parents and community stakeholders in parent meetings.

Dr. Richard Woods, State School Superintendent April 2012 ● Page 18 of 18

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