School Improvement

Running head: SCHOOL IMPROVEMENT: OLIVE GROVE HIGH SCHOOLS

School Improvement: Olive Grove High Schools Plan for Success

ReTina D. Gray
PL & Technology Innovation (ITEC 7460)
Kennesaw State University

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School Improvement: Olive Grove High Schools Plan for Success

Vision
According to Charmaraman & Hall (2011), At-risk students lack many of the skills
they need to become successful and productive citizens. These at-risk students will enter the
workforce lacking the basic skills essential for successful job performance, thus showing that
those who are in poverty will most likely continue the poverty cycle (Partnership for 21st
Century Skills, 2006). In order to break the poverty cycle, educators at Olive Grove High School
are committed to preparing students to become global citizens by integrate essential skills
through the implementation of multicultural education and technology (OGHSSIP,2014). . At
Olive Grove High School, a Title I school, in an urban school district, 82.3% of the students
receive free and reduced lunch. (National Center for Education Statistics, U.S. Dept of
Education., n.d). Many of the students who attend OGHS are minorities and/or English
Language Learners, are considered at-risk due to their economic status. Olive Groves vision is
Empowering Dreams For the Future. In an effort to help students succeed and empower their
dreams, Olive Grove High School is committed multicultural education by acknowledging the
cultural differences in their students and seeks to implement strategies that aid at-risk minority
students in achieving academic success (OGHSSIP,2014). According to S. Brown, an assistant
administrator at Olive Grove High School, Olive Grove High Schools vision is to find strategies
fosters a learning community and empowers students to achieve academic excellence despite
language barriers and economical disadvantages.
These strategies include technology integration which enhances student learning by
bridging the gap between cultures and breaking language barriers (Hollenbeck and Hollenbeck,

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2009). Technology also enhances student achievement by providing students with multiple
opportunities to utilizing critical and creative thinking skills, essential skills that prepare 21st
century learners for the workforce (Darling-Hammond, Zielezinski, & Goldman, 2014,
Partnership for 21st Century Skills, n.d). Preparing students for post-secondary education and
the workforce is one of the main goals for Olive Grove High School. According to the School
Improvement Plan, Olive Groves long range goals for technology includes increasing the
number of students that complete pathways and increasing test scores through the use of
EdModo and iRespond. The schools mission is to create Pathways for Success by
differentiating instruction in an effort to increase student success. This includes differentiate
resources for students based on their learning needs. This differentiation include technology
integration which prepares students for postsecondary education and lifelong learning (OGHS
SIP,2014).According to S. Brown, We want to be on the cutting edge of technology by
accommodating the 2,100 students that attend this school. This includes increasing the number of
classrooms that use Smartboards and increase the number of computers and computer labs.
According to K. Hopkins, an AP Calculus teacher and data team facilitator, other
technology tools such as Edmondo and iRespond are used to accommodate and engage students
in the learning process. Edmondo is a safe educational social network for teachers and students
that encourages students to learn through collaboration,while iRespond allows teachers to
collect data quickly without doing it by hand. What is beneficial about the iRespond remotes is
that they are linked to the state standards thus allowing teachers to identify and record which
students have mastered the standard. This allows the teacher to adequately collect and record
data that assist educators in make decisions based on the students needs. The data teams that
collect and analyze the information recorded from iRespond create data reports which, are used

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to identify theprofessionallearningneedsofeducators.(K.Hopkins,personalcommunication,
February9,2015).
Professional Learning Needs
Data teams play an essential role in making sure that the vision and mission of the school
are carried out and are considered the strength of OGHS (OGHS SIP, 2014, S. Brown, personal
communication, February 4, 2015). The data that these teams collect and analyze are not only
used to identify student needs but are used identify the professional learning needs of teachers as
well. Data teams collaborate every two weeks in an effort to focus on the instructional
framework and to discuss various strategies that increase student engagement. During these
meetings, data team members provided student data to be analyzed and interpreted. This data is
used to find effective strategies to improve student academic achievement and identifying the
professional learning needs of educators. Data team meetings are also used to ensure that the
strategies that educators learned in professional development is an ongoing process that improves
their teaching practices.
Content area data teams analyze the data their team members have collected and give those
results to the leadership team. The Leadership team uses the data to identify the needs of specific
groups of students as well as individual students (OGHS SIP, 2014). Once students needs have
been identified, academic coaches collaborate and research strategies that can aid teachers in
implementing Common Core Standards. Academic Coaches along with the media specialists
focus on instructional framework work sessions that demonstrate how to conduct academic
interventions, effectively implement technology, and increase student engagement (J. Hopkins,
personal communication, February 9, 2015).

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According to the School Improvement Plan, professional learning occurs within data teams
as they discuss the appropriate interventions to prevent an increase in academic failure,
transiency, and dropouts. Data teams also meet to discuss strategies to increase the number of
students that complete pathway courses, strategies that increase scores on the Pathway exams,
and strategies to get students to complete a two-year schedule cycle that allows them to complete
pathways. According to S. Brown when students enter Olive Grove High School, the data from
their middle schools determines which classes these students should take and which classes we
should also offered. In an effort to teach those courses effectively and to accommodate student
needs, teachers participate in professional learning that is designed based on the data presented.
Collaborative and Individual Learning
Professional learning at Olive Grove High School occurs throughout the school year in the
form of workshops, coaching, mentoring, and data teams and can be both individual and
collaborative (S. Brown, personal communication, February 4, 2015). Collaborative professional
learning occurs within content data teams. These teams meet during planning periods and during
day workshops which are held by the academic coaches. Individual professional learning or
individual coaching is provided for teachers who are new to Olive Grove High School or for
teachers who are currently teaching in the classroom but are not certified to teach. However,
seasoned teachers who wish to be coached individually by academic coaches are encouraged to
do so. (K. Hopkins, personal communication, February 9, 2015).
Diversity
Olive Grove has a high transiency rate and a large minority population. The student
population consists of 50.1% Latino and 39.3% African-American (National Center for
Education Statistics, U.S. Dept of Education., n.d). Due to the changing demographics at Olive

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Grove High School and the various learning abilities, teachers at OGHS are committed to
researching and implementing initiatives that meet the academic and social needs of diverse
learners. This includes participating in both collaborative and individual professional learning
that show teachers how to implement strategies that are modified to meet students needs and
acknowledges the culture of the student.
According to K. Koten, an academic coach, the exceptional education department holds
exceptional education trainings within their departments. These trainings which help teachers
find specialized instructions that engage all students in meeting the standards despite their
learning ablity. Exceptional education teachers take what they have learned in these trainings
and collaborate and with regular education teachers. These collaborations consist of co-teaching,
IEP meetings, and providing written accommodations in the form of IEPs to the regular
educational teachers.
English Language Learners and Hispanic students are the fastest growing segments of
the schools population (OGHS SIP, 2014). The high transiency rate makes it difficult for
educators to increase student achievement, yet the educators at Olive Grove are committed to
becoming culturally aware by implementing culturally responsive teaching (K. Koten, personal
communication, February 13, 2015). In order for minority students to succeed, educators must
acknowledge cultural differences and implement strategies that aid minority students in being
academically successful (King, Artiles, & Kozleski, 2009). According to Breithorde &
Swiniarski, 1999, an educator that differentiates instruction recognizes the effectiveness of
multicultural education and seeks to use technology as an effective tool in implementing
diversity within the curriculum. K. Koten holds trainings that include implementing technology
and acquiring other skills necessary to increase language acquisition among English Language

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Learners. Comprehension strategies such as implementing reading materials written in English

and the students native language also help students make a connection between their language
and English. K. Koten also suggests that teachers communicate high expectations for ELL
students. When high expectations are presented, ELL students will rise to the challenges that you
have set before them (K. Koten, personal communication, February 13, 2015).
Technology Trainings
When technology is integrated, student achievement improves because it fosters critical
thinking, communication, creativity, and collaboration skills, which prepares students for a
global society and the workforce (Hollenbeck & Hollenbeck, 2009, Partnership for 21st Century
Skills, 2010). AccordingtotheOliveGrovesSchoolImprovementPlan,goalfortechnology
use includes using technology to integrate college and career paths. This includes in increasing
the number of students that complete pathways and increasing test scores through the use of
documentation cameras, EdModo and iRespond.
Future professional learning at OGHS will focus on additional ways educators can
increase technology integration in their classrooms (K.Hopkins,personalcommunication,
February9,2015). AccordingtoS.Brown,professional learning will focus on integrating
technology the right way to make sure students are successful. As OGHS continues to
implement more technology tools in the classroom, professionaltrainingswillfocuson
educatingteachersonhowtoimplementtechnologythatfocusesonstudentcenteredlearning,
higherorderthinking,andproblemsolving(OGHSSIP,2014).
Incentives and Funding
Teachers at OGHS are encouraged to increase student success by reducing language and
economic barriers that prevent student success (OGHS SIP, 2014). Student success and teacher

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effectiveness are incentives for teachers to participate in professional learning. When students
are successful teachers take a sense of pride in their profession. Through professional learning
educators strengthen their teaching practices and demonstrate professionalism and commitment
to the educational system. According to K. Hopkins, keeping up with the most current strategies
to improve student success are incentives for her to participate in professional learning.
Although student success and an increase teacher effectiveness are incentives for teachers
to participate in professional learning, additional incentives such as an increase in pay and career
advancement also encourage teachers to continue supplementing their careers. Also, upon
completion of certain Professional Learning courses teachers can receive Professional Learning
Units or PLUs which aid teachers in renewing their teacher certifications. (S. Brown, personal
communication, February 4, 2015).
In an effort to increase teacher participating in professional learning, funding is also
provided for pay substitute teachers and out of state conferences. By providing these funds,
teachers do not have to pay out of pocket. (S. Brown, personal communication, February 4,
2015). According to the School Improvement Plan, funding for professional learning is
provided through Title I, Title II and Local School Staff Development funds. The money from
these funds are used to pay for local school staff development, conferences, workshops,
substitute teachers, and professional learning days (OGHS SIP, 2014).
School Improvement Goals
Olive Grove High School is commitment to continue researching and investigating
different strategies to assist at-risk students despite various obstacles. In an effort to ensure
that students are successful despite the obstacles that hinder their academic performance, Olive
Grove High School is committed to meeting the goals set by the county. According to S.

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Brown, professional Learning is centered on the goals aligned, set, and monitored by the county.
Every decision that is made at Olive Grove High School is based on these goals. These goals
include differentiating strategies, develop stakeholder involvement to promote student success,
increase student success in college and career paths, and recruit, hire, support, and retain
employees for the highest levels of excellence (OGHS SIP, 2014). The county wants all schools
to meet students needs, provide flexibility for teachers to use resources, find strategies that
engage the community and parents in the educational process and expand learning opportunities
for students and create a supportive environment that empowers staff.
Follow Up Support and Evaluations
Afterprofessionallearningsessions,OGHSAcademicCoachescreateasupportive
environmentbyprovidingfollowupsupporttoteachers..Academiccoachesfollowupwith
teacherstoseewhoneedsadditionalhelpimplementingnewstrategiesandprovideindividual
coachingtothosewhoneedit(K.Hopkins,personalcommunication,February9,2015).

Departmentchairmembers,datateamfacilitators,andadministratorsalsoprovide

support.Inanefforttoevaluatetheimpactofprofessionallearningonteacherpracticeand
studentachievement,theschoolsleadershipteamevaluatesteachersusingtheTKESsystem
(OGHSSIP,2014).TKESorTeacherKeysEffectivenessSystemmeasuresstudentgrowthand
academicachievement.Teachersareseenatotalofeighttimesayearthroughwalkthroughsand
formativeandsummativeevaluations(S.Brown,personalcommunication,February4,2015).
ThepurposeandgoalofTKESistosupportandevaluatethecontinuousgrowthand
developmentofeachteacherwhileprovidingfeedbacktoteachers("GeorgiaDepartmentof
Education:TeacherandLeaderEffectiveness,"2014).

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Academiccoaches also evaluate teacher effectiveness astheyperformwalkthroughs.The

walkthroughsallowacademiccoachestoseeifnewstrategiesareimplementedproperly.In
additiontothesewalkthroughs,teachingstrategiesandstudentlearningisevaluatedthrough
monthlydatareportsthatdatateamfacilitatorsprovidetotheleadershipteam(OGHSSIP,
2014).ThesewalkthroughsandevaluationsensurethatOliveGroveHighSchooliscommitted
totheirvisionofEmpoweringDreamsfortheFuture.

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References
Charmaraman,L.,&Hall,G.(2011).Schooldropoutprevention:Whatartsbasedcommunity
andoutofschooltimeprogramscancontribute.NewDirectionsforYouthDevelopment,
2011(S1),927.
Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using technology to
support at-risk students learning (Rep.). Retrieved from
https://edpolicy.stanford.edu/publications/pubs/1241
"GeorgiaDepartmentofEducation:TeacherandLeaderEffectiveness."N.p.,1July2014.Web.
14Feb.2015.<http://www.gadoe.org/SchoolImprovement/TeacherandLeader
Effectiveness>.
Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the
multicultural classroom (Master's thesis, Oklahoma State University, 2009) (pp. 1-6).
Stillwater: Donald P. French.
King, K., Artiles, A., & Kozleski, E. (n.d.). Professional learning for culturally responsive
teaching and learning (Issue brief). Retrieved November 3, 2014, from The National
Center for Culturally Responsive Educational systems website:
http://www.nccrest.org/professional/culturally_responsive_pedagogy-and.html

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National Center for Education Statistics, U.S. Dept of Education. (n.d.). Osborne High School.
Retrieved November 8, 2014, from
http://www.schooldigger.com/go/GA/schools/0129000521/school.aspx

Olive Grove High School: School Improvement Plan 2014-2015. Atlanta, GA: Atlanta City
Schools.

Partnership for 21st Century Skills. (n.d.). Preparing 21st century students for a global society:
An educator's guide (pp. 1-38, Rep.). Washington, DC: Partnership for 21st Century
Skills