Consolidated School Improvement Plan 2012-2013 · Executive Summary of Consolidated School...

School Name: Miller Grove MS Principal: Thaddeus Dixon Plan Year: 2012 – 2013

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DeKalb County School District

Consolidated School Improvement Plan

2012-2013

Division of School Leadership and Operational Support

Kendra March, Deputy Superintendent


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Statement of Quality Assurance

To ensure that school and district stakeholders have a common understanding regarding the development and implementation of the Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan. I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated School wide Improvement Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations, and that all specified assurances have been and/or will be met within the operating period of this plan. Principal: Thaddeus Dixon

Date: 9/23/12

Regional Superintendent: Dr. Angela Pringle

Date: 9/23/12

The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates: AdvancEd (SACS CASI)

Required for District-wide Accreditation

Georgia Department of Education Annual School Improvement Plan

Georgia DOE mandate

DeKalb County School System Departmental Action Plans ___Professional Learning ___Library-Media ___School Climate ___Teacher Retention ___Career Technology (Middle and High Schools)

Required for all DeKalb County Schools


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CSIP Table of Contents Section Page # Statement of Quality Assurance 1 Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards 3 Establishing a CSIP Facilitator, Committee, and Subcommittees 4

Steering Committee Members and Signatures 6 Mission and Vision 9 Developing a Comprehensive Needs Assessment 10 Leadership and Governance 12 Teacher Involvement in Decisions Regarding the Use of Academic Assessments 13 Providing Students with Effective, Timely Additional Assistance to Meet Student Needs 14

Support Services for Student Learning 15 Strategies to Increase Parental Involvement 17 Stakeholder Communication 18 Scientifically Based Research 19 Coordination and Integration of Federal, State, and Local Services and Programs 20 Reading/ELA Action Plan 22 Math Action Plan 26

Science Action Plan 33 Social Studies Action Plan 38 Attendance/Graduation Rate Plan 42 Library-Media Action Plan 46 Professional Learning 49 School Climate Action Plan 52

Teacher Retention Action Plan 56 Career Technology Action Plan (Middle and High Schools Only) 58


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Integration of AdvancED (SACS CASI) and Georgia DOE School Keys The following standards are incorporated and adhered to in this CSIP document: AdvancED (SACS CASI) Accreditation Standards Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students.

Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.


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Georgia School Key Strands Curriculum - A system for managing and facilitating student achievement and learning based upon consensus-driven content and performance standards. Assessment - The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions. Instruction - Designing and implementing teaching - learning - assessment tasks and activities to ensure that all students achieve proficiency relative to the Georgia Performance Standards (GPS).

Planning and organization – The processes, procedures, structures, and products that focus the operations of a school on ensuring attainment of standards and high levels of learning for all students. Student, family, and community involvement and support- The school as a community of learning involves parents and community members as active participants. There is consistent and growing evidence of parental involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way communication. Everyone collaborates to help the school achieve its continuous improvement targets and short- and long-range goals. Professional learning - Professional learning is the means by which teachers, administrators and other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students Leadership - The governance process through which individuals and groups influence the behavior of others so that they work collaboratively to achieve common goals and promote organizational effectiveness. School culture - The norms, values, standards, and practices associated with the school as a learning community committed to ensuring student achievement and organizational productivity. Establishing a CSIP Facilitator, Steering Committee, and Subcommittees The principal will appoint a CSIP Facilitator and ensure that the Steering Committee (SC) is representative of all stakeholders. This includes school administrators, teachers, classified staff members, parents, and community members. High schools must have at least one student representative. The CSIP Facilitator is responsible for oversight of the CSIP throughout the planning process and the submission of the final document to the principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons of all subcommittees. The SC and subcommittees are responsible for the development, on-going monitoring, and implementation of the CSIP. The SC will make necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year Review of the school’s success in implementing the Consolidated School Improvement Plan.


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School Council Approval Form Purpose of Meeting: According the 2009 Georgia School Code, all school improvement plans (CSIP) must be submitted to the local School Council for "review, comments, recommendations, and approval". The signatures below indicate that the Consolidated School Improvement Plan for the school above has been reviewed and approved by the school’s local School Council. Printed Names of Council Members Signatures of Council Members Date Signed

1. Mr. Thaddeus Dixon 2. Mrs. Libritta Anderson 3. Dr. Shaunta Adams

4. Mrs. Nakiesha Sprull 5. Mrs. Cynthia Grier 6. Mrs. Brenda Strickland 7. Ms. Kilolo Boyd 8. Mr. Anthony Outler 9. Mrs. Franeka Colley 10. Dr. Monica Hooker

11. Dr. Alice Champion 12. Mr. Paris Burd 13. Mr. Ereco Maddox 14. Mrs. Alisa Bingham 15. 16.

17. 18. 19. 20.

A copy of this document must be maintained at the school.


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CSIP Steering Committee Members Participant/Role

Printed Name Signature Date

School Principal Thaddeus Dixon CSIP Facilitator Monica Hooker

Assistant Principal of Instruction

Libritta Anderson

Parent Representative (can not be a school employee)

Alisa Bingham

Community Representative (can not be a school employee)

School Counselor Shaunta Adams

Special Education Representative

Franeka Colley

Reading/ELA Chair Cynthia Grier

Math Chair Brenda Strickland

Science Chair Kilolo Boyd

Social Studies Chair Anthony Outler

Professional Learning Liaison Brenessa Swain

Other (specify) Ereco Maddox Other (specify)

Alice Champion

Other (specify)

Paris Burd

Other (specify) Nakeishia Sprull


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Executive Summary of Consolidated School Improvement Plan (CSIP) The following summary expresses the key points that will be found in the full Consolidated School Improvement Plan for 2012-2013. This includes the Needs Assessment, pertinent supporting data, and a plan of action for the new school year. The following programs, initiatives, and/or interventions were successful for 2011-2012: Miller Grove Middle School has successfully shown academic gains in all content areas: English/Language Arts, mathematics, science and social studies, for the past three years on the CRCT. These gains are attributed to the various programs, initiatives, and interventions implemented during that time. Last school year, the steering committee evaluated Miller Grove’s data and determined the critical areas of concerns were in mathematics, science and social studies. The Math Tools and Reading Tools classes yielded favorable results with students who scored Level 1 on the CRCT. In an effort to assist teachers in best research based practices in all content areas, professional development was provided bi-weekly. Also, conducting data talks with teachers and students helped heighten the awareness of how students were progressing throughout the school year. Those conversations helped teachers and students develop an individualized plan to meet the students’ academic needs. The following programs, initiatives, and/or interventions were not as successful as hoped for 2011-2012: Even though Miller Grove has experienced success, some programs, initiatives, and interventions were not as successful as desired. The after-school academic program started with a large number of participants mainly due to transportation being provided. However, the lack of strategically identifying students who need the additional support and adequately monitoring students’ progress who attended, the success for the program is unknown. Furthermore, the Saturday School program to support students in writing and CRCT preparation was proven to be unsuccessful. The lack of participation had a tremendous impact on overall student performance. The following issues were barriers to the successful implementation of the above programs, initiatives, and/or interventions: The barriers discovered for areas where success was minimal were students not attending Saturday tutorial, Writer’s Academy, lack of parental involvement, and special education teachers having to teach multiple subjects across multiple grade levels.


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Based on careful examination of past performance, new data, and staff capacity and buy-in, the following plan of action will be taken for 2012-2013: During the 2011-2012 school year Miller Grove Middle School will continuously monitor students’ data and their progress by conducting monthly data talks with teachers. During these monthly meetings, teachers will discuss strategies and safety nets to improve students’ academic performance. Teachers will be asked to provide evidence of in class safety nets and student progress. Furthermore, teachers will participate in content and grade level meetings to share strategies and to plan for effective instruction. Teachers will also continue to receive on-going professional development in the district’s instructional framework, as well as begin the introduction to the Common Core Standards. The measurable goals/benchmarks we have established to address the needs are: Areas 2012 School Year 2013 School Year Least Restrictive Environment 49.4% 60% Language Arts 88% 92% Reading 92% 95% Mathematics 74% 84%

Science 56% 73% Social Studies 54% 70% Writing 69% 80%


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School Mission and Vision

DeKalb County School System School

Vision What is our image of a successful school for our stakeholders?

The DeKalb County School District will be acknowledged as one of the high performing large school systems in the United States in preparing students to lead and succeed in a rapidly changing world.

MGMS is committed to creating a safe environment where there is a direct connection between what is being taught and what is being learned in order to promote productive students who make positive contributions to our society.

Mission How will we make our vision a reality?

Our mission is to prepare 21st Century students to thrive and succeed in a diverse and ever changing world through a partnership of homes, schools and communities.

Teachers will strive daily to construct an instructional foundation from which students can build. Students will strive daily to connect the instructional foundation to the world around them. The school will strive to work harmoniously with the community to promote a spirit of excellence in our future leaders of tomorrow.

Values What beliefs and standards guide our mission?

The DeKalb Schools 21st Century student will demonstrate:

• Flexibility and adaptability

• Initiative and self direction

• Social and cross cultural interaction

• Productivity and accountability

• Leadership and responsibility

• Information and technology literacy

• Critical thinking and problem solving

• Creativity and innovation

We Believe…

• A partnership consisting of teachers, staff, administrators, parents, and community members is vital in helping our students to achieve social success.

• Academic achievement must be the main focus of our school.

• Students learn about character not only when it is taught but also when demonstrated.


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Developing a Comprehensive Needs Assessment

1) Provide a brief description of your school and community. Include the following information: Miller Grove Middle School (MGMS) serves a population of approximately 1,000 sixth, seventh, and eighth grade students. The home of the Wolverines, MGMS strives to provide an environment of rigorous, stimulating, and uplifting educational opportunities that extend from traditional classroom instruction to extracurricular activities aimed at developing students as quality producers, critical thinkers, and well-rounded individuals.

Nestled in one of Atlanta, Georgia’s metropolitan suburban communities, Miller Grove MS is located among a vibrant and thriving business community. Miller Grove MS is one of 20 middle schools in the DeKalb County School System and is situated in the southern part of the county. The community consists of subdivisions, several apartment complexes, an industrial park, and other small businesses.

The assessment results of the following subgroups were disaggregated: students with disabilities, economically disadvantaged students, African American students, all sixth, seventh, and eighth grade students’ Language Arts and mathematics scores, and students with 15 or more days absent during the 2011 – 2012 school year. After reviewing the school’s data, strategies were developed to support those students in the identified subgroups. 2) Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment. Include the following information: We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were on the School- Plan Steering Committee, which consisted of administrators, teachers, head counselor, media specialist and the academic data coach. An instructional retreat was held with the aforementioned personnel to analyze the school’s data and develop a plan for the 2012 – 2013 school year. The one day retreat was held at Miller Grove Middle School, 2215 Miller Road, Decatur Georgia 30035, on July 24, 2012. The committee’s objectives were to analyze the data from the previous year and develop school goals as they relate to student achievement and school improvement. Additionally, the committee discussed the Common Core Standards and developed a plan for implementation. The parent representative provided feedback and necessary revisions were made.


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3) Identify data used to complete your Comprehensive Needs Assessment. We have used the following instruments, procedures, or processes to obtain this information. The steering committee used several sources of data to determine the strengths and weaknesses of the school, which included the results of the following: CRCT, ITBS, Eighth Grade Writing Assessment, and Georgia Alternative Assessment, common assessments, pre/post assessments, benchmark assessments, attendance and discipline. Once the data was compiled, the results were shared with the committee members and strategies were developed to address deficit areas. During the development of the Needs Assessment for the school, the committee members brainstormed ideas to address the most critical areas. The suggested strategies were shared with all stakeholders for feedback and revisions were made based on the information received. Check all that apply. Outcome/Summative Data Demographic Data Process/Formative/Perception

Data School Report Card X Enrollment (include ethnicity &

gender) GaDOE GAPSS Review

CCPRI X Students with Disabilities OSI GAPSS Review X Georgia Criterion Referenced Test X Language Proficiency America’s Choice DAT Review Georgia High School Graduation

Test X Free/Reduced Lunch Rate School Self Assessment

Georgia High School Writing Test X Discipline Data X Benchmark Scores X Georgia Writing Assessment X Attendance X Focus Walk Results End of Course Tests Graduation Rate X Common assessment X Iowa Test of Basic Skills X Gifted Education X Staff Surveys SAT, ACT, and AP Exams X Parent/Community Surveys

Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national assessments that have been validated and administered state-wide and nation-wide.


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Leadership and Governance 4) Write a narrative summarizing your school’s strengths. Data sources from comprehensive needs assessment must be included in the narrative to support findings. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, we have developed our plan based on data received from the 2011 – 2012 Criterion Reference Competency Test. Particularly, we focused on developing a plan for those students who failed to demonstrate proficiency in the core content areas. The following chart provides a summary of student performance in each content area by grade level.

Grade Level

Reading E/LA Mathematics Science Social Studies

6th 92% 83% 68% 45% 51% 7th 89% 87% 86% 67% 55% 8th 95% 93% 68% 56% 56% Total 92% 88% 74% 56% 54%

The major strengths we found in our program were that Miller Grove Middle School has successfully shown academic gains in all content areas: English/Language Arts, mathematics, science and social studies, for the past three years on the CRCT. For example, these gains are attributed to the various programs, initiatives, and interventions implemented during the school year. During the leadership retreat, the steering committee evaluated Miller Grove’s data and determined the critical areas of concern were mathematics and writing. In an effort to assist teachers in best research based practices, professional development will be provided bi-weekly. Miller Grove has experienced major strengths in the area of Reading with the majority of students being proficient on the CRCT in the domains of Literary Comprehension and Information and Media Literacy; Grammar and Sentence Construction domain English/Language Arts content area; Data Analysis and Probability in the content area of Math; Structure and Matter and Energy and Its Transformation domains in Science; and Geography and Economics domains in Social Studies. Although progress has been made in the domain of Reading Skills and Vocabulary Acquisition, the staff believes this domain needs to be a focus area during the 2012-2013 school year.


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5) Write a narrative summarizing your school’s challenges. Data sources from comprehensive needs assessment must be included in the narrative to support findings.

0

20

40

60

80

100

Reading ELA Math Science Social Studies

Historical View of 2011 and 2012 Criterion Reference Competency Test Results

2011

2012

The above data, along with other data sources, was used to develop a Needs Assessment Plan for the purpose of improving student achievement in all content areas. Miller Grove Middle School has remained steady or successfully shown gains in Reading, English/Language Arts and Mathematics for the past three years on the CRCT. Particularly, in Reading, the proficiency rate has consistently reached the 90 percent range. Even though each year we experience gains in Mathematics school-wide, it is still an area of concern. Furthermore, using the College and Career Ready Performance Index, Miller Grove Middle School’s Needs Assessment Plan will be inclusive of students’ needs in the areas of science and social studies. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including:

• Economically disadvantaged students


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• Students from major racial and ethnic groups

• Students with disabilities

• Students with limited English proficiency

The committee further disaggregated the data by the above sub-groups to ascertain critical needs of targeted populations of students. The committee analyzed the data and developed strategies to assist those students with improving their academic performance. The domain of Research and Writing Process will be an area of focus this school year and deficiencies will be addressed through the Miller Grove Writing Initiative. Other needs we will address will be in the domains of Number Operation, Geometry and Algebra in Math. The specific academic needs of students that are to be addressed in the school-wide program plan will be the use of AV2 and Trails 9 informational text to support the content areas of Science and Social Studies, Reading Tools classes to address literacy deficiencies of students based on CRCT results, Math Tools classes that address student deficiencies in math based on CRCT results, English/Language Arts department implementing more informational texts into lessons, and the use of Common Core Coach Clinic instructional materials to address student academic deficiencies in English/Language Arts and Math. 6) List the professional development needed to address the challenges summarized above. Our professional development address the needs of students such as reading across the curriculum, instructional practices that increase student achievement, how to effectively use data, implementation of Race to the Top initiatives, Common Core curriculum and other topics as indicated by our on-going staff development needs assessment and evaluation. Twice a month, the staff of Miller Grove will be required to attend Study Sessions which are staff professional development session. The majority of these sessions will include teachers and administrators; however paraprofessionals will be allowed to attend.

A. We have aligned professional development with the State’s academic content and student academic achievement standards by devoting our first two months of professional development to ensuring the teachers are competent and comfortable with the implementation of the Common Core Georgia Performance Standards, with on going training throughout the year. The remainder of the year’s professional development will be devoted to analyzing student work, writing across the content areas, and using data gathered from teacher surveys based on their professional development needs.

B. We have devoted sufficient resources to carry out effectively the professional development activities that address the root

causes of academic problems. For example the academic data coach and API will have meetings and plan the bi-weekly study groups for the staff based on a survey distributed to the teachers to assess their needs in addition to carrying out the mandates by the district and the state for professional development. The opportunity has been provided for every teacher in the building to participate in Thinking Maps training. Due to writing being another focus for the school this year, ELT has


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been designed to provide explicit writing instruction one day per week. Study groups will be used to ensure teachers are proficient teaching and assessing student writing.

C. We have included teachers in professional development activities regarding the use of academic assessments for diagnostic

analysis, school and district benchmarks, and student data talks to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:

• Data Notebooks – Teachers will maintain data notebooks containing individual/class data results of weekly assessments, school and district benchmark results, and CRCT results.

• Data Talks- Teachers will meet with school administrators to discuss class data results of common assessments, diagnostic test results, previous year CRCT results, and school and district benchmarks. Areas of student deficiencies will be discussed and plans for remediation will be determined.

• Data Room- The data room will be a separate room located in the school building that will house data such as CRCT results, ITBS results, school and district benchmarks, content area targets, and student attendance information. Once a month, teachers and administrators will meet in the Data Room to review student academic performance and other pertinent information.

• IDMS- Teachers and administrators will use IDMS to locate curriculum and instructional materials, test results, individual student data, to create/upload content area common assessments and benchmarks.

Substitute teachers are provided for teachers to participate in district and local professional development.

7) Identify how the school provides support through counseling and academic advisements that provides access to an adult advisor, mentor, or counselor. Check all that apply:

X Career Counseling X Student Support Team (SST) X Parent/Teacher Conferences X Mentoring Programs X Community Agencies X Parent/Administrator

Conferences X Group Counseling X School Psychologists Student Support Specialists X School Counselors X School Social Workers Graduation Coaches 8) Describe how the following student support personnel work with the district office and outside agencies to meet student needs. School Counselors: The Miller Grove Middle School Counselors provide a comprehensive guidance program that centers on the personal, social, educational, and career needs of all students. We focus on bridging the gap between parents and all community stakeholders so students will become lifelong learners in a global society. The counselors continue to serve the same group of students throughout their middle school experience, which helps to develop a working relationship with parents and assists the


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students in making a successful transition from grade-to-grade. Services are rendered through individual counseling, small-group counseling, and classroom guidance. Classroom guidance lessons include, but are not limited to, social skills, study skills, bullying, conflict resolution, career exploration, healthy relationships, decision making, and goal setting. These topics support the academic and social progress for all students. Programs provided through the counseling department include the following: Student of the Month, Mentoring (School-wide and Community), Peer Helpers/Peer Mediators, No Place for Hate, AIDS Atlanta Programs, DUKE Educational Talent Search Program, Career Week, Red Ribbon Week, and more. Academic advisement is provided through transitional programs for rising 6th graders. Transitional programs are also coordinated for 8th graders matriculating to high school. A four year academic plan is created for each 8th grade student so he or she they may adequately prepare for high school and to properly set goals. Each parent has the opportunity to speak with his/her child’s counselor for advisement relative to the child’s high school plan. Additionally, parent sessions are held in which information is disseminated on high school transitions, diploma choices, and career and college guidance. Student Support Team: The Student Support Team (SST) functions within a collaborative process to implement instructional and/or behavior interventions in the general educational setting. Interventions are data-driven and developed for individual students using research-based practices. The interventions are monitored on a continuous basis to determine student progress. Teachers participate in professional development for the purpose of understanding the SST process and research-based practices. The SST chairperson, school psychologist, and counselors collaborate with teachers on a regular basis to ensure that interventions are properly implemented and documented. Additionally, resources are provided to teachers to aid them in effectively carrying out the Response to Intervention (RTI) process as designed by the Georgia Department of Education. The SST is Tier 3 of the Pyramid of Intervention, which is a component RTI. The goal of SST is to develop interventions which assist students in reaching their maximum achievement in the least restrictive environment. The Student Support Team at Miller Grove Middle School identifies students at risk through data collection in the forms of observations, classroom performance, weekly assessments, and standardized test results. A classroom teacher or parent who has observed deficiencies in the student’s performance customarily initiates a referral. This process includes standard-based classroom learning, needs-based classroom learning, and SST driven learning strategies. Appropriate baseline data, CRCT assessments, informal and formal teacher assessments, and task evaluations are necessary to determine if a student needs to be referred to SST. After the initial referral, selected interventions are implemented in the classroom, and results are documented. A meeting is held with all viable stakeholders to review the impact of the interventions. At this meeting interventions are modified and/or new interventions are added if necessary. If no significant improvement has been observed, the parent or SST reserves the right to recommend further evaluation. Psychologists: The School Psychologist is present at Miller Grove Middle two days a week to collaborate with counselors, teachers, and parents in an effort to improve student success. The School Psychologist works closely with the Student Support Team (SST) Chairperson to identify students’ academic weaknesses, emotional issues, and to provide interventions for


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improvement. Duties include serving as a member of the Student Support Team, co-facilitating RTI in-services, conducting psychological evaluations for students, and facilitating intervention team meetings for students who have verbalized suicidal intentions. Social Workers: The Social Worker provides educational, psychosocial, and behavioral support to our students, parents, and staff members. She intervenes when there is a social, family, or economic challenge impacting the learning process of students. The social worker enforces guidelines set forth in the Georgia Compulsory School Attendance Law and protects and preserves the rights of the homeless students. She consults with all staff and parents, follows-up on internal referrals, assists with referrals to external agencies, and provides any support that will contribute to the success of Miller Grove’s students.

School Nurses: Miller Grove Middle School does not have a school nurse on site; however, a nurse is assigned to assist with any medical needs of the students. She visits the school frequently to address the needs of students with disabilities, students being served through a 504 Plan, and any emergency situation that arise.

Strategies to Increase Parental Involvement

9) Identify how the school provides parents and community outreach/support through activities and initiatives. Check all that apply:

X Site-based Parent Centers/Information Stations X Title I Parental Involvement Conferences

X Parent Lending Libraries Pre-K Family Resource Specialists

Parental Involvement Workshops

X Parental Involvement Survey/Summary Others (list here)

10) Describe how the school uses the strategies checked above to increase parental involvement. We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by having members of the school council along with parents and a community member met and participated in the Instructional Retreat held during the summer at Miller Grove Middle School. Representatives from all of the stakeholders reviewed a draft of the School-wide Plan and provided feedback. Their ideas and suggestions were included in completing the final draft. Additionally, during the month of August, each school served under Title I collaboratively develops a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement. This compact includes the means


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by which Miller Grove and parents will build and develop a partnership to help children achieve the state’s high standards. After developing the compact for every child served by Miller Grove, the principal along with the teacher, parent, and child will sign the compact. All compacts will be collected and filed in a safe place. One signed copy will be submitted to the Office of School Improvement. Just as the council members, parents, and community assisted in developing the School Wide Plan, they were also instrumental in developing and implementing the Title 1 Compact and Parent Involvement Policies. Additionally, they were helpful in distributing the compact policies during Open House/Curriculum Night. Furthermore, a site based parent resource center is available for all parents for their technology needs as well as informational pamphlets to assist their child. We have developed a parent involvement policy at Miller Grove Middle School that includes the PTA program and a Parent Volunteer program. In addition, once a semester parents will be invited to Title 1 Night where the principal will discuss overall student achievement, school goals, CRCT results from the previous year, the school-wide plan for addressing student academic deficiencies, and how parent involvement is essential for student success. The comprehensive school-wide/school improvement plan will be available to parents and others in the community through the school’s website. 11) Identify how the school communicates with parents as partners in education. Check all that apply:

Parental Involvement Handbook for Parents X Newsletters

X School Website X Calling Post

X DCSS Website/Community.Net X Parent Portal

X Parent Right to Know Letter Other (Specify)

Stakeholder Communication 12) Describe how individual student assessment results will be provided to and interpreted for parents.

Parents are provided a copy of their child’s Individual Summary Report on the CRCT with a thorough explanation on how to interpret the scores on the report. Faculty members are trained to interpret scores through in-services by the principal, assistant principals, and the academic data coach. Once the training is complete, a data assessment team, which consists of teachers, special area teachers, counselors, and administrators, is formed to meet with parents to explain students’ scores. Additionally,


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teachers have copies of their students’ summary report and review them with parents during conferences. During that time, parents are informed of opportunities for academic support and tutorial that are offered at Miller Grove Middle School.

13) Describe how disaggregated school data results will be provided to school stakeholders**.

Several meetings (PTSA Meetings, Curriculum Night, Level One Night, Meetings with the Counselors, and etc.) are scheduled with parents and other stakeholders to explain how to interpret disaggregated school data and learn how teachers will use the data to guide classroom instruction. 14) Describe how the CSIP will be communicated with and made available to school stakeholders**. Several meetings (PTSA Meetings, Curriculum Night, Level One Night, Meet the Counselors, and etc.) are scheduled with parents and other stakeholders where the school’s CSIP plan is discussed in detail. The School Council will also be presented with the CSIP plan. It is featured on the school’s website, and hard copies will be available in the front office, counseling center, and in the media center for parents to review. Note: The outcome/summative assessment data utilized in the development of this plan is derived from both state and national assessments that have been validated and administered state-wide and nation-wide. Achievement data is collected, disaggregated, and published by the Georgia Office of Student Achievement and is therefore valid and reliable. ** Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the parents of participating students in the school speak as their primary language.

Selecting Appropriate Interventions Using Scientifically Based Research

All interventions based on the Georgia School Keys are predicated on scientifically-based research and do not require citations.

The School Keys: Unlocking Excellence through the Georgia School Standards is the foundation for Georgia’s comprehensive, data-driven system of school improvement and support. Correlated to several well-known and respected research frameworks, the School Keys describe what Georgia’s schools need to know, understand, and be able to do, in the same manner that the Georgia Performance Standards (GPS) describe what Georgia’s students need to know, understand, and be able to do. Through the Georgia Assessment of Performance on School Standards diagnostic process (GAPSS Analysis), a variety of data are collected from multiple sources to assess the status of a school on each of the standards. The data are combined to inform the results of the GAPSS Analysis, which, in turn, informs the development and implementation of school improvement initiatives, including high


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impact practices, in a school. A Memorandum of Agreement with the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS/CASI) details conditions under which the School Keys and GAPSS Analysis may count for a SACS/CASI Quality Assurance Review and accreditation visit. These School Keys are intended to serve as a descriptor of effective, high impact practices for schools. In identifying these School Keys, the Division of School and Leader Quality of the Georgia Department of Education along with its collaborative partners aligned the School Keys with the research by Dr. Robert Marzano in the meta-analysis, What Works in Schools (2003), School Leadership that Works, (Marzano, Waters, and McNulty, 2003), and the Standards of the Southern Association of Colleges and Schools Council on Accreditation and School Improvement. The eleven factors identified by Dr. Marzano and similar terms and statements from the other research documents were combined until eight broad strands were determined to encompass the research: Curriculum; Instruction; Assessment; Planning and Organization; Student, Family, and Community Support; Professional Learning; Leadership; and School Culture. The eight strands have been further developed and defined into performance standards, linguistic rubrics, and elements/descriptors to assist schools in the process of school improvement. The School Keys serve as a tool for all schools in the state. The document was field-tested during the 2004-2005 school year. Data from the field test were used to revise the School Keys for the 2005-2006 school year. An external validation study of the School Keys was conducted by the Georgia Partnership for Excellence in Education. This external validation included responses from and critiques by a national panel of experts in school improvement. Based on input from the external validation, further refinements were made to the School Keys, including clarification of language and the development of linguistic rubrics to guide the standards application process.


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Coordination and Integration of Federal, State, and Local Services and Program Funds

Funding Sources Provide a narrative explanation of how funds will be used to support student

achievement and/or school improvement in relation to the components of this plan.

Federal Funds Title 1 funds are used to provide services, professional development, supplies and materials to support student achievement. This school year, Miller Grove Middle School will fund several teachers to support those students who are performing below grade level. Those positions include the following staff members: Reading Specialist, Math Tool Teacher, Science Teacher and a Social Studies Teacher. Furthermore, an Academic Data Coach will analyze data and provide feedback to the administrators and teachers for the purpose of developing strategies to support students’ academic needs. Additionally, student will be afforded an opportunity to receive support in all content areas during after-school tutorial. Transportation will be provided after the extended learning opportunity.

State Funds

The following is a list of state, local and federal programs that will be utilized at Miller Grove Middle School this school year: • Common Core Georgia Performance Standards • Response to Intervention • Marzano’s High Yield Strategies • Webb’s Depth of Knowledge • Curriculum Mapping


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• Thinking Maps • Teacher Keys Effectiveness System • Leadership Keys • ESOL Program • Gifted Program • Student with Disabilities Program

GA DOE School Improvement Grant (Needs Improvement Title I Schools Only)

Federal School Improvement Grants

These funds will be used to provide services, equipment, supplies, and materials to support student achievement.

Local Professional Learning Funds

These funds will be used to provide professional development for faculty and staff members to support student achievement.

Grants (list) PTSA

Miller Grove Middle School’s PTA usually provide donations, and those funds are used to provide incentives for students.

Partners in Education

Miller Grove Middle School’s Partners in Education members usually provide donations, and those funds are used to provide incentives for students.

Other (list)

Select appropriate research-based performance actions that support your plan. If an individual school chooses to select a performance action or initiative other than those sited in the Georgia School Keys Implementation Resource Guide, a citation is necessary. Cited research should directly align with the performance action or initiative it supports. Copies of all budgets referenced in this section should be placed in the appendix


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Reading/English/Language Arts Action Plan Annual Measurable Objective: To improve student achievement by increasing the number of students performing at Level II and Level III on the Reading/English/Language Arts portions of the State mandated Georgia Criterion-Referenced Competency Tests by 5% from 90% to 95% using the Spring 2013 CRCT data as benchmark data.

Means of Evaluation Performance Action or Initiative

Estimated Cost/Funding Sources

Timeline and Positions Responsible

Artifacts Evidence

Georgia School Keys Implementation Resource

Assessment 3.1, PA 4

• Conduct after school and Saturday School tutorial programs in Reading/English/Language Arts

• Place students who are not meeting standards into groups according to assessment results and assign them to safety nets which include after-school and Saturday School tutorial programs. Additionally, transportation will be provided for students who participate in the after school tutorial program.

• Consumable Instructional Books for CRCT Practice used during ELT and After-school tutorial for the purpose of improving student achievement based on the Needs Assessment for Miller Grove Middle School.

Title 1 Funds $39,000.00 (Rdg/ELA, MA, Sci. & SS) $23,371.00 (Rdg/ELA,MA, Sci. and SS) Supplies, Instructional Materials & Transportation

October 2012 – April 2013 Principal, Assistant Principal of Instruction and Academic Data Coach

Sign-in sheets for tutorial, Benchmark Assessment, and Work samples in portfolio

ITBS, CRCT, Benchmark Assessment, and Progress Reports


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• Provide Level 1 student’s additional support in Reading/English/Language Arts during Connections with the reading teacher

Title 1 funds $65,000 Reading

August 2012 – May 2013 Principal, Assistant Principal of Instruction, Academic Data Coach and Teacher

Master Schedule, Classroom Observation, Differentiated lesson plans, and focus walks

ITBS, CRCT, Benchmark Assessment, and Progress Reports


Curriculum Standard 2.1/PA 1

• Provide teachers with professional development on the utilization of Thinking Maps as an instructional tool to improve students’ cognitive skills and critical thinking

• Implement training on Common Core GPS.

• Provide a school-wide Writer’s Workshop that utilizes best practice strategies to improve and enhance writing scores on the MGWA

• Participate in a variety of professional learning designs to enhance teachers’ content knowledge related to the GPS to more effectively design and implement quality instruction and student performance:

Study groups

$9,000.00 (Rdg/ELA, MA, Sci, and SS)

October 2012 – April 2013 Professional Learning Principal, Assistant Principal of Instruction, Writing Coach, and Academic Data Coach

Classroom Observation, Differentiated lesson plans, focus walks and work samples in portfolio, student essays.

ITBS, CRCT, Benchmark Assessment and Progress Reports, McDougal Little Writing Assessment


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Instructional focused faculty meeting Peer Observation Leadership team retreat Leadership team meetings PTSA

• Have teachers participate in recording their classroom instruction for the purpose of analyzing teacher delivery of standards and three part lesson as well as student engagement and comprehension.


Students with Disabilities PA 3

• Implement instructional delivery models in co-taught classes to support students’ mastery of standards (i.e. station teaching, parallel teaching, and alternative teaching)

No local funds needed

August 2012 – May 2013 Principal, LTSE, Assistant Principal of Instruction, Department Chair and Academic Data Coach

Co-Teaching lesson plans, Room arrangement that support delivery mode. And classroom observations

ITBS, CRCT, Benchmark Assessment, Student Portfolios and Students’ Progress Reports


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English Language Learners*: PA 6

• Provide professional learning opportunities to staff members in the World-class Instructional Design and Assessment (WIDA) standards and the Sheltered Instruction Observation Protocol (SIOP)


Assistant Principal of Instruction, ELL Teacher, Department Chair and Teachers

• Sign-in sheets

• Training Dates

• Agendas

• Lesson plans

Teachers and administrators can articulate their progress on implementing expected practices in their classrooms, and can articulate the next steps they will take for continuous improvement with evidence of student learning impact.


Technology Integration – Instruction 2.7: PA 2

• Utilize Read 180 to increase reading comprehension.

• Utilize the web-based Study Island program to increase student achievement in mathematics.

• Utilize technological resources (Promethean Boards, Airliners, Study Island, computers, choice boards) to encourage all learners to use higher order thinking skills and problem solving with standards embedded within math domains

No funds needed $2,000.00 Title 1 funds No funds needed


Classroom Assessment and Observations

ITBS, CRCT, Read 180 Levels, and Students’ Progress Reports

*Must be completed for schools with ten or more ELL students. Delete row if not applicable.


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Mathematics Action Plan Annual Measurable Objective: To improve student achievement by increasing the number of students performing at Level II and Level III on the Mathematics portions of the State mandated Georgia Criterion-Referenced Competency Tests by 10% from 74% to 84% using the Spring 2013 CRCT data as benchmark data.




Artifacts Evidence


Curriculum 3.2 PA 2 Students are grouped according to assessment results for the purpose of assigning safety net instruction which occurs before, during, and after school including: After School and CRCT tutorial

• Additionally, transportation will be provided for students who participate in the after school tutorial program.

• Consumable Instructional Books for CRCT Practice used during ELT and After-school tutorial for the purpose of improving student achievement based on the Needs Assessment for Miller Grove Middle School.

Title 1 funds: $39,000.00 (Rdg/ELA,MA, Sci. and SS)) $23,371.00 (Rdg/ELA,MA, Sci. and SS) Supplies, Instructional Materials & Transportation

October 2012 – April 2013 Principal, Assistant Principal of Instruction, Academic Data Coach and Dept. Chair

• Master Schedule

• Safety Net Roster

• Student Data

• Formative Assessment

• Summative Assessment

• Sign-in sheets for tutorial

ITBS, CRCT, Benchmark Assessment, and Progress Reports. Stakeholders articulate the provided services that meet students’ needs. Safety net instruction is continuously monitored, and teachers can explain how students are moved in and out of the program based on assessment result.


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Curriculum 3.2 PA 2

• Provide Level 1 students additional support in mathematics during connections with the Math Tools Teacher.

Title 1 funds $130,000.00 2 Math Teachers

October 2012 – April 2013

Principal, Assistant Principal of Instruction, Academic Data Coach and Dept. Chair

• Master Schedule

• Classroom Observation

• Differentiated lesson plans

• Focus walks

ITBS, CRCT, Benchmark Assessment and Progress Reports



• Teachers and other instructional leaders research and select organizing frameworks that align standards, assessments, and instruction. The instructional leadership team develops a rollout plan to implement the organizing framework and coordinate professional learning, support, and monitoring.


• Leadership Team

Minutes

• Study Group Minutes

Throughout the school, instruction is designed and delivered based upon the selected framework. Administration can identify the organizing framework that teachers use for planning lessons and explain the rollout plan to include all available support structures.


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• The school schedule is designed to reflect designated times for common content area teacher meetings. Most learning team meetings are scheduled during common planning periods, and teachers meet during the school day each week.

• Grade-level math teachers plan together weekly.

N/A • School schedule

• Teacher meeting agendas

• Student work samples

Administration can explain when collaborative teacher teams meet and the expected outcome of team meetings. Use common units, lessons, performance tasks, and assessments



• Implement grade-level peer observations to strengthen the utilization of best practices during mathematics instruction.

• Provide teachers with professional development on the utilization of Thinking Maps as an instructional tool to improve students’ cognitive skills and critical thinking as well as implementation of training on Common Core GPS.

Title 1 funds $2000.00 (Substitute Teachers) $9,000.00 (Rdg/ELA, MA, Sci, and SS)

August 2012 – May 2013

• Principal, LTSE, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Peer feedback

• lesson plans

• focus walks

• meeting agendas

Use best practices during instructional delivery, collegiality, increase in students’ reading comprehension, data driven instruction


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Assessment Standard 1.2/PA 1

• Teachers understand the different types and purposes of assessments and evaluations based on this knowledge, teachers administer diagnostic assessments at the beginning and end of each unit of study to design instruction to build on student strengths, to clarify misconceptions, and to introduce new or unknown concepts. Such assessments might include benchmark pretests/posttest, mock CRCT, KWL’s, anticipation guides, etc.


Principal, LTSE, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Diagnostic

• Benchmark Assessments

• Assessment Analysis Results

• Instructional plans that address results, etc.

On-going assessment becomes institutionalized as a means to measure student progress and to plan for instruction. Teachers are able to articulate what their students know and understand and plan accordingly for next steps.



• When co-teaching, maximize personnel and instruction by ensuring that both adults are actively teaching the entire instructional segment. Utilizing flexible, small group instruction most of the time by implementing the preferred models of co-teaching, Station Teaching, Parallel Teaching, and Alternative Teaching

N/A August 2012 – May 2013

• Principal, LTSE, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Collaborative Planning Meeting Dates

• Agendas Minutes

• Lesson Plans

• Classroom Observation Data

• Focus walk Data

Lesson plans and observations indicate that teachers are utilizing preferred models of co-teaching. Students and teachers can articulate how teachers work together to deliver instruction utilizing the preferred models of co-teaching.


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Instruction 3.2/PA 1

• Teachers work collaboratively to develop a clear, comprehensive plan to integrate technology into the curriculum as a means to motivate and support students’ conceptual understanding and independent application of the core curriculum. The technology activities provide real-world application and differentiated instruction to maximize student learning.

• Math teachers utilize technological resources such as Brainchild study buddies, Promethean Boards, Computer labs, Laptops for stations, Laptop carts, Document cameras, LCD projectors, Curriculum on Wheels (COW) Gizmo, Active Response System, Graphing Calculators, web-based Study Island, Coach Connected, Interactive CRCT online Test, video cameras to record student presentations for critiquing, and other researched applications.

$5,000.00 Title 1 funds

8/2011-5/2012

• Principal

• Assistant August 2012 – May 2013

Principal, LTSE, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Computers

• Technical Equipment

• Student Work Samples (projects)

Students can articulate how technology supports their learning. Examples are provided of student work that has been enhanced by technology as a set of tools and resources to enhance their learning process.


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• Provide professional learning opportunities to staff members in the World-class Instructional Design and Assessment (WIDA) standards and Sheltered Instruction Observation Protocol (SIOP).


Principal Assistant

Principals ELL Teachers

• Sign-in sheets

• Training Dates

• Agendas

• Lesson plans

Teachers and administrators can articulate their progress on implementing new expected practices in their classrooms and can articulate the next steps they will take for continuous improvement with evidence of student learning impact.



• Utilize the web-based Study Island program to increase student achievement in mathematics.

$2000.00 Technological support

Principal Assistant

Principals Department Chair Academic Data Coach

• Study Island Assessments

Ready Reports provided by The Study Island Program.

*Must be completed for schools with ten or more ELL students. Delete row if not applicable


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Science Action Plan Annual Measurable Objective: To improve student achievement by increasing the number of students performing at Level II and Level III on the Science portions of the State mandated Georgia Criterion-Referenced Competency Tests by 17% from 56% to 73% using the Spring 2013 CRCT data as benchmark data.




Artifacts Evidence


Instruction 3.2/PA 1

• Utilize predicting, questioning, clarifying and summarizing to apply knowledge and skills with a level of independent and conceptual understanding through hands on activities and labs.

• Students are grouped according to assessment results for the purpose of assigning safety net instruction which occurs before, during, and after school including: After School and CRCT tutorial

• Provide students support in science by a certified science teacher.

Title 1 funds: $39,000.00 (Rdg/ELA,MA, Sci. and SS)) $23,371.00 (Rdg/ELA,MA, Sci. and SS) Supplies, Instructional Materials & Transportation $65,000.00 1 Science Teacher

August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Lesson Plans

• Classroom Observations

• Benchmark

Assessment

• CRCT


• Progress Reports


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• Utilize differentiation instruction and assessment while providing safety nets (i.e. small group instruction, paring, tutorial) and accelerated learning to promote higher order thinking skills. Provide differentiation assessment which includes formative diagnostic, summative evaluation, and use connections as a reinforcement tool for mastering science standards.

• Provide teachers with professional development on the utilization of Thinking Maps as an instructional tool to improve students’ cognitive skills and critical thinking. Implementation training on Common Core GPS.

No local funds needed Title 1 Funds

August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach and teachers

• Lesson Plans


• Tiered Assignments

• CRCT


• Progress Reports

• Science Fair Projects



• Increase the percent of students with disabilities who are educated in general education classes:

• Implement “supportive instruction” in which special education

No funds needed

August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach and

• Master schedule

• Class lists

• Collaborative planning meeting dates

• Agendas

• Minutes

The LRE Report on TieNet for the school indicates that an increasing number of students with disabilities are being educated in general education classes for at least 80% of the school day or if the rate is above the state average, then it remains above that level.


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paraprofessionals provide support by co-teaching with general education teachers.

• Increase the number of students with disabilities who participate in general education classes with only one teacher.

• Write IEPs accordingly.

teachers • Lesson plans

• IEPs

• Implement instructional delivery models in co-taught classes to support students’ mastery of standards (i.e. station teaching, parallel teaching, alternative teaching, etc.)

• Utilize a model classroom to model the delivery of differentiated instruction.

• Implement a Project Night to inform parents about conducting experimentally based science fair projects


August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach, LTSE and teachers

• Co-teaching

• Lesson Plans

• Room Arrangement that models delivery (i.e. station, parallel team teaching etc.)


• Project Night

CRCT Benchmark Assessments & Progress Reports Science Fair Projects


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• Provide professional learning opportunities to staff members in the World-class Instructional Design and Assessment (WIDA) standards and Sheltered Instruction Observation Protocol (SIOP).


August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach, ESOL teacher and teachers

• Sign-in sheets

• Training Dates

• Agendas

• Lesson plans

Teachers and administrators can articulate their progress on implementing expected practices in their classrooms and can articulate the next steps they will take for continuous improvement with evidence of student learning impact.

• Post WIDA and GPS standards in classrooms and implement in lesson plans and class activities.


August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach, ESOL teacher teachers

• Posted standards

• Lesson plans

• Student created activities and projects

Teachers and students are aware of posted standards and can articulate how they relate to the lesson. Lesson plans exist and utilize WIDA standards. Classroom observation and instructional focus walk documentation provides evidence of standards implementation on a consistent basis.


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• Utilize a variety of computer based programs such as Study Island, NetTrekker, United Streaming, Brain Pop, and other science software to increase knowledge in science elements for students who need additional assessments. Utilize science websites to assist with Science Fair Projects.

• Science teachers utilize technological resources such as: Promethean Boards, Computer labs, Laptops for stations, Laptop carts, web-based Study Island and other researched applications.

Study Island: $2,000.00


Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach, and teacher


• Rubric for Science Fair Projects

• Media Center / Computer Lab Schedule

• Students’ work

enhanced by technology

• Lesson Plans

Benchmark Assessments & Progress Reports


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Social Studies Action Plan Annual Measurable Objective: To improve student achievement by increasing the number of students performing at Level II and Level III on the Social Studies portions of the State mandated Georgia Criterion-Referenced Competency Tests by 16% from 54% to 70% using the Spring 2013 CRCT data as benchmark data.




Artifacts Evidence



• Utilize differentiated instruction which includes adjusting content, learning styles and interest through data analysis focusing on student learning centers and allowing students to assess their knowledge through benchmarks.

• Students are grouped according to assessment results for the purpose of assigning safety net instruction which occurs before, during, and after school including: After School and CRCT tutorial

• Provide teachers with professional development on the utilization of Thinking Maps as an instructional tool to improve students’ cognitive skills and critical thinking. Implementation training on Common Core GPS.

• Provide students support in social studies by a certified social studies teacher.

Title 1 funds: $39,000.00 (Rdg/ELA,MA, Sci. and SS)) $23,371.00 (Rdg/ELA,MA, Sci. and SS) Supplies, Instructional Materials & Transportation $65,000.00 1 Social Studies Teacher


Principal, Assistant Principal of Instruction, Department Chair, Academic Data Coach, and teacher

• Classroom Observation

• Lesson plans

• Benchmark Data

• Focus Walk

• Request for support through Dept of Teaching and Learning

Students’ Portfolios, Benchmark Data, Student Achievement, Progress Reports and Grade Content meeting minutes


40



• Increase the percent of students with disabilities who are educated in general education classes.

• Implement “supportive instruction” in which special education paraprofessionals provide support for the general education teachers.

No funds needed


Principal, Assistant Principal of Instruction, Department Chair, LTSE, Academic Data Coach, and teacher

• Master schedule

• Class lists

• Collaborative planning meeting dates

• Agendas

• Minutes

• Lesson plans

• IEPs

The LRE Report on TieNet for the school indicates that an increasing number of students with disabilities is being educated in general education classes.

• Implement instructional delivery models in co-taught classes to support students’ mastery of standards (i.e. station teaching, parallel teaching and alternative teaching).

No funds needed


Principal, Assistant Principal of Instruction, Department Chair, LTSE, Academic Data Coach, and teacher

• Co-Teaching lesson plans

• Room arrangements that support delivery mode and classroom observations

CRCT, Benchmark Assessment, Student Portfolios and Progress Reports


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• Utilize flexible grouping with ample opportunities for student interaction. Simplify/clarify terms and vocabulary.

No local funds


Principal, Assistant Principal of Instruction, Department Chair, ESOL Teacher, Academic Data Coach, and teacher

• Observation,

• Diagnostic tests

• Benchmark scores

• Lesson plans

Teachers can show examples of student work demonstrating social studies vocabulary acquisition.



• Utilize a variety of computer based programs such as Interactive Maps, United Streaming application to increase Knowledge of GPS in social studies.

• Utilize CRCT online assessments and Study Island to monitor students’ academic progress on social studies CRCT domains.

• Utilize a variety of computer based programs to enhance students’ skills in the development of social science projects to include research and data analysis.

No funds needed No funds needed


Principal, Assistant Principal of Instruction, Department Chair, ESOL Teacher, Academic Data Coach, and teacher

• Research projects


• Lesson Plans

• Students’ work

• CRCT

• Benchmarks

• Online Assessments

• Study Island

Increase in student achievement, CRCT, benchmarks & progress reports

Must be completed for schools with ten or more ELL students. Delete row if not applicable.


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Attendance/Graduation Rate Action Plan Annual Measurable Objective: To improve students’ attendance by decreasing the number of students who missed eight or more days of school from 12% to 7% based on the 2013 Spring CRCT data. B.) To improve students’ attendance by decreasing the number of students who had six or more days of unexcused absences from 23% to 17% using the Spring 2013 CRCT data as benchmark data.

Means of Evaluation Performance Action or Initiative Estimated Cost/Funding Sources


Artifacts Evidence


Planning and Organization 3

Attendance/Graduation Rate PA 1

• The Attendance/Graduation Committee (Assistant Principal, Head Counselor, Social Studies/Language Arts teachers, and Parent) will meet monthly to focus on and discuss the elements that address preventing dropout rate and increase graduation rates


Assistant Principal of Attendance, Head Counselor, Attendance Protocol Manager, Teachers, and Parents

� Member list � Meeting dates � Sign-in sheets � Agendas Minutes

The Graduation/Attendance team exists and meets regularly to discuss trends and best practice to address student attendance, academic performance and discipline issues.

Preview student attendance from the previous year and discuss reducing attendance rate Check ESIS reports on attendance and discipline discussed quarterly (including students with disabilities)


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• The attendance/ graduation committee will create an attendance protocol for students that are chronically absent and identify students with multiple risk factors to ameliorate success.

• Provide early intervention and monitor progress by the graduation coach and teachers.

• Run weekly attendance report, and students with 3 or more unexcused absence will meet with the attendance protocol manager to sign attendance contract and contact parent/guardian.


Attendance Secretary and Counselors

Attendance Report/Logs � Assessment

guidelines � List of

documents for review

� Attendance data

� Progress reports

� Discipline reports

� Test results, CRCT, GHSGT, and benchmark data

� Summary of teacher failures

� Climate/school culture survey data

Data wall/data room

The team will describe the process and timelines for completion of student needs assessment and student demographics. Written copies of results exist and are utilized in planning for improvement. ESIS reports on students’ attendance from previous year with 8 or more absences. Monitor students absences weekly by running attendance report from ESIS


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• Student with eight or more absences from previous year (2010-11) will sign attendance contract with the attendance protocol manager and discuss measures of preventing large number of days absences


Attendance Secretary

Documentation of school’s contract and verbal contact (phone log)

� Assessment guidelines

� List of documents for review

� Attendance data

� Progress reports

� Discipline reports

� Test results, CRCT, GHSGT, and benchmark data

� Summary of teacher failures

� Climate/school culture survey data

Data wall/data room

Increase attendance percentage Early-warning indicators have been distributed throughout the school and among all staff. Graduation/Attendance team can articulate the graduation rate/student retention needs of the school and the objectives that will address students at-risk of dropping out of school. A written copy of the objectives exists and is embedded in the school-wide improvement plan. The team will describe the process and timelines for completion of student needs assessment and student demographics. Written copies of results exist and are utilized in planning for improvement.


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Planning and Organization 3 Attendance/Graduation Rate PA 4

• Schedule conferences with parents and students to sign attendance contract after a student has missed 10 days in addition to contacting local judge to speak with truants. Counselors will refer these students to the School Social Worker.


Planning and Organization 3 Attendance/Graduation Rate PA 5

• Provide targeted interventions, i.e. monthly attendance incentives, number of suspension reduction, pairing up student with a caring adult in the building as a mentor, weekly check ins, perfect attendance, signed contracts by parent/guardian, and extra help in course work.


Principal, Assistant Principal of Attendance, Counselors, and Social Worker

CSIP action plans, CSIP appendixes Attendance Contracts, Monitoring, calling logs, data room, ESIS report, SW referrals, agendas � CSIP

document � CSIP action

plans � CSIP

addendums and appendixes

CSIP posting on DCSS website

Interventions selected for the CSIP will include DCSS Graduation/Attendance performance actions. This will be evident as either an addendum or integration into the CSIP action plans, depending on the two-year planning cycle Increase in attendance percentage The team will describe the process and timelines for completion of student needs assessment and student demographics. Written copies of results exist and are utilized in planning for improvement. The CSIP includes research-based interventions from the Georgia School Keys implementation Resource, the DCSS Implementation Resource Supplement, and other relevant publications. Run monthly attendance report


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Library-Media Action Plan Annual Measurable Objective: To increase the number of students that meet/exceed the standards on the spring 2012 CRCT for grades 6-8 in the following areas with a 95% participation rate: Reading/Language Arts from 90% to 95%, Mathematics from 74% to 84%, Social Studies from 54% to 70% and Science from 56% to 73% using the Spring 2013 CRCT data as benchmark data.




Artifacts Evidence


Instruction Standard 2/PA 2.5

• Utilize the Media Center to extend students’ knowledge in informational literacy, research, and writing skills for those CRCT domains by co-teaching and collaborating with teachers to support students’ mastery of standards (i.e., station, parallel and alternative teaching).

No local funds needed Co-Teaching Prof. Learning

August 2012 – May 2013 Principal, Assistant Principal of Instruction, Department Chairs, Teachers, and Teacher Librarian

Media Center collaboration forms, lesson plans and Focus Walks

ITBS, CRCT, MGWA, Benchmark Assessments, and Progress Reports


Instruction Standard: 1/PA1.1

Collaborate with content area teachers and connections department chairpersons to increase the number of print and non-print resources that are available to students, which reflect, support, and enhance the curriculum.

$12,626.00– State Media Allotment Funds

August 2012 – May 2013 Principal, Assistant Principal of Instruction and Teacher-Librarian

Media Center visitation logs, Computer Use data logs (Destiny)



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• Provide supplemental instruction in reading including reading comprehension, modeling, and repeated reading through the utilization of booktalks, and literature circles.

August 2012 – May 2013 Principal, Assistant Principal for Instruction, Teacher-Librarian and Teachers

Observations, Media Center visitation logs and collaboration forms




• Instruct students on how to use Lexile data to support library material selections as indicated on individual student reports and to implement the 25 Books Standard.


August 2012 – May 2013 Academic Data Coach, Principal, Assistant Principal for Instruction and Teacher-Librarian

Destiny circulation logs and students’ sign-in log




• Expose students to a variety of informational texts in order to improve their comprehension and develop their understanding of these types of texts.

$12,626.00 – State Media Allotment Funds

August 2012 – May 2013 Principal, Assistant Principal for Instruction and Teacher-Librarian

Destiny circulation logs



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Technology Integration



• Utilize technology to support research, information literacy, and writing skills using appropriate resources in order to create quality research papers and projects.


September 2012– May 2013 Principal, Assistant Principal for Instruction and Teacher-Librarian

Media Center visitation logs, equipment logs and lesson plans



49

Professional Learning Plan The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding source. PL Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of Professional Learning to served as the Comprehensive Plan. The PL budget should address only activities funded through the Professional Learning Department budget. A copy of the PL budget and any other budgets utilized to support professional learning should be placed in the CSIP appendix.

Means of Evaluation Funding Source

Goal to Improve Student Achievement

Description of Activity Timeline

Evidence of Monitoring

Evidence of Impact

State (PL Funds)


Instruction 2/PA 1

• Provide instructional planning techniques for teachers to meet the academic needs of all students based on their abilities. Teachers will have an opportunity to learn specific methods for planning instruction that address the needs of the different learning styles of all students and encompass critical thinking skills, multiple

• Training on planning differentiated lessons to meet the academic needs of students.

• Training on effective brain-based instruction.

• Training on the Georgia Performance Standards to prepare, implement, and reinforce instruction through various modes of delivery.

• Training on Thinking Maps as a school wide instructional strategy to improve writing and critical thinking.

• Training on the Instructional Framework of Teaching and Learning.

• Staff members, teachers, and administrators will attend state


Lesson Plans, Informal/Formal Observations, Benchmarks Assessment, Pre/Post Tests, Instructional Boards Pyramid RTI Conference, Georgia School Counselors’ Association Conference, National Youth At-Risk Conference “Using RTI for

School

Improvement:

Raising Every

Student’s

Achievement

CRCT Results, Pre/Post Tests, Informal Assessments, Benchmark Results


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intelligence, layered curriculum, and creating life-long learners.

• Teachers will participate in professional development throughout the school year. Focus will be on Marzano’s High Yield Strategies, Webb’s Depth of Knowledge, and critical thinking skill with the utilization of Thinking Maps.

and national conferences and redeliver information on instructional strategies

• Training on the new Common Core Georgia Performance Standards to prepare, implement, and reinforce instruction through various modes of delivery

• Training and purchasing of instructional resources for Response to Intervention

Scores” by Cara Shores & Kim Chester “Using RTI to

Teach Literacy

to Diverse

Learners, K-8:

Strategies for

the Inclusive

Classroom” by Sheila Alber-Morgan “Response to

Intervention in

Math” by Paul Riccomini & Bradley Witzel

Federal


Instruction 2/PA 1

• Utilize technology in the daily instruction to increase student achievement through hands-on instruction and critical experiences of integrating technology in the classroom.

• Technology workshops for teachers and paraprofessionals for successful implementation of software programs as well as technology usage in the classroom


Lesson Plans, Informal/Formal Observations, Benchmarks Assessment, Pre/Post Tests, Instructional Boards



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Grants

Local

• Provide teachers with the support to help students perform at higher levels of rigor in the classroom through enrollment in onsite workshops such as TESA (Teacher Expectations and Student Achievement).

• Provide training on IDMS and analyzing data in order to assess instructional needs per student.

• Increase the use of collaborative teaching models for the students with disabilities.

• Provide training on the implementation of Common Core GPS

Teachers will attend local, state, and national conferences, and re-deliver information on helping struggling students. The Academic Data Coach and teachers will attend local workshops on utilizing and analyzing data and student assessment to improve student achievement. Teachers will participate in collaborative grade level planning to appropriately implement and monitor CCGPS standards and the instructional framework of teaching and learning. Department of Special Education will provide training on collaborative planning and teaching. Teachers will participate in district level and local level workshops on implementing, assessing, and monitoring Common Core Georgia Performance Standards and the instructional framework of teaching and learning.


Lesson Plans, Informal/Formal Observations, Benchmarks Assessment, Pre/Post Tests, Instructional Boards Redelivery information



52

School Climate Action Plan Objective: Improve school climate through data analysis, planning, professional learning, consistent implementation, and self-assessment.




Artifacts Evidence


Planning and Organization 4 Performance Action: 2

• The Safe School committee will establish and implement routines and systematic processes for analyzing school discipline data by the following criterion:

o Grade Level o Gender o Location and time of infraction o Teacher referral o Repeat offender


August 2012 – June 2013 Assistant Principal for Discipline, Discipline Secretary, Graduation Coach, Student Support Specialist, School Improvement Team

• Meeting dates

• Sign-in Sheets

• Agendas

• Spreadsheets

• Reports

Data analysis documents patterns and trends of classroom management and school wide behavior. Documentation of data analysis is utilized to develop action plans and task forces as needed.


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• The Safe School Committee (School Improvement Team) will develop a Positive Discipline Plan to prevent ISS and OSS Referrals.

• Implementation of MGMS P.R.I.D.E. Guide


August 2012 – June 2013 Assistant Principal for Discipline, Discipline Secretary, Graduation Coach, Student Support Specialist, School Improvement Team

• Pyramid of Intervention

• School-wide Discipline Plan

• Timeline for implementation

Primary prevention strategies are implanted that target the entire school population to create a school culture that promotes pro-social problem solving in the context of a safe and drug free leaning environment. An identifiable plan for proactive strategies to support a positive learning environment is evident in each classroom. All students are aware of the discipline plans (grade level meetings). A series of early interventions for students in need are available to teachers, students, parents, and administrators including consultation with school counselors, parent/teacher conferences, tutorial, mentoring, support group. etc…


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• The school cultivates knowledge of innovative programs and services to address school violence through professional learning activities.


August 2012 – May 2013 Principal, Assistant Principal, Safe School Committee

• Professional Learning plan

• Lesson plans with implementation strategies

• Formative assessment

• Teachers team meeting

• Awareness walk forms and results

• Discipline data

• Faculty meeting agendas

• Sign-in sheets

• Memorandum Posted school policies and protocols

Safe school standards are posted throughout the school. Research-based safe school standards are discussed at faculty meetings and in professional learning communities. Teachers, support staff, and administrators can articulate best practices that are being utilized school wide to positively impact student behavior.



• Classroom teachers teach the Safety Student Module concerning the common definition of violence, school wide rules, and classroom expectations.


August 2012 – May 2013 Classroom teachers, Principal and Assistant Principals

• Lesson plans

• Student Signatures

• Posted rules

• Posted standards of success

• Walkthrough checklist

Teachers and administrators can discuss the contents of Modules 1-3 and can describe how they relate to their school. Teachers can describe their role in maintaining a safe school environment


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• School staff and students are held accountable to the Positive School Discipline Plan.


Principal and Assistant Principals

• Posted rules

• Posted standards for success

• Documentation for tiers of intervention prior to referral

• Anecdotal data

• Student referrals

• Dispositions

• Teacher data for referrals

• Walk-through checklist

• Meetings agenda

• Sign-in sheets

Teacher and students can articulate classroom expectations. This includes rules, policies, and procedures for activities and transitions as well as behavior that demonstrate respect for others. Parents are informed of classroom and school-wide expectations and are consistently provided feedback regarding their child’s behavior. Consequences for negative behavior are consistently implemented. Low-profile interventions are utilized and documented before administrative referrals. Increase in parent participation


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Teacher Retention Action Plan Objective: Increase teacher retention through best practices in school policy, professional learning, and teacher support.




Artifacts Evidence


Leadership 2.2 Performance/Action 1

• A Site-Based Teacher Retention Committee is formed to focus on data analysis and strategy development based on prioritized needs in order to create a supportive school culture and utilize teacher retention best practices. The school maintains and support a teacher retention committee that:

� Knows best practices in teacher

support as it impacts school culture.

� Shares with the faculty research-based initiatives and interventions for teacher retention.

� Analyzes teacher retention needs

based on MGMS concerns.


August 2012 – May 2013 Teacher Retention Committee:

• Principal

• Assistant Principal

• for Instruction

• Teacher Support Specialist

• Teacher Leaders

• Member List

• Meeting Dates

• Sign-in Sheets

• Agendas

• Minutes

A teacher retention committee exists and meets regularly to discuss the best practices on teacher retention as is relates to school culture and to develop a positive and proactive plan for teacher support.


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• New teachers will participate in mid-year and end of year professional learning days that provide opportunities to do the following:

o Reflect on practices and actions from previous year

o Analyze personal classroom

observation and teacher evaluation


January 2013 and May 2013 Principal Assistant Principal for Instruction Teacher Support Specialist

Sign-in sheets Agendas Minutes Powerpoint presentations

Teachers and administrators can articulate why specific areas were targeted for development, their findings, and how data collected demonstrates change in teacher practice and impact on student learning.


Leadership 2.2 Performance Action: 6

• Monitor effectiveness of the Teacher Retention Action Plan each month by reviewing relevant data and discussing improvements and areas of continued need.


August 2012– May 2013 Principal Assistant Principal of Instruction and Teacher Support Specialist

Student Discipline Data Student Achievement Data List of Professional Learning Activities Lesson Plans Observation Notes Teacher Perception Data

Teachers and administrators discuss school patterns and trends as they relate to teacher’s needs and available support. Task forces are created and dissolved as needed to conduct research and propose solution for continued problems areas. Staff, students, parents, and community members participate in activities and programs that advance teacher retention objectives.


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Career Technology Action Plan (for high schools and middle schools only) Objective: Increase instructional effectiveness through best practices in career technology instruction.




Artifacts Evidence


Instruction 1.1 Performance Action: 2 Increase leadership development of students by increasing participation in Career Technology Student Organizations (CTSOs); Future Business Leaders of America (FBLA), Family Careers, Community and Leaders of America (FCCLA) and Technology Student Association (TSA)


August 2012 – May 2013 Principal Assistant Principal of Instruction

• Membership roster

• Student leadership conference attendance

• Advertisement of community service projects

• Agendas and minutes

Students’ leadership development activities are scheduled throughout the school year. There is an increase in students competing in regional, state, and national events.

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Consolidated School Improvement Plan 2012-2013 · Executive Summary of Consolidated School...

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