TITLE I MEETINGSEPTEMBER 28, 2017

WHAT IS A TITLE I?

• Title I is a federally funded program under the Elementary

and Secondary Education Act of 1965 (ESEA), as amended

by the “NO Child Left Behind Act” of 2001 (NCLB), which

provided financial assistance to qualifying schools to help

students meet our state’s academic content and

performance standards.

• Schools qualify for Title I funds based on the school’s

percentage of students who meet the criteria to receive free

or reduced price lunch.

HOW IS TITLE I PARENT INVOLVEMENT MONEY SPENT?

2016-2017This year’s proposed allotment is $234,000.00. It will be used

for the following:

• the purchase of three full time classroom teachers

• supplemental instructional materials and for supplies for the classroom

• purchase supplemental computer software (e.g. Mobymax)

• finance academic workshops based upon our school-wide plan and

• our goal areas marked for improvement (e.g. Math and ELA/Reading)

• for the purchase of equipment, materials / supplies, and publications for the Parent Resource Room

(PRC)

HOW IS TITLE I PARENT INVOLVEMENT MONEY SPENT?

2017-2018

This year’s proposed allotment is $376,808.00. It will be used

for the following:

• the purchase of 1.5 full time classroom teachers

• supplemental instructional materials and for supplies for the classroom

• purchase supplemental computer software

• our goal areas marked for improvement (e.g. Math and ELA/Reading)

• for the purchase of equipment, materials / supplies, and publications for the Parent Resource Room (PRC)

WHAT IS THE REQUIREMENT FOR SCHOOL-WIDE COMPLIANCE IN TITLE I?

• 80% or more of our students must participate in the free and reduced lunch program.

• Currently our percentage of participants in the free and reduced lunch program is 98%.

QUESTIONS WE WILL BE DISCUSSING

• What is our school’s Parent Compact?

• What Is The District Parent Involvement Plan?

• What Is the School Parent Involvement Plan?

We strongly desire to encourage our parents to participate in the design and

implementation of activities for Title I students. We want parents to work

with our teachers and administrators to lay plans for a productive and

memorable school year. The future is in all of our hands. Academic success

and unlimited career opportunities for our children is our goal.

WHAT IS THE SCHOOL – PARENT COMPACT?

•A School Parent Compact is a written agreement indicating how all members (the school, each student and their parents / guardian) agree to share responsibility to improve student achievement.

• The Compact is designed to build and develop a shared partnership to help children achieve the State’s high academic standards.

WHAT IS THE SCHOOL’S PARENT AND FAMILY INVOLVEMENT PLAN?

• The Ronald E. McNair Middle School Parent Involvement Plan Program is designed to foster learning as a family unit. We also include programs created by parents and community members. The programs created help enhance a child’s educational experience at our school.

• Parents will be given the opportunity to give input on the upcoming Compact / Parent Involvement Plan for the 2017 –2018 school year on August 26, 2017. All parents are invited to attend this meeting.

WHAT IS THE DISTRICT’S PARENT INVOLVEMENT PLAN?

The Fulton County Board of Education will, with the assistance of its schools, provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by offering of workshop opportunities and activities at the school or North / South Parent Resource Centers.

We believe that strong parental involvement will improve student academic

achievement.

WHAT IS THE DISTRICT’S PARENT INVOLVEMENT PLAN?

We will provide assistance to parents of children served by the District or school, as appropriate, in understanding topics such as the following:

♦ the State’s academic content standards,

♦ the State’s student academic achievement standards,

♦ the State and local academic assessments (including alternate assessments),

♦ the requirements of Part A,

♦ how to monitor their child’s progress, and

♦ how to work with educators.

HOME ACCESS

WHAT IS HAPPENING AT

MCNAIR MIDDLE SCHOOL?

Mission Statement: To provide students with a quality education to

become successful academically and socially

through hard work and a commitment to

excellence.

Vision Statement: For all students to reach their full potential

and become college/career ready and

responsible citizens.

BY THE NUMBERS…

Elementary Middle High

Hamilton E. Holmes Hapeville Charter Banneker

Heritage McNair Tri-Cities

Love T. Nolan Renaissance

Parklane Woodland

Of the 14 schools labeled as “chronically underperforming” by the Governor’s Office of Student Achievement,10 showed an increase in the overall percentage of students scoring in the Developing Learner category or above. The schools below all showed progress.

PROGRESS

McNair Middle School showed gains or remained the same in the percent of students scoring in the Proficient or Distinguished category in:

English/language arts, math, and

social studies

double-digit gains in 6th grade English/language arts.

52.9

46.746.1

42

44

46

48

50

52

54

2014 2015 2016

CCPRI scores 2014-2016

GMAS TOTAL GROWTH

-5 0 5 10 15 20 25 30 35

Reading

Math

ELA

Social Studies

Science

33

19

13

9

-2

Total growth = growth for students scoring 2+ across all combined content areas and grades.

GMAS OVERALL PERFORMANCE

2016 2017 Gains/Loss

ELA 43.4 48.2 4.8

Math 39.7 46.5 6.8

Social Studies 29.6 38.6 9

Science 21.4 19.0 -2.4

Overall Performance = % of students scoring level 2-4 for each content area

ELA PERFORMANCE

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

6th 7th 8th

34

.4%

46

.4% 5

8.6

%

38

.4%

40

.8% 5

0.5

%

50

.2%

42

.6% 52

.5%

2015-2017 Comparison

2015 2016 2017

MATH PERFORMANCE

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

6th 7th 8th

26

.8%

42

.8%

37

.6%

38

.5%

37

.1%

39

.7%46

.9%

41

.7% 46

.5%2015-2017 Comparison

2015 2016 2017

WHAT ARE WE DOING?

Literacy

Incorporate in every content area

Include in lesson plans daily

Utilize technology to leverage the

literacy component

PLC’s

Balanced assessments

Use data to drive instruction

Prepare student engaging lessons

Culture

Build relationships with students

Encourage them to give their best

everyday

Teaching from bell to bell

WHAT WE NEED FROM OUR STUDENTS?

Good Behaviors

No fighting

No disrespect towards adults

No profanity towards adults

No drugs/weapons

Good attitudes

Ready to learn

Prepared for class

Ipads everyday…charged

Appropriate

attire

Uniforms

No bandanas of any color

No holes in jeans or pants

No slides/flip flops

No Spaghetti straps/leggings/tank

tops

1 Language Arts

Proficiency

23% of 6th grade

students Proficient

and above (Levels

3-4)

13% of 7th grade

students Proficient

and above (Levels

3-4)

15 % of 8th grade

students Proficient

and above (Levels

3-4)

15% of 6th grade

students proficient

and above

(Levels 3 & 4)

30% of 7th grade

students

proficient and

above (levels 3 &

4)

20% of 8th grade

students

proficient and

above (levels & 4)

BAS data, Interim Benchmark Assessments for the

AZ, Reading Plus, Short Cycle Assessment,

FastBridge, iReady with Tier 3

2 Math Proficiency

9 % of 6th grade

students Proficient

and above (Levels 3-

4)

10% of 7th grade

students

Proficient and

above (Level 3-4)

7% of 8th grade

students Proficient

and above (Levels 3-

4)

11% of 6th grade

students proficient

and above

(Levels 3 & 4)

18% of 7th grade

students proficient

and above (levels 3

& 4)

15% of 8th grade

students proficient

and above (levels &

4)

Redbird; AZ Interim Benchmark assessments; Fulton

Connect/Unit Assessments/Short Cycle Assessment

3 Decrease Out of School

Suspension by 10%

2016-2017

6th grade: 616 OSS

Days

Reduce out of

school suspensions

by 36%

Monthly discipline data to include referral type, by

grade level, by teacher, by student

Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE

PROGRESS)

Turnaround Initiative Focus Area (Big Rock): Climate and Culture

School’s Priority: (Given the goals identified, what

problem needs to be addressed to achieve these goals?)

Disproportionate use of exclusionary practices to

address student discipline

School Leader Responsible:

PBIS team (Allison)

Desired Outcome: (What will be different if you are

successful in addressing this priority?)

Positive Behavioral Intervention and Supports (PBIS)

will be a school-wide practice and exclusionary

practices will be used as a last resort

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?)

1. Lack of staff training on management, de-escalation and other non-exclusionary practices when students, who are often exposed to pervasive violence, poverty,

mental illness and suboptimal conditions, exhibit behavior issues

2. Lack of consistent leadership and expectations for the past 5 years (3 Principals in last 5 years)

Weekly discipline

Data review by

Administrative

Team and Grade

Levels

DISPRO 09/017-

12/2017

Live School Monitoring

01/2018 Decrease OSS by

36 % when

compared to the

same time last year

Additional training for staff on de-escalation and management

01/2018 PBIS has become a

school-wide

practice for staff

and students

Continue to make PBIS a priority in all we do

Turnaround Initiative Focus Area (Big Rock): Data Driven Instruction through PLCs

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Professional learning communities need to implement a data driven protocol which drives action plans for

instruction.

School Leader Responsible:

Instructional Coaches

APDesired Outcome: (What will be different if you are successful in addressing this priority?)

All teachers will consistently use a common data instrument to modify and drive their instruction and planning for

their students.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this

hypothesis?)

1. Limited knowledge of data based instructional practices.

2. Lack of an established protocol for data analysis.

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing

Action

Timeline Resources Needed / Source

Establish common protocol for data analysis AP

Instructional

Coaches

08/2017- N/A

Establish a data driven PLC by bringing evidence of student work and

assessment results (i.e SLDS, FultonConnect, etc.) to determine next steps for

instruction, interventions, and strategies to improve teacher

instruction/student achievement.

AP

Instructional

Coaches

08/2017-

5/2018

N/A

Observe in classrooms to determine alignment of instruction, based on what

was decided in the PLCs. Conduct 2-3 observations per week and provide

feedback

AP

Instructional

Coaches

08/2017 –

05/2018

N/A

RTI DISPRO TEAM – MR. GOODWIN AND MS. PLAGIANES

• The RtI team at McNair will work to identify children who are having difficulties

in the following areas and provide them with support throughout the school

year. All students who will be serviced by the RtI team will be Level 2/Level 3

students.

• Discipline

• Academics

• Attendance

The RtI Team will also work with students who require mediation through Restorative

Practices.

In addition, the RtI team will work with students who have deficiencies in reading.

ADDITIONAL SUPPORT

• Community In Schoools

• Mental Health Personnel (Kaiser/United Way)

• Restorative Practice

• Fly Life

• Lions Den

Q&A