School Name Marietta Middle School

School Year

2018-2019

School Strategic Plan

DRAFT COPY – 9/20/18

Members

Dr. Dayton Hibbs: Principal

Mr. Anthony Booker: Assistant Principal

Mrs. Chelsea Bargallo: School Improvement Specialist

Dr. Nina Small: School Governance Team Member

Mrs. Candice Taylor: Science Coach

Ms. Mary Thurman: Assistant Principal

Ms. Tamiko Godwin: Assistant Principal

Mrs. Jessica Lane: School Governance Team Member

Ms. Lauren Thornton: Mathematics Coach

Dr. Kyra Caldwell Templeton: Language Arts Coach

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• Develop a culture of academic optimism.

• Increase family and community collaboration to support student achievement.

• Implement a guaranteed and viable curriculum to facilitate quality tier 1 instruction.Provide engaging learning experiences through the increased use of the ‘High Five’

expectations for classroom instruction.

• Reduce the number of beginning learners on EOG for all subgroupsFocus on students categorized as at-risk through the Aspen early warning system (ABC

Report). Implement researched-based, specialized instructional practices with fidelity.

• Increase the number of distinguished learners on EOG through focus on STEM, International Baccalaureate programs, and opportunities for acceleration through Reading Plus and Ascend.

Needs Analysis

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Needs Analysis

Achievement Level Number of Students Percent of Students

Beginning 239 20.13%

Developing 474 39.93%

Proficient 378 31.84%

Distinguished 96 8.09%

English Language Arts

Achievement Level Number of Students Percent of Students

Beginning 186 15.67%

Developing 510 42.97%

Proficient 352 29.65%

Distinguished 139 11.71%

Mathematics

ELA Achievement Levels by Subgroup

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Math Achievement Levels by Subgroup

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CCRPI Indicators for Common Schools

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Marietta MiddleSchool

Barber Middle Campbell Middle Cooper Middle East Cobb Floyd Garrett Griffin Lindley Smitha Tapp

CCRPI Indicators

Content Mastery Progress Closing Gaps Readiness

Strategic Plan:

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Balanced Literacy FrameworkImplement literacy instruction that

utilizes researched based strategies to address individual student needs.

Balanced Math FrameworkImplement a guaranteed and viable

Mathematics curriculum.

Literacy

Increase the percentage of students performing at Proficient or

Distinguished in ELA to 43%.GM – 46% P&D (’19) to 50% P&D (‘20)

Professional DevelopmentProvide high quality, job embedded

professional development in the implementation of a guaranteed and

viable curriculum.

Coaching CycleUtilize school based coaching model to provide direct modeling and support to

teachers/PLCs to ensure implementation of a guaranteed and

viable curriculum.

Family EngagementImprove the quality and quantity of

communication among students, teachers, and parents.

CommunicationLeverage digital platforms to improve quality of school communications.

Budget CommitteeMaintain effective internal budgeting processes.

Fiscal AlignmentConduct comprehensive review of instructional and operational expenditures.

Financial AlignmentAlign fiscal resources to strategic plan

priorities.

Budget CommitteeEstablish a budget committee to

evaluate and review expenditures

Mathematics

Increase the percentage of students performing at Proficient or

Distinguished in math to 40% .GM – 43% P&D (’19) to 46% P&D (‘20)

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• Provide Reading Plus/Core 5 daily intervention instruction for identified students who performed more than one grade level below.

• Provide Lexia daily intervention for ELL students who scored Levels 1-2 on Access 2018.

• Provide push in ESOL model for ELL.

• Implement EngageNY curriculum during daily instruction with fidelity.

• Implement Writing Units of Studyinstruction with fidelity in communications wheel class.

• Implement Innovative and Interdisciplinary units of instruction.

• Create Exploratory wheel- provide a preview of career pathways, ensure IB MYP requirements, and promote greater engagement through interdisciplinary connections.

Balanced Literacy Framework.

Implement l iteracy instruction that util izes

researched based strategies to address

individual student needs

• Common formative and summative assessment to monitor progress for increased percentages of students meeting grade level expected levels of performance.

• Map Reading Assessments- Increased percentage of students making progress meeting expected growth benchmarks from Fall>Winter>Spring

• Formative and Summative Assessments- monthly review of data during PLC and Student Achievement Impact meetings monthly.

• Monitor completion of See Readers, Read Arounds, and IBalance in Reading Plus.

• Increased percentage of student subgroups who meet expected growth on MAP Reading Assessment.

• Increased percentage of students who move at least one band on ACCESS assessment.

• Increase the percentage of students performing at Proficient or Distinguished in ELA to 43%.

• Decrease the achievement gap between African American, Hispanics and Caucasians.

• Increase the number of students reading on grade level as measured by Reading Plus.

Initiatives: What will we do to achieve

success?

Critical actions: What major actions will we complete and by when

(student groups)?

Evidence of progress: How will we know that the initiative is working?

(Timeline)

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

9Strategic Plan: [School Name]DRAFT COPY

• Provide Ascend daily interventioninstruction for identified students who performed more than one grade level below.

• Utilize Moby Max for remediation.

• Implement SSIP with fidelity to monitor students with disabilities in math.

• Provide push in ESOL model for ELL.

• Research and obtain quality math curriculum to support closing achievement gap.

• Implement Innovative and Interdisciplinary units of instruction.

• Create Exploratory wheel- provide a preview of career pathways, ensure IB MYP requirements, and promote greater engagement through interdisciplinary connections.

Balanced Math Curriculum

Frameworks

• Common formative assessment to monitor progress for increased percentages of students meeting grade level expected levels of performance.

• Targeted Intervention Tracking-monthly review of targeted SWD students

• Map Math Assessments- Increased percentage of students making progress meeting expected growth benchmarks from Fall>Winter>Spring

• Formative and Summative Assessments- monthly review of data during PLC/ and Student Achievement Impact meetings monthly.

• Monitor achievement of objectives in Ascend.

• Map Math Assessment Screener to check student progress prior to Spring and Winter administrations.

• Monitor proficiency by subgroup data for common formative and summative.

• Increased percentage of student subgroups who meet expected growth on MAP Math Assessment.

• Decrease the achievement gap between African American, Hispanics and Caucasians.

• Increased percentage of SWD students who move from beginning to proficient.

• Increase the percentage of students performing at Proficient or Distinguished in Math to 40%.

• Decrease percentage of students at 3rd

and 4th grade level in Ascend.

Initiatives: What will we do to achieve

success?

Critical actions: What major actions will we complete and by when

(student groups)?

Evidence of progress: How will we know that the initiative is working?

(Timeline)

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

10Strategic Plan: [School Name]DRAFT COPY

• Increased percentage of students meeting expected growth in math and reading on MAP assessment.

• Increase in percentage of students scoring Proficient or Distinguished level in ELA and Math on Georgia Milestones.

• Decrease number of SWD students scoring beginning in math and reading.

• Progress toward TKES professional learning and achievement goals.

• Classroom observations reflect quality tier I instruction.

• MAP Growth reports show evidence of student progress at Winter and Spring.

• Evidence of implementation of small group instruction, use of manipulatives, and high leverage practices in walkthroughs.

• Provide quality professional learning on tier I instruction in math, reading, and science through professional learning communities.

• Provide explicit training for intervention programs use of small group support, workstations, conferencing and use of manipulatives.

• Targeted professional development provided to SWD teachers from the district office.

• Provide professional learning opportunities in the area of MAP, school climate, and PLCbest practices.

• Model and monitor research-based instructional practices that positively impact student learning through identify, learn, and improve instructional coaching cycle.

Professional Development

Critical actions: What major actions will we complete and by when

(student groups)?

Evidence of progress: How will we know that the initiative is working?

(Timeline)

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

Initiatives: What will we do to achieve

success?

Strategic Plan: [School Name]DRAFT COPY

• Improve home-school communication and processes to engage families through an increase in strategic social media messaging.

• Develop, implement, and monitor school communications plan.

• Engage parent liaison to increase parent communication, collaboration, and build school culture.

• Establish a common vision and mission that define the school culture and guide continuous improvement.

Communication:Leverage digital

platforms to improve quality of school communications.

• Social media analytics reviewed monthly in team leader meetings.

• Increased participation in family engagement survey (yearly).

• Increase in percentage of parents who completed face to face Fall conferences.

• Increase in family attendance at engagement nights and PTSA events.

• Increased family involvement in student activities.

• Increased usage by parents and community of our digital platforms.

• Positive community perception of school .

Critical actions: What major actions will we complete and by when

(student groups)?

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

Initiatives: What will we do to achieve

success?

Strategic Plan: [School Name]

Evidence of progress: How will we know that the initiative is working?

(Timeline)

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• Conduct bi-monthly budget meetings with Principal, Assistant Principals, and Book Keeper.

• Engage the MMS SGT in the expenditure of charter funds.

• Collaborate with Central Office Finance Department to align school and district processes.

Budget CommitteeMaintain effective internal budgeting

processes.

• All stakeholders will be able to communicate expenditures regularly.

• Resources aligned to student growth and achievement will improve outcomes in reading and mathematics.

Fiscal AlignmentConduct

comprehensive review of

instructional and operational

expenditures

• Conduct fiscal responsivity audits for each content area.

• Analyze teacher and student usage of implemented resources (weekly).

• Monitor the fidelity of implementation for all purchases of curricula (ongoing).

• Resources aligned to student growth and achievement will improve outcomes in reading and mathematics.

Critical actions: What major actions will we complete and by when

(student groups)?

Outcomes: What will success look if we provide opportunities for all

children (student groups)?

Initiatives: What will we do to achieve

success?

Strategic Plan: [School Name]

Evidence of progress: How will we know that the initiative is working?

(Timeline)

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Charter Funding - Strategic Support

-SGT Request Form-

School: Marietta Middle School

Amount Requested: 43,220 per year Date of SGT

Approval/Vote1:

Strategic Alignment: Explain how your proposed use of charter funds aligns to your school improvement plan (and/or the district strategic plan) and the long-term outcomes or goals

highlighted in your plan.

In order to support the Student Achievement goal of increasing the percentage of students performing at proficient and distinguished levels, we will focus on implementing activities and resources that support balanced math and literacy. We will purchase resources that support school innovation and provide academic support to all subgroups.

Funding Activities: Use the table below to state the project activities, strategic alignment, anticipated outcomes and long-term impact for your students.

Implementation: (Project Activities – including

any Enhanced Roles2)

Strategic Plan Alignment: Program Effectiveness: (Project

Outcomes)

Program Impact: (Long-term

Outcomes)

Budget:

School Innovation & Academic Program Support:

Reading Plus, Ascend, Write Score, Science dissection

materials, other support materials.

Student Achievement

Human Capital Development

Community Collaboration

Fiscal Responsibility

Increase the percentage of students performing

at Proficient or Distinguished in Math and ELA.

Sustain a cultureof Academic Optimism. $30,220

Teacher Grants & Professional Development:

Hands On Math materials, Exploragons, and XY Coordinate

Pegboards

Student Achievement

Human Capital Development

Community Collaboration

Fiscal Responsibility

Increase the percentage of students performing

at Proficient or Distinguished in Math and ELA.

Sustain a cultureof Academic Optimism

and Academic Emphasis. Maintain high

levels of staff retention.

$13,000

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Charter Funding - Strategic Support

-SGT Request Form (continued) -

Evaluation/RO3I: How will you measure your project results? For each of the project outcomes and long-term outcomes listed above, indicate how you will measure your results. Initiatives identified in this form must be presented at the end of the school year and documented in the SGT meeting minutes .

The percentage of students meeting measures of academic progress (MAP) Project Growth Percentiles in math and reading will increase from fall to spring

SGT Chair Signature Principal Signature

Superintendent (or Designee) Signature Date

1 SGT approval of Charter Funding requests must be reflected in the SGT minutes.2 All Enhanced Roles must be reflected in the attached 2018-19 Enhanced Roles excel file, which must be submitted with this form.3 Initiatives identified in this form must be presented at the end of the school year and documented in the SGT meeting minutes.

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APPENDIX A– Budget Template 1

Schoolwide School Improvement Plan-

Combining Funds How the school will meet the Intent and Purpose of

each funding source? Please indicate the programs and items that will be supported with your consolidated funds. Make sure the programs/items

meet the intent and purpose of each program.

Attach template for EACH school consolidating funds to the Consolidated Application

District Name: Marietta City Schools Fiscal Year: 2018-2019

School Name: Marietta Middle School Date Submitted: 9/20/18 Revised: 11/29/18

Grade Level: 7-8

Describe how the Intent and Purpose for each consolidated funding source will be met by the school

Program Intent and Purpose Statement

Title I, Part A Improve academic achievement through parent involvement activities, parent liaison, focused academic and behavior interventions, data driven interventions, small group instruction, instructional coaches, support specialists, and web-based resources to support content learning

Title II, Part A Improve teacher quality through mentor/induction program, professional development in targeted instructional areas, ongoing job embedded professional development using professional learning communities, and extended planning focused on curriculum design and instructional strategies

Title III, Part A Improve English proficiency and achievement of English Learners through professional development on differentiation of instruction utilizing language acquisition models, focused intervention time, small group instruction, ACCESS data analysis, and WIDA standards training

Title IV, Part A Provide students with access to well-rounded education through STEM implementation, technology integration, preventive truancy resources, college and career awareness and guidance, enrichment opportunities, and school safety training

Signatures: Title I Director _____________________________ Date ___________ Title II Director ______________________________ Date _______________ Title III Director _____________________________ Date ___________ Superintendent _____________________________ Date _______________ Principal _____________________________ Date ___________