SCHOOLWIDE IMPROVEMENT PLAN (SIP) TITLE I SCHOOLWIDE ...images.pcmac.org/SiSFiles/Schools/GA/CarrollCounty/... · Division of School and District Effectiveness | School Improvement

Georgia Department of Education

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SCHOOLWIDE IMPROVEMENT PLAN (SIP)

TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

TITLE I TARGETED ASSISTANCE (TA) PLAN

NAME OF SCHOOL/PRINCIPAL:

Bowdon Middle School/Scott Estes

NAME OF DISTRICT/SUPERINTENDENT:

Carroll County Schools/Scott Cowart

□ Comprehensive Support School □ Targeted Support School x Schoolwide Title 1 School

□ Targeted Assistance Title 1 School □ Non-Title 1 School □ Opportunity School

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.

SIGNATURES:

Superintendent _________________________________________Date __________

Principal Supervisor _______________________________________Date _________

Principal _______________________________________________ Date _________

Title 1 Director ___________________________________________Date _________

(Title 1 Schools only)

Division of School and District Effectiveness | School Improvement PLAN


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Title I only (SWP 10, 15, 19) Coordination and integration of federal, state, and local services and programs; Plan developed during a one-year period; Plan is subject to the school

improvement provisions of Section 1116. The Letter of Intent for Title I Schoolwide was submitted on ______________________________________. Please indicate the programs that are consolidated in this plan: Title I, Title II, Title III, FLP, SIP School Designated as a Priority School? No (Yes or No) School Designated as a Focus School? Yes (Yes or No)

Planning Committee Members (SWP 8, 16) Measures to include teachers in the decisions regarding the use of academic assessments; Plan developed with the involvement of the community to be

served and individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Name Position/Role Signature

Scott Estes Principal

Kiley Thompson Assistant Principal

Remonica Stephens 6th

Team Lead

Michelle Barnette 7th

Team Lead

Staci Gilley 8th

Team Lead

Cynthia Videtto Connections Team Lead

Caroline Graham Counselor

Jennifer Daniel Parent/Community Member

Meredith Stone Parent/Community member

Mandy Cumming Connections Teacher

Chad Brown SPED Teacher

Faye Jones 8th

Math Teacher

Joan Madaglia Instructional Consultant

Jill Adams Media Specialist



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Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18)

● A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information

which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section

1111(b)(1).

● Description of how individual student assessment results and interpretation will be provided to parents.

● Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

● Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

● Provisions for public reporting of disaggregated data.

● Plan available to the LEA, parents, and the public.

● Plan translated, to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

Current Strengths Data Source (1B) Participants Involved and

Specific Involvement (1A)

Communication to Parents

and Stakeholders

Climate has improved within the school. Student, parent, and staff

survey (FY16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter

There were sizable gains in student

achievement in ALL content areas.

Georgia Milestones (FY 15,

16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter

Student Score Reports

GaDOE website

Average Lexile scores increased in all

grade levels. Georgia Milestones

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter




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Routine, intentional collaboration among

staff members increased.

Department meeting

agendas, SAFE data

meetings

Teachers

Administrators

Title I Meeting

Faculty Meeting

Newsletter


Prioritized Needs Data Source (1B)

Participants Involved

and Specific

Involvement (1A)

Communication to Parents

and Stakeholders

Increase number of students scoring

Proficient/Distinguished on ELA Georgia Milestones

from 41% (6th), 40% (7th), and 55% (8th).

● 40 - 50% of students are in need of remediation in

Reading and Vocabulary.

● 58 - 75% of students in each grade level continue

to score 1 or 2 on Narrative writing.

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter

Student Summary Reports

(sent to parents)


Proficient/Distinguished on Math Georgia Milestones

from 36% (6th), 57% (7th), and 51% (8th).

● 66% of students needed remediation in Geometry

in 6th grade.

● 70% of 6th graders, 44% of 7th graders, and 42%

of 8th graders need remediation in Statistics.

● Number Systems (61%) and Expressions (59%)

were an area in need of remediation for 6th grade

students.

● 63% of 8th graders need remediation in Algebra

and Functions.

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter


(sent to parents)


Proficient/Distinguished on Science Georgia Milestones

from 47% (6th), 66% (7th), and 47% (8th).

● 6th grade students are in need of remediation in

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter




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Astronomy (50%), Geology (45%), and

Hydrology (51%).

● 7th grade students are in need of remediation on

Evolution (42%).

● 70% of 8th graders are in need of remediation in

Structure of Matter.

(sent to parents)


Proficient/Distinguished on SS Georgia Milestones from

41% (6th), 46% (7th), and 48% (8th).

● 57%, 44%, and 50% of 6th, 7th, and 8th grade

students, respectively, need remediation in

Government.

● 56%, 57%, and 51% of 6th, 7th, and 8th grade

students, respectively, need remediation in

History.

● Multiple teachers in 6th and 7th grade taught SS,

resulting in some inconsistencies in instruction.

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter


(sent to parents)

Increase the number of students with disabilities (SWD)

scoring at achievement level 3 and 4 in all content areas.

● 6th grade: 6% ELA, 0% Math, 11% Science, 6%

SS

● 7th grade - 7% ELA, 14% Math, 20% Science,

7% SS

● 8th grade - 8% ELA, 8% Math, 17% Science,

17% SS

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter


(sent to parents)

Increase the mean score of the lowest quartile in each

tested content area in each grade level.

● 6th grade: ELA -431 , Math -453 ; Science - 442 ,

SS - 461

● 7th grade: ELA -444 , Math - 474 ; Science - 461,

SS - 462

● 8th grade: ELA -479 , Math - 466 ; Science –

443; SS - 473

Georgia Milestones

(FY 15, 16)

Parents

Teachers

Students

Administrators

Title I Meeting

Faculty Meeting

Newsletter


(sent to parents)



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We currently have no migrant children. If BMS were to

gain migrant students, we would focus specifically on

their areas of weakness as noted in prior data (EOG),

STAR scores, and other formative assessments.

Georgia Milestones

(FY 15, 16), STAR,

SAFE data

Parents

Teachers

Students

Administrators

Title I Meeting

Parent email

Parent-Teacher Compact


(sent to parents)

Decrease the number of students absent more than 15

days.

● 12% of the student population was absent 15 or

more days.

● 65% of students who were absent 15 or more

days scored Beginning or Developing on 2 or

more EOG Content Areas.

Georgia Milestones

(FY 15, 16), Infinite

Campus

Parents

Teachers

Students

Administrators

Title I Meeting

Parent email



(sent to parents)

Improve stakeholder survey results.

● Questions related to student input/voice averaged

74.5% agreement.

● Question related to student behavior promoting a

positive learning environment totaled 69%

agreement.

● Staff question related to guidance and counseling

showed 86% agreement.

CCSS Stakeholder

Perception Survey

Parents

Teachers

Students

Administrators

Title I Meeting

Parent email




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SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) (SWP 2, 7, 9, 10) ● Schoolwide reform strategies that:

● Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

● Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school.

o increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide

an enriched and accelerated curriculum

● include strategies for meeting the educational needs of historically underserved populations

● Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement

standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied

learning and team-teaching strategies; and

o the integration of vocational and technical education programs;

o Address how the school will determine if such needs have been met; and

● Are consistent with, and are designed to implement, the state and local improvement plans, if any

● Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary

school programs.

● Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that

students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

● Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing

programs, Head Start, adult education, vocational and technical education, and job training



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SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 1 – Student Achievement: Improve student mastery of curriculum

Increase the number of students scoring Proficient/Distinguished on each Georgia Milestone in FY17 by 5%:

● 6th grade goals - 46% ELA, 41% Math

● 7th grade goals - 45% ELA, 62% Math

● 8th grade goals - 60% ELA, 56% Math, 52% Science, 53% SS

Georgia

School

Performance

Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies

Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and

Impact on Student Learning

Monitoring

Actions of

Implementation

Estimated Cost, Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence

All Students All Content

Teachers

Parents

Literacy Initiative: ● Action Step A - Review the Literacy

Frameworks during pre-planning with all

faculty.

● Action Step B- Continue to use STAR to

monitor student growth in Lexile level

once per nine weeks.

● Action Step C-Monitor Literacy

Frameworks timeline during Student

Performance Reviews (SuPeR meetings)

bi-weekly.

● Action Step D- Collaboratively plan

weekly to increase the student use of

informational text through reading and

writing tasks in science and social

studies.

● Action Step E - Provide professional

development as needed related to the

Literacy Frameworks for all non-ELA

teachers.

Meeting Agenda STAR Reports SuPeR report Collaborative

planning notes Lesson Plans Professional

Development

plan email/Google

Doc

School Leaders

Demonstrate: Knowledge and

understanding of

the student data and use of the

framework Teachers

Demonstrate: Knowledge and

understanding of

the student data and use of the

framework Students

Demonstrate: Parents

Demonstrate:

Meet with teachers

every other week to

discuss SuPeR

information

(Student

Performance

Review). Evaluate progress

using STAR every

nine weeks. Homeroom teachers

check AR points

every 4 ½ weeks.

Renaissance Learning -

Action Step B (STAR,

AR360, etc.) - $4,600 (Title

I)

Professional Development –

Action Step E:

Mileage - $500 (Title I)

Registration - $700 (Title I)

Substitutes - $2,000 (Title I)



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● Action Step F-Increase student Lexile

levels through daily reading of AR books

or other reading materials in homeroom,

FLEX, and other available time..

o Communicate AR

expectations to parents - 15

points per nine weeks.

o Reward students achieving 30

points or more each nine

weeks.

o Post student progress on

posters in each classroom.

o Utilize “Book Club” in

homeroom to support students

struggling to read

independently.

o Provide parents with progress

monitoring reports related to

AR points.

● Action Step G – Utilize visual aides to

facilitate goal setting, monitor progress,

and evaluate student work.

● Action Step H – Purchase AR books for

the library to increase the non-fiction

and fiction selections available for

students.

Additional AR Books –

Action Step F and H -

$3,000 (Title I)

Poster Printer for Student

Progress Posters and

Student Work Analysis –

Action Step F and G-

$4,900 (Title I)

Teachers Administrators

Parents

Curriculum Initiative: ● Action Step A - Attend district content

discussions monthly (literacy, math,

science, SS).

● Action Step B - Adopt specific ELA

standards in Science and SS by

incorporating written responses to

Meeting agendas Standard

communicatio

n Collaboration Meeting Nts

School Leaders

Demonstrate: Knowledge of

standards,

collaboration

practices, and

teaching

strategies

Monitor ELA

standards

implementation and

collaboration

through SuPeR

meetings biweekly.

Substitute teachers for

missed class time – Action

Step A and D- $2,000 (Title

I)

Content-specific

informational text and



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informational text into the curriculum

throughout the year.

o Purchase instructional materials to

facilitate increased informational texts

and written responses

● Action Step C - Collaborate weekly as a

team for planning and to discuss ELA

shared standards, data, and

implementation of strategies.

● Action Step D - Meet as a Leadership

Team in December to discuss progress,

analyze data, and make curricular

modifications.

● Action Step E - Complete a yearlong

book study of The Artisan Teacher by

Mike Rutherford and implement specific

research-based strategies within the

classroom.

● Action Step F - Utilize an Instructional

Consultant to guide data analysis of

content data in order to develop and

maintain goals and initiative.

● Action Step G – Use Student-Led

Conferences to guide student goal

setting, inform parents of progress and

curricular weaknesses, and promote the

use of afterschool tutoring and Saturday

School.

● Action Step I – Facilitate workshops for

parents, such as Milestones Score

Analysis, Science Night, and FLP

Curriculum Night to increase parent

awareness of goal-setting, progress,

SLT Nts PD Plan Strategy

schedule Lesson plans

Teachers


standards,

collaboration

practices, and

teaching

strategies Students

Demonstrate: Parents

Demonstrate:

knowledge of

student

progress and

opportunities

for student

remediation/sup

port

curricular supports

(Gallopade Publishing and

Curriculum Associates)–

Action Step B and J - $16,000 (Title I)

Books for book study –

Action Step E- $510

Data Analysis Instructional

Consultant (Rebecca

Reeves)- Action Step F -

$2,500 (Title I)



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curriculum, and instruction

● Action Step J – Continue to focus on

application of mathematical skills

through critical thinking activities and

problem solving tasks

Teachers Administrators Students

Assessment Initiative: ● Action Step A - Provide Illuminate in-

service to faculty during pre-planning.

● Action Step B - Implement SuPeRs

(Student Performance Review) bi-

weekly.

● Action Step C - Analyze and regroup

students based on bi-weekly data review

of SuPeR’s with administration.

● Action Step D - Use online programs

(Write Score, ThinkCerca) to provide

instruction and assessment that mirrors

the Georgia Milestones in an effort to

provide more accurate data.

Meeting

agendas Sign-in sheets SuPeR forms Lesson Plans Online reports

School Leaders


Illuminate and

differentiation Teachers


student

performance,

formative data Students

Demonstrate: Content mastery

Meet with teachers

every other week to

discuss SuPeR

information

(Student

Performance

Review).

Write Score – Action Step

D - $3,100 (Title I)

Think Cerca – Action Step

D - $7,500 (Title I)

Students

Teachers

Science and Math Application initiative: ● Action Step A - Offer robotics and

rocketry/drone construction courses

during homeroom three days a week to

assist with digital literacy and digital

storytelling, as well as address gaps in

mathematical computation.

● Action Step B - Attend system wide and

regional Science and Math competitions.

● Action Step C - Offer Summer Camp

opportunities related to Science and

Math.

● Action Step D - Investigate STEM

certification process through Advanced

ED and apply if BMS meets

Lesson plans Competition

agendas Summer Camp flyers Advanced ED

packet

Teachers


how hands-on

application

increases student

engagement,

awareness of

strategies to

encourage

critical thinking

and problem

solving. Students

Demonstrate: Awareness of

skills and

content

Observe homeroom

sessions to ensure

adherence to goals. During mid-year

conferences,

determine plans for

summer camps and

competitions.

Robotics supplies –Action

Step A - $1,000 (SPLOST)

Rocketry/drone –Action

Step A - $1,000 (SPLOST)

Competition entry fees –

Action Step B -

$500

Summer Camp supplies

(flyers, consumables,

curriculum, etc.) – Action

Step C -

$1,000 (Title I)

Teacher supplement for

Summer Camp – Action



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expectations.

● Action Step E - Maintain current science

equipment to enable hands-on activities

and fulfillment of the new standards.

necessary to

participate in

hands-on

activities and

competitions.

Step C- $1500 (Title I)

Science material repairs

(microscopes, etc.) –Action

Step E - $400 (Title I)

SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 1 – Student Achievement: Ensure nationally competitive students by closing the achievement gap.

Increase the mean score of the lowest quartile in each content area tested on the Georgia Milestones in FY17 by 10 points.

● 6th grade: ELA -441 , Math -463

● 7th grade: ELA -454 , Math - 484

● 8th grade: ELA -489 , Math - 476 ; Science - 453 , SS - 483

Georgia

School

Performance

Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies


Evaluation of Implementation and

Impact on Student Learning

Monitoring Actions of

Implementation

Estimated Cost, Funding Source,

and/or Resources


FLP students RTI students Content

teachers FLP teachers

● Action Step A - Utilize FLP ELA Lab

during Connections throughout the year

to address specific reading and writing

weaknesses (narratives and ideas and

content) using Reads with Sarah and

additional writing supports.

● Action Step B - Conduct prescriptive

assessments in FLP Math during

Connections throughout the year to

address specific weaknesses.

● Action Step C - Restrict the focus of FLP

Math, FLP Writing Lab, and afterschool

to practicing and applying concepts in

the domains in which students scored the

lowest on the Milestones and CC

FLP rubric Student writing

samples IXL

assessment

scores Collaborative nts Lesson Plans SuPeR forms RTI meeting

School

Leaders


student needs

and scheduling

needs Teachers

Demonstrate: Effective use of

data to identify

students in need

and specific

areas of need,

knowledge of

appropriate

strategies Students

Meet with teachers

every other week to

discuss SuPeR

information (Student

Performance Review). Observe FLP teachers

3 times each semester. Monitor RTI processes

at designated

checkpoints (noted on

RTI flowchart). Review student score

reports and feedback

FLP ELA teacher – Action

Step A - $53,000 (FLP)

ELA Lab materials –

Action Step A - $500 (FLP)

Reads with Sarah training

and consultation – Action

Step A - $1,500 (FLP)

Laptop for FLP ELA

teacher and Active Panel –

Action Step A- $1,500 (FLP)

Class set of chromebooks

and cart for FLP ELA –

Action Step A- $8,400 (FLP)

FLP math teacher – Action

Step B - $78,500 (FLP)



Page 13 of 34

Common Assessments.

● Action Step D - Extend Math, Science,

Social Studies, and ELA learning

through an after-school tutoring program

and monthly Saturday School.

● Action Step E - Utilize RTI screeners

and flowchart on the RTI timeline to

implement interventions for struggling

students.

● Action Step F - Utilize external services

(WriteScore, Think Cerca, etc.) at least

twice to provide objective feedback

regarding student writing.

● Action Step G - Utilize an

instructional/teacher support specialist to

plan and implement differentiated lesson

in FLP Math and for FLP SS students.

● Action Step H – Provide professional

development for all teachers working

with the FLP program

notes Student writing score

report

Demonstrate: Improvement in

content

application,

knowledge of

weakness and

strategies to

improve Parents


student

weaknesses and

the school’s

plan to support

after each

administration.

FLP prescriptive

instructional programs

(IXL, Compass Learning,

etc.)- Action Step B: IXL - $4,200 (Title I)

Compass Learning - $17,200

(Title I)

USATest Prep - $3,300 (Title

I)

Brain Pop - $1,600 (Title I)

Afterschool teachers-

Action Step D - 3 teachers -

$24,600 (FLP)

Afterschool resources –

Action Step D - $500 (FLP)

Saturday School – Action

Step D: Teacher salaries - $2,600

(FLP)

FLP Afterschool and

Saturday School

transportation- Action Step

D - $8,000 (FLP)

WriteScore assessment -

Action Step F - $3,100 (Title

I)

FLP Instructional Specialist

(SS) – Action Step G- $20,000 (FLP)

FLP Math Specialist –

Action Step G - $19.000

(FLP)



Page 14 of 34

Professional Learning for

FLP teachers – Action Step

H: Registration - $700 (FLP)

Mileage - $500 (FLP)

Substitutes - $2,000 (FLP)



Page 15 of 34

SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 1 – Student Achievement: Increase student success

Increase the number of students with disabilities (SWD) scoring at achievement level 3 and 4 in all content areas of the Georgia Milestones in FY17 by 10%.

● 6th grade: 16% ELA, 10% Math

● 7th grade -17% ELA, 24% Math

● 8th grade - 18% ELA, 18% Math, 27% Science, 27% SS

Georgia

School

Performanc

e Standard

Student Group

(All or Subgroup,

Parents,

Teachers)

Action /Strategies


Evaluation of

Implementation and Impact

on Student Learning

Monitoring

Actions of

Implementation

Estimated Cost, Funding

Source, and/or Resources


Counselor Teachers Administrators

Advisement Framework Initiative: ● Action Step A - Provide monthly

advisement during FLEX.

● Action Step B - Meet with teachers prior

to advisement to preview upcoming

lessons.

● Action Step C - Do impact check on

advisement with teachers at mid-year

Advisement ppt Meeting agendas and

sign-in Survey and

results

Leaders


advisement

needs Teachers


advisement

plans and

implementation

of the lessons

Conduct an impact

check of advisement

midyear. Discuss advisement

implementation,

potential problems,

etc with SLT after

each monthly

advisement.

None

SWD Co-teachers

SWD Achievement Initiative: ● Action Step A- Co-teachers will meet

with regular-ed teachers during pre-

planning to discuss IEPs and classroom

logistics.

● Action Step B- Monitor progress of

SWD students by collecting, analyzing,

and evaluating data weekly as a Special

Ed department.

● Action Step C- Collaborate and plan

weekly with co-teachers, using progress

monitoring data (formal and informal)

and quarterly during Collegial Planning

SuPeR forms Lesson plans Student data

School Leaders

Demonstrate: Expectation for

progress

monitoring and

collaboration, Teachers


student progress

and

performance

data

Meet with teachers

every other week to

discuss SuPeR

information (Student

Performance

Review). Attend collaborative

meetings.

Substitute teachers for

collaborative planning

sessions – Action Step C -

(SIG)

Professional Development

– Action Step E: Registration - (SIG)

Mileage - (SIG)

Substitutes - (SIG)



Page 16 of 34

days to facilitate deeper analysis of the

data and intentional planning

● Action Step D- Provide common

planning of regular-ed and SPED

teachers monthly, with emphasis on

ELA and math achievement and

instructional strategies.

● Action step E - Provide professional

development for co-teachers in assigned

content areas.

SMART GOAL #4 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 2 – Stakeholder Engagement and Loyalty: Ensure the school climate supports a safe, orderly, and enriching environment.

Increase the School Climate Rating on CCRPI from 4 stars to 5 stars in FY17.

Georgia

School

Performanc

e Standard

Student

Group (All

or Subgroup,

Parents,

Teachers)

Action /Strategies

Include description of SWP 2, 7, 9, 10

Evaluation of


on Student Learning

Monitoring Actions

of Implementation




All students Teachers

Safety Initiative:

● Action step A- Review school wide behavior

expectations during pre-planning.

● Action step B- Utilize counselor and

principal to provide brief lessons on Bully

Prevention.

● Action step C- Develop and monitor

Classroom and School Wide management

checklist.

Student

handbook Lesson plans Management checklist

School

Leaders,

Teachers,

Students, and

Parents


safety and

behavior

concerns,

understanding

of behavior

protocols

Evaluate behavior data

in IC every nine

weeks. Review Counselor

referrals to determine

in-time needs for

behavior lessons.

None



Page 17 of 34

SMART GOAL #4 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 2 – Stakeholder Engagement and Loyalty: Increase student engagement.

Decrease the number of students absent more than 15 days to 10% in the FY17 school year.

Georgia

School

Performanc

e Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies

Include description of SWP 2, 7, 9, 10

Evaluation of


on Student Learning

Monitoring Actions

of Implementation




Students

Teachers

Counselor

Administrators

Parents

Attendance initiative: ● Action Step A - Conduct weekly

attendance monitoring of students by

Student Services personnel.

● Action Step B - Implement phone call and

attendance letters for all students who

have missed 3, 6, and 8 excused or

unexcused days. This letter will address

how attendance impacts academic

achievement.

● Action Step C - After the 5th and 8th

unexcused absence, the school counselor

will schedule an attendance meeting with

parents/guardians.

● Action Step D - Offer attendance

celebrations and incentives monthly for

students with Perfect Attendance for the

month.

● Action Step E - Recognize weekly

attendance competitions among

homerooms during House of Champions

weekly gathering.

● Action Step F - Offer an end of the year

attendance incentive for students meeting

Attendance lists

from IC

Communication

logs

Attendance meeting agenda

and sign-in

Calendar

Announcements

of attendance

winners

School

Leaders


policies and

students who

exceed the

limits of those

policies Teachers

Demonstrate: Understanding

of procedures

when students

are absent Students and

Parents


of the

importance of

attending

school daily

Monitor attendance

weekly to provide

quick responses to at-

risk students. Plan celebrations each

nine weeks.

Postage for attendance

letters – Action Step B- $400 - (Title I)

Paper/letter folder–

Action Step B- - $500

(Title I)



Page 18 of 34

a set attendance criteria.

SMART GOAL #5 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 2 – Stakeholder Engagement and Loyalty: Improve Stakeholder Involvement and Satisfaction

Continue positive survey feedback in all areas by increasing percentage of agreement to 90% for teachers, 80% for students, and 90% for parents on all questions

on the CCSS Perception Survey in FY17.

Georgia

School

Performanc

e Standard

Student Group

(All or Subgroup,

Parents,

Teachers)

Action /Strategies Include description of SWP 2, 7, 9, 10)

Evaluation of


on Student Learning

Monitoring Actions

of Implementation




Students

Parents

Teachers

● Action Step A - Engage students in school

processes.

○ Meet with Student Council monthly

during FLEX for Real Talk Red Devils.

Discuss discipline, House of Champions,

monthly event, etc.

○ Celebrate and announce Real Talk Red

Devil decisions and House of Champions

at least once each month.

● Action Step B - Provide weekly and monthly

electronic newsletters to parents and teachers

through email.

● Action Step C - Use Remind texting system to

communicate with parents and faculty.

● Action Step D - Provide and advertise more

parent volunteer opportunities throughout the

year.

● Action Step E - Implement Climate

Celebrations monthly. Teacher groups (6th

grade team, Science teachers, etc.) will

volunteer to organized monthly celebrations

Advisory Board

Meeting Agenda

and sign-in Teacher and parent email Remind Text Screenshots of

Facebook Calendar Notes to teachers

School

Leaders


student

concerns

Teachers


they are valued

Students


that their voices

are being heard

Parents

Put dates for Advisory

Board Meetings on the

calendar before school

begins. Evaluate volunteer

opportunities (and

communication of

these opportunities)

monthly.

Paper and ink to print

sign-up flyers – Action

Step B, C, and D - (Title I)

Notecards for parent

communication – Action

Step F - (Title I)



Page 19 of 34

and schedule them on the calendar.

● Action Step F - Handwrite notes to teachers

and at-risk students before the school year

begins.

Demonstrate: Awareness of

volunteer

opportunities

SMART GOAL #6 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 3 – Efficient and Effective Organizational Practices: Maintain technology and facilities

Improve the functionality of facilities by conducting appropriate updates and repairs in FY17.

Georgia

School

Performance

Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies


Evaluation of


on Student Learning

Monitoring Actions

of Implementation




Administrators ● Action Step A - Provide instructional

technology to all content classes.

Purchase 2 additional classroom sets of

chromebooks and the necessary

accessories (cart, chargers, mouses, etc.)

so that 100% of content classes will have

appropriate technology. Purchase of this

technology will enable teachers to

consistently provide differentiated

instruction, student-specific feedback in a

timely manner, and effective data

collection to monitor progress and shape

instruction for at-risk students.

● Action Step B - Maintain current

Receipts for computers

School

Leaders


the technology

in the building Teachers


of the purpose

of technology Students

Demonstrate: Use of

technology and

respect for their

building

At the end of first

semester, ensure that

materials have been

purchased and

repairs/replacements

completed.

Chromebooks and

accessories for SS and

ELA classroom –

Action Step A- $16,700

(Title I)

Maintenance and

repairs for current

technology- Action

Step B - $400 (FLP)



Page 20 of 34

technology to ensure they are in proper

working order.

● Action Step C - Update building in

identified areas by the end of the first

semester.

○ Paint hallways.

○ Replace carpet with tile in 3

classrooms.

SMART GOAL #7 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 4 – Continuous System and School Improvement: Sustain a high-quality workforce and develop leadership capacity.

Continue support for new teachers and new leaders throughout the FY17 school year.

Georgia

School

Performance

Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies


Evaluation of


on Student Learning

Monitoring Actions

of Implementation






Page 21 of 34

Administrators

Teachers

● Action Step A - Conduct monthly

meetings with new teachers and

administrators for a status check and

identification of areas needing support.

● Action Step B - Assign mentors to new

faculty members before preplanning.

● Action Step C- Provide leadership

development opportunities for teacher-

leaders in the building.

● Action Step D- Provide professional

development on IEP implementation for

all staff responsible.

Meeting agendas

and sign-in Mentor list Leadership

opportunities PD agendas

School

Leaders

Demonstrate: Awareness of critical needs of

new teachers and

leaders Teachers

Demonstrate: Understanding of

administrator support,

awareness of

leadership goals

During Midyear

Conferences, discuss

effectiveness of

supports.

None

SMART GOAL #8 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) CCSS SIP Goal Area 4 – Continuous System and School Improvement: Ensure continuous improvement and accountability of performance.

Increase academic time for Math, Science, and SS to increase hands-on activities, application of Literacy Frameworks, and critical thinking and problem solving

exercises.

Georgia

School

Performance

Standard

Student

Group (All or

Subgroup,

Parents,

Teachers)

Action /Strategies


Evaluation of


on Student Learning

Monitoring Actions

of Implementation






Page 22 of 34

Administrators

Teachers

● Action Step A - Change the schedule to

accommodate 65 minute classes for core

content areas.

○ Adjust district curriculum to fit

within the time constraints for ELA

(reduced from 100 min to 65 min)

and develop intentional, efficient

lessons, including the use of

literature circle, to master the

standards

● Action Step B - Determine ELA standards

to be shared with other content areas.

○ Provide instructional materials and

training to facilitate

● Action Step C - Develop SuPeR forms that

address shared standards and innovative

practice.

Schedule Emails regarding

standards Super forms

School

Leaders

Demonstrate: Understanding of schedule and

teacher

expectations Teachers

Demonstrate: Understanding of

ELA standards and

administrative

expectations

Monitor progress

during biweekly

SuPeR meetings.

Extended Test

replacement for 8th

grade (Unbroken by

Laura Hildebrand)-

Action Step A - $720

Scenearama kits –

Action step A - $700

ELA and Writing

instructional materials

(Curriculum

Associates) – Action

Step A and B - $10,000

ELA Literature Circle

Book sets – Action

Step A - $1303 (Title I)

Professional Learning Plan to Support School Improvement Plan (SWP 4) In accordance with Section 1119 and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil

services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Professional

Learning

Strategy to Support

Achievement of

Professional

Learning

Timeline

Person(s)/

Position

Responsible

Monitoring Teacher

Implementation of

Professional Learning

Artifacts/Evidence of

Impact on Student

Learning

Estimated Cost,

Funding Source,

and/or Resources



Page 23 of 34

SMART Goals

Book study of “The

Artisan Teacher”

Ongoing during

FY17 school

year

Administration

Teachers

Lesson plans

Administrative Observations

SuPeR Meetings

Agenda and sign-in

Lesson plans

Observation feedback

SuPeR forms

Estimated costs: Books - $700

Funding Source: Title I

Resources: PL delivered by admin

using online resources.

SPED IEP and

Collaboration training

and Instructional

support

Ongoing during

FY17 school

year

Administration

Teachers

Instructional

Specialist

Lesson plans


SuPeR Meetings

Agenda and sign-in

Lesson plans


SuPeR forms

Instructional Specialist

feedback

Estimated costs: RESA PL - $1,000

Funding Source: SIG

Resources: West Georgia RESA and

Griffin RESA

Various content-

specific RESA courses

(ELA, Math, Science,

SS, SPEd, and ED) to

increase teacher

pedagogy.

Various Teacher

Lesson plans


SuPeR Meetings

Agenda and notes

Lesson plans


SuPeR forms

Instructional Specialist

feedback

Estimated costs: RESA PL fees- $1,000

Funding Source: Title I, FLP, SIG

Resources: West Georgia RESA and

Griffin RESA

Highly Qualified Staff (SWP 3, 5) ● Instruction by highly qualified professional staff

● Strategies to attract high-quality highly qualified teachers to high-need schools.



Page 24 of 34

All courses are taught by highly qualified staff. ____Yes___ (Yes or no) Answer this

If no, explain

List efforts to recruit highly qualified teachers to your school.

Teach Georgia application system

Webpage dedicated to employment opportunities linked to the district website

Mentor programs for new employees

Positive working relationship with teacher preparation programs in the area (University of West Georgia)



Page 25 of 34

Resources:

Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (Indistar) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf



http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf



http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.indistar.org/

http://www.indistar.org/

http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx



Page 26 of 34

Appendix A

Student Achievement Data

6th Grade 2014

CRCT

2015

EOG

2016

EOG

Meets/Exceeds or Proficient/Distinguished

Reading 99% na na

ELA 92% 28% 41%

Math 85% 35% 36%

Science 79% 41% 47%

Social Studies 79% 23% 41%

7th Grade 2014

CRCT

2015

EOG

2016

EOG


Reading 95% na na

ELA 89% 38% 40%

Math 89% 36% 57%

Science 87% 29% 66%


8th Grade 2014

CRCT

2015

EOG

2016

EOG




Page 27 of 34

Reading 95% na na

ELA 90% 31% 55%

Math 87% 31% 51%

Science 87% 20% 47%


Details from 2016 Georgia Milestones:

% of Students Below Level

% of Students Grade Level

% of Students Above Grade Level

6rd

Grade 34%

Below 925L

33%

925-1070L

33%

Above 1070L

7th Grade

22%

Below 970L

34%

970-1120L

44%

Above 1120L

8th Grade

14%

Below 1010L

32%

1010-1185L

55%

Above 1185L

Grade Level Extended Response Narrative Writing

Ideas & Organization

Level 3 & 4

Conventions

Level 2 & 3 Level 3 & 4

6th Grade 45.63 70.88 39.80



Page 28 of 34

7th Grade 57.02 85.97 22.81

8th Grade 46.85 84.69 37.83

Students with Special Needs

EOG results

Percent of Students Scoring Proficient or Distinguished

Grade Level ELA Math Science Social Studies

6th Grade 6% 0% 11% 6%

7th Grade 7% 14% 20% 7%

8th Grade 8% 8% 17% 17%

Students with Special Needs

EOG Results

Percent Scoring in Each Achievement Level

6th Students 1 2 3 4

ELA 17 61% 33% 6% 0%

Math 17 78% 22% 0% 0%



Page 29 of 34

Science 17 67% 22% 11% 0%

Social Studies 17 67% 28% 6% 0%


ELA 13 87% 7% 7% 0%

Math 13 71% 14% 7% 7%

Science 13 53% 27% 13% 7%



ELA 11 33% 58% 8% 0%

Math 12 50% 42% 8% 0%

Science 12 67% 17% 17% 0%


Other Data:

Discipline Data

2015-16 2014-15 2013-14 2012-13

# Referrals 132 168 124 95

# of students

disciplined 69 82 69 62



Page 30 of 34

% of student body 21.5 25.2 22.8 17.2

# Tribunal Referrals 1 2 1 3

# Level III

Infractions 2 9 3 4

Students Attendance

2016 2015 2014 2013 2012

15/16% absent > 6 days 51% 50% 47% 49% 45%

15/16 Attendance % 96% 95% 96% 96% 96%

15/16 % absent > 15 days 12% 11% 9.3% 9.1% 3.1%

15/16 14/15 13/14 12/13 11/12

Adult Volunteer Hours 525 401 300 350 600

Student Volunteer Hours 550 412 300 350 200

Business Partners 33 33 27 27 26

Needs Assessment Survey Results



Page 31 of 34

Staff Survey

Questions BMS

4 A clear focus on learning is seen throughout this school 100%

5 Teachers use a variety of teaching strategies and activities to help students learn. 100%

6 Teachers set high expectations for student performance. 100%

7 Teachers provide students specific and timely feedback about their learning. 97%

8 Teachers offer students challenging curriculum and learning opportunities. 100%

9 Students and staff are provided with quality technology opportunities. 97%

10 Students learn good work habits, respect for self and others at this school. 92%

11 Student behavior in this school promotes a positive learning environment. 95%

12 The policies/rules of this school are clear, fair, and applied consistently. 92%

13 School leaders exhibit passion for learning, enthusiasm and inspire students and staff. 100%

14 School leaders effectively lead and support the instructional program of the school. 100%

15 School leaders communicate effectively with faculty and staff. 100%

16 School leaders manage school operations smoothly and efficiently. 100%

17 School leaders have high expectations for students and staff. 100%

18 Planning for improvement is a collaborative process involving school staff. 97%

19 School climate is positive and creates a culture for me to be successful and productive. 97%

20 School leaders are fair and consistent when evaluating teachers and staff at this school. 100%

21 New teachers and staff receive the support and assistance they need to be successful. 97%

22 I would recommend this school to other teachers or staff. 97%

23 This school effectively provides opportunities for parents/community to be involved in the schools.

100%

24 This school offers quality extra-curricular activities. (athletics, band, chorus, drama, etc.) 97%

25 This school is clean and well-maintained. 89%

26 This school has a safe and orderly learning environment for students and staff. 100%

27 Guidance, counseling and career planning opportunities meet the needs of students. 86%

28 The media program supports the learning needs of students and staff. 100%

29 This school offers a quality education for students. 100%

30 I am satisfied with the amount of professional learning provided. 97%

31 I am satisfied with the quality of professional learning provided. 94%



Page 32 of 34

Student Survey Results

Questions BMS

3 Teachers encourage me to be an active participant in class, rather than just sitting and listening. 94%

4 Learning is very important at this school 97%

5 Teachers often require me to re-do work when it does not meet expectations 78%

6 Teachers treat students with respect. 81%

7 Teachers provide specific and timely feedback about my learning and grades. 86%

8 Teachers provide me with challenging work and learning experiences. 94%

9 Teachers use a variety of strategies and activities to help me learn. 90%

10 Students in this school learn good work habits, respect for self and others. 74%


12 School rules/policies are clear, fair, and enforced consistently. 81%

13 Teachers and leaders exhibit passion for learning, enthusiasm and inspire students. 88%

14 I believe this school is preparing me to be successful in high school. 91%

15 Teachers care about my success. 90%

16 I feel comfortable sharing my ideas with teachers and other adults at this school. 73%

17 School leaders and teachers have high expectations for students and the school. 92%

18 School leaders and teachers of this school listen to students. 76%

19 This school has a positive climate that supports my success. 83%

20 Students are treated fair, consistent and with respect. 71%

21 My grades reflect what I have learned in my classes. 91%

22 I would recommend this school to other students. 77%

23 Students are provided with quality technology opportunities as a part of the learning process. 94%

24 My parents feel welcome to visit my school to see how I am learning. 81%

25 My school is clean and well-maintained. 77%

26 I feel safe and secure in my school. 82%

27 Guidance, counseling and career planning programs meet the needs of students. 87%

28 The media center supports the learning needs of students. 91%



Page 33 of 34


30 I feel safe and secure when riding a school bus. 71%

31 This school offers quality extracurricular activities (athletics, band, chorus, drama, etc.) 92%

32 My teacher has all the materials necessary to teach our lessons well. 91%

Parent Survey Results

Questions BMS

3 Teachers have high expectations for student performance. 97%

4 A clear focus on learning is seen throughout my child's school 97%

5 Teachers address the academic needs of my child. 94%

6 The school considers my input when making decisions about my child. 96%

7 Teachers provide parents with specific and timely feedback on student learning and progress. 91%

8 Teachers provide challenging learning experiences for my child. 96%

9 Teachers use a variety of teaching strategies and activities to help my child learn. 94%

10 Students learn good work habits, respect for self and others at school. 97%


12 The policies/rules of the school are clear, fair, and enforced consistently. 88%

13 School leaders and teachers exhibit passion for learning, enthusiasm and inspire students and staff. 96%

14 Students are learning the knowledge, skills and information to be successful after graduation. 97%

15 The school effectively communicates with parents. 93%

16 Teachers at this school care whether or not students are successful. 94%

17 School personnel regularly engage parents and families in their child's learning process. 91%

18 I am aware of volunteer opportunities at my child's school. 77%

19 This school has a positive climate that supports success for students and adults. 97%

20 School personnel treat students in a fair and consistent manner. 88%

21 My child's school schedules parent-teacher conferences regularly and I may request a conference as needed. 92%

22 I would recommend this school to other parents. 96%



Page 34 of 34

23 Students are provided with quality technology opportunities to support learning. 98%

24 Teachers and administrators respond to messages left by me in a timely manner. 95%

25 School buildings and grounds are clean and well-maintained. 97%

26 This school provides a safe and orderly environment for learning. 99%

27 Guidance, counseling and career planning programs meet the needs of students. 99%

28 The media program supports the learning needs of students. 100%


30 Students feel safe traveling to and from school on a school bus. 92%

31 Our schools have a positive impact on the quality of life in our community. 100%

32 School board members represent our community well. 99%

33 I am familiar with the Title I Parental Involvement Plan in my child's school. 93%

34 I have a clear understanding of the purpose and goals of the Title I program. 91%

35 I am aware of workshops/parent involvement activities that assist me in helping my child do better in school. (Example: Math Night)

96%