Title I Schoolwide Plan For

Title I Schoolwide Plan for

Campbell Middle School

Written/Revised during the School Year: 2012- 2013 for the 2013-2014 School Year

Plan Submitted:

Principal’s Signature

Title I Schoolwide Plan 1 | P a g e Cobb County School District Revised 4/27/12 5/14/12 Planning Committee Members for Schoolwide Plans Review Date of Meeting:______Name of School ______

NAME POSITION/ROLE/PARENT SIGNATURE Gail Johnson Principal (required) Rhea Salemah Parent (required) Amanda Childress Teacher Erin Thaler Academic Coach Deena Townsend Academic Coach Chris Salter Assistant Principal Luz Thompson Parent Liaison Ann Marie Dubick Teacher Dr. Darsha Brooks Administrator Monique Cable Teacher

Table of Contents Pages 1. Comprehensive Needs Assessment A. Participation of Individuals… ……………… ……………… ………… B. Instruments, 2. SchoolwideProcedures, Reform or Strategies That Are Scientifically Researched A. Schoolwide Reform Strategies That 3. Instruction by Highly Qualified Professional Staff A. Strategies to 4. Professional Development For Staff A. Include Teachers, Principals, Paraprofession als, and Others……… … B. Aligned 5. Strategies to Increase Parental Involvement A. Involved Parents in the 6. Plans forPlanning Assisting of the Preschool Children in the Transition From Early 7. ChildhoodMeasures Programsto Include Teachers in the Decisions Regarding 8. Coordination and Integration of Federal, State, and Local Services and Programs A. List of State and Local Educational Agency Programs and 3 | P a g e Cobb County School District Revised 4/27/12 5/14/12 9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , Timely Assistance A. Measures to 10. Description of how Individual Student 11. AssessmentProvisions forResults the Collection and 12. Provisions to Ensure the Disaggregated 13. AssessmentProvisions forResults Public Reporting of 14. Plan Developed During a One-Year 15. Plan Developed with the Involvement of the 16. Plan Available to the LEA, Parents, and the 17. Plan Translated…………… 18. Plan is Subject to the School Improvement

1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

A. Campbell Middle School has developed its school wide plan with participation from a variety of stakeholders, and in conjunction with the School Strategic Plan. Through various meetings with parents, PTSA, community leaders, and our building leadership team, input has been garnered from multiple stakeholders. In the spring of 2013, a Parent Information session was held in which parents participated in a program about the Title I grant and its functions. Feedback was solicited at that time. In addition, early in April a survey was disseminated which allowed parents to provide specific feedback and ideas regarding our Title I plan.

B. We have used the following instruments, procedures, or processes to obtain this information:

Information concerning Campbell Middle School’s current level of performance was taken from a variety of sources. Title I parental surveys provided feedback specific to Title I programs. Our School Improvement Survey provided feedback from students, parents, and faculty regarding specific areas outlined in GaDOE’s School Keys. The annual results of student CRCT scores, the 21st Century Skills Assessment, and the School Strategic Plan delineated information for the team’s use regarding student achievement in developing this plan. Based on the information provided from this variety of sources, priority areas of focus were developed. Of particular note, was the absence of proficiency in the 21st Century Skills Assessment. Our students demonstrated less than adequate competencies on this test. The increase of CRCT scores also provided valuable feedback as to the effectiveness of our plan. ITBS scores also showed increases, allowing the committee to conclude that the focus of our Title I plan was providing anticipated results. The 8th grade writing test scores stayed stagnant and as such there are plans to utilize funds to focusing on writing skills in the upcoming year.

C. We have taken into account the needs of homeless, neglected and migrant children by currently serving our homeless students in accordance with all policies and procedures of the McKinney-Vento Homeless Act through our HEP program office with our School Social Worker and Guidance Counseling Office serving as liaisons. We do not have migrant children, but if they were to enroll, they would be served as well through the services of the Migrant Children’s office as well as the School Social Worker.

D. 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. See data tables:

Reading % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 94 88 87 95 87 100 75 91 59 75 86 2010-2011 94 91 92 97 91 96 75 86 75 84 89 2011-2012 95 93 93 94 93 100 75 97 82 81 93 2012-2013 96 95 97 96 94 95 100 97 84 87 93

Campbell’s reading scores have continually improved over the last 4 years. 5 | P a g e Cobb County School District Revised 4/27/12 5/14/12 Campbell’s students are now only 1% behind Cobb County’s reading scores and have increased 7% over the last 4 year period. In 2012-2013 all of Campbell’s student groups with a significant population also increased.

ELA % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 90 89 89 94 88 100 100 91 62 73 88 2010-2011 92 91 91 96 91 90 100 93 76 82 89 2011-2012 91 88 88 90 92 100 100 97 65 78 90 2012-2013 94 93 95 97 91 95 100 94 82 81 93

Campbell’s ELA scores have increased from 2009-2010 to 2012-2013 by 4%. Campbell’s ELA scores are now only 1% behind Cobb County’s average ELA score of 94%.

Math % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 85 70 67 81 68 100 80 82 30 52 67 2010-2011 87 80 77 82 77 100 50 74 55 65 75 2011-2012 87 78 79 82 79 91 100 82 45 60 78 2012-2013 89 86 87 94 86 100 100 95 76 75 87

Campbell’s math scores have increased 16% over the last 4 years. Campbell’s math scores while dramatically improved are still 3% behind Cobb County’s average math score. Every student group increased the percentage of students meeting or exceeding standards in 2012-2013.

Science % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 79 55 53 76 51 89 75 66 16 19 51 2010-2011 80 61 63 84 57 86 33 61 39 50 57 2011-2012 82 67 67 80 60 86 100 89 28 34 62 2012-2013 85 75 78 85 70 86 67 79 44 44 73

Campbell’s science scores are up 20% over the last 4 years. Campbell is still behind Cobb County’s average by 10%. The majority of students groups had an increase in the percentage of students meeting or exceeding standards in 2012-2013. Social Studies % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 78 58 56 78 53 100 75 57 20 26 54 2010-2011 78 62 64 77 57 90 33 65 30 45 58 2011-2012 82 66 66 81 61 87 100 80 32 28 52 2012-2013 85 72 78 82 65 81 67 79 42 38 70

Campbell’s social studies scores are up 15% in the last 4 years. Campbell is still behind Cobb County’s average by 13%. The majority of students groups had an increase in the percentage of students meeting or exceeding standards in 2012-2013.

8th Grade Writing % Meeting/Exceeding Standard Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 87 67 69 78 61 83 33 75 44 28 65 2010-2011 89 65 67 77 53 83 100 82 32 18 61 2011-2012 87 76 77 70 73 100 100 86 29 67 75 2012-2013 87 75 81 62 74 86 100 67 44 58 73

Campbell’s writing scores have increased 8% over the last 4 years. Campbell is still behind Cobb County’s average by 12%. In 2013-2013 Campbell’s writing scores slightly decreased 1% to 75% meeting or exceeding standards.

E. 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  Students from Major racial and ethnic groups  Students with disabilities  Students with limited English proficiency

College and Career Ready Performance Index 2012-2013

7 | P a g e Cobb County School District Revised 4/27/12 5/14/12 F. The data has helped us reach conclusions regarding achievement or other related data.  The major strengths we found in our programs are that the school, through its integration of the International Baccalaureate Middle Years Programme, is providing students with skill competencies in many areas but most specifically in ELA, Reading and Math. Despite “flags” from the GA State CCRPI Index, the students have shown growth in these areas from previous years pass rates on the CRCT.  The major academic needs we discovered and will address are that there exists an achievement gap in a number of areas most specially with Students with Disabilities and ELL students, many of whom are also in the Hispanic student group category.

 In discussing student achievement and gaps between student groups, a number of potential root causes for students not achieving to competency levels were identified. These included: lack of background knowledge needed for content areas, a high level of transiency, limited experience in working with depth of knowledge and rigor in coursework and reading and writing skills that are below grade level.

Summary of Needs: G. The measurable goals/benchmarks we have established to address the needs are

Goal #1: Students with Disabilities will decrease the Does Not Meet CRCT score by 10% in Reading, ELA, Math, Social Studies and Science on the spring 2014 test.

Goal #2: ESOL students will decrease the Does Not Meet CRCT score by 10% in Reading, ELA, Math, Social Studies and Science on the spring 2014 test.

Goal #3: 8th Grade Writing Test Pass scores will increase from the 2013 pass rate of 75% to 82.5% in 2014.

2. Schoolwide Reform Strategies that are scientifically researched based.

A. Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

a. Campbell’s Title I funds will support three academic coaches who assist / mentor new teachers, model exemplary lesson plans, help collaborate with teams of teachers for best practice teaching, lead professional learning communities, assist with the implementation of school wide Title I initiatives, and provide ample professional development sessions for our faculty. Academic coaches analyze, assess, and communicate data to stakeholders to help teachers understand how to use the data to enhance instructional practices.

b. Campbell’s Title I funds will reduce class sizes in math and English/Language Arts. Four teachers will be paid 50% with Title I funds (.5 7th gr. Math, .5 8th gr. Math, .5 7th gr. ELA, and .5 8th gr. ELA). Reduction of class sizes will allow for more 1 on 1 with students to address their academic needs.

c. Campbell’s Title I funds will expand the 1 on 1 initiative – for 7th grade – Title I funds will purchase iPads. The iPads provide a consistent technological learning device used by every student in the 7th grade team every day. This builds both content knowledge and digital literacy to adhere to the needs of the 21st century learner.

d. Campbell’s Title I funds will support parts of The Spartan Academy. The Spartan Academy is a Saturday School program that meets at Campbell Middle School. Both students and parents are invited to participate in various classes. Title I will fund remedial classes and parent computer resources.

e. Campbell’s Title I funds support the International Baccalaureate framework and certification. The MYP is designed for students aged 11 to 16. It provides

9 | P a g e Cobb County School District Revised 4/27/12 5/14/12 a framework of learning which encourages students to become creative, critical and reflective thinkers.

B. Are based upon effective means of raising student achievement.

a. Academic Coaches - Academic Coaches: Darling-Hammond, 2000. Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1–42. “Researchers who examine issues related to teacher professional development are finding that the best-trained, most knowledgeable teachers (in any domain, not just reading) have had substantial support from a strong mentor or coach who helped them to learn new concepts and practice new skills in the classroom.”

b. Professional Learning Communities - : Annenberg Institute for School Reform, 2004, p. 3. “We support and encourage the use of professional learning communities (PLCs) as a central element for effective professional development and a comprehensive reform initiative. In our experience, PLCs have the potential to enhance the professional culture within a school district.”

c. Reduction of class sizes – Studies with positive effects of class size are almost 60 per cent more prevalent that studies with negative effects. Smaller class size positively affected mathematics scores for fourth graders and improved the social environment for eight graders, which in turn, produced higher achievement. These effects were greatest for students of lower socio-economic status. Smaller classes allow more time for instruction and require less time for discipline. Small class size group had closer interaction and rapport among student–student and student– teacher relationships than a large class size group. Based on this background, individual students’ problems could easily be identified and prompt attention given. It should also be noted that researchers who found significant influence of class size on academic performances emphasized that the effects of class size were greatest for either disadvantaged and minority students or students of low socio-economic status. Fan, F. A. (2012). Class Size: Effects on Students' Academic Achievements and Some Remedial Measures. Research In Education, (87), 95-98. doi:10.7227/RIE.87.1.7

d. 1 on 1 Initiative – Technology - Technology: Becta, July 2009. Impact of technology on educational outcomes. “Schools that take a systematic and planned approach to using technology to support learning achieve better outcomes with technology than other schools.”

e. Saturday school/remediation - The researcher inferred from the interview findings that an improvement occurred in students' reading abilities as a result of the reading component of the private after-school tutoring program. Fortunately, effective research-based strategies such as those in the reading component in the study exist to improve students' reading skills. Therefore, the researcher recommends that more students and more funding should be directed toward programs that utilize the models and strategies in the private after-school tutoring program. A major implication of the study involved the need for increased funding to institute more national after-school tutoring programs that enhance reading skills. NELSON-ROYES, A. M., & REGLIN, G. L. (2011). AFTER-SCHOOL TUTORING FOR READING ACHIEVEMENT AND URBAN MIDDLE SCHOOL STUDENTS. Reading Improvement, 48(3), 105-117.

Comparing five tutoring programs for preventing early reading failure, Wasik and Slavin (1993) found that the most effective programs employed certified teachers as tutors.

Karsenty, R. (2010). Nonprofessional mathematics tutoring for low- achieving students in secondary schools: A case study. Educational Studies in Mathematics, 74(1), 1-21.

f. International Baccalaureate Middle Years Programme– According to the National Center for Education Statistics and the IB’s Global Research Department, over 40% of certified IB schools in the United States are designated Title I schools. Key findings indicate that IBMYP students have improved performance in math and science. In addition, the interdisciplinary learning had a positive influence on students. Finally a study cited better performance of IBMYP students in both academic gains and involvement in extra-curricular activities.

Title I IB Schools. (2012). Research Brief. IB Global Research, May 2012.

Wilson, J. (2007). The effect of a founding International Baccalaureate Middle Years programme on participating seventh grade students’ achievement, behavior, extra-curricular involvement and perceptions of life skills. Doctoral dissertation. Omaha, Nebraska, US. University of Nebraska.

C. Use effective instructional methods that increase the quality and amount of learning time.

Campbell provides a weekly learning block during the school day which allows for remediation and acceleration of specific skills for targeted students. Campbell Middle School staff believes that all students can learn. Dr. Max Thompson advises, “… to be a high performing school teachers plan ahead and plan together for student success." Time is allotted for teacher collaboration to organize and deliver instruction. Graphic organizers, vocabulary in context, and

11 | P a g e Cobb County School District Revised 4/27/12 5/14/12 standards-based classrooms are key components in increasing student achievement. Common pre-assessments are used to identify areas of weaknesses prior to the start of a unit so that instruction may address any significant deficiencies. Common post-assessments are used to evaluate student achievement and growth and to determine possible areas where additional instruction may be necessary. The 5 Step Data Team process is fully utilized to allow for tracking of student strengths and obstacles. As part of the Title I plan, the school principal and one academic coach will become Data Team Certified Trainers this year in order to allow for sustainability of staff professional learning of the data team process through staff growth and change.

D. Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

The needs of all students, particularly those of our special education, English Language Learners and our students who are Economically Disadvantaged will be carefully monitored through RTI, data teams, quarterly assessments and report cards. Adjustments to programs will be made to address these needs. Our School’s Strategic Plan as well as our Title I plan goals will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA)

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Teacher recruitment takes place at school district sponsored Job Fairs throughout the year. Job Fairs are aimed at recruiting high quality candidates from a variety of areas such as the Diversity Fair, fair for schools within a specific cluster, and many from colleges around the state. In addition, Campbell partners with Kennesaw State University and Georgia State University to provide field experiences and internships for education majors.

B. School status of highly qualified teachers to high-needs schools

98% of Campbell’s staff is highly qualified. For staff members hired during the school year and not considered highly qualified, Campbell will develop a plan to support these individuals in obtaining a highly qualified status.

4. Professional development for staff to enable all children in the school A. We have included teachers, principals, paraprofessionals and others, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs.

All professional development includes teachers, administrators and other staff members and where appropriate parents and other community members are included. Professional development is job embedded and includes both collaborative approaches as well as individual professional learning opportunities. The focus of professional learning will be on the on-going training and implementation of the International Baccalaureate Middle Years Program Model as well as standards-based classrooms, collaborative data teams, performance- based instruction, and curriculum alignment to teaching and learning. In addition, continued training will occur in using commentary for student feedback by utilizing the Tuning Protocol, a research based strategy. Staff is also given the opportunity to design their own professional learning and select from numerous staff development trainings through the school year.

B. We have aligned professional development with the State’s academic content and student academic achievement standards by a careful disaggregation of all achievement data. The school’s leadership ensures all professional development paid for with Title I funds aligns to Georgia’s common core curriculum and will impact student achievement.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example:  Providing teacher training time during the academic day for staff by using local and county funds to pay for substitutes  Using Title I and Title II money for materials and training  Using the Parent Liaison and School Social worker to assist the school with parent/student concerns and training  Guest speakers as needed  Using PTA funds, materials, and activities for our students and parents as scheduled

D. We have included teachers in professional development activities regarding the use of academic assessments 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 team meetings - as part of the Professional Learning Communities at Campbell Middle School, data teams consist of teams of teacher who meet to discuss student progress and obstacles using common formative assessments. By using the 5 Step Data Team process, teachers are able to select instructional activities that meet the learning needs of their students. 13 | P a g e Cobb County School District Revised 4/27/12 5/14/12  Continual reflection of assessments – Within the Professional Learning Communities at Campbell Middle School, teachers analyze assessments and results. As part of a balanced assessment approach, teachers are able to ascertain student attainment of standards from various perspectives.  Staff meetings – A school wide meeting calendar has been developed that allows time for staff to meet in a number of different incarnations including Professional Learning Communities, grade levels, subject areas, and full staff. Meetings at Campbell Middle School have an agenda that is on a standard template and focused on curriculum, instruction and assessment. Meeting agendas and minutes are posted on the staff shared drive for all staff to access. This allows for continual vertical and horizontal communication.  Using SIP survey information from parents, students, and staff responses – The Building Leadership Team, consisting of administration and teachers analyzes the results for the SIP survey. We then identify priority areas to focus on and develop both the Title I plan and School Strategic Plan to articulate specific strategies to meet identified goals.

E. Schools yearly professional development schedule

2013-2014 Professional Development For:

Campbell Middle School

Funds Core Academic Estimated planned Month PL Topic Area Addressed Location Cost utilization September - Model Lesson All Content Campbel SFSD April Study Areas l Title II

Common Core September KSU Math Strategies Math KSU n/a funded Title I September 13, 2013 SRI Training - Reading/ELA Campbell

Efficient, Effective, September 17, Engaging Promising October 14, November 13, Assessment in World Language CMS 1,600 Practices December 10, School-wide Grant Language Classrooms November National Social Studies St. Louis, 3,000 Title I Council for the Missouri Social Studies Conference November, December, January Math Strategies Math Atlanta N/A KSU Learning December All content areas Dallas 3,000 Title I Forward National Title I February All Title I Areas San Diego 2,000 Title I Conference Model Lesson SFSD Title All Year All Content Areas Campbell 8,400 Study II June IB MYP Training All Content Areas Atlanta 10,000 Title I IB Diploma TBD Programme All Content Areas TBD Title I Training

* Travel Forms and Performance Contracts must be Completed Six Weeks in Advance!

5. Strategies to increase parental involvement

A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by:

A full time Parent Facilitator, paid for with Title I funds, staffs our Parent Information Resource Center. She has devised programs and uses strategies that seek to increase the participation of all family members in Campbell Middle School. The PTSA works in conjunction with the parent facilitator to plan multiple parental engagement opportunities throughout the year. Parents are invited to attend an input meeting in which they may provide feedback and suggestions regarding the Title I plan. In addition, parents are surveyed to ascertain their opinions on the school.

B. We have developed a parent involvement policy included in our appendices that As part of our Parent Compact and school plan to increase parental involvement we will implement the following strategies for 2013-2014:  The Spartan Academy (Saturday workshops for parents)  Multicultural Night  Latino Town Hall Meetings  IB MYP Parent Night  Advanced Content/Gifted Parent Night 15 | P a g e Cobb County School District Revised 4/27/12 5/14/12  ESOL Parent Night  Special Education Parent Night

Our Parent Resource Center is available to all parents to access student grades and assessment results. Both the Parent Liaison and the counselors are available to assist with interpretation of results of all local and state assessments.

Our Title I Plan is available to the LEA, parents and public via our website. This includes our Parent Compact and Parent Involvement Checklist.

6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school

Campbell Middle Parent Information Session for Elementary School Parents with students entering Campbell Middle School:

Parents are invited to learn about academic offerings, Clubs & Activities, CMS facilities (Media Center, Technology, etc.), IB MYP(International Baccalaureate Middle Years Programme) at CMS, Renaissance Program (academic excellence reward program), and test data & AYP Information. A school tour was also included in the session.

Elementary School Visits are conducted by counselors and select students.

Transition activities from middle school to high school: Department heads from Campbell High School visit Campbell Middle School and meet with 8th grade lead teachers to discuss placement procedures. Registration materials will be brought from the high school and given to the 8th grade counselor.

Articulation Video Campbell High School (CHS) prepares an articulation slide show to be shown at the middle schools immediately before the CHS student and counselor presentation. Immediately following the video, CHS students will perform rehearsed skits that depict various aspects of high school. After each skit, CHS students will highlight the key points. Additionally, CHS students will discuss extra-curricular activities and the “fun” aspects of high school. At the close, CHS students and counselors will be available to answer questions.

Parent Night at Campbell High School The high school will host 8th grade parent night. There will be a brief presentation in the auditorium. Following the presentation, there will be an opportunity for students to take a tour of the building and to learn about CHS by attending an academic and extracurricular activity fair. CHS will prepare a flyer for the middle schools to promote parent night. The middle schools will distribute the flyer to the rising 9th graders. Additionally, the middle school will use a dial out to inform parents of parent night.

7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

The Building Leadership Team composed of staff members from all grades and departments meets biweekly to discuss student assessment data, set short and long term goals, and make recommendations toward school wide improvement. In addition, data teams convene weekly to provide opportunities for teachers to address student needs, student performance, and to develop strategies to move students to a higher level of learning. Campbell teachers participate in the school improvement process thorough collaborations, subject-areas meetings, grade level meetings, student academic reviews, professional development, and faculty meetings.

Through the school improvement process, teachers cooperatively plan activities that support the Title I plan and SSP strategies. Along with collaborative planning, teachers analyze data both as a grade level, subject specific and classroom specific. All collaborative meetings focus on staff development and school improvement through the examination of data collected by common assessments and benchmarks that are aligned to the GPS. Data is organized to illustrate trends for individual students, class periods, team, and grade levels. Through analysis of this data, appropriate instructional and needs adjustments can be made.

8. Coordination and integration of Federal, State, and local services and programs  This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.

A. List of State and local educational agency programs and other federal programs that will be included

See Chart Below.

B. Description of how resources from Title I and other sources will be used.

See Chart Below.

Funding Source Funding Use

17 | P a g e Cobb County School District Revised 4/27/12 5/14/12 FTE Funds Instructional staff (teachers, parapros), consumable supplies, technology, expendable equipment, professional learning SPLOST Funds Technology, expendable equipment Title I, Part A Class size reduction, Instructional staff (teachers, parapros) consumable supplies, technology, expendable equipment, professional learning, academic coaches Title II, Part A Professional Learning 20 Day Money The Spartan Academy

C. Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied Technology Act, and National and Community Service Act of 1990.

At Campbell Middle School community service and involvement is available through:  General Electric’s Igniting Minds Program  JAMS – an afterschool program by Junior Achievement funded by the Goizueta Foundation  JOOI Club sponsored by our local Kiwanis’s Club  The Builder’s Club sponsored by our local Kiwanis’s Club  Red Day sponsored by Keller Williams Realty  Vegetable Garden sponsored by IBM

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:  We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance.

A. Measures to ensure that student’ difficulties are identified on a timely basis.

Campbell Middle School works diligently to identify students who are at-risk of not meeting standards. As a part of the Data Team Process, all teachers are required to chart student common assessment data which is inclusive of identifying “bubble students,” students who did not meet standards/expectations (DNM), students who meet the standards/expectations (ME), and students who exceeded the standards/expectations (EE). The Common Assessment Log also disaggregates results to allow teachers to view results not only by the entire class, but also by SWD (students with disabilities) and ELL (English language learners) subgroups. Teachers also utilize quarterly Benchmark Assessment results to identify students who are not meeting expectations on standards taught within a particular quarter. The results are used to offer remediation opportunities for students in a variety of settings. The school also utilizes the ITBS (Iowa Test of Basic Skills) results to identify eighth grade students who are potentially in danger of not meeting expectations on the CRCT (Georgia Criterion-Referenced Competency Test) to provide additional intervention opportunities during the second semester of the school year.

B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

Campbell Middle School trains teachers during preplanning in identification of students with difficulties. In addition, new to Campbell teachers receive additional training during monthly meetings.

C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, additional assistance available to the student at the school or in the community.

Official Progress reports are sent home every 4½ weeks and report cards every 9 weeks. Teachers may also elect to send home interim reports which outline grades on specific assignments in addition to missing assignments. Deficiency notices are sent home no later than 10 days before the end of a grading period. Parents may enroll in Parent Vue (online grade and attendance reporting system). Allowing parents access to student grades and attendance is one of the best tools to prevent students from faltering academically.

During parent/teacher conferences data is used to inform parents of their child’s strengths and obstacles in learning. In addition, information regarding other factors is discussed including attendance and behavior. Parents are given a print out of their child’s grades and conduct.

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

Official Progress reports are sent home every 4½ weeks and report cards every 9 weeks. Teachers may also elect to send home interim reports which outline grades on specific assignments in addition to missing assignments. Deficiency notices are sent home no later than 10 days before the end of a grading period. Parents may enroll in Pinnacle (online grade and attendance reporting system). Allowing parents access to student grades and attendance is one of the best tools to prevent students from faltering academically.

Campbell Middle School has in place a plan for ongoing parent communication including Student-Led Conferences. During this meeting, students take ownership and responsibility for sharing individual progress with their parents. Individual Test Talks are also completed each year with students. Test Talks allow every student at Campbell Middle School an

19 | P a g e Cobb County School District Revised 4/27/12 5/14/12 opportunity to speak with someone in regards to their standardized test scores and set educational goals. Students discuss their most recent standardized test scores and create an action plan for improvement. It is most important for students to know where their stand and be able to identify strategies for success. These meetings have been positive and inspiring to students. During student-led conferences, students also share their Test Talk plan with their parents which includes their individual score reports.

Since state testing occurs near the end of the school year, Criterion-Referenced Competency Test (CRCT) score reports may be picked up at local schools during the summer. Parents are also given copies of state provided brochures to explain all standardized test results. Often times, parents receive mini-training sessions on interpreting the results when picking up their score reports. Interpreting score reports is also reviewed and clarified during Latino Town Hall meeting nights and the annual Eighth Grade Parent Night.

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

Data is collected and disaggregated by the Georgia Department of Education.

In addition, each data team member maintains a Data Notebook which includes student performance data. All teachers participate as a member of a Data Team to review common assessment results, analyze student work samples, to share Best Instructional Practices, and to adjust instruction based on the needs of students.

Teachers use Common Assessments logs to record unit post-test results and when then automatically disaggregates data based on all identified subgroups (all students, SWD, ELL) and student readiness levels (proficient, close to proficient, far from proficient). Teachers also have access to current and archived standardized test information through the state test data information portal, the State Longitudinal Data System (SLDS). When using data from SLDS teachers have the ability to run disaggregated reports by many criteria including subgroup classification.

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

The Georgia Department of Education has verified the validity and reliability of the disaggregated data.

13. Provisions for public reporting of disaggregated data.

The GaDOE and CCSD publish disaggregated data for each school on their respective websites. In addition to this, Campbell publishes disaggregated data on our school web site provide information regarding student score information on various standardized tests. 14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

The plan was developed during a one-year period in the 2012-2013 school year for the 2013-2014 school year and has been revised as needed.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary).

The Title I, Schoolwide Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, and parents.

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

In an effort to ensure that all stakeholders have access to the information included in this plan, Campbell Middle will make this document available to the LEA, parents, and the public through our web site.

17. 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.

The International Welcome Center and parent liaison provide translation services for both written documents and oral communication. All documents shared with parents are translated into Spanish (our dominant language) by the IWC prior to distribution. As required, documents are translated into other languages as well. The Parent Liaison translates in parent/administrative conferences as needed and assists with parent calls. This Title I School- wide plan will be submitted to the IWC for translation and made available to any parent whose primary language is not English. Campbell Middle also has a number of bilingual teachers who assist with translations as well.

18. Plan is subject to the school improvement provisions of Section 1116.

This schoolwide plan is subject to the school improvement provisions of Section 1116.

21 | P a g e Cobb County School District Revised 4/27/12 5/14/12