Title I Schoolwide/School Improvement Plan

Georgia Department of Education Title I Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Bagley Middle School District Name: Murray Principal Name: Shalina Stone School Year: 2015-2016

School Mailing Address: 4600 Highway 225 North, Chatsworth, GA 30705 Telephone: 706-695-1115

District Title I Director/Coordinator Name: Barbie Kendrick District Title I Director/Coordinator Mailing Address: PO Box 40, Chatsworth, GA 30705

Email Address: [email protected]

Telephone: 706-695-4531

ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: 9/3/15 Revision Date: 9/28/15 Revision Date: 10/14/15

Dr. John D. Barge, State School Superintendent July 2014 ● Page 1 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan SWP Template Instructions

 All components of a Title I Schoolwide Program Plan and a School Improvement Plan m ust be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

 Please add your planning committee members on the next page.

 The first ten components in the template are required components as set forth in Section 1 114 of the Elementary and Secondary Education Act of 1965 (ESEA).

 Please submit your School Improvement Plan as an addendum after the header page in thi s document.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 2 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

Planning Committee Members NAME MEMBER’S SIGNATURE POSITION/ROLE Shalina Stone BMS Principal Daphne Winkler Assistant Principal / Title I Coordinator Dustin Strickland Academic Coach Adrian Ellis Media Specialist Holly Cash Science Teacher / 7Gold Team Leader Brittnee Slaughter SS Teacher / 7Black Team Leader Debra Roland ELA Teacher / 8Gold Team Leader Rachel Adams Math Teacher / 8Black Team Leader Crystal House ESS Self-Contained / ESS Team Leader Richard Hejda Technology Teacher / Electives Team Leader Robin Baggett SS Teacher / Team White Team Leader Amy Winkler 8th Grade Parent Tanner Davis Business Partner Sam Smith Faith Based Partner Mandy Newton 8th Grade Parent Barbie Kendrick Central Office Title I Director

Dr. John D. Barge, State School Superintendent July 2014 ● Page 3 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP/SIP Components

Dr. John D. Barge, State School Superintendent July 2014 ● Page 4 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. 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).

We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were the Bagley Middle School Better Seekers Team (leadership team), the School Council (consisting of parents and community members), the Parent Involvement Committee, and the entire faculty and staff of Bagley Middle School. We have used the following instruments, procedures, or processes to obtain this information:

 To assess student academic needs, Bagley Middle School uses quarterly District-level benchmark assessments, CCRPI data, Scholastic Reading Inventory Lexile scores, analyzed student work samples, and EOY Data to determine strengths and weaknesses, Professional Learning Survey results, Level of Technology Integration (LoTi) results, School Climate results, Planning Committee Meetings, School Climate Survey results, GaDOE website (www.gadoe.org), Georgia Standards website (www.gastandards.org), Study Island Program results, learning.com modules, gavirtuallearning.org modules, TKES standards on evaluation of teachers, Fast ForWord Literacy Skills program, iReady Diagnostic Math and Reading program, SLDS, and Leadership team meeting. The faculty and staff look at the data, brainstorm ideas where there are discrepancies (one group is performing more successfully than others, another group does not feel as safe as another) in an effort to improve by gleaning ideas from one another as a strategy for Needs Assessment.

In order to address and analyze student academic achievement, Bagley administers a state-mandated test, the Georgia Standards of Excellence Test. This test measures the students’ performance based on Georgia Standards of Excellence (GSE) in Reading/Language Arts/Writing, Mathematics, Science, and Social Studies. It is given to all students in seventh and eighth grades in the spring of each school year.

District mandated assessment given are quarterly benchmark pre- and post-tests. These tests are based on pacing guides used by each teacher and measure the students’ progress throughout the course of the school year. We use an online assessment tool to create, publish, and administer these benchmark assessments.

Achievement Data: 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. The school met on May 15, 2015 to perform an End of the year Title-I Evaluation. The faculty and staff looked at benchmark data and student growth percentiles to measure achievement and plan for improvement of instruction. Teachers identified areas where they may need assistance with professional development. Teachers meet weekly to collaborate to share lessons and assessments that were successful and to support one another with effective strategies that have been successful in their own classes. Teachers analyze student work samples to identify strengths and weaknesses as they plan for instruction. These students show deficiencies in all academic areas.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 5 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 1. 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).

Dr. John D. Barge, State School Superintendent July 2014 ● Page 6 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

2. Schoolwide reform strategies that: Response: We are implementing numerous new strategies at Bagley Middle School to provide our students with ample opportunities to experience academic success. The Better Seekers Team helps to develop and communicate school improvement goals, developing the strategic plan, and interpreting survey results. This committee shares the agenda from each meeting with team members and leads any corrective measures on their respective teams and/or subject area. This team consists of Holly Cash, Brittnee Slaughter, Debra Roland, Rachel Adams, Robin Baggett, Crystal House, Richard Hejda, Dustin Strickland, Daphne Winkler, and Shalina Stone. The School Council helps to develop and understand the goals and mission of the school. The council shares ideas for community involvement and communication with parents and the community. The council members include Rev. Sam Smith, Rock Bridge Community Church; Alan Kendrick, business partner; Tanner Davis, business partner; Amy Winkler, parent; Mandy Newton – parent, Kenneth Kesley, teacher; Dustin Strickland, Academic Coach; Daphne Winkler, Assistant Principal – Title I Coordinator; and Shalina Stone, Principal. The Parent Involvement Committee meets to discuss the ways that Bagley Middle School can best include parents, and they determine ways to get parents more involved in their child’s educational processing. These parents are also active in developing the Parent Involvement Policy, the School Improvement Plan, Teacher-Parental Compacts, and the Balanced Score Card. The principal shares achievement data and survey data with parents to glean input on school improvement and communication. Parents involved were Mandy Newton, Amy Winkler, Chasidy Hulett, Dani Brock, and Kendra Evans. The Bagley Middle School faculty and staff meet three times a year to review and amend the School Improvement Plan. The faculty looks at benchmark data, EOY Data, and survey data to determine the strengths and weaknesses in instruction and relationships to better plan for student success. Teachers and administration also meet weekly to collaborate as departments to look at assessments and lessons to help to students meet and exceed state educational standards and specific student needs. The Murray County School System provides McKinney-Vento Homeless Assistance to students who are lacking a fixed, regular and adequate nighttime residence. The goal of the McKinney-Vento Homeless Assistance Act is to identify and assist students so they may enroll, attend and succeed in school. The employees of the Murray County School System work with students, families, the Enrollment Center and community agencies to meet the requirements of the Homeless Education Program under the McKinney-Vento Act, which is a part of No Child Left Behind. Students’ grades, benchmark assessment scores, attendance rates, and Georgia Milestones are monitored and shared with school and District administrators each grading period. McKinney-Vento students are offered free tutoring if they are struggling academically throughout the school year. The PBIS (Positive Behavior Intervention Support) team works to address the needs of students by rewarding and encouraging good behaviors and good attendance. Team members include David Newsome, Amanda Parrett, Anna Fowler, Trey Miller, Stacy Roland, Kelley Flood, Dustin Strickland, Daphne Winkler, and Shalina Stone. Anthony Cain, school counselor, leads the school in the C2G (Commitment to Graduate) efforts to help students and parents understand the importance of high school graduation. This

Dr. John D. Barge, State School Superintendent July 2014 ● Page 7 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 2. Schoolwide reform strategies that: program assists students in setting academic and career goals. College 411 is an on-line program that helps students research and plan for their college and career goals. A career day is scheduled toward the end of the school year as a C2G project. Business and career pathways around the area are invited to the school to share their particular trade. Students listen to short presentations followed by a question and answer session. Items are displayed and decorated throughout the school to promote C2G activities.

 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).

Response: The GSE (Georgia Standards of Excellence) for all academic subjects are implemented in each grade level. Teachers and support staff have copies of their content-specific standards, pacing guides, content maps, frameworks, and student test data in their classroom. Those items are organized into a data notebook/teacher portfolios provided by the school’s Academic Coach. Data notebooks/Teacher Portfolios are monitored by classroom observations and are analyzed each month at the vertical content area team meetings. The data gathered is utilized to identify students with specific instructional needs and to determine interventions needed to meet those needs. Teachers may also access documents for teaching the GSE on the school, district, and state websites. We also have Intervention Courses in Math and Reading who failed to meet proficiency in years prior. Students advancing through the standards have been placed on a team by themselves. This team contains all gifted students and students who perform at high levels, though they are not determined to be gifted. On this team, teachers work to advance through the curriculum and provide research based projects to further instruction.

 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 o include strategies for meeting the educational needs of historically underserved populations Response: The Response to Intervention (RTI) model for student support is used to support struggling students. Students are identified using data as needing intensive intervention. They move through an eight week program where they are given intensive intervention and their progress is carefully monitored using various forms of data. If interventions are not successful after this time period, more intensive interventions begin with work sample analysis and monthly parent meetings for the next three months. Bagley has fully implemented the inclusion model for Students with Disabilities (SWD) so that they are fully immersed in the general curriculum along with their peers. Co-teachers and support personnel are available to help these students within the context of their regular classes.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 8 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan They are trained to implement learning focused strategies and do so in order to help students with disabilities to succeed. Students who are categorized as economically disadvantaged are identified by their participation in the school’s free and reduced price meals program. These students are assisted academically by also being placed in tutoring labs, working with Study Island and Fast ForWord. English learners students are served by a half-time English-learner teacher and by in-class intervention in order to ensure their success in the classroom, on the Georgia Milestones or Georgia Alternative Assessment (GAA), and in the school environment. English-learner strategic scheduling for smaller class sizes and focus on vocabulary skills in content is also a supported by personnel. The targeted subgroups students with disabilities (SWD), economically disadvantaged (ED), and English-learners (EL) receive many forms of support at Bagley. First, the students with disabilities receive targeted instruction from their regular teachers, special education teachers, and special education support staff. Their progress is closely monitored and shared with their parents on a regular basis. Second, English-learners students receive specialized instruction from a certified English-learner teacher. Their progress is monitored by the English-learner and regular teachers and is also conveyed to parents of these students. Students in the economically disadvantaged subgroup are monitored by the Academic Coach, guidance counselors, and attendance coordinator. Their progress is also shared with their parents on a regular basis. Vertical content area team meetings are held monthly for each subject area. These meetings are used to share best practices, analyze data, troubleshoot problems, identify new ideas, analyze student work samples, and set goals for student achievement. These vertical content teams also work with the school’s Title I Coordinator to monitor, implement, and revise the school’s improvement plan. Both teachers and support staff are part of these vertical teams. Data is used at these meetings to monitor progress and to plan for instruction. Each academic/grade-level team meets weekly to discuss information from that week’s School Leadership Team meeting. Teachers from each team meet to discuss calendar events, scheduling, discipline/management issues, parent contacts, district/school policy implementation, school improvement initiatives, tracking student progress, and goal setting. Parent contacts and/or conferences are also made during these meetings. Student progress through the GSE is monitored and data used to determine students who may need individualized intervention. Careful planning during these meetings ensures that instructional time is maximized and interruptions are limited. Lesson plans are prepared weekly and organized by the school’s Instructional Coach. One standard format is used by all the teachers. They are monitored to ensure alignment with the Georgia Standards of Excellence (for academic subjects), and with national standards (for elective courses). These lesson plans follow the Learning Focused Schools model and include activating strategies, essential questions, key vocabulary, teaching strategies, summarizing strategies, differentiation strategies, intervention plans, and assessment strategies. The plans may be turned in as unit plans or as weekly lesson plans. Many teachers collaborate with their grade- level counterparts to create lesson plans together. They share ideas, find resources, create activities, and plan assessments collaboratively in order to maximize instructional time and quality of instruction.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 9 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan  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:

Response: Bagley utilizes effective instructional methods that increase the quality and amount of learning time and offers a variety of opportunities to help students who struggle with academics. We will continue to provide after-school tutoring to students who are struggling to succeed in the classroom during the second part of the school year, as the Georgia Milestones approaches. This program takes place two to four days per week after school and focuses on Reading and Math skills. It is open to any student at BMS who needs extra support outside the classroom. The administration, faculty, and staff make every effort possible to maximize the instructional time spent in the classroom for every student. Flexible scheduling is used to ensure that time is used effectively and efficiently. Detailed lesson plans offer focus for the teachers so that students are learning at the optimal rate, without falling behind. Project based learning classrooms incorporate technology and 21st century skills, college and career awareness and preparation, and innovative teaching methods that follow the project based learning researched format. Clubs play an important role at BMS for career guidance. Each club offers students a chance to explore an activity that they would not otherwise be exposed to. Clubs offered include: cooking, strategy games, disc games, videography, photography, guitar, etc. Bagley adopted the Learning Focused Schools Model (LFS) school-wide at the beginning of the 2005-2006 school- year. Learning Focused is one of the most widely recognized school reform models in education at the present. A great deal of research went into creating the model and much research has been completed on its effectiveness in the classroom. The planning and instructional strategies embraced by LFS are appropriate for all grade levels and all content areas at Bagley. Learning Focused provides tools and resources for teachers that assist with teaching the CCGPS. All teachers and many support staff received extensive training on all aspects of LFS. New teachers who have joined the faculty since adopting LFS are also being trained to implement its strategies in their classrooms. The training has provided the faculty and staff with valuable tools to help students succeed and reach higher levels of achievement in the classroom and on the Georgia Milestones. Study Island is a web-based program that instructs and assesses students in alignment with the Georgia Standards of Excellence (GSE) in all content areas. Students are assigned an individual login and can access the program from any internet-ready computer. The students work through all the GSE for each subject in a prescribed order. They must meet minimum passing requirements before moving on to the next standard in the course of instruction. Teachers have access to the student records and can track their performance any time using the extensive reporting feature. Because the program is fully aligned to the GSE, students are receiving quality

Dr. John D. Barge, State School Superintendent July 2014 ● Page 10 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan  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; and standards-based instruction and support by using this program. Teachers can also create custom assignments and assessments in the program. These are used as intervention and progress monitoring tools for students who struggle to master the standards. Fast ForWord & Reading Assistant - The Fast ForWord & Reading Assistant program develops and strengthens memory, attention, processing rate, and sequencing—the cognitive skills essential for reading intervention program success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader (www.scilearn.com, 2013). Positive Behavior Intervention System (PBIS): Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBIS provides an operational framework for achieving these outcomes. More importantly, SWPBIS is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students (www.pbis.org, 2013). The main focus of our PBIS system is Responsible + Respectful = Successful. All of the rules, procedures, incentives, and consequences center on those three areas. First, students will be awarded “Bagley Bucks” for positive behavior. These Bagley Bucks can be used to purchase incentives such as: concession items, BMS spirit gear, t-shirts, passes to after school activities, and lunch with friends. Criteria for earning Bagley Bucks include: 100% weekly attendance, following the BMS Motto, helping other students, and going above and beyond what is required. Second, the PBIS team has created posters to place around the school to remind the students of the expected behaviors. Each poster explains what the expectations are in different parts of the building such as the hallways, cafeteria, restrooms, and classrooms. Technology : BMS will continue the use of Learning.com to incorporate curriculum with 21st Century skills. Pre and post-test assessment for student growth are used to determine growth throughout the program. Other technologies used in the classroom include SMART Boards, tablets, CPS units, laptops, and Mobi devices. Literacy Strategies: Comprehensive readysolutions.com modules are used for professional development. This program helps teachers gain literacy skills across content areas. Peer Assisted Reading Strategies (PALS) helps students gain confidence in reading abilities. Thinking Maps: Thinking Maps link thinking to a visual representation in an effort to

Dr. John D. Barge, State School Superintendent July 2014 ● Page 11 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan  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:

Dr. John D. Barge, State School Superintendent July 2014 ● Page 12 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

 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. Response: Our Instructional Coach currently completes weekly learning focused classroom checks wherein research based strategies are monitored. Our teachers are then provided feedback from Administrators and Academic Coach to provide clear expectations on meeting school goals and alignment with TKES standards. Additionally, Study Island is a web-based program that instructs and assesses students in alignment with the GSE (Georgia Standards of Excellence) in all content areas. Students are assigned an individual login and can access the program from any internet-ready computer. The students work through all the GSE for each subject in a prescribed order. They must meet minimum passing requirements before moving on to the next standard in the course of instruction. Teachers have access to the student records and can track their performance any time using the extensive reporting feature. Because the program is fully aligned to the GSE, students are receiving quality standards-based instruction and support by using this program. Teachers can also create custom assignments and assessments in the program. These are used as intervention and progress monitoring tools for students who struggle to master the standards. Fast ForWord and Reading Assistant - The Fast ForWord and Reading Assistant program develops and strengthens memory, attention, processing rate, and sequencing—the cognitive skills essential for reading intervention program success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader (www.scilearn.com, 2013). These programs are used at BMS with a targeted group of struggling students. We will continue to monitor student SGPs and teacher SGPs and use state averages to compare data and set goals for further growth.

Assessment is an ongoing process at Bagley. A variety of methods are used to assess student progress and achievement including:  GA Milestones - yearly  Subject Area Benchmark Tests – quarterly  Teacher-Created Benchmarks – ongoing as needed  Curriculum Based Assessments – ongoing as needed  Study Island Assessments – ongoing as needed  Online Assessment System Tests – ongoing as needed  SRI Lexile Inventory- beginning, mid, and end of school year  Formative Assessments (quizzes, teacher questioning, warm-up exercises)  Chapter/Unit Tests – ongoing as needed  GSE based Performance Tasks  Projects  Rubrics  iReady Diagnostic Assessments and Reading Plus for SWD students – ongoing as needed  Student Self-Assessments and Interest Inventories

Dr. John D. Barge, State School Superintendent July 2014 ● Page 13 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan  Fast ForWord & Reading Assistant literacy program for student requiring intervention in Reading  GA College 411  21ST Century Skills Assessment through Learning.com software program  Classroom Performance Systems (CPS) assessments Teachers keep artifacts of student work and display them in the hallways and in classrooms as examples. Teachers provide commentary on student work that addresses how the students met or did not meet the specific standard for each assignment. That feedback is shared both verbally and in writing. These assessments are also used to identify students who are in need of additional instruction to help them master the GSE. These students are targeted for intervention in the classroom as well as in before and/or after-school tutoring labs. SWD students who also need additional instruction participate in these tutoring labs as well. Administrators, the Instructional Coach, counselors, and teachers all use data from the Georgia Department of Education and from in-house assessments to determine student subgroups that need additional support in order to succeed. The subgroups identified at Bagleyas most at- risk of low achievement are the Students with Disabilities (SWD), English Language Learners (EL), and Economically Disadvantaged (ED). These groups are targeted with special assistance such as after-school tutoring during the second part of the school year, working with the Study Island and Fast ForWord programs specifically designed to help them succeed.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 14 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

3. Instruction by highly qualified professional staff Response: All of our teachers at BMS are highly qualified in their respective field. We also had a great attrition rate at only 93% for the current school year. We are able to maintain a staff of “highly qualified” teachers. In addition, are years of experience are highlighted below:  19% have 0-4 years’ experience  31% have 5-10 years’ experience  34% have 11-20 years’ experience  16 % have 20 plus years of experience Many teachers have added TSS, Gifted, Reading Endorsements to their professional certificates. Teachers/paraprofessionals meet in collaborative and vertical planning groups to help to assess and plan for students’ needs. Instructional technologists provide staff development in using hardware as instructional tools, and online and computer based assessment for planning for instructional and interventions. New teachers are assigned a mentor teacher who helps to direct them in instruction, behavior management, and parental involvement.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 15 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

4. In accordance with Section 1119and 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.

Response: Professional Development at Bagley Middle will focus on four broad categories during the 2015-2016 school year. These overarching categories include Differentiation, Higher Order Thinking Skills, Increasing Student Engagement, and Technology Integration. Many of the professional development opportunities will address specific areas of need addressed in the Striving Readers Grant, Lighthouse Schools to Watch review, as well as the GAPSS review. This training plan is a living document and subject to change to meet the needs of our school. Instructional Coach Trainings (Tentative Schedule):  Trainings will take place during planning periods on Tuesdays. Each training will contain a technology component as a way to showcase various technology apps/programs to use in

 Data Days:

o ½ Review data discussion: Nov 12/13 & Jan 28/29

o ½ Collaboration with Gladden

Date Training Topic Pre Planning TKES, Thinking Maps, Non-Negotiables, RTI, Calendar September 15, 2015 Virtual Parent Conference

September 29, 2015 Needs based groups

October 13, 2015 Differentiation

October 27, 2015 Rubrics

November 10, 2015 Student Response: Response Chaining, Defend Argue, Wait Time, Response Cards… December 1, 2015 CARE/ACES/PALS

December 15, 2015 Peer Observation

January 12, 2015 Title 1, Mid-Year TKES Plan, work session

January 26, 2016 Engaging the Disengaged

Dr. John D. Barge, State School Superintendent July 2014 ● Page 16 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 4. In accordance with Section 1119and 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.

February 2, 2016 DOK

February 9, 2016 March madness preemptive strike: Maintaining effective relationships (Marzano Ch. 8 Art & Science) March 1, 2016 Review activities: Hot Seat, Pyramid, Mile a Minute, Classroom Feud March 15, 2016 Peer Observation

March 29, 2016 Destress Activity

April 26, 2016 Intervention strategies

May 10, 2016 Watch Kids/RTI

May 24, 2016 Year End Data Review- Improving Instruction for next year

Administration, teachers, and support staff have participated and will participate in a variety of professional learning opportunities in recent years including:  Murray Leadership Academy- leadership training provided for nominated teachers by the Murray County School District and Georgia Leadership Institute for School Improvement  Technology Training - provided by Murray County Schools Instructional Technology Department.  Inclusion Models training for all ESS personnel - provided by the Murray County Schools Exceptional Student Services Department.  IEP Transition Service Training- ESS teachers provide students with career inventory projections after high school.  Vertical Content Area Team Meetings/Training for content area teachers - provided by the Bagley Middle School Instructional Coach.  PBIS Training –teachers participated in training for the Positive Behavior Intervention Support program provided by the Georgia Department of Education and the Murray County Schools Exceptional Student Services Department.  GAA Training – for selected ESS personnel on the Georgia Alternative Assessment coordinated by the Murray County Schools Exceptional Student Services Department.  SLDS Training (Statewide Longitudinal Data System)  Infinite Campus Training – all teachers have been trained to use this student information system for finding student information, entering, and posting grades.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 17 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 4. In accordance with Section 1119and 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.

 21st Century Classroom Training  Fast ForWord & Reading Assistant– training will be provided for the Reading Intervention teacher, media specialist, lab instructor and the Academic Coach on how to use and implement the Fast ForWord and Reading Assistant programs.  Safety Training- Mandated Reporter Training, School and Safety Trainings, Gang Trainings, and Workers’ Comp training.  State of the School Review- Professional sharing and updates of academic assessments and progress within the school at the beginning, middle, and end of school year.  Homeless Education- Review of McKinney Vento Act.  Rock Eagle Math Conference  Leadership Academy through RESA  GACIS  Ron Clark Academy Visit and Professional Development  Autism Training  Human Trafficking Training

Dr. John D. Barge, State School Superintendent July 2014 ● Page 18 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

5. Strategies to attract high-quality highly qualified teachers to high-need schools. Response: Bagley Middle School provides its students with the best possible educational opportunities and experiences. The BMS administration seeks out the most qualified and competent faculty and staff. All teachers have degrees and both teachers and paraprofessionals are certified/ licensed to teach by the Georgia Professional Standards Commission. Bagley Middle School’s teaching staff is supported by an Instructional Coach who conducts professional development and assists teachers in implementing and executing the GSE. Many teachers have added TSS, Gifted, or Reading Endorsements to their professional certificates. Teachers/paraprofessionals meet in collaborative and vertical planning groups to help assess and plan for students’ needs. Instructional technologists provide staff development in using hardware as instructional tools, and online and computer based assessment for planning for instruction and interventions. New teachers are assigned a mentor teacher who helps direct them in instruction, behavior management, and parental involvement. Teachers who demonstrate excellent skill and go “above and beyond” are recognized as Teacher of the Month. Teachers nominate and select one teacher from the faculty each year as Teacher of the Year. The Murray Association of Educators and PAGE recognize teachers with a small gift during Teacher Appreciation Week. College students/ student teachers are assigned practicum and student teaching at Bagley Middle School. With these opportunities, the new professionals enjoy the experiences and often attempt to gain employment.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 19 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. Response: We have involved parents in the planning, review, and improvement of the comprehensive school-wide program. The School-wide Title I plan and parental involvement plan is reviewed annually by stakeholders to ensure that Bagley Middle School is implementing strategies to increase parental involvement. Parents and community members serve on Bagley’s School Council. This council meets quarterly with the principal to discuss upcoming events, discuss concerns, share ideas and successes, and promote the school to the community. They are also an integral part of the school improvement process. They help to revise, improve, and share the comprehensive school improvement plan. BMS effectively communicates to inform families and the community about student progress and school programs. Teachers communicate with parents and families in a variety of ways, including e-mail, phone calls, face-to-face meetings, Infinite Campus Parent Portal web access, report cards, remind.com, progress reports, newsletters, and through the school website. Current events and student achievements are shared with families on the school’s website as well as through local newspapers. At the beginning of each school year, Bagley hosts an extensive Open House where students can register for classes, purchase a locker, pick up schedules, meet teachers, and become acclimated to the school. Upcoming events and important dates are also changed frequently on the school sign as a tool for parents. At the end of each grading period, the school hosts PTN (Parent-Teacher Night). At PTN the school provides free snacks for parents, families, and staff. Student work is displayed throughout the school and teachers open their rooms for informal meetings with parents to discuss student progress. We have involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by: a.) Parent Involvement Committee (2 meetings- provide input to school) b.) Parent Involvement Plan c.) School Council d.) Parent Involvement Survey e.) Parent Compact f.) Using Title-I funds g.) Social Media: text messaging (School Way and Remind.com) We have developed a parent involvement policy included in our appendices that: a.) includes strategies to increase parental involvement (such as family literacy services) b.) describes how the school will provide individual student academic assessment results, including an interpretation of those results c.) makes the comprehensive school-wide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters) d.) compacts required – include with policy e.) Parent Involvement checklist included. f.) Bagley has also agreed to participate in a pilot study to offer Virtual Parent Conferences throughout the school year that hopes to increase parental involvement at the middle school level.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 20 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

7. 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. Response: Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering from private schools plus students entering our school throughout the school year. a.) RISING 7TH GRADERS In the spring, Bagley Middle School will invite its rising seventh graders from the elementary schools to attend an orientation day event. Students are greeted by our administrators, school guidance counselors, teachers from seventh grade, and our exploratory teachers. Bagley’s Transition Team familiarizes the students with the middle school schedule, grade level team set-up, exploratory classes, athletic teams, clubs, and all other activities available to Bagley students. After receiving the transition information, Junior Beta Club members divide the students into small groups and provide a tour of the building. During the tour the students are encouraged to ask questions they may have about their upcoming school year. Bagley also hosts a parent night for upcoming 7th graders. Parents and students are invited to tour the school and meet their teachers. Several days before the school year ensues, Bagley Middle holds an Open House for students and their families. Open House provides an avenue for everyone to feel comfortable making the transition to middle school. Students receive a copy of their schedule, team assignment, meet their teachers, receive necessary paperwork, supply lists, and tour the building. Parents are encouraged to sign-up for Infinite Campus Parent Portal access which allows them to view their child’s progress and attendance through the internet. Parents are provided with information about volunteer opportunities available to them as well as information on the school’s Title I program and the free/reduced meals program. b.) EIGHTH TO NINTH GRADES Students transitioning to the high school are provided with an opportunity to meet the counselors from North Murray High School. The eighth grade students travel to North Murray in December to learn about the different career pathways offered. They are toured around the school to meet teachers, administrators, and other staff. Information is then provided through a PowerPoint presentation and a question / answer session. A parent night is held at North Murray High School after students go on their visit. Parents are invited to tour the school and obtain resources about high school. Parents and students are informed about the Georgia graduation requirements, attendance requirements, the new End of Course Tests, and specific programs of study. c.) NEW/TRANSFER STUDENTS New students to Bagley are greeted by the guidance counselor. The counselor confers with the new students and their parents concerning school policies and procedures. The student is assigned a team of teachers and is registered in his/her classes. The counselor familiarizes the new student with the school through a tour of the building on the way to meet their team of teachers.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 21 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Response: Teachers at Bagley Middle School use a variety of assessments to drive instruction. To lead students to mastery of the GSE, teachers look at the assessments to plan in collaborative meetings to create lessons, remediation strategies, and enrichment activities for the entire class and individual students. Teachers are involved in setting achievement goals and plans for the school improvement plan. Benchmark assessments are given before teaching units or concepts. At the conclusion of each grading period, a post test is given to assess mastery. Teachers document students who need interventions/remediation and plan accordingly. Teachers also plan acceleration for those students who have mastered the standards and need to move on to the next level. Georgia Milestones scores are used to identify students who need extra help in the areas of reading and math. Teachers plan and assign who is responsible for helping students reach mastery. Online and computer based assessment tools are as follows: Study Island, OAS, GoFar, Achievement Series and Benchmark Achievement. Student Longitudinal Data system (SLD) is used to help collect and retrieve data. Teachers are supplied with copy paper, ink, poster maker supplies, class supplies, headphones, computers, printers and scantron sheets. Looking at the GSE-SY2015 and the units to be taught, teachers meet to vertically plan and create pacing guides and curriculum calendars. From this collaboration, benchmark tests are built for assessment for instruction. Unit assessments are built by teachers and shared to see consistency in instruction. Bagley Middle School has a leadership team called “Better Seekers”. This team meets with the administration to discuss school-wide issues and participate in the decision making process for correcting or modifying said issues. Decisions regarding the use of state academic assessments to provide information on and to improve achievement of individual students and the overall instructional program are directly or indirectly in the hands of the teachers. Bagley Middle School teachers accept this responsibility and give every effort to insure the academic needs of students are met.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 22 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

9. 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. Response: • Quarterly report cards analyzed by teachers and sent home to parents • Georgia Milestone scores are analyzed for pass/fail, as well as for strengths and weaknesses in different subject areas • Benchmark testing data is analyzed to determine students’ progress through the standards • Formative and summative classroom assessments are used to determine if intervention is needed for individual students then strategies are implemented/documented for those students • A Standards Mastery Checklist is kept by every teacher for each standard. • Teachers and parents may request conferences at any time • Parent/family phone and/or e-mail contacts made as needed to discuss student progress • Mid-quarter progress reports sent home to parents • Students with disabilities student progress reports sent home and signed by parents quarterly • Students with disabilities have Individualized Educational Plan meetings which are used to discuss student strengths, weaknesses, and strategies for improvement • English-learner classes are offered to all English Language Learner students by a qualified English-learner teacher • Bagley is an inclusive school for all students with disabilities • Students with disabilities are served in the regular classroom by special education teachers and paraprofessionals • Newsletters are provided to parents and students that outline current and future topics being studied in each content area • Students may attend the Boys’ and Girls’ Club of Murray County, which is housed at Bagley Middle School, where they have Power Hour to work on homework and study skills • Parent-Teacher conferences are used to discuss student progress, areas of strength and weakness, strategies for increasing achievement, resources for parents to use at home, explain assessment data, and provide information on community resources available • Student Compacts are given to each student and are signed and shared with the students’ teachers, parents, and advisors • After-school tutoring during the second part of the school year is offered to all students in all academic subjects. Students are tutored one-on-one or work with Study Island and Online Assessment to practice skills. Students are also given help with their homework if needed. • iReady diagnostic software program is used for the regular assessment and progress monitoring of all students with disabilities in Reading and Math. • 21st Century technology includes the following: SMART interactive whiteboards, student computers, iPads for teacher and student use • Fast ForWord software program is used for all students but specifically for students needing assistance with reading

Dr. John D. Barge, State School Superintendent July 2014 ● Page 23 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan • Response to intervention interventions are used for struggling students

10. 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

Dr. John D. Barge, State School Superintendent July 2014 ● Page 24 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan Response:

Grant School Year 2015-2016

Academic Coach; other personnel paid through Title I; achievement Title I, Part A: series; benchmark development; Fast ForWord; technology Improving Basic equipment; parental involvement; before/after school instruction; Programs Operated instructional supplies; technology; professional development by Local Education activities; Ink and paper for the poster maker for instructional Agencies materials

Title I, Part C: Supplies for migrant population; migrant coordinator that identifies Education of and provides outreach to families. Migrant Children Provides funds for academic coaches, funds reimbursement for Title II A: Teacher certification tests, provides funding for teacher recruitment activities, and Principal provides professional development to improve differentiated Training and instruction, and provides evaluation training for administrators to Recruiting Fund improve instruction. Title IIIA: English Language Acquisition, Provides interpreters for parent involvement; books; supplies for EL Enhancement, & population; training for teachers. Academic Achievement Achievement Series, Staff Development for core content areas, RTI, differentiated instruction, provides behavior intervention specialist, IDEA Part B ESS social worker, ESS Transition Coordinator, ESS Parapros, Diagnostician, MY ACCESS Bagley has two Commit to Graduate (C2G) partners: Paul’s Drive In, and RockBridge Community Church. These two business partner Commit to with Bagley on a regular basis providing various services such as: Graduate Partners breakfast for meetings, waters for Title I nights, C2G banners for the school, etc.

School supplies; training for homeless liaison and social worker; Homeless travel for tutoring.

State Funds Salaries; textbooks; supplies; professional learning

Local Funds Salaries; textbooks; operations; Technology; travel assessments

Dr. John D. Barge, State School Superintendent July 2014 ● Page 25 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School Superintendent July 2014 ● Page 26 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

11. Description of how individual student assessment results and interpretation will be provided to parents. Response: When Georgia Milestone results are returned to the Murray County School District and to Bagley Middle School, parents will be given their own hard copy of the results to keep. Along with the results, a written explanation of results is also given to parents. A copy is made and placed in the student’s permanent record, and the original is sent home to the parents with the student. An explanation of the scores is included with the score report. Parents are provided the web address for state, system, and school reports on the GaDOE website at http://www.gadoe.k12.ga.us. Parents with remaining questions are encouraged to conference with their child’s teacher. Teachers and parents may also meet to discuss student progress or areas of concern to make appropriate action plans for a child’s educational needs. Benchmark scores (progress monitoring) are sent home each quarter so parents can see how students are mastering standards. Parents are also provided a copy of the data that provides an explanation of mastery and shares Lexile scores with reading recommendations. Eighth graders who do not pass the content area for the year will be required to attend a placement meeting. Meetings are set up with parents to explain areas of weakness, and an academic learning plan of action is made that includes parents, students, and educators.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: The State of Georgia achievement results are reliable and valid. Assessment results for the Georgia Milestones are sent to the Curriculum Department of Murray County Schools from the Georgia Department of Education Testing Department. The test scores are then forwarded to the principal of each individual school. For the Georgia Milestones each school receives:  A disaggregated state summary report broken down by grade-level  A disaggregated system summary report broken down by grade-level  A disaggregated school summary report broken down by grade-level  A disaggregated class summary report broken down by grade-level teams  Class reports listing all students, their scores for each content area, and the homeroom teacher’s name  Individual student reports Score reports are shared with the grade-level team leaders, counselors, and Academic Coach by the principal at BMS. The team leaders then share the scores with their team members.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 27 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan

13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The State of Georgia achievement results are reliable and valid.

14. Provisions for public reporting of disaggregated data. Response: Bagley Middle School shares student achievement data in a variety of ways.  Data walls displayed in the conference room in the front office  Articles in the local newspapers  Displays on the school marquee/sign  Hard copy of the test results and CCRPI reports are available in the front office  System, school, and teacher websites  GADOE website at http://www.gadoe.k12.ga.us  Parent Newsletters

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program Response: Bagley Middle School has operated as a school-wide Title I school since 2004. Plans are updated each year to reflect the needs of each school based on the comprehensive needs assessment and the evaluation of the current plan.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 28 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan 16. 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). Response: The 2015-2016 Title I School-wide 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 parents. Copies of the plan were shared via electronic mail with parents, families, and community members. Feedback from these stakeholders was used to develop this plan and to implement its strategies:

Dr. John D. Barge, State School Superintendent July 2014 ● Page 29 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan NAME POSITION/ROLE Shalina Stone BMS Principal Daphne Winkler Assistant Principal / Title I Coordinator Dustin Strickland Academic Coach Adrian Ellis Media Specialist Holly Cash Science Teacher / 7Gold Team Leader Brittnee Slaughter SS Teacher / 7Black Team Leader Debra Roland ELA Teacher / 8Gold Team Leader Rachel Adams Math Teacher / 8Black Team Leader Crystal House ESS Self-Contained / ESS Team Leader Richard Hejda Technology Teacher / Electives Team Leader Robin Baggett SS Teacher / Team White Team Leader Amy Winkler 8th Grade Parent Tanner Davis Business Partner Sam Smith Faith Based Partner Mandy Newton 8th Grade Parent Barbie Kendrick Central Office Title I Director

17. Plan available to the LEA, parents, and the public. Response:

Dr. John D. Barge, State School Superintendent July 2014 ● Page 30 of 31 Georgia Department of Education Title I Schoolwide/School Improvement Plan The Title I plan is available to the LEA, parents and the public. Bagley Middle School’s plan is available in electronic and print format to the district LEA. The plan is available to parents at the annual Title I meeting, and an electronic copy is available via the school website, and in print form in the front office of the school. The public will have access to the plan via the school and system website. 18. 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.. Response: The plan is 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 primary language of the student population at BMS is English, therefore the plan is currently available only in English. Upon request, the plan will be translated into the language of the parent/party making the request.

19. Plan is subject to the school improvement provisions of Section 1116. Response: The Bagley Middle School Title I School-wide Improvement Plan is subject to the school improvement provisions of Section 1116.

Dr. John D. Barge, State School Superintendent July 2014 ● Page 31 of 31