Richmond County School System

Richmond County School System Schoolwide/School Improvement Plan

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

Title I Schoolwide Program Title I Targeted Assistance Non-Title I School

School Name: Sego Middle School District Name: Richmond County

Principal Name: Pauline Andrews School Year: 2015 – 2016 School Mailing Address: 3420 Julia Avenue, Augusta, GA 30906

Telephone: 706-796-4944 District Title I Director/Coordinator Name: Angeline Andrews-Milton

District Title I Director/Coordinator Mailing Address: 864 Broad Street, Augusta, GA. 30901

Email Address: [email protected]

Telephone: 706 826-1134 ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) PRIORITY School FOCUS School Subject Areas that Need Improvement Subject Areas that Need Improvement ELA Math Science Social Studies ELA Math Science Social Studies Graduation Rate Did Not Exit Did Not Exit

Principal’s Signature: Date: Title I Director’s Signature: Date:

Area Assistant Superintendent’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 1 of 44 Richmond County School System Schoolwide/School Improvement Plan

Template Instructions

 All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP a nd 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 1114 of the Elementary and Secondar y Education Act of 1965 (ESEA).

 Include a narrative response to address each component of the plan.

 If you are identified as a Focus or Priority School, your SW/SIP needs to address the areas you were identified for.

Planning Committee Members

Printed Name Member’s Signature Position/Role Pauline Andrews Principal Willie Robinson Assistant Principal Cathy Craft Assistant Principal Rachel Lee Counselor Erica Chavous Title I Program Specialist William Shaw Counselor Rosalyn Cadle Instructional Specialist Cheryl Flowers Instructional Specialist Mary Goodspeed Media Specialist Tania Sapp Parent Facilitator Brittany Snell Intervention Specialist Melinda Davis SPED Teacher Brittany Snell Intervention Specialist

SMART Goals for FY15-16

Goal #1: Increase the mean equivalent score on the Georgia Milestones Assessment in Mathematics for all students in grades 6th from 37.1%, 7th from 38.5% and 8th from 44.8% to 50% proficient.

Goal #2: Increase the mean equivalent score on the Georgia Milestones Assessment in English Language Arts for all students in grades 6th from 31.9%, 7th from 30.8%, 8th from 37.8% to 50% proficient.

Goal #3: Increase the 2014-2015 school year CCRPI score from 55.1% to 60% by the end of the 2015-2016 school year.

SWP/SIP Components

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).

The 2015 Georgia Milestones Assessment data was analyzed by the Sego leadership team and faculty. The data below shows the breakdown of the grades, subjects and percentage of students with mastery.

Tests 2014 Georgia Target Target Target (All Students) Milestones 2016 2017 2018 Assessment 6th Grade English and Language 78.8% 31.9% 50% 53.0% 56.0% Arts 7th Grade English and Language 78.5% 30.8% 50% 53.0% 56.0% Arts 8th Grade English and Language 89.7% 37.8% 50% 53.0% 56.0% Arts Average English and Language Arts 82.0% 33.5% 50% 53.0% 56.0% 6th Grade Mathematics 53.2% 37.1% 50% 53.0% 56.0% 7th Grade Mathematics 61.5% 38.5% 50% 53.0% 56.0% 8th Grade Mathematics 57.4% 44.8% 50% 53.0% 56.0% Average Mathematics 57.4% 40% 50% 53.0% 56.0% 6th Grade Science 47.4% 40.3% 50% 53.0% 56.0% 7th Grade Science 52.9% 37.0% 50% 53.0% 56.0%

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 5 of 44 Richmond County School System Schoolwide/School Improvement Plan 8th Grade Science 51.4% 42.2% 50% 53.0% 56.0% Average Science 50.6% 39% 50% 53.0% 56.0% 6th Grade Social Studies 36.5% 36.3% 50% 53.0% 56.0% 7th Grade Social Studies 39% 37.4% 50% 53.0% 56.0% 8th Grade Social Studies 48.3% 39.8% 50% 53.0% 56.0% Average Social Studies 41.3% 37% 50% 53.0% 56.0%

After reviewing the data, the following conclusions were made:

In order to meet our target score of 50% on the 2016 Georgia Milestones test, we must increase by the following percents:  16.5% in ELA  13 % in Social Studies  11% in Science  10% in Math

In order to address the needs of our students, we will implement the following interventions:  Weekly professional learning for teachers to address specific instructional strategies to address student weaknesses  Modeling and instructional support by Academic Support Specialists  Saturday School to prepare students for the Georgia Milestones test  Purchase Study Island computer based program to provide support to students in all subject areas  iReady ELA and Math computer based program used for universal screeners and provide interventions for targeted students  Enrichment/Intervention blocks to provide added support to targeted students in all subject areas

Writing is another area of need. We will implement weekly writing prompts to focus on the writing process and constructed response items.

2. School reform strategies that:

a. 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).

All classroom environments demonstrate research based learning strategies ensuring that all students are successful. Sego Middle School will address the needs of children to demonstrate proficiency related to the states academic core standards and student achievement will be implemented with the following strategies.

Teachers will be provided ongoing professional learning, classroom observations, and instructional monitoring based on classroom and student levels of comprehension.  Marzano’s high-yield strategies  Thinking Maps  Depth of Knowledge  Differentiated Instruction  Standards-based instructional practices  Common Core Georgia Performance Standards  Teacher Keys Evaluation Assessment(TKES)  Utilize the three-part lesson as an instructional framework

 Instructional Support (Math and ELA Coach to provide additional instructional support, modeling exemplary lessons, and professional development for teachers to improve the quality of teaching and learning.)  Modeling exemplary lessons/teaching – Academic Coaches hired through Title I funds will provide modeling and explicit instruction for teachers in all core content areas to improve the quality of instruction in the classroom. . Trains school staff on the analysis of different types of data in an effort to make timely and appropriate decisions about curriculum, assessment, and instruction. . Provides assistance in blending content knowledge and knowledge of differentiated instruction for all teachers. Supports teachers by sharing materials and strategies to meet the needs of all students.

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 7 of 44 Richmond County School System Schoolwide/School Improvement Plan . Designs collaborative, job embedded, standards-based professional learning to assist teachers in completing a self-assessment of their instructional strengths. . Works collaboratively with the school’s formal leadership to design, implement, align and assess school change initiatives to ensure alignment and focus on intended results. . Increases instructional skills of all teachers and supports school wide activities. . Trains school personnel on how to interpret and use state assessment data reports to enhance classroom instruction.

. Trains school personnel on how to disaggregate student assessment data based on demographics, subjects/disciplines, standards, and other data sources. . Develops and prioritizes intervention goals, based upon information uncovered through the data disaggregation process to generate solutions. . Assists the principal and leadership team in the disaggregation of student performance data, by school and by teacher; and assesses instructional coaching needs of individual teachers. o Targeted Remediation – The school will provide Saturday school remediation and an enrichment period (in the master schedule) in preparation for the GA Milestones EOG. Students will receive tailored instruction to their individual CRCT domain weaknesses to help them close their achievement gaps. o Guided Reading – The students will receive explicit reading strategies in the reading tools class using print-based materials that will help them process and analyze literary and informational texts on the GA Milestones EOG. o Writer’s Workshops – Students will be provided with strategies that will help them analyze a writing prompt, organize their ideas, create a sustained focus, and support their central idea with supporting details. Sego Middle School will be implementing writer’s workshops in all grade levels, but the focus will primarily be 8th grade. Title I funds will be used to train staff, hire substitutes, for teachers to attend training, and provide workshop materials. o Teachers will use the Study Island Program to target student remediation based on individualized student reports. b. Use effective methods and instructional strategies that are based on scientifically based research that:

 Strengthen the core academic program in the school.  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

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 8 of 44 Richmond County School System Schoolwide/School Improvement Plan and accelerated curriculum  include strategies for meeting the educational needs of historically underserved populations

Guided reading is an essential component of a balanced literacy program. Guided reading practices are recommended by the International Reading Association, the National Association for the Education of Young Children, and the National Council of Teachers of English as part of a balanced literacy program. Guided reading gives teachers the opportunity to teach explicitly reading strategies that meet their students’ individual levels, and it reinforces problem solving, comprehension, and decoding. Guided reading is an essential tool that teachers can use to help their students identify and solve problems within the text as well as develop their content comprehension skills. Guided reading encourages students to think about the text and helps them develop questions about the text. The discussion of the text between the teacher and the students about critical reading comprehension elements helps student’s master essential reading concepts. Lloyd (2004) explained that generating questions helped struggling students receive and share their valuable comments and feedback with their peers. Students were able to argue their points of view passionately, highlight places in the text that supported their positions, and provide supporting evidence for their positions (Iaquinta 2006; Lloyd 2004).

Guided math – Guided math is part of our balanced approach to teaching math. It is how teachers make sure that the students are making adequate progress, and it is a way for them to adjust their instruction as needed. According to author Laney Sammons, of Guided Math: A Framework for Mathematics Instruction (2010), guided math is a model of teacher-led instruction that gives each student an opportunity to fine tune their math skills at levels that challenge them in order to help them gain the ability to function independently. Our goal is to do this in order for students to become self-sufficient math thinkers with knowledge they can apply in the real world.

Targeted remediation/enrichment is an instructional approach that provides a unique learning focus for students based upon their previous CRCT domain weaknesses/strengths. Students receive explicit instruction in their domains of greatest need to close their achievement gaps. (Fetter, 2009)

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 9 of 44 Richmond County School System Schoolwide/School Improvement Plan Instructional Coaches - A preponderance of research in education as well as business shows that while adults are exposed to new ideas and practices in workshop settings and team meetings, they need on-the-job support to make the new ideas part of their daily routines (Joyce & Calhoun, 1996; Joyce & Showers, 2002). In evaluating this evidence, Odden et al. (2007) conclude that states reap greater benefits in terms of student achievement when they invest in classroom-based coaches as opposed to more costly and less effective innovations. c. 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:

 counseling, pupil services, and mentoring services;  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  the integration of vocational and technical education programs; and

The use of effective instructional methods to increase the quality and amount of learning time is critical to our school’s growth and improvement.  All instruction is based upon the curriculum provided by the Georgia Department of Education  All classroom instruction is standards-based.  Teachers and students are split into “Instructional Teams” at each grade level allowing for collaboration and continuity.  Differentiation of instruction or shaping instruction to fit the unique needs of individual students is a priority.  Emphasis on classroom and building Rituals and Routines to promote a positive learning environment is a priority (e.g. hallway protocol and hands before you talk/hands before you walk).  Formal and Informal assessments are utilized to target students according to educational needs (Milestones Assessments - Benchmark Testing (Pre and Posttests) - S.L.O. assessments).  Technology is utilized to address student learning deficits (e.g. IREADY)

 Technology is emphasized within instructional delivery (e.g. promethean boards).  Professional learning is required for all teachers on a weekly basis.

 An Enrichment period is incorporated into the master schedule to address individual student learning deficits.

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 10 of 44 Richmond County School System Schoolwide/School Improvement Plan  Students are routinely assessed to measure progress towards student learning objectives.  Summer school is offered to students as needed.  Saturday school is offered to students as needed.  Weekly scheduled collaboration is required for all subject area teachers.  Tutoring is offered before and after school by the teachers.

 The Response to Intervention system is applied and practiced to meet student learning deficits.  Connection/PE teachers are utilized for instructional support during the Enrichment period.  The Georgia Milestones assessment is the primary source of evaluating, shaping and adjusting the delivery and maximization of instructional time.

We have increased the amount and quality of learning time by implementing the Enrichment period in the master schedule. Students are grouped according to assessment results (2014 CRCT scores) and are assigned to an Enrichment course based on those needs.  I-Ready ELA – the students that displayed a need for additional assistance in reading/ELA standards  I-Ready Mathematics – the students that displayed a need for additional assistance in mathematics standard  Accelerated Writing – the students that met or exceeded all standards of the CRCT and displayed the need for assistance with writing only  Computer Coding – the students that exceeded all standards of the CRCT and showed the ability and interest in learning how to write computer codes  Mathematics Enrichment/Intervention – the students that did not meet or barely met the mathematics Georgia Performance standards  Science Enrichment/Intervention – the students that did not meet or barely met the science Georgia performance standards  Social Studies Enrichment/Intervention – the students that did not meet or barely met the social studies Georgia Performance standards.

Sego Middle School recognizes that students cannot do well academically if their basic needs have not been met to the best of the school’s ability. To meet this demand, the school utilizes their Family Service Facilitator and the

Intervention Specialist to help carry out services students and parents may need. As a support team, they address areas of concern regarding the family’s academic, social, emotional, and physically well-being as a whole. Students are

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 11 of 44 Richmond County School System Schoolwide/School Improvement Plan taught about careers through the CTAE Dept. and the Family Facilitator and Intervention Specialist reinforce it using job shadowing, we utilize career inventory program on GA411/Dept. of Labor website, they host an Annual Career and Resource Fair for the 8th graders, they provide Job Search Workshops for Parents through DOL and Good Jobs/Good Will, they invite career professional for their mentoring groups throughout the year. The Family Facilitator provides topics throughout the year to empower parents of topics that are relevant to them based on school surveys they complete and topics provided to Title I from the Georgia Dept. of Education. These workshops foster learning support for students, encourage technology use in the family, and encourage parents to be involved in every aspects of the students education. These activities include the Title I Review, Revision and Input Meetings, The Title I Annual Meeting, school wide school improvement plan, monthly volunteer training, Milestone Test, and Infinite Campus Training, AVID Parent Workshops, Parent Support Groups, and Saturday trainings are offered when Saturday School begins so parents can learn at their own pace what the students are reviewing. Parents are participants in the Annual Career and Resource Fair and the Title I support team hosts a STEM Night and ELA Night for students and parents as well. Parents also state needing workshops for Computer Skills such as Windows Word, Excel, PowerPoint, and Publisher so these workshops will be implemented by the Family Facilitator and Intervention Specialist. These activities are carried out by the Title I Family Facilitator, Intervention Specialist, and The Instructional Coaches (The Sego Title I Support Team), Department of Labor, Dept. of Juvenile Justice, and other agencies and businesses in the South Augusta Community. In order to carry out these activities the Title I Facilitator provides a Parent Resource Room for parents and visitors to gather for meetings and workshops. Items needed: 6 computer tables and chairs, 6 computers, Math and Reading programs, books, and literature that informs parents about Title I, Parent Strategies and ways to reinforce learning at home, and I would like for our Parent Volunteers to have name badges as the staff does to foster a feeling of importance and ownership, and equality. The Intervention Specialist is in need of these most of these items as well.

Girls Mentoring Our mentoring program helps students to overcome many of the obstacles our youth face in today’s society. We promote healthy behaviors and provide them with educational support, social opportunities, and valuable life skills necessary to enhance their self-esteem, so that they may become healthy and productive citizens.

How will we accomplish this?

 By empowering youth as well as parents

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 12 of 44 Richmond County School System Schoolwide/School Improvement Plan  By creating partnerships with the community to promote unity  By showing collaborations between the school, child, and community that support the well-being of the student.  Sessions/meetings will include, but not limited to:  Academic success in school  Conflict resolution strategies  Health, wellness, and beauty

 Building self-esteem  Entrepreneurial skills  Post-secondary school planning  Establishing coping strategies  Etiquette for all occasions  Positive self-expression  Human growth and sexuality  College and career readiness  Computer etiquette  Job skills  Cultivating Healthy relationships  Communication skills  Character and integrity  Leadership skills  Financial planning

What Is School-Wide PBIS? https://www.pbis.org/school

This link includes the subheadings:

 Why it is Important to Focus on Teaching Positive Social Behaviors

 What is a Systems Approach in School-Wide PBIS

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. According to the behavior data for Sego Middle School year 2014-2015, the PBIS program is a necessity for the students.

When?  We will have a PBIS Celebration every LAST Friday in each month.

Time?  7th Grade: 1:00 pm - 1:55 pm  6th Grade: 2:05 pm -2:50 pm  8th Grade: 3:15 pm -3:45 pm

How will students be granted access to attend?

 Student must NOT have a discipline referral, bus referral, or ISS, for the entire month.

The PBIS celebrations will vary and will not be the same from month to month. Funding is needed to properly implement this program.

d. 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.

Meeting the academic, post-secondary and personal/social developmental needs of ALL of our students is of critical importance in fulfilling Sego Middle School’s School Improvement Plan and the overall mission of the Richmond County School System. In meeting the needs of all Sego students, our school practices a comprehensive approach to address the three specific areas identified above.

 Identification of E.L.L. students via Georgia Foreign Language Survey labels  Identification of Homeless Status via Richmond County Enrollment Questionnaire  Identification of parent needs via G.A.D.O.E. Parent Occupational Survey Form  Implementation of Teachers as Advisors program to support and grow career/post-secondary development, personal/social growth and academic achievement.  Implementation of Georgia 411 via “Careers Class” all grade levels.  Individualized Education Plans (I.E.P.’s) for students will special needs.  Student Mentoring Program  P.B.I.S. program to meet school wide discipline needs and address individual student needs  Individual and group counseling services  Richmond County Gifted Program  Advancement Via Individual Determination (A.V.I.D.) program  Sego Honors Program  Classroom Guidance to address academic achievement, personal/social growth and career/post -secondary development of ALL students.  S.T.E.M program to meet the need of a shortage of female students entering this field  Sego Middle Peer Leaders Program  Anti-Bullying Month - October  Assessing the results and impact of the above programs is not easy. Typically a series of tools can be applied to gather both quantitative and qualitative data to measure the effectiveness of programs and services offered at Sego Middle School. When possible, individual programs should develop their own achievement goals, and their own unique methodology to measure the degree of effectiveness in meeting these specific goals.  Assessment tools are listed below:  The Georgia Milestones Assessment  The Georgia Safe and Drug Free Student Survey  Infinite Campus Data Collection System (Grades - Discipline - Attendance)  TAA Feedback Survey  Student Services Needs Assessment Survey (Teachers)  Anecdotal evidence provided by students, teachers, counselors, administrators and parents

Lastly, Sego Middle School supports an attitude and philosophy that ALL individual students, staff members, and teachers are to be accepted without judgment of race, creed, color, economic standing or sexuality. We value diversity among students, teachers and staff and realize that individual diversity only serves to make our whole as a learning community stronger.

3. Instruction by highly qualified professional staff

The faculty and staff at Sego Middle School is comprised of highly qualified professional staff members and content experts.

Faculty Degrees Bachelors Masters Specialists Doctorates Percent of teachers 40% 37% 13% 10%

Years of Experience 0 – 5 years 6 – 10 years 11 – 15 years 16 years or more Percent of teachers 23% 30% 17% 30%

We strive to promote a positive work environment by pairing teachers with mentors and buddy teachers. This provides a smooth, well-managed transition for teachers who are new to the profession, the school, or the assigned content area. Sego Middle School tries to create an environment where teachers feel valued in providing feedback when shared decision making is appropriate.

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.

Professional Learning Plan

Professional Learning Professional Learning Timeline, Cost, and Responsibility Monitoring Professional Learning Related to SMART Goals Results What professional learning Professional Estimated Cost, Person(s) How will this What evidence or artifacts will occur to attain SMART Learning Funding Source, Responsible professional learning will indicate an goals? Timeline and/or Resource be monitored? improvement in student achievement? As a result of professional learning, at least 80% of Sign in sheets the teachers at levels one Agendas and two on the Professional R. Cadle Meeting Minutes knowledge Standard (TKES Weekly Professional Aug – May C. Flowers Observation standard 1) and Learning Feedback differentiation standard Teacher Interviews (TKES standard 4) will Lesson Plans increase to the next level based on TKES baseline data. P. Andrews Sign in sheets Vertical planning meeting Monthly Vertical Planning R. Cadle Agendas will enable teachers to plan (Math, Science, Social Aug – May C. Craft Meeting Minutes lessons that are rigorous Studies, and ELA) C. Flowers Lesson Plans and require higher order W. Robinson thinking skills. Sign in sheets All grade level teachers will Weekly Collaborative Aug – May Agendas meet weekly as a team to Planning Content Teachers Meeting Minutes discuss and analyze student

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 21 of 44 Richmond County School System Schoolwide/School Improvement Plan achievement data. Teams will develop interventions. TEACHERS WILL LEARN: How to raise test scores throughout diverse populations. How to discover the underlying motivation of each individual student. How to make the transition from classroom management to Classroom Leadership. How to build strong Teach Like a Rockstar November 17, Registration:$189 Sign in at registration connections between 2015 per teacher teachers & students. How Redelivery of to create student Title 1 Funding conference enthusiasm through unique Source & innovative teaching strategies. How to positively influence a student’s thoughts, emotions, actions, and character. How to tap into their own ability to uncover The Rock Star Teacher that lies within. Social Studies Across Georgia A leadership panel will discuss professional Georgia Council for the development, successes, Social Studies Annual October 22 – 23, Registration: Sign in at registration challenges, and strategic Conference 2015 $125.00 per teacher plans they have “Social Studies: A Map for Redelivery of implemented in their school

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 22 of 44 Richmond County School System Schoolwide/School Improvement Plan Life” Title 1 Funding conference systems to increase student Source engagement and performance in social studies. Building vision and leadership capacity system wide—from parents, community, and the board of education to the district office, schools, and classrooms—to empower teachers and motivate students Using technology to create Sign in at registration relevant learning Model Schools Conference June 26 – 29, Registration: environments and build 2016 $495.00 per teacher Redelivery of digital literacy for today’s conference connected learners Embracing rigor, relevance, and relationship to prepare students for the skills they will need for tomorrow’s careers Creating a school culture that prepares students for our modern world by embracing diversity, encouraging flexible thinking, and celebrating creativity GCTE Conference Feb 19-20, 2016 Registration: Current updates in the $130.00 per teacher Sign in at registration English and Language Arts community. The teachers

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 23 of 44 Richmond County School System Schoolwide/School Improvement Plan Redelivery of will gain the resources conference needed to meet each student. GMC Rock Eagle October 14 – 16, Registration: Sign in at registration The 2015 Georgia 2015 $150.00 per teacher Mathematics Conference Redelivery of promises to be a great conference experience. Our conference theme is "Growing Student Potential in Mathematics" with emphases on the Mindset work of Carol Dweck and the Eight Effective Teaching Practices for Mathematics as outlined in the NCTM publication, Principles to Action: Ensuring Mathematical Success for All. February 4 – 6, Registration: Sign in at registration The knowledge, training 2016 $219.00 per teacher and experience that we Georgia Science Teachers Redelivery of bring to science education Association conference makes a difference. “Speaking up for Science: Individually and Sustaining the Momentum” collectively, as science teachers, we can shape the classrooms of the future. In this year's conference we will be sharing our best ideas, resources and practices. The Southeast Enzyme 7th Southeast Enzyme April 16, 2016 Registration: $25 Conference provides a

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 24 of 44 Richmond County School System Schoolwide/School Improvement Plan Conference per teacher Sign in at registration unique opportunity for scientific exchange and Redelivery of collegial interactions conference among researchers working at the forefront of all aspects of the study of enzymes. Ron Clark Academy TBD Registration: $395 Sign in at registration per teacher Redelivery of conference AVID Summer Institute June 13 – 15 Registration: $525 AVID Site team Sign in at registration Summer Institute is AVID's (Craft and per participants annual professional Robinson) Redelivery of learning training where conference contracted sites come to July 6 – 8 learn the latest in AVID (All site team methodologies and members) strategies to successfully implement AVID in their schools.

We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example . . .

 Depth of Knowledge Training  Differentiate Instruction  Marzano’s High-Yield Strategies  Common Core Georgia Performance Standards and Instruction  Thinking Maps  Data Analysis (CRCT, MGWA, CCRPI, Formative Assessments, Study Island, iReady)

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 25 of 44 Richmond County School System Schoolwide/School Improvement Plan  Parent Workshops  Student Data Conferences  Co-Teaching Models  Technology Workshop

Teachers will attend in-house and outside training through other content-specific conferences and workshops, and the school will use the train-the-trainer model for redelivery to the staff for all conference attendees.

Teachers will receive additional professional learning through district personnel and the academic coaches, concerning instructional best practices, content area needs, and instructional strategies throughout the year during their professional learning day (Wednesday) each week.

We will align professional development with the State’s academic content and student academic achievement standards . . . All of our school’s Title I funded professional development has been aligned with our needs assessment. Each professional development activity has been reviewed to ensure the training is related to Georgia’s academic content with the goal of raising student achievement in content areas identified within our needs assessment.

5. Strategies to attract high-quality highly qualified teachers to high-need schools. Selection of teachers will be based on applicant’s certificate and being highly qualified.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

Definition: Parental involvement is the participation of parents in regular, two-way, and meaningful communication involving student academic learning and school activities. It is required that schools develop strategies that increase parental involvement.

Description of Action Schools demonstrating meaningful parental involvement strategies use a variety of strategies to engage all parents in supporting student learning that occurs in the home and at school.

Research Base for Action Research clearly shows that parental involvement can support student learning, particularly when aligned with other effective improvement strategies. The most effective parental involvement programs commonly:

1) Build relationships among family, community members, and school staff that foster trust and collaboration 2) Recognize the range of families’ needs, as well as class and cultural differences, and encourage understanding and respect among all involved; and

3) Involve all stakeholders in shared partnerships and mutual responsibility for student learning. They do this by preparing all of those involved—staff and families—to do the work; Focusing the work on meaningful outcomes and purposes

4) That relate directly to what students are expected to learn; And creating a sense of advocacy for an inclusive educational culture that involves all stakeholders in the work to support students in their academic pursuits. With this in mind, the Family Service Facilitator will focus on these specific areas to increase parental involvement at Sego middle School:

Notifications: Parent Facilitator will send information to parents in a language and format they can understand, including: parents’ right to know teacher qualifications, parents’ right to know non-highly qualified teacher, report cards and progress reports, reports regarding student achievement, Parental Involvement Policy, School-Parent-Student Compact, and Family Survey. All notices of meetings and programs will be sent home in a timely manner.

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 28 of 44 Richmond County School System Schoolwide/School Improvement Plan Consultation: Facilitator will: 1) Include parents in the development of the parental involvement policy and school-parent compact 2) Seek input from parents to evaluate the parental involvement program 3) Have face-to-face parent teacher conferences at school or as home visits as necessary 4) Continually developing our Parent Resource Room equipped with computers, bookcases, office supplies, resources, and conference tables for parent meetings, classes, and other needs. 5) Inviting parents and other members of the community into our school on a more frequent basis to enhance the school culture and strengthen the home-school relationship. 6) Establishing a strong and consistent parent volunteer program. 7) Encouraging parents to attend meetings that are held at our building 8) Encouraging parents to visit and utilize our Parent Resource Center 9) Maintaining and open door policy. 10) Visiting homes when needed.

Building Capacity: Schools shall assist parents in understanding the state’s academic content and achievement standards and requirements of the Title I program. Facilitator, along with Intervention Specialist, will provide materials and training in areas such as literacy or technology.

Evaluation: Provide results and documentation of parent and staff surveys. Provide evidence that parental involvement activities are monitored and documented in School improvement Plan. Provide evidence of parental involvement through participation and attendance logs.

Scheduled Activities for the year include, but are not limited to the following:

Activity Program Over-Seer Person(s) participating in facilitation Funding Source of activity Boys Mentoring Sapp Department of Juvenile Justice, Boy DJJ, BSOA, FLCM, CIS, and (weekly) Scouts of America, Fairview Life other donations. Changing Ministry, and Communities in Fundraisers will also be Schools conducted.

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 29 of 44 Richmond County School System Schoolwide/School Improvement Plan Girls Mentoring Sapp Snell, Alias, and Communities and Donations and Fundraisers (weekly) Schools Parent, volunteer, Infinite Sapp Parental Involvement Budget Campus, and Georgia (Light refreshments) Milestones Trainings (monthly) AVID Parent Workshops Cadle AVID Site Team Donations and Fundraisers (monthly) Title 1 Team Parental Involvement Budget (Light refreshments) PTO Advisor – Sapp Sapp, Snell, Flowers Cadle PTO and Fundraisers (Bi-monthly) President – Title 1 Team Latissimus Harris School Council Advisor – Sapp Title 1 Support Team, Jefferson Electric Parents, Staff, and donations (Bi-monthly) President – Latrice CO-OP, and Alias (CIS) Martin Title 1 Review, Revision, Sapp Consult – Chavous Facilitator and Input Meetings for compacts, policies, surveys, and budget (September) Dad’s Bow-Tie Club Sapp Robinson, Murray, Lenton Oatman, Jr. Donations (Begin in November) (parent) Parent Involvement Budget (Light Refreshments)

School Annual Title 1 Sapp Consult – Chavous Facilitator/FLCM Meeting Sego Title 1 Team (October) Math, Science and Flowers Cadle, Snell, Sapp, Core Content School Title 1 Budget, Technology Night Teachers Parental Involvement Budget, (January) Sponsors Title 1 Mid-year Parent Sapp Sponsors Meeting (January)

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 30 of 44 Richmond County School System Schoolwide/School Improvement Plan ELA Night Cadle Flowers, Sapp, Snell, Core content Sponsors (February) teachers Mom and me Dance & Sapp Title 1 Team, Community Collabs: Community Sponsors, FLCM, Dads and Dolls Dance Felicia Rhodes, and Sabrina Peters, Community in Schools, Coca (February) Communities in Schools Cola Community Health Fair Sapp GRU Medical School, GRU Girl’s Community in Schools, Coca- (March) Clinic, Communities in Schools, Barney Cola, GRU, University Pharmacy, University Women’s Health Hospital, RC Health Department Title 1 End of the Year Sapp Chavous – Consult Donations Meeting (April) 6th Annual Career and Sapp Title 1 Team, 8th Grade Teachers, Nurse Parental involvement Budget, Resource Fair – 8th Grade Dillard, Communities in Schools, 35 Coca-Cola, Donations Students and Parents Career Professionals and Agencies in the (May) CSRA/North Augusta

There will also be Trainings regarding Drug and Alcohol Abuse, Bullying, Homework Helping, GED classes will be offered, and Finding, Interviewing for, and Keeping a Job. These events reflect collaboration between the school, families, and the community. Title I funds are also needed to purchase instructional resources to support parents with understanding the common core and mathematics. The Family Service Facilitator will be afforded the opportunity to attend several trainings which will provide additional strategies to improve parental involvement. (Fall and Spring PIC training, Athens Parental Involvement Conference, and the Youth at Risk Conference.

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.

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.

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, and additional assistance. Those activities are …  Enrichment period for every student in the school.  Collaboration/inclusion teachers who allow struggling students to receive immediate assistance.  Pre and Post test data review occurs at the beginning and end of each unit in collaborative planning and on an individual teacher basis to determine if students are mastering core concepts and standards of the following assessment tools that the school uses to determine if students are meeting of failing to meet academic expectations: o Study Island o I-Ready o Triumph Learning o Edgenuity o USA Test Prep

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.

Student Services provide academic advisement as well as social and emotional support to our students. We review grades, test data, and student records to help students experience success in their academic endeavors. We discuss their strengths and weaknesses to help them to improve their educational skills. We give parents resources they can utilize in their homes to help their children maintain a high level of academic achievement. We help students with their social, emotional, and behavioral issues. Our goal is to decrease the distractions so our students can focus on their academics.

Progress Monitoring (PM) of Implementation and Strategies

Program Used for Evidence Baseline Data PM GOAL 1 PM Goal 2 PM Goal 3 Progress Monitoring School reports Fall Tier 3 students are more Tier 2 students are 2 Tier 1 students are on, I-Ready Diagnostic Diagnostic than 2 grade level behind grade levels behind and above or emerging to Administration and will need an will need an additional grade level and the additional hour a week of 30 minutes a week of teachers are to continue individualized instruction individualized with the current lessons and progress monitored instruction and progress and can progress monitor every month for monitored every month these students every 9 improvement. for improvement. weeks or at the teacher discretion.

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

Funding Source How Funds will be Used Federal Funds – Title I Composition notebooks, paper, science lab materials(basic mini fixed temperature), Saturday School (transportation, stipends, supplies, Professional Learning), Software( Study Island) State Funds Reduced Class Size School Improvement Grant (Focus and Priority Schools only) Local Professional Learning Funds Grants

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

Milestone assessment student test results will be sent home with students. A parent night will be scheduled to share schoolwide results and assist parents with interpreting student results.

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

Milestones student assessment data will be shared with the faculty during professional learning sessions. The leadership team will review data and disaggregate information based on content area.

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

The Principal will provide disaggregated assessment results to the Leadership Team for each content area. Assessment results will be downloaded from the GADOE portal.

14. Provisions for public reporting of disaggregated data.

At Sego, we are planning to have the Parent Resource Center and this is another good area to post /provide information that the parents should have. Also, it will be a good venue to help instruct and give resources to parents in order to help their children improve in academic achievement and become educationally successful. The parent facilitator will be an important part of the Parent Resource Center.

Supplies and equipment should be available to parents and students through this center in case parents and students cannot access the data at home. Computers, laptops, tablets, and a promethean board as well instructional websites will be important needs to educate the parents. Parent classes should be offered to include training on educational websites that would benefit their students, and school programs/websites that students can use to promote success including sites like Galileo, Mathia, Lexile.com, Reach, iReady, and even Destiny (our school library catalog).

Building a strong volunteer program is a great idea. Community Volunteers and Parent Volunteers are needed to work with students to help them grow socially, emotionally and academically.

Title I money could be used in the following areas:

 To purchase equipment for the Parent Resource Center (perhaps some equipment could be checked out to parents as needed)  To purchase books on tape for the Nooks or other devices  To purchase programs that would help students achieve (i.e. IXL is a great program as well as many others) and could be accessed from any computer in the building (and approved through I.T.)  To purchase books, computer programs and other resources that could be housed in the Parent Resource Center and would help to educate parents  To purchase supplies for the Resource Center: paper (newsletters), art and office supplies (posters and data wall needs, bulletin board…)  To purchase refreshments and prizes for after school meetings with parents, students and the community  To purchase awards for student achievement.

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 39 of 44 Richmond County School System Schoolwide/School Improvement Plan 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 school-wide program.

Plan was developed during the 2015-2016 school year.

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).

Plan was drafted and shared with all stakeholders; teachers, administration, parents and students.

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

Sego will make the plan available through the school website, Title I Parent Meetings, Curriculum nights, Open House PTSA meetings, parent conferences, the school’s parent facilitator’s office, the school newsletter and the school’s media center.

Parents will be offered an avenue to help them understand the plan. They will be able to visit a grade level administrator or parent liaison. For the identified ESOL students and parents, the School Wide Plan will be available in their language.

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.

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

Dr. Angela D. Pringle, School Superintendent August 2015 ● Page 44 of 44