Title I School-wide Plan for
LLindley Middle School (7/8)
Written & Revised during the 20145-20156 for the 2015-2016 School Year
Plan Submitted: June 25, 2015 Revised August 25, 2015 Revised October 20,2015
Principal’s Signature Ms. Lisa Moore Williams
1 Planning Committee Members for School-wide Plans Review Date of Meeting: Tuesday, May 26, 2015 Name of School: Lindley Middle 7 th /8 th
NAME POSITION/ROLE/PARENT SIGNATURE Williams, Lisa M. Principal Brooks, Darsha Assistant Principal Richard, Glenn 8th Grade Assistant Principal Richardson, Sabrina Assistant Principal Young, Sheleta 7th Grade Assistant Principal Allen, Melanie 7th Gr Co Chair /Art Team Representative Bolton, Myra Science Lead Brigham, Joseph Math Lead Coaxum, Tawanda Media Specialist Cross, Rosaline 8th Grade Counselor Dixon, Scott Enrichment Chair Dupree, Terri Academic Coach Fulwood, Njeri Student Support Specialist/Parent Liaison Harris, Sheila Fine Arts Lead Hernandez, Daphne Instructional Technology Support Liaison Johnson, Sara 8th Grade Chair/ ELA Lead Jones, Marcella Project Based Learning Lead
2 Morris, Ashley Academic Coach Norah, Tonya Campus Police Officer (CPO) Roberts, Dana Gifted Coordinator Roberts, Michelle Connections Chair 7th Grade Chair / Tech. Team Robinson, Diane Representative Sherman, Gregory 8th Gr Co Chair/ School Incentive Team/ Simmons, Camelle ESOL Chair Tartaro, Marc SLO Lead Wesley, Sherylanne Social Studies Lead Wiseman, Jeri Cafeteria Manager Delancy, Monica Parent/PTSA Co-President Jones, Susie Parent/ PTSA Co-President
Pages Table of Contents
1. Comprehensive Needs Assessment A. Participation of 6-12 Individuals… ……………… ……………… 2. School-wide Reform Strategies That Are Scientifically 12-16 Researched A. School-wide Reform 3. Highly Qualified Professional 16 Staff………………… ……………………….
3 4. Professional Development For Staff A. Include 17-19 Teachers, Principals, Paraprofessio nals, and 5. StrategiesOthers……… to Increase Parental 19-22 Involvement A. Involved 6. Plans for Assisting Preschool Children in the Transition 22 7. Measures to Include Teachers in the 22 Decisions Regarding 8. Coordination and Integration of Federal, State, and Local Services and Programs A. List of State and Local 23 9. Activities to Ensure that Students who Experience Difficulty Mastering Standards shall be Provided with Effective , 24 Timely Assistance 10. Description of how Individual Student 25 11. Provisions for the 25 12. CollectionProvisions and to 26 Ensure the 13. Provisions for 26 Public Reporting of 14. Plan Developed 27 During a One-Year 15. Plan Developed 27 with the
4 16. Plan Available to 27 the LEA, Parents, 17. Plan 27 Translated………… 18. Plan is Subject to the 27 School Improvement
1. Comprehensive Needs Assessment of the entire school that addresses all academic areas and other factors that may affect achievement.
A. Participation of Individuals
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: all members of the administrative team, academic coaches, departmental chairs, team leaders, enrichment teachers, fine arts coordinators, the cafeteria manager, parent facilitator, parents and members of the school council. The ways they were involved were meeting throughout the year to discuss pertinent information that supports and aligns with the school-wide improvement plan. Our
5 building leadership team collected assessment, partook in collaborative data discussions, and devised next steps that are conducive to school-wide improvement plan and the needs of all students here at Lindley 7/8. These individuals were involved by attending meetings in which the school’s leadership team met to discuss the year at a glance.
B. Instruments, Procedures, or Processes:
At Lindley Middle School, we follow a sequential, data-driven process to warrant our students’ instructional needs. We carefully analyze and disaggregate our students’ data. We administer formative assessments, common assessments, summative assessments, and spring EOG assessments. Content meetings, teachers track and record instructional adjustments. To evaluate common assessments we meet with their content teams weekly to discuss student progression, as well as student strengths and weaknesses to adjust instructional approaches and differentiate instruction based class to class needs. To evaluate benchmark data, teachers met within professional development sessions to discuss scoring rubrics and student work. These discussions revealed data trends. These trends were noted and recorded by teachers and considered when moving forward with daily instruction. Benchmark data served as a teaching tool and point of reference for teachers. EOG assessment data will be evaluated by the leadership team and analyzed so that school-wide trends are revealed and noted. We examine the full scope of our students’ performance; all students, as well as by delineated subgroups. Subsequently, we provide professional learning sessions for our staff to align their instructional practices with students’ instructional needs.
C. The Needs of Homeless, Neglected, and Migrant Children:
We have taken into account the needs of homeless, neglected and migrant children by ensuring that upon enrollment, the counselors and social worker make an outreach to the families in need. All homeless, neglected, and or migrant students will receive services through any program for which they qualify. The counselors and social worker will also coordinate access to other community resources for the students and families.
D. Current Achievement Data:
We have reflected upon current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, focus on school-wide literacy across all content areas as well as connection classes. We will continue to
6 work to close achievement gaps among subgroups as we embrace the Common Core StandardsGeorgia Standards of Excellence and explore ways to increase text complexity. The tables, Tables 1-5, found below, outline content specific EOG data results. These results outline data from the 2009-2014 academic school years.
Table 1
Reading % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 94 91 92 89 90 100 N/A 100 62 81 90 2010-2011 94 93 95 94 90 100 N/A 90 69 84 92 2011-2012 95 92 93 93 81 100 N/A 91 68 78 91 2012-2013 95 95 96 95 84 100 N/A 92 78 84 95 2013-2014 96 95 96 97 92 N/A N/A N/A 82 75
The table above outlines reading data from the 2009-2014 academic school years. This table demonstrates the trend of achievement gaps among African-American students, Hispanic students, students with disabilities, students with Limited English Proficiency, and students who are economically disadvantaged.
Table 2
ELA % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 92 92 92 88 91 100 N/A 100 55 83 91 2010-2011 93 93 96 97 88 100 N/A 90 74 79 92 2011-2012 95 95 93 94 78 100 N/A 91 61 81 92 2012-2013 94 92 93 96 80 100 N/A 75 65 80 92 2013-2014 97 98 94 96 89 N/A N/A N/A 69 76
The table above outlines CRCT English language arts data from the 2009-2014 academic school years. This table demonstrates the trend of achievement gaps among African- American students, Hispanic students, students with disabilities, students with Limited English Proficiency, and students who are economically disadvantage.
Table 3
7 Mathematics % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 85 55 67 79 70 N/A N/A 87 51 57 68 2010-2011 87 83 84 84. 82 N/A N/A 92 74 73 82 2011-2012 86 78 78 84 75 100 N/A 83 46 64 76 2012-2013 89 83 82 80 85 N/A N/A 90 57 69 82 2013-2014 89 78 79 91 75 N/A N/A N/A 41 47
The table above outlines CRCT mathematics data from the 2009-2014 academic school years. This table demonstrates the trend of achievement gaps among African-American students, Hispanic students, students with disabilities, students with Limited English Proficiency, and students who are economically disadvantaged.
Table 4
Science % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 79 56 51 53 34 N/A N/A 28 18 30 53 2010-2011 80 63 64 71 59 N/A N/A 85 30 42 61 2011-2012 82 71 72 74 66 99 N/A 82 36 51 69 2012-2013 85 78 80 84 75 N/A N/A 82 39 47 77 2013-2014 86 76 77 73 73 N/A N/A N/A 37 40
The table above outlines CRCT science data from the 2009-2014 academic school years. This table demonstrates the trend of achievement gaps among African-American students, Hispanic students, students with disabilities, students with Limited English Proficiency, and students who are economically disadvantaged.
8 Table 5
Social Studies % Meeting/Exceeding Standard on CRCT Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 78 69 70 76 64 N/A N/A 93 28 45 67 2010-2011 78 66.9 68.9 67.7 61.3 N/A N/A 66.7 31.5 45.8 64 2011-2012 82 73 74.6 83.9 68.2 N/A N/A 50 32 51.2 68.8 2012-2013 85 77 78 67 74 N/A N/A 82 38 44 76 2013-2014 87 74 74 57 70 N/A N/A N/A 31 39
The table above outlines CRCT social studies data from the 2009-2014 academic school years. This table demonstrates the trend of achievement gaps among African-American students, Hispanic students, students with disabilities, students with Limited English Proficiency, and students who are economically disadvantaged.
Table 6 TH 8 Grade Writing % Meeting/Exceeding Writing Standards in Grade 8 Assessment Cobb All American Multi- Econ Black White Hispanic Asian SWD LEP County Students Indian racial Disadv 2009-2010 85 75 74 76 73 N/A N/A 0 10 60 75 2010-2011 89 90 92 83 88 N/A N/A 100 61 84 90 2011-2012 86 84 92 83 88 N/A N/A 86 33 77 84 2012-2013 87 79 80 86 76 100 N/A 60 35 59 78 2013-2014 73
The table above outlines data for 8th grade students meeting and/or exceeding on the writing test. This table reveals that all 8th grade students have made increases each year on the state writing assessment. This table also demonstrates the trend of increasing gains in all subgroups
.
9 Table 7
% of students meeting or exceeding national average (50%) on the ITBS composite ITBS in grade 7 All Students 2009-2010 30% 2010-2011 40% 2011-2012 50% 2012-2013 32% 2013-2014 28.1% 2014-2015 23.5
The table above outlines all student data onin the ITBS national test. This table demonstrates the trend of a small increase followed by a decrease in student performance during the 2012- 2013 and 2013-2014 academic school years. Low teacher retentionHigh Turn over of teachers occurred during those indicated years of decline. occurred during those indicated years of decline.Upon our analysis we noted a significant decline in meeting or exceeding national averages on the composite ITBS test. There was a decrease in the performance of all students school-wide. Offering summer bridge enrichment opportunities for incoming 7th grade students will be conducted to help close the gap between the Lindley 6th grade Academy students and Lindley 7/8. Support personnel was hired to address deficits in Math and ELA. Additionally, low teacher retention occurred during those indicated years of decline.cycle including professional development with the mentor and mentee. This analysis was based on the data that is currently available, because of delays in the most recent state assessment results, we will update our analysis when they become available.
Lexile Levels – as measured by the CCRPI Lexile Level Measured LMS 8th grade (D.S. CCRPI)
10 2014 74.9% 2013 65.3% 2012 67.8% Lexile Level 2014 District Mean Middle School 85.8% Percent of students in grade 6, 7, 8 achieving a Lexile measure greater than or equal to the following on the EOG: grade 7: 984, grade 8: 1050
Lexile Levels for Comparison Grade Band “Stretch Lexile” Bands K-1 N/A 2-3 420L-820L 4-5 740L-1010L 6-8 925L-1185L 9-10 1150L-1335L The table above indicates that our 8th grade students are performing 11% below the district average of 85.8% of meeting Lexile level bands at grade level. According to the set strands only 74.9% of our 8th grade students performed at the grade level expectations in 2014. It does demonstrate an increase from the prior two years recorded.
According to o Although Lexile/ ITBS. Other shows…scores will increase by…
1. You may wish to include climate data, transient data, 2. Include a rank order for your math and reading connections teachers. Our suggestion is the lowest 25 percentile of students’ schoolwide.
11 E. Information About All Students:
We have based our plan on information about all students in the school and identified students and groups of students who are not all yet achieving to the State Academic content standards and to State student academic achievement standards including: economically disadvantage students, Black and Hispanic students, students and Hispanic student s, with disabilities as well as Limited English proficiency students.
Lindley 7th and 8th 2014 CCRPI Performance Flags Table PERFORMANCE FLAGS Subgroup met Subgroup met Subgroup did not Subgroup met both State and State but not meet either the Subgroup but not Legend: Subgroup Subgroup State or Subgroup State Performance Performance Performance Performance Target Targets Target Targets Subgroup met Subgroup met Subgroup met the Participation Subgroup met Participation Rate Participation Rate, Rate, State Participation Rate and and State but did not meet Not Performance Subgroup Performance either the State or Applicable Target and Performance Target Target but not Subgroup Subgroup but not State Subgroup Performance Performance Performance Target Performance Targets Target Target Criterion Reference Competency Tests Subgroup Performance English Language Reading Mathematics Science Social Studies Arts
American Indian/Alaskan
12 Asian/Pacific Islander
Black
Hispanic
Multi-Racial
White
Economically Disadvantaged
English Learners
Students With Disability
F. G. Data, Conclusions:
The data has helped us reach conclusions regarding achievement or other related data. In two subject areas our students in one subgroup met or exceeded the standards with at least a 70% or higher. Additional Not enough information. See attachment.
The major strengths :
Mthe meeting or exceeding of state standards in both reading and ELA in the black subgroup.
HorizHorizontal Content collaboration o Teachers meet weekly to discuss the standards based instruurction,
13 common assessments, student mastery of standards, collaboration on what is working, how to address student gaps and to address needs of subgroups. This strength is reflected through the student gains from the common pre to post assessment on the standards. Data Teams o Utilization of common assessments by content area. Teachers meet after every common formative and summative assessment to adjust curriculum needs. This strength is reflected in the student gains from the common pre to post assessments on the standards.. This Student Team Scheduling o Students are scheduled to be housedon teams where teachers from core content areas work closely together in order to facilitate and monitor student academic success.. This allows frequent student feedback and teacher's ability to monitor progress in all contents. The strength of this process allows critical conversation regarding student achievement across content.eis a conversations.The strength is reflective through promotion and retention data.allows frequent student fteacher's ability to monitor progress in all contents. The strength is reflective through
o Not enough information. See attachment.
The major needs :
Increase students’ mathematics achievement on state standardized assessments. Increase students’ English language arts achievement on state standardized assessments. Improve students’ average Lexile scores on SRI and state assessments. Decrease the number of students who are at a high risk of academic failure and/or retention due to deficits in Math and ELA. Develop teacher capacity in implementing innovative instructional strategies to address students’ academic needs, learning styles, and self-efficacy. Tthat the data revealedshowed our White, Hispanic, ELL, and SWD subgroups did not meet or exceed the state performance standards for any area of the CRCT. For example in mathematics, the percent of students meeting and exceeding standards among our entire student body is 78%, while our ELL students are at 47% and our SWD population are even lower with 41% meeting or exceeding the standards. Measurable goals,
14 differentiated lessons, specific professional development, and collabroation will be key in addressing the gaps evident among these subgroups.
We will also be address ing the needs o o f all of our learners through :
Provide the academic advancement, . academic advancement team: team will aim to increase the performace in all subgroups though integration of technology, podcast production, use of digital applications in student learning. All of the learning initiatives will align to content standards. cross curricular literacry teams:, and team will aim to increase performance ofon SWD and ELL subgroups students.; this team will increase cross curricular literacy skills through the integration of a wide range of art integration (performing, drama, speech, music, visual, etc.) Implement project based learning initiatives: This initiative will aim to increase academic achievement in all content areas through the use of project based learning. This will give students a hands on approach to their learning and will give them the ability to explore the standards. Instead of telling students what they need to know, it will give students the ability to discover the information with the purpose of why they should know. Provide academic advancement teams: team will aim to increase the performace in all subgroups though integration of technology, podcast production, use of digital applications in student learning. All of the learning initiatives will align to content standards. Provide innovative Flocabulary: This instructional strategies software license will allow allfor content area teachers to present core contenct concepts and vocabulary instruction to students in a fun and easy to remember format. Students will be able to experience content vocabulary through hip hop lyricsa variety of media with visuals and andmuscial beats that make it easier for them to recall. Provide intensive instructional support in the area of math for most at risk students to improve students’ math deficiencies. Provide concentrated literacy instructional support for most at-risk students for English language arts to improve deficits in ELA and to increase student’s Lexile levels. Not enough information. See attachment.
H. Measurable Goals Benchmarks:
15 I.
Measurable goals include the following: Goal #1 To increase student Lexile levels by 3% as measured by SRI and State Assessments.
Students will make a gain of 50-100 points on the administered Scholastic Reading Inventory (SRI). The SRI will be administered in September, January, and May On all content area school written benchmarks and/or formative assessments, students will score 70% or above Students will meet or exceed the state requirements of the Georgia Milestone Assessment Suggestions: Goal #1 To increase the literacy proficiency rate by 25%; from …95 to 97 … though monitoring SRI benchmarkspromotion rate of students based on ELA and Math by 3% from 92% to 95%. Goal #22 To utilizeestablish baseline data for all EOG scores in Reading, Writing, and Math,, Science, and Social Studies Science and Social Studiesin…,…,…,… as me as measured by the 2014-2015 EOG Milestone Assessments to facilitate instructional planning.. …
Goal #3 To increase students’ academic engagement and self-efficacy in classroom instruction; which will be determined by walkthrough data and goal-setting results. Goal #4 To increase To monitor student progress in conceptual mathematics and ELA concepts through local school common assessments and state assessments.
2. School-wide Reform Strategies That Are Scientifically Researched
A. School-wide Reform Strategies That Provide Opportunities For All Children: The following researched based approaches will be utilized daily to ensure that the needs of all students are met.
16 Title I funds will support Academic Goal Addressed Cost the following supplemental strategy/initiative so that all children have the opportunity to meet or exceed standards Morning/Afternoon Goal 1 increase the $25,000TBA Tutoring promotion rate of students Targeted supplemental based on ELA and Math tutoring provided after Goal1Increase students hours (Weekdays and Lexile levels some Saturdays) by Goal 2 eUtilizestablish teachers to assist all baseline data for all EOG students to be scores in Reading, Writing, academically successful in Math, Science and Social the core academic areas Studies (Math, Language Arts, Goal 3 Increase students’ Science, Social Studies). academic engagement and Title I funds will be used self-efficacy in classroom to support the tutoring instruction increase through providing students’ academic teachers pay. engagement and self-All Include transportation in a content areas with reading separate line item and writing literacy as a focus. Academic Coaches (2) Goal 1 Increase students $184,500 Explain here which content Lexile levels and/or professional Goal 2 Utilize baseline data development gals each for all EOG scores in coach will be responsible Reading, Writing, Math, for here. Be specific to the Science and Social Studies coaches roles. Example: Goal 3 Increase students’ Coach 01 will support ELA academic engagement and instruction to… self-efficacy in classroom Coach 02 will support instruction math instruction to…Two Goal 4 Increase student academic coaches will be progress in conceptual used to provide support mathematics and ELA
17 with the implementation through local school of the Georgia Standards common assessments and of Excellence as well as state assessments. research-based instructional methods in Goal 1 increase the all grade levels. The promotion rate of students academic coaches will based on ELA and Math develop and present a Goal 2 establish baseline variety of curriculum- data for all EOG scores in based trainings and Reading, Writing, Math, routinely conduct walk- Science and Social Studies throughs to ensure that the Goal 3 increase students’ level of rigor and academic engagement and standards-based self- instruction are maintained. Goal 4 monitor student The academic coaches will progress in conceptual meet with teachers on an mathematics See Section 2C individual basis providing strategies and coaching as needed. Finally, the academic coaches will review and share school- wide data to with all teachers on a regular basis so adjustments in instruction can be made as needed.Academic Coaches (2) coaches will be used to provide support with the implementation of the Georgia Standards of Excellence as well as research-based instructional methods in all grade levels. The academic coaches will develop and present a variety of curriculum- based trainings and
18 routinely conduct walk- throughs to ensure that the level of rigor and standards-based instruction are maintained. The academic coaches will meet with teachers on an individual basis providing strategies and coaching as needed. Finally, the academic coaches will review and share school- wide data to with all teachers on a regular basis so adjustments in instruction can be made as needed. Parent Liaison Goal 1 Increase students $83,906 Promote and encourage Lexile levels parental involvement & Goal 2 Utilize baseline data engagement as a way to for all EOG scores in promote and increase Reading, Writing, Math, student achievement Science and Social Studies Goal 3 Increase students’ academic engagement and self-efficacy in classroom instruction Goal 4 Increase student progress in conceptual mathematics and ELA through local school common assessments and state assessments.
Goal 1 increase the promotion rate of students based on ELA and Math Goal 3 increase students’ academic engagement and
19 self- Goal 4 monitor student progress in conceptual mathematics Promote and encourage parental involvement & engagement as a way to promote and increase student achievement 2-Math Connections Goal 1 Increase students $120,00$12060,000 Teachers (2) Lexile levels Support and provide at- Goal 2 Utilize baseline data risk studentsrisk students for all EOG scores in with addition math Reading, Writing, Math, support. The double dose Science and Social Studies approach will be utilized Goal 3 Increase students’ to expose students to academic engagement and upcoming standards and self-efficacy in classroom elements to promote instruction student achievement (2) Goal 4 Increase student progress in conceptual mathematics and ELA through local school common assessments and state assessments. Goal 3 increase students’ academic engagement and self- Goal 4 monitor student progress in conceptual mathematics Support and provide students with addition math support. The double dose approach will be utilized to expose students to upcoming standards and elements to promote student achievement
20 Reading Language Arts Goal 1 Increase students $60,000 Connections Teachers (1) Lexile levels Support and provide Goal 2 Utilize baseline data students with additional for all EOG scores in reading support. The Reading, Writing, Math, double dose approach will Science and Social Studies be utilized to expose Goal 3 Increase students’ students to upcoming academic engagement and standards and elements to self-efficacy in classroom promote student instruction achievement. Goal 4 Increase student progress in conceptual mathematics and ELA through local school common assessments and state assessments. Goal 1 increase the promotion rate of students based on ELA and Math Goal 3 increase students’ academic engagement and self-Support and provide students with additional reading support. The double dose approach will be utilized to expose students to upcoming standards and elements to promote student achievement. Edusmart (Math and Goal 3 iIncrease students’ $60001,600 Science) academic engagement and Provide math and science self- literacy and collaborative Goal 4 monitorIncrease problem solving with student progress in STEM activities that conceptual mathematics require application of and ELAProvide math and knowledge to solve real science literacy and world problems. Supports collaborative problem
21 the content and solving with STEM mathematical practice activities that require standards of the application of knowledge CCSS.Flocabulary to solve real world This program will provide problems. Supports the online activities and content and mathematical assessments to increase practice standards of the engagement and CCSS. achievement across the curriculum.
Title 1 National Goal 3 Increase students’ $14,000 Conference academic engagement and self-efficacy in classroom instruction Goal 4 Increase student progress in conceptual mathematics and ELA Instructional Materials Goal 1 Increase students $25,000 Instructional supplies for Lexile levels core academic areas: Goal 2 Utilize baseline data (paper, consumables, apps, for all EOG scores in composition books, etc.) Reading, Writing, Math, Science and Social Studies Goal 3 Increase students’ academic engagement and self-efficacy in classroom instruction Goal 4 Increase student progress in conceptual mathematics and ELA through local school common assessments and state assessments. Goal 1 increase the promotion rate of students based on ELA and Math Read 180. This is being Adaptive technology to TBA provided by the district. individualize instruction
22 and help raise reading achievement for struggling readers. Includes engaging multimedia science and social studies content as well as literature. Total $500,006536,000 Proposed Budget $536,00536,000
With a diverse learning population, these research based reform strategies will close achievement gaps and promote self-sufficient learners. These five research based reform strategies have been identified by Robert J. Marzano (2000) and cut across all content and grade levels. Each requires deliberate and specific implementation techniques.
Direct Vocabulary Instruction Summarizing and Note-Taking Strategies Cooperative Learning Conferencing and Anecdotal Note Taking Nonlinguistic Representations
In addition to the reform strategies mentioned above and below, we as a school will implement a daily twenty-five (25) minute literacy block. Curriculum is written with the Common CoreGeorgia Standards of Excellence for reading and writingwriting anchor standards and addresses individual student strengths and weaknesses and to enrich and extend student learning. Units is are designed to support student success with EOG testing. Timing was decreased from 40 minutes we had last year to 25 minutes because teachers will be integrating cross curricular literacy skills into their lesson plans on a regular basis.
The Two math connections teacherss will be paid through using Title I funds to facilitate math instruction to remedial most at-risk and bubble students based on standardized test results. Our math data reveals that it is necessary for struggling students to receive a double dose of math in order to experience success,
23 because… they need to have additional exposure to the conceptual math functions. tThe data indicates that math connections is a need in our school because in the year that no math connections classes were offered the percent of students meeting or exceeding the standards in math decreased 5%.…. For this reason, studentteachers (or teacher) will work to preload math concepts and information through hands on approaches, giving them a base of understanding before the information is shared in content classes. l…During math connections, students will be exposed to upcoming information in advance to ensure success. A total of $120,000 will be used from Title I funds to secure and maintain these two positions.
An ELAreading connection teacher will be paid through using Title I funds to facilitate reading and literacy instruction to remedial most at-risk and bubble students based on standardized test results. Our reading and ELA data reveals that it is necessary for struggling students to receive additional support in strategies that can be usedutilized while reading to increase comprehension reading comprehension and written expression double dose of reading in order to experience success. During ELAreading connections, students will be exposed to upcoming information in advance to ensure success. The ELAreading connections teacher will teach best practices reading strategies using online reading programs to progress monitor student reading comprehension and writingfluency. A total of $60,000 will be used from Title I funds to secure and maintain these two positions.
B. Effective Means of Raising Student Achievement:
Direct Vocabulary Instruction- Teachers will use direct vocabulary instruction to broaden students’ vocabulary and increase comprehension levels. Teachers will aim to focus on specific and tiered vocabulary that it is important to student learning and content goals.goals. The National Reading Panel (NRP) stated that vocabulary plays an important role both in learning to read and in comprehending text: readers cannot understand text without knowing what most of the words mean. Summarizing and Note-Taking Strategies- Summarizing and effective note- taking skills will be used to promote synthesizing and internal connections for
24 students. This in turn increases comprehension and understanding of content. Teachers will set the goal of students eventually using their own notes to guide their learning. Note-taking facilitates both recall of factual information and synthesis of new knowledge.(CTLS, 2000) Cooperative Learning- Teachers will utilize cooperative learning groups to promote both speaking and listening standards and social skills. Cooperative learning groups support the 21st century classroom and student. Teachers will use cooperative learning communities to form homogenous and heterogeneous groups based on ability, interest, and/or leaning goal. Students in mixed groups (different races, genders, learning styles) tend to have a deeper understanding of the material and remember more than those in homogeneous groups (Wenzel, 2000). (Wenzel, 2000 ). to s achievement of female and African American students (Herreid, 1998 ), in addition to Herreid, 1998 ), Cooperative learning has also been observed to enhance achievement of female and African American students (Herreid, 1998 ), members of groups that are underrepresented in various disciplines. Hundreds of studies have been undertaken to measure the success of cooperative learning as an instructional method regarding social skills, student learning, and achievement across all levels from primary grades through college. The general consensus is that cooperative learning can and usually does result in positive student outcomes in all domains (Johnson & Johnson, 1999). Conferencing & Anecdotal Note Taking- Table side, informal, and formal conferencing allows teachers to provide students wills immediate and timely
25 feedback. This feedback will increase student awareness of learning expectations and progress. This will ultimately increase student achievement. FoFocused anecdotal records assessment provides teachers with an authentic tool to record observations in light of content standards. (Boyd-Batstone, 2004) Nonlinguistic Representations-Because knowledge is usually stored in a linguistic form imagery form, teachers will use nonlinguistic techniques such as graphic organizers, pictures, mental images, and pictographs to increase student achievement. (Marzano, 2000). Academic Advancement Team- Team of teachers effectively integrating instructional technology into daily instruction. Students will explore the standards and the elements through technology tools and demonstrate understanding and mastery though technology based projects and assessments. (Harris, 2009). Cross-Curricular Literary Skills-Team of teachers integrating performing and visual arts into daily curriculum exploration, and delivery. Students will develop literary skills across curriculum areas through the use of the arts in instruction and assessment. (Fiske, 1999). Project Based Learning-Increase rigor and relevance within the classroom by utilizing teachers as facilitators in a project based learning environment. Students will explore content standards through guided projects leading to greater understanding for all students. (BBuck Institute 2012). CTLS pilot
C. Effective Instructional Methods That Increase Learning Time
Academic coaches will be purchased with Title I Funds. Two academic coaches will be utilized to support teachers and effective instruction school wide. Academic coaches will submit a weekly calendar and provide the administrative team with a SWOT (Strengths, Weaknesses, Obstacles, and Threats) analysis, via email, of the building based on their weekly observations. The duties and of the academic coaches includes but is not limited to the following:
Support cross-curricular literacy instruction and development including connections classes Support conceptual understanding of mathematical abilities, fluency, and numeracy Support instruction by mModeling and teachingacademic lessons“mini” lessons
26 Providing professional learning to all teachers (Professional development based on teacher and school needs) Provide support for RTI and retention strategies to support the most at-risk, and struggling learners Increasing the efficiency of lesson delivery Increasing the efficiency of classroom time (Minimizing classroom interruptions though intercom all calls and limited student assemblies) Support teacher content knowledge of cross-content, interdisciplinary studies in order forro teachers to engage students in eExtendeding learning opportunities (Morning Tutorials/Saturday School/Summer Acceleration Program) Students will be identified based on state assessment data, local school data (i.e. benchmarks, common assessments, etc.) and teacher recommendation. Facilitate content data team meetings, and academic advancement teams Facilitate lLesson collaboration and planning (Weekly Content Team Collaboration) Teachers will utilize the workshop model for instructional time.specific reform strategies (Readers/Writers Workshop Model)
D. Address the Needs of All Children • Extending learning opportunities (Morning Tutorials/Saturday School) • Additional guided math opportunities for the bottom 25 percentile, and most at-risk students through math connection classes(ESOL & SWD Support) • Lesson collaboration and planning (Weekly Content Team Collaboration) • Teachers will use a workshop model for instruction allowing for more student work time both independent and collaboratively. Specifying time within the day for specific reform strategies (Readers/Writers Workshop Model)
3. Highly Qualified Professional Staff
For the current school year, 2015-2016 there are 57 certified staff (Clear Renewable Certificates) and 12 classified staff members. Thirty-Eight of our staff members hold advanced degrees and are currently continuing educational efforts through graduate study. Adhering to the mandates of the Elementary and Secondary Education Act of 1965. We participate in the hiring and maintenance of “Highly Qualified Teachers”, as determined by the State of Georgia, through Human Resources within
27 the Cobb County School District. Thus, a total of 57 staff members who do fit the “highly qualified” status have taken the GACE & ETS in the designated content area to gain the above-mentioned status. The one individual recently completed educational degrees and each of their current statuses will change to highly qualified for the 2014-2015 school year. Additionally, teachers who are new to Lindley Middle School will participate in a new teacher mentoring program, Mentors Matters, in which new teachers meet on a monthly basis with academic coaches and a bi-monthly basis with their assigned mentor. This learning community will provide opportunities for professional growth to ensure both student and teacher success.
4. Professional development for staff to enable all children in the school:
We provide high quality and ongoing professional development on a weekly basis, as well as respond to the needs of our students and staff. We have deployed a system of job embedded professional development in order to equip our teachers and support staff with proven strategies that not only address our students’ needs, but are easily transferred and translated into higher student achievement.
Lindley’s teachers and administrators have participated in a variety of research- based training programs. Our teachers have effectively collaborated weekly through subject planning to produce unit lesson plans, standards based lessons, and review of student data on common formative and summative assessmentswork for evidence of learning. This collaboration affords them the opportunity to use research-based strategies in their daily lessons. In addition to the year-long professional development that appears on the table below, the academic coaches, a member from the administrative team, and up to four a teacher leaders will attend the Annual Title I Conference in Houston, Texas (January 28-31, 2016). Attendees will follow a redeliver plan to continue to grow the teachers at Lindley Middle School. The information obtained from Title I schools across the country will support the growth of the staff and students at Lindley Middle School. Execution of the professional development redeliver plans is mandatory for any staff member that attends a state or national training. This supports the vision of professional development and the manner in which teachers grow.
28 Lindley Middle School 20154-20156 Professional Staff Development Schedule (DRAFT; 6/4/2015) Revised August, 25, 2015
Session/Support Date Facilitator or Trainer Funding Source & Amount
New Teacher Orientation/Mentor Matters 7/28/15 Academic No Cost Coaches Student learning objective training (SLO) 8/7/2015`8/6 Administration No costNo Assessment Strategies & Uses (TKES)Oncourse /2015 D. Brooks G. cost training (new staff/refresher/differentiated Richard/Team leaders session) Office 365 for teachers & students 8/18/2015 Janelle Couch No costNo Instructional Delivery: Instructional Strategies 8/711/2015` Technology Specialist cost (TKES)Student learning objective training (SLO) Assessment Strategies & Uses (TKES) D. Brooks & M. Tartaro Instructional technology & media center 8/25/20158/1 Janelle Couch No costNo resources 8/2015 cost Instructional Planning & Strategies (TKES)Office Technology Specialist 365 for teachers & students (CCSD Tech. Support) Instructional Delivery: Instructional Strategies (TKES) Co-Teaching Counts (ESOL & SWD Co-Teaching Pairs) 9/1/20158/25/ Academic CoachesT. No Cost No All staff 2015 Coaxum & cost Instructional Planning & Strategies, Differentiation D Assessment Of & For Learning (TKES)Instructional technology & media center resources Instructional Planning & Strategies (TKES) Mini Scholastic Reading Inventory (SRI) 8/24/159/1/20 Academic Coach No CostNo Training/Informational Session (ELA teachers) 15 Sara Cost Assessment Uses & Strategies (TKES)Co-Teaching JohnsonAcademic Counts (ESOL & SWD Co-Teaching Pairs) Coaches All staff Instructional Planning & Strategies, Differentiation Assessment Of & For Learning (TKES)
29 Mentors Matter Meeting: Model Classroom 8/27/15 Academic Coaches No Cost Observations Academically Challenging Environment (TKES) Utilizing SLDS to Inform Instructional Moves 9/15/2015 Academic Coaches No Cost Assessment Strategies & Uses (TKES) Title I Building Parent CapacityUtilizing SLDS to Inform 9/29/20159/1 Parent Facilitator No Cost No Instructional Moves 5/2015 Academic Cost Assessment Strategies & Uses (TKES) CoachesAcademic Coaches Conducting Student-Led ConferencesPreparing for the 9/30/159/29/2 Sara Johnson No CostNo Math Milestone: Extended Responses in Math (new 015 Dr. Brooks Cost staff/differentiated session) Instructional and Terri Dupree, Assessment Strategies (TKES) Math Coach Instructional Technology Training (CTLS) 10/27/15 Janelle Couch No Cost Test Item Builder Technology Specialist Instructional Technology Training (CTLS) 11/3/159/29/2 Janelle Couch No CostNo Assessment BuilderCreating Opportunities for 015 Technology Cost Paired Texts (ela teachers) SpecialistS. Johnson Instructional and Assessment Strategies (TKES) (ELA department chair) Milestone Data ReviewMini Scholastic Reading 11/5/15Depa Administration No CostNo Inventory (SRI) Training/Informational Session rt. meeting Academic CoachesS. Cost (ela teachers) Johnson Assessment Uses & Strategies (TKES) (ELA Department Chair) Scholastic Math Inventory Orientation 11/9/15 Terri Dupree No Cost Academic Coach
Instructional Technology Training (CTLS) 11/10/1510/6/ Janelle Couch No CostNo Data AnalysisBridging the Gap (ESOL 2015 Technology Cost Training) SpecialistC. Simmons (ESOL Department Instructional Planning & Strategies & chair) Differentiated Instruction (TKES) Mentors Matter Meeting: Co-Teaching Model 10/13/20111/ Academic No CostNo WorkshopModel Classroom Observations 13/155 CoachesAcademic Cost Academically Challenging Environment (TKES) Coaches & Mentors
30 Mentors Matter: Environmental Walk- 1011/17/1527 Academic No cost ThroughsTitle I Mini Session /2015 CoachesTeacher (Redelivery by 2014-2015 Title I Conference Leaders Attendees) Student learning objective training (SLO) 11/3/2015` D. brooks & M. Tartaro No cost Assessment Strategies & Uses (TKES) Increasing Parental Involvement & Engagement 11/10/2015 Academic No Cost @ Coaches/Parent LMS (Federal Mandated Session) Liaison Professionalism/Communication (TKES) ITBS/CoGAT 12/15/15 S.Academic Coaches No Cost (State Testing PD)Thinking Routines: Richardson & Instructional Strategies Counselors ReadiStep S. Richardson & No Cost (State Testing PD) Counselors Mentors Matters Meeting: Mid-Year Check Point December Academic Coaches & No Cost (Mentors/Mentees/Administrators) Mentors National Title I Conference 1/28-1/31 See Conference Estimated Program cost: (Houston, Texas) $6,700 (6 people) EOG State Testing Training 4/12/2016 S. Richardson and No Cost Counselors Bridging the Gap (ESOL Training) 1/6/201 C. Simmons No Cost Instructional Planning & Strategies & (ESOL Department Differentiated Instruction (TKES)LBQ/DBQ chair)
National Title I Conference 1/28-1/31 See Conference (6 people) Program Title I (Houston, Texas) $14,000 estimate
A. Include Teachers, Principals, Paraprofessionals and Others:
We include teachers, parents, paraprofessionals and administrators within the professional development process. All certified staff members and
31 paraprofessionals attend biweekly and/or monthly sessions. We conduct content specific Literacy Nights to inform parents about the best instructional practices in which we charge them to reinforce in the home; yielding increases in student achievement.
We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways:
B. Aligned Professional Development with the State’s Academic Content:
We have aligned our professional development sessions with the Teacher Keys Effectiveness System (TKES). We have carefully required our teachers to participate in curriculum mapping sessions, weekly content planning sessions and vertical teaming content sessions. Our teachers also participate in county professional development sessions, like Teachers Leading Cobb, as participants and facilitators, to further their thorough understanding of state academic content and student achievement expectations.
C. Professional Development Activities that Address the Root Causes:
Lindley’s professional development activities are focused around the root causes of students’ deficit areas. Teachers will continue to be trained about the backwards design approach, as well as embed rigor, relevance and differentiation within their daily instruction. As we study our data, we concluded that we must maintain rigor within our daily instruction to ensure that students’ areas of need are extended and refined, which will ensure achievement level increases. In addition to this, we understand how critical it is to adjust and differentiate instruction based on individual student needs.
D. Include Teachers in Professional Development Activities Regarding the Use of Academic Assessments:
32 We analyze our students’ performance data and make instructional decisions based on students’ academic needs. Each content team is required to administer a common assessment (both formative and summative), then present his/her students’ performance data. Teachers determine the trends in the data and make logical instructional decisions for further units of study. Teachers also conduct error analysis with all students in order to provide timely feedback to students.
5. Parental Involvement
Parental involvement is critical in the process to close the achievement gap between disadvantaged and minority students and their peers. The goal is to change the culture of the school so that they invest in and define success as the academic achievement of every child. Here at Lindley, we have a Parent Facilitator to assist with increasing parental involvement. The duties and responsibilities of the Parent Facilitator include but are not limited to the following:
Assists in planning meetings with parents for the purpose of enhancing the effectiveness of relationships between the parent, school and student.
Coordinates educational opportunities or other professionally developed modules (e.g. parenting skill workshops, etc.) for the purpose of promoting student achievement, student attendance and home-school partnerships.
Develops programs and/or activities for parents to be involved in with their children for the purpose of promoting successful participation in all phases of school life.
Assist with providing interpreters Spanish/English at gatherings, home visits, and social visits regarding school activities for the purpose of better communication between staff, students and school.
Orients volunteers for the purpose of accomplishing assigned functions.
33 Error analysis training
Participates in meetings, workshops, trainings, and conferences for the purpose of conveying and/or gathering information from required functions.
Prepares written materials (e.g. invitations, memos, letters, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
Processes Title I documents and materials for the purpose of disseminating information to appropriate parties.
Recruits parent volunteers for the purpose of assisting the school in its activities.
Responds to inquiries (e.g. community programs, assistance, etc.) for the purpose of providing information and/or direction.
Seeks out and visits community facilities for the purpose of helping bridge communication between home, school, and community.
Supports administrative team and serve as a member of the leadership team
We have funded a parent facilitator position with our Title I funds. $59,303 is being used to secure this position. Our parent facilitator has devised strategies intended on securing the input of the whole family. Student and parent book clubs will foster a higher interest in reading an informational session on the Magnet Programs provided throughout the district has also been added to our events calendar to allow parents the opportunity to be informed about the magnet application process. Parental participation in our PTSA, invitations to lunch with
34 their student on special holidays, heritage celebrations and literacy trainings will contribute to students’ positive attitudes and behavior. Parents are involved within the planning, review and improvement of our school-wide program as we welcome their input and solicit their assistance to improve the educational processes for all learners. Parental involvement in the yearly planning sessions allows for community input regarding operational and academic procedures. Banding with teachers and administrators to create instructional and informational sessions establishes a supportive school community. Additionally, the school works cooperatively with the International Welcome Center to provide English and Spanish courses for parents. Parents are encouraged to play an integral role in decision-making, as well as being a part of the advisory committees to assist in the education of their student(s).
Below is the event calendar for the 2015-2016 school academic school year. Each of these not only encourages parental involvement but promotes the building of relationships between students, teachers and parents.
WORKSHOP DESCRIPTION OF WORKSHOP Building DATE TIME Cost Capacity Standard Addressed July 21. 5-15Parent Parent Engagement Bridge 1,2,3,4,6 7/21/15 6-8 PM TBA Engagement Bridge ProgramThe workshop will provide program parents with an overview of the expectations and activities their students will experience at LMS student. Parents will be providing with resources and material to prepare for the first day of school July 27, 2015Sneak- Parent Workshop on Student 1,2,4,6 7/27/15 6-8 PM TBA A-Peek Success Strategies during Sneak-A- Peek.
Parents and student are able receive class schedules and meet their teachers for the year. E-3 AcademyTBA The program focuses on training 1,2,4,6 October 3, 8 AM- TBA and E-3 Academy: helping families 2015 Noon work together to build better October 17, communities. 2015 November 7,
35 2015 November 14, 2015 December 5, 2015 January 9, 2015 January 28, 2015Saturda ys
Literacy/Curriculu Literacy Nights: Promotes parent 1,2,4,5,6 September 6-8 PM No m NightsTBA understanding of curriculum 17, 2015 costTBA standards in each of the content November areas of their student’s schedule. 12, 2015 January 14, 2015 February 11, 2015 March 17 , 2015B- monthly Total 1-6 Oct. 1st- Yearly $4541.0 Sept.30th 0 Aug. - Building Teacher-Parent capacity for all staff memterbs by 8/30/15 March – 3 mandatory meetings Go to Meeting and Survey Monkey to…
6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs and/or students entering middle school or high school
Transition for sixth graders and Eighth Graders
The transition from the 6th grade Academy allows for rising 7th graders to become acclimated to the environment of the 7th and 8th grade Academy. Students are involved in many activities to introduce them to life as a student in the upper Middle School. Students participate in an articulation process where they come to the 7th and 8th grade Academy to tour the building and visit classrooms. Additionally, a parent information session is held to allow parents of rising 7th graders to gain insight into the 7th/8th grade Academy and offers
36 parents an opportunity to participate in a question and answer session. This town hall meeting is led by the principal. Parents have the opportunity to meet the 7th grade administrator and 7th grade teachers. We also host summer transition programs which serve rising 8th and 9th graders.
Students transitioning from 8th grade to high school participate in a familiarization process. Key faculty members and students from Pebblebrook High School come to Lindley to discuss the high school experience, expectations and extracurricular activities with all 8th grade students. Parent meetings are held both at Lindley Middle and Pebblebrook High School to assist with the orientation process, address appropriate social skills and bring ease to the overall transition process.
7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.
Including Teachers in the Decisions
During weekly content meetings teachers discuss student needs, student performance, and to develop strategies to move students to a higher level of learning. Lindley teachers participate in the school improvement process through collaboration, subject-area meetings (vertical planning), grade-level meetings (horizontal planning), student academic reviews, professional development, and faculty meetings. Through this school improvement process, teachers cooperatively plan activities that support the School Strategic Plan goals and strategies. Along with planning lessons, teachers analyze data as a subject area and for their individual classes. All collaborative meetings focus on staff development and school improvement through the examination of data collected by common assessments and benchmarks that are aligned to GPSGeorgia Standards of Excellence. This progress testing is aligned to CCGPS and GPS, state unit pacing, weekly skills taught and EOG.CRCT. Pretest, Quarterly Benchmarks, Mid-Year Review, Common Assessments and Post-Test results are analyzed for use with indicating school-wide progress. This data is organized to illustrate trends for individual students, class period, team, and grade-level. Through analysis of this data, appropriate instructional and needs adjustments can be made, if necessary. Weekly student academic reviews of student progress, through content collaboration, analyze/identify specific student needs, evaluate
37 the effectiveness of lessons/teaching, plan/adjust instruction and develop (objective-focused) learning activities that engage/accelerate/challenge students to master analytical/critical-responsive thinking. We are increasing our focus on the area of making critical instructional decisions based on students’ data. Current research indicates that the single most important factor that affects student achievement is the teacher. Therefore, we deliberately include teachers in the decision-making process regarding professional learning, instructional resources to purchase, as well as the daily instructional operations that occur within all classrooms, for all students.
8. Coordination and integration of Federal, State, and local services and programs
A. Lindley Middle School receives funding from various sources. Specifically, we receive funding from Title I, Title II, Title IIIImpact Grant.
Funding Source Funding Use FTE Funds -Instructional staff -Consumable supplies (Science, Mathematics) –Technology -Enrichment Programs (Morning and Afternoon Tutorials, Saturday School, Summer Enrichment) -Expendable equipment -Success Maker -Brain Pop SPLOST Funds -Technology Title I, Part A -Academic coaches -Parent Liaison/Student Support -Math Connections Teachers -Reading Connections Teachers
Title II, Part A -Professional Learning Title III - N/ATranslators - Interpreters - ELL Teachers - ELL professional development
38 C. We offer many opportunities for our students to gain knowledge about career programs, community service programs and college awareness. We offer a career discovery connections class for students. Our school counselors plan the year’s events in alignment with the three counseling domains: 1) personal/social, 2) academic, 3) career. In order to comply with the mandates of The School-To-Work Opportunities Act of 1994, we ensure that all of our students receive instruction regarding career awareness. 7th grade students participate in the Career Cruising initiative which offers tiered lessons, career inventories, skills inventories, learning styles and interest inventories, all of which are presented to our students. The data is compiled (individually) and students are provided with profile sheets which indicate their areas of career/skill strength. Additionally, these sheets are utilized to provide details for our students when selecting their high school electives for the ninth grade. Plan developed in coordination with other programs, including those under the School-to-work Opportunities Act of 1994, the Carl D. Perkins vocational and Applied Technology Act, and National and Community Service Act of 1990.
9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:
Activities to Ensure Mastery for Students Who Experience Difficulty Mastering Standards
All lessons are planned utilizing Backwards Design. Through research, we understand that Understanding by Design, presents information in a format which minimizes student incomprehension. By analyzing the data team findings, teachers identify if any specific students or classes still require further assistance. The strategies implemented as a result of the analysis of this data are constructed to address any unmet educational needs. Students who demonstrate continued difficulty are supported daily through the use of effective openings (warm ups, activators, hooks, etc.). Tutoring: morning, afternoon and Saturday tutoring is also offered in every content area for students who continue to experience difficulty.
Provision to ensure that the assessment results are valid and reliable
The weekly collection and evaluation of data through data team meetings and data talks ensures the validity and accuracy of that data. Common assessments
39 geared toward Georgia Milestone preparation are administered with accommodations. Performance-Based Instruction utilizes “Learning by Doing,” emphasizing exploratory activities, expecting students to use all resources (human/non-human) to demonstrate final products and proficiency as outlined by GPS, district, state, school, and teacher expectations. Acceleration is expected, planned, delivered and assessed for all students.
10. Description of how individual student assessment results and interpretation will be provided to parents
Parents are notified of their child's progress and performance in a variety of ways: personal and telephone conferences, progress reports, report cards, U.S. mail, individual or team group emails, and student academic review conferences. Student led parent-teacher conferences will also be used to support parents in various ways. The purpose of these parent-teacher conferences is to discuss the academic, behavioral, and social well-being of the child. In these conferences the student will evaluate their progress and areas for growth, and the teacher, parent, and student can set goals and discuss academic achievement. Parent-teacher conferences allow parents to gain a better understanding of where their child stands and how they can continue to support their child at home. These conferences show the parents that the teachers and school fully support their child and are working diligently, daily, to meet their child’s needs. During teacher-parent conferences parents will also have the opportunity to view student work samples, or portfolios, which will provide pertinent data that can guide the conference discussion.
11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students
Lindley Middle School uses a variety of data to guide its decision making in order to provide focus on instructional and organizational effectiveness. The major sources of this data are assessments at state, county, and local levels. These assessments, referred to as standardized testing instruments, provide both norm- referenced and criterion referenced measures of student learning. The major assessment administered across all grade levels was the Georgia Milestone End of Grade Assessment. This assessment is administered each year which helps to document longitudinal results. Milestone results provide important data for the reporting required by all Georgia schools as an effort to monitor and increase the College and Career Readiness Performance Index (CCRPI). Lindley Middle
40 School uses the data disaggregated from Milestone to identify and target areas for academic gains.
During vertical planning meetings, teachers analyze prior year Milestone scores to determine areas needing improvement. The purpose of this analysis is to group students into subgroups according to academic needs. These subgroups are referred to as Level One, Level Two, and Level Three. Students in the level one subgroup did not meet the standards on the CRCT tests. They are given such services as Title I Reading/ Math. These students are also enrolled in our morning and Saturday school tutoring program. Level Two students met the standards in the required academic areas. They are provided with differentiated instruction which enables them to achieve at a higher level than previously shown on the EOG. Level Three students exceeded the standards on the EOG assessments. These students are identified and provided differentiated instruction, which enables them to achieve at a level aligning with their ability. Also, they are offered services such as Advanced Content in all subject areas. Specifically, increasing the number of students enrolled in Advanced Content courses is one of our primary goals for the 2015-2016 year.
The analysis of data collected at the classroom level, school level, and county level will continue. Teachers will meet weekly in grade level collaborative planning meetings to develop data driven lesson plans. Teachers also meet in weekly data team meetings to analyze students’ performance on weekly common assessments. The core School Leadership Team will meet monthly to ensure that teachers’ instructional decisions are yielding student achievement.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable
The weekly collection and evaluation of data through data team meetings and data talks ensures the validity and accuracy of that data. Common Core Assessment simulated testing samples are administered with accommodations. Performance-Based Instruction utilizes “Learning by Doing,” emphasizing exploratory activities, expecting students to use all resources (human/non-human) to demonstrate final products and proficiency as outlined by CCGPS, district, state, school, and teacher expectations. Acceleration is expected, planned, delivered and assessed for all students. Teachers ensure that assessments are directly aligned to content standards, based on what students should know, need and are able to do. Additionally, the Georgia Department of Education has
41 verified the validity and reliability of the disaggregated data for EOG and the 8th grade writing assessment.
13. Provisions for public reporting of disaggregated data
Parent letters providing an explanation of the Lindley’s CCRPI status will be sent out. Additionally, student test results will be sent home with students along with an explanation of how to interpret them. All public meetings will employ translators for non-English-speaking parents and guardians through the International Welcome Center.
14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the school-wide program
This plan was developed for the 2015-2016 school year. It is subject to mid-year and end-of-year review by the county Title I office. The plan was developed in compliance with all state and federal mandates. The plan will be revised yearly.
15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other staff, and pupil service personnel, parents and students (if secondary)
This plan was developed and reviewed by the members of the School Improvement/Title I Team listed on page 2 of this document. The members of the team are stakeholders involved in various aspects of Lindley Middle School including team teachers, administrators, special education, and a parent.
16. Plan available to the LEA, parents, and the public
In an effort to ensure that all stakeholders have access to the information included in this plan, Lindley will make this document available to the LEA, parents, and the public by providing a copy to Central Office personnel, keeping a copy in the front office, the Parent Resource Center, ensuring that all members of the PTSA board have copies, and making copies of the School Strategic Plan available at all
42 PTSA meetings. Additionally, the plan will be available on the Lindley homepage at www.cobbk12.org.
17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language
The Title I Office will provide each school with a generic Title I Plan, which will include all components of a Title I Plan, written in Spanish or any other desired language based on the needs of the local school. During our annual Title I meeting, the Title I and School Strategic Plans will be discussed and a translator will be provided to support parents with little to no proficiency in English.
18. Plan is subject to the school improvement provisions of Section 1116
This plan is subject to the school improvement provisions of Section 1116 as amended by Georgia’s ESEA Waiver approved by the United States Education Department. . In the event Lindley Middle School entered the Needs Improvement status, we will participate in and comply with all state and federal guidelines
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