School: Little Mill Middle

Title I Plan LITTLE MILL MIDDLE SCHOOL APPROVED August 26, 2011

2011-2012 Title 1 Plan

School: Little Mill Middle Page I. Data Profile 2

II. Student Identification 3 III. Needs Assessment 4 IV. Staffing and Job Descriptions 5 a. Title 1 Teachers b. Parent Involvement Liaison c. 49% teacher assistant V. Program Goals (based on needs) 6 VI. Materials 7 VII. Program Implementation: Model and Strategies 11 VIII. Parent Involvement 14 IX. Monitoring Student Progress: Ongoing and Annually 17 X. Parent Learning 18 a. Plan b. Compact c. Grievance Procedure XI. Community Outreach and collaboration with Other Services 21 XII. Professional Learning 21 XIII. Budget Requests 22 XIV. Appendices 23 a. RTI Pyramid b. Parent Liaison Job Description c. Teacher Schedules d. Student Rosters e. Student Criteria Sheets (TINA) f. Inventory of Materials/Parent Resource Center Materials g. Parent Policy, Compact and Opportunities for Involvement h. Parent Survey Results i. Complaint Procedure Flow Chart j. Schedule of Parent Involvement Meetings / Activities(Including PTO opportunities)

2 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Little Mill Middle School Fall 2010

I. Data Profile

Little Mill Middle School opened its doors in 2007 and has since been providing quality instruction to students. In December of that year, Title 1 supplemental assistance was awarded in the form of a target- assisted program. Title 1 eligible students in sixth through eighth grade now receive supplemental instruction in reading and/or math skills by Title 1 personnel, Literacy teachers, ESOL instructors, or classroom teachers. In addition, various programs have been designed to promote the school’s overall goal of teaching students to Dream, Strive and Achieve. In addition to support for Title I identified students, specific goals and action plans for each grade level, including special education, and the LEP populations continue to be met through the County Wide AIMS goals.

Plans for all students are based on the needs as determined by local, state, and nationally-normed assessments. All students are screened annually to collect local data prior to the start of the school year. Parent and teacher surveys also provide information in the development of the various programs. The basic demographic make up of our school is: Total # of students - 732: White – 87%, Hispanic 10%, Asian 1%, Multi-Racial – 2%. Programs housing students in additional to those identified for Title I are: LEP – 2%, ED 26%, SWD 11%. The community is a mix of middle class families as well as those in poverty level – the median income in this area is around $38,000. Most students live within ten miles of the school. There are 366 males and 362 females who attend Little Mill Middle School. (Further details of our demographics are contained in our School Improvement plan.) All of this data has been taken into consideration throughout the thoughtful development of the Title I plan in which all qualified student’s needs are met regardless of what percentage group in which they 3 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 may be included. MV students are automatically eligible for Title I services regardless of other criteria.

II. Student Identification

Title 1 services are offered to the lowest performing students in the school based on our RTI pyramid of interventions. (See appendix) Eligibility for Title 1 services is based on multiple criteria that are academically based including CRCT scores, information/data gathered by the teacher, the parents, and the administration. The reporting service we use is a county based program called TINA from Owl Education.

Prior to the beginning of each semester, data is uploaded to TINA from the system’s student information system. Surveys are then created in TINA for each student in each grade. Teachers are asked if each student needs extra help to perform well academically. If the teacher indicates “yes,” he/she will then complete a survey for the student. When the information is compiled in TINA, a custom report for each grade level is produced. The report is rank-ordered and includes the following information: (1) If a student has attended Head Start or has no pre-school experience (K-2); (2) If a student is at risk based on his/her GKIDS score(K-2); (3) If a student is served in the McKinney-Vento (Homeless), Migrant, Special Edu- cation, EIP, or ESOL Programs; (4) If a student has been retained or placed or has excessive absences; (5) If the teacher or parent requests support in ELA or math; (6) If the student has failing grades, class work indicating a need for additional help in ELA or math, benchmarks below 50%, or AIMSweb scores below 50%. Each school then uses the TINA report to develop teachers’ schedules. Teachers serve students based upon their academic need. Teachers will be asked to complete surveys twice during each school year.

4 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Selection of children in greatest need is then based on multiple, objective criteria in the TINA report. Students classified as homeless, neglected, or delinquent, or have participated in Head Start are automatically eligible. Although behavior is not a criteria for consideration, if it is found to be tied to TINA: Federal Program Needs Assessment Service academic achievement, then further data is collected to see if qualification is possible based on impacted grades, attendance, etc. Title 1 and classroom teachers analyze standardized test scores from the students’ CRCT and Iowa Test of Basic Skills as well as school wide universal screening tools for math (GRASP Computational Fluency Screening) and reading (C.A.R.S – Comprehensive Assessment of Reading Strategies) . Both of these instruments are explained in detail in other parts of this plan.

Additionally, this information may include input obtained from parent meetings (SSTs). Students who are eligible for ESOL and/or SpEd services are considered on the basis of additional criteria above as well. Students are not disqualified or “trumped” by any other program. A point value is assigned to each criterion and the students with at least one point are served from highest need (points) to lowest need (points). An effort is made to include a venue for service for all eligible students, but when space is unavailable then a waiting pool is created and continuously monitored. If their point score goes up, then they will move into the program which will best suit their needs. As openings occur, students will be assigned to Title 1 services. The list is updated at least once every 90 days and students are moved accordingly.

III. Needs Assessment

The development of this Title 1 Plan is based primarily upon student achievement levels on the Georgia CRCT. Each spring a Needs Assessment is distributed to parents of Title 1 students as well as parents of students who are not identified as needing the services of Title 1. In the fall, on the Title 1 Webpage, parents will have the opportunity to complete an on line survey. Teachers are also surveyed. This survey identifies 5 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 needs the school should address in the future. Among the specified needs indicated by parents are: before school tutoring, transportation for tutoring, transportation for conferences, in-community support (i.e. resources for basic needs of food/clothing, parenting classes, in home tutoring), parent reading/math nights at school, parent information sessions on cyber safety, raising responsible middle schoolers, handling school stress, and opportunities for trainings offered both during the day and evenings. Among the specified needs indicated by teachers are: before/after school tutoring, professional learning opportunities for the math/reading needs of Title I students, professional development on students of poverty, specific content area support, time for collaboration with Title I teacher regarding student academics & family involvement, assistance in communicating with families/offering transportation to families who need it for conferences, etc., parent classes in support of academics. Further details can be found in the Parent Involvement section below.

IV. Staffing and Job Descriptions There are two Title 1 Teachers at Little Mill Middle School - a full time reading teacher and a full time math teacher - and a 49% teacher/Parent Liaison. Each teacher follows the regular school schedule and teaches Title I eligible students in a literacy block of time during the day. The math literacy class replaces the Spanish class that is the regular education scheduled class for students who are meeting/exceeding standards based on CRCT scores (Tier 1 students). The reading literacy class is taught on a connections schedule. (See appendix) In addition to the Title I Literacy Reading and Math classes, Little Mill Middle School scheduling allows for a literacy reading and math class for students who are being monitored by Title I (i.e. qualify for services based on multiple criteria, but are not in the highest need category Tier 2.) This creates an opportunity for fluidity between the Title I classes and the next level of intervention provided in lieu of foreign language class for regular education students. Using this model, Little Mill Middle School is a replacement model of instruction for Title I qualified math students and serves as a supplemental model for reading students. Title 1 personnel are Georgia-certified teachers. The Title 1 teachers at Little Mill Middle School meet the requirements of the Highly Qualified definition by being certified.

6 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Teacher Job Descriptions The Reading and Math Title I teachers are all full time positions which are solely dedicated to Title I duties. In addition to teaching, the Title I math and reading teacher have school wide duties such as SST/IEP meeting attendance, hall/bus duty, staff meetings, etc. as is dictated by the administration of Little Mill Middle School. The Title I teachers plan/teach Title I summer session. (It should be noted; however, that Title I teachers do not have duties that place them in the position to teach non-Title I students at any time nor are they asked to perform any duties that take them away from their primary duties of Title I.) The assistant principal in charge of Title I at Little Mill Middle School has administrative responsibility for approval of the plan and its delivery as well as additional duties dictated by her position in terms of administrative duties, discipline, etc.

In an effort to meet the requirements of Title I in terms of teaching and documentation, it is necessary for Little Mill Middle School to secure the assistance of an additional 49% qualified teacher. With this addition, the Title I staff will gain the needed assistance with Breakfast Club before school tutoring, Computer Lab time instruction in both reading and math, and also with the administrative portion through management of the parent involvement documentation and Parent Resource Center. The full job description can be found in the appendix.

V. Program Goals (based on Needs Assessment) Four areas that needed to be strengthened: Goal 1: Increased support for classroom teachers serving Title 1 students – provide quality professional development to staff on meeting the needs of Title I students in the regular ed setting – a specific focus on meeting the needs of children in poverty and in the area of writing in the content area.

Goal 2: Increase Reading/Writing Achievement – increase number of students who meet/exceed on Reading CRCT and 8th grade Writing Test.

Goal 3: Involve Parents in Helping Their Student Achieve – increase number of parents who attend parent involvement events and school functions/meetings

7 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Goal 4: Increase Math Achievement – increase number of students who meet/exceed on Math CRCT

The Forsyth County School System administers the Iowa Tests of Basic Skills (grade 6) and Georgia CRCT for grades 6 - 8. The Georgia Writing Assessment is administered in grade 8. These measures serve as sources of instructional data. Little Mill Middle School also uses a number of formative assessment instruments to collect student data. These include benchmark tests, teacher designed tests, C.A.R.S./C.A.M.S. tests and AIMSWeb assessments. These formative measures are used to assess student growth in a timely manner. The data collection assures that students receive appropriate instruction. Student progress is monitored and instruction is based on the formative assessments.

Once determined that academic support is needed, further universal screenings are done. County wide, school wide and classroom resources are used for data collections. All instruments are approved by the administration, appropriate department, RTI facilitator, and school psychologist. The following measures are utilized:

Reading – All rising 6th graders at Little Mill Middle school are given the C.A.R.S. Comprehensive Assessment of Reading Strategies Pre-Test. This research based program from Curriculum Associates is a diagnostic measure that measures twelve GPS basic reading standards on a test of 60 questions.

Math – All rising 7th graders at Little Mill Middle school are given an assessment based on the RESA designed GRASP Computational Fluency Screening Instrument. Little Mill Middle School is currently in the process of designing a specific instrument that will gather the data necessary to place students in appropriate RTI tier for math. We have chosen the GRASP as a model because it is a research based instrument that notes computational

8 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 fluency measured as correctly achieving 20 digits within a series of basic math problems in a 2 minute time period – so it is a timed assessment rather than one based on a number of questions covering standards.

Progress Monitoring – Once the multiple Criteria has been gathered using these baseline assessments, continuous monitoring is done and the TINA report is updated to show progress or lack thereof. In addition to administration of C.A.R.S. benchmark assessments and school wide subject area benchmark assessments, C.A.M.S. Comprehensive Assessment of Math Strategies and AIMSWeb are used on a monthly and quarterly basis. Additional Title I classroom measures that are used on a daily/weekly basis to monitor progress are named elsewhere in this plan. (As mentioned elsewhere in this plan)

At Little Mill Middle School, teachers also have access to EduSoft, a web based software that tracks and monitors student progress over time. Little Mill Middle School students will be assessed two times over the course of the year using county wide benchmarks and four or more times over the course of the year using in house progress monitoring (C.A.R.S./C.A.M.S.) benchmarks up to CRCT testing time on the subject standards in Reading, English Language Arts and Math. The Title I teacher will meet with classroom teachers, administration, counselors, SST/IST and parents to analyze the data from these on-going assessments to make sure optimal learning is occurring. Every effort is made to notify parents of student progress on a weekly basis through a report placed in their agenda. Fluid scheduling is provided so that students can move into and out of Title I classes as needed based on the RTI program design for each tier as recommended by each support team and determined by the multiple criteria points sheet (TINA).

VI. Materials and Initiatives

Nonfiction Guided Reading Materials

9 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Little Mill Middle School has a collection of guided reading materials that are leveled using the Lexile system of measurement. The materials are stored in a leveled bookroom and are available to teachers who serve Title 1 students to use for small group reading through a bar coded check out system. Science, Social Studies and Math materials are also available in the same way.

Students are encouraged to read independently within their zones of proximal development. Teachers set goals for students to meet by reading books. Students in Title 1 will have access to leveled readers. Multiple reading opportunities will ensure student success when testing.

In addition, Title I students will participate in the Tickets to Reading Rewards Program incorporating a Reading Night for parents to read with their children. Rewards will be presented on these nights.

Two reading nights are planned for the 2011-2012 school year. In the fall, we will host a culminating event for reading a class novel. This event will be sponsored by the Hero Club and will include student presentations, a viewing of the movie made from the novel and a “camp out” in the gym. In the spring, we will host a culminating event to correspond with Mother’s Day. This event will include student presentations, choral readings prepared by the students and a tea party in the media center. These events are identified as “Read and Feed” events elsewhere in the plan.

Moby Math (This is a school wide purchase – not purchased with Title funds)

Moby Math is a program that finds and fixes students’ gaps in their math skills. It prescribes remediation according to the gaps in a student’s math skills. Moby Math monitors student’s progress and teachers can retrieve reports. The program can create IEP goals and reports in seconds. Moby Math helps students maintain skills by using systematic reviews. The program saves teachers hours of time by not having to test

10 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 students and enter data. Students who are identified as needing help with math basic skills (elementary level) will have access to this program during Title I math class, Advisement time and extended day (Breakfast Club).

McGraw Hill

Little Mill Middle School uses the county adopted reading program McGraw Hill Literature series. This program includes audio books and intervention resources that will be used in the regular classroom setting as well as in Title I. Used primarily in small groups, information and supplemental teaching tools will be sent home to connect to parents. The audio books also provide many opportunities for students to improve reading fluency. Students have access to these materials in ELA and for checkout through the media center if needed at home.

Skills Tutor

Skills Tutor is delivered online and is used as a teacher-aided instructional tool or as a one-on-one tutoring resource with minimal guidance. Individualized instruction, diagnostic testing, prescriptive assignments and automatic reporting are incorporated in this program.

All Title I students are regularly working with the Skills Tutor program. Students who need to build skills in Language Arts and reading comprehension will be using this during Title I class and extended day when applicable. Students and parents are also able to access Skills Tutor at home and during parent workshop nights as well.

Regular classroom teachers, who work with Title 1 students within their classrooms, will have access to the program to use if additional time is needed to strengthen student fluency. Teachers will print out periodic reports to send home to parents to connect them to their student’s progress in reading.

11 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Read On! Read On! Software is delivered via computer to students working directly with the Title I teacher or under his/her supervision. This instructional tool serves as a one-on-one tutoring resource that provides direct, remediated instruction in specific reading skill areas. The students are placed in the level of the program that meets their specific reading needs based on a criterion reference test given at both the grade and independent reading level.

All Title I students work regularly with the Read On! Program. The program is directly monitored by the Title I teacher and daily feedback is provided to the student through the computer’s email system. The Title I teacher works collaboratively with the LA teachers serving the Title I students to ensure transference occurs with the skills.

Reading Assistant

Due to the need to track and practice fluency in an objective and succinct manner, Title I students who read below grade level words per minute as set by AIMSWeb screening will have access to this program on a daily basis. Using research-validated speech verification technology, Reading Assistant "listens" to a student as he or she reads aloud. Monitoring for signs of difficulty, the program intervenes with assistance when the student is challenged by a word. Students re-read passages several times to build automaticity. Students are assessed to determine their level of comprehension by skill.

The software maintains careful performance records and the corresponding audio of each guided reading session for review by student and teacher. The program computes the student's Words Correct Per Minute automatically. Students will use this program in Breakfast Club and/or Title I Reading Literacy Classes as needed until they have reached their word per minute goal as determined by progress monitoring through AIM- SWeb.

STUDY ISLAND 12 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 The Study Island is an online CRCT Preparation Program that is specifically designed as a supplementary teacher-assisted instructional tool to help students master the content specified in the Georgia Performance Standards. This program's focus on the Georgia Performance Standards enables our Title I students to improve their performance in all skill areas tested on the CRCT.

All Title I students and parents will have access to and be utilizing the Study Island program to assist with pertinent GPS based skills in both Mathematics and Language Arts. Study Island allows students to learn at their own pace and the amount of time a student spends on a skill depends on that student’s performance. The Title I instructors can guide students through the program by communicating their expectations to students and creating class assignments.

Each section of Study Island has a pre-test and a post-test, as well as topics that cover each of the Georgia Performance Standards. Topics consist of questions, answers, explanations, and lessons that address the specific skills required in order to master the Georgia Performance Standards. The Study Island program records statistics for each Title I user in a real-time report card. These statistics measure the student's progress, streamline the learning process, and can be customized by student, subject, class, grade, and school. Real-time reports, including graphs, help teachers to measure progress and identify areas of student weaknesses and deficiencies as they relate to the Georgia Performance Standards. With this information Title I instructors will promptly respond with appropriate intervention and remediation.

STUDY BUDDIES

Study Buddies are a hand-held cartridge based computer utility, which will be used as a teacher facilitated 13 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 skills tutor. This utility will be used in the Title I classroom as a tutoring tool, in order to help individually and collaboratively strengthen students’ skills in both Language Arts and Mathematics. Study Buddies will be used to engage the Title I students in a variety of classroom settings, by using strategies such as: self-paced study, cooperative learning, collaborative learning, as well as involving parents into the student's learning process during parent meetings. Study Buddies are available for use during the day and also through the checkout in the Parent Resource Room for use at home.

Fabulously Famous Books for Building Fluency: Tim Rasinski

Students in Title I Reading classes will participate in daily oral reading practice though timed readings of these materials. The books in this collection include speeches, journals, let- ters, poetry and other formats to improve fluency. These are books students love to read, love to hear, and even love to act out. Each title is connected to a specific strategy for building fluency. Students will practice daily with a chosen reading selection as well as participate in research based instruction/practice in fluency training through Three Minute Readings teacher led assessments (Tim Rasinski) and increasing vocabulary through Word Ladders word building games (Tim Rasinski). This daily work will be progress monitored through school wide monthly AIMSWeb.

FLIPPERS

In conjunction with our efforts to raise writing scores for Title I students, each student will need a reference guide to all of the information regarding writing. The FLIPPERS from Christopher Lee Publications serves this purpose. Students can run their finger down the Flipper® guide to the topic to which they want to refer. Then they flip® the laminated cards up to reveal the card containing the information needed. Each Flipper® guide contains hundreds of rules, examples, and definitions printed on both sides of 5" x 3.5" laminated cards. The laminated cards are attached to a 6.5" x 11" plastic backing. Three holes permit carrying the Flipper® guide in a three-ring notebook. Students will keep these Flippers for Writing in their binders and/or writing folders for use in each classroom where they are asked to write. Students will be taught how to

14 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 use the Flippers in Title I Literacy. Flippers will also be able to be checked out to teachers to use as a resource for writing in the content area classrooms. Parents may check them out for use at home as well.

CARS/STARS & CAMS/STAMS CARS/STARS & CAMS/STAMS from Curriculum Associates will be used to provide differentiated instruction for Title students. It is a combination of assessment and instructional activities that focuses on key foundational reading and math skills. It aligns to National Reading and Math Standards to provide for a solid foundation and understanding. Step by step instruction paired with answer analysis, error alert points, and multiple response types will help build student confidence and performance. These serve as the curriculum for the Title I reading and math classes.

ALEKS We will purchase either ALEKS OR I Ready This research based, Web-based mathematics program uses an artificial intelligence engine and adaptive questioning to assess a student’s knowledge and deliver individualized instruction on the exact topics the student is ready to learn. It has the ability to identify gaps in skills, provide immediate feedback, monitor progress, and checks for mastery and retention. ALEKS will be implemented as a supplement for targeted interventions. Students in Title I math classes will have access to this program on a daily basis. Title I Breakfast Club students will use this program before school two days a week. Playaway Readers

With Playaways, students and parents can listen to an audiobook with ease. There’s no need for any special equipment, juggling cassettes or CDs, or lengthy downloads. The entire book is already loaded on the durable Playaway unit, which is about half the size of a deck of cards and made of droppable plastic. Playaway

15 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 readers are a great way to motivate students to read as they are able to listen to the book as they follow along as well as walk around or lounge as they read. The single- ear earphones make them easily sharable with a parent or partner reader. Students will use these materials to stay caught up with classroom reading (as used in their regular ELA classroom), read additional books as part of silent reading time in Literacy class, Hero/Girls Club, or with parents during reading night. These players are available for checkout to families and students through our Parent Resource Center.

Weekly Readers

After assessing the needs of literacy students at Little Mill Middle school during 2010-2011, it was noted that the students showing the most improvement in reading comprehension and fluency were the ones reading a common resource at least weekly. Weekly Readers is a research based resource that students receive weekly and can read daily or throughout the week.

 20 print issues per year (grades 6-8)  Student-friendly coverage of U.S. and international news in an engaging print and digital format

 Major news story in every issue, plus world news briefs, art and culture updates, editorial cartoons, debates, and student writing

 Award-winning photography, fact-filled charts, colorful maps, and historical connections to current stories

 Nonfiction content reinforces NCSS, NCGE, and NCTE/IRA standards

 Backpage skill questions in each issue support reading comprehension and critical-thinking skills

Essay Punch – 8 th Grade Based on teacher feedback that writing support for Title I qualified students is needed as well as low test scores for these students on the 8th grade writing test, time will now be set aside 16 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 for writing instruction and remediation of necessary skills to support ELA writing instruction. This research based program from Merit Software is a guided computer based program that walks students through each step of the writing process offering guided support sentence by sentence. Eighth Grade students will work on writing each day in the form of a warm up and then work further on each of five computers at a writing station in the classroom. This program has the ability to remediate students:

 Use pre-writing strategies for different writing tasks.

 Write clear descriptive sentences.

 Focus writing on a central idea or topic.

 Use devices to develop relationships among ideas.

 Use supporting ideas, details, and facts to develop and elaborate on a topic.

 Use an effective organizational pattern.

 Proofread to correct conventional errors in mechanics, usage, and punctuation.

 Analyze and revise a draft to develop a stronger, more substantial piece of writing.

Daily Reading Practice – 6 th grade

Because our school wide data collection as well as teacher survey supports that Title I students improve comprehension and fluency when using daily reading comprehension assignments, the 6th grade Title I Reading students will use Daily Read- ing Practice from Evan Moor. This program provides a resource for students to work on daily standards with a short reading passage that fits into the classroom instructional time in the form of a warm up.

Word Wisdom – 7 th Grade

In response to teacher requests that 7th grade students need to work on vocabulary in context as a strategy for moving from the content of 6th grade to the more vocabulary rich content in 7th grade, the 7th grade Title I Reading students will use Word Wisdom in the form of warm ups each day. This re-

17 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 search based program from Zaner Blosser helps students use grade level text to learn new words in context. This program uses research based strategies to expose students to the words in repetition so that they become internalized and help increase overall comprehension.

Summer Bridge

Based on teacher and parent request for resources for kids to use in the summer, these activity books help students improve reading, and connect students from one grade to the next. Assessment test and incentive contracts are included. Reading book covers sequencing, following directions, classification, figures of speech, poetry terms, library reference, parts of a book, opinion papers, etc. Math covers numeration, addition, subtraction, time and money, measurement, fractions, patterns and geometry, statistics and graphs, problem solving, multiplication, division, decimals, ratios, percentages, etc. Students will be given a copy to take home at the end of the year and those who attend summer school will work through the books during class.

It’s All Connected Based on the need for additional resources for the math standard strand of proportions/probability, Title I students will have access to It’s All Connected Math Lessons from Math Solutions. This research based collection of lessons explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is at the forefront of the middle school mathematics curriculum. The lessons support students in beginning to think of proportionality as the "big idea" that connects across all strands. Each lesson features carefully detailed teaching notes, three sets of question types to ask students as they progress through the lesson, and reproducible student recording sheets. In addition, the lessons are correlated to the Common Core State Standards for 18 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Mathematics. Math teachers will use this resource in Breakfast Club as a supplemental instructional material.

VII. Program Implementation: Model and Strategies

The Title I program at Little Mill Middle School uses a diagnostic/prescriptive model. This means that students are assessed in the first weeks of school (diagnosed) and then placed in the appropriate programs and matched with the appropriate resources to address the specific deficits found in the areas of reading (through ReadOn!)and math (through ALEKS) (prescribed).

A variety of instructional strategies will be used such as: small group instruction, peer tutoring, cooperative learning, computer-aided instruction, Promethean ACTIVboard instruction, individualized instruction, cooperative teaching, augmented teaching, instructional coaching, whole group instruction, and “hands-on” activities. Title 1 instruction will be supplemental and additional instruction. Supplemental instruction is important to students if they are to close the achievement gap. Supplemental instruction will support the format of reteach/restest as well as accelerated learning in the form of preteaching of upcoming classroom skills.

Time-on-task and student achievement have been thoroughly researched. Under- performing students need additional time for remediation if they are to close the achievement gap. Our Title I program, school and school system have taken several steps in order to provide additional learning time for students, both during and beyond the school day. Here are several ways:

Small Group Instruction The formation of smaller instructional groups is an effective means of targeting at risk students. In the regular ed classroom, these groups are differentiated according to ability level. In literacy classes, students are offered a second chance to master standards with more teacher guidance.

19 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Supplemental Instruction Students who are experiencing instructional difficulty are often given a second segment of instruction in reading and /or math. These math plus and reading plus classes are available to all students regardless of Title qualification. Those who also qualify for Title will have access to math materials during their plus class and/or have an additional segment of supplemental instruction in their Title I math/reading literacy class. Summer Workshop Rising 6th grade Title I students will have an optional opportunity to attend a two day a week month long summer school workshop designed to support previous learning and bridge the gap from school year to school year. Programs used in summer school include those mentioned in the literacy class sections elsewhere in this plan. Breakfast Club Program Little Mill Middle School serves students each day for an additional two hours of instruction in reading for grades six through eight. All instruction is provided by certified staff and is directly integrated with the school experience and oriented toward achievement. The Breakfast Club program includes guided reading with nonfiction texts and practice with basic skills in reading using technology. Breakfast Club tutors will monitor student’s fluency through AIMS Web as well. Peer tutoring will be available as a partnership with the school's Beta Club. Programs available through Breakfast Club include ReadOn!, It’s All Connected, Skills Tutor and Reading Assistant. However, resources available will be pulled for use as described elsewhere in this plan. Saturday School Little Mill Middle School offers a Saturday School program on Saturdays from 8:00-10:00 in the morning. This program is designed to give students additional time to demonstrate mastery in all content areas. Saturday school is facilitated by Little Mill Middle School administrators, but teachers are welcomed and encouraged to attend with the students who are assigned. Parents are welcomed at Saturday school and may work with their student or have use of the Parent Resource Center during one Saturday School day per month. Mentors Little Mill Middle School has an active and growing mentor program. Mentors receive instruction at the system level. Most mentors work with students in academic 20 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 areas. However, the purpose of the mentor program is to build bonds between students and significant adult figures. Hero Club The objective of the Hero Club is to offer reluctant-to-read boys the opportunity to gain entry points into literacy. Through the assistance of male staff members, mentors and male community leaders, boys will gather one hour a month to discuss the important role of reading in becoming successful. Hero Club is supported by current research that shows a need for more literate male role models in the lives of boys. As a member in the Hero Club, boys benefit both academically through encouragement in academic endeavors and through building a mentoring relationship with strong men in our community. Boys are encouraged to invite their male caregivers to attend. Boys in this club are supported by the Tickets to Reading Rewards program and receive a monthly subscription to Boys Quest magazine to encourage home reading. In addition, boys will work through the series To Be A Hero by Perfection Learning. This series supports the teaching of Ruby Payne in that it teaches critical thinking and focuses on the question "Who can be a hero?" with selections by Gary Paulsen, Gordon Korman, Ian Frazier, Joseph Bruchac, Rosemary Sutcliff, Dave Barry, and more. Literature & Thought Series. Boys will also read several of the novels from this series and use them to plan the Read and Feed mentioned previously in the plan. The novel for Hero Club is Cold River by William Judsen. Girls to Women Club The objective of Girls to Women club is to offer reluctant-to-read girls the opportunity to gain entry points into literacy. Furthermore, the club will offer a unique, gender-based venue for learning how to find resources for understanding the changes brought on by adolescence. The group will be facilitated by the counseling staff at Little Mill Middle School and will meet for one hour per month. Girls to Women is supported by current research that seeks to understand the developmental tasks of adolescence and ways to be supportive of teens as they work their way into adulthood. The program seeks to help girls understand and 21 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 develop their unique patterns of development in the middle school years. Girls are encouraged to invite their female caregivers to attend. Girls in this club are supported by the Tickets to Reading Rewards program and receive a quarterly subscription to American Girl Magazine. The text for this club is comprised of the American Girl series of self help/self advocacy books. This series supports the teaching of Ruby Payne in that it teaches critical thinking and focuses on the question "Who's the real you?" with selections by Judith Ortiz Cofer, Gary Soto, Jane Yolen, Vivian Vande Velde, Chaim Potok, Emily Dickinson, Lensey Namioka, and more. Girls will also read several of the novels from this series and use them to plan the Read and Feed mentioned elsewhere in this plan. The novel for Girls to Women Club is Walk Two Moons by Sharon Creech.

Parent Involvement Communication Little Mill Middle School shall make it a priority to provide information for parents. Information will be disseminated in a timely manner through several modes including e-mail, phone calls, newsletters, conferences, and training sessions. Parents will be encouraged to become an integral role in decision-making by serving on advisory committees that assist in the education of their child.

Little Mill Middle School shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format, and, to the extent practicable, in a language the parents can understand. Examples of understandable communication may include, but are not limited to, the following: English and Spanish newsletters  The PTO Newsletter is sent home to parents  ESOL teacher for LEP students  The Forsyth County School System provides extra staff to assist the instruction of LEP students and MV students  Forsyth County Transition Center for LEP students Provides language assessment and resources for families for whom English is not their first language 22 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Policy & Compact The Parent Involvement Policy will be available on the school web site and sent home through the Home school Connection. Once a year, parents and teachers will have the opportunity to revise the plan. Copies of the policy and compact are located in the appendix.

Parent Partnerships Assistance will be provided to parents of participating Title I children in understanding such topics as: (1) academic content and achievement standards, (2) using data formative and summative assessments, (3) promotion and retention information based on CRCT assessment, (4) the requirements of Title 1, (see Addendum) (5) monitoring children’s progress, and (6) working with educators to improve their achievement as well as (7) those items requested through the results of the parent survey listed previously in this plan. Information may be provided through the following: Teacher/Parent Conferences Parents are notified of all conferences and SST meetings. Parents who do not attend requested conferences are contacted by mail or phone. Three early release days are scheduled to enable and encourage parents to attend conferences. Home/School Connection Packets Packets of reading materials, which reflect skills identified by staff, are provided to parents to use at home with their child throughout the school year and over summer break. In addition, students/parents will be given an opportunity to participate in reading rewards systems through Tickets To Reading Rewards program. These materials will be contained in bags with the “Power of Parents” Logo printed on them. Parent Surveys Parents are asked to complete surveys to indicate resources, trainings, and materials that would be helpful when assisting their children. This survey is available online and in paper form in both English and Spanish. The survey will be translated to the extent applicable if additional languages are required. Report cards 23 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Grade reports are available on an ongoing basis through Parent Portal. In addition, each 4 ½ weeks, paper copies of report cards go home with all students. Parents are invited and encouraged to request conferences at any time. Transportation will be provided by taxi for any parent who requires it and childcare is available upon request.

Parent Involvement Liaison The parent involvement liaison will attend to parent needs as requested in the parent survey section stated earlier in this plan. A complete job description of the PIL is attached in the appendix. Parent/Teacher Organization The PTO at Little Mill Middle School is actively involved in fundraising and support of school programs. They operate a school store each day, hold student centered events throughout the year and offer support for teachers during staff meetings and workdays. Local School Council (LSC) The Local School Council is a group of parents, business partners, and faculty members who meet on the first Thursday of every month (except for December and April) at 7:30 a.m. in the front office conference room. The group provides feedback and advice to the principal to improve the learning community for all members. They review data from multiple sources to assess the effectiveness of the instructional program and overall performance of the school. Members also participate on the Superintendent’s Parent Advisory Committee and the Superintendent’s Teacher Advisory Committee. All parents are invited to attend and participate in all meetings of the Local School Council. Title 1 Committee The team consists of parents of Title I students, Title 1 personnel/coach, classroom teachers, and administrators. The parent members of the Title I committee also represent our school at the county level monthly parent meetings for Title I families. Transportation and childcare are provided for these events if needed. Munch & Learn Series

24 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 The Munch & Learn Series is a parent training opportunity for families and caregivers of Title I students at Little Mill Middle School. The program offers various times for attendance including mornings, afternoons, evenings and Saturdays. In addition, the programs are available for checkout through the Parent Resource in the media center.

Programs for Munch & Learn may be facilitated by Title I teachers, school counselors or a contracted source. Items for discussion are chosen by parent survey. Literacy Festivals Little Mill Middle School Title I hosts two Literacy Festivals in conjunction with community sponsors. The United Way of Forsyth County and the Mentor Me program support this effort along with the Little Mill Middle School business partners. The objective of the festivals is to provide families with a single site to gain information about low cost medical, dental and social programs that benefit their efforts for K-8 child. Little Mill Middle School Literacy Festivals combine the efforts of the Title I programs at feeder elementary schools and the ESOL program at Little Mill Middle School. Family Reading Night The FAMILY READING NIGHT program includes the same high-energy music and the drawing of sketches featured by author Chris Rumble, a very brief motivational talk directed at the hearts of the parents regarding the immense value of reading to even middle school children every day. In addition, two additional reading nights will be hosted as listed previously in this plan. Parent Resource Center The parent resource center at Little Mill Middle School is open to parents of Title I students during the hours available in the schedule of the Reading Literacy Teacher/Parent Liaison (appendix a). It is open on a rotating schedule during daytime, evening and Saturdays throughout the month. Materials in the resource center range from manipulatives for math learning to resource materials and are available for check out to families. A complete listing of materials is located in the appendix of this plan.

IX. Monitoring Student Progress 25 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 The Title I Program is assessed based on the State’s measure of Adequate Yearly Progress. Little Mill Middle School has made AYP all three years since the school opened.

The progress made by participating Title I students will be reviewed on an ongoing basis. Review of the effectiveness of the program for individual students may include daily grades, parent and teacher conferences, standardized test scores, criterion referenced competency tests, comprehensive reading tests, and report card grades.

In the 2011-2012 school year, EduSoft software assists teachers monitoring progress. By reviewing testing data on the standards two times a year through school wide benchmarks and C.A.R.S./C.A.M.S. tests each six weeks, Title 1 teachers, and classroom teachers will ensure that students continue to make progress towards their goals in reading and math.

IX. Parent Learning

Our goals are to help parents work with their children to improve achievement physically, emotionally and academically. Assessing the current needs of parents at Little Mill School through surveys, parent meetings, or parent conferences will guide our plan to develop parenting programs. A calendar of parental learning opportunities will be provided in English and Spanish. Meetings will be offered at a variety of times with food, transportation, childcare and translators provided as is appropriate and requested. Several invitations to participate will be sent home to the families. Title I teachers will work cooperatively with ESOL teachers and Guidance Counselors to meet the needs of the parents in the school through parent workshops. P.O.P stands for the Power of Parents and will be issuing frequent invitations. A full list of events and descriptions can be found in the appendix. Needs Assessment Survey

26 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 Each year, Title I provides families with a way to communicate their needs and the needs of their students. Currently, the Parent Survey (see appendix) is available on the Little Mill Middle School Title I webpage so that parents can access it at any time.

The most current results show needs in the following areas by at least 50% of respondents:  Information on local resources for food and clothing (to be brought into the community)  Parent Training (to be brought into the community) o Becoming/Raising a Responsible Middle Schooler o How to handle the stresses of school/home o Cyber Safety (phone/internet) o How to handle peer pressure of drug/alcohol abuse – what are the criminal implications o Making/maintaining a schedule for home (chores)/school responsibilities Parent Compact Parents will be provided with a compact to sign when their student enters Title I. Each year the parents, teachers and administrators will review the compact to ensure that the goals are current and that the language expresses the partnership between home and school. Compacts will be kept on file at school. Students, parents and teachers will sign the compacts. A copy of the compact can be found in the appendix.

Family Learning  We will have a speaker come out and do a session on community agencies that can offer support and resources. Local agencies such as The Place, United Way, Literacy Forsyth, the library, Lanier Tech, and Mentor Me will comprise a carousel of supporting agencies. Transportation, child care and light snacks will be provided.  We will also invite a juvenile judge to come and talk to parents and students about laws that get kids in trouble the most and how to stay clear and clean. OR

27 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 We will invite a police officer to discuss Internet and cell phone safety. Transportation, child care and light snacks will be provided.  The Parent Resource Center will be set up on Saturday a month, during teacher planning hours and during parent events at school (evenings) as well as by appointment to offer parents a chance to come in and use computers, the teaching kitchen and resources for checkout. Parents will be invited to visit when on campus for SST or conferences. A parent work station (desk) is located in the room for parent use for PTO, volunteer or personal use. A complete list of resources is available in the appendix.  We will offer sessions on using Parent Portal and teach parents how to access grades, school calendar and the Title I webpage. The lab will be open before school, during Breakfast Club, and one evening a month.  We will have a speaker from our special needs faculty lead a session on how to support students with IEPs.  Title I students will work with the drama club to put on a play and invite the families to attend. Transportation, child care and light snacks will be provided.  Families will participate in the Read and Feed and have celebrations as students read through specific novels. The “Ticket to Reading Rewards” will also be presented at these meetings. Details of these reading nights are presented elsewhere in the plan. Transportation, child care and light snacks will be provided at the celebrations which will be scheduled to coincide with other school wide parent involvement events.  Eighth Grade Students will attend a “Taking the Next Step” fieldtrip as part of their Future Stories Project. This half day field trip will allow parents and students to visit the campus of a local community college to see what their future may hold.  Parents are invited though V.I.P. invitation to all PTO sponsored events. We will open the Parent Resource Center prior to each school wide event and offer a video or live mini workshop 30 – 45 minutes prior to the start of the school wide event. A schedule of PTO events can be found in the appendix.

28 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2  Little Mill Middle School will host Chris Rumble Reading night in the fall. Details of this event are elsewhere in the plan.  Additional Parent Involvement opportunities – both school wide and Title I - can be found in the appendix

Complaint/Grievance Procedure Little Mill Middle School strongly encourages parent involvement in their child’s education. At times, parents may have concerns or questions regarding their child’s education or policies and procedures at school. It is recommended that parent concerns are addressed to the teacher first prior to contacting the administrative staff. However, if a resolution is not reached, the administrative staff is happy to conference with parents to hear their concerns. Should the administrative staff be unable to solve the problem, the problem will be referred to the appropriate personnel at the central office level.

Problems are addressed in a timely fashion. It is our policy to return phone calls and emails within 24 hours of their receipt. We prefer personal contact and will often call instead of emailing. A flow chart of the complaint procedure can be found in the appendix.

X. Community Outreach

A parent resource center on programs is available in the Connections Hall of Little Mill Middle School. Information on services through out the county will be available for parents who need support. The materials will be available for checkout by Title 1 Parents only and will be provided as needs arise through the Hill Center Parent Resource Center.

Little Mill Middle School will employ the use of a Parent Involvement Liaison. The Parent Involvement Liaison will be a certified teacher who works daily with the Title

29 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 I students. The PIL will have four main duties: (1) to visit families as is appropriate to meet needs as requested in the parent survey listed previously in this plan, (2) to staff, manage and market the Parent Resource Center, (3) to facilitate parent learning sessions held at the school and in the community, and (4) to work with community partners to support the needs as identified in the parent and teacher surveys listed above in this plan.

Additional information on community involvement is listed in the Community Festival section above.

XII. Professional Learning

Professional development for Title I personnel is a part of the system’s intensive and sustained professional development plan. The professional development plan will focus on teaching, learning, and assuring that all children attain high standards. Professional development activities are planned and developed based on needs indicated on various needs assessment instruments and from information gathered from teachers, administrators, parents, students, and community members in meetings, and from surveys. The planned modules below reflect needs identified by staff at Little Mill Middle School as noted on teacher surveys and through interviews with the Title I Teachers.

School wide Professional Development Goal/Plan

The school wide professional development focus will be determined by the SIT team during the summer meetings. Our expected focus will be SIM Strategies. Last year’s plan was focused on Differentiation of Student Instruction/Strategies for working with Title I Students. Little Mill Middle School has chosen to design staff development that focuses on student achievement through a year long course. Led by the academic coaches and skilled teacher leaders, this program focuses on aspects of reading and math in middle school classrooms that can be tracked through Edusoft. With time for teachers to work collaboratively and learn the new software, teachers will be better able

30 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 to analyze the results that their students gain. Analyzing data at periodic times throughout the school year will assist in student achievement.

The Culture of Poverty: Future Stories (Connie Hohulin)

Based on teacher request for more “tools” for working with our ED population in the classroom in an effort to improve attendance, improve communication with home, and improve in assignment completion, we would like to use Ruby Payne strategies and in particular the Future Stories concept. This personalized goal setting approach will benefit students by enabling them to visualize a successful future and teach them how to use their strengths to overcome present obstacles to achieve that goal. Further, this will help students identify areas where they need to strengthen skills to be successful in the present as well as in the future. We would do this during Advisement Time/ELA/Lit classes as is appropriate.

Rubin Perez: Working With Students of Poverty

In an effort to further our training on the Culture of Poverty from the Ruby Payne workshop attended in 2011, these sessions led by teacher trainers from the NC Teacher Academy led by Charlene Hall are designed to change the mindset of educators by helping them understand the socioeconomic factors that impact the way students live, learn, and behave, recognize patterns in poverty using thirty-two years of research by Ruby Payne, PhD, and apply Abraham Maslow’s Theory of Human Motivation to analyze and meet student needs. Teachers attending this module will learn how to establish significant and positive relationships with students and parents to foster intrinsic incentives for learning and de- crease discipline problems. Identify cognitive deficiencies and use Reuben Feuerstein’s scientifically tested instructional strategies to provide the missing links that improve student achievement. This training will be presented in three full day sessions for Title I teachers and hosted by Little Mill Middle School. Day 1: An Introduction to Poverty and Motivation Discover the value systems of different socioeconomic classes and how these values influence attitudes and impact student achievement. Learn how to apply the theory of human motivation to analyze student resources and meet student needs. Examine lan-

31 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 guage registers, discourse patterns, and hidden rules among classes for improved communication between students and parents.6 hours Day 2: Relationships and Discipline Develop an understanding of the importance of relationships to students of poverty. Recognize the difference in family structures, and identify means to create relationships with students and parents. Use positive relationships to take practical approaches to classroom management and reduce discipline problems. An Introduction to Poverty and Motivation is a prerequisite for this session.6 hours Day 3: Cognitive Conditioning Identify mental structures needed in order for the brain to learn and retain information. Learn how to build cognitive capacity and facilitate the learning process for struggling students. Apply research-based strategies to help students translate from concrete to abstract, plan and control impulsivity, and developmental models. An Introduction to Poverty and Motivation is a prerequisite for this session. 6 hours

Math Strategies: Transition to the New Plan (Jen Burnham)

Based on our years of lower than expected math scores, we need to train math teachers and others who work with Title I students in math in specific strategies to help them achieve at or above grade level on the math CRCT.

Idea is to have a vertical teaming day (title would arrange for/pay subs possibly) – Fall semester with 5th grade teacher reps from each feeder school and Spring – 9th grade rep from NFHS. The objective is to begin discussions on (1) screening tools needed to adequately place students in the proper RTI level of support, and (2) develop a program for Title I students in which gaps can be closed in term of “baseline” learning of math and basic skills. The outcome of these meetings will be to design appropriate progress monitoring tools as well as establish a set of lessons designed to be used in small group instruction for all three grade levels based on the Common Core Standards for Math. The Spring meeting will evaluate the plan and implementation of the plan as well as create similar materials to ramp up to 9th grade for 7th & 8th grade Title I math students.

Data Driven Instruction: Bringing RTI Data Into the Daily Plan (Charlene Hall)

32 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 In today’s educational environment the challenges to improve achievement are constantly growing. Meeting the demands of legislation such as No Child Left Behind and the Georgia Performance Standards requires faculties to apply research-based practices and effective teaching in order to increase students’ test scores. True success is only possible when comprehensive data is gathered to give a full picture of the school, assess its needs, and make the decisions necessary to improve student learning. This training will be given to Title I teachers and hosted by Little Mill Middle School.

Day 1: Using Student Data at the Classroom Level Increase your students’ achievement by learning to identify and utilize data at the classroom level. Define and distinguish between the four primary categories of educational data available, and determine which of these data will be most useful in guiding instructional decision-making. Acquire the know-how and strategies for analyzing and applying your students’ data in order to raise their academic achievement and growth. 6 hours Day 2: Data-Driven Decision Making and Instruction Use your school data to identify strengths and concerns as perceived by staff, students, and parents. Examine the quantitative demographic and test score measurements that show your school’s successes and challenges. Learn how to strategically plan for clos- ing achievement gaps and accomplishing your goals and objectives based upon a real- istic assessment of your school’s needs. 6 hours

Writing in the Content Area: Tapping the secret experts in the building (Sym O’Byrne)

The LITERACY DESIGN COLLABORATIVE is anew way of thinking about and preparing all students to have the literacy skills they need to be college/career ready. It is a literacy framework that connects common core standards with secondary ELA, social studies and science classrooms. We feel that this is a valuable resource for teachers of Title I students who may not serve them in Math or Reading, but serve them in other areas for which they have an opportunity to build rapport.

33 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 XIII. Budget Request

During the 2011-2012 school year, materials will be selected and ordered to support Title 1 students as they work in the areas of math, reading, writing and professional development. Monies will be spent to help parents connect to the goals of the program. Please see Appendix for further information.

34 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 XIV. Appendices

a. RTI Pyramid of Interventions b. Parent Liaison Job Description c. Teacher Schedules d. Student Rosters e. Student Criteria Sheets f. Inventory of Materials/Parent Resource Center Materials g. Parent Policy and Compact h. Parent Survey Results i. Complaint Procedure Flow chart j. Schedule of Parent Involvement Meetings / Activities

35 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 TIER 4 CORE 5 Special Education TITLE I Services LITERACY TITLE I SUPPORT a. LITERACY BREAKFAST CLUB SUPPORT SPED BEFORE IST/SST SCHOOL IEP TUTORING

SPECIAL EDUCATIO N

SUPPORT OPTIONS RECOVERY (x2 in TIER 3 area of concern) CORE 5 TITLE I SATURDAY CONNECTIONS LITERACY SCHOOL BREAKFAST CLUB SUPPORT EXTENDED DAY BREAKFAST CLUB (Transportation provided) CONNECTIONS READING TITLE I GENERAL CORE 5 TITLE I LITERACY READING PROGRAMS EDUCATION CHOICES MATH PROGRAMS LITERACY MATH 6 MINUTE SOLUTION SUPPORT LITERACY CARNEGIE LEARNING READ NATURALLY NEEDED IN READING ALEKS READING FLUENCY EITHER LITERACY BRAINCHILD READ ON! MATH/READIN TITLE I MATH LADDERS TO SUCCESS STARS/CARS G STAMS/CAMS SMALL GROUP IST/SST BREAKAWAY MATH INSTRUCTION PASSING THE GEORGIA SKILLS TUTOR CRCT STUDY ISLAND STUDY ISLAND 100 BOOK CHALLENGE SKILLS TUTOR

TIER 2 CORE 5 LITERACY RECOVERY SUPPORT SUPPORT OPTIONS EXTENDED RECOVERY DAY (X 2 in area of concern)

GENERAL SATURDAY SCHOOL CORE 5 CHOICES EDUCATION EXTENDED DAY MATH LITERACY LITERACY SUPPORT (no transportation READING LITERACY NEEDED IN EITHER provided) READING/MATH

GENERAL SUPPORT OPTIONS CORE 5 CHOICES EDUCATION RECOVERY SPANISH NO SUPPORT SATURDAY SCHOOL NEEDED

36 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 TIER 1 b. Little Mill Middle School Title I PARENT LIAISON JOB DESCRIPTION 2011-2012

SUMMARY: Bridge communication, cultural, language, and/or experiential gaps that impeded the home and school working together. SUPERVISORY RESPONSIBILITIES: None QUALIFICATIONS: The incumbent must be able to satisfactorily perform each essential function of the position. When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position. The incumbent must demonstrate prompt and regular work attendance. Absences must be authorized by the incumbent’s supervisor in accordance with school system procedures. PERFORMANCE FUNCTIONS ESSENTIAL FUNCTIONS (Other Duties May Be Assigned) Develop communication and trust between the local school and community to increase schools’ productive involvement with families *Ongoing implementation since initial Title I Meeting in August 2009, subsequent meeting in September 2010 using ideas set forth in the PTO national standards and in the book “Beyond the Bake Sale”. Ongoing telephone contacts and home visits with parents/guardians. Coordination of Parent Meetings on and off campus. Parent contacts for essential signatures. Assist parents by providing information about locating resources and developing the skills necessary to advocate for their individual family and cultural needs within the school and community *Ongoing implementation since initial Title I Meeting in August 2009, subsequent meeting in September 2010. Ongoing telephone contacts and home visits with parents/guardians. Maintain the LMMS Parent Resource Center located in the Classroom/Kitchen Area on Connections Hallway 1227. Maintains Title I laptops (service and record keeping) for inventory purposes. Resources in the LMMS Title I Parent Resource Center include both items for check out and consumable items. Develop programs and activities designed to engage families in improving student achievement *Forthcoming based on needs surveys and full implementation of program. Help to recruit partners to become part of the district’s family involvement program *Forthcoming community contacts Help teachers/staff and families develop strong partnerships and enhance communication between parents/families and school staff *Parent contacts/home visits when requested by staff. Participates in student development and achievement related conferences with parents, students, counselors, teachers, principal, and/or administrators *Attendance at conferences when requested. Performs general instruction coordination duties such as ordering materials, attending meetings, and engaging in various forms or correspondence including typing, revising and editing the Title I plan/budget and maintaining the required 17 folders for Title I. *Orders materials in October of each year. Attends professional learning sessions and/or required conferences *Attendance at monthly county Title I meetings.

37 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 c. Teacher Schedules Title I Teacher Schedule

Students are served in 50 minute blocks in small groups of 10 or less. Little Mill Middle School’s schedule is on a three day rotation of A, B, and C days to ensure that students have equitable time of day exposure to the Title I class. (i.e. A day a student may attend in the morning, and B day he may attend last period of the day, etc.)

Title I class Schedules A Day Schedule

1st period 9:16 – 10:06 6th/7th grade 2nd period 10:06 – 11:02 Planning 3rd period 11:02 – 11:58 6th grade 4th period 11:58 – 12:54 7th grade Lunch 12:54 – 1:24 Lunch 5th period 1:24 – 2:20 Planning 6th period 2:20 – 3:16 8th grade 7th period 3:16 – 4:15 7th/8th grade

B Day Schedule

1st period 9:16 – 10:06 6th/7th grade 2nd period 10:06 – 11:02 8th grade 3rd period 11:02 – 11:58 7th/ 8th grade 4th period 11:58 – 12:54 Planning Lunch 12:54 – 1:24 Lunch 5th period 1:24 – 2:20 6th grade 6th period 2:20 – 3:16 7th grade 7th period 3:16 – 4:15 Planning

C Day Schedule

1st period 9:16 – 10:06 6th/7th grade 2nd period 10:06 – 11:02 7th grade 3rd period 11:02 – 11:58 Planning 4th period 11:58 – 12:54 8th grade Lunch 12:54 – 1:24 Lunch 5th period 1:24 – 2:20 7th/8th grade 6th period 2:20 – 3:16 Planning 7th period 3:16 – 4:15 6th grade

38 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 d. Student Rosters

39 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 e. Multiple Criteria: TINA TINA During the second semester of 2011-2012, Forsyth County Title I Schools are implementing TINA, a federal program needs assessment tool. TINA is a web-based data collection (surveys), analysis, and reporting tool that is designed to assist schools in developing their multiple criteria documents for Title I.

Prior to the beginning of each semester, data is uploaded to TINA from the system’s student information system. Surveys are then created in TINA for each student in each grade. Teachers are asked if each student needs extra help to perform well academically. If the teacher indicates “yes,” he/she will then complete a survey for the student. When the information is compiled in TINA, a custom report for each grade level is produced. The report is rank-ordered and includes the following information: (1) If a student has attended Head Start or has no pre-school experience (K-2); (2) If a student is at risk based on his/her GKIDS score(K-2); (3) If a student is served in the McKinney-Vento (Homeless), Migrant, Special Education, EIP, or ESOL Programs; (4) If a student has been retained or placed or has excessive absences; (5) If the teacher or parent requests support in ELA or math; (6) If the student has failing grades, class work indicating a need for additional help in ELA or math, benchmarks below 50%, or AIMSweb scores below 50%. Each school then uses the TINA report to develop teachers’ schedules. Teachers serve students based upon their academic need. Teachers will be asked to complete surveys twice during each school year.

40 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 F. Inventory and Parent Resource Room Inventory  Playaway audios and books- assortment of title available.  Woodburn Press- Random assortment of brochures and titles  The Parent Institute- “Quick Tips” brochures—selected titles include: “Parents are teachers, too!” “About your child’s report card,” “Ways Busy Parents can Help Children Succeed on Standardized Tests,” as well as many other titles. (all available in Spanish)  The Parent Institute: “Ideas on the Go” for Math and Reading (also available in Spanish)  Flippers- “Pre-Algebra Flipper” and “English Grammar Flipper”  Math accessories such as: rulers, calculators, and protractors  “Learning Wrap-Ups” available in division and multiplication  Information sheets and brochures from: The Hill Center, Mentor Me, Hands on Forsyth, United Way, and the Forsyth County Public Library  “Parent to Parent 2000” Videos (variation of subjects”  “Ladders to Success” available for Grades 6-8 in Math and Reading

Books available:  Math Dictionary for Kids by: Fitzgerald  Parents of Board: Helping your Child Succeed in School by: Popkin, Youngs, and Healy  Family Math II by: Coates and Thompson  The Journey through Middle School Math by: Mayfield-Ingram and Ramirez  Family Math: The Middle School Years by: Thompson and Mayfield-Ingram  Family Math by: Stenmark, Thompson, and Cossey  Seven Steps to Homework Success by: Zentall and Goldstein  Active Parenting of Teens: Parent’s Guide by: Popkin  Professional Development:  Orange Duffel Bag by: Sam Bracken  Hear our Cry: Boys in Crisis by: Paul Slocumb  Tech Tool Resource Kit—assistance with TI Graphing Calculators  Time Secondary Exploring Non-Fiction—Reading in the Content Areas  Mathematics Readers  Targeted Intervention (one box designated for Math and one for Reading

41 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 g. parent involvement policy Little Mill Middle School Title I School-Level Parental Involvement Policy

Little Mill Middle School has developed a written Title I parental involvement policy with input from Title I parents. Parents are invited to attend our Title I parent advisement meetings to give input on both the school plan and the involvement policy. The policy is posted on our school’s web site for parents and students to access. Little Mill Middle School’s policy describes the means for carrying out the following Title I parental involvement requirements. [Title I Parental Involvement, 20 USC 6318(a)-(f)]

The Involvement of Parents in the Title I Program

Little Mill Middle School does the following: a. Convenes an annual meeting to inform parents of participating students of the requirements of Title I and their rights to be involved in the Title I program. Parents are invited to attend the meeting via a flyer sent home with each student. The flyer is sent home in English and Spanish. The date and the time of the meeting are also listed on our school calendar which is posted on our school web site.

b. Offers a flexible number of meetings. There are a minimum of three parental advisement meetings per year available for parents to give their input on the Title 1 plan.

c. Involves parents of participating students in an organized, timely, and on-going way in the planning, review, and improvement of its Title I programs and parental involvement policy. Parents are invited to review the plan at any time during the school year. A copy of the plan is available in the main office of the school and on our district website. Parents may attend any of the three School Parental advisement meetings to offer input, ask questions or make recommendations for modifying the plan. The plan is reviewed and modified during the last School Parental advisement meeting of the year.

d. Provides parents of Title I students with timely information about the Title I programs. Details regarding our Title 1 program are posted on our school website. If a parent does not have home access to our website, they may use our school library or the public library to do so. This suggestion for parental access is made available to parents in Spanish and English through our PTO Newsletter.

42 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 e. Provides parents of Title I students with an explanation of the curriculum, academic assessments, and proficiency levels students are expected to meet. Teachers provide students and parents with a copy of their class syllabus at the start of the school year. The syllabus outlines the course of study and grading policy. Each spring all students receive individualized reports on their AIMS testing results with details of their proficiency levels. Students are asked to set individual goals of achievement for the year.

f. Provides parents of Title I students, if requested, with opportunities for periodic meetings to participate in decisions relating to the education of their children. All parents are encouraged to be active participants in their child’s education. This is accomplished in the following ways.  Parents may visit classrooms at any time with prior arrangement with their son or daughter’s teachers.  Parents may request via phone, written note or e-mail a meeting with their child’s teachers.  School counselors and Administrators are available for parents to discuss concerns related to academic progress.

School-Parent Compacts Little Mill Middle School has jointly developed with and distributed to parents of Title I students a School-Parent Compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It also describes how the school and parents will develop a partnership to help children reach proficiency on the Georgia Performance Standards. The School-Parent Compact describes the following items in addition to the items added by parents of Title I students:

 The school’s responsibility to provide high-quality curriculum and instruction.  The parents’ responsibility to support their children’s learning.  The importance of ongoing communication between parents and teachers through annual conferences, reports on student progress, access to staff, and opportunities to volunteer or participate in their student’s educational program.

Building Capacity for Involvement Little Mill Middle School engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school does the following:

43 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 a. Assists parents in understanding academic content and achievement standards, class assessments, and how to monitor and improve the achievement of their children.  School counselors and Administrators are available for parents to discuss concerns related to academic content and achievement standards.  Parents can also access their child’s achievement data through our Par- ent Portal online system. All parents receive their student’s access codes at the start of the school year in both English and Spanish. Par- ents without computer access may use our library computers at no cost.

b. Educates staff (with the assistance of parents) to recognize the value of parent contributions and how to work with parents as equal partners. Certificated teachers are expected to update their Parent Portal grade books on a regular basis. Formal and informal conversations are held between teachers and Administration regarding the importance of parent communication. Teachers are expected to attend parent/teacher meetings and to respond to e- mail or voicemail messages in a timely manner.

c. Distributes information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. When feasible, home-school communication is provided to parents in English and Spanish.

d. Provides support for parental involvement activities requested by parents. Our school PTO encourages membership and involvement from all of our parents. Monthly meetings are held in the school library. Parents may inquire about ways to become more involved in their child’s education.

Accessibility

Little Mill Middle School provides opportunities for all Title I parents to participate in school activities, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. This includes providing information and school reports and, to the extent possible, a language parents understand. All parents are encouraged to attend our annual Title 1 meeting and School Parental advisement meetings. Invitations to these meetings are posted on our school website, sent out via written and email notification as well as in our PTO Newsletter.

Parent Information and Resource Centers (PIRCs)

PIRCs are funded by the US Department of Education. They provide both local and statewide services.

44 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 .

45 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 g. Parent Compact Little Mill Middle School Parent-Teacher-Student Compact 2011-2012 Little Mill Middle School and the parents of the students participating in activities, services and programs funded by Title I, Part A of the Elementary and Secondary Education Ace (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.

This school-parent compact is in effect during school year 2011-2012.

Teacher/School: Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows: Title I students receive an extra block of classroom instruction by a highly qualified reading and/or math teacher in the course of their day. The materials used are research based and approved by the FCSS academics and accountability department to meet the requirements of supplemental instruction for below level learners. Provide parents with frequent reports on their child’s progress. Specifically, the school will provide reports online through Parent Portal, through written grade reports at the interim, quarter, semester and end of year, through state generated testing reports on state tests (writing test and CRCT, ITBS, etc.), and written documentation as it applies to IEP, SST and other student centered meetings. Provide parents reasonable access to staff. Specifically, staff will be available through email, phone call (will return messages within 24 hours), quarterly parent conferences as scheduled by the school, as is applicable for IEP and SST meetings and any other time upon request and as scheduled in advance. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as notified through the online school calendar, school newsletter, team newsletter, and special teacher notifications (email or mail). In addition to classroom activities, the PTO at LMMS provides many opportunities for parent participation throughout the year. These events are posted on the school calendar (both online and in paper form), the school newsletter and the sign in front of the school. In addition, our business partner, Papa John’s Pizza, also helps us notify parents of special events by attaching notices to outgoing pizza deliveries each month.

Parent/Guardian:

We, as parents/guardians, will support our child’s learning in the following ways:  Monitoring attendance – notifying LMMS when a child is absent and requesting any work that may be missed.  Making sure that homework is completed and requesting assistance from the teacher if help is needed.  Monitoring the amount of television/screen time the child has at home

46 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2  Volunteering in my child’s school and attending events by requesting transportation and childcare assistance when needed.  Participating, as is appropriate, in decisions relating to my child’s education.  Staying informed about my child’s education and communicating with the school/teacher. o This includes checking Parent Portal, promptly reading and responding to all written communication from the school  Serving, to the extent possible, on policy advisory groups, and/or attending parent conferences, PTO meetings and school functions

Student: We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, this means that I will:  Attend school every day and notify my teachers if I have to be out.  Do my homework every day and ask for help when I need it.  Read at least 30 minutes everyday outside of school time.  Be sure that my parents/guardians see, read and sign all notices and information that is brought home from school.

Title I Teacher’s Signature HR Teacher’s Signature

LA Teacher’s Signature Other Teacher’s Signature/Title

Student’s Signature Date:

Parent/Guardian’s Signature Date:

Principal’s Signature Date:

47 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2

Poca escuela media del molino Acuerdo del Padre-Profesor-Estudiante 2011-2012 Poco molino medio escuela y padre de estudiante participando en actividad, servicio y programa financiado por Title I, pieza A de elemental y secundario educación as (ESEA) (niños que participan), convienen que este acuerdo contorno cómo padre, entero escuela personal, y estudiante compartir responsabilidad de mejorado estudiante académico logro y medio por que la escuela y los padres construirán y desarrollar una sociedad que para ayudar a niños a alcanzar las mayores niveles del estado. Este acuerdo del escuela-padre es en efecto durante el año escolar 2011-2012. Profesor/escuela:  Proporcione el plan de estudios y la instrucción de alta calidad en a ambiente que aprende de apoyo y eficaz que permite niños que participan para satisfacer el logro académico del estudiante del estado estándares como sigue:  Los estudiantes del título I reciben un bloque adicional de la instrucción de sala de clase de un profesor altamente cualificado de la lectura y/o de la matemáticas en el curso de su día. Los materiales usados son investigación basada y aprobada por el académico de FCSS y el departamento de la responsabilidad para resolver los requisitos de la instrucción suplemental para debajo de los principiantes llanos.  Provea de los padres informes frecuentes en el progreso de su niño. Específicamente, la escuela proporcionará informes en línea a través de Portal del padre, con informes escritos del grado en el interino, el cuarto, el semestre y finales del año, con informes de prueba generados estado en pruebas del estado (prueba de la escritura y CRCT, ITBS, etc.), y la documentación escrita como se aplica a IEP, a SST y a otras reuniones centradas estudiante.  Proporcione el acceso razonable de los padres al personal. Específicamente, el personal estará disponible a través de email, llamada telefónica (volverá mensajes en el plazo de 24 horas), conferencias trimestrales del padre según lo programar por la escuela, al igual que aplicable por reuniones de IEP y de SST y cualquier otra hora a petición y como programar por adelantado.  Proporcione las oportunidades de los padres de ofrecerse voluntariamente y de participar en la clase de su niño, y de observar actividades de la sala de clase según lo notificado con el calendario en línea de la escuela, el boletín de noticias de la escuela, el boletín de noticias del equipo, y las notificaciones especiales del profesor (email o correo).  Además de actividades de la sala de clase, el PTO en LMMS proporciona muchas oportunidades para la participación del padre a través del año. Estos acontecimientos se fijan en el calendario de la escuela (en línea y en papel forma), el boletín de noticias de la escuela y la muestra delante de la escuela. En la adición, nuestro socio de negocio, pizza de Juan del Papa, también nos ayuda a notificar padres de acontecimientos especiales uniendo avisos a la pizza saliente entregas cada mes. Padre/guarda: , Como padres/guardas, apoyaremos a nuestro niño que aprende de las maneras siguientes:  Supervisando la atención - notificación de LMMS cuando es un niño ausente y solicitan- do cualquier trabajo que pueda ser faltado.  Cerciorándose de que la preparación esté terminada y petición ayuda del profesor si la ayuda es necesaria.  Supervisando la cantidad de televisión/de pantalla mida el tiempo del niño tiene en el país 48 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2  El ofrecerse voluntariamente en la escuela de mi niño y atender a acontecimientos cerca petición de ayuda del transporte y del childcare cuando está necesitado.  El participar, como es apropiado, en decisiones en lo que concierne educación de mi niño.  El permanecer informado sobre la educación de mi niño y el comunicarse con la escuela/el profesor. o Esto incluye la comprobación del Portal del padre, leyendo puntualmente y re- spondiendo a toda la comunicación escrita de la escuela  Sirviendo, al grado posible, en la política consultiva grupos, y/o atender a conferencias del padre, a reuniones de PTO y a la escuela funciones Estudiante: , Como estudiantes, compartiremos la responsabilidad de mejorar nuestro logro académico y de alcanzar las mayores niveles del estado. Específicamente, esto significa que:  Atienda a la escuela diaria y notifique a mis profesores si tengo que estar hacia fuera.  Haga mi preparación diaria y pida ayuda cuando la necesito.  Por lo menos exterior diario leído de 30 minutos del tiempo de la escuela.  Sea seguro que mis padres/guardas consideran, leído y firme todos los avisos e información que se traiga a casa de escuela. Firma del profesor del título I Firma del profesor de la hora Firma del profesor del LA Firma/ título del otro professor Firma del estudiante Fecha: Firma del padre/ del guarda Fecha: Firma del principal Fecha:

49 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 H. parent survey results

The Title I Parent Survey for LMMS is available via the Title I webpage. The following screen shots are meant to serve as documentation that this survey is available virtually through Survey Monkey.

50 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 i. Complaint Procedure Flow Chart

Procedure for Communication of Grievances at Little Mill Middle School

Parent calls/emails teacher Situation Unresolved

Situation Resolved Teacher and/or parent contacts assistant principal

Situation Unresolved

Assistant Principal meets with parent

Situation Unresolved

Assistant Principal and/or parent contacts Principal

Principal contacts county administrator Situation Unresolved

51 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 P.O.P POWER OF PARENTS MEETING/WORKSHOP/EVENT MEETING SCHEDULE 2011-2012 Little Mill Middle School August August 4 – Local School Council 7:30 am August 5 – 10 Pre-Planning August 6 – Mustang Camp 9 am – 12 pm August 8 – Open House 4 – 6:30 August 18 – Back to School dance 6 pm August 19 – School Pictures August 30 – School Fundraiser Kick-off August 31 – Early Release 1:30 pm

September September 1 – Local School Council 7:30 am September 5 – Labor Day ( No School ) September 7 – 9 ITBS Testing – Sixth Grade September 8 – Title I Annual Parent meeting 6:00 September 8 – Curriculum Night 6:30 pm September 22 – Medical Screening September 28 – Early Release 1:30 September 30 – October 7 Fall Book Fair

October October 6 – Local School Council 7:30 am October 3 – Chris Rumble Motivational Speaker 6:00 October 3 – 7 – Book Fair – Volunteers Needed October 10 – 14 National School lunch week October 13 – School picture retakes October 18 – Football Championship TBA October 19 – Nine week interim report October 17 – 21 Bus Driver Appreciation Week October 19 – 21 Early release – Parent Conference October 22 – Chili Cook – Off / Fall Festival 4-6 pm

52 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 October 23 – 31 National Red Ribbon Week October 24 – 28 Benchmarks October 31 – Student Holiday ( no school)

November November 3 – Local School Council 7:30 am November 4 – 5 Drama Play November 6 – Daylight Saving Time November T.B.A. – Boys Reading Event – Camp Out in the Gym November 11 – Interim Report November 21- 25 – Thanksgiving Break

December December 14 – Holiday Dance until 6 pm December 20 – End of 1st. Semester December 21 – January 4 Winter Break

January January 2 – 4 Holiday Break January 5 – Local School Council 7:30 am January 11 – Report Cards January 16 – No School MLK Day January 18 - 8th Grade Writing Assessment January 19 – All A’s Honors Breakfast

February February 2 – Local School Council 7:30 am February 13 – 16 Benchmark Testing February 17 – Student Holiday ( no school ) February 20 – Presidents day ( no school ) February 21 – Inclement Weather Day # 1 February 22 – Family Math Game Night 6:00 February 22 – 29 Spring Book Fair February 23 – Track Meet

53 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 March March 1 – Local School Council 7:30 am March 2 – Track Meet March 8 – Spring Pictures March 9 – Spring Bling Bingo 6pm March 9 – Second Annual Title I Meeting 5:30 March 11 – Daylight Savings Time March 16 – Early Release 1:30 pm March 16 – Track Meet March 19 – Inclement Weather Day # 2 March 21 – Nine Week Interim Report March 21 – CRCT Prep Night for Families March 23 – 24 Drama Production @ NFHS March 25 – Track Meet

April April 2-6 Spring Break No School April 11-12-17-18-19 – CRCT TESTING April 13 – Track Meet April 25 – Administrative Prof. Day April 27 – Inclement Weather Day # 3 April 30 – Family Night – Report Cards/CRCT Scores/School Technology April 27-28 Track Championships

May May 3- Local School Council 7:30 am May 4 – Eight Grade Dance May 6 – 12 Staff Appreciation Week May 7 – Accelerated Math I EOCT May 9 – 11 – 8th Grade Savannah Trip May 15 – End of Year Dance May 15 – Girls Reading Event – A Tea Party May 18 – 8th Grade Picnic May 24 – Honor’s Night at 7 pm

54 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2 May 24 – End of year celebration 6:00 May 25 – Last Day of School May 29 – 30 - Post Planning

55 | L i t t l e M i l l M i d d l e S c h o o l T i t l e I P l a n Y e a r 2 0 1 1 - 2 0 1 2