Title I Schoolwide/School Improvement Plan s5

Georgia Department of Education Title I Schoolwide/School Improvement PlanSCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATESchool Name: Ronald E. McNair MS District Name: DeKalb County School DistrictPrincipal Name: Mr. Ronald Mitchell School Year: 2013 - 2014 School Mailing Address: 2190 Wallingford Dr., Decatur, GA 30032Telephone: 678-874-5102 District Title One Director/Coordinator Name: Dr. Morcease J. BeasleyDistrict Title One Director/Coordinator Mailing Address: 1701 Mountain Industrial Blvd., Stone Mountain, Ga 30083Email Address: [email protected] Telephone: 678-676-0329ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)Priority School Focus School Title I Alert School . Subject List Subject(s) Sub-Group Alert List Subgroup(s) Alert Graduation List Subgroup(s) Alert Principal’s Signature: Date:Title I Director’s Signature: Date:Superintendent’s Signature: Date:Revision Date: Revision Date: Revision Date:Dr. John D. Barge, State School Superintendent May 2013 ● Page 1 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanSchoolwide/School Improvement Plan (SWP/SIP) Template InstructionsNotes:  Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation. The asterisk (*) denotes required components as set forth in section 1114 of ESEA.  While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed. Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan. Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists. All components/elements marked as not met need additional development.  Please list your planning committee members on the next page along with signatures of participating team members. This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.). Note: The planning team must involve parents in the planning process. See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school.  Attach the SIP as an addendum to the template. See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/School- Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012- 2013.pdf. Dr. John D. Barge, State School Superintendent May 2013 ● Page 2 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanTitle I Schoolwide/School Improvement PlanPlanning Committee Members: NAME MEMBER’S SIGNATURE POSITION/ROLE Ronald Mitchell PrincipalWilliam J. Carter Assistant PrincipalDawn Blackwell Assistant Principal of Instruction Vicki Roberts Social Studies Department Chair Lynn M. Angus Academic Coach ELANicole Carroll Academic Coach MathJonathan Dunton Science Department ChairEmily Bird ELA/Increased Learning Time Writing Support Teacher Aminah Shakoor Interrelated teacher ELAGina Chaplin Social Studies teacherShatisha Hibbler Math Department ChairArieale Bishop ELA teacherKhalil Ali Math teacherLillian Durant-Adkins Connections Department ChairKelly Johnson ParentDarrin High Parent Cassandra Manning Parent Kijuana Cody Parent Ruth Allen Parent Support LiaisonPatricia Pusha Science TeacherDr. John D. Barge, State School Superintendent May 2013 ● Page 3 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanSWP Components*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Response: A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were . . . The ways they were involved include . . . Ronald B. Mitchell (principal), William J. Carter (8th grade assistant principal), Dawn Blackwell (assistant principal of instruction), Kenneth Baker (7th grade assistant principal),Vicki Roberts (social studies department chair), Gina Chaplin (social studies teacher), Lynn Angus (Academic Coach, ELA), Nicole Carroll (Academic Coach, math), Jonathan Dunton (science department chair), Aminah Shakoor (interrelated ELA teacher), Emily Bird (ELA/ELT writing support teacher), Shatisha Hibbler (math department chair), Ariale Bishop (ELA teacher), Khalil Ali (math teacher), Lillian Durant-Adkins (connections department chair), Patricia Pusha (science teacher), Patricia Pusha (science teacher), Ruth Allen (Parent Support Specialist), Kelly Johnson (parent), and Darrin High (parent). The ways the committee was involved include…… brainstorming and analyzing grade level/subject area CRCT data. The committee also looked at school-wide instructional protocols, school climate, staffing, and teaming structure. The plan was shared with other stakeholders and input was gathered for suggested revisions. The committee will make necessary revisions to the SWP as needed, collect evidence files for Quality Assurance and perform the End-of-Year review.B. We have used the following instruments, procedures, or processes to obtain this information . . . Brainstorming Session The group met to conduct a needs assessment. A needs assessment is a systematic process used to evaluate the strengths and weaknesses of a school community. Formative, summative, demographic, and perception data were collected and examined to identify school wide issues and student achievement needs.The Governor’s Office of School Achievement School Report Card The Governor’s Office of School Achievement (GOSA) School Report Card is an annual publication which reports school, system, and state test results, attendance, and graduation results. This data was used to compare school performance to district and state performance and identify achievement gaps within the testing domains.The Student Longitudinal Data System (SLDS)* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 4 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. The State Longitudinal Data System (SLDS) provides five years of historical student data regarding student enrollment, attendance, assessment test scores, and student grades. This information is used by “states, districts, schools, and teachers to make data driven decisions to improve student learning as well as facilitate research to increase student achievement and close achievement gaps.” Our group used this data to identify academic trends and commonalities to set goals for Title I School- wide and long term strategic planning.Iowa Test of Basic Skills (ITBS) The Iowa Test of Basic Skills (ITBS) is a nationally standardized achievement test administered to measure and compare grade level performance of children across the country in Reading, Language Arts, Mathematics, Social Studies, and Science. Individual 7th grade student data is used to identify skills that are most or least developed which enable all stakeholders to plan and improve instruction as well as evaluate student progress. Criterion-Referenced Competency Test (CRCT) The CRCT is designed to measure how well students acquire the skills and knowledge described in the state mandated content standards in reading, English/language arts, mathematics, science and social studies. The assessments yield information on academic achievement at the student, class, school, system, and state levels. This information is used to diagnose individual student strengths and weaknesses as related to the instruction of the state standards, and to gauge the quality of education throughout Georgia.College & Career ready Performance Index (CCRPI) The College & Career Ready Performance Index (CCRPI) Report comprises of the school and district’s overall score based on a 100 point scale. The CCRPI consists of three major components: Achievement, Progress and Achievement Gap totaling a 100points. In addition to the three major areas, schools can receive “Challenge Points” to add to their score. They can receive these points if they have a significant number of Economically Disadvantaged students, English Learner students and Students with Disabilities meeting expectations. They can also receive points for going beyond the targets of the CCRPI by challenging students to exceed expectations and participate in college and career ready programs. Our committee used CCRPI data to identify the core content area of most need in order to target that area for increased school performance. Georgia Writing Assessment The writing assessment for grades five and eight consists of an evaluation of each student response to an assigned prompt. In the 5th grade students are assigned a topic from a prompt bank representing three genres: narrative, informational, and persuasive. In the 8th grade students are assigned a topic from a prompt bank representing two genres: expository and persuasive. The Writing Assessment is used to identify achievement gaps with the writing domains.C. We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would follow should those students be in * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 5 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. attendance . . . ) Currently, we do not have homeless, migrant or neglected students at this time. However, if we do receive homeless, migrant or neglected students, they will receive services for the programs for which they qualify. The counselors contact the DeKalb County School District social worker assigned to McNair MS once a child has been identified as homeless. In addition, students will be identified via use of the DCSD Migrant information form completed during student enrollment.D. We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example . . . McNair Middle School CRCT All Contents Data % Meets and Exceeds Standards Reading Language Arts Mathematics Science Social Studies 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 Current 72 67 75 75 65 63 58 45 49 39 40 49 44 39 51 6th Current 88 88 78 78 76 83 45 56 33 40 34 20 34 40 29 7th Current 80 76 72 71 81 83 52 68 59 42 38 45 46 47 25 8thGeorgia Criterion Referenced Competency Test (%Meets/Exceeds)6 th Grade Summary The historical data for the current 6th Grade students indicates the following:  There was a 5% increase in the percentage of students who met/exceeded the standards in Reading from 2012 to 2013.  There was a 10% increase in the percentage of students who met/exceeded the standards in Language Arts.  There was a 13% decrease in the percentage of students who met/exceeded the standards in Math.  There was a 1% decrease in the percentage of students who met/exceeded the standards in Science.  There was a 5% increase in the percentage of students who met/exceeded the standards in Social Studies.  Although there were increases in Reading, ELA and Social Studies, the percentage of students who met/exceeded the standards is below the district’s performance rate and the state proficiency rate in Reading, Language Arts, Mathematics, Science, and Social Studies7 th Grade Summary * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 6 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. The historical data for the current 7th Grade students indicates the following:  There was a 10% increase in the percentage of students who met/exceeded the standards in Reading from 2011 to 2012 and no increase from 2012 to 2013.  There was a 2% increase in the percentage of students who met/exceeded the standards in Language Arts.  There was a 11% decrease in the percentage of students who met/exceeded the standards in Math.  There was a 6% increase in the percentage of students who met/exceeded the standards in Science.  There was a 6% decrease in the percentage of students who met/exceeded the standards in Social Studies.  Although there were increases in Reading, ELA and Science, the percentage of students who met/exceeded the standards is below district’s performance rate and the state proficiency rate in Reading, Language Arts, Mathematics, Science, and Social Studies.8 th Grade Summary The historical data for the current 8th Grade students indicates the following:  There was an 8% increase in the percentage of students who met/exceeded the standards in Reading from 2011 to 2013.  There was a 10% decrease in the percentage of students who met/exceeded the standards in Language Arts from 2012 to 2013.  There was a 16% decrease in the percentage of students who met/exceeded the standards in Math from 2012 to 2013.  There was a 4% increase in the percentage of students who met/exceeded the standards in Science.  There was a 1% decrease in the percentage of students who met/exceeded the standards in Social Studies.  Although there were increases in Reading and Science, the percentage of students who met/exceeded the standards is below district’s performance rate and the state proficiency rate in Reading, Language Arts, Mathematics, Science, and Social Studies.Reading CRCT Domain Data % Meets/Exceeds Standards Literary Information and Media Reading Skills and Comprehension Literacy Vocabulary Acquisition 2012- 2011- 2010- 2012- 2011- 2010- 2012- 2011- 2010- 2013 2012 2011 2013 2012 2011 2013 2012 2011 6th 66 73 60 43 42 35 73 71 69 7th 54 56 60 72 51 66 62 87 57 8th 42 70 60 63 77 42 69 51 77* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 7 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.Reading Summary The percentage of students who meet/exceed the standard has trended in the following ways:  6th grade has decreased in Literary Comprehension by 7%.  7th grade has increased in Information and Media Literacy by 21% and in Reading Skills and Vocabulary Acquisition by 18%.  8th grade has decreased in Literary Comprehension by 28% and in Information and Media Literacy by 14%.  8th grade has increased in Reading Skills and Vocabulary Acquisition by 18%.ELA CRCT Domain Data % Meets/Exceeds Standards Grammar and Sentence Construction Research and Writing Process 2012-2013 2011-2012 2010-2011 2012-2013 2011-2012 2010-2011 6th 66 61 65 65 70 53 7th 56 63 69 73 70 73 8th 56 71 64 65 75 76ELA Summary The percentage of students who meet/exceed the standard has trended in the following ways:* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 8 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.Mathematics CRCT Domain Data %Meets and Exceeds Standards Number & Geometry Algebra Data Analysis & Measurement Operations Probability 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2012- 2011 2010 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 2013 -2012 -2011 Current 61 52 62 59 39 46 55 62 57 100 67 45 43 50 60 6th Current 45 51 51 - 43 48 43 39 41 40 54 54 31 48 43 7th Current 27 37 51 34 60 67 47 61 58 39 47 56 - 27 41 8th  6th grade has decreased in Research and Writing Process by 5%.  7th grade has decreased in Grammar and Sentence Structure by 7%.  8th grade has decreased in Grammar and Sentence Structure by 15% and in Research and Writing Process by 10%.Mathematics Summary Based on the data from 2012-2013 the current 6th grade students’ data revealed:  100% proficiency in the area of Data Analysis  20% increase in Geometry domain  9% increase in Number & Operations  75 decrease in Algebra  7% decrease in Measurement Based on the data from 2012-2013 the current 7th grade students’ data revealed:  4% increase in Geometry  6 % or greater decrease occurred of in all Mathematics domains except Geometry  6% decrease in Numbers & Operations  14 % decrease in Data Analysis & Probability  17% decrease in Measurement Based on the data from 2012-2013 the current 8th grade students’ data revealed:* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 9 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.  10% decrease in Numbers & Operations  26% decrease in Geometry  14% decrease in Algebra in  8% decrease in Data Analysis & Probability Note: A significant decrease occurred in all Mathematics domains from 2011 to 2013. Science Summary Based on the data from 2012-2013 the current 6th grade students’ data revealed:  24% decrease in the area of Earth Science.  6% increase in the area of Life Science.  8% increase in the area of Physical Science.Based on the data from 2012-2013 the current 7th grade students’ data revealed:  17% decrease in the area of Earth Science.  1% increase in the area of Life Science in 2012.  2% increase in the area of Physical Science in 2012.Based on the data from 2012-2013 the current 8th grade students’ data revealed:  8% increase in the area of Earth Science in 2012.  2% decrease in the area of Life Science in 2013.Social Studies CRCT Domain Data Science CRCT Domain Data % Meets/Exceeds Standards % Meets and Exceeds Standards History Geography Civics/Government Economics Earth Science Life Science Physical Science 2012-2012-20132011- 20112010- -2012 20102012- -2011 2011-2012-20132010-2011 -20122012-2010 2011--2011 2012-20132010- 20112012- -2012 20102011- -2011 2010- Current 62013th 202012 201144 201339 201252 2011 46 2013 462012 201145 201337 201249 2011 6th 38 28 50 44 42 35 34 43 39 52 36 51 th 7thCurrent 730 3729 2720 4740 48 - 27 54 31 5316 36- 3641 55 39 40 8thCurrent 836th -34 2639 6231 62 40 25 - 29 4231 27- 56- 52 55 37Social Studies Summary* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 10 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. Social Studies CRCT Domain Data % Meets/Exceeds Standards th History 5 GradeGeography Writing Scores – 2012-2013Civics/Government Economics Feeder Schools Did Not Meet Met Exceeded Total 2012- 2011- 2010- 2012- 2011- 2010- 2012- 2011- 2010- 2012- 2011- 2010- Met/Exceed Clifton2013 ES 2012 36%2011 2013 201262% 2011 2%2013 2012 64%2011 2013 2012 2011 Flat6th Shoals38 ES 28 30%50 44 4269% 35 1%34 43 70%39 52 36 51 Kelly7th Lake30 ES 29 31%27 47 4867% 27 2%31 16 69%36 36 55 40 Meadowview8th 36 ES34 24%26 62 6275% 25 1%29 31 76%27 56 52 37 McNair ES 50% 47% 3% 50% The percentage of State 21% 66% 13% 79% students who DeKalb County 29% 65% 6% 71% meet/exceed the 8th Grade Writing Scores standard has trended in the % Students Meets/Exceeds following ways: th 2012-2013 2011 - 2012 2010 - 2011  6 grade has decreased 8th Grade 33 61 60 in Civics/Government State 82 83 82 by 9%, and has DeKalb County 74 74 77 increased in Economics by 16% and in History by 10%.  7th grade has increased in Civics/Government by 15% and has decreased in Economics by 19%.Georgia Writing TestWriting Summary* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 11 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.  In 2013, the 8th grade meets/exceeds writing score average dropped 28% from the previous year and was 49% below the state average and 41% below the district average.  5th grade writing score feeder school data indicates that one school exceeded the meets/exceeds district average by 5% (Meadowview) and two schools were within 2% of the district average (Flat Shoals and Kelley Lake).  5th grade writing score feeder school data indicates that two schools were 7% (Clifton) and 21% below (McNair ES) the district meets/exceeds average.  All feeder schools were below state meets/exceeds average.E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including  Economically disadvantaged students . . .  Students from major racial and ethnic groups . . .  Students with disabilities . . .  Students with limited English proficiency . . . McNair MS has economically disadvantaged, African American, Students with Disabilities, and English Language Learners who are below the state academic content standards and the state student academic achievement standards. Economically disadvantaged students represent 92% of our student population. Our current enrollment is 738 students with 99% being African American. Currently we have 105 students who are deemed “Students with Disabilities”. We have 13 students in the English Language Learners subgroup.F. The data has helped us reach conclusions regarding achievement or other related data.  The major strengths we found in our program were . . . (Be specific. Example: not just reading – indicate fluency, comprehension, etc.) 76% of SWD students met or exceeded the standard in reading in grades 6-8.  In 2013, the percentage of students who met/exceeded reading and ELA standards in grades 6-8 measured 15-30% more than math, science and social studies.  There were increases in the percentage of students who met/exceeded the standards in Language Arts and Science for current 7th Grade students.  There were increases in the percentage of students who met/exceeded the standards in Reading and Science for current 8th Grade students.  There was a 9.9% increase in the number of 6th grade students who met/exceeded the standards in reading from 2011 to 2013.  Based on 2012-2013 assessment data from the CRCT, we determined that students have highest needs in the following areas: * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 12 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.  Mathematics – measurement (grade 6), data/probability and measurement (grade 7), data/probability and geometry (grade 8)  ELA – informational text (content area reading), writing  Science –physical science  Social Studies – government/physics  The percentage of students who met or exceeded the standards on the 5th grade writing test do not meet the state percentage of 79. 1% The major needs we discovered were . . . McNair MS is performing below district and state passing percentages in Reading, English Language Arts, Mathematics, Science, and Social Studies. The needs we will address are . . .  Basic skills and proficiency in mathematics  science and social studies content knowledge  Reading within the content areas  Writing proficiency  Academic vocabulary across content areas The specific academic needs of those students that are to be addressed in the schoolwide program plan will be . . .  Increase basic skills and proficiency in mathematics through Extended Learning Time (ELT), Increased Learning Time (ILT), and after-school and Saturday School tutorial for identified students.  Increase science and social studies content knowledge by having those teachers review and remediate within their own content area during ELT and ILT with identified students.  Increase reading within the content areas through use of Literacy Navigator and Social Studies literature circles during ELT. Additionally, all content area teachers will have professional learning in how to include Common Core literacy standards in their instruction.  Increase writing proficiency through diagnostic writing assessment and targeted instruction in weak areas, the use of a writing support teacher to give identified 8th graders a “double dose” of writing, increased content-area writing using Literacy Design Collaborative (LDC), and mock assessments with 6th and 7th graders.  To close the achievement gap in all core content areas (The Orton-Gillingham program will be used for reading, and Co-writer will be used to address writing weaknesses.)  To use Tier 2 and Tier 3 interventions for the domains that have not been mastered for all * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 13 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. students in reading, language arts, mathematics, science, and social studies.  After-school tutorial and Saturday School tutorial will be available to all students. Students with identified needs based on data will be specifically invited. The root cause(s) that we discovered for each of the needs are . . . (How did you get in this situation? What are some causes?) 32% of our students were absent more than 10 days in 2012-2013, which is an increase from 23% the previous year.  Teacher attendance rate was frequently below 90%.  Over 50% of incoming 6th graders were placed at McNair Middle School.  Disciplinary infractions of classroom disruption impacted instruction (6th= 64, 7th=98, 8th=89)  Grade 8 writing test will become more rigorous and requires additional instruction as well as focus on reading and writing connection.  Social studies and science have not historically been emphasized due to a high focus on ELA and math.  In math, students struggle to maintain basic skills as they progress through grade levels.G. The measurable goals/benchmarks we have established to address the needs are . . .Content Average Percentage - % Target Goals - % (Meets/Exceeds) (Percentages from the GaDOE Portal – 8/13) Math 44% 50% ELA 76% 86% Science 36% 46% Social Studies 38% 45% Reading 85% 90% Writing 33% 53% To increase daily teacher attendance by 10% from 89% to 99%.  To decrease the number of monthly discipline referrals by 50%.  To increase parental involvement and engagement by 5%.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 14 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are (list strategies to be used)…  Three-part lesson (opening “mini-lesson,” work period, and closing) as an instructional framework for all lessons.  Marzano’s High Yield Strategies (best practices)  Depth of Knowledge (higher-order thinking) in lesson design, student learning tasks, and teacher questioning.  Differentiated Instruction using the Universal Design for Learning (UDL)  Additional reinforcement –Hired 3 full-time teachers to reduce class size for common core instruction (6th Grade Math (1), 7th Grade Math (1), 7th Grade ELA (1))  Math Navigator and Ramp-Up Pre-Algebra, and Ramp-Up Algebra (during ELT)  Pearson Literacy Navigator (during ELT), Foundation Lessons, and Writing Materials (writing support class)  Ladders to Success in science ELT  Common Core supplementary materials in all four core content areas  Integrating Common Core literacy standards (reading and writing) into all content area instruction  Use of technology  Use of Benchmark Writing Assessments (district-created for 8th grade, in-house for 6th and 7th grade).  Participation in all district-created benchmark testing.  Use of in-house common assessments in all core content areas.  STAR Math and STAR Reading Universal Screeners  S.T. E.P Academics (Tutorial Service)In addition to the identified strategies, the following will be implemented as funding allows: Title I Math Teachers;  Title I ELA Teacher;  Title I Writing Teacher;  Academic Data Coach;  Title I Data Coach;  Title I Paraprofessional;  S.T.E.P Academic* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 15 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*2. Schoolwide reform strategies that are scientifically-researched based. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.Title I Math Teacher Provides additional support to 6th and 7th grade students and reduces class size. Sixth grade students need the additional support due to the fact that over 50% of students were placed from 5th grade. Seventh grade students had an 11% decrease in their meets/exceeds rate on the CRCT from 2012 to 2013.Title I ELA Teacher Reduces class size in the 7th grade and provides support for writing instruction to build capacity within the school.Title I Writing Teacher Provides an additional period of writing instruction for 8th grade students in order to increase the meets/exceeds scores on the state writing assessment.Academic Data Coach Provides instructional and data analysis support for science teachers in grades 6-8.Title I Data Clerk Provides support for disaggregation and presentation of assessment data in the four core content areas.Title I Paraprofessional Provides additional academic support for students in ELA and math Title I classes.S.T.E.P Academic Tutors will provide additional academic support for students in ELA, math, social studies and science classes.2(b). Are based upon effective means of raising student achievement. Response: Following (or in our appendices) are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies (cite research that supports selected strategies)… Differentiated Instruction using the Universal Design for Learning (UDL) Tomlinson, C.A. and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision and Curriculum Development. Differentiation of instruction can be supported by the research of * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 16 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanCarol Ann Tomlinson, she states, ‘there is ample evidence that students are more successful in school and find it more satisfying if they are taught in ways that are more responsive to their readiness levels, interests, and learning profiles’ (ERIC Digest, Carol Ann Tomlinson, 2003- 2004) Additional reinforcement –Hired 3 full-time teachers to reduce class size for common core instruction (6th Grade Math (1), 7th Grade Math (1), 7th Grade ELA (1)) A low teacher/student ratio is vital to enhancing student achievement and performance. It allows for more attention to be devoted to student needs either individually or in small groups. According to researchers for the PSEA Education Services Division “smaller classes allow teachers to individualize instruction and recognize and intervene with student learning problems more efficiently.” This creates a more conducive environment for students to strive to reach their fullest potential. Math Navigator and Ramp-Up Pre-Algebra, and Ramp-Up Algebra (during ELT) and Pearson Literacy Navigator (during ELT), Foundation Lessons, and Writing Materials (writing support class) As part of the Response-to-Intervention (RTI) plan, the provision of Tier 2 and Tier 3 instructional support is needed. Pearson was chosen as the model to use for these interventions based on the products ability to:  Create a standards-based system with assessments that monitor progress and inform instruction  Align instruction to standards and focusing teaching on moving students from where they are to where they need to be  Use of technology Accessibility features in common technology applications can help struggling students make important connections – to the content, among ideas, among their own sensory modes of learning, and between their digital competencies and the curriculum. These technologies, however, will not automatically create success straight out of the box. Educators need to strategically integrate these features into sound pedagogy to help struggling learners achieve both academic and technological success. ( Silver-Pacuilla and Fleischman, Helping Struggling Students, Educational Leadership, February 2006, Volume 63, Number 5, pp 84-85).  Use of Benchmark Writing Assessments (district-created for 8th grade, in-house for 6th and 7th grade), Participation in all district-created benchmark testing, Use of in-house common assessments in all core content areas, STAR Math and STAR Reading Universal Screeners The fundamental purpose of benchmark assessment is to provide information that can be used to guide instruction. Benchmark tests measure student mastery of standards targeted for instruction. In so doing, they indicate what students have accomplished when given appropriate learning opportunities. Benchmark tests also inform instruction in cases in which standards have not been mastered even though appropriate learning opportunities have been provided. Schools are now initiating interventions that go beyond the basic responsibility of providing appropriate * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 17 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan learning opportunities. These interventions focus not just on whether skills have been taught, but rather on whether or not they have been learned. Benchmark tests support these types of interventions by pinpointing the specific skills that students need to acquire to master standards that have been targeted for instruction, but that have not yet been met. Increased Learning Time To better understand how time can be used to maximize effect for at-risk students, the National Center on Time & Learning analyzed the practices of 30 high-performing, high-poverty expanded-time schools (both district and charter) and discovered eight categories of practice that acted to optimize the impact of more time, including individualizing learning for students, building a culture of high expectations and continually analyzing student data.2(c). Use effective instructional methods that increase the quality and amount of learning time. Response: We will increase the amount and quality of learning time by (before/after school, summer school, Saturday school, block scheduling)…We will increase the amount and quality of learning time by…  Extended Learning Time Support Teachers (ELT) – All grade levels, all core subject areas.  Increased Learning Time (ILT) - All grade levels, all subject areas.  Minimize classroom interruptions (intercom, all-calls)  Increase instructional time on task  Study Island  First in Math (in-school and at-home enrichment in mathematics)  After-school and Saturday tutorial  S.T.E.P. Academics (Tutorial Service)The following extended learning time programs will be available.  Tutorial after school (Level 1 students)  Saturday School (Level 2 and 3 students)Quality of learning will be increased by grouping students according to assessment results and assigned instructional activities to meet their learning needs. These instructional activities will occur during and after school (tutorial). Learning sessions will be monitored on a regular basis by analyzing data for effectiveness. Quality of learning will also be increased by providing up-to date technology and resource materials to be used with students. Up-to-Date Technology  Computer Labs  Laptop Carts* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 18 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan2(c). Use effective instructional methods that increase the quality and amount of learning time.  Apple iPad Carts  Listening Stations (iPad and 6 headphones)  Promethean Boards  Elmo Projectors  Active Xpressions and Active SlatesSupplemental Resource Materials  Consumable Common Core Coach Books (ELA, Math, Science, Social Studies)  Instructional resources for all core content area tutorial programs  Instructional writing resources for Saturday tutorial2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA). Response: The targeted population of students for Title 1 services is the students who do not meet standards on the CRCT, MGWA, and ITBS or come to us below grade level as 6th Grade students in core content. The needs of students will be continuously monitored through teacher made tests, observations, DeKalb County School District benchmark tests, Student Learning Objectives (SLO). In addition, the CRCT, MGWA, and ITBS will be used to determine if the core instructional needs have been met. Specific core academic needs will be met through Increased Learning Time During the Day, Extended Learning Time, Saturday School, after school tutorial, individualized instruction, flexible grouping, supplemental push-in tutors (STEP Academics) and Title I personnel (ELA, math, and writing teachers and academic data coach-science). Ronald E. McNair Middle School will continually address the needs of all children by analyzing data on a monthly and quarterly basis. The school will also utilize the following to address how the school will determine if such needs have been met:  Deficiency report and remediation plan  4 ½ week progress reports  9 week progress report card  State Assessment results  Student Support Team  Attendance reports  Behavior reports  Student work and end products (formative and summative assessment)2(e). Must include documentation to support that any educational field trip used as an * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 19 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring finding for Georgia. Response: N/A*3. Instruction by highly qualified professional staff. Response: All McNair Middle School staff is 100% Highly Qualified. All stakeholders have met the guidelines for certification in their respective field of employment. In order to ensure certification compliance, expiration dates on all certificates are monitored annually and kept on file with the local school. In collaboration with the local school administration and human resource department, teachers are thoroughly informed of their proper responsibilities for maintaining certification as highly qualified educators as set forth by the Georgia Professional Standards Commission Board. Each educator has met the certification requirements in their specific content area. Additionally, Ronald E. McNair Middle School ensures professional development board hours are submitted annually to make certain that certification remains current. *3(a). Strategies to attract highly qualified teachers to high-needs schools. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia (use HiQ report and school staff roster and describe how certification deficiencies are being addressed)…McNair Middle School faculty positions are posted on Paperless Application Tracking System (PATS) with the support of the county’s human resources department. Through the use of the county’s screening process, applicants’ certification, references and work history are reviewed by members of the leadership team. All potential teachers, service personnel, administrators, and paraprofessionals must hold a certificate issued by the Georgia Professional Standards Commission (GPSC). Applicants must also hold a valid Georgia certificate in the field in which they are seeking employment. Teachers are only scheduled to teach classes in which they are highly qualified. A panel interview procedure is used for the selection of highly qualified and effective teachers. Applicants are also required to teach a sample lesson and provide writing samples as a part of the interview process. Potential teacher candidates are given information regarding professional development, alternative teacher certification and certification renewal through email, faculty meetings and weekly agendas. New teachers are mentored by Teacher Support Specialists. Professional learning is provided based on teacher needs and formal/informal observations. Technology is readily available for teacher use in the classroom with the students. In addition, potential teacher candidates have an opportunity to become club/organization/sports sponsors/coaches.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 20 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. Response: A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example . . . Data Analysis  Marzano’s High Yield Strategies  Differentiated Instruction using Universal Design for Learning (UDL)  Preferred Co-Teaching Models  Depth of Knowledge (DOK)  Effective Three-Part Lessons  Assessment Strategies/Uses  Cooperative Learning  Peer ObservationsB. We will align professional development with the State’s academic content and student academic achievement standards . . . CCGPS (Common Core Georgia Performance Standards)  TKES/LKES (Teacher and Leader Keys)  CCRPI (College and Career Readiness Performance Index)During pre-planning, teachers participated in redelivery of the College and Career Readiness Performance Index. The administrators have been trained in Teacher and Leader Keys and teachers will participate in ongoing sessions on Common Core and Teacher Keys.C. We will devote sufficient resources to carry out effective professional development activities that are primarily job embedded and address the root causes of academic problems. For example (money, time, resources, instructional coaches, etc,)… Title I Academic Data Coaches (1) – onsite professional developers; provides teacher instructional support  Data Clerk (1) – provides assessment data to teachers; assists with the collection and dissemination of school data  Parent/Community Outreach Liaison (1) – serves as a liaison between the school and the local community, communicates and organizes parental involvement meetings and events that addresses the needs of parents and their child’s academic achievement  Substitutes will be obtained as needed for the participation in professional learning * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 21 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*4. Professional development for staff to enable all children in the school to meet the state student academic achievement standards. and collaboration  Attendance to State and National Education ConferencesD. We will included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways . . .We include teachers in professional development activities regarding the use of academic assessments. Teachers are able to participate in the decision-making process through common subject planning and departmental meetings. The common subject planning allows teachers an opportunity to share instructional ideas to provide optimal learning experiences for students. Teachers also evaluate students’ benchmark assessments and create assessments. Through their departmental meetings, teachers have an opportunity to share instructional insight on students’ progress, which allows for vertical planning through the department. Teachers are also able to share instructional ideas with the department chairs and make suggestions for future meetings with administration. Teachers also participate in data analysis through on going Data Talks with Academic Data Coaches and the administrative team.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 22 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*5. Strategies to increase parental involvement. In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy. These could include many of the suggested responses below, although other strategies may still be considered. Response: A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of school-wide programs and the school parental involvement policy by… including parents in the planning, review of CRCT data, and improvement of the School-wide/School Improvement Plan. Parents and the community are invited to review all Title l mandates. Elements of the compact are reviewed and presented to the stakeholders during the annual Title I meeting. Stakeholders are invited to provide feedback. Parent survey results and requests are taken into account when revising the compacts and policy.B. We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community by…making a copy of the parental involvement policy available for parents on the school website and in the media center.C. We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the school-wide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by… mailing flyers, presenting it in the school newsletter, school website, posting it on the marquee. Teachers also contact parents to inform them of upcoming meetings.D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by… providing training in: ESIS Parent Portal Support, How to Help With Homework, Test Talks, Resume Building, Technology Assistant, Building Your Child’s Reading Skills, Employment Search.E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible by…. providing training on core content parent nights on strategies for parents to help their children at home with core content and providing the following meetings: Curriculum Night, Title I Annual Parent Night, Parent Teacher Conferences.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 23 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanF. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and 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 to help children achieve the state’s high standards by…. meeting with parents to issue compacts on the following dates:August 7, 2013 Registration September 11, 2013 Lunch and Learn September 12, 2013 Curriculum Night/ Title I Meeting September 19, 2013 Parent ConferencesG. We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by…. providing workshops that address the Common Core standards and promotion requirements. We will also offer workshops on how to use textbooks as resources and how to access on line resources for student achievement. Postage and postage supplies will be purchased for parent mailing to ensure that parents are informed of the workshops as well as other Title I sponsored activities.H. We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement by…providing help with homework assistant, parent workshops on Parent Portal , technology, support group for grandparents, and resume building.I. We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by…providing teachers with training on customer service and how to make the school more inviting.J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers that encourage and support parents in more fully participating in the education of their children, by….utilizing the Parent/Community Outreach Liaison who will make contact with various apartment complexes to set up meetings at clubhouses and in local community centers.K. We will take the following actions to ensure that information related to the school and * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 24 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand by… ensuring that all mailings are user friendly and reflect all languages spoken at McNair.L. We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand by….ensuring that all mailings are user friendly and accommodations are made accessible to parents with disabilities and to the homeless population.*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: We will plan activities for assisting preschool children in the transition from early childhood programs. We have also included transition plans for students entering middle school or high school and for students entering from private schools including students entering our school throughout the school year . . . Fifth to Sixth Grade Transition – Students are registered for the upcoming school year with the choice of choosing their connections classes. Parents have the option to change pre-registered elections if scheduling permits.  Vertical Team Planning - fifth grade and sixth grade teachers meet to discuss the sixth grade curriculum.  Rising Sixth Grade Feeder School Visitation – Fifth grade students visit the middle school for an in depth middle school orientation.  Sixth to Seventh Grade Transition – Students are registered for the upcoming school year with the choice of choosing their connections classes. Parents have the option to change pre- registered elections if scheduling permits.  Seventh to Eighth Grade Transition - Students are registered for the upcoming school year with the choice of choosing their connections classes. Parents have the option to change pre-registered elections if scheduling permits.  Eighth to Ninth Grade Transition – High school transition plans are created for students as they transition into high school. The plan includes diploma selection, course selections and career discussions.  McNair High Day – Eighth Grade students visit the feeder high school to experience a typical high school day. Freshman expectations are provided by the ninth grade administrator, counselor and other administrators.  High School Scheduling and Vertical Team Meeting – McNair High School counselors meet with eighth grade teachers on registration procedures for rising ninth graders. * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 25 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan Rising Ninth Grade Parent Night – McNair Middle and Mcnair High counselors collaborate and present information pertinent to rising ninth graders such as course requirements/graduation requirements, diploma choice, and extra-curricular activities offered at McNair High.  Summer Bridge Program – Rising freshmen attend classes during the summer to review eighth grade content as well as workshops to ensure a smooth transition into high school.  Vertical Team Planning – Eighth and ninth grade teachers meet to collaborate on power standards and critical skills for ninth graders.  SWD Transitional Plan – Students with disabilities receive transition service plans created for implementation as they transition into high school. The plan includes transitional goals and activities specific to student needs, career path, and career awareness activities. *7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program. Response: The ways that we include teachers in decisions regarding use of academic assessments are . . .The ways that we include teachers in decisions regarding use of academic assessments are at the beginning of the year. The previous year’s results of all assessments are discussed (CRCT data, Discipline data, Attendance data, CCRPI reports and Middle Grades Writing Assessment data). This information is used to set goals for the upcoming school year. Throughout the year, the Administrative Team, the Leadership team, and teachers will meet to review instructional data. The data room serves as a resource area to allow teachers to meet and discuss the needs of all students as well as develop plans to monitor safety nets to ensure the academic success for each student. Students’ needs are determined by previous and the current year’s assessment results. Focus walks, informal and formal observations, and benchmark assessments are a part of the data that is reviewed on a regular basis. Based on data, flexible/cooperative grouping, differentiated instruction, and station teaching are used to address students’ needs. Student progress will be monitored on an ongoing process at a minimum of every 2 – 3 weeks. Students will do pre/post benchmark assessments, STAR Reading and STAR Math universal screeners, chapter/unit tests, and quizzes. The teachers will monitor progress and determine areas that need improvement. English Language Arts, mathematics, science, and social studies teachers will plan and deliver instruction centered on the domains of the CRCT using the seven steps of teaching and the preassessment results. There will be extension and remediation activities in the content area classrooms based on the results of pre/post benchmark assessments. *8. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 8(a). Measures to ensure that student’s difficulties are identified on a timely basis.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 26 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanResponse: We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, and additional assistance. Those activities are (especially for those We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, and additional assistance. Those activities are (especially for those students who are struggling) include identifying those students who need additional assistance. We also provide additional support through our Extended Learning Time daily. Support Teachers are assigned to each grade level for English/Language Arts and Math. These teachers will provide additional instruction of the curriculum through the use of Math Navigator and Pearson Literacy Foundation materials daily. Once CRCT scores and final grades are released, the school improvement team analyzes the scores and grades. Common trends are identified which include strengths and weaknesses of content areas, teachers, and students. This information is used in forming the master schedule for students and teachers. Benchmark assessments, chapter/unit assessments, daily teacher observations, and evaluations allow the administrative team to determine specific needs within individual content areas. In the beginning of the school year, team teachers meet to analyze student data from the previous year. Throughout the year, other assessments are utilized (i.e. benchmark assessments, Mock Writing Assessments, Mock CRCT) to monitor students’ progress.students who are struggling) …8(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties. Response: Teachers attend professional learning on instructional strategies, assessments, core content, Common Core standards, and standards-based instruction. The academic data coaches provide weekly professional learning based on the GAPSS review to all teachers during common planning and faculty meetings to help them to identify students who are experiencing difficulties in core content. Assistance is provided to teachers by modeling, providing professional learning, and collaborating with the teachers. In addition, professional development is provided annually on Response to Intervention and Student Support Teams (SST). Content professional learning is provided during department meetings monthly. Professional learning is also provided on IDMS and SLDS to help with core content data analysis for individual students.8(c). Parent-Teacher conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community. Response: Teacher-parent conferences are used to inform parents about the academic progress of their student and give suggestions for instructional support. Parents may schedule parent-teacher conferences by * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 27 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan calling the counseling department. There are four evening parent-teacher conferences throughout the school year. This information is shared with parents through the parent-student handbook, calling post and school mailings, school marquee, and Parent Portal. Teachers are in frequent communication with students and parents about student progress. Additionally, the Parent/Community Liaison conducts workshops for parents concerning test-taking strategies and Common Core workshops.*9. Coordination and integration of federal, state, and local services and programs. This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the schoolwide plan.9(a). List of state and local educational agency programs and other federal programs that will be included. Response:  FTE Funds  Students with Disabilities Funds (IDEA)  SPLOST Funds  Title I, Part A  Title II, Part A  School Improvement 1003a  Carl D. Perkins Vocational and Applied Technology Funds  Race To The Top (RT3)  Professional Learning Funds* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 28 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan9(b). Description of how resources from Title I and other sources will be used. Response: FTE Funds Instructional staff (teachers, paraprofessionals), consumable supplies, technology, expendable equipment, professional learning Students with Disabilities Special ed teachers and paraprofessionals; Consumable supplies, Funds (IDEA) technology, expendable equipment for special education students SPLOST Funds Technology; expendable equipment Title I, Part A Teachers to reduce class size; supplemental personnel (academic data coaches; data clerk); supplemental consumable supplies; supplemental technology; supplemental expendable equipment; supplemental professional learning Title II, Part A Professional learning School Improvement Funds received based on priority status for professional learning 1003(a) data summit, GaDOE Summer Leadership Academy, Professional Learning Consultants Carl D. Perkins Vocational Funds for Technology and Business consumable supplies, and Applied Technology technology, and expendable equipment Funds Race To The Top (RT3) Increased Learning Time Extra Activity Pay; Incentives; Pearson Comprehensive School Improvement Model; Professional Learning Stipends; Personnel (Academic Data Coach - Math, School Improvement Liaison, Parent Support Liaison) Professional Learning Funds Professional learning Books/materials9(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. Response: Carl D. Perkins funds will be used for Technology and Business consumable supplies, technology, and expendable equipment.10. Description of how individual student assessment results and interpretation will be provided to parents. Response: Faculty members are trained to interpret scores through an in-service by the principal, assistant principal, academic data coaches, and counselors. Once the training is complete, the data assessment team, which consists of teachers, counselors, academic data coaches and administrators, is formed to meet with parents and students to interpret the scores. During the summer, test scores are mailed to parents along with an informational letter explaining how to interpret the scores. Several meetings are provided for parents: Curriculum Night, Level One Night, Parent Teacher Conference and Student Data Talk. * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 29 of 32 Georgia Department of Education Title I Schoolwide/School Improvement PlanParent communication concerning students’ progress is provided via progress reports, parent conferences and parent portal. Parent conferences are strategically scheduled after progress reports periodically during a semester. The data is reviewed regularly during team meetings and periodic data meetings with administration. Teachers are required to meet with students concerning their CRCT data at the beginning of each school year.11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: The Georgia Department of Education collects, disaggregates, and provides data for the End-of- Course Test, Georgia High School Writing Test, and the Criterion Referenced Competency Test. The teachers then review and interpret the data. The Schoolwide Longitudinal Data System is used to access student longitudinal MGWA and CRCT data. The Information Data Management System is used to review and interpret benchmark and Student Learning Objective (SLO) core content data. Title I funds will be used for an Academic Data Coach to assist teachers with data analysis, and a Data Clerk will compile, sort, and verify core content data and disseminate results to core content teachers.12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The state of Georgia has verified the validity and reliability of the disaggregated data. Benchmarks follow DeKalb County School District protocols for validity and reliability. Star Reading and STAR Math Renaissance Learning products and best classroom practices are supported by a body of evidence unrivaled among similar companies. More than 70% of the research on our products has been conducted independently or externally by university researchers, research firms, or school personnel.* Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 30 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan*As of July 2013Study designs include experimental and quasi-experimental as well as correlational, case study, and psychometric (reliability and validity) research. Many have been published in peer review journals, and thus upheld to the highest scrutiny.13. Provisions for public reporting of disaggregated data. Response: The Georgia Department of Education reports public disaggregated data on its website via the school report card. DeKalb County School District publishes test data on their website. Disaggregated data is available for McNair Middle School via the school’s website, parent letters, and newsletters.The principal conducts an Annual Title I meeting in September to share test results and the plan for improvement with parents and the community. Community meetings are held throughout the year and the data is presented. Meetings are held with parents to discuss the data, which include the PTSA Meetings, Curriculum Night, and Open House.14. The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program. Response: The plan was developed during a one-year period in the 2012-2013 school year and has been updated annually since that date.15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary). Response: The plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, pupil service personnel, and parents. The members of the Schoolwide Planning Committee are as follows: Ronald B. Mitchell (principal), William J. Carter (8th grade assistant principal), Dawn Blackwell (assistant principal of instruction), Kenneth Baker (7th grade assistant principal),Vicki Roberts (social studies department chair), Gina Chaplin (social studies teacher), Lynn Angus (Academic Coach, ELA), Nicole Carroll (Academic Coach, math), Jonathan Dunton (science department chair), Aminah Shakoor (interrelated ELA teacher), Emily Bird (ELA/ELT writing support teacher), Shatisha Hibbler (math department chair), Ariale Bishop (ELA teacher), Khalil Ali (math teacher), Lillian Durant-Adkins (connections department chair), Patricia Pusha (science teacher), Patricia Pusha (science teacher), Ruth Allen (Parent Support Specialist), Kelly Johnson (parent), and Darrin High (parent). * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 31 of 32 Georgia Department of Education Title I Schoolwide/School Improvement Plan16. Plan available to the LEA, parents, and the public. Response: Parents and the public can access the Title I School-wide Plan via the school website. Any parent or community member may also review these documents by accessing our Title I Program notebook by request from the school principal. Mr. Mitchell, the principal, can be contacted for additional information concerning the School-wide Plan.17. Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language. Response: At the current time, there is not a significant percentage of parents who speak a language other than English as their primary language for the plan to be translated. If in the future a significant number of parents speak another language, this plan will be translated into their primary language (if applicable).18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver. Response: The plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver. * Required component of SWP as set forth in section 1114 of ESEADr. John D. Barge, State School Superintendent May 2013 ● Page 32 of 32

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