Bibb County School District

Title I Schoolwide/School Improvement Plan Revision2012-2013BALLARD-HUDSON MIDDLE SCHOOLKenneth T. Lanier, PrincipalDate of Revision: August 23, 2012 (Month/Date/Year)*Annual Revision Sign-In: NAME ROLE/POSITION SIGNATURE Kenneth T. Lanier Principal Dionna Cureton Assistant Principal Angela Lundy School Counselor Rose Jones PEC Lead Tahanna Theatt CTAE Geraldine Harris Professional Learning Cynthia Jones Leadership Team Debbie Seidl Leadership Team Shalya Young Leadership Team Willie Johnson Parent Ashekia Dinkins Student*All parents must be provided the opportunity to participate in revising the School Improvement Plan, School-Parent Compact, and School Parental Involvement Policy. An invite, agenda, and sign-in sheet will be needed as documentation. Georgia Department of Education Title I Schoolwide/School Improvement PlanSchool Name: Ballard-Hudson Middle SchoolSchool Mailing Address: 1070 Anthony Rd. Macon, GA 31204LEA Name: Bibb CountyLEA Title One Director/Coordinator Name: Lori RodgersLEA Title One Director/Coordinator Signature: Date: LEA Title One Director/Coordinator Mailing Address: 484 Mulberry St. Macon, GA 31201Email Address: [email protected]Telephone: 478-765-8582Fax: 478-765-8651Dr. John D. Barge, State School Superintendent May 2012 ● Page 2 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanSWP/SIP Template InstructionsNotes:  All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as “Not Met” need additional development.  Please add your planning committee members on the next page.  The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).  Please submit your School Improvement Plan as an addendum after the header page in this document. Dr. John D. Barge, State School Superintendent May 2012 ● Page 3 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanTitle I Schoolwide/School Improvement PlanPlanning Committee Members:NAME POSITION/ROLE Kenneth T. Lanier Principal Dionna Cureton Assistant Principal Angela Lundy School Counselor Rose Jones PEC Lead Tahanna Theatt CTAE Geraldine Harris Professional Learning (PLC) Cynthia Jones Leadership Team Debbie Seidl Leadership Team Shalya Young Leadership Team (AVID) Willie Johnson Parent Ashekia Dinkins Student Terry Adams StudentDr. John D. Barge, State School Superintendent May 2012 ● Page 4 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanSIP 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 were . . . 1) Mr. Kenneth Lanier, School Administrator, SIP Facilitator, Leadership/Research Chair, communicated the implementation of the SIP plan to Title 1 Plan School Improvement Coordinators and stakeholders and monitored progress in plan development. He represented the School Leadership Team in the SIP process; and worked closely with school data chair to evaluate data usage to ensure designs and adjustment of instruction to maximize student achievement that supports the School Improvement process. 2) Ms. Dionna Cureton, Assistant Principal and Research Chair, shared research and research findings with staff and supported staff initiatives on School Improvement. 3) Mrs. Angela Lundy, School Counselor, served as liaison between parent, community to ensure family and community engagement opportunities through the plan development process. 4) Mrs. Rose Jones, Special Education Representative, served as liaison between the general education and special educators to ensure that the needs of Students with Disabilities were met in the least restricted environment. 5) Mr. Willie Johnson, Parent/Community Representative, served as the voice for parents and shared their views on School Improvement. 6) Mrs. Geraldine French, Media Specialist, provided updated information on current resources available and worked to ensure that additional resources were procured to augment and support School Improvement. 7) Mrs. Geraldine Harris, Professional Learning Liaison and Data Team Representative who coordinated the professional learning process to support School Improvement Plan implementation and evaluated data usage for plan. 8) Terry Adams and Ashekia Dinkins, Students, served as the voices for students 9) Other Leadership Team Members: *Mrs. Cynthia Jones – 8th grade house leader and Math Department Chair * Ms. Debbie Seidl – 7th grade cluster leader and Science Department Chair *Mrs. Tahanna Threatt – Connections Department Chair and CTAE Representative *Mrs. Shayla Young – AVID Elective TeacherB. We have used the following instruments, procedures, or processes to obtain this information . . . (Be sure to use brainstorming as a strategy for Needs Assessment.) Ballard-Hudson’s administrators, faculty and staff fluently continue to inspire students and engender an atmosphere where academic success and the motivation to learn are expected and rewarded. We study every opportunity to confirm that we have appropriate correlation between authentic and real world experiences and the ways we are teaching and informally assessing our students. Beginning with the end in mind, we have used Dr. John D. Barge, State School Superintendent May 2012 ● Page 5 of 37 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 following to drive our SIP dialogue and ensure effectual planning.  Disaggregation of CRCT Test data to determine focus areas  AIMSweb Universal Screeners (Fall/Winter for all and Spring for 8th only)  District Benchmarks Assessments  Bi-weekly common mini assessments  Middle Grades Writing Assessments 4 year trend data  Formative and Summative assessment data analysis and comparisons  IXL Math Data Reports  Study Island Data reports  SuccessMaker Reading and Math Data Reports  Learning Styles and Interest Inventories data disaggregation  Faculty Survey to identify professional development needs  Collaborative Planning and teacher reflections  Monthly Collaborative Data Inquiry Form  Monthly teacher data presentations and data dialogues  Co-Teaching Models  Focus Groups (reading and math interventions based on data from district assessments)  RTI Process (Academics and Behaviors); Progress monitoring  Positive Behavior Support (PBS)  Beyond the Bell after School Program (ASP) to provide enrichment activities that develop student’s academic and social skills.  Full inclusion (least restrictive environment for SWD) to ensure exposure to and extra support for content area standards.  School Math initiative (Fraction, Decimal, Percent) for all grades  S.W.O.T. ( Strengths, Weaknesses, Opportunities, Threats)  Needs Assessments (Brainstorm and Root Cause Analysis)  Weekly Professional Learning Sessions that focus on student achievement to effectively design and implement quality instruction  Teachers as Advisors – Each grading period  School Counselor – Individually, small groups behavior, social, physical, emotional  Vertical Teaming with feeder schools – Dates to Be Announced  Trend data to validate growth, strengths, weaknesses, next steps and goals  Reading Explosion 2012 - a differentiated approach used to engage students in mental processing by building relationships amongst concepts interpretations to motivate students to read more  Key Vocabulary Strategy (vocabulary word, a key word, picture and definition)  Depth of Knowledge Wheel and Strategies  Thinking MapsDr. John D. Barge, State School Superintendent May 2012 ● Page 6 of 37 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.  Partnership - Macon Housing Authority parental and community involvement  Collaborative Media Services to support content units and lesson implementation to ensure students are learning at the highest levels  Technology Day- weekly grade level computer lab days, all students, at least 50 minutes for reading and math  Voyager Math - a selected group of students to be tracked throughout high school and provided with math resources to ensure success.  Multiple Performance Opportunities – scheme to help students recognize their own strengths and talents by providing them with opportunities to demonstrate imagination, self-expression, and creativity through oral, narrative and artistic skills that maintain the high standards and sense of seriousness that make creative work meaningful.  Student Responsibility and Choice- approach to give students some dimensions of “ownership” of the classroom. Choice and opportunities influence the teacher‘s curriculum decisions and give students a sense of authority and reduce their resistance to the teachers’ agenda.  Efficacy Training-provide manner for which teachers can analyze ways that motivation operates in their own life and develop a clear way of communicating it to colleagues and students; show students that success is important; recognize the variety of ways that students can succeed; and reward success in all forms.  AVID – Advancement Via Individual Determination  Photo Friday –(year round yearbook), students get to see themselves as a success; and to create an environment that would facilitate task involvement rather than ego involvement, particularly as children enter early adolescence.  Advisement Day- all students dress in business casual (geared toward postsecondary) every 9 weeks. This strategy, a motivational structure-“a stimulus for action” to establish, communicate and create consensus around goals related to educational achievement.  Community Night (s) – Buck Melton Community Center, meet and greet session for teachers, parents and students outside of the school setting. This approach is especially helpful in understanding the connections between the school and the community it serves. Plus it demonstrates how motivation plays an important role in non-educational settings, which is essential for a complete and productive life.  Weekly Morning Interdisciplinary Prompts – for all students, addressing Character Education on Monday, and reading, math, science, social studies contents respectively.  Overage Students Initiative - Two grades in one year, students must attend school daily, participate ASP, Saturday Camps, etc., parents must meet once per month with school staff; must follow school rules, individualized schedule We have taken into account the needs of migrant children by (or if you have no Dr. John D. Barge, State School Superintendent May 2012 ● Page 7 of 37 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. migratory students . . . The needs of migrant students are addressed through the Bibb County School District (BCSD) Welcome Center at the time of enrollment and through school staff and faculty as needs arise during the year. Records are reviewed to determine if a child is already eligible for Migrant Education Program (MEP) services, and a copy of the MEP Occupational Survey is included in each registration packet. Based on review of the Observation Survey, the Consortium Specialist notifies the LEA MEP liaison of qualifying students and appropriate services are implemented by the school. C. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example . . . Based on the following reading data results from Ballard-Hudson 2012 CRCT Reading Summative data : 81% met or exceeded standards on grade 6th ( 2% increase from 2011 ) 79 % met or exceeded standards for grade 7th (4% decrease from 2011) 90% met or exceeded standards for grade 8th (1st administration test data)) 52% SWD met or exceeded standard2012 Middle Grade Writing Assessment 8 th Grade only 51% of 8th graders met or exceeded the writing assessment (16% decrease from 2011) Four year trend data distinguished increases for all previous years except 2012Four year CRCT Reading Trend Data revealed that: 6th grade reading growth rate has steadily increased since 2009 school year 7th grade reading growth rate continues to fluctuate from year to year, however, growth was noted for past two years increase 8th grade, at 90% for past three years, continues to show little or no growth in reading All grade levels continues to demonstrate less than 20% exceeding standards in reading READING continues to be a major challenge for all grade levels In 2010, Ballard had no SWD subgroup; therefore 3 year trend is not applicableAIMSweb READING Universal Screener data (Winter 2012) showed: 40 % of 6th graders scored ABOVE the 25th percentile on R-CBM (fluency) 46.5% of 7th graders scored ABOVE 25th percentile on R-CBM 59.3 % of 8th graders scored ABOVE 25th percentile on R-CBMAIMSweb READING Universal Screener data (Winter 2012) showed: 47.2% of 6th graders scored ABOVE the 25th percentile on MAZE (comprehension) 36% of 7th graders scored ABOVE the 25th percentile on MAZE 39.6% of 8th graders scored ABOVE the 25th percentile on MAZEBased on these reading outcomes, the CSIP committee recognized that reading remains school greatest challenge. The CSIP Committee acknowledged that the primary focus will be on designs and implementations to improve the skills critical for success in this Dr. John D. Barge, State School Superintendent May 2012 ● Page 8 of 37 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. core academic area, as well as, establishing a school climate that fosters success and achievement in reading. Therefore, reading and reading skills, such as fluency, decoding, comprehension, vocabulary acquisition and writing were all characterized as an unremitting deficit in which teaching and learning must improve.Based on the following math data results from Ballard-Hudson 2012 CRCT Math Summative data 51% met or exceeded standards for 6th grade (2% increase from 2011) 71% met or exceeded standards for 7th grade (5% decrease from 2011) 61% met or exceeded standards for 8th grade (1st administration test data)Four year CRCT Math Trend Data revealed that: Past 3 years, 6th grade math shows minor progress Past3 years, 7th grade math has been on a decline Past 3 years, 8th grade math has fluctuatedAIMSweb Math Universal Screener data (Winter 2012) showed: th th 76.9 % of 6 graders scored ABOVE the 25 percentile on M-CAP (grade level concepts) 54.5 % of 7th graders scored ABOVE the 25th percentile on M--CAP 67.4 % of 8th graders scored ABOVE the 25th percentile on M-CAPAIMSweb Math Universal Screener data (Winter 2012) showed: th th *75 % of 6 graders scored ABOVE the 25 percentile on M-COMP (basic skills) *80 % of 7th graders scored ABOVE the 25th percentile on M--COMP *74 % of 8th graders scored ABOVE the 25th percentile on M-COMP * Reflect areas where school norms are greater than or equal to national and or district norms.Based on these math outcomes, the SIP committee recognized that math is more of a strength than weakness for our school. The CSIP Committee acknowledged that using standards-based instruction with differentiation and small group instruction, 80-90% of our students can experience academic success in math.D. 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 [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including  Economically disadvantaged students . . .  Students from major racial and ethnic groups . . .  Students with disabilities . . .  Students with limited English proficiency . . . Demographics for 2012 school year continue to show that Ballard-Hudson continues to Dr. John D. Barge, State School Superintendent May 2012 ● Page 9 of 37 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. serve a high poverty stricken community 98% poverty rate.  Economically disadvantaged students . . . 31.1% of Economic Disadvantage students did not meet standards in math; 68.1% met or exceeded. The school did not make safe harbor or academic performance for Economic Disadvantage students. In READING, 18.7% did not meet, 81.3% met or exceeded. The school met absolute bar and academic performance for Economic Disadvantage students. Attendance was 8.4% in 2010, increased to 11.7% in 2011absent 15 days or more  Students from Major racial and ethnic groups . . . All students 18.7% and Black students 19.0% did not meet, all students 81.3% met or exceeded, and black students 81.0% met or exceeded. The school met safe harbor and academic performance in these subgroups. Attendance was 8.4% in 2010, increased to 11.4% in 2011absent 15 days or more  Students with disabilities . . . 45.5% did not meet, but 54.5% met or exceeded. The school met safe harbor and academic performance for students with disabilities in math. In READING, 43.6 % did not meet 56.4% met or exceeded. The school did not meet safe harbor or academic performance with students with disabilities. Attendance was 13% in 20 10, increased to19.8% in 2011. The school did not meet second indicator for SWD subgroup.E. 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.)AIMSweb Universal Screener Benchmarks which are aligned with national and state common core standards which reflect the real world knowledge and skills our students need to succeed in higher education and their careers. The reading and math benchmarks efficiently screen ALL students, identifying those at risk for academic failure and enabling early intervention. 8 th grade CRCT Reading remains at 90+, even though little or no gains 6 th grade CRCT Math came above the 50% rank for first time 6 th grade CRCT Reading came above 80% rank, after 3 years ranking below mark 7 th grade CRCT Math, although a decline for this year, have remained in 70+ rank for pass 3 years 8 th grade CRCT Science data shows minor progress for past 3 years Students With Disabilities are mastering standards in (math and reading) the inclusion classes much better with the general education and special education teachers using co-teaching models effectively. Collaborative planning - common assessments Technological resources (IXL, SuccessMaker Reading and Math, Study Island, Voyager Math) very effective and had impact on results. Connections Teachers - Math initiative (Fractions, decimals, percent warm-ups) Explicit-Intensive Instruction for SWD, RTI and AIMSWeb progress monitoring Dr. John D. Barge, State School Superintendent May 2012 ● Page 10 of 37 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. focus groups at each level. 8-Step process and AFL Notebooks - Data analysis with fidelity according to the SDIS Model. Modeling - Teacher models how to perform strategy with “think aloud”. Guided Practice - Teacher provides guidance and feedback after each example, gradually releasing responsibility to the student. This includes timed independent practice and students apply the use of the strategy in variety of settings. Multimodal Instructions (all learning styles, interest, hands on) The major needs we discovered were . . . Reading fluency, decoding, vocabulary acquisition, comprehension, writing skills, math computations, concepts and applications are activities in which teaching and learning must be addressed carefully. The needs we will address are . . . Reading fluency, decoding, comprehension, vocabulary acquisition and writing skills, math computations, concepts and applications, attitudes about learning The specific academic needs of those students that are to be addressed in the schoolwide program plan will be . . .  Goal setting and self-regulation or management  Student choices in instructional setting  Incentives for attaining personal best  Teamwork through group learning and problem-solving experiences  Self-assessment and evaluation techniques  Time management and self-paced instruction  Frequent informal assessments  Reading and math timed activities  Technological resources 2 or 3 times weekly  Authentic or real world examples to help students connect  Explicit instruction provided by the teacher in small groups (DI) to bring their skills to grade level with diagrams, photographs, demonstrations  Independent silent reading activities that are gradually increased as reading skills improve, for skill practice (use Lexile Scores for reading levels)  Keyword Vocabulary strategy (create a mental image or picture). Vocabulary drills with a partner or a small group setting  Vocabulary informative assessments weekly data collected  Opportunities to practice using content vocabulary in writing and speaking.  Choices (learning styles or interest)  One to one, peer tutoring, models, visual presentationsDr. John D. Barge, State School Superintendent May 2012 ● Page 11 of 37 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.  Hands on activities using senses and/or movement  Safe environment with a caring teacher  Success – The need for mastery opportunities  Curiosity - The need for understanding – more examples, slower pace  Relationships – The need for involvement with others, peer tutoring  Convinced that they can succeed-belief expressed often, if not daily  The ROOTCAUSE/s that we discovered for each of the needs were . . . (How did you get in this situation? What are some causes?)  The teachers indicated that a need exist for additional professional development and modeling of content, especially since state curriculum has changed, from district and state levels.  Teachers feel that relevance to the student’s lives should be built into curriculum units, pacing guides, maps.  Behavior, inconsistence with building and sustaining relationships  Lack of a wide variety of motivational practices  Students expressed apathy  Attitudes – Teachers and students  Lack of skills acquisition  Under estimating the influence that one’s teaching practices can have on any one individual.  Consistent monitoring of collaborative planning is a need to ensure strategies and activities are well discussed, aligned and relevant to develop quality lessons, common standards-based assessments that will prove to be successful and meet ALL student’s needs.  Teachers can take specific steps to provide a learning environment that will promote the motivation of ALL students.F. The measurable goals/benchmarks we have established to address the needs were . . .  AIMSWeb Benchmark Universal Screener (Fall/Winter)  Study Island Pre and Post Test  Unit Pre and Post Test  Bi-weekly mini assessments  District Benchmarks  IXL Math (unlimited practice)  SuccessMaker Reading and Math  Meet or Exceed S.M.A.R.T. Goals in ALL areas as outlined by the district  CRCT 2012  Collaborative Inquiry Form consisting of bi-weekly data reports and data dialogue See Responses or Information AboveDr. John D. Barge, State School Superintendent May 2012 ● Page 12 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. Response:  AIMSWeb Universal Screener and progress monitoring probes  Direct Instruction and Guided Practice  Differentiated Instruction and Co-teaching  Marzano’s Best Practices  Read 180  SuccessMaker Reading and Math  SRA Reading Program  IXL Math  Thinking Maps  Study Island  AVID  Voyager MathIn addition, the teachers and administrators are constantly reflecting and assessing where we are as a school with implementations during site-based professional learning sessions. With this method, we customarily review our strategies to ensure that we are utilizing best practices with more positive task-focused goal structure. As teachers plan their lessons collaboratively, administrators periodically join the weekly grade-level meetings. Minutes are recorded on a Grade-level Meeting Form, and a copy is turned in to the principal as a method of monitoring and evaluation. Furthermore, the CCGPS system’s curriculum pacing guides, and Department of Education frameworks are used to guide the instructional planning, and all lesson plans are saved electronically on a standards-based lesson plan template.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. A. 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 . . . (Strategies to be used.) Monitoring (Administration monitors the instructional process; Teacher Keys Effectiveness System will be implemented)  Direct Instruction and Guided Practice - Teacher models skill and allows time for independent practice of that skill.  Marzano’s Best Practices such as summarizing, identifying similarities or differences, providing feedback, cues, questioning, note taking, graphics, etc.  Differentiated Instruction strategies will be utilized to allow student choices and include students’ interest, ongoing assessment, flexible grouping, layered Dr. John D. Barge, State School Superintendent May 2012 ● Page 13 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan2(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. activities, etc.  Various technological resources - Read 180, IXL Math, Essay Scorer, My Access, Voyager Math, STAR reading and math assessments; SuccessMaker, Study Island, etc.Students whose needs are furthest away from demonstrating proficiency will be:  Progress monitored on their ability level weekly using AIMSweb reading and math probes  AMP Reading (audio) Program, SRA Kit, SuccessMaker (reading and math), 1200 most frequently used vocabulary list.  Differentiated Instruction will be used in small group settings to meet student’s individual needs.  Individualized instruction will be provided as needed and students’ progress will be documented weekly.  Students’ learning styles and interest inventories will be used to enhance students’ learning and ensure students’ experience success.  Feedback will be given to keep students encouraged and motivated.  One 50 minute interventions in reading and math daily 2(b). Are based upon effective means of raising student achievement. B. Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies. . (Cite Research to support selected strategies.)Direct Instruction – Project Follow Through (biggest educational study ever, 1970) 79,000 children across 180 counties, to improve education k-3 disadvantaged children. This project examined a variety of educational programs, but students using direct instruction did better than all those in all other programs when tested in reading, math, spelling, language. Direct instruction is a rigorously developed; highly scripted method for teaching that provides constant interaction between student and teacher. Based on the work of Siegfried Engelmann, Director of Association for Direct Instruction, used direct instruction to help inner-city children learn and excel, but it has proven successful for all children regardless of economic level. Many studies paint the same picture: Direct instruction works, providing rapid gains, gains that persist, gains that increase self-esteem because children have real skills that they can be proud of. http://www.jefflindsay.com/EducData.shtmlAIMSWeb Universal Screener – a benchmark and progress monitoring system based on direct, frequent and continuous student assessment, is an excellent accountability tool. According to current data from Clark County School (July 11, 2011), AIMSWeb is a powerful web-based tool responsible for improving student achievement to more than Dr. John D. Barge, State School Superintendent May 2012 ● Page 14 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan200,000 young learners. In this study, after four years of using AIMSWeb, Helen M. Smith, an ethnically diverse, Title 1 School, growing free and reduced lunch population was recently just one of two schools in Nevada and one of a selected group across the nation to earn the coveted Blue Ribbon National School designation from the U.S. Department of Education. School and Clark County School District Leaders attribute part of the credit for this success to the successful way Helen M. Smith teachers used AIMSWeb. http://www.aimsweb.com/news/106/137/Powerful-Web-Based-Tool-for-Improving- Student-Achievement-to-More-Than-200-000-Young-Learners-in-Clark-County/d,Press- Room/AMP (Accelerating Maximum Potentials) Reading Program- Pearson strongly believes that its products must demonstrate proven effectiveness in increasing student learning. Therefore, Pearson contracted with Mid-continent Research for Education and Learning (McREL), an external, independent, and nationally recognized leader in educational research and evaluation (http://www.mcrel.org/), to conduct an independent efficacy study of AMP Reading System. The program being assessed, the AMP Reading System was intended to help students attain critical reading strategies. Comparing all students with available pretest and posttest total Extended Scale Scores (ESSs) on the GMRT-4 revealed significant pre-test to post-test gains for the total score and for both vocabulary and comprehension subtest scores. Finally, because a site in the study has much smaller class sizes than the rest of the sites, McREL researchers determined that smaller class sizes make a difference (that implementing reading in classrooms with low student-to-teacher ratios may result in higher student gains). http://assets.pearsonschool.com/asset_mgr/legacy/20089/AMP%20Reading%20Efficacy %20summary_6281_1.pdfSuccessMaker Math – Pearson partnered with Gatti Evaluations to conduct rigorous research to support the assertion that Success Maker Math computer based learning program effectively increases student mathematics achievement and attitudes. The program was evaluated in sixty-three diverse elementary and middle grades classrooms in seven different states during the 2009/2010 school year (1,186 students in grades 3, 5, 7). The study schools come from public school districts located in large cities or suburbs of large cities, with considerable variation in ethnicity, eligibility for free and reduced lunch, as well as a wide range of ability with respect to math and reading achievement. The groups attended lab sessions 2-3 days weekly on an average of 24 minutes each. Statistical analyses were made on each student end of year GMADE total and subtests. In summary, SuccessMaker Math Program was found to significantly positively impact students achievement scores in important domains in math achievement for users with as little as ten to 19 hours, plus attitudes were positively impacted by the SuccessMaker Math Program. http://www.pearsoned.com/RESRPTS_FOR_POSTING/DIGITALCONTENT_RESEAR CH/successmaker-math-efficacy-report-final.pdfSuccessMaker Reading- Campbell (2000) conducted a quasi-experiment that examined Dr. John D. Barge, State School Superintendent May 2012 ● Page 15 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan the effects of SuccessMaker Reading on upper elementary grades in Alabama. The schools that used SuccessMaker and traditional instruction (Accelerated Reader in conjunction with a basal reader) were matched to schools that used only traditional instruction based on the intellectual ability, poverty level, and demographic characteristics of students in each school. The Works Clearinghouse (WWC) based its effectiveness ratings on findings for grade 4 students: 143 students in four intervention schools and 186 students in four comparison schools. The study reported student outcomes after one year of program implementation. http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/successmaker/research.aspSRA Program –Gun (2000), investigated (2 year study with one year follow-up) the effects of supplemental reading material instruction using Reading Mastery. Gun found that the intervention had statistically significant effects on reading achievement. This one study, which used a strong design, met What Works Clearinghouse (WWC) criteria for potentially positive effects. http://ies.ed.gov/ncee/wwc/reports/english_lang/read_master/effectiveness.aspIXL Math –According to the National Research Council, “Knowledge that is taught in a variety of contexts is more likely to support flexible transfer than knowledge that is taught in a single context”. In accordance with scientific research, IXL incorporates: extensive use of appropriate objects, diagrams, and other aids” in the content for younger student (National Research Council). It provides an extensive use of appropriate objects, diagrams, and other aids” in the content for younger students (National Research Council) and the desirable combination of graphics and words in all grade levels (SEG Research). Furthermore, IXL provides an unmatched level of variety in question types, IXL math problems range from typed responses to multiple choice, from word problems to interactive graphing problems--which are a particular innovation shown to improve students' cognitive understanding (Jacobs). Finally, IXL Math provides real-world problems, which are proven to enhance students' ability to understand topics and even improve performance on assessments with similar problems (National Math Advisory Panel). http://www.ixl.com/membership/school/researchMarzano’s Best Practices - Marzano Research Laboratory (MRL) is a joint venture between Solution Tree and Dr. Robert Marzano. In service to educators, the company synthesizes Dr. Marzano’s scope of educational research, world-renowned for its breadth and debt, into accessible components that teachers and principals can use for concrete gains in student learning. Continuous action research ensures that MRL are always at the forefront of best practice. http://www.marzanoresearch.com/About/about.aspxStudy Island - NCLB requires that all educational programs need to be based on research. Study Island has provided documentation that they are using research based procedures. A new independent study, Study Island Scientific Research Base by Dr. John D. Barge, State School Superintendent May 2012 ● Page 16 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanMagnolia Consulting in July 2008, shows that it “provides documentation that connects the key features of the Study Island program to scientific and academic research literature.” In addition, the research showed that when “teachers used web-based instruction to supplement classroom instruction it was 36% more effective than classroom instruction alone at teaching declarative knowledge, suggesting a combination of the two formats may lead to better achievement than classroom instruction alone.” http://www.brighthub.com/education/k-12/reviews/4636.aspx#ixzz1VhbH6TlWThinking Maps - In this article the authors first surface the need for reframing formative and summative assessment in this, the cognitive age of the 21st century. The Thinking Maps model is introduced as a theoretical and practical common visual language for teaching, learning and assessment that reflects what we know about how the brain works, learning, and cognition. “Thinking Maps are an important strategy for student success. They help all children, whether their primary learning style is kinesthetic, auditory, or verbal. Research told us that to be effective, thinking skills must be completely integrated into the ongoing curriculum. http://www.thinkingfoundation.org/research/journal_articles/journal_articles.htmlDifferentiated Instruction - In an Educational Digest for ERIC Tomlinson (2000) notes the obvious: all students learn in a variety of ways and have different interests. Some students excel in some areas but not in others. Hence, she suggests, the best school instruction is fitted to a diverse student population which is called “differentiated.” Research notes that there is sufficient evidence that students experience greater school success (i.e. personally satisfying) if teaching is responsive to their learning needs. There is no one recipe for differentiation, but several broad principles that might be used to establish differentiated classrooms. http://www.education.alberta.ca/apps/aisi/literature/pdfs/FINAL_Differentiated_Instructio n.pdfREAD 180 - A comprehensive system of curriculum, instruction, assessment, and professional development proven to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers. The Goal: College & Career Readiness for ALL Students. http://read180.scholastic.com/reading-intervention-programAdvancement Via Individual Determination (AVID) - A college readiness system for elementary through postsecondary that is designed to increase school wide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.Dr. John D. Barge, State School Superintendent May 2012 ● Page 17 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan http://www.avid.org/abo_whatisavid.htmlVoyager Math - A results-driven, research-based intervention for students in grades 2–8 to deliver explicit, modular-based instruction. It is a great tool to use with Tier II students who require math intervention in addition to core instruction. By providing an additional 30–45 minutes of daily, targeted instruction, students will learn essential math concepts, skills and problem-solving strategies as well as practice skills and receive extensive feedback from teachers http://www.voyagerlearning.com/Efficacy Institute - Through workshops, coaching and training, the Efficacy Institute engage educators, parents, community leaders and students in a results-driven Approach to Education Reform: Mission, Mindset, and Method. This strategy for school improvement and turnaround is based on a very simple belief: virtually all of our children can achieve high standards in school if they have the right tools and supports. This means it is the primary work of caring adults - in schools, families, and community institutions - to develop the intellectual capacity of every child. http://www.efficacy.org/Strategy/tabid/246/Default.aspx2(c). Use effective instructional methods that increase the quality and amount of learning time. C. Response: We will increase the amount and quality of learning time by . . . (Before/After school, summer school, Saturday school, block scheduling) School Basic Math and Reading Initiative - An additional fifty minutes of instructional time in Math and Reading daily was built in the master schedule to address identified “bubble” students and students who did not meet the standard in math and reading. Students were placed in these class based on their 2011 CRCT scores. These students get an opportunity to work on skill (CRCT weighted domains in all grades (6-8) in Math and ELA/Reading daily. Weekly Progress Monitoring –AIMSWEB, reading and math progress monitoring interventions is an initiative where students will receive extra assistance in reading and math. This progress monitoring will be weekly and is based on their performance on the Fall 2011 AIMSWEB Universal Screener Benchmark test.  Beyond the Bell after School Program - Beyond the Bell, an after-school tutorial program was implemented to address the needs of students (grades 7-8) requiring assistance beyond the scope of the classroom. Reading Explosion 2012 - A differentiated approach to enhance students reading in and after school, weekends. Students are given 8 activities designed for whole school, two they must complete (writing or vocabulary) and they have liberty to choose 2 others for a total of four completed activities for every book read. Incentives or rewards will be given Dr. John D. Barge, State School Superintendent May 2012 ● Page 18 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan2(c). Use effective instructional methods that increase the quality and amount of learning time. for each completed reading assessment. ( Key Vocabulary Strategy) Initiative (80 words per month) - Students have 5 vocabulary words from each core content to learn meaning and usage of. Each content teacher teaches his or her 5 words and give formative assessment each week. Data is collected and reported monthly.2(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: Data results from school, district, and state assessments are used to guide instructions. Assessments are ongoing. Students who have trouble in the classroom academically are identified by the classroom teachers. The teachers analyze data obtained through AIMSWeb Screener, mini-assessments, district assessments pre and post tests, web-based programs and the CRCT. Students who fail to meet the standards are given opportunities during tutorial sessions for remediation of the standard they did not meet and are re-tested afterwards.All students at Ballard-Hudson are provided opportunities to reach their fullest potential and experience success. Advancement Via Individual Determination (AVID) has been added to the middle school curriculum to focus on the WICOR process. Students selected to participate in this program will learn this process consisting of Writing, Inquire, Collaboration, Organization and Rigor. This program also focuses on students showing “Strength of Character and Being College Ready.” All courses of study are appropriately modified in content, teaching strategies, and with high expectations of student mastery. Problem solving, critical thinking, abstract thinking, organization, and research are stressed in all areas of learning for all students. The high ability and gifted and talented learners have opportunities to be a part of the science club, math team, academic team, and Jr. BETA. These clubs foster academic rigor and engagement. Instruction is differentiated for all students according to their academic ability. Data results from school, district, and state assessments are used to guide instructions. Assessments are ongoing and data is discussed bi-weekly.Students who have trouble in the classroom academically are identified by the classroom teachers. The teachers analyze data obtained through AIMSWeb Screener, mini-assessments, district assessments pre and post unit tests, web-based programs and the CRCT on standards covered. Students who fail to meet the standards are given opportunities during tutorial sessions for remediation of the standard they did not meet and are re-tested afterwards. Others needs are met by starting at student’s comfort zone and build to increase ability. Students are also provided additional services such as the following: Connection Math Initiative (fractions/decimals/percents)Dr. John D. Barge, State School Superintendent May 2012 ● Page 19 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan After school tutoring  Additional time on computer tutorial programs (Success Maker, Voyager Math, Read 180, Study Island, IXL, AMP Reading)  Academic Counseling  RTI (Response to Intervention) and Progress Monitoring  CRCT Focus Groups (Students below 25th percentile on AIMSWeb Universal Screener)  Differentiated Instruction  Co-teaching environment  Teachers as AdvisorsStudent/Teacher and Parent/Teacher conferences are held to discuss concerns and interventions that are utilized in the classroom to enhance the performance in the classroom.The Academic Coach and Counselor conduct parent workshops to address concerns of parents due to student performance as they pertain to the CRCT.*2(e). Must include documentation to support that any educational field trip used as an 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. Response: Not applicable*3. Instruction by highly qualified professional staff. Response: Ballard Hudson Middle School faculty is highly qualified.The leadership team of Ballard-Hudson provides extensive learning tools and seeks programs that will help enhance the academic needs and growth of our students. With high expectations to meet and exceed state standard requirements and ensure continued progress, teachers at each grade level attend weekly meetings with the Performance Learning Coach (PLC) to receive assistance in disaggregating data and adjusting instruction in order to increase student learning. Additionally, the PLC hosts professional learning sessions for the teachers trained with researched-based “best practices” for implementation and hosts sessions for training from resource vendors (Write Source, REV It Up Vocabulary), district content coordinators, behavior interventionist, psychological services, PEC, etc.Finally, the administration staff holds monthly meetings with teachers to discuss academic issues of concern and keep staff abreast of district initiatives and mandates such as: Efficacy Trainings, De-Escalation Training, School-Wide Positive Behavior Support (SWPBS), Staff-Teacher Appreciation and Recognition, Thinking Maps, etc. Dr. John D. Barge, State School Superintendent May 2012 ● Page 20 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanDr. John D. Barge, State School Superintendent May 2012 ● Page 21 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*3(a). Strategies to attract highly qualified teachers to high-needs schools. A. 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. Indicate how certification deficiencies are being addressed.)In an effort to attract highly qualified teachers, Ballard-Hudson Middle School:1. Participates in the system level recruitment opportunities provided by the Human Resources Department. 2. Provides interviews and tours of the school as requested by prospective teachers. 3. Provides an on-going school level New Teacher Induction Program for all new teachers. 4. Sets aside specific days for New Teacher Orientation prior to the beginning of the school year. 5. Sets aside specific days for New Teacher Assistance weekly. 6. Builds capacity through a teacher recognition program. 7. Sets aside a specific time weekly for members of each grade level cluster and department to meet as a group for planning purposes. 8. Provides on-going staff development in areas of need. 9. Provides assistance from the administrative team, Instructional Lead Teacher, cluster leaders, and department chairs at every grade level.HiQ Report and school staff roster 32% of the teaching staff holds Bachelor’s Degrees 38% of the teaching staff holds Masters Degrees 26% of the teaching staff holds Specialist Degrees 3% of the teaching staff holds Doctoral Degrees Other characteristics of Ballard-Hudson Middle School staff : 5 teachers hold Teacher Support Specialist endorsement 3 teacher holds a gifted endorsement 0 teacher holds ESOL endorsement 1 teacher holds Reading endorsement 3 staff members are currently enrolled in the Reading Endorsement Program 0 staff members are National Board certified All staff members have completed the 2006 state required computer technology assessment 100% Paraprofessionals or aides hold Georgia Paraprofessional Certificates 5 staff members are CPR certified*4. Professional development for staff to enable all children in the school Response: A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example . . . (Be specific)Dr. John D. Barge, State School Superintendent May 2012 ● Page 22 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*4. Professional development for staff to enable all children in the school To gain new ideas and learn new strategies and best practices, teachers meet with the performance learning coach, as well as the technology specialists, on a weekly basis. The media specialist meets with the ELA department to assist in co-teaching for PEC students. Teachers are provided with an opportunity to participate in training sessions, workshops, book studies, as well as various other professional development activities. Additional opportunities for professional development are provided during faculty meetings, which are also called Learning Labs. B. We have aligned professional development with the State’s academic content and student academic achievement standards . . .We have aligned professional development with the State’s academic content and student academic achievement standards. Data analysis will be used continuously to identify specific academic weaknesses, influence curriculum decisions, and direct decisions regarding the types of high quality, sustained professional development offered to the school’s staff. Below are examples of professional learning opportunities that will be provided for teachers to assist in the identification of student difficulties and to provide the appropriate assistance for identified difficulties throughout the school year: Professional Learning Communities conduct book studies, data dialogue, teacher collaboration, Response to Intervention (RTI), AIMSWEB probes, Differentiated Instruction, Graduate First, learning contracts, Success Chain, system-wide collaborative unit planning, SMART goal method, De-Escalation Model, Voyager Math, Thinking Maps, Advancement Via Individual Determination (AVID), Study Island, IXL, Read 180, Success Maker, and Efficacy Model.C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example . . . (money, time, resources, instructional coaches)We have allocated sufficient resources to effectively carry out the professional development activities that address the root causes of academic problems. These resources include funding, adequate time, and instructional coaches.Ballard-Hudson teachers and staff promote active involvement of students in the learning process, including opportunities for them to explore application of higher- order thinking skills and investigate new approaches to applying their learning:  Fully functioning media center (media specialist and media clerk)  Library books aligned with students Lexile Scores to enhance reading, interest  Instructional integration of acquired 21st century technologiesTeachers design and use instructional strategies, innovations, and activities that are research-based and reflective of best practices  Continued book studies (Ex. Teaching with Poverty in Mind , Eric Jensen)Dr. John D. Barge, State School Superintendent May 2012 ● Page 23 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*4. Professional development for staff to enable all children in the school  Professional development (Co-Teaching Models; SuccessMaker; RTI, etc.)  Instructional Lead Teacher to provide assistance with actual design and implementationAdministration arranges for vertical team meetings internally (in-school between grade levels) and externally (elementary and high school). Provides comprehensive information and media services that support the curricular and instructional program  Make opportunities available to staff for media specialist to offer education and training on research skills, database utilization, media skills, collaborative teaching, and other available services.Teachers effectively utilize available resources and establish performance measures for student learning that yield information that is reliable, valid, and bias free  Pre and post test comparisons.  Implementation of benchmark testing  Common assessments in all core subjectsThe Academic Coach develops and implements a comprehensive assessment system for assessing progress towards meeting the expectations for student learning, researches for better methods and tasks for student’s application of skills learned to increase student achievement; ensures effectual implementation of the RTI, CEIS, AIMSweb Universal Screener, and displays data throughout the school environment.  Continued study implementation of the 8-Step Assessment for Learning Program.Teachers, Academic Coach and administration use student assessment data for making decisions for continuous improvement of teaching and learning processes  Faculty shares and studies data during grade level and vertical team meetingsAdministration uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness  Staff observations at other schools  Administration facilitates acquisition of comparative data.  Administration works to establish discourse with comparable schools.Ballard-Hudson teachers and staff engage in a continuous process of improvement that articulates the vision and initiatives of the school (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); documents and uses the results to inform what happens next (Results)Dr. John D. Barge, State School Superintendent May 2012 ● Page 24 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*4. Professional development for staff to enable all children in the schoolD. We have included teachers in professional development activities regarding the use of academic assessments . . to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways . . .Teachers are included in professional development activities regarding the use of academic assessments to enable them to provide information on the achievement of individual students and the success of the overall instructional program. 1. Ballard-Hudson utilizes the SDIS model for ongoing professional development for teachers regarding collecting and analyzing data to close achievement gaps, enhance instructional practices and address strength and weaknesses of each student. 2. Teachers are responsible for maintaining an Assessment for Learning (AFL) notebooks that are submitted to PLC for review at the end of each semester.  Teachers include a copy of all assessments, assessment data form, monthly data inquiry forms, strategies for enrichment, tutorials, and maintenance in AFL notebooks. 3. Teachers are required to report school data monthly to administration utilizing a Data Inquiry Form. The Data Inquiry Form summarizes teachers’ reflections on assessment data submitted and outline teachers “next step” based on the data results. Think Pair and Share strategy for grade level/content teachers to collaborate and make key data presentations. Administration presents teachers with questions, prompts or an observation and allows teachers (15 minutes) to think and make a presentation on thought in flexible ways. Teachers compare ideas; identify root causes, best solutions and report out. This approach provides structure, accountability.*5. Strategies to increase parental involvement. Response: A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan by . . .Ballard-Hudson Middle School has implemented numerous strategies to increase parental involvement. Parents were invited to attend an Open House at the beginning of the school year. During Open House, parents were given information pertaining to the meaning of being a Title I school, how Title I impacts the school, how each child benefits from Title I and parents were made aware of resources available for students to help every child succeed. Every parent was invited to participate in the review and revisions of the Comprehensive School Improvement Plan, Parental Involvement Plan, and School/Parent Compact Plans. Parents were invited via newsletters, flyers, memorandums, marquee advertisement, and telephone calls. Parents were also invited to serve on the Parent Advisory Committee and the Parent Teacher Organization (PTO). Parents responded to invitations which enabled them to assist with the review, revisions, and Dr. John D. Barge, State School Superintendent May 2012 ● Page 25 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan implementation of the plans that were put in place.Ballard-Hudson administration works closely with the Macon Housing Authority to arrange monthly meetings to inform parents of their child’s progress and plan for interventions when needed. Ballard-Hudson also assist parents in the understanding of Common Core Georgia Performance Standards (CCGPS), curriculum content, Criterion-Referenced Competency Tests (CRCT) data, significance of attendance policy and academics guidelines. Furthermore, Ballard-Hudson will:  Participate in professional organizations, workshops and staff development activities that engage parents  Plan and facilitate parent workshops based on needs assessments.  Serve as a liaison between the school, parents, and community agencies.  Refer students and/or families to community agencies as needed.  Initiate parent contacts and home visits.  Explain and answer questions regarding Federal Programs and parents’ right to know.  Explain reports and/or direct parent to appropriate staff.  Collaboration with the Macon Housing Authority, Promise Neighborhood, Gear-Up, and Community In Schools (CIS) to bridge the gap between school and communityB. We have developed a parent involvement policy included in our appendices that  includes strategies to increase parental involvement (such as family literacy services)  describes how the school will provide individual student academic assessment results, including a interpretation of those results  makes the comprehensive schoolwide program plan available to the LEA, parents, and the public (internet, newspaper, newsletters)  compacts required – include with policy  Parent Involvement checklist includedDr. John D. Barge, State School Superintendent May 2012 ● Page 26 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: A. Following are our plans for assisting preschool children in the transition from early childhood programs. Also included are transition plans for students entering middle school or high school and entering form private schools plus students entering our school throughout the school year . . To improve our efforts in meeting the needs of the elementary school students who have been attending Bibb County’s elementary schools, administrators and counselor establish specific times for the middle school teachers and elementary school students to meet. At Ballard-Hudson, rising 6th graders are provided an opportunity to explore our campus and classes for one day. This initiative occurs during the “Smooth Move” activity, where the upcoming fifth grade students meet perspective teachers and are actually taught a middle school mini lesson by perspective content and connection teachers. In addition, an open house is planned for parents and students to come, meet the staff, and ask questions concerning the curriculum and fine arts program. During this time, teachers discuss curriculum and expectations for middle school.All incoming students are evaluated (learning styles and interest inventories, universal screener) at the beginning of the school year to allow for a smooth transition.At Ballard-Hudson school visits and tours are always available.Eighth grade students participate in a series of transitional activities. Each month a transitional lesson is communicated to the students on topics ranging from high school terminology to Cornell note taking skills. The students research and explore options for post-secondary educational opportunities at four-year colleges, universities, and technical schools. Students have the opportunity to ask questions of current high school students by writing letters to students at our feeder high school.Ballard-Hudson is currently participating in the AVID and Teachers As Advisors Program. In these programs, students work in small a group with a trained, caring adult advisor or a tutor who both advocate for his or her advisees and facilitates session focused on career management, academic achievement, and life skills (GA College 411).Students participate in the Smooth Move activity in the spring when they formally tour the facilities of their future high school. A Crossing Over Ceremony at the end of the school year officially celebrates the promotion of 8th grade students to high school.Vertical teaming and sharing takes places with the department chairs of all Southwest Zone Schools including elementary and high. Parents are encouraged to participate in all activities and invited to several Parent Night meetings, whereby the requirements for graduation and expectations of high school is communicated.Dr. John D. Barge, State School Superintendent May 2012 ● Page 27 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*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: A. The ways that we include teachers in decisions regarding use of academic assessment are . . . Ballard-Hudson is a data-driven school, where collecting and analyzing data is ongoing by teachers, academic coach, counselor and administrators to identify achievement gaps, understand instructional practices, and assess programs to ensure they are making a difference for ALL students. Teachers gather pre and post test data to demonstrate a standard or unit impact, to create lesson plans, next instructional strategy and show accountability. Teacher involvement in assessment includes analysis of data from:1. CRCT (grades 6-8) 2. District Benchmarks (grades 6-8) 3. State Writing Assessment (grade 8) 4. AIMSweb Benchmark Universal Screener (Fall and Winter) 5. Common Writing Assessments (grades 6-8) 6. Pre and Post testing instruments (grades 6-8) 7. Weekly Mini-Assessments (6-8) 8. Professional Learning 9. Collaborative Planning 10. Administration Tiger Talks (Administrators meets monthly with each grade level for input) 11. Computer-based progress monitoring (Ex. SMe Lab, Study Island, AR, IXL, Read 180, Voyager Math, AMP) 12. Teacher and Student Test Talks 13. Teacher and Parent Test Talks 14. Faculty Meeting 15. Vertical Teaming 16. Better Seeking Team 17. Leadership Team MeetingThe analysis of assessment results provide teachers and staff with the most effective classroom instruction and to provide appropriate interventions in the areas of reading, language arts, and math.Weekly cluster meetings provide the means for proper implementation of on-going discussion among teachers and administrators to ensure that appropriate and effective instruction.The school district implemented vertical teaming and coordination at Ballard-Hudson Middle School. Teachers from all grade levels and subject areas are represented on this team in order to provide consistency and focus across the school system.Dr. John D. Barge, State School Superintendent May 2012 ● Page 28 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*8. Coordination and integration of Federal, State, and local services and programs. Response: A. 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.All Title I resources and programs are used to directly impact and improve student achievement in an effort to reach the school improvement goals that were identified. Funds for instruction, professional development, parent involvement, and technology will be acquired by coordinating expenditures of local funds with resources from Title I, EIP, and Professional Development funds, when available. Salaries and benefits for three auxiliary personnel not allocated in state funding will be afforded through Title I. A more detailed list of the programs and resource utilized are listed below.8(a). List of State and local educational agency programs and other federal programs that will be included. Response: Middle GA RESA and the Bibb County Board of Education will be used to provide professional development opportunities. In addition to the coordinating efforts listed throughout our School- wide Improvement Plan, the following programs are utilized at Ballard-Hudson Middle School: Free or Reduced Breakfast and Lunch  School Nurse  United Way  Jr. Deputy  Macon Housing Authority  Communities in School  Special Education Programs  Response to Intervention Team  School Campus Police Office  Boys and Girls Club  Gear Up  AVID  504 Plan  ASPIRE (Student Led IEP) Program  ENVOY Project8(b). Description of how resources from Title I and other sources will be used. Response: Dr. John D. Barge, State School Superintendent May 2012 ● Page 29 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanInstructional practices- Human resources funded by Title I include three additional teachers hired using Title I funds to reduce the class size in grades 6-7, substitute teachers for Title I staff, academic coach who provides mentoring and coaching for teachers to support the implementation of CCGPS, and supplies to support instruction and student learning. Technological resources include funding online programs to assist teachers with providing effective strategies to use in the classrooms that will improve or enhance instruction: SuccessMaker, IXL Math, Skills, Tutor, and Study Island. Professional Development activities will be utilized to help teachers grow and improve in identified areas of weaknesses. Professional Development will include: job embedded professional learning to be used to build capacity with the staff to implement research-based best practices to improve teacher effectiveness and improve students achievement with emphasizes on low-performing students. Other instructional materials and supplies will be funded through Technology, Special Education funds, other funds which may become available, and the general instructional allotment.8(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: This plan was 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.Students will development fundamental computer skills required for educational and occupational success in their Business and Computer Science class. Through their CTAE courses, the guidance counseling department, and the teachers as advisors program, students will complete career development lesson plans on the GeorgiaCollege411 web site. After receiving career guidance and an opportunity to explore career options, all eighth grade students will select their career pathway preferences and develop a high school plan before leaving middle school.Dr. John D. Barge, State School Superintendent May 2012 ● Page 30 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response: A. 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 additional assistance. Those activities are . . . (Especially for those students who are struggling.)Students at Ballard-Hudson who experience difficulty mastering standards are identified by the classroom teachers. The teachers analyze data obtained through mini-assessments, district assessments, and the CRCT on standards covered. Students who fail to meet the standards are given opportunities during tutorial sessions for remediation of the standard they did not meet. Students are also provided additional services such as the following: Remediation classes during the regular school day  Before and after school tutoring  Peer tutors  Additional time on computer tutorial programs (Success Maker, My ACCESS, Study Island, IXL, Voyager Math)  Academic Counseling  RTI (Response to Intervention)  SDIS  CRCT Focus Groups  Differentiated Instruction  Individual Direct Instruction/Guided practice  Early Intervention Services  Authentic examples, tasks, projects 1. Parent/Teacher/Student conferences are held to discuss concerns and interventions that are utilized in the classroom to enhance the performance in the classroom.2. Ballard-Hudson’s Administration, Counselor, and Academic Coach plan and conduct parent workshops to address concerns of parents due to student performance as they pertain to the CRCT.3. Annual field trips to various venues, including colleges and universities, are sponsored to expand the scope of students’ learning beyond the classroom. Students are exposed to real world experiences where performance standards are reinforced. Macon Promise Children’s Neighborhood Grant (MCPN) – Mercer University, the fiscal agent, has partnered with 35 local groups to facilitate the MCPN grant. This grant aims to address significant challenges faced by students and families living in high-poverty communities by providing resources to plan and implement a continuum of services from early learning to college and career. Macon’s initiative is targeted at improving student Dr. John D. Barge, State School Superintendent May 2012 ● Page 31 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan achievement in the Unionville and Tindall Heights neighborhoods, focusing on four schools in those neighborhoods: Ingram-Pye and Hartley elementary schools, Ballard- Hudson Middle School and Southwest High School. President Obama recently highlighted Promise Neighborhoods in the Creating Pathways to Opportunity report that describes steps the administration has taken to reverse the growing income gap and create opportunity for all Americans. The program is also at the center of the White House Neighborhood Revitalization Initiative, which seeks to align federal housing, education, justice and health programs with the overarching goal of transforming neighborhoods of concentrated poverty into neighborhoods of opportunity. The goals of the grant include: Whole school accountability, with incentives for increased student achievement and graduation rates and removal of ineffective personnel  Opportunities for promotion and career growth and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school  Intensive professional development, including subject-specific pedagogy, instruction that is responsive to the community served by the school, differentiated instruction, and technology-infused instruction, supported by establishing and sustaining professional learning communities across SIG schools, the state, the nation, the world  Flexibility in staffing, calendars and time, and budgeting to fully implement a comprehensive approach to improving student success;  Increased learning time with a focus on rigor and differentiation, including 30 minutes daily for academic support and a summer bridge program for rising 9th graders  A vertically-aligned and research-based curriculum, with technology integrated  Increased family and community engagement, including the adoption of Georgia’s 3609(a). Measures to ensure that student weaknesses are identified on a timely basis. Response:  AIMSWeb Benchmark Universal Screener (Fall and Winter)  Study Island Pre and Post Test  IXL Math  STAR Reading and Math Initial Test  Content pre and post test  Mini Assessments  Ticket out the door  District Benchmarks  Response To Intervention (RTI)  Early Intervention Services (EIS)  School Behavior TrackerDr. John D. Barge, State School Superintendent May 2012 ● Page 32 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. Response: Ballard-Hudson Middle School provides professional learning opportunities based upon the identified needs of the school and school system through data analysis. In addition to the staff development listed in our School-wide Improvement Plan, the following training was and will continue to be available for our staff: SDIS  Positive Behavior Intervention Support (PBIS)  Common Core Georgia Performance Standards (CCGPS)  New Teacher Induction  Character Education- District Level  Efficacy Model- District Level  AVID Classes  Differentiated Instruction  Math Exemplars  Response to Intervention (RTI)  Classroom Management (School and District Levels)  Effective Use of Procedures and Routines  Test Administration Training  Data Analysis Training  Write Source Training  Assessment for Learning (AFL) Notebook  Math Interventions  Math Manipulatives  Co-Teaching  School Council Training  Georgia Teacher Evaluation Training  Reading Article and Book Studies on Research Based Strategies  Leadership Training ( 8 Roles of Leadership)  Character Education (Local Level)  Understanding the Framework of Poverty (District level)  Professional Learning school and district levels  Analyze and discuss articles from professional journals on team building, school culture, school climate, effective discipline strategies.  Analyze and discuss articles from professional journals on customer service (for office, school nutrition, and custodial personnel).  The counselor and graduation specialist will conduct workshops on character education.  Project-Based Teaching and Learning TrainingDr. John D. Barge, State School Superintendent May 2012 ● Page 33 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanIn addition to all of the aforementioned opportunities listed for staff, training will be made available for teachers in implementing several other instructional initiatives at Ballard-Hudson are: Interdisciplinary Morning Prompts - provide students with the opportunity to enhance academic skills in all core subjects and build character during homeroom supervision.Beyond the Bell- an after-school tutorial program that addresses the needs of students requiring assistance beyond the scope of the classroom (Grades 7-8).Reading Explosion 2012- a differentiated approach to motivate students to read, to increase fluency, ability to comprehend, to build vocabulary and strengthen writing ability.BHMS Weekly (20) Vocabulary List Drive – an initiative designed to increase student’s content vocabulary, to decode words, and increase student’s ability to spell words for writing purposes. Each content teacher per grade level submits 5 content words for weekly vocabulary test. Data will be collected weekly. 9c). Teacher-parent 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 n the community. Response: In an effort to increase parent/child/teacher involvement, Ballard-Hudson establishes a class syllabus by grade level that outlines the content, teacher, times, and day’s teachers are available for conferences. It also list services available to assist students to guarantee opportunities for success (before and after school tutoring, peer tutor, homework, technological services for home usage, etc.) The syllabus is designed to meet the needs of parents and students by grade levels as well as provide global activities involving all parents. A Parent-Student-Teacher-Principal compact is developed outlining the responsibilities of each group. A special compact signing day is held during the first month of the school year. A list of community services, such as, Buck Melton Boys and Girls Club, community church tutoring and other services are sent home by student. Connect Ed services are communicated through school counselor services. A workshop will be conducted during Open House in order to make parents aware of the new Common Core Georgia Performance Standards (CCGPS). 10. Description of how individual student assessment results and interpretation will be provided to parents. Response: Dr. John D. Barge, State School Superintendent May 2012 ● Page 34 of 37 Georgia Department of Education Title I Schoolwide/School Improvement PlanIn efforts to keep parents informed at Ballard-Hudson, the CRCT results provided by the Georgia Department of Education are sent home to parents to review and analyze their child’s individual performance at the beginning of the academic school year. Parent workshops are provided to help interpret CRCT information explained on the test reports. Parent/Teacher conferences are held to assist parents in understanding their child’s report.Ballard-Hudson is currently collaborating with the Macon Housing Authority to increase parental involvement and awareness of students’ achievement, behavior, and school activities. The Housing Authority is bridging the gap between school and home by serving as a liaison between the home, community, and school. In addition, the Housing Authority has agreed to host Parent Outreach meetings to address issues such as student attendance, social, and academic needs. Furthermore, Macon Housing Authority has agreed to provide transportation for various community functions such as Ballard-Hudson’s Mentoring and Tutorial Program at the local elementary schools. A workshop will be conducted during Open House in order to make parents aware of the new Common Core Georgia Performance Standards (CCGPS). 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: The full implementation of the research-based SDIS Process and Assessment for Learning Teacher Notebook is the provision used at Ballard-Hudson for collecting and disaggregating data on achievement and assessment of students. Data Analysis: Failure Rate vs. Test Assessment Rate Correlation occurs by maintaining a data room consisting of all student data.12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The school has a testing plan in place to ensure that the results for each category are valid and reliable. This plan includes specific procedures and protocols that the teachers and administrators must follow. In addition, the tests are kept in a safe and secured location during times of non- testing, and they are returned to the district testing coordinator immediately after the testing process is complete. This process ensures that the results will be valid and reliable.13. Provisions for public reporting of disaggregated data. Response: The Bibb County Central Office disaggregates data and releases the information to the public through the local media by means of:Dr. John D. Barge, State School Superintendent May 2012 ● Page 35 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan Bibb Schools Local Channel  Local news stations  Connect Ed  Public forums  Newsletter  Workshops  Monthly School Board Meetings  Parent Advisory Committees  Parent Teacher School Organization  School Website  School Marquee14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. Response: The school improvement plan is updated on as needed basis based on FY 12 data to determine the effectiveness and to address needs as determined through needs assessment. This data is used to help make decisions regarding student achievement, staffing and professional development, as well as set new goals for the next semester or upcoming school year. Dr. John D. Barge, State School Superintendent May 2012 ● Page 36 of 37 Georgia Department of Education Title I Schoolwide/School Improvement Plan15. 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: All stakeholders, including administrators, teachers, other school staff, and parents who will carry out the plan played an active role in the development of the plan to obtain buy-in and ensure that they thoroughly understood it and agreed with its contents.16. Plan available to the LEA, parents, and the public. Response: An electronic copy of the plan is included on the school’s website, and a hard copy of it is available in the school’s media center for parents, as well as the public, to view when desired. A copy will also be in the Bibb County School District Title I Office. 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: For parents for whom English is not primary language, the school-wide plan will be translated upon request to the degree feasible to the language of the parents. 18. Plan is subject to the school improvement provisions of Section 1116. Response: This plan follows the guidelines presented in Section 1116. Ballard Hudson will participate in the National Assessment of Educational Progress (NAEP) is asked.Dr. John D. Barge, State School Superintendent May 2012 ● Page 37 of 37

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