Georgia Department of Education Title I Schoolwide/School...

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School Superintendent

May 2013 ● of 44

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Columbia Middle School District Name: DeKalb County Public Schools

Principal Name: Dr. Keith A. Jones School Year: 2013-2014

School Mailing Address:

3001 Columbia Drive

Decatur, Georgia 30034

Telephone: 678-875-0500

District Title One Director/Coordinator Name: Dr. Morcease Beasley

District Title One Director/Coordinator Mailing Address:

DeKalb County School District

1701 Mountain Industrial Blvd

Stone Mountain, GA 30083

Email Address:

Telephone:

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School .

Subject

Alert List Subject(s)

Math

Sub-Group Alert List Subgroup(s)

Students with Disabilities

Graduation

Alert List Subgroup(s)

Principal’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: Revision Date: Revision Date:




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Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions

Notes:

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.

http://www.doe.k12.ga.us/School-Improvement/School-Improvement-Services/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf






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Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLE

School Principal

Dr. Keith Jones

SWP Facilitator

Mujadilah Sanders

Karen Bryant

Dr. Joel Boyce

Michelle Coward-Donnell

*Parent Representatives

(can not be a school

employee)

Ronnie Timmons

*Student Representatives

(required for High School)

Community Representatives

(can not be a school

employee)

Mary E. Brown

Office of Federal Programs

Representative

Sandra Mack

School Counselor

Ursula Ross

Special Education

Representative

Marcia Drummer

Reading/ELA Chair

Tosha Croom

Math Chair/Representative

Cassandra Crew

Science Chair

Dericka Deloney

Social Studies Chair

June McKinney

Professional Learning Liaison

Sharenia Hunter

School Improvement

Specialist Peggy Martin



* Required component of SWP as set forth in section 1114 of ESEA


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SWP 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 Dr. Keith Jones, Principal; Dr. Joel Boyce, Assistant Principal:

Michelle Coward-Donnell, Bookkeeper; M. Sanders and K. Bryant, SWP Facilitators and

Academic Data Coaches; U. Ross, Head Counselor; M. Drummer, Special Education

Representative; T. Croom, Reading/ELA Chair; D. Deloney, Science Chair; J.

McKinney, Social Studies Chair; S. Hunter, Professional Learning Liaison; W. Flournoy,

Counselor; L. Senior, Media Specialist; Math Representative, C. Crew. Other committee

members are Ronnie Timmons, CMS Parent Representative, Jeremiah Brinson, CMS

student representative, Mary Brown, Community Representative, and Sandra Mack,

Federal Grants Representative. The SWP committee met to discuss and brainstorm

Columbia Middle School’s critical foci. The critical foci consist of student academic

growth using data driven instruction, a safe, clean, and orderly school, CCGPS and a

standards-based classroom, building capacity, professional learning for all stakeholders,

effective parental involvement, customer service, celebrating our success, and team

building. During the meeting the new SWP template was shared with the committee. The

committee identified Columbia Middle School’s strengths and areas of growth. The areas

included teacher support, professional learning, discipline, and parental involvement. We

also brainstormed high impact instructional strategies, DOK, and Thinking Maps.

B. We have used the following instruments, procedures, or processes to obtain this

information: GaDOE Report Card, CCRPI Report, ITBS scores, Student Learning

Objectives (SLO), CRCT, Middle Grades Writing Assessment (MGWA), Attendance

data, Discipline data, Students with Disabilities data, Gifted Education data, School Self-

Assessment data, Benchmark assessments, and Focus Walk data. The SWIP committee

analyzed the strengths and weakness of our students in all core content areas including

the academic performance of the student subgroups for Columbia Middle School

including African-Americans, economically disadvantaged students, and students with

disabilities. We reviewed CRCT, MGWA, and ITBS to determine the percentages of

students meeting or exceeding grade level curriculum standards.

Outcome/Summative

Data

Demographic Data Process/Formative/Perception

Data

x School Report Card X Enrollment

(include

ethnicity &

gender)

GaDOE GAPSS Review





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x CCRPI Report X Students with

Disabilities

School SAC Self Assessment

x Georgia Criterion

Referenced Test

X Language

Proficiency

America’s Choice DAT

Review

Georgia High School

Graduation Test

X Free/Reduced

Lunch Rate

x School Self Assessment

Georgia High School

Writing Test

X Discipline Data x Benchmark Scores

x

Georgia Writing

Assessment

X Attendance x Focus Walk Results

End of Course Tests Graduation Rate x Staff Surveys

x Iowa Test of Basic

Skills

x Gifted

Education

x Student Surveys

x Student Learning

Objective (SLO)

C. Columbia Middle School will involve the school social worker, registrar, attendance

secretary, counselors, and administrators to assist homeless, and neglected and delinquent

students. We have taken into account the needs of migrant children. Although the school

does not have a significant migrant student population, these are the procedures we would

follow should those students be in attendance:

Students who are identified as being homeless are referred to the school social worker to

receive services.

Students who are suspected to have been abused or neglected are sent by the teacher to the

counselor. The counselor conducts an interview with the student and contacts the parent,

if applicable, and the counselor refers the case to the social worker for investigation.

In-Take required registration materials, proof of residence, immunization, school records,

birth certificate, social security/wavier

Steering Committee will develop individual action plan for support

Columbia Middle does not have any migrant children enrolled. In the event they enroll,

Columbia Middle will follow guidance procedures:

In-Take required registration materials, proof of residence, immunization, school records,

birth certificate, social security/wavier

Guidance Counseling session

Referrals to appropriate resources as needed

Steering Committee will develop individual action plan for support

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 . . .





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Georgia Criterion Referenced Test (%Meets/Exceeds)

Reading Language Arts Math Science Social Studies

2012

-

2013

2011

-

2012

2010

-

2011

2012

-

2013

2011

-

2012

2010

-

2011

2012

-

2013

2011

-

2012

2010

-

2011

2012

-

2013

2011

-

2012

2010

-

2011

2012

-

2013

2011

-

2012

2010

-

2011

6th 85 92 88 82 84 85 55 74 60 43 53 51 47 47 92

7th 82 87 79 80 85 85 71 82 75 60 66 69 57 62 82

8t

h

89 91 94 83 89 90 53 67 59 46 48 42 51 55 45

The 3-year CRCT trend data indicate that the school experienced declines in all content areas

and all grade levels except 6th grade social studies. The areas of mathematics, science, and

social studies were significantly below the state performance targets. The areas of reading and

language arts were below the state targets except 8th

grade reading.

2012-2013 CRCT Data – Students with Disabilities

Percentage of

Students with

Disabilities

Meeting/Exceeding

Standards

Math Reading ELA Science Social

Studies

SWD 22% 50% 43% 19% 17%

The data from the CRCT indicate that all content areas did not meet the state performance targets

in the category of students with disabilities. The social studies, science, and mathematics

departments had the lowest percentages of students to meet or exceed standards.

Iowa Test of Basic Skills

Reading Math

2012 - 2013 2011 - 2012 2010-2011 2012 - 2013 2011 - 2012 2010-2011

7th

Grade 31 33 30 31 37 33

The data from the ITBS for 7th

grade reading and mathematics indicate that students in both

critical content areas have the same proficiency as only 30+% of their peers nationwide. The

data also reveal that students have significant achievement deficits in the nationally normed

assessment.





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Writing Assessment

% Students Meets/Exceeds

2012 - 2013 2011 - 2012 2010-2011

8th

Grade 65 65 76

Although students maintained their average on the Middle Grades Writing Assessment in 2012-

2013, the percentage of students who met or exceeded the standards in writing was significantly

below the state target of 100% proficiency. The data indicate that students have significant

deficits in writing that must be targeted.

8th

Grade

Writing

DeKalb

Cty.

CMS

Students

Black White Hispanic Asian Amer.

Indian

Multi SWD LEP

2010-

11 77% 76%

2011-

12 74% 65%

2012-

13 73% 65% 65% N/A N/A N/A N/A N/A 4% N/A

The data from the 2013 MGWA indicate that black students fell significantly below the state

performance target of 100% meets/exceeds as evidenced by the CCRPI indicators. The 4% pass

rate for students with disabilities reflects a significant academic challenge and area for growth.

Assessment: CRCT, ITBS, Writing Assessment

Strengths (Where Students

Demonstrated Success)

Students demonstrated success in the areas of

CRCT: Reading/8th

grd.(89%) met/exceeded; Math/7th

grd.(71%)met/exceeded; Science 7th

grd.(60%)

met/exceeded

Although the majority of the 6-8th

grade students passed

the reading and language arts portions of the CRCT,

they failed to make the 2013 State performance targets

of 92.3% in language arts and 94% in reading.





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Weaknesses (Where Students Did Not

Demonstrate Success)

Students did not demonstrate success in the areas of

CRCT: % of Students Did Not Meet:

Science/6th

grd. (57%), 7th

grd. (40%), 8th

grd. (54%)

Math/6th

grd. (45%), 7th

grd. (29%), 8th

grd. (47%)

Social Studies/6th

grd.(53%), 7th

grd.(43%), 8th

grd.(49%)

Reading/ 6th

grd. (85%), 7th

grd. (82%)

Language Arts/6th

grd. (82%), 7th

grd. (80%), 8th

grd.

(83%)

ITBS 7th

grd. (30th

percentile for 3 consecutive years in

reading and mathematics.)

Middle Grades Writing Assessment (MGWA): %

Students Did Not Meet: 35%. The school’s MGWA

scores remained stagnant in 2013 and represented an

11% decline from 2011. Only one student exceeded the

standards on the MGWA.

The data indicate that students have significant

challenges in the areas of reading, language arts, social

studies, mathematics, and language arts as evidenced by

their scores on the ITBS and CRCT. Social studies is

the subject overall in which students perform the lowest.

On the ITBS, students are scoring in the 30th

percentile

nationally in reading and mathematics over the past 3

years in the nationally normed assessment.

Additionally, trend information indicates that the

percentage of students who scored below the state target

for the Middle Grades Writing Assessment is

significant.

Next Steps (Instructional

Changes/Adjustments To

Improve Student Success)

Based on classroom observations and Teacher Keys

Effectiveness System (TKES) data, there is still a need

to increase the level of rigor and relevance of instruction

through Depth of Knowledge (DOK) strategies,

differentiated instruction, and Marzano’s high-yield

strategies. The school leadership team will focus on

prioritizing the coaching, supervising, and monitoring





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of curriculum, assessment, and instruction. In order to

reduce classroom sizes, Columbia Middle School will

hire 3 additional core content area teachers. The school

will hire 2 academic coaches in the areas of

mathematics, reading, science, and social studies to

target deficiencies on the CRCT, ITBS, and MGWA.

The school will purchase professional development

services to provide teachers with necessary training on

reading and mathematics software, Common Core

Georgia Performance Standards, Write Score online

scored writing, and Middle Grades Writing Assessment

training and scoring professional development.

Teachers in core content areas will attend state and

national conferences such as the National Council for

Teachers of English (NCTE), National Council for

Teachers of Mathematics (NCTM), National Council

for the Social Studies (NCSS), National Science

Teachers Association (NTSA), and Metropolitan

Regional Educational Service Agency (MRESA). The

school will select teacher leaders and teachers who

require additional job-embedded professional

development to attend the conferences and workshops,

and teachers will redeliver the content from their

professional development to their peers to improve

teaching and learning. The teachers will be given

release time for job embedded professional

development, and after-school tutorial programs to

target core content area deficits for grades 6-8. The

school will also improve instructional practices in core

content areas with provided job-embedded professional

development during planning time using the academic

coaches and outside consultants in the areas of

instructional strategies, Common Core Georgia

Performance Standards, analyzing data and using it to

drive instruction, improving Middle Grades Writing

Assessment instruction, and research-based instructional

best practices.

The school will purchase print test preparatory materials

to expose students to the rigor of the state and national





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assessments and provide them with vital practice to

close their achievement gaps. The school will purchase

science instructional materials including laboratory

supplies and other tools to provide students with hands-

on application of domain-specific concepts on the

CRCT. The school will purchase instructional materials

for the social studies department including nonfiction

magazine subscriptions designed to address CRCT

deficits in economics and desk maps designed to

address students’ CRCT deficits in geography and U.S.

history. The funds will be used to purchase computer

software in all content areas to provide students with

test preparation opportunities and to allow teachers to

track student performance so they can modify their

instructional approaches. In order to increase students’

reading comprehension and Lexile levels, the funds will

be used to purchase books and periodicals for the media

center and classroom novels in the language arts

classrooms.

Students will be able to complete their writing

assessment practice using the Write Score program and

master critical listening and speaking and research

competencies in all content areas using the mobile

laptop carts and desktop computers that have been

purchased using Title I funds. Teachers will be able to

track students’ performance informally using the Active

Expression digital responders. Students will be engaged

in the learning process using interactive or display

technologies such as the Mimeos and document

cameras. Teachers will use MGWA preparatory

software, Write Score, and they will use standardized

test preparatory software in all content including the

programs Study Island, Gizmos, and iReady.

Parental involvement is also a critical needs area for

Columbia Middle School. The school will utilize its

Title I funding to hire a parent liaison to increase

parental participation and provide parents with critical

information and resources to help their children’s

academic performance. The school will host several





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Title I parent meetings and Parent Boot Camps to

provide parents with curricular information and

strategies to help their children. The school will create

a parent resource center equipped with computers, a

printer, and instructional resources targeted towards the

CRCT and MGWA. The school will provide courses to

assist parents with job readiness and basic computer

skills through the parent liaison and the parent resource

center.

E. The data has helped us reach conclusions regarding achievement or other related data.

The major strengths we found in our program were . . .

Reading/6th

grd. (85%), 7th

grd.(82%), 8th

grd.(89%) met/exceeded; Math/7th

grd.(71%)met/exceeded; Science 7th

grd.(60%) met/exceeded

In reading, students’ information and media literacy was their strongest domain for all

grade levels. In language arts, students’ strongest domain was grammar and sentence

construction. In mathematics, students’ strongest domain was algebra, and their

weakest domain was numbers and operations. In science. physical science and cells

and genetics were two of the domains in which students showed the greatest strength.

In social studies, geography was the strongest domain.

(Be specific. Example: not just reading – indicate fluency, comprehension, etc.)

The major needs we discovered were . . .

In reading, students experienced academic difficulties with the literary

comprehension which addresses their ability to process and analyze short stories,

poems, and dramas. In language arts, students’ experienced difficulties in research

and the writing process which focused on the steps that students take to write

explanatory or argumentative essays and gather scholarly research. In science,

hydrology and meteorology in 7th grade was a domain of significant challenge and

evolution in 8th grade was a low performance area. In social studies,

government/civics represented the highest percentage of low performance for grades

6-8.

The needs we will address are . . .

School key strands that provide performance actions that will address non-academic

needs are planning and organization, professional learning, and leadership. Based on

classroom observations and TKES observations there is still a need to increase the level

of rigor and relevance of instruction in the Common Core Georgia Performance

Standards (CCGPS) and the Georgia Performance standards (GPS). The school will

target higher level text processing and comprehension through Depth of Knowledge

(DOK) strategies and through differentiated instruction. Teachers will receive ongoing

professional development in the areas of instructional strategies, CCGPS and GPS,

analyzing assessment data and using it to modify instructional practices, using technology





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to enhance content delivery in core content areas. The teachers will receive contracted

professional development, instructional strategies and practices from educational

conferences in core content areas, and in-house modeling and professional development

through the reading and mathematics coaches.

The specific academic needs of those students that are to be addressed in the

schoolwide program plan will be . . .

The specific academic needs of students that will be addressed in the schoolwide program

plan will be in the areas of mathematics, reading, language arts, science, and social

studies in order to reach their required State achievement targets and CCRPI indicators

for 2013-14 school year.

The school will hire a parent liaison to focus specifically on providing parents with the

training, resources, and information that they need to help their children to become

successful in the classroom. The school will continue to provide additional assistance to

students with significant reading and math deficits through the reading and mathematics

tools classes and after-school and Saturday school programs for the CRCT and MGWA.

The school will host an Annual Title I meeting in October, host several Parent Academic

Boot Camps, and create a Parent Resource Center designed to provide parents with

CRCT and MGWA preparatory materials, computer, Internet, and printer access, job

placement information, and GED study materials. The school will hire outside

consultants specializing in the area of parental involvement to present strategies to

parents for helping their children in class.

The root cause(s) that we discovered for each of the needs are . . .

(How did you get in this situation? What are some causes?)

Understanding and applying content vocabulary/word meaning: specifically in Science

Lexile levels and a lack of strategies to comprehend informational texts are impacting

students’ ability to understand content texts in all content areas.

Teachers have a deficit in their understanding of the GPS and CCGPS and their role in

rigorous instruction in all content areas.

Math: understanding vocabulary/word meaning in word problems and the application

process

Writing: students have significant deficits in each of the writing domains (ideas,

organization, style, convention). They have writing deficits in persuasive and explanatory

writing, and teachers require additional professional development in writing strategies and

scoring writing according to the state rubric.

Understanding assessment vocabulary for standardized test and test-taking strategies.

Homework: students not turning in assignments

Many students have significant academic deficits, and they experience challenges when

they attempt to read grade level texts or communicate their understanding via writing.

Low parental involvement and attendance at curriculum nights and Title I meetings.





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F. The measurable goals/benchmarks we have established to address the needs are . . .

The school’s goals and benchmarks for each content area are aligned to the State academic

performance targets for 2014 and the CCRPI benchmarks for proficiency.

Reading: 6th

grd. students meeting or exceeding the standards on the CRCT will increase

from 85% to 94.6%; 7th

grd. students will increase from 82% to 94.6%; 8th

grd. students

will increase from 89% to 94.6%.

Language Arts: 6th

gd. students meeting or exceeding the standards on the CRCT will

increase from 82% to 93%, 7th

grd. students meeting or exceeding the standards on the

CRCT will increase from 80% to 93%, 8th

grd. students meeting or exceeding the

standards on the CRCT will increase from 83% to 93%

Math: 6th

gd. students meeting or exceeding the standards on the CRCT will increase

from 55% to 88.1%; 7th

grd. students meeting or exceeding the standards on the CRCT

will increase from 71% to 88.1%; 8th

grade students meeting or exceeding the standards

on the CRCT will increase from 53% to 88.1%.

Social Studies: 6th

grd. students meeting or exceeding standards on the CRCT will

increase from 53% to 58%, 7th

grd. students meeting or exceeding standards on the

CRCT will increase from 43% to 50%, 8th

grd. students meeting or exceeding standards

on the CRCT will increase from 57%.

Science: 6th

grd. students meeting or exceeding the standards on the CRCT will increase

from 43% to 82.3%; 7th

grd. students meeting or exceeding the standards on the CRCT

will increase from 60% to 82.3%; 8th

grd. students meeting or exceeding the standards on

the CRCT will increase from 46% to 82.3%.

Writing: All 8th

grade students on the 8th

grade writing assessment will increase from

65% meeting or exceeding to 100% .

Parental Involvement: The number of parents who attend the Title I annual meeting

will increase from 10-20 to over 100 parents at each session. The Parent Resource Center

will provide assistance to 50-75 parents per month.

The tools used to measure growth in the areas where interventions will be implemented are:

Study Island data, iReady reports, Write Score benchmark data, Mock Writing Assessment

achievement reports, Gizmos achievement reports, ITBS data, CRCT data, MGWA data,

teacher-made assessments, student grades, student portfolio, interactive notebooks, classroom

profiles/learning inventory, attendance data, and discipline referrals. Formative data will be used

to assess students’ results (nine-week benchmarks) and analyzed in order to determine if teachers

need to adjust their instructional action plans in order to meet students’ needs. The school will

use sign-in sheets at the Title I parent meetings and sign-in sheets in the parent resource center to

document the increases in parental involvement at Columbia Middle School.





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*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)…

All classroom environments demonstrate research based learning strategies ensuring that all

students are successful. Columbia Middle School will address the needs of children to

demonstrate proficiency related to the states academic core standards and student achievement

will be implemented with the following strategies. Teachers will be provided ongoing

professional learning, classroom observations, and instructional monitoring based on classroom

and student levels of comprehension.

Marzano’s high-yield strategies

Thinking Maps

Depth of Knowledge

Differentiated Instruction

Standards-based instructional practices

Mock Writing Assessment

Common Core Georgia Performance Standards

Teacher Keys Evaluation Assessment(TKES)

Utilize the three-part lesson as an instructional framework

Reduced Class Sizes and Additional Mathematics and Reading Remediation (Hiring 4

core content teachers to target the unique learning styles and needs of students and

provide them with scaffolded instruction to close achievement gaps.)

Instructional Support (1 math coach to provide additional instructional support, modeling

exemplary lessons, and professional development for teachers to improve the quality of

teaching and learning.)

o Modeling exemplary lessons/teaching – The academic coach who is hired through

Title I funds will provide modeling and explicit instruction for teachers in all core

content areas to improve the quality of instruction in the classroom.

Trains school staff on the analysis of different types of data in an effort to

make timely and appropriate decisions about curriculum, assessment, and

instruction.

Provides assistance in blending content knowledge and knowledge of

differentiated instruction for all teachers. Supports teachers by sharing

materials and strategies to meet the needs of all students.

Designs collaborative, job embedded, standards-based professional

learning to assist teachers in completing a self assessment of their

instructional strengths.

Works collaboratively with the school’s formal leadership to design,

implement, align and assess school change initiatives to ensure alignment





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*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.

and focus on intended results.

Increases instructional skills of all teachers and supports school wide

activities.

Trains school personnel on how to interpret and use state assessment data

reports to enhance classroom instruction.

Trains school personnel on how to disaggregate student assessment data

based on demographics, subjects/disciplines, standards, and other data

sources.

Develops and prioritizes intervention goals, based upon information

uncovered through the data disaggregation process to generate solutions.

Assists the principal and leadership team in the disaggregation of student

performance data, by school and by teacher; and assesses instructional

coaching needs of individual teachers.

o Targeted Remediation – The school will provide after-school and Saturday school

remediation and enrichment in core content areas in preparation for the CRCT and

MGWA. Students will receive tailored instruction to their individual CRCT

domain weaknesses to help them close their achievement gaps.

o Guided Reading – The students will receive explicit reading strategies in the

reading tools class using print-based materials that will help them process and

analyze literary and informational texts on the CRCT and ITBS. Our school is

purchasing print texts to enhance guided reading.

o Writer’s Workshops – Students will be provided with strategies that will help

them analyze a writing prompt, organize their ideas, create a sustained focus, and

support their central idea with supporting details. Columbia Middle School will

be implementing writer’s workshops in all grade levels, but the focus will

primarily be 8th

grade. Title I funds will be used to train staff, hire substitutes, for

teachers to attend training, and provide workshop materials.

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)…

Writer’s Workshop – Current research states, “Just as professional writers have a

process for developing their work, young, apprentice writers also benefit from a

clear process through which to develop their writing. (Atwell 1998; Calkins 1994;

Elbow 1981, Fletcher 1993; Graves 1994; Murray 1984).

Reducing student/teacher ratios: A low teacher/student ratio is vital to enhancing





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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.

Guided reading is an essential component of a balanced literacy program. Guided

reading practices are recommended by the International Reading Association, the

National Association for the Education of Young Children, and the National

Council of Teachers of English as part of a balanced literacy program. Guided

reading gives teachers the opportunity to teach explicitly reading strategies that

meet their students’ individual levels, and it reinforces problem solving,

comprehension, and decoding. Guided reading is an essential tool that

teachers can use to help their students identify and solve problems within the text

as well as develop their content comprehension skills. Guided reading encourages

students to think about the text and helps them develop questions about the text.

The discussion of the text between the teacher and the students about critical-

reading comprehension elements helps students master essential reading concepts.

Lloyd (2004) explained that generating questions helped struggling students

receive and share their valuable comments and feedback with their peers. Students

were able to argue their points of view passionately, highlight places in the text

that supported their positions, and provide supporting evidence for their positions

(Iaquinta 2006; Lloyd 2004).

Guided math – Guided math is part of our balanced approach to teaching math. It

is how teachers make sure that the students are making adequate progress, and it

is a way for them to adjust their instruction as needed. According to author Laney

Sammons, of Guided Math: A Framework for Mathematics Instruction (2010),

guided math is a model of teacher-led instruction that gives each student an

opportunity to fine tune their math skills at levels that challenge them in order to

help them gain the ability to function independently. Our goal is to do this in

order for students to become self-sufficient math thinkers with knowledge they

can apply in the real world.

Targeted remediation is an instructional approach that provides a unique learning

focus for students based upon their previous CRCT domain weaknesses. Students

receive explicit instruction in their domains of greatest need to close their

achievement gaps. (Fetter, 2009)

Academic Coaches - A preponderance of research in education as well as business

shows that while adults are exposed to new ideas and practices in workshop

settings and team meetings, they need on-the-job support to make the new ideas

part of their daily routines (Joyce & Calhoun, 1996; Joyce & Showers, 2002). In

evaluating this evidence, Odden et al. (2007) conclude that states reap greater

benefits in terms of student achievement when they invest in classroom-based

coaches as opposed to more costly and less effective innovations.





May 2013 ● of 44

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)…

Students are grouped according to assessment results and are assigned to safety-net instruction

which occurs before, during, and after school.

Math Tools Class: remediation math class targeted to students with significant deficits

and offered daily during exploratory for 75 minutes

Saturday School: math and reading remediation, MGWA remediation and enrichment

Reading Tools Class: remediation reading class targeted to students with significant

deficits and offered daily during exploratory for 75 minutes

Creative Writing: to increase 8th

grade writing scores

After-School CRCT Remediation – Targeted tutorial twice per week in all content areas

and grade levels for 1.5 hours.

Professional development provided through outside consultants and in-house professional

development through the reading and mathematics coaches.

o Discovering Your “Write” Voice, Inc. (MGWA Training)

o Curriculum Associates iReady program training for the Reading Tools and Math

Tools Teachers

o Study Island Training for all Core Content Teachers

o Write Score Training for all ELA Teachers

o Gizmos Training for all Science and Mathematics Teachers

The school will offer a Summer Bridge program designed to assist students who have reading

and mathematics deficits prepare for the 2014-2015 school year. In an effort to provide

students with additional class time in their core classes, the academic blocks have been

lengthened to 140 minutes per class, and the connections classes are 75 minutes daily.

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:

The needs of all students, particularly those of our special education, English Language Learners,

and our students who are Economically Disadvantaged will be carefully monitored through RTI,

data teams, benchmark assessments, end of chapter/unit tests, and report cards. Adjustments to

programs such as after-school tutoring or in-school tutoring will address these needs. Our

School’s Strategic Plan 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).





May 2013 ● of 44

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 finding for Georgia.

The section is not applicable for Columbia Middle School.

Response:

*3. Instruction by highly qualified professional staff.

Response:

The faculty of Columbia Middle School is comprised of highly qualified professional staff

members and content experts.

Columbia Middle School

Staff Degrees

Bachelors Masters Specialist Doctorate

Percent of

Teachers

72% 58% 17% 3%

Years of Experience

0-5yrs 6-10yrs 11-15yrs 16 or more years

Percent of

Teachers

27% 24% 18% 31%

Support New Teachers

Columbia’s Teacher Support Specialists (TSS) are highly trained and experienced master

teachers. During the summer and pre-planning, the Teacher Support Specialist Team invites

newly hired teachers out to the school to talk with them about expectations and concerns. This is

also a time when the TSS team helps new teachers set up classrooms and gets them acclimated to

the school’s setting. During the year, the TSS Team conducts monthly meetings to address

teacher concerns and offer support. The TSS team also does frequent peer observations and

gives the teachers feedback on instruction and classroom management.

Recruiting

During Job Fairs, Columbia strives to recruit teachers by highlighting our vision to become a

school of academic excellence. We also highlight our Magnet program and Teacher Support

System.

Teacher Retention

In order to retain teachers, we provide on-going professional development through weekly





May 2013 ● of 44

*3. Instruction by highly qualified professional staff.

professional learning and collaborative content planning sessions. ELA, Math, Science, and

Social Studies teachers work with instructional coaches to improve their practice and develop

problem solving strategies. Additionally, teachers receive the support of the principal,

department chairs, AP’s, LTSE’s, and Teacher Support Specialist.

We strive to promote a positive work environment by pairing teachers with mentors and buddy

teachers. This provides a smooth, well-managed transition for teachers who are new to the

profession, the school, or the assigned content area. We also create a warm atmosphere whereby

teachers have the opportunity to join the Sunshine Committee and take part in our fellowshipping

events such as Wonderful Wednesdays. Columbia Middle School tries to create an environment

where teachers feel valued in providing feedback when shared decision making is appropriate.

Professional development activities that will be implemented to support teachers include, but not

limited to the following:

Book talks and implementation of Marzarno’s Classroom Management that Works and

Classroom Instruction that Works.

Marzarno’s High Yield Strategies, first year classroom teachers

Attend professional learning facilitated by highly trained instructional coaches. These

professional learning include but not limited to training on the Common Core Georgia

Performance Standards/Georgia Performance Standards, the DCSS Teaching and

Learning Instructional Framework, effective instructional strategies (DOK, HOT,

Differentiated instruction, Promethean Boards)

Instructional Modeling

Attending Conferences: African American Children in School

Co-teaching In-Service/Modeling preferred models

Technology Workshops

*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)…

Columbia’s principal uses the on-line Human Resource portal to view a roster of all highly

qualified teachers to select instructors according to the needs of the students. Also, a list of

teachers who are not highly qualified is provided so that the principal is aware of how to support

and guide the teacher through becoming highly qualified. The school assists teachers needing

additional requirements by signing them up for classes through Professional Learning or any

other district approved program. The master schedule is developed based on the required content

areas, connections classes offered, and the intellectual abilities of the students. Highly qualified

teachers are then placed in those teaching assignments according to their content and add-on

certifications.





May 2013 ● of 44

*3(a). Strategies to attract highly qualified teachers to high-needs schools.

New teachers receive extensive orientation opportunities and are paired with a teacher mentor to

provide them with support throughout the school year. New teachers are attracted to the magnet

focus of the school and the abundance of modern instructional technology available to all staff

including Promethean boards, Active Expression response kits, document cameras, mobile

laptop carts, computer labs, and other current and emergent technologies. Teachers are attracted

to the numerous support classes such as the reading tools and math tools classes designed to

provide students with additional academic support, and they appreciate the on-site professional

development provided by the academic coaches.

Teachers are attracted to Columbia Middle School because teachers have access to the print

resources and supplies that they need to be effective in the classroom. New teachers also

appreciate the school’s commitment to providing students with additional assistance in core

content areas during after-school tutorials and Saturday school. Teachers appreciate the extended

academic blocks in the core content classes in which they have additional time to provide

instruction to students. Finally, new teachers appreciate the school’s commitment to involving

parents in school activities through the addition of a parent liaison, parent resource center, and

other instructional and informational meetings for parents.

*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 . . .

Depth of Knowledge Training

Differentiate Instruction

Marzano’s High-Yield Strategies

Common Core Georgia Performance Standards and Instruction

Thinking Maps

Data Analysis (CRCT, MGWA, ITBS, CCRPI, Formative Assessments, Study Island,

iReady)

Parent Workshops

Student Data Conferences

Co-Teaching Models

Technology Workshop

Teachers will attend in-house and outside training through MRESA and other content-specific

conferences and workshops, and the school will use the train-the-trainer model for redelivery to

the staff for all conference attendees.





May 2013 ● of 44



A. 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 . . .

Teachers will participate in professional learning and meet regularly to develop unit/lesson

plans to ensure rigor and alignment to the Common Core Georgia Performance Standards.

Teachers will be provided the opportunity to attend conferences that are scientifically

researched-based to enhance their professional knowledge. The academic coaches will

train teachers to analyze student data from formative assessments such as Study Island,

Gizmos, mock writing assessment, iReady, and Write Score. The teachers will also receive

in-house professional development from the academic coaches and MRESA designee in

understanding assessment reports for the CCRPI report, Focus School status, CRCT, ITBS,

district benchmarks, and MGWA. The student data will be presented to parents at each

parent meeting and will be posted throughout the school and in the parent resource center.

During collaborative planning with the academic coaches, the teachers will receive

professional development on developing valid and reliable common assessments.

Columbia Middle School’s Yearly Professional Development Schedule

Month PL Topic Core

Academi

c Area

Location Number

of

Teachers

Attendin

g

Estimate

d Cost

Funds

Planned

Utilizatio

n

October

2013

Differentiated

Instruction for 6-12

Life Science

Science Smyrna,

GA

2 $99.00

per

teacher

Title I

October

2013

Analytic Geometry

CCGPS: Circles &

Volume (Unit 3)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

October

2013

Common Core

Georgia Performance

Standards (Pearson)

Math,

ELA

Columbia

MS

All ELA

and

Math

Teachers

$2,000 Title I

October

2013

Study Island Training All core

content

areas

Columbia

MS

All core

content

areas

$2,000 Title I

October

2013

Discovering Your

“Write” Voice, Inc.

ELA Columbia

MS

All ELA

Teachers

$1,200 Title I

October

2013

iReady Training Math,

ELA

Columbia

MS

Math

and

Reading

$1,995 Title I





May 2013 ● of 44



Tools

Teachers

Novembe

r 2013

Differentiated


Physical Science

Science Smyrna,

GA

2 $99.00

per

teacher

Title I

Novembe

r 2013

Differentiated


Earth Science

Science Smyrna,

GA

2 $99.00

per

teacher

Title I

Novembe

r 2013

Coordinate Algebra

CCGPS: Describing

Data

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

Novembe

r 2013

7th Grade Math

CCGPS: Statistics

(Inferences) &

Probability (Units 4 &

6)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

Novembe

r 2013

National Council for

the Social Studies

Social

Studies

St. Louis,

MO

2 $395.00

per

teacher

Title I

Novembe

r 2013

National Council of

Teachers of Math

(Regional Conference)

Math Louisville,

KY

2 $341.00

per

teacher

Title I

Decembe

r 2013

8th Grade Math

CCGPS: Functions

(Units 4 & 5)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

Decembe

r 2013

Analytic Geometry

CCGPS: Extending the

Number System (Unit

4)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

Novembe

r 2013

National Council of

Teachers of Math

(Regional Conference)

Science Denver,

CO

2 $341.00

per

teacher

Title I

January

2014

Analytic Geometry

CCGPS: Quadratic

Functions (Unit 5)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

January 6th Grade Math Math Smyrna, 2 $99.00 Title I





May 2013 ● of 44



2014 CCGPS: Statistics

(Unit 6)

GA per

teacher

February

2014

Analytic Geometry

CCGPS: Modeling

Geometry (Unit 6)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

February

2014

Coordinate Algebra

CCGPS:Transformatio

ns (Unit 5)

Math Smyrna,

GA

2 $114.00

per

teacher

Title I

February

2014

Integrating STEM in

6-12 Physical Science

Science Smyrna,

GA

2 $99.00

per

teacher

Title I

March

2014

National Council of

Teachers of English

English Indianapoli

s, IN

2 $350.00

per

teacher

Title I

March

2014

8th Grade Math

CCGPS: Linear

Models (Unit 6)

Math Smyrna,

GA

2 $114.00

per

teacher

Title I

March

2014

Analytic Geometry

CCGPS: Applications

of Probability (Unit 7)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

March

2014

Coordinate Algebra

CCGPS: Connecting

Algebra & Geometry

(Unit 6)

Math Smyrna,

GA

2 $99.00

per

teacher

Title I

Teachers will receive additional professional learning through district personnel, the academic

coaches, and the MRESA designee concerning instructional best practices, content area needs,

and instructional strategies throughout the year during their professional learning day each week.

B. We will align professional development with the State’s academic content and student

academic achievement standards . . .

All of our school’s Title I funded professional development has been aligned with our needs

assessment. Each professional development activity has been reviewed to ensure the training is

related to Georgia’s academic content with the goal of raising student achievement in content

areas identified within our needs assessment.

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,)…





May 2013 ● of 44



Teachers will receive weekly professional development on Tuesdays during their

professional development day. The school will devote $45,844 to outside consultants for

training on instructional strategies and purchased software, $7,000 for registration and dues

and $11,000 for travel for core content-area conferences and $5,500 for job-embedded

professional development. The school is investing $1,000 for professional development

related to parental involvement for teachers and the community. The school has invested

over $173,000 in 3 teachers to reduce class size and provide students more targeted

instruction. The school has invested over $65,000 in 1 academic coach to improve the

quality of teaching and learning provided to students. The school has invested over $1,500

for professional learning materials and books. In the instances where teachers can participate

in webinars or blackboard, those resources will be employed using Title I-purchased

equipment. The school has allocated $5,600 for substitutes for certified staff for professional

development and workshops or conferences. The school allocated $18,000 for stipends for

teachers to work in the after-school and Saturday school remediation and enrichment

programs which will begin in October and last through April.

The academic data coach will conduct workshops on differentiated instruction, (critical

thinking skills) Marzano’s high-yield strategies, and depth of knowledge. Teachers will

attend training on critical thinking skills (Thinking Maps).





May 2013 ● of 44

*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 schoolwide programs and the school parental involvement

policy by. . .

Keep accurate records of sign-in sheets, meeting agendas, meeting minutes, and provide

parents with notification letters about the school’s Title I status, Title I plan, and Parent’s

Right-to-Know Letter.

The school will create a Parent Resource Center to provide parents with CRCT and

MGWA resources, study materials, computers with internet and printer access, and get

and job placement information.

The school will hire a parent liaison to support the needs of the parents in the community.

Paper surveys are sent home by students, distributed at Title 1 annual meeting

All parents are invited to be a part of the school council committee and provide input.

All parents are invited to attend planning meetings

Information is shared on the school website, sent home by students, mailed home via

letters, flyers, and postcards, and via Calling Post messages.

The PTSA will share information to the community at PTSA meetings.

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…

The Title I schoolwide improvement plan will be kept on file and posted in the

Parent Resource Center, front office, and local library.

Parents will be notified via Calling Post messages, flyers, postcards, newsletters,

the marquee, and school website.

The school will host several Title I parent meetings.

The school will host a Parent Boot Camp to provide them with strategies to help

their children with homework and prepare for the CRCT and MGWA.

The school provides parents and community outreach/support through activities

and initiatives:

Site-based Parent Centers/Information

Stations

x Title I Parent Resource Centers and

Facilitators

Parent Lending Libraries Pre-K Family Resource Specialists

x Parental Involvement Workshops x Title I Parental Involvement Conferences

x Parental Involvement Survey/Summary Others (list here)





May 2013 ● of 44

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 schoolwide plan, and the school-parent

compact and encourage and invite all parents of participating children to attend by…

The parent meetings will be held in the evenings. Light refreshments will be

provided for parents to encourage them to attend. The school will adjust the time

and dates of future parent meetings and potentially provide childcare for parents

based on the information received in the parental needs assessment survey.

Parents will be notified about the meeting via mail through the use of flyers and

post cards 2-3 weeks in advance of the date. Parents will be reminded about the

meeting date and time via Calling Post messages, the school marquee, and a

school newsletter.




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…

The school will conduct a needs-assessment survey for all parents to determine whether or

not they will need assistance with transportation and child care so that they can attend

Title I parental activities. If the data from the survey reveal that parents would be more

like to attend the meetings if transportation or childcare was provided, the school will

assist them with their needs.

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 …

The Title I parent meetings and Parent Boot Camps will be held on Saturdays and in the

evenings. Light refreshments will be served to parents when the meetings are held during

dinner times. A summary of the minutes, agenda, and other pertinent information will be

posted on the school website and Parent Resource Center, and copies will be available in

the front office. Parents will be notified via mail using postcards and flyers approximately

2-3 weeks prior to each event, and they will receive follow-up notifications on the

website, marquee, and via Calling Post messages within 1-2 weeks of the event.





May 2013 ● of 44

The workshops will focus on critical curricular areas in the core content areas,

understanding the CCRPI report and State performance targets, and understanding the

achievement data of students from applicable formative and summative assessments.

Parents will also receive training and materials on helping their students with basic

reading and math strategies that will be effective on the CRCT. The topics of the parental

workshops will be selected based upon the parental needs survey. The principal,

administrative staff, bookkeeper, parent liaison, and other committee members will

disaggregate the data from the survey to determine the types of training that it will provide

parents. The school will work closely with the parent liaison to create in-services that are

targeted to the needs of the community.

F. 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…

Creating and revising a school-parent compact so that all stakeholders are

provided with an opportunity to contribute to its development.

Share and revise the school’s SMART goals at the parental meetings related to

parental participation, student achievement, attendance, and other critical areas.



Parents will be notified via Calling Post messages, flyers, postcards, newsletters,

the marquee, and school website.


The school will host a Parent Boot Camp to provide them with strategies to help

their children with homework and prepare for the CRCT and MGWA.

G. 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…

The school will host 2-3 Parent Boot Camps in which the parents will receive explicit

information about the school’s academic goals, and the parents will receive information

concerning the school’s 2013 CCRPI report, the Common Core Georgia Performance

Standards in reading, language arts, and mathematics, and the Georgia Performance

Standards in social studies and science. Parents will be able to analyze the State report

and learn how they can help the school close achievement gaps for students. The parents

will receive standards and domain information for each CRCT content area and for the





May 2013 ● of 44

MGWA. The school will provide parents with consumable materials in mathematics and

reading that they can take home and practice with their students. Parents will receive

preparatory material and will learn key strategies that they can use at home to help their

students become prepared for high school and upcoming state and national assessments.

The school will offer numerous classes on resume and cover letter writing, basic word

processing, and preparation for the GED to assist parents. Additional sessions will be

created based upon the results from the parental needs assessment survey.

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…

Parents will receive information concerning many of the technology-based programs that

their children are using in class to prepare for the CRCT and MGWA such as Write Score,

Study Island, and iReady so they will be more prepared to assist their children in the learning

process. Parents will be able to use the mobile laptop carts, Active Expression response kits,

Promethean boards, and other technology so they are more informed of the types of

technology integration that is occurring daily in their classes.

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 …

The school will provide Title I professional development from an outside consultant for the

teachers on strategies with working with parents with economic challenges, difficult and

disruptive children, and other circumstances that cause them to be reticent from participating in

school events. The teachers will be given strategies to reach out to parents so they feel

welcomed at the school, and they will receive researched-based methods of improving the home-

school relationship in predominately minority communities.

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 …

The school will partner with the Parents as Teachers organization to provide parents with

additional resources to help them become more involved in the school. The parent liaison





May 2013 ● of 44

will be soliciting parent volunteers to commit to spend 1-2 hours per week in the schools as a

volunteer and visit their child’s class regularly.

Smart Start Georgia - Parents as Teachers/Smart Start Georgia/United Way

Families First

Partnership for Community Action, Inc.

The school will create a parent resource center which will provide numerous resources for

the academic and social development of children and families as well as study materials for

the CRCT, MGWA, and the GED for parents in the Parent Resource Center. The school will

provide additional workshops and training for parents on resume and cover letter writing,

GED, word processing, and other areas as evidenced by the results of the parental needs

assessment survey.

K. We will take the following actions to ensure that information related to the school and

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…

The school does not have any subgroups represented who speak other languages. If the

school has an increase in parents who speak other languages, the school will work with

the district personnel to translate all documents into the appropriate language(s) and make

them available on the website, in the parent center, at the parental meetings, and in the

front office.

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…

The school will work with the district personnel to translate all documents into the

appropriate language(s) and make them available on the website, in the parent center, at

the parental meetings, and in the front office. If necessary, the school will make

arrangements with the district personnel to provide translation services for families who

speak other languages. If any parents have disabilities that require additional services in

order for them to attend the Title I meetings, the school will secure the requisite services

and personnel from the district.

The school will provide follow-up training and workshops for parents who cannot attend

the parent workshops. The parent liaison will provide information and resources for

parents in the parent resource as a follow-up activity.





May 2013 ● of 44

*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 . . .

Successful transitions come as a direct result of opening the lines of communication among all

schools in the feeder pattern, and specifically with sharing and interacting among teachers,

students, parents, and counselors. Columbia Middle School utilizes school staff in the following

ways to accomplish this task:

Transition Into School At The Beginning of the School Year

Students who are new to Columbia Middle School are enrolled by the registrar and counselors at





May 2013 ● of 44

the beginning of the school year. Parents or legal guardians are required to submit identification,

records, social security cards, immunization and health forms, and a birth certificate in order to

enroll students. Parents who do not have all the required forms are given a provisional

admittance for 30 days so they can secure the necessary documentation. Registration is open to

parents M-F from 8:30-1:00, and students are entered in the system daily between 1-4:30p.m.

Once students have been entered into the system, the school will request the records for the

student if the parent or guardian does not have them. Students who transfer from feeder

elementary schools into the 6th

grade are automatically enrolled at Columbia Middle School.

Transition Out of School at the End of the School Year

Students who transfer to feeder high schools at the end of 8th

grade are automatically enrolled at

Columbia High School or applicable high school. Students who are enrolling at other DeKalb

County School System schools or who are moving to another state will have their records sent to

their new school by Columbia Middle School once a records request is received by the new

school.

Transition Into School Throughout the School Year

Students who are new to Columbia Middle School are enrolled by the registrar and counselors at

the beginning of the school year. Parents or legal guardians are required to submit identification,

records, social security cards, immunization and health forms, and a birth certificate in order to

enroll students. Parents who do not have all the required forms are given a provisional

admittance for 30 days so they can secure the necessary documentation. Registration is open to

parents M-F from 8:30-1:00, and students are entered in the system daily between 1-4:30p.m.

Once students have been entered into the system, the school will request the records for the

student if the parent or guardian does not have them.

Transition Out of School at the Beginning of the School Year

Parents who want to withdraw their children from Columbia Middle School will go to the

guidance office and submit a withdrawal form. The form must be completed by the parent or

guardian who enrolled the child. When parents withdraw their children, they will indicate

whether or not the child is transferring within the district, being homeschooled, or moving to

another state. The registrar will mail the students’ records to the new school once the records

request form is received.

Summer Bridge

Columbia Middle School will implement a Summer Bridge Program for rising sixth grade

students which eases the transition into the middle school setting. The core content areas that

will be highlighted in the program include reading, science, social studies, and mathematics. The

program will expose students to the rigor and content knowledge that they will need to be

successful in the 6th grade.

Teachers

The counselors’ hold several transition meetings during the school year to discuss with teachers





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& counselors from all feeder elementary schools as well as the high school, what can be done to

better prepare our students for the move to middle school or high school. Teachers & other staff

members will also participate in the school wide mentoring program. With this program, every

student (mentee) will meet with their mentor 4 times a year. During these designated times, staff

members will follow an outline of topics to discuss regarding transitioning to the next grade

level. Staff members are also strongly encouraged to check in with their mentees on a weekly

basis in order to review current grades and discuss any concerns that the mentees may have.

Parents

Rising 6th

and 9th

grade orientation meetings are held for parents to provide them with necessary

information on curriculum, scheduling, test data interpretation, and parent involvement activities.

The counseling staff and administrators from the feeder school participate in informational

sessions with parents and students to discuss advisement and course selection options. This

helps to minimize the anxiety of transitioning into a new school.

Elementary to Middle

There will be several activities during the school year to ensure a successful transition for fifth

grade students. In January (of the year before the 5th

graders graduate) a meeting is held with the

Head Counselor, API, Elementary school APs and Counselors.

During this meeting dates for the feeder school visits are discussed, as well as scheduling

concerns and course selections. Later in the spring the rising 6th

graders will visit the middle

school, meet with sixth grade teachers, administrators, counselors, and current sixth grade

students for a school tour and orientation. A rising 6th

grade night meeting will also be held.

The counseling staff will also visit the elementary schools to discuss the day to day operation of

middle school. The counselors also monitor current sixth grade students to make sure they are

adjusting the first few weeks of middle school. This monitoring also includes running small

groups for elementary students that were “placed” in the sixth grade because they did not pass

the CRCT the summer before.

Middle to High

At the start of second semester the CMS API, head counselor, will meet with the CHS counselors

and administrators to plan for the current 8th

grade classes’ transition to High School. Dates for

the rising 9th

transition meeting will be discussed, as well as, the rising 9th

grade visit and

procedures for class registration in the fall. Rising ninth grade students will also participate in

several activities during the school year coordinated by the middle school and high school

counseling staff. The 8th

grade counselor conducts guidance lessons geared toward high school

requirements. Counselors/CIS from the high school visit the middle school to discuss diploma

choices and electives with students and parents. Mandatory orientation meetings are held with

students and parents in order to register the student for 9th

grade courses. Information about

scheduling, extra-curricular activities and expectations are provided to the students and parents

during the orientation. Additionally, a summer bridge program is implemented for rising ninth

graders at the feeder high school. The program focuses on reading, mathematics, computer, and

study skills, including a career education component that is taught by the most effective teachers





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to assist in the transition. Rising 9th

graders will also utilize the Bridges Bill requirements, and

all of the lessons that drive its concepts home in order to prepare academically for high school

and beyond.

ELL Students and Students With Special Needs

Support staffs are involved in 504/SST and IEP meetings and assist teachers and school staff in

understanding the unique needs of our High Achievers, Gifted students, Magnet students, SWD,

SST/504, ELL students and students who are homeless or from group homes. The designated

support staff will work closely with all stakeholders (teachers, community members, parents,

administrators, teachers, LTSE, school psychologist, social worker and ELL teachers) to monitor

and assist these students as needed.





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*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 . . .

Columbia’s classroom teachers, who are department chairs, serve on the Instructional Team.

During Instructional Team meetings, the teachers have the opportunity to discuss and make

decisions regarding what elements of the school’s instructional program and overall operation

will be assessed during our focused-walks & peer observations. Additionally, all teachers meet

with professional learning communities to discuss and develop appropriate assessments for

students that include special projects, performance tasks, embedded assessments, presentations,

final exams, etc. These tasks are carefully designed and can positively affect the students’

approach in their studies and the quality of their learning. Core area teachers are teaching courses

that are designed to enrich as well as remediate students in the areas of language arts,

mathematics, science, and social studies. Moreover, this instructional block allows students to

participate in activities that relate to all areas of personal growth.

Team or Learning Communities are able to choose the best assessment (formative, summative,

projects, etc.) that is most appropriate for the students. Teachers determine the assessment used

in class to monitor progress. Collectively, teachers come together (whether is it as a team, grade

level, department, or school) to discuss their options, opinions and the best practices for what is

presented.

Benchmark Testing - Six week benchmarks-used to determine if students have met

learning goals for the current nine weeks used as a vehicle to determine what needs to be

re-taught to specific students. Teachers also have pre/post teacher created assessments

after each standard has been taught.

CRCT – Teachers are provided with professional development to analyze the content

descriptors to help them modify their instruction. They also analyze sample student score

reports, the data in the Statewide Longitudinal Data Systems (SLDS) including domain,

teacher-level, subgroup, and individual student report. Teachers are trained on methods

of using the data to create flexible groups based on the data.

MGWA - Mock writing assessments-used to determine students’ writing abilities;

teachers plan writer’s workshops based on students weaknesses.

Purchased Program Reports – Teachers are trained by outside consultants and the

academic coaches how to read the formative program reports from Write Score, Study

Island, Gizmos, and iReady to modify their instructional approaches.

As a result of their training on how to read and interpret the data, teachers are able to design

instructional approaches that reteach concepts that students failed to master. Teachers can read

the reports at the domain, question, or standards/element level to target specific weaknesses.

Teachers are able to group student together who have domain weaknesses to provide them with





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targeted assistance. As teachers work collaboratively to analyze data, they share resources and

strategies with their peers to help them address student deficits. The result of the data and

analysis has produced gains in in-house benchmarks and classroom-level assessments, but it has

not produced gains in CRCT, ITBS, or MGWA performance.

*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.

Response:

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)…

Extended core content instruction daily to a 140-minute academic block.

Supplemental instruction for students with significant academic deficits in reading and

math in the reading tools and math tools classes.

Push-in/inclusion teachers who allow struggling students to receive immediate assistance.

After school tutorials by all core content teachers.

CRCT/MGWA after-school and Saturday school.

Summer Bridge Program

Formative assessment data review occurs every 1-2 weeks in collaborative planning and

on an individual teacher basis to determine if students are mastering core concepts and

standards of the following assessment tools that the school uses to determine if students

are meeting of failing to meet academic expectations: Write Score, Study Island, Gizmos,

Accelerated Reading, STAR Reading, and iReady.

8(b). Periodic training for teachers in the identification of difficulties and appropriate

assistance for identified difficulties.

Response:

Representatives from each of the computer-based and internet-based companies will come to

Columbia Middle School and train the applicable teachers how to generate data reports and

analyze the data on the following programs: Georgia Center for Assessment, Write Score, Study

Island, Gizmos, and iReady. The GADOE in partnership with MRESA has assigned a specialist

to Columbia Middle School because it is a focus school, and the representative trains the faculty

on analyzing and comprehending the data contained in the CCRPI report. The school has 1

academic coach who will provide teachers with in-house professional development on data

analysis and uses. During grade level collaborative planning meetings and professional

development meetings, the academic coach provides teachers with strategies for helping students

who are failing to meet expectations in all content areas.

Consultants in the area of writing are providing training to the ELA department on scoring mock

writing assessments and developing a unified writing program to help students discover their





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voice in their writing. Metro RESA and Griffin RESA are providing workshops related to

instructional techniques in all academic areas that are directly tied to state standards and content

competencies.

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:

Teachers schedule parents weekly on Mondays and Fridays which are set aside for conferences,

if necessary. The school has established a general agenda for all conferences to standardize the

services that parents receive.

Next steps for parent and child at home

List of resources for parents including online test preparatory software provided to

students

Reviewing academic progress of student

Tutorial schedule discussion

Remediation schedule discussion.

At the conference, the teacher reviews the students’ academic achievement and describes the

classroom assistance that is being provided when the student is struggling with a concept(s) or

subject(s) area. At the conference, the teacher reviews the compact with the parent which is a

requirement and provides suggestions and materials for the parent to use when working with the

student at home on the areas in which the student is having difficulty. The teacher also makes

the parents aware of the after school academic program available for students at the school and

the free tutoring service offered after school by all core content teachers by appointment.

*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:

Federal Funds

State Funds

GA DOE School Improvement Grant (Needs Improvement Title I Schools Only)

Flexible Learning Program (FLP)

Federal School Improvement Grants

Local Professional Learning Funds

Grants (list)





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PTSA

Partners in Education

Special Purpose Local Option Sales Tax (SPLOST)





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9(b). Description of how resources from Title I and other sources will be used.

Response:

Funding Sources Provide a narrative explanation of how funds will be used to

support student achievement and/or school improvement in

relation to the components of this plan.

Federal Funds Columbia Middle School Title I funds will be utilized to

purchase reading teachers, a math and reading coach,

instructional equipment and computers (Instructional support

books, media center books, professional development services

for content area teachers, online CRCT and MGWA preparatory

software and materials including Study Island, iReady, Gizmos,

Write Score, Active Expression kits, document cameras, Flip

cameras, graphing calculators, printers, student desktop

computers, IPADs, computer software,) to increase technology

integration in all content areas along with providing funds for

after-school tutorial .

State Funds

Columbia Middle School will utilize funds for students in the

academic instructional program as indicated in the consolidated

school improvement plan.

GA DOE School

Improvement Grant

(Needs Improvement Title

I Schools Only)

Computer Lab and software

FLP Saturday School

Federal School

Improvement Grants

NA

Local Professional

Learning Funds

Columbia Middle School will utilize local professional learning

funds to purchase release-time via substitute teachers so that

classroom teachers can attend professional development classes

and/or conferences. Books and materials are also purchased.

Grants (list)

NA

PTSA

PTSA will support Columbia Middle School financially by

providing funds for various student incentives and academic

support.

Partners in Education

Partners in Education will collaboratively work with CMS staff,

by providing funds for various students’ incentives.

SPLOST

Technology upgrades such as desktop computers and

Promethean boards.

9(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.





May 2013 ● of 44

Response:

Students are able to explore career options and create a profile that will continue with them

through high school. Will be aligned to CCRPI and Common Core Georgia Performance

Standards. Each student will take family and consumer sciences and health as a part of their

connections class rotation between grades 6-8.

Course Course Description

Family and Consumer Sciences Family and consumer sciences is an academic

discipline that combines aspects of social and

natural science. Family and consumer

sciences deals with the relationship between

individuals, families, and communities, and

the environment in which they live. The field

represents many disciplines including

consumer science, nutrition, food preparation,

parenting, early childhood education, family

economics and resource management, human

development, interior design, textiles, apparel

design, as well as other related subjects.

Family and Consumer Sciences Education is

viewed as the focus of individuals and

families living in society throughout the life

span. It focuses on families and their

interrelationships with the communities.

Health Middle school students are at a critical point

in their social and emotional development and

that the issues facing them are more complex,

therefore every effort is made for students in

grade 6-8 to receive nine weeks of health

instruction annually. Georgia Performance

Standards are established by the State

Department of Education in health. These

minimum standards are embedded in the

curriculum. Local and Georgia Performance

Standards address the areas of safety,

nutrition, mental health, disease prevention,

human life cycle, alcohol, tobacco, and other

drugs. Eighth graders have the opportunity to

receive American Red Cross certification in

Standard First Aid. Decision making through

critical thinking strategies and literacy are a

focus across the curriculum.





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10. Description of how individual student assessment results and interpretation will be

provided to parents.

Response:

Individual student assessment results will be provided to parents by mail, Calling Post,

conference, and in-person for end-of-the-year conferences for the CRCT. ITBS, GAA, MGWA,

and ELL ACCESS scores and interpretation guides are sent home by the students. CRCT scores

are made available for parent pick –up during the summer. A Calling Post message is sent out to

inform parents that scores are being sent home or available for pickup. Additionally, parents will

have access to the Parent Portal electronic grade book on via the DCSS website. During parent-

teacher conferences, teachers will provide assessment data and how they can assist their child

with areas that need improvement. Results are sent home to parents and shared with students on

needed intervention remediation. Interpretation of the results will be provided by the school

during parent meetings will be held to discuss test scores. During the parent meeting and

curriculum nights, parents will be trained how to interpret the data and monitor their children’s

academic progress using iReady and Study Island.

11. Provisions for the collection and disaggregation of data on the achievement and assessment

results of students.

Response:

Data is collected and disaggregated for all State mandated tests by the State of Georgia

Department of Education.

CRCT – the data is disaggregated by the teachers during grade level collaborative

planning meetings, team meetings, and individually using the individual score reports and

SLDS. Teachers analyze the data at the class, subgroup, and individual domain level.

Benchmarks - the data is disaggregated by the teachers during grade level collaborative

planning meetings, team meetings, and individually using the individual score reports.

Teachers analyze the data at the class, domain, subgroup, individual domain level, and

standard level.

MGWA - the data is disaggregated by the teachers during grade level collaborative

planning meetings, team meetings, and individually using the individual score reports and

SLDS. Teachers analyze the data at the class, writing domain and genre, subgroup, and

individual domain level.

ITBS - the data is disaggregated by the teachers during grade level collaborative planning

meetings, team meetings, and individually using the individual score reports and SLDS.

Teachers analyze the data at the class, grade level equivalency, and national percentile

ranking per subject area.

Study Island, iReady, Gizmos - the data is disaggregated by the teachers during grade

level collaborative planning meetings, team meetings, and individually using the

individual score reports. Teachers analyze the data at the class, subgroup, and individual

domain level.





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

reliable.

Response:

The State of Georgia Department of Education has verified the validity and reliability of the

disaggregated data for each category. The following statements address the validity and

reliability of formative assessments utilized in classroom instruction.

District Benchmarks – district benchmarks and SLOs follow DeKalb County Public

Schools’ protocols for validity and reliability.

Study Island - Study Island benchmark tests in reading were piloted during the 2008-

2009 school year . The test results for reliability produced a score of 0.82, indicating that

the Study Island benchmark tests in reading were highly consistent. The tests were

correlated to the Georgia CRCT, and the benchmark tests were considered to be

equivalent to the state examination and valid assessments of reading comprehension

criteria measured by the state assessment.

Write Score - Write Score data is correlated to state assessment data, but far surpasses

other sources to provide the most useful analytical student data available today in 18

specific data sets.

Curriculum Associates iReady Program for Math and Reading - All practice is aligned to

the Georgia Performance Standards or the Common Core Georgia Performance

Standards.

Gizmos – Explore Learning provides powerful interactive content that helps teachers use

research-proven instructional strategies more effectively, more easily and more often.

13. Provisions for public reporting of disaggregated data.

Response:

Postings of the overall school data (Benchmarks, CRCT data, and etc…) will be located

in the school’s Data Room.

Information will be available via school’s website.

Parents will be informed of school data via Curriculum Nights & Annual Title One

Meetings/ Open House

School Newsletter

Information will be available via school’s website.

Parents will be informed of school data via Curriculum Nights & Annual Title One

Meetings/ Open House

Student data is disaggregated by the GaDOE and posted on the state report card, CCRPI

report.

The district posts all standardized test data on its website.

Charts will be displayed in the building highlighting achievement data.





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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 schoolwide improvement plan was developed during a one-year period in the 2012-2013

school year, and has been updated 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 Title I, Schoolwide Plan was developed with the involvement of the community to be served

and individuals who will carry out the plan including teachers, principals, other staff, and pupil

service personnel, parents, and students (if secondary).





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

Response:

The Title I, schoolwide plan is available to the LEA, parents, and the public. The Schoolwide

Improvement Plan will be available on the school website, available at Title I Parent meetings,

curriculum nights, open house, PTSA meetings, parent conferences, school’s main office, school

newsletter, and information sent home with students. If parents have question about the plan,

they can see a grade level administrator or the parent liaison.

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.

18. Plan is subject to the school improvement provisions of section 1116 of ESEA as amended

by Georgia’s ESES Flexibility Waiver.

Response:

The schoolwide plan is subject to the school improvement provisions of Section 1116.

Georgia Department of Education Title I Schoolwide/School...

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Transcript of Georgia Department of Education Title I Schoolwide/School...