Whole Department session on Mindset · Web viewIn ELA, Math and Social Studies, teachers at Smitha...

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School Improvement Plan2019-2020Action Plan

SMITHA MIDDLE SCHOOL

Cobb County School District

Marietta, Georgia

13Submission Date: June 6, 2019Revision Date: June 11, 2019Revision Date: August 9, 2019

Final Copy

COHERENT INSTRUCTIONAL SYSTEM

GOAL #1

Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Specifically, develop literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:

Increase the percentages of Students with Disabilities scoring proficient or higher on the Reading Inventory by at least 15% by May 2020.

Increase the percentages of English Limited scoring proficient or higher on the Reading Inventory by at least 10% by May 2020.

Evidence Based Action StepsPossible Funding

Source(s)

a. Timeline for Implementation

Position Responsible

b. Method for Monitoring1. Implement cross-curricular PBL with a focus on reading comprehension and vocabulary strategies.

Local School Funds

Title I ELA Instructional Supplies

Begin in August implement bimonthly through May 2020

All content, SWD, ESOL, Math Connections teachers

Meeting OneNote, lesson plans, walkthroughs

2. Develop a vocabulary practice that is consistent in classes across the content areas (using context clues).

Title 1Title II SFPLto purchase resources to be determined

August 2019 - May 2020 (Weekly)

Reading and Language Arts Teachers

Interactive Notebook, Walkthroughs sampled and conducted monthly.

3. Implement Writing Across content areas, collaborative scoring with feedback to include a variety of writing strategies and resources (DBQ, Word problems/proofs, RACE, UNWRAP, ADI and PEG resources.)

Title I resourcesPEG

August 2019 – May 2020 (Weekly))

Language Arts Science & Social Studies Teachers Academic Coaches

Walkthroughs

4. Administer Reading Inventory 3X per year and monitor the RI performance of all students, with a focus on SWDs and ELs to identify specific students in need of additional support.

District August 12, 2019; January 27, 2020, & April 27, 2020 Note- Subject to change.

Academic Coach,

Special education and IEL/ESOL teachers

Post-screening data; CCCs agenda and data tabs in One-Note. PLC subject area administrator will

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5. Create a standing agenda item for grade-level CCCs to monitor the performance data of SWDs and ELs in all Read 180/System 44 classrooms and a process to identify and implement strategies to address specific reading behaviors.

Title I resources (Read 180/ System 44) District resources

August 2019 - May 2020 (Monthly)

Administrators Co-teachers in all content areas

CCCs agenda and data tabs in One-Note, running records or logs

6.

EFFECTIVE LEADERSHIP

GOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.

Evidence Based Action Steps

Possible Funding

Source(s)



b. Method for Monitoring

1. Create and implement a schedule to attend weekly collaboration meetings and provide feedback with team using implementation rubrics.

NA July 1019, Weekly (August 2019 -May 2020)

Content Administrator/Academic Coach

CCCs OneNote, RubricsSchedule

2. Hire an academic Coach to support Reading and English Language Arts.

Title I July 2019 Principal

Evaluation

3. Work with district Coaches to develop a plan and a schedule to support literacy through PD with a concentration high yield strategies.

Title I, Title II SFPL

July 2019 AdministratorsAcademic and District Coaches

Professional Learning action plan for literacy

4. Purchase PEG and develop a calendar for PEG PD and monitoring

Title I October 2019 Principal

Contact provider for pre-planning resources.

5. Develop and implement a process to ensure all grade levels monitor the performance of SWDs and ELs in all data

Title I August 2019; Bi-monthly Principal

CCCs agenda and data tabs in One-Note

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collected and discussed in CCCs with the intent on identifying specific students displaying a lack of progress or mastery of specific standards 6.Monitor grade books and assessment through PLC/CCCs

Beginning in August 2019 weekly monitored through May 2020

Principal

Assistant Principals

Subject area administrator will monitor the monthly Assessment Calendar; and weekly examine the CCCs One-note pages

PROFESSIONAL CAPACITY



Source(s)



b. Method for Monitoring1. Provide professional learning to all ELA and RDG teachers on curriculum resources, student conferencing, skill development and strategies to improve commentary/feedback practices.

NA August 2019 - November 2020

Academic Coach

Professional Learning Plan

2. Provide release time with substitute coverage for R180 teachers and part time ELA teacher to collaborate quarterly with teammates (discuss curriculum, analyze student data, review pacing and share strategies targeting at-risk students and/or accelerated students).

Title I

Subs during the day, stipends for off-contract hours

August 2019 – May 2020 Academic Coach


3. Provide PEG PD using resources with a focus on formative

Title I Title II SFPL


Professional Learning Plan;

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assessments and utilizing resources.

PD through CCCs Vendor

4. Provide professional learning for differentiated learning strategies.

Title I August 2019 - May 2020 Academic Coach, District Coaches


5. Provide professional learning to all co-teaching pairs on coteaching models and the use of visual aids including graphic organizers (IE Mind maps, Thinking Maps) to offset process deficits.

Title ITitle II

August 2019 – May 2020 SSA, District Coaches, Metro-RESA

Professional Learning

6. Provide professional development that addresses reading and writing in specific content areas.

Title ITitle II

August 2019 – May 2020 Academic Coaches

Selected teachers

District Coaches


SUPPORTIVE LEARNING ENVIRONMENT



Source(s)



b. Method for Monitoring1. Hire Read 180 Teachers for 6th-8th grade.

CCSD Allotment and Title I (Read 180 resources)

July 2019 Principal

Assessment data

2. Implement tiered systemic academic support/intervention (Power Hour) during the school week.

NA August 19 – May 20 Administration,Teachers

Walkthroughs, grade reports

3. Provide extended day tutoring morning and after-school.

Title I and 20 Day Fund

September 19 – April 20 Principal

Academic Coaches

Teacher tutors

Common assessment data; RI screener; formative assessment data

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5. a.

b.

6. a.

b.

FAMILY AND COMMUNITY ENGAGEMENT



Source(s)



b. Method for Monitoring1.Continue to offer support and instruction for parents on how to access ParentVue and teacher resources (IE Blogs)

Title I October 19 – February 2020 (Monthly? Or provide dates)

Parent Facilitator

Survey and Sign-In Sheets

2. Hire a Parent Liaison to increase family engagement.

Title I August 2019 – May 2020 Principal

Evaluation

3. Distribute Parent Policy and Compact to stakeholders.

Title I August 2019 Parent Facilitator

Communication Log

4. Invite parents to attend quarterly data summits and “Retention Prevention” nights.

Title I, District resources

October 2019, January 2020, & March 2020

Parent Facilitator

OneNote

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5. Create and implement grade level Literacy workshops for parents.

Title I November 2019 - February 2020( provide specific dates here)

Academic Coach


6. Continue to offer Literacy sessions/Literacy Night to raise parent awareness on how to access reading and writing resources to promote students to practice writing skills or become independent readers.

Title I October 2019 Administration,

Teachers,

Media Specialist

Sign-in sheets and Parent feedback forms

STUDENT GROUPS

Goal #1

Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Specifically, develop literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:

Increase the percentages of Students with Disabilities scoring proficient or higher on the Reading Inventory by at least 15% by May 2020.

Increase the percentages of English Limited students scoring proficient or higher on the Reading Inventory by at least 10% by May 2020.


Possible

Funding Source(

s)

a. Timeline for Implementation Position

Responsibleb. Method for Monitoring

Economically

Continue academic nights with a focus on facilitating

Title I October, February Teachers & Parent


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Disadvantaged

parent access to literacy resources that will provide students reading and writing practice at home.

Facilitator

Develop a needs assessment based on parental/family feedback to target use of local school, School Council, PTSA, District, and business partners’ resources.

Title I August – September 2019 Principal &Parent Facilitator

Parent/Family Survey

English Learners

Provide PD for IEL/ESOL teachers in implementing best practices literacy strategies aligned with WIDA standards in support of students meeting language objectives.

Title II August 2019 – May 2020 Administration & District Coaches Implementation of

strategies monitored through lesson plans and PLC/CCCs agendas

Provide release time with substitute coverage for teachers to assess and plan for differentiated instructional approaches aligned to specific students’ needs.

Title I September 2019, October 2019, January 2020, March 2020

Administration, Academic and District Coaches

PLC/CCCs data analysis, (separate) lesson plans for ESOL teachers

Race / Ethnicity

Expand the classroom libraries of ELA and RDG teachers to reflect diverse cultures and promote tolerance.

Title I, District resources

October 2019 Academic Coach

Specified ELA & RDG Teachers

Independent reading projects and/or logs; independent book project data

Foster and Homeless

Social worker will connect with families to ensure participation.

August – May Principal

Evaluation

Distribute Parent Policy and Compact to stakeholders.

August Parent Facilitator

Communication Log

Migrant Ensure district and building leadership incorporate time in the students ' schedules to provide additional

October, January, March Parent Facilitator OneNote

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instructional time to address gaps resulting from mobility

November, February Academic Coach


Students with Disabilities

Provide release time with substitute coverage for teachers to assess and plan for differentiated and specialized instructional approaches aligned to specific students’ needs in their IEP.

October, February Science and Social Studies Teachers & Parent Facilitator


SSA work with special education teachers


GOAL #2

Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.

Specifically, develop math literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:

Increase the percentages of Students with Disabilities scoring proficient or higher on the Math Inventory by at least 15% by May 2020.

Increase the percentages of English Limited scoring proficient or higher on the Math Inventory by at least 10% by May 2020.


Source(s)



b. Method for Monitoring1. Increase rigor and effective use of resources in the Math classroom with a focus on the use of manipulatives and conferencing.

Title I

Math Instructional Supplies

August 2019 – May 2020 (Bimonthly)

All Math Teachers, AdministrationAcademic Coach

Classroom visits, observations, collaboration, vertical walks

2. Implement cross-curricular PBL with a focus on Math content and vocabulary.

NA August 2019 - May 2020 Math Teachers

Lesson Plans and Walkthroughs

3. Implement Math360 Classrooms in 6th-8th grade.

Title I to purchase whiteboards

August 2019 - May 2020 Math Dept. ChairPrincipal

Lesson Plans and

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Walkthroughs 4. Implement consistent reteach/reassess strategies with fidelity by utilizing a fully developed curriculum map and assessment calendar (to be developed during pre-planning).

NA August 2019 – May 2020 (Bimonthly)

All Math Teachers, Academic Coach

Lesson Plans, collaboration, and walkthroughs

5. Monitor MI performance data of SWDs and Els 3x per year to identify specific students in need of additional support.

Title I resources District resources

September 2019, January 2020, May 2020

Post-screening data: CCCs agenda and data tabs in One-Note

Academic Coach,

Special Education and IEL/ESOL teachers

6.Monitor the performance of SWDs and ELs in all data collected and discussed in CCCs with the intent of identifying specific students displaying a lack of progress or mastery of math standards.

District August 2019 - May 2020

b. CCCs agenda and data tabs in One-Note


GOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.


Source(s)


Position Responsib

leb. Method for Monitoring1. Schedule "Beginning Learners" in math connections

Title I Beginning in June 2019 and updated quarterly through March 2020

Admin

EOG Data and Student Schedules

2. Have SWD teacher leaders share strategies addressing specific subgroups.

Title I a. July, August 2019 SSA

b. EOG Data and Student Schedules

3. Create and implement a schedule to attend weekly collaboration meetings and provide feedback.

NA August 19 - May 2020 Content Admin

OneNote

4. Purchase both IXL Math and USA Test Prep.

Title IPending Carry Over funding

September 2019 Principal

Usage reports

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5. Hire an Academic Coach to support math


Evaluation

6. Hire two 6-8 Math Support Connections Teachers

Title 1 (1.5 positions) CCSD

a. July 2019 – May 2020 Principal

b. Math MI data from Fall 2019 to Spring of 2020; Math EOG




Source(s)


Position Responsibl

eb. Method for Monitoring1. Continue teachers' professional development through quarterly PL sessions differentiated for Math with focus on using manipulatives Pre-PlanningWhole Department session on MindsetAugustRigor training during planning periods, along with follow up DOK sort in CCCs. Coordinate Plan Manipulatives Training. Rainbow Fraction Squares Manipulatives TrainsSeptemberPlan rigorous tasks/assessments with CCCs followed by learning walks with

Title II SFPL August – March (Quarterly) Academic

Coach

District Math Coach

Department Chair

Dept. Admin Supervisor

District Title Coach

Professional Learning PlanPre-PlanningSY19 EOG, EOC & MIAugustCCC and Lesson PlansSeptemberLearning Walk DataOctoberQ1 CTLS and GradebookNovemberPeer Observation Data FormDecemberSemester 1 CTLS and Grade Reports. MI 1.January

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feedbackOctoberManipulatives training during planning periods. Review Q1 data in CCCs NovemberPeer observations with focus on mindset and rigorDecemberCCC support for Rigor, Differentiation and Manipulatives.JanuaryDifferentiation: The Hands-on Way Training whole group or in planning periods. Review S1 and MI dataFebruaryPlan model differentiation lessons in CCCsMarchCCC support: learning walks and peer observationsAprilSupport as identified via MI and CTLS dataMayEnd-of-year session to reflect, review available data, set goals for next year

Review S1 and MI dataFebruaryLesson Plans and Classroom Support Logs. MI 2nd administration dataMarchLearning walks and peer observation Data FormsAprilMI and CTLS dataMayEOY MI, EOG, EOC and Grade Reports

Principal

2. Provide release time for teachers to collaborate within departments to prioritize standards, analyze student work, create performance tasks with substitute coverage.

Title I

Subs and stipends

August – May (Semester) Principal


3. Implement vertical walks. Title I Subs

August - May Principal

Academic Coach

Professional Learning Plan; scheduled redelivery of strategies to content area teachers/faculty.

4. Provide professional learning for differentiated instructional approaches that utilize highly effective literacy strategies.

Title IPerformance Contract / MRESA


District Professional Learning

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Coaches

5. Provide professional learning to all co-teaching pairs on the use of co-teaching models and visual aids inclusive of graphic organizers (IE Thinking Maps) to offset process deficits.

Title ITitle II

August 2019 – May 2020 SSA, District Coaches. Metro-RESA


6. Provide professional development that addresses math literacy strategies to support content area.

Title ITitle II

August 2019 – May 2020 Academic Coaches

Math teachers

District Coaches





Source(s)



b. Method for Monitoring1. Hire Math Support Teachers for 6th-8th grade.


Evaluation

2. Implement tiered systemic academic support/intervention (Power Hour) during the school week.

Title I August 19 – May 20 AdministratorsTeachers

Walkthroughs

3. Provide extended day tutoring.

Title I and 20 Day Fund

September 2019 – April 2020 Principal Academic CoachesTeacher tutors

Classroom Visits Common FormativesRI and MI results

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4. Implement IXL to provide targeted math support to all students.

Beginning September 2019 and implemented through May 2020

Academic Coach

Math teachersSubject administrator will

examine lesson plans and PLC/CCCs agendas weekly for evidence; usage reports

5. a.

b.

6. a.

b.




Source(s)



b. Method for Monitoring1. Increase Parent Involvement through academic nights with a focus on STEM activities.

Title I November 2019, March 2020 Math Teachers

Parent Facilitator


2. Purchase math manipulatives and software IXL to support student learning at home.

Title I September 2019 Academic Coach

Survey, student grades, Common Formative Results

3. Distribute Parent Policy and NA August 2019 Parent

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Compact to stakeholders which includes math strategies to support home – school communication.

Facilitator Communication Log

4. Invite parents to attend quarterly STEM nights, data summits and “Retention Prevention” nights.

NA October 2019, January 2020, March 2020

Parent Facilitator

OneNote

5. Create grade level math workshops for parents.

Title IStipends

Beginning September 2019 and offered quarterly through May 2020

Administrators Parent LiaisonTeachersAcademic Coaches

6.

STUDENT GROUPS

Goal #2

Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Specifically, develop math literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:

Increase the percentages of Students with Disabilities scoring proficient or higher on the Math Inventory by at least 15% by May 2020.

Increase the percentages of English Limited scoring proficient or higher on the Math Inventory by at least 10% by May 2020.

Evidence Based Action Steps Possible



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Funding Source(

s)b. Method for Monitoring

Economically Disadvantaged

Provide extended day tutoring.

Title 1 September 2019 – April 2020

Principal

Academic Coaches Teacher tutors

Classroom Grades, Common Formatives. RI/MI. EOG Parent and student sign-in and survey

Implement tiered systemic academic intervention (Power Hour) during the school week.

Title 1resources

August 2019 – May 2020 Administrators TeachersAcademic Coaches

Excel spread sheet

English Learners

Provide extended day tutoring.Schedule IWC translator. Case manager will contact families to ensure participation in tutoring opportunities.

Title 1 September 2019 – April 2020

Principal




Title 1 resources


Excel spread sheet

Race / Ethnicity

Provide extended day tutoring.Ensure PLC objectives include analysis, monitoring, and impact of interventions on subgroup performances.

Title 1 September 2019 – May 2020

Principal




Title 1 resources


Excel spread sheet

Foster and Homeless

Provide extended day tutoring.

Title 1 September 2019 -May 2020 Principal



Parent Liaison and social Title 1 August 2019 -May 2020 Parent

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worker will connect with families to ensure participation.

Liaison Phone logs

Migrant


Title 1resources

Classroom Grades. Common Formatives. RI/MI. EOG

Administrators TeachersAcademic Coaches

Parent and student sign-in and survey

Schedule IWC translator. Case manager will contact families to ensure participation. The Parent Policy and Compact will be translated and sent home.

Title 1resources


Parent Liaison

Parent and student sign-in and survey


Specific students scoring in the bottom quartile have been identified to receive additional support during math connections.

Title 1resources


Academic CoachDept ChairAdminParent and student sign-in

and survey

a.

b.

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GOAL #3

Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year by:Reducing the number of referrals for insubordination and disruption of class by 5% so that we can:

1. Promote a respectful and conducive learning environment free of distraction.

2. Decrease loss of instructional days for challenging students.Positive reinforcements to incentivize students to self-direct behaviors.


Source(s)


Position Responsibl

eb. Method for Monitoring1. Continue to implement PBIS expectations in classroom lessons.

District August 2019 – May 2020 PBIS Coach

All Teachers

Observations. Cardinal Class Lesson Plans, OneNote and Weebly

2. Refresh PBIS classroom lessons on a quarterly basis as driven by PBIS Data Result

District Quarterly PBIS Data via CCIS September 2019, December 2019, February 2020, May 2020

PBIS Coach

All Teachers


3. Implement PBIS classroom lessons based on grade level data.

District Quarterly PBIS Data via CCIS PBIS Coach

Guidance Counselors

All Teachers


4. Purchase PBIS Rewards software to provide on-going feedback to teachers and ensure consistent implementation.

Title 1 Quarterly. PBIS Rewards data via software platform

Principal


5. Implement PBIS Teacher Rewards Program

Title I Quarterly PBIS Rewards data via software platform

PBIS Coach

All Teachers


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6. a.

b.


GOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.


Source(s)



b. Method for Monitoring1. Enforce school-wide

expectations, policies, and procedures.

NA August 2019 – May 2020 All Teachers

PBIS, CSIS discipline data

2. Increase frequency of attendance recognition and short-term incentives.

Title I Beginning August 2019, occurs weekly through May 2020

Administrators Social Worker

Weekly recognition for grade level and homerooms; Administrations will maintain a running record through the school year.

3. Add a standing agenda item on the Design Team agenda on discipline and attendance data by grade level and student group with emphasis on time of day and location.

NA Beginning August 2019 monthly meetings will occur through May 2020

Admin, PBIS Coach

Design Team Agenda, Observation Notes

4. School leaders will attend local PBIS trainings to facilitate and build capacity strategies in areas aligned to school climate.

Title I Subs

October 2019, May 2020, Summer 2020

Principal, Academic Coach Redelivery to administrative

team and/or Design team.

5. a.

b.

6. a.

b.

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Source(s)


Position Responsib

leb. Method for Monitoring1. Provide PL for teachers on Culturally Responsive Pedagogy supporting literacy needs.

Title 1

Title II SFPL

September 2019 - February 2020

PBIS Coach

PBIS Team


2. Provide release time for PBIS training and attendance at local training events.

Title I

Subs

August 19 - May 20 Principal

Redelivery See PL Calendar

3. Provide PBIS information through professional learning times.

NA August 19– May 20 PBIS Team

OneNote

4. Provide district training to support successful implementation of PBIS.

NA August 19 – May 20 PBIS Team OneNote

5. Provide staff with professional learning for de-escalating strategies

District July 2019 District resource personnel

Staff reflections from pre-planning

6. Provide staff with professional learning to raise awareness for social-emotional needs of students (IE sources and effects of stress, fear, anxiety, and environment on readiness to learn).

July 2019 District resource personnel, Guidance Counselors

Staff reflections from pre-planning

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GOAL #3

Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.


Possible Funding Source(s) a. Timeline for

Implementation


b. Method for Monitoring

1. Counselors support the implementation of PBIS and improvement of attendance through their services.

NA August 2019 - May 2020

Counselors

Social WorkerDaily Attendance Log

2. Continue Classroom guidance/instruction to address socio-emotional needs of students.

NA August 2019 – May 2020

Counselors

Teacher leaders

Resource personnel

Volunteers/Motivational speakers

PBIS, CSIS data, SEE SOMETHING SAY SOMETHING reporting

4. Continue Cardinal Class instruction to reinforce student behavioral expectations, specific topics, school safety, and promote a culture of respect.

NA August 2019 – May 2020

Counselors

Teacher leaders

Resource personnel

Volunteers/Motivational speakers

PBIS, CSIS data, SEE SOMETHING SAY SOMETHING reporting

5. Continue Cardinal Class instruction to promote

August 2019 – May 2020

Counselors

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students’ awareness for academic progress.

Teacher leadersGrade reporting; decreases in failing grades as observed in teacher grade profiles

6. Provide transitional activities for rising 6th grade students and 8th grade students.

Title I Funds

(transportation)

January - May 2020

Counselor

AdministratorsSchool-t0-community communication; meeting agenda notesb.




Source(s)


Position Responsib

leb. Method for Monitoring1. Inform stakeholders of PBIS expectations (roll-out @ Open House, parent info in 1st week folder).

NA July 19- May 20 Admin, Teachers, Parent Facilitator

Parent Climate Survey

2. Distribute PBIS Pledge, Parent Policy, and Compact to stakeholders.

NA August 2019 Parent Facilitator

Communication Tracker

3. Invite parents to attend quarterly AIMS retention meetings, conferences, and discipline summits.

Title I resources

Aims resources

October, January, March Parent Facilitator

OneNote

4.

5. a.

b.

6. a.

b.

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STUDENT GROUPS

Goal #3 Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.


Possible

Funding

Source(s)


Position Responsibleb. Method for Monitoring

Economically Disadvantaged

Social worker will connect with families to ensure they are aware of PBIS expectations.

NA July 2019 - May 2020 Social Worker

Survey OneNote

English Learners

PBIS expectations will be translated and sent home. The Parent Policy and Compact will be translated and sent home.

NA October 2019, January 2020, March 2020

Administrators

OneNote

Race / Ethnicity

Performing arts, school-based productions, and grade level field trips will promote

District August 2019 – May 2020 Administrators Teacher leadersStudent Climate Survey

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cultural sensitivity and appreciation.

Club sponsors

Foster and Homeless

Social worker will connect with families to ensure awareness of the PBIS expectations.

NA July 2019 - May 2020 Social WorkerOneNote log

Migrant

Ensure district and building leadership incorporate time in the students' schedules to provide additional instructional time to address gaps resulting from mobility.

NA July 2019 - May 2020 AdministratorsOneNote

Student schedules

SSA will work with SPED team to ensure they prepared to convey PBIS expectations to caseload and parents.

NA July 2019 - May 2020 SSA


SSA will work with SPED team to provide alternative disciplinary strategies geared to de-escalation

July 2019 - May 2020 SSA,Grade level administrator

District resource personnel

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FY20 TITLE I SIP

REQUIRED QUESTIONS

1. CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSAReferences: Schoolwide Checklist (3.a., 3.c., 3.d.)

The School Improvement Plan is developed during a one-year period 2020 as outlined in Sec. 114(b) (1-5) of ESSA.

(Monitoring) The School Improvement Plan remains in effect for the duration of the school’s participation under Sec. 114(b)(1-5) of ESSA, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards.

(SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website

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and available in the front office of the school. The information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

2. Describe how the school will provide professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments.

References: Schoolwide Checklist (2.iii.d)Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:

Provide on-going learning opportunities for all Improve teaching and learning Target student outcomes and goals of schools and districts Set time aside to allow teachers to implement new techniques learned and to plan collaboratively Establish study groups (e.g., book studies, professional magazine articles, etc) Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education)

Professional Development at Smitha for SY20 has been carefully crafted to meet the targeted requirements of teachers as identified by staff survey, support personnel documentation, and evaluator data. PD is laid

38

out in a manner that maximizes the impact by ensuring that it is driven by data, delivered by vested staff and/or teachers themselves, monitored frequently and aligned with the objectives of both Smitha and the district. Careful consideration has been given to the scheduling to allow for the participation of all stakeholders and make certain that time intervals between the collection of data points and action steps within the PD plan are minimized (see calendar below). Lastly, the Smitha SY20 PD plan safeguards against the possibility of low "“buy in” by adding peer observation, reflection, and feedback components which foment better collaboration and a refinement of skills that will benefit staff for the entirety of their educational profession.

Pre-Planning

Whole Department session on Mindset

August

Rigor training during planning periods, along with follow up DOK sort in CCCs. Coordinate Plan Manipulatives Training. Rainbow Fraction Squares Manipulatives Trains

September

Plan rigorous tasks/assessments with CCCs followed by learning walks with feedback

October

Manipulatives training during planning periods. Review Q1 data in CCCs

November

Peer observations with focus on mindset and rigor

December

CCC support for Rigor, Differentiation and Manipulatives.

January

Differentiation: The Hands-on Way Training whole group or in planning periods. Review S1 and MI data

February

Plan model differentiation lessons in CCCs

March

CCC support: learning walks and peer observations

April

Support as identified via MI and CTLS data

May

End-of-year session to reflect, review available data, set goals for next year

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3. Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. [Sec. 1111(g)(1)(B)]References: Schoolwide Checklist (2.iii.d)All students at Smitha Middle School will be served in the Title I program regardless of socio-economic status or ethnic background. Cobb County School District strives to hire the best qualified candidate for all teaching position. The CCSD Strategic Waiver allows our school the opportunity to hire the best applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb Collaborative Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan, analyze data and adjust instruction to meet the needs of all students. Furthermore, the Cobb County School District recruits prospective teachers by attending various college/university campus job fairs and host a CCSD job fair. Once hired, teachers new to CCSD and new to the teaching profession are registered and participate in CCSD New Teacher Institute. This institute occurs prior to the new school year. Early release and professional development days are provided throughout the school year for all teachers.

At Smitha Middle School we provide new teacher orientation prior to the beginning of a new school year as well as an on-going new teacher induction program that includes pairing with mentor teachers. We will set aside specific times each week for members of grade levels to meet as a group for planning purposes. We will receive curriculum support from local and district level Coaches. Finally, we will provide frequent professional learning to address areas of weakness in all content areas.

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4. Describe how the Title I instructional program address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include-

counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;

preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

implementation of a schoolwide tiered model to prevent and address problem behavior (PBIS), and early intervening services (RTI), coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); [Sec. 1114(b)(7)(ii)]

References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)School leadership, academic coaches, and teachers will use Reading Inventory (RI) as well as Math Inventory (MI) screeners in combination with academic progress reports (IE report cards, On-track student academic performance, and CTLS assessment platform) to identify students as in need of tutoring to target specific needs. Students therefore are ranked for service by grade point averages, and screener scores.

Tutoring services are open to all students. However, it is Smitha Middle School’s desire to first serve students in greatest need before those students performing on-level. Tutoring will be offered before and after school during both semesters of SY 2020. Parents will be notified by letter and phone contact of their students’ eligibility for tutoring.

Teachers hold office hours before school to offer coaching and re-assessment opportunities to struggling

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students.

RTI and related professional dialogue is imbedded in the weekly schedule of the school both in the agendas of the Professional Learning Communities along with Professional Development. The school has a dedicated administrator to support teachers in the RTI processes, implementation, and next steps.

Summer School services will be offered to those students being considered for retention or placement for the upcoming school year. Smitha’s Summer School becomes an affordable option over the cost incurred to families should they attend the District’s Summer School. The School District has provided local schools with a criterion for promotion. Retention is determined by the following: a student is failing ELA, Math, and a third core content class (IE Science or Social Studies) with a grade average below 70%; the student fails the Milestones in Reading and or Math; and the student’s Lexile score is not at grade level by the Spring of the current school year. The retention intervention process begins with the first quarter of the school year with Administrative Intervention Meetings (AIMs). Parents are requested to attend conferences to discuss strategies and resources available to them to help support their students’ academic progress. Teachers met regularly to discuss student progress in their professional learning communities (PLC), engaged in formal Response to Intervention (RTI) meetings, and will be offering office hours to support struggling students. Summer School eligibility is an outcome of the retention intervention process. As an outcome, students are either recommended or required to attend Summer School for placement to be an option to retention.

The PBIS program provides a structure for teachers to administer classroom level rewards and consequences that are progressive in nature. At the office referral level, a school-wide discipline matrix provides a prescription for implementation of progressive discipline. Both aspects of school-wide discipline require conferencing with parents at critical points to effect changes in student behavior or to examine the impact of resources.

Finally, the guidance counselors and administration provide for a wide range of opportunities to raise student awareness for the need to prepare for matriculation into secondary and post-secondary school. Smitha Middle School coordinates communication and events with its feeder high school (Osborne as well as Magnet Schools) to all stakeholders. Students have multiple opportunities to hear from or interact with teachers and program directors in planning their future as high schoolers. Motivational speakers offer real world experiences on the topics of preparing for an independent life. Career Cruising and college campus visits prompted students to engage in conversation with teachers and parents about visualizing their futures.

5. Describe the services provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec. 1114(b)(7)(ii)]

(Only include for Local School with students residing in N & D facilities)

Provisions have been made to ensure that all students have access to after school tutoring, paid for with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential

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Facility, a representative from that Facility can serve as a proxy for the parent(s).”

6. Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students. [Sec. 1114(b)(7)(III)]

Smitha Middle School is a Positive Behavioral Interventions School (PBIS). As such, Smitha’s school-wide discipline plan for SY 2019 has incorporated additional interventions or steps to allow students time to self-direct behaviors to reduce lost instructional time. Additionally, an expectation for increased parent contact/conferencing Smitha’s overall goal is reduce the loss of instructional time due to discipline as well as to reduce the number of referrals that result in ISS or OSS by 5% over the previous school year.

A wide range of positive reinforcements such as Fresh Air Friday recess, Lunch on the Lawn, Sit Where You Want at lunch, dress down privileges, quarterly and seasonal events, along with a token economy reward (IE Cardinal Cash and School Store) are geared to incentivize students to receive recognition in being consistent in displaying positive behaviors as well as in demonstrating an ability show personal growth in remediating negative conduct. Other approaches in prompting a positive learning environment are implemented during Cardinal Class (alternating with Fresh Air Fridays) Cardinal Class topics include: school-wide communication of expectations for behavior specific to areas of the building; classroom instruction targeting specific behaviors (based on discipline data); and promoting desired character traits that improve school climate and culture for all students.

During pre-planning, professional learning will be offered to teachers in de-escalating and detachment strategies along with a seminar on student mental and socio-emotional health. From these professional learning experiences, it is hoped that teachers and staff will be better equipped to more positively engage students.

For School Year (SY) 2019, Smitha Middle School was at par with the number of referrals from SY 2018 by 54%. Reductions in the number of referrals for targeted behaviors such as Insubordination and Disruption saw decrease of 11% and 7% over that of SY18.

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7. Transition:ES: Describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)] References: Schoolwide Checklist 2.a.iii.e

OR

MS/HS: Describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:• Coordination with institutions of higher education, employers and local partners; and• Increased student access to early college high school or dual or concurrent enrollment

opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)]References: Schoolwide Checklist 4cSmitha Middle School’s leadership and guidance counselors will collaborate with district resource personnel, high school leadership, local businesses, and local colleges to promote matriculation to secondary school. Career and classroom guidance lessons will provide the basis of informing students of requirements for matriculation as well as for graduation from high school. Before and after school forums for parents will be held to convey requirements and opportunities afforded students as they prepare for high school. 8th grades students will participate in surveys that upon completion will present students with an inventory of interests to better inform students and families of potential career paths. Additionally, 8th grade students will participate in the Reality University to raise student awareness of what is required to lead an independent life as young adults. All Smitha students will be provided with an opportunity to interact with community businessmen and women, secondary educators, post-secondary educators, and other professionals during Career and College Day to inform and support Students’ aspirations. Finally, excursions to college campuses will be planned for Smitha students to become familiar with and learn about the offerings/courses of study featured at local universities (IE Clark-Atlanta, Spelman, Georgia State, Georgia Tech, and Kennesaw State). In ELA, Math and Social Studies, teachers at Smitha visit 9th grade classrooms at Osborne High School. Following the visit, Smitha and Osborne teachers debrief to discuss commonalities and vertical strength and weaknesses.

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As for 6th grade matriculation, Smitha Middle School supports students and families transitioning from 5 th to 6th grade through a multi-tiered approach involving collaboration between school leadership, teachers, and resource personnel in order to promote communication and parallel instructional practices. In the early Spring of students’ 5th grade year, administrators, counselors, and teachers plan and deliver an articulation. Performing arts teachers visit Elementary campuses to show case their programs as a means of both introduction to the Fine Arts offerings of Smitha Middle School as well as an opportunity for teachers to develop connections with potential students and families. Feeder elementary schools visit the Smitha campus for an introduction and tour of the school prior to the Rising 6th Grade Parent Night program. During the Summer prior to the opening of school, families of rising 6th graders are invited to have their students attend a 6th Grade Camp (offered in multiple sessions) to help provide a smoother transition for the young middle school students. A few days before the opening of school, the principal schedules and facilitates Class Meetings which allow students and parent an additional preview of the school. The Class Meetings allow for students and parents to receive their 1st Semester schedules, interact with club or after-school activity sponsors along with business partners from the community. Finally, Open House during the first two weeks of school provides an opportunity for parents to leisurely visit their students’ teachers and access resources such as parent-vue or learn of the resources available to them in support of their children’s education.

Findings for these efforts may be reflected in parent feedback and Climate Survey

ADDITIONAL RESPONSES

8. If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academic based performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students. [Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)]

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(Local School that is TA Schools Only)

ADDITIONAL RESPONSESUse the space below to provide additional narrative regarding the school’s improvement plan (optional).

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Whole Department session on Mindset · Web viewIn ELA, Math and Social Studies, teachers at Smitha...

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Transcript of Whole Department session on Mindset · Web viewIn ELA, Math and Social Studies, teachers at Smitha...