District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus

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1 Strategic Plan Level Campbell Middle School: Cobb County School District Strategic Plan Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Vary learning experiences to increase success in college and career pathways. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Division-AD) 1. Organize student performance data through CTLS for full accessible use by teachers and school leaders. (S) (AdvED) 2. Organize, examine, and adjust instruction based on student progress monitoring data. (AD) Key Actions: (List as many actions as needed in each box.) Measured by: (Formative and/or Summative) Owner(s): Resources Needed: Results Of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met = In Progress M = Met N/A N/A N/A N/A N/A N/A Monitor mastery of standards through the data team process on a weekly basis. SLO, Common Formative Assessments, Common Unit Summative Assessments; Milestone Markers, Teachers, Coaches, Administration Data team facilitators State and local data; Weekly collaboration time Common Unit Summative Assessments have been written and implemented for all subject area/ grade levels. Data from those tests has been disseminated using 5-step data cycle.

2 3. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs. (S) 4. Align critical professional learning by grade level/content area and ensure access for all teachers. (AD) 5. Increase percentage of students reading on grade level. (S) (Based on CCRPI 2014 Reading Scores) Further develop common formative assessments in Math, SS, Science and ELA and monitor progress during data team meetings. Design Professional Development aligned to IB action plan, Title 1 goals, CCRPI Data and SSP goals. Increase student involvement in reading programs through programs such as Genius Hour sponsored by Media Specialist and ELA classes. Increase student Lexile scores through Reading Connections, Read 180; Scholastic Reading Inventory 3 times per year Standardized Grading, Teacher made rubrics, Milestone Markers Evaluation and implementation of action plan developed during Professional Development; Common Formative Assessment Data; Milestone marker data Lexile scores; Read 180 data; Common Formative Assessment Data; EOG tests Teachers, Coaches, Administrators Data Team Facilitators IB Committee; Coaches; Teachers; Administrators ; Professional Learning Committee; Media Specialist; Content teachers, Literacy Coach; Reading Support and Read 180 teachers. Dedicated Planning Times, vertical planning time Release day for PD; Monthly dedicated time for Professional Learning and faculty meetings. SRI Licenses; Read 180 System 44; Gradebooks were aligned to the standards in each content area. Common formative assessments are used 1-2 times per week. Rubrics for all subject areas have been developed. Teacher-led PD occurs the last Friday of each month during faculty meetings. Differentiated PD occurred first semester and a modified version second semester. Students are showing steady growth in Lexile scores as measured by the SRI. Average growth in Lexile-77

3 6. Increase percentage of student performance in math/algebra at every grade level. (S) (Based on CCRPI ES-MS Math & HS Algebra Scores) 7. Increase number of students academically completing every grade.(s) 8. Other: Continuation of the implementation of the Middle Years Program (MYP) Implement Proof of Concept: Brain Based Movement in ELA and Math Increase math fluency through Math Connections; Scholastic Math Inventory; Number Talks; Math First. Administer Milestone Markers two times per semester. Develop Math and Reading Support programs to address students that are struggling in math and reading Provide research based strategies and interventions to targeted students (through RTI process). Increase student and parent monitoring process through quarter-based grading. Increase rigor and relevance through inquiry based approach to learning by continuing the implementation if the Middle Years Programme. Increase on-task time and engagement using Brain-Based Movement in ELA and Math. Focus on Standards Based Grading; Milestone marker results; Common Formative Assessment data Data Points from RTI Interventions; Percent of students passing at least four courses in core content areas (ELA, Math, Science, Social Studies, and World Language monitored quarterly. IB Rubrics, Common Formative Assessment data and EOG data. Student Engagement Self Survey On Task Behavior Data Form Math Teachers; Math Connections Teacher; Math Coach; Administrators, counselors, Coaches; Teachers; Students; Parents/ Guardians Administrator Teachers, Coaches; IB Committee; faculty and staff Designated ELA/Math teachers Scholastic Math Inventory; training and resources in Number Talks Progress reports; Report Cards; Data Points from RTI Interventions Designated collaboration time for IB Unit development. Students are showing growth in quantile scores as measured by the SMI. Average quantile growth 125 Retention rates have decreased dramatically. Currently, we have less than 15 students (all grade levels) as candidates for retention based on grades compared to 45 students last year. By end of the school year, all subject areas will have IB units completed for every unit. IB rubrics were developed and available for teacher use.

4 Long Range Board Goal 2: Differentiate resources for students based on needs. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Differentiate resources for students based on needs. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Division-AD) Identify local school innovations through system flexibility to increase student achievement. (IE 2 ) Divisionally support local school innovations identified through system flexibility for increasing student achievement. (IE 2 ) Key Actions: (List as many actions as needed in each box.) Develop and evaluate IE 2 Proposals for ad and Laptop carts and model teaching. Measured by: (Formative and/or Summative) Compare implementation team with nonimplementation team data. Owner(s): IE 2 committee Resources Needed: Technology (ad and Laptop Carts) Results Of Key Actions: (Due June 15, 2016) Five teams were awarded the use of ipad carts (ESOL, 6-1, 6-2, 6-3 and 7-1) and one team was awarded the use of a laptop cart (8-1) for the year. The teams were successful in implementing their plan to use technology to enhance instruction and assessment. N/A N/A N/A N/A N/A Priority Status: NM = Not Met = In Progress M = Met

5 Provide targeted resources for students: 1. not reading on grade level (Lexile) 2. unsuccessful in Math/Algebra (Based on 2014 CCRPI Math/Algebra scores) 3. not on-track for graduation (S) Identify and provide resources to increase opportunities for advanced, onlevel, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) Increase reading Lexiles through Reading Connections, Read 180, Scholastic Reading Inventory (SRI) Increase math fluency through Math Connections, Number Talks, Scholastic Math Inventory. Offer remediation/acceleration to any identified student for EOG Readiness.. Common Formative Assessments data, EOG data, SRI and SMI data; 2016 EOG scores Administra tors, all content teachers, Media Specialist; Reading Connectio ns, Math Connectio ns and Read 180 teachers Licenses for Read 180, SRI, SMI. ESOL Cohort 1). Lexile scores from 1 st administration to final administration showed any average growth of 77 points. 2) Quantile scores from 1 st administration to final showed an average increase of 125 points. 3)Students in grades 6-8 identified as scoring in the lowest quartile on the 2015 EOG were remediated during Connections N/A N/A N/A N/A N/A

6 Other: 1. Positive Behavior Intervention Plan (PBIS) Increase student engagement and academic motivation through the implementation of PBIS. Train faculty and staff in the PBIS model. Discipline Data; CCRPI Results; Student Health Survey Results Administra tion, school culture committee, PBIS Committee. District Training and Support The PBIS team has successfully completed PBIS training this year. The team has re-delivered training and fully implemented PBIS requirements such as posting and teaching students clear behavior expectations, providing positive support and motivation to students and training teachers in behavior strategies. We have seen a 37% reduction in discipline referrals for the year.

7 Long Range Board Goal 3: Develop stakeholder involvement to promote student success. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvEd, Superintendent-S, and Division-AD) Key Actions: (List as many actions as needed in each box.) Measured by: (Formative and/or Summative) Owner(s): Resources Needed: Results of Key Actions: (Due June 15, 2016) Priority Status: NM = Not Met = In Progress M = Met

8 Develop stakeholder involvement to promote student success. Seek and evaluate stakeholder input for critical processes. (AdvED) Provide opportunities for communication with and input from parents and families through the Parent Compact (Title 1); Partners in Education; PTSA; CMS Foundation; Watch Dog Dads. Title I and District and AdvED Surveys Administrators Parent Facilitator, Faculty and Staff, Student, Family, Community Committee Parent Nights, School Blog, Call Outs, Title 1 Input Meeting Call outs were made 1-2 times per week announcing import dates and upcoming events. Parent Compact (Title 1) meetings were held once per semester. School Council and PTSA meetings were held monthly. Our website is updated daily with information and a monthly newsletter is distributed. School Council meetings were held four times throughout the year and we formed a Super Council with Griffin Middle and Campbell High that met four times throughout the year as well.

9 Other: Stakeholder involvement in Middle Years Program Elicit stakeholders participation in 8 th grade students community projects and PBIS. Attendance at Parents Night, Parent Surveys, Attendance at Curriculum Night Eighth Grade Students, Teachers, Community, IB Committee Parent Nights, School Blog, Call Outs, Title 1 Input Meeting Title 1 information al meetings held each semester and information was shared about the IB Program. IB Program information was shared on Curriculum night.

10 Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence. District Focus Areas and Priorities Aligned Actions and Measurements (Due June 30, 2015) Focus Focus Area: Recruit, hire Support and retain employees for highest levels of excellence. Focus Priorities: (Based on priorities identified by IE 2, AdvancEd-AdvED, Superintendent-S, and Division-AD) Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE 2 ) Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school s environment. (IE 2 ) Support local school teachers and leaders to improve retention rate. (IE 2 ) (S) Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) Key Actions: (List as many actions as needed in each box.) Recruit highly qualified teachers through CCSD job fair and transfer process. Measured by: (Formative and/or Summative) 100% Highly Qualified. Owner(s): Administrati on Resources Needed: Job Fair Results of Key Actions: (Due June 15, 2016) CMS participated in the job fair again this year, which resulted in the recruitment of several new staff members. We completed the year with 98% of staff members holding highly qualified credentials. N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Provide differentiated job embedded school focused Professional Learning for all faculty. Provide local cohort for ESOL Endorsement. Evaluation and Implementatio n of Professional Development Administators Coaches, Faculty; Professional Learning Committee CCSD ESOL Dept. ESOL Endorsement was held this school year and approximately 20 teachers attended and were endorsed. Priority Status: NM = Not Met = In Progress M = Met / M

11 Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES). Use results of TKES and LKES to improve professional performance (IE 2 ) N/A N/A N/A N/A N/A Support teachers through the coaching model approach for evaluation and professional learning plans Dynamic Dashboard performance monitoring. Administrati on, Coaches TLE platform reports. TKES & LKES- We met all deadlines for TKES and LKES and staff members were provided feedback on four walkthroughs, two formative assessments as well as their summative. Acade mic Coaches support new teachers as well as teachers seeking professional growth M Other: Leadership Teams Restructure school governance model to provide input and leadership for all staff. AdvED administration surveys Committee Members, Administrati on, Coaches Edmodo platform for collaboration. Leadership Teams (Data, School Culture, IB, Professional Development,) met monthly

12 Key Trend Data Indicator District Mean Elem. Middle High 4-Year Graduation Rate (Data Source: CCRPI) 5-Year Graduation Rate (D.S: CCRPI) Lexile Levels 5 th grade (D.S.: CCRPI) Lexile Levels 7 th grade (D.S.: CCRPI) Lexile Levels 11 th grade (D.S: CCRPI) On-Track for Graduation Career Ready Advanced s Stakeholder Satisfaction (Annual AdvancED Survey) n/a n/a n/a n/a N/A N/A 78.2% n/a n/a n/a n/a N/A N/A 78.8% n/a n/a n/a n/a 75% N/A N/A 77% 80.3% 84% n/a N/A 82% N/A n/a n/a n/a n/a N/A N/A 56.4% 74.1% 68.6% 90% 88% 78% _ 100% 99.3% 100% 93.6% 99.2% 55% 31.4% 52% 34.1% 33.9% 15% 40% 50% 72.2% 63.7% 89% 76% 73% CCRPI Score n/a Iowa Reading Grade 3 Iowa Reading Grade 7 n/a n/a n/a n/a 57.5% N/A N/A N/A 47.9% N/A

13 Middle School Level Calculation Guide Indicator Description Numerator Denominator Details and Data Sources Lexile Levels Middle Schools Percent of students in grade 6, 7, 8 achieving a Lexile measure greater than or equal to the following on the EOG: grade 6: 917, grade 7: 984, grade 8: 1050 Students scoring a Lexile measure 917 (6th) 984 (7th) 1050 (8th) Students with a valid Lexile score on the EOG Data for this element is extracted from the EOG data file and include students with valid scores. On-Track for Graduation Percent of students in grade 8 passing at least four courses in core content areas (ELA, Math, Science, Social Studies, and World Language) Unduplicated count of grade 8 students passing courses in four core content areas (ELA, Math, Science, Social Studies, and World Language) Total enrollment in grade 8 Data extracted from Synergy Gradebook Career Ready Percent of students with a complete statedefined Individual Graduation Plan by the end of grade 8 Unduplicated count of students in grade 8 with a complete IGP Total enrollment in grade 8 Will be collected via Student Records Advanced s Percent of students enrolled in Middle School AC classes Unduplicated count of students in grades 6-8 enrolled in Middle School AC classes Total Enrollment of grades 6-8 Course information in Synergy Stakeholder Satisfaction Aggregate of all positive responses to all items included on the AdvancEd surveys (parents, students, staff) Number of positive ("Strongly Agree" and "Agree") responses on the AdvancEd surveys Total number of responses excluding "No Answer" or "No Basis to Judge" School Improvement Survey Report, Page 2 - Provided by the Office of Accountability Iowa Reading Grade 7 Percentage of students in grade 7, scoring ongrade level in reading Number of 7 th grade students scoring on-grading in reading Number of 7 th grade students with a valid test score in reading Riverside Data Manager CCRPI State accountability system whereby Georgia schools earn up to 100 points, based on required performance measurements NA NA Georgia DOE