School Name: Elkins Pointe Middle School School Mailing Address: 11290 Elkins Road, Roswell, GA 30076 LEA Name: Fulton County Schools LEA Title One Director/Coordinator Name: Tawana Miller LEA Title One Director/Coordinator Signature: Date: 8-22-14 LEA Title One Director/Coordinator Mailing Address: Teaching Museum South, 689 North Avenue, Hapeville, GA 30354 Email Address: millert@fultonschools.org Telephone: 404-669-8217 Fax: 404-669-8218 May 2012 Page 1 of 31
SWP Template Instructions Notes: All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists all components/elements marked as Not Met need additional development. Please add your planning committee members on the next page. The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA). Please submit your School Improvement Plan as an addendum after the header page in this document. May 2012 Page 2 of 31
Planning Committee Members: NAME Melinda Springman Leah Mackey Lorrie Bearden Beverly Hollandsworth Rodney Jones Andreia Harris Ida Ward Lesia Griffin Brian Mitchell Isabel Lopez Jennifer Okiyama Karen Jones Alice Smith Amy Adams Cousin Norma Toner Marjorie Araujo Kristine Allen Mayerling Parra Christie Robinson Tunieka Brown Casey Mellor POSITION/ROLE Principal Assistant Principal Assistant Principal Assistant Principal Administrator Parent Liaison Data Support Specialist Graduation Coach Guidance Interpreter Teacher Teacher Teacher Teacher Teacher Teacher ESOL Teacher Parent Parent Parent Parent May 2012 Page 3 of 31
Mission Empowering students for tomorrow s global society Vision By embracing our diverse community, we will provide the individualized support for students to become well-rounded, successful leaders who take pride in themselves and their education. This community empowers students by: setting high expectations differentiating for rigor and intervention making learning relevant May 2012 Page 4 of 31
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: Melinda Springman (Title I Principal) Leah Mackey (Title I Assistant Principal) Andreia Harris (Title I Parent Liaison)) Ida Ward (Title I Data Support Specialist, paid for by Title I funds) Karen Jones (ELA, Social Studies, Title I) Casey Mellor (Parent) Christy Robinson (Parent) Jennifer Okiyama (Teacher) Brian Mitchell (Counselor) Lorrie Bearden (Assistant Principal) A. The ways they were involved were... Met and divided into subgroups to address target areas. Facilitate discussions Implementation of Needs Assessment with variety of stakeholders Review of data from assessments, discipline, and community surveys Design intervention and instructional strategies based on data Assess professional development needs to support instructional strategies Design professional development and growth and learning opportunities for teachers Assess and design academic support opportunities for parents Research and implement Scientifically-research based strategies for school improvement B. We have used the following instruments, procedures, or processes to obtain this information.. Brainstorming for Needs Assessment Fulton Connect CCRPI data CRCT data Student Growth data Community Surveys Title I Community Cares planning development stations- where we gathered input from stakeholders C. We currently do not have any migrant students enrolled at Elkins Pointe Middle School. However, if we do receive migrant students, they will be included in supplemental services. We have one school social worker on staff as well as a psychologist and counselors who will assist in helping migrant students and families adjust to our school. They will be directed to community services that will assist them as needed and help to transition into a new school setting. Academic assessments will be conducted upon enrollment, appropriate placements determined, and academic strengths and needs identified. Any academic deficits will be identified and programs planned appropriately to meet the needs of the students. May 2012 Page 5 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. D. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. While 2014 was the last year that CRCT data was collected due to the change to GA Milestones for our 2015 results, the committee utilized these results to analyze the needs of the school and how they have changed over a five year period. While we have seen improvement in results, a disparity still remains in the results between our minority subgroups in comparison to all students. All 5 subject area charts are included in this report. CODE KEY FOR SUBGROUPS: ALL All students ELL English Language Learners ED Economically Disadvantaged HISP Hispanic AA African American SWD Students with Disabilities TAG Talented & Gifted May 2012 Page 6 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. May 2012 Page 7 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. May 2012 Page 8 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. May 2012 Page 9 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. May 2012 Page 10 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards [the Common Core Georgia Performance Standards (CCGPS)] and the State student academic achievement standards including Our economically disadvantaged students have seen improvements over the last five years, with an increase by more than 10% of students meeting or exceeding standards in Social Studies and Science. Other subject areas have seen less significant improvements. For the 2014 results specifically, the percentage of students meeting standards for ELA and Reading remained stagnant in comparison to 2013, with Social Studies and Science showing a small improvement of 30% DNM to 28% DNM (SS) and 34% DNM to 30% DNM (Sci). Math is an area of concern with a small increase in the percentage of students not meeting expectations from 22% to 24%. Our African American students have seen a significant improvement with the percentage of May 2012 Page 11 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. students who are meeting standards within the last five years, as noted above, yet we are concerned with an increase in the percentage of students DNM on Math (12>16%), Science (19>23%), and Social Studies (15>20%). Our Hispanic students have also seen improvement results over the last five years, with a disparity remaining between Hispanic students and all students as well as an increase in the percentage of students not meeting expectations for ELA, Reading, and Math for 2014. These increases in DNM are small (2-3% each) but are still noteworthy and areas of concern. Our student population for students with disabilities has grown in size over the last several years, and while we have seen a five year improvement, the year 2014 showed an increase in the percentage of students not meeting expectations in all content areas the most drastic being Mathematic, with an increase by 15% of the students who did not meet standards. Our students with limited English proficiency population has changed during these last few years as well, with many beginner language learners entering the school rather than intermediate and advanced matriculation as the majority of our ELL population. During these five years, we are yielding a higher percentage of students meeting expectations, though that improvement is small. Most concerning is that our ELL population has continuously dropped in the percentage of students meeting expectations for three years in a row. F. The data has helped us reach conclusions regarding achievement or other related data. Based on the above Needs Assessment, the staff of Elkins Pointe Middle School has worked together with the Local School Governance Council to determine the need for increased student engagement and enhanced literacy skills across all content areas. By utilizing student interests, real-life experiences, and community resources, Elkins Pointe Middle School will improve student engagement both in the community and in the classroom. By implementing literacy skill work consistently across all content areas, students will gain a deeper understanding of the content as well as develop skills that will make them more academically successful in high school and beyond. Additionally, our ELL master schedule has been significantly changed to offer students more opportunity for push-in courses as well as time for ELL teachers to collaborate across contents to provide additional support in non-language contents now that sheltered content instruction is no longer an option for course set up. G. The measurable goals/benchmarks we have established to address the needs were... Increase the percentage of students meeting or exceeding expectations on the GA Milestones assessment in the area of Math. Increase the percentage of students meeting or exceeding expectations on the GA Milestones assessment in the area of Science Increase the percentage of students meeting or exceeding expectations on the GA Milestones assessment in the area of Language Arts. May 2012 Page 12 of 31
*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement. May 2012 Page 13 of 31
*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards. Response 1. Increase the use of differentiation for skills, talents, and learning styles. 2. Increase the use of technology to enhance personalized learning. 3. Increase the use of literacy skills across all content areas. 4. Increase opportunities for authentic, real-life learning experiences both in and out of the classroom. 2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia s proficient and advanced levels of student performance. A. Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State s academic content and student academic achievement standard are... (Strategies to be used.) Teachers will address student needs by the implementation of research based instructional strategies gained from professional development in o SIOP o TAG o Differentiation o Kagan Strategies o Executive Functioning Skills o Analytical Reading o Reading Apprenticeship Connections courses were created for targeted students in Math and Reading. Remediation, RTI, Enrichment will be targeted both during connections and through our advisement program. 2(b). Are based upon effective means of raising student achievement. B. Response: Following (or in our appendices) are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective methods and instructional practices or strategies.. (Cite Research to support selected strategies.) May 2012 Page 14 of 31
Progress Monitoring- Close Reading Coleman, D., & Pimentel, S. (2012). Revised publishers' criteria for the Common Core State Standards in English Language Arts and Literacy, grades 3 12. Retrieved from Student Achievement Partners at www.achievethecore.org/stealthesetools National Assessment Governing Board. (2002). Reading Framework for the 2003 National Assessment of Educational Progress (Appendix A). Washington, DC: Author. Partnership for Assessment of Readiness for College and Careers. (2011). PARCC model content frameworks: English language arts/literacy grades 3 11. Retrieved fromwww.parcconline.org/sites/parcc/files/parccmcfelaliteracyaugust2012_final.pdf Paul, R., & Elder, L. (2008). How to read a paragraph: The art of close reading. Dillon Beach, CA: Foundation for Critical Thinking Press. Student Achievement Partners. (2012). Close reading exemplar: Grade 3, "Because of Winn- Dixie."Retrieved from Student Achievement Partners. SIOP Strategies Batt, E. 2010. Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4): 997-1005. May 2012 Page 15 of 31
Cohen, J. 1977. Statistical Power Analysis for the Behavioral Science. New York: Academic Press. Revised Edition. Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33(2): 205-223. Echevarria, J., Richards-Tutor, C., Canges, R. and Francis, D. 2011. Using the SIOP model to promote the acquisition of language and science concepts with English learners. Bilingual Research Journal 34 (3): 334-351. Guarino, A.J., Echevarria, J., Short, D., Schick, J.E., Forbes, S. & Rueda, R. 2001. The Sheltered Instruction Observation: Reliability and validity assessment. Journal of Research Education, 11 (1):138-140. Honigsfeld, A. and Cohan, A. 2008. The power of two: Lesson study and SIOP help teachers instruct ELLs. Journal of Staff Development 29(1): 24-28. Differentiation Rance-Roney, J. (2009, April). Best Practices for Adolescent ELLs. Educational Leadership. 66(7). 32-37. Literacy across content area Thibodeau, G. M. (2008). A content literacy collaborative study group: High school teachers take charge of their professional learning. Journal of Adolescent & Adult Literacy, 52(1), 54 64. WestEd. (2000). 1997 2000: A study of teacher learning and student reading outcomes in an SLI professional development network. San Francisco, CA: Author. The study is ineligible for May 2012 Page 16 of 31
review because it does not use a comparison group. WestEd. (2002). Secondary school literacy project: A summary of student outcomes on the Degrees of Reading Power test, academic year 1999 2000. San Francisco, CA: Author. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent. WestEd. (2002). 1999 2002: Studies of student reading growth in diverse professional development networks. San Francisco, CA: Author. WestEd. (2004). 2001 2004: Increasing student achievement through school-wide Reading Apprenticeship. San Francisco, CA: Author. WestEd. (2004). 2001 2004: Reading Apprenticeship classroom study linking professional development for teachers to outcomes for students in diverse subject-area classrooms. San Francisco, CA: Author. Kagan Strategies Ellis, A. K. & Fouts, J., T. Research on Educational Innovations. Princeton Junction, NJ: Eye on Education, 1993 Kagan, S. The Structural Approach to Cooperative Learning. Educational Leadership, 1989-90b, 47, 12-15. Kagan, S. New Cooperative Learning, Multiple Intelligences, and Inclusion. In J. Putnam, Cooperative Learning and Strategies for Inclusion Second Edition. Paul H. Brookes, Baltimore, MD: 1998. Kagan, S. Cooperative Learning and Sociocultural Factors in Schooling. Beyond Language: Social and Cultural Factors in Schooling Language Minority Students. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles, 1986. Kagan, S. Cooperative Learning for Students Limited in Language Proficiency. In M. Brubacher, R. Payne & K. Rickett (Eds.) Perspectives on Small Group Learning. Oakville, Ontario, Canada. 1990. Executive functioning Cartwright, K. B. (Ed.) & Deák. (2008). Literacy Processes: Cognitive flexibility in learning and teaching. New York: Guilford Press. May 2012 Page 17 of 31
Cooper-Kahn, J. & Dietzel, L. (2008). Late, Lost, and Unprepared: A Parent s Guide to Helping Children with Executive Functioning. Bethesda, Maryland: Woodbine House, INC. Dawson, P. & Guare, R. (2009). Smart but Scattered. New York: Guilford Press. Dawson, P. & Guare, R. (2010). Executive Skills in Children and Adolescents. New York: Guilford Press. Executive Function Fact Sheet. (2009). National Center for Learning Disabilities (NCLD) Editorial Staff www.ncld.org Gioia, A., Isquith, P. K., Kenworthy, L., & Barton, R. (2002). Profiles of everyday executive function in acquired and developmental disorders. Child Neuropsychology, 8(2), 121-137. Meltzer, L. (Ed.) (2007). Executive Function in Education: from theory to practice. New York: Guilford Press. Meltzer, L. (2010). Promoting Executive Function in the Classroom. New York: Guilford Pres 2(c). Use effective instructional methods that increase the quality and amount of learning time. C. Response: We will increase the amount and quality of learning time by providing regularly scheduled help sessions before school, STARHouse and Titan Up Academic Support after school, Saturday School, and strategic intervention through advisement time as well as Connections Remedial Courses. 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: Through the use of the PLC model, teachers will work collaboratively within teams to plan and deliver common formative and summative assessments. The data gathered from these assessments will be used to collaboratively monitor progress and drive instructional planning and interventions. 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 May 2012 Page 18 of 31
standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring. Response: n/a *3. Instruction by highly qualified professional staff. Response: The goal and intent of Fulton County Schools is to hire teachers who are Highly Qualified in the content area/s of instruction and thus maintain 100% of teachers who are highly qualified. Should a teacher not have the status of Highly Qualified, a plan must be developed and signed by both teacher and principal. The plan reflects steps which may include professional learning that will occur to correct the status of the non-hiq teacher. This may include testing or change of placement. Title II-A provides reimbursement for the teacher taking and passing GACE testing in order to become HiQ (see attached plan and process). The teachers at Elkins Pointe Middle are all highly qualified. Listed below are their certifications and experiences of our staff: 100% of the teaching staff holds a Bachelor s degree 33% of the teaching staff holds a Master s degree 9% of the teaching staff holds a Specialist s degree 3% of the teaching staff holds a Doctoral degree 9% of the teaching staff holds or is currently enrolled to obtain Leadership certification 15% of teachers have 20+ years of experience 20% of teachers have 11-19 years of experience 29% of teachers have 1-10 years of experience 3% of teachers hold National Board Certification 11% of teachers hold Gifted Certification 15% of teachers hold ESOL Certification The administrative team at Elkins Pointe Middle School supports all 85 of our teachers. Any teachers (including veteran teachers) who may be struggling are provided with support from teacher leaders, district instructional coaches and curriculum subject coordinators. Administrators nurture teachers to become teacher leaders and to seek additional degrees including leadership. May 2012 Page 19 of 31
*3(a). Strategies to attract highly qualified teachers to high-needs schools. A. Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how certification deficiencies are being addressed.). Our school attracts highly qualified teachers by: (list what do you do above the district s efforts to make teachers want to choose your school) County applications, individual resumes, and personal references are all taken into account when we search for candidates that will be a good fit for our school. Candidates are actively engaged in the interview process. Our sense of team is conveyed as we listen for teachers that are passionate about educating every child. Applicants are given a tour of the facility and get to meet multiple staff members when possible. Creating an atmosphere of caring and belonging is crucial as we search for teachers that will fit here. All teachers hired for the 2014-2015 met one on one with the principal, discussing the history of the school and opportunities for growth. Tours of the facility are provided. Teachers with additional questions were provided with the names and contact information of teachers that could answer questions from the perspective of a classroom teacher. Elkins Pointe also provides a New Teacher Orientation (NTO) program for teachers new to our building. This program is supervised by Assistant Principal Lorrie Bearden and run by two veteran teachers Jennifer Okiyama and Anna Hale. *4. Professional development for staff to enable all children in the school Response: A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For example... (Be specific) Math teachers have been trained with the use of demo lessons used to engage and o train teachers on CCGPS and the use of standards throughout the system. Content specific Literacy strategies were presented to math, science, and social studies teachers (inquiry based instruction, Close reading, annotating text, reading for information strategies) The entire teaching staff participates in a book study involving Executive Functioning skills to improve student resiliency and perseverance for student success Key instructional leaders and teacher leaders will participate in a book study on Reading for Understanding and Reading Apprenticeship to gain additional strategies to support students in literacy in content areas specifically science and math. B. We have aligned professional development with the State s academic content and student academic achievement standards by our work with Professional Learning Communities. May 2012 Page 20 of 31
*4. Professional development for staff to enable all children in the school Content specific PLCs collaborate on a weekly basis to not only plan instruction rooted in CCGPS but to analyze assessment results by standard to determine action plans for intervention and enrichment. C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example, we purchased ($1500) sets of 25 for books on Executive functioning skills (e.g. Dawson, P. & Guare, R. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention) for group book studies and action plans. Six teachers are completing the SIOP course this school year, at cost to the school district. Each department has created an individualized professional development plan consisting of a combination of conferences and re-teaching to colleagues. Our two On Pointe teachers (accelerated curriculum program for overage students) will join the principal to attend the AMLE conference in November as well ($3020). D. We have included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program. Our Data Support Specialist is funded through Title I, who meets with the Content-Specific PLC groups on a weekly basis to determine areas of needs through data review (Salary $60,000). *5. Strategies to increase parental involvement. Response: Parents as Stakeholders In an effort to gather input from the parent community, Elkins Pointe Middle School sought out feedback through a variety of sources. Results of the Title I Parent Survey were gathered through the weekly electronic newsletter as well as a paper survey that was sent home with students and available in the front office. The survey was provided in both English and Spanish due to large number of families for whom their primary language is Spanish. The results of the survey revealed important differences between the two perceptions of our English speaking and Spanish speaking parent populations. Additionally, the staff hosted a Title I Community Cares Event which was open to the entire parent community in order to gain additional input for the strategic plan. In the survey, both populations reported that the staff made them feel welcome at the school. However, 67% of the Spanish speaking population reported minimal or no participation in school events whereas 44% of the English speaking population reported quite a bit of participation. When interaction with teachers was considered, 39% of the English speaking population reported communicating with teachers at school on a monthly or weekly basis whereas only 9% of the Spanish speaking population reported the same frequency. When asked about the best ways for the May 2012 Page 21 of 31
school to communicate with parents, the disparity became greater with 71% of the English speaking population indicating a preference for Email but only 35% of the Spanish speaking population indicating the same preference. In contrast, 84% of the Spanish speaking population indicated a preference for attending meetings while only 38% of the English speaking population indicating the same preference. During the Community Cares Event, the Spanish speaking families shared freely that they would like to have more opportunities to be involved and communicate with teachers but often feel limited by their language capabilities which are part of why they prefer meetings to written information. All of the families who attended provided input on the Title I Plan, Title I Budget, and the Parent Involvement Policy, which included ways that parents could get more involved. May 2012 Page 22 of 31
*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs. Response: In order to assist rising 6th graders with their transition to middle school, a Pointe team, including the school counselor and graduation coach, visits each elementary feeder school and meets with students to inform them about middle school policies and expectations and to answer their questions. The first several days of school are devoted to a camp environment with additional activities to familiarize students with the middle school environment. In addition, there is an evening set aside for parents of rising 6th graders to meet with school administrators. Rising 9th graders will visit Roswell or Milton high school, along with their counselors and graduation coach. In addition, the graduation coach and guidance counselors visit classrooms to talk to students about high school graduation requirements and expectations regarding academic responsibilities and behavior. In addition, Elkins Pointe hosts a parent night for rising 9th graders where high school personnel present information and answer questions. *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 assessment are Grade Level Meetings Content Collaborations (PLC s) Vertical Planning and Collaboration B. All teachers will continue to work collaboratively with the Data Support Specialist, and all content teachers to study and interpret data from formative and common assessment to drive instruction. In November, all three grades will participate in a practice ELA assessment through the program WriteScore, for a close analysis of literacy skills. *8. Coordination and integration of Federal, State, and local services and programs. Response: Elkins Pointe Middle School strives to coordinate the services provided by a variety of organizations. In addition to district and state allotments for staffing, the school funds an additional ELL paraprofessional and an additional remedial teacher, Graduation Coach, and 2 teachers that work with RTI and intervention. After school support programs include a local grant-funded organization named STARHouse, the district funded Extended Day, as well as our Title I funded support program. By coordinating these efforts, we are able to provide a comprehensive support system to meet a variety of student needs. 8(a). List of State and local educational agency programs and other federal programs that will be included. May 2012 Page 23 of 31
Response: STARHouse: An after school remediation and enrichment program that is grant-funded and provides an after school program for our English Language Learners. Extended Learning: County-provided remediation program for after school interventions Mathnasium and Crabapple Tutoring: Local tutoring services that provide scholarships for students who are in need. Parent Teacher Student Association (PTA) funds will provide incentives for improved student achievement. The following federal funds have been allocated to our school. 8(b). Description of how resources from Title I and other sources will be used. Response: Following is our listing of Federal, State, and local services and programs, as well as a full explanation of how we are coordinating those services and programs. Federal Funds Allocated Fund Amount Description of Services Title I $208,386 The bulk of our funding was used to hire personnel. We have hired a full time Data Support Specialist who will work with the faculty and administration to gather and disaggregate data on assessments and other areas of need for instruction and remediation. We have hired teachers in math and science for our at-risk 8 th grade students served through On Pointe, a program allowing over age 8 th graders to take both their 8 th and 9 th grade courses during their 8 th grade year. Title I funds were also used to hire a part time parent liaison to provide information and academic resources and support to parents for student success. We also purchased Study Island software as an intervention to increase student performance in math, science, reading and ELA. Funds will also be used for professional development at the AMLE conference. 2 teachers and our principal will attend, present, and gain research based strategies to increase student performance in math, science, and content specific literacy. This information will be redelivered and implemented into our instructional programming. 8(c). Plan developed in coordination with other programs, including those under the School-to- Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990. Response: May 2012 Page 24 of 31
With renewed focus on preparing our students to meet the expectations of a global workforce, career and technical curricula integrates and correlates technical skills to academic standards. May 2012 Page 25 of 31
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response: Elkins Pointe Middle has made major improvements in our Advisement format this year that will also assist students in a timely and effective manner who experience difficulty mastering standards. This time will be used as a time where students will have the opportunity to participate in academic advisement including (test talks, re-teaching, and remediation. We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance. Students who receive an 80% or below on an assessment are granted the opportunity to receive intervention and re-take the assessment to demonstrate mastery. Utilizing STAR Assessment data as well as teacher recommendation, students are identified for academic support through Connections Remediation as well as small group interventions with our Intervention Coaches. School wide implementation of Response to Instruction and Intervention ensures that strong core curricular supports are in place for all students and that students who experience difficulty mastering standards are provided with support in specifically targeted areas as quickly as possible. Teachers have increased their use of various instructional strategies including ones gained from SIOP, TAG, and Differentiation training and implementation. Targeted advisements are created for students that need extra support in certain areas, most notably math. Connections courses were created for targeted students in Math and Reading. Clubs and other enrichment activities such as Science Olympiad and Math Counts are also organized through advisement. We address the needs of all children and address how the school will determine whether such needs have been met and are consistent with improvement plans approved under Educate America Act. 9(a). Measures to ensure that student weaknesses are identified on a timely basis. Response: All academic teachers are expected to give common assessments which enable them to have data discussions and monitor student progress. At these data discussions, teachers review the overall mastery of standards as well as identify specific student groups that require additional intervention or enrichment. Our Data Support Specialist, Graduation Coach/RTI specialist and Administrative Team attend these collaborations to help facilitate and monitor the work. 9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified weaknesses. Response: Describe how teachers are trained to identify and provide assistance for at-risk students. Elkins Pointe Middle works in Professional Learning Communities where teachers meet as a May 2012 Page 26 of 31
grade level to discuss student data. These sessions are supported by the administrative staff, the graduation coach, data support specialist, and intervention team. Teachers separate further into collaborative content area teams to analyze student information/data. Our graduation coach and intervention team provide models, research, and support in training and implementation of interventions for at risk students. Teachers are offered staff development in areas that show as a need from the student data and past data from previous years. We offer training on data analysis, progress monitoring tools, STAR Assessment Data, Fulton Connect, SIOP, CHAMPS behavior support and support in the curricula subject areas. There will be an in-depth focus on Vocabulary and balance of literature and informational texts, text complexity, argument, informative explanatory writing, research, and speaking/listening skills across the targeted content areas of math, science, and social studies. Demo lessons have been taught to train teachers on CCGPS and the use of standards throughout the system. The Curriculum Department has increased the purchases of Math, science and literacy materials across content areas. Elkins Pointe Middle School has access to and use the following interventions: Study Island SIOP strategies Math based reading strategies Science based reading strategies Vocabulary development Differentiation 9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or n the community. Response: Elkins Pointe Middle School has identified dates in the fall and spring that will be used for parent conferencing. October 2014 March 2015 The school will continue using Home Access Center, which will allow all parents access to teacher calendars and assignments through a centralized website. Elkins Pointe Middle School is using the Classroom Messenger system purchased through Fulton County that will allow teachers to contact parents via email using a systematic response program with pre-selected responses to choose from. Parents will be encouraged to come by the parent resource room on a weekly basis to check their emails and Home Access Center. The Parent Resource Rooms will provide ample information on resources for parents, including take home games both electronic and board games to encourage academic and behavioral discussions among the family. Our school bilingual assistant and parent liaison assists parents with accessing Home May 2012 Page 27 of 31
Access Center and facilitates communication between school and parents, and parents and school. 10. Description of how individual student assessment results and interpretation will be provided to parents. Response: We receive two copies of student test results. We give one copy to parents through the mail, in student packets, or during parent/teacher conferences. The interpretation of the test results is also provided to parents during conferences, in a letter, and upon request with the support of our Title I Data support specialist. Additionally, in the fall of each year, our guidance department meets in small group and one-on-one sessions with students who did not meet expectations to review their data and help them understand, including a detailed report and explanation of services available that goes home to the parent. 11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students. Response: Our data was disaggregated by subgroup, grade level, and content areas for analysis. Teachers also reviewed and analyzed Student Growth Percentile data via GA SLDS. The students past and present year teachers collaborate to analyze student data and make informed decisions. Data results are included in the School Profile 12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable. Response: The data collected is from GA LDS, and the GA DOE website. Our results are analyzed by the Principal and DSS in comparison to the state scores and averages. These student test results administered by the state are valid and reliable. The data we receive from both sources has already been disaggregated by subgroup by the Georgia DOE. 13. Provisions for public reporting of disaggregated data. Response: The data is made available to the public through the GA DOE website, GA LDS, in addition to the Fulton County Schools Website. In addition, Elkins Pointe Middle School provides data as part of its Community Cares Title I planning event in May and Annual Title I Parent Meeting in August. 14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program. Response: N/A May 2012 Page 28 of 31
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: Parents, students, staff, and community members were involved in the Title I Schoolwide/School Improvement process. This process has been collaborative reflective, inclusive of input, and feedback as well as; the evaluation of the previous year s plans. May 2012 Page 29 of 31
16. Plan available to the LEA, parents, and the public. Response: The plan will be made available via a direct link on the school website, was discussed and made available in hard copies at the Annual Title I Parent Meeting in August, Curriculum Night, and hard copies are also be available in the front office. May 2012 Page 30 of 31
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: All crucial components of our Title I School Improvement plan will be translated into Spanish as well. 18. Plan is subject to the school improvement provisions of Section 1116. Response: May 2012 Page 31 of 31