Percent of students scoring at Meets or Exceeds in ELA (required participation rate 95%) th Grade 6 ALL 96% Black 94% Hispanic 100% White 100% SWD 62% ELL N/A 7 th Grade ALL 95% Black 88.8% Hispanic 91.3% White 95.2 SWD 75.6% 8 th Grade ALL 94% Black 94% Hispanic 100% White 100% SWD 71% th Grade 6 ALL 96.5% Black 94.5% Hispanic 100% White 100% SWD 78% ELL 85.7% ED 90.1% 7 th Grade ALL 96% Black 90% Hispanic 92.1% White 97.7% SWD 78% ELL 85.7% ED 90.1% 8 th Grade ALL 94.5% Black 94.5% Hispanic 100% White 100% SWD 74.7% ELL 85.7% ED 90.1% ACHIEVE CONTENT MASTERY Conduct grade level/ departmental meetings to review Language Arts test data, identify areas of weakness, and develop grade level action plans. (August ) * Tutorial and enrichment classes will be utilized to target specific weaknesses (writing process). (Ongoing) *Devise a plan to differentiate instruction for SRA students in regular classroom setting to ensure they also receive additional help in all subject areas. *Eliminate resource classes for SWD students in 8th grade to close the achievement gap between SWD and regular education students. *Saturday School to reinforce skills for CRCT *Focus on progress monitoring of SWD and ELL students in the ASAP program *Implement Plan, Do. Check, Act Cycle continuously. Implement selected Learning-Focused Schools and research based instructional strategies (RBIS) such as Marzano s 9, Reading and Writing Across the Curriculum, and Content Vocabulary. (On-going) Continuous reviewing and re-teaching grammar/writing skills through the enrichment block.(on-going) Teach grammar in context through Springboard textbook. (On-going) Monitor teachers for consistency in teaching the writing process following professional development across all grades. Discuss observations with teachers during planning meetings, one-on-one, and at faculty meetings. (on-going) Develop students written and oral language skills through a variety of relevant activities including: Spelling Bees, essay contests, recitation contests, student journals and Performance Tasks. (seasonal) Department Chair Paraprofessionals Instructional Coaches Technology Team Ewalks & Feedback - Peer Observations & Feedback via Safari Montage Grade Level & Conference Meeting Dept Data Analysis Documents Enrichment Calendar Writing Portfolios Agendas PLC Meeting Parent Conference Phone Logs/Emails
ACHIEVE Meet in PLC groups once a week with regular education and special education teachers to ensure reinforcement of Language Arts focus related to CRCT domain weaknesses. (on-going) Provide parent feedback on student performance on a regular basis through phone contacts and grade level communication/meetings. (On-going) *Conduct Student conferences as they set goals and track their own progress. (on-going) Conduct professional development for staff concerning strategies for co-teaching. *Conduct follow-up observations in classrooms to ensure that both teachers, regular education and special education, are providing reading support for all students.(ongoing) *Utilize CRCT Coach practice materials and on-line released test items. (on-going) *Utilize USA test prep through computer labs and laptops bi-monthly. Monitor teachers use of selected learning-focused and Marzano s RBIS strategies, including graphic organizers and essential questions, during ELA instruction. (on-going) Monitor Language Arts teacher s implementation of Springboard. (on-going) Implement school wide practice of formal writing assessments for both persuasive and expository formats. All teachers will use a uniformed/standard writing rubric. Create student writing portfolios in which essays are written across each subject area. All essays will be scored using a writing rubric and given to the ELA Teacher to be placed into the portfolio. (on-going) Students will write daily. (on-going) Continue professional learning monthly to enhance collaboration by teachers that share both Ongoing Student Data Talks Professional Learning Logs Online Test Preparation Data Reports Use of Technology in Lesson Plans and PLC Meeting Thinkgate Assessment Data Tutorial Logs Afterschool Attendance and Progress Reports
ACHIEVE grade level and content area. (Teacher Leaders/Technology) Utilize technology to enhance instruction *Redeliver technology training to assist teachers with incorporating technology in the classroom. Percent of students scoring at Meets or Exceeds in reading (required participation rate 95%) 6 th Grade ALL 96% Black 96% Hispanic 100% White 100% SWD 81% 7 th Grade ALL 94% Black 90.6% Hispanic 93.3% White 96.9% SWD 79.5% 8 th Grade ALL 97% Black 97% Hispanic 100% 6 th Grade ALL 97% Black 96.5% Hispanic 100% White 100% SWD 81.6% ELL 88.6% ED 92.2% 7 th Grade ALL 94% Black 91.5% Hispanic 94% White 97.2% SWD 81.6% ELL 88.6% ED 92.2% 8 th Grade ALL 97.5% Black 97.5% Hispanic 100% *Conduct grade level meetings to review reading test data, identify areas of weakness (STAR, Common Assessments, Benchmarks/Thinkgate, etc). Target students weak in reading skills and conduct SRA, a researched based, reading comprehension program. *Devise a plan to differentiate instruction for SRA students in regular classroom setting to ensure they also receive additional help in all subject areas. *Eliminate resource classes for SWD students in 8 th grade to close the achievement gap between SWD and regular education students. *Saturday School to reinforce skills for CRCT *Focus on progress monitoring of SWD and ELL students in the ASAP program *Implement Plan, Do. Check, Act Cycle continuously. Use curriculum maps and grade-level content specific on-going mini-common assessments, analyze with grade level content area teachers and adjust instruction to meet student needs.(on-going) Use rigorous curriculum (Springboard/Common Core)(on-going) Continue implementation of Accelerated Reader Program school-wide to provide differentiated reading instruction and to promote reading among all students. Students will set goals for each nine week period and strive for 85% accuracy. Students Dept Chairs Paraprofessionals Media Specialist Instructional Coaches Data Walls Student Lexile Measures/ATOS via Renaissance Learning Curriculum Maps Ewalks & Feedback - Peer Observations & Feedback via Safari Montage Grade Level & Conference Meeting Dept Data Analysis Documents
White 100% SWD 82% White 100% SWD 83% ELL 88.6 ED 92.2% ACHIEVE who meet goals will attend an AR Celebration at the end of each nine week period.(on-going) Conduct professional development for reading with teaching vocabulary, research based instructional strategies (RBIS), and standards-based classrooms during scheduled department, grade level, and faculty meetings. Conduct on-going observations in classrooms to reinforce consistency in implementation of standards based instruction on all grade levels. (ongoing) Collaborative discussions on observations in team meetings and at faculty meetings. Conduct benchmark assessments in reading and language arts. Review and analyze results within grade/department level/ teams using the Thinkgate protocol. Use results to re-teach content and differentiate instruction in academic and enrichment classes.(on-going) Conduct follow-up observations in classrooms to ensure that teachers are implementing effective teaching strategies. (on-going) *Provide supplemental reading support through afterschool tutorials, enrichment, Accelerated Reader, CRCT Coach Practice, and field experiences.(on-going) Use the PLCs to provide academic support in regular classrooms for all students. Provide collegial planning for special education and regular education teachers to ensure that all students have the opportunity to learn core content in Reading.(on-going) Provide teachers with a model of a standardsbased classroom to demonstrate how a standardsbased classroom should look. (video staff demonstrating good teaching practices on-going) Have teachers conduct site visits to other schools inside and outside of the district. Enrichment Calendar Writing Portfolios Agendas PLC Meeting Parent Conference Phone Logs/Emails Ongoing Student Data Talks Professional Learning Logs Online Test Preparation Data Reports Use of Technology in Lesson Plans and PLC Meeting Thinkgate
ACHIEVE Provide parents with continuous updates on student performance through Infinite Campus, scheduled conferences, orientation sessions, phone contacts, and parent workshops. (on-going) Continue professional learning communities (PLCs) weekly to enhance collaboration by teachers that share both grade level and content area to include special education co-teachers, Title I and Quest teachers.(on-going) Build students academic vocabulary through district critical vocabulary, content verbs and SAT word lists, Marzano s instructional strategies for teaching vocabulary, wordly wise, and utilize instructional practices from Marzano s Building Background Academic Knowledge (on-going) *Provide individualized assistance to students through the use of USA Test Prep.. Assessment Data Tutorial Logs Afterschool Attendance and Progress Reports Percent of students scoring at Meets or Exceeds in mathematics (required participation rate 95%) 6 th Grade: ALL 80% Black 79% Hispanic 72% White 93% SWD 32% 7 th Grade 6 th Grade: ALL 83% Black 83% Hispanic 88% White 95% SWD 73% 7 th Grade: Conduct grade level and/or department meetings to review common assessment and CRCT data, identify areas of CRCT domain weakness, and develop grade level instructional plans to ensure reinforcement of those domain weaknesses. (ongoing) *Eliminate resource classes for SWD students in 8th grade to close the achievement gap between SWD and regular education students *Saturday School to reinforce skills for CRCT *Focus on progress monitoring of SWD and ELL students in the ASAP program Paraprofessionals Dept Chair Instructional Coach Title I Coordinator Grade Level/Dept Meeting Student Data Talks Document Ewalks & Feedback - Peer Observations &
ALL 87% Black 86% Hispanic 79% White 100% Multi-Rac. 91% SWD 50% 8 th Grade ALL 77% Black 74% Hispanic 78% White 94% SWD 15% All 90% Black 89% Hispanic 88% White 100% Multi-Rac 94% SWD 73% ELL 88.6% ED 85.3% 8 th Grade: ALL 89% Black 82% Hispanic 88% White 96% SWD 73% ELL 88.6% ED 85.3% ACHIEVE *Implement Plan, Do. Check, Act Cycle continuously. Meet with individual students who did not meet grade level math standards and set goals based on identified needs.(on-going, schedule created with RTI schedule) TEST TALKS (August-September) Monitor teachers use of Common Core Standards and mathematics frameworks including Benchmark Exams at each grade level.( on-going) Monitor teachers use of SpringBoard materials. ( on-going) Effective implementation of the co-teach model of instruction to provide academic support in regular classrooms for students with disabilities. (on-going) Use Benchmark tests and common assessment results to implement flexible grouping and remediate content. (on-going) Use SpringBoard RTI component to help reinforce skills during Enrichment ( on-going) Provide supplemental Math support to accelerate and remediate target skills through: After School Program USA Test Prep to provide individualized instruction and to track student data Math Enrichment: Small group pull-out Morning Math Lab Tutoring Services Lunch & Learn Sessions STAR Math: Utilize data to track student progress Implement and monitor teachers use of selected research-based instructional strategies: ( on-going) * Marzano 9 Research Based Instructional Strategies (RBIS) ( on-going) Learning Focus School Strategies Summarizing Writing across curriculum Feedback via Safari Montage Thinkgate Protocol & Assessment Data SpringBoard Observation Tool Lesson Plans Logs from Morning Lab/Progress Monitoring Documents Enrichment Calendar Failure & Intervention Spreadsheet s Parent Conference with Signatures Orientation Agendas Phone Logs
Percent of students scoring at Meets or Exceeds in science (required participation rate 95%) 6 th grade All 73% Black 72% Hispanic 83% White 74% SWD 39% 7 th Grade All 85.0 Black 83% Hispanic 85% White 93% Multi 81% SWD 45% ELL ED 8 th Grade No Data No Data All Students 68% Black 65% 6 th grade All 82.3% Black 75% Hispanic 86% White 90.4% SWD 64.4% ELL 71% ED 75.5% 7 th Grade All 88% Black 86% Hispanic 88% White 96% Multi 86.5% SWD 64.4% ELL 71% ED 75.5% 8 th Grade All Students 68% Black 72.3% ACHIEVE Content vocabulary *Provide parents with continuous updates on student performance through Infinite Campus, scheduled conferences, orientation sessions, phone contacts, and parent workshops. ( on-going) Increase rigor and relevance in all classrooms by raising the level of expectation and incorporating more labs, hands-on activities and performance tasks, which will be graded with rubrics.(on-going) *Eliminate resource classes for SWD students in 8th grade to close the achievement gap between SWD and regular education students *Saturday School to reinforce skills for CRCT *Focus on progress monitoring of SWD and ELL students in the ASAP program *Implement Plan, Do. Check, Act Cycle continuously. *Conduct professional development with ELA special education enrichment teachers, science and social studies teachers on how to use reading strategies in the reading content area courses. Conduct common mini-assessments and progress monitoring exams in science. Review and analyze results within grade/department level/ teams. Use results to re-teach content and differentiate instruction. ( on-going) Conduct training on the retrieval and utilization of the progress monitoring (benchmark) exams for new teachers. ( on-going) *Conduct grade level PLC meetings and department meetings to review data from benchmarks and common assessments to identify areas of weakness and to develop remediation plans. (after each benchmark) *Conduct observations to ensure that both the regular education and special education teachers Paraprofessionals Dept Chair Instructional Coach Title I Coordinator Tutorial Logs Afterschool Attendance and Progress Reports Lesson Plans Professional Learning Logs Data Walls PLC Meeting to include Common Mini Assessment Data Documented Data Analysis Sessions with Departments after Benchmarks Peer Observations & Feedback via Safari Montage Ewalks & Feedback -
Hispanic 67% White 88% SWD 21% ELL ED NA NA Hispanic 79.7% White 88% SWD 64.4% ELL 71% ED 75.5% ACHIEVE are implementing effective teaching strategies and to ensure that students with disabilities have the opportunity to learn core content in science.(ongoing) Provide supplemental reading support during Enrichment to strengthen student reading comprehension skills in science. Continue weekly professional learning community meetings and as needed when new initiatives need to be introduced to enhance collaboration between teachers that share both grade level and content area. Provide supplemental support to accelerate and remediate target skills through: OAS, USA test Prep., CRCT Coach practice and online-released tests Provide parents with continuous updates on student performance through Infinite Campus, E-Learn, scheduled conferences, email, orientation sessions, phone contacts, parent workshops and student email. Utilize critical reading and writing pieces to strengthen students reading comprehension and responsive writing abilities. After School Program USA Test Prep to provide individualized instruction and to track student data Tutoring Services Lunch & Learn Sessions Implement and monitor teachers use of selected research-based instructional strategies: ( on-going) Marzano 9 Research Based Instructional Strategies (RBIS) ( on-going) PLC Meeting Documented Parent Conferences Agendas Online Assessment Data Lunch & Learn Logs Data Talks Documentation Thinkgate Data Common Mini Assessment Data Student Lexile Measures/ATOS via Renaissance Learning Tutorial Logs Afterschool Attendance and
Percent of students scoring at Meets or Exceeds in social studies (required participation rate 95%) 6 th Grade ALL 86% Black 86% Hispanic 83% White 94% SWD 52% 7th Grade ALL 86% Black 85% Hispanic 84% White 86% 6 th Grade ALL 89% Black 89% Hispanic 86% White 97% SWD 62.2% ELL 69.5% ED? 7th Grade ALL 89% Black 88% Hispanic 87% White 89% ACHIEVE Learning Focus School Strategies Summarizing Writing across curriculum Content vocabulary Conduct grade level and/or department meetings to review common assessment and CRCT data, identify areas of CRCT domain weakness, and develop grade level instructional plans to ensure reinforcement of those domain weaknesses. (on-going) Science Enrichment Para-support(re-teach/re-test Standards Meet with individual students who did not meet grade level science standards and set goals based on identified needs.(on-going, schedule created with RTI schedule) TEST TALKS (monthly) Conduct grade level professional learning community meetings to review benchmark assessments and monitor grade level common assessment data to determine remediation plans. *Eliminate resource classes for SWD students in 8th grade to close the achievement gap between SWD and regular education students *Saturday School to reinforce skills for CRCT *Focus on progress monitoring of SWD and ELL students in the ASAP program. *Implement Plan, Do. Check, Act Cycle continuously. *Conduct professional development with the ELA department focusing on reading strategies. Consult with special education enrichment teachers for remediation. Social studies teachers will participate in school wide use of reading strategies in the content area. Paraprofessionals Department Chair Instructional Coach Title I Coordinator Progress Reports PLC Meeting Professional Learning Logs Data Dig Meeting Lesson Plans Classroom Matrix for Classroom Behavioral Expectations
Multi 100% SWD 58% 8th Grade ALL 76% Black 72% Hispanic 87% White 94% SWD 35% Multi 100% SWD 63% ELL 69.5% ED 74.1% 8th Grade ALL 81.3% Black 75% Hispanic 90% White 97% SWD 62.2% ELL 69% ED 74.1% ACHIEVE Identify all students by name, which performed below grade level standards in reading. Students identified as reading below grade level will receive assistance through subject area enrichment. Conduct unit mini-common assessments based on county selected Fast 5 s and conduct nine-week benchmarks. Review and analyze results within grade level PLC s, department level monthly meetings and team meetings. Use results to reteach content and differentiate instruction. Conduct training on the retrieval and utilization of Thinkgate data during department/grade level meetings Conduct professional development to staff concerning effective classroom strategies for paraprofessionals. Conduct follow-up observations in classrooms to ensure that both the regular education and special education teachers are providing effective reading comprehension strategies for all students in the reading content areas. (on-going) Provide supplemental reading support during enrichment to strengthen reading comprehension skills. Utilize CRCT Prep book practice materials, OAS, Study Island, USA Test Prep, workbooks and literacy materials. Monitor teachers use of Common Core Literary Standards, Georgia Performance Standards and Social Studies frameworks. Monitor teachers use of the county level curriculum map. (on-going) Monitor teachers use of interactive notebooks and word walls that remain up and active during the whole school year.(on-going) Practice reading comprehension skills using primary and secondary source documents. (ongoing) Effective implementation of the co-teach model of Developed by Grade Level Ewalks & Feedback Peer Observations & Feedback via Safari Montage Online Assessment Data Student Lexile/ATOS Measures via Renaissance Learning Thinkgate Assessment Data Documented Parent Conferences Parent Contact Logs Tutorial Logs Afterschool
ACHIEVE instruction to provide academic support in regular education classrooms for students with disabilities. Use benchmarks and common assessment results to implement flexible grouping and remediate content. (on-going) Provide differentiated assessments for SWD students to build test-taking skills. (on-going) Introduce Enduring Understandings/Connecting Themes at the beginning of the school year and utilize within every unit to increase students critical thinking abilities. (ongoing) Utilize county critical reading and writing pieces to strengthen students reading comprehension and responsive writing abilities. Utilize department chair to attend RESA Literacy Training and then redeliver to department during upcoming monthly department meeting. Provide parents with continuous updates on student performance through Infinite Campus and social studies enrichment classes to extend students depth of knowledge Attendance and Progress Reports Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs 72.2% 80% of English Learners from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs POST MIDDLE SCHOOL READINESS Conduct professional develop on strategies to assist ELLs with language acquisition and comprehension of content. *Professional Development with Instructional Coach on how to teach reading comprehension in the content areas of Social Studies and Science. (October) *Monitor subgroup performance on benchmark and let data guide instruction. (on-going) *Communication between ESOL teacher and academic core teachers to bridge gaps and assist with prerequisites. (on-going) *Placement of ELL students in the after school ESOL Teacher Regular Education Instructional Coach Paraprofessionals Professional Learning Logs Online Assessment Data (Thinkgate, USA Test Prep, CRCT OAS) PLC Meeting
Percent of Students With Disabilities served in general education environments greater than 80% of the school day General Ed Setting No. of Students 100% of day 55 83% of day 7 67% of day 21 33% of day 9 0% of day 5 80% or more of day (65%) (CLMS-65%) Less than 40% of day (15%) (CLMS-31%) Separate Schools (.8%) (CLMS-5%) As of 10/19/2012 Our goal is to have 65% or more of the SWD population served in the general education setting. ACHIEVE program for additional support. *Conduct tutorial sessions for ELL students for additional support with reading in the content areas. Plan SWD schedules/placement in the spring to ensure that 65% of this student population is served in the general regular education setting. (April-May) *Promote the general ed setting during IEP meetings as much as possible. (on-going) *Gradually eliminate the resource classroom by grade level each year until it is 100% co-teach with the exception of the SID/PID and CBI classrooms. *Monitor SWD enrollment and withdrawal daily to ensure that we stay at 65%. Make sure there is a system in place for notification and recalculations. (on-going) *All 8 th grade SWD students will be served in the coteach & para-support setting with the exception of SID/PID and CBI students. SID/PID students will be assigned two connection classes daily. FTE Clerk Special Education Department Chairs Special Education Tutorial Logs Afterschool Attendance and Progress Reports Master Schedule Student Schedules Weekly Email Communications from FTE Clerk to Special Education Administrator to ensure proper placement of new SWD transfers students to CLMS IEP Meeting Percent of students scoring at Meets or Exceeds on the Grade Eight Writing Assessment (required participation rate 95%) 2013 Pass Rate :70% Goal : 80% % of all 8 th graders will meet and exceed on the 8 th Grade Writing Assessment. *ELA teachers will provide writing instruction through SpringBoard. (on-going) *All Connections teachers will be conduct quick writes with students weekly *ELA will strictly follow the Enrichment Writing Plan that incorporates Grammar Standards. *All ELA will teach the writing process to students. *All 8 th grade ELA teachers will have students to write several essays that will be scored by Write ELA All Content Area Connection Writing Portfolios ELA Enrichment Plan/Calendar Student Conferences Writing Rubrics Feedback from Write Source
Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050 65.4% with a Lexile Measure of 1050 Eighty percent of all 8th graders will achieve a Lexile measure equal to or greater than 1050. ACHIEVE Source (Company). *ELA teachers will conference with each student about their work and they will make revisions based on feedback. Students will have a mock writing assessment in January. ELA will conference with students on their paper using the writing rubric for students to make revisions to their work. *All content area teachers will ensure that students produce weekly writing assignments. *Enforce Accelerated Reading daily. *Conference with all students on their Lexile scores at the beginning of the year and update throughout the year as they work towards their goal of 1050 or greater. *Social Studies teachers will use primary source documents in the classroom once a week/month. *We will do a school wide reading once a month in which the reading comprehension piece will be provided and all teachers will teach the lesson to help students comprehend the text. We will choose selections that will help them towards a higher Lexile measure. *Promote the effective use of AR and the reading log. *Utilize the STAR Rdg Assessment to monitor reading comprehension growth throughout the year *Media Specialist will promote awareness of Lexile measures. *Media Specialist will promote reading school-wide through various means (order high interest ebooks, class rotation to media center every two weeks to check out books, advertisements, etc.). All Core Academic Area Connections & Tilte I Media Specialists Student Reading Logs School-wide STAR Assessment Reports/Results ATOS Reports via STAR Reading Test AR Class Reports Ewalks Lesson Plans Thinkgate Reading Assessment Data USA Test Prep Reading Assessment Data
ACHIEVE Percent of students completing 2 or more state defined career related assessments/inventories by the end of grade 8 Percent of students with a complete state defined Individual Graduation Plan by the end of grade 8 218 out of 221 Students completed 2 or more state defined assessments in 2013 (98.6%) 100% will complete 2 or more state defined assessments 2012-2013: 98.6% Goal for 2013-2014: 100% *Counselors will create a calendar to schedule all students in the computer lab for completing assessments throughout the year. *Counselors will ensure that all students new to the school will complete the inventories as well. *The FTE Clerk will provide weekly updates of all new students to CLMS. *Counselors will visit Ombudsman to ensure that all students complete inventories. *Counselors will check data report with State Department to ensure that all student inventories show up on state report. *Counselors will provide homeroom teachers with document to note what inventories students have received and have them to sign off on it. These will be placed into 8 th grade student records. 8 th grade teachers do registration form for 9 th grade courses, parents sign off, students get preview/presentation from HS of attendance (NHS, EHS, AHS). Students log on to Ga411 to complete their 9 th grade plan of study. *Counselors will lead this process. Counselors Counselors Parents High Schools Counselors (NHS, EHS, AHS) State career inventory report through GACollege411 Computer Lab Schedule Student Completion of Inventories Document Documentation of Graduation Plans for all Students
Student Attendance Rate (%) Percent of students in grade eight passing at least four courses in core content areas (ELA, mathematics, science, social studies) 98% ACHIEVE PREDICTOR FOR HIGH SCHOOL GRADUATION 2013 87.2% Goal for 2014: 90% *Monitor grades *Utilize RTI and RBIS to support student success *Parental Involvement *Parent Nights *Tutorials *After School Program (ASAP) for homework help and enrichment *Wolverine Academy *Interactive Notebooks *Use reading strategies in the reading content areas *Provide teachers with grades report each progress reporting period to examine which students need support to bring up grades and provide interventions. Students Paraprofessionals After School Program Coordinator Grades Report Provided by Admin Failure and Interventions Spreadsheets Infinite Campus Monitoring of Grades Posted Attendance Documents to Tutorials, ASAP for Interventions & Supports Percent of CRCT assessments scoring at the Exceeds level 2012 2013 Rdg 22% 29% ELA 24% 29% Math 13% 15% Science 15% 19% SS 21% 37% Goals for 2014 Rdg 32% ELA 32% Math 18% Science 22% Social Studies 40% Increase rigor in every classroom *Utilize SpringBoard Resources Effectively *Provide professional development on SpringBoard to ensure that it is implemented with fidelity. *Addition of science and social studies enrichment classes to extend students depth of knowledge *Redeliver Dr. Mulligan professional All Paraprofessionals Thinkgate Assessment Data CRCT OAS Data USA Test Prep Data
Percent of students in grades 6-8 successfully completing above grade level core courses (ELA, mathematics, science, social studies) 0% 2014-2015 8% of 8 th graders in math will complete above grade level course. ACHIEVE learning on Rigor. *The school has decided to formally use 3 documents/resources to ensure that all staff are increasing rigor and differentiating instruction in all content areas. They may also use other resources outside of these, but all must use the designated resources as a school. *Increase performance tasks in Science & Social Studies with use of rubrics *Increase differentiation in all classrooms *Focus on levels of questions and task via Blooms Taxonomy during lesson planning in PLCs EXCEEDING THE BAR *A cohort of 6 th grade gifted math students successfully completed 6 th grade and the first half of their 7 th grade curriculum during the 2012-2013 school year. They are currently completing the 7 th & 8 th grade math curriculum during the 2013-2014 school year. This cohort shall complete a 9 th grade math course during the 2014-2015 school year. *A new 6 th grade cohort has started this process during the 2013-2014 school year in gifted math. Math Quest Teacher Instructional Coach Increased Use of Rubrics and Performance Tasks in which Students Apply, Synthesize and Create Increased use of Tiered Lessons /Assessments to Reach All Levels Monitoring of Curriculum Ewalks & Feedback - Peer Observations & Feedback Curriculum Map
ACHIEVE Percent of students successfully earning three middle school course credits in the fine arts, or career exploratory, or world languages Percent of students earning at least one high school credit by the end of grade 8 (ELA, mathematics, science, social studies, world languages, fine arts, CTAE) School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification 55.3% 97.4% *Monitor mass scheduling practices to ensure that all students take at least 3 fine arts, career exploratory or world language classes by the end of 8 th grade. Connections/CTAE FTE Clerk NA NA NA NA NA Master Schedule Student Schedules Grade Reports
Percent of students in grade 8 scoring proficient/advanced on the 21st Century Skills Technology Assessment or a GaDOE recognized technology assessment 289 (Basic in 2012) to 308 (Proficient in 2013) In 2012-2013, CLMS 8 th graders scored at a proficient rate on this assessment. In 2012, 8 th graders scored at the basic level. 80% to score at proficient rate ACHIEVE *Technology training provided by the Technology Team, Ms. Jennifer Williams and Ms. Melissa Jackson throughout the school year to target MyBigCampus, Safari Montage, ViewPath and the 5 domains of the Instruction Technology (ISTE) standards. *The technology team will redeliver and follow up with staff on Safari Montage and View every other Tuesday of each month. *Promote the use of technology to be incorporated in the classroom weekly. *Addition of technology column on lesson plans to promote use *Highlight staff who utilizes technology. *Tech team to devise a technology curriculum map to plan what areas to be addressed by grade level *Connections team will do research or essay to incorporate technology. *Teach students the correct usage and etiquette of email focus to be done by Social Studies & Science teachers as they work in the computer labs with their students * BYOT( Bring Your Own Technology ) Initiative *Teacher use of Twitter *incorporate assistance of media specialist with research skills to All Technology Team Media Specialists District Technology/Title I Staff School Technology Assistant
ACHIEVE include web and/or other databases using single/multiple keyword searches, applying Boolean operators to narrow searches Percent of students in grades 6-8 with a fully documented Fitnessgram assessment 2013 100% Goal for 2014 100% The P.E./ Health Dept. will assess 100% of all students that they teach over the course of the 2 nd 4 th nine week period. P.E./Health Fitness Gram Data Portal Lesson Plans Ewalks & Feedback School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement Peer Observations
School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school Office Discipline Referrals (ODRs) May 2012 1100 May 2013 531 (PBIS Implemented) Clements was recognized as the only PBIS Operational School in Newton County in 2013 by the Ga State Dept. Operational status was the highest implementation level in 2013. CLMS will also receive a visit from the Annie Casey Foundation by way of the GaDOE to learn about the school s PBIS Model. 2014 431 ODRs The goal for 2014 is to continue to lower the number of ODRs to increase student achievement and to attain the highest level of PBIS Implementation which is to become a Model PBIS School. ACHIEVE *School-wide expectations are announced daily on the morning news to remind students. *Grade level teachers will create a classroom matrix to streamline expectations in every classroom on grade level. * will reinforce positive bus behaviors. * will have an orientation for bus drivers and create a bus video to highlight positive bus behaviors with CLMS bus drivers in the video. * will issue pride paws to bus drivers to use on the bus after student bus orientation of positive behaviors. *PBIS Behavior Expectations will be reviewed by teachers and students on the second day of school in each classroom. *Students will learn about PBIS and know what the acronym for PBIS stands for (C-L- M-S). * will review the student handbook on the first day of school. * will review the PBIS behavior Matrix that covers expectations in each area of the building on the second day of school. *Administration will hold a student Town Hall Meeting/Orientation on the 2 nd day of school to review all behavioral and All Staff to include, Paraprofessionals, Custodians, Visitors, Substitute, Cafeteria Workers, Bus Drivers, and all other support personnel, etc. Students Parents Discipline Data Student Achievement Data Discipline Data Student Achievement
SCHOOL SPECIFIC S TO ADDRESS PARENT INVOLVEMENT, DISCIPLINE, AND OTHER SCHOOL INITIATIVES (ADD A ACHIEVE academic expectations. *Daily, Weekly and Monthly Incentives will be provided for students exhibiting positive behaviors. *PBIS Team will meet once a month to review discipline data, brain storm interventions and put them into actions. *PBIS Team will monitor effectiveness of all interventions. *PBIS Team will recognize students who have turn negative behaviors around and issue 180 degree and 360 degree awards on morning news to students. *Mentors will be assigned to at risk students. Mentors will be trained on the Check in and Check out documents to measure student progress. *Students may cash in pride paws for items at the concession stand. *Math and students will help to monitor grade level discipline data on hallways by use of student created graphs. *Discipline data will be shared with students and staff monthly.
NEW ROW FOR EACH AREA) ACHIEVE