Georgia s Systems of Continuous Improvement Georgia Department of Education School Improvement Plan 1. GENERAL IMPROVEMENT PLAN INFORMATION District Name Cobb County School District School Name Team Lead Position Email Griffin Middle School Paul Gillihan Principal Paul.gillihan@cobbk12.org Phone 678-842-6917 Federal Funding Options to Be Employed (SWP Schools) in This Plan (Select all that apply) Traditional funding (all Federal funds budgeted separately) Consolidated funds (state/local and federal funds consolidated) - Pilot systems ONLY Fund 400 - Consolidation of Federal funds only Free/Reduced meal applications Factor(s) Used by District to Identify Students in Poverty (Select all that apply) Community Eligibility Program (CEP) - Direct Certification ONLY Other (if selected, please describe below)
SCHOOL IMPROVEMENT PLAN 1. General Improvement Plan Information 2. SCHOOL IMPROVEMENT GOALS 2.1 CREATING IMPROVEMENT GOALS Effective goals assist schools in attaining collective agreement about what work needs to occur for improvement to take place. Goals should focus and prioritize the efforts and resources of the district/school to the previously identified needs and create a focus for improvement. Setting goals should be a strategic process which aligns the goals within one of the five systems: Coherent Instruction, Effective Leadership, Professional Capacity, Family and Community Engagement, or Supportive Learning Environment. There are several categories of goals which may be used in school improvement but the one type which focuses on improving results and not just enhancing processes is a SMART goal. SMART is an acronym for: Specific Measurable Attainable Relevant Time-bound An example of a SMART goal is: By the end of the school year 2017-2018, all teachers will have training and be included in a PLC for their content-specific are 2.1.1 Completing the Improvement Goals Tables Enter the school s two to four overarching needs and related root causes, as identified in the Comprehensive Needs Assessment 2017-2018 School Report, into the tables on pages 8, 14, 20, and 26. Determine a goal for each overarching need and include the goal in the last row of each corresponding table. For each overarching need, complete the planning tables covering the five systems from Georgia s Systems of Continuous Improvement. Use the codes below to list the structures addressed through the goal within each system. For each system, identify one to six action steps that will be taken to address the root causes that have created the overarching need. Finally, identify any supplemental action steps necessary to ensure the necessary supports are in place for the listed subgroups. Coherent Instructional System Effective Leadership CIS-1 Planning for quality instruction EL-1 Creating and maintaining a climate and culture CIS-2 Delivering quality instruction conducive to learning CIS-3 Monitoring student progress EL-2 Cultivating and distributing leadership CIS-4 Refining the instructional system EL-3 Ensuring high quality instruction in all classrooms EL-4 Managing the district and its resources 2
EL-5 Driving improvement efforts Professional Capacity PC-1 Attracting staff PC-2 Developing staff PC-3 Retaining staff PC-4 Ensuring staff collaboration FCE-1 Welcoming all families and the community FCE-2 Communicating effectively with all families and the community FCE-3 Supporting student success FCE-4 Empowering families FCE-5 Sharing leadership with families and the community FCE-6 Collaborating with the community Supportive Learning Environment SLE-1 Maintaining order and safety SLE-2 Developing and monitoring a system of supports SLE-3 Ensuring a student learning community 2. School Improvement Goals Family and Community Engagement 2.2 OVERARCHING NEED #1 Overarching Need We need all students to be on grade level in reading. Root Cause #1 Root Cause #2 Root Cause #3 Root Cause #4 Lack of implementation of EL Literacy strategies for EL students. Lack of effective vertical teacher collaboration on gaps in student learning Limited academic core vocabulary. Lack of adjusted instruction based on dat Root Cause #5 GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. 2. School Improvement Goals 3
COHERENT INSTRUCTIONAL SYSTEM GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. Structure(s) CIS 1, CIS 2, and CIS - 3 Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Timeline for Implementation Method for Monitoring Begin implementing in September and daily thereafter Walk through look for check lists and lesson plans Begin implementing in September and weekly thereafter Walk through look for check lists, lesson plans, and PLC minutes
Addressed in action steps. Economically Disadvantaged English Learners Teachers trainings will also include effective approaches for integrating EL strategies into all core classes. Addressed in action steps. Race/Ethnicity/Minority Foster and Homeless Foster care point of contact and homeless liaison will be contacted to help provide assistance with students coming before, staying after and coming in on Saturdays for tutoring. N/A Migrant Students with Disabilities Special education staff training on differentiation and effective reading strategies. EFFECTIVE LEADERSHIP GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring July development and rollout to teachers with monthly meetings thereafter throughout the year Sign-in sheets, Meeting Minutes and agendas Starting in August and going weekly until end of May Lesson plans and classroom walk data and program usage reports
3. Hire ½ time reading connections teacher to work with students reading below grade level but above the 4 th grade level. Title I Hire ½ time reading connections teacher in July Curric. AP and Master schedule of classes with class rosters Scheduling AP Hire ELA & Social Studies Coach in July ELA Monthly coaches logs Hire ELA Collaborative Teacher in August ELA Collaborative Teacher roster of students along with RI pre and post assessment scores Expectations set in August to run throughout the school year Walk through data, Lesson Plan and Collaborative Team minutes Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Time has been built in the schedule for targeted interventions. English Learners Building Leadership will provide EL strategies for all teachers as well as quarterly training. Race/Ethnicity/Minority Guiding Coalition will ensure that PLC objectives include analysis, monitoring, and impact of interventions on subgroup performance. Foster and Homeless Building leadership will incorporate time in the students schedules to provide additional instructional time to address gaps resulting from mobility. N/A Migrant Students with Disabilities School SSA will work with all teachers to ensure that data is gathered, analyzed, and proper responses with interventions are implemented in alignment with IEPs PROFESSIONAL CAPACITY
GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Timeline for Implementation Method for Monitoring Initial training during pre-planning with county follow-up training in October and as needed training the rest of the year. Sign-in sheets, training notes, and walk through feedback Initial training to be delivered in July during pre-planning and then once quarterly thereafter Training agendas, minutes, sign-in sheets and walk through data July development and rollout to teachers with monthly meetings thereafter throughout the year Sign-in sheets, Meeting Minutes and agendas Implemented in first quarter of school year Teacher attendance sheets and teacher feedback Initial trainings will be delivered during first quarter and then as needed throughout the year Training agendas, minutes, sign-in sheets and walk through data Economically Disadvantaged Foster and Homeless
Time has been built in the schedule for targeted interventions. Addressed in action steps. English Learners Contact the homeless liaison to receive and re-deliver training to counselors and teachers to address achievement gaps in ELA N/A Migrant Race/Ethnicity/Minority Guiding Coalition will ensure that PLC objectives include analysis, monitoring, and impact of interventions on subgroup performance. Students with Disabilities Special Education staff training on differentiation in ELA instruction during inclusion settings FAMILY and COMMUNITY ENGAGEMENT GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Hire Parent Facilitator by July Method for Monitoring Parent facilitator monthly logs and family engagement surveys Host one each quarter starting in September Sign-in sheets and event agendas Starting in August and going through May Reports generated by the RI assessment
4. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities SUPPORTIVE LEARNING ENVIRONMENT GOAL We will decrease the number of students reading below grade level by 5% based on the RI assessment given in August, 2017 and May, 2018. Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Action Steps Possible Funding Source(s) Timeline for Implementation Position/Role Method for Monitoring Responsible Beginning in August proceeding weekly on set days until May Tutoring plan, sign-in sheets, program reports and RI Data Purchase in September with rollout to teachers by October Reports generated by Study Island on student usage/mastery and teacher usage. Purchase in September to be used by the first of October until the end of school in May RazKids instruction reading program reports for students along with acceleration sign in logs and RI pre and posttest reports. Purchase in September to be used by the first of October until the end of the school in May Reports generated by IXL on student usage/mastery and teacher usage Purchase in September with rollout to the teachers in October and monthly throughout the rest of the year. Teacher lesson plans and coaches walk throughs Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant
Race/Ethnicity/Minority Students with Disabilities
2.3 OVERARCHING NEED #2 We need students to be on grade level in Math. Overarching Need Root Cause #1 Root Cause #2 Root Cause #3 Root Cause #4 Lack of basic computational skills Limited math academic vocabulary Lack of vertical collaboration between math teachers Limited teaching strategies on engagement and differentiation for math Root Cause #5 GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations
COHERENT INSTRUCTIONAL SYSTEM GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Timeline for Implementation Method for Monitoring Beginning in September after Professional Learning Walk through check list look for and Lesson plans Starting in August with first Touchstone assessment and proceeding all year with subsequent assessments. CTLS data, walk through checks, and lesson plans Starting in August until the end of the year Walk through look for check list Economically Disadvantaged Foster and Homeless
English Learners Migrant Race/Ethnicity/Minority Students with Disabilities EFFECTIVE LEADERSHIP GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring July development and rollout to teachers with monthly meetings thereafter throughout the year Sign-in sheets, Meeting Minutes and agendas Hire Math Academic Coach in July Math monthly coach s logs Set expectations in August Monitor usage and data reports monthly Set Expectations in August
4.Leadership will set expectations for word walls and anchor charts for math classes Local Funds Walk through data on look for check list Curric. AP and Coaches Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Starting in September after MI data has been gathered and students identified proceeding weekly until end of school MI data along with tutoring logs Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities PROFESSIONAL CAPACITY GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation
Possible Funding Source(s) Method for Monitoring Position/Role Responsible Initial training during pre-planning with county follow-up training in October and as needed training the rest of the year. Sign-in sheets, training notes, and walk through feedback Supplemental Supports: What supplemental action steps will be implemented for these subgroups? July development and rollout to teachers with monthly meetings thereafter throughout the year Sign-in sheets, Meeting Minutes and agendas Implemented in first quarter of school year Teacher attendance sheets and teacher feedback Training will take place in August PD sign in sheets and agenda along with walk through data on specified look for check list Economically Disadvantaged Foster and Homeless English Learners Migrant
Race/Ethnicity/Minority Students with Disabilities FAMILY and COMMUNITY ENGAGEMENT GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Hire Facilitator in July Timeline for Implementation Method for Monitoring Parent facilitator monthly logs and family engagement surveys Host one each quarter starting in September Sign-in sheets and event agendas Purchase agendas in July Parent and student surveys
6. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities SUPPORTIVE LEARNING ENVIRONMENT GOAL We will decrease the number of students below basic on the MI in math by 5% from August 2017 to May 2018 administrations Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Beginning in August proceeding weekly on set days until May Tutoring plan, sign-in sheets, program reports and MI Data Purchase in September to be used by the first of October until the end of school in May
Reports generated by IXL on student usage/mastery and teacher usage Curric. AP and Math Coach Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities
2.4 OVERARCHING NEED #3 Overarching Need We need all students in class on a daily basis with fewer disruptions. Root Cause #1 Root Cause #2 Lack of consistent attendance by students Lack of timely monitoring of student attendance Root Cause #3 Inconsistent positive behavioral plan with built in interventions and supports Root Cause #4 Root Cause #5 GOAL We will decrease the number students with 15 or more absences by 5%
COHERENT INSTRUCTIONAL SYSTEM GOAL Decrease the number of students with 15 or more absences by 5% Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Timeline for Implementation Method for Monitoring Train teachers in pre-planning with implementation first day of school PBIS rewards system reports, attendance reports and discipline reports Teacher expectations set in August with implementation on day one Teacher contact logs and attendance reports Starting as soon as there are students with more than 5 absences and continuing until end of year Counselors small group sign-in sheets and agendas
Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities EFFECTIVE LEADERSHIP GOAL Decrease the number of students with 15 or more absences by 5% Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Starting in August and going weekly until end of May Grade level meeting minutes, contact logs and counselor/social worker referrals Starting in August and continuing until end of year Teacher contact logs and absent reports Starting in September and continuing until end of year
3.Leadership will set the expectation that the PBIS rewards system will be used consistently by all teachers and admin. Local and Title I funds PBIS Rewards reports PBIS Committee and Administration Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities PROFESSIONAL CAPACITY GOAL Decrease the number of students with 15 or more absences by 5%
Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Timeline for Implementation Method for Monitoring During pre-planning and the first weeks of school and continuing as needed for the rest of the year. Training sign in sheets and PBIS Rewards App usage reports Economically Disadvantaged Foster and Homeless English Learners Migrant
Race/Ethnicity/Minority Students with Disabilities FAMILY and COMMUNITY ENGAGEMENT GOAL Decrease the number of students with 15 or more absences by 5% Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Starting in October and going quarterly Sign-in sheets and meeting agendas
6. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities SUPPORTIVE LEARNING ENVIRONMENT GOAL Decrease the number of students with 15 or more absences by 5% Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Purchase PBIS Rewards App in August with Training the first two weeks of school App to be used daily by teachers and administration through May PBIS Rewards App reports on teacher/administration usage as well as student positive conduct reports
2.Coordinate quarterly student perfect attendance recognition Local Funds Start at the end of the first quarter and continue until end of year Perfect attendance reports and recognition plans Principal and Parent Facilitator Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities
2.5 OVERARCHING NEED #4 Overarching Need Root Cause #1 Root Cause #2 Root Cause #3 Root Cause #4 Root Cause #5 GOAL
COHERENT INSTRUCTIONAL SYSTEM GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless
English Learners Migrant Race/Ethnicity/Minority Students with Disabilities EFFECTIVE LEADERSHIP GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring
Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities PROFESSIONAL CAPACITY GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring
1. Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities
FAMILY and COMMUNITY ENGAGEMENT GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless
English Learners Migrant Race/Ethnicity/Minority Students with Disabilities SUPPORTIVE LEARNING ENVIRONMENT GOAL Structure(s) Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Timeline for Implementation Method for Monitoring
Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless English Learners Migrant Race/Ethnicity/Minority Students with Disabilities
3 6 SCHOOL IMPROVEMENT PLAN 4. REQUIRED QUESTIONS 4.a - In developing this plan, briefly describe how the school sought advice from individuals (teachers, staff, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other stakeholders) was sought and included. [Sec. 2103(b)(2)] Griffin Middle School has developed our school wide plan with the participation of individuals who will carry out the comprehensive school wide/school improvement program plan. Teachers, parents, and administrators meet on April 13, 2017 and were involved in providing input to the Griffin Middle school improvement plan for 2017-2018. The Guiding Coalition Team worked together to revisit the initiatives and interventions of our school. We developed position statements to support the plan. The plan was drafted by the school principal, academic coaches, parent liaison, and grade level representatives. The draft was distributed to all stakeholders for feedback/input. Revisions were made and then distributed to stakeholders for review, i.e.: school council and Guiding Coalition Team. The final plan is submitted to the Griffin Middle School staff for approval and implementation. The implementation of the plan will be monitored by the Guiding Coalition Team.. 4.b - Describe how the school will ensure that low-income and minority children enrolled in the Title I school are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. [Sec. 1111(g)(1)(B)] Our students are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. Griffin Middle School currently has 100% of its teachers identified as highly qualified. Any teachers not currently highly qualified will be placed on a monitoring plan that lists the specific areas of certification that are missing. Due dates for completing the requirements will be listed and both the teacher and administrator must agree on the timeline for the teacher to become highly qualified. The administrator will monitor the progress of the teacher at three different times throughout the year to ensure compliance. All of our teachers are evaluated using the TKES. Teachers are continually provided professional learning opportunities to improve their effectiveness.
4.c - Provide a general description of the Title I instructional program being implemented at this Title I School. Specifically define the subject areas to be addressed and the instructional strategies/methodologies to be employed to address the identified needs of the most academically at-risk students in the school. Please include services to be provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec. 1114(b)(7)(ii)] 3 7
3 8 SCHOOL IMPROVEMENT PLAN Griffin Middle School is utilizing the FY18 Title I Funds for a variety of purposes. Title I funds will be used to hire academic coaches to provide professional learning to all staff members. The academic coaches will work with all content areas, however, they will focus in the subjects of Math and Reading which were identified as areas that need improvement based upon our data analysis. Our school will focus on guided reading and math across all grade levels to ensure students needs are specifically met and instructional differentiation occurs for everyone. A Collaborative ELA teacher will be hired with Title I funds to work with our lowest quartile students in reading in the 6 th grade. A part-time reading teacher will be hired with Title I funds to work with our at-risk reading students. A parent liaison will be hired with Title I funds to assist in working with parents to support students in all content areas, Specific parent activities will be developed and presented to parents to assist them with helping their children in the areas of Math and Reading. Griffin Middle School takes into account the needs of homeless, neglected and migrant children. At the present time we do not have any migrant children enrolled. We do have identified homeless students and the following extra provisions are made for our homeless students (these provisions would be followed if we had migrant children): Area Social Worker meets with parents/guardians and students to help make a plan to utilize community resources to support their needs Title I Homeless Liaison is notified and sets up adequate transportation for students All extra extended day programs are offered and transportation is provided by the school district Grade level collaboration that meets on a weekly basis on identified additional support avenues for the students TIP-Truancy Intervention Panels meet with parents to help with making sure the students have transportation to come early or stay late for extra tutoring
4.d - If applicable, provide a description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify eligible children most in need of services in Title I targeted assistance schools/programs. Please include a description of how the school will develop and implement multiple (a minimum of 2) objective, academicbased performance criteria to rank students for service. Also include a description of the measurable scale (point system) that uses the objective criteria to rank all students. [Sec. 1115(b)(1)]; [Sec.1115(c)(1)(B)] 3 9
4 0 SCHOOL IMPROVEMENT PLAN Our school implements a schoolwide plan and is not a Title I targeted assistance school. 4.e - If applicable, describe how the school will support, coordinate, and integrate services with early childhood programs at the school level, including strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. [Sec. 1114(b)(7)(V)]
4 1
4 2 SCHOOL IMPROVEMENT PLAN 4.f - If applicable, describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including: Coordination with institutions of higher education, employers and local partners; and Increased student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identify student interest and skills. [Se. 1114(b)(7)(II)]
4 3 Griffin Middle School Parent Information Session for Elementary School Parents with students entering Griffin Middle School: Parents are invited to learn about academic offerings, Clubs & Activities, GMS facilities (Learning Commons, Technology, etc.), and test data & AYP Information. A school tour was also included in the session and also happens on a monthly basis for those who could not attend this meeting. Elementary School visits are conducted by counselors, the principal, and select students. Transition activities from middle school to high school: Department heads from Osborne and Campbell High Schools visits Griffin Middle School and meet with 8th grade lead teachers to discuss placement procedures. Registration materials will be brought from the high schools and given to the 8th grade counselor. Articulation Video OHS and CHS prepare articulation slide shows to be shown at the middle schools immediately before the student and counselor presentation. Immediately following the video, OHS and CHS students will perform rehearsed skits that depict various aspects of high school. After each skit, OHS and CHS students will highlight the key points. Additionally, OHS and CHS students will discuss extra-curricular activities and the fun aspects of high school. At the close, OHS and CHS students and counselors will be available to answer questions. Parent Night at Osborne and Campbell High Schools: The high schools will host 8th grade parent nights. There will be a brief presentation in the auditorium. Following the presentation, there will be an opportunity for students to take a tour of the buildings and to learn about OHS and CHS by attending an academic and extracurricular activity fair. OHS and CHS will prepare a flyer for the middle schools to promote parent night. The middle schools will distribute the flyer to the rising 9th graders. Additionally, the middle school will use a dial out to inform parents of parent night. 4.g - Describe how the school will support efforts to reduce the overuse of discipline practices that remove students from the classroom, specifically addressing the effects on all subgroups of students. [Sec. 1114(b)(7)(III)]
4 4 SCHOOL IMPROVEMENT PLAN Our school implements PBIS (Positive Behavior Intervention Support) plan. This plan is driven by a teacher committee made up of 10-12 teachers from across the school. They promote a positive behavior plan for the school setting up expectations based on Griffin Middle Schools three key school expectations: Be Here, Be Respectful, Be Ready. Not only do they work on the behavior side, they also work to provide interventions when behavior is not appropriate as well as supports such as trainings and lessons to help the other teachers and students. Our PBIS will help to establish a school culture where classroom disruptions and student suspensions will be decreased and learning with increase.
ADDITIONAL RESPONSES Use the space below to provide additional narrative regarding the school s improvement plan (optional).