Schoolwide Title 1 Plan (Draft #1 9.5.14 )



2014-156500 Little Mill RoadCumming, GA 300412014-15Schoolwide Title 1 Plan (Draft #1 9.5.14 )(Draft #2 10.31.14)(Draft #3 3.25.15)Little Mill Middle School4055944centerTable of ContentsComprehensive Needs Assessment3Schoolwide Reform Strategies15Highly Qualified Instructional Staff 21Professional Development 22Strategies to Attract High Quality, Highly Qualified Teachers to High Need Schools 24Increasing Parent Involvement26School Transition 30Measures to Include Teachers in the Decisions Regarding the Use of Assessments31Activities Ensuring Students Experiencing Difficulty Achieve Proficiency Levels32Coordination and Integration of Services & Programs - Federal, State, Local 34Student Assessment Results, Interpretation, and Delivery to Parents 37Collection and Disaggregation of Data 37Provisions Ensuring Reliable and Valid Disaggregated Assessment Results 38Public Reporting of Data38Planning – One Year38Community Involvement of the Plan/Implementation of the Plan38Sharing the Plan39Translation40School Improvement Provisions40References41Appendices421. Comprehensive Needs Assessment Little Mill Middle School (LMMS) opened its doors in 2007 and has since been providing quality, engaging instruction to all students. In December of 2007, Title 1 supplemental assistance was awarded in the form of a targeted assistance program. Title 1 eligible students in the sixth through eighth grades currently receive supplemental instruction in reading and/or math by Title 1 personnel. Various programs have been designed to promote the school’s overall goal of teaching students to embrace the school’s vision of Dream, Strive, Achieve. The community is a mix of affluent, middle class, and poverty- level families with a median annual income of approximately $38,000. Most students live within a ten-mile radius of the school. The school opened with a population of approximately 650 students but has grown to 903 students in the 2014-2015 school year. The graph below shows the most current demographic make-up of LMMS. z Approximately 38.4% of the students qualify for free or reduced meals. During the 2014-15 school year 14.3% of LMMS students were served through special education programs, 14% served through Title I programs, 2.7% served in English Language Learner programs, and 16.0% served in programs for the gifted and talented. The school’s population includes three (3) migrant students and six (6) students participating in the McKinney- Vento Homeless Education program. These groups are all represented in the following chart. Little Mill Middle was recognized as a Title 1 Distinguished School in the 2009-10 school year and in the 2010-11 school year. The school was also recognized as a Title 1 Reward School in the 2011-12, 2012-2013 and 2013-14 school years, distinguishing LMMS as one of the top 5% of highest performing schools in the state. Other awards include being one of only two schools recognized with the Student Support Team Association of Georgia Educators (SSTAGE) award for promising practices. Two employees have been recognized by the Forsyth County Board of Education as REACH Employees of the Month. Additionally, one guidance counselor has been recognized as middle school Counselors of the Year for the Forsyth County Schools. Numerous stakeholders have been involved in the gathering and interpreting of data as well as in the decision making process involved in LMMS’s school wide planning process. These stakeholders include but are not limited to the following:STAKEHOLDERROLEMEETINGS/TOPICS COVEREDAdministrative TeamConnie McCrary - PrincipalJeff Clapper - Asst. PrincipalCheryl Riddle – Asst. PrincipalMeets: WeeklyTopics Covered: Student achievement, assessment, particularly upcoming changes to high stakes state assessments, student concerns, professional development, Title 1 items, SPED/Gifted, operational issuesLeadership TeamAngela Gula – Instructional Technical Specialist Beth Loedding – Graduation Coach/SPEDSandy Forman – Math TeacherChris Duncan – Enrichment TeacherVicky Bates – Science TeacherJessie Porter – Language Arts TeacherPaul Smith – PE teacher/CoachDonna Pinson – Music TeacherMeets: Bi-Monthly Topics Covered: Student achievement, assessment, scheduling, professional development, staff climate/morale, school climate, and culture.Title 1 TeamKari Shepherd - MathMarcy Gravitt - MathJackie Suddith – ReadingCindy Hendricks– ReadingKim DeRose – Parent Involvement Coordinator (PIC)Meets: WeeklyTopics Covered: Assessments, upcoming family events, inventory, budget and plan needs addressed, student needs and concerns, extensive collaboration on school wide plan including writing the planLocal School Council (LSC)Stacy Archer – ChairpersonDusty Findley – Member (parent/business partner)Ashley Byers – Member (parent)Tammi Mobley – Member (parent)Dan Cavanaugh – Member (parent)David Trussell – Member (parent)Carla Street – Member (parent)Kristin Norwood – Member (teacher)Jennifer Hester – Member (teacher)Connie McCrary - PrincipalMeets: Monthly throughout the school year with the exception of December and AprilTopics Covered: All issues relating to the school and district, academic achievement, Title 1 including the move to school wide where LSC reviewed the plan and offered inputFamily Engagement Action Team (FEAT)Ann Nix - ParentDenise Ray - ParentLiz Cano - ParentJennifer Gwyn – ParentRegina Rogers – ParentLaura Bernali – ParentLila Palormes – ParentRosalba Palermos – ParentJC Hustis – ParentAnna Rodriguez - Parent Lorrie Angell – Parent/PTSAAnnaliza Thomas – Community PartnerTony Santoriello – Community PartnerKathy Johnson – Community PartnerJohn Dabney – Community PartnerJane Ratliffe – Community PartnerStacy Archer – LSCMeets: WeeklyTopics Covered: Mustang Camp, compact/policy , What is Title 1?, compact distribution ideas, CLIP, Six Capacities, Title 1 Handbook approval, activity approval for meeting, Title I Reward status ,Forsyth County Public Library, Mustang Crawl, texting as a means of communication, Give Plan, Focus Group, survey for Bingo Night, reviewing the transition to school wide Title 1 plan including the giving of input and feedbackParent Teacher Student Association (PTSA)Lorrie Angell - PresidentDenise Cavanaugh – Vice President Karen Vincent– Secretary Sandy Lime- TreasurerMeets: Monthly Topics Covered: Events, budget, expenditures, PTSA- sponsored academic events, discussion of school wide transition including the review of the plan and providing input Multiple sources of data were examined in determining the school’s strengths, weaknesses, and goals for the 2014-15 academic year. The disaggregation of assessment data from several sources over multiple years was used to strengthen identified areas of weakness. These sources included: CRCT Data6th Grade CRCT – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)2011201220132014201120122013201420112012*20132014Reading11114241373257576167ELA23545347504945504648Math66755045495044494545Science71215155957616133312424SS152015123743383748374751Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97In ELA. 2013-14 Georgia data for Meets/Exceeds =92In Math, 2013-14 Georgia data for Meets/Exceeds =84In Science, 2013-14 Georgia data for Meets/Exceeds =75In Social Studies, 2013-14 Georgia data for Meets/Exceeds =807th Grade CRCT – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading31216153574135464258ELA31424536364252636055Math22274028443758715456Science76883233353561615757SS81210102627313366615957Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =95In ELA. 2013-14 Georgia data for Meets/Exceeds =94In Math, 2013-14 Georgia data for Meets/Exceeds =88In Science, 2013-14 Georgia data for Meets/Exceeds =84In Social Studies, 2013-14 Georgia data for Meets/Exceeds =838th Grade CRCT – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading12114742383652566163ELA42334342454053565256Math65854851503846444256Science171214125057525433323435SS15912114039414745524742Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97In ELA. 2013-14 Georgia data for Meets/Exceeds =95In Math, 2013-14 Georgia data for Meets/Exceeds =82In Science, 2013-14 Georgia data for Meets/Exceeds =78In Social Studies, 2013-14 Georgia data for Meets/Exceeds =81 (Taken from the Georgia DOE Department of Curriculum, Instruction and Assessment) Data depicting CRCT performance in Meets and Exceeds from 2011-2014 for the school’s 6th through 8th grade subgroups of SWD and Hispanic are as follows: 6th Grade CRCT SWD – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading941065673566534233329ELA111219167969677411191410Math242015236060736016201217Science343842425644525291966SS445643483428452422161227Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =88In ELA. 2013-14 Georgia data for Meets/Exceeds =73In Math, 2013-14 Georgia data for Meets/Exceeds =58In Science, 2013-14 Georgia data for Meets/Exceeds =43In Social Studies, 2013-14 Georgia data for Meets/Exceeds =49 7th Grade CRCT SWD – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading1771197674747417191517ELA18815116881587714122713Math81143085447163844257Science332441345352445313241613SS41414140503424459242515Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =81In ELA. 2013-14 Georgia data for Meets/Exceeds =78In Math, 2013-14 Georgia data for Meets/Exceeds =64In Science, 2013-14 Georgia data for Meets/Exceeds =53In Social Studies, 2013-14 Georgia data for Meets/Exceeds =538th Grade CRCT SWD – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading4143118373617813143611ELA1314930706788591719311Math1030354267526250241748Science50615057333639331741110SS4857396034295333491487Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =87In ELA. 2013-14 Georgia data for Meets/Exceeds =78In Math, 2013-14 Georgia data for Meets/Exceeds =53In Science, 2013-14 Georgia data for Meets/Exceeds =40In Social Studies, 2013-14 Georgia data for Meets/Exceeds =456th Grade CRCT Hispanic – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading30426974524128264556ELA37457867715919262537Math24221175856645418222539Science1524251779596768517915SS383418103645474626213544Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97In ELA. 2013-14 Georgia data for Meets/Exceeds =91In Math, 2013-14 Georgia data for Meets/Exceeds =83In Science, 2013-14 Georgia data for Meets/Exceeds =73In Social Studies, 2013-14 Georgia data for Meets/Exceeds =797th Grade CRCT Hispanic – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading63306186815332111647ELA36824850594748443251Math360103940624658543844Science62313144244554152333246SS102616103237455358373937Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =94In ELA. 2013-14 Georgia data for Meets/Exceeds =93In Math, 2013-14 Georgia data for Meets/Exceeds =87In Science, 2013-14 Georgia data for Meets/Exceeds =83In Social Studies, 2013-14 Georgia data for Meets/Exceeds =838th Grade CRCT Hispanic – Little Mill% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading60436450464631505051ELA1101235650545433503443Math641436368555831293139Science422127183959546418211918SS341425163748485529382729Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =96In ELA. 2013-14 Georgia data for Meets/Exceeds =94In Math, 2013-14 Georgia data for Meets/Exceeds =81In Science, 2013-14 Georgia data for Meets/Exceeds =75In Social Studies, 2013-14 Georgia data for Meets/Exceeds =77Data for LMMS’ Economically Disadvantaged (ED) subgroup is not available by grade level and is therefore aggregated by whole school. The chart below depicts ED data:Little Mill Middle School CRCT ED Data% Does Not Meet (DNM)% Meets (M)% Exceeds (EXC)201120122013201420112012201320142011201220132014Reading43226465565033344248ELA45666456575332393741Math108995852595533403235Science202122185552545525272527SS262721173844445036293633Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =93In ELA, 2013-14 Georgia data for Meets/Exceeds =89In Math, 2013-14 Georgia data for Meets/Exceeds =78In Science, 2013-14 Georgia data for Meets/Exceeds =72In Social Studies, 2013-14 Georgia data for Meets/Exceeds =75 In analyzing and interpreting the school’s CRCT data over the last two years, the following strengths and weaknesses were identified:StrengthsAll grade levels outperformed the state averages in all content areas;The percentage of 6th grade students exceeding standards in reading increased from 61% to 67%; The percentage of 7th grade students exceeding in reading increased from 42% to 58%;The percentage of 8th grade students exceeding standards in math increased from 42% to 56%;The percentage of ED students who exceeded in reading increased from 42% to 48%;The percentage of 6th grade SWD students who did not meet standards in reading decreased from 10% to 6%; The percentage of 6th grade SWD students who did not meet standards in ELA decreased from 19% to 16%; The percentage of 6th grade SWD students who exceeded in math increased from 12% to 17%;The percentage of 6th grade SWD students who exceeded in social studies increased from 12% to 27%;The percentage of 6th grade Hispanic students who exceeded in reading increased from 45% to 56%;The percentage of 6th grade Hispanic students who exceeded in ELA increased from 25% to 37%;The percentage of 6th grade Hispanic students who exceeded in math increased from 25% to 39%;The percentage of 6th grade Hispanic students who did not meet in science decreased from 25% to 17%;The percentage of 7th grade Hispanic students who exceeded in reading increased from 16% to 47%;The percentage of 7th grade SWD students who did not meet in science decreased from 41% to 34%WeaknessesThe percentage of 6th grade students exceeding standards in math decreased 4%; The percentage of 7th grade math students not meeting standards in math increased from 2% to 7%;The percentage of 7th grade Hispanic students not meeting standards in math increased from 0% to 10%;The percentage of 7th grade SWD students who did not meet in math increased from 4% to 30%; The percentage of 8th grade SWD students who did not meet in ELA increased from 9% to 30%; The percentage of 8th grade SWD students who did not meet in social studies increased from 39% to 60%;The subgroups of SWD, ED, ELL and Hispanic are not performing at the level of the All Students group in both reading and math. Data from the state CRCT Summary Report indicates that the domains of Information and Reading Literacy (reading), Grammar and Sentence Construction (ELA), and Vocabulary Acquisition as well as Geometry and Measurement (6th), Algebra (7th), and Numbers and Operations (8th) are areas of weakness for the All Students Group. Furthermore, the other sources of data outlined above identified the following strengths and weaknesses:Needs Assessment Surveys - ParentsStrengthsFlexible meeting options with regard to dates, times, and locations are available , including home visits if necessary.Meeting participation has been expanded to include virtual options including text, email, and phone rmation is provided in multiple languages as needed in both print and in verbal communication. WeaknessesSchool to home communication;Lack of involvement by teachers at school events; Needs Assessment Surveys - StaffStrengthsOrganized parent involvement programWeaknessesApathy of at risk learners;Low incidence of parent involvement as evidenced in homework completion rates, return of documents to school and lack of attendance by parents at school related functions; Inability to motivate at-risk, or disengaged, learners. Middle Grades Writing Assessment (MGWA)The LMMS data from the MGWA for 2013-2014 was: DNM: 16%; M: 74%; E: 10%StrengthsLMMS’s average of 84% Meets and Exceeds outperformed the state average of 80% Meets and Exceeds (2014). WeaknessesThe Does Not Meet percentage for SWD increased from 39% to 68%.The Does Not Meet percentage has increased from 11% to16% while the county-wide percent stayed the same;The rate of Meets/Exceeds (84%) in 2014 decreased from the previous year (89%). School Attendance DataStrengthsImproved Average Daily Attendance (ADA) rate from 94.90% (12-13) to 95.41% (13-14); A school wide attendance incentive plan (implemented through the school positive behavior plan) rewards perfect attendance quarterly by grade level.WeaknessesLMMS reported one of the three lowest Average Daily Attendance rates within the county;There is a lengthy process after the school’s reporting of truancy and educational neglect to the subsequent action plans taken by the court system.School Discipline DataStrengthsThe majority of office referrals are isolated to a recurring 5% of the student population.The majority of office referrals are classified as “minor, non-violent” in nature.The incorporation of a positive student behavior plan resulting in a decrease in the number of office referral events by 59% as compared to the average of all previous years. WeaknessesA percentage (5%) of students need additional intervention beyond the school wide student behavior plan;Continued inconsistency by some staff members in the use of the conduct card system. GAPSS Review (Mini GAPSS Analysis for 2013-14)StrengthsCurriculum Key ?- All previously noted areas continue to be strengths, GAPSS team noted that teachers showed a palpable sense of accomplishmentAssessment Key – All previously noted areas continue to be strengthsInstruction Key – The majority of previously noted areas continue to be strengths, GAPSS team noted a strong sense of student engagement in classroomsPlanning and Organization Key – All previously noted areas continue to be strengths, GAPSS team was impressed with improvements to media center and building overallStudent, Family, & Community Support Key – All previously noted areas continue to be strengthsProfessional Learning Key – The majority of previously noted areas continue to be strengths, GAPSS team indicated a well organized and cohesive professional learning plan that is ongoing and sustainableLeadership Key – All previously noted areas continue to be strengths, GAPSS team noted a strong presence from the administrative teamSchool Culture Key – All previously noted areas continue to be strengths, GAPSS team was impressed with the implementation of a school wide discipline program (conduct card system) and observed a visibly positive school cultureWeaknessesAssessment Key – GAPSS team recommended more transformational use of higher order thinking skills, especially when incorporating technology in to assessmentsInstruction Key – GAPSS team indicated the need to more directly reference academic standards in the classroom and demonstrate more purposeful differentiationProfessional Learning Key – GAPSS team suggested an empirical way to track evidence of the impact of professional learning Potential root causes of the weaknesses outlined in the analysis of the various data sources include the socioeconomic status of the families, staff members’ need for further training in differentiating instruction for all types of learners, and the need for increased parental engagement in students’ academic performance. Other root causes discovered include language barriers, poor health habits affecting school attendance, changing demographics, and an increase in the percentage of Students with Disabilities (SWD) and English Language Learners (ELL). The Little Mill Middle School school wide Title I plan is based on information about all students in the school, in particular, groups of students who have been identified as those achieving below the proficiency level of the All Students group. Specifically, these groups include Students with Disabilities (SWD), Hispanic, English Language Learners (ELL) and Economically Disadvantaged (ED) students. This plan has been integrated with the school’s improvement plan in an effort to ensure that all students’ needs are addressed utilizing a variety of strategies and interventions. For the previous school year, goals were set for student proficiency levels on the CRCT. The following chart illustrates these goals as well as the actual percentages representing student proficiency levels TARGETED GOALS/ACTUAL SCORES FOR STUDENT ACHIEVEMENT – CRCT DATAGroup/Sub-Group2013-14 Targeted Goals2013-14Actual ScoresAll students – Meets and ExceedsReading 99.1%Math 93.5%Reading 98.9%Math 94.1%All students – ExceedsReading 58%Math 49%Reading 62.6%Math 52.6%ED students - Meets and ExceedsReading 98.8%Math 91.5%Reading 98.3%Math 90.9%SWD students – Meets and ExceedsReading 94%Math 84%Reading 95.4%Math 69.6%Hispanic Students – Meets and ExceedsReading 98.6%Math 93%Reading 98.5%Math 92.7%Middle Grades Writing Assessment – Meets and Exceeds92%84% For the 2014-15 school year, the state assessment is transitioning from the CRCT to the Georgia Milestones assessment. This new assessment is intended to be more rigorous and require more constructed response from students. Specific details regarding the assessment are still forthcoming which presents a challenge to the goal setting process with respect to the measurement of student achievement. With this in mind, the LMMS leadership team made the decision to establish goals based upon Student Growth Percentiles (SGP). For the 2014-15 school year, students scoring typical and high growth will increase at a rate greater than or equal to five (5) percent. The five (5) percent increase will occur in all subject areas. OTHERS AREASTARGETED GOALSAttendanceIncrease Average Daily Attendance an additional 1.0% above the 2013-14 school year percentage;Using 2013-14 attendance data, decrease the percent of students with 10 or more absences an additional 4% for the 2014-15 school year Professional DevelopmentContinued implementation of the professional learning plan during 2014-15 that focuses on the areas of differentiated instruction, student engagement, and classroom management with greater than 90% of the staff attending one or more sessions on the topics;Monitor the 2014-15 plan and make adjustments as necessary which include follow-up classroom observations by school administration with 25% of those attending the sessions implementing the strategies presented.Parent InvolvementIncrease parent volunteers to 40% in 2014-15 from 20% (2013-14); Increase the percentage of parent respondents on the 2014-15 Title 1 Parent Survey to 60% of the overall student body;Create an academic volunteer program to address specific learning at home needs for male caregivers, female caregivers, Spanish speaking caregivers, and grandparents; 50% of families will attend at least one Title 1- sponsored event/meeting within the school year.BehaviorDecrease the number of office event referrals from 250 (13-14 school year) to 200 in the 2014-15 school year. Plans for all students are based on the needs as determined by local and state assessments. All of the preceding data has been taken into consideration throughout the thoughtful development of the Title I plan; all qualified students’ needs are met regardless of the subgroup in which they may be included. Additionally, a variety of screener- type assessments are administered to collect data on students who are identified as needing further academic support. Upon enrollment at Little Mill, McKinney-Vento (MV), or homeless students, are screened in the same manner to ensure proper placement. Regarding migrant students entering the Forsyth County Public Schools System, the Migrant Education Office at the Georgia Department of Education provides a Current Enrollment Report (CER) and New Participant Report (NPR) each month of the school year (if the system has new migrant students enrolled). A Priority for Services (PFS) form is completed for each new student and submitted it to the Migrant Education Program (MEP) office at GaDOE for review. PFS students are identified per their academic needs, including mobility and EL status. All PFS students are given priority for supplemental tutoring services based on the district's Implementation Plans approved by the state. In addition, the national Migrant MSIX data base provided by USED's Migrant Education office is checked to review assessment and enrollment data for the student. The State Longitudinal Data System (SLDS) in the district’s information management system known as Infinite Campus also provides assessment information. Locally, the district's Comprehensive Needs Assessment committee reviews student attendance and grades at the end of each grading period and makes recommendations for adjustments to tutoring or other support services as deemed necessary. The ELL Coordinators at each school are contacted, as well as ESOL teachers to notify them when new migrant students arrive. Additionally, they are notified if the GaDOE MEP office designates a migrant student as PFS.Additionally, if available, previous school records showing classroom performance as well as scores on any state assessments are reviewed to assist with student placement. All grade level teachers, including support staff (Title I teachers, Special Education teachers, ESOL teachers, and Gifted Education teachers) meet on a regular basis to discuss and analyze student work, score reports, and the effectiveness of implemented strategies. The information gleaned from these meetings provides constructive feedback and allows the grade-level teams to modify instructional plans that meet the academic needs of all students2. Schoolwide Reform StrategiesIdentifying Student Needs The ways in which Little Mill Middle School will address the needs of all students are based on the school’s vision, mission, and beliefs which are aligned to those of the Forsyth County School System. These are used as a guide to govern decisions made by stakeholders affecting the goals and strategies to ensure continuous improvement in student learning for all Little Mill students. In particular, the strategies focus on the needs of students with the greatest difficulty demonstrating proficiency on the State’s academic content and student academic achievement standards as identified above. The school’s RTI Pyramid (See Appendix “A”) is the process by which all students’ academic needs are met. All Little Mill Middle, students receive five classes of academic instruction. Support classes are available at all grade levels in reading, ELA and math. For students who do not require additional support the fifth academic class may be: math or social studies enrichment (6th grade); language arts or math enrichment (7th grade); and Spanish (8th grade). Placement of all students begins at Level 1 on the RTI Pyramid. After the disaggregation of data, students are placed in the additional fifth academic as described above. Students who exceed standards with a high level 2 score or a level 3 score remain on Level 1 on the RTI pyramid. This level receives the least intensive instructional services. Students are placed on Tier 3 of the pyramid if their CRCT scores do not meet standards or meet at a minimal level. Students at this level are placed in classrooms which have a lower student per teacher ratios, and instruction is focused on diagnostic assessments to guide instruction. Approximately 14% of the student population receives more intense instructional academic support on Tier 3 of the RTI pyramid. Those students who may or may not qualify for Special Education services but are at the highest risk of academic failure are found at this level. These students have not met, or have made minimal academic proficiency on the Georgia CRCT 2013-14. In the school’s current plan, Title I eligible students receive supplemental instruction in reading, ELA and/or math skills by Title I personnel, literacy teachers, ESOL instructors, and classroom teachers. Little Mill utilizes the replacement model of instruction for Title I qualified math, reading, and ELA students. Title 1 math, reading and ELA classes are scheduled as the fifth academic class. Title 1 reading, ELA and math classes share the same grade level periods. This allows students who may require supplemental services in both subjects to be served. Finally, students who have an Individual Education Plan (IEP) are placed in Tier 4 of the RTI Pyramid of Interventions. As with all Little Mill Students, Tier 4 students have five academic classes, and instructional needs are met through the goals of their IEP.Researched-Based Strategies, Programs and Interventions The instructional strategies used at Little Mill Middle School are supported by the research-based work of some of America’s leading educators. Ruby K. Payne’s book Research Based Strategies - Narrowing the Achievement Gap for Under-Resourced Students emphasizes the importance of monitoring student progress. The planning and implementation of interventions to improve student achievement provide the framework for the staff at Little Mill. Dr. Payne’s emphasis on forging relationships with parents as an important means of improving student achievement is strongly encouraged and nurtured. A Framework for Understanding Poverty, also authored by Ruby Payne, identifies behaviors of children from impoverished backgrounds as well as targeted interventions for addressing those behaviors. Her work supports the school’s goal of reducing office referrals, narrowing the achievement gap for at-risk students, and moving students from proficient to advanced levels. The meta-analysis research of effective classroom strategies identified by Robert Marzano in his book Classroom Instruction That Works includes homework and practice, identifying similarities and differences, setting objectives, and providing feedback. In addition to many others, these strategies are also evident in the daily instruction found at Little Mill. Teachers use research-based instructional strategies to differentiate or extend grade level curriculum to close the achievement gap among subgroups, as well as to move students from proficient to advanced levels. Some of these researched-based strategies that are used to strengthen identified areas of weakness found in various student assessments include: -Small-group instruction-Peer tutoring-Identifying similarities & differences-Setting objectives/Providing feedback-Cooperative learning-Computer Assisted Instruction (CAI)-Homework and practice-Individualized instruction-“Hands-On” activities -Cooperative teaching-Augmented teaching-Instructional coaching-Reinforcing effort and providing recognition Little Mill Middle provides numerous opportunities to increase the amount and quality of learning time. Instructional Extension is available to all students, but it is targeted to move students to meet or exceed Georgia proficient and advanced levels. Title 1 funds are used to fund transportation for at-risk students. “Breakfast Club” is a before school instructional support program for at-risk students. Title 1 funds are used for transportation and salaries.“Homework Hotline” is an after school instructional support program for at-risk students meeting Tuesday afternoons. Title 1 funds are used for salaries. Thursday Academy, staffed by volunteers, meets one afternoon each week and provides students with additional instructional opportunities. Saturday Teachers Involving Parents with Schoolwork (TIPS/MIPETS) provides Tier 3 students with weekly additional learning opportunities. The program offers parents the opportunity to gain insight into their children’s learning and equip them with tools to help with learning at home. Title 1 funds are used for transportation, salaries, and materials. Little Mill Middle School teachers employ the use of a wide array of programs and materials in an effort to promote student achievement in content area classes. The following is a comprehensive list of reform strategies, programs, and interventions approved by the Georgia Department of Education (GaDOE) and currently in use at the school.PROGRAMS AND INTERVENTIONSACHIEVE 3000Web- based instructional reading program that provides differentiated instruction to support reading, science, and social studies. CARS/STARSProvides a combination of assessment and instructional activities that focus on key foundational reading skills and is aligned to National Reading and Math Standards. ALEKSWeb-based mathematics program uses an artificial intelligence engine and adaptive questioning to assess a student’s knowledge and deliver individualized instruction on the exact topics the student is ready to learn.MOBY MAXWeb- based computer program which provides interactive lessons, unlimited tutoring, and adaptive differentiated curriculum to help struggling math students; extensive opportunity for vocabulary study and enrichment.Reading AssistantUsing speech verification technology, Reading Assistant "listens" to a student as he or she reads aloud and provides assistance to improve fluency. Web- based program which assesses student understanding, provides unlimited practice, and generates detail performance reports. 6 Minute FluencyFluency program combining non-fiction text using multiple practice reads in order to build fluency.RAZ KidsProvides reading materials other than text allowing the teacher to assign appropriate reading levels to each student. Builds listening comprehension, increased awareness of differing text structures, and broader vocabulary as students listen to books at higher levels. Vocabulary for SuccessTargeted intervention for middle schoolers to improve vocabulary acquisition and provides practice using the skills necessary to be proficient.Daily Grammar Practice (DGP)Helps students understand, apply, and remember grammar concepts using simple and logical processes that move grammar concepts to long term memory to improve writing. Daily Reading Practice(DRP)Improves comprehension and fluency using daily reading comprehension assignments.USA Test PrepWeb-based resource custom designed to help middle school students understand their state’s required standards and prepare them for high stakes standardized tests in science and math.Teachers Involving Parents in Schoolwork (TIPS/MIPETS)With TIPS, any teacher can regularly keep more families informed and involved in their student’s learning and help more students complete their homework.ExemplarsOffer math, reading/writing, and science performance materials for assessment and instruction. Materials, available on CD and in a bound format, are aligned to state and national Common Core standards. They employ real-world tasks to provide teachers with a way of assessing students' problem-solving and communication skills, and they provide differentiated instruction.JASON ProjectExciting STEM professionals and cutting-edge research embedded into award-winning, standards-aligned in and out-of-school curricula. Live webcasts connect students with inspirational STEM role models. Student materials include reading selections with read-to-me functionality, inquiry-based labs, videos, and online games. i- (Curriculum & Associates)Provide rigorous instruction on the Common Core using a proven-effective gradual-release approach that builds student confidence, and prepare students for more complex assessment items with full-length practice tests and interim assessments.WAGGLE(Triumph Learning)Digital resource library packed with instruction, practice, and assessment on Common Core for both reading and math; real time reporting as well as interactive or printed interface. Test preparation modules are also included.Weekly Writer Teacher subscription to website where an extensive library of teacher lead video writing lessons and activities focusing on proper writing instruction and critical thinking skills. Strategy and Program EffectivenessThe Leadership Team, classroom teachers, and support teachers continuously analyze formative and summative assessments to evaluate the effectiveness of instructional methods, strategies, programs, and interventions to ensure that all students, in particular targeted populations, are receiving instruction designed to improve student achievement. The Little Mill Middle Graduation Coach, as well as the counseling staff, meets regularly with all teachers to discuss not only the academic needs of all students, but also the social, emotional, and economic needs. At Little Mill the counseling staff facilitates classroom guidance lessons for 6th, 7th, and 8th grades. Additionally, the counselors meet with students individually and lead small student groups created to meet and address a wide array of issues and needs. The counseling staff also assists students in navigating the Career Cruising program. Career Cruising is all encompassing, and includes the four year plan for 8th graders as mandated by the Bridge Bill. The integration of vocational and technical education is available to all students through the school’s Connections program. Instructional Support Teams and Student Support Teams progress monitor students on a monthly and bi-monthly basis, respectively, to determine if academic needs are being met. The LMMS School Improvement Plan, with input from all stakeholders, is developed, implemented, updated, and reflected upon throughout the year. The school’s improvement plan is based on student data reported from state- mandated assessments. Furthermore, the effectiveness of instructional programs culminates with the results of the state assessment data. LMMS uses feedback from testing data, as well as stakeholder surveys, and information gleaned from GDOE to assist in determining that each student has equal access to a quality education, while establishing high standards and accountability for all.No Title I funds will be used to fund field trips for students at Little Mill Middle School. 3. Highly Qualified Instructional Staff Little Mill is proud of its 100% highly qualified staff. Currently, there are 62 certified staff members. Thirteen (13) of those hold bachelor’s degrees with forty-nine (49) staff members holding a master’s degree or higher. The staff has 13.42 average years of teaching experience. The certified staff is supported by six (6) paraprofessionals. The Forsyth County School System is committed to providing the best education possible for all students by assuring that all children have equitable opportunities to receive quality instruction from highly qualified teachers.? The system has consistently met the goal of providing all students with highly qualified teachers at an average of 99% or higher since the signing of No Child Left Behind.? In the Forsyth County Schools, all teachers are required to?be highly qualified and in-field for their current teaching assignment.? Continuous monitoring and analysis of the highly qualified assignment of teachers based on student demographics (poverty level, minority, etc.) is systematically done using information from the Certified/Classified Personnel Information, Georgia Professional Standards Commission HIQ2 data, and local system data.? This ensures that poor and minority students are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than other children.? In addition, individual class sizes are monitored routinely to maintain equal opportunity for all students according to the system's class size allotment criteria and Georgia Department of Education rules.? Forsyth County Schools provide notification to parents at the beginning of each school year that describes how parents can request teacher qualifications for their child's teacher. The Forsyth County School System?maintains a high standard in its recruitment of teachers and paraprofessionals.? All teachers must be highly qualified?or must be able to obtain highly qualified?status within one year (unless they are in an alternative preparation program) before being offered a teaching position in Forsyth County.? All paraprofessionals must be highly qualified before they can be hired.? It is a district policy that Title I may not employ paraprofessionals with Title I funds.? In addition, Forsyth County provides assistance to English certified teachers to add ESOL (English as a Second Language) to their certificates and for ESOL teachers to add English certification. Endorsement classes in ESOL, Reading, Gifted, Preschool Special Education, and Teacher Support Specialist (Georgia's Mentor Teacher Program) are offered, and they are supported through Title IIA funds.? Many of the endorsements include at least part of the instruction online. The Forsyth County School System has reimbursed teachers for taking and passing the appropriate content assessments, offered study sessions for teachers who were required to take assessments, provided scholarships to teachers in alternative preparation programs, and reassigned teachers to areas where they are highly qualified. The system will continue these procedures; in addition, the system supports the use of distance learning/technology-based instruction in classrooms where this delivery model is appropriate. Title III funding supports summer school teachers who are fluent in English, and that is the language of instruction. 4. Professional Development Professional learning is provided to all staff to include certified and classified personnel with emphasis on teaching, learning, and assuring that all children attain high standards of performance. Quality, job-embedded professional learning activities are planned and developed based on information indicated on various needs assessments and from information gathered from teachers, administrators, parents, students, and community members in meetings. The Graduation Coach acts as the Professional Development Coordinator for the school and oversees all professional learning. The expected focus for the year will be academic achievement, parent involvement, classroom/behavior management, and attendance. At a district level, it is anticipated that LMMS staff will be attending various professional learning opportunities on providing quality feedback and using higher level questioning techniques. Additionally, professional development will be provided on the new state mandated Georgia Milestones assessment. During the 2014-15 school year, the county’s learning platform, itslearning, will be used by teachers to individualize instruction. Topics for professional learning provided by the school will include differentiated instruction, student engagement through technology and classroom culture. This instruction will be delivered through the use of guest speakers/consultants to address student engagement, differentiated instruction and teaching digital natives. Book studies and peer modeling will also be included in the staff’s learning opportunities. Professional development might also include teachers attending various approved professional development experiences throughout the school year as they are made available. These might include Singapore math seminars, workshops by Rick Smith, Marcia Tate, Carolyn Chapman, and Rick Wormelli. Conferences including the Georgia Conference on Reading and Writing, Maximizing Reading Achievement for Your Struggling Students, and High Expectations, No Excuses might be attended as well. The school’s Parent Involvement Coordinator (PIC) will attend the regional meeting for Title 1 PICS. Redelivery of content presented at such experiences is expected and will follow a “train the trainer” model. Monthly meetings will be held for the purpose of working with data to develop remediation plans, collaborate with other staff members concerning best practices, and work on curriculum pacing. Additionally, time will be allotted for teachers to acquire, enhance, and refine knowledge, skills, and commitment necessary to create and support high levels of learning for all students. There will be an ongoing effort to build the school’s professional library to assist teachers with developing strategies to meet the needs of students. Little Mill Middle School is committed to using the necessary time, money, and other resources to address the root causes of the weaknesses previously identified in the plan. Finally, the staff survey indicated a need to continue with programs and efforts designed strengthen the home school connection. Communication between parents and the school was targeted as an area of importance to the staff. Concern regarding the academic achievement of targeted subgroups was also expressed. 5. Strategies to Attract High Quality, Highly Qualified Teachers to High Need SchoolsForsyth County Schools is committed to providing the best education possible for all students by assuring that all children have equitable opportunities to receive quality instruction from highly qualified teachers. The system has consistently met the goal of providing all students with highly qualified teachers at an average of 99 percent or higher since the signing of No Child Left Behind. In Forsyth County Schools, all teachers are required to?be highly qualified and in-field for their current teaching assignment.? Continuous monitoring and analysis of the highly qualified assignment of teachers based on student demographics (poverty level, minority, etc.) is systematically done using information from the Certified/Classified Personnel Information, Georgia Professional Standards Commission HIQ2 data, and local system data.? This ensures that poor and minority students are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than other children.? In addition, individual class sizes are monitored routinely to maintain equal opportunity for all students according to the system's class size allotment criteria and Georgia Department of Education rules.? Forsyth County Schools provide notification to parents at the beginning of each school year that describes how parents can request teacher qualifications for their child's teacher. The Forsyth County School System?maintains a high standard in its recruitment of teachers and paraprofessionals.? All teachers must be highly qualified?or must be able to obtain highly qualified?status within one year (unless they are in an alternative preparation program) before being offered a teaching position in Forsyth County.? All paraprofessionals must be highly qualified before they can be hired. Title I may not employ paraprofessionals with Title I funds.? In addition, Forsyth County provides assistance to English- certified teachers to add ESOL (English as a Second Language) to their certificates and for ESOL teachers to add English certification. Endorsement classes in ESOL, Reading, Gifted, Preschool Special Education, and Teacher Support Specialist (Georgia's Mentor Teacher Program) are supported through Title IIA funds.? Many of the endorsements include at least part of the instruction online. Forsyth County Schools has reimbursed teachers for taking and passing the appropriate content assessments, offered study sessions for teachers who were required to take assessments, provided scholarships to teachers in alternative preparation programs, and reassigned teachers to areas where they are highly qualified. The system will continue these procedures; in addition, the system supports the use of distance learning/technology-based instruction in classrooms where this delivery model is appropriate. Title III funding supported summer school teachers who are fluent in English, and that was the language of instruction. FCS and Metro RESA are in?a cooperative program that allows Forsyth County teachers to participate in a one-year supervised practicum for converting their teaching permits to clear, renewable certificates.? A one-year practicum program began in January 2010 for a new group of teachers to help them obtain their clear, renewable teaching certificates.?These teachers obtained their clear, renewable certificates in December of 2010. 6. Increasing Parent InvolvementAt Little Mill Middle School, parents have played an integral part in the development of the school wide plan as is evidenced in the chart found in Section 1. Parents will continue to play an active role in the implementation and revision of the plan in the future. Planning and Review of the School Improvement PlanDateIn AttendanceTopics Reviewed/Discussed9/24/12Principal/Parent Involvement Coordinator/FEAT (members noted previously in plan)School Improvement Plan, high-stakes assessment scores, goals for the school year, action steps to be taken9/5/13Principal /Local School Council (members noted previously in plan)School Improvement Plan, , high-stakes assessment scores, CCRPI, goals for the school year, action steps to be taken9/6/13Principal/LMMS PTSA Board members (as noted previously in plan)School Improvement Plan, , high-stakes assessment scores, CCRPI, goals for the school year, action steps to be taken11/7/13Principal /Local School Council (members noted previously in plan)Schoolwide plan – reviewed and gathered feedback2/6/14Principal/Local School Council (members noted previously in the plan)Schoolwide plan – reviewed and gathered feedback2/7/14Principal/LMMS PTSA Board members (as noted)Schoolwide plan – reviewed and gathered feedbackLittle Mill Middle School recognizes the importance of parental involvement and will facilitate ongoing opportunities to increase the involvement of the school’s families. These include the following: Including parents in the development of the Parent Involvement Policy; Providing access to copies of the Policy, the Title 1 Plan, and Title 1 Parent Compact and other pertinent information that is available in the Family Resource Center as well as on the school’s website; (See Appendix “C” for a copy of the LMMS Compact)Making access to LMMS Family Resource Center available with flexible hours of operation and equipping it with a myriad of resources for parents to check out as well as to keep. Resources include flashcards, homework dictionaries (English & Spanish) for math and reading, Spanish/English dictionaries, study skills and test taking strategies books as well as books designed to improve the home-school connection. Supplies are also available for parents to use both at the school in meetings and at home. Inviting parents to attend weekly and monthly workshops with childcare and translation services available if needed. Scheduling meetings at various times including nights and weekends with childcare being available as needed. Disseminating information using a variety of methods including mail, email, texts, phone, flyers, newsletters, and the school’s website.Providing non-traditional guardians, such as grandparents, with training on technology to empower them in assisting their students at home – Blue Hair Technology Inc. provides technology training for these non-traditional parents named Blue Hair for grandparentsFacilitating new focus academic volunteer groups such as Father’s Being Involved (FBI), Mustang Moms, and Hispanic Circle of Support (See Appendix “F”). Information and meetings regarding student academic assessment results and the interpretation of these results are made available and are addressed in the plan under “Individual Student Assessment Results and Interpretation Provided to Parents.” Additionally, how the school’s plan is made available to the various stakeholders including the LEA, parents, and community is addressed under “Sharing the Plan.”As mentioned, a written Title I school-level Parental Involvement Policy and a Parent Compact have been created in conjunction with Title 1 parents. Copies of these are provided in Appendices “B” and “C”. Parents are invited to attend our Title 1 parent advisement meetings to give input on both the school plan and the involvement policy. Furthermore, copies of these documents are distributed to each family, are posted on the school’s website, and are located in the LMMS Family Resource Center. Meetings are hosted a number of times throughout the year to allow for parents to review and accept these documents. All parents are invited to participate in a yearly needs assessment, made available online as well as on paper.Little Mill Middle School complies with all requirements of the Parent Involvement Checklist as dictated in Section 1116 of the Title 1 Law (See Appendix “E” for complete job description). The school’s Parent Involvement Coordinator (PIC) implements and monitors all facets of this list as well as engaging in regularly scheduled collaboration with PICs within the county and at the region and state levels. The overall importance of parent and family involvement as the foundation for all other education reforms warranted the establishment of national standards to guide parent involvement programs and evaluate their quality and effectiveness. The National Standards for Parent/Family Involvement Programs were developed in 1998 by the National PTA in cooperation with education and parent involvement professionals and through the National Coalition for Parent Involvement in Education (NCPIE). These standards were built upon the six keys of parent involvement identified by Dr. Joyce Epstein of the Center of School, Family, and Community Partnerships at Johns Hopkins University and constitute the areas of parent involvement focus for the LMMS Title I school wide program and mission of the Family Resource Center at LMMS.Joyce Epstein’s Six Keys to Parent Involvement FrameworkParentingLMMS will host programs that offer training for families to provide supportive and healthy home environments where learning can take place. i.e. Hill Center Parenting classes, resource lists for parents in the FRC, school counseling departmentCommunicatingLMMS will ensure that there is comfortable two-way (school to home and home to school) communications that increase understanding about the school, its programs and each child’s progress in all classes. i.e. district website, Title I/School newsletters, contact to homes via email, call, text and auto dial – all in preferred language extent feasible.VolunteeringLMMS will provide opportunities for families to help with school and/or classroom related activities, programs, and projects: individual students; or other parents i.e. community volunteer programs, PTSA, Local School Council, FEAT team, Title I parent/family meetings and activitiesLearning at HomeLMMS will provide a Family Resource Center in addition to the materials available for checkout at the Hill Center (district) to help families support children’s learning at home through homework and other learning activities that families can do with their children. i.e. workshops for learning together (child and parent), workshops for parents to learn about curriculum in middle school, school newslettersDecision MakingLMMS will participate in developing parent leaders who play a decision making role in focus groups, organizations, planning committees, and advocacy groups at both the district and school level. i.e. Family Engagement Action Team (FEAT), Parent Teacher Organization (PTSA), Parent Institute (district), Local School Council (LSC), individual school leadership teams and focus groups as the need arisesCollaborating with CommunityLMMS will focus on ways that businesses, service-providers and others in the community can support families and schools to strengthen student learning and development. i.e. LSC, FEAT, Business “Partners in Education”Under the direction of the school’s PIC, meetings, workshops, and sessions on various topics are hosted throughout the school year. Topics include the Title 1 Annual Meeting, interpreting assessment scores and report cards, attendance, homework strategies, using online educational resources and technology as well as other topics important to parents and relevant to student academic achievement. (See Appendix “D”) Additionally, in an effort to assist the 468 grandparents who are either the primary guardians of students at the school or are listed as the pick-up contact, the school’s PIC will host technology training sessions facilitated by Blue Hair Technology consultants. The mission of Blue Hair Technology is to offer computer literacy assistance for our grandparents and other LMMS student caregivers who are 50+. This group enables our older caregivers to have equal access to BYOT (Bring Your Own Technology) used for learning at home and for participation in Academic Volunteering in which their unique skill set can be utilized. In response to parent survey results that showed parents and other family members prefer to be involved in parent engagement activities in which they have other peer partners, we have developed an Academic Volunteer program designed for each of four groups: Bluehair Technology group for grandparents, Fathers Being Involved (FBI) for fathers and other male care givers, Mustang Moms for mothers and other female care givers, and Hispanic Circle of Support for Spanish speaking families. The schedule and type of events for each group can be found in the appendix on the Schoolwide Family Engagement Plan.7. School Transitions In order to ensure a smooth and seamless transition from elementary to middle school, the following activities take place to orient both students and parents:Middle School 101 Night –At this event hosted for parents and students in March of students’ fifth grade year, school staff explain schedules, curriculum, Code of Conduct, and other relevant information.School Tours – Students from feeder elementary schools visit Little Mill in order to tour the school, visit classrooms, discuss connection/elective opportunities, and ask questions. Site Visits – Students from Little Mill along with a teacher and counselor travel to feeder elementary schools to answer questions in hopes of alleviating anxiety about the transition.Mustang Camp – This event is hosted on the Saturday before school begins. Students and parents visit the school for three hours to engage in various activities and informational sessions. Student activities include team building with their homeroom, receiving schedules, participating in treasure hunts in the school, learning about class change and cafeteria procedures, and Locker 101. Parent sessions include “Getting to Know Your Middle School Child,” Parent Portal, technology resources available for both parents and students, and expectations for academic success. Cyber bullying, Internet safety, and the Olweus Bullying Prevention Programs are addressed by staff members and the Forsyth County Sheriff’s office. Title 1 parent informational sessions are available. Student Support Teams (SST)/Special Education (SPED) & Gifted Chairpersons/Counseling Collaboration – These groups meet to discuss the academic and emotional needs of respective students.Student Data Collection - Administrators collaborate to gather Title 1 data to facilitate placement of students; work with 5th grade teachers to complete Multiple Criteria Survey. Saturday School - coordinate extended learning opportunities with Chestatee Elementary . The “Saturday School” is based upon Joyce Epstein’s TIPS program As Little Mill considers the transition from middle to high school to be pivotal in the success of students, various experiences are planned and implemented to assist eighth graders moving to high school. School Tours – Little Mill eighth graders visit their respective high schools for tours, to meet staff and students, and to gather information.Georgia College 411 – Eighth grade students complete career inventories and transition plans.Collaboration – High school teachers collaborate with middle school teachers regarding placement of students.Freshman Festival – Students are encouraged to attend summer orientation. Students who have attended private schools or have been homeschooled may find the transition to public school challenging. In order to address these challenges, Little Mill has procedures in place to ease this transition. Working with the counselors, students and their families tour the school to meet staff and students as well as to be introduced to a student ambassador assigned to the new enrollee. As with all students, new students undergo diagnostic screening to ensure appropriate class placement. Counselors maintain close contact with new students to monitor all facets of the transition.8. Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments Data driven instruction is a key component in the success of the students at Little Mill Middle School. By using a comprehensive assessment system that monitors and evaluates student learning, all students have the opportunity to reach high levels of achievement. Little Mill’s teachers are data-driven. They incorporate research-based strategies to improve curriculum and instruction. Teachers are an integral part of the decision making process regarding the use of assessments to provide information for improving student achievement. Staff members have the opportunity to participate in the decision making process during department meetings, grade level content meetings, Professional Learning Community (PLC)meetings, leadership team meetings, and through a variety of formal and informal conversations. Furthermore, grade level content area teachers collaborate to create common summative and formative assessments. Teachers meet regularly in data teams to review relevant assessment results, identify student strengths and weaknesses, and make instructional decisions. These decisions include placement in support classes, flexible grouping, differentiated instruction, and remediation. Students whose performance indicates a lack of mastery are targeted for remediation. This practice, referred to as “Relearn and Recovery,” provides students with additional instruction to help in the mastery of standards and is followed by the opportunity to retake summative assessments. While the practice of differentiation is evident at times at Little Mill, one of the areas of growth identified by the school’s GAPSS analysis is to increase the use of this practice. The incorporation of the Recommendation Engine found in the district’s learning management platform, itsLearning, provides opportunities for individualized instruction based upon student learning preferences. 9. Activities Ensuring Students Experiencing Difficulty Achieve Proficiency Levels Teachers serve students based upon their academic need. Services are offered to the lowest performing students in the school based on Little Mill’s Response to Intervention (RTI) Pyramid of Interventions. At-risk students are enrolled in additional reading and/or mathematics support classes. Interventions include those outlined on the LMMS Pyramid of Interventions. (See Appendix “A”) The Response to Intervention process includes the following steps:Students are identified as at-risk based on the collection of multiple data points including assessment scores, classroom assessments and performance, progress monitoring screeners including AIMSWeb, and teacher and parent input.The data is used to rank order students to ensure proper placement in support class(es).Once in the RTI process, students are exposed to interventions selected to meet their individual needs and designed to remediate specific weaknesses.Data collection is ongoing through monthly progress monitoring to determine if the interventions are effective.If it is determined that the interventions are not successful, students are considered for increased intervention at a higher RTI tier.Based on needs, students could move to the Instructional Support Team (IST) level, Student Support Team (SST) level, or could culminate in the recommendation for a Special Education evaluation.The school’s Graduation Coach is instrumental in the RTI process and leads teachers through the ongoing data collection and interpretation of results to ensure that best practices are followed.In order to ensure that students receive the appropriate interventions and move fluidly through the RTI process as necessary, teachers are provided professional learning on recognizing student academic weaknesses and at-risk behaviors. This is accomplished during monthly cluster meetings where teachers are given the time to discuss student performance and to collaborate around best practices. The school’s Graduation Coach facilitates these meetings along with members of the administrative staff.Parents attend RTI meetings at least two times per year to discuss interventions which might prove successful for their child. Additionally, teacher-parent conferences are officially scheduled in October and March of the school year as well as any time requested by parents. The school’s PIC provides parents with monthly training designed to coach parents in helping their student at home including how to access and utilize the county’s learning management platform, itslearning. Parents are also made aware of additional learning opportunities available at the school for their child. These opportunities include Instructional Extension, “Breakfast Club”/Working on the Work (WOW) Sessions, Thursday Academy, Saturday TIPS/MIPETS (“Saturday School”), and other support provided by individual teachers. Teachers and the school’s Parent Involvement Coordinator (PIC) enlist the parents in encouraging their children to take advantage of the additional learning time. 10. Coordination and Integration of Services & Programs - Federal, State, Local The school’s administration, leadership team, and staff will work collaboratively to ensure that all programs and subsequent funding are utilized efficiently in order to maximize student achievement at all grade levels. Title 1 resources will be used to supplement the attainment of goals listed in the plan. Below is a table of the services that are available at Little Mill and how they are funded.Little Mill Middle SchoolAmountDescription of ServicesShow how the funds are coordinated for the improvement of the entire school.Title ITitle I – ADistrict:$2,419,762School Allocation:$303,412Parent Involvement:$3,712Parent InvolvementTechnology PurchasesAfter School, Saturday, and Summer Programs: Kinder Camp, Book ClubsProfessional LearningInstructional Resources Resource Materials and SuppliesTutorsTransportation for Parents to MeetingsParent Training MaterialsSalaries and BenefitsAchieve 3000, ALEKS, CARS/STARS, Reading Assistant, i-Ready, The Jason Project, Weekly WriterSupplies, Manipulatives & Instructional ResourcesBooks, Novels, SubscriptionsProfessional Learning and ConferencesTechnology Purchases - Chrome books/carts; label makerTIPS/MIPETSTransportation, Translation, ChildcareAcademic Parent Nights and other meetingsParent Resource Center Materials including literature racks for parent materialsGrantHomeless GrantDistrict:$40,117Tutors (only in non-Title I schools) and Tutoring SuppliesPackets with resources sent homeSupplemental Salary for Homeless Liaison CalculatorsSchool FeesTitle IITitle II-ADistrict:$322,585Teacher and Leader QualityTravel Registration, materials, ConsultantsSalariesRecruitment and RetentionRelease TimeHighly QualifiedTitle IIITitle III-LEPDistrict:$268,232TeachersTutors, Supplies, MaterialsProfessional Learning Parent InvolvementExtended Learning OpportunitiesTranslationsInterpretersMigrantMigrantDistrict:$36,153Supplemental TutoringParent OutreachLittle Mill Middle School receives funding from other educational programs to include: Local instructional fundsState funds and special program areas including Gifted Federal funds to include Title I, II, and III and IDEALocal funds from PTSA and Partners in Education (PIE) During the 2014-15 school year, materials will be selected and ordered to support the school’s at-risk students as they work in the areas of math, reading, ELA, science, and social studies. The budget is comprehensive in its inclusion of staffing and benefits dollars including additional stipends as well as amounts designated for substitute teachers. In addition to the various programs listed above, it is important to note that other resources are utilized as a means of increasing student achievement. Items included are classroom supplies, technology purchases including Chrome books and carts in which to house these items, a label maker, games/manipulatives/kits for reading, ELA, and math, instructional materials for learning at home, technological hardware including laptops, iPads, Play A Ways, and many other tools. Monies are designated for maintenance items such as Apple Care claims and other hardware repairs for laptops and office equipment. Additionally, funds are designated to support science and social studies with programs such as the Jason Project for science. Study Buddy cartridges for science will also provide another avenue of instructional support for this content area. Triumph Learning’s Social Studies Coach books and Social Studies Skills books are two resources to be purchased to support instruction in this content area. Finally, Achieve 3000 with standard specific, Lexile-leveled articles provides instructional support not only in reading but in science and social studies too. Funds have been designated to achieve the goals as identified in the professional development section of the plan and include books and other supplies as well as conference and seminar registrations, speakers, educational consultants, expenses, and substitute teachers. One seminar will be the iTeach Digital seminar which will be attended by two staff members. Redelivery of the material presented will follow a “train the trainer” model. Fuel costs and bus driver salaries and benefits have been included to be utilized for Instructional Extension opportunities. Finally, monies will be spent to purchase supplies and other materials and to provide programs necessary to help parents, grandparents and other guardians connect to the goals of the plan. Little Mill Middle School’s Title I plan is developed in coordination with other federal and state programs as well local initiatives.11. Student Assessment Results, Interpretation, and Delivery to ParentsLittle Mill Middle School uses Parent Portal, the district’s web- based parent information center, to communicate student progress, grades, and assessment results to parents. Additionally, the results of mandated state assessments including the upcoming Georgia Milestones are shared with parents via mail, parent conferences, and other meetings. . Furthermore, meetings are hosted both during school hours and in the evenings to interpret the assessment results; they are conducted by the PIC working in conjunction with the administrative staff. Typically, state-mandated assessments are administered during the second and third weeks of April. Prior to the test, workshops/sessions are conducted for parents on how to best assist their children in preparing for success on the assessments. (See Appendix “D”)12. Collection and Disaggregation of DataPrior to the beginning of each school year, the faculty reviews and discusses in depth the previous year’s data including information from various sources such as the College and Career Readiness Performance Index (CCRPI). Other data reviewed and analyzed include interim assessment, AIMSWeb progress monitoring devices, CogAT results, classroom summative assessments, and grades. Using this information, the staff collaborates to develop a comprehensive instructional program to meet the needs of all students. 13. Provisions Ensuring Reliable and Valid Disaggregated Assessment Results The GaDOE provides disaggregation of data on assessments for all subgroups, and these results are considered to be valid and reliable. The data is analyzed by the staff and is used in the improvement of instructional delivery. Strengths and academic needs of all students are addressed using the school’s RTI Pyramid of Interventions. (See Appendix “A”)14. Public Reporting of DataSchool data is disseminated to community stakeholders through the GaDOE website as well as on the Forsyth County website. Little Mill provides parents and other stakeholders with data through the school’s website, during meetings with the PTSA and Local School Council, and as well as during parent conferences and, upon request, by individual parents. Parent Portal provides real time student data to parents. Other means of communicating data include the district’s Board of Education meetings, local newspapers, and the school’s quarterly newsletter.15. Planning – One Year Little Mill Middle School’s school wide Title 1 plan has been reviewed and revised for the 2014-15 school year. Administration, staff, parents, and other stakeholders were and will continue to be involved in the process.16. Community Involvement of the Plan/Implementation of the PlanAdministrators, teachers, parents, and the community are integral parts in not only the development but also the implementation of the plan. The table found in section one of the plan outlines the various meetings held and the topics covered. Additionally, all stakeholders will meet periodically to review the implementation of the plan and will revise the plan as needed. LMMS reviews interim and state-mandated assessments and discusses any additional areas of concern. These findings will be shared with grade level, various special area teams, parents, and other stakeholders. 17. Sharing the PlanThe approved plan will be shared with the public in a variety of ways including parent and stakeholder meetings, the school’s website, and in the Family Resource Center. The plan will also be on file at the Forsyth County Schools’ Title 1 office. Parents and other stakeholders will be encouraged to read the plan as well as to become involved in serving on councils and other committees. During the 2014-15 school year, the approved plan will be posted on the school’s website. Below is LMMS’s website showing the location of Title 1 documents that are currently accessible to the public. On the following page a screen shot of the LMMS website with an arrow designating the location of the school’s Title 1 information. 18. TranslationThe school wide plan will be translated as necessary based upon the primary languages of the majority of Little Mill Middle students and families. Funding for the translation will be provided through Title 1 monies. This plan will be made available to parents in the Family Resource Center and in the district’s Title I office. 19. School Improvement ProvisionsLittle Mill Middle School is currently a Title 1 Highest Performance Reward School. The school will continue to abide by the requirements of the school improvement provisions of Section 1116.ReferencesMarzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.Payne, R. (2005). A framework for understanding poverty. (4th edition). Highlands, TX: aha! Process, Inc. Forsyth County R4 Dashboard (2013). Student Achievement Data. Retrieved from. Parent Involvement Coordinator Primary Duties and Responsibilities (pdf). Retrieved from “A”Pyramid of InterventionsAppendix “B” (con’t)LMMS Title 1 Parent Involvement Policy/PlanAppendix “B” – (con’t)LMMS Title 1 Parent Involvement Policy/PlanAppendix “B” – (con’t)LMMS Title 1 Parent Involvement Policy/PlanAppendix “B” – (con’t)LMMS Title 1 Parent Involvement Policy/Plan Appendix “C”LMMS Title 1 Parent CompactAppendix “C” – (con’t)LMMS Title 1 Parent CompactAppendix “D”Sample – LMMS Family Resource Center Parent Engagement ActivitiesAppendix “D” (con’t)Sample – LMMS Family Resource Center Parent Engagement ActivitiesAppendix “E” GaDOE Parent Involvement Coordinator Primary Duties and Responsibilities General: Parent Involvement Coordinator: Serves as the liaison between school and parents, relaying the needs of one to the other; educates teachers and staff on how to communicate and work effectively with parents as equal partners; advises and trains parents on how to address issues with the leadership staff in school meetings; serves as a school-based intermediary contact for concerns and comments made by parents and community members; provides referrals to community-based services for families; expands opportunities for continued learning, voluntary community service and civic participation; develops community collaborations; promotes sharing of power with parents as decision-makers; helps parents understand the educational system so they can become better advocates for their children’s education; maintains parent resource center (where applicable). Specific: Parent Involvement Resources: Provides workshops, classes, and activities for parents at their local school(s) and/or district on a regular basis; recruits volunteers from the community to host various workshops and classes to speak directly with parents; provides materials such as event calendars, brochures, educational resources and DVDs; creates opportunities for parents who have limited English proficiency, a disability or are underrepresented because of social economics or racial barriers to participate in education initiatives and enrichment workshops; provides technical assistance relating to parental involvement as needed locally or at the district level. Program Evaluation: Conducts surveys to assess the needs of parents at their local school(s) and/or district; reviews annual reports to evaluate the effectiveness of their parent involvement programs; develops, analyzes, and distributes the results of parent surveys to the school’s leadership team and/or Title I Director if mandated. Compliance: Keeps excellent records of all parent involvement activities, reports, surveys, funding, annual program evaluations, and communications to parents; ensures compliance of the school or district’s parent involvement program with all state and federal guidelines. Program Coordination and Collaboration: Coordinates and implements research-based strategies for their local school(s) and/or district parent involvement program to engage parents in improving student achievement through the National PTA Family-School Partnership Standards; collaborates with local, regional, and state organizations to create opportunities to help families understand school academic standards, assessments and report cards; collaborates with parents, teachers, and the school’s leadership team to develop a family-friendly school climate; collaborates with other parent engagement professionals such as parent mentors and early education school transition coaches or other designees; promotes parents as partners by involving them in the decision-making process regarding parental involvement activities and school improvement. Professional Development: Takes part in opportunities for professional development at the local, regional, and/or state level with proper authorization; attends all local meetings and trainings for Parent Involvement Coordinators; shares ideas and experiences with school or district staff, leadership team, and/or other parent professionals. Other Responsibilities: Coordinates recognition to exceptional parents and volunteers Conducts trainings with school staff during faculty meetings to determine school needs and shares updates on parent involvement best practices and proper administration Appendix “F” Focus Group Description and Sign-Up DocumentGet Involved…It Matters!Middle school kids will make you think that parents should not be involved in their school day, but we are here to tell you THAT IT IS JUST NOT TRUE!!Research shows that kids do best when parents are involved in their day to day activities ESPECIALLY in the area of academics.Think about it this way…when you come home from work, are there days when you just want to vent about work even though you know that others don’t really understand or “get it”? Well – for kids, school is their work and THEY FEEL THE SAME WAY YOU DO! They want and need to talk about their day even though they may not seem like it.With that in mind…We have developed a way for you to be involved with your peers so you can stay up to date and active in your middle schooler’s world, while meeting other LMMS families!USE THE ATTACHED FORM TO SIGN UP TODAY!For information about any of these groups or activities, please contactTitle I Family Engagement Coordinator Kimberly DeRoseText 404.218.6637 Phone 678.965.5000 Ext. 342203 LMMS Family Resource Center Room 2203Check one of these, cut off the bottom of the form and drop it by the office or send by email to Ms. DeRoseF.B.I. – Fathers Being InvolvedCheck here if you are interested in this new exciting group for Dads, Grand Dads, Uncles and other male caregivers. FBI is similar to Watch Dog Dads in the Elementary school with new and exciting opportunities. We also have celebrations planned for you and your child to attend together! Pick up a flyer for more detailed information or email Ms. DeRose today.Mustang MomsCheck here if you are interested in this ongoing group for Moms, Grand Moms, Aunts and other female caregivers. Mustang Moms is our biggest daily volunteer group and works under the direction of the PTSA for volunteer opportunities. In addition, we have added some exciting opportunities to get more involved in the academic areas of your child’s day and for decision making about the types of workshops and trainings that Moms need! We also have celebrations planned for you and your child to attend together! Pick up a flyer for more detailed information or email Ms. DeRose today.Blue Hair Technology/Rockin ReadersCheck here if you (or someone you know) are interested in this new exciting group for Grandparents and 50+ caregivers. You do not have to be a full time caregiver of an LMMS student…only related! This group will offer BYOT (Computer technology) classes for seniors in a setting where you can feel comfortable. We will have iPad and PC classes to help you learn the technology used in BYOT (Bring Your Own Technology) that the students use every day to complete assignments. Our classes will be offered in a comfortable setting (seat cushions and coffee!) and at a pace that will make you feel comfortable. In addition to these classes, our volunteer opportunity, Rockin Readers, will allow seniors to read with students in social studies and science classes where you can offer unique insight into the curriculum. We also have celebrations planned for you and your grandkids to attend together! Pick up a flyer for more details or call/email Ms. DeRose. Hispanic Circle of SupportCheck here if you are a Spanish speaker and would love to join this group where you can plan and learn in Spanish. We will offer workshops and trainings that are offered school wide, but tailored to a Spanish speaking audience just for you! Pick up a flyer for more detailed information or email Ms. DeRose today.Please complete this information and we will mail you a schedule for the groups(s) you have chosen.Name:______________________________________ Student Name:______________________________Best way to contact me: (circle One) Text Phone Email MailPhone Number/Email/Address of your contact Choice:__________________________________________ ................
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