Whole Department session on Mindset



right-441064Final Copy00Final Copyright-916305170688018415553720198755School Improvement Plan2019-2020Action Plan0School Improvement Plan2019-2020Action Plan8153408890186690088265SMITHA MIDDLE SCHOOLCobb County School DistrictMarietta, Georgia 400000SMITHA MIDDLE SCHOOLCobb County School DistrictMarietta, Georgia 165735098425Submission Date: June 6, 2019Revision Date: June 11, 2019Revision Date: August 9, 201900Submission Date: June 6, 2019Revision Date: June 11, 2019Revision Date: August 9, 2019left222250130013COHERENT INSTRUCTIONAL SYSTEMGOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Specifically, develop literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:Increase the percentages of Students with Disabilities scoring proficient or higher on the Reading Inventory by at least 15% by May 2020. Increase the percentages of English Limited scoring proficient or higher on the Reading Inventory by at least 10% by May 2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Implement cross-curricular PBL with a focus on reading comprehension and vocabulary strategies.Local School FundsTitle I ELA Instructional SuppliesBegin in August implement bimonthly through May 2020 All content, SWD, ESOL, Math Connections teachersMeeting OneNote, lesson plans, walkthroughs 2. Develop a vocabulary practice that is consistent in classes across the content areas (using context clues). Title 1Title II SFPLto purchase resources to be determinedAugust 2019 - May 2020 (Weekly) Reading and Language Arts Teachers Interactive Notebook, Walkthroughs sampled and conducted monthly.3. Implement Writing Across content areas, collaborative scoring with feedback to include a variety of writing strategies and resources (DBQ, Word problems/proofs, RACE, UNWRAP, ADI and PEG resources.)Title I resourcesPEGAugust 2019 – May 2020 (Weekly)) Language Arts Science & Social Studies Teachers Academic CoachesWalkthroughs4. Administer Reading Inventory 3X per year and monitor the RI performance of all students, with a focus on SWDs and ELs to identify specific students in need of additional support. DistrictAugust 12, 2019; January 27, 2020, & April 27, 2020 Note- Subject to change.Academic Coach,Special education and IEL/ESOL teachersPost-screening data; CCCs agenda and data tabs in One-Note. PLC subject area administrator will 5. Create a standing agenda item for grade-level CCCs to monitor the performance data of SWDs and ELs in all Read 180/System 44 classrooms and a process to identify and implement strategies to address specific reading behaviors.Title I resources (Read 180/ System 44) District resourcesAugust 2019 - May 2020 (Monthly) Administrators Co-teachers in all content areasCCCs agenda and data tabs in One-Note, running records or logs6. EFFECTIVE LEADERSHIPGOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Create and implement a schedule to attend weekly collaboration meetings and provide feedback with team using implementation rubrics. NA July 1019, Weekly (August 2019 -May 2020)Content Administrator/Academic Coach CCCs OneNote, RubricsSchedule 2. Hire an academic Coach to support Reading and English Language Arts. Title I July 2019Principal Evaluation 3. Work with district Coaches to develop a plan and a schedule to support literacy through PD with a concentration high yield strategies.Title I, Title II SFPL July 2019 AdministratorsAcademic and District Coaches Professional Learning action plan for literacy 4. Purchase PEG and develop a calendar for PEG PD and monitoringTitle IOctober 2019PrincipalContact provider for pre-planning resources.5. Develop and implement a process to ensure all grade levels monitor the performance of SWDs and ELs in all data collected and discussed in CCCs with the intent on identifying specific students displaying a lack of progress or mastery of specific standards Title IAugust 2019; Bi-monthlyPrincipalCCCs agenda and data tabs in One-Note6.Monitor grade books and assessment through PLC/CCCsBeginning in August 2019 weekly monitored through May 2020 PrincipalAssistant PrincipalsSubject area administrator will monitor the monthly Assessment Calendar; and weekly examine the CCCs One-note pagesPROFESSIONAL CAPACITYGOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020. Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Provide professional learning to all ELA and RDG teachers on curriculum resources, student conferencing, skill development and strategies to improve commentary/feedback practices.NA August 2019 - November 2020Academic Coach Professional Learning Plan 2. Provide release time with substitute coverage for R180 teachers and part time ELA teacher to collaborate quarterly with teammates (discuss curriculum, analyze student data, review pacing and share strategies targeting at-risk students and/or accelerated students).Title I Subs during the day, stipends for off-contract hours August 2019 – May 2020 Academic Coach Professional Learning Plan 3. Provide PEG PD using resources with a focus on formative assessments and utilizing resources. Title I Title II SFPL August 2019 – May 2020 Academic CoachVendorProfessional Learning Plan; PD through CCCs4. Provide professional learning for differentiated learning strategies. Title I August 2019 - May 2020Academic Coach, District Coaches Professional Learning Plan 5. Provide professional learning to all co-teaching pairs on coteaching models and the use of visual aids including graphic organizers (IE Mind maps, Thinking Maps) to offset process deficits.Title ITitle IIAugust 2019 – May 2020SSA, District Coaches, Metro-RESAProfessional Learning6. Provide professional development that addresses reading and writing in specific content areas.Title ITitle IIAugust 2019 – May 2020Academic CoachesSelected teachersDistrict CoachesProfessional Learning SUPPORTIVE LEARNING ENVIRONMENTGOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Hire Read 180 Teachers for 6th-8th SD Allotment and Title I (Read 180 resources) July 2019 Principal Assessment data2. Implement tiered systemic academic support/intervention (Power Hour) during the school week. NA August 19 – May 20Administration,Teachers Walkthroughs, grade reports 3. Provide extended day tutoring morning and after-school. Title I and 20 Day Fund September 19 – April 20PrincipalAcademic CoachesTeacher tutors Common assessment data; RI screener; formative assessment data 4 5.a.b.6.a.b.FAMILY AND COMMUNITY ENGAGEMENTGOAL #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1.Continue to offer support and instruction for parents on how to access ParentVue and teacher resources (IE Blogs)Title I October 19 – February 2020 (Monthly? Or provide dates)Parent Facilitator Survey and Sign-In Sheets 2. Hire a Parent Liaison to increase family engagement. Title I August 2019 – May 2020Principal Evaluation 3. Distribute Parent Policy and Compact to stakeholders. Title I August 2019Parent Facilitator Communication Log 4. Invite parents to attend quarterly data summits and “Retention Prevention” nights.Title I, District resources October 2019, January 2020, & March 2020 Parent Facilitator OneNote 5. Create and implement grade level Literacy workshops for parents. Title I November 2019 - February 2020( provide specific dates here)Academic Coach Survey and Sign-In Sheets 6. Continue to offer Literacy sessions/Literacy Night to raise parent awareness on how to access reading and writing resources to promote students to practice writing skills or become independent readers.Title IOctober 2019Administration,Teachers,Media SpecialistSign-in sheets and Parent feedback formsSTUDENT GROUPSGoal #1Improve reading comprehension, writing skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the ELA and Reading Milestones EOG by at least 3% at the end of SY2020.Specifically, develop literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:Increase the percentages of Students with Disabilities scoring proficient or higher on the Reading Inventory by at least 15% by May 2020. Increase the percentages of English Limited students scoring proficient or higher on the Reading Inventory by at least 10% by May 2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for MonitoringEconomically DisadvantagedContinue academic nights with a focus on facilitating parent access to literacy resources that will provide students reading and writing practice at home.Title I October, February Teachers & Parent Facilitator Survey and Sign-In Sheets Develop a needs assessment based on parental/family feedback to target use of local school, School Council, PTSA, District, and business partners’ resources.Title I August – September 2019 Principal &Parent Facilitator Parent/Family SurveyEnglish LearnersProvide PD for IEL/ESOL teachers in implementing best practices literacy strategies aligned with WIDA standards in support of students meeting language objectives. Title II August 2019 – May 2020Administration & District Coaches Implementation of strategies monitored through lesson plans and PLC/CCCs agendasProvide release time with substitute coverage for teachers to assess and plan for differentiated instructional approaches aligned to specific students’ needs. Title I September 2019, October 2019, January 2020, March 2020Administration, Academic and District Coaches PLC/CCCs data analysis, (separate) lesson plans for ESOL teachersRace / Ethnicity Expand the classroom libraries of ELA and RDG teachers to reflect diverse cultures and promote tolerance.Title I, District resources October 2019 Academic CoachSpecified ELA & RDG Teachers Independent reading projects and/or logs; independent book project data Foster and HomelessSocial worker will connect with families to ensure participation. August – May Principal Evaluation Distribute Parent Policy and Compact to stakeholders. August Parent Facilitator Communication Log MigrantEnsure district and building leadership incorporate time in the students' schedules to provide additional instructional time to address gaps resulting from mobility October, January, March Parent Facilitator OneNote November, February Academic Coach Survey and Sign-In Sheets Students with DisabilitiesProvide release time with substitute coverage for teachers to assess and plan for differentiated and specialized instructional approaches aligned to specific students’ needs in their IEP. October, February Science and Social Studies Teachers & Parent Facilitator Survey and Sign-In Sheets SSA work with special education teachers COHERENT INSTRUCTIONAL SYSTEMGOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Specifically, develop math literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:Increase the percentages of Students with Disabilities scoring proficient or higher on the Math Inventory by at least 15% by May 2020. Increase the percentages of English Limited scoring proficient or higher on the Math Inventory by at least 10% by May 2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Increase rigor and effective use of resources in the Math classroom with a focus on the use of manipulatives and conferencing. Title I Math Instructional Supplies August 2019 – May 2020 (Bimonthly) All Math Teachers, AdministrationAcademic Coach Classroom visits, observations, collaboration, vertical walks 2. Implement cross-curricular PBL with a focus on Math content and vocabulary. NA August 2019 - May 2020Math Teachers Lesson Plans and Walkthroughs 3. Implement Math360 Classrooms in 6th-8th grade. Title I to purchase whiteboards August 2019 - May 2020Math Dept. ChairPrincipalLesson Plans and Walkthroughs 4. Implement consistent reteach/reassess strategies with fidelity by utilizing a fully developed curriculum map and assessment calendar (to be developed during pre-planning).NA August 2019 – May 2020 (Bimonthly) All Math Teachers, Academic Coach Lesson Plans, collaboration, and walkthroughs 5. Monitor MI performance data of SWDs and Els 3x per year to identify specific students in need of additional support.Title I resources District resourcesSeptember 2019, January 2020, May 2020Post-screening data: CCCs agenda and data tabs in One-NoteAcademic Coach,Special Education and IEL/ESOL teachers6.Monitor the performance of SWDs and ELs in all data collected and discussed in CCCs with the intent of identifying specific students displaying a lack of progress or mastery of math standards.District August 2019 - May 2020b. CCCs agenda and data tabs in One-NoteEFFECTIVE LEADERSHIPGOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Schedule "Beginning Learners" in math connections Title I Beginning in June 2019 and updated quarterly through March 2020Admin EOG Data and Student Schedules 2. Have SWD teacher leaders share strategies addressing specific subgroups.Title I a. July, August 2019SSAb. EOG Data and Student Schedules 3. Create and implement a schedule to attend weekly collaboration meetings and provide feedback. NA August 19 - May 2020Content Admin OneNote 4. Purchase both IXL Math and USA Test Prep.Title IPending Carry Over funding September 2019Principal Usage reports5. Hire an Academic Coach to support math Title I July 2019Principal Evaluation 6. Hire two 6-8 Math Support Connections TeachersTitle 1 (1.5 positions) CCSD allotment (.5 positions)July 2019 – May 2020PrincipalMath MI data from Fall 2019 to Spring of 2020; Math EOG PROFESSIONAL CAPACITYGOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020. Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Continue teachers' professional development through quarterly PL sessions differentiated for Math with focus on using manipulatives Pre-PlanningWhole Department session on MindsetAugustRigor training during planning periods, along with follow up DOK sort in CCCs. Coordinate Plan Manipulatives Training. Rainbow Fraction Squares Manipulatives TrainsSeptemberPlan rigorous tasks/assessments with CCCs followed by learning walks with feedbackOctoberManipulatives training during planning periods. Review Q1 data in CCCs NovemberPeer observations with focus on mindset and rigorDecemberCCC support for Rigor, Differentiation and Manipulatives.JanuaryDifferentiation: The Hands-on Way Training whole group or in planning periods. Review S1 and MI dataFebruaryPlan model differentiation lessons in CCCsMarchCCC support: learning walks and peer observationsAprilSupport as identified via MI and CTLS dataMayEnd-of-year session to reflect, review available data, set goals for next yearTitle II SFPL August – March (Quarterly) Academic Coach District Math CoachDepartment ChairDept. Admin SupervisorDistrict Title CoachPrincipal Professional Learning PlanPre-PlanningSY19 EOG, EOC & MIAugustCCC and Lesson PlansSeptemberLearning Walk DataOctoberQ1 CTLS and GradebookNovemberPeer Observation Data FormDecemberSemester 1 CTLS and Grade Reports. MI 1.January Review S1 and MI dataFebruaryLesson Plans and Classroom Support Logs. MI 2nd administration dataMarchLearning walks and peer observation Data FormsAprilMI and CTLS dataMayEOY MI, EOG, EOC and Grade Reports 2. Provide release time for teachers to collaborate within departments to prioritize standards, analyze student work, create performance tasks with substitute coverage. Title I Subs and stipends August – May (Semester) Principal Professional Learning Plan 3. Implement vertical walks.Title I Subs August - May Principal Academic Coach Professional Learning Plan; scheduled redelivery of strategies to content area teachers/faculty. 4. Provide professional learning for differentiated instructional approaches that utilize highly effective literacy strategies.Title IPerformance Contract / MRESAAugust 2019 – May 2020Academic CoachDistrict CoachesProfessional Learning5. Provide professional learning to all co-teaching pairs on the use of co-teaching models and visual aids inclusive of graphic organizers (IE Thinking Maps) to offset process deficits.Title ITitle IIAugust 2019 – May 2020SSA, District Coaches. Metro-RESAProfessional Learning6. Provide professional development that addresses math literacy strategies to support content area.Title ITitle IIAugust 2019 – May 2020Academic CoachesMath teachersDistrict CoachesProfessional LearningSUPPORTIVE LEARNING ENVIRONMENTGOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Hire Math Support Teachers for 6th-8th grade. Title I July 2019 Principal Evaluation 2. Implement tiered systemic academic support/intervention (Power Hour) during the school week. Title I August 19 – May 20AdministratorsTeachers Walkthroughs 3. Provide extended day tutoring. Title I and 20 Day Fund September 2019 – April 2020 Principal Academic CoachesTeacher tutors Classroom Visits Common FormativesRI and MI results4. Implement IXL to provide targeted math support to all students.Beginning September 2019 and implemented through May 2020Academic CoachMath teachersSubject administrator will examine lesson plans and PLC/CCCs agendas weekly for evidence; usage reports5.a.b.6.a.b.FAMILY AND COMMUNITY ENGAGEMENTGOAL #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Increase Parent Involvement through academic nights with a focus on STEM activities. Title I November 2019, March 2020Math Teachers Parent Facilitator Survey and Sign-In Sheets 2. Purchase math manipulatives and software IXL to support student learning at home.Title I September 2019Academic Coach Survey, student grades, Common Formative Results3. Distribute Parent Policy and Compact to stakeholders which includes math strategies to support home – school communication. NA August 2019 Parent Facilitator Communication Log 4. Invite parents to attend quarterly STEM nights, data summits and “Retention Prevention” nights. NA October 2019, January 2020, March 2020Parent Facilitator OneNote5. Create grade level math workshops for parents.Title IStipends Beginning September 2019 and offered quarterly through May 2020Administrators Parent LiaisonTeachersAcademic Coaches6.STUDENT GROUPSGoal #2Improve math literacy skills, and vocabulary attainment to decrease the percentages of students performing at Level 1 or 2 on the Math Milestones EOG by at least 3% at the end of SY2020.Specifically, develop math literacy skills for Students with Disabilities (SWD) and English Limited students (EL) to:Increase the percentages of Students with Disabilities scoring proficient or higher on the Math Inventory by at least 15% by May 2020. Increase the percentages of English Limited scoring proficient or higher on the Math Inventory by at least 10% by May 2020.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for MonitoringEconomically DisadvantagedProvide extended day tutoring.Title 1September 2019 – April 2020Principal Academic Coaches Teacher tutorsClassroom Grades, Common Formatives. RI/MI. EOG Parent and student sign-in and surveyImplement tiered systemic academic intervention (Power Hour) during the school week.Title 1resourcesAugust 2019 – May 2020Administrators TeachersAcademic CoachesExcel spread sheetEnglish LearnersProvide extended day tutoring.Schedule IWC translator. Case manager will contact families to ensure participation in tutoring opportunities.Title 1September 2019 – April 2020Principal Academic Coaches Teacher tutorsClassroom Grades, Common Formatives. RI/MI. EOG Parent and student sign-in and surveyImplement tiered systemic academic intervention (Power Hour) during the school week.Title 1 resourcesAugust 2019 – May 2020Administrators TeachersAcademic CoachesExcel spread sheetRace / Ethnicity Provide extended day tutoring.Ensure PLC objectives include analysis, monitoring, and impact of interventions on subgroup performances.Title 1September 2019 – May 2020Principal Academic Coaches Teacher tutorsClassroom Grades, Common Formatives. RI/MI. EOG Parent and student sign-in and surveyImplement tiered systemic academic intervention (Power Hour) during the school week.Title 1 resourcesAugust 2019 – May 2020Administrators TeachersAcademic CoachesExcel spread sheetFoster and HomelessProvide extended day tutoring.Title 1September 2019 -May 2020Principal Academic Coaches Teacher tutorsClassroom Grades, Common Formatives. RI/MI. EOG Parent and student sign-in and surveyParent Liaison and social worker will connect with families to ensure participation. Title 1August 2019 -May 2020 Parent Liaison Phone logsMigrantImplement tiered systemic academic intervention (Power Hour) during the school week.Title 1resourcesClassroom Grades. Common Formatives. RI/MI. EOGAdministrators TeachersAcademic CoachesParent and student sign-in and surveySchedule IWC translator. Case manager will contact families to ensure participation. The Parent Policy and Compact will be translated and sent home.Title 1resources Classroom Grades. Common Formatives. RI/MI. EOGParent LiaisonParent and student sign-in and surveyStudents with DisabilitiesSpecific students scoring in the bottom quartile have been identified to receive additional support during math connections. Title 1resourcesClassroom Grades. Common Formatives. RI/MI. EOGAcademic CoachDept ChairAdminParent and student sign-in and surveya.b.COHERENT INSTRUCTIONAL SYSTEMGOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year by:Reducing the number of referrals for insubordination and disruption of class by 5% so that we can:Promote a respectful and conducive learning environment free of distraction.Decrease loss of instructional days for challenging students.Positive reinforcements to incentivize students to self-direct behaviors.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Continue to implement PBIS expectations in classroom lessons. District August 2019 – May 2020 PBIS Coach All Teachers Observations. Cardinal Class Lesson Plans, OneNote and Weebly2. Refresh PBIS classroom lessons on a quarterly basis as driven by PBIS Data ResultDistrict Quarterly PBIS Data via CCIS September 2019, December 2019, February 2020, May 2020PBIS Coach All Teachers Observations. Cardinal Class Lesson Plans, OneNote and Weebly3. Implement PBIS classroom lessons based on grade level data. District Quarterly PBIS Data via CCIS PBIS CoachGuidance Counselors All Teachers Observations. Cardinal Class Lesson Plans, OneNote and Weebly4. Purchase PBIS Rewards software to provide on-going feedback to teachers and ensure consistent implementation.Title 1 Quarterly. PBIS Rewards data via software platform Principal Observations. Cardinal Class Lesson Plans, OneNote and Weebly5. Implement PBIS Teacher Rewards ProgramTitle I Quarterly PBIS Rewards data via software platform PBIS Coach All Teachers Observations. Cardinal Class Lesson Plans, OneNote and Weebly6.a.b.EFFECTIVE LEADERSHIPGOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year. Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Enforce school-wide expectations, policies, and procedures. NA August 2019 – May 2020All Teachers PBIS, CSIS discipline data2. Increase frequency of attendance recognition and short-term incentives. Title I Beginning August 2019, occurs weekly through May 2020Administrators Social Worker Weekly recognition for grade level and homerooms; Administrations will maintain a running record through the school year.3. Add a standing agenda item on the Design Team agenda on discipline and attendance data by grade level and student group with emphasis on time of day and location. NA Beginning August 2019 monthly meetings will occur through May 2020Admin, PBIS Coach Design Team Agenda, Observation Notes 4. School leaders will attend local PBIS trainings to facilitate and build capacity strategies in areas aligned to school climate. Title I SubsOctober 2019, May 2020, Summer 2020Principal, Academic Coach Redelivery to administrative team and/or Design team. 5.a.b.6.a.b.PROFESSIONAL CAPACITYGOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Provide PL for teachers on Culturally Responsive Pedagogy supporting literacy needs. Title 1Title II SFPL September 2019 - February 2020PBIS Coach PBIS Team Professional Learning Plan 2. Provide release time for PBIS training and attendance at local training events. Title ISubs August 19 - May 20Principal Redelivery See PL CalendarProvide PBIS information through professional learning times. NA August 19– May 20PBIS Team OneNote 4. Provide district training to support successful implementation of PBIS.NA August 19 – May 20 PBIS Team OneNote 5. Provide staff with professional learning for de-escalating strategiesDistrictJuly 2019District resource personnelStaff reflections from pre-planning6. Provide staff with professional learning to raise awareness for social-emotional needs of students (IE sources and effects of stress, fear, anxiety, and environment on readiness to learn).July 2019District resource personnel, Guidance CounselorsStaff reflections from pre-planningSUPPORTIVE LEARNING ENVIRONMENTGOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Counselors support the implementation of PBIS and improvement of attendance through their services.NAAugust 2019 - May 2020CounselorsSocial WorkerDaily Attendance Log 2. Continue Classroom guidance/instruction to address socio-emotional needs of students.NAAugust 2019 – May 2020CounselorsTeacher leadersResource personnelVolunteers/Motivational speakersPBIS, CSIS data, SEE SOMETHING SAY SOMETHING reportingContinue Cardinal Class instruction to reinforce student behavioral expectations, specific topics, school safety, and promote a culture of respect. NAAugust 2019 – May 2020CounselorsTeacher leadersResource personnelVolunteers/Motivational speakersPBIS, CSIS data, SEE SOMETHING SAY SOMETHING reportingContinue Cardinal Class instruction to promote students’ awareness for academic progress.August 2019 – May 2020CounselorsTeacher leadersGrade reporting; decreases in failing grades as observed in teacher grade profiles Provide transitional activities for rising 6th grade students and 8th grade students. Title I Funds(transportation)January - May 2020CounselorAdministratorsSchool-t0-community communication; meeting agenda notesb.FAMILY AND COMMUNITY ENGAGEMENTGOAL #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year. Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for Monitoring1. Inform stakeholders of PBIS expectations (roll-out @ Open House, parent info in 1st week folder). NA July 19- May 20Admin, Teachers, Parent Facilitator Parent Climate Survey 2. Distribute PBIS Pledge, Parent Policy, and Compact to stakeholders.NA August 2019Parent Facilitator Communication Tracker3. Invite parents to attend quarterly AIMS retention meetings, conferences, and discipline summits. Title I resourcesAims resources October, January, March Parent Facilitator OneNote 4. 5.a.b.6.a.b.STUDENT GROUPSGoal #3Maintain or improve our school's four-star climate rating (86.3%) by the end of the 2019-2020 school year.Evidence Based Action StepsPossible Funding Source(s)a. Timeline for ImplementationPosition Responsibleb. Method for MonitoringEconomically DisadvantagedSocial worker will connect with families to ensure they are aware of PBIS expectations.NA July 2019 - May 2020Social Worker Survey OneNoteEnglish LearnersPBIS expectations will be translated and sent home. The Parent Policy and Compact will be translated and sent home.NAOctober 2019, January 2020, March 2020AdministratorsOneNote Race / Ethnicity Performing arts, school-based productions, and grade level field trips will promote cultural sensitivity and appreciation.DistrictAugust 2019 – May 2020Administrators Teacher leadersClub sponsorsStudent Climate SurveyFoster and HomelessSocial worker will connect with families to ensure awareness of the PBIS expectations.NAJuly 2019 - May 2020Social WorkerOneNote logMigrantEnsure district and building leadership incorporate time in the students' schedules to provide additional instructional time to address gaps resulting from mobility.NAJuly 2019 - May 2020AdministratorsOneNoteStudent schedulesSSA will work with SPED team to ensure they prepared to convey PBIS expectations to caseload and parents.NAJuly 2019 - May 2020SSAStudents with DisabilitiesSSA will work with SPED team to provide alternative disciplinary strategies geared to de-escalationJuly 2019 - May 2020SSA,Grade level administratorDistrict resource personnel -63304-52954100FY20 TITLE I SIPREQUIRED QUESTIONS1. CCSD Schoolwide Plan Development Sec. 1114(b)(1-5) of ESSAReferences: Schoolwide Checklist (3.a., 3.c., 3.d.)The School Improvement Plan is developed during a one-year period 2020 as outlined in Sec. 114(b) (1-5) of ESSA.(Monitoring) The School Improvement Plan remains in effect for the duration of the school’s participation under Sec. 114(b)(1-5) of ESSA, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards.(SIP Available to Stakeholders) The School Improvement Plan is available to the local educational agency, parents, and the public, by being published on the local school website and available in the front office of the school. The information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.2. Describe how the school will provide professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments. References: Schoolwide Checklist (2.iii.d)Cobb Collaborative Communities- Focused professional development based on high standards of teaching and learning is essential to improving teaching and increasing student achievement. It must be focused on what teachers need to know and be able to do for their students. Ultimately, professional development should build "professional communities" committed to higher student learning. Continuous learning opportunities that are focused, reflective, and coherent are essential. The following are research-based practices in professional development that support career-long development of teaching and student learning:Provide on-going learning opportunities for all Improve teaching and learningTarget student outcomes and goals of schools and districts Set time aside to allow teachers to implement new techniques learned and to plan collaborativelyEstablish study groups (e.g., book studies, professional magazine articles, etc)Involve all teachers including, Special Education, ESOL, paraprofessionals and specialists (music, art, science, math and physical education) Professional Development at Smitha for SY20 has been carefully crafted to meet the targeted requirements of teachers as identified by staff survey, support personnel documentation, and evaluator data. PD is laid out in a manner that maximizes the impact by ensuring that it is driven by data, delivered by vested staff and/or teachers themselves, monitored frequently and aligned with the objectives of both Smitha and the district. Careful consideration has been given to the scheduling to allow for the participation of all stakeholders and make certain that time intervals between the collection of data points and action steps within the PD plan are minimized (see calendar below). Lastly, the Smitha SY20 PD plan safeguards against the possibility of low "“buy in” by adding peer observation, reflection, and feedback components which foment better collaboration and a refinement of skills that will benefit staff for the entirety of their educational profession.Pre-PlanningWhole Department session on MindsetAugustRigor training during planning periods, along with follow up DOK sort in CCCs. Coordinate Plan Manipulatives Training. Rainbow Fraction Squares Manipulatives TrainsSeptemberPlan rigorous tasks/assessments with CCCs followed by learning walks with feedbackOctoberManipulatives training during planning periods. Review Q1 data in CCCs NovemberPeer observations with focus on mindset and rigorDecemberCCC support for Rigor, Differentiation and Manipulatives.JanuaryDifferentiation: The Hands-on Way Training whole group or in planning periods. Review S1 and MI dataFebruaryPlan model differentiation lessons in CCCsMarchCCC support: learning walks and peer observationsAprilSupport as identified via MI and CTLS dataMayEnd-of-year session to reflect, review available data, set goals for next year3. 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)]References: Schoolwide Checklist (2.iii.d)All students at Smitha Middle School will be served in the Title I program regardless of socio-economic status or ethnic background. Cobb County School District strives to hire the best qualified candidate for all teaching position. The CCSD Strategic Waiver allows our school the opportunity to hire the best applicant; however, we strive to hire Georgia certified teachers whenever possible. Cobb Collaborative Community (CCC) Teacher Meetings ensure teachers work collaboratively to plan, analyze data and adjust instruction to meet the needs of all students. Furthermore, the Cobb County School District recruits prospective teachers by attending various college/university campus job fairs and host a CCSD job fair. Once hired, teachers new to CCSD and new to the teaching profession are registered and participate in CCSD New Teacher Institute. This institute occurs prior to the new school year. Early release and professional development days are provided throughout the school year for all teachers.At Smitha Middle School we provide new teacher orientation prior to the beginning of a new school year as well as an on-going new teacher induction program that includes pairing with mentor teachers. We will set aside specific times each week for members of grade levels to meet as a group for planning purposes. We will receive curriculum support from local and district level Coaches. Finally, we will provide frequent professional learning to address areas of weakness in all content areas. 4. Describe how the Title I instructional program address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include-counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);implementation of a schoolwide tiered model to prevent and address problem behavior (PBIS), and early intervening services (RTI), coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); [Sec. 1114(b)(7)(ii)]References: Schoolwide Checklist (2.a.iii.a, 2.a.iii.b, & 2.a.iii.c.)School leadership, academic coaches, and teachers will use Reading Inventory (RI) as well as Math Inventory (MI) screeners in combination with academic progress reports (IE report cards, On-track student academic performance, and CTLS assessment platform) to identify students as in need of tutoring to target specific needs. Students therefore are ranked for service by grade point averages, and screener scores. Tutoring services are open to all students. However, it is Smitha Middle School’s desire to first serve students in greatest need before those students performing on-level. Tutoring will be offered before and after school during both semesters of SY 2020. Parents will be notified by letter and phone contact of their students’ eligibility for tutoring.Teachers hold office hours before school to offer coaching and re-assessment opportunities to struggling students. RTI and related professional dialogue is imbedded in the weekly schedule of the school both in the agendas of the Professional Learning Communities along with Professional Development. The school has a dedicated administrator to support teachers in the RTI processes, implementation, and next steps.Summer School services will be offered to those students being considered for retention or placement for the upcoming school year. Smitha’s Summer School becomes an affordable option over the cost incurred to families should they attend the District’s Summer School. The School District has provided local schools with a criterion for promotion. Retention is determined by the following: a student is failing ELA, Math, and a third core content class (IE Science or Social Studies) with a grade average below 70%; the student fails the Milestones in Reading and or Math; and the student’s Lexile score is not at grade level by the Spring of the current school year. The retention intervention process begins with the first quarter of the school year with Administrative Intervention Meetings (AIMs). Parents are requested to attend conferences to discuss strategies and resources available to them to help support their students’ academic progress. Teachers met regularly to discuss student progress in their professional learning communities (PLC), engaged in formal Response to Intervention (RTI) meetings, and will be offering office hours to support struggling students. Summer School eligibility is an outcome of the retention intervention process. As an outcome, students are either recommended or required to attend Summer School for placement to be an option to retention.The PBIS program provides a structure for teachers to administer classroom level rewards and consequences that are progressive in nature. At the office referral level, a school-wide discipline matrix provides a prescription for implementation of progressive discipline. Both aspects of school-wide discipline require conferencing with parents at critical points to effect changes in student behavior or to examine the impact of resources. Finally, the guidance counselors and administration provide for a wide range of opportunities to raise student awareness for the need to prepare for matriculation into secondary and post-secondary school. Smitha Middle School coordinates communication and events with its feeder high school (Osborne as well as Magnet Schools) to all stakeholders. Students have multiple opportunities to hear from or interact with teachers and program directors in planning their future as high schoolers. Motivational speakers offer real world experiences on the topics of preparing for an independent life. Career Cruising and college campus visits prompted students to engage in conversation with teachers and parents about visualizing their futures. 5. Describe the services provided for students living in local institutions for neglected or delinquent children (if applicable). [Sec. 1114(b)(7)(ii)](Only include for Local School with students residing in N & D facilities)Provisions have been made to ensure that all students have access to after school tutoring, paid for with Title I funds. “In cases where the student(s) reside in a Neglected and Delinquent Residential Facility, a representative from that Facility can serve as a proxy for the parent(s).” 6. 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)]Smitha Middle School is a Positive Behavioral Interventions School (PBIS). As such, Smitha’s school-wide discipline plan for SY 2019 has incorporated additional interventions or steps to allow students time to self-direct behaviors to reduce lost instructional time. Additionally, an expectation for increased parent contact/conferencing Smitha’s overall goal is reduce the loss of instructional time due to discipline as well as to reduce the number of referrals that result in ISS or OSS by 5% over the previous school year. A wide range of positive reinforcements such as Fresh Air Friday recess, Lunch on the Lawn, Sit Where You Want at lunch, dress down privileges, quarterly and seasonal events, along with a token economy reward (IE Cardinal Cash and School Store) are geared to incentivize students to receive recognition in being consistent in displaying positive behaviors as well as in demonstrating an ability show personal growth in remediating negative conduct. Other approaches in prompting a positive learning environment are implemented during Cardinal Class (alternating with Fresh Air Fridays) Cardinal Class topics include: school-wide communication of expectations for behavior specific to areas of the building; classroom instruction targeting specific behaviors (based on discipline data); and promoting desired character traits that improve school climate and culture for all students. During pre-planning, professional learning will be offered to teachers in de-escalating and detachment strategies along with a seminar on student mental and socio-emotional health. From these professional learning experiences, it is hoped that teachers and staff will be better equipped to more positively engage students.For School Year (SY) 2019, Smitha Middle School was at par with the number of referrals from SY 2018 by 54%. Reductions in the number of referrals for targeted behaviors such as Insubordination and Disruption saw decrease of 11% and 7% over that of SY18.7. Transition:ES: 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)] References: Schoolwide Checklist 2.a.iii.eORMS/HS: 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; andIncreased 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)]References: Schoolwide Checklist 4cSmitha Middle School’s leadership and guidance counselors will collaborate with district resource personnel, high school leadership, local businesses, and local colleges to promote matriculation to secondary school. Career and classroom guidance lessons will provide the basis of informing students of requirements for matriculation as well as for graduation from high school. Before and after school forums for parents will be held to convey requirements and opportunities afforded students as they prepare for high school. 8th grades students will participate in surveys that upon completion will present students with an inventory of interests to better inform students and families of potential career paths. Additionally, 8th grade students will participate in the Reality University to raise student awareness of what is required to lead an independent life as young adults. All Smitha students will be provided with an opportunity to interact with community businessmen and women, secondary educators, post-secondary educators, and other professionals during Career and College Day to inform and support Students’ aspirations. Finally, excursions to college campuses will be planned for Smitha students to become familiar with and learn about the offerings/courses of study featured at local universities (IE Clark-Atlanta, Spelman, Georgia State, Georgia Tech, and Kennesaw State). In ELA, Math and Social Studies, teachers at Smitha visit 9th grade classrooms at Osborne High School. Following the visit, Smitha and Osborne teachers debrief to discuss commonalities and vertical strength and weaknesses.As for 6th grade matriculation, Smitha Middle School supports students and families transitioning from 5th to 6th grade through a multi-tiered approach involving collaboration between school leadership, teachers, and resource personnel in order to promote communication and parallel instructional practices. In the early Spring of students’ 5th grade year, administrators, counselors, and teachers plan and deliver an articulation. Performing arts teachers visit Elementary campuses to show case their programs as a means of both introduction to the Fine Arts offerings of Smitha Middle School as well as an opportunity for teachers to develop connections with potential students and families. Feeder elementary schools visit the Smitha campus for an introduction and tour of the school prior to the Rising 6th Grade Parent Night program. During the Summer prior to the opening of school, families of rising 6th graders are invited to have their students attend a 6th Grade Camp (offered in multiple sessions) to help provide a smoother transition for the young middle school students. A few days before the opening of school, the principal schedules and facilitates Class Meetings which allow students and parent an additional preview of the school. The Class Meetings allow for students and parents to receive their 1st Semester schedules, interact with club or after-school activity sponsors along with business partners from the community. Finally, Open House during the first two weeks of school provides an opportunity for parents to leisurely visit their students’ teachers and access resources such as parent-vue or learn of the resources available to them in support of their children’s education. Findings for these efforts may be reflected in parent feedback and Climate SurveyADDITIONAL RESPONSES8. 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, academic based 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)](Local School that is TA Schools Only)ADDITIONAL RESPONSESUse the space below to provide additional narrative regarding the school’s improvement plan (optional). ................
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