SCHOOL IMPROVEMENT PLAN - Jefferson County School …



SCHOOL IMPROVEMENT PLAN

Cover Page

School Name: __________Louisville Middle School______________ School System: ___Jefferson County_________________

Name of Principal: _____________Kenneth Hildebrant_______________ School Year: ________2014-2015____________

Title I: School-Wide Program: ___X____ Targeted Assistance: ________

Needs Improvement Status: Status: Year: 0 1 2 3 4 5 6 7

Sanctions Implementing (Select all that apply):

____X___ School Improvement Plan (School Improvement Plans will be submitted to the LEA per system guidelines. Needs Improvement schools will submit plans to the LEA for approval in October 2007.)

________ School Choice

________ Supplemental Services

________ Corrective Action (The Corrective Action Addendum will be submitted to the LEA along with the School Improvement Plan in October 2008.)

________ Restructuring (LEA approved School Improvement Plans with the Restructuring Addendums will be submitted to the Georgia Department of Education by January 31, 2009.)

Principal’s Signature: __________________________________ Date: ________________________

Title I Director’s Signature: _____________________________ Date: ________________________

Superintendent’s Signature: _____________________________ Date: ________________________

School Improvement Plan

2014-15

School Name: __________Louisville Middle School__________________ School Year: __2014-15_______

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

| |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|2. Every child having a caring adult in the building through |2007-Ongoing |None – Schedule alignment,|Administration, Counselor |Scheduled time, |Improved responses and ratings on student and parent surveys,|

|advisement time built into the schedule on a regular basis. | |and necessary training for|and faculty |provided lessons, |improved attendance rate, improved perceptions of school. |

| | |the staff. | |observations | |

|3. Implementation of half time Academic Coaches to support |2011-Ongoing |Schedule alignment and |Local BOE and LMS |New Schedule & |Increased performance on CRCT and Universal Screener in all |

|mathematics and writing instruction in all content areas. A| |training. Salary stipends |Administration |minutes from Coaches|content areas. |

|variety of safety nets and interventions will be implemented | |for Coaches | |meetings. | |

|to include speech and reading. | | | | | |

School Name: ______Louisville Middle School_______________ School Year: __2014-15_______

| |

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|5. Identified students will receive extra help through |2006-Ongoing |Class Works licensing |Administration/ local BOE |Lesson plans, |Increased reading and math achievement as indicated by |

|embedded and voluntary safety nets. | |Read 180 licensing | |observations, |progress towards meeting the CCGPS/GPS, benchmark, Universal |

|* MAT *Reading/ Writing *Speech |Updated for 2012 |SRCL Grant | |formative and |Screener & CRCT assessments |

|* Class Works *Read 180 *System 44 | | | |diagnostic | |

|Academic connection classes, Sat. school, after school | | | |evaluations | |

|tutorial sessions, Writer’s Workshop | | | | | |

|6. Continue sending progress reports home every three weeks |2007 – Ongoing |None |Counselor, Teachers |Power School |Improved student achievement; and increased student and |

|so that parents may be better informed about student | | | |documentation |parental awareness of student progress |

|progress. Teachers will call behind the reports to check on |Updated for 2013 | | |progress reports | |

|parent receipt of reports. Standards Based Report Cards will| | | | | |

|be used by connections and support math classes | | | | | |

School Name: _________Louisville Middle School_______________ School Year: __2014-15 _______

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|8. Use CRCT online (OAS), Class Works, Digits, and various |2007-Ongoing Updated|QBE, District (Links to |Principal, Coaches & |Universal Screener |Improved scores on benchmarks, Universal Screener and |

|forms of summative and formative assessments to consistently |for 2013 |Learning), Class Works |Teachers |results |standardized assessments due to parents being more involved |

|monitor student progress. Results will be communicated to | |Assessment methods are | | |and aware of student progress. |

|parents as received on progress reports. SRI lexile data | |free to the school | | | |

|will also be used. Common Assess. | | | | | |

|9. Implementation and training in the use of the Scholastic |June 2012 |SRCL grant |Selected teachers, |Class rosters, |Increased student achievement scores as a result of improved |

|Reading Inventory and use of lexiles to target, drive, and |ongoing |Title 11A |administration |lesson plans for |direct instruction. |

|progress monitor student achievement for instruction and | | |Academic coaches |implemented | |

|reading growth. | | |Media specialist |strategies | |

School Name: ___________Louisville Middle School_________ School Year: __2014-15_______

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) |Means of Evaluation | |

| | |Sources, and Resources |Responsible | | |

|11. Set short term learning goals and assess students’ |August 2012 – May |None |Students |Student writing progress charts |Students can articulate to peers and teacher their |

|writing progress more frequently thru writing lab and |2013 | |ELA teachers | |writing progress in the domains ideas, organization, |

|according to district adolescent literacy plan. School wide | | |Academic Coaches | |style, and conventions. |

|emphasis on constructive response questions and PALS reading| | | | | |

|strategies in all content areas. | | | | | |

| | | | | | |

School Name: ________________ Louisville Middle School_______________ School Year: __2014-15_______

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

School Name: _____ Louisville Middle School___________________________ School Year: __2014-15_______

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation | |

| | |Sources, and Resources | | | |

|14. Use of the class works universal screening system to |August 2011 – |Central Office |School Administration, |Teacher sign in |Teachers adjusting instructional content and methods based on |

|provide regular monitoring of student performance on |Ongoing | |teachers, counselor, |sheets to |students ability and performance. |

|identified standards and identified subgroups such as ESOL |Updated 2012 | |Academic Coaches |disaggregate data, | |

|and Sped. | | | |recorded student |Increase in student achievement levels and student performance |

|Monthly department meetings in all content areas to progress | | | |levels, teacher |assessments; to include the CRCT and Universal Screener. |

|monitor/RTI process | | | |interventions. | |

|15. CCGPS Unit Development – common assessments; GA |August 2012- ongoing|SRCL Grant |School administration, |Unit plans, teacher |Increase in student achievement levels and student performance |

|Framework activities/tasks denoted in all lesson plans. SLO | |Title 11A |Academic Coaches, Central |sign in sheets, |assessments |

|development for non CRCT areas. | | |Office Staff |common assessments | |

| | | | | |Increase in teacher effectiveness (TKES) |

School Name: __________Louisville Middle School________________ School Year: _______2014-15_________

|System Strategic Direction: Increase Student Learning |

| |

|SACS CASI Standards: Standard 3- Teaching and Assessing for Learning |

| |

|Measurable Goals: Increase the: %of students reading on grade level by the end of grade 8 , % of students meeting standards on CRCT Grades 6-8, |

|% of students exceeding standards on CRCT Grades 6-8, % of students passing the writing test grade 8, % of students scoring in the exceeds range of |

|writing in grade 8, System/School average of NPR for Math and Reading annually in grades 6&8 |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation | |

| | |Sources, and Resources | | | |

|17. SLDS – Professional learning opportunities as provided |August 2012 – |None |M. Davis, C. Bennett, |Teacher sign in |Teachers adjusting instructional content and methods based on |

|by teacher leaders. Teacher Leaders will lead department |ongoing | |School Administration |sheets, data |student’s ability and performance |

|meetings in all content areas for progress monitoring and | | | |disaggregation |Improved student achievement scores |

|RTI. | | | |sheets, data | |

| | | | |notebooks | |

|18. Google Drive – upload and share common assessments and |January 2013 - |None |Media Specialist, School |T-Drive contents |Increase student achievement in classes, benchmarks and state |

|other valuable resources; learning modules. Implementation of|ongoing | |Administration, Academic | |achievement tests. |

|a common Instructional Framework for all content areas along | | |Coaches | | |

|with common grade books. | | | | |T-Drive is linked through school website so it will increase the|

| | | | | |participation of all stakeholders. |

|19. Videotaping of lessons – for teacher review and |August 2013 – |None |School Administration, |Videotape, TKES |Improved student achievement scores through improved |

|instructional improvement. Done once every semester, more if|ongoing | |Academic Coaches, Media |rubric/self |instructional practice (TKES) |

|needed. Videos posted to google drive for reflection and | | |Specialist |assessment | |

|review. | | | | | |

School Name: ___________ Louisville Middle School_______________________ School Year: __2014-15_______

|System Strategic Direction: Make School and District an Inviting place |

| |

|SACS CASI Standards: Standard 4 Resources and Support Systems, Standard 1- Purpose and Direction |

| |

|Measurable Goals: % of stakeholders responding positively on satisfaction survey, % of parents who respond to survey, % of “hits” on website, % of parents using the parent portal, % of successful “hits” on the Alert Now|

|system |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|2. Implementation of mentoring program for identified |2011-Ongoing |None/ volunteers |Principal, Counselor |Mentor meeting |Increased student achievement in classes, on benchmarks and |

|students to provide an additional safety net to ensure | | | |minutes |on state achievement tests. |

|student success. | | | | | |

School Name: _________ Louisville Middle School___________________ School Year: __2014-15_______

|System Strategic Direction: Make School and District an Inviting place |

| |

|SACS CASI Standards: Standard 4 Resources and Support Systems, Standard 1- Purpose and Direction |

| |

|Measurable Goals: % of stakeholders responding positively on satisfaction survey, % of parents who respond to survey, % of “hits” on website, % of parents using the parent portal, % of successful “hits” on the Alert Now|

|system |

| |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|4. Issue student agendas that will include student handbook &|Ongoing |$2,500 School |Administration |Agendas |Improved communication between teachers and parents resulting|

|be used for teacher/parent communication, sports schedules, |Updated for 2011 | | | |in reduced discipline problems, and improved attendance. |

|and school policies. | | | | | |

|5. Continued use of Standards Based Bulletin boards to show |Ongoing |None |Administration, Academic |SBBBs |Students will be able to articulate expectations, and explain|

|student work and the rubrics used to assess the work. |Updated for 2011 | |Coaches | |why work does, or does not meet the standard. |

| | | |teachers | | |

School Name: ________________________ Louisville Middle School_____________ School Year: __2014-15_____

|System Strategic Direction: Safe and Orderly Schools |

| |

|SACS CASI Standards: Standard 1 Direction and Purpose, Standard 4 Stakeholder Resources and Support System, Standard 5 Using results for Continuous Improvement. |

| |

|Measurable Goals: % Of students, parents, and teachers who respond favorably to survey results in the appropriate areas, % of teachers identified as proficient and above on maximizing instructional time, % of |

|stakeholders who find the school inviting, % of students in all tiers of the RTI process who are successful based on school, system and state formative and summative data |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|2. Use of Power School Messaging System to notify parents and|2010 Ongoing |Funded by the district |District office, Principal|Records from crisis |Increased attendance rate, resulting in improved student |

|teachers of emergency as necessary. Development of a Parent |Updated for 2012 | | |call company. |achievement. |

|Resource center for parental use to increase parent | | | | | |

|involvement. | | | | | |

|3. Review the school safety plan and safety procedures with |Ongoing |None – Build evacuations |Administration |Teacher evacuation |Creates a safer school environment that is more conducive to |

|faculty and staff, inform parents of evacuation and pick up | |into the schedule | |forms |student learning. |

|routines: | | | | | |

|* Use of the Alert Now System for emergencies | | | | | |

|* Fire Drills | | | | | |

|* Tornado Drills | | | | | |

|* Bus Evacuation | | | | | |

School Name: ______________________ Louisville Middle School_______________ School Year: __2014-15______

|System Strategic Direction: Safe and Orderly Schools |

| |

|SACS CASI Standards: Standard 1 Purpose and Direction, Standard 4 Resources and Support Systems, Standard 5 Using results for Continuous Improvement. |

| |

|Measurable Goals: % Of students, parents, and teachers who respond favorably to survey results in the appropriate areas, % of teachers identified as proficient and above on maximizing instructional time, % of |

|stakeholders who find the school inviting, % of students in all tiers of the RTI process who are successful based on school, system and state formative and summative data |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|5. Interdisciplinary connections- Monthly department |August 2008 - |None |Administration and |Lesson plans, |Increased student achievement, students learn to make |

|meetings to make planned connections. |Ongoing | |teachers, Academic Coaches|performance based |connections through real world connections |

| | | | |projects | |

|Professional learning on classroom management and strategies |August 2009-Ongoing |Title 11A |Principal & Counselor |Sign in sheet, |Reduced number of discipline referrals, increased levels of |

|to handle explosive and chronically disruptive students. |Updated 2012 | | |written management |student achievement. |

|Behavior management teams- PBIS teams | | | |plan | |

|Pyramid of Interventions as part of the RTI process | | | | | |

|Research/professional learning on PBIS | | | | | |

School Name: _________ Louisville Middle School_________________ School Year: __2014-15_______

|System Strategic Direction: Resource management-Develop a recommendation for the organization of schools |

| |

|SACS CASI Standard: Standard 4 Resources and Support Systems, Standard 5 Using results for continuous improvement |

| |

|Measurable Goals: To have a plan in place. |

| |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|2. Continue with the development of benchmarks to continually|Ongoing |SRCL grant |Central Office, school |Common Assessments, |Increased achievement of all content areas as indicated by |

|assess the performance of students. Common assessments; | |Title 11A |administration |common unit and |progress towards meeting the CCGPS, benchmarks, universal |

|CCGPS unit development, Framework tasks, interdisciplinary | | |Academic Coaches |lesson plans |Screener & CRCT assessments |

|connections. | | | | | |

|3. The leadership team that will take the lead in driving the|2010 Ongoing |None – Time for group to |Administration and team |Minutes, agendas, |Increased buy-in from staff in terms of best teaching |

|initiatives of LMS. The responsibilities of this team will |Updated 2012 |meet. |members (members are |lesson plan |practices |

|include (but not be limited to): Promote teacher leaders | | |selected by their peers) |commentary | |

|* Reviewing Lesson Plans/professional learning | | |Academic coaches |Prof. learning | |

|* Informal Observations | | | |calender | |

|* Acting as Faculty Liaisons | | | | | |

School Name: ______ Louisville Middle School____________________ School Year: __2014-15_______

|System Strategic Direction: Resource management-Develop a recommendation for the organization of schools |

| |

|SACS CASI Standard: Standard 4 Resources and Support Systems, Standard 5 Using results for continuous improvement |

| |

|Measurable Goals: To have a plan in place. |

| |

| |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|5. Common planning time for teaching teams to be used for |Ongoing |None – Closely guarded |Administration |Team meeting logs, |Increased student achievement as a result of teachers |

|(but not limited to) the following tasks: | |time for teams to plan | |sign in sheets, |planning together to create lessons that address higher order|

|* Reviewing assessments and student work | |together | |lesson plans |thinking skills through the performance standards, teacher |

|* Professional Learning | | | | |collaboration on student work, assignments and learning |

|* Team meetings and Vertical planning | | | | |styles. |

|* Interdisciplinary planning | | | | | |

|* Parent Conferences | | | | | |

|6. Implement strategies to improve learning environment to |August 2011-Ongoing |Title 11A |Administration, Faculty, |Sign in sheets, |Improved teaching strategies that result in increased student|

|include: |Updated 2012 | |Central Office |lesson plans, |achievement levels. |

|* Use of Joyce Cheek | | | |documented strategy | |

|*Continue school support of alternative school students and | | | |modifications |Improved professional relationships between faculties. |

|teachers (planning). | | | | |Increased scores on benchmark testing. |

|*Afterschool tutorials (volunteer) | | | | | |

|*Saturday School (volunteer basis) | | | | | |

|*Academic Coaches | | | | | |

School Name: _______ Louisville Middle School_________________ School Year: __2014-15_______

|System Strategic Direction: Develop a recommendation for the organization of schools |

| |

|SACS CASI Standards: Standard 2 Governance and leadership, Standard 5 Using results for continuous improvement |

| |

| |

|Measurable Goals: To have a plan in place |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|2. Implementation of the middle school academic coaches. |2011- Ongoing |Funded by local BOE |District office, Principal|coaches |Increased scores in reading and Mathematics on the CRCT, the |

| | | | |documentation |GMSWA, and Universal Screener |

|3. Leadership team that will take the lead in driving the |2011-Ongoing |None – Time for group to |Administration and team |Minutes, agendas, |Improved instructional practices as teachers become leaders |

|initiatives of LMS. The responsibilities of this team will |Updated 2012 |meet. |members (members are |lesson plan |in implementation of best teaching practices. |

|include (but not be limited to): Promote teacher leaders | | |selected by their peers) |commentary | |

|* Reviewing Lesson Plans | | | | | |

|* Informal Observations | | | | | |

|* Acting as Faculty Liaisons | | | | | |

|* professional learning opportunities | | | | | |

School Name: _______ Louisville Middle School_________________ School Year: __2014-15_______

|System Strategic Direction: Develop a recommendation for the organization of schools |

| |

|SACS CASI Standards: Standard 2 Governance and leadership, Standard 5 Using results for continuous improvement |

| |

| |

|Measurable Goals: To have a plan in place |

|Actions, Strategies, and Interventions |Timeline |Estimated Costs, Funding |Person(s) Responsible |Means of Evaluation |

| | |Sources, and Resources | | |

| | | | |Artifacts |Evidence of Impact on Student Learning |

|5. Continued meeting and planning of the School Improvement |Ongoing monthly |Cost of subs for teachers |Administration |Minutes from |Teachers will operate with singular focus and vision in |

|Team to accomplish the mission of Louisville Middle School. | |who serve on the SIP team.| |meetings, sign in |working with students. |

| | | |SIP Members |sheets, SBB’s | |

| | |Title II D | | |Improved student achievement. |

| | | | | | |

| | | | | | |

|6. Data retreats- Use of Data to drive and adjust instruction|August 2008 – |Title 11A |Administration |Documenta-tion |Improved classroom instruction where needed. |

|and scheduling process. |Ongoing | | |shared from | |

| | | | |observations, Data |More consistent use of best teaching practices by teachers. |

| | | | |Notebooks | |

| | | | | | |

|Names |Grade |Subject Taught |T-Cert |Certification |Years Experience |TAPP/ MAT |Non-Renewable |

| | | | |Area | | |Certificate |

| | | | |MG | | | |

|Bennett, Carmen |Conn |MAT |T-6 |MAT, SST |15 | | |

| | | | |6-12 | | | |

|Benny, Binitha |8 |MAT |T-5 |MAT/SCI |16 | | |

| | | | |SpEd, MG SCI, MAT, SST, LGA | | | |

|Brown, Angela |7 |SST |T-6 | |9 | | |

| | | | | | | | |

|Brown, Lamar |Conn. |Health/PE |NT-4 |Health/PE |1 |TAPP | |

| | | | | | | | |

|Brown, Stacy |8 |SpEd |T-6 |SpEd |26 | | |

| | | | | | | | |

|Burns, Michael |Conn |Band |T-4 |Band |6 | | |

| | | | |MG | | | |

|Chapman, Paula |8 |MAT |T-5 |MAT, SST, SCI |17 | | |

| | | | |SST, RDG | | | |

|Davis, Marilyn |7 |MAT |T-6 |MAT, SCI |21 | | |

| | | | | | | | |

|Ghant-Jackson, Terral |8 |SCI |T-4 |MAT,SCI |11 | | |

| | | | | | | | |

|Grant, James |8 |LA |T-5 |LGA,RDG |2 | | |

| | | | |6 – 12 | | | |

|Harris, Marcelle |7 |SCI |T-4 |SCI |10 | | |

| | | | |SpEd, SST, RDG, LGA | | | |

|Howard, Lisa |6 |SST |T-4 | |11 | | |

| | | | | | | | |

|Hildebrant, Stephanie |8 |LA |T-6 |LGA, RDG |19 | | |

| | | | | | | | |

|Jones, Lori |8 |SST |T-4 |SST, Business |7 | | |

| | | | | | | | |

|Jukes, Jacqueline |Conn |LGA |L-6 |LGA, RDG |10 | | |

| | | | |MAT, SS | | | |

|Lamb, Anne |6th |MAT |T-5 |PE, RDG |18 | | |

| | | | | | | | |

|McGahee, Curt |Conn |BUS |T-4 |BUS |6 | | |

| | | | | | | | |

|Nevetral, Rebecca |7 |MAT |T-4 |MAT,LA |2 | | |

| | | | | 6-12 MAT, | | | |

|Saleth, Jacqueline |6 |MAT |T-5 |SCI |16 | | |

| | | | | | | | |

|Shade-Kirkland, Deana |6 |LGA |T-5 |LGA SST |9 | | |

| | | | | | | | |

|Sharfudeen, Kasim |7 |SpED |T-6 |SpEd |13 | | |

| | | | | | | | |

|Styler, Bryan |Conn |Spanish |T-4 |Spanish |3 | | |

| | | | | | | | |

|Turner, Shirley |Conn |Reading |T-6 |RDG/LA |33 | | |

| | | | | | | | |

|Wilcher, Levonne |6 |SpEd |T-5 |Sp.Ed. |17 | | |

| | | | |RDG | | | |

|Williams, Christy |6 |ELA |T-4 |ELA, SS |4 | | |

| | | | | | | | |

|Williams, Kimberly |7 |LGA |T-6 |LGA, RDG |11 | | |

| | | | | | | | |

|Zachariah, Sudah |6 |SCI |T-5 |SCI |27 | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

|PARAPROS | | | | | | | |

|Thomas, Roscoe |Sp Ed | | | | | | |

| | | | | |17 | | |

| | | | | | | | |

|Burton, Christine |ISS | | | |27 | | |

| | | | | | | | |

|ADMINISTRATION | | | | | | | |

| | | | | | | | |

|Hildebrant, Kenneth | |Prin. |L-6 |Leadership |27 | | |

| | | | | | | | |

|Pope, Moya | |Counselor |T-6 |Counseling |9 | |X |

| | | | | | | | |

|Wilkerson, Debra | |Media Spec. |T-5 |Media Spec. |29 | | |

Funding for Professional Development

1. Instructional needs for teachers: (as needed)

Teacher Keys Training – Title IIA (?) Class Size Reduction – Title I, Title IIA

RTI Training for teachers – Title IIA ACTIVBoard Training – Title IID

Math support from Joyce Cheek – Title IIA CCGPS Working on the Work – SRCL Grant

Read 180- 72 licenses – SRCL Grant SRI/Lexile Training- SRCL Grant

Travel expenses Subs for School Improvement, Math professional learning, ELA

Professional literature- Book studies GACE registration fees

TAPP registration fees for RESA Study materials for GACE

Remediation needs for Non- HIQ teachers Tutors for GACE particpants

2. Paraprofessionals:

Tuition Assistance Continue $300/ course (only college courses)

Title IIA

Tutors As needed Title IIA

3. Mentor Teachers:

Supplement Mentor Teachers 500.00 Title II A

TSS Registration N/A

TSS Stipend N/A

Funds for Certification Needs

Tuition Assistance Continue $300 up to two courses/teacher

Tutors As needed

Funds for Highly Qualified

GACE Tests As Needed Title IIA

Louisville Middle School Profile

Louisville Middle School serves students in grades 6, 7, and 8 from the central and southern sections of Jefferson County. That area includes the communities of Louisville, Bartow, and Wadley. The student body consists of 378 students, of which 87% are African American, 11% are Caucasian and 2% Hispanic. Almost 89% of the student body qualifies for free or reduced lunch. The school is located on the Hwy 1 Bypass in Louisville, Georgia, next to the community of Wrens Heights. A significant portion of the school’s students come from single parent homes, while many others come from other untraditional family types. The school receives students from two elementary schools; Louisville Academy in Louisville, and Carver Elementary in Wadley. The faculty works closely with the faculties from both elementary schools to ensure a smooth and relatively seamless transition from elementary to middle school.

Louisville Middle is not on the Needs Improvement List as defined by the No Child Left Behind Act. The school has met its AYP/CCRPI goals seven of the last eight years and was a Title I school of distinction in 2009. Louisville Middle School was recognized as a Title 1 Reward School with Highest Progress in 2014. Louisville Middle was recognized as a finalist for the Georgia Family Friendly award in 2014. Currently, Louisville Middle is in good standing with the state having passed the 2013 CRCT. Louisville Middle has an 82.2 CCRPI ranking, which is above the state median for Middle Schools Students at Louisville Middle scored extremely well on the CRCT this year, with many surpassing the increased AMO goals for next year. 93% of the students passed the Reading and Language Arts sections of the CRCT, while 85% of students passed the math section. These are unprecedented levels of student achievement success for the school. More importantly, the students showed gains in exceeding in both areas. 63% of students with disabilities (SWD) passed the math section of the CRCT, and 70% passed the reading/language arts section. The math scores are encouraging as positive growth has been shown in SWD scores. The special education teachers and content teachers are working closely with the school’s administration to continue to provide the necessary support for our SWD children while maintaining a challenging curriculum for them.

The success in student achievement at LMS is celebrated regularly by teachers, parents, students and administrators alike. The school went through many years of not making AYP, and being negatively labeled because of random behavior problems. The quest to change the face of LMS has been an arduous task that has taken years; but there has been much positive change. Parents are more visible in the school now (without being requested) than in recent years. Teachers and administrators reach out to the community and other schools to build relationships and partnerships in a way that was foreign to them not long ago. The faculty at LMS realizes that it takes a concerted effort of all stakeholders to achieve true academic success, and they are working to build bridges and mend relationships in order to develop the best team for student success possible. Parents and community members serve on the school council, and serve as proctors during standardized testing. They participate in celebratory activities are recognized as participants in the school’s success on all levels, in all categories. A big part of the recent success of LMS is due in no small part to the stability of the faculty. The teaching body at LMS used to record an average of four new teachers a year. The last five years have seen minimal turnover and a significant increase in student achievement. Administration believes there is an inverse correlation between turnover and student achievement; the higher turnover, the lower student achievement; the lower the turnover, the higher the student achievement levels. As such, the administration has given a great deal of attention to the teacher surveys, and attempted to address the concerns raised by the teachers on those surveys.

The school has an extremely strong staff. There is one nationally certified teacher on staff, one master teacher and several teachers who hold middle grades certifications in every content area. Over half of the staff holds a degree beyond the Bachelors and every one of them takes their responsibility of educating the children of Jefferson County seriously. The teachers are not hesitant to pull together and work cooperatively, nor are they afraid to volunteer for the responsibility of school wide service. The creation of this plan is just one example of how the teachers volunteer for service. The school improvement team that put this plan together included:

* Jaculine Saleth * Kimberly Williams * Carmen Bennett * Stacy Brown * Angela Brown

* Moya Pope * Debbie Wilkerson * Binitha Benny * Jacqueline Jukes *Paula Chapman

*Marilyn Davis *Cora Jenkins- Parent *Greg Burns * Tracy Davis-Parent

They worked closely with administration and the rest of the faculty to help ensure that the school improvement plan remains a living, viable document supporting the success of LMS.

With all of our success, there are still a number of areas of concern left to address. The student achievement of students with disabilities continues to be a primary source of concern. We are working extremely hard to address this need. Our scores in science and Social Studies have not grown with the vigor demonstrated by mathematics and language arts. Administration and teachers have already begun dissecting the issue to determine its origin. There is still an achievement gap between African American and Caucasian students. As scores have gone up for African Americans, they have increased at an equal rate for Caucasians. The gap needs to close so that all students are performing at the same level, regardless of race. Despite our challenges, Louisville Middle School remains a place where everyone continues to “Strive for Excellence”.

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Highly Qualified Teacher List

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