Richmond County School System



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|SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE |

|Title I Schoolwide Program |Title I Targeted Assistance |Non-Title I School |

|School Name: Hephzibah Middle School |District Name: Richmond |

|Principal Name: Doug Frierson |School Year: 2015-2016 |

|School Mailing Address: 2427 Mims Rd., Hephzibah, GA 30815 |

|Telephone: 706-592-4534 |

|District Title I Director/Coordinator Name: Angeline Andrews-Milton |

|District Title I Director/Coordinator Mailing Address: 864 Broad Street, Augusta, GA 30901 |

|Email Address: andrean@boe.richmond.k12.ga.us |

|Telephone: 706-826-1134 |

|ESEA WAIVER ACCOUNTABILITY STATUS |

|(Check all boxes that apply and provide additional information if requested.) |

|PRIORITY School |FOCUS School |

|Subject Areas that Need Improvement |Subject Areas that Need Improvement |

|ELA Math Science Social Studies |ELA Math Science Social Studies |

|Graduation Rate |Did Not Exit |

|Did Not Exit | |

|Principal’s Signature: |Date: |

|Title I Director’s Signature: |Date: |

|Area Assistant Superintendent’s Signature: |Date: |

|Superintendent’s Signature: |Date: |

|Revision Date: |Revision Date: |Revision Date: |

Template Instructions

• All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

• Please add your planning committee members on the next page.

• The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

• Include a narrative response to address each component of the plan.

• If you are identified as a Focus or Priority School, your SW/SIP needs to address the areas you were identified for.

Planning Committee Members

|Printed Name |Member’s Signature |Position/Role |

|Doug Frierson | |Principal |

|Tabatha Tucker | |Assistant Principal |

|Will Smith | |Assistant Principal |

|Lillian Isreal | |Title I Program Specialist |

|Lisa Byrd | |Instructional Coach |

|Octavia Randolph | |Parent Facilitator |

|Diane Johnston | |Media Specialist |

|Lori Ledwig | |Teacher |

|Karen Mack | |Teacher |

|Jackie Mitchell | |Teacher |

|Kamona Warren-Cham | |Teacher/Parent |

|Mary Ellen Jeffcoat | |Parent |

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|SMART Goals for FY15-16 |

|Goal #1: |

|Increase CCRPI Achievement Content Mastery Points Earned – baseline is 42.4 target is 50. |

|(Score from State ranges from 0-80) |

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|Increase Reading achievement scores from 92.5 to 95.27 as measured by the Georgia Milestones End of Grade Assessment. |

|Increase Math achievement scores from 74.6 to 76.84 as measured by the Georgia Milestones End of Grade Assessment. |

|Increase Science achievement scores from 74.8 to 77.04 as measured by the Georgia Milestones End of Grade Assessment. |

|Increase Social Studies achievement scores from 63.4 to 65.30 as measured by the Georgia Milestones End of Grade Assessment. |

|Goal #2: |

|Increase percent of students achieving a Lexile measure greater than or equal to 1050 on the 8th grade EOG (from 76.1 to 78.38) as measured by the CCRPI). |

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|Increase percent of students achieving a Quantile that is at or above grade level as measured by iReady Universal Screener. |

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|Goal #3: |

|Decrease the number of students missing 6 or more days of school from 23% to 15%. |

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SWP/SIP Components

1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Hephzibah Middle School continues to be eligible for Title I school wide services for the 2015-2016 school year. In depth examination of the student demographics, socioeconomic status, attendance data, and standardized test data proves the importance of developing a comprehensive instructional plan that will meet the needs of all learners at HMS. Faculty members meet as a grade level, a professional learning community, a Leadership Team, and a School Council to develop and analyze the instructional plan throughout the course of the school year.

Content Area Achievement

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In reviewing the CCRPI data, Hephzibah Middle School’s CCRPI score is 62.4 (2014). The school earned 42.4 points for achievement in the content areas with math, science, social studies scores being the lowest. While reading is an area of strength with 92.5% of the

students meeting or exceeding standards in Reading, yet 76.1 of the students earned a Lexile of 1050 by the end of 8th grade as measured by the Georgia Milestone End of Grade Assessment. English Language Arts scores lagged behind reading with 84.8% of the

student population meeting or exceeding standard. In both Math and Science, 75% of the students met or exceeded standards in the respective subject. As for Social Studies, 63.4% of the students met or exceeded standard.

6 Year Analysis of Content Area Performance on CRCT/Georgia Milestones EOG

|Subject |Year |DNM |M+E |

|English |2015 | | |

| |2014 |15.2 |84.8 |

| |2013 |12.7 |87.3 |

| |2012 |14.0 |86.0 |

| |2011 |18.9 |81.1 |

| |2010 |15.0 |85.0 |

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|Reading |2015 | | |

| |2014 |7.5 |92.5 |

| |2013 |5.7 |94.3 |

| |2012 |8.8 |91.2 |

| |2011 |10.0 |90.0 |

| |2010 |8.8 |91.2 |

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|Math |2015 | | |

| |2014 |25.4 |74.6 |

| |2013 |25.2 |74.8 |

| |2012 |25.6 |74.4 |

| |2011 |23.4 |76.6 |

| |2010 |28.9 |71.1 |

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|Science |2015 | | |

| |2014 |25.2 |74.8 |

| |2013 |31.0 |69.0 |

| |2012 |35.3 |64.7 |

| |2011 |35.1 |64.9 |

| |2010 |28.3 |71.7 |

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|Social Studies |2015 | | |

| |2014 |36.6 |63.4 |

| |2013 |37.1 |62.9 |

| |2012 |46.5 |53.5 |

| |2011 |36.8 |63.2 |

| |2010 |29.0 |71.0 |

Note: 2010 and 2011 performance was measured by AYP standards. Beginning in 2012 to the present, performance was based on CCRPI standards. Additionally, the first Georgia Milestones End of Grade Assessment was administered in the 2014-2015 school year. Georgia Milestones EOG scores will be added once they are available.

HMS CCRPI Points for Content, Readiness, and Being Prepared for Graduation

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Hephzibah Middle School earned 18.77 of the possible 24 points content area achievement. For the readiness indicators, the school earned 15.84 of the 18 points available. In the area of readiness for graduation, HMS students earned 7.83 points of the 18 points available. By increasing each area, it will lead to a higher CCRPI score for the school as well as increased student growth.

CCRPI – Post Middle School Readiness – 3 Year Analysis

|Category |2015 |2014 |2013 |

|Percent of students w/disabilities served in general ed environment | | |89.4 |

|greater than 80% of day | |75.0 | |

|Percent of students scoring at Meets or Exceeds on the Grade Eight | | |64.5 |

|Writing Assessment | |70.6 | |

|Percent of student with lexile 1050 or greater by end of 8th grade | | |61.2 |

| | |76.1 | |

|Percent of students completing 2 or more state defined career related | | | 97.8 |

|assessments/inventories and a state defined Individual Graduation Plan by| | | |

|the end of grade 8. | | | |

| | |99.4 | |

|Percent of students in grade eight passing at least four courses in core | | |52.3 |

|content areas (ELA, mathematics, science, social studies) and scoring at | | | |

|Meets or Exceeds on all CRCT and required EOCT | | | |

| | |45.1 | |

|Percent of students exceeding standard on all 4 content areas on CRCT | | |33.5 |

| | |21.1 | |

Note: 2015 will be added once results are available.

In reviewing the post middle school readiness results for Hephzibah Middle School, there have been improvements as well as areas for improvement. The percentage of students meeting and exceeding standard in writing increased 6.1%. It is important to keep in mind that in the 2015 Georgia Milestones End of Grade Assessment, the writing component was assessed in the English Language Arts/Reading and Mathematic sections in the form of constructed and extended response.

The percentage of students achieving a lexile score of 1050 by the end of grade 8th increased by 14.9%, yet 23.9% of our students did not meet standard in this area. This is an area for improvement. When students excel at reading, all content area scores will increase.

Based on the data, several areas of focused must be addressed. Those areas are ELA, Math, Science, and Social Studies. Although there was some progress during the 2015-2016 school year, much work is needed to show improvement in those areas by meeting the given targets as outlined in the CCRPI (College Core Ready Performance Index.).

According to the 2014 post middle school readiness, the perentage of students passing all four content areas (ELA, math, science, Social Studies) and scoring at the meet or exceeds level on all CRCT and EOC decreased. In 2013, 52.3% of the students met this indicator, but in 2014 45.1% of the students met this indicator. The percentage of students exceeding standard in all areas of the CRCT in 2014 was 21.1%, yet in 2013 the percentage was 33.5%.

Add the Universal Screener data – iReady

Attendance

Attendance continues to be an area for improvement at Hephzibah Middle School. In the 2014-2015 school year, 23% of our student population missed six to ten days of school and 40% of our student population missed 10 or more days of school. 63% of our student population missed a significant amount of instruction due to their absences. Improving the attendance rate at HMS will aid in increasing the achievement score in all content areas. In the 2015 school year, if 75 students miss 6 days, the school will not be awarded the CCRPI points for attendance. Below are graphs and charts that depict the attendance trends over the last seven years as well as specific information on 2014-2015 school year.

2014- 2015 Attendance by Absence Category

|Category |% of Absences |

| Zero Absences |8 |

| 1 to 5 Absences |29 |

|6 to 10 Absences |23 |

|10 or more Absences |40 |

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2. School reform strategies that:

a. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are . . .

In an effort to meet the needs of all learners, the instructional strategies utilized for this plan are the implementation of the Georgia Performance Standards (GPS) and Georgia Standards of Excellence (GSE) and data-driven research-based decision making. The CCGPS are transparent expectations for instructional delivery, student accountability, and assessment. In an effort to support teachers in this implementation, the instructional platform follows the principles of the standards based curriculum. In standards-based instruction, the standards guide instruction so that it is focused on student learning. The standards further provide an overview of student and teacher expectations by establishing a platform for the content to be taught.

Data driven decision making helps the teachers to differentiate instruction to meet the individual needs of students. There is continual assessment embedded in instruction. Afterwards the data is sorted and analyzed consistent with the targeted needs of the students as a result of the assessment data and teacher observations. Research based best practices inclusive of technology integration, inquiry, problem solving, and collaborative learning will be utilized. Teachers will further utilize strategies that incorporate higher-order thinking skills by use of activities that increase the depth of knowledge of the students.

Consistent with goals of the Richmond County School System, the following instructional strategies will function in collaboration with the mission and beliefs of the school. These include the following:

• Daily intervention activities will be provided for all students at LangfordHephzibah Middle. Placement is determined after the strengths and areas of improvement are analyzed for each student. Intervention activities will remediate and accelerate according to the needs of the students.

• Small group instruction will be provided for students who failed the math and reading/language arts portions of the GA Milestones EOG during the 2014-2015 school years. These students will compose the targeted assistance population for math and reading/language arts. In addition to daily intervention, Carnegie Mathia, iReady Instruction Intervention, Study Island, USA Test Prep, Egenuity, NewsELA, Journey’s, and Voyager Math instruction will be provided for these students.

• The language of the standards will be utilized throughout the instructional framework by the teachers and students in order to enhance student performance as evidenced on focus walk results.

• The instructional coach will provide professional development that supports the implementation of the instructional framework (opening, work period, and closing).

• Thinking Maps are utilized throughout the instructional framework in order to promote student understanding of the Georgia Performance Standards.

• The literacy standards for each content area will also be implemented to improve reading, speaking, and listening across the curriculum.

The attendance protocol will be followed to track student’s attendance Hephzibah Middle School makes accommodations for every student that enters our doors. Considerations are made to adapt the regular education curriculum to meet the needs of the

economically disadvantaged, the disabled, migrant, and homeless children. An educational learning experience is facilitated in the least restrictive environment regardless of the student’s disability. In collaboration with the special needs teachers, regular education teachers ensure that special needs students receive services according to their IEPs. In order to provide students with disabilities access to the general education curriculum, individualized education plans are created. Individual education plans are legally binding documents that detail services needed in order to ensure educational attainment of the curriculum for students with disabilities. The plan is customized to meet the needs of the child by outlining modifications suitable to the needs of the students.

Additionally, modifications are made for 504 students. 504 students are general education students that may receive modifications and accommodations due to a medical diagnosis. The rights and entitlements fall under the special education umbrella; however, these students are not special education students. Educational accommodations are made in conjunction with the recommendations from a licensed physician.

Hospital homebound services are provided by the school system. The aim of these services is to allow students to continue their educational process during their recuperation. Consideration for these services is determined after an application has been completed that details the medical, physical, or psychiatric diagnosis. With this program, a certified teacher visits the home of the eligible student and grade level curriculum to the student. All teachers follow the Common Core Georgia Performance Standards in their lesson plans. These standards based classrooms utilize the pyramid of intervention to ensure that all students are able to comprehend classroom concepts and achieve. Response to Intervention (RtI) meetings are held for students as needed to ensure that they are on track to succeed in the classroom.

b. Use effective methods and instructional strategies that are based on scientifically based research that:

• strengthen the core academic program in the school.

• increase the amount and quality of learning time, such as providing and extended school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

• include strategies for meeting the educational needs of historically underserved populations

Hephzibah Middle School uses an eclectic approach of instructional methods to increase the quality and amount of learning time for students. One instructional approach is the components of Dr. Marzano, Classroom Strategies that Works which focuses on nine instructional strategies that is proven to increase student achievement and growth. In addition, planning through team based or learning communities, placing a laser focus on the extended learning process and instructional resources used during (Power Period), implement the use of technology on a daily basis, and progress monitor students.

Additionally, we will provide opportunities for teachers to increase their knowledge of instructional strategies that are research based by attending conferences. The teachers attending conferences will re-deliver their learning to their colleagues during professional learning. Listed below are the conferences:

o Georgia Technology Conference

o English/Reading Conferences

o Georgia Math Teacher

o Social Studies Conferences

o Science Conferences

o National Youth at Risk Conference

Universal screeners (iReady)will be administered for reading and math in the fall, winter, and spring and will be utilized by teachers and administrations to monitor the progress of students. Common assessments will be administered by teachers periodically to assess mastery of standards. Assessment results will be used to plan instruction and create flexile groups.

Teachers will implement the Georgia Standards of Excellence (GSE) in ELA Math, and Georgia Performance Standards in Science and Social Studies. Performance tasks and assessments will be implemented at all grade levels in each content area.

In reviewing HMS’s data, the team noticed that the lexile level of the students has not increased at the level of their performance on the CRCT/Georgia Milestone End of Grade reading assessment. For this reason, literacy strategies such as close reading and constructed response will be emphasized across the curriculum.

In order to strengthen the core academic program and increase student achievement at Hephzibah Middle School, Title I funds will be used to purchase the following items:

• Classroom Supplies for students

• Teacher classroom supplies

• Power Period resources – school day achievement period for all content areas to remediate and accelerate

• Georgia Center for Assessment: CCGPS Formative Literacy Assessment

• Georgia Center for Assessment – Professional Learning

• Software

o Study Island

o Mathia (Carnegie)

o Buzz Math

o Coach Connected renewal w/Triumph Learning

o Waggle w/Triumph Learning

o Books from Triumph Learning

o McGraw-Hill SRA and Literacy/Numeracy Materials

o Scholastic Reading Counts

o Writing software

o Newsela

• Test Ready books

• Carnegie Texts – e-Text

• Brainpop

• Quia

• IXL Math – for math fluency

• eBooks

• Writing software

• Writing teacher resource books

• DGP Publishing – Daily Grammar

• Clairmont Press Social Studies Books and Resources

• Gallopade International Social Studies Books and Resources

• Scholastic Scope and Action Magazines and online resources

• Scholastic Junior Scholastic Magazine and online resources

• Scholastic New York Times Up Front Magazine and online resources

• Scholastic Science World Magaazineand online resources

• Scholastic Choices Magazine and online resources

• Scholastic Math Magazine and online resources

• Scholastic Math 180

• Destiny Add in for Reading Counts

• Constructed Response and Student resources

• Discovery Education Science Techbook for 6-8

• Discovery Education Techbook for 6-8

• Discovery Education Math Technbook for 6-8

• Discovery Education Health digital resouces

• Discovery Education Streaming Plus

• Lexile labels

• Updated Study Buddy equipment and resources

• Computer Equipment

o Promethean bulbs

o Batteries

o Promethean Pens

o Promethean Remotes

o Promethean ActivBoard

o Promethean PRM 35 Projectors

o Headphones

• Parent Involvement materials

• Junior Youth Assembly

• Scholastic Code X – informational reading materials

• Learner Ed Science Notebooks

• Storia – eBook

• Science Trio Content Area Reading by Scholastic

• Social Studies Trio Content Area Reading by Scholastic

• Language Arts Trio Content Area Reading by Scholastic

• Professional learning – beyond working hours w/teacher stipend and facilitator stipend

• Professional learning books - such as Unlocking Complex Text, Smart Writing, Teaching Middle School Writers, Focused Writing, Falling in Love with Reading, Note and Notice, Text and Lessons from Content area Reading, Math in Plain English, Visible Learning for Teachers: Maximizing Impact on Learning, Formative assessment, Differentiation, How to Differentiate Instruction, Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching, The Differentiated Classroom: Responding to the Needs of All Learners 2nd edition, Making Differentiation a Habit

• After school tutoring with teacher pay

• After school tutoring student transportation

• American Book Company Resources for Science, Social Studies

• McGraw-Hill SRA Kits for Math, Reading, Science and Social Studies

c. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

• counseling, pupil services, and mentoring services;

• college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

• the integration of vocational and technical education programs; and

The principal, instructional coach, school counselor, classroom teachers, intervention specialist, and school psychologist comprise the committee which govern and monitor student needs throughout the entire school.

Strategies to address the needs of all children in the school will include:

● Mentoring

● Tier 2/3 intervention groups

● RAP – Rebel Advisory Program

● Georgia College 411

● Personal finance units taught in each grade

● CTAE course – technology

● Career week

● Parent workshops

d. Address how the school will determine if such needs have been met; and are consistent with, and are designed to implement, the state and local improvement plans, if any.

Students’ progress will be monitored through grade level teachers, the RtI Team, and administration. Teachers will use universal screeners administered through iReady, common assessments, grades, and Pre/Post results. A plan of remediation will be created for these students, and monthly progress monitoring will determine if progress has been made. Administration will monitor student progress through close analysis of the iReady results, Pre/Post Tests.

Support will also be provided for Special Education students, focusing on their individualized educational plan and the grade level standards.

3. Instruction by highly qualified professional staff

Hephzibah Middle School strives for excellence in student achievement. For this reason, it seeks to secure the most highly qualified teachers who can deliver instructional information and engage students in a desire to seek academic excellence.

Staff members strive for professional growth through advancement of professional degrees and other professional development opportunities. This continuous improvement takes place throughout the school year.

HMS will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Currently, all teachers at Hephzibah Middle School are highly qualified.

4. In accordance with Section 1119and subsection (a) (4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Professional Learning Plan

|Professional Learning |Professional Learning Timeline, Cost, and Responsibility |Monitoring |Professional Learning Results |

|Related to SMART Goals | | | |

|What professional learning will occur to attain|Professional Learning Timeline|Estimated Cost, Funding Source, |Person(s) Responsible |How will this professional learning|What evidence or artifacts will indicate an |

|SMART goals? | |and/or Resource | |be monitored? |improvement in student achievement? |

|Writing: Responding to a constructed response |Planning time and after school|Cost of book/Title 1 |Lisa Byrd |Sign in sheets, observations, |Increased achievement scores on EOG on |

|item | | | |lesson plans, agenda, presentation |constructed response items |

| |Planning time and after school|Title 1 |Lisa Byrd |Sign in sheets, observations, |Increased achievement scores on EOG in all |

|Using Data to Inform Instructional Decisions | | | |lesson plans, agenda, presentation |content areas |

| | | | | | |

| |Planning time and after school|Title 1 |Lisa Byrd |Sign in sheets, observations, |Lesson plans, observations, increased |

|Differentiated Instruction | | | |lesson plans, agenda, presentation |achievement scores on EOG in all content |

| | | | | |areas |

|Social Studies Study Group to increase academic|Planning time and after school|Title 1 |Lisa Byrd |Sign in sheets, observations, |Increase achievement scores on Social |

|achievement | | | |lesson plans, agenda, presentation |Studies EOG, score report on Mock Social |

| | | | | |Studies Assessment, Common Assessments, |

| | | | | |Pre/Post Tests, |

|How to effectively integrate technology into |Planning time and after school|No cost/ Title 1 |Lisa Byrd |Sign in sheets, observations, |Increased achievement scores on EOG in all |

|lesson | | | |lesson plans, agenda, presentation |content areas, report cards, progress |

| | | | | |reports |

|Attendance – How to increase % of students |Planning time and after school|Title 1 |Admin |Sign in sheets, action plans, |Reduction in the number of students missing |

|missing less than 5 days | | | |weekly attendance reports |days of school |

Professional learning is job embedded and aligned to the school improvement plan.

Based on the needs assessment conducted at the beginning of the year, the following professional development for staff to enable all children in the school to meet performance standards at Hephzibah Middle will be implemented for the 2015-2016 school year:

• In concert with the School Improvement Plan, teachers receive training on and implementation of best practices to improve student performance.

• Also in concert with the School Improvement Plan, teachers receive professional learning on how to effectively integrate technology into each lesson with Promethean ActivBoards, ActivExpressions, Class Flow, Chromebook carts, Bring Your Own Technology, Edmodo, online programs such as Study Island, Mathia, etc.

• Close reading, constructed response (writing),

• Differentiated instruction,

• Formative assessment instructional practices and using data to inform instructional decisions,

• Under the facilitation of the instructional coach, weekly collaborative grade level planning that targets differentiated lessons and standards-based instructional delivery will be conducted with subject specific emphasis.

• Social Studies Professional Learning to increase achievement scores

• Teacher needs surveys will be used to clarify ongoing professional learning for general education, inclusion, and special, education math and reading teachers. Considerations will be made to address strategies to assist with the effective development and implementation of the inclusion model.

• Teachers will participate in Teacher Keys Effectiveness System.

Teachers will continue to be encouraged to attend conferences, county level training sessions, and other school programs to gain new strategies and techniques. Teachers are encouraged to participate in county level committees and task force teams. They are given time to collaborate with fellow teachers on a daily basis, at weekly grade level professional learning community time, and at faculty meetings. HMS uses a vertical team approach as we set academic and social goals for our students.

Based on the data, several areas of focus must be addressed. Those areas are ELA, Math, Science, Social Studies, and Attendance. Although there was some progress during the 2014-2015 school year, much work is needed to show improvement

in those areas by meeting the given targets as outlined in the CCRPI (College Core Ready Performance Index.). The instructional coach will provide training to teachers and paraprofessionals to improve student learning and achievement.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

Richmond County School System holds a Job Fair that is advertised in the newspaper and on television for all interested in teaching in the system. Principals attend those Job Fairs and meet many prospective candidates. The principal keeps a list of the candidates and their qualifications. When a hiring opportunity becomes available, the principal calls prospective candidates from the lists created during the Job Fair. Grade level team members take part in the interview process. New

faculty members will participate in new teacher orientation each year and school mentors work with the new faculty throughout the school year as a Teacher Support Specialist/Mentor.

At HMS we exhibit pride in our school and students, and we take opportunities to host student teachers from the surrounding colleges. We produce a school website where we highlight positive school activities. On the website there are also links to teacher pages so that prospective teachers can learn more.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

Hephzibah Middle School (HMS) is committed to building a strong partnership between home and school. The staff of HMS believes that student achievement begins in the home and is willing to provide the necessary support and resources for parents and guardians.

This year we have hired a dedicated parent facilitator. Special events for parents and students have been planned to educate the parents on the academic and extracurricular programs at HMS.

Strategies to maximize parental participation and involvement include:

● Grandparents’ Day

● Awards Day

● Conference Day(s)

● Correspondence (written & verbal)

● Curriculum Night(s)

● Parent Information Night (PIN)

● Band Productions

● Infinite Campus

● Newsletters

● Open House

● Ongoing teacher parent communication via/phone and email

● Parent PTO Committees

● Parent Resource Center

● Student agendas

● Strategic Planning

● Progress Reports

● PTO Meetings and Programs

● School Council

● RTI Meetings

● Title I Advisory Board

● Volunteers/Aide-Additional Program

● Supplies for Parent Facilitator

○ Paper – plain, colored, card stock

○ Laminator and laminating pouches

○ Printer ink

○ Local travel, central office, schools

○ Refreshment for parents

o Parent Literature, pamphlets, periodicals,

o Spring PIC registration

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Elementary School to Middle School Transition

Hephzibah Middle School provides all upcoming sixth grade students with a transition/visitation opportunity. At the end of the school year, fifth grade students from the three feeder elementary schools participate in a tour and orientation. An open house is provided to all students and parents. Every effort is made to ensure students and parents recognize HMS as a warm, inviting and safe learning environment.

Middle School to High School Transition

All eighth grade students work closely with the middle school and high school counselors to ensure a smooth transition between schools. The counselors discuss expectations of the high school, courses of study, and requirements for graduation. The high school provides a day for registration of ninth grade students. A parent/student orientation occurs prior to the beginning of the school year. Hephzibah Middle School’s counselors work with eighth grade students to provide information necessary to be successful at the high school level. The HMS counselor makes every effort to assist students in feeling safe and less anxious as they transition to a higher institution of learning.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Hephzibah Middle School firmly believes that each teacher plays a critical role in the academic development of each student. With first-hand knowledge of current curriculum standards and the diverse abilities and learning styles within classrooms, the teacher is the foremost expert on the use of assessments as a means to improve student learning. Within the school, teachers are given the flexibility to plan activities, lessons, and units of instruction that center around Georgia Standards of Excellence GSE(Common Core Georgia’s Performance Standards). Assessment data is disaggregated by gender, grade level, ethnicity, and subgroups, utilizing the Data Director, SLDS, and online reports from the various programs. Weekly team and monthly departmental collaborative planning takes place to analyze multiple assessment results and to brainstorm strategies and methods to enhance student learning. With an ongoing collaborative effort of the entire school, test data is used to guide units of instruction and planning and form a basis for a solid, challenging curriculum.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Progress Monitoring (PM) of Implementation and Strategies

|Program Used for Progress |Evidence |Baseline Data |PM GOAL 1 |PM Goal 2 |PM Goal 3 |

|Monitoring | | | | | |

| |Infinite Campus Weekly Attendance |TBD |TBD |TBD |TBD |

|Attendance |Reports | | | | |

| | | | | | |

| | | | | | |

On a daily basis teachers review multiple assessment types to identify weak areas. They work within their content area to plan intervention strategies and produce pre/post tests and rubrics. Each student is monitored for progress. Plans are created for re-teaching in an effort to increase student levels of proficiency. Some of the tools used are as follows:

• RTI Plan

• Universal Screeners with iReady

• Data Team Meetings

• Power Period

• iReady/Reading Intervention

• Mathia

• Progress Monitoring

• Pre/Post assessments data

• Common Assessments

• Flexible Grouping

• Differentiated Instruction

10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Hephzibah Middle’s entire staff is committed to ensuring each child’s success. Any child whose needs are not met is considered “at risk”. Therefore, our HMS Data Team is in place to govern and monitor student needs throughout the entire school. The committee coordinates services, materials, placement of students, acceleration of students, and personnel in order to place the children of each grade level using state and national expectations as benchmarks. In addition, The RtI Team meets on a weekly basis with every grade level to discuss students in need of interventions and additional instruction in order to meet grade level standards. The RtI Team not only prescribes interventions, but they also assign personnel and arrange for scheduling so that the interventions will be successfully carried out. Flexible grouping for math and reading is implemented at all grade levels. The criteria used to form the groups include CRCT scores, teacher recommendations, and previous grades from the prior school year to establish groups. Students at HMS experiencing difficulty are identified by teachers and administration and an intervention is implemented. Students are identified as being at-risk according to some of the following criteria:

● Scoring in performance level 1 on the CRCT in reading and/or math

● Academic achievement falling below potential

● Chronic absenteeism

● Little or no home support

● Consistent, inappropriate behavior patterns

● Referral to the school’s RtI Team, guidance counselor, social worker, and/or administration

● Dramatic life changes

Upon determination of a student being classified as being “at risk,” teachers contact the RtI coordinator and/or counselor. Meetings are scheduled on a weekly or as needs basis and student needs are addressed and plans for assistance and intervention are

formulated. In addition to the RtI/At Risk process, individual and small group instruction is in place for struggling students through creative and flexible scheduling of personnel. Instructional assistance is also provided through Special Education services.

Students are also referred for acceptance in the after school tutorial program in order to receive extra support in the areas of reading, writing, and science. The RtI process is an effective means for providing strategies for intervention that assist classroom teachers in providing support to the students. The process follows state guidelines and begins at the grade level as individual teachers discuss student concerns and seek strategies from fellow teachers.

The HMS Title I Plan enables the teachers, parents, and community members to provide essential assistance to struggling students. Staff members will work with parents in supporting the at-risk learners. Referrals will be made to the school’s social worker, psychologist, and other support systems will be made as needed. Information and other resources will be made available through the school’s parent resource center and counseling department.

11. Description of how individual student assessment results and interpretation will be provided to parents.

Test results for state and county assessments are provided for parents. Once results of state assessments are received at the school level, parents are given a hard copy with a cover letter explaining the results. Interpretation of the results may also be given in a workshop and/or conference setting. Weekly classroom assessments are sent home along with rubrics and scoring procedures. Examples of items communicated include:

● Annual CCRPI scores

● School’s state report card

● Progress report/report card

● Benchmark reports

● Conference notes

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Teachers and support staff members are thoroughly trained in the collaboration and analysis of data. On a daily basis teachers review multiple assessment types to identify weak areas. They work as a grade group to plan intervention strategies and produce pre/post tests and rubrics. Each student is monitored for progress. As an instructional team, administrators and teachers meet to analyze data and determine areas for focus. Intervention plans are put in place and students who are identified as at-risk are placed into one of many support programs. These support programs include RTI, Tier 2 and Tier 3 intervention groups, counselor, speech, etc.

13. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

Assessments beginning at the classroom level are ongoing and analyzed each day. Numerous pieces of assessments are analyzed to determine areas of strengths and weaknesses. The results of this analysis are used to guide our instruction and intervention process. Data is collected from:

● iReady Reading and Math Universal Screeners

● RCSS Pre/Post Assessment

● Common Assessments

● Georgia Milestones EOG

● EOC (Algebra I End of Course)

● Georgia Center for Assessment Mock Writing

● Mock assessments

● Study Island Reports

● USA Test Prep Reports

• Mathia Reports

14. Provisions for public reporting of disaggregated data.

HMS ensures that all stakeholders have access to our school’s data by using the following:

● Newsletters

● Website

● Postings: Title I Schoolwide Plan, State of the School Address, School Profile

● Parent conferences

● School Council

● PTO

● Open House

● Curriculum Night

● Community Forums

● Title I Plan/Team

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program

Our school improvement goals and strategic plan are reviewed multiple times during the year to monitor progress and revise based on student needs by a team consisting of administrators, teachers, parents, and community members. The Title I plan is in alignment with the two plans mentioned previously and is reviewed and revised during the school year (beginning, middle and ending) by the administrators, instructional team, teachers, parents, and community members.

16. Plan developed with the involvement of the community to be served and individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Plan was developed with the input of all HMS stakeholder including parents, faculty/staff, and administration.

Revision meetings for the Title I Schoolwide Plan of HMS were announced in multiple was (flyers, marquee, and school webpage) to all stakeholders. Stakeholders were welcome to attend all meetings.

17. Plan available to the LEA, parents, and the public.

All components of our Title I School-wide Plan including the Parent Involvement Plan,

Parent Compact, School Improvement Goals, and Strategic Plan, are available to all stakeholders upon request. Our plans are also available on the school’s website and in the Parent Resource Center.

18. Plan translated, to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language.

The plan will be translated as needed into any language that a significant percentage of the parents speak as their primary language.

19. Plan is subject to the school improvement provisions of Section 1116.

The Hephzibah Middle School-wide Title I Plan is subject to the school improvement provisions of Section 1116. Section 1116, of the Title I, Part A of the Elementary and Secondary Education Act, states that schools must provide Supplemental

Education Services and School Choice if the school did not make adequate yearly progress (AYP) for two years in a row. Currently, all schools in Richmond County are under the new CCRPI formula. If required, Supplemental Education Services will be offered to students to increase their academic achievement. These services may include academic assistance such as tutoring, remediation, and other educational interventions, consistent with the content, curriculum and instruction used by the school district. These services will be aligned with Georgia’s achievement standards.

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