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Profile

Vision for Pierce County Middle School

At Pierce County Middle School all students exceed national and state performance standards and are equipped with the knowledge and skills to succeed at the next level in their educational journey.

Mission Statement

Pierce County Middle School is a learning community focused on maximizing student

achievement and promoting excellence for all.

At Pierce County Middle School,

• We believe learning experiences at PCMS help prepare students for their roles as

citizens and life-long learners.

• We believe PCMS is a safe environment where students feel comfortable exploring

new ideas and engaging in the classroom environment.

• We believe our school’s collaborative environment creates instructional cohesion

that positively impacts student achievement.

• We have high expectations for all students.

• All students can learn, provided adequate time, differentiated instruction, and specific descriptive feedback.

• We believe instruction must be data-driven and based on the needs of all students.

• We believe in students actively participating in the learning process supported and facilitated by their teachers.

• We believe regular attendance directly correlates with student achievement.

• We believe striving for excellence in academics, athletics, the arts, and extracurricular activities help develop well-rounded individuals.

Pierce County Middle School Council Mission Statement

The Pierce County Middle School Advisory Council advocates quality education for

all students in support of the school’s mission.

|Recognitions and Awards |

|2009 Title I Distinguished School |

|2009 Middle Grades Writing Assessment – 10th in state |

|2009 State Ranking on 8th Grade CRCT – 4th in Mathematics |

|2009 State Ranking on 7th Grade CRCT – 1st in Mathmatics |

| 7th in Science |

| 7th in ELA |

|2008 Title I Distinguished School |

|2008 Pierce County Teacher of the Year - Vickki Carter |

|2008 WTOC Top Teacher - Amanda Gay |

|2008 Middle Grades Writing Assessment - 10th in state |

|2008 State Ranking on 8th Grade CRCT - 9th in Mathematics |

|2008 State Ranking on 7th Grade CRCT - 8th in Mathematics |

|2008 State Ranking on 6th Grade CRCT - 9th in Mathematics |

| 2nd in Reading |

| 9th in Language Arts |

|2007 Title I Distinguished School |

|2007 State Ranking on 6th Grade CRCT - 2nd in Mathematics |

|2006 Bronze Award for Greatest Gains in Achievement |

|Sports |

|2010 Football Champions |

|2010 Girls’ 6/7 Basketball Champions |

|2010 Boys’ 6/7 Basketball Runner-up |

|2010 Girls’ 8th Basketball Runner-up |

|2010 Girls’ Track Champions |

|2010 Boys’ Golf Champions |

|2010 Boys’ Tennis Champions |

|2010 Girls’ Tennis Runner-up |

|2010 Boys’ Soccer Runner-up |

|2010 Girls’ Soccer Runner-up |

|2009 Girls' Track Champions |

|2009 Girls’ Tennis Runner-up |

|2009 Boys' Golf Conference Runner-up |

|2009 Baseball Conference Runner-up |

|2009 Cheerleading Champions |

|2009 Girls' Golf Champions |

Community Demographic Data

Pierce County Middle School is located in Pierce County, Georgia, a rural agrarian community

with little industry and a limited tax base. Pierce County is in the southeastern corner of

Georgia and has a population of approximately 18,127. With a per capita income of $23,659 yearly, compared with Georgia’s average of $32,095, Pierce County is one of Georgia’s poorest

counties as represented in Table 1. Blackshear is the largest of three incorporated towns within Pierce County.

|Table 1 |

|Pierce County Community Data |

| |2008-2009 |2007-2008 |2006-07 |2005-06 |

|Number of students eligible to receive migrant services |57 |65 |53 |65 |

|Average Monthly Number of Food Stamp Households (2005) |3042 |1085 |1056 |1,033 |

|Average Monthly Number of TANF Families (2005) |46 |43 |47 |54 |

|Per Capita Income (2004) |$23,659 |$23,001 |$22,383 |$22,031 |

|Unemployment Rate (2004) |9.9% |12% |4.4% |4.7% |

|Census Population (2000) |15,636 |15,636 |15,636 |15,636 |

|Census Bureau Population Estimate (2008) |18,127 |17,881 |17,452 |17,119 |

* The State of Georgia – Office of Student Achievement

Compounding these difficulties is the fact that approximately 31.8% of the adult population in

Pierce County has less than a high school education. A total of 19.3% of the county’s population had at least some college level education while 41.3% of the state’s population had at least a

college education. Despite the low socio-economic status, the community supported education through a bond referendum and local SPLOST to construct two new schools, renovate the high school, construct additions to one elementary school and the middle school and has now plans to build a new elementary school.

School Characteristics and Student Demographic Data

Pierce County Middle School is a public middle school located in Blackshear, Georgia. The

facility was completed in 1996 and housed 734 students. The athletic complex consists of a

track, girls’ softball field, gymnasium, and baseball field. A football field, used only for practice, sits in the middle of the track and soccer practice was held there for the first time in the

spring of 2007. Fencing encloses all of the outdoor sports facilities. In 2007, a new wing was added to the school which included 11 new classrooms and a band room.

The initial enrollment of PCMS in 1996-1997 was 734. Enrollment of students attending Pierce County Middle School increased over a five year period except for the 2005-2006 school

year where there was a decrease of 67 students. Beginning the 2009-10 school year, PCMS had 767 students enrolled as of August 10, 2009. See Table 2

According to enrollment figures over the past six years, the racial composition has remained consistent with an increase in the African American population of 1.0 % and a slight decrease of the Hispanic population. The white population makes up 82.66 % of the total population. The Limited English Proficient subgroup has remained the same the past two years and the

special education population decreased from 10.6% to 10.17 %. The gifted population increased from 11.87% in 2008 to 13.8% in 2009. The mobility rate increased during the 2007-2008 school year. See Table 2.

The percentages for the number of students who participate in free/reduced lunch program have fluctuated little over the past six years with an increase of .63% from last year.. See Table 2.

Table 2

Pierce County Middle Student Data

|Student/Community Data |2009-2010 |2008-2009 |2007-2008 |2006-2007 |2005-2006 |2004-2005 |

|Total Enrollment | | | |763 |765 |832 |

| |767 |744 |756 | | | |

|Student/Racial Background | | | | | | |

|African-American |10% |9% |10.05% |9.96% |11.89% |13.34% |

|Asian |0.26% |0.39% |0.26% |0.26% |0.13% |0.24% |

|Caucasian |82.66% |83.94% |83.07% |83.88% |82.22% |81.37% |

|Hispanic |4.30% |4.31% |4.10% |3.80% |3.01% |2.28% |

|Other |2.61% |2.35% |2.51% |2.10% |2.75% |2.76% |

|Student/Family Characteristics | | | | | | |

|Economically Disadvantaged |54.63% |54% |52.78% |50.20% |53.10% |61.78% |

|Limited English Proficient | |2.6% |2.6% |3.15% |2.93% |2.99% |

|Special Education |10.17% |10.6% |10.58% |12.32% |14.20% |14.90% |

|Gifted |13.8% |11.87% |10.45% |10.88% |13.20% |10% |

|Migrant |1.0% |2.15% |2.38% |1.97% |0.39% |0.60% |

|Attendance Rate (% more than 15 days) |1.1% |3.0% |3.8% |8.4% |9.8% |8.40% |

|Mobility Rate |18.24% | |16.5% |14.37% |14.88% |15.40% |

• Student Record Data

Pierce County Middle School offers an exceptional Special Education program. The Special Education program serves students who have Severe Physical and/or Intellectual Disabilities to those whose disabilities are less restricting, along with resource model and the inclusion model. To address the deficiencies and accelerate and the special education’s students learning, Pierce County Middle School is implementing three research-based intervention reading programs based on the needs of the students. The three programs currently being used are as follows: SRA, Wilson Reading and Language! SRA, an intensive, systematic, direct instruction-based reading program, is the first line of defense for assisting students with decoding weaknesses. If students do not show progress in SRA, then Language! is used as another approach. Wilson Reading, the most intensive research-based program that is used at PCMS, serves those students who have not found success with the other programs. The progress of students is monitored weekly and changes in instruction are made as needed. These students also are provided an additional 45 minutes every day of reading, math, and/or writing instruction. See Table 3

Table 3

Special Education Population

| | 2009-2010 |2008-2009 |2007-2008 |2006-2007 |2005-2006 |2004-2005 |

|Total School Enrollment |767 |744 |756 |763 |765 |832 |

| | | | | | | |

|Mild Intellectual Disability |8 |2 |8 |12 |18 |12 |

|Moderate Intellectual Disability |4 |2 |3 |2 |7 |7 |

|Severe Intellectual Disability |1 |1 |1 |0 |0 |0 |

|Profound Intellectual Disability |0 |0 |0 |0 |0 |0 |

|Speech/Language Impairment |2 |7 |3 |9 |8 |5 |

|Specific Learning Disability |28 |31 |27 |30 |23 |53 |

|Emotional/Behavior Disability |10 |15 |19 |24 |19 |25 |

|SDD | |0 |0 |0 |4 |5 |

|Visual Impairment |1 |0 |0 |0 |0 |0 |

|Hearing Impaired |1 |0 |0 |1 |1 |2 |

|Other Health Impaired |17 |23 |16 |19 |15 |15 |

|Autism |6 |3 |1 |0 |1 | |

|Special Education Enrollment |78 |84 |79 |94 |103 |124 |

The gifted students are provided opportunities to enhance their knowledge through

accelerated classes during Extending Learning Time and their regular gifted instruction. There are 14 gifted endorsed teachers at PCMS. In 2008-09, PCMS’s gifted population was 99 students compared to 106 gifted students in 2009-10. The breakdown is included in Table 3.

The No Child Left Behind (NCLB) Act of 2001 brought about a renewed focus on accountability. Because Pierce County Middle School selected attendance as its second indicator for Adequate Yearly progress (AYP), the Pierce County School District began an attendance campaign titled

“No Child Left at Home.” The campaign involved community awareness, incentives for students with good attendance, and letters to parents whose children had chronic absenteeism. The local newspaper published articles focusing on attendance and published attendance data weekly. An attendance policy was written that requires teachers and administrators to communicate with parents on a regular basis when their child is absent from school 5 days during a semester.

Students are expected to be absent no more than 10 days in a school year. Attendance meetings, including counselors, teachers, attendance clerk and parents are required when a student misses 7 unexcused absences. The Pierce County Protocol Attendance Committee meets concerning the chronic attendance problems. Over the past several years, the percentage of students missing over 15 days of school has decreased. Table 4.

|Table 4 |

|% of Students Who Missed More Than 15 Days |

| |2008-2009 |2007-2008 |2006-2007 |2005-2006 |

|All Students |1.1 |3.0 |3.8 |3.8 |

|Black |1.2 |3.4 |2.9 |2.9 |

|Hispanics |0 |0 |3.1 |3.1 |

|White |1 |2.9 |3.9 |3.9 |

|Student with Disabilities |3.2 |6.5 |10 |10 |

|Limited English Proficient |0 |0 |6.9 |6.9 |

|Economically Disadvantaged |1.1 |4.2 |5.8 |5.8 |

|Migrant |Too Few |Too Few |Too Few |Too Few |

|Multi-Racial |5.3 |10.5 |5.6 |5.6 |

* Office of Student Achievement Report Card

Pierce County Middle School sets high expectations for all students; therefore, a

“No Zero Policy” was implemented for students. A pyramid of intervention was developed and implemented to provide intervention strategies for students. The number of retained and administratively placed students has remained relatively the same over the past 4 years even though the new promotion policies are in place. See Table 5

|Table 5 |

|Administrative Placement/Retained Students |

|  |2008-2009 |2007-2008 |2006-2007 |2005-2006 |2004-2005 |2003-2004 |

|Administrative Placement |5 |7 |8 |8 |9 |12 |

|Retained |6 |15 |12 |9 |11 |4 |

Based on Promotion and Retention Policy for 8th graders, Summer school is provided for all 8th

graders who failed the first administration of the CRCT. The data indicates that the summer

school program is effective. See Table 6.

|Table 6 |

|Results of Summer School |

| |

|School Year |Spring Administration |Summer Administration |% Passing After Summer |

| | | |Remediation |

|  |

|  |Rdg |Math |Rdg |Math |Rdg |Math |

|2008-2009 |10 |24 |10 |22 |50% |45% |

|2007-2008 |8 |44 |5 |29 |62.50% |65.91% |

|2006-2007 |13 |24 |9 |13 |69.23% |54.17% |

|2005-2006 |19 |48 |13 |29 |68.42% |60.42% |

PCMS teachers volunteer to provide after-school and before-school tutoring for at-risk students and migrant students from January to March.

Pierce County Middle School strives to provide the best possible education for each and every student in a safe and non-threatening environment. Classroom teachers are responsible for

handling minor discipline infractions in the classroom, while persistent violations and major offenses are referred to administrators. Disciplinary consequences include After-School

Detention, In-School Suspension, Out-of-School Suspension, and the Student Transition and Recovery Program (S.T.A.R.). In-School Suspension consists of students being contained in

one classroom with an I.S.S. instructor for the entire school day. Teachers are responsible for sending academic assignments. When a student is assigned Out-of-School Suspension, they

are not allowed on the school campus or school-related activities on the assigned days. Students

may be assigned anywhere from one to five days depending on the severity of the infracture

and their location on the discipline ladder. Beginning with the 2008 school year, the Pierce County School System in contract with Ombudsman Alternative Education Services, provided the district an off-campus program intended to reduce drop-out rates, increase graduation rates, increase attendance levels, improve academic performance for drop-out prevention and offer the non-traditional learners a new opportunity to encounter an individualized learning experience different than the traditional setting. PCMS is allocated up to 15 students in the program who are at-risk for not graduating. Criterion will include overage due to multiple retentions, attendance problems, and academic struggles. According to the data the total number of discipline incidences reported has declined over the past few years. See Table 7

|Table 7 |

|Discipline Incident School Summary Report |

|Number of Events Reported Per|Race |Gender |Free/Reduced Prices Meal |Total Students |Total Incident Codes |

|Student | | |Eligibilty | |Reported |

| | | | | | |

|  |B |H |W |M |

| | | | | |

|Racial Background | | | |  |

|African-American |2 |2 |2 |4 |

|Caucasian |98 |98 |98 |96 |

| | | | | |

|Other Characteristics of Teachers | | | | |

|Average Years of Experience |13.1 |11.62 |11.3 |10.71 |

| High Level Experience |31 |31 |3.6 |13 |

| Mid Level Experience |55 | |85.7 |73 |

| Low Level Experience |14 | |3.6 |15 |

|Percent with Advanced Degrees |96 |82 |76 |63 |

|Other Characteristics of Admin. | | | |  |

|Average Years of Experience |27 |26 |25 |24 |

|Percent with Advanced Degrees |100 |100 |100 |100 |

| | | | | |

|Operating Expenditures Per Pupil | | | | |

|County Average | | $8406.87 | $8266.03 | |

|State Average | |$8967.83 |$8406.87 | |

1. Comprehensive Needs Assessment

Specific areas of need are determined through an extensive annual needs assessment which provides direction for the implementation of the system and individual school improvement plans. PCMS meets with the central office, parents, and community members several times a year to assess the needs of each school and the system. These meetings provide the opportunity to determine barriers to student achievement and to discuss interventions needed to overcome these barriers. The system-wide and school needs assessments include the following surveys: student survey (DOE Drug Free School survey, wellness survey, etc) parent surveys (Title I, NSSE, technology, Occupational, Home Language); teacher surveys (SAI, NSSE, technology, Special Needs Survey, Title I, Title II, Title III, Migrant, SIP, and Professional Learning); and community surveys (NSSE, technology, Family Connection Survey). The surveys contain questions about the academic status, parental involvement, language spoken of drug use, violence and safety of students both in school and on the bus. Four the past five years, the faculty at completed the National Staff Development Council’s Standards Assessment Inventory Survey (SAI). Consistently, the area of leadership has been the greatest strength. The faculty and staff indicated that the principal believes teacher learning is essential, the principal fosters a school culture focused on instruction improvement, and that the principal empowers teachers to lead. 97% of the teachers believed that teacher professional development is part of the SIP. 99% believed that the school is focused on creating positive relationship between teachers and students. 98% of the staff believed that the teachers in the school expect high academic achievement for all students. The survey indicated that we must design evaluations of our professional activities prior to the professional development that is received. Also, teachers would like to have choice of the types of professional development they receive during the year. PCMS also needs to continue to work on involving families in their children’s education.

As a result of the weaknesses identified in the SAI survey, an Okefenokee RESA consortium developed pre- and post professional learning evaluations. These instruments will be used before and after every professional development offered at the school and system level.

Scientifically-based research programs utilized in our school include the following: Choosing the Best Way and Path and Life, Character Education, Making Position Decisions. In addition to these program, PCMS utilizes a Prevention Counselor from several community resources. Pierce County Middle School maintains a current list of all language minority students, including immigrant children and youth, their home languages, their current schools and grade levels, and English proficiency levels. The Home Language survey and Occupational Surveys are completed on every student entering the system and it is filed. All teachers completed an ELL survey which results indicated the need for professional learning including the following: a need in understanding and embracing their roles and responsibilities as teachers of ELL students, the need in understanding and awareness of the importance of students using their primary language as a learning tool, and the need for using portfolios to collect evidence of ELL students’ learning. PAC (Migrant Parent Advisory Council) Meetings, including ELL parents, are held periodically during the school year to address concerns and needs of this minority population.

Overall student needs are assessed through the use of summative assessments (ITBS, Middle Grades Writing Assessment, and CRCT) and formative assessments (benchmark testing, CRCT Online, pre-post tests, STAR testing, mock writing test, AIMSWeb, and My Access Writing Assessment). All teachers and administrators assess and analyze summative and formative assessments to determine strengths and weaknesses of students and use the results to drive instruction. External comparisons are made to compare PCMS to other middle schools in the state and RESA. The internal comparison is used to show gaps in curriculum and instruction and gaps within subgroups in the school. This comparison requires the teachers to analyze systems in place for their effectiveness. The principal and counselor presents to assessment data annually to the School Council for review.

2. School-wide Reform Strategies that are scientifically Research-Based

Pierce County Middle School prides itself in providing scientifically research-based school-wide reform strategies. Since 1996, Pierce County Middle School has been involved in the school improvement process. The PCMS Administrative Team, along with teacher leaders and parent representatives, has shared in the responsibility for developing, implementing, and evaluating the system-level plan and the school-level plan. All school improvement efforts focus on student achievement. Beginning with the 2003-2004 school year, the principal, as the lead learner for PCMS, attended the Georgia Leadership Institute of School Improvement with other principals and leaders of Pierce County. As a result of this initiative, a Better-Seeker Team (BST) was formed to improve collective practice and the effectiveness of the school through collaborative action. Since 2004, there has been ongoing dialogue, job-embedded training, focused study research, and

collaborative action research. Each year planning days are provided for the leadership team to

meet with the principal to discuss school improvement. Focus groups meet monthly to achieve the goals outlined in the school improvement plan. As the result of the book study, Closing the Achievement Gap, the faculty and staff, through a consensus vote, are using the Brazosport 8-Step Process, as the model of school improvement. (Appendix I) Using current data and information, all stakeholders meet regularly to analyze root causes and systems, and review initiatives and strategies implemented to determine progress toward achieving goals. Also, during the summer of 2004, all faculty and staff attended a two-day retreat at Jekyll Island where teachers planned and developed pacing guides for the new GPS and developed benchmark assessments for the upcoming school year.

During the 2005-2006 school year, the BST and other members of the faculty developed a Pyramid of Interventions, a formalized plan to help students who need additional support. For the 2008-09 school year, teachers utilized the pyramid of intervention in order to improve the outcomes for struggling students. This pyramid is revised every year (Appendix II). PCMS is implementing Response to Intervention (RTI), a high-quality scientifically validated instructional practices process, based on learner need, monitoring student progress, and adjusting instruction based on the student response. This federal-mandated intervention plan involves the use of Georgia’s 4-tier pyramid of intervention, ongoing progress monitoring, and fidelity of the intervention and assessment (Appendix II).

All school improvement efforts focus on improving student achievement in reading, writing, math, science, and social studies. During the 2006-07 school year, the assistant principal and the reading instructional coach also participated in the Georgia Leadership Institute for School Improvement (GLISI). A system level team, consisting of graduation coaches, counselors, and assistant principals attended GLISI Base Camp and Summit focusing on improving the graduation rate in 2007. The PCMS Leadership Team attended GLISI Base Camp and Summit in the Fall 2008 with continued emphasis on improving graduation rate. Additional research-based strategies are presently being researched to add in the SIP.

The principal, along with the superintendent, the Director of Teaching and Learning, and another principal in the system, participated in the initiative, Developing High Performing Leaders at all Levels, and are actively working to develop leaders within the school system. In collaboration with Okefenokee RESA, the assistant principal, the reading coach, and a counselor at Pierce Middle participated in the Rising Stars Program. Each implemented three performance-based modules in the school which directing related to the school improvement plan. In addition, the principal completed the Leadership Preparation Performance Coaching Program (LPPC) which assisted potential leaders within the system to develop leadership skills through performance-based modules. During the 2008-2009 school year, the assistant principal, the instructional coach, and the counselor have also become coaches for the Rising Stars Program. Presently, PCMS has four classroom teachers who are participating in the program in order to develop leadership skills.

Along with the faculty and staff, the PCMS School Council, that consists of parents,

teachers, community members and the principal, reviews the SIP plan annually and provides feedback in the revision of the plan.

Pierce County Middle School began using the National Study of School Evaluation (NSSE) school improvement process in the fall of 1999. In the fall of 2001, PCMS was accredited through the Southern Association of Colleges and Schools (SACS). The Pierce County School System achieved District SACS Accreditation in the fall of 2006, one of 57 school systems in the southern region.

In addition to the Brazesport Model of School Improvement, the Georgia Performance Standards serve as the bases of instruction for all students at PCMS. Teachers develop GPS units using Marzano’s Understanding by Design model and Ainsworth’s Unwrapping the Standards. These GPS units provide differentiated instruction that ensures success for all students. Embedded in all units are research-based initiatives including Learning-Focused strategies, Assessment for Learning, and Kay Burke’s From Standards to Rubrics Performance Task. Each unit contains a performance task, student checklist, teacher checklist, and a rubric. Additionally, strategies from assessment experts, Anne Davies, Ken O’Conner, Thomas Guskey, have been implemented in units. Teachers utilize a balanced assessment approach and are beginning to involve students in the assessment process.

All teachers at PCMS as a requirement for professional learning are required to observe their peers and administer a Learning-focused checklist. These observations are discussed in department meetings with other colleagues. Also, all leadership team members complete Awareness Walks for every member of their department. Plans for 2009-2010 are to revisit extending and refining strategies utilized through the Learning-Focused initiative.

a). Opportunities for all children to meet or exceed Georgia’s proficient and advanced levels of student performance.

Pierce County Middle School provides opportunities for all students to be successful. We have high expectations for all students. It is also the belief of the faculty and staff that all students can learn, provided adequate time, differentiated instruction, and specific descriptive feedback. We believe that regular attendance directly correlates with student achievement. Therefore, the barriers that could keep students from succeeding are addressed early in each school year on an individual basis. Flexible scheduling allows all students opportunities for remediation and/or acceleration according to their need. Extended learning time is embedded in the master schedule in order to provide the additional time needed to address these strengths and weaknesses, and the instruction must be data driven.

The mission statement defines the culture of our faculty and staff. The collaborative environment creates instructional cohesion that positively impacts student achievement. The environment is safe where students and faculty feel comfortable exploring new ideas together.

Pierce County Middle School continuously strives to have all teachers highly qualified in their area of concentration. The master schedule is designed to maximize student funding and be in compliance with class size policies. Teachers who are certified in gifted, ESOL, and special education are strategically assigned with their students to meet the requirement of the No Child Left Behind Mandate.

b. Are based upon effective means of raising student achievement

Focus groups, led by the principal, are held monthly with all faculty and staff. The focus of the sessions is determined by the needs assessment that is completed at the end of each school year. The topics for the 2008-09 school year included the following: standards-based classroom, data utilization, rigor and relevance, standards-based grading, response to intervention, book studies, implementation of best practices, ELL and migrant strategies and continued efforts to become a true professional learning community. The BST at PCMS began to research effective standard-based practices. Ken O’Conner’s and Thomas Guskey research have given PCMS guidelines on how to develop a standard-based classroom and standards-based reporting. BST, through further study, began developing pilot report cards for math, science, and language arts as well as connections. The plans for the next three years include developing standards-based report cards, involving parents in the process, developing an assessment plan, and implementing standards-based report cards. The school improvement plan is an on-going plan for improvement. All initiatives follow the Plan-Do-Check-Act cycle.

c. Use effective instructional methods that increase the quality and amount of learning time

Learning-focused strategies are implemented in all classrooms. Along with these strategies, PCMS is integrating technology into instruction through the use of Interwrite boards, SMART boards, Mimio Interactive board, Elmos, presentation stations (including lap tops, DVRs, LCD projectors), and Turning Points. Teachers access United Streaming, Synchroeyes, Brain Pop, USA Test Prep, and many other websites to develop the most effective instruction based upon the students’ background knowledge, interests and learning styles. MyAccess, a prompt-driven, web-based writing program, is also used with 7th and 8th grades to allow teachers to conduct early diagnosis, deliver writing assignments more frequently, and monitor formative writing performance by student and class. PCMS has several lab-based programs that support the instructional program.

The faculty and staff studied a wide array of instructional schedules that were most effective in middle schools. A consensus vote determined the use of a flexible modified schedule which included 40 minutes of extended-learning time, a longer block of academic time, and A/B schedule for connections. Every year the schedule is revisited to fit the needs of our students based on the data. Extended Learning Time warrants using flexible groups based upon changing readiness levels, interests, and learning styles. Teachers feel comfortable moving students at any time the need arises. Daily RTI classes provide research-based intervention strategies and supports our philosophy to “put students first.”

d. Addresses the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans

Pierce County Middle School provides services for all students, particularly targeted populations. Many strategies are used to ensure that the needs of disadvantaged students are identified and met.

Selective Programs at Pierce County Middle School

Pierce County Middle School offers a variety of connections classes, extended learning classes, alternative programs, and clubs that are designed to foster academic and social skills. Students

in all grades are enrolled in the connections classes during the school year. Career Connections, however, is limited to eighth grade students. In addition to connection classes, Extended

Learning Classes are provided each day for students to have additional acceleration for math, reading/language arts, and science GPS objectives. Each nine weeks the teachers analyze students’ learning and schedule them in the skills-based ELT classes to address their deficiencies.

Special Education

Pierce County Middle School offers an exceptional Special Education program. The Special program serves a range of students from those who have Severe Physical and/or Intellectual Disabilities to those whose disabilities are less restricting. To address the deficiencies and accelerate the special education’s students learning, the Pierce County School System is implementing the SRA Reading program. This research-based program is designed to accelerate the reading level of special education students. These students also are provided an additional 40 minutes every day of reading, math, and/or writing instruction.

As a result of the special education students not meeting AYP in 2002, the lead teacher, along

with other teachers at PCMS, researched successful models for special education students. Inclusion, a co-teaching model, was recommended and implemented in the 8th grade during the 2003-2004 school year. As a result of improved CRCT Special Education scores in 2004, others teachers in grades 6th and 7th embraced the idea of the inclusive classroom for the next school year. Subsequently, the Pierce County School System received a Least Restrictive Environment (LRE) grant which involved training a team of regular education and special education teachers on effective ways to implement inclusion in the classroom. This training involved a two year commitment from the school system and required all team members to observe other inclusion classrooms in the school. All participants have received baseline training for successfully implementing inclusion of students with disabilities in the general education setting in co-taught classrooms. The teachers have been trained to use appropriate resources and supports to accommodate individual needs of students with disabilities. In addition, each participant has received training on the differentiation of instruction in a co-taught classroom. School administrators have learned how to maximize the funding for their special education services to schedule their building for co-teaching. This training was provided by State Improvement Grant, GLRS, and IDEA monies. The LRE consultant provided feedback and direction to each team during the two year period. As a result of the success of the inclusion model in Pierce County Middle, one team of 7th grade teachers was selected as District Co-Teaching Team of the Year sponsored by GLRS and several teams have been video-taped as model co-teaching classrooms.

ESOL Program

The ESOL program at PCMS provides equal educational opportunities to its English Language Learners. PCMS has one ESOL teacher who provides the instruction for the ELL population and a system interpreter. Through the use of the educational theory of English of Speakers of Other Languages (ESOL) and a structured English language immersion approach, the goal is for students to become proficient in English as quickly as possible. English Language Learners receive extra language assistance through Open Book to Literacy, and Reading and Math Academy. An ELL pull-out model, taught by a highly qualified ESOL teacher with the assistance of the system interpreter, is used at PCMS with ELL students. An inclusion model is also used in the 8th grade during the school day as support. The WIDA standards for ESOL are taught at all grade levels, as well as, on-grade level instruction with the appropriate Georgia Performance Standards in academic content areas. ELLs are provided the opportunity to participate in all after-school and/or summer school activities. Research-based professional development is provided annually to classroom teachers to help with strategies to use with ELL students in the regular classroom. Communication is made in their native language so that parents have a better understanding of their child’s activities and progress. Parents are encouraged to attend conferences concerning their child’s progress.

GATE Program

Pierce County’s Middle School Gifted and Talented Education Program (GATE) is designed

to challenge the special learning abilities of gifted students. The students receive at least

five (5) segments of instruction from a certified gifted education teacher. The curriculum encourages complex thinking and problem-solving activities beyond those that the regular classroom can address. One full time gifted endorsed teacher at the middle school uses the resource delivery model. In addition to the resource delivery model at the middle school, there

are several gifted endorsed teachers who offer advanced content class. Students are evaluated

by the GATE Program teacher every 9 weeks.

The program’s standards are as follows:

• To develop and practice creative thinking and creative problem-solving skills

with a variety of complex topics within the area of study

• To develop and practice creative thinking and logical problem-solving skills in

the pertinent academic area

• To develop advanced research skills and methods. Curriculum for gifted students

should allow for the in-depth learning of self-selected topics within the area of

study

• To develop advanced communication skills. Curriculum for gifted students should encourage the use of new techniques, materials, and formats in the development

of products that will be shared with real audiences

• To develop an understanding of self and how their unique characteristics may influence interactions with others

Units of study are built around the academic subjects of language arts, mathematics, science,

and social studies, but may also include technology, fine arts, and vocational awareness.

Within each unit, four strands add complexity and depth to the curriculum. These strands

are critical thinking, creative thinking, research, and communication.

The program also offers travel opportunities for our students. While attending PCMS, GATE students may have the opportunity to travel to Washington, D.C., Boston, Massachusetts, and/or

New York City. These travel opportunities help students build enthusiasm for gaining knowledge, connect lessons to real life, understand and celebrate differences, develop life skills through independent exploration, realize the ability to make a positive contribution, attain an appreciation for other people and cultures, and own new tools. Plans include a Georgia History field trip to Ebenizer Community in Georgia.

Graduation Coach/Counselor Program

One of the Georgia Department of education’s responsibilities under No Child Left Behind (NCLB) is to,” establish a statewide system of intensive and sustained support and improvement for local education agencies and schools…in order to increase the opportunity for all students served by those agencies and schools to meet the State’s academic content standards and student academic achievement standards.” In order to provide school’s assistance with this support, PCMS will have a Graduation Coach. The graduation coach serves at-risk students and provides support for these students through one-on-one tutoring and teaching small groups during Extended Learning Time.

Migrant Education Program

PCMS serves its migrant students through the Southern Pine Migrant Education Agency. Students who are identified as “priority for services” are served by a Migrant Family Intervention Specialist who serves as a liaison between the school district and the migrant student. Title I, Part C funds are used to supplement the summer school program for at-risk migrant students. No student in the migrant program or any other program is denied access to appropriate Title I services. The Southern Pine MEA representatives have been included in system and school level planning meetings where migrant services have been presented and discussed for school improvement purposes.

Response to Intervention

RTI is a process which includes the provision of systematic research-based instruction and interventions to struggling learners. Instructional interventions are matched to student needs and are continuously monitored. RTI is designed as an early intervention to prevent long term academic failure. It is considered a general education service but also can be implemented in a special education setting. A RTI Steering Committee, consists of teachers, administrator, graduation coach, counselor, PCMS RTI Coordinator, along with others in the system, meets throughout the school year to plan for successful implementation of RTI Plan. A universal screening tool, AIMSWeb, for identifying students who are at-risk for falling below state or grade level standards is administered three times a year. The results of the screening determine the interventions that each student needs to improve his/her learning. Weekly probes are administered to collect data on the progress each student. Five teachers at PCMS were trained on the administration of the universal screening tool and are responsible for inputting the data. All other teachers at PCMS continue to receive professional learning in the implementation of Response to Intervention (RTI). Parents are included in the decision concerning their child’s academic progress. All parents, including ESOL and migrant, had an opportunity to learn about the RTI intervention program during the Title I Parent Night. The system translator is available to interpret the information.

Abstinence Educational Program

Pierce County Middle School’s abstinence education program focuses on all students grades six through eight. Our objectives are to reduce the rates of sexually transmitted diseases and pregnancy by encouraging students to wait until marriage for sexual relationships. It has been proven that sexual activity outside of wedlock causes lower self-esteem and teen pregnancy is a large contributor to the high school drop out rate. Our program is designed to promote student success by giving them information and resistance skills to avoid risky behavior.

Accelerated Reader

Accelerated Reader is an individualized reading program that promotes growth in reading comprehension. Students school-wide are given time to read fiction and non-fiction books on their reading levels and then take tests on the computer. As students’ comprehension increases, student achievement is boosted in all subject areas.

Advisor/Advisee

In an effort to create the most supportive learning environment for students at PCMS, our

staff implemented an Advisor/Advisee Program. Students meet with their advisor to receive their progress report. Advisors discuss student’s achievement in academic and connection courses, attendance, discipline, and any other important factors/concerns influencing the student’s educational success.

Pierce County Middle School’s Advisory Program is based on the Georgia Department of Education recommendation that local middle and high schools establish a teacher as advisor program (TAP) to

• Promote small, caring communities of learners

• Promote individual attention to students

• Provide each student with an opportunity to “belong”

• Provide students with a clear focus on their future and how they will get there

• Provide encouragement to take and complete higher-level academic courses

• Provide consistent encouragement for those students who are experiencing problems

• Provide teachers with a better understanding of curriculum and the opportunities students have within the system

• Provide teachers with the opportunity to develop strong bonds with their advisee

After-School Program

When funded, an after-school program is offered to students that find reading and math a challenge. It provides these students an opportunity to receive more direct instruction in reading and / or math in order to improve their individual reading and or math skills. Any priority for service migrant student is offered after school services.

Bear Buddies

Bear Buddies is an in-house mentoring program at PCMS. Teachers and other faculty/staff members volunteer to be paired up with a 6th grade student. The students are chosen for the program based on criteria such as grades, CRCT scores, and attendance. The faculty staff members then becomes a “buddy” to this student. At least two positive contacts are made each week throughout the year. This may involve a conversation about grades or just stopping by a child’s homeroom class to say “good morning.” There are also several events during the year in which refreshments are served to the adults and students involved in the program.

Camp Bear

Transition from the fifth grade to sixth grade is addressed during Camp Bear. Upcoming 6th graders are invited to attend PCMS for ½ day the week before school starts. Students are oriented about policies and procedures and meet team teachers. Open House for 6th grade starts as soon as Camp Bear Orientation is completed so that parents can meet with their child’s teacher. A translator is at the school to translate to ELL and migrant students.

Eighth Grade Transition to High School

Transition from the eighth grade to high school is addressed throughout the school year via a series of meetings entitled Jump Start programs. All eighth graders attend an orientation during the year through Career Connections. They have an opportunity to learn about procedures and policies of PCHS. Eighth grade teachers go through the advisement and registration process with the students, conducting individual conferences with each student.

Extended Learning Time

Research shows that students attain the highest level of self-esteem when their teachers set a standard and expect them to meet that standard. In order to take the responsibility for student learning and ensure that all students master the essential skills, PCMS allocates a block of time to accelerate the students’ basic skills and enrich the students’ learning.

Reading Academy

The Academy of Reading, a comprehensive software program, that helps students realize their full reading potential. The program contains a wide variety of assessment tools and several training programs that will develop the skills that are necessary for successful reading. The training skills include phonics, word recognition, and comprehension. The Academy also offers sophisticated management functions to assist in tracking student data, viewing and analyzing student’s work.

Reading Across the Curriculum

Reading Across the Curriculum (RAC) is a process which reaches across all disciplinary domains,

extending to the area of personal learning. Students encounter a variety of informational and fictional texts, and they read texts in all genres.

In the 8th grade, students self-select reading materials based on personal interests established through classroom learning. As students explore interdisciplinary interests through reading, they connect prior knowledge to knowledge gained from reading a variety of texts. The evidence is reflected through written and verbal expression using a variety of performance based tasks to include: fiction, non-fiction, informational, and technical discussion guides related to various subject areas. Reading across the curriculum develops students’ academic and personal interests in different subjects. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic skills students acquire as they read in all areas of learning.

Math Academy

Math Academy, a Remedial Education Program, serves 6-8 grade students who have identified deficiencies in mathematics. Through the use of technology and teacher assistance, each student will address his/her deficiencies based on the CRCT test results and strive for mastery.

MyAccess

MyAccess is a prompt-driven, web-based writing environment that scores student responses to prompts in seconds with immediate instructional feedback, allowing teachers to conduct early diagnosis, deliver writing assignments more frequently, and monitor formative writing performance by student and class. It actively involves students in the learning process.

Partners Pulling Together at PCMS

The mentoring program (Partners Pulling Together) at PCMS brings community volunteers

into the school who are paired with identified at-risk students and function as positive adult

role models. Mentors participate in training session for their work with students who are experiencing problems with behavior, academics, family dynamics, social adjustments, etc.

Each pair meets weekly for thirty-minute sessions during which the mentor provides support

and encouragement through a variety of activities. Teachers provide feedback to the mentors

each nine-week period to give the mentors direction for the sessions that follow. Not only do students enjoy their experiences with the mentors, but also teachers frequently report positive changes in behavior, attendance, academic progress, and general self-concept. The mentors,

on the other hand, express great pleasure in having the opportunity to come into the school

and help young people. We believe this program is of great value in many aspects of our

students’ lives and in the bringing together of community and school.

Student Honors and Recognition

Recognizing and celebrating student achievement is a priority at PCMS. Students are recognized

at school-wide Honors Day that is held in May. During the assembly, content awards are given

as well as recognition for awards such as Junior Beta, Student Council, Perfect Attendance, Young Authors’, Citizenship, Band and Chorus Awards, Presidential Academic Fitness Awards, and Principal’s Award. Furthermore, an athletic awards ceremony is also held in the spring to recognize student participation and excellence in sporting events. On the individual grade levels, students are recognized at the end of each nine weeks for Accelerated Reader achievement, Student of the Week, and attendance. The Academic Booster Club recognizes students who maintain all A’s every nine weeks. In the spring of the year, an Academic Reception is held for the students who maintained all A’s all year. PCMS includes student successes in the local newspaper as well as the school website.

Synchroneyes

Synchroneyes classroom management software from SMART Technologies is easy to use and offers a variety of features that enable teachers to keep students focused on learning and redirect their attention as needed when using technology. All computers connect to the teacher computer to allow for monitoring, communication or collaboration. This program allows the teacher to view all computer screens in the classroom or lab and manage students even when working on different projects or at different paces. An additional feature allows teachers to deliver quizzes and tests to each computer screen and the tests are marked automatically providing the student with instant feedback and the teacher with summarized results for analysis. Teachers and students can collaborate and share files, view each other’s screens and work, and chat about instructional topics. PCMS uses this program in all lab classrooms and the media center on campus.

3. Instruction by Highly Qualified Professional Staff

Pierce County Middle School participates in the system wide plan for recruiting highly qualified teachers. Vacancies for teaching positions are posted on the Teach Georgia website. There is a personnel committee that aids the administration in selecting highly qualified teachers for positions at the school. Representatives from the personnel committee, along with an administrator from the school, attend college recruitment days in order to meet graduating teacher candidates.

Strategies to Attract Quality, Highly Qualified Teachers

Over the past three years it has become increasingly more difficult to fill all positions with highly qualified teachers. However, Pierce County Middle School has worked very hard to assist all teachers in becoming highly qualified by paying for teachers to take the GACE in their field out of Title IIA monies and/or providing professional development in order to recertify teachers. 100% of the teachers at Pierce County Middle were highly qualified for the 2006-07 school year and 98% in 2007-08 and 100% in 2008-09. All instructional assistants either took a rigorous exam or had two years of college credit to become “highly qualified.” 100% of instructional assistants at PCMS are “highly qualified.” See Table 10

|Table 10 | |

|Percent of Highly Qualified Teachers | |

|2004-2005 |2005-2006 |2006-2007 |2007-2008 |2008-09 |2009-10 |

|94 |96 |100 |98 |100 |100 |

Pierce County Middle School provides a mentor program for new teachers to the school. The Pierce County School System requires that all new teachers to the system attend Teacher Induction Training. A stipend of $100.00 a day is paid for each day that the new teachers attended the training. They were trained in Special Education law and legal issues, GPS standards, technology, and GTEP. Also during preplanning, mentors and mentees meet to discuss procedures and policies, discipline strategies, instructional strategies and other issues. Goody bags and helpful tips are provided for the new teachers. The mentors and mentees at PCMS meet regularly to discuss problems or concerns. The mentors observe the mentees using the state evaluation instrument and provide feedback to the mentee before the official one is completed by the administration. Each mentor provides minutes of all meeting with mentee for documentation. PCMS presently has 6 TSS endorsed teachers. PCMS Instructional Coach provides the training for TSS Endorsement in the county.

Teacher Experience Equity

Title IIA of No Child Left Behind requires that all students, including low income and minority have equitable opportunities with respect to quality instruction, teachers instructional experience, class size, and the teacher’s ability to meet the diverse learning needs of all students. The needs assessment must indicate where possible inequities may exist: highly qualified teacher status, highly qualified paraprofessional status, average number of years teaching experience, teacher retention rates, and average class size for each school. The table below shows that all students at PCMS have access to experience, qualified and appropriately assigned teachers on an equitable basis. (Table 9) Stakeholders are involved in the development of a comprehensive plan that meets the LEA’s requirements for equity. The plan includes the following procedures: 1) PowerSchool Scheduling, 2) teacher recommendation, 3) RTI Process, 4) special education placement, 5) ELL placement, 6) matching student learning styles to teacher teaching styles, and 7) teacher annual evaluation.

Meeting Diverse Needs of Students

Research by Sanders and Rivers (2003) reports that if a student has an ineffective teacher for one year, it will take that student two years to recover academically. However, if a student has two ineffective teachers in a row, the student may never catch up. Therefore, the principal makes every reasonable effort to balance classes based on ethnicity, gender, socio-economic status, ELL, special needs, and REP and ensures that at-risk students are assigned to highly effective teachers. Academic needs take precedence in this effort. Teachers disaggregate student data to indicate strengths and weaknesses. This data is placed in the teacher’s annual evaluation portfolio for review at the end of the year by the administration. The administration uses the results to assist in the determination in student placement. Teachers and administrators attended professional development in Ruby Payne’s Understanding Poverty, ELL strategies, differentiation, and inclusion strategies to assist in meeting the needs of diverse learners.

Table 9

Highly Qualified Teacher Experience Equity

|6th Grade |# of Years |  |

|See that my child attends the entire |Monitor student attendance daily and follow |Attend school regularly, be on time with the |

|instructional day and is on time |attendance procedures of the Pierce County |required supplies and be ready to learn; make|

| |School System |up work when absent |

| Use school information sources (agendas, |Encourage parental involvement by maintaining |Encourage my parents/guardians to become |

|newsletters, emails, and websites) to keep up |open communication through newsletters, phone |involved in our school activities and events |

|with school issues and activities |calls, emails, agendas, and Parent School | |

|Show respect and support for my child, |Show respect for and support students, parents,|Show respect for myself, my teacher, my |

|teachers, and all members of the school |and other members of the school community |school and other people |

|community | | |

|Provide a home environment that encourages my |Provide an environment that is safe, | Find a place or setting that will help me to|

|child to learn |comfortable and conducive to learning |complete homework efficiently |

|Monitor and encourage completion of all |Provide meaningful and appropriate class work |Complete and return quality class work and |

|assignments |and homework activities |homework on time |

|Communicate regularly with my child’s teachers|Maintain open lines of communication with the |Take home and share information about school |

|through report cards, all correspondence, and |student and his/her parents & provide parents |work and return all received correspondence |

|agenda books |with the opportunity to volunteer & |to the school |

| |participate in school activities | |

|Show in word and action that I value education|Communicate high expectations for all students |Place value on my school work and come to |

|and that school is important | |class prepared |

|Insist that my child maintain appropriate |Enforce school and classroom rules fairly and |Follow and be aware of the classroom, school |

|behavior and discuss the rules outlined in the|consistently; demonstrate professional behavior|and bus rules outlined in the Student Code of|

|Student Code of Conduct with him/her |and a positive attitude |Conduct |

|Talk with my child about his/her school |Provide a classroom where students actively |Discuss with parents/guardians daily school |

|activities every day and celebrate his/her |participate in the learning process facilitated|activities |

|progress |by the teacher | |

|Become involved with the school by |Provide adequate time, differentiated (varied) |Always try to do my best work and believe |

|volunteering and/or attending conferences or |instruction, as needed, & feedback so all |that I can and will learn |

|other school activities |students can learn | |

BY WORKING TOGETHER WE WILL BE “ONE TEAM/ONE DIRECTION

_____________________ _____________________ ______________________

Parent/Guardian Signature Teacher Signature Student Signature

Date__________________ Date_________________ Date_____________

Georgia Parental Information and Resource Center (PIRC) provides opportunities for learning and engagement.

PCMS has adult mentors, community members, who volunteer to provide support and guidance

in assisting students in achieving academic, personal, and occupational success. Mentors are recruited from local businesses and the community at large. The mentors are matched with

students who could benefit from that particular mentor’s experience and interests. In the fall, PCMS hosts a Mentor/Volunteer Breakfast to review the guidelines and procedures for being a mentor. At the end of the school year, the PCMS School Council, Family Connections Coordinator, and school personnel will recognize all mentors, volunteers, and community businesses that supported the school during the year.

Pierce County Middle School has entered into a partnership with Pierce County Family Connections, a group of community leaders. One area that has been targeted by this group is improving attendance of PCMS students. Additionally, the Family Connections will help to

fund activities for Red Ribbon Week and other programs on substance abuse and on helping students to make the right decisions.

To encourage parent communication, PCMS has a website that disseminates school information

to parents and students. The webmaster updates the site daily. Through this site parents

can check for homework assignments and directly email the teacher. Teachers are expected to update the site weekly. Also, each student is given an agenda which includes the student

handbook, reading log, code of conduct, school calendar, parent involvement policy, parent/student/teacher compact and other important information. The students are held

accountable for getting parent/guardian signature on a daily basis. The agenda has served as an additional communication tool between home and school. A new system, Power School, will be implemented through our email system for parents. By accessing the site, parents

can receive daily reports on their child’s grades and progress throughout the school year. Conferences can be requested through emails. Funded through Title I, a new web-based

newsletter, Web Content, is accessible on the school’s web page for parents to link to each day. The newsletters are updated daily and provide relevant, research-based parent involvement information. In addition to these newsletters, others will be distributed to parents through the School Council and the academic teams. PCMS also prints “ A Parent’s Right to Know” section in the student’s handbook that is distributed at the beginning of every school year, as well as, when new students enroll. All parents are required to sign a form acknowledging that they received a copy of the handbook. These forms are kept on file at the school. A copy of each school’s student handbook is on file at the central office.

House Bill 1187 mandated that schools throughout Georgia form School Councils consisting of parents, business partners, and teachers. PCMS’s first School Council was formed in May of

2001. It is designed to bring communities and schools closer together in the spirit of cooperation, provide support for teachers and administrators, and bring parents into the school-based decision-making process. The school council meets once a month and follows Robert’s Rules of Order.

The school improvement plan is reviewed and approved each year by the council. All test scores are analyzed so that each member of the council has a clear understanding of the status of the school.

Pierce County Middle School ensures, to the greatest extent possible, that information related

to school and parent’s programs, meetings, and other activities is sent to the homes of participating children in the language used in the homes. Skilled staff members assist in identifying these families and in translating necessary information. Attendance letters and others are available in Spanish and English. A website assists teachers and parents in this task.

Also the principal, ESOL teacher, and counselor participated in online training with Transact so

that PCMS would have an additional tool to aid us in improving communication with families where English is the second language. TranAct, a web-based program, is available to teachers and administrators as a resource in translating forms and letters. The school nurse, through the GA Health Department, provides information to all parents in English and Spanish about health-related issues.

Even though Pierce County Middle School has met Adequate Yearly Progress for the past five years, parent notification letters in English and Spanish are sent home annually through the mail to inform parents of the status of school and the opportunity for their child to participate in supplemental services, if necessary. An interactive web-site For Parents: School Success is available on the web-site for parents in English and in Spanish. Also, Middle Years and Reading Connection monthly newsletters are posted on the PCMS website.

PCMS teachers voluntarily provided after-school tutoring opportunities for students from January to April. Summer school is also provided for 8th grade students who do not meet standards on the CRCT. We have been a Title I Distinguished School for the past three years and 2006 Bronze Award Recipient.

6. Transition Plans for Assisting Students

Pierce County Middle School believes in providing assistance for elementary students in the transition into middle school programs as well as assisting middle school students in the transition to high school. In the spring of each year, all 5th graders, along with their teachers, visit PCMS for an overview of all the programs and activities offered at the school. In addition to the school visit, the graduation coach and counselors visit all 5th grade classes and discuss in detail a typical day in the middle school. Letters are sent home with report cards at the end of school accompanied by a summer transitional parent involvement calendar packet. During the summer, the counselors organize Camp Bear, a ½ day orientation, for the students to discuss policies, procedures, meet team teachers, familiarize themselves with the layout of the school, and play locker relays that help alleviate stress on the first day of school. At the end of Camp Bear, the 6th graders and there parents will have their official Open House with their teachers. The newspaper advertises the event, and the local channel TV 19 provided free advertisement for Camp Bear. This school year a Transition Coordinator for the special education population has been funded to develop a transition plan to improve the chances of special education students graduating from high school.

Our 8th grade students have an opportunity to visit Pierce County High School with their Career Connections class. They learn about procedures and policies and tour the school. In the spring of each year, the high school counselors meet with the 8th grade teachers to assist them in preparing for the registration process. Also a parent night is scheduled for all upcoming freshmen to discuss programs of study, elective choices, graduation requirements, and attendance. There is an opportunity for questions and answers. In August before school starts, a Freshmen Only Orientation Night is held to allow students and parents the chance to meet the teachers and walk through their schedule.

A System-wide Special Education Transition Coordinator provides support from elementary to middle school and middle school to high school. Pierce County is presently developing a transition plan to address the needs of special education students at all schools.

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment to Provide Information on, and to improve, the Performance of Individual Students and the Over-all Instructional Program

Assessment for Learning is important part of evaluating the learning of the students at PCMS. Teachers use both formative and summative assessments throughout their units of instruction. Daily assessments like the use of the Learning-focused strategy “ticket out the door” is utilized by all teachers. By using Kay Burke’s strategies from Standards to Rubrics, teachers have incorporated performance-tasks, designed teacher checklists and student checklists, and devised rubrics for each unit of instruction. These tasks assess the understanding of the standards learned during the unit. Teacher continuously refine their assessment task making sure to include a variety of tasks to complement and enhance student achievement. During the summer and preplanning, the leadership team, teachers, and administrative staff assess each student’s test data and determine placement. Teachers are engaged in data analysis of their own students’ scores, as well as the overall school’s results. Data is examined for each student to determine specific strengths and weaknesses and which strands need to be the focus for each student during extended learning time. In addition to analyzing the CRCT data, benchmark assessments are administered to students every nine weeks. Teachers use these formative assessments as a measure for mastery of the GPS standards taught during the year. After each nine weeks, teachers analyze the results and use those results to drive their instruction. During Advisor/Advisee time, the students and advisor discuss benchmark assessments and plot the results on a graph. The importance of mastering the standards is discussed in detail. Each grade level displays the benchmark results in the halls for students to see their progress.

Pierce County Middle School teachers apply to serve on the State of Georgia’s item analysis of the CRCT in all content areas. Representatives are frequently chosen to serve on this state committee in Atlanta. Representatives also have been chosen to serve on state committee to write and revise the Georgia Performance Standards.

Also, each grade level department meets with principal in the fall of the year to discuss strengths and weaknesses of the previous year and goals and objectives for the next year. Bubble students, students who are in jeopardy of not meeting the standards, are placed in intervention programs such as Reading Academy, Math Academy, SRA Corrective Reading, Language Arts Academy for special education students, and other extended learning opportunities.

Home-schooled students, as well as transfer students, are administered a battery of formative assessments to determine appropriate placement.

8. Coordination and Integration of Federal, State, and Local Services and Programs

Pierce County Middle School utilizes local, state, and federal funds to enhance the educational experience of students and faculty. A coordination of funds allow PCMS faculty and staff the opportunity to develop and refine their instructional practices through appropriate and meaningful professional development. A Title IIA Needs Assessment is conducted in the spring of each year to prioritize the professional development needs of the teachers based on the data. Training is provided for all new teachers, veterans, instructional assistants, office staff, and administrators.

Other programs provide additional educational assistance for at-risk students: Pierce County currently provides services for ELL students, migrant students, students with disabilities and economically disadvantaged students. Many strategies are used to ensure that the needs of disadvantaged students are identified and met. Strategies include:

• Data disaggregation is completed to identify areas of strengths and weaknesses for schools, classrooms, and individual students.

• Response to Intervention – Each school has been assigned a part-time RTI coordinator who participated in training during the year. This coordinator has been trained to help teachers identify and modify their instructional approach to reach individual learning styles in the classroom without sacrificing outcomes.

• Remedial academies/ labs that identify and work with incoming low achieving students at the middle and high school in the areas of reading and mathematics and language arts are available.

• After school and summer school programs at the elementary, middle and high school levels are made available for all students (including ELL, Migrant, Students with Disabilities, and economically disadvantaged) who need extra assistance in the content areas, as well as, test taking strategies. Transportation is provided for all students only during summer school. Funds are made available through QBE- 20 additional day and Title I.

• Lead Special Education teachers at each school coordinate work among special education and regular education teachers in the school and between the school and the central office. The Lead teachers meet monthly with the Director of Student Services to ensure continuity between schools and to maintain a focus on a rigorous curriculum and accurate assessments.

• Reading Instructional Coach coordinates all professional learning for reading and languages teachers, assists with research-based instructional practices for teachers, provides resources, provides observations and feedback to every teacher, and collaborates with administrative staff and system curriculum specialists. Title I and Title IIA fund this position at PCMS.

• We have increased the number of co-teaching classrooms and whenever possible, have kept students with disabilities in the regular education classroom to ensure they have the opportunity to learn on-grade level material.

• English Language Learners (ELL)- students are currently served by three certified ESOL teachers.

• Flexible grouping based on CRCT domains and benchmarks to schedule students during their 40 minute Extended Learning Time (ELT) block.

• Special Education and ESOL teachers are included in all professional learning and curriculum workshops and are expected to use the same standards and strategies as their counterparts in regular education.

• Title I, Part A funds are used to provide a part-time Parent Involvement Coordinator for the system, Standards-based planning, School Improvement Planning, GPS training.

• Title I, Part C funds are used to provide a full-time Migrant Resource Coordinator for the system. She provides additional assistance for students who are identified as “priority for services”.

• Title III funds are used provide a full-time Hispanic translator for students and parents who need her services, including migrant.

• Title I, Part A funds are used to provide a part-time Writing Coordinator for the system.

• Title VIB, Rural and Low Income provides funding for Rising Star training.

• Title VIB, Rural and Low Income provides funding for Master Teacher Regional Meetings and Conferences and the National Social Studies Conference, and Kay Burke’s – Behavioral Response to Intervention and Formative Assessment training. It has also funded training for physical teachers on new GPS

The supplemental professional learning activities provided by the school and system conform to the guidelines presented in all federal programs and to the 12 standards described by the National Staff Development Council.

9. Activities to Ensure that Students Who Have Difficulty Can Master Standards

A. Measures are used to ensure that students’ difficulties are identified in a timely manner.

Pierce County Middle uses a number of high quality academic assessments in addition to those identified by the state to determine a student’s success.

• To determine success on standards and progress being made toward meeting standards, and to inform teachers, parents, and students:

o State required assessments

o ACCESS for ELLS

o Performance assessments and benchmark assessments in every grade and every content area based on the Georgia Performance Standards

o Teacher-made tests

o Rubrics

o Performance-based tasks

o Computerized assessments (CRCT on-line, Lexile, Reading Academy, MyAccess,

and Math Academy)

• To assist in diagnosis, teaching and learning in the classroom

o state required assessment

o Performance assessments and benchmark assessments at all levels in all core content areas based on the Georgia Performance Standards.

o The Weschler Individual Achievement Test, Second Edition (WIAT-II) is administered to all students who have been referred for a psycho-educational evaluation. The WIAT-II is a comprehensive tool that provides information about an individual student’s academic skills and problem-solving abilities that can be used to guide appropriate intervention. The results lead program planning for individual students in their general education setting and for special education placement, when applicable.

o The Cognitive Abilities Test (CogAT) is administered annually to all second graders. The CogAT is an assessment tool that determines the level and pattern of cognitive development in addition to measuring both general and specific reasoning abilities. This test measures developed abilities, not innate abilities. Since developed abilities are closely related to an individual’s success in school, test results are used in planning effective instructional programs. The primary uses of CogAT scores are (a) to guide efforts to adapt instruction to the needs and abilities of students, (b) to provide a measure of cognitive development, and (c) to identify students whose predicted levels of achievement are markedly discrepant from their observed levels of achievement.

o The Naglieri Nonverbal Ability Test (NNAT) is administered annually to all first graders as a screening for gifted referral. Also, this is used when teachers or parents refer a student for gifted testing. The NNAT is an assessment tool that uses progressive matrices to allow for a fair evaluation of a student’s nonverbal reasoning and general problem-solving ability, regardless of what language is spoken, or the child’s educational or cultural background.

o The Kaufman Test of Educational Achievement (K-TEA) measures school achievement of children in grades 1-12. It consists of two overlapping forms: Comprehensive and Brief. The Brief form globally samples the areas of reading, mathematics, and spelling, whereas the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling.

o The Wida – Access Placement Test (W-APT), the state-approved screening test for eligibility for ELL assistance is administered to those who answered yes to one or all four of the questions on the Home Language Survey within 7 days of enrollment.

o The Otis Lennon School Abilities Test measures the cognitive abilities that relate to a student’s ability to learn to school. By assessing students’ thinking skills, the OLSAT 8 provides an understanding of a student’s relative strengths and weaknesses in performing a variety of reasoning tasks.

o Computerized assessments (Lexia, Universal Screening – AIMSweb, CRCT on-line, STAR reading, Reading Academy and Math Academy) are used to assess student’s progress.

• To determine what revisions are needed to instruction to maximize student achievement:

o State required assessments

o Performance assessments and benchmark assessments at all levels in all

core content areas based on the Georgia Performance Standards.

o Local or commercial tests and rubrics aligned to standards and curriculum

and designed to access students’ knowledge base

o Teacher-made tests, rubrics, and performance tasks

o Computerized assessments (AIMSweb, CRCT on-line, Reading Academy,

Math Academy, Language Arts Academy, acceleration class)

o Informal assessments (teacher observations, checklists, student conferencing)

• To identify students who have difficulty in academics and attendance and improve the graduation rate:

o State required assessments

o The SRA Corrective Reading Placement Test is administered individually to

students with disabilities who exhibit a deficit in area of reading decoding

and/or reading comprehension. Based on the results of this test, an intensive

reading intervention program for grades 3 - 12 can be implemented through the

student’s IEP. This program provides the structure and practice necessary to

become skilled, fluent readers and better learners

o standardized and other commercially prepared screening and diagnostic

instruments

o computerized assessments (AIMSweb, CRCT on-line, Lexile, Reading

Academy, MyAccess and Math Academy)

o Informal assessments (teacher observation, running records)

o Graduation coach to assist in identify at-risk students and provides strategies to

teachers, schedules interventions, meets with parents and students

o Attendance Clerk and counselor monitors attendance of students and

contacts parents, sends out postcards, and holds conferences when needed.

o Ombudsman Alternative Educational Service, an alternate route to graduation,

is available for those students who are 2 years academically behind and/or a

discipline problem

o RTI, an early intervention program, provide support to prevent long term

academic failure. A RTI Steering Committee, consists of teachers,

administrator, graduation coach, counselor, PCMS RTI Coordinator,

along with others in the system, meets throughout the school year to plan for

successful implementation of RTI Plan. A universal screening tool, AIMSWeb,

for identifying students who are at-risk for falling below state

or grade level standards is administered three times a year. The results of the

screening determine the interventions that each student needs to improve his/her

learning. Weekly probes are administered to collect data on the progress

each student. Five teachers at PCMS were trained on the administration of the

universal screening tool and are responsible for inputting the data. All other

teachers at PCMS continue to receive professional learning in the

implementation of Response to Intervention (RTI). Parents are included in

the decision concerning their child’s academic progress. All parents, including

ESOL and migrant, had an opportunity to learn about the RTI intervention

program during the Title I Parent Night. The system translator is available to

interpret the information.

o Pierce County Middle School, in conjunction with Pierce County High

School, received a Georgia’s Graduation-Dropout Prevention Project-

Graduate First grant for 5 years. Its purpose is to increase the graduation rate for students with disabilities who receive a general education diploma and to decrease the drop out rate for students with disabilities.

o Behavior Intervention Plans are being developed to address special education students who have behavior problems. The principal, assistant principal, and instructional lead teacher attended Kay Burke’s Response to Intervention Training in Athens in November to assist with the development of the BIP plans. This training was redelivered to staff during the 2009-2010 school year.

• The Home Language survey is used for the initial screening for other language students. It is included as part of the initial registration and for students as they enter school during the school year. The Home Language survey that is provided by the GDOE is utilized by PCMS.

• All schools in the district use the Occupational Survey Form provided by Southern Pine MEA to screen for migrant family and students. Parents who mark “yes” in the relevant section will be referred to Southern Pine MEA. Pierce County in collaboration with the Southern Pine MEA provides training to school administrators about the rights of immigrants and migrant

B. Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties

Select teachers at PCMS are trained in the identification of difficulties of students. To identify students who have difficulties, teachers have received training in Reading Recovery, SRA Corrective Reading, Least Restrictive Environment, Reading 1st, GAA Administration, Understanding Poverty, Math Academy and Reading Academy software training, MyAccess software training, running records, and OAS On-line Assessment, Special Education telecast, etc. A select RTI committee of 5 teachers will be trained using the AIMSweb Data Management System. The universal screening tool will be used 3 times a year for progress monitoring.

C. Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help, and additional assistance available to the student at the school or in the community

Progress is shared with teachers, parents, and students:

Teachers - staff meetings, professional learning opportunities, memos, team/grade level/department meetings, E-mails, data rooms, newsletters, website, bulletin boards, student agendas, and Superintendent’s Report

Students and Parents – parent conferences, student conferences, newsletters, school and system websites, report cards, Internet, other websites, local and area newspapers, State DOE Report Card, letters and memos, phone calls, individual student test results, E-mail, part of the registration process, transition orientations, Parent Advisory Committees, School Councils, BOE “Did You Know” sessions, Stakeholder committees.

PCMS has developed and implemented performance assessments and benchmark assessments at all levels in all core content areas based on the Georgia Performance Standards. These indicators are used in addition to the State of Georgia’s academic indicators. Teachers revise units every

9 weeks based on the formative assessment results. These results drive the instruction on a daily basis and provide an effective and timely feedback to all students, parents, and teachers

Parent Conferences are encouraged throughout the school year. All new teachers receive training in conducting effective, parent conferences by the Family Involvement Coordinator. All teachers are required to keep minutes and log every parent contact and conference which is a component of the teacher evaluation process. The Parent Involvement Coordinator and counselor have strategies and information available for parents in order to assist their child in school. The counselors are available to meet in parent conferences and work regularly with mentors, parents, and teachers.

18. Disaggregation of Data

All data is compiled into a balanced scorecard and shared with all stakeholders including School Council, parents during Title I Parent Night, and BOE. Results are also seen in the local newspaper, on the System and School’s website, and in the Superintendent’s Annual Report Card that is mailed to every citizen of Pierce County. The results are prominently displayed throughout the school for teachers, students, parents, and community members to view. A data room houses all charts and tables that display pertinent information concerning student achievement at PCMS. Indicators of Excellence brochure sent to Chamber of Commerce and published on the web.

Pierce County Middle School uses the Data Utilization Guide provided by the Georgia of Education, the report card of the Office of Student Achievement, website, On-line Assessment, Georgia Middle Grades Writing Assessment, and other assessment sources provided by the Department of Education.

The principal, along with the leadership team, evaluates the data by school, subgroups, strands, grade levels, and individual teacher data. Leadership team members assist departments in the data analysis of test scores. SMART goals are written for the school and each grade level department. Teachers then write professional learning plans and student achievement goals based on the data results. Each teacher meets with the principal to discuss the previous year’s test data and plans for the continuous improvement.

The School Improvement Plan is the core of improvement initiatives at Pierce County Middle School. The continuous of school improvement involves many individuals who carry out the plan including teachers, administration, support staff, parents, community members, and students. Meetings concerning school improvement require documentation through agendas, minutes, and sign-in sheets. The School Improvement Plan is available for the public by request and plans are being made for access from the Pierce County Middle School Website. Request for the plan to be translated into Spanish can be made to the administration.

Appendix I

Brazosport 8-Step Process of

School Improvement

4. Assessment

Pyramid of Interventions Appendix II

Appendix III

Pierce County Recruitment Plan

Professional Personnel

Philosophy

It is the policy of the Pierce County School System to offer equal opportunity for employment and advancement to all qualified individuals regardless of handicap, race, creed, color, national origin, or sex and to conform to all applicable laws and regulations.

Procedures

1. Recruitment efforts will be focused on identifying, hiring and retaining highly qualified individuals as outlined in the Elementary Secondary Education Act.

2. Recruitment efforts will be focused on locating qualified individuals in categories underrepresented in the school or system.

3. Prospective employees may complete applications for employment at any time during the year. Applications are kept on file in the superintendent’s office for two years. Online applications will not be considered complete until a Pierce County application has been received.

4. When applications are received, the superintendent’s designee records the information in the application log.

5. All applicants must be received and recorded by the superintendent’s designee before interviews are held.

6. When applications are received, copies are made and sent to appropriate principals (elementary to elementary principals, etc.)

7. The principal will notify the superintendent of any vacancy that occurs as soon as possible. The race/sex of the individual needed to continue to maintain or to establish a balance in employment will be established by the principal and recorded on Form PCE 1, Pierce County Professional Employee Vacancy Report. This is completed and sent to the superintendent, even though initial notification may have been verbal.

8. The superintendent’s designee will send Form PCE 2, Pierce County Professional Vacancy Notice, to each principal to be posted at his/her school and will post the position at the Board of Education Office.

9. A notice will also be sent to the local NAACP president, posted on the TeachGA website, and advertised in the local newspaper classified advertising section.

10. Any teacher requesting a transfer to another school or position within the system must complete form PCE 3, Pierce County Application for Transfer and obtain his/her principal’s signature. The principal will forward the transfer request to the superintendent. The superintendent will meet with the requested principal to discuss the request. The superintendent will notify the teacher of the decision.

11. The administrator will review applications and candidates to be interviewed will be identified.

12. All actions regarding recruitment, selection, and hiring of personnel must be recorded on the PCE 4, Pierce County Recruitment Data Sheet

13. When a qualified candidate has been identified and the principal is ready to make the recommendation to the superintendent, the principal should make arrangements for the candidate to be interviewed by the superintendent.

14. After the superintendent has interviewed and approved the candidate, the principal will make a recommendation on form PCE 5, Professional Personnel Recommendation. The formal recommendation, the PCE 4, Recruitment Data Sheet, and a copy of the application should be sent to the administrative secretary to be placed on the next Board of Education agenda.

15. The recommendation must be submitted to the administrative secretary four days prior to a regular Board of Education meeting and twenty-four hours prior to a called Board of Education meeting in which approval is anticipated.

16. The administrative secretary will notify the candidate of his/her approval in writing.

|Balanced Score Card |

|GOALS |Performance |Performance Measures |Unit of Measure | ↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | All Students | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Hispanic Students | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Students with Disabilities | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Multi-Racial | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Female | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Gifted | | |

| |

|GOALS |Performance |Performance Measures |Unit of Measure |↑ |

| |Objectives | | |↔ |

| | | | |↓ |

| | | Grade 8 Reading | | 2005-06 2006-07 2007-08 2008-09 |

| | |Vocabulary | |↑ |

| | |Concept/Estimation | |↓ |

| | | All Students | |↓ |

|Learning | | Paraprofessionals | | |

|And | | | | |

|Growth | | | | |

|e | | | | |

| |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in |

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of Intervention|Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Curriculum, |Research-based instruction is standard practice: | | | | |Leadership Team can articulate to |

|Assessment &|Continue Brazosport 8-Step Process | |2009-2013 |Principal/BST Leadership |GLISI Materials, Master |the faculty the importance of |

|Instruction |of School Improvement | | |Team |Schedule, Teachers |“staying the course” on school |

| |Apply strategies from GLISI’s Base Camp and Summit | | | |Schedule |initiatives. |

| | | | | | | |

| | | | | | | |

| |Continue utilizing Learning-Focused | | | | | |

| |strategies to improve the language | | | | |Teachers will consistently use |

| |arts program | |August 2009 |Language Arts Teachers and| |common design for unit development|

| |Review essential question | | |Instructional Coach |Units/Graphic |based on research-based |

| |writing | | | |Organizers/Word |strategies. |

| |Assess/Evaluate introductory, extend/refine lessons, and | | | |Walls/Student Work | |

| |summarizing activities in units | | | | | |

| |Develop/Edit unit checklist | | | | |The administrators assess the |

| |Inventory each unit based | | | | |components of the units. |

| |developed checklist | | |Principal/BST Leadership |Unit Checklist | |

| | | | |Team | | |

| | | | | | | |

| | | | | | | |

| |Utilize SAI Survey and School Keys results to address |School – Survey Monkey |Spring 2010-2013 |Counselor |Data Sheets/Graphs/ |Administrators and department |

| |strengths and weaknesses within the school. |$20.00 | |Principal/BST Leadership |Charts |heads articulate the purpose of |

| | | | |Team/Department Heads | |SAI survey and how results affect |

| | | | | | |the SIP. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of Intervention|Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Curriculu|Implement and align instruction with GPS Standards in | |August 09- May 10 |Teachers | | |

|m, |reading/language arts: | | | | |Students will show the |

|Assessmen| | | | | |standards and elements to |

|t & | | | | | |improve skills. |

|Instructi| | | | | | |

|on | | | | | |Students reinforce achievement |

| |Establish practices and procedures focused on improving | | | | |of standards mastery. |

| |instruction: | | | | | |

| | | | | | | |

| |Continue to implement the Reading Across the Curriculum | |August 09-May 10 | | |Students can articulate the |

| |(RAC) – 25 books/1 million words | | |All Teachers |Student Reading Logs |expectations regarding the |

| |Provide list of 25 essential vocabulary | | | | |Reading Across the Curriculum |

| |words by grade level | |August 09 |Department |Vocabulary list |Standard. |

| | | | |Teachers | | |

| | | | | | | |

| | | | | | | |

| | | |August 09-May 10 | | |Teachers provide instruction |

| | | | | |Units, Student Choice, |differently based on student |

| |Utilize differentiation instruction strategies | | | |Observations, Awareness |needs and interest. |

| | | | | |Walks | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | |August 09-May 10 | | |Teachers examine |

| |Examine student work weekly | | | |Student work |student work and |

| | | | | |Agenda |compare to the |

| | | | |All teachers | |standards. |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention (Artifacts)|Learning Data |

| |Utilize websites: |Fund 400 FY’10-11 |June 09-May 10 |Summer School |Analysis of student |Student achievement will |

| | | | |Teachers/Teachers |results |increase. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |and | | | | | |

| | | | | | | |

| | | | | | | |

|Curriculum, |Utilize technology to reinforce mastery | |August 09- May 10 |All Teachers |Student Achievement |Students can provide examples |

|Assessment &|MyAccess | | | |Data/Unit Plans/Media |of student work that has been |

|Instruction |USA Test Prep |Fund 400 FY’ 10, Title | | |Log |enhanced by techonoloy. |

| |Online Assessment System |I FY’10, Title VIB FY’10 | | | | |

| |UnitedStreaming | | | | | |

| |Brain Pop | | | | | |

| |School Website | | | | | |

| | | | | | |Technology |

| | | |July 2010 | |Lap Tops, LCD |supports students’ |

| |Purchase additional technology to support learning |Title VIB FY ’10, | |Technology |Projectors, |learning. |

| |LCD Projectors |SPLOST FY’10, QBE FY’10 | |Coordinator |MIMOs, ELMOS | |

| |Lap Tops |($7,470.00) | | | | |

| |Mimios | | | | | |

| |Elmos | | | | | |

| |Presentation Carts | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculum, |Systematic and data driven interventions that address |Title I FY’10 |August 09-June10 |RTI Teachers |RTI Policies and |Students move in and out of |

|Assessment &|learning weaknesses and support to accelerate: | | | |Procedures |interventions based on |

|Instruction |Continue to implement a system of support (Pryamid of | | | |Pryamid of Intervention |frequent, ongoing, formative, |

| |Intervention and RTI) for at-risk students including English | | | |Minutes/Agendas |and summative assessments. |

| |Language Learners, Migrant, and Students with Disabilities: | | | | | |

| |Tier II and Tier II during | | |Teachers | | |

| |the school day | | | | | |

| |Provide voluntary after- | |August 09-June 10 | |Portfolio/ |Graduation coach |

| |school program (6th-8th) | | |Graduation Coach |Schedule |provides support/ |

| |Fund graduation coach |QBE FY’10 | | | | |

| | | | | | | |

| | | |June 2010 | | | |

| | | | | |Sign-in Sheets |Students who did not meet CRCT |

| |Provide summer school for |20 additional day money | |Summer School Teachers |Summer School Plan |on 1st administration will meet|

| |8th grade students who did |FY’10 – (Est.$26,000) | | | |or exceed on second |

| |not meet standards | | | | |administration. |

| |including ELL/Migrant/ | | | |Teachers’ Records | |

| |SWD | | | | | |

| |Provide working lunch as | |April 2010 | | | |

| |support |Title I FY ‘ 10 | |Teachers |Agenda/Sign-in Sheet | |

| |Provide CRCT Test Prep |Kay Burke Managing the |Fall 2009 | | |Teachers articulate the changes|

| |Provide resources for |Interactive Classroom | |Teachers | |in classroom management |

| |effective classroom | | | | |practices. |

| |management practices | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculum, |Ensure that students know, do, and understand the core |Prof. Learning FY’10, Title I|August 09-June 10 |Teachers | |Teachers will meet in |

|Assessment &|content |and Title VI FY’10 | | | |departments once a month and |

|Instruction |Examine student work | | | | |grade level weekly to examine|

| |Meet regularly by department and grade level to assess | | | | |student work. |

| |student progress | | | |Agenda/Material | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | |Teachers will implement |

| | |Title I FY’10 Ahead of the | | | |strategies that match the |

| | |Curve – Building Common |Fall 2009 |Department | |students’ learning styles. |

| |Continue to develop Balanced |Assessments | |Heads/Principal/ | |Teachers will share”best |

| |Assessment approach when assessing | | |ILT | |practices” with staff. |

| |Students | | | | | |

| | | | | |Scope and Sequence Chart| |

| | | | | | | |

| | | | | | | |

| | | | | | |Teachers articulate the |

| | | | | | |changes that were made to |

| | | | | | |scope and Sequence Chart. |

| | | | | | | |

| | | | | | | |

| | | |August 2009 |ELA Teachers | | |

| |Revise Scope and Sequence of ELA/Reading | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculu|Provide skill-based instruction during |Title VIB IDEA FY ‘10 |August 09-May 10 |ELT Teachers |ELT Schedule |Student achievement will |

|m, |Extended Learning Time | | | |Lesson Plans/ |increase as shown by the |

|Assessmen| | | | |Unit |CRCT. |

|t & | | | | | | |

|Instructi| |Title I FY’10 | | | | |

|on |Review rigor/relevance of units and |Rigor/Revelance for Planning;|August 09-May 10 |Grade Level Teachers |Units/Rubrics/ |Teachers incorporate in units|

| |Benchmark Assessment questions |Goal Seal Lessons ($525.00) | | |Performance |a consistent understanding or|

| |(based on CRCT data) | | | |Tasks/Checklists/Student|rigor and relevance that |

| | | | | |Work/Samples/ |guides common expectations. |

| | | | | |Awareness Walks | |

| | | | | | | |

| | |Prof. Learning FY’10, Title I| | |Benchmarks |Teachers will explain how the|

| | |FY’10, Title VI FY’10 | |Grade Level Teachers |Assessments |assessment questions |

| |Categorize Benchmark questions by | |August 09-May 10 | | |emphasize higher-order |

| |Depth of knowledge | | | | |thinking. |

| | |Prof. Learning FY’10, Title I| | | | |

| | |FY’10, Title VI FY’10 | |Grade Level Teachers |Units/Perf. Tasks |Performance Tasks reflect the|

| | | | | | |rigor of the standards. |

| |Develop/Incorporate performance tasks | |August 09-May 10 | | | |

| |In each unit |Prof. Learning FY’10, Title I| | | |Students explain teacher |

| | |FY’10, Title VI FY’10 | |All Teachers | |expectations as they relate |

| | | | | |Standards |to standards. |

| |Provide copies of standard(s) to students prior to beginning| | | | | |

| |new unit for the purpose of identifying language and | |August 09-May 10 | | | |

| |vocabulary within the standards | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in|

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for Implementation |Person(s) or Positions |Means of Evaluation |

| | |Resources | |Responsible for | |

| | | | |Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculum, |Ensure that students know, do, and understand the core |Title VIB IDEA FY’10 |June 09-June 10 |Special Ed. |Teachers’ |Student achievement will |

|Assessment &|content |Title I Part C – FY ‘10 | |Teachers/ESOL |Schedule/Master |increase in reading/ELA |

|Instruction |Continue to provide a variety of models to meet the needs |Title IIIB – FY ‘10 | |Teacher/Migrant |Schedule | |

| |of special education students, ESOL, Migrant: | | |Coordinator | | |

| |Inclusion | | | | | |

| |Resource | | | | | |

| |Self-contained | | | | | |

| |Continue to provide a variety of strategies to teach |Title VIB IDEA FY’10 | | | | |

| |reading and ELA: | |August 09-May 09 | | |Special education teachers |

| |SRA Corrective Reading | | |Special Ed Teachers |ELT Schedule |will provide a variety of |

| |Reading 1st | | | | |strategies for students. |

| |Wilson’s Reading | | | | | |

| | | | | | | |

| | |Title I FY’10 | | | |Students will be provided |

| |Reading Academy | | |Reading Academy | |opportunities to receive |

| | | |August 09-May 10 |Teacher |Units/Awareness |additional reading support. |

| | | | | |Walks | |

| | | | | | | |

| | | | | | | |

| |Continue to utilize Rozetta Stone and Open Book to |Title III FY’10 |August 09-May 10 |ESOL Teacher |Units/Awareness |Observations indicate |

| |Literacy curriculum and Spanish version of Reading | | | |Walks |students working toward the |

| |Academy. | | | | |same standard but in varying |

| | | | | | |ways. |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and |

|language arts. |

|Annual Measurable Objective(s The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in |

|2011.): |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of Intervention|Evidence of Impact on |

| | | | | |(Artifacts) |Student Learning Data |

|Professio|Teachers and instructional leaders receive professional |Title I and Title IIA FY’10 |August 09-May 10 |Principal/ |Professional |Teachers will begin to |

|nal |development on a specific framework: | | |Leadership Team/Rising |Books/Materials/ |develop an assessment |

|Learning |Continue to develop Professional | | |Star Participants |Agenda |plan. |

|and |Learning Communities | | | | |Teachers will redeliver |

|School |Develop and implement an | | | | |information about building|

|Culture |assessment plan using | |September 2009 |Department | |common assessments. |

| |Classroom Assessment for | | |Heads/Principal/ |Materials/ | |

| |Student Learning | | |ILT |Agenda |Teachers will put into |

| |Attend Building Common Assessments in Atlanta | | | | |practice information they |

| |Continue book study groups | | | | |have learned from book |

| |Fail is Not Always Equal | | | |Professional |studies. |

| |Change Wars | | | |Books | |

| |Ahead of the Curve | | | | | |

| |Teachers and instructional leaders receive professional |Title I and Title IIA FY’10 |August 09-May 10 |Leadership Team/Principal |Norms/Covenant |Staff articulates how the |

| |development on a specific framework: |Title I and Title IIA FY’10 | | |Portfolio/ |norms and covenants |

| |Continue to implement collaborative planning time for professional| | | |Calendar |support the school. |

| |learning | | | | |Teacher teams articulate |

| |Review norms and covenants | | |ILT | |how their collaborative |

| |Fund Instructional Coach | | | | |work time is utilized to |

| |Plan horizontally and | |August 09-May10 |Principal/ILT/ | |plan for teaching and |

| |vertically three days per dep. | | |Rising Star Participants |Assessment Plan |learning and how they |

| |Schedule monthly Focus Mtgs | | | | |consistently implement |

| |Plan an Assessment Plan | | | |Draft of Report Card |strategies in the SIP. |

| |Continue to study Standards-based Grading and Reporting | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in |

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Professional|The implementation of the SIP and its impact upon student |Fund 400 FY’10, Title IIA |August 09-May 10 |Administration,/ |Agendas/Minutes/SIP/Not|Leadership team can explain |

|Learning and|achievement are monitoring by the administration and the |FY’10 | |BST Team |ebooks/ |how the SIP impacts the work |

|School |school leadership team. | | | |Observation Forms |of the school and support |

|Culture |Schedule monthly Leadership Team | | | | |student learning. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |Develop strong teacher leaders at the building level: |Fund 400 FY’10, Title IIA |August 09-Feb 11 |Rising Star Participants |Sign-in |Teachers develop Power |

| |Participate in the Rising Stars Initiative |FY’10 | | |Sheets/Agendas/PBM/Elec|Standards. |

| |Lead department and staff in the following: | | | |tronic Portfolios/Power| |

| |Leading a Team to Unpack Power Standards – Stage I and Stage | | | |Standards/ |Teachers explain the |

| |II | | | |Assessments/ |importance of using teacher |

| |Developing Assessments | | | |Student Samples |commentary. |

| |Teacher Commentary | | | | |Teacher examine |

| |How to Examine Student Work | | | | |student work. |

| | | | | | | |

| | | |July 09 – May 10 | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts. |

|Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in |

|2011. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Professio|Use a systematic process for monitoring and evaluating |Title IIA FY’10 |August 09 |Department Head |Observation Instruments/|Teachers will conduct |

|nal |implementation of the curriculum | |August 09-May10 | |Conference Forms/Data |Awareness Walks monthly |

|Learning |Develop a plan for conducting Awareness Walks | |May 2010 | |Collected |during the school year. |

|and |Conduct monthly Awareness Walks | | | | | |

|School |Analyze CRCT data to identify strengths and weaknesses | | | | | |

|Culture |Organize Coaching Cycle Cohorts for the purpose of improving | | |Department | | |

| |instruction and student achievement | | |Heads/Principal/ Director | | |

| |Observations of and conferences with teachers for coaching | | |of Teaching and Learning | | |

| |purposes (3-part cycle) | |August 09- May 10 | | | |

| |Coach will meet with each teacher in the cohort individually for| | | | | |

| |2 complete coaching cycles (Pre-Conference, Observation, and | | | | | |

| |Post Conference) | | | | | |

| |Department Head will receive three days release time from | | | | | |

| |classroom responsibilities per cohort cycle in order to complete| | | | | |

| |this research initiative | | | | | |

| | | | | | | |

| | | | |Department Heads | | |

| | | | | | | |

| | | |August 09-May 10 | | |Teachers changing classroom |

| | | | | | |practice as a result of |

| | | | | | |professional learning. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing. |

|Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in |

|2011, and then to 91% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculum, |Implement GPS Standards in writing: | |August 09-May 10 |ELA Teachers |Pierce County Writing |Teachers will analyze MGWA |

|Assessment &| | | | |Policy |Data. |

|Instruction |Implement the following strategies to improve writing: | | | | |Students articulate the |

| |Follow the Pierce County Writing Process | | | | |writing process. |

| |Incorporate writing in Extended Learning Time | | | | |ELT writing classes address |

| | | | | | |weaknesses and strengths of |

| |Write daily in every content area | | | |Units |students. |

| | | | | | | |

| | | | | | | |

| | | | | |MGWA Rubric |Teachers will use the MGWA |

| |Use MGWA rubric for assessment | | | | |Rubric to analyze students’ |

| |Provide student choice | | | | |work on the Mock Writing Test|

| |Generate a portfolio of student work to differentiate levels | | | |Student Portfolios |and other writing selections.|

| |of mastery | | | | |Teachers will assess student |

| |Utilize Writer’s Choice | | | |Student Samples |reflections of writing |

| |Celebrate student success | | | | |pieces. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing. |

|Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011,|

|and then to 91% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for | |

| | | | |Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculum, |Utilize technology to reinforce mastery: |Fund 400 FY’10, Title I |August 09- May 10 |ELA Teachers |Portfolio of |Students provide examples of student|

|Assessment &|Continue to implement MyAccess in grades 7th and 8th |FY’10 | | |Students’ Writing |work that has been enhanced by |

|Instruction | | | | | |technology. |

| | | | | | | |

| | | | | | |Students articulate how technology |

| | | | | | |supports their learning. |

| | | | | | | |

| | | | | | | |

| |Use a systematic process for monitoring and evaluating | |October 2009 |Amanda Gay |PBM Materials |Teachers and students identify how |

| |implementation of the curriculum: | | | | |and where the exemplary work meets |

| |Performance-Based Module | | | | |the standard. |

| |Leading a Team to Assess Student Work | |September 2009 |ELA Teachers |Writing | |

| |Reevaluate anchor work samples as models based on the Georgia| | | |Exemplars | |

| |MGWA | | | | | |

| | | | | | |Teachers analyze results of Mock |

| |Participate in Mock MGWA in 6th and 7th grades | |January 2010 |ELA Teachers |MGWA test |MGWA and determine the correlation |

| | | | | | |with the 8th grade MGWA. |

| | | | | | | |

| | | | | | | |

| | | | | | |Writing portfolios will be evaluated|

| |Monitor writing portfolios | | | | |according to PC writing standards. |

| | | |May 2010 |PCMS Writing |Student | |

| | | | |Coordinator |Portfolios | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing. |

|Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011,|

|and then to 91% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Professio|Conduct Awareness Walks | |August 09- May 10 |ELA Teachers |Standards-based |Teachers observe other during|

|nal | | | | |Awareness Checklist |writing instruction. |

|Learning | | | | |Schedule of AWs | |

|and | | | | | | |

|School | | | | | | |

|Culture | | | | | | |

| |Utilize collaborate planning for curriculum planning: |Fund 400 FY’10, Title IIA FY’10, |August 09-May 10 |Writing Coordinator/ELA |Sign-in Sheet |Teachers collaborately revise|

| |Plan horizontally and vertically to develop and revise |Title I FY’10 | |Teachers |Agenda/Minutes |units/checklists/ |

| |standards-based units, checklists, rubrics, etc. | | | |Checklists/Units/Rubrics|Rubrics |

| | | | | | | |

| | | | | | | |

| |Plan with Leadership Team monthly | |August 09-May 10 |Leadership Team |Sign-in |Leadership Team uses the MGWA|

| | | | | |Sheets/Agenda/Minutes |data to revise writing |

| | | | | | |initiatives. |

| | | | | |Instructional |Instructional adjustments are|

| |Revise instructional calendar/pacing guide/writing | |August 09 | |Calendar/Pacing |made within the units. |

| |requirements/units | | | |Guide/Units | |

| | | | | |Minutes | |

| | | | | | |Business teachers instruct |

| |Continue to plan with Business Teachers | |August 09-May 10 | |Minutes |students in the research |

| | | | |Business Teachers/ELA | |process and assess their |

| | | | |Teachers | |work. |

| | | | | | | |

|Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing. |

|Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011,|

|and then to 91% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculum, |Meet with other content areas concerning Writing Across the | |August 09 |Grade Level Teachers/ELA |Minutes/Sign-in | |

|Assessment &|Curriculum | | |Teachers |Sheet/Units |Teachers provide support to |

|Instruction | | | | | |one another to improve |

| | | | | | |instruction. Instructional |

| | | | | | |adjustments will be evident |

| | | | | | |in units. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in |

|2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for | |

| | | | |Monitoring and Evaluation| |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculum, |Research-based instruction is standard practice: | |2009-2013 |Principal/BST Leadership |GLISI Materials, Master|Leadership Team can articulate |

|Assessment &|Continue Brazosport 8-Step Process | | |Team |Schedule, Teachers |to the faculty the importance of|

|Instruction |of School Improvement | | | |Schedule |“staying the course” on school |

| |Apply strategies from GLISI’s Base Camp and Summit | | | | |initiatives. |

| | | | | | | |

| |Continue utilizing Learning-Focused | | | | | |

| |strategies to improve math. | | | | | |

| |Review essential question | | | |Units/Graphic |Teachers will consistently use |

| |writing | |August 2009 |Language Arts Teachers |Organizers/Word |common design for unit |

| |Assess/Evaluate introductory, extend/refine lessons, and | | |and |Walls/Student Work |development based on |

| |summarizing activities in units | | |Instructional Coach | |research-based strategies. |

| |Develop/Edit unit checklist | | |Principal/BST Leadership | | |

| |Inventory each unit based | | |Team |Unit Checklist | |

| |developed checklist | | | |Training Materials |The administrators assess the |

| |Attend Learning-Focused Math Training 6-12 | | | | |components of the units. |

| | | | | | | |

| | | | |3 Math Teachers | | |

| | | |September 2009 | | | |

| | | | | | | |

| |Utilize SAI Survey and School Keys results to address |School – Survey Monkey |August 09- May 2013 |Counselor |Data Sheets/Graphs/ |Administrators and depart heads |

| |strengths and weaknesses within the school. |$20.00 | |Principal/BST Leadership |Charts |articulate the purpose of SAI |

| | | | |Team/Dep Heads | |survey and how results affect |

| | | | | | |the SIP. |

|Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for | |

| | | | |Monitoring and Evaluation| |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculum, |Implement and align instruction with GPS Standards in math: | |August 09- May 10 |Teachers | |Students will show the standards|

|Assessment &| | | | | |and elements to improve skills. |

|Instruction | | | | | |Students reinforce achievement |

| | | | | | |of standards mastery. |

| | | | | | | |

| |Establish practices and procedures focused on improving | | | | | |

| |instruction: | | | | | |

| | | | | | |Students can articulate the |

| |Continue to implement the Reading Across the Curriculum | |August 09-May 2010 | | |expectations regarding the |

| |(RAC) – 25 books/1 million words | | |All Teachers |Student Reading Logs |Reading Across the Curriculum |

| |Provide list of 25 essential vocabulary words by grade level| | | | |Standard. |

| | | |August 09 | |Vocabulary list | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |Utilize differentiation instruction strategies | | | | |Teachers provide instruction |

| | | |August 09-May 10 | | |differently based on student |

| | | | | |Units, Student Choice, |needs and interest. |

| | | | |Department |Observations, Awareness| |

| | | | |Teachers |Walks |Teachers examine |

| |Exmine student work weekly | |August 09-May 10 | | |student work and |

| | | | | | |compare to the |

| | | | | |Student work |standards. |

| | | | |All teachers |Agenda | |

|Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost, |Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention (Artifacts)|Learning Data |

|Curriculu|Utilize websites: |Fund 400 FY’10-11 |June 09-May 10 |Summer School |Analysis of student |Student achievement will |

|m, | | | |Teachers/Teachers |results |increase. |

|Assessmen| | | | | | |

|t & | | | | | | |

|Instructi| | | | | | |

|on |and | | | | | |

| | | | | | | |

| |Utilize technology to reinforce mastery | | | | | |

| |USA Test Prep |Fund 400 FY’ 10, Title |August 09- May 10 |All Teachers |Student Achievement |Students can provide examples|

| |Online Assessment System |I FY’10, Title VIB FY’10 | | |Data/Unit Plans/Media |of student work that has been|

| |UnitedStreaming | | | |Log |enhanced by techonoloy. |

| |Brain Pop | | | | | |

| |School Website | | | | | |

| |GeoAlgebra | | | | | |

| |Geometer’s Sketchpad | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | |Technology |

| | |Title VIB FY ’10, |July 2010 | |Lap Tops, LCD |supports students’ |

| |Purchase additional technology to support learning |SPLOST FY’10, QBE FY’10 | |Technology |Projectors, |learning. |

| |LCD Projectors |($7,470.00) | |Coordinator |MIMOs, ELMOS | |

| |Lap Tops | | | | | |

| |Mimios | | | | | |

| |Elmos | | | | | |

| |Presentation Carts | | | | | |

| | | | | | | |

|Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding|Timeline for |Person(s) or Positions |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for | |

| | | | |Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

| | | | | | | |

|Curriculu|Systematic and data driven interventions that address learning |Title I FY’10 |August 09-June10 |RTI Teachers |RTI Policies and |Students move in and out of |

|m, |weaknesses and support to accelerate: | | | |Procedures |interventions based on frequent, |

|Assessmen|Continue to implement a system of support (Pryamid of | | | |Pryamid of Intervention |ongoing, formative, and summative |

|t & |Intervention and RTI) for at-risk students including English | | | |Minutes/Agendas |assessments. |

|Instructi|Language Learners, Migrant, and Students with Disabilities: | | | | | |

|on |Tier II and Tier II during the | | | | | |

| |school day | | |Teachers | | |

| |Provide voluntary after- | | | |Portfolio/ |Graduation coach |

| |school program (6th-8th) | | |Graduation Coach |Schedule |provides support/ |

| |Fund graduation coach |QBE FY’10 |August 09-June 10 | | | |

| | | | | | | |

| | |20 additional day money| | | | |

| | |FY’10 – (Est.$26,000) | |Summer School Teachers |Sign-in Sheets |Students who did not meet CRCT on |

| |Provide summer school for | |June 2010 | |Summer School Plan |1st administration will meet or |

| |8th grade students who did | | | | |exceed on second administration. |

| |not meet standards | | | | | |

| |including ELL/Migrant/ | | | | | |

| |SWD | | | | |Teachers articulate the changes in |

| |Provide working lunch as |Title I FY ‘ 10 | |Teachers |Teachers’ Records |classroom management practices. |

| |support |Kay Burke Managing the | |Teachers |Sign-in Sheets | |

| |Provide CRCT Test Prep |Interactive Classroom |April 2010 |9 Teachers |Agenda/Sign-in Sheet | |

| |Provide resources for | |Fall 2009 | | | |

| |effective classroom | | | | | |

| |management practices | | | | | |

| | | | | | | |

|STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Planning |Ensure that students know, do, and understand the core |Prof. Learning FY’10, Title I|August 09-June 10 |Teachers | |Teachers will meet in |

|and |content |and Title VI FY’10 | | | |departments once a month and |

|Organizati|Examine student work | | | | |grade level weekly to examine|

|on |Meet regularly by department and grade level to assess | | | |Agenda/Material |student work. |

| |student progress | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | |Teachers will implement |

| | |Title I FY’10 Ahead of the | | | |strategies that match the |

| |Continue to develop Balanced |Curve – Building Common |Fall 2009 |Department | |students’ learning styles. |

| |Assessment approach when assessing students |Assessments | |Heads/Principal/ | |Teachers will share”best |

| | | | |ILT | |practices” with staff. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | |Teachers articulate the |

| | | | | | |changes that were made to |

| | | | | | |scope and Sequence Chart. |

| | | | | | | |

| |Revise Scope and Sequence of ELA/Reading | | | | | |

| | | |August 2009 |ELA Teachers |Scope and Sequence | |

| | | | | |Chart | |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 3:By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): ): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or |Means of Evaluation |

| | |Cost, Resources |Implementation |Position(s) Responsible| |

| | | | |for Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Planning |Provide skill-based instruction during |Title VIB IDEA FY ‘10 |August 09-May 10 |ELT Teachers |ELT Schedule |Student achievement will |

|and |Extended Learning Time | | | |Lesson Plans/ |increase as shown by the CRCT. |

|Organizat| | | | |Unit | |

|ion | |Title I FY’10 | | | |Teachers incorporate in units a |

| |Review rigor/relevance of units and |Rigor/Revelance for |August 09-May 10 |Grade Level Teachers |Units/Rubrics/ |consistent understanding or |

| |Benchmark Assessment questions |Planning; Goal Seal | | |Performance |rigor and relevance that guides |

| |(based on CRCT data) |Lessons ($525.00) | | |Tasks/Checklists/Student |common expectations. |

| | | | | |Work/Samples/ | |

| | | | | |Awareness Walks | |

| | | | | | |Teachers will explain how the |

| | |Prof. Learning FY’10, | | | |assessment questions emphasize |

| | |Title I FY’10, Title VI | |Grade Level Teachers | |higher-order thinking. |

| |Categorize Benchmark questions by |FY’10 |August 09-May 10 | |Benchmarks | |

| |Depth of knowledge | | | |Assessments | |

| | | | | | |Performance Tasks reflect the |

| | |Prof. Learning FY’10, | | | |rigor of the standards. |

| | |Title I FY’10, Title VI | |Grade Level Teachers | | |

| | |FY’10 | | | |Students explain teacher |

| |Develop/Incorporate performance tasks |Prof. Learning FY’10, |August 09-May 10 | |Units/Perf. Tasks |expectations as they relate to |

| |In each unit |Title I FY’10, Title VI | |All Teachers | |standards. |

| | |FY’10 | | | | |

| | | | | | | |

| |Provide copies of standard(s) to students | |August 09-May 10 | |Standards | |

| |prior to beginning new unit for the | | | | | |

| |purpose of identifying language and | | | | | |

| |vocabulary within the standards | | | | | |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be |

|increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or |Means of Evaluation |

| | |Resources |Implementation |Position(s) Responsible| |

| | | | |for Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Planning |Ensure that students know, do, and understand the core |Title VIB IDEA FY’10 |June 09-June 10 |Special Ed. |Teachers’ Schedule/Master |Student achievement will increase |

|and |content |Title I Part C – FY ‘10 | |Teachers/ESOL |Schedule |in Math |

|Organizati|Continue to provide a variety of models to meet the needs |Title IIIB – FY ‘10 | |Teacher/Migrant | | |

|on |of special education students, ESOL, Migrant: | | |Coordinator | |Special education teachers will |

| |Inclusion | | | | |provide a variety of strategies |

| |Resource | | | | |for students. |

| |Self-contained | | | | | |

| |Continue to provide a variety of strategies to teach Math:| | | | | |

| |ELT Math | | | |Units/Awareness |Students will be provided |

| |RTI Math | | |ELT Teacher |Walks |opportunities to receive |

| | | | |RTI Teacher | |additional math support. |

| | | | | | | |

| | | | | | | |

| |Math Academy | | | | | |

| | |Title I FY’10 |August 09-May 10 |Math Academy | | |

| | | | |Teacher | | |

| | | | | | | |

| | | | | | | |

| |Continue to utilize Rozetta Stone and Open Book to |Title III FY’10 |August 09-May 10 |ESOL Teacher |Units/Awareness |Observations indicate students |

| |Literacy curriculum and Spanish version of Math Academy. | | | |Walks |working toward the same standard |

| | | | | | |but in varying ways. |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, |Timeline for |Person(s) or |Means of Evaluation |

| | |Funding Cost, |Implementation |Position(s) | |

| | |Resources | |Responsible for | |

| | | | |Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

| |Teachers and instructional leaders receive professional development|Title I and Title IIA |August 09-May 10 |Principal/ |Professional Books |Teachers will begin to develop an |

| |on a specific framework: |FY’10 | |Leadership Team/Rising|Materials/ |assessment plan. |

| |Continue to develop Professional | | |Star Participants |Agenda | |

| |Learning Communities | | | | | |

| |Develop and implement an | | | |Materials/ |Teachers will redeliver |

| |assessment plan using | | | |Agenda |information about building common |

| |Classroom Assessment for | |September 2009 |Department | |assessments. |

| |Student Learning | | |Heads/Principal/ |Professional |Teachers will put into practice |

| |Attend Building Common Assessments in Atlanta | | |ILT |Books |information they have learned from|

| |Continue book study groups | | | | |book studies. |

| |Fail is Not Always Equal | | | | | |

| |Change Wars | | | | | |

| |Ahead of the Curve | | | | | |

| | | | | | | |

| |Teachers and instructional leaders receive professional development|Title I and Title IIA |August 09-May10 |Leadership |Norms & Covena |Staff articulates how the norms |

| |on a specific framework: |FY’10 | |Team/Principal |Portfolio/ |and covenants support the school. |

| |Continue to implement collaborative planning time for professional |Title I and Title IIA | |ILT |Calendar |Teacher teams articulate how their|

| |learning |FY’1 | | | |collaborative work time is |

| |Review norms and covenants | | | |Assessment Plan |utilized to plan for teaching and |

| |Fund Instructional Coach | |August 09-May10 |Principal/ILT/ | |learning and how they consistently|

| |Plan horizontally and vertically three days per dep. | | |Rising Star |Draft of Report Card |implement strategies in the SIP. |

| |Schedule monthly Focus Mtgs | | |Participants | | |

| |Plan an Assessment Plan | | | | | |

| |Continue to study Standards-based Grading and Reporting | | | | | |

| | | | | | | |

|STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. |

|GSS Keys |Activities, Strategies, |Funding Source, Funding |Timeline for Implementation |Person(s) or |Means of Evaluation |

| |Interventions |Cost, Resources | |Position(s) Responsible| |

| | | | |for Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Planning |Use a systematic process for monitoring and evaluating |Title IIA FY’10 |August 09 |Department Heads |Observation Instruments/ |Department Heads develop plan |

|and |implementation of the curriculum | | | |Conference Forms/Data |for AW. |

|Organizat|Develop a plan for conducting Awareness Walks | |August 09-May10 |Teachers |Collected |Teachers will conduct |

|ion |Conduct monthly Awareness Walks | | |Teachers | |Awareness Walks monthly during|

| |Analyze CRCT data to identify strengths and weaknesses | |May 2010 | | |the school year. |

| |Organize Coaching Cycle Cohorts for the purpose of improving | | | | | |

| |instruction and student achievement | | |Department | | |

| |Observations of and conferences with teachers for coaching | |August 09- May 10 |Heads/Principal/ | | |

| |purposes (3-part cycle) | | |Director of Teaching | |Teachers changing classroom |

| |Coach will meet with each teacher in the cohort individually | | |and Learning | |practice as a result of |

| |for 2 complete coaching cycles (Pre-Conference, Observation, | | | | |professional learning. |

| |and Post Conference) | | | | | |

| |Department Head will receive three days release time from | |August 09-May 10 | | | |

| |classroom responsibilities per cohort cycle in order to | | | | | |

| |complete this research initiative | | | | | |

| | | | |Department Heads | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in |

|science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, |Timeline for Implementation |Person(s) or Position(s) |Means of Evaluation |

| | |Funding Cost, | |Responsible for Monitoring| |

| | |Resources | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on |

| | | | | |Intervention |Student Learning Data |

| | | | | |(Artifacts) | |

|Planning | | | | | | |

|and |Research-based instruction is standard practice: | |2009-2013 |Principal/BST Leadership |GLISI Materials, Master|Leadership Team can |

|Organizati|Continue Brazosport 8-Step | | |Team |Schedule, Teachers |articulate to the faculty |

|on |Process of School Improvement | | | |Schedule |the importance of “staying|

| |Apply strategies from GLISI’s Base Camp and Summit | | | | |the course” on school |

| | | | | | |initiatives. |

| | | | | |Units/Graphic | |

| |Continue utilizing Learning-Focused | |August 2009 |Language Arts Teachers and|Organizers/Word |Teachers will consistently|

| |strategies to improve the language | | |Instructional Coach |Walls/Student Work |use common design for unit|

| |arts program | | | | |development based on |

| |Review essential question | | | | |research-based strategies.|

| |writing | | | |Unit Checklist | |

| |Assess/Evaluate introductory, extend/refine lessons, and | | |Principal/BST Leadership | | |

| |summarizing activities in units | | |Team | |The administrators assess |

| |Develop/Edit unit checklist | | | | |the components of the |

| |Inventory each unit based | | | | |units. |

| |developed checklist | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |Utilize SAI Survey and School Keys results to address |School – Survey Monkey |August 09- May 2013 |Counselor |Data Sheets/Graphs/ |Administrators and depart |

| |strengths and weaknesses within the school. |$20.00 | |Principal/BST Leadership |Charts |heads articulate the |

| | | | |Team/Dep Heads | |purpose of SAI survey and |

| | | | | | |how results affect the |

| | | | | | |SIP. |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, |Timeline for Implementation |Person(s) or Position(s) |Means of Evaluation |

| | |Funding Cost, | |Responsible for Monitoring | |

| | |Resources | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculu|Implement and align instruction with GPS Standards in science: | |August 09- May 10 |Teachers |Student Reading Logs |Students will show the |

|m, | | | | | |standards and elements to |

|Assessmen|Establish practices and procedures focused on improving | | | | |improve skills. |

|t & |instruction: | | | | |Students reinforce achievement |

|Instructi| | |August 09-May 10 |All Teachers | |of standards mastery |

|on |Continue to implement the Reading Across the Curriculum (RAC) – | | | |Vocabulary list |Students can articulate the |

| |25 books/1 million words and utilize database of articles | |August 09 |Department | |expectations regarding the |

| |Provide list of 25 essential vocabulary | | |Teachers | |Reading Across the Curriculum |

| |words by grade level | | | | |Standard |

| |Distribute list to students and parents | |August 09-May 10 |Science Teachers | | |

| |incorporate word walls and graphic | | | | | |

| |organizers to assist students in learning | | | | |Daily exposure and vocabulary |

| |vocabulary and how those words relate | | | |Units, Student Choice, |immersion will result in higher|

| |to/used in the standards | |August 09-May 10 |Science Teachers |Observations, Awareness|student achievement in science.|

| | | | | |Walks | |

| | | | | | |Teachers provide instruction |

| |Utilize differentiation instruction strategies | | | |Student work |differently based on student |

| | | | | |Agenda |needs and interest. |

| | | | | | | |

| | | |August 09-May 10 |All teachers | | |

| | | | | | | |

| | | | | | |Teachers examine |

| | | | | | |student work and |

| |Examine student work weekly | | | | |compare to the |

| | | | | | |standards. |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on |

| | | | | |(Artifacts) |Student Learning Data |

| |Utilize websites: |Fund 400 FY’10-11 |June 09-May 10 |Summer School Teachers |Analysis of student results|Student achievement will|

| | | | |Teachers | |increase. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |and | | | | | |

| | | | | | | |

| |Utilize technology to reinforce mastery |Fund 400 FY’ 10, Title |August 09- May 10 |All Teachers |Student Achievement |Students can provide |

| |USA Test Prep |I FY’10, Title VIB FY’10 | | |Data/Unit Plans/Media Log |examples of student work|

| |Online Assessment System | | | | |that has been enhanced |

| |UnitedStreaming | | | | |by techonoloy. |

| |Brain Pop | | | | | |

| |School Website |Title VIB FY ’10, | | |Lap Tops, LCD |Technology |

| | |SPLOST FY’10, QBE FY’10 | | |Projectors, |supports students’ |

| |Purchase additional technology to support learning |($10,000) |July 2010 |Technology |MIMOs, ELMOS/ |learning. |

| |LCD Projectors | | |Coordinator |Inventory | |

| |Lap Tops | | | | | |

| |Mimios | | | | | |

| |Elmos | | | | | |

| |Presentation Carts | | | | | |

| |Computers | | | | | |

| |Lab Equipment | | | | | |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding|Timeline for |Person(s) or |Means of Evaluation |

| | |Cost, Resources |Implementation |Position(s) | |

| | | | |Responsible for | |

| | | | |Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention |Evidence of Impact on |

| | | | | |(Artifacts) |Student Learning Data |

|Curriculum| Systematic and data driven interventions that address | | | | | |

|, |learning weaknesses and support to accelerate: | | | | | |

|Assessment|Continue to implement a system of support (Pryamid of Intervention| | | | | |

|& |and RTI) for at-risk students including English Language Learners,|Title I FY’10 |August 09-May10 |RTI Teachers |RTI Policies and Procedures |Students move in and out of|

|Instructio|Migrant, and Students with Disabilities: | | | |Pryamid of Intervention |interventions based on |

|n a |Tier II and Tier II during the | | | |Minutes/Agendas |frequent, ongoing, |

| |school day | | | | |formative, and summative |

| |Provide voluntary after- | | | | |assessments. |

| |school program (6th-8th) | | | | | |

| |Fund graduation coach | |August 09-May 10 |Teachers | |Graduation coach |

| | | | | |Portfolio/ |provides support/ |

| | |QBE FY’10 |August 09-May 10 |Graduation Coach |Schedule | |

| | | | | |Sign-in Sheets | |

| |Provide summer school for 8th | | | |Summer School Plan |Students who did not meet |

| |grade students who did not meet | | | | |CRCT on 1st administration |

| |standards including ELL/ Migrant/ |20 additional day money|June 10 |Summer School Teachers| |will meet or exceed on |

| |SWD |FY’10 – (Est.$26,000) | | | |second administration. |

| |Provide working lunch as support | | | | | |

| |Provide CRCT Test Prep |Title I FY ‘ 10 | |Teachers | |Teachers articulate the |

| |Provide resources for effective | | |Teachers |Teachers’ Records |changes in classroom |

| |classroom management practices |Kay Burke Managing the |April 2010 |9 Teachers |Sign-in Sheets |management practices. |

| | |Interactive Classroom |Fall 2009 | |Agenda/Sign-in Sheet | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for Implementation |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources | |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculu|Ensure that students know, do, and understand the core content|Prof. Learning FY’10, |August 09-May10 |Teachers |Agenda/Material |Teachers will meet in |

|m, |Examine student work |Title I and Title VI | | | |departments once a month and |

|Assessmen|Meet regularly by department and grade level to assess student|FY’10 | | | |grade level weekly to examine |

|t & |progress | | | | |student work. |

|Instructi| | | | | | |

|on | | | | | | |

| |Continue to develop Balanced | | | | |Teachers will implement |

| |Assessment approach when assessing students |Title I FY’10 Ahead of |Fall 2009 |Department Heads/Principal/| |strategies that match the |

| | |the Curve – Building | |ILT | |students’ learning styles. |

| | |Common Assessments | | | |Teachers will share”best |

| | | | | | |practices” with staff. |

| | | | | | | |

| | | | | | | |

| | | | | | |Teachers articulate the changes|

| |Revise Scope and Sequence of Science | | | | |that were made to scope and |

| | | | |Science Teachers | |Sequence Chart |

| | | |August 2009 | |Scope and Sequence |. |

| | | | | |Chart | |

| | | | | | | |

| | | | | | | |

| |Provide skill-based instruction during Extended Learning Time |Title VIB IDEA FY ‘10 |August 09-May 10 |ELT Teachers |ELT Schedule |Student achievement will |

| |in science | | | |Lesson Plans/ |increase as shown by the CRCT. |

| |Set scope and sequence of ELT | | | |Unit | |

| |science for team and | | | | | |

| |connection teachers | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for Implementation|Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources | |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student |

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Curriculu|Review rigor/relevance of units and |Prof. Learning FY’10, |August 09-May 10 |ScienceTeachers |Units/Rubrics/ |Teachers incorporate in units a |

|m, |Benchmark Assessment questions |Title I FY’10 | | |Performance |consistent understanding or rigor |

|Assessmen|(based on CRCT data) |Rigor/Revelance for | | |Tasks/Checklists |and relevance that guides common |

|t & | |Planning; Goal Seal Lessons| | | |expectations. |

|Instructi| |($525.00) | | | |Teachers will explain how the |

|on | | | | |Student Work/Samples/ |assessment questions emphasize |

| |Categorize Benchmark questions by | |August 09-May 10 |ScienceTeachers |Benchmarks |higher-order thinking. |

| |Depth of knowledge | | | |Assessments | |

| | | | | | | |

| | | | | | |Performance Tasks reflect the |

| | | | | |Units/Perf. Tasks |rigor of the standards. |

| |Develop/Incorporate performance tasks in each unit | |August 09-May 10 |ScienceTeachers | | |

| | | | | | |Students explain teacher |

| |Provide copies of standard(s) to |Prof. Learning FY’10, Title| | |Standards |expectations as they relate to |

| |students prior to beginning new unit |I FY’10, Title VI FY’10 |August 09-May10 |ScienceTeachers |Grade Level/ |standards |

| |for the purpose of identifying | | | |Science Dept. | |

| |language and vocabulary within the | | | |Meeting Agenda and | |

| |standards | | |ScienceTeachers |Minutes | |

| | | | | | |Students explain the expectations |

| |Incorporate writing in unites | | | |Units/ |of the school wide science |

| |Set minimal requirements for writing across the science |Prof. Learning FY’10, Title|August 09- May 10 | |Performance |plan/Student Work Samples. |

| |curriculum within each unit of study (including vocabulary |I FY’10, Title VI FY’10 | | |Tasks/Rubrics/ | |

| |and number of samples) | | | |Checklists | |

| | | | | | | |

| | | | | | | |

| |Use journal writing and/or | | | | |Students are able to communicate |

| |portfolio assessments in science | | | | |scientific ideas through written |

| | | | | |Journals |expressiond/ |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding|Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of Intervention|Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Curriculum|Develop school-wide template for | |August 09-May 10 |Science |Lab Report |Increase student proficiency in |

|, |writing scientific lap reports | | |Teachers |Template/Student |writing lab reports and |

|Assessment| | | | |Work |communicating scientific ideas |

|& | | | | | | |

|Instructio| | | | | | |

|n | | | | | | |

| |Establish database of scientific charts, graphs, diagrams, etc. | |August 09-May 10 |Science |Electronic Database of |Use of GPS science materials in |

| |to be utilized by all teachers for the purpose of improving | | |Teachers |Resources on the Shares |non-science classrooms will |

| |student achievement in informational text | | | |Drive |establish cross-curricular |

| | | | | | |importance of scientific |

| | | | | | |thinking skills |

| |Evidence of higher-order thinking are reflected in performance | |August 09- May10 |Science Teachers |Units/Perf Tasks/ |Performance Tasks display |

| |tasks chosen by students: | | | |Rubrics/Student |mastered standards and student’s|

| |Real-world applications and experiences are tied to discovery | | | |Work/Checklists/Samples/ |ability to think critically |

| |learning through labs and hands-on activities embedded in units | | | |Awareness Walks |about scientific concepts (what |

| |Provide field trips | | | | |they know and can do). |

| |Invite guest speakers | | | | | |

| |Establish guidelines for labs | | | | | |

| |and activities related to | | | | | |

| |curriculum | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science. |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|Planning |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Position(s) |Means of Evaluation |

|and | |Cost, Resources |Implementation |Responsible for Monitoring | |

|Organizat| | | |and Evaluation | |

|ion | | | | | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

| |Ensure that students know, do , and understand the core content |Title VIB IDEA FY’10 | | | | |

| |Provide inclusion model to meet the needs of special education |Title IIIB Fy’10 | | | | |

| |students, ESOL, migrant | |August 09-May 10 |Special Ed. Teachers/ESOL |Teacher’s |Special Education teachers |

| | | | |Teacher/Migrant |Schedule/Master |will provide a variety of |

| | | | | |Schedule |strategies for students. |

| |Teachers and instructional leaders receive professional |Title I and Title IIA | | | | |

| |development on a specific framework: |FY’10 | | | | |

| |Continue to develop Professional Learning Communities | |August 09 – May 10 |Principal/ | | |

| |Develop and implement an assessment plan using Classroom | | |Leadership Team/Rising Star |Assessment Plan |Teachers will begin to |

| |Assessment for Student Learning | | |Participants |Template |develop an assessment plan. |

| |Attend Building Common Assessments in Atlanta | | | | | |

| |Continue book study groups | | | | |Teachers will deliver |

| |Fair is not Always Equal | |September 2009 |Department |Agenda/Material |information about building |

| |Change Wars | | |Heads/Principal/ILT | |common assessments. |

| |Ahead of the Curve | | | | |Teachers will put into |

| | | | | |Professional Books |practice information they |

| | | | | | |have learned from book |

| | | | | | |studies |

| |Teachers engage in a process of collaborative planning for |Title I and Title IIA | | | | |

| |curriculum implementation: |FY’10 | | | | |

| |Continue to implement collaborative planning time for | | | | | |

| |professional learning | |August 09- May 10 |Leadership Team/Principal |Norms and Covenants |Staff articulates how the |

| |Review norms and covenants | | |ILT |Portfolio/Calendar |norms and covenants support |

| |Fund Instructional Coach | | | | |the school |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be |

|increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or |Means of Evaluation |

| | |Cost, Resources |Implementation |Position(s) Responsible| |

| | | | |for Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of Intervention|Evidence of Impact on Student |

| | | | | |(Artifacts) |Learning Data |

|Planning |Plan horizontally and vertically three days per department | | | | | |

|and |Schedule monthly Focus Meetings |Title I and Title IIA FY |August 09- May 10 |Principal/ILT/ |Sign-in Sheet |Teacher teams articulate how |

|Organizati|Plan an Assessment Plan |10 | |Teachers |Agenda |their collaborative work time |

|on |Continue to study Standards- | | | |Agenda |is utilized to plan for |

| |based Grading and Reporting | | | |Assessment Plan |teaching and learning and how |

| | | | | |Draft of Report Card |they consistently implement |

| | | | | | |strategies in the SIP. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| |Provide additional resources for | | | | |Allocated vertical planning |

| |science department for materials and |QBE FY’ 10 |August 09-May 10 |Principals/Dept. |School Budget/ |time along with other resources|

| |technology |Fund 400 FY’10 | |Heads/Science Teachers |Purchase Orders/ |will directly impact student |

| |Consumable materials for | | | |Inventories/ |achievement. |

| |teaching science | | | |Personnel Assignments/ | |

| |Replace stock items as needed | | | |Master Schedule/ Agendas/ | |

| |Purchase new aids that | | | |Minutes | |

| |supplement GPS curriculum | | | | | |

| |Conduct a needs assessment of technological and laboratory | |August 09 & May 10 |Dept. Head/ |Agenda/Minutes/ |Technology and lab equipment |

| |equipment | | |Science Teachers |Needs Assessment and |can be utilized by teachers and|

| | | | | |Results |students to improve student |

| | | | | | |interest and achievement. |

| |Provide teacher apprentice students for science teachers |Local FY’10 |August 09- May 10 |Lala Thornton, Teacher |Sign-in Sheets |Teacher apprentice students |

| |whenever possible | | |Apprentice Teacher | |work in providing instruction |

| | | | | | |and classroom management. |

|STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies/ |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 71.5% in 2009 to 76.5% in 2010, to 81.5% in 2011, to |

|then to 86.5% in 2011, then to 91.5% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring and| |

| | | | |Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on |

| | | | | |Intervention |Student Learning Data |

| | | | | |(Artifacts) | |

| |Implement and align instruction with GPS standards in social | | | | | |

| |studies: | | | | | |

| | | | | | | |

| |Revise units to align with standards |Title I FY’10 |August 09-May 10 |SS Teachers |Units |Students will show the |

| |Create unit materials that include the following: | | | | |standards and elements to |

| |Setting Criteria | | | | |improve skills |

| |Self-Assessment | | | | | |

| |Conferencing/Reporting | | | | | |

| |Establish practices and procedures focused on improving | | | | | |

| |instruction: | | | | | |

| |Continue to implement the Reading Across the Curriculum (RAC) – | |August 09- May 10 |SS Teachers |Student Reading Logs |Students articulate the |

| |25 books/1 million words | | | | |expectations regarding the|

| |Provide list of 25 essential vocabulary words by grade level | | | |Vocabulary Lists |RAC standard. |

| |Review instructional material | | | | |Daily exposure and |

| |Develop acquisition and extension and product-driven units | | | |Gallopade materials |vocabulary immersion |

| | |Fund 400 FY’10 | | | |result in higher |

| | | | | | |achievement in social |

| | | | | | |studies. |

| |Utilize collaborate planning for curriculum planning: | | | | | |

| |Participate in key seminars featuring the following : | | | | |Teachers articulate how |

| |Standards-based grading |Prof. Learning FY’10 |August 09-May 10 |SS Teachers |Notes |their collaborative work |

| |Balanced Assessment | | | | |time is utilized to plan |

| |Elluminate sessions | | | | |for teaching and learning.|

| |Create a rubric to evaluate the NSSC | | | | |Rubric will evaluate |

| |Conduct Awareness Walks |Title I FY’10 | | | |conference. |

| | | |Nov. 13-15, 2009 |SS Teachers |Rubrics | |

| | | |August 09-May 10 |SS Teachers |Checklist | |

|STRATEGIC GOAL 5: : By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies/ |

|Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 71.5% in 2009 to 76.5% in 2010, to 81.5% in 2011, to |

|then to 86.5% in 2011, then to 91.5% in 2012. |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring and | |

| | | | |Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Planning |Utilize technology to reinforce mastery: | | | | | |

|and |Scan pages to digital form for resource | |June 09-May 10 |SS Teachers |Units |The increased use of |

|Organizati|Use Internet website and use software programs: |Fund FY’10-11 |June 09-May 10 |SS Teachers |Software Programs |multimedia resources |

|on |USA Test Prep | | | | |instruction along with better|

| |Online Assessment System | | | | |use of time will increase |

| |United Streaming | | | | |student achievement. |

| |Brain Pop | | | | |Teachers will use resources |

| | | | | | |electronically. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|STRATEGIC GOAL 6: Improve Graduation Rate for Pierce County School System |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding |Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Cost, Resources |Implementation |Responsible for Monitoring| |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on Student|

| | | | | |Intervention |Learning Data |

| | | | | |(Artifacts) | |

|Parent |Develop and implement a system of support (Pyramid of |Title VIB IDEA FY’10 |August 09- May 10 |RTI Coordinator |RTI Minutes |Students move in and our of |

|Involvemen|Intervention and RTI) for at-risk students | | |Graduation Coach | |interventions based on |

|t and | | | |Teachers | |assessments. |

|Community | | | |Special Ed Coord. | | |

|Engagement| | | | | | |

| |Fund Graduation Coach |QBE FY’10 |August 09- May 10 | | | |

| |Collaborate with PCHS Graduation Coach |Remedial FY’10 | |Graduation Coach |Calendar |Graduation Coach provides |

| |Teach and counselor at-risk students | | | | |support to at-risk students |

| |Implement Advisor/Advisee Program | |August 09- May 10 |All faculty |Agendas/ |Transition plan promotes |

| |Work in conjunction with PCHS – 9th grade transition program | | |Graduation Coach | |graduation rate. |

| |Provide CHOICES Program in conjunction with OTC | | | | |Students will increase their |

| |Implement Bear/Buddy Program for at-risk 6th graders |Safe Schools Grant FY’10 |May 10 |OTC Consultant |Agenda |knowledge of career paths |

| | | | | | | |

| | | |August 09- May 10 |Teachers/Staff | | |

| |Fund Transition Coordinator for Special Education Population |Title VIB IDEA FY’10 |August 09- May 10 |Transition Coordinator | |Transition plan will increase|

| |Develop a transition plan |ARA FY’09 | | | |graduation rate. |

| |Develop communication plan for parents and community with school|Prof. Learning FY’10 |August 09- May 10 |Special Ed Lead |Transition Plan |Better communication improves|

| | | | |Teacher |Agenda/Plan |success. |

| |Continue to implement “Graduation Counts” Campaign | |August 09- May 10 |Faculty |Signs/Banners/T-Shir|Awareness of importance of |

| | | | | |ts |graduation |

| |Promote attendance | |August 09- May 10 | | |The # of students who miss |

| |Fund attendance clerk |Local FY’10 | |Attendance Clerk/ |Notebook/Contracts/P|over 15 days will be below |

| |Continue attendance campaign | | |Counselor |ower School Data |15%. |

| |Follow county attendance policy | | | | | |

| |Provide incentives for perfect attendance |School Funding FY’10 |August 09- May 10 |Principal/Counselor |Pictures | |

|Strategic Goal 7: To support teacher effectiveness in meeting goals |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on |

| | | | | |Intervention |Student Learning Data |

| | | | | |(Artifacts) | |

|Planning |Retention of Highly Qualified Teachers |Fund 400 FY’09 & FY’10 |June 2009 |Teachers/ILT |Materials/ |Teachers articulate how |

|and | | |Spring 2010 |Gifted Teacher |Agenda/ |professional learning |

|Organizati|Provide professional development for teachers implementing |Title V FY’10 | | |Evaluation of Prof. |impacts the organizational|

|on |exemplary practices in teaching: | | |ESOL Teacher |Learning |effectiveness of the |

| |Attend Reading First Training |Title III FY’10 |Sept. 17-19, 2009 | | |school and the focus of |

| |Attend Gifted Conference | | |RTI Committee |Conversation with |the school. |

| |Attend Gifted Trainings | | |Administrators/ILT |administration | |

| |Obtain Gifted Endorsement | |Nov. 13-15, 2009 |9 Social Studies Teachers | |Teachers articulate and |

| |Attend TESOL Conference |Fund 400 FY’10 | |10 Teachers | |demonstrate their |

| |Attend RTI Training | |TBA | | |understanding of content |

| |Attend System Level Committee Mtg |Fund 400 FY’10 | |3 Math Taechers | |through lessons they |

| |Attend National Social Studies Conference in Atlanta | |TBA | | |design and implement with |

| |Attend Kay Burke Managing the Interactive Classroom | | |Graduation Coach | |rigorous student |

| |Attend Math training through RESA | |TBA |2 Counselors | |performances accomplished.|

| |and ETTCs | | | | | |

| |Attend Graduation Coach Trainings | |July 2009 |9 Special Ed Teachers | | |

| |Attend Counselors Trainings/Power School | |TBA | | | |

| |Attend Special Ed Training |Title VI IDEA FY’10 | | | | |

| |Developing Behavior | | | | | |

| |Intervention Plans | | | | | |

| |Tourettes Syndrome | | | | |Teachers implement and |

| |Wilson Reading | | | | |articulate their knowledge|

| |Developing Transition Plans | | | | |of PD in lessons for |

| |Autism Training | | | | |students. |

| |Data Retreat | | | | | |

| |Attend monthly focus group meetings | | | | | |

| |Provide vertical planning opportunities for teachers | | | | | |

| | | | |All teachers, administrators,| | |

| | |Fund 400 FY’10 | |ILT |Professional resources | |

| | |Prof. Learn FY’10 |August 09 – May 09 | | | |

|Strategic Goal 7: To support teacher effectiveness in meeting goals |

|GSS Keys |Activities, Strategies, Interventions |Funding Source, Funding Cost,|Timeline for |Person(s) or Position(s) |Means of Evaluation |

| | |Resources |Implementation |Responsible for Monitoring | |

| | | | |and Evaluation | |

| | | | | |Monitoring of |Evidence of Impact on |

| | | | | |Intervention |Student Learning Data |

| | | | | |(Artifacts) | |

|Planning | |Fund 400 FY’09 & FY’10 |August 09- Feb 11 | |Materials/ |Teachers articulate how |

|and |Provide professional development for teachers implementing | | | |Agenda/ |professional learning |

|Organizati|exemplary practices in teaching: | | | |Evaluation of Prof. |impacts the organizational|

|on | | | | |Learning |effectiveness of the |

| |Train teachers how to develop higher-order thinking skills | | | | |school and the focus of |

| |for all students | | | |Conversation with |the school. |

| |Attend GSTA Conference yearly | | | |administration |Teachers articulate and |

| | | | | | |demonstrate their |

| | | | | | |understanding of content |

| |Develop strong teacher leaders at the building level: | | | | |through lessons they |

| | |Fund 400 FY’10, Title IIA | | | |design and implement with |

| |Continue learning opportunities for science educators such as|FY’10 | | | |rigorous student |

| |Rising Stars and Certificate Programs (Gifted, ELL, Gifted) | | | | |performances accomplished.|

| |Utilize and fund department heads | | | | | |

| |Encourage teachers to apply for Master Teacher status | | | | |Teachers changing |

| |Master Teacher Conference | | | | |classroom practice as a |

| |Workshops | | | | |result of professional |

| | | | | | |learning. Research-based |

| | | | | | |strategies are implemented|

| | | | | | |to ensure the achievement |

| | | | | | |of all learners. |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

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Tier 1

Learning-Focused Strategies Morning Tutoring

Cooperative Learning (Reading/Math)

Differentiated Instruction After School Tutoring

Whole/Small Group Instruction (Reading/Math)

Extended Learning Time (ELT) Skills & Flexible Grouping

(Reading, Math, Writing) Teachers as Advisors(TAA)

Computer Assisted Instruction Georgia On-Line Assessment

Math Academy CRCT On-Line

Reading Academy ESOL

MyAccess Writing

*Intervention Central Interventions***

•

Tier 2

Morning Tutoring Math Academy

(Reading & Math) CRCT On-Line

After School Tutoring Reading Academy

(Reading & Math) ESOL

Extended Learning Time Skills & Flexible Grouping

(Reading, Math, Writing) MyAccess Writing

Computer Assessed Instruction

Georgia On-Line Assessment

Tier 3

May be same interventions as ones implemented in Tier I & 2 with the addition of one or more of the following: smaller grouping of students, longer segments of time, and/or implemented more frequently.

Tier 4

Specifically Designed Learning

8. Monitoring

The principal assumes the role of instructional leader and is continuously involved in the teaching and learning process.

7. Maintenance

Provide materials for ongoing maintenance and reteaching

6. Enrichment

Provide enrichment opportunities for mastery students.

5. Tutorials

Provide tutorial time to re-teach non-mastered target areas.

5. Assessment

After the instructional focus has been taught, administer an assessment to identify master and non-mastery students.

3. Instructional Focus

Using the time line, deliver the instructional focus lessons.

2. Time Line Development

Develop a campus time line that encompasses all objective areas and time allocations based on the needs of the student groups.

1. Test Score Disaggregation

Use student test scores to identify instructional groups. Identify weak and strong objective areas.

Tier I

Standards-Based Classroom Learning

Intervention(s) provided enhancing/extending students’ learning.

Tier 2

Needs Based Learning

Intervention can be different, more frequently implemented, and/or provided within a smaller group setting than the Tier I intervention.

Tier 3

SST Driven Learning

Tailored intervention(s) corresponding with student needs.

More frequent progress monitoring than Tier 1 & 2.

Tier 4

Specially Designed Learning

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