SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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School Improvement Plan
2018-2019
DeRenne Middle
Savannah-Chatham County Public
Schools System
SCHOOL IMPROVEMENT PLAN
Richard Woods, State School Superintendent
“Educating Georgia’s Future.”
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
(404) 657-4209
www.gadoe.org
askdoe@gadoe.org
This report template was designed by the Georgia Department of Education to assist schools in meeting all
Federal and State planning requirements. The following programs are included in Georgia’s planning process:
• IDEA - Special Education
• School and District Effectiveness
• Title I, Part A - Improving the Academic Achievement of the Disadvantaged
• Title I, Part A - Foster Care Program
• Title I, Part A - Parent Engagement Program
• Title I, Part C - Education of Migratory Children
• Title I, Part D - Programs for Neglected or Delinquent Children
• Title II, Part A - Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other
School Leaders
• Title III - Language Instruction for English Learners and Immigrant Students
• Title IV, Part A - Student Support and Academic Enrichment
• Title IV, Part B - 21st Century Community Learning Centers
• Title V, Part B - Rural Education Initiative
• Title IX, Part A - McKinney-Vento Education for Homeless Children and Youth Program
The Georgia Department of Education has created a webinar series to support schools in completing this plan.
The series, and accompanying resources, are available at the Office of Federal Programs webpage. Webinar
series topics include:
• Georgia’s Systems of Continuous Improvement Overview February 10, 2017
• Planning and Preparation February 17, 2017
• Coherent Instructional System February 24, 2017
• Effective Leadership March 3, 2017
• Professional Capacity March 10, 2017
• Family and Community Engagement March 17, 2017
• Supportive Learning Environment March 24, 2017
• Identifying Need - Root Causes, Drawing Conclusions, and Prioritizing March 31, 2017
• Problem Solving Process and Selecting Interventions April 7, 2017
• Improvement Planning - Systems and Processes April 21, 2017
• Planning - Budgeting April 28, 2017
• Submitting the Comprehensive LEA Improvement Plan (CLIP) May 5, 2017
To contact the Department with any questions related to this plan, please email
federalprograms@doe.k12.ga.us and include “CNA Question” in the subject line. To contact the Department
for technical support related to this template, please email Nicholas Handville at nhandville@doe.k12.ga.us.
April 2017 Document Number: 1704-0420
2
GEORGIA’S SYSTEMS OF CONTINUOUS IMPROVEMENT
The Georgia Department of Education’s strategic plan emphasizes transforming the agency into one that provides
meaningful support to schools and districts. The agency has developed a common, continuous improvement framework to
ensure that these efforts are aligned across all agency divisions, departments, and programs. Georgia’s Systems
of Continuous Improvement focuses on the systems and structures (the “what”) that must be in place for
sustained improvement in student outcomes. It also utilizes a problem-solving model (the “how”) to provide a
clear process for identifying improvement needs, planning for improvement, and implementing, monitoring, and
evaluating the improvement efforts.
Systems to Improve (What to Improve)
Coherent Instructional System: The major system of the complex school organization that articulates and guides
the “what” and “how” of instruction. This comprehensive system includes the processes related to:
• Planning for quality instruction - The structure of the instructional system in which the district defines what the
students should “know” and “do”, and determine how their students will show they “know” the content and can “do”
a skill or performance task
• Delivering quality instruction - The structure of the instructional system that guides teachers in how they
introduce content, practice its use along with the students, and then allow students to use the content on their own
while providing students regular standards-based feedback to gain mastery of the content
• Monitoring student progress - The structure of the instructional system that methodically discovers if the students
are getting the content, and what to do about it when they are getting it or are not getting it
• Refining the instructional system - The structure of the instructional system that examines how to improve the
planning for quality instruction, delivering quality instruction, and monitoring student progress
Georgia’s Systems of Continuous Improvement 3
SCHOOL IMPROVEMENT PLAN
Effective Leadership: A major system of the complex school organization that sets the direction for the school, ensures
that the school staff and the school leaders are capable of meeting that direction, and makes sure the organization
functions according to its mission. This system includes the processes related to:
• Creating and maintaining a climate and culture conducive to learning - the structure of the leadership system
that ensures that the school allows both adults and children to put learning at the center of their daily activities
• Cultivating and distributing leadership - the structure of the leadership system that develops others to accomplish
the group’s purpose and encourages the development of leadership across the organization
• Ensuring high quality instruction in all classrooms - the structure of the leadership system that reduces the variability
in the quality of instruction across all schools and all classrooms
• Managing the district and its resources - the structure of the leadership system that ensures leaders effectively use all
the resources at hand so that the district functions according to its mission
• Driving improvement efforts - the structure of the leadership systems that methodically, intentionally, and
effectively improves the district’s major systems, structures, and processes
Professional Capacity: A major system of the complex school organization that develops a quality staff to reduce
the variance of quality in instruction throughout the school. This system includes the processes related to:
• Attracting staff - the structure of the professional capacity system that is intentional in locating the teachers and
leaders that are the best fit for the district and its schools to achieve its mission
• Developing staff - the structure of the professional capacity system that ensures the increasing quality of the
school staff’s knowledge and skills
• Retaining staff - the structure of the professional capacity system that ensures the quality staff is working in the
context/ position that is most beneficial to student achievement
• Ensuring staff collaboration - the structure of the professional capacity system that reinforces the effective
practice of constant collaboration to improve instructional quality in all schools and in all classrooms
Family and Community Engagement: A major system of the complex school organization that develops quality
links between school professionals and the parents and community the school is intended to serve. This system
includes the processes related to:
• Welcoming all families and the community - The structure of the family and community engagement system that
ensures families and the community are active participants in the life of the school, and feel welcomed, valued,
and connected to each other, to school staff, and to what students are learning and doing in the school
• Communicating effectively with all families and the community - The structure of the family and community
engagement system that ensures families/the community and school staff engage in regular, two-way,
meaningful communication about student learning
• Supporting student success - the structure of the family and community engagement system that ensures families,
communities, and school staff, continuously collaborate to support students’ learning and healthy development both
at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively
• Empowering families - the structure of the family and community engagement system that ensures families are
empowered to be advocates for their own and other children, to ensure that students are treated fairly and have
access to learning opportunities that will support their success
• Sharing leadership with families and the community - the structure of the family and community engagement
system that ensures families/the community and school staff are equal partners in decisions that affect children and
families and together inform, influence, and create policies, practices, and programs
• Collaborating with the community - the structure of the family and community engagement system that ensures
families and school staff collaborate with community members to connect students, families, and staff to
expanded learning opportunities, community services, and civic participation
4 Georgia’s Systems of Continuous Improvement
Supportive Learning Environment: A major system of the complex school organization that ensures students’ school
participation and willingness to expend major effort on classroom learning. This system includes the processes related to:
• Maintaining order and safety - the structure of the supportive learning environment system that ensures that the
basic needs of orderliness and safety are met
• Developing and monitoring a system of supports - the structure of the supportive learning environment system
that provides comprehensive services to students to meet their unique, whole-child needs
• Ensuring a student learning community - the structure of the supportive learning environment system that
ensures compliance with positive and healthy behavioral and academic norms
Process to Improve (How to Improve)
Step 1: Identify Needs: Consult many sources to determine what in the district needs improvement.
• Plan and prepare for the process
• Collect and analyze data
• Identify needs and conduct a root cause analysis
Step 2: Select Interventions: Research many sources to determine the solutions that have a good chance of meeting
the identified district needs.
• Consider all the evidence for needed improvements
• Research possible interventions
• Determine if staff has the capacity to implement possible interventions
Step 3: Plan Implementation: Develop a team and plan to implement the solutions that are most promising and can
be carried out at the school.
• Identify roles and responsibilities of those implementing the intervention
• Develop a team that will deeply understand the intervention and of best ways to implement it
• Develop the implementation timeline
• Identify resources and supports needed for the implementation of the intervention
• Develop a set of information to be reviewed to track the implementation
Step 4: Implement Plan: Carry out the plan to implement the promising solutions, making real-time adjustments
where/ when needed.
• Collect information to monitor the quality of supports being provided for the intervention
• Consider what additional information is needed to determine if intervention is working
• Assess the degree to which the implementation plan is being followed
• Identify ways to break down any barriers
• Build capacity of others to facilitate the improvement process now and in the future
Step 5: Examine Progress: Determine whether the implementation of the promising solutions is meeting the
originally identified needs of the school.
• Determine if the staff can formally study the effects of the intervention to share with others in the field
• Monitor implementation and progress against defined goals
• Define reasonable expectations for success
• Identify and track progress and performance
• Develop a plan for how knowledge about the intervention will be shared with others
• Use the evidence to determine whether the intervention should continue as is, be modified, or be discontinued
Georgia’s Systems of Continuous Improvement 5
SCHOOL IMPROVEMENT PLAN
Georgia Department of Education
School Improvement Plan
1. GENERAL IMPROVEMENT PLAN INFORMATION
District Name Savannah-Chatham County Public Schools System
School Name DeRenne Middle
Team Lead Allison Crouch/Carol Mobley
Position Academic Coach/Principal
Email Allison.crouch@sccpss.com/carol.mobley@sccpss.com
Phone (912) 395-5900
Federal Funding Options to Be Employed (SWP Schools) in This Plan
(Select all that apply)
Traditional funding (all Federal funds budgeted separately)
Consolidated funds (state/local and federal funds consolidated) - Pilot systems ONLY
“Fund 400” - Consolidation of Federal funds only
Factor(s) Used by District to Identify Students in Poverty
(Select all that apply)
Free/Reduced meal applications
Community Eligibility Program (CEP) - Direct Certification ONLY
Other (if selected, please describe below)
6 1. General Improvement Plan Information
DeRenne Middle
2. SCHOOL IMPROVEMENT GOALS
2.1 CREATING IMPROVEMENT GOALS
Effective goals assist schools in attaining collective agreement about what work needs to occur for improvement to
take place. Goals should focus and prioritize the efforts and resources of the district/school to the previously identified
needs and create a focus for improvement. Setting goals should be a strategic process which aligns the goals within one
of the five systems: Coherent Instruction, Effective Leadership, Professional Capacity, Family and Community
Engagement, or Supportive Learning Environment.
There are several categories of goals which may be used in school improvement but the one type which focuses on
improv-ing results and not just enhancing processes is a SMART goal. SMART is an acronym for:
Specific Measurable Attainable Relevant Time-bound
An example of a SMART goal is:
By the end of the school year 2017-2018, all teachers will have training and be included in a PLC for their content-
specific area.
2.1.1 Completing the Improvement Goals Tables
Enter the school’s two to four overarching needs and related root causes, as identified in the Comprehensive Needs
Assessment 2017-2018 School Report, into the tables on pages 8, 14, 20, and 26. Determine a goal for each
overarching need and include the goal in the last row of each corresponding table. For each overarching need, complete
the planning tables covering the five systems from Georgia’s Systems of Continuous Improvement. Use the codes
below to list the structures addressed through the goal within each system. For each system, identify one to six action
steps that will be taken to address the root causes that have created the overarching need. Finally, identify any
supplemental action steps necessary to ensure the necessary supports are in place for the listed subgroups.
Coherent Instructional System CIS-1 Family and Community Engagement
Planning for quality instruction CIS-2 FCE-1 Welcoming all families and the community
Delivering quality instruction CIS-3 FCE-2 Communicating effectively with all families and
Monitoring student progress CIS-4 the community
Refining the instructional system FCE-3 Supporting student success
FCE-4 Empowering families
Effective Leadership FCE-5 Sharing leadership with families and the
EL-1 Creating and maintaining a climate and culture community
conducive to learning FCE-6 Collaborating with the community
EL-2 Cultivating and distributing leadership
EL-3 Ensuring high quality instruction in all classrooms Supportive Learning Environment
EL-4 Managing the district and its resources SLE-1 Maintaining order and safety
EL-5 Driving improvement efforts SLE-2 Developing and monitoring a system of supports
SLE-3 Ensuring a student learning community
Professional Capacity
PC-1 Attracting staff
PC-2 Developing staff
PC-3 Retaining staff
PC-4 Ensuring staff collaboration
2. School Improvement Goals 7SCHOOL IMPROVEMENT PLAN
2.2 OVERARCHING NEED #1
Overarching Need
The majority of students scored at beginning level on the Georgia Milestones Math Assessment.
Curriculum assumes mastery of basic skills
Root Cause #1
Frustration leads to lack of participation and effort.
Root Cause #2
Lack basic skills.
Root Cause #3
Time to practice.
Root Cause #4
Skills are no longer taught in isolation.
Root Cause #5
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured
by GMAS 2018.
GOAL
8 2. School Improvement GoalsCOHERENT INSTRUCTIONAL SYSTEM
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured by GMAS 2018.
GOAL
CIS 1-4, EL1, EL 4, SLE 2
Structure(s)
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Review and remediate basic skills integrated with current State/Local/ IDEA a. Weekly Math Gen Ed &
b. Lesson plans, student work, walkthroughs, Google classroom,
standards based grade level standards while teaching PL for follow-up Co-teachers.
grade level units and following district pacing guides. Academic Coach
a.
2. Model and instruct using appropriate problem-solving and State & Local/ Title Weekly Math Gen Ed &
b. Lesson plans, walkthroughs, DOK artifacts, rubrics, Google
real-world application to increase rigor. I, II/ IDEA classroom, PL for follow-up Co-teachers.
Academic Coach
Continued implementation of number talks in all math
3. classes. State & Local/IDEA a. On-going Math Gen Ed &
b. Lesson plans, walkthrough, Google classroom, PL for follow-
up Co-teachers,
Academic Coach
Continued implementation of "Show / Explain" informal
4. proofs to increase writing to think critically in math. State/Local a. Weekly Math Gen Ed &
b. Lesson plans, walkthroughs, Google classroom, PL for follow-
up Co-teachers,
Academic Coach
Math teachers in identified grade levels will use time during
instructional focus blocks to teach and build capacity in
5. basic skills. State/Local a. Weekly Math Gen Ed &
b. Lesson plans, walkthroughs, Google classroom, PL for follow-
up Co-teachers,
Purchase computer based software and implement Academic
computer based strategies to support student a.
6. achievement. Title I July 2018-June 2019 Building admin,
b.
TKES observations, lesson plans, informal Focus walks Title I PM
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Ensure that tutorial/study prep groups are offered, homework assistance is Ensure that tutorial/study prep groups are offered, homework assistance is
available for students who lack internet access and / or supervision. available for students who lack internet access and / or supervision.
English Learners MigrantFacilitate access to language translation supports as needed. At this time there are no migrant students at DeRenne Middle School. Eligibility for
Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Co-teachers will assist with scaffolding and differentiating content based on student’s
Ensure culturally responsive language is used in lesson planning and in current individualized education plan and student need.
instruction. Incorporate student design of when appropriate.EFFECTIVE LEADERSHIP
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured by GMAS 2018.
GOAL
Structure(s) EL 1, 3, 4, 5; CIS 3, SLE 2
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Conduct regular focus walks to ensure implementation of State/Local, Title I a. At least quarterly as indicated by short term action plans. Leadership
school improvement goals and processes, providing b. Focus walks and feedback sheets, agendas, meeting minutes Team,
timely feedback. Academic Coach
a.
2. Analyze and synthesize formative data (e.g. unit and State/Local, Title I At least quarterly as needed based on units and SMP goals. Math
common assessments, benchmarks, and MAP) to plan for b. Data analysis results and instructional plans. department
chair / teachers,
instruction using research-based strategies. Academic Coach
3. Analyze and synthesize summative data to plan for State/Local, Title I a. End of school year when summative data is available. Leadership Team
greater school effectiveness. b. CNA and school improvement plan Academic Coach
Leadership
4. Facilitate faculty analysis and synthesis of summative State/Local, Title I a. Review of past year's data by September 2018. Team,
data for revision and implementation of school b. August 2018 - July 2019 Academic Coach
improvement plan.
5. Create, implement and monitor short-term action plans to State/Local, Title I a. Quarterly Leadership Team;
move the school improvement process forward. b. Short term action plans, monitoring tools Academic Coach
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Analyze the data using multiple data sources to cater to the needs of the Analyze the data using multiple data sources to cater to the needs of the fostered
economically disadvantaged and homeless
English Learners Migrant
Analyze the data using multiple data sources to cater to the needs of the english Analyze the data using multiple data sources to cater to the needs of the migrant
Learners population
Race/Ethnicity/Minority Students with Disabilities
Develop action plans specifically with the information at hand to work with diverse Analyze the data using multiple data sources to cater to the needs of tstudents with
Populations disabilitiesPROFESSIONAL CAPACITY
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured by GMAS 2018.
GOAL
Structure(s) EL 1, 3, 4, 5; CIS 4, PC 4, SLE 2
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Vertical team and departmental planning, including State/Local, Title I, a. Monthly Math Gen Ed &
conversations about key practices, reviewing student work IDEA b. Meeting minutes, lesson plans (LP), walkthroughs Co-teachers.
and providing feedback. Academic coach
a.
2. Participate in PD to gain skills on how to integrate basic State/Local, Title I, August - October 2018 Math Gen Ed &
skills review and remediation aligned to grade-level II, IDEA/SI 1003 a b. Professional development (PD) calendar Co-teachers.
standards-based instruction / tasks. Academic Coach
3. Participate in peer modeling of effective and appropriate State/Local a. Monthly Academic &
mathematical practices. b. Professional development (PD)calendar District Coaches
4. Participate in professional development on research-based State/Local, Title I,II a. August - October 2018 Academic &
instructional strategies to include the use of number talks. b. Professional development calendar, LPs, walkthroughs District Coaches
5. Participate in "Show / Explain" informal proofs in State/Local a. August - October 2018 All teachers
professional development. b. PD calendar, lesson plans, student samples
a.
6. Use research-based Standards of Mathematical Practices State/Local August - October 2018 District
b. PD calender, lesson plans, student samples Coaches;
Academic coach
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Include pedagogical practices for effectively teaching students who are Include pedagogical practices for effectively teaching students who are fostered or
economically disadvantaged in professional development homeless in professional development
English Learners Migrant
Include pedagogical practices for effectively teaching students who are English Include pedagogical practices for effectively teaching students who are migrant in
learners in professional development professional development
Race/Ethnicity/Minority Students with Disabilities
Understand the specific needs of race/ethnicity/minority populations and Participate in co-teacher training class during pre-planning.
incorporate those in the professional development for teachers/support staffFAMILY and COMMUNITY ENGAGEMENT
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured by GMAS 2018.
GOAL
Structure(s) FCE 1-4; SLE 3, CIS 3, EL 1, 5
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
Plan and implement parent-involvement opportunities to increase
1. family engagement and to provide State/Local, Title I a. Quarterly Leadership team;
expectation for student success as it relates to math b. Sign-in sheets, phone call-outs Academic coach
a.
2. Facilitate family engagement training sessions on State/Local, Title I Once per quarter Parent
understanding academic goals, monitor progress and b. Sign-in sheets, call-outs, agendas, presentation materials Engagement
performance data, such as MAP, benchmark and GMAS Facilitator
3. Implement parent training on use of and access to the State/Local, Title I a. Ongoing to begin with first curriculum event in October 2017 Parent
parent portal in SLDS. b. Sign-in sheets / parent surveys Engagement
Facilitator
4. Implement student-led conferences with teachers and State/Local, Title I a. January - February 2019 Teachers &
parents in which students share reflections on and plans b. Sign-in sheets, student plans, student reflections. Academic
for their own progress using MAP, GMAS and classroom Coach
5. Use Parent facilitator to reach out to parents identify State/Local, Title I a. July 2018 - June 2019 Parent facilitator
resources and provide support in the area of math b. agenda, sign-in sheets, feedback forms, handouts/resources
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Investigate possibilities for providing shuttle access to parents. Provide incentives Ensure communication (call-outs, conferences, etc.) between DeRenne and
to promote parent attendance and engagement. Consider combined meetings with Greenbriar Children's Center and other community support facilities.
English Learners Migrant
At this time there are no ELs at the school. If they were to enroll, all available At this time there are no migrant students at DeRenne Middle School. Eligibility for
district resources would be used Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Ensure that the needs of all populations are taken into consideration when Ensure that the needs of all populations including SWDs are taken into
planning parent events consideration when planning parent eventsSUPPORTIVE LEARNING ENVIRONMENT
Increase the percentage of students scoring level 2 or higher in Math from 47% to 52% as measured by GMAS 2018.
GOAL
Structure(s) SLE 2, 3
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Implement monitoring sessions in which students monitor State/Local a. At least quarterly All math
and make plans for their own progress using MAP, GMAS b. Schedule for conferences, self reflection and planning notes teachers
and classroom level assessment data.
a.
2. Recognition of student achievement and State/Local/Title I Monthly Teachers &
accomplishments in math, by displaying student b. Recognition Wall Academic
achievement throughout the building. Coach
3. Ensure that tutorial/study prep groups are offered, State/Local, Title I a. Weekly Math
homework assistance is available for students who lack b. Tutorial rosters, study group artifacts Department
internet access and / or supervision. Provide supplies Chair / teachers
4. Provide study paths with the help of the Counselor in State/Local a. August, 2018- June, 2019 Admin,
preparation for high school b. Program of study, High school counselor visits Counselor
5. Provide 21st CCLC remediation and enrichment for Title IVB a. September, 2018- June, 2019 Admin, 21stC
identified students b. attendance data, student assessment data staff
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Hold a poverty simulation for all teachers to facilitate understanding of student Hold a poverty simulation for all teachers to facilitate understanding of student
needs for an optimal learning environment. needs for an optimal learning environment.
English Learners Migrant
At this time there are no ELs at the school. If they were to enroll, all available At this time there are no migrant students at DeRenne Middle School. Eligibility for
district resources would be used Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Hold a poverty simulation for all teachers to facilitate understanding of student Support with inclusion, targeted learning strategies as defined in IEP's and
needs for an optimal learning environment. inclusion in after hour tutorials, study groups, etc.SCHOOL IMPROVEMENT PLAN
2.3 OVERARCHING NEED #2
Overarching Need
The majority of students lack reading and vocabulary skills.
Students lack an appropriate reading and vocabulary foundation.
Root Cause #1
Lack of adequate reading at home or in school.
Root Cause #2
Lack of time to teach reading and vocabulary explicitly in class.
Root Cause #3
There is a focus on teaching standards and not basic skill remediation.
Root Cause #4
Root Cause #5 There is a focus on preparing students for testing.
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by
GMAS 2018.
GOAL
14 2. School Improvement GoalsCOHERENT INSTRUCTIONAL SYSTEM
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by GMAS 2018.
GOAL
Structure(s) CIS 1-4; EL 1,3, 4, 5; SLE 3
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
Continue implementation of readers' workshop in all ELA a. On pace with district MAP requirements
classrooms, including modeling and use of research based b. Lesson plans, observations, student work, Google classroom,
1. strategies. State/Local/ Title I PL follow-up All ELA teachers
Hold individual student conferences to set MAP domain
goals. Ongoing conferencing to discuss growth, a.
2. culminating in a final conference with MAP scores. State/Local Title I Minimum Quarterly Homeroom
b. MAP student profile sheets, goal setting sheets Teachers &
Academic coach
ELA teachers will use time during instructional focus to
3. teach and build capacity in basic skills. Title I a. Aligned to district pacing guides.
b. Lesson Plans, walk-throughs, Google classroom, PL follow-up teachers (ELA &
Co-teachers)
Teach vocabulary skills and inferencing in all content areas
and create opportunities for students to have conversations
4. about inferences using content-specific texts. State/Local a. Ongoing/Weekly SS/SCI teachers,
b. Lesson plans, walk-throughs, observations Administrators
5. Provide the expectation and the opportunity for all State/Local, Title I a. Daily All teachers
students to read both grade-level texts and Lexile-leveled
text independently. b. Thought and evidence logs
a.
6. Embed vocabulary instruction in authentic tasks (e.g. State/Local Ongoing/Weekly All ELA teachers
writers' workshop, readers' workshop, mentor sentence b. Lesson plans / observations, Google classroom, PL follow-up & Academic
lessons) that is not taught in isolation.
7. Purchase computer based software and implement
computer based strategies to support student
achievement. Coach
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Ensure that tutorial/study prep groups are offered, homework assistance is Ensure that tutorial/study prep groups are offered, homework assistance is
available for students who lack internet access and / or supervision. available for students who lack internet access and / or supervision.English Learners Migrant
Facilitate access to language translation supports as needed. At this time there are no migrant students at DeRenne Middle School. Eligibility for
Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Graphic organizers, reading strategies, co-teacher support, conferences, thought
and evidence logs. Scaffolding and differentiate based on current individualized
Ensure culturally responsive language is used in lesson planning and in education plan.
instruction. Incorporate student design of when appropriate.EFFECTIVE LEADERSHIP
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by GMAS 2018.
GOAL
Structure(s) EL1, 3, 5; CIS 4, PC 4, SLE 2
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Conduct regular focus walks to facilitate implementation of State/Local, Title I a. At least quarterly as indicated by short term action plans. Leadership
school improvement goals and processes, providing b. Focus walk sheets, feedback sheets, agendas from meetings Team
timely feedback.
a.
2. Facilitate analysis and synthesis of formative data (such State/Local, Title I At least quarterly as needed based on data. ELA department
as unit assessments, benchmarks, MAP, common b. Data analysis results and instructional plans. chair/ELA
assessments) to plan for instruction using research-based teachers
3. Analyze and synthesize summative data to plan for State/Local, Title I a. At least quarterly as needed based on units and SMP goals. Math dept. chair/
greater school effectiveness. b. Data analysis results and instructional plans. math teachers
4. Create, implement and monitor short-term action plans to State/Local, Title I a. Quarterly Leadership
move the school improvement process forward. b. Short-term action plans, monitoring tools. Team
5. Facilitate faculty analysis and synthesis of summative State/Local, Title I a. Beginning of school year - looking at past year's data Leadership
data and gather input for revision and implementation of b. School Improvement Plan - Input and revisions Team &
school improvement plan. Academic
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Analyze the data using multiple data sources to cater to the needs of the Analyze the data using multiple data sources to cater to the needs of the fostered
economically disadvantaged and homeless
English Learners Migrant
Analyze the data using multiple data sources to cater to the needs of the english Analyze the data using multiple data sources to cater to the needs of the migrant
Learners
Race/Ethnicity/Minority Students with Disabilities
Analyze the data using multiple data sources to cater to the needs of all students Analyze the data using multiple data sources to cater to the needs of the students
with disabilitiesPROFESSIONAL CAPACITY
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by GMAS 2018.
GOAL
Structure(s) EL 1, 3, 4, 5; CIS 4, PC 4, SLE 2
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Participate in professional development on researched Title I-Coastal a. August - November 2017 All teachers
based instructional strategies to include teaching Writing Project b. Lesson plans, observations, walkthroughs Administration
vocabulary in context. Coaches
a.
2. Gather student performance data ( SLDS, Unify, GMAS, State/Local August - September 2017 All teachers,
Moby Max, SRI/MAP, etc.) and assist students in goal- b. Goal-setting sheets counselor
setting/goal tracking.
3. Participate in professional development on researched State/Local, Title I/ a. August 2017 - March 2018 ELA teachers
based instructional strategies to include mentor sentences SI 1003a b. Observations, walkthroughs
and readers workshop.
4. Participate in professional development on how to State/Local, Title I a. August - December 2017 All teachers,
enhance instruction with the use of instructional software b. Software system generated reports District Coaches
to assist students in reading comprehension.
5. a.
b.
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Use research based strategies to cater to the specific needs of the economically Use research based strategies to cater to the specific needs of the fostered and
disadvantaged students homeless students
English Learners Migrant
Use research based strategies to cater to the specific needs of the English At this time there are no migrant students at DeRenne Middle School. Eligibility for
Learners Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Use research based strategies to cater to the specific needs of diverse students Co-teacher planning with general education ELA teachers. Create individual
education plans for identified SWD.FAMILY and COMMUNITY ENGAGEMENT
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by GMAS 2018.
GOAL
Structure(s) FCE 1, 2, 3; CIS 3; EL 4; SLE 2
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Plan and implement at least 4 curriculum night activities to state/local, Title I a. End of each quarter Leadership
include increased parent education about expectations b. Sign-in sheets, call-outs Team;
and processes for succes various content areas including Academic
a.
2. Implement family engagement training sessions to state/local, Title I Once per quarter Parent
facilitate understanding of academic goals and ways b. Sign-in sheets, call-outs, agendas, presentation materials Engagement
parents can assist / monitor students' progress. Facilitator/Facilit
3. Implement parent training on use of and access to the state/local, Title I a. October (first report card pick-up) Academic
parent portal in SLDS. b. Sign-in sheets / parent surveys Coach &
Technology
4. Implement student-led conferences with teachers and state/local, Title I a. january - February 2018 Teachers &
parents in which students share reflections on and plans b. Sign-in sheets, student plans, student reflections Academic
for their own progress using Lexiles, GMAS and Coach
5. Use Parent facilitator to reach out to parents identify Title I a.
resources and provide support in the area of ELA b.
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Investigate possibilities for providing shuttle access to parents. Provide incentives Ensure communication (call-outs, conferences, etc.) between DeRenne and other
to promote parent attendance and engagement. Consider combined meetings with community support agencies.
English Learners Migrant
At this time there are no ELs at the school. If they were to enroll, all available At this time there are no migrant students at DeRenne Middle School. Eligibility for
district resources would be used Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Ensure that the needs of all populations are taken into consideration when Ensure that the needs of all populations including SWDs are taken into
planning parent events consideration when planning parent eventsSUPPORTIVE LEARNING ENVIRONMENT
Increase the percentage of students scoring level 2 or higher in ELA from 45% to 50% as measured by GMAS 2018.
GOAL
Structure(s) SLE 2,3; CIS 3, 4; EL 1,
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Implement monitoring sessions in which students monitor State/local a. At least quarterly ELA teachers &
and make plans for their own progress using Lexile, b. Schedule for conferences, self reflection and planning notes Academic
GMAS, and classroom level assessment data. Coach
a.
2. Implement programs and practices for recognition of State/Local/IDEA Monthly ELA teachers
student achievement and accomplishments in reading, b. Recognition Wall
utilizing spotlighted work in prominent places in the
a.
3. Ensure that tutorial/study prep groups are offered, State/Local, Title I October 2017- May 2018 All
homework assistance is available for students who lack b. Tutorial attendance, student data, walkthroughs teachers/support
internet access and / or supervision.
4. Use 21st CCLC resources to provide additional support as Title IVB a. October2017-June 2018 All
needed b. attendance records, walkthroughs, student data teachers/support
5. Utilize a federally funded resource teacher for support in Title I a. August 2017-June 2018 Admin,Title I
6th grade ELA b. TKES observations, student data Academic Coac
a.
6. Provide access to various reading materials as Title I October 2017 to June 2018 ELA
b.
supplemental resources in ELA instruction. Provide reading logs teachers/Title I
teachers with supplies needed to improve instruction.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Provide focused remediation/acceleration for economically disadvantaged Provide focused remediation/acceleration for fostered and homeless students
Students
English Learners Migrant
At this time there are no ELs at DeRenne. If one were to enroll, we would provide At this time there are no migrant students at DeRenne Middle School. Eligibility for
focused remediation for them and use district resources to do so. Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Provide focused remediation/accelertation for diverse students Provide focused remediation/acceleration for students with disabilities.SCHOOL IMPROVEMENT PLAN
2.4 OVERARCHING NEED #3
Overarching Need
Many students exhibited low scores on extended constructed response portion of GMAS.
Missing foundation in vocabulary, reading comprehension and standard conventions.
Root Cause #1
Pacing guide limits remediation of writing skills.
Root Cause #2
Lack of consistent modeling of writing process. .
Root Cause #3
Lack of consistent and timely feedback on student writing.
Root Cause #4
Root Cause #5 Adhering to movement of pacing guide and teaching the standard for testing.
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion
of GMAS 2019 by at least 5%.
GOAL
20 2. School Improvement GoalsCOHERENT INSTRUCTIONAL SYSTEM
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion of GMAS 2019 by at least 5%.
GOAL
Structure(s) CIS 1- 4; EL 1, 3; PC 4; SLE 3
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
Continue implementation of components of writers'
workshop in all ELA classrooms, including strategic ELA Teachers &
1. modeling and research-based writing strategies. State/Local, Title I a. Ongoing/Bi-Weekly coteachers
Provide students with feedback (rubrics), peer and teacher
b.
feedback on student written responses and the Georgia Walkthrough, lesson plans, Google classroom, PL follow-up, Academic
Milestones rubrics to provide feedback on formal writing. Coach
a.
2. Scaffold/Model the writing process through completion. State/Local Ongoing/Weekly All teachers
b. Student sample work, walkthroughs, Google classrooms,
observations
All staff;
Teachers will use common assessment data to plan for academic coach;
3. remediation opportunities. State/Local a. evident in lesson plans and data team meetings administrators
b. Bi-weekly data team meetings; Ongoing monitoring
Conduct individual and small group conferences reviewing
4. feedback, goals, rubrics in connection with content area State/Local a. Ongoing/biweekly All teachers
writing.
b. data team, lesson plans, observation, google classroom
Utilize federally funded Academic Coach to improve ELA, science and
5. instruction in classroom via modeling and coaching State/Local, Title I a. August 2018- June 2019 SS teachers,
b. Lesson plans, observations, writer’s workshop, focus walks,
coaching cycle feedback Academic coach;
6. Purchase computer based software and implement
computer based strategies to support student
achievement. Admin, Title I
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Ensure that tutorial/study prep groups are offered, homework assistance is Ensure that tutorial/study prep groups are offered, homework assistance isavailable for students who lack internet access and / or supervision. available for students who lack internet access and / or supervision.
English Learners Migrant
Facilitate access to language translation supports as needed. At this time there are no migrant students at DeRenne Middle School. Eligibility for
Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Co-teacher planning with general education ELA teachers. Scaffolding and
Ensure culturally responsive language is used in lesson planning and in differentiation based on IEP.
instruction. Incorporate student design of when appropriate.EFFECTIVE LEADERSHIP
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion of GMAS 2019 by at least 5%.
GOAL
Structure(s) EL 1-5; PC 4; SLE 2; CIS 3,4
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Provide professional development to include the process State/Local, Title I, a. August - October 2018 ELA teacher
b.
of teaching writing workshop. II Sign-in Sheets/Walkthroughs Academic
Coach
a.
2. Provide timely meaningful feedback from focus walks / State/Local, Title I Quarterly Admin Team &
walkthroughs following observations. b. Evaluations/Feedback (Student data) Academic
Coach;
3. Facilitate analysis and synthesis of formative data (such State/Local, Title I a. Quarterly Adminsitrator
as unit assessments, benchmarks, MAP, common b. Student growth ELA teachers
assessments) to plan for instruction using research-based
4. Analyze and synthesize summative data to plan for State/Local, Title I a. End of school year when summative data is available Leadership
greater school effectiveness. b. CNA and school improvement plan Team
5. Create, implement and monitor short-term action plans to State/Local, Title I a. Every two months Leadership
move the school improvement process forward. b. Short term action plans, monitoring tools Team
a.
6. Facilitate faculty analysis and synthesis of summative State/Local, Title I Review of past year's data by September 2018 Leadership
data for revision and implementation of school b. SIP / input and revisions Team
improvement plan.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Use data from multiple sources to provide support for the economically Use data from multiple sources to provide support for the fostered and homeless
disadvantaged students students
English Learners Migrant
At this time there are no ELs at the school. If some were to enroll, we would use At this time there are no migrant students at DeRenne Middle School. Eligibility for
data from multiple sources to provide support for the English learners Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Use data from multiple sources to provide support for diverse students. Use data from multiple sources to provide support for the students with disabilities.PROFESSIONAL CAPACITY
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion of GMAS 2019 by at least 5%.
GOAL
Structure(s) PC 2, 4; SLE 2; CIS 4; EL 1, 4, 5
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Provide professional development on analyzing prompts, State/Local, Title I, a. August - October 2018 Instructional
b.
"think alouds", modeling extended and short constructed II Lesson plans, observations Coach/professio
response. nal learning
a.
2. Provide professional development of writers' workshop State/Local, Title I, Monthly/Quarterly Professional
including mini lesson presentation. II b. Coach/Administrator observation, lesson plans learning and SI
3. Create a common 4 point rubric (based on achievement State/Local a. August - September 2018 Coaches
level descriptors) in each subject area and professional b. Writing folders, rubrics, data teams Administrators
development to ensure that teachers know how to use All teachers
4. Meet in data team groups to look at common assessment State/Local a. Twice a quarter Administrators
writing data and rubrics to determine next steps for b. Data team meetings Coaches
instruction. All teachers
5. Attend national workshop to improve instructional practice Title I/ SI 1003a a. SY 2018-2019 Admin,Teacher
Leaders,
in the classroom (NCTE or GCTE) b. Redelivery Documents academic coach
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Cater the professional development to understand the needs of the economically Cater the professional development to understand the needs of the fostered and
disadvantaged students homeless students
English Learners Migrant
Cater the professional development to understand the needs of the English At this time there are no migrant students at DeRenne Middle School. Eligibility for
Learners Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Cater the professional development to understand the needs of diverse students Co-teacher planning with general education ELA teachers. Create individual
learning plans for identified SWD. Participate in co-teacher training class duringFAMILY and COMMUNITY ENGAGEMENT
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion of GMAS 2019 by at least 5%.
GOAL
Structure(s) FCE 1, 2, 3, 6; SLE 3; CIS 3; EL 1
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Plan and implement at least 4 curriculum night activities to State/Local, Title I a. Quarterly Leadership
b.
increase family engagement and to provide expectations Sign-in sheets, phone call outs Team;
for student success as it relates to writing and/or other Academic
a.
2. Implement family engagement sessions to facilitate State/Local, Title I Once a quarter Parent
understanding of academic goals and ways parents can b. Sign-in sheets, call-outs, agendas, presentation materials Engagement
assist and monitor students' progress. Facilitator/Admin
3. Implement parent training on use of and access to the State/Local, Title I a. Ongoing to begin with first curriculum event in October 2018 Academic
parent portal in SLDS. b. Sign-in sheets / parent surveys Coach & District
Technology
4. Implement student led conferences with teachers and State/Local, Title I a. Janaury - February 2019 Teachers &
parents in which students share reflections on and plans b. Sign-in sheets, student plans, student reflections Academic
for their own progress using writing benchmarks, GMAS Coach
5. Use Parent facilitator to reach out to parents identify Title I a.
resources and provide support in the area of writing/ELA b.
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Investigate possibilities for providing shuttle access to parents. Provide incentives Ensure communication (call-outs, conferences, etc.) between DeRenne and
to promote parent attendance and engagement. Consider combined meetings with Greenbriar Children's Center and other community support facilities.
English Learners Migrant
At this time there are no ELs at the school. If they were to enroll, all available At this time there are no migrant students at DeRenne Middle School. Eligibility for
district resources would be used Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Ensure that the needs of all populations are taken into consideration when Ensure that the needs of all populations are taken into consideration when
planning parent events planning parent eventsSUPPORTIVE LEARNING ENVIRONMENT
Increase the percentage of students measuring level 2 or higher on the extended constructed response portion of GMAS 2019 by at least 5%.
GOAL
Structure(s) SLE 2, 3; CIS 3, 4; EL 1, 4;
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal.
Possible Funding a. Timeline for Implementation Position/Role
Action Steps
Source(s) b. Method for Monitoring Responsible
1. Implement student conferences in which students monitor State/Local, Title I a. At least quarterly ELA teachers &
b.
and make plans for their own progress using performance Schedule for conferences, self reflection and planning notes Academic
data. Coach
a.
2. Recognition of student achievement and State/Local Monthly ELA teachers &
accomplishments in writing in all content areas, by b. Recognition Wall, Observation Leadership
displaying student achievement throughout the building. Team
3. Display student created exemplars of writing assignments. State/Local, Title I a. Quarterly ELA and co-
b. Recognition Wall, Observation teachers
4. Use 21st CCLC resources to provide additional support in Title IV B a. October 2018-June 2019 All staff
the area of writing b. Attendance records, walkthoughs, student data
5. Use computer based software to enhance ELA instruction Title I a. October 2018 - June 2019 All ELA teachers
in the classroom b. participation data
6. a.
b.
Supplemental Supports: What supplemental action steps will be implemented for these subgroups?
Economically Disadvantaged Foster and Homeless
Provide focused remediation/acceleration for economically disadvantaged Provide focused remediation/acceleration for fostered and homeless students
Students
English Learners Migrant
At this time there are no ELs at DeRenne Middle. Were they to enroll, we would At this time there are no migrant students at DeRenne Middle School. Eligibility for
provide focused remediation/acceleration for English learners Migrant Services per district protocol to include an Occupational Survey.
Race/Ethnicity/Minority Students with Disabilities
Provide focused remediation/acceleration for economically disadvantaged Provide focused remediation/acceleration for economically disadvantaged students
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