SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS

 
SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
School Improvement Plan
           2018-2019

       DeRenne Middle

Savannah-Chatham County Public
       Schools System
SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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
SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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
SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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
SCHOOL IMPROVEMENT PLAN 2018-2019 - DERENNE MIDDLE SAVANNAH-CHATHAM COUNTY PUBLIC SCHOOLS SYSTEM - SCCPSS
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                                                                                                   7
SCHOOL 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 Goals
COHERENT 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                                                                        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-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                                                                              disabilities
PROFESSIONAL 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 staff
FAMILY 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 events
SUPPORTIVE 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 Goals
COHERENT 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 disabilities
PROFESSIONAL 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 events
SUPPORTIVE 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 Goals
COHERENT 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 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
                                                                          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 during
FAMILY 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 events
SUPPORTIVE 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
Students
You can also read
Next slide ... Cancel