Coan Middle School Title I Plan November 5

Georgia Department of Education Title I Schoolwide/School Improvement Plan Dr John D Barge, State School Superintendent May 2013 ● Page of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan School Name: Coan Middle School District Name: Atlanta Public Schools Principal Name: Dr Betsy Bockman School Year: 2013-2014 School Mailing Address: 145 4th Avenue, SE Atlanta, GA 30317 Telephone: 404-802-6600 District Title One Director/Coordinator Name: Andrea Fairries-Moore District Title One Director/Coordinator Mailing Address: 130 Trinity Avenue Atlanta, Georgia 30303 Email Address: AFairries-Moore@atlanta.k12.ga.us Telephone: (404) 802-2727 ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.) Priority School Focus School Title I Alert School Subject Alert List Subject(s) Graduation Alert List Subgroup(s) Sub-Group Alert List Subgroup(s) Principal’s Signature: Date: 11/05/2013 Title I Director’s Signature: Date: Superintendent’s Signature: Date: Revision Date: 8/26/13 Revision Date: Dr John D Barge, State School Superintendent May 2013 ● Page of 24 Revision Date: Georgia Department of Education Title I Schoolwide/School Improvement Plan Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions Notes:  Elementary and Secondary Education Act of 1965 (ESEA) Section 1114 (b) (1) requires a Title I schoolwide program plan to contain the ten components listed on this template as well as related measurable goals and strategies for implementation The asterisk (*) denotes required components as set forth in section 1114 of ESEA  While there are eighteen components, all ten required components of a Title I Schoolwide Program Plan (marked in this template with an asterisk) must be addressed Response starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan  Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists All components/elements marked as not met need additional development  Please list your planning committee members on the next page along with signatures of participating team members This team must include stakeholder involvement (parents of Title I students, community representatives, teachers, administrators, etc.) Note: The planning team must involve parents in the planning process See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school  Attach the SIP as an addendum to the template See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school improvement plan http://www.doe.k12.ga.us/School-Improvement/School-ImprovementServices/Documents/School%20Improvement%20Fieldbook%202012-2013.pdf Dr John D Barge, State School Superintendent May 2013 ● Page of 24 Georgia Department of Education Title I Schoolwide/School Improvement Plan Title I Schoolwide/School Improvement Plan Planning Committee Members: NAME Dr Betsy Bockman Joyce H Thomas Emily Boatright Tammisha Butler Dr Wilhemena Register Dr Shawne Haston Corinne Smith Vickie Johnson Kemba Watson Sheila Watkins Pamela Matthews Alex Wallace Malynta Masby Lynette Marrs-Burks Bernard Webb Nikki Turner Chelsea Schultz Shonta Williams Tanya Crawford Chad Chisolm Tammy Miller Robert Stewart June Veasley Latisha Harris Kristal Madgett Erin Morgan Janay Wilson Christie Lowell Rashida Davis Erich Thomas Jack Wingate Stacey Robinson-Collier Rhonda Seacrease-Green Joretta Kelly John Lipkins Yi Peng Wang Sherrie Turner Ebere Chukwuezi MEMBER’S SIGNATURE Dr John D Barge, State School Superintendent May 2013 ● Page of 24 POSITION/ROLE Principal Assistant Principal Instructional Coach, Literacy/SS Instructional Coach, Math/Science Special Education Lead Teacher Counselor Media Specialist Graduation Coach Graduation Coach School Secretary Office Clerk 6th Grade ELA/SS 6th Grade Math/Science 6th Grade ELA/SS 6th Grade Math/Science 6th Grade Math 6th Grade Interrelated 6th Grade Interrelated 7th Grade ELA/SS 7th Grade Math/Science 7th Grade ELA/SS 7th Grade Math/Science 7th Grade Math 7th Grade Interrelated 7th Grade Interrelated 8th Grade ELA 8th Grade Math 8th Grade Science 8th Grade Georgia Studies 8th Grade Math 8th Grade Interrelated 8th Grade Interrelated Speech-Language Pathologist PE/Health PE/Health Chinese Spanish French Georgia Department of Education Title I Schoolwide/School Improvement Plan Shauna Delong Isaiah Bell Bridgette Yancy Patrice Powell Frances Warner Jewell Kelly Beth Hogan Constance Hall Panyarta Grant Beth Shorthouse Donna Williams Garry Long Art Band Orchestra Chorus Reading Support School Nurse Americorps VISTA ISS Teacher Parent Advisor Parent Advisor External Advisor External Advisor Dr John D Barge, State School Superintendent May 2013 ● Page of 24 SWP Components *1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement Response: A We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan Those persons involved are listed in the Planning Committee chart The ways they were involved were in reviewing the school’s data for the last three years, identifying the school’s areas of strengths and needs, and setting SMART goals to improve the school’s areas of needs Title I funds provide Coan Middle School with two Instructional Coaches The Instructional Coaches will be utilized to provide content and pedagogical professional development and support for all content areas The coaches will divide the academic subjects, with Ms Boatright focusing on literacy and social studies, and Ms Butler focusing on mathematics and science Coan Middle School will partner with Computers For Youth (CFY) to support parental engagement through technology As many of the families served by Coan Middle School qualify for free or reduced lunch, the access to technology and ability to use technology to support education at home needs to be addressed The CFY program does that by providing the technology tools and specific resources for families CFY will provide additional support to teachers to ensure a cohesive technology plan from home to school Title I funds will be used to purchase supplemental resources to support the continued implementation of the Common Core Georgia Performance Standards (CCGPS) These include novel sets and consumable Coach books Title I funds will be used to purchase materials for students and teachers to support the instructional program in core content areas These materials include copy paper, lined paper, graph paper, composition book, construction paper, pencils, rulers, markers, color pencils, project boards, flash drives These materials will enhance students' mastery of standards by ensuring students have needed supplies Coan will purchase 30 iPads and an iPad cart to ensure technology integration is accessible in all academic classes Students will be able to utilize these iPads in classes for research, WebQuests, practice assessments for CCGPS, and accessing e-books Coan will purchase STAR Reading, STAR Math, and Kuta software to provide students and teachers with real time data on their current performance levels and academic progress in these areas As Coan’s current achievement rates are well below the APS average for all academic areas (reading, language arts, mathematics, science, and social studies), additional resources to support classroom instruction is required to help increase student outcomes Coan will pay for a supplemental tutor each day for a total of 30 weeks to ensure all Level students have access to small group or one-on-one instructional to address deficiencies before the school day begins This will be in addition to the teachers’ scheduled tutorial sessions and the Georgia State After-School All Stars program B We have used the following instruments, procedures, or processes to obtain this information: Highly Qualified Teachers, as deemed by the Georgia Professional Standards Commission, * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page of 24 *1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement delivering instruction to students on a daily basis The use of the CCGPS to develop and implement lessons and assessments for all core content areas Teachers assess student mastery of the Common Core Georgia Performance Standards (CCGPS) through daily observations, as well as formative and summative assessments Professional Learning Communities (PLC) that meet on a regular basis to discuss student achievement, instructional strategies, assessments, rubrics, and ways to compact and differentiate both teaching and learning Instructional Meetings to discuss and review student data, discuss researched-based best practices, and redeliver system-wide initiatives (SST/RTI, co-teaching models, least restrictive environment) to improve student achievement Faculty Meetings to redeliver and discuss state and system-wide initiatives (Teacher Keys Evaluation System, REP) to ensure research-based practices are implemented with fidelity in classrooms Regular teacher-parent conferences to discuss students’ strengths and progression to mastery of CCGPS Before-school and after-school tutorials led by classroom teachers Coan provides a rich selection of identified professional development sessions in the following areas: Pyramid of Intervention (RTI and SST), integrating technology in the classroom (teacher webpages, on-going Promethean training, interactive websites), effective instructional strategies for teachers, transition to Coan monthly meetings for new teachers, how to differentiate for all learners, on-going assessments for learning, and data digs 10 Disaggregated data collected and published by the Georgia Department of Education (GaDOE) and the Atlanta Journal Constitution on achievement and assessments of our students continue to be shared amongst our parents, teachers, students and all other stakeholders 11 Data tracking of pre- and post-assessments in all classes to ensure differentiation and re-teaching occurs in classes as needed in order for students to demonstrate mastery of the CCGPS The comprehensive needs assessment will be done by reviewing any data providing supporting information for the established 2013-2014 goals These data sources include Criterion-Referenced Competency Test (CRCT) results, 2012-2013 Computer Adaptive Assessment System (CAAS) results, test scores, attendance and Department of Special Education goals The academic performance of the students who are entering the school as well as those who are currently attending the school will be considered and, if necessary, the 20132014 goals may be revised C We have taken into account the needs of Migrant Children who enroll in the Atlanta Public District Currently, Atlanta Public Schools does not have or expect a large population of migrant students However, the district has implemented a Migrant Education Program Student Verification Process/Procedure for school use to identify potential migrant students School staff will review responses to the migrant information section of APS Student Enrollment forms for all new students to the Atlanta Public Schools District Copies of the enrollment forms with yes responses member to the Family Engagement Manager in the Office of Federal Grants and Program Compliance The Family Engagement Manager will then forward the information to the Region Consortium Administrators for confirmation and return notification of the student status The school/district will work with the consortium to provide required services for students identified as migrant D We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved This information is summarized in the 2012 and 2013 Criterion-Referenced Competency Test Data Comparison Chart below This chart demonstrates growth in * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page of 24 *1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement several areas and grade levels, notably 6th and 7th grade social studies, 6th grade science, 8th grade mathematics, and 8th grade language arts This chart also enables the school-based team to reflect on areas to address for growth, specifically, 8th grade science and writing, as well as all areas where less than 60% of students are meeting or exceeding the standard for the content area In order to address instructional strategies and student achievement, teachers receive feedback on their instructional practices in multiple ways The principal and assistant principal will provide teachers with feedback using the Teacher Keys Evaluation System (TKES) The school’s two instructional coaches will conduct informal observations and provide feedback to inform teachers about their implementation of instructional practices for the purpose of improving these and raise student achievement APPENDIX A - Disaggregated Data 2012 and 2013 Criterion-Referenced Competency Test (CRCT) Data Comparison Comprehensive Needs Assessment SUBJECT GRADE 2012 2013 DIFFERENCE th READING 95% 96% 1% 7th 92% 93% 1% th 88% 99% 11% ENGLISH/LANGUAGE 6th 84% 87% 3% ARTS 7th 87% 93% 5% 8th 92% 98% 6% th MATHEMATICS 53% 58% 5% 7th 78% 82% 4% th 54% 74% 20% SCIENCE 6th 39% 54% 15% 7th 82% 86% 4% th 61% 60% -1% SOCIAL STUDIES 6th 45% 57% 12% 7th 36% 80% 44% 8th 44% 52% 8% th WRITING 85% 80% -5% Coan Middle School was 6-8th grade middle school with the greatest student achievement growth for 20122013; as is demonstrated by the 2012 and 2013 Criterion-Referenced Competency Test Data Comparison Chart, all content areas except 8th grade science and 8th grade writing grew in the percentage of students Meeting or Exceeding Standards from 2011-2012 Additionally, many of these content areas grew in the total percentage of students Exceeding the Standards While there is still room for growth in many areas, specifically those where only 60% of the students are able to Meet or Exceed Standards, the overall results are positive E We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including  Economically disadvantaged students, who make up almost the entire school Our plan addresses the * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page of 24 *1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement fact that these students may need additional resources to achieve academically These students also benefit from additional support services in the school (Graduation Coaches, enrichment opportunities through local partnerships)  Students from Major racial and ethnic groups as these students make up almost the entire population of Coan Middle School Historically there an achievement gap between White and Black students has existed in Atlanta Public Schools This plan includes resources to make the curriculum more accessible to all students, particularly those who historically have not demonstrated mastery of standards on the CRCT  Students with disabilities is a subcategory of concern as the achievement gap between Coan’s regular program students and students with disabilities is at least ten scale score points for each subject tested on the CRCT in all grade levels These students will benefit from additional support in reading instruction, aligning their learning goals with instructional delivery models, and  Students with limited English proficiency are currently not a subgroup at Coan Middle School Should these students enroll, Coan Middle School will ensure that they receive instruction from a certified ESOL Teacher, and this teacher would collaborate with all content area teachers to modify instructional materials as appropriate F The data has helped us reach conclusions regarding achievement or other related data  The major strengths we found in our program were in the Reading and English/Language Arts programs, as most students are scoring in either the Meets or Exceeds categories in all grade levels Students are able to comprehend what they read, understand utilize different forms of media, apply knowledge of grammar and sentence structure, and use their knowledge of the writing process to answer questions  The major needs we discovered were in the areas of Mathematics, th and 8th grade Science, and 6th and 8th grade Social Studies While all of these areas experienced growth in the total number of Level and Level students, the overall percentage of students who are at least meeting the standard is not as high as Reading and English/Language Arts for two consecutive years Additionally, while Coan’s 2012-2013 th grade Writing Assessment scores were 6th overall in APS, the percentage of students Meeting or Exceeding the Standards decreased by 6% from 2011-2012  The content areas of 6th grade science, mathematics, and social studies, as well as th grade social studies, the percentage of students demonstrating mastery is less than 60% Students in all grade levels struggle with the Mathematics domain of Number and Operations and the Social Studies domain of History  The needs we will address are increasing our percentage of students scoring in Level in mathematics, science, and social studies by decreasing our percentage of students scoring in Level in these areas; decreasing the gap in scale score points between general education students and special education students; increasing the percentage of students moving from Level to Level in all core subjects  The specific academic needs of those students that are to be addressed in the schoolwide program plan will be to increase reading fluency and comprehension, particularly with regard to informational texts This will enable students to process and comprehend information in science and social studies classes, ensuring greater accessibility to and mastery of the curriculum We will address underlying skill deficits in mathematics (multiplication and division, fractions and decimals, integers) so students are able to use these skills when working with CCGPS in all grade levels  The ROOTCAUSE/s that we discovered for each of the needs were a consistent lack of content knowledge by all academic teachers, lack of consistent and meaningful professional development for teachers to ensure research-based practices and lessons aligned to the CCGPS are implemented in all classes, and Level students not benefiting from appropriate interventions in previous grade levels * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page of 24 *1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement G The measurable goals/benchmarks we have established to address the needs were pre-tests in each academic subject to identify students’ prior knowledge and areas of weakness, two checkpoints during the year (October and February) to monitor students’ progress towards mastery of standards We will use the Computer Adaptive Tests (CAT) to benchmark Reading, Language Arts, and Mathematics Science and Social Studies will use tests aligned to the CCGPS for their benchmarks Additional intervention will be provided for individuals who are not making progress at the checkpoints *2 Schoolwide reform strategies that are scientifically-researched based 2(a) Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance Response: The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard through the continued implementation of Individual Learning Plans (ILPs) for all students based on their results on the CRCT taken in Spring of 2013 or pre-tests aligned to the CCGPS taken at the beginning of the 2043 school year Students will meet with their team of core teachers once these results are calculate to set goals for all classes during the 2013-2014 school year This team will administer at least two benchmarks during this school year to track progress toward the learning goals After these benchmarks, the student, teachers, and parents will meet to discuss the student’s progress toward his/her goal, decide what additional work and support is needed to achieve this goal, and, if needed, adjust the student’s final goal to ensure it is both appropriate and reasonable while at the same time it pushes students to work toward their upper limits The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards, are to use the Pyramid of Intervention The Pyramid of Intervention is an integrated system of service for delivery to low performing students This prevention mode is designed to find and provide students at-risk with effective instruction, learning and interventions Students with disabilities are served through in the Least Restrictive Environment (LRE) for Language Arts and Mathematics Students learning needs are evaluated by the student’s team to determine if the appropriate placement is Resource or Inclusion Teachers will continue to monitor students’ progress toward mastery of standards and, if necessary, meet as a team to discuss academic placement Additionally, students are served through the Inclusion or Consult models in Science and Social Studies to ensure students are supported based on individual needs * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 10 of 24 *2 Schoolwide reform strategies that are scientifically-researched based 2(a) Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance Students identified as academically gifted students are served for one segment per day by a gifted certified teacher These teachers assist other teachers on their team in designing lessons and projects that differentiate instruction for these learners in order enable them to master content standards 2(b) Are based upon effective means of raising student achievement Response: The following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: the use of the seven-step lesson plan that includes the four stages of the learning process (engagement, exploration, explanation, and elaboration), graphic organizers, problem-based learning, and inquiry lessons to allow students to explore the content rather than remain as passive participants in the learning process The Individual Student Learning Plans (ILPs) are designed to address students’ current level of mastery for all CCGPS courses, set goals based on prior performance and researched-growth for each performance level, and educate students through bi-weekly advisory sessions that coach students toward achieving their goals This will be year two of the implementation of ILPs at Coan Middle School; last year, Coan Middle School students achieved the highest growth of any 6th – 8th grade middle school in Atlanta Public Schools Teachers will incorporate a variety of teaching techniques based on student needs and learning styles Groups will be monitored through informal and formal assessments, pre/post assessments, Atlanta Public Schools common assessments, CRCT Coach Books, teacher observation, rubrics that correlate with specific assignments and quarterly skills checklists and performance based assessments Results of these assessments will be monitored and daily instruction will be adjusted accordingly Also, we have bi-weekly Professional Learning Communities (PLC) Meetings to allow collaboration of colleagues to discuss effective strategies for meeting the needs of all students These sessions will enable teachers to vertically align the CCGPS in all content areas and establish learning expectations for each grade levels These sessions will also enable teachers on the two-person teaching teams in th and 7th grades to plan together and integrate content effectively in their respective courses SEE APPENDIX G – Research Citations SEE APPENDIX B – Professional Development Calendar 2(c) Use effective instructional methods that increase the quality and amount of learning time Response: We will increase the amount and quality of learning time by implementing a master schedule that include 60 minute classes for all academic subjects with two core math classes each day to address the needs of both the individual school and cluster academic needs In addition, all teachers will provide either weekly beforeschool or after-school tutorial sessions Coan Middle School partners with two local universities, Georgia State University and Emory University, to provide on-site support for students The Georgia State Academic All-Stars afterschool tutorial program, and push-in tutors for mathematics classes through Emory READS to * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 11 of 24 2(c) Use effective instructional methods that increase the quality and amount of learning time provide individual attention for Level students This year Coan will use its Remedial Education Program (REP) teachers to teach an additional mathematics class for all students to ensure students receive small group instruction and timely intervention to address underlying skill deficits These teachers will collaborate with the grade level mathematics teacher to provide re-teaching opportunities, as well as acceleration opportunities when appropriate, to ensure students master mathematics standards We are focusing our efforts on assessing students to diagnose weak areas and analyzing current data to highlight areas of need to create a foundation for the eventual success and movement of all of our students The support of the Connections classes and our plans for reading and writing across the curriculum will also reinforce the language and reading skills of our students Also, all students will participate in the Accelerated Reading Program which monitors progress and comprehension of reading throughout the curriculum on a regular basis Another tool that will be used throughout the school year in each classroom will be a Data Tracking system for all summative assessments to monitor students’ mastery of standards as they are addressed in classes 2(d) Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA) Response: Students identified as needing support in reading through class performance and low CRCT scores will be provided an opportunity for reading enrichment as a Connections class A Student Achievement Plan will be created to highlight content areas of weakness for each student This plan will be supported by our counseling team and graduation coach Through analyzing the collected test data, teachers will develop an Individual Student Plan that focus on the areas of need for Special Education student, as well as those students not demonstrating mastery on the CRCT All teachers will continue to modify reading assignments and provide heterogeneous reading groups for daily instruction with this targeted group RTI strategies will be given on a case by case basis based on the needs of the students Students are provided daily instruction in grammar and usage through the use of a grammar workbook in the Language Arts classes Speaking, writing, and listening skills will be demonstrated in all classes through the use of journals, responses to current events, dramatic interpretations and skits, roleplaying and oral presentations Mentors from business partnerships, student teachers, and connections teachers will assist with additional tutorial for students that are currently at Level or low Level 2(e) Must include documentation to support that any educational field trip used as an instructional strategy is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the state academic content standards Documentation must be provided during the budget approval process Required based on FY12 US ED monitoring finding for Georgia Response: * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 12 of 24 Coan Middle School will provide students with several educational field trips this year, though none of them will be paid for with Title I funds These field trips are aligned to the CCGPS at each grade level, and they will provide students’ with needed exposure to make real world connections for our students These field trips include the Tellus Museum (6th Grade Science), Carlos Museum (6th and 7th Grade Social Studies), and Etowah Mounds (8th Grade Social Studies) *3 Instruction by highly qualified professional staff Response: 100% of Coan’s staff is considered Highly Qualified as deemed by the Georgia Professional Standards These teachers are recruited all year through current teacher recommendations with appropriate supporting professional and student achievement data, from a pool of candidates participating in Teach For America, as well as at the annual APS district Recruitment Fair The school also accesses candidates via Taleo and in conjunction with the Human Resources Department and Regional Executive Director and fellow principals as vacancies arrive By recruiting from a variety of sources, particularly those familiar with the school, its students, and the community, Coan Middle School is building a cadre of highly qualified professionals Coan maintains relationships with local and regional universities, including Georgia State University and Emory University, who graduate Highly Qualified teaching candidates By allowing collaboration with these universities during the internship and student teaching process, Coan builds a pipeline of highly qualified candidates who are familiar with the school, its students, and the community Additionally, the school works with these universities to participate in research-based studies that address the nature of teaching and learning These studies again help to deepen the relationship between the school and local universities *3(a) Response: Strategies to attract highly qualified teachers to high-needs schools We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia Professional Standards Commission (GPS) If a teacher has a non-renewable certification, he or she will be required to enroll in a GPS approved program to obtain a clear and renewable certificate Coan will use HiQ Report generated annually by Human Resources to address any certification issues and develop a plan if this situation arises *4 Professional development for staff to enable all children in the school to meet the state student academic achievement standards Response: A We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs APPENDIX B - Professional Development Calendar B We have aligned professional development with the State’s academic content and student academic achievement standards Coan Middle Schools provides a diverse selection of identified professional * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 13 of 24 *4 Professional development for staff to enable all children in the school to meet the state student academic achievement standards development sessions in the following areas: Pyramid of Intervention (RTI and SST), effective co-teaching for students with disabilities, identifying gifted learners and differentiating for their needs, integrating technology in the classroom through use of teacher web pages, Infinite Campus, on-going Promethean training, and effective instructional strategies for all teachers C We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems For example instructional coaches plan with, observe, and provide feedback to all academic teachers on a weekly basis This is done to ensure that instructional planning and presentation is of high quality and immediately addresses the needs of learners If a teacher needs additional support, the instructional coaches are available to model or co-teach lessons to demonstrate implementation of best practices A portion of the weekly planning sessions is devoted to addressing students who are not demonstrating mastery of standards on formative and/or summative assessments and how to use available resources to ensure that re-teaching occurs Through our local partner, Graduation Generation, teachers will be able to participate in external professional development at Metro-RESA and Emory University to enhance their professional and content-based knowledge In addition, Emory University professors and students will collaborate with teachers to design and implement lessons that address both the CCGPS and students’ learning styles This form of hands-on professional development is relevant and meaningful as teachers have the opportunity to use new knowledge in their classrooms Professional Learning Communities are highly effective at improving teachers’ practices through their model of collaboration and constructive feedback Teachers use the critical friends’ protocol to review lesson plans, assessment results, and student work samples to help build the collective knowledge of best practices This ultimately benefits all students as teachers continue to grow in their knowledge of professional and instructional practices, as well as pedagogy We will included teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program in the following ways: CCGPS webinars, Thinking Maps, Teacher Key Effectiveness System, Monthly Data Meetings, Professional Learning Community Meetings, Instructional Meetings, and weekly lesson planning sessions with Instructional Coaches *5 Strategies to increase parental involvement In completing this section, you should review the parental involvement strategies already defined in your school’s parental involvement policy These could include many of the suggested responses below, although other strategies may still be considered * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 14 of 24 Response: A We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of schoolwide programs and the school parental involvement policy by inviting parents to meetings, having the plans available at Open House and Parent Conferences The plans are also available on the school’s website with a survey to provide all stakeholders with an opportunity to give and input and feedback on the plan B We will update the school parental involvement policy periodically to meet the changing needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community, by soliciting feedback from parents during meetings, through a parent survey, and posting the plan on the school’s website for review C We will conduct an annual meeting, at a convenient time, to inform parents about the school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by posting the meeting on the school’s marquee in advance of the meeting, sending home a flyer with the First Week Packet to all students, and utilizing the Infinite Campus robocall system the week of the meeting to remind all families of the date, time, and purpose D We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by surveying parents to determine when they are able to participate in parental engagement sessions and barriers that limit their participation in parental engagement sessions Coan Middle School will utilize the two graduation coaches to support these efforts E We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by sending home progress reports every 4.5 weeks, posting the Title I plan on the school’s website, maintaining a parental engagement notebook in the Main Office, and utilizing both Parent Portal and Infinite Campus robocalls to inform parents of important academic events at the school F We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by providing parents a copy with multiple opportunities for feedback, as well as posting a copy on the school’s website with a means for electronic feedback G We will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by organizing parental engagement sessions specifically targeting use of the Parent Portal, collaborating with Computers for Youth (CFY) to equip parents with tools to support academics at home, and informing parents of all community and district parental engagement sessions Additionally, parents are invited to participate in parent conferences three times a year to review their child’s ILP, progress toward the individual goals, and revise the students’ plan if needed * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 15 of 24 H We will provide materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by organizing parental engagement sessions specifically targeting use of the Parent Portal, collaborating with Computers for Youth (CFY) to equip parents with tools to support academics at home, and informing parents of all community and district parental engagement I We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by working with the Regional Community Engagement Specialists to ensure all school-based personnel are accessible to parents as needed to support students’ academic achievement J We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by partnering with district and state offices to provide materials to parents, ensuring they have all information needed to support their students’ instructional and academic needs K We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: explaining academic expectations, goals and grading to students and parents; providing a written syllabus; providing an academic progress report every 4.5 weeks; and communicating with parents regularly and provide necessary assistance to parents so that they can foster learning at home L We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by partnering with the World Languages Department, ESOL instructor, and translators as needed to ensure all parents are able to receive materials and communications related to their child’s education in their home language *6 Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs Response: We will plan activities for assisting preschool children in the transition from early childhood programs We have also included transition plans for students entering middle school or high school and for students entering from private schools including students entering our school throughout the school year Fifth Grade Orientation Rising sixth grade students and parents participate in the sixth grade transition-in program This program will provide them the skills necessary to make a successful transition to middle school (i.e organization, interpersonal skills, and time management in short-all about teaching and learning at Coan) In November, * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 16 of 24 Dr Bockman and Dr Haston, School Counselor, host an information session for all th grade families in Coan’s enrollment zone In February, Coan will host fifth grade students from the three feeder elementary schools for a day of orientation to middle school Additionally, Dr Bockman and Dr Haston may host spring parent coffees at each of the elementary schools if needed Students New to Atlanta Public Schools Students new to APS will meet with the school counselor and grade-level graduation coach to assist them as they transition to Coan All new students are partnered with a peer in their classes to ensure that they have a classmate throughout the day to assist them Coan Middle School holds parent information sessions throughout the year to welcome new families and familiarize them with the school and community Eighth Grade Transition to High School Eighth grade students will participate in a summer transition to high school program at Maynard Jackson High School This program will introduce them to high school curriculum, course offerings, study skills, and school-wide activities Eighth grade students will have an opportunity to participate in a high school on-site visit that includes a tour of the facilities, information related to the small learning community programs, and graduation requirements This year Maynard Jackson High School, Coan Middle School, and King Middle School collaborated to develop and implement a week long mathematics boot camp to help rising th grade students understand the demands of high school math and remediate skills to ensure students are more successful in Coordinate Algebra Atlanta Public Schools High School Showcase Eighth grader students attend the High School Showcase in the spring of each year The highlights of this program include: graduation requirements, GHSGT, EOCT, PSAT, SAT, ACT, small learning communities and small schools, IB programs and AP classes, HOPE and other scholarships, Project Grad, Athletics, JROTC and extracurricular activities *7 Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program Response: The ways that we include teachers in decisions regarding use of academic assessment are: Bi-Weekly Professional Learning Community (PLC’s) meet in content areas, the Department of Special Education, and Connections (Grades 6-8) During PLC meetings, teachers discuss the pacing of the scope and sequence for each content area, effective feedback conferencing forms, and instructional strategies (best practices) Teachers also collaborate to create a subject and/or grade-level standard for mastery based on rubrics and assessments, as well as share and discuss student work samples PLC meetings are also a time when the APS content directors collaborate with Inman’s faculty to develop plans for Common Assessments, implementing a school-wide writing program, and using technology to engage learners Monthly Meetings of Data Teams Teachers will meet in either grade levels or content areas to review formative and summative data, attendance data, discipline data, and qualitative data in order to ask questions about the school program at * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 17 of 24 Coan CRCT data was presented to evaluate performance from 2012-2013 CRCT data enables teachers to form an understanding about their upcoming students’ strengths and weaknesses as they begin the 2012-2013 school year The CRCT data was divided into several usable formats: data trends by grade and subject for 2010-2012, student data by grade level, and teacher data from 2011 The student data focuses on individual student performance in each content area The teacher data analyzes each individual teacher’s performance based on the cohort of students, permitting teachers to look at the specifics of their students’ scores and trends within the domains for that content area Individual Student Learning Plans All students at Coan Middle School will set academic goals aligned with previous performance on the CRCT and/or pre-assessments in academic classes Teachers will work with parents and students to monitor progress toward this goal during two mid-year checkpoints Data Tracking of Summative Assessments All teachers will use teacher-created common assessments and then track the data of the assessment They will use this data as a means of comparison amongst grade level teams to assess what needs to be re-taught during class time APS is also implementing common assessments across the district in all core content areas *8 Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: 8(a) Measures to ensure that student’s difficulties are identified on a timely basis Response: We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance Instructional plans will reflect the use of curriculum compacting, enrichment, acceleration, tiered instruction, and cross-curricular content and independent inquiry Students will be administered diagnostic tests in class to assess areas of need and to focus instruction Students identified as Level in Reading will receive additional instruction through a Reading Connections class This teacher will work with students to address skills needed to become fluent readers (phonemic awareness, fluency, comprehension, questioning, and prediction) Coan has one Remedial Education Program (REP) mathematics teachers to provide support in at least one mathematics class per grade level by reducing the student/teacher ratio in these classes These teachers will collaborate with the teacher of record to deliver instruction in small groups and assist with re-teaching opportunities for students not mastering standards on summative assessments 8(b) Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties Response: Administrators, the Instructional Coach, Common Core Implementation Specialists, and Professional Learning Specialists will provide model lesson plans and instructional plans, and demonstrate effective * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 18 of 24 teaching methods and strategies These will be monitored regularly, and feedback will be given routinely to support instructional objectives Teachers will utilize PLC as a safe communicative environment to discuss the curriculum and instructional strategies in all content areas The Administrative team along with the Instructional Coaches and Common Core Implementation Specialists will organize and help present model lessons to students with a specific emphasis on 6th grade mathematics, 6th grade science, 7th grade reading, 8th grade mathematics, and 8th grade science The Educational Technology Specialist prepares and/or models lessons to help enhance the use of technology in the classroom for teachers, as well as use technological resources to make the classrooms more accessible for students and parents at home Teachers are encouraged to participate in continued professional development outside of the school The Principal provides financial assistance for professional development The PTA serves as parent volunteers for school functions and programs, as well as field trips Teachers are constantly being trained on Promethean Boards, use of ActiveVotes and/or ActiveExpressions to provide immediate feedback, podcasting and other current technologies, flexible grouping practices, and differentiated instruction 8(c) Parent-Teacher conferences that detail what the school will to help the student, what the parents can to help the student, and additional assistance available to the student at the school or in the community Response: Parents are kept informed of their children’s academic progress in the form of progress reports that are given out every ½ weeks Parents are also given access to the Parent Portal, a real-time on-line gradebook for all subjects Parent conferences are also a way to stay in touch with the teachers, and ways to better support their children at home At each conference the individual learning goals developed for each student are reviewed Parental input is solicited into those learning goals or additional goals Letters are sent home at the beginning of the second semester to discuss students’ progress and what the school will to provide support to the students APPENDIX D - Home School–Compact APPENDIX E - Non Progression Letter *9 Coordination and integration of federal, state, and local services and programs Response: This component requires a description of how the school will implement the programs listed above, a description of how Title I resources and other resources will be coordinated to support student achievement goals in the school improvement plan, and a listing of all state and federal programs consolidated in the * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 19 of 24 schoolwide plan A B C FUNDING SOURCE: FEDERAL  Title I (1) Instructional Coaches to support Literacy/SS and Math/Science (2) Purchase 30 Mac laptops and cart (3) Materials and supplies for staff development (4) Materials and supplies for instruction FUNDING SOURCE: STATE  Early Intervention Program (1) REP models reduces the student/teacher ratio in at least two mathematics classes per grade level  Graduation Coach (1) Used to help students that are in danger of failing a grade, have been previously retained, or underperforming in academic classes FUNDING SOURCE: LOCAL  Graduation Generation (Emory University)  Zeist Foundation (1) Support professional development of teachers (2) Provide students with field trips and cultural experiences in and out of the building (3) Provides additional Graduation Coach to support students struggling to master academic standards (4) Partner with Emory University faculty and students to support classroom instruction through innovative lessons, understanding of student learning styles and best practices, connections to the world around them  Whitefoord Community Program (1) Physical, mental, and emotional health care services for students in the Edgewood Community 9(a) List of state and local educational agency programs and other federal programs that will be included Response: All resources will be used to meet the needs of teachers and students All Federal, Local, and State funded programs listed above will be used improve, expand, and build capacity of all stake holders within the building A portion of the Title allotment is reserved for parent involvement activities APPENDIX C -Title I Budget attached 9(b) Description of how resources from Title I and other sources will be used Response: Title I funds provide Coan Middle School with two Instructional Coaches The Instructional Coaches will be utilized to provide content and pedagogical professional development and support for all content areas The coaches will divide the academic subjects, with Ms Boatright focusing on literacy and social studies, and Ms Butler focusing on mathematics and science * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 20 of 24 Coan Middle School will partner with Computers For Youth (CFY) to support parental engagement through technology As many of the families served by Coan Middle School qualify for free or reduced lunch, the access to technology and ability to use technology to support education at home needs to be addressed The CFY program does that by providing the technology tools and specific resources for families CFY will provide additional support to teachers to ensure a cohesive technology plan from home to school Title I funds will be used to purchase supplemental resources to support the continued implementation of the Common Core Georgia Performance Standards (CCGPS) These include novel sets and consumable Coach books Title I funds will be used to purchase materials for students and teachers to support the instructional program in core content areas These materials include copy paper, lined paper, graph paper, composition book, construction paper, pencils, rulers, markers, color pencils, project boards, flash drives These materials will enhance students' mastery of standards by ensuring students have needed supplies Coan will purchase 30 iPads and an iPad cart to ensure technology integration is accessible in all academic classes Students will be able to utilize these iPads in classes for research, WebQuests, practice assessments for CCGPS, and accessing e-books Coan will purchase STAR Reading, STAR Math, and Kuta software to provide students and teachers with real time data on their current performance levels and academic progress in these areas As Coan’s current achievement rates are well below the APS average for all academic areas (reading, language arts, mathematics, science, and social studies), additional resources to support classroom instruction is required to help increase student outcomes Coan will pay for a supplemental tutor each day for a total of 30 weeks to ensure all Level students have access to small group or one-on-one instructional to address deficiencies before the school day begins This will be in addition to the teachers’ scheduled tutorial sessions and the Georgia State After-School All Stars program 9(c) Plan developed in coordination with other programs, including those under the School-to-Work Opportunities Act of 1994, the Carl D Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990 Response: The school does not receive funds from these programs 10 Description of how individual student assessment results and interpretation will be provided to parents Response: Individual CRCT scores are mailed to each student every June, with an explanation of the scores provided by Riverside Publishing (vendors for the CRCT reports) Benchmark scores are shared with parents and students during the fall and spring Advisor-Advisee conferences All parents are invited to attend these conferences to monitor progress toward mastery on * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 21 of 24 students’ Individual Learning Plans (ILPs) Benchmark results are also shared during parent-teacher conferences As benchmark scores are to inform teacher practices and highlight students’ strengths and weaknesses, we not disseminate them in isolation 11 Provisions for the collection and disaggregation of data on the achievement and assessment results of students Response: Disaggregated data (collected and published by the Georgia Department of Education, and the Atlanta Journal Constitution) on achievement and assessments of our students continue to be shared amongst our parents, teachers, students and all other stake-holders The purpose of the disaggregation of the data is for teachers to review for the upcoming school year to help determine areas of strengths and weaknesses for students next year This evaluation will serve as a gauge for administrators to help determine professional development needs at Coan Middle School 12 Provisions to ensure that disaggregated assessment results for each category are valid and reliable Response: The Georgia Criterion Reference Competency Test (GCRCT) is a state test that has been determined to be reliable and valid by the state of Georgia Coan Middle School strives to have 100% student participation for the CRCT Test dates are publicized to all parents well in advance of testing on the Coan Middle School website and Team Newsletters A make-up schedule for testing is established during the testing window to ensure that students who are absent have the opportunity to take the test If a student is absent during the CRCT, parents are notified via phone call Members of the Coan Middle School community assist the school by providing transportation if special accommodations are needed during testing By attaining 100% participation in testing, we are able to ensure that all disaggregated assessment results are an accurate representation of all subgroups and categories at Coan Middle School 13 Provisions for public reporting of disaggregated data Response: All disaggregated data and test scores will be collected and published by the Georgia Department of Education website The Atlanta Journal Constitution will report AYP status for each school once they are released by the Georgia DOE The school publishes data on its school website and the Inman Insight (monthly newsletter) Additionally, score reports for the school will be housed in the main office of the school APPENDIX A - Disaggregated Data 14 The plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 22 of 24 Response: The reporting of the school-wide plan was initially written in 2008 after CRCT scores were published The school wide plan is revised annually after CRCT results and APS Targets are compiled and analyzed The 2013-2014 plan was written following these results 15 Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary) Response: The Coan Middle school Title I School-wide plan was developed with the following members: Principal, Assistant Principals, Instructional Coaches, Counselors, Media Specialist, Local School Council, parents and all teachers See Chart – Planning Committee Members 16 Plan available to the LEA, parents, and the public Response: The Coan Middle School Title I School wide Plan will be available to the LEA Executive Director and the Office of Federal Grants and Programs at the District office, East Region office, school office, parents and community Coan Middle School will post on the school’s marquee that we operate a School-Wide Title I program The full plan will be available to parents and the public in the school’s Front Office The plan will be summarized on the Coan website The plan was presented to parents at the Annual Title I Meeting in August of 2013 and will be revisited at the September Curriculum Night to ensure parents have multiple opportunities to learn about the plan and contribute input to the plan 17 Plan translated to the extent feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language Response: At the current time English is the language of the significant percentage of Coan Middle School based on the responses from the Home Language Surveys If in the future another language is the language of significant percentage of the parents, the plan will be translated into that language The plan will also be translated to another language upon parental request 18 Plan is subject to the school improvement provisions of section 1116 of ESEA as amended by Georgia’s ESES Flexibility Waiver Response: The Coan Middle School Title I School-wide Plan is subject to the school improvement provision of section * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 23 of 24 1116 All schools in the State of Georgia are subject to this school improvement provision; therefore it needs to be stated The school wide planning team will create a collaborative culture to analyze assessments to determine the strategies, programs and funding needed to help support students meet state standards The supports will improve student achievement and will show how it will assure that students with serious non-educational problems (e.g., health and nutrition) will receive appropriate services * Required component of SWP as set forth in section 1114 of ESEA Dr John D Barge, State School Superintendent May 2013 ● Page 24 of 24 ... Coan Middle School is building a cadre of highly qualified professionals Coan maintains relationships with local and regional universities, including Georgia State University and Emory University,... Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties Response: Administrators, the Instructional Coach, Common Core Implementation... graduate Highly Qualified teaching candidates By allowing collaboration with these universities during the internship and student teaching process, Coan builds a pipeline of highly qualified candidates