Paulding County School District · Web view2016-09-14 · The mission of the Paulding County...

East Paulding Middle School

School Improvement Plan2016 -2017

Tom Alverson, PrincipalCliff Cole, Superintendent

PCSD VISION

PCSD MISSION

PCSD DISTRICT GOALS

The vision of the Paulding County School District is to provide a safe, healthy, supportive environment focused on learning and committed to high academic achievement. Through the shared responsibility of all stakeholders, students will be prepared as lifelong learners and as participating, contributing members of our dynamic and diverse community.

The mission of the Paulding County School System is to prepare ALL students for success today and tomorrow.

As a result of a rigorous K-12 program, all students will graduate from high school prepared for college and/or career ready.

All students will meet or exceed academic expectations.

All students will attend school in a safe, healthy, supportive environment.

All stakeholders will share in the responsibility of preparing students to be lifelong learners and contributing members of the community.

District processes and procedures will support schools’ improvement efforts.

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SCHOOL MISSION & VISION

VISION STATEMENT

Every Person Modeling Success

MISSION STATEMENT

East Paulding Middle School is committed to educating and empowering all students in a supportive, challenging, and disciplined environment. Our focus is

to enable students to become life-long learners whose success is a credit to themselves and the community.

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East Paulding Middle, School Improvement Action Plan

SMART Goal 1: We will increase the number of students at or above Lexile levels on the Universal Screener by ___%, from _____ to ______ in 6th grade, from______ to _____ in 7th grade, and from ______ to _____in 8th grade. (We will insert measureable goal once baseline testing is completed).

SMART Goal 2: We will increase the number of students who score at proficient or higher by 10% on the EMBRACER writing protocol, from _____ to ______ in 6th grade, from______ to _____ in 7th grade, and from ______ to _____in 8th grade. (We will insert measureable goal once baseline testing is completed).

Strategy/Initiative: Teachers will use tiered reading assignments, decoding reading strategies, MyOn.com reading application, primary documents and common writing protocols and rubrics to differentiate and support growth in reading for information as well as writing constructed responses.

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District Goal & GSPS

Action StepsCost/

Resources & Funding

Source

Person(s) Responsible

TimelineEvaluation of Implementation and

Impact on Student LearningArtifacts Evidence

District Goal 1&2

GSPS :PL 1, 3, 4, 5

Professional Learning: Teachers will participate and apply

PL on how to use Myon.com as Lexile measure and tool for reading across the curriculum.

Teachers will participate and apply PL on tiered reading (Newsela.com) and other scaffolding strategies (PD360 & Teaching Channel).

Teachers will participate in PL on constructed response tasks to support writing in their content area, and implement lessons each 9 weeks that require students to respond to constructed response tasks through the use of structured writing protocols.

Teachers will participate in PL on the use of writing protocols and rubrics to support student growth.

Science and Social Studies teachers will participate in PL on the use of primary documents to support students who score at or above grade level Lexile bands.

No cost specific to the school, district purchase of MyOn.com and PD360. Newsela.com and Teaching Channel are free resources.

Kim Burford (EAC); Beth Brooks (ELA dept. head); Teri Harris (Curriculum Lead)

September 16th EACTeri Harris TBA- September/OctoberTerry Haney 8/19

Sign in sheets, agendas, Ticket out the door on Canvas post session feedback. Sharing and reminders w/familiarization December- April

School Leaders Demonstrate: Participate in leading discussions and trainings as well as observe and lead discussions during PLC meetings surrounding reading and writing support embedded in lessons. Continue to plan and support through PL sessions as needed during monitoring stages. Provide reading strategies that will work across the grade level as needed. Teachers Demonstrate: Understanding of PLC’s and expectations regarding reading and writing support, use of MyOn.com, application of reading and writing strategies across the curriculum. Students Demonstrate: Usage of and engagement in MyOn.com, and application of reading strategies. Proficient scores or better on constructed response items each 9 weeks.

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Action StepsCost/

Resources & Funding

Source




District Goal 1&2

GSPS :P&O 1,2,5

Planning: Protected time will be set aside

weekly for common collaborative planning time, as well as quarterly to plan interdisciplinary units. Planning for reading will be part of the collaborative planning form that PLC’s will complete and submit to CANVAS weekly.

Teachers will need to discuss and find reading assignments and determine how they will be incorporated into their lessons. Reading assignments will be assigned from MyOn and/or primary documents.

Each subject area will utilize a structured writing protocol (EMBRACER) during the year and document plans and dates of use on the collaborative meeting form.

Each subject area will analyze EMBRACER data quarterly during their PLC meeting.

None at school level, district purchase of Canvas LMS.

Admin, Teachers

July-May; updated weekly by Friday evening to Canvas and to lesson plan clip board.

Collaborative planning minutes with attendees names.Observations of implemented lessons

School Leaders Demonstrate: Setting up a schedule of protected days for planning and ensuring that time is not taken away. Administration will do their best to attend 1 PLC meeting a week to ensure planning for reading and writing support is happening. Teachers Demonstrate: Meeting weekly and quarterly (for data reporting) on the designated days where all members are engaged in the session. Teacher are all respectful and open to ideas and suggestions, and participate in planning process.

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Action StepsCost/

Resources & Funding

Source




District Goal 1,2,&4

GSPS:Instruction 2, 3, 4, 5, 6, 8, 9

Implementation:

Teachers will utilize MyOn and/or primary documents weekly in their classrooms. PLC collaboration minutes with reading support addressed will be turned in weekly online to Canvas.

Weekly, math teachers will provide students word problems with real-world context, and require students to provide a constructed response.

Students will complete a constructed response task with the EMBRACER writing protocol once per 9 weeks in their classrooms.

None Teachers by PLC groups

Data and work samples submitted quarterly by 10/7, 12/20, 3/16, & 5/5

Collaborative planning forms completed and uploaded on Canvas each week, observation of implemented lesson, student work samples and rubrics turned in quarterly, RI data baseline, mid-year, and end of year check for progress.

School Leaders Demonstrate:Creation of collaborative planning form and creation of Canvas modules to submit the form weekly. Support for choice of writing structure and reading strategies, support via PL when needed. Collection of data/work sample.Teachers Demonstrate:Meet to plan and discuss, complete form and upload to Canvas, implement lessons as discussed. Turn in data and work samples. Students Demonstrate:Students will read weekly, utilizing MyOn and/or primary documents. Students will complete constructed response activities in which they utilize proper grammar, punctuation, explanation of thoughts and ideas, evidence to support, and revise their writing.

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Action StepsCost/

Resources & Funding

Source




District Goal 1&2

GSPS:P&O 2, 3, 4, 5

Monitoring:

Administration will read and monitor weekly planning forms as they are uploaded to Canvas, conduct teacher observations, and attend at least one grade level PLC planning session once per week.

Administration will provide feedback on grade level PLC planning sessions as well as classroom observations in regards to the use of MyOn and/or primary documents and the EMBRACER writing protocol.

Each 9 weeks, administration will collect random work samples with graded rubric attached.

Each 9 weeks, all teachers will submit their graded EMBRACER assignments with a cover sheet detailing the percent of students scoring 1, 2, 3, or 4.

Students will take RI screener 3 times over the course of the school year. This will also show data and growth from beginning to the end of the school year for reading comprehension.

None at school level. District purchase of RI screener

Administration and Teachers

August, 2016 – May, 2017

PLC’s meet weekly.

PLC forms due weekly on Fridays

Data and work samples submitted quarterly by 10/7, 12/20, 3/16, & 5/5

RI given September, January, May

Observations, conversations, feedbackData from RI and Writing Work samples, PLC minutes with reading and writing support discussed, planned, and implemented.

School Leaders Demonstrate:Observations during classroom lessons, attendance at collaborative planning meetings.Plan and schedule RI screener testing, support for data analysis, collection of work samples quarterly, read and give feedback on PLC minutes form. Teachers Demonstrate: Participation in weekly PLC meetings, upload meeting sheet with reading/writing support included, assign, grade, and turn in constructed response writing work samples quarterly, and implement reading strategies weekly. Teachers will meet to review RI screener data and progress three times a year. Students Demonstrate:Students will read weekly, utilizing MyOn and/or primary documents. Students will complete constructed response activities in which they utilize proper grammar, punctuation, explanation of thoughts and ideas, evidence to support, and revise their writing.

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East Paulding Middle, School Improvement Action Plan

SMART Goal 3: We will decrease the amount of students in grades 6th, 7th, and 8th who fail 2 or more classes according to the Final Course Average by 20%, from 52 students to 42 students.

Strategy/Initiative: Designated staff members will participate in a mentoring program that supports students who are at risk of failing due to historical academic and/or behavior data.


Action StepsCost/

Resources & Funding

Source




District Goal 3 & 4

GSPS P&O 6F&C 4SC 1,2,3,4,5

Professional Learning:

Teachers will engage in and apply PL on mentoring students and building relationships.

Teachers will engage in and apply PL on Positive Behavior, Interventions, and Support.

EPMS participation in District provided PBIS Pilot.

Counselors provide support and guidance for mentoring students.

Administration, TeachersKim Burford (EAC), Counselors

8/26/16 – Initial PL provided for designated mentors9/2/16 – Follow up from initial meeting after 1st student meetingQuarterly meetings with EAC and/or admin

Sign in sheets, agendas, mentoring profile meeting forms.

School Leaders Demonstrate:Schedule, lead, participate, and model mentoring with students and staff. Teachers Demonstrate: Participate in PL opportunities for mentoring, PBIS, and building relationships. Meet bi-weekly with mentor student.

District Goal 3 & 4

GSPS P&O 6F&C 4

Planning:

Teachers will schedule time to meet with mentor student and review grades, behavior, concerns, and praise. Plan for tasks that will

None Connections teachers – gathering and communicating data

Make initial contact with mentor and plan first

Monthly mentoring forms completed by designated

School Leaders Demonstrate:Protected planning time and support when needed for questions. Provide support with use of mentor forms and provide PL on mentoring and sample

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SC 1,2,3,4,5 facilitate the discussion and building of a trusting relationship.

Admin will review IC data and identify particular students who historically have failed 2 or more classes and/or have demonstrated inconsistent appropriate behaviors.

All teachers to plan for meeting with their mentor student.

meeting prior to 9/2/16

teachers and/or staff.

IC data to monitor grades and behavior.

tasks/protocols. Teachers Demonstrate:Document and meet with mentee student, contact parents, guardians, administration, and/or academic teachers as needed.Students Demonstrate:Be an active mentee during meeting sessions, and take ownership of their own learning and/or behavior.

District Goal 3 & 4

GSPS P&O 6F&C 4SC 1,2,3,4,5

Implementation:

Teachers will meet monthly with their mentee student and check in on all grades, find out what support they need, celebrate progress.

Teachers will begin to implement PBIS strategies to support positive interactions between staff and students.

None Connections teachers will meet with mentees bi-monthly.

Teachers will implement PBIS strategies as EPMS moves through pilot program.

August – MayTeachers will meet bi-monthly with mentees.

Mentor meeting minutes due by last school day of the month.

Monthly mentoring forms completed by designated teachers and/or staff.

IC data to monitor grades and behavior.

School Leaders Demonstrate:Protected planning time and support when needed for questions. Provide support with use of mentor forms and provide PL on mentoring and sample tasks/protocols. Teachers Demonstrate:Document and meet with mentee student, contact parents, guardians, administration, and/or academic teachers as needed.Students Demonstrate:Be an active mentee during meeting sessions, and take ownership of their own learning and/or behavior.

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District Goal 3 & 4

GSPS P&O 6F&C 4SC 1,2,3,4,5

Monitoring: Teachers and administrators will

pull data from IC to assess and determine student needs and successes.

Connections teachers will check in on student progress bi-monthly and provide support and guidance as needed.

Administration will review meeting minutes in Professional Learning room at the end of each month. Minutes will include current student progress, concerns, and successes.

Administration will meet with mentors quarterly to provide support and hear concerns.

Administration will review data quarterly to determine if students need to be added or exited from the mentoring program.

None Administration and Teachers

August- MayReview of data quarterly and monthly for mentor program.

Data and reports pulled from IC.

School Leaders Demonstrate:Help to pull and analyze data from IC to share progress with mentors. Provide feedback to mentors on student progress. Teachers Demonstrate:Pull and analyze data whileMeeting bi-monthly with mentee student. Continue to build relationships with mentee and encourage success. Participate in quarterly meetings for updates and support.Students Demonstrate:Self-monitor progress and set goals.Meet with Mentor monthly and discuss needs and celebrate successes.

East Paulding Middle School, Professional Learning Plan

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Professional Learning Strategy/SupportCost/

Resources & Funding

Source




USA Test Prep training and supportNone- program purchased by District office

Burford (EAC) Curtis (AP)Teachers (PLC’s)

July 26

August PL writing assessmentQuarterly review of data and PL on pulling reports and analyzing data

Ticket out the Door & feedback task post PL sessions.Data & student grades, USA Test Prep reports

Teachers Demonstrate:Plan, implement, and support use of USA Test Prep during NBI time and class time.Students Demonstrate:Completion of common assessments and support modules, proficient or better math grades.

PLC’s

None BurfordAlversonCurtisJacobs

August PL norms, expectation, set roles for each person, October- protocols for conversations and review of lessons

Ticket out the Door & feedback task post PL sessions.Collaborative planning expectations, procedure, roles, planning forms, lesson plans, data, observations

Teachers Demonstrate:Successful and positive engagement in PLC collaboration. Students Demonstrate:High levels of engagement in appropriately rigorous tasks.

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Resources & Funding

Source




Data Teams

School Title IIa funds , District Title II funds for August training w/Gina King

Burford, Alverson, Curtis, Jacobs, Irby, Benedit, Prince, Connally, Winckler, Maulding

July 20-21, August 17 & 19. Redeliver to staff 9/9, Support with implementation as it comes up.Data Teams PL October – February by PLC groups.

Ticket out the Door & feedback task post PL sessions.Data teams form and spreadsheets of data. Lesson plans, post data, Data teams minutes

Teachers Demonstrate:Collaborative participation in collection of data, making decisions based on data through productive conversations, and implementation as a team. Students Demonstrate:Participation in lessons that are appropriately challenging and needs based. Engaged and successful in the learning process.

MI & RI Screeners

No cost to school- programs purchased at district level

Curtis, Burford, math and ELA teachers

August- teacher training and student preview. Refreshers as needed when the next two testing sessions come up. September- teacher training on reports and data.

Ticket out the Door & feedback task post PL sessions.Sign in sheets, successful administration of the screener, testing reports being sent home to parents after testing is complete. Sharing of scores with appropriate teachers.

Teachers Demonstrate:Implementation of screener to all students, printing of scores, analysis of data to be used appropriately for student support. Students Demonstrate:Understanding of why they are taking the test and what it will tell them, completion of the test.

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Resources & Funding

Source




Mentoring students

None- program created by the school

Administration and Teachers

August- training teachers on the program and expectations.

Ticket out the Door & feedback task post PL sessions.Mentor Profile Minutes turned in monthly, student grades.

Teachers Demonstrate: Understanding of the mentoring program and its expectations, meeting bi-monthly with their mentee and completing their minute’s sheet. Students Demonstrate: Understanding of the mentoring program, participation in monthly meetings with their mentor.

Reading and Writing across the curriculum via Lucy Calkins, EMBRACER, and MyOn.com

None- school created writing protocols.District purchase of MyOn.com

Teachers, PL with Burford and department heads

August- PL session with Dept. Heads on writing protocol and how to use it in their content area. August Teri Harris PL

Ticket out the Door & feedback task post PL sessions.Creation of protocol for each content area, implementation via work samples, sign in sheets, lesson plans.

Teachers Demonstrate: Agreement on the creation of a content area specific writing structure, implementation quarterly, and analysis. Students Demonstrate: Structured writing in each content area at least once per 9 weeks, with set expectations and non-negotiables. Participate in reading for information in all classes on a weekly basis via MyOn.com.

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Resources & Funding

Source




Constructed response and vocabulary support for math

None- RESA support via District office

Terry Haney (RESA)Kim Burford (EAC) Math teachers

August- Terry H. PL session

Ticket out the Door & feedback task post PL sessions.Observation of lessons, student work samples using vocabulary and writing. Teacher lesson plans and PLC meeting sheet.

Teachers Demonstrate: Implementation of lessons that support critical thinking and reasoning skills needed to compose constructed responses, as well as strong math vocabulary skills. Students Demonstrate: Use of correct math vocabulary during accountable talk as well as written explanations. Students will be able to fully explain and make connections to concepts when composing constructed responses in math at least once each 9 weeks.

Coaching Sessions with Individual Teachers and teachers on PLP’s

No cost to the school

All Admin Ongoing Monthly as needed or agreed per PLP’s

Feedback task post coaching session. Reflection sheets at mid-year and summative conference.

Administrators Demonstrate: Modeling and coaching sessions in the classroom and during post-observation conferences.Teachers Demonstrate: Participation in coaching sessions, reflections, and application of new ideas and strategies.

New Teacher Mentoring Program District Title funds for Mentors

Mentors and Mentor Chair (EAC)

Ongoing 25 hours with mentor/menteeMentor meeting sessions with EAC 8/4, 12/12, 4/24

Documentation of observations, conferences, meetings, hourly log.

Mentors Demonstrate:Document and meet with mentee to support their growth as a first year teacher. Observe 3 times and provide feedback from August to May.Mentees Demonstrate:Be an active mentee during meeting sessions, focus on areas of growth as they transition to a full-time teacher. Observe their mentor once.

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Resources & Funding

Source




Online support for teachers District purchase of PD360 and Teaching Channel (free)

Kim Burford (EAC)

August – May for various purposes to support PLP’s, new teachers, and PL on reading, writing, and other instructional strategies

Ticket out the Door & feedback task post PL sessions.Lesson Plans, observations

Teachers Demonstrate: Teachers on a PLP will complete modules as assigned. All teachers will participate in ongoing PL and implement appropriate strategies within their classes.Students Demonstrate: Students will show growth and achievement due to an impact of teacher growth.

Use of primary documents for Science and Social Studies teachers

School Title IIa funds w/Gina King

Debbie Kelly and Sarah Graham

TBD based on availability


Teachers Demonstrate: Implementation of lessons that utilize primary documents to increase critical thinking, reasoning, and reading skills.Students Demonstrate: Critical thinking, reasoning, and reading skills through completion of tasks using primary documents.

GSE Rollout for Science and Social Studies None Debbie Kelly and Sarah Graham

October – Social StudiesNovember – Science


Teachers Demonstrate: Engaged participation in PL as they begin to plan for the changes in curriculum.

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Resources & Funding

Source




STEM Support through GYSTC None Cathy Fontenot

September 9


Teachers Demonstrate: Engaged participation in PL as they begin to plan for integration of STEM activities within their lessons.

EPMS Leadership Retreat- (training on Data Teams at building level, effective coaching as a department head or lead teacher, leadership traits)

Title IIa school funds.

Tom Alverson & Kim Burford

5/10/17 Sign in sheets & feedback, beginning steps of needs and plans for next school year. Possible SIP goals based on Data Teams outcomes.

Teachers Demonstrate: Effective traits of leaders, PLC peer coaching, data team leaders, support for new program rollouts.

Leaders Demonstrate: Modeling traits of effective leadership and coaching, use of building level data, outcomes of data discussions to be used for changes and initiatives next year.

You may copy and paste PL action steps from SIP, and also include additional supports that may not be included, such as:Coaching sessions with Individual TeachersMentorsOnline Professional Learning OpportunitiesParaprofessional PL OpportunitiesEtc…

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Paulding County School District · Web view2016-09-14 · The mission of the Paulding County...

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