Accountability and School Improvement Plan 2016-2017internet.savannah.chatham.k12.ga.us/schools/DeRenne...Accountability and School Improvement Plan 2016-2017 for DeRenne Middle School

Georgia Department of Education October 1, 2015 ● Page 1 of 37

Accountability and School Improvement Plan

2016-2017

for DeRenne Middle School

Savannah-Chatham County Public Schools

Carol Mobley

Thomas B. Lockamy, Ed.D. Superintendent of Schools

June 30, 2016

Division of School and District Effectiveness | School Improvement PLAN

Georgia Department of Education March 18, 2016 ● Page 2 of 37

I. Principal’s Message

June 30, 2016

Dear DeRenne Middle School Community Members:

DeRenne Middle School, Medical Allied Health & Advance Learning Academy continues to provide the best education for our students daily. We have set

expectations for our students for the highest personal achievement and academic achievement. Our educational focus centers around the following: high quality

teaching that is based on the performance standards set by the State of Georgia; effective teaching taught by the highest quality education professionals that is

provided in a positive learning environment. We believe all of our students are achievers, therefore, the curriculum practices that we have in place our students

will continue to achieve and excel. Our school improvement planning process during the year will focus on:

Vision: From school to world; All students prepared for productive futures.

Mission: To ignite a passion for learning and teaching at high levels.

Our Accountability and School Improvement plan will serve as our road map for continued success. Our plan, which is supported by researched-based

instructional strategies, will focus on attaining significant growth in student achievement; a safe secure and positive learning environment; and stakeholders

(parents, business and community members) whom are actively engaged in the educational process. We cannot achieve our goals without your continued support.

You are invited to join us as we work to continue to make DeRenne Middle School, Medical Allied Health & Advance Learning Academy the best middle school in

the district and state.

Sincerely,

Carol F. Mobley, Principal

DeRenne Middle School



II. Needs Assessment Data Sources

Continuous Growth of Student Academic Achievement

Safe, Secure & Disciplined Learning

Environment

School Demographics (gender, race, poverty rate, etc.)

SWD Data

SRI Data

MAP Data

mCLASS

DIBELS Data

GKAP-R

GHSWT – First Time Pass Rate

EOCT Data (3-years)

Advanced Placement Exam Enrollment and Results

HiQ Percentage

Percent Staffed by Certified Teachers

Professional Development Hours and Involvement Related to Academic Achievement

Teacher Survey

Parent Survey

Student Survey

SACS/CASI

CCRPI Data

Incidents of Physical Violence

Incidents of Possession of Firearms in School

Incidents of Possession of Weapons Other than Firearms in School

Incidents of Possession of Drugs/Alcohol on Campus

Hearing Office Data

Incidents of Out-of-School Suspensions

Incidents of In-School Suspensions

Incidents of Expulsions

Incidents of permanent Expulsion



Gifted Programs Data Remove

SAT Participation and Results

ACT Participation and Results

PSAT Participation and Results

IB Programs Data

Post-Secondary Enrollment Report Dual Enrollment Class Results and Enrollment

Promotion/Retention Data

Governor’s Honors Program

Attendance Data for Students and Staff Dropout Rate (3-Years)

Cohort Graduation Rate (3-Years)

Quarterly Assessment Data

Disproportional Data

PowerSchool Database Data

Accountability and Assessment website

Grade Distribution Report

Other

Parent Involvement Data

21st Century Program Data



Focus Area (#1): Continuous Growth of Student Academic Achievement

The comprehensive needs assessment process led us to identify the following over-arching problems and their root cause:

Based on the data from the comprehensive needs assessment, we prioritized the areas of focus and formulated the corresponding Tier 2 indicators/goals and

developed strategies with an emphasis on academic achievement. These goals are directly aligned to the District Accountability System (DAS).

Students lack strategies for and practice with engaging

in higher order thinking about content, regardless

of content area.

Low over-all scores on ELA portion of

the GMAS assessment.

Many students enter DeRenne

with low SRI and MAP scores.

Discrepancy between number

of students meeting reading proficiency and

number meetign overall ELA proficiency

Low performance on math GMAS

assessments

SRI indicates less than 70% of

students making strong inferences

consistently.

MAP scores indicate less than 60% of students

on target.



GOAL 1. Goal: Increase the percentage of DeRenne Middle School students scoring at or above proficiency in reading by 10% at each grade level as

measured by the Georgia Milestones Assessment and achieved upon the administration of GMAS, Spring 2017:

Increase the percentage of 6th grade students scoring at or above proficiency in reading from 32% to 42% as measured by the Georgia Milestones Assessment.



Rationale: The Georgia Milestones Assessment is aligned with rigorous standards and indicates the level of readiness for success in the coming

grades as well as the trajectory for college and career success. Research indicates that reading, writing and math proficiency are essential to

academic success; pervasive difficulties in these areas can have lifelong consequences. The Georgia Department of Education’s performance

targets indicate the following expectations for proficiency on the 2017 assessment:

English/Language Arts: 66.9%

GOAL 2. Goal: Increase the percentage of DeRenne Middle School students meeting or exceeding proficiency in ELA as measured by the Georgia Milestones

Assessment and achieved upon the administration of GMAS, Spring 2017:

Increase the percentage of 6th grade students meeting or exceeding proficiency in ELA from 11% to 21% as measured by the Georgia Milestones Assessment.





academic success; pervasive difficulties in these areas can have lifelong consequences. As reading is assessed as a component of ELA in the Georgia



Milestones Assessment, achievement of this goal will assist the school in moving toward the Georgia Department of Education’s performance

target of 66.9% for ELA in 2017.

GOAL 3. Goal: Increase the percentage of DeRenne Middle School students meeting or exceeding proficiency in math as measured by the Georgia

Milestones Assessment and achieved upon the administration of GMAS, Spring 2017:

Increase the percentage of 6th grade students scoring at or above grade level in math from 9% to 20% as measured by the Georgia Milestones Assessment.

Increase the percentage of 7th grade students meeting or exceeding proficiency in math from 11% to 21% as measured by the Georgia Milestones Assessment.

Increase the percentage of 8th grade students meeting or exceeding proficiency in math from 2% to 20% as measured by the Georgia Milestones Assessment.



academic success; pervasive difficulties in these areas can have lifelong consequences. The Georgia Department of Education’s performance

targets indicate the following expectations for proficiency on the 2017 assessment:

Math: 69.8%

GOAL 4. Goal: Decrease the achievement gap between DeRenne Middle School students with disabilities and all students by 10% in both math and ELA

as measured by the Georgia Milestones Assessment and achieved upon the administration of GMAS, Spring 2017:


grades as well as the trajectory for college and career success. Students with disabilities must have access to a viable curriculum as well as the

benefit of strong, differentiated instructional practices in order to meet expectations for college and career readiness.



Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

GOAL 1. Goal Statement:

Decrease the number of discipline events resulting in In-School Suspension (ISS) by 10% (from _61_ to _55_) by May 2017.

Decrease the number of discipline events resulting in Out-of-School Suspension (OSS) by 20% (from _95_ to _77_) by May 2017.

Rationale: Research shows that students with one or more discipline referrals are more than twice as likely to score below proficiency in math

as those with no discipline referrals, and when consequences involve in-school or out-of-school suspension, the proficiency gaps are widened.

Data from the needs assessment shows a decrease in the number of incidents resulting in ISS and OSS from __466_ in 2015 to _404_ in 2016 (a

decrease of 9%).


Increase the number of PBIS activities that specifically reward attendance and timely completion of student work by 20% during the 2016-

2017 school year

Rationale: Positive behavioral supports decrease the number of discipline referrals by helping students to set short term goals for behavior and

engagement and by promoting positive conversations with students regarding targeted behaviors. Given that the research indicates a strong

correlation between student absence and lack of academic proficiency, students will benefit from frequent PBIS checkpoints that reward

attendance, engagement and completion of assigned tasks and assignments.

Focus Area (#3): Community Engagement


Hold parent involvement activities in which parents engage in learning how to support their children’s learning at home at least once per

quarter.

Rationale: In a report synthesizing the research from 51 studies, the Southwest Educational Development Laboratory (SEDL) found



that, regardless of income or background, students whose parents were involved in school were more likely to earn higher grades

and test scores, to be promoted, to attend school regularly, to have better social skills, to graduate, and to go on to post-secondary

education. Further, the report indicates that the interventions and programs that are linked to higher student achievement were

those which engaged families in supporting their children’s learning at home.


Increase the number of business partnerships who offer mentor services by 20% by June 2017.

Rationale: Data indicates that students benefit from positive engagement with mentors. A partnership with community members to provide

mentorship fosters community engagement with stakeholders.

Focus Area (#4): Fiscal Responsibility


DeRenne Middle School will maintain accurate records and ensure fiscal accountability as measured by the SAF Audit, the Fixed Asset Audit and

the Internal Audit Review.

Rationale: Accuracy in record keeping and reporting is vital to the culture and effectiveness of school operations. Fidelity in these matters

ensures the highest quality support for the educational needs of students and promotes trust and integrity with all stakeholders.



TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

SCHOOLWIDE IMPROVEMENT PLAN (SIP)

NAME OF SCHOOL/PRINCIPAL: DeRenne Middle School / Carol Mobley

NAME OF DISTRICT/SUPERINTENDENT: Savannah-Chatham County Schools System / Thomas B. Lockamy

□ Comprehensive Support School □ Targeted Support School X Schoolwide Title 1 School □

Targeted Assistance Title 1 School □ Non-Title 1 School X Opportunity School

DIVISION OF SCHOOL AND DISTRICT EFFECTIVENESS

Advancing Leadership | Transforming Schools

All required components of the Title I Schoolwide and Targeted Assistance are included in this template.



SIGNATURES:

Superintendent Thomas B. Lockamy ______________________ Principal Supervisor (Print Name) Aretha Rhone-Bush

Principal’s Signature___________________________________________________________________________ Date ________________

Program Manager’s Signature____________________________________________________________________ Date ________________

Title 1 Director’ Signature_______________________ _______________________________________________ Date ________________

(Title 1 Schools only)

Name Position/Role Signature

Jacqueline Baker Teacher

Allison Crouch Lead Teacher

Carleen Odom Math Department Head

Chandra Peay Teacher

Sierra Golden Teacher

Angela Sistrunk Teacher

Sandra Newkirt Teacher

Martha Templeton School Improvement Specialist

Title I only (SWP 10, 15, 19)

The Letter of Intent for Title I Schoolwide was submitted on ______________________________________.

Please indicate the programs that are consolidated in this plan: __TitleI, Title II, SPED, Gifted, REP, State and Local Funds, 21st Century Community

Learning Center Funds_________________________________________________________________

_________________________________________________________________________________________________________________________________

School Designated as a Priority School NO (Yes or No) School Designated as a Focus School No (Yes or No)



Needs Assessment/ Data Review Results (SWP 1, 11, 12, 13, 14, 17, 18)

Prioritized Needs Data Source Participants Involved Communication to Parents and

Stakeholders

Reading:

Drawing conclusions and supporting by citing evidence.

Determining importance

Analyzing and synthesizing information

The Georgia Milestones

Assessment is aligned with

rigorous standards and

indicates the level of readiness

for success in the coming

grades as well as the trajectory

for college and career success.

Research indicates that

reading, writing and math

proficiency are essential to

academic success; pervasive

difficulties in these areas can

have lifelong consequences.

GMAS Data 2016

As the GMAS data indicates, 6th

grade students outperformed 7th

and 8th grade students in the

areas of Reading and writing.

However, all three grade levels

had less than 50% of the students

demonstrate proficiency.

SRI Data 2016

As seen in the data above,

SRI scores also reflect the

same trend as the GMAS with

the 6th grade students

outperforming their 7th and

8th grade peers. However,

the SRI scores indicate a

higher percentage of

proficiency than does the

GMAS.

GRADE

Percent Meeting Target

SRI Target 2016

6 67% 830

7 54% 885

8 54% 940

Leadership Team

Administration

Community Representative

Students

Parents

Progress Reports

Report Cards

Parent Connect

Parent Facilitator

School Website

District Website

Parent Compacts

Parent Policy



Writing and Language:

Writing for varied purposes and audiences.

Writing to learn

Writing stamina Georgia Milestones Assessment is aligned with rigorous standards and indicates the level of readiness for success in the coming grades as well as the trajectory for college and career success. Research indicates that reading, writing and math proficiency are essential to academic success; pervasive difficulties in these areas can have lifelong consequences.

GMAS: Preliminary GMAS data indicates our students score better in

reading and vocabulary than they do in writing in language.

In addition, 6% (36 ) of our students left the narrative portion of the

GMA blank, and a comparable number (35) had some form of code

indicating an unscorable document on the extended writing portion.

Leadership Team

Administration


Students

Parents

Progress Reports

Report Cards

Parent Connect

Parent Facilitator

School Website

District Website

Parent Compacts

Parent Policy



Math:

Standards for Mathematical Practice

Numbers and Operations

Measurement and Data

Operations & Algebraic Thinking

The Georgia Milestones

Assessment is aligned with

rigorous standards and

indicates the level of readiness

for success in the coming

grades as well as the trajectory

for college and career success.

Research indicates that

reading, writing and math

proficiency are essential to

academic success; pervasive

difficulties in these areas can

have lifelong consequences.

GMAS Data by Domain:

As seen in the data presented

above, all of the domains assessed

by the GMAS in the area of math

had less than 10% proficiency.

Math is an area of need identified

MAP Data 2016:

Grade %

meeting

Target

MAP

target

2016

6 54 216

7 54 221

8 57 225

All grade levels show above

50% as being on target in

the MAP assessment.

However, this does not

correlate to the GMAS

data.

Leadership Team

Administration


Students

Parents

Progress Reports

Report Cards

Parent Connect

Parent Facilitator

School Website

District Website

Parent Compacts

Parent Policy



SMART GOAL #1: Increase the percentage of DeRenne Middle School students scoring at or above proficiency in reading by 10% at each grade level as measured by the

Georgia Milestones Assessment and achieved upon the administration of GMAS, Spring 2017:

Increase the percentage of 6th

grade students scoring at or above grade level in reading from 32% to 42% as measured by the Georgia Milestones Assessment.


grade students scoring at or above Proficient in reading from 43% to 53% as measured by the Georgia Milestones Assessment. Increase the percentage of 8

th grade students scoring at or above grade level in reading from 48% to 58% as measured by the Georgia Milestones Assessment.

ROOT CAUSE: Students lack strategies for and practice with engaging in higher order thinking about texts they read

Georgia School

Performance Standard

Student Group (All

or Subgroup, Parents,

Teachers)

Action /Strategies Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on

Student Learning

Monitoring Actions of

Implementation

Estimated

Cost, Funding Source, and/or

Resources (SWP 9) Artifacts Evidence



Georgia School


Student Group (All


Teachers)


Evaluation of Implementation and Impact on

Student Learning

Monitoring Actions of

Implementation

Estimated



C 3 I 2, 4, 6, 8, 9 A 1, 3, 5 PL 2, 6 L 2, 3, 4, 8 P & O 2, 4 F & C E 1, 2, 3, 4 SC 3 (see addendum for details)

Implement school-wide use of reading processes and protocols designed to foster complex thinking, academic discourse (both written and verbal), and perseverance. Protocols will involve levels of thinking including summary, analysis, synthesis, and determining importance. Implementation process:

Model during Professional learning / collaboration sessions prior to concept introduction to students.

Introduction to and practice with processes during Instructional Focus time.

Two-week implementation periods in which all content areas will utilize the processes with students within the context of their classroom reading.

Consistent teacher/student classroom conversations discussing the strategies utilized to increase understanding and to foster engagement, curiosity, and healthy debate.

Title I paid Class Size Reduction Reading/ELA teacher in 8th

grade to provide differentiation. Teacher will use the blended

learning model and Thinking Maps as strategies for instruction.

Additionally, a Reading Resource teacher, paid for by Title I, will

provide supplemental instruction in Reading and writing.

A Title I Para in all grade levels to support the teacher with small

group instruction.

Extended Day and Extended Year tutorials will be provided for

students who are experiencing difficulty in the area of Reading.

Technology to enhance and support instruction

Protocols PowerPoints / Hand-outs for presentation. Articles to use with Instructional Focus groups. (NEWSELA) Professional Learning Agendas and meeting minutes

• School leaders demonstrate

understanding of the protocols

in feedback to teachers on

lesson plans and observations

and in facilitation of the

implementation process.

• Teachers demonstrate understanding of protocols by introducing and implementing the practices during the cycle of implementation (and beyond where prudent). • Students demonstrate increased ability to comprehend and use textual information.

Lesson plan checks. Professional learning documentation (sign-in sheets, materials, etc.) Student work samples displaying use of processes and protocols.

Title I Funds: 8

th grade

ELA/Reading Teacher: 44,352.00 Reading Resource Teacher: 62,711.00 Para Professional: 32,406.00 Tutorials: 7,200.00 Supplies: 2,000.00 Software – NewsELA, Flocabulary, Brainpop, USA Test Prep: 6,350.00 Leveled Readers -3,750.00 Computers: 10,695.00





SMART GOAL #2: Increase the percentage of DeRenne Middle School students meeting or exceeding proficiency in ELA as measured by the Georgia Milestones Assessment

and achieved upon the administration of GMAS, Spring 2017:


grade students meeting or exceeding proficiency in ELA from 11% to 21% as measured by the Georgia Milestones Assessment.





ROOT CAUSE: Students lack strategies for and practice with engaging in written analysis, explanation and other higher order thinking .

Georgia

School

Performance

Standard

Student Group

(All or Subgroup,

Parents,

Teachers)

Action /Strategies

Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on Student

Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources

(SWP 9) Artifacts Evidence



Georgia

School

Performance

Standard

Student Group

(All or Subgroup,

Parents,

Teachers)

Action /Strategies

Include description of SWP 2, 7, 9, 10)

Evaluation of Implementation and Impact on Student

Learning

Monitoring

Actions of

Implementation

Estimated Cost,

Funding Source,

and/or Resources


C 3 I 2, 4, 6, 8, 9 A 1, 3, 5 PL 2, 6 L 2, 3, 4, 8 P & O 2, 4 F & C E 1, 2, 3, 4 SC 3

(see

addendum

for details)

Teachers

Students

Parents

Teachers will give students structured time to write for varying purposes regularly as it supports the content and the processes called for in the standards. The writing process will be used in common formative assessments for all content areas. Reading instruction will include opportunities to write from narrative prompts to extend the student’s thinking about the author’s craft and the possibilities of story. Practices will include opportunities to experiment with point of view, style and purpose. ELA, science and social studies teachers will embed opportunities for students to write for varying purposes including:

Writing to learn

Writing to inform

Writing to argue

Writing to explain. Teachers will regularly lead students in classroom strategy-based conversations, moving from “What did we learn?” to “How did we learn it? What helped our thinking?”, “How do we know which strategy to use?” Title I paid Class Size Reduction Reading/ELA teacher in 8

th

grade to provide differentiation. Teacher will use the blended

learning model and Thinking Maps as strategies for

instruction.

Additionally, a Reading Resource teacher, paid for by Title I,

will provide supplemental instruction in Reading and writing.

A Title I Para in all grade levels to support the teacher with

small group instruction.

Extended Day and Extended Year tutorials will be provided

for students who are experiencing difficulty in the area of

Reading.

Technology to enhance and support instruction

Anchor

charts

Rubrics

Articles

Books

Student

writing

Common

Formative

Assessments

• School Leaders Demonstrate: Ability to convey expectations by offering feedback and support (in lesson plans, observations, PD sessions, etc.). • Teachers Demonstrate: An understanding of listening, speaking, writing, thinking strategies by leading students in understanding the strategies, trying them for themselves, assessing their own progress, and making decisions about when and how to use them. • Students Demonstrate: Efficacy (by taking responsibility to choose and evaluate use of strategies) and understanding (by increasing the quality of their own work.)

Lesson plans

Student writing

Rubrics

Anchor charts

Administrator

and peer

feedback on

classroom

strategy

conversations

Title I Funds: 8

th grade

ELA/Reading Teacher: 44,352.00 Reading Resource Teacher: 62,711.00 Para Professional: 32,406.00 Tutorial: 7,200.00

Supplies: 2,000.00

Software: 6,350.00

Classroom Library- 1,000.00

Technology: 9,000.00



SMART GOAL #3: Increase the percentage of DeRenne Middle School students meeting or exceeding proficiency in math as measured by the Georgia Milestones

Assessment and achieved upon the administration of GMAS, Spring 2017:


grade students scoring at or above grade level in math from 9% to 20% as measured by the Georgia Milestones Assessment.


grade students meeting or exceeding proficiency in math from 11% to 21% as measured by the Georgia Milestones Assessment.


grade students meeting or exceeding proficiency in math from 2% to 20% as measured by the Georgia Milestones Assessment.

ROOT CAUSE:Students lack strategies for and practice with attending to the higher level processes involved in the standards for mathematical practices.

Georgia School


Student Group (All


Teachers)


Evaluation of Implementation and

Impact on Student Learning

Monitoring Actions of Implementation

Estimated


Resources




Georgia School


Student Group (All


Teachers)





Estimated


Resources


C 3 I 2, 4, 6, 8, 9 A 1, 3, 5 L 2, 3, 4, 8 PL 1, 2, 4, 5 P & O 2, 4 F & C E 1, 2, 3, 4 SC 3 (see addendum for details)

Teachers Students Parents

• Teachers will implement the standards for mathematical practices with consistency and fidelity:

Regularly having students utilize the format for an informal proof to explain their thinking regarding mathematical decisions and processes.

Use of authentic tasks with open-ended questions and opportunity for mathematical conversations.

Strategy-based conversations that allow students to reason and to explain their reasoning.

Processes that set the expectation for students to critique the reasoning of others, evaluate the validity of arguments, and justify their own methods and conclusions.

Use of math vocabulary in speaking and in writing

Use of interactive notebooks

Strategy-based conversations in which there is rich discussion about how we make choices within our work and which strategies benefit us in the context of completing tasks.

• Teachers will participate in professional learning regarding

implementation of standards for mathematical practices and

establishing a community of learners who engage in rigorous

mathematical thinking.

Title I paid Class Size Reduction Math teacher in 8th

grade to provide

differentiation. Teacher will use the blended learning model, math

constructed response, and Thinking Maps as strategies for

instruction.

Additionally, a Math Resource teacher, paid for by Title I, will provide

supplemental instruction in conceptual understanding of math.

A Title I Para in all grade levels to support the teacher with small

group instruction.

Extended Day and Extended Year tutorials will be provided

Interactive notebooks Student work Anchor charts Lesson plans

• School Leaders Demonstrate: Ability to convey expectations by offering feedback and support (in lesson plans, observations, PD sessions, etc.). • Teachers Demonstrate: An understanding of standards for mathematical practices by engaging students in the practices and in reflection on the quality of practice. • Students Demonstrate: Use of mathematical practices as they attend to authentic tasks and conversations.

Lesson plans Observations & feedback Department level meetings Data team artifacts – student work, choice of instructional strategies, etc. System level content specialist reports and documentation

Title I Funds: 8

th grade

Math teacher: 35, 132.00 Math Resource Teacher: 60,300.00 Para Professional: 32,406.00 Tutorial: 7,200.00

Supplies: 2,000.00

Software USA test Prep: 1,500.00 Supplemental math Manipulatives: 800.00



SMART GOAL 4: Decrease the achievement gap between DeRenne Middle School students with disabilities and all students by 10% in both math and ELA as measured by the Georgia Milestones Assessment and achieved upon the administration of GMAS, Spring 2017:

ROOT CAUSE: Students lack strategies for and practice with engaging in higher order thinking.

Georgia School


Student Group (All


Teachers)





Estimated





Georgia School


Student Group (All


Teachers)





Estimated



C 1, 2, 3 A 2, 3 I 4, 5, 6 F& C E 4, 5, 6 (see addendum for details)

Co-Teachers Students with Disabilities Parents of Students with Disabilities SPED Support staff

Teachers will use all protocols set in place for students in the co-teaching classrooms as well

Classroom content area teachers and SPED co teacher will use

systematic, collaborative planning processes so that teachers

can have a shared understanding of expectations for standards,

curriculum, assessment, and instruction.

Classroom content area teachers and SPED co-teachers use a

process to review curriculum documents to ensure alignment

to the intent and rigor of the standards and revises as needed

They use a balanced system of assessments including

diagnostic, formative, and summative to monitor learning and

inform instruction

They implement a process to collaboratively analyze

assessment results to adjust instruction

They use research-based instructional practices such as

Thinking Maps and blended learning classrooms that

positively impact student learning

They differentiate instruction to meet specific learning needs

of students.

They use appropriate, current technology to enhance learning

SPED students are also afforded the opportunity to attend

tutorials (extended day/extended year)

They communicate academic expectations and current student

achievement status to families

Develops the capacity of families to use support strategies at

home that will enhance academic achievement

They connect families with agencies and resources in the

community to meet the needs of students

Develops the capacity of families to use support

strategies at home that will enhance academic

achievement.

Interactive notebooks Student work Anchor charts Lesson plans

• School Leaders Demonstrate: Ability to convey expectations by offering feedback and support (in lesson plans, observations, PD sessions, etc.) • Teachers Demonstrate: An understanding of standards for content practices by engaging students in the practices and in reflection on the quality of practice. • Students Demonstrate: Use of content practices as they attend to authentic tasks and conversations.

Lesson plans Observations & feedback Department level meetings Data team artifacts – student work, choice of instructional strategies, etc. System level content specialist reports and documentation

SPED Funds Supplies Tutorials 21

st Century

CLC funds





Professional Learning Plan to Support School Improvement Plan (SWP 4)

Professional Learning Strategy to Support Achievement of SMART Goals

Professional Learning Timeline

Estimated Cost, Funding

Source, and/or Resources

Person(s)/ Position Responsible

Monitoring Teacher Implementation of

Professional Learning

Artifacts/Evidence of Impact on Student Learning

Introduce (and implement) Content-Collaborative Data Sessions: Lead teachers in the process of:

Designing common formative assessments

Designing common rubrics for scoring CFA’s

Administering CFA’s

Analyzing CFA’s for the purpose of making instructional decisions

Implementing a learning cycle

Cycle Introduction: August – September Meetings – Once per week. Repeated Cycles: August - May

Title I: Substitutes for teachers 2,250.00 PD audio system – 1,552.00

School Improvement Specialist Instructional Coaches Administrators

Administrator conversations around data decisions and learning cycles. Departmental presentations around student progress and decisions

Student work with rubrics Teacher data sheets – showing data progress and decisions made

Implement Content-Collaborative Curriculum Sessions:

Professional learning from SCCPSS Curriculum Coaches, content teacher planning, pacing, peer coaching and collaboration.

Quarterly sessions with SCCPSS coaches (as scheduled)

• August – May • Meetings – Once per week. • SCCPSS Coaches – on campus • As scheduled – pull-out / off campus

Title I: Substitutes for teachers 2,250.00

•All content area teachers •SCCPSS coaches •School Improvement Specialist •Instructional Coaches

• Curriculum pacing • Administrator feedback on Lesson Plans to include use of processes and protocols, as well as attention to Powerful Instructional Practices. • Reports from system coaches.

•Lesson plans •System level reports •Artifacts from training sessions •Observation feedback •Peer coaching feedback

Provide professional learning to grade levels as needed regarding DeRenne Middle School’s Powerful Instructional Practices:

Communicating the learning target and success criteria so that students can self-assess as they work.

Increasing the quality of classroom

• August –

September

• August –


School Improvement Specialist Academic Coaches

Administrator feedback on lesson plans and observations. Focus walks

Agendas PowerPoint presentations Protocols



conversations and student writing (academic discourse).

Using assessment data to make instructional decisions.

October • (See CCD timeline)

Teacher leaders Teacher surveys Student work Focus walk results

Provide professional learning around protocols and processes for reading and processing information:

Introduce a targeted strategy, process or protocol in grade level PL sessions. Lead the staff in practicing the protocol as students will do.

Teachers introduce the protocol to students during the Instructional Focus block.

Teachers implement two-week cycles in which students and teacher practice a targeted strategy with the texts they are reading.

Teachers meet with grade levels weekly to discuss progress and issues and to determine whether a cycle needs to continue.

Practices will include reading protocols (such as PALS), Thinking Maps, conversation protocols, etc.

August – May Implemented in two-week cycles (Cycles may be repeated or extended if/as needed depending on the complexity. )


School Improvement Specialist Academic coaches Administrators

Administrator feedback on lesson plans. Focus walks Teacher surveys (to collect perception about needs and progress)

Lesson Plans Peer coaching feedback Observation feedback Student work Focus walk results

Provide professional learning / collaborative support to facilitate academic progress with special needs students:

PL sessions around co-teaching and implementation of best practices in a rigorous learning environment for special needs teachers and their team teaching partners.

Quarterly data meetings with the department to discuss progress of students, to identify effective practices, and to increase capacity for implementation.

Quarterly meetings with administrator to

August – May Meetings: Quarterly with co-teacher training embedded as needed.


District Special Needs Coach SWD Teachers Administrators

Administrator conferences IEP’s Data meeting notes and progress points

Lesson plans Data analysis tools Artifacts from training Student work showing progress IEP’s



communicate progress, struggles and needs.

RESA Consultant to provide Math PD for math teachers

November 2016-February 2017

Title I and SI funds: Consultation fee: 5,000.00 Substitutes for teachers 2,250.00 State and Local funds: Supplies 350.00

Administration Math teachers SPED Co teachers Paraprofessionals as needed

Classroom observations by school level and district level administration Common Formative Assessments

Lesson Plans Observation feedback Assessment results

Instructional Leadership Conference October, 2016 SI Funds: Travel and Registration for Principal and Academic Coach to attend; 1,000.00

Principal Academic Coach

Redelivery of strategies learned to the leadership team

Leadership meeting documentation – sign-in sheets, agenda, meeting notes Collaborative meeting documentation – sign-in sheets, agenda, meeting notes

Model School Conference, 2017 June, 2017 SI Funds: Registration for 5 participants – 2,750.00 Travel , hotel and meals 4,200.00

Teachers from various content areas

Redelivery to department Redelivery agenda, sign-in sheets, meeting notes

Highly Qualified Staff (SWP 3, 5)



All courses are taught by highly qualified staff. Yes (Yes or no)

If no, explain

List efforts to recruit highly qualified teachers to your school.

Savannah Chatham County Public School System’s (SCCPSS) Human Resource Department in conjunction with Title 1 schools employs a

number of methods to recruit highly qualified teachers to include using: Teachers-Teacher.com, K-12 Job Spot, EdWeek-Top School Jobs,

College Educator Fairs, Social Media, Career Recruitment Fairs, and SCCPSS website postings.

The SCCPSS Human Resource Department screens all applications to ensure that teachers and para professionals are highly qualified prior

to releasing the application for consideration to Title 1 schools. This ensures that certified staff and para professionals are properly vetted

before a school begins the interview process.

At the school level we further ensure that all of our instructional, non-instructional staff and substitute teachers meets requirements to be

highly qualified.



Resources:

Georgia School Performance Standards – http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

Professional Learning Plan Template Guidelines - http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

System for Effective School Instruction: http://www.gadoe.org/School-Improvement/School-Improvement-

Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

Title 1 - http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

QCIS (Indistar) - http://www.indistar.org/

Statewide Longitudinal Data System (SLDS) - http://www.gadoe.org/Technology-Services/SLDS/Pages/SLDS.aspx

Provisions for Migrant students, should they enroll at DeRenne Middle School

At this time there are no migrant students at Derenne Middle School. Eligibility for Migrant Services as determined by the district is as follows:

• A copy of the Occupational Survey is in all school regulation packets.

• All Occupational Surveys returned with indicators checked are sent to the district’s Homeless Liaison

• The Homeless Liaison then forwards surveys with indicators checked to the Regional Migrant Office

• The Regional Migrant Office determines eligible services and notifies the district’s Liaison

• The district’s Liaison then works with the schools to ensure that families receive services for which they are eligible

Migrant students who should enroll at DeRenne Middle School would be administered pre-assessments in ELA, mathematics, social studies, and science to

assess their levels of performance. Assistance and interventions would be given to those students who demonstrated a need for those services. The services

may include:

• Support through Gifted and Talented, Remedial Education Program (REP), English to Speakers of Other Languages (ESOL), Exceptional Children for

which they qualify

• Response to Intervention and Student Support Team used to meet student needs

• Assistance through the School Social Worker

• Mentors/Volunteers assigned as needed

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Pages/default.aspx

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/Professional%20Learning/Learning%20Forward%20Professional%20Learning%20Plan%20Template.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/System%20for%20Effective%20School%20Instruction/System%20for%20Effective%20School%20Instruction.pdf

http://www.gadoe.org/School-Improvement/Federal-Programs/Pages/default.aspx

http://www.indistar.org/



ADDENDUM 1

ITEMS 11-18

11. Description of how individual student assessment results and interpretation will be provided to parents.

Parents will receive individual student test results for all required state assessments. For state tests, individual student results are sent to the local schools

where the results are given to the parents in hard copy with explanations through conferences, in the student folders sent home at the beginning of each

semester following the state assessment, or mailed to the student’s home. Interpretation of test results is sent with the student scores. Whenever possible,

letters explaining results are translated in the student’s home language. Parents will be invited to parent-teacher conferences so that teachers may provide

detailed explanations of local, state and national assessments and to discuss individual student achievement. Between those conferences, teachers

communicate with parents on a regular basis through phone calls, emails and weekly reports. Schoolwide Report Card Give-Away Nights, RTI, and IEP

meetings are another opportunity for parents to discuss their student’s achievement with teachers and other professionals.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

The College and Career Ready Performance Index (CCRPI), is a comprehensive school improvement, accountability, and communication platform for all

educational stakeholders that will promote college and career readiness for all Georgia public school students. The CCRPI is available to parents and the

community on the Georgia Department of Education website (www.doe.k12.ga.us).

Each Chatham County Public School’s data is published in the District Accountability Plan posted on the website (www.sccpss.com). The report includes

trends in data and highlights programs that schools are implementing to increase student achievement. The most recent version is included with this school-

wide plan which will be available for parent to read at the parent center.

Each school year, DeRenne Middle School works with the Office of Student Research and Accountability to update and maintain the most current data and

information that identifies trends within the data.

Last school year’s student composite and disaggregated data

The school’s composite and disaggregated data

Trends in data

Teacher and student demographic data

Highlights of programs being implemented to increase student achievement

Student highlights

13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable.

http://www.sccpss.com/



The statistical validity and reliability of the instruments administered are maintained by the Georgia Department of Education. Also, initial reports of

assessment results will be downloaded from the GADOE portal and reviewed for accuracy. Teachers and staff will be trained by the school Testing

Coordinator for each test administration throughout the school year. This training will make certain that the testing results will be valid and reliable.

Additionally, a designee from the Special Education Department, the ELL Coordinator, the Gifted Coordinator and the 504 Coordinator will all collaborate to

appropriately code groups that require testing accommodations.

14. Provisions for public reporting of disaggregated data.

For each major assessment throughout the year, the overall results of the testing, (GMAS, EOCs, SRI, MAP) as well as the data disaggregated by subgroups,

will be shared with the faculty and staff. The central office will prepare a press release of disaggregated data that will be posted to the Chatham County School

System website. Also, a link to this site will be included on DeRenne Middle School’s website. Additionally, this information will be released to the local

media. The Principal will present a summary of the testing data to the School Council, which will consist of community members, parents, and teachers. The

Leadership Team will prepare disaggregated data, charts, and graphs to be displayed in data rooms throughout the school. A summary of testing data will also

be presented to stakeholders through email messages, school‐wide announcements, workshops, and other communication methods.

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines

that less time is needed to develop and implement the school-wide program.

The school leadership teams met multiple times during the school year to review data, prioritize needs, and develop strategies to increase student achievement.

The goals of the plan were shared with teachers during pre-planning. Parents, students (where applicable) and community partners were invited to provide

input and feedback. This plan is intended for implementation throughout the 2016-2017 school year. Revisions will be made as new data is presented.

16. 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).

Parents and stakeholders are invited to a Parent Forum in which a variety of topics are discussed. They are contacted by various means such as flyers, marquee

announcements, call-out, and messages on the school’s website. At the meeting, committee members are given an update of school-wide data, and areas of

strengths and weaknesses are shared. The school-wide plan is reviewed and together the committee discovers the schools needs of the most at-risk students

and what the instructional focus needs to be and what needs to be done to meet those goals. The Title 1 budget draft is shared and parents and stakeholders are

encouraged to provide feedback and offer input on how the Title 1 funds should be spent at DeRenne Middle. The Title 1 parent involvement policy is

reviewed from 2015-2016. School-Parent Compact and the school-wide Calendar of Events are shared. Questions are answered which clarifies parents’

understanding of the purpose and layout of the documents. Parents and stakeholders are encouraged to offer feedback on each of the items discussed.

Additionally, teachers met during planning times and were given the opportunity to provide feedback on the School Improvement Plan, the Parent Policy and

the School-Parent Compacts. Students were also surveyed and their input was taken into consideration as these documents were developed.

17. Plan available to the LEA, parents, and the public.



All components of our Title I School-wide Plan including the Parent Policy, School-Parent Compact, and School Improvement Goals, are available to all

stakeholders upon request. Our plans are also available in the office and school’s website.

Availability of the plan in the media center and the parent center

Plan posted on the website

District website under Accountability tab

A copy of the plan will be provided if requested.

18. 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.

DeRenne Middle School’s population for the 2016 - 2017 school year, consists of English speaking students. We do not have a significant sub group of non-

English learners. Therefore, DeRenne Middle School does not currently have a need to provide information in multiple languages. If in the future that need

should develop, we will then provide all public notifications and the reporting of data in the language that is appropriate.

19. Plan is subject to the school improvement provisions of Section 1116.

Beginning with the 2012-2013 school year; the GaDOE transitioned from needs improvement (NI) school designations based on adequate yearly progress

(AYP) reports to Reward, Priority, Focus and Alert Schools designations based on ESEA Flexibility Waiver formulas. Title I schools will now implement

specific programs and interventions based on Reward, Priority, Focus, and Alert Schools status. In addition, the GaDOE ESEA Flexibility Waiver outlines

Georgia’s new Single Statewide Accountability System, the College and Career Readiness Performance Index (CCRPI). The CCRPI will serve as a

comprehensive report card for all schools in Georgia. The state system will give parents, students, teachers and families a more complete and comprehensive

picture of where a school or district is meeting performance expectations and where it is not.

The Georgia ESEA Flexibility Waiver also eliminated Supplemental Educational Services (SES) and Public School Choice (Choice). However, for schools

designated as Priority or Focus (or Alert if they choose to provide the service) the Georgia ESEA Flexibility Waiver provides greater flexibility in designing a

Flexible Learning Program (FLP) tailored to the needs of the schools. As a result, these identified schools will have the capacity to serve more students in need

of additional academic support.

DeRenne Middle School has a “No Designation Status.” DeRenne Middle School is on the Governor’s Opportunity Schools list.



Georgia School Performance Standards

Strands and Standards Summary C

urr

icu

lum

1. Uses systematic, collaborative planning

processes so that teachers can have a

shared understanding of expectations

for standards, curriculum, assessment,

and instruction.

2. Designs curriculum documents and

aligns resources with the intended rigor

of the required standards.

3. Uses a process to review curriculum

documents to ensure alignment to the

intent and rigor of the standards and

revises as needed.

Ass

ess

me

nt

1. Aligns assessments with the required

curriculum standards.

2. Uses a balanced system of assessments

including diagnostic, formative, and

summative to monitor learning and inform

instruction.

3. Uses common assessments aligned with

the required standards to monitor student

progress, inform instruction, and improve

teacher practices.

4. Implements a process to collaboratively

analyze assessment results to adjust

instruction.

5. Implements grading practices that provide

an accurate indication of student progress

on the required standards.



Inst

ruc

tio

n

1. Provides a supportive and well-

managed environment that is

conducive to learning.

2. Creates an academically-challenging

learning environment.

3. Establishes and communicates clear

learning targets and success criteria

aligned to curriculum standards.

4. Uses research-based instructional

practices that positively impact student

learning.

5. Differentiates instruction to meet

specific learning needs of students.

6. Uses appropriate, current technology to

enhance learning.

7. Provides feedback to students on their

performance on the standards or

learning targets.

8. Establishes a learning environment that

empowers students to actively monitor

their own progress.

9. Provides timely, systematic, data-driven

interventions.

Pro

fess

ion

al Le

arn

ing

1. Aligns professional learning with needs

identified through analysis of a variety of

data.

2. Establishes a culture of collaboration

among administrators and staff to enhance

individual and collective performance.

3. Defines expectations for implementing

professional learning.

4. Uses multiple professional learning designs

to support the various learning needs of the

staff.

5. Allocates resources and establishes

systems to support and sustain effective

professional learning.

6. Monitors and evaluates the impact of

professional learning on staff practices and

student learning.



Georgia School Performance Standards

Strands and Standards Summary



Lea

de

rsh

ip

1. Builds and sustains relationships to

foster the success of students and

staff.

2. Initiates and manages change to

improve staff performance and

student learning.

3. Uses systems to ensure effective

implementation of curriculum,

assessment, instruction, and

professional learning practices.

4. Uses processes to systematically

analyze data to improve student

achievement.

5. Builds leadership capacity through

shared decision-making and

problem-solving.

6. Establishes and supports a data-

driven school leadership team that is

focused on student learning.

7. Monitors and evaluates the

performance of teachers and other

staff using multiple data

sources.

8. Provides ongoing support to teachers

and other staff.

Pla

nn

ing

an

d O

rga

niz

atio

n

1. Shares a common vision and mission that

define the school culture and guide the

continuous improvement process.

2. Uses a data-driven and consensus-oriented

process to develop and implement a school

improvement plan that is focused on student

performance.

3. Monitors implementation of the school

improvement plan and makes adjustments

as needed.

4. Monitors the use of available resources to

support continuous improvement.

5. Develops, communicates, and implements

rules, policies, schedules, and procedures to

maximize student learning and staff

effectiveness.

6. Uses protocols to maintain the school

campus and equipment providing a safe,

clean, and inviting learning environment.



Fa

mily

an

d C

om

mu

nity

En

ga

ge

me

nt

1. Creates an environment that

welcomes, encourages, and

connects family and community

members to the school.

2. Establishes structures that promote

clear and open communication

between the school and stakeholders.

3. Establishes relationships and decision-

making processes that build capacity

for family and community

engagement in the success of

students.

4. Communicates academic

expectations and current student

achievement status to families.

5. Develops the capacity of families to

use support strategies at home that

will enhance academic achievement.

6. Connects families with agencies and

resources in the community to meet

the needs of students.

Sc

ho

ol C

ultu

re

1. Develops, communicates, and implements

rules, practices, and procedures to maintain

a safe, orderly learning environment.

2. Establishes a culture of trust and respect that

promotes positive interactions and a sense of

community.

3. Establishes a culture that supports the

college and career readiness of students.

4. Supports the personal growth and

development of students.

5. Recognizes and celebrates achievements

and accomplishments of students and staff.