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$Page 1: I - PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/PierceCounty... · Web viewSchool Improvement Plan. 2011-2012 2011-2012 PCMS. S.M.A.R.T. Goals. Content Area Goal ELA The percentage$
2011-2012 School Improvement Plan Pierce County Middle School

Pierce County Middle School

School Improvement

PlanRevised December 14, 2011 1


2011-2012

Revised December 14, 2011 2


2011-2012 PCMS S.M.A.R.T. Goals

Content Area Goal

ELA The percentage of students meeting or exceeding standards on the Reading/ELA portion of the CRCT will be increased from 96.5% in 2011, to 98% in 2012, then to 99% in 2013, and then to 100% in 2014.

Math The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 89.6% in 2011, to 92% in 2012, then to 94% in 2013, and then to 96% in 2014.

Science The percentage of students meeting or exceeding standards on the science portion of the CRCT will increase from a baseline of 83% in 2011, to 86% in 2012, to 90% in 2013, and to 100% in 2014.

Social Studies

The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 71.5% in 2009 (8th grade, only), (all those that follow include grades 6th-8th as averages of all 3) to 76.5% in 2010, to 81.5% in 2011, to… 90% in 2012, then to 95% in 2013, then to 100% in 2014.



Profile 2

Needs Assessment (Component 1) 13

School-wide Reform Strategies (Component 2) 16Component 2a 18Component 2b 19Component 2c/Component 2d 20

Highly Qualified Professional Staff (Component 3) 28Strategies to attract highly qualified teachers (Component 3a) 29

Parent’s Right to Know Teacher Qualifications 31

Professional Development (Component 4) 32

Parental Involvement (Component 5) 36Pierce County Middle School Parent Involvement Policy and Procedures 37Pierce County Middle School Parent/Guardian Teacher/Student Compact 41

Transition (Component 6) 45

Teachers in the Decision Making Process in use of Assessment (Component 7) 46

Coordination and Integration of Federal, State and Local Programs (Component 8) 47Component 8a/Component 8b 47-48

Assessment, Curriculum and Instruction (Component 9) 50Component 9a/Component 9b/Component 9c 50-53

Individual Student Assessment Results and Interpretation to Parents (Component 10) 54

Provisions for the Collection and Desegregation of Data (Component 11) 54

Provisions to Ensure that Disaggregated Assessment Results are Valid/Reliable (Component 12) 55

Provisions for Public Reporting of Disaggregated Data (Component 13) 55

Plan Revised Annually (Component 14) 55

Plan Developed with the Involvement of Community (Component 15) 55

Plan Available to LEA, Parents, and the Public (Component 16) 56

Plan Translated (Component 17) 56

Plan to School Improvement Provisions (Component 18) 56

Appendix I (School Improvement Model) 57Appendix II (Pyramid of Intervention) 58Appendix III (Recruitment Plan) 59Appendix IV (Parent Survey Results) 61Appendix V (Needs Assessment Results) 64Appendix VI Spanish Translation 68(Pierce County School District Family Involvement Policy)Appendix VII Spanish Translation 73(Pierce County Middle School Policy & Procedures Parent Involvement)



Profile

Pierce County Schools

Motto: Excellence is Standard.

Mission Statement: Pierce County School System promotes excellence as the standard.

Vision Statement: Our vision is for Pierce County graduates to become creative problem solvers excelling in a competitive global environment.

Pierce County Beliefs: We believe that all students can learn; therefore:

1. Trusting, caring relationships with all stakeholders are directly linked to success. 2. Each student is a valued individual with unique physical, social, emotional, and

intellectual needs. 3. A variety of instructional approaches will be provided to support their different learning

styles. 4. Students achieve best when they are actively engaged in their educational process and

share accountability for their learning. 5. Prompt and regular attendance by students and staff is essential.6. Student and staff wellness contributes to effective teaching and learning.7. Continuous and balanced assessment drives instruction and enhances student learning. 8. Collaborative learning communities are critical for optimum student achievement. 9. It is important to provide a safe, secure, and quality environment.10. Technology integration is essential to enhance instructional and operational processes.11. Decisions, both instructional and operational, should be driven by qualitative and

quantitative data.



Vision for Pierce County Middle School

At Pierce County Middle School all students exceed national and state performance standards and

are equipped with the knowledge and skills to succeed at the next level in their educational journey.

Mission Statement

Pierce County Middle School is a learning community focused on maximizing student

achievement and promoting excellence for all.

At Pierce County Middle School,

We believe learning experiences at PCMS help prepare students for their roles as

citizens and life-long learners.

We believe PCMS is a safe environment where students feel comfortable exploring

new ideas and engaging in the classroom environment.

We believe our school’s collaborative environment creates instructional cohesion

that positively impacts student achievement.

We have high expectations for all students.

All students can learn, provided adequate time, differentiated instruction, and specific

descriptive feedback.

We believe instruction must be data-driven and based on the needs of all students.

We believe in students actively participating in the learning process supported and facilitated

by their teachers.

We believe regular attendance directly correlates with student achievement.

We believe striving for excellence in academics, athletics, the arts, and extracurricular

activities help develop well-rounded individuals.

Pierce County Middle School Council Mission Statement

The Pierce County Middle School Advisory Council advocates quality education for

all students in support of the school’s mission.



Recognitions and Awards2011 GASSP Distinguished Breakout School 2011 Title I Distinguished School 2010 Platinum Award for Greatest Gains (Students Meeting & Exceeding Standards)2010 Title I Distinguished School2010 PCMS ranks 46th out of 467 Georgia public middle schools as rated by www.schooldigger.com . 2010 Pierce County Teacher of the Year- Amanda Gay2009 Bronze Award for Greatest Gains2009 Title I Distinguished School2009 Middle Grades Writing Assessment – 10th in state2008 Title I Distinguished School2008 Pierce County Teacher of the Year - Vickki Carter2007 Title I Distinguished School2007 State Ranking on 6th Grade CRCT - 2nd in Mathematics2006 Bronze Award for Greatest Gains in AchievementSports 2011 Girls’ 6/7 Basketball Champions2011 Girls Cross Country Champions2011 Softball Champions2011 Cheerleading Champions2011 Boys Soccer Champions2011 Boys Golf Champions2011 Girls Golf Champions2011 Softball Runner-up2011 Football Runner-up2011 Boys 8th Basketball Runner-up2011 Wrestling Runner-up2011 Girls’ Cross Country Runner-up2011 Baseball Runner-up2011 Girls’ Track Runner-up2011 Girls’ Tennis Runner-up 2010 Football Champions2010 Girls’ 6/7 Basketball Champions2010 Boys’ 6/7 Basketball Runner-up2010 Girls’ 8th Basketball Runner-up2010 Girls’ Track Champions2010 Boys’ Golf Champions2010 Boys’ Tennis Champions2010 Girls’ Tennis Runner-up2010 Boys’ Soccer Runner-up2010 Girls’ Soccer Runner-up2009 Girls' Track Champions2009 Girls’ Tennis Runner-up2009 Boys' Golf Conference Runner-up2009 Baseball Conference Runner-up2009 Cheerleading Champions2009 Girls' Golf Champions


http://www.schooldigger.com/


Community Demographic Data

Pierce County Middle School is located in Pierce County, Georgia, a rural agrarian community

with little industry and a limited tax base. Pierce County is in the southeastern corner of

Georgia and has a population of approximately 18,758. With a per capita income of $25,959 yearly,

compared with Georgia’s average of $32,095, Pierce County is one of Georgia’s poorest

counties as represented in Table 1. Blackshear is the largest of three incorporated towns within

Pierce County.

Table 1Pierce County Community Data

2009-2010 2008-2009 2007-2008 2006-07Number of students eligible to receive migrant services 94 57 65 53Average Monthly Number of Food Stamp Households (2010) 1566 3042 1085 1056Average Monthly Number of TANF Families (2010) 39 46 43 47Per Capita Income (2008) $25,959 $23,659 $23,001 $22,383Unemployment Rate (2010) 9.1% 9.9% 12% 4.4%Census Population (2000) 15,636 15,636 15,636 15,636Census Bureau Population Estimate (2009) 18,758 18,127 17,881 17,452

* The State of Georgia – Office of Student Achievement

Compounding these difficulties is the fact that approximately 23.9% of the adult population in

Pierce County has less than a high school education. A total of 8.2 % of the county’s population had

at least some college level education while 27.1% of the state’s population had at least a

college education. Despite the low socio-economic status, the community supported education

through a bond referendum and local SPLOST to construct three new schools, renovate the high

school, construct additions to one elementary school and the middle school.

School Characteristics and Student Demographic Data

Pierce County Middle School is a public middle school located in Blackshear, Georgia. The

facility was completed in 1996 and housed 734 students. The athletic complex consists of a

track, girls’ softball field, gymnasium, and baseball field. A football field, used only for practice, sits

in the middle of the track and soccer practice was held there for the first time in the

spring of 2007. Fencing encloses all of the outdoor sports facilities. In 2007, a new wing was added

to the school which included 11 new classrooms and a band room.

The initial enrollment of PCMS in 1996-1997 was 734. Enrollment of students attending Pierce

County Middle School increased over a five year period except for the 2005-2006 school



year where there was a decrease of 67 students. Beginning the 2010-11 school year, PCMS had 857

students which is the largest number of students enrolled as of August 2010. See Table 2.

According to enrollment figures over the past six years, the racial composition has remained

consistent with an increase in the African American population of 1.0 % and a slight decrease of the

Hispanic population. The white population makes up 84.13 % of the total population. The Limited

English Proficient subgroup has remained the same the past two years and the

special education population increased from 10.17 % to 11.2%. The gifted population increased from

11.87% to 13.8% in 2010. The mobility rate increased during the 2007-2008 school year and has

continued to increase over the past few years. See Table 2.

The percentages for the number of students who participate in free/reduced lunch program have

fluctuated little over the past six years with an increase over 2% from last year.. See Table 2.

Table 2Pierce County Middle Student Data

Student/Community Data2010-2011 2009-

20102008-2009 2007-2008

2006-2007 2005-2006

Total Enrollment 857 767 744 756 763 765Student/Racial BackgroundAfrican-American 11.58% 10% 9% 10.05% 9.96% 11.89%Asian .0058% 0.26% 0.39% 0.26% 0.26% 0.13%Caucasian 84.13% 82.66% 83.94% 83.07% 83.88% 82.22%Hispanic 5.01% 4.30% 4.31% 4.10% 3.80% 3.01%Other 1.63% 2.61% 2.35% 2.51% 2.10% 2.75%Student/Family CharacteristicsEconomically Disadvantaged 56.24% 54.63% 54% 52.78% 50.20% 53.10%Limited English Proficient 1.75% 2.6% 2.6% 3.15% 2.93%Special Education 11.2% 10.17% 10.6% 10.58% 12.32% 14.20%Gifted 13.8% 13.8% 11.87% 10.45% 10.88% 13.20%Migrant 1.0% 2.15% 2.38% 1.97% 0.39%Attendance Rate (% more than 15 days) 1.1% 3.0% 3.8% 8.4%Mobility Rate 18.24% 16.5% 14.37% 14.88%

Student Record Data

The Special Education program serves students who have severe physical and/or Intellectual

Disabilities to those whose disabilities are less restricting, along with resource model and the

inclusion model. To address the deficiencies and accelerate and the special education’s students

learning, Pierce County Middle School implemented three research-based intervention reading

programs based on the needs of the students. The three programs currently being used are as Revised December 14, 2011 9


follows: SRA, Wilson Reading and Language! SRA, an intensive, systematic, direct instruction-based

reading program, is the first line of defense for assisting students with decoding weaknesses. If

students do not show progress in SRA, then Language! is used as another approach. Wilson Reading,

the most intensive research-based program that is used at PCMS, serves those students who have not

found success with the other programs. The progress of students is monitored weekly and changes in

instruction are made as needed. These students also are provided an additional 45 minutes every

day of reading, math, and/or writing instruction. See Table 3

Table 3Special Education Population

2010-2011 2009-2010 2008-2009 2007-2008 2006-2007 2005-2006

Total School Enrollment 857 767 744 756 763 765

Mild Intellectual Disability 8 8 2 8 12 18Moderate Intellectual Disability 5 4 2 3 2 7Severe Intellectual Disability 1 1 1 1 0 0Profound Intellectual Disability 0 0 0 0 0 0Speech/Language Impairment 2 2 7 3 9 8Specific Learning Disability 40 28 31 27 30 23Emotional/Behavior Disability 10 10 15 19 24 19SDD 0 0 0 0 0 4Visual Impairment 0 1 0 0 0 0Hearing Impaired 2 1 0 0 1 1Other Health Impaired 22 17 23 16 19 15Autism 6 6 3 1 0 1Special Education Enrollment 96 78 84 79 94 103

The gifted students are provided opportunities to enhance their knowledge through

accelerated classes during Extending Learning Time and their regular gifted instruction. There are 23

gifted endorsed teachers at PCMS. In 2008-09, PCMS’s gifted population was 99 students compared

to 118 gifted students in 2010-2011. The breakdown is included in Table 3.

Students are expected to be absent no more than 10 days in a school year. Attendance meetings,

including the attendance clerk, school counselors, teachers, and parents are required when a student

has 7 unexcused absences. The Pierce County Protocol Attendance Committee meets concerning the

chronic attendance problems. Over the past several years, the percentage of students missing over 15

days of school has decreased. Table 4.

Table 4



% of Students Who Missed More Than 15 Days2010-2011 2009-2010 2008-2009 2007-2008

All Students 2.7 2.4 1.1 3.0Black 0 2.2 1.2 3.4Hispanic 0 2.6 0 0White 2.8 2.2 1 2.9Student with Disabilities 4.7 8.1 3.2 6.5Limited English Proficient 0 0 0 0Economically Disadvantaged 3.9 3.7 1.1 4.2Migrant Too few Too few Too Few Too FewMulti-Racial 25 18.2 5.3 10.5 * Office of Student Achievement Report Card

Pierce County Middle School sets high expectations for all students; therefore, a

“No Zero Policy” was implemented for students. A pyramid of intervention was developed and

implemented to provide intervention strategies for students. The number of retained and

administratively placed students has remained relatively the same over the past 4 years even though

the new promotion policies are in place. See Table 5

Table 5 2010-2011 2009-2010 2008-2009Administrative Placement 0 18 5Retained 1 10 6

Based on Promotion and Retention Policy for 8th graders, Summer school was provided for all 8th

graders who failed the first administration of the CRCT for several years.

The

data indicates that the summer school program was effective. See Table 6.

Revised December 14, 2011

Table 6Results of Summer School

School YearSpring

AdministrationSummer

Administration% Passing After Summer Remediation

Rdg Math Rdg Math Rdg Math

2008-2009 10 24 10 22 50% 45%2007-2008 8 44 5 29 62.50% 65.91%2006-2007 13 24 9 13 69.23% 54.17%2005-2006 19 48 13 29 68.42% 60.42%

11


Since there have been budgetary constraints, PCMS chose not to provide summer school for the

summer of 2010. PCMS teachers volunteer to provide after-school and before-school tutoring for at-

risk students and migrant students from January to March. In lieu of summer school, we provided

intensive tutoring during the school day to those 8th grade students who did not pass the first

administration of the CRCT until the second administration of the CRCT was given at the end of

May.

Pierce County Middle School strives to provide the best possible education for each and every

student in a safe and non-threatening environment. Classroom teachers are responsible for

handling minor discipline infractions in the classroom, while persistent violations and major offenses

are referred to administrators. Disciplinary consequences include After-School

Detention, In-School Suspension, and Out-of-School Suspension. In-School Suspension consists of

students being contained in one classroom with an I.S.S. instructor for the entire school day.

Teachers are responsible for sending academic assignments. When a student is assigned Out-of-

School Suspension, they are not allowed on the school campus or school-related activities on the

assigned days. Students may be assigned anywhere from one to five days depending on the severity

of the offense and their location on the discipline ladder. Beginning with the 2008 school year, the

Pierce County School System in contract with Ombudsman Alternative Education Services, provided

the district an off-campus program intended to reduce drop-out rates, increase graduation rates,

Revised December 14, 2011

Table 7Results of In-School Remediation

School YearSpring

AdministrationSummer

Administration% Passing After Summer Remediation

Rdg Math Rdg Math Rdg Math

2010-2011 3 23 1 10 66% 43%2009-2010 3 12 1 2 33% 16%

12


increase attendance levels, improve academic performance for drop-out prevention and offer the non-

traditional learners a new opportunity to encounter an individualized learning experience different

than the traditional setting. PCMS is allocated up to 15 students in the program who are at-risk for

not graduating. Criterion for participating in the Ombudsman Program includes over age due to

multiple retentions, attendance problems, and academic struggles. According to the data the total

number of discipline incidences reported has declined over the past few years. See Table 8

Table 8Discipline Incident School Summary Report

Number of Events Reported Per

Student Race GenderFree/Reduced Prices

Meal EligibiltyTotal

Students

Total Incident Codes

Reported B H W M F Free Red NE 2008-2009 25 5 124 102 57 103 16 40 159 338↓2009-2010 25 10 132 126 42 110 11 47 168 346 2010-2011 31 5 116 98 58 107 11 38 156 281

Faculty Characteristics

The administration of Pierce County Middle School consists of one principal, one assistant principal,

an athletic director, and an instructional coach. The secretarial staff consists

of one administrative secretary, one bookkeeper, one receptionist, and one attendance/records clerk.

With two counselors, the counseling ratio is 2 to 857. There are thirty one core academic teachers

for grades 6-8. There are also 14 connection teachers and 9 special education teachers.

PCMS has 4 ESOL certified teachers and 21 gifted endorsed teachers. Non-certified

personnel include 5 instructional assistants, 8 cafeteria workers, and 4.5 custodians.

Table 9 provides a summary of the data over the past four years related to the demographic

profile of our teachers and administrators by race and average years experience in teaching.

In addition, the percentage of teachers and administrators with advanced degrees is included.

There have been relatively few changes in these factors over the past four years except that the

average years of experience has increased due to the attrition rate. Results of teacher perception

surveys indicate teachers are satisfied with their jobs.

Table 9Faculty Characteristics Data



Faculty Characterisitics 2011-2012 2010-2011 2009-2010 2008-2009

Racial Background African-American 4 4 2 2Caucasian 96 96 98 98

Other Characteristics of TeachersAverage Years of Experience 13.4 14.1 13.1 11.62 High Level Experience 37 31 31 Mid Level Experience 66 55 Low Level Experience .01 14Percent with Advanced Degrees 84 97 96 82Other Characteristics of Admin. Average Years of Experience 21 29 27 26Percent with Advanced Degrees 100 100 100 100

Operating Expenditures Per PupilCounty Average $8406.87State Average $8967.83

1. Comprehensive Needs Assessment

Specific areas of need are determined through an extensive annual needs assessment which provides

direction for the implementation of the system and individual school improvement plans. PCMS

meets with the central office, parents, and community members several times a year to assess the

needs of each school and the system. These meetings provide the opportunity to determine barriers

to student achievement and to discuss interventions needed to overcome these barriers. The system-

wide and school needs assessments include the following surveys: student survey (Georgia Student

Health Survey, wellness survey, etc) parent surveys (Title I, Occupational, Home Language); teacher

surveys ( NSSE, technology, Special Needs Survey, Title I, Title II, Title III, Migrant, SIP, and

Professional Learning); and community surveys (NSSE, technology, Family Connection Survey).

The surveys contain questions about the academic status, parental involvement, violence and safety

of students both in school and on the bus. Four the past five years, the faculty at completed the

National Staff Development Council’s Standards Assessment Inventory Survey (SAI). Consistently,

the area of leadership has been the greatest strength. The faculty and staff indicated that the principal

believes teacher learning is essential, the principal fosters a school culture focused on instruction

improvement, and that the principal empowers teachers to lead. 97% of the teachers believed that

teacher professional development is part of the SIP. 99% believed that the school is focused on

creating positive relationship between teachers and students. 98% of the staff believed that the Revised December 14, 2011 14


teachers in the school expect high academic achievement for all students. As the result of the 2009

Spring SAI Survey, teachers indicated the need to have choice in professional development training

and that evaluations of the professional activities should be completed prior to the professional

development. Through the support of RESA, a consortium was formed which developed pre and

post learning evaluations. These instruments will be used before and after every professional

development offered at the school and system level. These surveys are analyzed and share with

system office and the teachers. The results of the survey also indicated that PCMS needs to

continue to involve families in their children’s education.

A Needs Assessment Survey is administered to the faculty and staff every spring. Instructional

programs effectiveness and/or ineffectiveness are evaluated based on the results of the needs

assessment. The areas evaluated include programs/strategies, assessment practices, collaboration

practices, and parent involvement. Results from the survey are used to address the school’s needs for

the next year. The results are shared with stakeholders in focus group meetings, leadership meetings,

and school council meetings. The results of the 2009-2010 survey suggests that in the area of

instruction that PCMS needs to continue all the present programs in place but suggests more

standards-based planning, more time to implement new strategies, more technology, more emphasis

on vocabulary, and more common assessments. In the area of assessment, the teachers were pleased

with the practices in place but requested more professional development on standards-based grading

and examining student work. Collaboration was a strong strand in this assessment, but teachers

stressed that they did not need to add more meetings. They appreciate every vertical planning day.

A Title I Parent Survey is administered every spring. This past spring 203 out of 857 were returned.

Five were from Spanish-speaking parents. The majority of the parents indicated that they were

satisfied with the education provided at Pierce County Middle School. 170 out of 203 believe “my

child’s school is doing an excellent job”. Several suggestions included the following: more notes in

agendas, more individualized tutoring, more challenging work for high achievers, not as much

homework, and require fewer “at-home” projects. The results were shared with the faculty and staff,

leadership team and school council. The suggestions from parents were addressed and changes made

for this year.



Scientifically-based research programs utilized in our school include the following: Choosing the

Best Way and Path and Life, Character Education, Making Positive Decisions. In addition to these

program, PCMS utilizes a Prevention Counselor from Satilla Community Services. Pierce County

Middle School maintains a current list of all language minority students, including immigrant

children and youth, their home languages, their current schools and grade levels, and English

proficiency levels. The Home Language survey included on the PCMS Registration Form and

Occupational Surveys are completed on every student entering the system and are filed. All teachers

completed an ELL survey in which results indicated the need for professional learning including the

following: a need in understanding and embracing their roles and responsibilities as teachers of ELL

students, the need in understanding and awareness of the importance of students using their primary

language as a learning tool, and the need for using portfolios to collect evidence of ELL students’

learning. PAC (Migrant Parent Advisory Council) meetings, including ELL parents, are held

periodically during the school year to address concerns and needs of this population. Plans are being

made to include additional meetings for all diverse populations.

Overall student needs are assessed through the use of summative assessments (ITBS, Middle Grades

Writing Assessment, and CRCT) and formative assessments (benchmark testing, CRCT Online, pre-

post tests, mock writing test, GRASP, and My Access Writing Assessment). All teachers and

administrators assess and analyze summative and formative assessments to determine strengths and

weaknesses of students and use the results to drive instruction. Teachers maintain class profile

sheets that summarize student progress on benchmark tests throughout the year. External

comparisons are made to compare PCMS to other middle schools in the state and RESA. The

internal comparison is used to show gaps in curriculum and instruction and gaps within subgroups in

the school. This comparison requires the teachers to analyze systems in place for their effectiveness.

The principal and counselor present assessment data annually to the School Council for review.

The leadership team studied the School KEYS during the 2009-2010 school year and began the

process of implementing the 8 strands in the classroom. Some of the departments worked with

specific strands and evaluated implementation through the use of awareness walks.

Additionally, the ESOL teacher as well as academic and connection teachers, analyze the ACCESS

scores and determine areas of strengths and weaknesses for English Language Learners. Teachers

also look at the CRCT scores of all ELL students.



2. School-wide Reform Strategies that are scientifically Research-Based

Pierce County Middle School prides itself in providing scientifically research-based school-wide

reform strategies. Since 1996, Pierce County Middle School has been involved in the school

improvement process. The PCMS Administrative Team, along with teacher leaders and parent

representatives, has shared in the responsibility for developing, implementing, and evaluating the

system-level plan and the school-level plan. All school improvement efforts focus on student

achievement. Beginning with the 2003-2004 school year, the principal, as the lead learner for

PCMS, attended the Georgia Leadership Institute of School Improvement with other principals and

leaders of Pierce County. As a result of this initiative, a Better-Seeker Team (BST) was formed to

improve collective practice and the effectiveness of the school through collaborative action. Since

2004, there has been ongoing dialogue, job-embedded training, focused study research, and

collaborative action research. Each year planning days are provided for the leadership team to

meet with the principal to discuss school improvement. Focus groups meet monthly to achieve the

goals outlined in the school improvement plan. As the result of the book study, Closing the

Achievement Gap, the faculty and staff, through a consensus vote, are using the Brazosport 8-Step

Process, as the model of school improvement. (Appendix I) Using current data and information, all

stakeholders meet regularly to analyze root causes and systems, and review initiatives and strategies

implemented to determine progress toward achieving goals. Also, during the summer of 2004, all

faculty and staff attended a two-day retreat at Jekyll Island where teachers planned and developed

pacing guides for the new GPS and developed benchmark assessments for the upcoming school year.

During the 2005-2006 school year, the BST and other members of the faculty developed a Pyramid

of Interventions, a formalized plan to help students who need additional support. For the 2008-09

school year, teachers utilized the pyramid of intervention in order to improve the outcomes for

struggling students. This pyramid is revised every year (Appendix II). PCMS implemented

Response to Intervention (RTI), a high-quality scientifically validated instructional practices process,

based on learner need, monitoring student progress, and adjusting instruction based on the student

response during the 2008-09 school year. This federally mandated intervention plan involves the use

of Georgia’s 4-tier pyramid of intervention, ongoing progress monitoring, and fidelity of the

intervention and assessment (Appendix II).



All school improvement efforts focus on improving student achievement in reading, writing, math,

science, and social studies. During the 2006-07 school year, the assistant principal and the reading

instructional coach also participated in the Georgia Leadership Institute for School Improvement

(GLISI). A system level team, consisting of graduation coaches, counselors, and assistant principals

attended GLISI Base Camp and Summit which focused on improving the graduation rate in 2007.

The PCMS Leadership Team attended GLISI Base Camp and Summit in the Fall 2008 with

continued emphasis on improving graduation rate.

The principal, along with the superintendent, the Director of Teaching and Learning, and another

principal in the system, participated in the initiative, Developing High Performing Leaders at all

Levels, and are actively working to develop leaders within the school system. In collaboration with

Okefenokee RESA, the assistant principal, the reading coach, and a counselor at Pierce Middle

participated in the Rising Stars Program. Each implemented three performance-based modules in the

school which directing related to the school improvement plan. In addition, the principal completed

the Leadership Preparation Performance Coaching Program (LPPC) which assisted potential

leaders within the system to develop leadership skills through performance-based modules. During

the 2008-2009 school year, the assistant principal, the instructional coach, and the counselor became

coaches for the Rising Stars Program. Four PCMS teachers participated in the Rising Stars Program

to develop leadership skills and two of the four have recently been moved to leadership position in

the county. During the 2011-2012 school year, one teacher from PCMS will participate in the

Aspiring Teacher Leader program thru Okefenokee RESA.

Along with the faculty and staff, the PCMS School Council, that consists of parents,

teachers, community members and the principal, reviews the SIP plan annually and provides

feedback in the revision of the plan.

Pierce County Middle School began using the National Study of School Evaluation (NSSE) school

improvement process in the fall of 1999. In the fall of 2001, PCMS was accredited through the

Southern Association of Colleges and Schools (SACS). The Pierce County School System achieved

District SACS Accreditation in the fall of 2006, one of 57 school systems in the southern region.



In addition to the Brazosport Model of School Improvement, the Georgia Performance Standards

serve as the basis of instruction for all students at PCMS. Teachers develop GPS units using

Marzano’s Understanding by Design model and Ainsworth’s Unwrapping the Standards. These

GPS units provide differentiated instruction that ensures success for all students. Embedded in all

units are research-based initiatives including Learning-Focused strategies, Assessment for Learning,

and Kay Burke’s From Standards to Rubrics Performance Task. Each unit contains a performance

task, student checklist, teacher checklist, and a rubric. Additionally, strategies from assessment

experts, Anne Davies, Ken O’Conner, and Thomas Guskey have been implemented in units.

Teachers utilize a balanced assessment approach and are beginning to involve students in the

assessment process.

All teachers at PCMS as a requirement for professional learning are required to observe their peers

and administer a Learning-focused checklist. These observations are discussed in department

meetings with other colleagues. Also, all leadership team members complete Awareness Walks for

every member of their department.

Plans have begun to work towards becoming a Standards-based school. Professional Development

began several years ago with the reading of professional literature, and attending training. The

system focus group met in the spring of 2009 to develop a vision and guidelines for assessment and

reporting. PCMS is involved training through focus groups to develop an assessment plan and

continuing to learn about standards based grading practices.

a). Opportunities for all children to meet or exceed Georgia’s proficient and advanced levels of student performance.

Pierce County Middle School provides opportunities for all students to be successful. We have high

expectations for all students. It is also the belief of the faculty and staff that all students can learn,

provided adequate time, differentiated instruction, and specific descriptive feedback. We believe that

regular attendance directly correlates with student achievement. Therefore, the barriers that could

keep students from succeeding are addressed early in each school year on an individual basis.

Flexible scheduling allows all students opportunities for remediation and/or acceleration according to

their need. Extended learning time is embedded in the master schedule in order to provide the



additional time needed to address these strengths and weaknesses, and the instruction must be data

driven.

The mission statement defines the culture of our faculty and staff. The collaborative environment

creates instructional cohesion that positively impacts student achievement. The environment is safe

where students and faculty feel comfortable exploring new ideas together.

Pierce County Middle School continuously strives to have all teachers highly qualified in their area

of concentration. The master schedule is designed to maximize student funding and be in

compliance with class size policies. Teachers who are certified in gifted, ESOL, and special

education are strategically assigned with their students to meet the requirement of the No Child Left

Behind mandate.

b. Are based upon effective means of raising student achievement

Focus groups, led by the principal, are held monthly with all faculty and staff. The focus of the

sessions is determined by the needs assessment that is completed at the end of each school year. The

topics for the 2009-10 school year included the following: standards-based classroom, data

utilization, rigor and relevance, standards-based grading, response to intervention, book studies,

implementation of best practices, ELL and migrant strategies and continued efforts to become a true

professional learning community. The Better Seeker Team at PCMS began to research effective

standard-based practices. Ken O’Conner’s and Thomas Guskey’s research have given PCMS

guidelines on how to develop a standard-based classroom and standards-based reporting. The BST,

through further study, began developing pilot report cards for math, science, and language arts as

well as connections. Teachers and administrators continue implementation of standards based

grading procedures. Topics for the 2010-11 school year included the following: teacher

effectiveness , child abuse, bullying prevention, a book study of The Energy Bus, school safety,

homeless students, school facilities, statewide longitudinal data system, SACS, article studies,

standards based grading, Title III ESOL, etc.



The school improvement plan is an on-going plan for improvement. All initiatives follow the Plan-

Do-Check-Act cycle.

c. Use effective instructional methods that increase the quality and amount of learning time

Learning-focused strategies are implemented in all classrooms. The need for further training in the

Extending and Refining strategies of Learning-Focused is necessary to get full benefits of this

research-based strategy. Along with these strategies, PCMS is integrating technology into

instruction through the use of Interwrite boards, SMART boards, Mimio Interactive board, Elmos,

presentation stations (including lap tops, DVRs, LCD projectors), and Turning Points interactive

response system. Teachers access United Streaming, Synchroeyes, Brain Pop, USA Test Prep, and

many other websites to develop the most effective instruction based upon the students’ background

knowledge, interests and learning styles. MyAccess, a prompt-driven, web-based writing program, is

also used with 7th and 8th grades to allow teachers to conduct early diagnosis, deliver writing

assignments more frequently, and monitor formative writing performance by student and class.

PCMS other lab-based programs like Reading Academy and Math Academy support the instructional

program.

The faculty and staff studied a wide array of instructional schedules that were most effective in

middle schools. A consensus vote determined the use of a flexible, modified schedule which

included 40 minutes of extended-learning time, a longer block of academic time, and A/B schedule

for connections. Every year the schedule is revisited to fit the needs of our students based on the

data. Extended Learning Time warrants using flexible groups based upon changing readiness levels,

interests, and learning styles. Teachers feel comfortable moving students at any time the need arises.

Daily RTI classes provide research-based intervention strategies and support our philosophy to “put

students first.”

d. Addresses 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

Pierce County Middle School provides services for all students, particularly targeted populations.

Many strategies are used to ensure that the needs of disadvantaged students are identified and met.



Selective Programs at Pierce County Middle School

Pierce County Middle School offers a variety of connections classes, extended learning classes,

alternative programs, and clubs that are designed to foster academic and social skills. Students

in all grades are enrolled in the connections classes during the school year. Career Connections,

however, is limited to eighth grade students. In addition to connection classes, Extended

Learning Classes are provided each day for students to have additional acceleration for math,

reading/language arts, and science GPS objectives. Each nine weeks the teachers analyze students’

learning and schedule them in the GPS skills-based ELT classes to address their deficiencies.

Special Education

The Special Education program serves a range of students from those who have Severe Physical

and/or Intellectual Disabilities to those whose disabilities are less restricting. To address the

deficiencies and accelerate the special education’s students’ learning, the Pierce County School

System implements the SRA Reading program. This research-based program is designed to

accelerate the reading level of special education students. These students also are provided an

additional 45 minutes every day of reading, math, and/or writing instruction during Extended

Learning Time.

As a result of the special education students not meeting AYP in 2002, the lead teacher, along

with other teachers at PCMS, researched successful models for special education students. Inclusion,

a co-teaching model, was recommended and implemented in the 8th grade during the 2003-2004

school year. As a result of improved CRCT Special Education scores in 2004, others teachers in

grades 6th and 7th embraced the idea of the inclusive classroom for the next school year.

Subsequently, the Pierce County School System received a Least Restrictive Environment (LRE)

grant which involved training a team of regular education and special education teachers on effective

ways to implement inclusion in the classroom. This training involved a two year commitment from

the school system and required all team members to observe other inclusion classrooms in the

school. All participants have received baseline training for successfully implementing inclusion of

students with disabilities in the general education setting in co-taught classrooms. The teachers have

been trained to use appropriate resources and supports to accommodate individual needs of students

with disabilities. In addition, each participant has received training on the differentiation of

instruction in a co-taught classroom. School administrators have learned how to maximize funding Revised December 14, 2011 22


for their special education services to schedule their building for co-teaching. This training was

provided by State Improvement Grant, GLRS, and IDEA monies. The LRE consultant provided

feedback and direction to each team during the two year period. As a result of the success of the

inclusion model in Pierce County Middle, one team of 7th grade teachers was selected as District Co-

Teaching Team of the Year sponsored by GLRS and several teams have been video-taped as model

co-teaching classrooms.

ESOL Program

The ESOL program at PCMS provides equal educational opportunities to its English Language

Learners. PCMS has one ESOL teacher who provides the instruction for the ELL population and a

system interpreter. Through the use of the educational theory of English of Speakers of Other

Languages (ESOL) and a structured English language immersion approach, the goal is for students to

become proficient in English as quickly as possible. English Language Learners receive extra

language assistance through Open Book to Literacy, and Reading and Math Academy. An ELL pull-

out model, taught by a highly qualified ESOL teacher with the assistance of the system interpreter, is

used at PCMS with ELL students. An inclusion model is also used in the 8th grade during the school

day as support. The WIDA standards for ESOL are taught at all grade levels, as well as, on-grade

level instruction with the appropriate Georgia Performance Standards in academic content areas.

ELLs are provided the opportunity to participate in all after-school and/or summer school activities

when funded. Research-based professional development is provided annually to classroom teachers

to help with strategies to use with ELL students in the regular classroom. Communication is made in

their native language so that parents, to the extent feasible, have a better understanding of their

child’s activities and progress. Parents are encouraged to attend conferences concerning their child’s

progress.

GATE Program

Pierce County’s Middle School Gifted and Talented Education Program (GATE) is designed

to challenge the special learning abilities of gifted students. The students receive at least

five (5) segments of instruction from a certified gifted education teacher. The curriculum encourages

complex thinking and problem-solving activities beyond those that the regular classroom can

address. One full time and one half day gifted endorsed teacher at the middle school use the resource

delivery model. In addition to the resource delivery model at the middle school, thereRevised December 14, 2011 23


are 21 gifted endorsed teachers who offer advanced content class. Students are evaluated

by the GATE Program teacher every 9 weeks.

The program’s standards are as follows:

To develop and practice creative thinking and creative problem-solving skillswith a variety of complex topics within the area of study

To develop and practice creative thinking and logical problem-solving skills in the pertinent academic area

To develop advanced research skills and methods. Curriculum for gifted studentsshould allow for the in-depth learning of self-selected topics within the area ofstudy

To develop advanced communication skills. Curriculum for gifted students should encourage the use of new techniques, materials, and formats in the developmentof products that will be shared with real audiences

To develop an understanding of self and how their unique characteristics may influence interactions with others

Units of study are built around the academic subjects of language arts, mathematics, science,

and social studies, but may also include technology, fine arts, and vocational awareness.

Within each unit, four strands add complexity and depth to the curriculum. These strands

are critical thinking, creative thinking, research, and communication.

The program also offers travel opportunities for our students. While attending PCMS, GATE

students may have the opportunity to travel to Washington, D.C., Boston, Massachusetts, and/or

New York City. These travel opportunities help students build enthusiasm for gaining knowledge,

connect lessons to real life, understand and celebrate differences, develop life skills through

independent exploration, realize the ability to make a positive contribution, attain an appreciation for

other people and cultures, and own new tools. Plans include a Georgia History field trip to Ebenizer

Community in Georgia.

Migrant Education Program

PCMS serves its migrant students through the Live Oak Migrant Education Agency. Students who

are identified as “priority for services” are served by a Migrant Student Services Provider who serve

as a liaison between the school district, the migrant student, and family. Title I, Part C funds are

used to supplement the summer school program for at-risk migrant students. No student in the

migrant program or any other program is denied access to appropriate Title I services. The Live Oak



MEA representatives have been included in system and school level planning meetings where

migrant services have been presented and discussed for school improvement purposes.

Response to Intervention

RTI is a process which includes the provision of systematic research-based instruction and

interventions to struggling learners. Instructional interventions are matched to student needs and are

continuously monitored. RTI is designed as an early intervention to prevent long term academic

failure. It is considered a general education service but is also required to monitor the progress of

students with disabilities. A RTI Steering Committee, consisting of teachers, administrators,

counselor, PCMS RTI Coordinator, along with others in the system, meets throughout the school

year to plan for successful implementation of RTI Plan. During the 2009-10 school year, the

universal screener, AIMSweb, was utilized to monitor student progress. As a result of needs

requested of this committee a new universal was implemented. This new universal screening tool,

GRASP, was used to identify students who are at-risk for falling below state or grade level standards

and is administered three times a year. The results of the screening determine the interventions that

each student needs to improve his/her learning. Progress monitoring collects data on the academic

gains of each student. Ten teachers at PCMS will be trained on the administration of the universal

screening tool and are responsible for inputting the data. All other teachers at PCMS continue to

receive professional learning in the implementation of Response to Intervention (RTI) and will

continue to develop Behavior Intervention Plans for students who are having behavior problems.

Parents are included in the decision concerning their child’s academic progress. All parents,

including ESOL and migrant, had an opportunity to learn about the RTI intervention program during

the Title I Parent Night. The system translator is available to interpret the information.

Abstinence Educational Program

Pierce County Middle School’s abstinence education program focuses on all students grades six

through eight. Our objectives are to reduce the rates of sexually transmitted diseases and pregnancy

by encouraging students to wait until marriage for sexual relationships. It has been proven that

sexual activity outside of wedlock causes lower self-esteem and teen pregnancy is a large contributor

to the high school drop out rate. Our program is designed to promote student success by giving them

information and resistance skills to avoid risky behavior.



Advisor/Advisee

In an effort to create the most supportive learning environment for students at PCMS, our

staff implemented an Advisor/Advisee Program. Students meet with their advisor to receive their

progress report. Advisors discuss student’s achievement in academic and connection courses,

attendance, discipline, and any other important factors/concerns influencing the student’s educational

success. During the 2011-2012 school year, the Advisor/Advisee committee will work with

counselors to implement the Bridge initiative which will include students taking career assessments,

interest inventories, occupational research, electronic portfolios, as well as a parent/student

conference prior to 8th grade. This is known as their individual graduation plan that will be a face to

face transitional conference between middle and high school.

Pierce County Middle School’s Advisory Program is based on the Georgia Department of Education recommendation that local middle and high schools establish a teacher as advisor program (TAP) to

Promote small, caring communities of learners Promote individual attention to students Provide each student with an opportunity to “belong” Provide students with a clear focus on their future and how they will get there Provide encouragement to take and complete higher-level academic courses Provide consistent encouragement for those students who are experiencing problems Provide teachers with a better understanding of curriculum and the opportunities students

have within the system Provide teachers with the opportunity to develop strong bonds with their advisee

After-School Program

When funded, an after-school program is offered to students that find reading and math a challenge.

It provides these students an opportunity to receive more direct instruction in reading and / or math

in order to improve their individual reading and or math skills.

Camp Bear

Transition from the fifth grade to sixth grade is addressed during Camp Bear. Upcoming 6th graders

are invited to attend PCMS for ½ day the week before school starts. Students are oriented about

policies and procedures and meet team teachers. Open House for 6th grade starts as soon as Camp



Bear Orientation is completed so that parents can meet with their child’s teacher. The system

translator is at the school to translate for ELL and migrant students.

Eighth Grade Transition to High School

Transition from the eighth grade to high school is addressed throughout the school year via a series

of meetings entitled Jump Start programs. All eighth graders attend an orientation during the year

through Career Connections. They have an opportunity to learn about procedures and policies of

PCHS. Eighth grade teachers go through the advisement and registration process with the students,

conducting individual conferences with each student.

Extended Learning Time

Research shows that students attain the highest level of self-esteem when their teachers set a standard

and expect them to meet that standard. In order to take the responsibility for student learning and

ensure that all students master the essential skills, PCMS allocates a block of time to accelerate the

students’ basic skills and enrich the students’ learning.

Reading Academy

The Academy of Reading, a comprehensive software program, that helps students realize their full

reading potential. The program contains a wide variety of assessment tools and several training

programs that will develop the skills that are necessary for successful reading. The training skills

include phonics, word recognition, and comprehension. The Academy also offers sophisticated

management functions to assist in tracking student data, viewing and analyzing student’s work. The

reading academy teacher analyzes the results of the program and makes a report to the leadership

team.

Reading Across the Curriculum

Reading Across the Curriculum (RAC) is a process which reaches across all disciplinary domains,

extending to the area of personal learning. Students encounter a variety of informational and

fictional texts, and they read texts in all genres.

In the 8th grade, students self-select reading materials based on personal interests established through

classroom learning. As students explore interdisciplinary interests through reading, they connect

prior knowledge to knowledge gained from reading a variety of texts. The evidence is reflected Revised December 14, 2011 27


through written and verbal expression using a variety of performance based tasks to include: fiction,

non-fiction, informational, and technical discussion guides related to various subject areas. Reading

across the curriculum develops students’ academic and personal interests in different subjects. As

students read, they develop both content and contextual vocabulary. They also build good habits for

reading, researching, and learning. The Reading Across the Curriculum standards focus on the

academic skills students acquire as they read in all areas of learning.

Math Academy

Math Academy, a Remedial Education Program, serves 6-8 grade students who have identified

deficiencies in mathematics. Through the use of technology and teacher assistance, each student

addresses his/her deficiencies based on the CRCT test results and strive for mastery. The math

academy teacher analyzes the results of the program and makes a report to the leadership team.

MyAccess

MyAccess is a prompt-driven, web-based writing environment that scores student responses to

prompts in seconds with immediate instructional feedback, allowing teachers to conduct early

diagnosis, deliver writing assignments more frequently, and monitor formative writing performance

by student and class. It actively involves students in the learning process.

Partners Pulling Together at PCMS

The mentoring program (Partners Pulling Together) at PCMS brings community volunteers

into the school who are paired with identified at-risk students and function as positive adult

role models. Mentors participate in training session for their work with students who are

experiencing problems with behavior, academics, family dynamics, social adjustments, etc.

Each pair meets weekly for thirty-minute sessions during which the mentor provides support

and encouragement through a variety of activities. Teachers provide feedback to the mentors

each nine-week period to give the mentors direction for the sessions that follow. Not only do

students enjoy their experiences with the mentors, but also teachers frequently report positive

changes in behavior, attendance, academic progress, and general self-concept. The mentors,

on the other hand, express great pleasure in having the opportunity to come into the school

and help young people. We believe this program is of great value in many aspects of our



students’ lives and in the bringing together of community and school.

Student Honors and Recognition

Recognizing and celebrating student achievement is a priority at PCMS. Students are recognized

at school-wide Honors Day that is held in May. During the assembly, content awards are given

as well as recognition for awards such as Junior Beta, Student Council, Perfect Attendance, Young

Authors’, Citizenship, Band and Chorus Awards, Presidential Academic Fitness Awards, and

Principal’s Award. Furthermore, an athletic awards ceremony is also held in the spring to recognize

student participation and excellence in sporting events. On the individual grade levels, students are

recognized at the end of each nine weeks for Accelerated Reader achievement, Student of the Week,

and attendance. The Academic Booster Club recognizes students who maintain all A’s every nine

weeks. In the spring of the year, an Academic Reception is held for the students who maintained all

A’s all year. PCMS includes student successes in the local newspaper as well as the school website.

Synchroneyes

Synchroneyes classroom management software from SMART Technologies is easy to use and offers

a variety of features that enable teachers to keep students focused on learning and redirect their

attention as needed when using technology. All computers connect to the teacher computer to allow

for monitoring, communication or collaboration. This program allows the teacher to view all

computer screens in the classroom or lab and manage students even when working on different

projects or at different paces. An additional feature allows teachers to deliver quizzes and tests to

each computer screen and the tests are marked automatically providing the student with instant

feedback and the teacher with summarized results for analysis. Teachers and students can

collaborate and share files, view each other’s screens and work, and chat about instructional topics.

PCMS uses this program in all lab classrooms and the media center on campus.

3. Instruction by Highly Qualified Professional Staff

Pierce County Middle School participates in the system wide plan for recruiting highly qualified

teachers. Vacancies for teaching positions are posted on the Teach Georgia website. There is a

personnel committee that aids the administration in selecting highly qualified teachers for positions



at the school. Representatives from the personnel committee, along with an administrator from the

school, attend college recruitment days in order to meet graduating teacher candidates.

(a) Strategies to Attract Quality, Highly Qualified Teachers

Pierce County Middle School prides itself on the retention of highly qualified teachers. 100% of the

teachers at PCMS are highly qualified for the 2011-12 school year. Over the past three years it has

become increasingly more difficult to fill all positions with highly qualified teachers. However,

Pierce County Middle School has worked very hard to assist all teachers in becoming highly

qualified by paying for teachers to take the GACE in their field out of Title IIA monies and/or

providing professional development in order to recertify teachers. 100% of the teachers at Pierce

County Middle were highly qualified for the 2006-07 school year and 98% in 2007-08 and 100% in

2008-09 and 100% in 2009-10 and 100% for 2010-11. See Table 10 All instructional assistants

either took a rigorous exam or had two years of college credit to become “highly qualified.” 100%

of instructional assistants at PCMS are “highly qualified.”

Table 10Percent of Highly Qualified Teachers

2008-09 2009-10 2010-11 2011-12100 100 100% 100%

Pierce County Middle School provides a mentor program for new teachers to the school. The Pierce

County School System requires that all new teachers to the system attend Teacher Induction

Training. Training typically includes: Special Education law and legal issues, GPS standards,

technology, and GTEP. Also during preplanning, mentors and mentees meet to discuss procedures

and policies, discipline strategies, instructional strategies and other issues. Goody bags and helpful

tips are provided for the new teachers. The mentors and mentees at PCMS meet regularly to discuss

problems or concerns. The mentors observe the mentees using the state evaluation instrument and

provide feedback to the mentee before the official one is completed by the administration. Each

mentor provides minutes of all meeting with mentee for documentation. PCMS presently has 6 TSS

endorsed teachers.

PCMS has an Instructional Coach who supports all teachers. The Instructional Coach assists

teachers in the implementation of professional development through coaching, modeling, and

classroom observations. Additionally, she assists teachers in developing appropriate strategies Revised December 14, 2011 30


through units of study and helps disaggregate data and plans for classroom instruction. The

Instructional Coach monitors the implementation of the GPS/Common Core GPS including

unpacking standards, creating assessments, and unit planning.

Teacher Experience Equity

Title IIA of No Child Left Behind requires that all students, including low income and minority have

equitable opportunities with respect to quality instruction, teachers instructional experience, class

size, and the teacher’s ability to meet the diverse learning needs of all students. The needs

assessment must indicate where possible inequities may exist: highly qualified teacher status, highly

qualified paraprofessional status, average number of years teaching experience, teacher retention

rates, and average class size for each school. The table below shows that all students at PCMS have

access to experience, qualified and appropriately assigned teachers on an equitable basis. (Table 9)

Stakeholders are involved in the development of a comprehensive plan that meets the LEA’s

requirements for equity. The plan includes the following procedures: 1) PowerSchool Scheduling, 2)

teacher recommendation, 3) RTI Process, 4) special education placement, 5) ELL placement, 6)

matching student learning styles to teacher teaching styles, and 7) teacher annual evaluation.

Meeting Diverse Needs of Students

Research by Sanders and Rivers (2003) reports that if a student has an ineffective teacher for one

year, it will take that student two years to recover academically. However, if a student has two

ineffective teachers in a row, the student may never catch up. Therefore, the principal makes every

reasonable effort to balance classes based on ethnicity, gender, socio-economic status, EL, special

needs, and REP and ensures that at-risk students are assigned to highly effective teachers. Academic

needs take precedence in this effort. Teachers disaggregate student data to indicate strengths and

weaknesses. This data is placed in the teacher’s annual evaluation portfolio for review at the end of

the year by the administration. The administration uses the results to assist in the determination in

student placement. Teachers and administrators attended professional development in Ruby Payne’s

Understanding Poverty, ELL strategies, differentiation, and inclusion strategies to assist in meeting

the needs of diverse learners.



Highly Qualified Teacher Equity

PCMS, a school-wide Title I school, is required to hire only highly qualified teachers. Pierce Middle

strives to hire only highly qualified teachers, but when a highly qualified teacher cannot be found,

the system hires a candidate who has the best chance of obtaining highly qualified status in the

shortest amount of time. See Table 10.

Table 11

Highly Qualified Teacher Experience Equity

6th Grade# of Years 7th Grade

# of years 8th Grade

Best Bears Team Millennium Rollin' Bears

Average Years 12.56 Average Years 13.5 Average Years 15.3

Bad News Bears All-American Bears Roarin' Bears

Average Years 11.27 Average Years 7 Average Years 10.8

Blazing Bears Sportin' Bears Rockin' Bears

Average Years 10.33 Average Years 4.5 Average Years 12.5

Class Size Equity

Pierce County Middle School complies with maximum class size rules as listed in the Georgia Board

of Education. Classroom teachers, administrators and support personnel are allocated at PCMS

based on maximum class size regulations required by the Georgia Department of Education. In

assigning students to classes, the principal makes every effort to equalize the teaching load among

the members of his/her staff to meet all requirements with regard to maximum class size specified by

the state and accrediting agencies.

Each Pierce County school prints a “Parent’s Right to Know” Teacher’s Qualifications section in

their student handbook which is distributed at the beginning of every school year, as well as, when

new students enroll. All parents are required to sign a form acknowledging they have received a

copy of the student handbook. These forms are kept on file. A copy of the handbook is on file at the

central office. The “Parent’s Right to Know” section is as follows:



1. Upon request, parents of students in Pierce County Schools will be provided the following

information regarding the professional qualifications of the student’s classroom teachers:

a. Whether the teacher has met State Qualification and licensing criteria for the grade

levels and subject areas in which the teacher provides instruction.

b. Whether the teacher is teaching under emergency or other provisional status through

which the state qualification or licensing criteria have been waived.

c. The baccalaureate degree maker of the teacher and any other graduate certification or

degree held by the teacher, and the field of discipline of the certification or degree.

d. Whether the child is provided services by paraprofessionals, and if so, their

qualifications.

2. In addition to the information that parents may request, a school shall provide to each

individual parent:

a. Information on the level of achievement of the parent’s child in each of the state

academic assessments; and

b. Timely notice that the parent’s child has been assigned, or has been taught for four or

more consecutive weeks by, a teacher who is not highly qualified.

Parents are informed through a written letter that their child’s teacher is not highly qualified

in a specific subject area. Parents are informed through a written letter that their child’s

teacher is not highly qualified in a specific subject area. Parents are also notified in writing if

their child’s teacher who is highly qualified is absent for over 20 days and is replaced by a

teacher who is not highly qualified. Principals are required to submit a copy of the parent

notification letters to the Title IIA Coordinator.

4. Professional Development

Professional development at PCMS is an ongoing process. Professional development activities are

designed to be the catalyst for educational change and the vehicle for implementation of new

approaches and improved educational programs leading to high achievement in academic subjects.

Training focuses on best teaching practices to specifically work with special needs or at-risk student

to include gender equitable instructional methods. As a result, outside training and consultants are

utilized to provide professional development that is needed to improve teacher skills and knowledge

in teaching students. The research-based professional development that Pierce County Middle



School teachers have participated in during the past five years that is used as an integral part of their

school improvement strategies are listed below:

I. QBE Professional Learning

Harben, Hartley, & Hawkins School Law (Fall & Winter Seminars)

Solution Tree Motivating Students To Learn 4 teachers, ILT, and Assistant

Principal

Georgia Educational Technology Conference

Learning-Focused

Learning-Focused Writing

Learning-Focused Differentiated Instruction

Learning-Focused Math

Assessment for Learning

Making Classroom Assessment Work.

Kay Burke on “From Standards to Rubrics: Performance Task.

My Access, an on-line formative assessment tool, is being implemented in 7th and 8th

grades. Continual professional development will be held when needed

Assessment Summit- Ahead of the Curve

Classroom Management with Kay Burke

5 Department Heads, 1 ILT, and Principal attended Solution Tree

Building Common Assessment in Fall of 2010 in Atlanta.

Standards-based Grading and Assessment involves on-going professional learning

for all faculty members

Provide training in Higher Order Thinking Skills over the next three years.

Differentiation Teaching – 4 will attend Differentiation Strategies for Closing RTI

Gap in Atlanta

Provide professional development from the International Center for Leadership in

Education in the area of Rigor and Relevance, Goal Seal Lessons and Instructional

Strategies.

Rudy Payne’s Understanding Poverty

Reading 1st training



Leadership Team will meet 6 times a year

for school improvement initiatives.

GRASP Training

II. IDEA Funded Professional Learning

Least Restrictive Environment Project

(LRE)

SRA Corrective Reading

Special Education Law Conference –Lead

teacher attended conference in 2010.

Response to Intervention

Academic and Behavior Progress Monitoring

FBA/BIP for general education

SSTAGE

RTI/504 (John McCook)

Other professional development for the

2010-11 school year included:

Writing legal IEPs

Writing effective transition plans

FBA/BIP

Tier IV stratgies/interventions

Wilson’s Reading

Title IA funded professional learning

Common Core Georgia Performance Standards Rollout

Collaborative Planning Days - The Pierce County School System provides 3 days

each year for teachers to receive staff development. In addition to these days, with

Title IIA, Title I and School Improvement support, substitutes are hired for teachers to

attend staff development during the school day. Two Early Release Days are built in

to the school calendar for teacher planning. All departments will meet 3 days a year

during the 2011-12 school year to unpack the Common Core GPS, revise units,

develop assessment plans, and revisit benchmark assessments.

Professional Learning Community –To be

consistent with the premise of the lead learner, the leadership team has led the faculty Revised December 14, 2011 35


and staff into a Professional Learning Community by developing a collaborative

culture where all teachers are learners. The faculty strives to read 25 books or 1

million words like the students at PCMS. A process for monitoring this requirement

has been implemented since the 2006-07 school year and all teachers are required as a

part of professional development to complete monthly Awareness Walks. Focus

groups meet monthly to discuss school improvement. Professional articles and books

read are chosen based on specific issues and needs. Examples of book that have been

read are as follows: Closing the Achievement Gap: No Excuses, Making Classroom

Assessment Work, Whatever It Takes, Who Moved My Cheese?, The Excellent 11, The

Essential 11, The Fred Factor, Learning by Doing, Developing the Leader Within You

and Around You, 21 Irrefutable Laws of Leadership, How Full is Your Bucket, Sixteen

Trends, Classroom Assessment and Grading that Work, 15 Fixes for Broken Grades,

Anne Davis’ Setting Criteria, Conferencing and Reporting, and Self-Assessment as

well as numerous article studies specific to the curriculum in each department at

PCMS. All faculty and staff read in 2009-10, Failure is not an Option and Classroom

Assessment for Student Learning, and other articles that focus on standards-based

grading. In 2010-11 all teachers participated in book studies on Jon Gordon’s The

Energy Bus and Developing Standards-based Report Card. As a system, we will read

Soup : A Recipe to Nourish Your Team & Culture by Jon Gordon during the 2011-12

school year.

IV. Title IC funded professional development, Title IIA funded professional development,

Title III funded professional development, Title VIB funded professional development

Georgia TESOL Conference, Building Common Assessment Conference, GAGC

Conference, Assessment for Learning, New Teacher Induction, Learning-focused

training, and VSU Media Day was attended the 2010-11 school year.

Once professional learning activities have been presented, programs or technology have been

purchased, Pierce County Middle School provides continued support for implementation. Support is

provided by consultants so that teachers can receive assist when questions arise.



Okefenokee RESA consortium developed pre- and post professional learning evaluations. These

instruments will be used before and after every professional development offered at the school and

system level.

5. Strategies to Increase Parental Involvement

Pierce County Middle School supports and encourages parent involvement in school. Based on the

results of the Title I Parent Survey, the majority of parents feel consistently welcomed in the school.

The results of the parent survey were shared with faculty, the leadership team and the school council.

The items of concern are being addressed during the 2010-11 school year. Parents are involved in

the development of the School Improvement Plan at school-level meetings. Parents participate in

school needs assessments, participate in Response to Intervention meetings, attendance meetings,

participate in IEP meetings and conferences, and serve on task forces that are involved in the

decision-making process. A parent involvement policy is written to establish and promote

expectations for parent involvement. It affirms and assures the right of parents, family members, and

legal guardians of children being served in activities funded by Title I the opportunity to participate

in the planning, design, and implementation of the Title I program and its activities. The system

level parent involvement policy is distributed to every parent at the beginning of the school year in

the student handbook. Also, all teachers meet regularly with parents to discuss strengths and

weaknesses of their child. Minutes are taken of each meeting.

The Pierce County School System, committed in reaching out to parents, hired a Parent Involvement

Coordinator in 2006. The Family Involvement Coordinator serves as a resource for all schools and

the Pierce County community. The coordinator organizes focus groups and teaches help sessions,

provides resources for parents, provides monthly workshops for parents, maintains the Parent

Resource Room, attends meetings at all schools, holds the PAC (Parent Advisory Council) for

migrant students, and speaks at different engagements encouraging parent involvement. The Family

Involvement Coordinator and the Parent Coordinator at the school will utilize outside resources and

media to ensure that isolated families are included in the parent involvement activities.



ESEA No Child Left Behind Act’s Section 1118 is entitled parent involvement. The PCMS School

Advisory Council and the Parent Involvement Committee decided that the required 1% of the Title I

allotment for parent involvement be used in purchasing student agendas. Each student receives an

agenda on the first day of school which contains a school-parent compact that delineates ways that

parents can be meaningfully involved in school activities. A school-parent compact is reviewed and

revised annually by teachers, parents, and administrators. Students provide documentation that

verifies that their parents/guardian have been notified of this compact. The school has incentives in

place to encourage all students return the parent-student-teacher compact signed. The following is

the Pierce County Parent Involvement Policy as adopted by the Pierce County Board of Education

and the PCMS Student/Teacher/Parent Compact:

PIERCE COUNTY MIDDLE SCHOOL POLICY AND PROCEDURES

ESEA – No Child Left Behind Act – Section 1118 Parent Involvement

Revised March 28, 2011

Pierce County Middle School shall involve parents in an ongoing and timely way in the joint development of its school improvement plan. Input received in the process of school review and improvement from parent participation in school committees, school councils, written surveys, and other parent meetings is used. It shall also establish expectations for parent involvement through written information distributed to parents through the local media, the system, and the school. Classroom newsletters, parent compacts, agendas, as well as school and/or system websites promote parent involvement.

A. Our school shall also jointly develop with and distribute to parents of participating children a school policy of parent involvement procedures and activities, agreed upon by the parents that shall describe the means for carrying out meaningful parent involvement. Parents shall be notified of the policy in any understandable and uniform format and, to the extent practicable, provided in a language that they can understand. It shall be updated periodically as needed. The school shall:

1. Convene an annual meeting, at a convenient time, to inform parents of the school’s participation in the Title I program, the requirements of the Title I law, and their right to be involved.

PCMS uses Open House, School Council System-wide Meeting, Title I brochures, 6th grade orientation Camp Bear, 7th and 8th grades Parent Night, and the 8th Grade Advisement Night to inform parents of the Title I program and the requirements of the Title I law and parents right to be involved.

2. Offer a flexible number of meetings and parent trainings at convenient times for parents to participate, give suggestions, and take part in decisions regarding the instructional program of the school.



This process is ongoing. School Improvement Committees, School Council, Open House, English Speakers of Other Languages (ESOL) Open House, Parent Advisory Meetings (PAC) meetings, Pierce County Parenting luncheons, Attendance meetings, Response to Intervention (RTI) meetings, Individual Education Plans (IEP) meetings, and Parent Conferences provide flexible times for meetings at convenient times for parents to give their input on Title I programs.

3. Involve parents, in an organized, ongoing, and timely way, in the planning, review and improvement of the school parent involvement policy and the school- wide program plan.

The Parent Involvement Policy is reviewed throughout the year during Parent Involvement Committee meetings, School Council meetings, Faculty Meetings, Needs Assessments Parent Surveys, and School wide parent policy input meetings. Changes to the policy, new information as well as a review and evaluation of the policy will be included as agenda items for these meetings.

4. Provide timely information about programs as well as descriptions and explanations of the curriculum in use at the school. Explain the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet.

These areas are addressed in several ways. Assessment Performance guides are sent to parents with interpretations of all standardized tests. Newspaper releases of Adequate Yearly Progress (AYP) data for the school system keep parents informed. Also letters on student achievement are sent from the administrators and counselors to parents and students concerning proficiency levels and student progress. 9th grade course of study planning tool provided by PCHS for all 8th grade students, a course syllabus for all classes, IEP and RTI conferences, ESOL Open House assistance, Gifted and Talented Education (GATE) Parent Meetings, and PAC meetings are used to explain academic assessments and the requirements for proficiency. Also monthly publications such as Reading Connection and Middle Years help explain middle school curriculum and give strategies for parents to assist their students. Benchmark assessments are charted in the agenda books every nine weeks for parents. Benchmark assessments are posted in the hallways for parents’ and students’ information. The curriculum and assessments are explained in parent, teacher conferences, phone calls, and emails. The Alert Now system is also used to inform parents of important information events/programs.

B. As a school we believe in “Shared Responsibilities” for high student academic achievement. We shall develop with parents of all children served a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. We shall include the means by which the school and parents will build and develop a partnership to help children achieve. The school shall:

1. Give opportunities for parents to share in the development of the compact during a series of meetings. Agendas, surveys, and sign-in sheets are maintained as a record of parent input. 2. Use a team to annually review the compact. This team consists of parents, community members, school and district administrators, teachers, and school staff.



3. Print the compact in the student agenda books to be distributed to every student and parent. These agenda books will be given out on the first day of school. New students to the school will be given a handbook at registration. 4. Emphasize the importance PCMS places on providing a high quality curriculum and instruction that enables children to meet Georgia’s academic standards.

We meet this challenge by having highly qualified, certificated educators on staff. These educators are provided professional learning opportunities to keep them abreast of the latest teaching techniques, strategies, theories, standards, and requirements that meet our students’ needs.

Parents are responsible for supporting their child’s learning by fulfilling the requirements of the Compact.

5. Address the importance of communication as a crucial component for a successful parent involvement program.

At parent-teacher conferences the compact is discussed as it relates to a student’s achievement. Frequent contacts are sent to update parents on their student’s progress. School and classroom newsletters inform parents of grade level activities and/or school activities. PCMS website provides current and educational information for parents.

Our faculty and staff are available to parents. Parents are encouraged to observe and/or volunteer in their student’s class.

Agenda books are provided to all students as a tool for two-way communication between the school and home. Parents are asked to read and sign the agenda books daily.

C. As a school, we believe in Building Capacity for Involvement of Parents and supporting a partnership among the school, parents, and community to improve academic achievement to achieve this, our school shall:

1. Provide assistance to parents understanding such topics at the Georgia Performance Standards, assessments, monitoring student progress and working with their children.

This is ongoing. PCMS does this through PCMS Web site, conferences, system and school newsletters, pamphlets, Open Houses, web links for home use, class syllabi, Power School, “Camp Bear for 6th graders”, teacher created rubrics and checklists for GPS tasks, etc.

2. Provide materials and training to help parents work with their children. This is ongoing. PCMS does this through Pierce County Parent Involvement

luncheons, ESOL Open House assistance, PAC Meetings, Power School, Parent Success website, USA Test Prep and Georgia OAS practice for CRCT. The DOE website, Georgia Parental Information and Resource Center (PIRC), www.georgiapirc.net, provides information and resources to help parents become more informed about education issues.

3. Educate school staff, with the assistance of parents, in the value of contributions of parents, and how to reach out to, communicate with and work with parents as equal partners, and coordinate parent programs as needed.

Teacher training on how to involve parents in RTI meetings and professional learning are ways we educate our staff. Student agendas help us to communicate with parents as equal partners.


http://www.georgiapirc.net/


4. Coordinate and integrate parent involvement programs and activities with Head Start, public preschool and other programs that encourage and support parents in more fully participating in the education of their children.

Participation in Family Connections, Pierce County Parent Resource Center, Parent Involvement luncheons, ESOL assistance during Open House, Parent Advisory Council (PAC) meetings, and RESA Workshops are the some of the ways PCMS meets this requirement.

Middle School readiness and transition are provided to elementary students at the elementary schools by middle school counselors. High School readiness and transition are also provided by counselors.

PCMS Special Education teachers and counselors support students enrolled in Ombudsman.

5. Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents in a format and, to extent practicable, in a language the parents can understand.

Internet translation services and a system wide Hispanic translator are used to ensure information is sent home in an understandable language. Information on school website can be translated through use of Google translate.

6. Provide reasonable support for parental involvement activities as parents may request.

PCMS makes every attempt to meet the needs of parents who make special requests. Conferences are held before and after regular school hours. Teachers are available for phone conferences. Each teacher has an email address to ensure parents can contact them during the school day and after school hours. Informal conferences are held at school functions.

Our school may:1. Involve parents in the development of training for educators to improve the effectiveness of

such training.2. Provide necessary literacy training.3. Provide reasonable and necessary expenses associated with local parental involvement

activities.4. Arrange school meetings at a variety of times.5. Adopt, implement, and model approaches to improving parental involvement.6. Develop appropriate roles for community-based organizations and businesses in parent

involvement activities.

D. To the extent practicable, Pierce County Middle School, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities and parents of migrant children in a format and, to the extent practicable, in a language such parents understand.

1. System wide Hispanic translator, Migrant Student Services Provider, ESOL teachers, special education teachers, and classroom teachers provide assistance to those parents who need additional help due to language or disabilities. Internet translation services are used to help translate material into other languages.



Pierce County Middle SchoolParent/Guardian-Teacher-Student Compact Revised March 28,2011

School Mission: Pierce County Middle School is a learning community focused on maximizing student achievement and promoting excellence for all. As a parent/guardian, I will…

As a teacher, I will… As a student, I will…

See that my child attends the entire instructional day and is on time

Monitor student attendance daily and follow attendance procedures of the Pierce County School System

Attend school regularly, be on time with the required supplies and ready to learn; make up work when absent

Use school information sources (agendas, newsletters, emails, and websites) to keep up with school issues and activities

Encourage parental involvement by maintaining open communication through newsletters, phone calls, emails, agendas, and Power School

Encourage my parents/guardians to become involved in our school activities and events

Show respect and support for my child, teachers, and all members of the school community

Show respect for and support students, parents, and other members of the school community

Show respect for myself, my teacher, my school, and other people

Provide a home environment that encourages my child to learn

Provide an environment that is safe, comfortable, and promotes learning

Find a place or setting that will help me to complete homework efficiently

Monitor and encourage completion of all assignments

Provide meaningful and appropriate class work and homework activities

Complete and return quality class work and homework in a timely manner

Communicate regularly with my child’s teachers through report cards, all correspondence, and agenda books

Maintain open lines of communication with the student and his/her parents & provide parents with the opportunity to volunteer & participate in school activities

Take home and share information about my school work and return all received correspondence to the school

Show in word and action that I value education and that school is important

Communicate high expectations for all students

Place value on my school work and come to class prepared

Insist that my child maintain appropriate behavior and discuss the rules outlined in the Student Code of Conduct with him/her

Enforce school and classroom rules fairly and consistently;demonstrate professional behavior and a positive attitude

Follow and be aware of the classroom, school and bus rules outlined in the Student Code of Conduct

Talk with my child about his/her school activities every day and celebrate his/her progress

Provide a classroom where students actively participate in the learning process facilitated by the teacher

Discuss with my parents/guardians daily school activities

Become involved with the school by volunteering and/or attending

Provide adequate time, differentiated (varied) instruction and feedback so

Always try to do my best work and believe that I can and will learn



conferences or other school activities

all students can learn

BY WORKING TOGETHER WE WILL BE “ONE TEAM/ONE DIRECTION”____________________ _____________________ ______________________Parent/Guardian Signature Teacher Signature Student Signature

Date__________________ Date_________________ Date___________________Georgia Parental Information and Resource Center (PIRC) www.georgiapirc.net provides opportunities for learning and engagement.

Pierce County Middle SchoolPadres / Tutores y Maestros y Estudiantes compacto

Misión de la Escuela: Escuela Secundaria del Condado de Pierce es una comunidad de aprendizaje centrado en maximizar el rendimiento estudiantil y promover la excelencia para todos.Como padre / guardián, yo ... Como maestro, yo ...… Como estudiante, yo ...

Ver que mi hijo asiste a la jornada escolar completa ya tiempo

Monitor de la asistencia diaria de los estudiantes y los procedimientos de asistencia del Sistema Escolar del Condado de Pierce

Asistir a la escuela regularmente, a tiempo con los suministros necesarios y listos para aprender, hacer el trabajo cuando se ausente

Utilice fuentes de información de la escuela (sitios web agendas, boletines, correos electrónicos, y) para mantenerse al día con los asuntos escolares y actividades

Fomentar la participación de los padres por mantener una comunicación abierta a través de boletines, llamadas telefónicas, correos electrónicos, agendas, y la Escuela de alimentación

Anime a mis padres / tutores a participar en nuestras actividades escolares y eventos

Mostrar respeto y apoyo a mi hijo, los maestros, y todos los miembros de la comunidad escolar

Mostrar respeto y apoyo a los estudiantes, padres y otros miembros de la comunidad escolar

Mostrar respeto por mí mismo, mi maestro, mi escuela, y otras personas

Proporcionar un ambiente familiar que estimule a mi hijo a aprender

Proveer un ambiente seguro, cómodo, y promueve el aprendizaje

Encuentra un lugar o escenario que me ayudará a completar las tareas de manera eficiente

Supervisar y fomentar la realización de todas las asignaciones

Proporcionar el trabajo de clase significativas y apropiadas y actividades de tarea

Calidad total y devolver el trabajo en clase y las tareas de manera oportuna

Comuníquese regularmente con los maestros de mi hijo a través de boletines de calificaciones, toda la correspondencia y los libros del programa

Mantenga abiertas las líneas de comunicación con el estudiante y sus padres y proporcionar a los padres la oportunidad de ser voluntario y participar en actividades escolares

Tome la información a casa y compartir acerca de mi trabajo en la escuela y regresar toda la correspondencia recibida en la escuela

Mostrar en la palabra y la acción que valora la educación y que la escuela es importante

Comunicar las altas expectativas para todos los estudiantes

Coloque el valor de mi trabajo en la escuela y llegar a clase preparados

Insista en que mi hijo a mantener un comportamiento adecuado y discutir las normas contenidas en el Código de

La escuela y hacer cumplir reglas de la clase de manera justa y consistente;demostrar un comportamiento profesional y una actitud

Seguir y estar al tanto de las reglas del aula, la escuela y el autobús se indica en el Código de Conducta del Estudiante




Conducta del Estudiante con él / ella

positiva

Hable con mi hijo / a sobre sus actividades de la escuela todos los días y celebrar su progreso

Proporcionar un salón de clases donde los estudiantes participan activamente en el proceso de aprendizaje facilitado por el profesor

Discutir con los padres o tutores las actividades diarias de la escuela

Participar con la escuela como voluntarios y / o asistir a conferencias u otras actividades escolares

El tiempo adecuado, la enseñanza diferenciada (variada) y la retroalimentación para que todos los estudiantes pueden aprender

Siempre trato de hacer mi mejor trabajo y creo que puedo aprender y se

POR TRABAJAR JUNTOS VAMOS A SER "UN EQUIPO / UNA DIRECCIÓN"

_____________________ ___________________ ______________________Firma del padre o tutor Firma del Maestro Firma del Estudiante

Fecha__________________ Fecha _________________ Fecha ___________________Georgia Parental Information and Resource Center (PIRC) www.georgiapirc.net provides opportunities for learning and engagement.PCMS has adult mentors, community members, who volunteer to provide support and guidance

in assisting students in achieving academic, personal, and occupational success. Mentors are

recruited from local businesses and the community at large. The mentors are matched with

students who could benefit from that particular mentor’s experience and interests. In the fall, PCMS

hosts a Mentor/Volunteer Breakfast to review the guidelines and procedures for being a mentor.

Pierce County Middle School has entered into a partnership with Pierce County Family Connections,

a group of community leaders. One area that has been targeted by this group is improving

attendance of PCMS students. Additionally, the Family Connections helps to

fund activities for Red Ribbon Week and other programs on substance abuse and on helping students

to make the right decisions.

To encourage parent communication, PCMS has a website that disseminates school information

to parents and students. The webmaster updates the site daily. Through this site parents

can check for homework assignments and directly email the teacher. Teachers are expected to

update their webpages weekly. Also, each student is given an agenda which includes the student

handbook, reading log, code of conduct, school calendar, parent involvement policy,

parent/student/teacher compact and other important information. The students are held

accountable for getting parent/guardian signatures on a daily basis. The agenda has served as an

additional communication tool between home and school. By accessing Power School, parents




can receive daily reports on their child’s grades and progress throughout the school year.

Conferences can be requested through emails. Funded through Title I, a new web-based

newsletter, Web Content, is accessible on the school’s web page for parents to link to each day. The

newsletters are updated daily and provide relevant, research-based parent involvement information.

In addition to these newsletters, others will be distributed to parents through the School Council and

the academic teams. PCMS also prints “A Parent’s Right to Know” section in the student’s handbook

that is distributed at the beginning of every school year, as well as, when new students enroll. All

parents are required to sign a form acknowledging that they received a copy of the handbook. These

forms are kept on file at the school. A copy of each school’s student handbook is on file at the

central office.

House Bill 1187 mandated that schools throughout Georgia form School Councils consisting of

parents, business partners, and teachers. PCMS’s first School Council was formed in May of

2001. It is designed to bring communities and schools closer together in the spirit of cooperation,

provide support for teachers and administrators, and bring parents into the school-based decision-

making process. The school council meets once a month and follows Robert’s Rules of Order.

The school improvement plan is reviewed and approved each year by the council. All test scores are

analyzed so that each member of the council has a clear understanding of the status of the school.

Pierce County Middle School ensures, to the greatest extent possible, that information related

to school and parent’s programs, meetings, and other activities is sent to the homes of participating

children in the language used in the homes. Skilled staff members assist in identifying these families

and in translating necessary information. A system translator is available to also assist in translations.

Attendance letters and others are available in Spanish and English. A website freetranslation.com

assists teachers and parents in this task.

Also the principal, ESOL teacher, and counselor participated in online training with Transact so

that PCMS would have an additional tool to aid us in improving communication with families where

English is the second language. TranAct, a web-based program, is available to teachers and

administrators as a resource in translating forms and letters. The school nurse, through the GA

Health Department, provides information to all parents in English and Spanish about health-related

issues. An interactive web-site For Parents: School Success is available on the web-site for parents



in English and in Spanish. Also, Middle Years and Reading Connection monthly newsletters are

posted on the PCMS website.

PCMS teachers voluntarily provided after-school tutoring opportunities for students from January to

April. Summer school is also provided for 8th grade students who do not meet standards on the

CRCT. We have been a Title I Distinguished School for the past five years and 2006 Bronze

Award Recipient. In 2010, Pierce County Middle School was one of eight middle schools in Georgia

to receive the Platinum Award for Greatest Gains on the CRCT for students meeting or exceeding

standards.

6. Transition Plans for Assisting Students

Pierce County Middle School believes in providing assistance for elementary students in the

transition into middle school programs as well as assisting middle school students in the transition to

high school. In the spring of each year, all 5th graders, along with their teachers, visit PCMS for an

overview of all the programs and activities offered at the school. In addition to the school visit, the

graduation coach and counselors visit all 5th grade classes and discuss in detail a typical day in the

middle school. Letters are sent home with report cards at the end of school accompanied by a

summer transitional parent involvement calendar packet. During the summer, the counselors

organize Camp Bear, a ½ day orientation, for the students to discuss policies, procedures, meet team

teachers, familiarize themselves with the layout of the school, and play locker relays that help

alleviate stress on the first day of school. At the end of Camp Bear, the 6th graders and there parents

have their official Open House with their teachers and have an opportunity to complete a survey

about the effectiveness of Camp Bear. The results of the survey are reviewed with the administration

and 6th grade teachers to make changes for the next year. The newspaper advertises the event, and

the local channel TV 19 provides free advertisement for Camp Bear. This school year a Transition

Coordinator for the special education population has been funded to develop a transition plan to

improve the chances of special education students graduating from high school.



Our 8th grade students have an opportunity to visit Pierce County High School with their Career

Connections class. They learn about procedures and policies and tour the school. In the spring of

each year, the high school counselors meet with the 8th grade teachers to assist them in preparing for

the registration process. Also a parent night is scheduled for all upcoming freshmen to discuss

programs of study, elective choices, graduation requirements, and attendance. There is an

opportunity for questions and answers. In August before school starts, a Freshmen Only Orientation

Night is held to allow students and parents the chance to meet the teachers and walk through their

schedule.

A System-wide Special Education Transition Coordinator provides support from elementary to

middle school and middle school to high school. Pierce County has developed a transition plan to

address the needs of special education students at all schools.

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 Over-all Instructional Program

Assessment for Learning is important part of evaluating the learning of the students at PCMS.

Teachers use both formative and summative assessments throughout their units of instruction. Daily

assessments like the use of the Learning-focused strategy “ticket out the door” is utilized by all

teachers. By using Kay Burke’s strategies from Standards to Rubrics, teachers have incorporated

performance-tasks, designed teacher checklists and student checklists, set criteria, used peer

conferencing, and devised rubrics for each unit of instruction. These tasks assess the understanding

of the standards learned during the unit. A unit checklist has been devised for teachers to attach to

each unit and these units are collected and analyzed by the administration twice a year.

Teachers continuously refine their assessment task making sure to include a variety of tasks to

complement and enhance student achievement. Each department has participated in the Teacher

Commentary GLISI module and are required to use teacher commentary when responding to student

work. During the summer and preplanning, the leadership team, teachers, and administrative staff

assess each student’s test data and determine placement. Teachers are engaged in data analysis of

their own students’ scores, as well as the overall school’s results. Data is examined for each student

to determine specific strengths and weaknesses and which strands need to be the focus for each

student during extended learning time. In addition to analyzing the CRCT data, benchmark



assessments are administered to students every nine weeks. Teachers use these formative

assessments as a measure for mastery of the GPS standards taught during the year. After each nine

weeks, teachers analyze the results and use those results to drive their instruction. During

Advisor/Advisee time, the students and advisor discuss benchmark assessments and plot the results

on a graph. The importance of mastering the standards is discussed in detail. Each grade level

displays the benchmark results in the halls for students to see their progress. Students plot and

update their benchmark results in their Agendas and share the results with their parents.

All teachers meet with the administration in a pre-conference in August of every year to discuss the

previous year’s test results and disaggregated data. Teachers are required to disaggregate by

subgroups and strands and develop a plan of action for the new school year. Student achievement

goals and professional goals are set at this time and agreed upon by the teacher and the

administration.

Pierce County Middle School teachers apply to serve on the State of Georgia’s item analysis of the

CRCT in all content areas. Representatives are frequently chosen to serve on this state committee in

Atlanta. Representatives also have been chosen to serve on state committee to write and revise the

Georgia Performance Standards.

Also, each grade level department meets with principal in the fall of the year to discuss strengths and

weaknesses of the previous year and goals and objectives for the next year. Bubble students,

students who are in jeopardy of not meeting the standards, are placed in intervention programs such

as Reading Academy, Math Academy, SRA Corrective Reading, Wilson’s Reading, Language Arts

Academy for special education students, and other extended learning opportunities.

Home-schooled students, as well as transfer students, are administered a battery of formative

assessments to determine appropriate placement.

8. Coordination and Integration of Federal, State, and Local Services and Programs

Pierce County Middle School utilizes local, state, and federal funds to enhance the educational

experience of students and faculty. A coordination of funds allow PCMS faculty and staff the Revised December 14, 2011 48


opportunity to develop and refine their instructional practices through appropriate and meaningful

professional development. A Title IIA Needs Assessment is conducted in the spring of each year to

prioritize the professional development needs of the teachers based on the data. Training is provided

for all new teachers, veterans, instructional assistants, office staff, and administrators.

The Pierce County School System complies with the Principles of Effectiveness by selecting and

implementing scientifically and/or evidence-based and products targeting assessed needs. As a part

of the process, outside resources will be invited into the system or school to provide training, on-

going consultation, provide input or take part in other activities conducted toward this goal.

8a

Title I Regular – Fund 402-1750

Standards Based Planning

School Improvement Planning

GPS Training

Building Common Assessments – Solution Tree

Learning-Focused Extending and Refining

HOTS Training

Title IC Migrant – Fund 402-1762

Migrant workshops and professional learning

Migrant Conference

Title IIA funded professional learning

New Teacher Induction

GACIS Conference

Title VIB (Rural and low income)

GPS Training

Standards-Based Training

QBE Professional Learning

Differentiated Instruction in RTI – Solution Tree

Gifted Endorsement

GRASP Training

IDEA funded professional learning

Managing Challenging Behaviors (FBA/BIP)Revised December 14, 2011 49


Assistive Technology Training

GAA Planning

Special Ed Law Conference

After completion of all professional development, the Instructional Coach, funded through Title IA

and Title IIA, will meet regularly with teachers and provide job-embedded sessions to assist in

implementation of new strategies and ideas.

8b. Description of how resources of Title I and other sources are used

Other programs provide additional educational assistance for at-risk students: Pierce County

currently provides services for ELL students, migrant students, students with disabilities and

economically disadvantaged students. Many strategies are used to ensure that the needs of

disadvantaged students are identified and met. Strategies include:

Data disaggregation is completed to identify areas of strengths and weaknesses for schools, classrooms, and individual students.

Response to Intervention – Each school has been assigned a part-time RTI coordinator who participated in training during the year. This coordinator has been trained to help teachers identify and modify their instructional approach to reach individual learning styles in the classroom without sacrificing outcomes.

Remedial academies/ labs that identify and work with incoming low achieving students at the middle and high school in the areas of reading and mathematics and language arts are available.

After school and summer school programs at the elementary, middle and high school levels are made available for all students (including ELL, Migrant, Students with Disabilities, and economically disadvantaged) who need extra assistance in the content areas, as well as, test taking strategies, when funding is available. Transportation is provided for all students only during summer school. Funds are made available through QBE- 20 additional day and Title I.

Lead Special Education teachers at each school coordinate work among special education and regular education teachers in the school and between the school and the central office. The Lead teachers meet monthly with the Director of Student Services to ensure continuity between schools and to maintain a focus on a rigorous curriculum and accurate assessments. This position is funded through IDEA.

Instructional Coach coordinates all professional learning for teachers, assists with research-based instructional practices for teachers, provides resources, provides observations and feedback to every teacher, and collaborates with administrative staff and system curriculum specialists. Title I and Title IIA fund this position at PCMS.



We have increased the number of co-teaching classrooms and whenever possible, have kept students with disabilities in the regular education classroom to ensure they have the opportunity to learn on-grade level material.

English Learners (EL)- students are currently served by three certified ESOL teachers.

Flexible grouping based on CRCT domains and benchmarks to schedule students during their 40 minute Extended Learning Time (ELT) block.

Special Education and ESOL teachers are included in all professional learning and curriculum workshops and are expected to use the same standards and strategies as their counterparts in regular education.

Title I, Part A funds are used to provide a full-time Family Involvement Coordinator for the system, Standards-based planning, School Improvement Planning, GPS training.

Title I, Part C funds are used to provide two full-time Migrant Student Services Providers for the system. She provides additional assistance for students who are identified as “priority for services” and provides instructional support and outreach services for families identified as migrant.

Title VIB, Rural and Low Income provides funding for Master Teacher Regional Meetings and Conferences and the National Social Studies Conference, and Kay Burke’s – Behavioral Response to Intervention and Formative Assessment training. It has also funded training for physical education teachers on new GPS

The supplemental professional learning activities provided by the school and system conform

to the guidelines presented in all federal programs and to the 12 standards described by the

National Staff Development Council.

9. Activities to Ensure that Students Who Have Difficulty Can Master Standards

A. Measures are used to ensure that students’ difficulties are identified in a timely manner.

Pierce County Middle uses a number of high quality academic assessments in addition to those identified by the state to determine a student’s success.

To determine success on standards and progress being made toward meeting standards, and to inform teachers, parents, and students:o State required assessmentso ACCESS for ELLSo Performance assessments and benchmark assessments in every grade and every

content area based on the Georgia Performance Standards o Teacher-made testso Rubricso Performance-based taskso Computerized assessments (CRCT on-line, Lexile, Reading Academy, MyAccess, and Math Academy)



To assist in diagnosis, teaching and learning in the classroomo State required assessmentso Performance assessments and benchmark assessments at all levels in all core

content areas based on the Georgia Performance Standards.o The Weschler Individual Achievement Test, Second Edition (WIAT-II) is

administered to all students who have been referred for a psycho-educational evaluation. The WIAT-II is a comprehensive tool that provides information about an individual student’s academic skills and problem-solving abilities that can be used to guide appropriate intervention. The results lead program planning for individual students in their general education setting and for special education placement, when applicable.

o The Naglieri Nonverbal Ability Test (NNAT) is administered annually to all first graders as a screening for gifted referral. Also, this is used when teachers or parents refer a student for gifted testing. The NNAT is an assessment tool that uses progressive matrices to allow for a fair evaluation of a student’s nonverbal reasoning and general problem-solving ability, regardless of what language is spoken, or the child’s educational or cultural background.

o The Kaufman Test of Educational Achievement (K-TEA) measures school achievement of children in grades 1-12. It consists of two overlapping forms: Comprehensive and Brief. The Brief form globally samples the areas of reading, mathematics, and spelling, whereas the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling.

o The WIDA – Access Placement Test (W-APT), the state-approved screening test for eligibility for ELL assistance is administered to those who answered yes to one or all four of the questions on the Home Language Survey within 7 days of enrollment.

o The Otis Lennon School Abilities Test measures the cognitive abilities that relate to a student’s ability to learn at school. By assessing students’ thinking skills, the OLSAT 8 provides an understanding of a student’s relative strengths and weaknesses in performing a variety of reasoning tasks.

o Computerized assessments (Universal Screening – GRASP, CRCT on-line, STAR reading, Reading Academy and Math Academy) are used to assess student’s progress.

To determine what revisions are needed to instruction to maximize student achievement:o State required assessmentso Performance assessments and benchmark assessments at all levels in all

core content areas based on the Georgia Performance Standards.o Local or commercial tests and rubrics aligned to standards and curriculum

and designed to access students’ knowledge baseo Teacher-made tests, rubrics, and performance taskso Computerized assessments (GRASP, CRCT on-line, Reading Academy,

Math Academy, Language Arts Academy, acceleration class)o Informal assessments (teacher observations, checklists, student

conferencing)



To identify students who have difficulty in academics and attendance and improve the graduation rate:o State required assessmentso The SRA Corrective Reading Placement Test is administered individually to

students with disabilities who exhibit a deficit in area of reading decoding and/or reading comprehension. Based on the results of this test, an intensive

reading intervention program for grades 3 - 12 can be implemented through the student’s IEP. This program provides the structure and practice necessary to become skilled, fluent readers and better learners

o standardized and other commercially prepared screening and diagnostic instrumentso Computerized assessments (GRASP, CRCT on-line, Lexile, Reading Academy, MyAccess and Math Academy) Results of the assessments are used to

monitor progress and assist in adjusting students’ schedules.o Informal assessments (teacher observation, running records)o Attendance Clerk and counselor monitors attendance of students and

contacts parents, sends out postcards, and holds conferences when needed.o Ombudsman Alternative Educational Service, an alternate route to graduation, is available for those students who are 2 years academically behind and/or a discipline problemo RTI, an early intervention program, provides support to prevent long term

academic failure. A RTI Steering Committee, consists of teachers,administrator, counselor, PCMS RTI Coordinator, along with others in the system, meets throughout the school year to plan for successful implementation of RTI Plan. A universal screening/progress monitoring tool, GRASP for identifying students who are at-risk for falling below state or grade level standards is administered three times a year. The results of the screening determine the interventions that each student needs to improve his/her learning. Weekly probes are administered to collect data on the progress each student. 10 teachers at PCMS were trained on the administration of the universal screening tool and are responsible for inputting the data. All other teachers at PCMS continue to receive professional learning in the implementation of Response to Intervention (RTI). Parents are included in the decision concerning their child’s academic progress. All parents, including ESOL and migrant, had an opportunity to learn about the RTI intervention program during the Title I Parent Night. The system translator is available to interpret the information.

o Pierce County Middle School, in conjunction with Pierce County High School, received a Georgia’s Graduation-Dropout Prevention Project- Graduate First grant for 5 years. Its purpose is to increase the graduation rate for students with disabilities who receive a general education diploma and to decrease the drop out rate for students with disabilities.

o Behavior Intervention Plans are developed to address special education students who have behavior problems. The principal, assistant principal, and instructional lead teacher attended Kay Burke’s Response to Intervention Training in Athens in November to assist with the development of the BIP plans. Redeliver of this



training began during the 2009-2010 school year and continued through focus groups during the 2010-11 school year.

o At the end of the 3rd nine weeks, students’ schedules are revised based on the results of the benchmark assessment. Those students are placed in remediation classes during connection time to meet the needs of the weaknesses shown by the benchmark.

The Home Language survey is used for the initial screening for other language

students. It is included as part of the initial registration and for students as they enter

school during the school year. The Home Language survey that is provided by the

GDOE is utilized by PCMS.

All schools in the district use the Occupational Survey Form provided by Live Oak

MEA to screen for migrant family and students. Parents who mark “yes” in the

relevant section will be referred to the system’s Migrant Intervention Specialist.

Pierce County in collaboration with the Live Oak MEA provides training to school

administrators about the rights of immigrants and migrant

Pierce County Middle School teachers utilize the Teacher Report for the ACCESS test

which gives them a better picture about each ELL student’s listening, speaking,

reading, writing, oral language, literacy, and comprehension score. The PCMS ESOL

teacher met with each grade level of teachers to distribute the ACCESS scores as well

as the WIDA Can Do Descriptors. Teachers are asked to include the ACCESS data on

their student profile sheets.

B. Periodic training for teachers in the identification of difficulties and appropriate

assistance for identified difficulties

Select teachers at PCMS are trained in the identification of difficulties of students. To identify

students who have difficulties, teachers have received training in Reading Recovery, SRA Corrective

Reading, Least Restrictive Environment, Reading 1st, GAA Administration, Understanding Poverty,

Math Academy and Reading Academy software training, MyAccess software training, running

records, and OAS On-line Assessment, Special Education telecast, etc. A select RTI committee of

10 teachers was trained using the GRASP Data Management System. The universal screening tool is

used 3 times a year for progress monitoring.



C. Teacher-parent conferences that detail what the school will do to help the

student, what the parents can do to help, and additional assistance available to the student at

the school or in the community

Progress is shared with teachers, parents, and students:

Teachers - staff meetings, professional learning opportunities, memos, team/grade level/department meetings, E-mails, data rooms, newsletters, website, bulletin boards, student agendas, and Superintendent’s Report

Students and Parents – parent conferences, student conferences, newsletters, school and system websites, report cards, Internet, other websites, local and area newspapers, State DOE Report Card, letters and memos, phone calls, individual student test results, E-mail, part of the registration process, transition orientations, Parent Advisory Committees, School Councils, BOE “Did You Know” sessions, Stakeholder committees.

PCMS has developed and implemented performance assessments and benchmark assessments at all

levels in all core content areas based on the Georgia Performance Standards. These indicators are

used in addition to the State of Georgia’s academic indicators. Teachers revise units every

9 weeks based on the formative assessment results. These results drive the instruction on a daily

basis and provide an effective and timely feedback to all students, parents, and teachers

Parent Conferences are encouraged throughout the school year. All new teachers receive training in

conducting effective, parent conferences by the Family Involvement Coordinator. All teachers are

required to keep minutes and log every parent contact and conference which is a component of the

teacher evaluation process. The Parent Involvement Coordinator and counselor have strategies and

information available for parents in order to assist their child in school. The counselors are available

to meet in parent conferences and work regularly with mentors, parents, and teachers.

10. Description of how individual student assessment results and interpretation will be

provided to parents.

Pierce County Middle School reports student assessment results in a variety of way including, but

not limited to weekly updates of grades on Power School, daily responses in agenda, progress

reports, emails, and during parent conferences. More information of assessment results and

interpretation to parents is located in Component 7 and Component 9.

11. Provisions for the collection and disaggregation of data on the achievement and

assessment results of students.



The principal, along with the leadership team, evaluates the data by school, subgroups, strands, grade

levels, and individual teacher data. Leadership team members assist departments in the data analysis

of test scores. SMART goals are written for the school and each grade level department. Teachers

then write professional learning plans and student achievement goals based on the data results. Each

teacher meets with the principal to discuss the previous year’s test data and plans for the continuous

improvement.

Teachers use classroom profile sheets to keep up-to-date information on students. The profile sheet

includes demographic data on students, attendance, benchmark results, and CRCT scores.

Students whose education have been interrupted during the regular school year and are failing or

most at risk of failing to meet the state’s academic content standards are identified as “priority for

services” by the migrant program.

Home-schooled students, as well as transfer students, are administered a battery of formative

assessments to determine appropriate placement

12. Provisions to Ensure that Disaggregated Assessment Results for each category are Valid

and Reliable

A triangulation of data is used, in conjunction with GRASP data to ensure that disaggregated results

are valid and reliable. Teachers analyze data to plan for instruction, schedule flexible groups,

monitor student progress, and make appropriate interventions when necessary.

13. Provisions for Public Reporting of Disaggregated Data.

All data is compiled into a balanced scorecard and shared with all stakeholders including School

Council, parents during Title I Parent Night, and BOE. Results are also seen in the local newspaper,

on the System and School’s website, and in the Superintendent’s Annual Report Card that is mailed

to every citizen of Pierce County. The results are prominently displayed throughout the school for

teachers, students, parents, and community members to view. A data room houses all charts and

tables that display pertinent information concerning student achievement at PCMS. Indicators of

Excellence brochure sent to Chamber of Commerce and published on the web.



Pierce County Middle School uses the Data Utilization Guide provided by the Georgia of Education,

the report card of the Office of Student Achievement, GeorgiaStandards.org website, On-line

Assessment, Georgia Middle Grades Writing Assessment, and other assessment sources provided by

the Department of Education.

14. Plan Revised Annually

The School Improvement Plan is a living document. It is updated regularly throughout the year. The

administrative team, BST, teachers, parents, and school council members continually make

suggestions and revisions to the plan. Revisions of the document are saved, dated, and kept on file

as evidence of modifications.

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).

The School Improvement Plan is the core of improvement initiatives at Pierce County Middle

School. The continuation of school improvement involves many individuals who carry out the plan

including teachers, administration, support staff, parents, community members, and students.

Meetings concerning school improvement require documentation through agendas, minutes, and

sign-in sheets.

16. Plan Available to LEA, Parents, and the Public

The School Improvement Plan is available for the public by request in the PCMS media center as

well as on the Pierce County Middle School Website. The SIP is presented the School Council

annually for approval.

17. Plan Translated to the extend feasible, into any language that a significant percentage of the parents of participating students in the school speak as their primary language

Requests for the plan to be translated can be made to the administration. The PCMS

Parent/Teacher/Student Compact, Parent Involvement Policies and Procedures, available programs

and service section, and other important documents are available in Spanish. A system translator is

also available to translate when needed.Revised December 14, 2011 57


18. Plan is subject to the School Improvement Provisions of Section 1116.

The Pierce County Middle School Improvement Plan follows the principle of the Georgia School

Keys. PCMS identified areas in curriculum, assessment, instruction, school, family and community,

professional learning, school culture, and leadership as areas that need to be addressed in order to

continue to meet the No Child Left Behind Act. The faculty, staff, and stakeholders collaboratively

review each section of the SIP to ensure its consistency with the school’s profile, desired results, and

analysis of instructional and organizational effectiveness. Each goal includes a timeline, resources,

funding source, person or persons responsible, and means of evaluation.

In the event the school does not make AYP in 2012, plans are in place that will assist the faculty and

staff in making the necessary instructional changes. The leadership team and parent representatives

will identify scientifically-based programs that have been successful.



Appendix IBrazosport 8-Step Process of

School Improvement

4. Assessment


1. Test Score DisaggregationUse student test scores to identify instructional groups. Identify weak and strong objective areas.

2. Time Line DevelopmentDevelop a campus time line that encompasses all objective areas and time allocations based on the needs of the student groups.

3. Instructional FocusUsing the time line, deliver the instructional focus lessons.

4. AssessmentAfter the instructional focus has been taught, administer an assessment to

identify master and non-mastery students.

5. TutorialsProvide tutorial time to re-teach non-mastered target

areas.

6. EnrichmentProvide enrichment

opportunities for mastery students.

7. MaintenanceProvide materials for

ongoing maintenance and reteaching

8. MonitoringThe principal assumes the role of

instructional leader and is continuously

involved in the teaching and learning process.


Pyramid of Interventions Appendix II


Tier 3May be same interventions as ones

implemented in Tier I & 2 with the addition of one or more of the following: smaller grouping

of students, longer segments of time, and/or implemented more frequently.

Tier 4

Specifically Designed Learning

Tier 1Learning-Focused Strategies Morning TutoringCooperative Learning (Reading/Math)Differentiated Instruction After School TutoringWhole/Small Group Instruction (Reading/Math)Extended Learning Time (ELT) Skills & Flexible Grouping (Reading, Math, Writing) Teachers as Advisors(TAA)Computer Assisted Instruction Georgia On-Line AssessmentMath Academy CRCT On-LineReading Academy ESOLMyAccess Writing

Tier IStandards-Based

Classroom Learning

Intervention(s) provided enhancing/extending students’

learning.

Tier 2Morning Tutoring Math Academy (Reading & Math) CRCT On-LineAfter School Tutoring Reading Academy (Reading & Math) ESOLExtended Learning Time Skills & Flexible Grouping (Reading, Math, Writing) MyAccess WritingComputer Assessed InstructionGeorgia On-Line Assessment

Tier 2Needs Based Learning

Intervention can be different, more frequently implemented,

and/or provided within a smaller group setting than the

Tier I intervention.

Tier 3RTI Driven LearningTailored intervention(s)

corresponding with student needs.

More frequent progress monitoring than Tier 1 & 2.

Tier 4

Specially Designed Learning


Appendix IIIPierce County Recruitment Plan

Professional PersonnelPhilosophyIt is the policy of the Pierce County School System to offer equal opportunity for employment and advancement to all qualified individuals regardless of handicap, race, creed, color, national origin, or sex and to conform to all applicable laws and regulations.

Procedures

1. Recruitment efforts will be focused on identifying, hiring and retaining highly qualified individuals as outlined in the Elementary Secondary Education Act.

2. Recruitment efforts will be focused on locating qualified individuals in categories underrepresented in the school or system.

3. Prospective employees may complete applications for employment at any time during the year. Applications are kept on file in the superintendent’s office for two years. Online applications will not be considered complete until a Pierce County application has been received.

4. When applications are received, the superintendent’s designee records the information in the application log.

5. All applicants must be received and recorded by the superintendent’s designee before interviews are held.

6. When applications are received, copies are made and sent to appropriate principals (elementary to elementary principals, etc.)

7. The principal will notify the superintendent of any vacancy that occurs as soon as possible. The race/sex of the individual needed to continue to maintain or to establish a balance in employment will be established by the principal and recorded on Form PCE 1, Pierce County Professional Employee Vacancy Report. This is completed and sent to the superintendent, even though initial notification may have been verbal.

8. The superintendent’s designee will send Form PCE 2, Pierce County Professional Vacancy Notice, to each principal to be posted at his/her school and will post the position at the Board of Education Office.

9. A notice will also be sent to the local NAACP president, posted on the TeachGA website, and advertised in the local newspaper classified advertising section.

10. Any teacher requesting a transfer to another school or position within the system must complete form PCE 3, Pierce County Application for Transfer and obtain his/her principal’s signature. The principal will forward the transfer request to the superintendent. The superintendent will meet with the requested principal to discuss the request. The superintendent will notify the teacher of the decision.

11. The administrator will review applications and candidates to be interviewed will be identified.

12. All actions regarding recruitment, selection, and hiring of personnel must be recorded on the PCE 4, Pierce County Recruitment Data Sheet

13. When a qualified candidate has been identified and the principal is ready to make the recommendation to the superintendent, the principal should make arrangements for the candidate to be interviewed by the superintendent.

14. After the superintendent has interviewed and approved the candidate, the principal will make a recommendation on form PCE 5, Professional Personnel Recommendation. The formal recommendation, the PCE 4, Recruitment Data Sheet, and a copy of the application should be sent to the administrative secretary to be placed on the next Board of Education agenda.



15. The recommendation must be submitted to the administrative secretary four days prior to a regular Board of Education meeting and twenty-four hours prior to a called Board of Education meeting in which approval is anticipated.

16. The administrative secretary will notify the candidate of his/her approval in writing.



Appendix IV

Pierce County Middle SchoolResults of Parent Survey 2010-2011

2010-2011203 surveys returned out of 860

198 English 5 Spanish

2009-2010145 surveys returned out of 777

142 English 3 Spanish

1. What are the preferred methods of communication concerning school activities and the academic progress of your child? (Select all that apply)

School should communicate frequently by 120 out of 203 all of the following 23 out of 203 School and Teacher Website 60 out of 203 Phone 56 out of 203 Email 53 out of 203 Agenda books 44 out of 203 Weekly reminders/newsletters

School should communicate via parent conferences. 37 out of 203 if needed

2. Is there an area of parent training that the school could offer which would behelpful to you as a parent?

27 out of 203 Helping with Homework 14 out of 203 Encouraging my child as reader 21 out of 203 Improving Math Skills 30 out of 203 Helping with career choices 10 out of 203 Testing Programs 10 out of 203 School Readiness 8 out of 203 Conflict Resolution 15 out of 203 Computer usage and websites Other 43 out of 203 School/system provides

programs More help with CRCT needed Keep motivated to go to school How to deal with bullies

3. Do you agree with the following statements?Out of 203

Question Yes No To Some DegreeI can talk openly with my child’s teacher(s). 174 6 20I can talk openly with my child’s principal. 176 6 19I am well-informed by the school or teachers about what my child is doing. 146 15 40I was provided with relevant information regarding my child’s academic progress.

171 8 26

I was given the opportunity to ask questions regarding my child. 163 14 27I was provided with information regarding the curriculum. 160 12 28I believe my child is challenged to achieve his/her maximum potential. 165 13 25I believe my child’s teacher addresses the needs of my child in all areas. 161 7 33I am pleased with the instructional program at my child’s school. 172 3 28



4. My child’s school can be characterized by which of the following: (Select all that apply) 155 out of 203 Friendly Climate 162 out of 203 Clean Environment (1 aside from restrooms) 154 out of 203 Safe and excellent supervision of my child 145 out of 203 Highly qualified and effective administrators, teachers, and paraprofessionals 150 out of 203 Strong academic instructional program in all areas

5. Do all children in your child’s school have an equal opportunity to a quality education?

186 Yes 6 No

i. If no, please explainii. All children do not learn the same. Some children get left behind due to them not getting the info as

quick iii. To some degree, some teams stronger than others. Certain students appear to get stronger teams. iv. I don’t know about other children.v. I’m not qualified to answer this.

vi. Needs more communication in 8th grade between teachers & parents about the childrenvii. Favoritism is shown to certain students.

viii. (Not my child’s teachers) But some teachers are better, more qualified than others. ix. Too much emphasis on sportsx. Not a lot of homework due to some families with no help

xi. Yes, but there’s always room for improvement

6. Do you have a suggestion that would help your child be more successful in school? 170 out of 203 My child’s school is doing an excellent job. See below for parent suggestions When a teacher child falling behind others or not getting the information, address it at that point & not

after they are failing. Don’t send home homework that kids are struggling with. They need to keep work at school but have

teachers there to help with and not put down the child when they don’t clearly understand the work; and don’t wait until last moment to put in grades. Parents wants to keep up with them each day.

Set rule for Agendas from 6th to 7th and 8th grade. It gets very confusing when a child gets in trouble for Agenda in 6th grade then changes in other grades. It is a waste of money for Agendas in 8th grade.

Make my child feel just as excepted as any other. Positive reinforcement. Adjust punishment schedules & stat cards ( Ex: chewing gum & talking

doesn’t need ISS). Get kids ready for middle school in elementary; there was no preparation. Being more aware of bullying For my child to keep her mouth shut Great Job PCMS! Help for work that she does not understand A lot of kids learn better with colored paper Go back to Agenda books and hold strong to method of teacher and parent signing it everyday Thank you, guys! I would like to talk to the teachers to k now how my child is doing in his classes and about homework. For a teacher or coach NOT to call a child a loser for failing a grade School needs to be more proactive and notifying the parent when a students grades fall below normal It would be great if academics were not so test driven. Need more one on one help for the ones struggling in areas More one on one tutoring Great job, PCMS! Math help Needs more parent involvement opportunities More correspondence with parents. Especially when a child is not doing well in a subject.



Every school my child has attended had mandatory teacher conferences. We didn’t have to request one.

Less homework and more creative projects To let you know ASAP if your child needs extra help in a subject and not wait a whole 9 weeks so that

something can be done Children tutored in area of academic weaknesses Sometimes I think my child needs to be challenged more. I am not sure about the lunches I buy for my child at school. He complains about what is being served

“tasting awful, sour cream expired, vegetable soup that was awful” versus a salad, 3 chicken tenders, 5 chicken nuggets. Usually eats a deli sandwich if there

To have more parent involvement to know my child’s education level I would like my child to be challenged more in gifted potential Teachers should be able to help my child recognizing areas in which he needs help in learning. He is

ADD and I believe not all teachers understand or are trained in a way in which may help him. More communication with parents regarding student performance Communicate with the children and try to assess in areas they are lacking Teachers need to be reminded that education methods (especially math) have changed in recent years.

If a child does not understand a method, the teacher has the responsibility to work with each child (more than 1 or 2 times if needed) to help the child understand the material. Remember most of the parents of the children were taught different methods from what they are being taught now. And don’t ignore a child if they ask for help more than once or twice.

Please, please, please help the lunchroom staff to improve their food. Please consider preparing gmore entrees and make it better so that our students will want to eat school food. Thank you!

Thank you for all your hard work and dedication. The teachers & staff at PCMS go above & beyond what is expected.



Appendix V2009-10 NEEDS ASSESSMENT RESULTS (TEACHERS)

1. Provide comments on the overall instructional program at your school at your school.

Things that are working Curriculum differentiation/Instructional strategies Technology (presentation carts, Elmos, Mimios, computers) Software programs (USA Test Prep, MyAccess, Synchoeyes) Standards-based teaching Collaborative planning – vertical, focus groups, common planning, book

studies, etc. Remedial education GPS units Inclusion Awareness Walks/Peer Assessment/Formative and Summative Power School ELT Leadership Graduation Coach

Suggestions for improvement Professional Development More resources More computers/more access/more functional computer labs Standards-based Grading More Vertical Planning but use only for planning not use for department

presentations More Common Assessments/Checklists and Rubrics More Time for Implementation of New Strategies More Emphasis on Vocabulary Development Office 2007 More computers for students with disabilities Performance-task completed at school not home due to lack of resources and

parent support Change when Christmas benchmarks are administered Restore teacher supplements Consistent classroom management More technology/mobile computer lab Print standards in agendas 4 man team curriculum pacing Protect planning time

2. Provide comments regarding the overall assessment practices for teachers and students at your school.



Things that are working Common assessments Teacher analysis of benchmarks/data disaggregation CRCT Test Prep/CRCT on-line, USA Test Prep Coach Books for CRCT Test Prep Communication No Zero Policy – Redos Mock Writing Test Portfolios AimsWeb Performance Tasks ELT, SRA AA Groups End of Year Portfolio Flexible Schedule with benchmark testing Examining student work

Suggestions for improvement Time for planning More Professional Development on Standards-based Grading Develop grading policies/more consistent grade level to grade level More Vertical planning not just working with individual grade level New Computer-based program for data disaggregation More Common Assessment Develop more projects for autistic students More time to plan/less paper work Include IAs in focus groups Examine student work regularly Share assessment products with each other School-based projects in lieu of home projects/ overuse of projects

3. Provide suggestions for opportunities for collaboration at your school.

Things that are working Grade Level/Team/Department Meetings Vertical Planning Focus Meetings Leadership Team Meetings RTI Meetings Special Education Meetings Awareness Walks Common Planning Periods

Suggestions for improvement More Vertical Planning Days Hire a Collaboration Expert


We do this well!


o Grade level meet every week/ Team and grade level department meet every other week

Spend Vertical Planning Days only on planning vertically and unit planning. No other department information shared at this time.

Too many Peer Observations Many times planning is taken up with other things that keep us from planning

and revising units. More structured agenda on vertical planning days and what the group is

responsible for at the day’s end. Involve IAs in Focus Group Follow up on focus groups to ensure compliance with new practices CRCT Review done during the school day. More time Grade level meetings are not utilized appropriately. Don’t add anymore meetings, please.

4. Provide suggestions in maintain an effective parent involvement program at your school.Things that are working

Camp Bear Parent Involvement Committee Science Night PowerSchool/Parent Viewer School Council Newsletters AA Alert Now Student Agendas School Website Parent Conferences Warm, Inviting School Climate Suveys Title I Parent Nights School Council Student Council

Suggestions for Improvement Involve more parent volunteers into the mundane task. More in-depth transition program from 8th to 9th

Revamping Mentor Program/not as active as before Create more newsletters (department, sports, etc) More information on Migrant More community outreach Second Open House for mid-year Need PTO More Mentors Allowing teachers in system be more involved with own child



5. Provide comments on other areas at your school.

Things that are working Co-curricular activities (sports, drama, band, chorus, clubs, etc.) School climate is great! Jeans Day! Order out day! Great school! Empowering teachers Great leaders (teacher and administration) Love PCMS! Great family/very structured environment Great communication School has a focus and vision Relationships matter among teachers, parents and students Everyone strives for excellence, believes all children can learn, and does

whatever it takes for the students. Great technology Guidance program Instructional Coach Support Schedules maximize learning

Suggestions for improvement Make sure that special education students are divided equally Variety in lunch menu/larger portions for students More input in focus group topics Difficult task of calling subs More computers in classrooms Move scoreboards on baseball and softball fields/lights on the track NO MORE FURLOUGH DAYS!



Appendix VI

Pierce County School District Participación de la familia política / planRevisado en Marzo 2011

1. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para involucrar a los padres en el desarrollo conjunto de su todo el distrito plan de participación de los padres bajo la sección 1112 del ESEA:

• El padre LEA política de participación y el plan se distribuyen en el manual del estudiante de cada escuela / programa al inicio de cada año escolar o al momento de inscripción en las escuelas del Condado de Pierce.• El Distrito Consejo Asesor de Padres, junto con personal del Distrito desarrollará un plan de participación de LEA familia que fomenta la participación de la familia en todas las escuelas.• Las encuestas se distribuyen en la primavera para todos los padres / tutores / familias de los estudiantes en el distrito. Estas encuestas se distribuyen en Inglés y Español.

2. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para involucrar a los padres en el proceso de revisión de la escuela y la mejora en la sección 1116 del ESEA:

• El padre del consejo de distrito de asesoramiento, los consejos escolares asesor de padres, y miembros del consejo escolar de todas las escuelas se reúnen anualmente en una sesión conjunta para revisar el plan de todo el distrito. Esta revisión incluye datos desglosados por prueba, el estado de progreso anual adecuado, y la información de participación de los padres.• Las encuestas se distribuyen en la primavera para todos los padres de los estudiantes en el distrito. Estas encuestas se distribuyen en Inglés y Español. Sugerencias o recomendaciones se tienen en cuenta que el plan se está desarrollando.• Reuniones con los padres se llevan a cabo en todas las escuelas con el propósito de revisar la Política de Participación Familiar / Plan. sugerencias de los padres se consideran en la realización y revisión del plan.• Si se solicita, se generarán oportunidades para que los padres se reúnen con personal de la escuela para formular sugerencias, participar en los debates y las decisiones relativas a la educación de sus hijos.

3. El Distrito Escolar del Condado de Pierce se reservará un uno por ciento de la asignación de la LEA para la participación de los padres, incluyendo la promoción de habilidades de alfabetización familiar y distribuir noventa y cinco por ciento de este fondo de reserva a las escuelas atendidas.

4. El Distrito Escolar del Condado de Pierce involucrará a los padres en la decisión respecto a cómo se asignan los fondos para las actividades de participación de los padres.

• El padre del consejo de distrito de asesoramiento, los consejos escolares asesor de padres, y miembros del consejo escolar de todas las escuelas en sus reuniones dan sugerencias sobre cómo los fondos de participación de los padres se gastan.

5. El Distrito Escolar del Condado de Pierce proporcionará la siguiente coordinación necesaria,



asistencia técnica y otros apoyos para ayudar a las escuelas en la planificación y ejecución de un programa eficaz participación de los padres:

•El coordinador de la participación de los padres del distrito ayuda a las escuelas en la revisión de pactos y planes de la escuela.• El coordinador de la participación de los padres del distrito asiste en la coordinación de las actividades de participación de los padres.• El coordinador de la participación de los padres del distrito, así como consejeros de la escuela proporcionar formación mentor para los padres y socios de la comunidad a participar en las tutorías / actividades de voluntariado en el ámbito escolar.• El coordinador de la participación de los padres del distrito brinda programas educativos y materiales para las familias.• El coordinador de la participación de los padres del distrito, junto con personal de la escuela informar a los padres del Departamento de Educación de Georgia (Ga DOE) página web, Georgia e Información para Padres del Centro de Recursos (PIRC), donde los padres obtener ayuda con temas educativos y el distrito de Padre enlace Participación, http : / / piercecounty.schoolinsites.com.

6. El Distrito Escolar del Condado de Pierce coordinará e integrará las estrategias de participación de los padres en el Título I, Parte A con estrategias de participación de los padres en otros programas, tales como Head Start, migrantes, personas sin hogar, y el programa preescolar estatal por:

• El distrito socios coordinador de la participación de los padres con Head Start, Pre-K, Educación Especial, los bebés no Puede Esperar y migrantes para ofrecer actividades de participación de padres.

• Proporcionar una orientación para los padres y los niños en edad preescolar, que será la transición a las escuelas primarias.• Proporcionar a los padres de los niños en edad preescolar con materiales tales como libros y actividades para ayudar a su hijo en la transición a la escuela primaria de más éxito.

7. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para llevar a cabo, con la participación de los padres, una evaluación anual del contenido y la eficacia de este plan de participación de los padres en el aumento de la participación de los padres, así como, identificar los obstáculos a una mayor participación de los padres en actividades de participación de los padres (con especial atención a los padres que están en desventaja económica, son discapacitados, tienen una habilidad limitada en Inglés, tiene una alfabetización limitada, o de cualquier minoría racial o étnica).

• El consejo de padres del distrito de asesoramiento y consejos escolares asesor de padres se reúnen anualmente para revisar el plan del distrito para la eficacia de la participación de los padres por todos los padres.• Las encuestas se distribuyen en la primavera para todos los padres de los estudiantes en el distrito. Estas encuestas se distribuyen en Inglés y Español. Si las barreras de participación se identificaron nuevas estrategias o procedimientos serán revisados según sea necesario para facilitar una mayor participación de los padres que están en desventaja económica, los discapacitados, limitado dominio del Inglés, limitada en materia de alfabetización, o en cualquier otro grupo minoritario racial o étnico.

8. El Distrito Escolar del Condado de Pierce se utilizan los resultados de la evaluación acerca de su



política de participación de los padres y actividades para diseñar estrategias para una participación más efectiva de los padres, y revisar, si es necesario (y con la participación de los padres) sus políticas participación de los padres.

9. El Distrito Escolar del Condado de Pierce prestará asistencia a los participantes a los padres en áreas como la comprensión de:a. Georgia Normas de Desempeñob. Mejora de la escuela y el proceso de acción correctivac. Componentes de un programa para toda la escuelad. Componentes de una escuela de asistencia específica - N / Ae. Estado y de las evaluaciones localesf. Requisitos del Título I, Parte A.g. los padres pueden monitorear el progreso de sus hijos y trabajar con los educadores para mejorar el rendimiento de sus hijos.h. los padres pueden participar en las decisiones relativas a la educación de sus hijos.

• Los padres serán alentados a asistir a las reuniones, talleres y conferencias para aprender cómo pueden ayudar a sus niños a mejorar su rendimiento académico.• Los padres son animados a visitar la escuela de su hijo, voluntario en la escuela, y participar en los consejos de participación de los padres y reuniones.• Los padres pueden supervisar y apoyar a sus hijos el aprendizaje de mantenerse al corriente de los procedimientos de la escuela (manual del estudiante / orden del día), mediante la revisión de informes de progreso y boletas de calificaciones, mediante el acceso a sitio web de Power School, siendo consciente de las necesidades de los deberes trabajo en clase / y trabajar con las escuelas para calendario de conferencias para ayudar a los niños a mejorar académicamente en la escuela.• Informes frecuentes serán puestos a disposición de los padres a través de programas, informes de progreso a medio plazo, las boletas de calificaciones, el acceso en línea al desempeño del estudiante (Power School), informes de progreso semanales, y conferencias.• Los padres tendrán la oportunidad de un acceso razonable al personal de la escuela por medio de conferencias, correos electrónicos, visitas escolares, oportunidades para voluntarios / mentores, y oportunidades para observar y participar en las actividades de clase.• Notificar a los padres de cada niño de los resultados de la escuela y el sistema de progreso anual adecuado (AYP) a través de boletín de la Superintendencia, los periódicos locales, escuelas y sitios web del sistema. Si la escuela ha sido identificada como una escuela necesita mejoramiento luego de la notificación de las medidas adecuadas se difundirán a través de cartas a casa y los medios de comunicación locales.• Los padres serán invitados a unirse con la escuela en la firma de un padre / estudiante / maestro compacto que establece las expectativas para el éxito estudiantil.• A petición, los padres recibirán información sobre la cualificación profesional de los maestros de sus hijos.• Los padres serán notificados de manera oportuna si su hijo es enseñado por un maestro que no está altamente calificado para cuatro o más semanas consecutivas. (Altamente cualificados se refiere a los maestros que están certificados para enseñar a determinado nivel de grado (s) y tema (s).)• Los padres recibirán información sobre los resultados de sus hijos evaluación e interpretación de los resultados.• Una descripción y explicación de los planes de estudios y las evaluaciones para medir el progreso del estudiante se proporcionan a través de casas abiertas, ferias de instrucción, las Olimpiadas



Académicas, la noche CRCT, Almuerzos de Padres / Talleres de boletines, folletos GaDOE, y en el aula.• Cada escuela tendrá una Casa Abierta para que todos los padres de los niños participantes serán invitados a asistir. Los padres serán informados sobre el la escuela. de Título I del programa y cómo beneficia a su hijo. Además, los padres serán informados de su derecho a participar en las decisiones relativas a la educación de sus hijos.• El Centro de Recursos Familiares proporcionará los materiales que contienen información sobre las metas educativas nacionales.

10. El Pierce Distrito Escolar del Condado, con la asistencia de sus escuelas, proveer materiales y entrenamiento para ayudar a los padres a trabajar con sus hijos para mejorar el rendimiento académico de sus hijos, tales como la alfabetización, y el uso de la tecnología, según proceda, para fomentar la participación de los padres, por :

• Talleres para padres para mejorar el éxito del estudiante (PASS)• Almuerzos Mensuales Padre / Talleres de temas y materiales sobre la base de evaluación de las necesidades.• Talleres para Padres de capacitación en tecnología de acceso de alimentación escolar• Consejo Asesor de Padres (PAC), las reuniones de padres migrantes• Centro de Recursos Familiares suministrado con materiales de los padres de pago y envíomateriales de origen - • Tome• Folleto para Padres• Paquetes de verano• Boletines• Participación de los Padres del Distrito Web Link

11. Pierce El Distrito Escolar del Condado, con la ayuda de sus escuelas y los padres, educar a sus maestros, personal de servicio de estudiantes, directores y otro personal, en cómo llegar a, comunicarse y trabajar con los padres como socios iguales, en el valor y la utilidad de las contribuciones de los padres, y en cómo implementar y coordinar programas de padres y construir lazos entre los padres y las escuelas, por:

• El desarrollo profesional se proporcionará al personal de la escuela a través de conferencias, talleres, publicaciones, etc, para formar al profesorado, personal de servicio de estudiantes, administradores y otro personal, en el valor y la utilidad de las contribuciones de los padres y de cómo llegar, comunicarse con, y trabajar con los padres como socios iguales, implementar y coordinar programas de padres, y crear vínculos entre el hogar y la escuela. Mejora de Padres y Maestros de conferencia de Perfeccionamiento del Personal y las encuestas se utilizará para ayudar a mejorar la comunicación entre las escuelas y los padres.

12. El Distrito Escolar del Condado de Pierce se desarrollan los roles apropiados para las organizaciones de base comunitaria y las empresas en las actividades de participación de los padres, incluyendo el suministro de información sobre las oportunidades para las organizaciones y las empresas a trabajar con los padres y las escuelas, y fomentando la formación de asociaciones entre las escuelas primarias, intermedias y secundarias y las empresas locales que incluyen un papel para los padres.



• El coordinador de padres de distrito provee almuerzos mensuales en la comunidad y organizaciones empresariales que informar a los padres sobre temas pertinentes.• Los mentores y voluntarios de la comunidad y las empresas a trabajar con las escuelas para mejorar las alianzas entre ellos.

13.El Distrito Escolar del Condado de Pierce establecerá uno de los padres en todo el distrito consejo consultivo para asesorar sobre todos los asuntos relacionados con la participación de los padres.

14. El Distrito Escolar del Condado de Pierce a organizar reuniones en todo el distrito en una variedad de tiempos y puede proporcionar los fondos previstos en el Título I, el transporte o el cuidado de niños ya que estos servicios se refieren a la participación de los padres.

15. Pierce El Distrito Escolar del Condado de adoptar, aplicar y las estrategias de modelo para mejorar la participación de los padres.

16. El Distrito Escolar del Condado de Pierce llevará a cabo otras actividades, según sea apropiado y factible, tales como centros de recursos para padres y oportunidades de los padres a aprender acerca del desarrollo infantil y las cuestiones de crianza de los hijos comienza en el nacimiento de un hijo, que están diseñados para ayudar a los padres a ser socios de pleno derecho en la educación de sus hijos.

• El centro de recursos para padres está equipado con el desarrollo del niño y la información de la crianza del niño que está disponible para compra.

17. El Distrito Escolar del Condado de Pierce recogerá todos los comentarios de los padres insatisfactoria en relación con la Agencia Educativa Local (LEA) Plan de la Sección 1112 y presentar con LEA cuando se presente al Departamento de Educación de Georgia (SEA).

18. El Distrito Escolar del Condado de Pierce "aportará apoyo razonable para las actividades de participación de los padres como los padres pueden solicitar.

• Plan para proporcionar Inglés que se les enseñe a los padres que no hablan Inglés.• Desarrollar un plan para facilitar el acceso a las clases de GED para la deserción escolar

19. Pierce El Distrito Escolar del Condado, en la medida de lo posible, proporcionar oportunidades para la participación de Dominio Limitado del Inglés (LEP) a los padres, los padres de niños migratorios, y los padres con discapacidades, incluyendo perfiles de las escuelas y proporcionar información relativa a los programas escolares y los padres, reuniones , y otras actividades de los padres en un lenguaje y formato, tales entender:

• Los padres recibirán información puntual sobre los programas y actividades escolares a través de una variedad de maneras. Estos incluyen boletines, cartas, libros del programa, contacto telefónico, folletos, conferencias, medios de comunicación locales, y la escuela / sitios web del sistema.• En la medida de lo posible, información relacionada con las escuelas, reuniones y otras actividades se enviará a los hogares de los niños que participan en la lengua utilizada en esos hogares.



Appendix VII

PIERCE COUNTY MIDDLE SCHOOL POLÍTICAS Y PROCEDIMIENTOS

ESEA - Que Ningún Niño Se Quede Atrás - Sección 1118 Participación de los Padres

Pierce County Middle School será involucrar a los padres de una manera permanente y oportuna en el desarrollo conjunto de su plan de mejora de la escuela. Aportaciones recibidas en el proceso de revisión de la escuela y la mejora de la participación de los padres en los comités escolares, consejos escolares, encuestas por escrito, y otras reuniones de padres se utiliza. Asimismo, establecerá las expectativas de participación de los padres a través de información escrita distribuida a los padres a través de los medios de comunicaciones locales, el sistema, y la escuela. Boletines aula, pactos padres, órdenes del día, así como la escuela y / o sitios web sistema de promoción de participación de los padres.

A. Nuestra escuela también se desarrollan conjuntamente con y distribuir a los padres de los niños participantes una política escolar de los procedimientos de participación de los padres y las actividades, acordadas por los padres que se describen los medios para llevar a cabo la participación significativa de los padres. Los padres serán notificados de la política en cualquier formato comprensible y uniforme y, en la medida de lo posible, siempre en un idioma que puedan entender. Este programa se actualizará periódicamente, según sea necesario. La escuela deberá:

1. Convocar una reunión anual, a una hora conveniente, para informar a los padres de la participación de la escuela en el programa de Título I, los requisitos de la ley del Título I, y su derecho a participar.

• PCMS utiliza Casa Abierta, Consejo Escolar de todo el sistema de la reunión, el Título I folletos, 6 º grado de orientación Campamento del Oso, los grados 7 y 8 de Noche de Padres, y el 8 º grado Consejería Noche informar a los padres del Título I del programa y los requisitos del Título Yo la ley y el derecho de los padres a participar.

2. Ofrecerá un número flexible de reuniones y capacitaciones para padres en horarios convenientes para los padres a participar, dar sugerencias, y participar en las decisiones sobre el programa de instrucción de la escuela.

• Este proceso está en curso. Comités de Mejoramiento Escolar, Consejo Escolar, Casa Abierta, altavoces Inglés de Otros Idiomas (ESOL) de puertas abiertas, reuniones de asesoramiento para padres (PAC), reuniones, almuerzos del Condado de Pierce de los hijos, las reuniones de asistencia, Respuesta a la Intervención (RTI) reuniones, Planes de Educación Individual (IEP reuniones), y las reuniones de padres ofrecen horarios flexibles para las reuniones en horarios convenientes para los padres para dar su opinión acerca de programas de Título I. 3. Involucrar a los padres, de una manera organizada, continua y oportuna, en la planificación, revisión y mejora de la política de la escuela participación de los padres y la escuela- plan amplio programa.



• La participación de los padres se revisa todo el año durante las reuniones del Comité de Participación de Padres, reuniones de Consejo Escolar, Reuniones de la Facultad, las necesidades Encuestas de Evaluación de los Padres, y de toda la escuela padre reuniones de política de entrada. Los cambios en la política, la nueva información, así como una revisión y evaluación de la política se incluirán como temas de la agenda de estas reuniones.

4. Proporcionar información oportuna sobre los programas, así como las descripciones y explicaciones del currículo en uso en la escuela. Explicar las formas de evaluación académica que se usan para medir el progreso del estudiante, y los estudiantes de niveles de dominio se espera que cumplan. • Estas áreas se abordan de diversas maneras. Evaluación de guías de rendimiento se envían a los padres con la interpretación de todas las pruebas estandarizadas. Periódico emisiones de Progreso Anual Adecuado (AYP) de datos para el sistema escolar mantener informados a los padres. También cartas en el rendimiento estudiantil se envían desde los administradores y consejeros a los padres y estudiantes sobre los niveles de competencia y el progreso del estudiante. Noveno curso de grado de la herramienta de estudio de la planificación prevista por PCHS para todos los estudiantes de 8 º grado, un programa del curso para todas las clases, conferencias IEP y RTI, ESOL Casa Abierta asistencia, Superdotados y Talentosos (GATE) Reuniones de Padres, y las reuniones del PAC se utilizan para explicar evaluaciones académicas y los requisitos para la competencia. También las publicaciones mensuales, tales como lectura Años de conexión y Medio ayudar a explicar plan de estudios de secundaria y dar estrategias para que los padres ayuden a sus estudiantes. evaluaciones de referencia son las cartas en los libros de la agenda de cada nueve semanas para los padres. evaluaciones de referencia se publican en los pasillos para que los padres y estudiantes información. El plan de estudios y evaluaciones se explican en los padres, reuniones de maestros, llamadas telefónicas y correos electrónicos. El sistema de alerta Ahora también se utiliza para informar a los padres información importante de los eventos y programas.

B. Como una escuela que cree en "responsabilidades compartidas" para el logro académico de los estudiantes de alto. Vamos a desarrollar con los padres de los niños sirve un pacto entre escuela y padres que delinea cómo los padres, el personal de la escuela, y los estudiantes compartirán la responsabilidad para el logro académico de los estudiantes mejora. Vamos a incluir el medio por el cual la escuela y los padres construirán y desarrollarán una asociación para ayudar a los niños a lograr. La escuela deberá:1. Dar oportunidades a los padres a participar en el desarrollo del pacto durante una serie de reuniones. Agendas, encuestas y hojas de inscripción se mantienen como un récord de participación de los padres. 2. Utilice un equipo para revisar anualmente el compacto. Este equipo está formado por padres, miembros de la comunidad, los administradores de la escuela y del distrito, maestros y personal de la escuela.3. Imprimir el pacto en los libros de los estudiantes del programa que se distribuirá a todos los estudiantes y los padres. Estos libros del programa se dará a cabo el primer día de escuela. Los nuevos estudiantes a la escuela se le dará un manual en el registro.4. Hacer hincapié en la importancia PCMS lugares en la prestación de un plan de estudios de alta calidad e instrucción que permite a los niños para cumplir con los estándares académicos de Georgia.Estamos frente a este reto por tener altamente cualificado, educadores certificados en el personal. Estos educadores se proporcionan oportunidades de aprendizaje profesional para mantenerse al corriente de las últimas técnicas de enseñanza, las estrategias, teorías, normas y requisitos que



satisfagan las necesidades de nuestros estudiantes.• Los padres son responsables de apoyar a sus hijos el aprendizaje mediante el cumplimiento de los requisitos del Pacto.5. Dirección de la importancia de la comunicación como un componente crucial de un programa de participación de los padres con éxito.• En las conferencias de padres y maestros el pacto se discute lo que se refiere al logro de un estudiante. Contactos frecuentes son enviados para actualizar los padres sobre el progreso de sus estudiantes. Boletines de la escuela y el aula informar a los padres de las actividades a nivel de grado y / o actividades escolares. Página web PCMS proporciona información actual y de educación para padres.• Nuestros profesores y personal están disponibles para los padres. Los padres se les anima a observar y / o voluntario en la clase de sus hijos.• Programa de libros se proporcionan a todos los estudiantes como una herramienta para la comunicación de dos vías entre la escuela y el hogar. Los padres deben leer y firmar los libros de la agenda diaria.C. Como una escuela, creemos en la creación de capacidad para la participación de los padres y el apoyo a una asociación entre la escuela, los padres y la comunidad para mejorar el logro académico para lograr este objetivo, la escuela deberá:1. Proporcionar asistencia a los padres la comprensión de temas como las Normas de Rendimiento de Georgia, la evaluación, el seguimiento del progreso del estudiante y trabajar con sus hijos.• Esto está en curso. PCMS hace a través de PCMS sitio web, conferencias, y sistema de boletines escolares, folletos, jornadas de puertas abiertas, enlaces web para uso en el hogar, programas de estudios de clase, de alimentación escolar, "Camp Oso de sexto grado", el maestro creó rúbricas y listas de comprobación para las tareas de GPS, etc .2. Proveer materiales y capacitación para ayudar a los padres trabajar con sus hijos.• Esto está en curso. PCMS hace a través del Condado de Pierce almuerzos de Participación de Padres, ESOL Casa Abierta de asistencia, las reuniones del PAC, Power School, el sitio web de Padres de éxito, EE.UU. preparación de la prueba y la práctica de Georgia de la OEA para CRCT. El sitio web del DOE, Georgia e Información para Padres del Centro de Recursos (PIRC), www.georgiapirc.net, proporciona información y recursos para ayudar a los padres estar más informados sobre temas de educación.3. Educar al personal de la escuela, con la asistencia de los padres, en el valor de las contribuciones de los padres, y cómo llegar a, comunicarse y trabajar con los padres como socios iguales, y coordinar programas de padres, según sea necesario.• La formación del profesorado sobre la manera de involucrar a los padres en las reuniones de RTI y profesional formas de aprendizaje en que educamos a nuestro personal. Agendas de los estudiantes nos ayudan a comunicarnos con los padres como socios iguales.4. Coordinar e integrar programas de participación de los padres y actividades con Head Start, programas preescolares públicos y otros que alientan y apoyan a los padres a participar más plenamente en la educación de sus hijos. Participación en Conexiones de familia, del condado de Pierce Centro de Recursos para Padres, almuerzos Participación de los padres, la asistencia de ESOL durante la Casa Abierta, Consejo Asesor de Padres (PAC) reuniones y talleres RESA son algunas de las formas PCMS cumple con este requisito.• Medio preparación para la escuela y en transición se proporcionan a los estudiantes de primaria en las escuelas primarias por los consejeros de la escuela media. Alta preparación para la escuela y en transición también son proporcionados por los consejeros.• Los maestros de PCMS de Educación Especial y estudiantes de los consejeros de apoyo inscritos en



Defensor del Pueblo.5. Asegúrese de que la información relacionada a los programas de la escuela y los padres, reuniones y otras actividades se envía a los padres en un formato y, a la medida de lo posible, en un idioma que los padres puedan entender.• Los servicios de traducción de Internet y un sistema de hispanos traductor de ancho se utilizan para asegurar que la información es enviada a casa en un lenguaje comprensible. La información en la página web de la escuela se puede traducir a través del uso de Google Translate. 6. Proporcionar un apoyo razonable para las actividades de participación de los padres como los padres pueden solicitar.• PCMS hace todo lo posible para satisfacer las necesidades de los padres que hacen peticiones especiales. Conferencias se llevan a cabo antes y después del horario escolar regular. Los maestros están disponibles para conferencias telefónicas. Cada maestro tiene una dirección de correo electrónico para asegurar que los padres pueden comunicarse con ellos durante el día escolar y después del horario escolar. Conferencias informales se celebran en funciones escolares.

Nuestra escuela puede:1. Involucrar a los padres en el desarrollo de la formación de los educadores para mejorar la eficacia de dicha formación.2. Alfabetizar en necesario.3. Proporcionar los gastos razonables y necesarios relacionados con las actividades locales de participación de los padres.4. Organizar las reuniones de la escuela en una variedad de tiempos.5. Adoptar, implementar y enfoques modelo para mejorar la participación de los padres.6. Desarrollar las funciones apropiadas para las organizaciones de base comunitaria y las empresas en las actividades de participación de los padres.

D. En la medida de lo posible, del condado de Pierce Middle School, proporcionará oportunidades para la participación de los padres con habilidad limitada del inglés, los padres con discapacidad y los padres de los niños migrantes en un formato y, en la medida de lo posible, en una lengua que los padres entiendan.1. Todo el sistema traductor hispano, Estudiante Migrante del proveedor de servicios, los maestros de ESOL, maestros de educación especial, y los maestros prestar asistencia a los padres que necesitan ayuda adicional debido a la lengua o discapacidad. Servicios de Internet de traducción se utilizan para ayudar a traducir el material a otros idiomas.



PCMS Action Plan Measurable Goals: All grades will meet appropriate AMO goals (Reading: 86.7%, Math: 83.8%).

Key

s

Actions, Strategies, and Interventions

Cur

ricul

um

Implement performance tasks each 9 weeks in standards based units

Implement P.E. units aligned with GPS with an overall focus on wellness

Continue technology connection; students will explore aspects of technology and create projects

Emphasize reading/writing in every subject on every grade level 7th & 8th grade MyAccess!

Continue collaborative vertical academic unit planning in grades 6-8

Continue reading intervention through reading academy class utilizing flexible small grouping to ensure differentiation needed for each student’s success in reading comprehension and reading fluency

Continue math intervention through math academy class utilizing flexible small grouping to ensure differentiation needed for each student’s success in math fluency, problem solving and computation

Continue to utilize pacing guides, instructional calendars, and/or syllabi

Ass

essm

ent

Follow Pierce County K-8 Classroom Assessment Guidelines from the System Employee Handbook

Continue academic unit planning in grades 6-8 emphasizing Updating, revising and aligning balanced assessments to standards

Analyzing and triangulating all data from cohesive and comprehensive assessments to align and adjust instruction to maximize student achievementAnalyze ACCESS scores for ELL students in order to provide this subgroup with the differentiation needed to be successful. (Can-do descriptors) Continue to examine student work

Inst

ruct

ion

Protect Extended Learning Time for flexible math/ELA grouping Emphasize and encourage all learners to use higher order thinking skills, processes, and mental habits of the mind appropriate based upon their grade level GPSEmphasize vocabulary in all subject areas including using the language of the GPS differentiating for all subgroups

Implement and use current technology to allow opportunities for direct student interaction, participation and manipulation of the contentContinue to integrate technology into unit plans

Mimio Presentation carts Elmo document camera Student response system SMART board Interwrite pads

Scho

ol, F

amily

and

Com

mun

ity

Follow Club Day schedule Provide workshops for parents

Family Involvement Coordinator Schedule conferences as needed each year for the primary purpose of discussing student achievement and/or the Response to Intervention process as neededDistribute teacher-student-parent compact in student agendaProvide specific Open House for parents

Camp Bear 6th grade including Title I Night 7th & 8th grade Open House Title I Night for 7th & 8th grade ELL and Migrant Open House



Key

s

Actions, Strategies, and Interventions

Utilize technology to reinforce mastery of standards at home and/or at school www.usatestprep.com www.CRCTonline.com www.georgiastandards.org www.gaoas.org www.aaamath.com www.thinkfinity.com www.teachertube.com www.pierce.k12.ga.us (search district school=PCMS)

Prof

essi

onal

Lea

rnin

g

Provide Common Core GPS training that is necessary to maintain the timeline development by the Georgia Department of EducationParticipate in appropriate professional development opportunities such as book and article studies (teachers and administrators)

Soup by Jon Gordon Participate in Professional Development on Demand (PD360)

Implement effective strategies that will assist teachers to successfully integrate Response to Interventions [RTI] within their classrooms

Utilize Okefenokee RESA course offerings to teacher development and PLU credits

Implement effective strategies that will assist teachers and administrators for school safety

Retain highly qualified teachers through Induction and Mentoring, Peer Mentoring, Peer Observation, Modeling of Best Practices, and Induction WeekProvide training and mentoring for teachers who need extra assistance with classroom management

Recruit and employ only highly qualified teachers

Conduct Awareness Walks (all grade levels & contents)

Lead

ersh

ip

School leaders attend collaborative team meetings as an active participant (lead learner) and supporter of a collaborative effort. School leaders (Better Seeking Team) seek to gain trust and credibility as the instructional leaderSchool leaders (Better Seeking Team) work with teachers and grade levels to analyze the data, to utilize the data (formative and summative) to inform instruction, to set student academic goals for all students, and plan safety nets for students requiring additional academic assistance

Scho

ol

Cul

ture

Continue to develop Health and Wellness Policy

Continue efforts to translate documents into Spanish Transact Google Translate

Improve home-school communication through newsletters, school website, classroom websites, newspaper articles, flyers, Power School, and agenda books

Annually review the crisis management plan through the table top drill, safety meetings, follow-up crisis event with an evaluation, site safety inspectionsProvide opportunities for parents to have input in the school program through surveys, , SACS, school improvement committees, parent workshops, school council, Academic Booster Club, Athletic Booster ClubA culture of success is supported by high profile celebrations and recognitions that encourage academic progress and reinforce the focus on academicsContinue utilizing safety programs: (Red Ribbon Week, Severe Weather Drills, Fire Drills, Bus Safety, Tornado Drills, Bullying, Choosing the BestContinue character education program

Monitor students who are tardy or check out early.Monitor attendance and follow-up absences

Continue school wide discipline ladder Stat Cards 6th & 7th

PCMS Action Plan Revised December 14, 2011 80

http://www.pierce.k12.ga.us/

http://www.teachertube.com/

http://www.thinkfinity.com/

http://www.aaamath.com/

http://www.gaoas.org/

http://www.georgiastandards.org/

http://www.CRCTonline.com/

http://www.usatestprep.com/


Objetivos medibles: Todas las calificaciones se reunirá con las metas apropiadas de AMO (Lectura: 86,7%, Matemáticas: 83,8%).

las

clav

es Acciones, estrategias e intervenciones

plan

de

estu

dios

Llevar a cabo tareas de rendimiento de cada 9 semanas en unidades basadas en estándares

Implementar educación física alineados con las unidades GPS con un enfoque global en el bienestar

Continuar conexión con la tecnología, los estudiantes explorarán los aspectos de la tecnología y la creación de proyectos

Énfasis en la lectura / escritura en todas las materias en cada nivel de gradow 7 º y 8 º grado MyAccess!

Continuar la colaboración de planificación vertical de la unidad académica en los grados 6-8

Seguir leyendo intervención a través de clases de la Academia de lectura utilizando agrupación pequeño y flexible para asegurar la diferenciación necesaria para el éxito de cada estudiante en la comprensión de la lectura y la fluidez de la lectura

Continuar la intervención de matemáticas a través de la utilización de la clase de matemáticas de la Academia grupo pequeño y flexible para asegurar la diferenciación necesaria para el éxito de cada estudiante en la fluidez matemática problema, la solución y la computación

Seguir utilizando guías de ritmo, los calendarios de instrucción y / o planes de estudio

valo

raci

ón

Siga el condado de Pierce K-8 Directrices para la evaluación en el aula del Sistema Manual del Empleado

Continuar con la planificación unidad académica en los grados 6-8 enfatizando• Actualización, revisión y alineación de evaluaciones equilibradas con las normas

El análisis y la triangulación de los datos de las evaluaciones coherente e integral para alinear y ajustar la instrucción para maximizar el rendimiento de los estudiantes

Analizar el acceso a calificaciones de los estudiantes ELL con el fin de proporcionar este subgrupo, con la diferenciación necesarias para tener éxito. (Can-hacer descriptores)

Continuar examinando el trabajo del estudiante

inst

rucc

ión

Proteger más tiempo de aprendizaje de las matemáticas flexibles / ELA agrupación

Destacar y alentar a todos los alumnos a utilizar habilidades de pensamiento a fin, los procesos y los hábitos mentales de la mente adecuada en base a su nivel de grado GPS

Enfatizar el vocabulario en todas las áreas incluyendo el uso de la lengua de los GPS diferencial para todos los subgrupos

Implementar y utilizar la tecnología actual para permitir que las oportunidades para la interacción directa de los estudiantes, la participación y la manipulación del contenido



las

clav


Seguir para integrar la tecnología en los planes de unidadw Mimiow carros Presentaciónw Elmo cámara de documentosw Estudiantes de respuesta del sistemaw SMART Boardw Interwrite almohadillas

Ofrecer talleres para padresw Coordinador de Participación de la Familia Programar conferencias, según sea necesario cada año con el objetivo principal de discutir el rendimiento estudiantil y / o la respuesta a la intervención, según sea necesario

Distribuir entre profesor y alumno y los padres en la agenda de los estudiantes

Proporcionar Casa específicas abiertas para los padresw Campamento Oso de 6to grado incluyendo el Título I Nochew 7mo y 8vo grado de puertas abiertasw Título I Noche para el grado 7 y 8w ELL y Casa Abierta migrantes

Utilizar la tecnología para reforzar el dominio de las normas en el hogar y / o en la escuela www.usatestprep.comww www.CRCTonline.com www.georgiastandards.orgw www.gaoas.orgw www.aaamath.comw www.thinkfinity.comww www.teachertube.comw www.pierce.k12.ga.us (búsqueda distrito escolar = PCMS)

Apr

endi

zaje

Pro

fesi

onal

Proporcionar formación básico común GPS que es necesario mantener el desarrollo de línea de tiempo por el Departamento de Educación de Georgia

Participar en las oportunidades de desarrollo profesional adecuadas, tales como libros y estudios artículo (profesores y administradores)w Sopa de Jon Gordon

Participar en el desarrollo profesional a la carta (PD360)

Poner en práctica estrategias eficaces para ayudar a los maestros para integrar con éxito respuesta a las intervenciones [RTI] dentro de sus aulas

Okefenokee utilizar la oferta de cursos RESA para el desarrollo profesional y créditos PLU

Implementar estrategias efectivas que ayuden a los maestros y administradores de la seguridad escolar

Retener maestros altamente calificados a través de la inducción y orientación, tutoría entre pares, la observación entre pares, el modelado de las mejores prácticas, y la Semana de Inducción

Proporcionar capacitación y orientación a los maestros que necesitan ayuda extra con la gestión del aula

Contratar y emplear sólo los maestros altamente calificados

Paseos conducta conciencia (todos los niveles y contenidos)

lider

azg

o

Los líderes escolares asisten a las reuniones de colaboración del equipo como un participante activo (estudiante de plomo) y partidario de un esfuerzo de colaboración. Los líderes escolares (Mejor Equipo de Búsqueda) tratan de ganarse la confianza y la credibilidad como el líder de instrucción



las

clav


Los líderes escolares (Mejor Equipo de Búsqueda) trabajar con los maestros y los niveles de grado para analizar los datos, para utilizar los datos (formativa y sumativa) para informar la instrucción, para establecer objetivos académicos de los estudiantes de todos los estudiantes, y las redes de plan de seguridad para los estudiantes que requieran ayuda académica adicional

escu

ela

cultu

ra

Continuar con el desarrollo de la Salud y la Política de Bienestar

Continuar los esfuerzos para traducir los documentos al españolw Transactw Google Translate

Mejorar el hogar y la escuela de comunicación a través de boletines, página web del colegio, los sitios web en el aula, artículos de periódicos, folletos, Escuela de Energía, y los libros de agenda

Revisar anualmente el plan de gestión de crisis a través de la mesa de perforación superior, las reuniones de seguridad, seguimiento de eventos de crisis con una evaluación, inspecciones de seguridad

Proporcionar oportunidades para que los padres a participar en el programa escolar a través de encuestas, SACS, los comités de mejoramiento escolar, talleres para padres, consejo escolar, académica Booster Club, Athletic Club Booster

Una cultura del éxito se apoya en las celebraciones de alto perfil y reconocimientos que estimulen el progreso académico y reforzar el enfoque en lo académico

Seguir utilizando los programas de seguridad: (Semana del Listón Rojo, taladros de Mal Tiempo, Simulacros de incendio, seguridad en el autobús, simulacros de tornado, intimidación, Elegir el mejor

Continuar el programa de educación del carácter

Supervisar a los estudiantes que lleguen tarde o el check out temprano.Controlar la asistencia y el seguimiento de las ausencias

Continuar escalera disciplina de la escuela de anchow Est. tarjetas 6 y 7



Balanced Score CardGOALS Performance

ObjectivesPerformance Measures Unit of

Measure↑

↔↓

Actual2006-07 2007-08

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery

& Reduce the

AchievementGap

CRCT% of students meeting or exceeding standards on the first CRCT administration

All Students Grade 6 Reading ↔ 91 99 English/Language Arts ↑ 84 94 Math ↑ 73 86 Social Studies ↑ 89 na Science ↔ 61 75 Grade 7 Reading ↓ 91 93 English/Language Arts ↔ 93 94 Math ↓ 91 95 Social Studies ↔ 94 na Science ↑ 84 87 Grade 8 Reading ↓ 95 97 English/Language Arts ↓ 94 97 Math ↑ 89 84 Social Studies ↑ 93 77 Science ↑ 83 75

Black Students Grade 6 Reading ↔ 81 100 English/Language Arts ↑ 62 100 Math ↑ 57 68 Social Studies ↔ 80 na Science ↑ 25 52 Grade 7 Reading ↓ 86 70 English/Language Arts ↑ 90 79 Math ↔ 90 70 Social Studies ↔ 96 na Science ↑ 69 57 Grade 8 Reading ↑ 83 96 English/Language Arts ↓ 86 89 Math ↑ 73 79 Social Studies ↑ 83 65 Science ↑ 62 50



Measure↑↔↓

Actual2006-07 2007-08

STU

DE

NT

A

CH

IEV

EM

EN

T


Hispanic Students Grade 6 Reading ↓ 82 91 English/Language Arts ↓ 64 73 Math ↑ 58 83 Social Studies ↔ 82 na Science ↑ 27 42 Grade 7 Reading ↔ Too Few 83 English/Language Arts ↔ Too Few 84 Math ↔ Too Few 100 Social Studies ↔ Too Few na Science ↔ Too Few 66



Improve Curriculum

Mastery &

Reduce theAchievement

Gap

Grade 8 Reading ↔ Too Few Too Few English/Language Arts ↑ Too Few Too Few Math ↔ Too Few Too Few Social Studies ↑ Too Few Too Few Science ↑ Too Few Too Few

White Students Grade 6 Reading ↔ 93 99 English/Language Arts ↑ 87 93 Math ↑ 75 86 Social Studies ↔ 91 na Science ↔ 66 76 Grade 7 Reading ↓ 93 91 English/Language Arts ↓ 94 100 Math ↓ 92 93 Social Studies ↔ 93 na Science ↔ 87 86 Grade 8 Reading ↑ 97 95 English/Language Arts ↑ 96 95 Math ↑ 93 81 Social Studies ↑ 95 76 Science ↑ 87 78





Measure↑↔↓

Actual Targets2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap


Students with Disabilities Grade 6 Reading ↓ 75 95 86 74 English/Language Arts ↓ 61 79 64 69 Math ↓ 50 42 64 47 Social Studies ↔ 75 na na 56 Science ↓ 44 31 61 43 Grade 7 Reading ↓ 71 64 87 82 English/Language Arts ↓ 67 58 87 86 Math ↓ 67 64 87 79 Social Studies ↔ 89 na na 76 Science ↑ 56 48 56 76 Grade 8 Reading ↑ 81 73 90 96 English/Language Arts ↓ 66 68 83 79 Math ↓ 65 37 73 71 Social Studies ↑ 72 37 30 50 Science ↑ 68 32 40 42

Economically Disadvantaged Students Grade 6 Reading ↓ 91 87 89 English/Language Arts ↓ 85 75 88 Math ↓ 74 66 81 Social Studies ↑ 84 85 No data Science ↓ 59 49 70 Grade 7 Reading ↑ 81 90 92 English/Language Arts ↑ 82 92 93 Math ↔ 88 88 98 Social Studies ↑ 85 93 No data Science ↑ 70 77 89 Grade 8 Reading ↑ 91 92 99 English/Language Arts ↑ 87 91 93 Math ↑ 73 86 95 Social Studies ↓ 91 88 62 Science ↑ 74 75 61





Measure↑↔↓

Actual Targets2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap


Multi-Racial Grade 6 Reading ↔ Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Grade 7 Reading ↔ Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Grade 8 Reading ↔ Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few

Male Grade 6 Reading ↑ 91 97 91 93 English/Language Arts ↑ 78 89 89 93 Math ↑ 73 83 84 87 Social Studies ↔ 90 na na 87 Science ↑ 63 74 83 85 Grade 7 Reading ↓ 90 88 95 94 English/Language Arts ↑ 91 84 95 95 Math ↓ 93 88 99 93 Social Studies ↔ 93 na na 90 Science ↓ 83 80 98 91 Grade 8 Reading ↑ 94 94 94 98 English/Language Arts ↑ 94 94 90 96 Math ↑ 89 78 89 93 Social Studies ↑ 95 71 68 91 Science ↑ 86 74 72 83





Measure↑↔↓

Actual Targets2006-07 2007-08 2008-09 2009-10 2010-11

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap

CRCT Female Grade 6 Reading ↓ 91 100 96 94 English/Language Arts ↓ 90 96 99 97 Math ↓ 73 83 90 88 Social Studies ↔ 90 na na 88 Science ↔ 59 70 78 78 Grade 7 Reading ↓ 93 91 96 95 English/Language Arts ↑ 96 93 96 98 Math ↓ 89 93 99 96 Social Studies ↔ 94 na na 91 Science ↑ 84 85 87 93 Grade 8 Reading ↑ 95 96 97 99 English/Language Arts ↓ 93 96 99 98 Math ↑ 89 85 92 96 Social Studies ↑ 91 76 66 83 Science ↓ 80 72 74 69

Migrant Eligible Grade 6 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 7 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 8 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few





Measure↑↔↓

Actual Targets2006-07 2007-08 2008-09 2009-10 2010-11

ST

UD

EN

T A

CH

IEV

EM

EN

T

Improve Curriculum

Mastery &

Reduce the

AchievementGap


% of students meeting or exceeding the target

Gifted Grade 6 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 100 100 100 100 100 Social Studies ↔ 100 na na 100 100 Science ↔ 100 100 100 100 100 Grade 7 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 100 100 100 100 100 Social Studies ↔ 100 na na 100 100 Science ↔ 100 100 100 100 100 Grade 8 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 95 100 100 100 100 Social Studies ↔ 100 100 100 100 100 Science ↓ 100 95 100 100 100

Grade 8 Writing Assessment All Students ↓ 74 88 81 91 95 Black Students ↓ 56 83 67 81 83 White Students ↓ 78 90 84 92 94 Students with Disabilities ↓ 47 50 46 63 65 Hispanic ↔ Too Few Too Few Too Few Too Few - Gifted ↔ 100 100 100 100

ACCESS AMAO – A: Progress ↓ 61 47 68 65.1ACCESS AMAO – B: Attainment of Proficiency 14 13 19 30.8



Balanced ScorecardGOALS Performance


Measure↑↔↓

Actual Targets2006-07 2007-08 2008-09 2009-10 2010-11

ITBS

Percentile ranking

Grade 6 Reading Vocabulary ↓ 44 48 49 48 DNA Comprehension ↑ 50 50 52 54 DNA Total ↑ 47 49 50 51

MathematicsPercentile ranking Concept/Estimation ↑ 63 65 51 52

Problem Solving/Data Analysis ↑ 52 52 52 53 Computation ↑ 63 50 54 57 Total ↑ 60 56 52 54

Stud

ent/S

take

hold

erE

ngag

emen

t Increase Student Engagement

Attendance% of Students absent more than 15 days

All Students ↑ 3.8 3.0 1.1 2.4 2.0 Black ↓ 2.9 1.2 1.2 1.2 1.2 Hispanic ↓ 3.1 0 0 0 0 White ↑ 3.9 4.1 1 1 1 Students with Disabilities ↓ 10 9.1 3.2 3.2 3.2 Economically Disadvantaged ↑ 5.8 6.2 1.1 1.1 1.1 Multi-Racial ↑ 5.6 11.8 5.3 5.3 5.3 ELL ↓ 6.9 0 0 0 0

Develop a Competent, Accountable Workforce

Highly Qualified # of Highly Qualified

Lea

rnin

g A

nd

Gro

wth

Paraprofessionals 100 100 100 100 100 Teachers 100 100 100 100 100New Teachers # of teachers

participating in Induction

Total number new to school 3 2 0 3 0 Teachers 0-3 years experience 3 3 0 0 0Teacher Absences % of teachers absent

> or = 5 days >10↑ 52% 43% 35% 30% 25%

% of teachers absent > or = 10 days

↑ 10% 18% 17% 32% 15%



Measurable Goals:

Reading and ELA:

The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT willincrease from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.

Mathematics:

The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.

Writing:

The percentage of 8th grade students at Pierce County Middle School meeting or exceeding the standard for the MGWA will increase from 91% in 2010 to 92% in 2011, then to 93% in 2012, and to 94% in 2013.

Science:

The percentage of students meeting or exceeding standards on the science portion of the CRCT will increase from a baseline of 83.3% in 2010, to 85% in 2011, then to 88% in 2012, and to 91% in 2013.

Social Studies:

The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will increase from baseline of 90% in 2010, to 92% in 2011, to 92% in 2012, to 94 % in 2013.



Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.

GSS Keys Activities, Strategies, Interventions

Funding Source,

Funding Cost, Resources

Timeline for Implementation

Person(s) or Positions

Responsible for Monitoring and

Evaluation

Means of Evaluation

Monitoring of Intervention (Artifacts)

Evidence of Impact on Student Learning

Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Research-based instruction is standard practice:

Continue Brazosport 8-Step Process of School Improvement

Apply strategies from GLISI’s Base Camp and Summit

Continue utilizing Learning-Focusedstrategies to improve the languagearts program

Review essential question writing

Assess/Evaluate introductory, extend/refine lessons, and summarizing activities in units

Develop/Edit unit checklist Inventory each unit based

developed checklist

2009-2013

August 2010

Principal/BST Leadership Team

Language Arts Teachers andInstructional Coach


GLISI Materials, Master Schedule, Teachers Schedule

Units/Graphic Organizers/Word Walls/Student Work

Unit Checklist

Leadership Team can articulate to the faculty the importance of “staying the course” on school initiatives.

Teachers will consistently use common design for unit development based on research-based strategies.

The administrators assess the components of the units.




GSS Keys

Activities, Strategies, InterventionsFunding Source,





Evaluation

Means of EvaluationMonitoring of Intervention (Artifacts)


Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Monitor implementing and aligning instruction with GPS Standards in reading/language arts:

Establish practices and procedures focused on improving instruction:

Continue to implement the Reading Across the Curriculum (RAC) – 25 books/1 million words

Provide list of 25 essential vocabulary words by grade level

Utilize differentiation instruction strategies

Examine student work weekly

August 10- May 11

August 10-May 11

August 10

August 10-May 11

August 10-May 11

Teachers

All Teachers

Department Teachers

All teachers

Student Reading Logs

Vocabulary list

Units, Student Choice,Observations, Awareness Walks

Student workAgenda

Students will show the standards and elements to improve skills.

Students reinforce achievement of standards mastery.

Students can articulate the expectations regarding the Reading Across the Curriculum Standard.

Teachers provide instruction differently based on student needs and interest.

Teachers examinestudent work and compare to thestandards.



Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.

Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.


Funding Source, Funding Cost,

ResourcesTimeline for

Implementation



Evaluation


Evidence of Impact on Student Learning Data

Utilize websites: www.USATestPrep.com

www.georgiastandards.org and www.gaoas.org www.CRCT online.com

Title I June 10-May 11

TeachersAnalysis of student results

Student achievement will increase.

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Utilize technology to reinforce mastery MyAccess USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts Replace media lab

Title I and school funds

August 10- May 11

July 2010

All Teachers

Technology Coordinator

Student Achievement Data/Unit Plans/Media Log

Lap Tops, LCDProjectors, MIMOs, ELMOS, computer for media

Students can provide examples of student work that has been enhanced by technoloy.

Technology supports students’learning.


http://www.CRCT/



http://www.USATestPrep.com/




Funding Source,





Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Systematic and data driven interventions that address learning weaknesses and support to accelerate:

Continue to implement a system of support (Pryamid of Intervention and RTI) for at-risk students including English Language Learners, Migrant, and Students with Disabilities:

Tier II and Tier III during the school day

Provide voluntary after- School and or before program

Language Arts Resource Class for SWD to work on skill weakness.

Provide acceleration for 8th grade students who did not meet standards including ELL/Migrant/ SWD

Provide working lunch as support

Provide CRCT Test Prep Provide PD for

effective classroom management practices

Title I

Managing the Interactive Classroom

August 10-June11

August 2010

April-May 2011

April 2011Aug-May 2010-11

RTI Teachers

Teachers

Teachers

TeachersPrincipal

Revised RTI Policies and ProceduresPryamid of InterventionMinutes/Agendas

Acceleration Plan

Teachers’ Records

Agenda/Sign-in Sheet

Students move in and out of interventions based on frequent, ongoing, formative, and summative assessments.

Students who did not meet CRCT on 1st administration will meet or exceed on second administration.

Teachers articulate the changes in classroom management practices.







Implementation



Evaluation

Means of Evaluation



Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Ensure that students know, do, and understand the core content

Examine student work Meet regularly by department and

grade level to assess student progress

Revise Scope and Sequence of ELA/Reading

Prof. Learning Title I and Title VI

August 11-May 11

August 2011

Teachers

ELA Teachers Scope and Sequence Chart

Teachers will meet in departments once a month and grade level weekly to examine student work.

Teachers articulate the changes that were made to scope and Sequence Chart.




GSS Keys

Activities, Strategies, Interventions Funding Source, Funding Cost,

Resources




Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Provide skill-based instruction duringExtended Learning Time

Review rigor/relevance of units and Benchmark Assessment questions (based on CRCT data)

Categorize Benchmark questions by Depth of knowledge

Develop/Incorporate performance tasks In each unit

Provide copies of standard(s) to students prior to beginning new unit for the purpose of identifying language and vocabulary within the standards

Title VIB IDEA

Title I

Prof. Learning , Title I, Title VI

Prof. Learning, Title I, Title VI

Prof. Learning , Title I , Title VI

August 11-May12

August 11-May12

August 11-May12

August 11-May12

August 11-May12

ELT Teachers

Grade Level Teachers



All Teachers

ELT ScheduleLesson Plans/Unit

Units/Rubrics/Performance Tasks/Checklists/Student Work/Samples/Awareness Walks

Benchmarks Assessments

Units/Perf. Tasks

Standards

Student achievement will increase as shown by the CRCT.

Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.

Teachers will explain how the assessment questions emphasize higher-order thinking.

Performance Tasks reflect the rigor of the standards.

Students explain teacher expectations as they relate to standards.







Implementation


Responsible for

Monitoring and

Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion


Continue to provide a variety of models to meet the needs of special education students, ESOL, Migrant:

Inclusion Resource Self-contained Continue to provide a variety of

strategies to teach reading and ELA: SRA Corrective Reading Reading 1st

Wilson’s Reading LANGUAGE !

Reading Academy

Title VIB IDEA Title I Part C – Title IIIB –

Title VIB IDEA

Title I

August 11-May12

August 11-May12

August 11-May12

Special Ed. Teachers/ESOLTeacher/MigrantCoordinator

Special Ed Teachers

Reading AcademyTeacher

Teachers’ Schedule/MasterSchedule

ELT Schedule

Units/AwarenessWalks

Student achievement will increase in reading/ELA

Special education teachers will provide a variety of strategies for students.

Students will be provided opportunities to receive additional reading support.



Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.Annual Measurable Objective: The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.




Implementation



Evaluation

Means of Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Teachers and instructional leaders receive professional development on a specific framework:

Continue to develop ProfessionalLearning Communities

Develop and implement anassessment plan usingClassroom Assessment forStudent Learning

Utilize information from Building Common Assessments in Atlanta

Continue book study groups SoupSeeds

Title I and Title IIA August 11-May12 Principal/Leadership Team/Rising Star Participants

Department Heads/Principal/ILTClassroom Teachers

Professional Books/Materials/Agenda

Materials/Agenda

Professional Books

Teachers will begin to develop an assessment plan.Teachers will redeliver information about building common assessments.

Teachers will put into practice information they have learned from book studies.


Continue to implement collaborative planning time for professional learning

Review norms and covenants Fund Instructional Coach Plan horizontally and

vertically three days per dep. One planning day per co-teaching

pair Schedule monthly Focus Mtgs

o Create an Assessment Plano Continue to study

Standards-based Grading and Reporting

o Kansas Writing Strategies

Title I and Title IIA Title I and Title IIA

Title VIB IDEA

August 10-May 11 Leadership Team/Principal

Instructional Coach

Norms/CovenantPortfolio/Calendar

Assessment Plan

Staff articulates how the norms and covenants support the school.Teacher teams articulate how their collaborative work time is utilized to plan for teaching and learning and how they consistently implement strategies in the SIP.





Funding Source,





Evaluation

Means of Evaluation



Data

Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

The implementation of the SIP and its impact upon student achievement are monitoring by the administration and the school leadership team.

Schedule monthly Leadership TeamTitle I , Title IIA

August 11-May12 Administration,/BST Team

Agendas/Minutes/SIP/Notebooks/Observation Forms

Leadership team can explain how the SIP impacts the work of the school and support student learning.



Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.

Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.




Implementation



Evaluation

Means of Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Use a systematic process for monitoring and evaluating implementation of the curriculum

Develop a plan for conducting Awareness Walks

Conduct monthly Awareness Walks Analyze CRCT data to identify strengths

and weaknesses Organize Coaching Cycle Cohorts for the

purpose of improving instruction and student achievement

Observations of and conferences with teachers for coaching purposes (3-part cycle)

Coach will meet with each teacher in the cohort individually for 2 complete coaching cycles (Pre-Conference, Observation, and Post Conference)

Department Head will receive three days release time from classroom responsibilities per cohort cycle in order to complete this research initiative

Special Ed. Department will focuson co-teaching strategies currently being used at PCMS andwill have monthly meetings todiscuss observations and strategies.

Title IIA , Title I August 11-May12

August 11-May12

August 11-May12

August 11-May12

Department Head

Department Heads/Principal/ Director of Teaching and Learning

Department Heads

SPED LEADTeacher/Principal

Observation Instruments/Conference Forms/Data Collected

Teachers will conduct Awareness Walks monthly during the school year.

Teachers changing classroom practice as a result of professional learning.

Teachers will conductAwareness walks specifically looking at co-teaching strategies currently being used the classroom.



Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.

Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.

GSS Keys



Implementation



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Continue implementation of GPS Standards in writing:

Implement the following strategies to improve writing:

Follow the Pierce County Writing Process

Incorporate writing in Extended Learning Time

Write daily in every content area

Use MGWA rubric for assessment Provide student choice Generate a portfolio of student work to

differentiate levels of mastery Utilize Writer’s Choice Celebrate student success Resource ELA class focusing on

writing and writing strategies during connections.

August 11-May12

August 11-May12

ELA Teachers

SPED Teachers

Pierce County Writing Policy

Units

MGWA Rubric

Student Portfolios

Student Samples

Annual IEP goals

Teachers will analyze MGWA Data.Students articulate the writing process.ELT writing classes address weaknesses and strengths of students.

Teachers will use the MGWA Rubric to analyze students’ work on the Mock Writing Test and other writing selections.Teachers will assess student reflections of writing pieces.Teachers will analyze writing and students will articulate weaknesses and areas that need improvement



Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.

GSS Keys

Activities, Strategies, Interventions

Funding Source,





Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Utilize technology to reinforce mastery: Continue to implement MyAccess in

grades 7th and 8th Title I

August 11-May12 ELA Teachers Portfolio of Students’ Writing

Students provide examples of student work that has been enhanced by technology.

Students articulate how technology supports their learning.

Use a systematic process for monitoring and evaluating implementation of the curriculum:

Reevaluate anchor work samples as models based on the Georgia MGWA

Participate in Mock MGWA in 6th and 7th grades

Monitor writing portfolio

September 2011

January2012

May 2012

ELA Teachers

ELA Teachers

PCMS Writing Coordinator

Writing Exemplars

MGWA test

Student Portfolios

Teachers analyze results of Mock MGWA and determine the correlation with the 8th grade MGWA.

Writing portfolios will be evaluated according to PC writing standards.







Implementation



Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Conduct Awareness WalksAugust 11-May12

ELA Teachers Standards-based Awareness ChecklistSchedule of AWs

Teachers observe other during writing instruction.

Utilize collaborate planning for curriculum planning:

Plan horizontally and vertically to develop and revise standards-based units, checklists, rubrics, etc.

Plan with Leadership Team monthly

Revise instructional calendar/pacing guide/writing requirements/units

Continue to plan with Business Teachers

Title VI B August 11-May12

August 11-May12

August 11

August 11-May12

ELA Teachers

Leadership Team

Business Teachers/ELA Teachers

Sign-in SheetAgenda/MinutesChecklists/Units/Rubrics

Sign-in Sheets/Agenda/Minutes

Instructional Calendar/Pacing Guide/UnitsMinutes

Minutes

Teachers collaborately revise units/checklists/Rubrics

Leadership Team uses the MGWA data to revise writing initiatives.Instructional adjustments are made within the units.

Business teachers instruct students in the research process and assess their work.







Implementation



Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Meet with other content areas concerning Writing Across the Curriculum

August 11

Grade Level Teachers/ELA Teachers/ Instructional Coach

Minutes/Sign-in Sheet/Units

Teachers provide support to one another to improve instruction. Instructional adjustments will be evident in units.



Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.




Implementation



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Research-based instruction is standard practice:

Continue Brazosport 8-Step Process of School Improvement

Apply strategies from GLISI’s Base Camp and Summit

Continue utilizing Learning-Focusedstrategies to improve math.

Review essential question writing

Assess/Evaluate introductory, extend/refine lessons, and summarizing activities in units

Develop/Edit unit checklist Inventory each unit based

developed checklist Attend Learning-Focused

Math Training 6-12

2009-2013

August 2011

September 2010


Language Arts Teachers andInstructional CoachPrincipal/BST Leadership Team

3 Math Teachers

GLISI Materials, Master Schedule, Teachers Schedule

Units/Graphic Organizers/Word Walls/Student Work

Unit ChecklistTraining Materials

Leadership Team can articulate to the faculty the importance of “staying the course” on school initiatives.

Teachers will consistently use common design for unit development based on research-based strategies.

The administrators assess the components of the units.

Utilize SAI Survey and School Keys results to address strengths and weaknesses within the school.

School – Survey Monkey$20.00

August 10- May 2013 CounselorPrincipal/BST Leadership Team/Dep Heads

Data Sheets/Graphs/Charts

Administrators and depart heads articulate the purpose of SAI survey and how results affect the SIP.



Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.GSS Keys


Resources




Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Implement and align instruction with GPS Standards in math:



Provide list of 25 essential vocabulary words by grade level and implementassessment plan


Provide peer coaching

Examine student work weekly

August 11-May12

August 11-May12

August 11-May12

August 11-May12

Teachers

All Teachers

Department Teachers

All teachers


Vocabulary list

Units, Student Choice,Observations, Awareness Walks, Peer CoachingStudent workAgenda

Students will show the standards and elements to improve skills.Students reinforce achievement of standards mastery.

Students can articulate the expectations regarding the Reading Across the Curriculum Standard.





Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.

GSS Keys


Resources




Evaluation



Data

Cur

ricu

lum

, Utilize websites: www.USATestPrep.com www.georgiastandards.org and www.gaoas.org www.CRCTonline.com www.illuminations.nctm.org www.thinkfinity.org www.teachertube.com

Title I June 10-May 11 Summer School Teachers/Teachers

Analysis of student results



http://www.teachertube.com/

http://www.thinkfinity.org/

http://www.illuminations.nctm.org/

http://www.CRCTonline.com/





Ass

essm

ent &

Inst

ruct

ion

Utilize technology to reinforce mastery USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website GeoGebra Geometer’s Sketchpad

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts

Title I, Title VIB

Title I

August 10- May 11

July 2011

All Teachers

Technology Coordinator, Director of Student Achievement/ Federal Programs


Lap Tops, LCDProjectors, Mimios, Elmos

Students can provide examples of student work that has been enhanced by techonoloy.




Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.

GSS Keys

Activities, Strategies, Interventions

Funding Source,





Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Systematic and data driven interventions that address learning weaknesses and support to accelerate:



Provide voluntary after- School and before program (6th-8th)

Provide resource class during ELT for SWD

Provide working lunch as support

Provide CRCT Test Prep Provide Acceleration for 8th

grade

Title I August 11-May12

August 11-May12

August 11-May12

RTI Teachers

Teachers

Sp. Ed Teachers

RTI Policies and ProceduresPryamid of InterventionMinutes/Agendas

Portfolio/Schedule

Lesson Plans


Teachers will provide instruction based on needs of studentsSWD will meet or exceed on CRCT.




STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.GSS Keys


Resources


Person(s) or Position(s) Responsible for Monitoring and Evaluation



Data

Plan

ning

and

Org

aniz

atio

n


Examine student work Meet regularly by department and

grade level to assess student progress

Revise Scope and Sequence of Math

Prof. Learning, Title I and Title VI

August 11-May12

August 2011

Teachers

Math Teachers

Agenda/Material

Scope and Sequence Chart


Teachers articulate the changes that were made to scope and Sequence Chart.



STRATEGIC GOAL 3:By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.GSS Keys

Activities, Strategies, Interventions Funding Source,






Plan

ning

and

Org

aniz

atio

n

Provide skill-based instruction duringExtended Learning Time


Categorize Benchmark questions by Depth of knowledge

Develop/Incorporate performance tasks In each unit

Provide copies of standard(s) to students prior to beginning new unit for the purpose of identifying language and vocabulary within the standards/

Provide journals

Prof. Learning , Title I, Title VI

Prof. Learning , Title I , Title VI

Prof. Learning , Title I

August 11-May12

August 11-May12

August 11-May12

August 11-May12

August 11-May12

ELT Teachers




All Teachers

ELT ScheduleLesson Plans/Unit

Units/Rubrics/Performance Tasks/Checklists/Student Work/Samples/Awareness Walks

Benchmarks Assessments

Units/Perf. Tasks

Student learning journals


Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.

Teachers will explain how the assessment questions emphasize higher-order thinking.


Students explain teacher expectations as they relate to standards.



STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.GSS Keys


Resources





Plan

ning

and

Org

aniz

atio

n


Continue to provide a variety of models to meet the needs of special education students, ESOL, Migrant:

Inclusion Resource Self-contained Continue to provide a variety of

strategies to teach Math: ELT Math Differentiated Instruction

Math Academy

Title VIB IDEA Title I Title IIIB

Title I

August 11-May12

August 11-May12

Special Ed. Teachers/ESOLTeacher/MigrantCoordinator

ELT TeacherRTI Teacher

Math AcademyTeacher

Teachers’ Schedule/MasterSchedule

Units/AwarenessWalks

Student achievement will increase in Math

Special education teachers will provide a variety of strategies for students.Students will be provided opportunities to receive additional math support.



STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.GSS Keys

Activities, Strategies, Interventions Funding Source, Funding

Cost, Resources


Person(s) or Position(s)


Evaluation



Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Continue to implement and align instruction with GPS Standards in science:


Continue to implement the Reading Across the Curriculum (RAC) – 25 books/1 million words and utilize database of articles

Utilize list of 25 essential vocabulary words by grade level

Distribute list to students and parents and incorporate graphic organizers to assist students in learning vocabulary and how those words relate to/used in the standards


Examine student work monthly

August 11-May12

August 11-May12

August 11

August 11-May12

August 11-May12

August 11-May12

Teachers

All Teachers

Department Teachers

Science Teachers

Science Teachers

All teachers


Vocabulary list

Units, Student Choice,Observations, Awareness Walks

Student work examples

Students will show the standards and elements to improve skills.Students reinforce achievement of standards masteryStudents can articulate the expectations regarding the Reading Across the Curriculum Standard

Daily exposure and vocabulary immersion will result in higher student achievement in science.







Resources




Evidence of Impact on

Student Learning Data

Utilize websites: www.USATestPrep.com

www.georgiastandards.org and www.gaoas.org www.CRCT online.com

Title I August 11-May12 Summer School TeachersTeachers

Analysis of student results


Utilize technology to reinforce mastery USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts Computers Lab Equipment

Title I , Title VIB

Title VIB, QBE

August 11-May12

August 11-May12

All Teachers

Technology Coordinator


Lap Tops, LCDProjectors, MIMOs, ELMOS/ Inventory

Students can provide examples of student work that has been enhanced by techonoloy.



http://www.CRCT/










Responsible for Monitoring and Evaluation


Evidence of Impact on Student

Learning Data



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

a Systematic and data driven interventions that address learning weaknesses and support to accelerate:



Provide voluntary after- school program (6th-8th)

Provide accceleration for 8th grade students who did not meet standards including ELL/ Migrant/ SWD

Provide CRCT Test Prep

Title I

Title I

August 11-May12

August 11-May12

April 2012

RTI Teachers

Teachers

Teachers

Teachers

RTI Policies and ProceduresPryamid of InterventionMinutes/Agendas

Portfolio/ScheduleSign-in SheetsSummer School Plan

Teachers’ Records


Graduation coachprovides support/




STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in scienceAnnual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.GSS Keys






Evaluation



Learning Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion


Examine student work Meet regularly by department and grade

level to assess student progress

Continue to implement Balanced Assessment approach when assessing students

Revise Scope and Sequence of Science

Prof. Learning, Title I and Title VI

Title I

August 11-May12

August 11-May12

August 2011

Teachers

Department Heads/Principal/ILT

Science Teachers

Agenda/Material

Scope and Sequence Chart


Teachers will implement strategies that match the students’ learning styles.Teachers will share best practices with staff.

Teachers articulate the changes that were made to scope and Sequence Chart

Provide skill-based instruction during Extended Learning Time in science Set scope and sequence of ELT

science for team and connection teachers

Title VIB IDEA August 11-May12 ELT Teachers ELT ScheduleLesson Plans/Unit




STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in scienceAnnual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.GSS Keys


Resources




Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion


Continue to categorize Benchmark questions by Depth of knowledge

Develop/Incorporate performance tasks in each unit

Provide copies of standard(s) to students prior to beginning new unit for the purpose of identifying language and vocabulary within the standards

Incorporate writing in unitsSet minimal requirements for writing

across the science curriculum within each unit of study (including vocabulary and number of samples)

Use journal writing and/or portfolio assessments in science

Prof. Learning

Prof. Learning, Title I , Title VI

Prof. Learning Title I, Title VI

August 11-May12

August 11-May12

August 11-May12

August 11-May12

August 11-May12

ScienceTeachers

ScienceTeachers

ScienceTeachers

ScienceTeachers

ScienceTeachers

Units/Rubrics/Performance Tasks/Checklists

Student Work/Samples/Benchmarks Assessments

Units/Perf. Tasks

StandardsGrade Level/Science Dept.Meeting Agenda and Minutes

Units/PerformanceTasks/Rubrics/Checklists

Journals

Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.Teachers will explain how the assessment questions emphasize higher-order thinking.


Students explain teacher expectations as they relate to standards

Students explain the expectations of the school wide science plan/Student Work Samples.

Students are able to communicate scientific ideas through written expressions



STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.GSS Keys






Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Develop grade-level template for writing scientific lab reports.

August 11-May12 Science Teachers

Lab ReportTemplate/StudentWork

Increase student proficiency in writing lab reports and communicating scientific ideas

Establish database of scientific charts, graphs, diagrams, etc. to be utilized by all teachers for the purpose of improving student achievement in informational text

August 11-May12 ScienceTeachers

Electronic Database of Resources on the Shares Drive

Use of GPS science materials in non-science classrooms will establish cross-curricular importance of scientific thinking skills

Evidence of higher-order thinking are reflected in performance tasks chosen by students: Real-world applications and

experiences are tied to discovery learning through labs and hands-on activities embedded in unitso Provide field tripso Invite guest speakerso Establish guidelines for labs

and activities related to curriculum

August 11-May12 Science Teachers Units/Perf Tasks/Rubrics/StudentWork/Checklists/Samples/Awareness Walks

Performance Tasks display mastered standards and student’s ability to think critically about scientific concepts (what they know and can do).




Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.

Plan

ning

and

Org

aniz

atio

n






Evaluation



Learning Data

Ensure that students know, do , and understand the core content

Provide inclusion model to meet the needs of special education students, ESOL, migrant

Title VIB IDEA Title IIIB

August 11-May12 Special Ed. Teachers/ESOL Teacher/Migrant

Teacher’s Schedule/Master Schedule

Special Education teachers will provide a variety of strategies for students.


Continue to develop Professional Learning Communities

Develop and implement an assessment plan using Classroom Assessment for Student Learning

Title I and Title IIA

August 11-May12 Principal/Leadership Team/Rising Star Participants

Department Heads/Principal/ILT

Assessment Plan Template

Agenda/Material

Professional Books

Teachers will begin to develop an assessment plan.

Teachers engage in a process of collaborative planning for curriculum implementation:

Continue to implement collaborative planning time for professional learning Review norms and covenants Fund Instructional Coach

Title I and Title IIA August 11-May12 Leadership

Team/PrincipalILT

Norms and CovenantsPortfolio/Calendar

Staff articulates how the norms and covenants support the school




Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.GSS Keys






Evaluation



Data

Plan

ning

and

Org

aniz

atio

n

Plan horizontally and vertically three days per department

Schedule monthly Focus Meetingso Plan an Assessment Plano Continue to study Standards-

based Grading and Reporting

Provide additional resources forscience department for materials and technologyo Consumable materials for

teaching scienceo Replace stock items as neededo Purchase new aids that

supplement GPS curriculum

Title I and Title IIA

QBE Title I

August 11-May12

August 11-May12

Principal/ILT/Teachers

Principals/Dept. Heads/Science Teachers

Sign-in SheetAgendaAgendaAssessment PlanDraft of Report Card

School Budget/Purchase Orders/Inventories/Personnel Assignments/Master Schedule/ Agendas/ Minutes

Teacher teams articulate how their collaborative work time is utilized to plan for teaching and learning and how they consistently implement strategies in the SIP.

Allocated vertical planning time along with other resources will directly impact student achievement.

Conduct a needs assessment of technological and laboratory equipment

August 11-May12 Dept. Head/Science Teachers

Agenda/Minutes/Needs Assessment and Results

Technology and lab equipment can be utilized by teachers and students to improve student interest and achievement.

STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social Revised December 14, 2011 122


studies.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.GSS Keys


Resources




Evaluation




Implement and align instruction with GPS standards in social studies:

Revise units to align with standards Create unit materials that include the

following: Setting Criteria Self-Assessment Conferencing/Reporting

Title I August 10-May 11 SS Teachers Units Students will show the standards and elements to improve skills



Revise/Edit list of 25 essential vocabulary words by grade level

Distribute list to students & parents,incorporate using word walls & graphic

organizers to assist student in learning voc & how those work relate to and used in the standards. Utilize differentiated instructional

strategies Work collaboratively to plan student

instruction & examine student work

Title I

IDEA

Prof. Learning

August 11-May12

August 11-May12

August 11-May12

SS Teachers

SS Teachers

Special Ed Teachers

SS Teachers


Vocabulary Lists

Gallopade materials

IEP

Students articulate the expectations regarding the RAC standard.Daily exposure and vocabulary immersion result in higher achievement in social studies.

Teachers provide instruction differently based on student interest.



STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies. Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.GSS Keys






Evaluation



Learning Data

Plan

ning

and

Org

aniz

atio

n

Utilize technology to reinforce mastery: Scan pages to digital form for resource Use Internet website and use software

programs: USA Test Prep Online Assessment System United Streaming Brain Pop www.USATesstPrep.com www.georgiastandards.org

Title I August 11-May12 SS Teachers

SS TeachersUnitsSoftware Programs

The increased use of multimedia resources instruction along with better use of time will increase student achievement.Teachers will use resources electronically.

Continue utilizing Learning-Focused strategies to improve the social studies program

Review essential question writing Assess/Evaluate introductory,

extend/refine lessons, and summarizing activities in units

Revise/Edits units based on gaps from checklist analysis

Complete an ongoing sequence of teaching events for activities for each unit.

Title I August 11-May12 SS Teachers Units/graphic organizers/Vocabulary lists

Units checklists

Teachers will consistently use common design for unit development based on research-based strategies.The administrators assess the components of the units through checklist completion.



http://www.USATesstPrep.com/


STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.GSS Keys






Evaluation



Learning Data

Plan

ning

and

Org

aniz

atio

n

Utilize technology to reinforce mastery: Scan pages to digital form for resource Use Internet website and use software

programs: USA Test Prep Online Assessment System United Streaming Brain Pop www.USATesstPrep.com www.georgiastandards.org

Title I August 11-May12 SS Teachers

SS TeachersUnitsSoftware Programs

The increased use of multimedia resources instruction along with better use of time will increase student achievement.Teachers will use resources electronically.

Purchase & maintain additional technology to support teaching & learning

Mimios Elmos Response device systems,

“clickers”o Batteries needed yearly

Wireless Routers/Printers

Title VI SPLOST,QBE

August 2011 Site-based technology coordinator

Inventory of technology

Technology guides, supports, & corrects student learning.

Systematic & data driven interventions that address learning weaknesses & support to accelerate:

Continue to implement a system of support (Pyramid of Intervention & RTI for at-risk students including ELL, Migrant & SWD

o Tier II & Tier III during the school day

o Provide voluntary before/after school program

o Provide CRCT Test Prepo Provide management resources

Title I

Prof. Learn.

August 11-May12 RTI Teachers, RTI Coordinator

Connections Support

RTI Policies & Procedures, Pyramid of Intervention, Minutes, Benchmark analysis of data disaggregation

Teachers’ Records

Students move in & out of interventions based on frequent, ongoing, formative & summative assessments.

Teachers routinely analyze evidence of student learning to provide remediation for those who are at-risk.



http://www.USATesstPrep.com/


STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.GSS Keys






Evaluation



Learning Data

Plan

ning

and

Org

aniz

atio

n

Ensure that students know, do & understand the core content

o Examine student worko Meet regularly by department & grade-

level to assess student progresso Continue to develop balanced assessmentso Revise Scope & Sequence for social

studies

Prof. Learning Title I

August 11-May12 SS Teachers

Department Heads/Principals/ILT

SS Teachers

Agendas

Student work samplesUnits

Scope & Sequence

Teachers will meet in departments at least once every 2 months and grade-level weekly to examine student work.Teachers will implement strategies that match the students’ learning styles.Teachers will edit unit plans to reflect changes in the Scope & Sequence Charts.

o Review rigor/relevance of units & benchmark assessment questions (based on CRCT data through grade-level & department strand analysis)

o Categorize benchmark question by depth of knowledge

o Incorporate performance tasks or other means of alternative assessment in unit

o Provide copies of all standard(s) for the purpose of identifying language & vocabulary within the standards

o Incorporate writing opportunities within the units

o Set minimum requirements for writing across the social students curriculum to include essential questions & required voc

Prof. Learning

Prof. Learning , Title I Title IV

August 11-May12 SS Teachers Units/Benchmark Analysis documentationUnits/Culminating activitiesStandards Resource GuidesJournalsUnits/Performance tasksRubrics/Checklists

Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.Teachers will document DOK of benchmark questions.Tasks or authentic assessments reflect the rigor of the standard(s).Students explain teacher expectations as they relate to stand



STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.GSS Keys






Evaluation



Learning Data

Plan

ning

and

Org

aniz

atio

n

o Continue to add to the database of graphically presented information (maps, charts, tables, etc.) to be used by all teachers for the purpose of improving student achievement in interpreting such informational media.

o Plan horizontally and vertically three days per department

o Schedule monthly Focus Meetings Plan an Assessment Plan Continue to student Standards-based

instruction

Title I August 11-May12

August 11-May12

SS Teachers

SS Teachers

Folder on the Shares Drive

Sign-in sheets, agenda, product, units

Use of GPE-based graphics for social studies in diverse classrooms will reinforce cross-curricular connections and promote higher-order thinking.Teacher teams articulate how their collaborative work time is utilized to plan for teaching & learning and how they consistently implement strategies in the SIP.

o Provide additional resources for social studies department for materials to supplement unique curriculum (class sets of the Gallopade student workbook).

QBE Title I

August 11-May12 SS Teachers Department Budget, purchase orders, inventories



STRATEGIC GOAL 6: Improve Graduation Rate for Pierce County School System

GSS Keys


Resources




Evaluation

Means of EvaluationMonitoring

of Interventio

n (Artifacts)


Data

Pare

nt In

volv

emen

t and

Com

mun

ity

Eng

agem

ent

Develop and implement a system of support (Pyramid of Intervention and RTI) for at-risk students

Local funds August 11-May12 RTI CoordinatorTeachersSpecial Ed Coord.

RTI Minutes Students move in and out of interventions based on assessments.

Implement Advisor/Advisee Program Work in conjunction with PCHS –

9th grade transition program Provide CHOICES Program in

conjunction with OTC

August 11-May12 All faculty

OTC Consultant

Teachers/Staff

Agendas/

Agenda

Transition plan promotes graduation rate.Students will increase their knowledge of career paths

Continue Transition Coordinator for Special Education Population Continue transition plan Continue communication plan for

parents and community with school

Title VIB IDEA ARA Prof. Learning

August 11-May12 Transition Coordinator

Special Ed LeadTeacher

Transition PlanAgenda/Plan

Transition plan will increase graduation rate.Better communication improves success.

Continue to implement “Graduation Counts” Campaign

August 11-May12 Faculty Signs/Banners/T-Shirts

Awareness of importance of graduation

Promote attendance Fund attendance clerk Continue attendance campaign Follow county attendance policy Provide incentives for perfect

attendance

Local

School Funding

August 11-May12 Attendance Clerk/Counselor

Principal/Counselor

Notebook/Contracts/Power School Data

Pictures

The # of students who miss over 15 days will be below 15%.



Strategic Goal 7: To support teacher effectiveness in meeting goalsGSS Keys


Resources






nnin

g an

d O

rgan

izat

ion

Retention of Highly Qualified Teachers

Provide professional development for teachers implementing exemplary practices in teaching:

Attend Gifted Conference Attend Gifted Trainings

Attend TESOL Conference Attend System Level Committee Mtg Attend Math training through RESA

and ETTCs Attend Counselors Trainings/Power

School Attend Special Ed Training

Developing Behavior Intervention Plans (B. Wright)

Kansas Writing Strategies Provide planning days for

GAA Attend monthly focus group meetings Provide vertical planning opportunities

for teachers Hold monthly SIPlanning Meetings

with Leadership Team

Title I

GLRSTitle I

Title I

Title VI IDEA

Title I

Prof. Learn

June 2012

August 11-May12

Teachers/ILT

Gifted Teacher

ESOL TeacherRTI CommitteePrincipal/RTI Coordinator/ILTAdministrators/ILT7 Teachers

3 Math Teachers2 Counselors

9 Special Ed Teachers

2 Teachers

All teachers, administrators, ILT

Materials/Agenda/Evaluation of Prof. Learning

Conversation with administration

Professional resources

Book StudiesSign-in Sheets/Minutes/Agendas

Teachers articulate how professional learning impacts the organizational effectiveness of the school and the focus of the school.

Teachers articulate and demonstrate their understanding of content through lessons they design and implement with rigorous student performances accomplished.

Teachers implement and articulate their knowledge of PD in lessons for students.



Strategic Goal 7: To support teacher effectiveness in meeting goalsGSS Keys


Resources






Plan

ning

and

Org

aniz

atio

n

Provide professional development for teachers implementing exemplary practices in teaching:

Train teachers how to develop higher-order thinking skills for all students

Attend GSTA Conference yearly Attend Core Standards Training Attend Standards-Based Grading and

Reporting Training Attend GMEA Conference Attend Harbin and Hartley Law

Conference

Develop strong teacher leaders at the building level:

Utilize and fund department heads Encourage teachers to apply for Master

Teacher statuso Master Teacher Conferenceo Workshops

Participate in RESA Teacher Leader Academy

Title I

Local Funding 1Title IIA

August 11-May12

August 11-May12

RESA Consultant

Science TeachersILT/TeachersAll Teachers

Principal/ILT

Chorus/Band TeachersPrincipal/AssistantPrincipal

Department HeadsMaster Teachers

Materials/Agenda/Evaluation of Prof. Learning

Conversation with administration

Notes

Notes

Minutes/AgendasConversation with administration

Teachers articulate how professional learning impacts the organizational effectiveness of the school and the focus of the school.Teachers articulate and demonstrate their understanding of content through lessons they design and implement with rigorous student performances accomplished.

Teachers changing classroom practice as a result of professional learning. Research-based strategies are implemented to ensure the achievement of all learners.


Documents

I - PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/PierceCounty... · Web viewSchool Improvement Plan. 2011-2012 2011-2012 PCMS. S.M.A.R.T. Goals. Content Area Goal ELA The percentage