georgia department of education title i schoolwide/school

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Richard Woods, State School Superintendent July 2014 ● of 22

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Johnson Co. Middle School District Name: Johnson Co. Schools

Principal Name: Gary Price School Year: 2015-16

School Mailing Address: 150 Trojan Way, Wrightsville, GA 31096

Telephone: 478 864-2222

District Title One Director/Coordinator Name: Tecia McKay

District Title One Director/Coordinator Mailing Address: P.O. Box 110, 325 Lee St., Wrightsville, GA 31096

Email Address: [email protected]

Telephone: 478 864-3302

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School N/A Focus School N/A

Title I Alert School N/A

Principal’s Signature:

Date: 5/8/2015

Title I Director’s Signature:

Date: 5/8/2015

Superintendent’s Signature:

Date: 5/8/2015

Revision Date: 3/25/2015 Revision Date: 4/29/2015 Revision Date:



SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.



Planning Committee Members NAME MEMBER’S SIGNATURE POSITION/ROLE Gary Price

Principal

Dr. Alice Nesbitt

Teacher

Johnnie Salter

Instr. Coach (6-8)

Samantha Stanley

Instr. Coach (9-12)

Dawn Howell

Sp. Ed. / Asse. / CTAE Director

Amy Jackson

JCMS Parent

Connie Brantley

Media Specialist

Tecia McKay

Title I / Title III/ SIP Dir.

Cherlle Bostic

Teacher

Lori Jordan

JCMS Parent / School Council

Teresa Snead

JCMS Parent

Marty Thompson

JCMS Parent

See Parent Meeting signature sheet

Dated March 25, 2015



SWP/SIP Components 1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response:

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were building level administrators, teachers and staff, parents, students, community stakeholders, and district level personnel including the Title I director and director of special education and CTAE. The ways they were involved include participation in data review teams to determine goals based on school needs, and participation in parent-teacher meetings, school council meetings, and the annual Title I meeting. Parents and community stakeholders responded to feedback forms provided at meetings or made available on the school Website.

B. We have used the following instruments, procedures, or processes to obtain this

information. The school has been benchmark testing in all subject areas for five years. Data are compiled and disaggregated through the efforts of the administrative team and teachers through their grade level and academic departments. Collaborative teachers, administrators, and coaches have analyzed data, noting trends and correlations to current formative and summative assessment data to make instructional decisions. The instructional coach, along with the administrative team, is also instrumental in assisting teachers in using the data to further professional learning. Furthermore, teachers use SLDS to look at historical and operational student achievement data, especially CRCT scores (will be replaced with Georgia Milestones State Assessment, GMSA). Data is further compiled based on teacher input (i.e. High Impact Rubric) and parent input (i.e. Parent Satisfaction Survey). Data are studied to determine where students and teachers need the most support. This process supports school-wide and individual areas of weakness.

Training is shared with teachers through the following: Staff meetings, Professional Learning Opportunities, Memos, Team/Grade level/Department meetings, and emails.

C. Although we do not currently have any migrant children at JCMS, we have taken into

account the needs of migrant children by establishing certain procedures to follow should these students be in attendance. All children will be provided equal access to a public education, and measures will be taken to ensure migrant students are provided with the resources and instruction necessary to support them socially, emotionally, and academically. Migrant students will be provided district services for which they are eligible, including Head Start and comparable pre-school programs, Title I, similar state programs, educational programs for students with disabilities or limited English proficiency, vocational and technical education programs, gifted and talented programs



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). and school nutrition programs. Johnson County Schools partners with Migrant Education Consortium, Abraham Baldwin Agricultural College. The school district uses the Occupational Survey Form to screen for migrant families and students. The survey is given during the initial registration period for students as they enter school. The school district obtains assistance from the appropriate Migrant Education Agency to obtain training on the rights of immigrants and migrants and to read a non-English birth certificate. If it is deemed a student needs migrant support, the migrant agency is contacted in writing and asked to provide support for the families. The district is sure to move in a timely manner to support proper SIS coding and the transfer of school records to support migrant families. In addition, creative scheduling and removal of barriers to the success of migrant students will be utilized to better insure their success.

D. We have reflected on current achievement data that will help the school understand the

subjects and skills in which teaching and learning need to be improved. For example, the data indicate science and social studies as content areas that need the most support. Mathematics is an area of need as well. Data from language arts and reading indicate those content areas are areas of strength. However, JCMS would like to move forward with a focus on increasing the number of exceeds scores on the Georgia Milestone End of Grade Test (replacing CRCT). A district curriculum and school improvement team meets at least monthly with subcommittee meetings in between to analyze previous and current data, to determine achievement gaps, breakdowns by demographics, and where support is needed to make progress. A school leadership team made up of administrators, instructional coach, and teachers engages in data analysis as well. Teachers work by departments and/or grade levels, along with the instructional coach, to collaborate, gather, and study data from benchmarks, given at least three times a school year. Aside from benchmark scores, teachers use SLDS to look at student achievement data in all CRCT (will be replaced this year with GMSA) content areas and to look at students’ Lexile scores. The teams also use leading data based of more current information: Online Assessment System (OAS) scores (given 3 times a year) , grade level pretests/ posttests benchmarks, USA test prep scores and Scholastic Reading Inventory (SRI) administered quarterly, student grade reports, and daily formative assessment skills check off list. Instructional decisions such as differentiation, remedial groups, and at-risk lists and interventions are made after studying such data. The instructional coach uses the data to further professional learning for teachers.

E. We have based our plan on information about all students in the school and identified

students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including Economically disadvantaged students who make up a significant percentage of the



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

students at JCMS; students are offered support through the Family Connections Program which provides students with clothing, the school nutrition program which provides students with a free and nutritious breakfast and lunch each school day, and grade level intervention time, which provides students with targeted academic support and tutoring in a smaller class setting.

Students from major racial and ethnic groups. Data indicate the black male subgroup as a group that needs additional support in all content areas, especially science, social studies, and mathematics. A newly established mentoring program helps to meet the social, emotional, and academic needs of black male students. Teachers and counselor support students as well through one on one tutoring or conferencing. Teachers and coach use data to determine which students need certain interventions to be successful.

Students with disabilities. Data indicate students with disabilities need support in all content areas, especially science and social studies. The additional regular and special education teachers funded by Title IIA and other sources are used to dramatically increase the number of nontraditional students who are exposed to and are successfully participating in the regular curriculum.

Students with limited English proficiency – Students are supported through peer tutoring, one on one support from teachers, special tutoring sessions as well as in-class tutoring sessions, and support from the counselor. An increased focus on using literacy strategies, active engagement strategies, and interactive learning activities also supports students with limited English proficiency.

All students are provided the opportunity to participate in a structured intervention support. Instruction will be aligned to the state curriculum taught during the school day and based on assessment data. With the new Striving Reader’s Grant, more stability, structure, and financial support is the expectation for middle school intervention. Local funds will be free to give more support to math and social studies based on the student achievement data.

F. The data has helped us reach conclusions regarding achievement or other related data.

The major strengths we found in our program were reading and language arts proficiency, especially in the areas of reading fluency and comprehension. However, consistent writing instruction, based on teacher input survey is lacking to support literacy across the curriculum.

However, Response to Intervention (RTI) is a lacking area based on a teacher survey for literacy achievement.

The use of assessments has been implemented but Standards Based Classroom instruction leans more on the use of assessments to regularly differentiate instruction (screeners, diagnostic, formative and assessments).

The major needs we discovered were in mathematics and social studies. Science is a need as well. Our black male subgroup is also a focus, along with students with



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

disabilities. The needs we will address are effective implementation of GSE social studies and

science by increasing writing in these content areas (Striving Reader). The specific academic needs of those students that are to be addressed in the

schoolwide program plan will be providing support to students in the area of writing, science, and social studies. Specifically, black male students and students with disabilities need the most support. Targeted interventions will take place including more differentiated learning tasks, small groups, one on one conference, peer tutoring, and more professional learning for teachers will take place in these content areas.

The root cause(s) that previously we discovered for each of the needs were the prior focus on reading fundamentals and mathematics rather than literacy across the curriculum that supports social studies and science. Further underlying elements were the inconsistency of leadership expectations and professional development practices that would overcome the lack of literacy rich home and school environments which would result in consistent, systematic, and formalized best practices (i.e. RTI, use of media services to support instruction, immersion of technology in all content areas).

G. The measurable goals/benchmarks we have established to address the needs are increasing achievement in science, social studies and mathematics CRCT / GMSA and increasing the number of writing across the curriculum. JCMS’s goal is to increase academic achievement and provide more social and emotional support for black males and students with disabilities. JCMS would like to offer more professional development for teachers in use of assessment leading to differentiated instruction, implementation of RTI, the integration of technology and consistent data analysis to address students’ needs efficiently.

2. Schoolwide reform strategies that: Response:

Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

The ways in which we will address the needs of all children in the school particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standard are: Teachers are engaged in the maintenance of standards-based classrooms. The following are examples of how the middle school plans to implement our goal.



Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

The Instructional Coach and administrative team work collaboratively with the teachers through professional learning within classrooms (practice in lab classroom, explicit teaching, modeling, facilitate learning and planning, observation and feedback, and monitor data to determine impact) to implement standards-based classroom expectations targeting use of assessment for differentiated instruction. Other components include Math Capacity Building with Science, Technology, Engineering, and Mathematics (STEM) and Striving Reader initiates. Support is also provided by determining during class interventions based on student data. JCMS will continue an established intervention time school wide. The middle school instructional coach works jointly with the high school coach. These collaborative efforts are also utilized to target individual students’ needs, not only in the middle school, but also by bridging all K-12 needs. In addition to supplementing instruction during class, Attendance Recovery will be provided via Odessyware. The Family Connections program initiatives work internally and in the community providing healthy childhood development workshops and projects. These initiatives all blend together to provide teachers with support, professional learning and materials to allow them to provide more effective instruction to their students. Job-embedded professional learning is based on awareness walks and other informal observations with the use of Active Literacy, and Teacher Keys Effectiveness System (TKES). The administrative team also is beginning to incorporate Leader Keys Effectiveness System (LKES) as they develop an understanding of its components as an evaluation tool. All content area teachers participate in writing sessions which are workshops focused on supporting literacy across the curriculum. Title I funds are continuing to assist in all efforts to improve instruction by lowering the student-teacher ratio in classrooms through the continued implementation of a school-wide project plan.

Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school. o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations



Response: We will increase the amount and quality of learning time by providing students with opportunities to participate in tutoring before and after school. Students can take part in the structured intervention during the day, where curriculum determined by formative and summative assessment data. It is aligned with state standards and students’ regular classroom instruction. Students are divided into remediation or intervention groups based on formative assessment data collected and analyzed by teachers; therefore, students can receive one on one or small group tutoring/conferencing/support during the school day. Language Arts and Math classes meet for an entire block daily in order to support all students in the area of ELA and mathematics. Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: JCMS is focused on continuous improvement of the leadership team that will support the culture of students being engaged in rigorous learning and achieving in a safe environment with the collaboration of all stakeholders. Dweck, C. (2006) Mindset The New Psychology of Success: How We Can Learn to Fulfill Our Potential. New York, NY: Ballentine books. Volmer, J. (2010). Schools Cannot Do It Alone. Fairfield, IA: Enlightenment Press. JCMS is focused on Standards-based Teaching and Differentiation so that all students’ needs are met and state standards are being followed. Lewis, W., S. Walpole, and M. McKenna. (2014). Cracking The common Core: Choosing and Using Texts in Grades 6-12. New York, NY. The Guilford Press. Payne, R. (2013). (Revised Edition) A Framework for Understanding Poverty: A Cognitive Approach. Highlands, TX: Aha! Process, Inc. Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass. Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD. JCMS utilizes Thinking Maps as a tool to engage students in critical and analytic



thinking and to meet the needs of more visual learners. Alper, L. “Thinking maps: A language for leading and learning.” In D. Hyerle, et al. (Ed.) Student Successes with Thinking Maps. Thousand Oaks: Corwin Press, 2004. JCMS utilizes formative assessment practices, clear learning targets, effective feedback, and use of rubrics among other strategies to meet the needs of diverse learners. Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: ETS Assessment Training Institute. Brookhart, S. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA. ASCD. Clarke, D. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press. Guskey, T. (2009). Practical Solutions for Serious Problems in Standards-Based Grading. Thousand Oaks, CA: Corwin. O’Conner, K. (2009). How to Grade for Learning K-12. Thousand Oaks, CA: Corwin. JCMS focuses on vocabulary acquisition, using the language of the standard, and participation in cooperative groups and appropriate questioning.

Marzono, R. (2000). What works in classroom instruction? Alexandria, VA. ASCD. Lesh, B. (2011). “Why Won’t You Just Tell Us the Answer?” Teaching Historical Thinking Grades 7-12. Portland, ME. Stenhouse Publishers.

Include strategies to address the needs of all children in the school, but particularly the needs of

low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response: Individuals with Disabilities Education Act (IDEA) funds are used to provide supplemental Special Education Teachers as the school moved deeper into the use of inclusion classrooms. With this, all Special Education teachers have been retrained in developing Individualized



Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Education Programs (IEPs) based on the integration of the Georgia Performance Standards. Teachers accommodate students based on their IEPs, and a co-teacher is used to provide additional support. Teachers differentiate to meet the needs of all learners. The black male subgroup is supported through the use of a new mentoring program in which students’ social, emotional, and academic needs are a focus. Social studies and science teachers are supported through differentiated professional learning in which data analysis, literacy, higher order thinking, and engagement strategies are a focus. Recently, all science and social studies teacher have been taking part in the Literacy Design Collaborative initiative in which teachers create modules to include literacy standards within the context of the content they are teaching. The instructional coach and Oconee RESA representatives meet with teachers in professional learning communities and one on one to provide any support needed. Mathematics teachers are provided support through the instructional coach and professional learning communities in which they collaborate together. Furthermore, teachers are participating in the Mathematics Design Collaborative initiative in which they implement Formative Assessment Lessons (FALs). A district math team has been created in which teachers and parents receive training as well. The use of Striving Reader Grant funding will provide professional support to teachers in the area of writing as it supports literacy across the curriculum. Teachers meet to analyze work sample and use rubrics to assess writing. The grant manager will lead the team to complete the professional learning modules and varied book studies.



Address how the school will determine if such needs have been met; and

Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Response: Teachers study data including test scores, benchmark data, Lexile scores, report card and progress report card scores, writing samples, student work, attendance, and behavioral data to determine if students are at-risk of failing or not meeting the standards. Teachers create at-risk lists based on this data analysis to determine what interventions should take place. Interventions include additional tutoring, one on one tutoring, peer tutoring, conferences, differentiation, and in school remediation tutoring for state tests. 3. Instruction by highly qualified professional staff Response: JCMS administrators work closely with central office personnel and teachers to ensure all faculty members are highly qualified, as pertaining to state and federal statute. 4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Response: A. We will include teachers, principals, paraprofessionals, and, if appropriate, pupil services

personnel, parents, and other staff in the following professional development activities. These activities are designed to addresses the root causes of our identified needs. For example, administrators, instructional support staff, and teachers participate in training designed to increase instructional effectiveness. Supplemental support is provided by the (6-8) Instructional Coach working collaboratively with the Instructional Coaches throughout the district. Professional learning community book studies and assignments also serve to increase knowledge of all involved. One focus in recent years to support the implementation of CCGPS has been Pathways to Common Core by Lucy Calkins. All JCMS administrators also participating in a leadership book study, Schools Cannot Do it Alone by Vollmer. All faculty members completed in The Write to Read by Leslie Roessing book study and workshop as well. The next component of the literacy journey is to move further with support of the components in the Striving Reader grant based on the teacher survey results (increased media center usage, teaching literacy in all content areas to increase rigor, and build consistency in writing expectations). The administrative team leads the School Change Team “Cabinet” in developing specific, measurable, attainable, realistic and timely (SMART) goals. The goals, along with GAPSS study recommendations, are monitored monthly to ensure continuous improvement. The Instructional Coach for middle school and high school coach have all received state directed instructional training which has equipped them with specific expected practices for the standards based classroom. With this support, the teachers have been able to better implement the elements of a standards based classroom (in classroom support, student



4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

interventions, community outreach, etc.). Further, the teachers are also currently involved with ongoing rigorous training on a weekly basis based upon targeted areas of the School Improvement Plan and awareness walks. Having completed the training from previous “Needs Improvement” state status, teachers have the momentum to continuously implement elements of standards based classrooms. The teachers have maintained a major focus on Thinking Maps, differentiation, the 5 Step Protocol, foldable organizers, and the Instructional Framework. The math teachers are additionally supported by the SMART Institute training and Science, Technology, Engineering, and Mathematics (STEM), while the English Language Arts teachers have supplemental ELA Technology Training. Teachers of English Learner students participate in ongoing training throughout the year. The school also participates in the state ESOL conference each year. The redelivery adds to the ongoing EL cycle of professional learning. Professional collaboration and training also occurs to increase the level of implementation of the co-teaching classrooms. There is a strong correlation between the training received and the progress of the JCMS.

B. We will align professional development with the State’s academic content and student

academic achievement standards. Administrators, coaches, and teachers receive training on the implementation of the Georgia Standards of Excellence (GSE). Teachers work with coaches to develop curriculum maps and unit plans based on these standards. Teachers break down the standards in professional learning communities. All professional development such as differentiation training, Mathematics Design Collaborative (MDC) and Literacy Design Collaborative (LDC), thinking maps, standards-based classroom practices, and literacy strategies from the Striving Readers Grant align with the state’s academic content and student academic achievement standards.

C. We will devote sufficient resources to carry out effective professional development

activities that are primarily job embedded and address the root causes of academic problems. For example, teachers engage in professional learning once per week, with the focus being on differentiation, formative assessment, data analysis, implementation of CCGPS, thinking maps, and other. Teachers work directly with the instructional coach to identify root causes of academic problems, including studying student work, collecting and analyzing data, and collaborating in a professional learning community. Teachers conduct monthly peer observations to observe best practices, and coaches and administrators conduct walk-through observations as well. Resources such as research-backed texts on various initiatives or strategies, mini white boards, student response systems, and more are provided to teachers when needed.

D. We will included teachers in professional development activities regarding the use of

academic assessments to enable them to provide information on and to improve the achievement of individual students and the overall instructional program in the following



4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

ways : 1) Analysis of student work individually, with the instructional coach, or in a

professional learning community 2) Analysis of student writing using rubrics 3) Analysis of benchmark scores to determine growth and need 4) Analysis of student CRCT / GMSA scores to create at-risk lists of

struggling students 5) Training on interventions to use for struggling students

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Currently, only one middle school teacher is identified as not being highly qualified. Certification deficiencies are being addressed by providing one on one support through the use of an instructional coach, content specific professional learning opportunities, a professional development plan for the individual teacher, involvement in professional learning communities, and funding for the GACE exam for certification. Strategies to ensure instruction by highly qualified teachers who meet the standards established by the state of Georgia include posting available jobs and descriptions to the Teach Georgia Website; offering job-embedded professional learning to all teachers; utilizing mentors to support new teachers; and ensuring new teachers receive one-on-one and group instructional support through the use of an Instructional Coach.

6. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services. Response:

A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of school wide programs and the school parental involvement policy by ensuring all parents are given the opportunity to give input regarding such programs and policies. JCMS holds an annual Title I meeting in which all parents are invited to participate; at this meeting, parents have the opportunity to join a discussion group about school wide programs. Parents may also respond via a parent feedback form, which is also located on the school Website. Aside from the annual meeting, parents are involved in the PTO program, school council, and other parent meetings where they are asked for their input regarding school wide programs and policies.

B. We will update the school parental involvement policy periodically to meet the changing



needs of parents and the school and distribute it to the parents of participating children and make the parental involvement plan available to the local community, by ensuring all parents are aware of the annual Title I meeting where feedback sessions take place, by ensuring all parents know a feedback form can be located on the school Website, and ensuring all parents can obtain a copy of the school parental involvement policy in their native language.

C. We will conduct an annual meeting, at a convenient time, to inform parents about the

school’s Title I program, the nature of the Title I program, the parents’ requirements and the school parental involvement policy, the schoolwide plan, and the school-parent compact and encourage and invite all parents of participating children to attend by sending home a flyer before the meetings are to take place; a call-out notification system is also used to communicate with parents.

D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under Title I, transportation, child care, or home visits, as such services relate to parental involvement by ensuring parents have various opportunities to be involved. Parent conference days are planned during early release days throughout the year to give parents an opportunity to conference with teachers, and teachers are available each day during their planning periods to meet with parents at the request of either the parents or the teacher. Telephone calls are made frequently to notify parents of student progress. Call and conferences are documented in teachers’ home-school connection notebooks. JCMS also uses N-Tech, LLC notification technology, to call each family’s home for special meetings and events. The school website is updated to provide access to test prep websites and PowerPoint presentations from parent meetings.

E. We will provide parents of participating children with timely information about the Title I program, a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and provide opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child, and respond to any such suggestions as soon as practicably possible, by having parents leave feedback via a written form, which is also posted on the school Website, or giving feedback during the Title I annual meeting, school council meetings, or other parent meetings.

F. We will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards by giving parents the opportunity to provide input on the school-parent compact at the annual Title I meeting. Parents, students, teachers, and administrators review and sign the compact each school year.

G. We will provide assistance to parents of participating children, as appropriate, in



understanding the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, by involving a district parent liaison to conduct parent trainings and home visits. Trainings with teachers to include support on how to build parental involvement, respond to parents, etc. are provided through the instructional coach.

H. We will provide materials and training to help parents to work with their child to improve

their child’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by training parents, through support of the district parent liaison, in technology usage and new curriculum content standards such as the new GSE.

I. We will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs, and build ties between parents and the school, by ensuring all faculty and staff participate in trainings on how to build parental involvement within the school. The instructional coach works with teachers to view Webinars, review resources, and discuss collaboratively how to involve parents in their child’s education.

J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by holding district-wide meetings, open house and parent orientation workshops at the beginning of each school year for each grade level. Parents are encouraged to visit at any time, and this open communication policy is greatly supported by the school providing each student with his/ her own agenda for parent/teacher communication. JCMS has an active PTO program which provides parent workshops based on parent interest. The PTO functions well aligned with workshops from the District S.T.E.M. / Math Team and District Social Studies team, as well as, and ESOL night. Quarterly newsletters are provided to parents with report cards in an effort to keep parents informed. The JCMS school council is an active component of parental involvement allowing a core group of elected parents to give preliminary input on all school components. In lieu of parent resource centers and because of limited funding, a district parent liaison is utilized to train parents to work collaboratively with educators and to support their children in education.

K. We will take the following actions to ensure that information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating



children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand, by using the TransAct program. The Trans-Act communication program is used to provide translated notices. Additionally, the school also is supported by a Spanish speaking faculty member lending support with families of English Language Learners and our Title I Parent Liaison making regular home visits.

We will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent practicable, in a language parents understand, by using the TransAct program to translate all communications and utilizing an on-site interpreter, when needed. 7. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.Response: We will plan activities for assisting preschool children in the transition from early childhood programs. We have also included transition plans for students entering middle school or high school and for students entering from private schools including students entering our school throughout the school year. Each student upon entering completes a registration packet. Students’ transcripts and records are then analyzed to determine student needs. Rising sixth-graders have the opportunity to visit their prospective schools in advance of the upcoming school year. All students and parents are invited to an annual orientation and Open House as well. Additionally, at the beginning of the year, JCMS continues to host an Annual Title I Parent Meeting to share information for the upcoming year (school’s Title I designation status, how federal funding will be spent based on the School Wide Plan (SWP), Parental Involvement Policy (PIP), and the school compact). The counselor meets one on one with any student entering school in the middle of the year, and all students and parents are provided a newsletter with information about standardized tests, CCGPS, and new curriculum or resources/support available. Furthermore, middle school parents have the opportunity to participate in grade level meetings as well as one-on-one conferences with teachers and the counselor. Students who are transitioning from private school or who enroll in the middle of the school year are supported through individual orientations (to include parents as well) and peer mentorships. Furthermore, students’ transcripts and records are evaluated and students and parents fill out registration packets in order to determine students’ social, emotional, and academic needs. Services for students are provided based on information obtained and data collected. Services may include but are not limited to on and off-site resources to support students identified as homeless, use of an interpreter and the TransAct program to provide students who do not speak English as a first language with support, assistance for migrant students (in partnership with ABAC), as well as remediation classes.



The counselor assists by having one-on-one meetings with parents and students to discuss all variables that could make a difference in a successful experience as opposed to an unsuccessful experience in upper grades.

8. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Response: The ways that we include teachers in decisions regarding use of academic assessments are engaging teachers in analyzing and interpreting student data which are collected from benchmarks given throughout the year. Teachers use benchmark scores, historical and operational CRCT test data from SLDS, report card data, and Lexile scores to create at-risk lists of students who need interventions or additional support in order to be successful. Through collaboration in professional learning communities, district meetings, the school change team meetings, and data analysis meetings, faculty and staff continuously look at data to determine school, student, and teacher strengths and needs. 9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Response: We are providing activities to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement standards shall be provided with effective, timely, and additional assistance. Those activities are (especially for those students who are struggling) are encouraging teachers to differentiate their instruction to meet the needs of all students. During the day, each student is actively involved in interventions according to their needs as determined by formative assessment data. At-risk students are monitored weekly to determine progress and areas of weakness that may need additional support. Plans are also in place to develop At-Risk lists based on the varied assessment measures including Georgia Online Formative Assessment Resource (GOFAR; formerly OAS). Teachers attend training through professional learning communities and by working one on one with the Instructional Coach. Training includes ways to differentiate to meet each student’s needs, how to implement interventions for struggling students, and data analysis of benchmarks, formative and summative assessments, and state test data to determine which students are deemed at-risk. Parents at JCMS attend parent-teacher-student conferences in which appropriate interventions for their child are communicated. Furthermore, parents are offered assistance on how they can support their child at home, such as content study guides for Georgia Milestone State Assessment (GMSA) or other assessments, how to assist child



with homework completion, and how to increase their child’s attendance. Parents will also be to share updates on their child’s progress with the structured intervention support provided by each grade level.



10. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Response: Tutoring is offered to every student and widely implemented; after school tutoring is provided by grade levels according to the daily schedule. The structured intervention time provided by each grade level will be creative and innovative. In addition to academic tutorials, students have adult interactions to provide varied learning experiences. Targeted support is given from students identified in the homeless, migrant, and ESOL programs. All programs align with curricula and are individually designed based on student data (i.e. CRCT scores, framework assessments, benchmark assessments, etc.). Students are further served through Johnson County 4-H, the Department of Family and Children’s Services, and the Community Health Agency. Federal programs providing support include Title I-A, Title II-A, Title I-C, and Title VI-B, Perkins. Oconee RESA specialists and the school academic coach serve to support teachers in their efforts to maximize student learning using best instructional practices. The Family Connection Program housed on-campus provides students in need with a clothing bank and home visits. The Olweus anti-bullying program continues to support our efforts to provide a safe, non-threatening environment. Homeless students are adequately served by ensuring their emotional, physical, and academic needs are met. Homeless students are guaranteed a free and nutritional breakfast and lunch, and the Harvest Food Bank is available for students to have access to food over the weekend. The Family Connection program also has clothing on site for students who may need specific articles of clothing such as jackets. Administrators, counselor, academic coaches, teachers, and paraprofessionals are trained to provide support to homeless students by providing individual student learning support, and tutoring. Also credit recovery, and attendance recovery funds permitting. 11. Description of how individual student assessment results and interpretation will be provided to

parents. Response: Johnson County Middle School teachers and administrators are well versed on the use of Infinite Campus to keep parents informed of student growth. The student’s records are updated on a regularly basis so that parents can easily obtain information on how well their child is progressing. Since we are on a nine week grading period, progress reports are sent home at the end of a four and half week time frame within the nine week period. Report cards are sent to parents at the end of the nine weeks period. Periodically, parents of low achieving students receive conference letters from teachers to make sure they know the status of their child. Further, benchmark tests are given at the beginning of the school year and at the middle of the school year. 12. Provisions for the collection and disaggregation of data on the achievement and assessment results

of students.



Response: Parents are notified in writing once benchmark test results are gathered. Results are disaggregated to the parents on the same day for all students in middle school. This process is used for all tests given whether local or state mandated tests. When testing results become available, an announcement will be posted in the local newspaper and on the school Website. Parents are encouraged to come to the school to pick up the testing results and interpretation guide, or the assessment results can be mailed or sent home with the student. 13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable. Response: Each grade level collaborates to form a list of all content areas tested prior to the beginning of school to find information to guide the development of curriculum to support student achievement. The grade level teams review all data for student (i.e. CRCT tests, End of year Benchmarks, End of year Report Cards, Lexile Scores, and any other data received for student).

14. Provisions for public reporting of disaggregated data. Response: Data is disaggregated through the use of community meetings. Johnson County Middle School uses the media of P.T.O., the official organ, Johnson Journal newspaper, Title I parent meetings for planning, JCMS Parent Council and the Infinite Campus system to inform parents of any data for the public. 15. Plan developed during a one-year period, unless the LEA, after considering the

recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program

Response: School team met frequently to revise school-wide plan. Revisions were made according to progress toward goals set. The team disaggregated available test scores and identified areas that needed improvement. The team set short term and long term goal in order to determine effectiveness of strategies and to measure progress on long term goals. 16. Plan developed with the involvement of the community to be served and

individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Response: Community members, teachers, principals, parents, and students worked on this plan collaboratively, providing input through the development and provision process. School and community stakeholders provided input during school meetings, via a parent feedback form, and during school council meetings. 17. Plan available to the LEA, parents, and the public. Response: This plan was made available to the public through the school Website, at parent meetings, school council meetings, and discussed during curriculum meetings, data review meetings, and team meetings. 18. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary language..



Response: JCMS strives to communicate with all non-English speaking families. The TRANSact program is used to assist teachers, administrators and other school stakeholders in improving parental involvement via communication in the student’s or parents’ native language. 19. Plan is subject to the school improvement provisions of Section 1116. Response: This plan is subject to the school improvement provisions of Section 1116 of the No Child Left Behind statute.

georgia department of education title i schoolwide/school

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