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Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School Superintendent May 2012 ● of 28

School Name: Ralph J. Bunche Middle School

School Mailing Address: 1925 Niskey Lake Road, SW

LEA Name: Mario M. Watkins, Interim Principal

LEA Title One Director/Coordinator Name: Andrea Fairries-Moore

LEA Title One Director/Coordinator Signature:

Date:

LEA Title One Director/ Mailing Address: 130 Trinity Ave, SE, Atlanta, 30303

Email Address: [email protected]

Telephone: 404-802-6700

Fax: 404-346-2537





Planning Committee Members:

NAME POSITION/ROLE

Mario M. Watkins Interim Principal

Cephia Blassingame Assistant Principal

Francine Greer Assistant Principal

Joseph Harris Assistant Principal

Cynthia Gunner Instructional Coach

Lovetta Durham-Martin Instructional Coach

Eric Robinson Instructional Coach

Naja Freeman Grade-Level Chairperson

Patrice Walker Media Specialist

Karen Wright Instructional Technology Integrator

Cynthia Dumas PTA President

Zondra Holloway Parent /Local School Council

Albertina Heath Special Education Lead Teacher




SWP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas

and other factors that may affect achievement.

Response:

A. We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were: Mario M. Watkins, Interim Principal, Cephia Blassingame, Assistant Principal, Francine Greer, Assistant Principal, Joseph Harris, Assistant Principal, Cynthia Gunner, Instructional Coach, Lovetta Durham-Martin, Instructional Coach, Eric Robinson, Instructional Coach, Naja Freeman , Grade-Level Chairperson, Patrice Walker, Media Specialist, Karen Wright, Instructional Technology Integrator, Cynthia Dumas, PSTA President, Zondra Holloway, Parent /Local School Council Member, and Albertina Heath, Special Education Lead Teacher. The aforementioned Title I Planning Committee members all provided input and assisted in the comprehensive needs assessment of the instructional practices that will benefit student achievement at Bunche Middle School. The Principal spearheaded and facilitated all discussions and planning meetings. The Assistant Principals led the grade-level discussions with teachers and stakeholders to identify the instructional needs for the school that directly impact student achievement. The instructional coaches disaggregated test scores, academic data, and other relevant student information to identify specific instructional areas of concern for professional development and coaching in the four content areas. The grade level chairperson worked collaboratively with the media specialist to indentify instructional technology needs that will directly impact and improve student achievement. The parent and the PTSA gathered survey data from parents, stakeholders, and community members as to their areas of concern for improvement in classroom instruction and student achievement. The special education lead teacher researched the instructional needs of students that did not pass the 2012 CRCT. She also disaggregated the data from the level ask risk one students to devise a school-wide intervention plan that will be tracked and monitored by the Graduation Coach.

B. During the planning and creation the Bunche Middle School Title I Schoolwide School Improvement Plan, we have used the following instruments: a) A parent survey regarding what they perceived as the instructional priorities, strengths, and weaknesses of the school, b) A student survey, used to gain input as to their perceived instructional priorities for at risk students, and c) A comprehensive instructional needs assessment that involved all teachers, faculty, and community stakeholders. The aforementioned Title I Planning Committee members all provided input and assisted in the comprehensive needs assessment of the instructional practices that will benefit student achievement at Bunche Middle School. The Principal brainstormed, spearheaded and facilitated all discussions and planning meetings. The Assistant Principals led the grade-level discussions with teachers and stakeholders to identify the instructional






needs for the school that directly impact student achievement. The instructional coaches disaggregated test scores, academic data, and other relevant student information to identify specific instructional areas of concern for professional development and coaching in the four content areas. The grade level chairperson worked collaboratively with the media specialist to indentify instructional technology needs that will directly impact and improve student achievement. The parent and the PTSA gathered survey data from parents, stakeholders, and community members as to their areas of concern for improvement in classroom instruction and student achievement. The special education lead teacher researched the instructional needs of students that did not pass the 2012 CRCT. She also disaggregated the data from the level ask risk one students to devise a school-wide intervention plan that will be tracked and monitored by the Graduation Coach.

C. The Title I Planning carefully planned and accounted for the needs of migrant

population of students that attend Bunche Middle School. We currently have approximately a 25% mobility rate based on an analysis of student attendance and withdrawal data from the 2011-2012 school year. In effort to improve student attendance and maximize student achievement, our school graduation coach will implement a positive behavior intervention program to limit absenteeism. Students who were absent more that 10 days from school during the 2011-2012 school year will be tracked and placed in the intervention program. Those students will be assigned a mentor and will be carefully monitored to improve their attendance. In effort to reduce the mobility rate, we have been assigned a full-time school social worker. The social worker will meet with all parents attempting to withdraw their child from Bunche. The social worker and the graduation coach will collaborative work with parents to see if they provide and recommend additional resources to prevent families from moving outside of the Bunche attendance zone.

D. The Title I Planning Committee carefully analyzed current and historical achievement

data to identify and understand how to help the school understand the four content subjects and subsequent skills in which teaching and learning needs to be improved.

After reviewing all recent teacher observations and analyzing the most recent student academic data from Bunche Middle School, there is a significant need for classroom instructional support in the following areas: a) Use of SMART goals and standards based performance objectives, b) Differentiated instruction, c) Use of flexible small groups, d)Bloom’s Taxonomy Higher level learning strategies, e) Improved student engagement through rigor and relevance, f) Consistent use of formal and informal assessment strategies, g) Use of higher level questioning techniques, and h) Use of instructional technology






E. The data helped the Title I Planning Committee to reach several conclusions regarding achievement. The major strengths of the school area the 6th, 7th and 8th grade ELA scores, and the 6th, 7th, and 8th grade Reading scores. Specifically, school-wide our strengths are the in the following domains: a) The 2009-2012 CRCT data from the four academic content areas demonstrates a significant need for classroom coaching support in the following areas:

Bunche Middle School Test Results 2008 - 2012

CRCT Test Areas Grade 08-09 09 – 10 10 - 11 11-12

ELA Exceed 6 42% 30% 26% 6%

ELA Meets 6 50% 63% 63% 80%

ELA Does Not Meet 6 9% 7% 11% 14%

Reading Exceed 6 23% 24% 25% 3%

Reading Meets 6 64% 57% 67% 86%

Reading Does Not

Meet

6 13% 18% 8% 11%

Math Exceed 6 8% 14% 10% 7%

Math Meets 6 64% 61% 53% 54%

Math Does Not

Meet

6 28% 25% 36% 39%

ELA Exceed 7 26% 31% 38% 4%

ELA Meets 7 64% 58% 53% 84%



Reading Meets 7 79% 75% 73% 76%

Reading Does Not

Meet

7 11% 15% 17% 16%

Math Exceed 7 19% 31% 23% 4%






Math Meets 7 66% 53% 58% 72%

Math Does Not

Meet

7 15% 16% 18% 24%

ELA Exceed 8 34% 30% 36% 11%

ELA Meets 8 60% 60% 51% 79%



Reading Meets 8 72% 80% 68% 79%

Reading Does Not

Meet

8 12% 11% 9% 9%

Math Exceed 8 17% 13% 21% 6%

Math Meets 8 56% 60% 54% 60%

Math Does Not

Meet

8 27% 26% 25% 34%

F. The measurable goals/benchmarks we have established to address the needs were:

Decrease the number of special education students that do not meet standards on the

Math, ELA, and Reading April 2013 CRCTs by 15% in grades 6, 7, and 8.

Increase the number of students in grades 6,7, and 8 that exceed on the Math, ELA, and

Reading April 2013 CRCTs by 5%

Increase the number of students in grades 6, 7, and 8 that pass the Science and Social

Studies April 2013 CRCTs by 10%




*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the

comprehensive needs assessment and academic standards. Response: Bunche Middle School will implement school wide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student Performance. If a school is to establish classrooms in which teachers effectively address needs of academically diverse learners, intensive and sustained staff development will be required”- Carol Ann Tomlinson. The No Child Left Behind Act requires that all students are provided the opportunity to meet or exceed Georgia’s standards for his/her grade level. Bunche Middle School will provide daily instructional opportunities for all students learn Georgia Performance Standards at and achieve academically at proficient and advanced levels of student performance. The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards are through our newly implemented inclusion/co-teaching model will allow our students with disabilities to receive the same high quality instruction as regular education students provided they have the assistance of a trained and certified special education teacher and/or special education paraprofessional in the classroom. If a student(s) is pulled out from on-grade level instruction during core subject teaching, the special education teacher will utilize modified instructional plans and strategies that mirror those plans of the regular education teacher. These lesson plans and research based instructional strategies have been collaboratively created by the regular, the inclusion teacher, and the instructional coaches. Also, our Connections teachers serve as co-teachers/tutors in targeted classes to provide additional assistance to those students performing below grade level. Connections teachers plan lessons that extend and reinforce the same instructional strategies and performance standards taught in content core classes. Finally, two classroom teachers were hired using Title Funds to support the reduced class size model. This strategy will lessen the pupil to teacher ratios in grades 6 and 7 in ELA and Math. In addition to providing students performing below grade level with opportunities for success, the students who are academically advanced are provided relevant rigorous classroom instruction that promotes higher order and critical thinking skills inside and outside of the classroom. These students are taught core concepts, big ideas, and enduring understanding through various types of classroom grouping strategies that focus on the scientifically researched multiple intelligences. Students’ instruction and assessments are also differentiated to ensure that students learn at the higher end of Bloom’s Taxonomy. We also have implemented rigorous common core standards-based Novels Studies. The Novel Study program incorporates computer based Achieve 3000 programs specifically targeting our exceeds students.




*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the

comprehensive needs assessment and academic standards.

2(a). Schoolwide reform strategies that provide opportunities for all children in the school

to meet or exceed Georgia’s proficient and advanced levels of student performance.

Response: Bunche Middle School will address the needs of all learners, particularly students whose prior academic performance is significantly less than proficient (level 1) based on the state achievement standards through: a) Professional development and b) coaching of teachers. Bunche Middle School has hired three instructional coaches to support the following content areas: a) Reading/Language Arts; b) Mathematics and c) Science/Social Studies. These three Instructional Coaches will:

Provide professional development and targeted coaching for teachers individually, in content learning teams and grade level teams to collaborate and develop the following essential instructional competencies:

Preparation and implementation for Common Core Performance Standards (CCGPS)

Higher order thinking skills

Levels of questioning

Creating a rigorous instructional environment for all students

Differentiation and scaffolding strategies

Engaging students

2(b). Are based upon effective means of raising student achievement. Response: The master schedule provides ample time for: a) Daily and weekly opportunities for extended professional development and coaching sessions, and b) a school-wide professional development calendar will focus on the following nine categories of Instructional Strategies. (Classroom Instruction that Works, Research –Based Strategies for Increasing Student Achievement, Dean, Hubble, and Pitler & Stone).

1) Setting objectives and providing feedback 2) Reinforcing effort and providing recognition 3) Cooperative Learning 4) Cues Questions and advance organizers 5) Non-linguistic representatives 6) Summarizing and note taking 7) Assigning homework and practice 8) Identifying similarities and differences 9) Generating and testing hypotheses

Another key strategy for raising student achievement will focus on on-going training on the use




Response to Intervention. As a best practice, professional workshops and trainings will be provided by our Instructional Coaches and exemplary model teachers. Teachers and Coaches will have the necessary classroom supplies and materials to adequately plan and instruct meaning lessons. Following are examples of other scientifically base research supporting our effective methods and instructional practices or strategies:

CCGPS and Frameworks – Standards and curriculum for the state of Georgia where lessons are aligned with a specific scope and sequence to ensure that student have mastered the necessary skills to meet and/or exceed the standards on the Georgia CRCT.

Benchmark Tests – School-wide assessments that occur quarterly or bi-quarterly that consists of APS-developed tests and/or school-developed test. Benchmark data is reviewed and analyzed to determine students’ strengths and weaknesses as it relates to a particular skill.

Essential Questions – Higher level questions that allow students to think critically and provide open-ended answers to specific questions or problems.

Differentiation – Instruction tailored to students’ various performance levels based on assessment data.

After-School Tutorials Technology Integration – Achieve 3000, Smart Boards, Multi-media projectors in all

classrooms, 4 functional computer labs. Books other than periodicals that assist in the on-going instructional process are: Core Content Instruction Consumable Books, Educational subscriptions, media center reference materials, and professional development book study materials, Common Core Consumable Books- 850 students, Coach workbooks (Common Core) -400 for each content area and Scholastic Magazines.

2(c). Use effective instructional methods that increase the quality and amount of

learning time.

Response: The Bunche Middle School Master Schedule was revised to provide all teachers with additional opportunities for to teach the GA performance standards. Based on the 2012 CRCT data, instruction will be targeted to accommodate the instructional needs of each student. Daily learning time during the class periods has been increased to 70 minutes to provide adequate time for teaching all aspects of the lesson cycle and to include time for assessing all of the critical lesson components. In addition, there is a “no interruption” policy during instructional time throughout the day with minimal to no intercom interferences. Differentiated instruction, block scheduling, and uninterrupted bell-to-bell instruction within the classroom will provide teachers with ample opportunities to reinforce concepts not understood by their students. Through the use of common lesson planning times, teachers will be able to submit instructional plans whereby flexible grouping and differentiated instruction are used daily within the classroom to provide assistance for students who are having difficulties with particular




2(c). Use effective instructional methods that increase the quality and amount of

learning time.

concepts. Lesson plans will be collected and monitored weekly and collaborative planning time will be used to model and revise lesson plans within each grade level team. Additionally, common planning time will ensure opportunities for the teams of teachers to discuss student needs, student data, and share effective instructional strategies to enhance instruction. If the instructional coaches see challenges with lessons, they will be available during all common planning times to provide the appropriate assistance to ensure the student achievement improves. Students are used to learning and communicating through technology. Teachers and students will use technology to develop new skills or modify skills to meet learning needs in all core content classes with training for teachers to incorporate use of technology. Additionally, Core Content Classrooms will have Promethean boards, active votes, and student computers. Software appropriate to diverse learners (Achieve 3000, (reading, social studies, Science), First in Math will also be consistently used. Students, who perform below proficiency, will be required to attend connections-based remediation, After-School Tutorial and Saturday School; project-based, hands on strategies will be used, as well as differentiated mini-lessons.

2(d). Address the needs of all children, particularly targeted populations, and address how

the school will determine if such needs have been met and

are consistent with improvement plans approved under the Elementary and

Secondary Education Act of 1965 (ESEA).

Response: Students who are reading below grade level based on CRCT and Lexile data will be targeted. These students will be assessed weekly on vocabulary, fluency, and reading comprehension with the results of this data used to determine whether their reading instruction needs to be modified. Students who did not meet the standards in the remaining content areas on the 2012 CRCT (including special education students) will also be targeted; ELA, Math, Science, and Social Studies. These “Level 1”students will be assessed weekly in their respective content area classes, monthly in school-level common assessments, and quarterly using district-level benchmarks. Additionally, these students will be provided with daily remediation opportunities, weekly after-school tutorial, and will be targeted for school wide intervention programs. Students who mastered the standards on the 2012 CRCT and are on the cusp of exceeding standards for 2013 CRCT will be targeted. These students will be assessed weekly in their respective content area classes, monthly in school-level common assessments, and quarterly using district-level benchmarks. These students will be exposed to enrichment opportunities through various pull-outs and flexible grouping strategies within the classrooms.




In addition to on-going weekly teacher made assessments, students will take school-level common assessments three times each quarter (once every three weeks), to determine student mastery and growth of the GA performance standards. Teachers will use this data to determine the effectiveness of their instructional practices and lesson planning based on student performance. A Standards tracking tool (MS Excel) will be used to monitor student achievement and growth toward specific GCCPS. Teachers will receive ongoing professional development in reference to the use and interpretation of student instructional data from formal and informal assessment from the three instructional coaches.

2(e). Must include documentation to support that any educational field trip used as an

instructional strategy is aligned to the comprehensive needs assessment found in the

schoolwide plan and must be connected to the support of assisting students to

achieve proficiency or advanced status in relation to the State Academic content

standards. Documentation must be provided during the budget approval process.

Required based on FY12 US ED monitoring.

Response: Student learning will be reinforced and extended through targeted field trips and out of school experiences to provide experiential learning aligned to the content standards as an additional strategy/ learning experience for students to achieve proficiency.

*3. Instruction by highly qualified professional staff.

Response: We will provide quality daily instruction using highly qualified teachers who meet the standards established by the state of Georgia. According to the Professional Standards Commission guidelines, 97.7% of our staff is highly qualified. Teachers who are not HQ are enrolled in graduate studies to obtain clear and renewable certifications.




*3(a). Strategies to attract highly qualified teachers to high-needs schools.

Response: Bunche Middle School partners with Atlanta Teacher Urban Residency Program and Georgia State University to provide internship opportunities for their students to teach Math, Science and Social Studies in small group setting. To ensure that a non – HQ teacher reaches this status as soon as possible, Bunche Middle School allows and encourages flexible scheduling for teachers to pursue advanced degree certifications.

*4. Professional development for staff to enable all children in the school

As a Professional Learning Community (PLC), resources will be utilized to adopt appropriate trainings as needed. Professional Learning Communities share equal collaborations between schools, colleges and universities, school districts and professional organizations to enhance student achievement. These collaborations are intended to establish environments of shared responsibility where learning opportunities for adults and children are integrated, individual and institutional renewal are augmented, and the process of continuous improvement in teaching and learning at all levels is enhanced.

We have included teachers, principals, paraprofessionals and, if appropriate, parents, and other staff in our professional development opportunities that addresses the root causes of our identified needs.

Trainings Percent of Staff Attendance

Common Core Standards Overview 100%

Common Core Math 12% Math Teachers

STEM/GPS Science 12% Science Teachers

CMCD 100%

Response to Intervention 100%

Progress Monitoring 100%

Student Support Team 100%

Infinite Campus 100%

Using Centers to Differentiate 82% Core Content Teachers





Leadership Training

Teacher Keys M. Watkins, C. Blassingame, J. Harris,

F. Greer

APS Coaches Training C. Gunner, E. Robinson, L. Durham-

Martin

Title I / Continuous

Improvement Plan

M. Watkins, C. Blassingame, J. Harris,

F. Greer

College & Career Readiness M. Watkins, C. Blassingame, J. Harris,

F. Greer

Reading & Math Coaches

Training

C. Gunner, L. Durham-Martin

Customer Service M. Watkins, C. Blassingame, J. Harris,

F. Greer C. Gunner, E. Robinson, L.

Durham-Martin

Test Coordinator Training D. Blassingame, A. Heath, V. Byrd

APS SST & Response To

Intervention

T. Salifu-Jones, L. Durham-Martin

Focus Schools/FLP M. Watkins, J. Harris

Promethean Board Training 100%

Teacher Keys 100%





APS Summer Leadership M. Watkins, J. Harris

Appropriate feedback will occur in one-on-one sessions and will include positive citations and/or suggestions for improvement. Substitute teachers will be provided in securing class coverage during school professional development for core teachers. The instructional coaches if needed may provide modeling of instructional strategies in the classroom setting for certain teachers. These opportunities will include training sessions including strategies to implement differentiated instruction, to engage learners as critical thinkers, and to promote collaborative learning. Science and social studies teachers will participate in professional development workshops that address areas such as the use of technology and lab equipment, the use of manipulatives, interdisciplinary planning and effective implementation of life-applicable lesson activities. In addition, new and marginal teachers will be paired with a collegial mentor to support ongoing professional development as needed. Also, staff is currently participating in a book study utilizing the book, “Failure Is Not an Option” by Alan Blankstein.

Professional development workshops facilitated by the Instructional Coaches are as follows: School Improvement Plan, Pyramid of Intervention Analysis, Data Analysis, Implementation of CCGPS, Quality Instruction, Unit Planning, Differentiated Instruction, Best Practices, Tenets of Quality Work, Lesson Planning, Questioning Techniques, and KWL.

Professional development is determined by observed teacher deficit areas. The teachers attend workshops based on their particular need for improvement. Professional development opportunities that are offered by the Instructional Coaches and Metro RESA partners are onsite. Offsite professional development workshops are offered by APS’s professional learning communities in each subject area. They also have opportunities to register for and to attend local and national workshops in their content area.

Paraprofessionals provide small group instruction under the direct supervision of the teacher. Paraprofessionals also attend the same onsite professional development workshops attended by teachers. Instructional leadership personnel attend professional onsite and offsite training. In addition three paraprofessionals (2 special education & 1 media center) will attend training for Common Core Professional Development (approx. 10 sessions per content area). This will allow the paraprofessionals to increase professional development with a focus on Common Core.

Professional Development Workshops (Teachers) Content Area Professional Development Workshops-Learning Solutions Conferences:

1) Association of Middle Level Education Conference and the 2) National Conference on Common Core Standards





Materials to assist with Professional Development Sessions: The materials will aid contractors and staff with materials and resources needed to effectively deliver outlined professional development which includes: generic supplies (i.e. Notebooks, Highlighters, Post-It Notes, Pens, book study materials).

*5. Strategies to increase parental involvement.

Response: Our Parent Home School Liaisons will play a critical role in: a) Communicating with parents expectations and engaging parents in the academic aspects of their children, b) Directing parents to the appropriate resources to support their children in school, including support for parent –teacher conferences, access to tutorial and other school resources, c) Organizing regular opportunities and resources for parents regarding academic and social issues that impact student performance.

A. Bunche Middle School collaborated with our Parent Liaisons and Local School Council to develop a parent involvement policy that addresses our parental involvement needs. We recognized the need of meaningful opportunities for family involvement and training. Consequently, the following Title I Curriculum Night and programs are offered at Flexible times to meet the needs of the parents of Bunche Middle School:

Principal Roundtables

CRCT Family Workshops

Family Math Night

Parent Conferences

Dads and Doughnuts/ Mom and Muffins

Curriculum Night

Black History Program & Talent Show Bunche Middle School also recognizes the importance of developing and maintaining an effective program-parent communication. Information about school and parent programs, meetings, and other activities are sent to parents in language the parents can understand. Bunche Middle School will make appropriate program information available to parents using the following methods:

Open House and Meet & Greet

Bunche Middle School Website

Each student receives an agenda book to help parents know what assignments are due and as a form of daily communication.

Infinite Campus Robocall. This is automated phone system that will call each household with general school announcements.

Bunche Middle School has a Parent Center that allows parents to use technology, access school information, job hunt and other educational literature.

B. We have developed a parental involvement policy that:

Includes strategies to increase parental involvement.




Describes how the school will provide individual student academic assessment results, including an interpretation of those results, to the parents.

Bunche Middle School will send individual student progress reports home every 4.5 weeks for parents to review and schedule parent conferences with teachers to discuss student’s progress. Student performance data will be collected, disaggregated and analyzed to form instructional decisions by the school. Additionally, the Graduation Coach will analyze attendance data to determine percentages of students who are absent 10 or more days. We will make sure that the school-wide plan is available to the LEA, parents, and the public through our school’s website, PTSA, Parent Resource Center, front office, and Parent Liaisons. Our school improvement team will be available upon request to translate any part of the plan that parents have questions about. Materials to address and assist with parents and communication needs: These materials will aid the parent liaisons with the daily functions of the parent center, such as community service projects, two-way communications, supplemental handouts, and office displays (Manila Folders, Staplers, Copier Paper, Colored Copies, Bulletin Board Materials, Posters and Postage). In addition, technology items to assist with the daily functions are a computer, a printer and a digital camera. These items will aid in enhancing communications in regards to school-wide, district initiatives and in archiving parental involvement activities.




*6. Plans for assisting preschool children in the transition from early childhood programs to

local elementary school programs.

Response: A Middle School Transition Program is held to assist elementary school students and parents with the transition from elementary to middle school. During this program students and parents are informed on the differences between elementary school; middle school scheduling is discussed; students and parents receive an overview of programs offered; sixth grade teachers meet and greet new students and parents; students and parents are provided a tour of the building. The Middle School Transformation Program was implemented to address critical alignment between middle school and high school. A High School Transformation Program is held during the school year to assist Bunche Middle School students and parents with the transition from middle to high school. During this program, students and parents are informed on the differences between middle and high school, and high school scheduling is discussed. Throughout the school year, feeder and specialized magnet school coordinators hold meetings with groups of students interested in attending that particular school. During these meetings students and parents receive an overview of programs offered at that school to make informed decisions on high school selections. For students entering Bunche from private schools, we ensure that they are tested for our Gifted & Accelerated Program so that the maximum quality and level of advanced instruction is provided for them as we understand the differences in curriculums for private and public schools. Furthermore, our Counseling Center and Registrar Assistant ensure that all new students are entered into our academic program successfully, with any additional assistance available to them from programs housed here at Bunche. Also, we ensure that the parents are supported with assistance through our Parent Center.

*7. Measures to include teachers in the decisions regarding the use of assessment to provide

information on, and to improve, the performance of individual students and the overall

instructional program.

Response: Measures used to ensure teacher involvement include: a) Data Trackers, b) Quartile Ranking Sheets, c) Action Plans. Teachers at Bunche Middle School are very much involved in making decisions concerning improving the performance of the students, teachers, and the overall school program through our monthly Design Team meetings. Concerns about student performance, teacher instructional methods, and overall school topics are discussed and plans of action are developed to be implemented by the teachers and monitored by the school’s leadership and/or Design Team. As a result of the data from the 2012 CRCT, each domain of each content area was examined to determine areas of deficiency for individual students. Coaches and teachers are able to analyze this data through APS’s Insight, and continue to analyze data on a regular basis through site-




based/common assessments and teacher made assessments. Also with the various means of data, grade level teams of teachers meet weekly to collaborate and create plans of action for improved instructional delivery in an effort to meet the need of all students. In addition to various assessment tools, the utilization of resource materials such as Common Core Workbook, American Book Company, Measuring Up Workbooks, combined with GA frameworks, and standards based instruction as a means to measure and monitor curriculum mastery. Other strategies used by teachers include computer programs such as I Ready, Achieve 3000 and after school tutorial; pull-outs; and grade level interventions.

*8. Coordination and integration of Federal, State, and local services and programs.

Response: Bunche Middle School coordinates and integrates a variety of Federal, State, and Local services and programs to provide resources that support instruction and our reform initiative.

8(a). List of State and local educational agency programs and other federal programs that will be

included.

8(b). Description of how resources from Title I and other sources will be used.

Response:

Coordination & Integration of Federal, State and Local programs A. List of State and local educational agency programs and other federal programs that will

be included

a. Title I Office of Federal Grants and Compliance

b. Title II

Following are our listing of Federal, State, and local services and programs and a full

explanation of how we are coordinating and integrating those services and programs.

B. Coordination & Integration of Federal, State and Local Programs

Federal Funding Source(s)

Federal Funding Source

Program School Use

Title I Common Core Math

Math Coach works with teachers to monitor and implement the school wide math program

Title I Common Core Reading

Reading Coach works with teachers to monitor and implement the school wide reading program

Title I Special Education

Paraprofessional works in the classroom with students that need additional assistance




Title I Parental Involvement

Parent Liaisons who plan and implement meetings with parents, invites parents to school to volunteer

Title I AIP Teacher Tutors which provide assistance for students with difficulties

Title I Professional Development

Local Registration for Staff Professional Development Conferences

Title I All Conference for Content Teaches

Administrative Travel for Professional Development Conferences

Title I Instructional Supplies

Materials and Supplies such as office supplies and other equipment such as document cameras

Title I AIP Transportation for field trips and to provide transportation for after school tutoring participants and athletes

State Funding Source

State Funding Source

Program School Use

Nutrition Grab and Go

Grab and Go program implemented by school whereby all students can eat a free breakfast daily.

Local Funding Source (s) – Business Partners

Local Funding

Program School Use

Coca-Cola Accelerated Reader Sponsor

Support of reading program, student incentives

Rotary Club Builders

Student Incentives

Student of the Month, Grants, Recognition of parents, students and Staff

Atlanta Fulton Public Library

Academic Support

Support school reading program, and library cards

Metro Atlanta Chamber of Commerce

Academic Support

Tutoring for 8th grade low achieving students, job shadowing, career Day presenters




Funding Source Program School Use

Federal Title I 1. Purchase materials/supplies 2. Staff development material/supplies 3. Field trips; Fieldtrips include:

Stone Mountain

Cyclorama

GA Aquarium

Tellus Science Museum 4. Parent meetings, incentives, staff

development, Home-school liaison, conferences, etc.

5. Tutoring programs 6. Staff development for teachers &

administrators

State School Nutrition Program Remedial Education Program HealthCare Help-A-Child-Smile American Scores Safe & Drug Free Program Basketball League

1. Students receive free/reduced lunch & breakfast

2. Waivers for summer camp fees 3. Waivers for summer school fees 4. After school snacks

1. REP Models reduced the student/teacher ratio in classrooms

1. Hearing & Vision Screenings 2. Free dental services 3. Services through Department of Family and Children Services (DFACS) 4. After school tutorial and recreation programs




Local Project Endowments Grants School partners

1. Field Trips Alliance Theater (6th)

1. Grant opportunities 2. Community Planning 1. School supplies 2. Uniforms 3. Teacher appreciation incentives 4. Volunteers 5. Holiday baskets for families in need

Title I funds are used to supplement educational resources across the curriculum for students and teachers, provide professional development, fund parent workshops, expand technology in the school and provide tutorial assistance to all students. Students that are in need of additional instruction in order to master skills in which they have not yet mastered, to fully comprehend difficult lessons, or to further explore advanced interests will receive the benefits of one on one or small group tutorial sessions provided by Title I. Additionally, Promethean boards have been purchased to allow teachers opportunities to deliver more creative, differentiated, and interactive lessons that promote critical thinking and enhance the multiple intelligences.

8(c). Plan developed in coordination with other programs, including those under the School-to-

Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology

Act, and National and Community Service Act of 1990.

Response: Bunche Middle School does not receive funds from these programs.




*9. Activities to ensure that students who experience difficulty mastering standards shall be

provided with effective, timely assistance, which shall include:

Response:

Response to Intervention (RTI) strategies occur systematically throughout the year in every content area in all classes. The Direct Instruction reading program provides an opportunity to assess the mastery of skills every 10 days. Students that attain mastery will move to the next skill level group; those that do not attain the skills will receive remediation appropriate to the needs of the individual child.

The models that will be used for extended learning instruction within the school day to “catch students up” will include connections classes along with the “pull-out”, inclusion classes, and strategies from the Pyramid of Intervention. These specific classes will focus on targeted students who need to catch up, have their learning accelerated in reading and math so that they can move ahead at a faster pace, and receive instruction on grade level. Additionally, interdisciplinary units will be designed to ensure that connections teachers include a focus on language art, math, and science.

Efforts will be made to align the curriculum, and tutors will be required to confer with the regular classroom teacher prior to each tutoring session. At this session, tutors will receive an update of the student’s mastered and non-mastered objectives. We will further utilize our inclusion teachers to work with students within the classroom to facilitate cooperative learning and peer tutoring. Teachers will also use ongoing differentiated instruction strategies to help targeted students move ahead at a faster pace and receive instruction on grade level. The Graduation Coach will facilitate motivation and mentorship to deficient and reluctant learners.

After school tutorial is the model we will use for extended learning instruction beyond the school day. Based on weekly, cumulative assessments administered by the classroom teachers, skill deficits will be identified and further addressed during after-school tutorials conducted by designated teachers. Tutorial sessions will be available for all core areas. Teachers will develop a “Hot List” of students to move from Level 1 to Level 2, from Level 2 to Level 3, and to maintain students at the Level 3 exceeds category. Identified student in all areas will be given an after-school tutorial notice and schedule for attendance. Title I funds are utilized to support after-school tutorial.

Instruction delivered beyond the school day will be coordinated with the classroom teacher through conferences and by utilizing our Individual Tutorial Plan (ITP). Initially, the tutorial teachers will meet with the core teachers to discuss skill level and deficits of targeted students. Teachers can obtain this information from their Common Core and GPS Skills Mastery Log. The tutorial teacher will develop an individual plan for each student based on information received from the core teacher. Progress will be documented on the ITP form which includes the standards addressed, review date, and date of mastery. The tutorial teaches and core teachers will meet once per week to review progress as documented on the ITP, to discuss classroom progress and to collaborate on additional strategies to offset deficits.




In addition, the Saturday Academy Tutorial Program is utilized to raise the level of expectations in all content areas. The academy addresses the “Meets” and “Exceeds” categories in each subject. Courses are taught by middle and high school teachers, and Title I funds are utilized, in part, to support the Saturday Academy Tutorial. Also the connections teachers will support core content area teachers by collaboration with the classroom teachers and by incorporating math, language arts, science, and social studies and reading within their curriculum in conjunction with the interdisciplinary units. Special Education teachers who teach through the Inclusion Model will provide assistance to lower performing students, including non-Special Education students, as they collaborate, plan, and co-teach with core teachers. Additionally, coaches will conduct small group instructional sessions during the regular class period.

9(a). Measures to ensure that student weaknesses are identified on a timely basis. Response:

Initially, students who scored below expectations on the CRCT will be monitored to identify deficits and additional time needed to offset the deficits. Furthermore, instructional coaches will assist classroom teachers in identifying students who need additional support through analysis of assessment data, i.e. weekly and monthly assessments. Students who perform below mastery – as indicated by assessment results – will be targeted for assistance through the Flexible Learning Program. Students who struggle with skill mastery within the scheduled instructional segment or who have demonstrated non-mastery on assessments will be placed with a tutor for ongoing intensive instructional sessions during the regular classroom period. Progress of identified students will be monitored weekly and deficit skills will be amended as needed.

To ensure that every need is met for all learners, after-school tutorial service is provided. The after-school tutorial aid students in receiving additional instruction outside of the regular school day and provides one-on-one attention that some students need. Teachers and paraprofessionals are paid for their after hour services.

9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance

for identified weaknesses.

Response:

As a Professional Learning Community, resources will be utilized to adopt appropriate workshops as needed. The Instructional Coach will conduct staff development for teachers on instructional models during the weekly instructional and content meetings. Additional workshops will be facilitated by Metro RESA and will be attended by marginal teachers based on observation and need. The Instructional Coaches and Professional Development School partner will collaborate to ensure to that professional development is targeted to support the




depth of a particular concept. Teachers will be given professional development opportunities to improve their incorporation of the prescribed academic standards. Appropriate feedback on progress will be given within five days following informal and formal observations. Feedback will occur in one-on-one sessions and will include positive citations and/or suggestions for improvement. The instructional coaches if needed may provide modeling of instructional strategies in the classroom setting for certain teachers. These opportunities will include training sessions including strategies to implement differentiated instruction, to engage learners as critical thinkers, and to promote collaborative learning. Science, math and social studies teachers will participate in professional development workshops that address areas such as the use of technology and lab equipment, the use of manipulatives, interdisciplinary planning and effective implementation of life-applicable lesson activities. In addition, new and marginal teachers will be paired with a collegial mentor to support ongoing professional development as needed.

The coaches in each content area will monitor student progress and teacher efficacy daily and weekly through random investigation of sample student work and test data. Teachers will meet with their content coach within 24 hours of informal observations to receive feedback in cases where immediate adjustments are required for improvement of lesson delivery and activities. Feedback on commendation and other areas that do not require immediate attention will be provided within 3 days of the informal observation. Additionally, the Instructional Coach will facilitate professional development that will focus on effective pedagogy, including lesson structure (opening, lesson content, and closure), differentiation of instruction, and other pertinent needs as indicated by formal and informal observation.

9c). Teacher-parent conferences that detail what the school will do to help the student, what the

parents can do to help the student, and additional assistance available to the student at the

school or n the community.

Response:

Teachers are available every Wednesday for parent-teacher conferences during our After School Tutorial Block. These conferences are scheduled at the parent or teacher’s request or at the time of the child’s first progress report for the school year. Prior to students receiving progress reports, phone calls are made to the parents and visits to the classroom are encouraged so that parents may discuss their child’s progress. During a parent-teacher conference, Bunche teachers are mandated to discuss and/or explain a review of the students’ work, test scores, reading/math levels, and academic areas of strengths and weaknesses. For situations that require recommendations to improve the academic standing of their child, teachers will offer parents realistic suggestions to help their child study, prepare for class, and improve his/her grade in a particular subject area.

In addition, business and community partners assist with student academic incentives. Georgia State University provides interns and staff development through our Professional Development Schools partnership agreement, and the interns participate in during/after-school tutorial. Bunche Middle School utilizes all stakeholders to provide a safe, nurturing, and academically




enriched school climate. The contents of the School Improvement Plan/Balanced Score Card are discussed with the parents during the fall parent meeting and with the public during the Local School Council Meetings.

The school, through its Parent Center, conferences, newsletter, etc., outlines the various strategies that parents can do to assist their child/children in the annual Parent Compact. These strategies to help students include: providing a designated homework location, assisting with homework, attending PTSA meetings, volunteering in the class, shadowing their child during the instructional day, checking folders every night and assisting with study habits/skills. These strategies are ongoing and emphasized during parent-teacher conferences. Also, parent workshops will be held via our parent liaison to reinforce parenting skills and strategies that can be used to promote learning. The parent liaison and workshops are funded with Title I funds. In an effort to ensure that the school continues to foster the relationships with our stakeholders, each parent is asked to review and commit to the contents of the Parent Compact form. The school also requests that the parents sign the compact, and return it back to the school.

10. Description of how individual student assessment results and interpretation will be

provided to parents.

Response:

Parents are informed about the state standards and the CRCT is explained through Open House Meetings, PTSA Meetings, and parent-teacher conferences. Through these meetings, parents are given suggestions for the use of free web-sites and materials that are geared to helping the child meet grade level standards. Additionally, teachers utilize their common planning time to disaggregate and graph results from bi-weekly/monthly assessments and post this data outside their doors for public view for all stakeholders. The data posted is used to identify and address deficient domain areas and groups of students not at mastery of standards. Teachers also use this data to inform and drive instruction. Also, students and parents will receive a bi-weekly progress report reflecting their test averages and class performance.

11. Provisions for the collection and disaggregation of data on the achievement and assessment

results of students.

Response:

When the Georgia CRCT test results are returned from the Georgia State Department of Education, they are reported and disaggregated for all students and for each sub-group within a school. After receiving results from the GA DOE, the Principal analyzes the data. The data is then broken down by levels and content areas to determine the number of Does Not Meet, Meets, and Exceeds. The data is then charted into tables/graphs and shared with all staff members. Teachers are then given the results of their current grade level and subject area as a whole and for individual students. Specifically, teachers and tutors will be able to track their individual students’ performance by subject area to determine particular domains that students




displayed strengths and weaknesses.

With this assessment data, teachers plan both on grade level and vertically for the next school year. The data is used to drive planning, instruction, tutoring, testing, and goal-setting for the 2012-2013 school year. In addition to CRCT data, teachers analyze writing scores from the 8th grade writing assessment. These results help to drive the writing curriculum for the new school term. All the data is then passed to the next grade level; eighth grade data is sent to the appropriate high school.

Other forms of achievement data collected and disaggregated are weekly and monthly cumulative assessments which are used as a means of reinforcement on previously taught concepts as well as identifying areas of strengths and weaknesses. Both formative and summative assessment strategies are used. Teachers use formative assessments by setting clear and compelling goals through lesson objectives, monitoring the lessons and checking for understanding, asking higher order and essential questions throughout the lesson, and allowing time for reflection of progress through student record-keeping, such as portfolios. Summative assessment strategies are developed through teacher-made daily quizzes and weekly tests. The monthly assessments will be used to assess and compare student progress across the grade level in each subject area. The monthly and weekly assessment data is posted by the teachers and then used to identify and address deficient domain areas. Test results are given to students and parents bi-weekly through progress reports. Teachers will continually utilize curriculum maps with correlated performance assessments to ensure instructional activities and assessments are aligned with the appropriate level of complexity for the GPS (Georgia Performance Standards) being taught.

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

reliable. Response:

The Georgia CRCT is a statewide test and validity and reliability have been established at the state level. The assessment results are disaggregated at the State level based on the Student Information System. The number of students marked as Economically Disadvantaged (CRCT) is aligned with the number of students enrolled eligible for free and reduces lunch. The school clerk and the counselors verify that the student attendance count is accurate on a daily basis through Infinite Campus.

13. Provisions for public reporting of disaggregated data.

Response:

The disaggregated test scores will be reported by the Georgia Department of Education website and other websites such as Great Schools and the Governor’s Office of Student Achievement. These websites --- inclusive of school data --- will be given to parents during PTSA meetings, and are also published in the Atlanta Journal and Constitution. A copy of individual students’




scores will be mailed to parents and filed in student Permanent Record Folders. The score report forms that comprise testing results will be housed in the counselors’ office at the school site. Additionally, a notice will be posted on the school marquee, and a visible sign will be posted in the Main Office to indicate that a copy of the disaggregated data/AYP results is available for review in the Parent Center.

14. Plan developed during a one-year period, unless LEA, after considering the

recommendation of its technical assistance providers, determines that less time is needed to

develop and implement the schoolwide program.

Response:

The Bunche Middle School school-wide plan was developed during each one year period since FY 2001, and is revised on an annual basis after receiving CRCT results, AYP results, and Atlanta Public Schools Performance Goals. The results are analyzed and compiled to determine our targeted students and our areas of strengths and weaknesses. In addition to staff and parents, two external advisors/business partners are involved in developing/revising the plan.




15. Plan developed with the involvement of the community to be served and individuals who

will carry out the plan including teachers, principals, other school staff, and pupil service

personnel, parents and students (if secondary).

Response: Our Local Councils is a very effective, working team in our school. The committee seeks to improved academic progress within the school and to improve the total school program for the complete success of our students.

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

Response: Bunche Middle School’s Title I School-wide Plan is available to the Local Education Agency and submitted to APS’s Office of Federal Grants. A copy of the plan is sent to the Executive Director’s Office to be filed at the district level/SRT. Additionally, a copy is placed in the Parent Center for parents and public to view, and it is discussed with parents during PTSA and Local School Council meetings. Also, a reminder is posted on the marquee that the school operates a Title I School-wide Program, and that the plan is available for review in the Parent Center.

17. Plan translated to the extent feasible, into any language that a significant percentage of

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

Response: At the current time, English is the language of the significant percentage of parents at Bunche Middle School, but if in the future another language is the language of a significant percentage of the parents, the plan will be translated into that language. Currently, 99.99% of the Bunche Middle School parents speak English.

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

Response: Our school improvement plan is subject to the school improvement provisions of 1116. All schools in the state of Georgia are subject to this provision. Additionally, The Title I School-wide Planning Team works collaboratively with the Design Team to analyze assessments to determine the strategies, programs, and funding needed to help students meet state standards. The teams work together to analyze the data and use it to identify and address deficient domain areas and groups of students not at mastery of standards. The 2012-2013 target population is determined from this data along with specific strategies. The target populations change quarterly based on student progress and mastery of standards, and this information is used to drive teachers’ instruction. In addition, target population students attend tutorial funded by Title I and 21st Century to help them meet state standards.

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