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2009-2010 School Improvement PlanPierce County Middle School

I. Profile

Vision for Pierce County Middle School

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

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

journey.

Mission Statement

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

achievement and promoting excellence for all.

At Pierce County Middle School,

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

citizens and life-long learners.

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

new ideas and engaging in the classroom environment.

We believe our school’s collaborative environment creates instructional cohesion

that positively impacts student achievement.

We have high expectations for all students.

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

descriptive feedback.

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

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

facilitated by their teachers.

We believe regular attendance directly correlates with student achievement.

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

activities help develop well-rounded individuals.

Pierce County Middle School Council Mission Statement

The Pierce County Middle School Advisory Council advocates quality education for

all students in support of the school’s mission.

Revised 3/3/10 1


Recognitions and Awards2009 Title I Distinguished School2009 Middle Grades Writing Assessment – 10th in state2009 State Ranking on 8th Grade CRCT – 4th in Mathematics2009 State Ranking on 7th Grade CRCT – 1st in Mathmatics 7th in Science 7th in ELA2008 Title I Distinguished School2008 Pierce County Teacher of the Year - Vickki Carter2008 WTOC Top Teacher - Amanda Gay2008 Middle Grades Writing Assessment - 10th in state2008 State Ranking on 8th Grade CRCT - 9th in Mathematics2008 State Ranking on 7th Grade CRCT - 8th in Mathematics2008 State Ranking on 6th Grade CRCT - 9th in Mathematics 2nd in Reading 9th in Language Arts2007 Title I Distinguished School2007 State Ranking on 6th Grade CRCT - 2nd in Mathematics2006 Bronze Award for Greatest Gains in AchievementSports 2010 Football Champions2010 Girls’ 6/7 Basketball Champions2010 Boys’ 6/7 Basketball Runner-up2010 Girls’ 8th Basketball Runner-up2010 Girls’ Track Champions2010 Boys’ Golf Champions2010 Boys’ Tennis Champions2010 Girls’ Tennis Runner-up2010 Boys’ Soccer Runner-up2010 Girls’ Soccer Runner-up2009 Girls' Track Champions2009 Girls’ Tennis Runner-up2009 Boys' Golf Conference Runner-up2009 Baseball Conference Runner-up2009 Cheerleading Champions2009 Girls' Golf Champions

Community Demographic DataRevised 3/3/10 2


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

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

Georgia and has a population of approximately 18,127. With a per capita income of $23,659

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

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

Pierce County.

Table 1Pierce County Community Data

2008-2009 2007-2008 2006-07 2005-06Number of students eligible to receive migrant services 57 65 53 65Average Monthly Number of Food Stamp Households (2005) 3042 1085 1056 1,033Average Monthly Number of TANF Families (2005) 46 43 47 54Per Capita Income (2004) $23,659 $23,001 $22,383 $22,031Unemployment Rate (2004) 9.9% 12% 4.4% 4.7%Census Population (2000) 15,636 15,636 15,636 15,636Census Bureau Population Estimate (2008) 18,127 17,881 17,452 17,119

* The State of Georgia – Office of Student Achievement

Compounding these difficulties is the fact that approximately 31.8% of the adult population in

Pierce County has less than a high school education. A total of 19.3% of the county’s population

had at least some college level education while 41.3% of the state’s population had at least a

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

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

school, construct additions to one elementary school and the middle school and has now plans to

build a new elementary school.

School Characteristics and Student Demographic Data

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

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

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

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

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

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

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

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

Revised 3/3/10 3


year where there was a decrease of 67 students. Beginning the 2009-10 school year, PCMS had

767 students enrolled as of August 10, 2009. See Table 2

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

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

the Hispanic population. The white population makes up 82.66 % of the total population. The

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

special education population decreased from 10.6% to 10.17 %. The gifted population increased

from 11.87% in 2008 to 13.8% in 2009. The mobility rate increased during the 2007-2008 school

year. See Table 2.

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

fluctuated little over the past six years with an increase of .63% from last year.. See Table 2.

Table 2Pierce County Middle Student Data

Student/Community Data 2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 2004-2005

Total Enrollment 767 744 756 763 765 832Student/Racial BackgroundAfrican-American 10% 9% 10.05% 9.96% 11.89% 13.34%Asian 0.26% 0.39% 0.26% 0.26% 0.13% 0.24%Caucasian 82.66% 83.94% 83.07% 83.88% 82.22% 81.37%Hispanic 4.30% 4.31% 4.10% 3.80% 3.01% 2.28%Other 2.61% 2.35% 2.51% 2.10% 2.75% 2.76%Student/Family CharacteristicsEconomically Disadvantaged 54.63% 54% 52.78% 50.20% 53.10% 61.78%Limited English Proficient 2.6% 2.6% 3.15% 2.93% 2.99%Special Education 10.17% 10.6% 10.58% 12.32% 14.20% 14.90%Gifted 13.8% 11.87% 10.45% 10.88% 13.20% 10%Migrant 1.0% 2.15% 2.38% 1.97% 0.39% 0.60%Attendance Rate (% more than 15 days) 1.1% 3.0% 3.8% 8.4% 9.8%Mobility Rate 18.24% 16.5% 14.37% 14.88% 15.40%

Student Record Data

Pierce County Middle School offers an exceptional Special Education program. The Special

Education program serves students who have Severe Physical and/or Intellectual Disabilities to

those whose disabilities are less restricting, along with resource model and the inclusion model.

To address the deficiencies and accelerate and the special education’s students learning, Pierce

County Middle School is implementing three research-based intervention reading programs based

on the needs of the students. The three programs currently being used are as follows: SRA, Wilson Revised 3/3/10 4


Reading and Language! SRA, an intensive, systematic, direct instruction-based reading program, is

the first line of defense for assisting students with decoding weaknesses. If students do not show

progress in SRA, then Language! is used as another approach. Wilson Reading, the most intensive

research-based program that is used at PCMS, serves those students who have not found success

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

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

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

Table 3Special Education Population

2009-2010 2008-2009 2007-2008 2006-2007 2005-2006 2004-2005Total School Enrollment 767 744 756 763 765 832

Mild Intellectual Disability 8 2 8 12 18 12Moderate Intellectual Disability 4 2 3 2 7 7Severe Intellectual Disability 1 1 1 0 0 0Profound Intellectual Disability 0 0 0 0 0 0Speech/Language Impairment 2 7 3 9 8 5Specific Learning Disability 28 31 27 30 23 53Emotional/Behavior Disability 10 15 19 24 19 25SDD 0 0 0 4 5Visual Impairment 1 0 0 0 0 0Hearing Impaired 1 0 0 1 1 2Other Health Impaired 17 23 16 19 15 15Autism 6 3 1 0 1Special Education Enrollment 78 84 79 94 103 124

The gifted students are provided opportunities to enhance their knowledge through

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

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

compared to 106 gifted students in 2009-10. The breakdown is included in Table 3.

The No Child Left Behind (NCLB) Act of 2001 brought about a renewed focus on accountability.

Because Pierce County Middle School selected attendance as its second indicator for Adequate

Yearly progress (AYP), the Pierce County School District began an attendance campaign titled

“No Child Left at Home.” The campaign involved community awareness, incentives for students

with good attendance, and letters to parents whose children had chronic absenteeism. The local

newspaper published articles focusing on attendance and published attendance data weekly. An

Revised 3/3/10 5


attendance policy was written that requires teachers and administrators to communicate with

parents on a regular basis when their child is absent from school 5 days during a semester.

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

including counselors, teachers, attendance clerk and parents are required when a student misses 7

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

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

15 days of school has decreased. Table 4.

Table 4% of Students Who Missed More Than 15 Days

2008-2009 2007-2008 2006-2007 2005-2006All Students 1.1 3.0 3.8 3.8Black 1.2 3.4 2.9 2.9Hispanics 0 0 3.1 3.1White 1 2.9 3.9 3.9Student with Disabilities 3.2 6.5 10 10Limited English Proficient 0 0 6.9 6.9Economically Disadvantaged 1.1 4.2 5.8 5.8Migrant Too Few Too Few Too Few Too FewMulti-Racial 5.3 10.5 5.6 5.6

* Office of Student Achievement Report Card

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

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

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

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

though the new promotion policies are in place. See Table 5

Table 5Administrative Placement/Retained Students

2008-2009 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004Administrative Placement 5 7 8 8 9 12Retained 6 15 12 9 11 4

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

graders who failed the first administration of the CRCT. The data indicates that the summer

school program is effective. See Table 6.

Revised 3/3/10 6


PCMS teachers volunteer to provide after-school and before-school tutoring for at-risk students

and migrant students from January to March.

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

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

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

offenses are referred to administrators. Disciplinary consequences include After-School

Detention, In-School Suspension, Out-of-School Suspension, and the Student Transition and

Recovery Program (S.T.A.R.). In-School Suspension consists of students being contained in

one classroom with an I.S.S. instructor for the entire school day. Teachers are responsible for

sending academic assignments. When a student is assigned Out-of-School Suspension, they

are not allowed on the school campus or school-related activities on the assigned days. Students

may be assigned anywhere from one to five days depending on the severity of the infracture

and their location on the discipline ladder. Beginning with the 2008 school year, the Pierce County

School System in contract with Ombudsman Alternative Education Services, provided the district

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

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

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

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

not graduating. Criterion will include overage due to multiple retentions, attendance problems,

and academic struggles. According to the data the total number of discipline incidences reported

has declined over the past few years. See Table 7

Table 7Discipline Incident School Summary Report

Number of Events Reported Per

Student Race GenderFree/Reduced Prices

Meal EligibiltyTotal

Students

Total Incident Codes

Reported

Revised 3/3/10

Table 6Results of Summer School

School YearSpring

AdministrationSummer

Administration% Passing After Summer Remediation

Rdg Math Rdg Math Rdg Math

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

7


B H W M F Free Red NE 2002-2003 62 19 230 208 109 226 37 54 317 6742003-2004 72 17 196 203 90 210 39 44 293 6152004-2005 67 6 194 197 80 213 18 46 277 5762005-2006 40 4 126 123 53 109 23 44 176 386 2006-2007 42 4 142 135 60 121 25 49 195 4402007-2008 30 4 142 123 29 118 24 40 182 4442008-2009 25 5 124 102 57 103 16 40 159 338↓

Faculty Characteristics

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

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

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

clerk. With two counselors, the counseling ratio is 2 to 767. There are thirty core academic

teachers for grades 6-8. There are also 14 connection teachers and 10 special education teachers.

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

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

Table 8 provides a summary of the data over the past four years related to the demographic

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

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

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

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

surveys indicate teachers are satisfied with their jobs. Table 8 also displays the operating

expenditures per pupil in the Pierce County School System compared to the state average.

Table 8Faculty Characteristics Data

Faculty Characterisitics 2009-2010 2008-2009 2007-2008 2006-2007

Revised 3/3/10 8


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

Other Characteristics of TeachersAverage Years of Experience 13.1 11.62 11.3 10.71 High Level Experience 31 31 3.6 13 Mid Level Experience 55 85.7 73 Low Level Experience 14 3.6 15Percent with Advanced Degrees 96 82 76 63Other Characteristics of Admin. Average Years of Experience 27 26 25 24Percent with Advanced Degrees 100 100 100 100

Operating Expenditures Per PupilCounty Average $8406.87 $8266.03State Average $8967.83 $8406.87

1. Comprehensive Needs Assessment

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

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

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

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

determine barriers to student achievement and to discuss interventions needed to overcome these

barriers. The system-wide and school needs assessments include the following surveys: student

survey (DOE Drug Free School survey, wellness survey, etc) parent surveys (Title I, NSSE,

technology, Occupational, Home Language); teacher surveys (SAI, NSSE, technology, Special

Needs Survey, Title I, Title II, Title III, Migrant, SIP, and Professional Learning); and community

surveys (NSSE, technology, Family Connection Survey). The surveys contain questions about the

academic status, parental involvement, language spoken of drug use, violence and safety of

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

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

Consistently, the area of leadership has been the greatest strength. The faculty and staff indicated

that the principal believes teacher learning is essential, the principal fosters a school culture

focused on instruction improvement, and that the principal empowers teachers to lead. 97% of the

teachers believed that teacher professional development is part of the SIP. 99% believed that the

school is focused on creating positive relationship between teachers and students. 98% of the staff

Revised 3/3/10 9


believed that the teachers in the school expect high academic achievement for all students. The

survey indicated that we must design evaluations of our professional activities prior to the

professional development that is received. Also, teachers would like to have choice of the types of

professional development they receive during the year. PCMS also needs to continue to work on

involving families in their children’s education.

As a result of the weaknesses identified in the SAI survey, an Okefenokee RESA consortium

developed pre- and post professional learning evaluations. These instruments will be used before

and after every professional development offered at the school and system level.

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

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

program, PCMS utilizes a Prevention Counselor from several community resources. Pierce County

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

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

proficiency levels. The Home Language survey and Occupational Surveys are completed on every

student entering the system and it is filed. All teachers completed an ELL survey which results

indicated the need for professional learning including the following: a need in understanding and

embracing their roles and responsibilities as teachers of ELL students, the need in understanding

and awareness of the importance of students using their primary language as a learning tool, and

the need for using portfolios to collect evidence of ELL students’ learning. PAC (Migrant Parent

Advisory Council) Meetings, including ELL parents, are held periodically during the school year

to address concerns and needs of this minority population.

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

Grades Writing Assessment, and CRCT) and formative assessments (benchmark testing, CRCT

Online, pre-post tests, STAR testing, mock writing test, AIMSWeb, and My Access Writing

Assessment). All teachers and administrators assess and analyze summative and formative

assessments to determine strengths and weaknesses of students and use the results to drive

instruction. External comparisons are made to compare PCMS to other middle schools in the state

and RESA. The internal comparison is used to show gaps in curriculum and instruction and gaps

within subgroups in the school. This comparison requires the teachers to analyze systems in place

Revised 3/3/10 10


for their effectiveness. The principal and counselor presents to assessment data annually to the

School Council for review.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2004, all faculty and staff attended a two-day retreat at Jekyll Island where teachers planned and

developed pacing guides for the new GPS and developed benchmark assessments for the

upcoming school year.

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

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

2008-09 school year, teachers utilized the pyramid of intervention in order to improve the

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

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

practices process, based on learner need, monitoring student progress, and adjusting instruction

based on the student response. This federal-mandated intervention plan involves the use of Revised 3/3/10 11


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

intervention and assessment (Appendix II).

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

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

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

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

principals attended GLISI Base Camp and Summit focusing on improving the graduation rate in

2007. The PCMS Leadership Team attended GLISI Base Camp and Summit in the Fall 2008 with

continued emphasis on improving graduation rate. Additional research-based strategies are

presently being researched to add in the SIP.

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

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

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

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

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

modules in the school which directing related to the school improvement plan. In addition, the

principal completed the Leadership Preparation Performance Coaching Program (LPPC) which

assisted potential leaders within the system to develop leadership skills through performance-based

modules. During the 2008-2009 school year, the assistant principal, the instructional coach, and

the counselor have also become coaches for the Rising Stars Program. Presently, PCMS has four

classroom teachers who are participating in the program in order to develop leadership skills.

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

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

feedback in the revision of the plan.

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

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

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

Revised 3/3/10 12


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

region.

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

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

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

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

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

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

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

assessment experts, Anne Davies, Ken O’Conner, Thomas Guskey, have been implemented in

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

the assessment process.

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

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

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

for every member of their department. Plans for 2009-2010 are to revisit extending and refining

strategies utilized through the Learning-Focused initiative.

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

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

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

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

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

barriers that could keep students from succeeding are addressed early in each school year on an

individual basis. Flexible scheduling allows all students opportunities for remediation and/or

acceleration according to their need. Extended learning time is embedded in the master schedule

in order to provide the additional time needed to address these strengths and weaknesses, and the

instruction must be data driven.

Revised 3/3/10 13


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

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

safe where students and faculty feel comfortable exploring new ideas together.

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

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

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

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

Left Behind Mandate.

b. Are based upon effective means of raising student achievement

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

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

The topics for the 2008-09 school year included the following: standards-based classroom, data

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

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

true professional learning community. The BST at PCMS began to research effective standard-

based practices. Ken O’Conner’s and Thomas Guskey research have given PCMS guidelines on

how to develop a standard-based classroom and standards-based reporting. BST, through further

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

connections. The plans for the next three years include developing standards-based report cards,

involving parents in the process, developing an assessment plan, and implementing standards-

based report cards. The school improvement plan is an on-going plan for improvement. All

initiatives follow the Plan-Do-Check-Act cycle.

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

Learning-focused strategies are implemented in all classrooms. Along with these strategies,

PCMS is integrating technology into instruction through the use of Interwrite boards, SMART

boards, Mimio Interactive board, Elmos, presentation stations (including lap tops, DVRs, LCD

projectors), and Turning Points. Teachers access United Streaming, Synchroeyes, Brain Pop, USA

Test Prep, and many other websites to develop the most effective instruction based upon the

Revised 3/3/10 14


students’ background knowledge, interests and learning styles. MyAccess, a prompt-driven, web-

based writing program, is also used with 7th and 8th grades to allow teachers to conduct early

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

performance by student and class. PCMS has several lab-based programs that support the

instructional program.

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

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

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

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

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

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

need arises. Daily RTI classes provide research-based intervention strategies and supports our

philosophy to “put students first.”

d. Addresses the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans

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

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

Selective Programs at Pierce County Middle School

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

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

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

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

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

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

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

Special Education

Pierce County Middle School offers an exceptional Special Education program. The Special

program serves a range of students from those who have Severe Physical and/or Intellectual

Revised 3/3/10 15


Disabilities to those whose disabilities are less restricting. To address the deficiencies and

accelerate the special education’s students learning, the Pierce County School System is

implementing the SRA Reading program. This research-based program is designed to accelerate

the reading level of special education students. These students also are provided an additional 40

minutes every day of reading, math, and/or writing instruction.

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

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

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

2003-2004 school year. As a result of improved CRCT Special Education scores in 2004, others

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

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

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

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

commitment from the school system and required all team members to observe other inclusion

classrooms in the school. All participants have received baseline training for successfully

implementing inclusion of students with disabilities in the general education setting in co-taught

classrooms. The teachers have been trained to use appropriate resources and supports to

accommodate individual needs of students with disabilities. In addition, each participant has

received training on the differentiation of instruction in a co-taught classroom. School

administrators have learned how to maximize the funding for their special education services to

schedule their building for co-teaching. This training was provided by State Improvement Grant,

GLRS, and IDEA monies. The LRE consultant provided feedback and direction to each team

during the two year period. As a result of the success of the inclusion model in Pierce County

Middle, one team of 7th grade teachers was selected as District Co-Teaching Team of the Year

sponsored by GLRS and several teams have been video-taped as model co-teaching classrooms.

ESOL Program

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

Learners. PCMS has one ESOL teacher who provides the instruction for the ELL population and a Revised 3/3/10 16


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

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

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

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

pull-out model, taught by a highly qualified ESOL teacher with the assistance of the system

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

during the school day as support. The WIDA standards for ESOL are taught at all grade levels, as

well as, on-grade level instruction with the appropriate Georgia Performance Standards in

academic content areas. ELLs are provided the opportunity to participate in all after-school and/or

summer school activities. Research-based professional development is provided annually to

classroom teachers to help with strategies to use with ELL students in the regular classroom.

Communication is made in their native language so that parents have a better understanding of

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

child’s progress.

GATE Program

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

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

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

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

classroom can address. One full time gifted endorsed teacher at the middle school uses the

resource delivery model. In addition to the resource delivery model at the middle school, there

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

by the GATE Program teacher every 9 weeks.

The program’s standards are as follows:

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

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

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

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

Revised 3/3/10 17


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

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

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

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

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

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

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

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

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

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

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

Ebenizer Community in Georgia.

Graduation Coach/Counselor Program

One of the Georgia Department of education’s responsibilities under No Child Left Behind

(NCLB) is to,” establish a statewide system of intensive and sustained support and improvement

for local education agencies and schools…in order to increase the opportunity for all students

served by those agencies and schools to meet the State’s academic content standards and student

academic achievement standards.” In order to provide school’s assistance with this support,

PCMS will have a Graduation Coach. The graduation coach serves at-risk students and provides

support for these students through one-on-one tutoring and teaching small groups during Extended

Learning Time.

Migrant Education Program

PCMS serves its migrant students through the Southern Pine Migrant Education Agency. Students

who are identified as “priority for services” are served by a Migrant Family Intervention Specialist

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

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

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

Southern Pine MEA representatives have been included in system and school level planning Revised 3/3/10 18


meetings where migrant services have been presented and discussed for school improvement

purposes.

Response to Intervention

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

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

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

academic failure. It is considered a general education service but also can be implemented in a

special education setting. A RTI Steering Committee, consists of teachers, administrator,

graduation coach, counselor, PCMS RTI Coordinator, along with others in the system, meets

throughout the school year to plan for successful implementation of RTI Plan. A universal

screening tool, AIMSWeb, for identifying students who are at-risk for falling below state or grade

level standards is administered three times a year. The results of the screening determine the

interventions that each student needs to improve his/her learning. Weekly probes are administered

to collect data on the progress each student. Five teachers at PCMS were trained on the

administration of the universal screening tool and are responsible for inputting the data. All other

teachers at PCMS continue to receive professional learning in the implementation of Response to

Intervention (RTI). Parents are included in the decision concerning their child’s academic

progress. All parents, including ESOL and migrant, had an opportunity to learn about the RTI

intervention program during the Title I Parent Night. The system translator is available to interpret

the information.

Abstinence Educational Program

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

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

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

proven that sexual activity outside of wedlock causes lower self-esteem and teen pregnancy is a

large contributor to the high school drop out rate. Our program is designed to promote student

success by giving them information and resistance skills to avoid risky behavior.

Accelerated Reader

Revised 3/3/10 19


Accelerated Reader is an individualized reading program that promotes growth in reading

comprehension. Students school-wide are given time to read fiction and non-fiction books on their

reading levels and then take tests on the computer. As students’ comprehension increases, student

achievement is boosted in all subject areas.

Advisor/Advisee

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

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

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

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

educational success.

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

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

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

After-School Program

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

challenge. It provides these students an opportunity to receive more direct instruction in reading

and / or math in order to improve their individual reading and or math skills. Any priority for

service migrant student is offered after school services.

Bear Buddies

Bear Buddies is an in-house mentoring program at PCMS. Teachers and other faculty/staff

members volunteer to be paired up with a 6th grade student. The students are chosen for the

program based on criteria such as grades, CRCT scores, and attendance. The faculty staff

Revised 3/3/10 20


members then becomes a “buddy” to this student. At least two positive contacts are made each

week throughout the year. This may involve a conversation about grades or just stopping by a

child’s homeroom class to say “good morning.” There are also several events during the year in

which refreshments are served to the adults and students involved in the program.

Camp Bear

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

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

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

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

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

Eighth Grade Transition to High School

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

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

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

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

students, conducting individual conferences with each student.

Extended Learning Time

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

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

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

accelerate the students’ basic skills and enrich the students’ learning.

Reading Academy

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

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

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

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

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

Revised 3/3/10 21


Reading Across the Curriculum

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

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

fictional texts, and they read texts in all genres.

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

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

connect prior knowledge to knowledge gained from reading a variety of texts. The evidence is

reflected through written and verbal expression using a variety of performance based tasks to

include: fiction, non-fiction, informational, and technical discussion guides related to various

subject areas. Reading across the curriculum develops students’ academic and personal interests in

different subjects. As students read, they develop both content and contextual vocabulary. They

also build good habits for reading, researching, and learning. The Reading Across the Curriculum

standards focus on the academic skills students acquire as they read in all areas of learning.

Math Academy

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

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

will address his/her deficiencies based on the CRCT test results and strive for mastery.

MyAccess

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

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

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

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

Partners Pulling Together at PCMS

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

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

Revised 3/3/10 22


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

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

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

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

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

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

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

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

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

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

Student Honors and Recognition

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

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

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

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

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

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

students are recognized at the end of each nine weeks for Accelerated Reader achievement,

Student of the Week, and attendance. The Academic Booster Club recognizes students who

maintain all A’s every nine weeks. In the spring of the year, an Academic Reception is held for

the students who maintained all A’s all year. PCMS includes student successes in the local

newspaper as well as the school website.

Synchroneyes

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

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

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

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

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

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

Revised 3/3/10 23


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

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

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

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

3. Instruction by Highly Qualified Professional Staff

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

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

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

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

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

Strategies to Attract Quality, Highly Qualified Teachers

Over the past three years it has become increasingly more difficult to fill all positions with highly

qualified teachers. However, Pierce County Middle School has worked very hard to assist all

teachers in becoming highly qualified by paying for teachers to take the GACE in their field out of

Title IIA monies and/or providing professional development in order to recertify teachers. 100%

of the teachers at Pierce County Middle were highly qualified for the 2006-07 school year and

98% in 2007-08 and 100% in 2008-09. All instructional assistants either took a rigorous exam or

had two years of college credit to become “highly qualified.” 100% of instructional assistants at

PCMS are “highly qualified.” See Table 10

Table 10Percent of Highly Qualified Teachers

2004-2005 2005-2006 2006-2007 2007-2008 2008-09 2009-1094 96 100 98 100 100

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

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

Training. A stipend of $100.00 a day is paid for each day that the new teachers attended the

training. They were trained in Special Education law and legal issues, GPS standards, technology,

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

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

tips are provided for the new teachers. The mentors and mentees at PCMS meet regularly to Revised 3/3/10 24


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

instrument and provide feedback to the mentee before the official one is completed by the

administration. Each mentor provides minutes of all meeting with mentee for documentation.

PCMS presently has 6 TSS endorsed teachers. PCMS Instructional Coach provides the training for

TSS Endorsement in the county.

Teacher Experience Equity

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

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

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

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

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

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

PCMS have access to experience, qualified and appropriately assigned teachers on an equitable

basis. (Table 9) Stakeholders are involved in the development of a comprehensive plan that meets

the LEA’s requirements for equity. The plan includes the following procedures: 1) PowerSchool

Scheduling, 2) teacher recommendation, 3) RTI Process, 4) special education placement, 5) ELL

placement, 6) matching student learning styles to teacher teaching styles, and 7) teacher annual

evaluation.

Meeting Diverse Needs of Students

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

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

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

every reasonable effort to balance classes based on ethnicity, gender, socio-economic status, ELL,

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

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

strengths and weaknesses. This data is placed in the teacher’s annual evaluation portfolio for

review at the end of the year by the administration. The administration uses the results to assist in

the determination in student placement. Teachers and administrators attended professional

Revised 3/3/10 25


development in Ruby Payne’s Understanding Poverty, ELL strategies, differentiation, and

inclusion strategies to assist in meeting the needs of diverse learners.

Table 9

Highly Qualified Teacher Experience Equity

6th Grade# of Years 7th Grade

# of years 8th Grade

Best Bears Team Millennium Rollin' Bears

Neile Bennett 8 Monica Chesser 5 Amanda Gay 9Anja Evors 9.5 Scott Kirkland 16 Marissa Guest 8.5John Ratliff 4.8 Laurel O'Steen 7 Corey Lesseig 18Melissa Smith 7.75 Dee Treadwell 19 Amanda Turner 14

Average Years 7.5 Average Years 11.75 Average Years 12.4

Bad News Bears All-American Bears Roarin' Bears

Neile Bennett 8 Jessica Briscoe 3.5 Monica Brantley 11Shellie McEuen 5 Martha McCarthy 11 Marissa Guest 8.5John Ratliff 4.8 Courtney Morgan 6 Corey Lesseig 18Kim Rowland 18 Hannah Murray 7 Sabrina Tolbert 5


Blazing Bears Sportin' Bears Rockin' Bears

Andrea Dixon 6 Jessica Briscoe 3.5 Vickki Carter 11Amy Nimmer 6 Brandon Carlson 5.5 Emily Crosby 13Pennie Stovall 13 Krystal Jones 2 Sam Stovall 19Holly Thornton 6 Martha McCarthy 11 Terry Tarr 35.5


Highly Qualified Teacher Equity

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

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

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

the shortest amount of time. See Table 1.

Class Size Equity

Revised 3/3/10 26


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

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

PCMS based on maximum class size regulations required by the Georgia Department of

Education. In assigning students to classes, the principal makes every effort to equalize the

teaching load among the members of his/her staff to meet all requirements with regard to

maximum class size specified by the state and accrediting agencies.

4. Professional Development

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

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

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

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

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

consultants are utilized to provide professional development that is needed to improve teacher

skills and knowledge in teaching students. The research-based professional development that

Pierce County Middle School teachers have participated in during the past five years that is used as

an integral part of their school improvement strategies are listed below:

I. QBE Professional Learning

Learning-Focused, a research-based project, focuses on learning and achievement

for all students. It helps schools connect exemplary, best practices, the four

components of school (curriculum, instruction, assessment, and organization),

professional development, and strategic planning.

Learning-Focused Writing –All language arts teachers participated in writing

professional development to learn “best practices,” set benchmarks, and revise

writing requirements.

Learning-Focused Differentiated Instruction – All faculty participated

in differentiated instruction in January 2008.

Learning-Focused Math –Math teachers participated in math professional

development to learn “best practices,” for teaching math.

Math teachers who have not received the training will be trained and will continue

to receive updated training in this area through RESA.

Revised 3/3/10 27


Assessment for Learning

Teachers attended training in Assessment for Learning by GLISI consultant, Beth

Reynolds.

Most teachers attended training with Anne Davies in Making Classroom

Assessment Work.

In 2006, all faculty attended a two day training by Kay Burke on “From Standards

to Rubrics: Performance Task.

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

grades. Continual professional development will be held when needed

Six faculty members attended Solution Tree Assessment Summit- Ahead of the

Curve in Fall 2008.

Ten teachers will attend Classroom Management with Kay Burke during the 2009-

10 school year.

5 Department Heads, 1 ILT, and Principal will attend Solution

Tree Building Common Assessment in Fall of 2009 in Atlanta.

Standards-based Grading and Assessment will involve on-going professional

learning for all faculty members. Twenty teachers will attend Ken O’Connor’s 15

Fixes to Broken Grades in Tifton or RESA. Focus groups will meet monthly to

study Classroom Assessment for Student Learning.

Provide training through Rising Stars Modules on Teacher Commentary during the

2009-10 school year.

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

Differentiation Teaching

Provide professional development from the International Center for Leadership in

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

Strategies.

New Teacher Induction, 5 day acceleration for new staff members,

on system policies and initiatives.

Two language arts teachers attended Mark Diamond’s Writing to

Command Attention” extensively providing training in persuasive and expository

writing.Revised 3/3/10 28


9 teachers requested to attend Rudy

Payne’s Understanding Poverty in Atlanta during the 2009-10 school year.

Reading

All reading teachers and special education teachers will attend a 3 day Reading 1st

training on May 27-30, 2009.

Leader Development

Continue Rising Stars Collaborative,

System-Focus Group meeting

Leadership Team will meet 6 times a

year for school improvement initiatives

II. IDEA Funded Professional Learning

Least Restrictive Environment Project

(LRE)-all regular education teachers and special education teachers who were

involved in co-teaching model attended training sessions several times during a

three year period. Continuous training will be provided in this area.

SRA Corrective Reading- all special

education teachers attended training during the

2006-2007 school year.

Special Education Law Conference –

Lead teacher will attend conference in 2009.

Special Education teachers will attend a

Data Retreat at OKRESA on July 31st – August 1st to disaggregate data for

subgroups.

Other professional development for the

2009-10 school year is as follows:

Writing legal IEPs

Writing effective transition plans

FBA/BIP

Tier IV stratgies/interventions

Wilson’s Reading

Revised 3/3/10 29


II. Title IA funded professional learning

GPS Training – as the content areas have been rolled out by the state, the teachers

have been trained and the redelivery has taken place. The administration has

participated in Leadership training on the GPS standards.

There will be continued training through ETTC and RESA.

Collaborative Planning Days - The Pierce County School System provides 4 days

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

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

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

built in to the school calendar for teacher planning. All departments will meet 3

days a year during the 2009-10 school year to revise units, develop an assessment

plan, develop standards-based report card, and revisit benchmark assessments.

Professional Learning Community – 9

teachers attended conference in Atlanta during the 2006-2007 school year and 7

attended in 2007-08. The leadership team has led the faculty and staff into a

Professional Learning Community by developing a collaborative culture where all

teachers are learners. The faculty strives to read 25 books or 1 million words like

the students at PCMS. A process for monitoring this requirement has been

implemented since the 2006-07 school year and all teachers are required as a part of

professional development to complete monthly Awareness Walks. Focus groups

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

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

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

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

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

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

Bucket, Sixteen Trends, Classroom Assessment and Grading that Work, 15 Fixes for

Broken Grades, Anne Davis’ Setting Criteria, Conferencing and Reporting, and

Self-Assessment as well as numerous article studies specific to the curriculum in

each department at PCMS. All faculty and staff will read in 2008-09, Failure is not Revised 3/3/10 30


an Option and Classroom Assessment for Student Learning, and other articles that

focus on standards-based grading.

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

Title III funded professional development, Title VIB funded professional development

Georgia TESOL Conference, Building Common Assessment Conference, GAGC

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

training, RTI Training, National Social Studies Teachers Conference, VSU Media

Day, Share the Wealth Conference, and will be attended the 2009-10 school year.

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

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

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

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

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

system level.

5. Strategies to Increase Parental Involvement

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

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

school. Parents are involved in the development of the School Improvement Plan at school-level

meetings. Parents participate in school needs assessments, participate in Response to Intervention

meetings, attendance meetings, participate in IEP meetings and conferences, and serve on task

forces that are involved in the decision-making process. A parent involvement policy is written to

establish and promote expectations for parent involvement. It affirms and assures the right of

parents, family members, and legal guardians of children being served in activities funded by Title

I the opportunity to participate in the planning, design, and implementation of the Title I program

and its activities. The system level parent involvement policy is distributed to every parent at the

beginning of the school year. Also, all teachers meet regularly with parents to discuss strengths

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

Revised 3/3/10 31


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

Involvement Coordinator in 2006. The Parent Involvement Coordinator serves as a resource for

all schools and the Pierce County community. The coordinator organizes focus groups and teaches

help sessions, provides resources for parents, provides monthly luncheons for parents, mans the

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

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

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

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

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

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

parents can be meaningfully involved in school activities. A school-parent compact was developed

and is distributed to parents at the open house held before school began. This compact is reviewed

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

that verifies that their parents/guardian have been notified of this compact. The following is the

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

the PCMS Student/Teacher/Parent Compact:

Revised 3/3/10 32


Pierce County Middle School

Parent Involvement Policy (Revised February 2010)ESEA-No Child Left Behind Act-Section 1118 Parent Involvement

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

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

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

PCMS uses Open House, School Council System-wide Meeting, Title I brochures, Camp Bear, 7th and 9th grades Parent Night, and the 8th Grade Advisement Night to inform parents of the Title I program and the requirements of the Title I law and parents right to be involved.

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

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

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

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

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

These areas are addressed in several ways. Assessment Performance guides are sent to parents with interpretations of all standardized tests. Newspaper release of Adequate Yearly Progress (AYP) data for the school system keeps parents informed. Also letters on student achievement are sent from the Administrators and Counselors to parents and students concerning proficiency levels and student progress. Program planning guides,

Revised 3/3/10 33


course syllabus for all classes, IEP and RTI conferences, ESOL Open House assistance, Gifted and Talented Education (GATE) Parent Meetings, and PAC meetings are used to explain academic assessments and the requirements for proficiency. Also monthly publications such as Reading Connection, and Middle Years help explain middle school curriculum. Benchmark assessments are charted in the agenda books for parents. Benchmark assessments are posted in the hallways for parents and students information. The curriculum and assessments are explained in parent-teacher conferences, phone calls, and emails. The Alert Now system is also used to inform parents of important information, events/programs.

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

1. Give opportunities for parents to share in the development of the compact during a series of meetings. Agendas, surveys, and sign-in sheets are maintained as a record of parent input.

2. Use a team to annually review the compact. This team consists of parents, community members, school and district administrators, teachers and staff

3. Print the compact in the student agenda books to be distributed to every student and parent. These agenda books will be given out on the first day of school. New students to the school will be given a handbook at registration.

4. Emphasize the importance PCMS places on providing a high quality curriculum and instruction that enables children to meet Georgia’s student academic standards.

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

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

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

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

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

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

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

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

This is ongoing. PCMS does this through PCMS Web site, conferences, system and school newsletters, pamphlets, Open Houses, home activities, Power School “Camp Bear for 6th graders,” students assigned GPS based tasks, etc.

2. Provide materials and training to help parents work with their children.

This is ongoing. PCMS does this through Pierce County Parent Involvement luncheons, ESOL Open House assistance, PAC Meetings, Power School, Parent Success website, USA Test Prep and Georgia OAS practice for CRCT. The DOE website, Georgia Parental

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Information and Resource Center (PIRC), www.georgiapirc.net, provides information and resources to help parents become more informed about education issues.

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

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

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

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

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

PCMS Special Education Teachers and Counselors support students enrolled in Ombudsman.

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

Internet translation services and interpreters are used to ensure information is sent home in an understandable language.

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

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

Our school may:

1. Involve parents in the development of training for educators to improve the effectiveness of such training.

2. Provide necessary literacy training.

3. Provide reasonable and necessary expenses associated with local parental involvement activities.

4. Arrange school meetings at a variety of times.

5. Adopt and implement model approaches to improving parental involvement.

6. Develop appropriate roles for community-based organizations and businesses in parent involvement activities.

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

1. Interpreters, migrant facilitator, ESOL teachers, special education teachers, and classroom teachers provide assistance to those parents who need additional help due to language or other disabilities. Internet translation services are used to help translate material into other languages.

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http://www.georgiapirc.net/


Pierce County Middle SchoolParent/Guardian-Teacher-Student Compact (Revised February 2010)

School Mission: Pierce County Middle School is a learning community focused on

maximizing student achievement and promoting excellence for all.

As a parent/guardian, I will…

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

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

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

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

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

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

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

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

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

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

Provide a home environment that encourages my child to learn

Provide an environment that is safe, comfortable and conducive to learning

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

Monitor and encourage completion of all assignments

Provide meaningful and appropriate class work and homework activities

Complete and return quality class work and homework on time

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

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

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

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

Communicate high expectations for all students

Place value on my school work and come to class prepared

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

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

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

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

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

Discuss with parents/guardians daily school activities

Become involved with the school by volunteering and/or attending conferences or other school activities

Provide adequate time, differentiated (varied) instruction, as needed, & feedback so all students can learn

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

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

Date__________________ Date_________________ Date_____________

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

PCMS has adult mentors, community members, who volunteer to provide support and guidance

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

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

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

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

mentor. At the end of the school year, the PCMS School Council, Family Connections

Coordinator, and school personnel will recognize all mentors, volunteers, and community

businesses that supported the school during the year.

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

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

improving attendance of PCMS students. Additionally, the Family Connections will help to

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

students to make the right decisions.

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

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

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

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

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

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

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

additional communication tool between home and school. A new system, Power School, will be

implemented through our email system for parents. By accessing the site, parents

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

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

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

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

information. In addition to these newsletters, others will be distributed to parents through the

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http://www.georgiapirc.net/


School Council and the academic teams. PCMS also prints “ A Parent’s Right to Know” section in

the student’s handbook that is distributed at the beginning of every school year, as well as, when

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

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

handbook is on file at the central office.

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

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

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

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

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

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

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

school.

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

to school and parent’s programs, meetings, and other activities is sent to the homes of participating

children in the language used in the homes. Skilled staff members assist in identifying these

families and in translating necessary information. Attendance letters and others are available in

Spanish and English. A website freetranslation.com assists teachers and parents in this task.

Also the principal, ESOL teacher, and counselor participated in online training with Transact so

that PCMS would have an additional tool to aid us in improving communication with families

where English is the second language. TranAct, a web-based program, is available to teachers and

administrators as a resource in translating forms and letters. The school nurse, through the GA

Health Department, provides information to all parents in English and Spanish about health-related

issues.

Even though Pierce County Middle School has met Adequate Yearly Progress for the past five

years, parent notification letters in English and Spanish are sent home annually through the mail to

inform parents of the status of school and the opportunity for their child to participate in

supplemental services, if necessary. An interactive web-site For Parents: School Success is

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available on the web-site for parents in English and in Spanish. Also, Middle Years and Reading

Connection monthly newsletters are posted on the PCMS website.

PCMS teachers voluntarily provided after-school tutoring opportunities for students from January

to April. Summer school is also provided for 8th grade students who do not meet standards on the

CRCT. We have been a Title I Distinguished School for the past three years and 2006 Bronze

Award Recipient.

6. Transition Plans for Assisting Students

Pierce County Middle School believes in providing assistance for elementary students in the

transition into middle school programs as well as assisting middle school students in the transition

to high school. In the spring of each year, all 5th graders, along with their teachers, visit PCMS for

an overview of all the programs and activities offered at the school. In addition to the school visit,

the graduation coach and counselors visit all 5th grade classes and discuss in detail a typical day in

the middle school. Letters are sent home with report cards at the end of school accompanied by a

summer transitional parent involvement calendar packet. During the summer, the counselors

organize Camp Bear, a ½ day orientation, for the students to discuss policies, procedures, meet

team teachers, familiarize themselves with the layout of the school, and play locker relays that help

alleviate stress on the first day of school. At the end of Camp Bear, the 6th graders and there

parents will have their official Open House with their teachers. The newspaper advertises the

event, and the local channel TV 19 provided free advertisement for Camp Bear. This school year a

Transition Coordinator for the special education population has been funded to develop a transition

plan to improve the chances of special education students graduating from high school.

Our 8th grade students have an opportunity to visit Pierce County High School with their Career

Connections class. They learn about procedures and policies and tour the school. In the spring of

each year, the high school counselors meet with the 8th grade teachers to assist them in preparing

for the registration process. Also a parent night is scheduled for all upcoming freshmen to discuss

programs of study, elective choices, graduation requirements, and attendance. There is an

opportunity for questions and answers. In August before school starts, a Freshmen Only

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Orientation Night is held to allow students and parents the chance to meet the teachers and walk

through their schedule.

A System-wide Special Education Transition Coordinator provides support from elementary to

middle school and middle school to high school. Pierce County is presently developing a transition

plan to address the needs of special education students at all schools.

7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment to Provide Information on, and to improve, the Performance of Individual Students and the Over-all Instructional Program

Assessment for Learning is important part of evaluating the learning of the students at PCMS.

Teachers use both formative and summative assessments throughout their units of instruction.

Daily assessments like the use of the Learning-focused strategy “ticket out the door” is utilized by

all teachers. By using Kay Burke’s strategies from Standards to Rubrics, teachers have

incorporated performance-tasks, designed teacher checklists and student checklists, and devised

rubrics for each unit of instruction. These tasks assess the understanding of the standards learned

during the unit. Teacher continuously refine their assessment task making sure to include a variety

of tasks to complement and enhance student achievement. During the summer and preplanning,

the leadership team, teachers, and administrative staff assess each student’s test data and determine

placement. Teachers are engaged in data analysis of their own students’ scores, as well as the

overall school’s results. Data is examined for each student to determine specific strengths and

weaknesses and which strands need to be the focus for each student during extended learning time.

In addition to analyzing the CRCT data, benchmark assessments are administered to students every

nine weeks. Teachers use these formative assessments as a measure for mastery of the GPS

standards taught during the year. After each nine weeks, teachers analyze the results and use those

results to drive their instruction. During Advisor/Advisee time, the students and advisor discuss

benchmark assessments and plot the results on a graph. The importance of mastering the standards

is discussed in detail. Each grade level displays the benchmark results in the halls for students to

see their progress.

Pierce County Middle School teachers apply to serve on the State of Georgia’s item analysis of the

CRCT in all content areas. Representatives are frequently chosen to serve on this state committee

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in Atlanta. Representatives also have been chosen to serve on state committee to write and revise

the Georgia Performance Standards.

Also, each grade level department meets with principal in the fall of the year to discuss strengths

and weaknesses of the previous year and goals and objectives for the next year. Bubble students,

students who are in jeopardy of not meeting the standards, are placed in intervention programs

such as Reading Academy, Math Academy, SRA Corrective Reading, Language Arts Academy for

special education students, and other extended learning opportunities.

Home-schooled students, as well as transfer students, are administered a battery of formative

assessments to determine appropriate placement.

8. Coordination and Integration of Federal, State, and Local Services and Programs

Pierce County Middle School utilizes local, state, and federal funds to enhance the educational

experience of students and faculty. A coordination of funds allow PCMS faculty and staff the

opportunity to develop and refine their instructional practices through appropriate and meaningful

professional development. A Title IIA Needs Assessment is conducted in the spring of each year

to prioritize the professional development needs of the teachers based on the data. Training is

provided for all new teachers, veterans, instructional assistants, office staff, and administrators.

Other programs provide additional educational assistance for at-risk students: Pierce County

currently provides services for ELL students, migrant students, students with disabilities and

economically disadvantaged students. Many strategies are used to ensure that the needs of

disadvantaged students are identified and met. Strategies include:

Data disaggregation is completed to identify areas of strengths and weaknesses for schools, classrooms, and individual students.

Response to Intervention – Each school has been assigned a part-time RTI coordinator who participated in training during the year. This coordinator has been trained to help teachers identify and modify their instructional approach to reach individual learning styles in the classroom without sacrificing outcomes.

Remedial academies/ labs that identify and work with incoming low achieving students at the middle and high school in the areas of reading and mathematics and language arts are available.

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After school and summer school programs at the elementary, middle and high school levels are made available for all students (including ELL, Migrant, Students with Disabilities, and economically disadvantaged) who need extra assistance in the content areas, as well as, test taking strategies. Transportation is provided for all students only during summer school. Funds are made available through QBE- 20 additional day and Title I.

Lead Special Education teachers at each school coordinate work among special education and regular education teachers in the school and between the school and the central office. The Lead teachers meet monthly with the Director of Student Services to ensure continuity between schools and to maintain a focus on a rigorous curriculum and accurate assessments.

Reading Instructional Coach coordinates all professional learning for reading and languages teachers, assists with research-based instructional practices for teachers, provides resources, provides observations and feedback to every teacher, and collaborates with administrative staff and system curriculum specialists. Title I and Title IIA fund this position at PCMS.

We have increased the number of co-teaching classrooms and whenever possible, have kept students with disabilities in the regular education classroom to ensure they have the opportunity to learn on-grade level material.

English Language Learners (ELL)- students are currently served by three certified ESOL teachers.

Flexible grouping based on CRCT domains and benchmarks to schedule students during their 40 minute Extended Learning Time (ELT) block.

Special Education and ESOL teachers are included in all professional learning and curriculum workshops and are expected to use the same standards and strategies as their counterparts in regular education.

Title I, Part A funds are used to provide a part-time Parent Involvement Coordinator for the system, Standards-based planning, School Improvement Planning, GPS training.

Title I, Part C funds are used to provide a full-time Migrant Resource Coordinator for the system. She provides additional assistance for students who are identified as “priority for services”.

Title III funds are used provide a full-time Hispanic translator for students and parents who need her services, including migrant.

Title I, Part A funds are used to provide a part-time Writing Coordinator for the system.

Title VIB, Rural and Low Income provides funding for Rising Star training.

Title VIB, Rural and Low Income provides funding for Master Teacher Regional Meetings and Conferences and the National Social Studies Conference, and Kay Burke’s – Behavioral Response to Intervention and Formative Assessment training. It has also funded training for physical teachers on new GPS

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The supplemental professional learning activities provided by the school and system

conform to the guidelines presented in all federal programs and to the 12 standards

described by the National Staff Development Council.

9. Activities to Ensure that Students Who Have Difficulty Can Master Standards

A. Measures are used to ensure that students’ difficulties are identified in a timely

manner.

Pierce County Middle uses a number of high quality academic assessments in addition to those identified by the state to determine a student’s success.

To determine success on standards and progress being made toward meeting standards, and to inform teachers, parents, and students:o State required assessmentso ACCESS for ELLSo Performance assessments and benchmark assessments in every grade and every

content area based on the Georgia Performance Standards o Teacher-made testso Rubricso Performance-based taskso Computerized assessments (CRCT on-line, Lexile, Reading Academy, MyAccess, and Math Academy)

To assist in diagnosis, teaching and learning in the classroomo state required assessmento Performance assessments and benchmark assessments at all levels in all core

content areas based on the Georgia Performance Standards.o The Weschler Individual Achievement Test, Second Edition (WIAT-II) is

administered to all students who have been referred for a psycho-educational evaluation. The WIAT-II is a comprehensive tool that provides information about an individual student’s academic skills and problem-solving abilities that can be used to guide appropriate intervention. The results lead program planning for individual students in their general education setting and for special education placement, when applicable.

o The Cognitive Abilities Test (CogAT) is administered annually to all second graders. The CogAT is an assessment tool that determines the level and pattern of cognitive development in addition to measuring both general and specific reasoning abilities. This test measures developed abilities, not innate abilities. Since developed abilities are closely related to an individual’s success in school, test results are used in planning effective instructional programs. The primary uses of CogAT scores are (a) to guide efforts to adapt instruction to the needs and abilities of students, (b) to provide a measure of cognitive development, and (c) to identify students whose predicted levels of achievement are markedly discrepant from their observed levels of achievement.

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o The Naglieri Nonverbal Ability Test (NNAT) is administered annually to all first graders as a screening for gifted referral. Also, this is used when teachers or parents refer a student for gifted testing. The NNAT is an assessment tool that uses progressive matrices to allow for a fair evaluation of a student’s nonverbal reasoning and general problem-solving ability, regardless of what language is spoken, or the child’s educational or cultural background.

o The Kaufman Test of Educational Achievement (K-TEA) measures school achievement of children in grades 1-12. It consists of two overlapping forms: Comprehensive and Brief. The Brief form globally samples the areas of reading, mathematics, and spelling, whereas the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling.

o The Wida – Access Placement Test (W-APT), the state-approved screening test for eligibility for ELL assistance is administered to those who answered yes to one or all four of the questions on the Home Language Survey within 7 days of enrollment.

o The Otis Lennon School Abilities Test measures the cognitive abilities that relate to a student’s ability to learn to school. By assessing students’ thinking skills, the OLSAT 8 provides an understanding of a student’s relative strengths and weaknesses in performing a variety of reasoning tasks.

o Computerized assessments (Lexia, Universal Screening – AIMSweb, CRCT on-line, STAR reading, Reading Academy and Math Academy) are used to assess student’s progress.

To determine what revisions are needed to instruction to maximize student achievement:o State required assessmentso Performance assessments and benchmark assessments at all levels in all

core content areas based on the Georgia Performance Standards.o Local or commercial tests and rubrics aligned to standards and curriculum

and designed to access students’ knowledge baseo Teacher-made tests, rubrics, and performance taskso Computerized assessments (AIMSweb, CRCT on-line, Reading Academy,

Math Academy, Language Arts Academy, acceleration class)o Informal assessments (teacher observations, checklists, student

conferencing)

To identify students who have difficulty in academics and attendance and improve the graduation rate:o State required assessmentso The SRA Corrective Reading Placement Test is administered individually to

students with disabilities who exhibit a deficit in area of reading decoding and/or reading comprehension. Based on the results of this test, an intensive

reading intervention program for grades 3 - 12 can be implemented through the student’s IEP. This program provides the structure and practice necessary to become skilled, fluent readers and better learners

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o standardized and other commercially prepared screening and diagnostic instrumentso computerized assessments (AIMSweb, CRCT on-line, Lexile, Reading Academy, MyAccess and Math Academy)o Informal assessments (teacher observation, running records)o Graduation coach to assist in identify at-risk students and provides

strategies to teachers, schedules interventions, meets with parents and studentso Attendance Clerk and counselor monitors attendance of students and

contacts parents, sends out postcards, and holds conferences when needed.o Ombudsman Alternative Educational Service, an alternate route to graduation, is available for those students who are 2 years academically behind and/or a discipline problemo RTI, an early intervention program, provide support to prevent long term

academic failure. A RTI Steering Committee, consists of teachers,administrator, graduation coach, counselor, PCMS RTI Coordinator,along with others in the system, meets throughout the school year to plan for successful implementation of RTI Plan. A universal screening tool, AIMSWeb,for identifying students who are at-risk for falling below stateor grade level standards is administered three times a year. The results of the screening determine the interventions that each student needs to improve his/her learning. Weekly probes are administered to collect data on the progresseach student. Five teachers at PCMS were trained on the administration of the universal screening tool and are responsible for inputting the data. All other teachers at PCMS continue to receive professional learning in the implementation of Response to Intervention (RTI). Parents are included inthe decision concerning their child’s academic progress. All parents, including ESOL and migrant, had an opportunity to learn about the RTI intervention program during the Title I Parent Night. The system translator is available tointerpret the information.

o Pierce County Middle School, in conjunction with Pierce County High School, received a Georgia’s Graduation-Dropout Prevention Project- Graduate First grant for 5 years. Its purpose is to increase the graduation rate for students with disabilities who receive a general education diploma and to decrease the drop out rate for students with disabilities.

o Behavior Intervention Plans are being developed to address special education students who have behavior problems. The principal, assistant principal, and instructional lead teacher attended Kay Burke’s Response to Intervention Training in Athens in November to assist with the development of the BIP plans. This training was redelivered to staff during the 2009-2010 school year.

The Home Language survey is used for the initial screening for other language

students. It is included as part of the initial registration and for students as they

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enter school during the school year. The Home Language survey that is provided

by the GDOE is utilized by PCMS.

All schools in the district use the Occupational Survey Form provided by Southern

Pine MEA to screen for migrant family and students. Parents who mark “yes” in the

relevant section will be referred to Southern Pine MEA. Pierce County in

collaboration with the Southern Pine MEA provides training to school

administrators about the rights of immigrants and migrant

B. Periodic training for teachers in the identification of difficulties and

appropriate assistance for identified difficulties

Select teachers at PCMS are trained in the identification of difficulties of students. To identify

students who have difficulties, teachers have received training in Reading Recovery, SRA

Corrective Reading, Least Restrictive Environment, Reading 1st, GAA Administration,

Understanding Poverty, Math Academy and Reading Academy software training, MyAccess

software training, running records, and OAS On-line Assessment, Special Education telecast, etc.

A select RTI committee of 5 teachers will be trained using the AIMSweb Data Management

System. The universal screening tool will be used 3 times a year for progress monitoring.

C. Teacher-parent conferences that detail what the school will do to help the

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

the school or in the community

Progress is shared with teachers, parents, and students:

Teachers - staff meetings, professional learning opportunities, memos, team/grade level/department meetings, E-mails, data rooms, newsletters, website, bulletin boards, student agendas, and Superintendent’s Report

Students and Parents – parent conferences, student conferences, newsletters, school and system websites, report cards, Internet, other websites, local and area newspapers, State DOE Report Card, letters and memos, phone calls, individual student test results, E-mail, part of the registration process, transition orientations, Parent Advisory Committees, School Councils, BOE “Did You Know” sessions, Stakeholder committees.

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PCMS has developed and implemented performance assessments and benchmark assessments at

all levels in all core content areas based on the Georgia Performance Standards. These indicators

are used in addition to the State of Georgia’s academic indicators. Teachers revise units every

9 weeks based on the formative assessment results. These results drive the instruction on a daily

basis and provide an effective and timely feedback to all students, parents, and teachers

Parent Conferences are encouraged throughout the school year. All new teachers receive training

in conducting effective, parent conferences by the Family Involvement Coordinator. All teachers

are required to keep minutes and log every parent contact and conference which is a component of

the teacher evaluation process. The Parent Involvement Coordinator and counselor have strategies

and information available for parents in order to assist their child in school. The counselors are

available to meet in parent conferences and work regularly with mentors, parents, and teachers.

10-18 Disaggregation of Data

All data is compiled into a balanced scorecard and shared with all stakeholders including School

Council, parents during Title I Parent Night, and BOE. Results are also seen in the local

newspaper, on the System and School’s website, and in the Superintendent’s Annual Report Card

that is mailed to every citizen of Pierce County. The results are prominently displayed throughout

the school for teachers, students, parents, and community members to view. A data room houses

all charts and tables that display pertinent information concerning student achievement at PCMS.

Indicators of Excellence brochure sent to Chamber of Commerce and published on the web.

Pierce County Middle School uses the Data Utilization Guide provided by the Georgia of

Education, the report card of the Office of Student Achievement, GeorgiaStandards.org website,

On-line Assessment, Georgia Middle Grades Writing Assessment, and other assessment sources

provided by the Department of Education.

The principal, along with the leadership team, evaluates the data by school, subgroups, strands,

grade levels, and individual teacher data. Leadership team members assist departments in the data

analysis of test scores. SMART goals are written for the school and each grade level department.

Teachers then write professional learning plans and student achievement goals based on the data

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results. Each teacher meets with the principal to discuss the previous year’s test data and plans for

the continuous improvement.

The School Improvement Plan is the core of improvement initiatives at Pierce County Middle

School. The continuous of school improvement involves many individuals who carry out the plan

including teachers, administration, support staff, parents, community members, and students.

Meetings concerning school improvement require documentation through agendas, minutes, and

sign-in sheets. The School Improvement Plan is available for the public by request and plans are

being made for access from the Pierce County Middle School Website. Request for the plan to be

translated into Spanish can be made to the administration.

Revised 3/3/10 48


Appendix IBrazosport 8-Step Process of

School Improvement

4. Assessment

Revised 3/3/10 49

1. Test Score DisaggregationUse student test scores to identify instructional groups. Identify weak and strong objective areas.

2. Time Line DevelopmentDevelop a campus time line that encompasses all objective areas and time allocations based on the needs of the student groups.

3. Instructional FocusUsing the time line, deliver the instructional focus lessons.

4. AssessmentAfter the instructional focus has been taught, administer an assessment to

identify master and non-mastery students.

5. TutorialsProvide tutorial time to re-teach non-mastered target

areas.

6. EnrichmentProvide enrichment

opportunities for mastery students.

7. MaintenanceProvide materials for

ongoing maintenance and reteaching


Pyramid of Interventions Appendix II

Revised 3/3/10 50

8. MonitoringThe principal assumes the role of

instructional leader and is continuously

involved in the teaching and learning process.

Tier 3May be same interventions as ones

implemented in Tier I & 2 with the addition of one or more of the following: smaller grouping

of students, longer segments of time, and/or implemented more frequently.

Tier 4

Specifically Designed Learning

Tier 2Morning Tutoring Math Academy (Reading & Math) CRCT On-LineAfter School Tutoring Reading Academy (Reading & Math) ESOLExtended Learning Time Skills & Flexible Grouping (Reading, Math, Writing) MyAccess WritingComputer Assessed InstructionGeorgia On-Line Assessment

Tier 2Needs Based Learning

Intervention can be different, more frequently implemented,

and/or provided within a smaller group setting than the

Tier I intervention.

Tier 3SST Driven LearningTailored intervention(s)

corresponding with student needs.

More frequent progress monitoring than Tier 1 & 2.

Tier 4

Specially Designed Learning


Appendix IIIPierce County Recruitment Plan

Professional PersonnelPhilosophyIt is the policy of the Pierce County School System to offer equal opportunity for employment and advancement to all qualified individuals regardless of handicap, race, creed, color, national origin, or sex and to conform to all applicable laws and regulations.

Procedures

1. Recruitment efforts will be focused on identifying, hiring and retaining highly qualified individuals as outlined in the Elementary Secondary Education Act.

2. Recruitment efforts will be focused on locating qualified individuals in categories underrepresented in the school or system.

3. Prospective employees may complete applications for employment at any time during the year. Applications are kept on file in the superintendent’s office for two years. Online applications will not be considered complete until a Pierce County application has been received.

4. When applications are received, the superintendent’s designee records the information in the application log.

5. All applicants must be received and recorded by the superintendent’s designee before interviews are held.

6. When applications are received, copies are made and sent to appropriate principals (elementary to elementary principals, etc.)

7. The principal will notify the superintendent of any vacancy that occurs as soon as possible. The race/sex of the individual needed to continue to maintain or to establish a balance in employment will be established by the principal and recorded on Form PCE 1, Pierce County Professional Employee Vacancy Report. This is completed and sent to the superintendent, even though initial notification may have been verbal.

8. The superintendent’s designee will send Form PCE 2, Pierce County Professional Vacancy Notice, to each principal to be posted at his/her school and will post the position at the Board of Education Office.

9. A notice will also be sent to the local NAACP president, posted on the TeachGA website, and advertised in the local newspaper classified advertising section.

10. Any teacher requesting a transfer to another school or position within the system must complete form PCE 3, Pierce County Application for Transfer and obtain his/her principal’s signature. The principal will forward the transfer request to the superintendent. The superintendent will meet with the requested principal to discuss the request. The superintendent will notify the teacher of the decision.

Revised 3/3/10 51

Tier 1Learning-Focused Strategies Morning TutoringCooperative Learning (Reading/Math)Differentiated Instruction After School TutoringWhole/Small Group Instruction (Reading/Math)Extended Learning Time (ELT) Skills & Flexible Grouping (Reading, Math, Writing) Teachers as Advisors(TAA)Computer Assisted Instruction Georgia On-Line AssessmentMath Academy CRCT On-LineReading Academy ESOLMyAccess Writing

Tier IStandards-Based

Classroom Learning

Intervention(s) provided enhancing/extending students’

learning.


11. The administrator will review applications and candidates to be interviewed will be identified.

12. All actions regarding recruitment, selection, and hiring of personnel must be recorded on the PCE 4, Pierce County Recruitment Data Sheet

13. When a qualified candidate has been identified and the principal is ready to make the recommendation to the superintendent, the principal should make arrangements for the candidate to be interviewed by the superintendent.

14. After the superintendent has interviewed and approved the candidate, the principal will make a recommendation on form PCE 5, Professional Personnel Recommendation. The formal recommendation, the PCE 4, Recruitment Data Sheet, and a copy of the application should be sent to the administrative secretary to be placed on the next Board of Education agenda.

15. The recommendation must be submitted to the administrative secretary four days prior to a regular Board of Education meeting and twenty-four hours prior to a called Board of Education meeting in which approval is anticipated.

16. The administrative secretary will notify the candidate of his/her approval in writing.

Revised 3/3/10 52


Balanced Score CardGOALS Performance

ObjectivesPerformance Measures Unit of

Measure↑

↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery

& Reduce the

AchievementGap

CRCT% of students meeting or exceeding standards on the first CRCT administration

All Students Grade 6 Reading ↓ 94 91 99 94 94 English/Language Arts ↓ 90 84 94 93 92 Math ↑ 81 73 86 87 87 Social Studies ↔ 89 89 na na - Science ↑ 69 61 75 81 81 Grade 7 Reading ↑ 87 91 93 95 92 English/Language Arts ↑ 89 93 94 96 92 Math ↑ 89 91 95 99 95 Social Studies ↑ 90 94 na na na Science ↑ 79 84 87 90 90 Grade 8 Reading ↓ 93 95 97 96 97 English/Language Arts ↓ 91 94 97 95 94 Math ↑ 82 89 84 91 92 Social Studies ↓ 93 93 77 71 75 Science ↓ 85 83 75 69 75

Black Students Grade 6 Reading ↓ 90 81 100 90 90 English/Language Arts ↓ 90 62 100 80 90 Math ↑ 67 57 68 75 75 Social Studies ↔ 87 80 na na na Science ↓ 57 25 52 50 52 Grade 7 Reading ↑ 69 86 70 88 87 English/Language Arts ↑ 76 90 79 88 87 Math ↑ 76 90 70 96 90 Social Studies ↔ 86 96 na na na Science ↑ 69 69 57 79 75 Grade 8 Reading ↓ 81 83 96 87 90 English/Language Arts ↓ 87 86 89 88 90 Math ↔ 69 73 79 79 90 Social Studies ↓ 84 83 65 50 70 Science ↓ 61 62 50 33 50

Revised 3/3/10 53




Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce theAchievement

Gap


Hispanic Students Grade 6 Reading ↑ Too Few 82 91 100 90 English/Language Arts ↑ Too Few 64 73 100 85 Math ↔ 60 58 83 83 83 Social Studies ↔ Too Few 82 na na na Science ↑ Too Few 27 42 58 60 Grade 7 Reading ↑ Too Few Too Few 83 Too Few - English/Language Arts ↔ Too Few Too Few 84 Too Few - Math ↔ Too Few Too Few 100 Too Few - Social Studies ↔ Too Few Too Few na na - Science ↔ Too Few Too Few 66 Too Few - Grade 8 Reading ↔ 91 Too Few Too Few 100 90 English/Language Arts ↔ 82 Too Few Too Few 92 90 Math ↔ 91 Too Few Too Few 100 90 Social Studies ↔ 100 Too Few Too Few 58 60 Science ↔ 82 Too Few Too Few 58 60

White Students Grade 6 Reading ↓ 95 93 99 94 95 English/Language Arts ↔ 90 87 93 93 91 Math ↑ 85 75 86 87 85 Social Studies ↔ 89 91 na na na Science ↑ 72 66 76 85 80 Grade 7 Reading ↑ 91 93 91 97 93 English/Language Arts ↓ 92 94 100 98 94 Math ↑ 93 92 93 99 95 Social Studies ↔ 91 93 na na na Science ↑ 82 87 86 93 90 Grade 8 Reading ↑ 96 97 95 99 97 English/Language Arts ↔ 93 96 95 95 95 Math ↑ 84 93 81 94 93 Social Studies ↓ 95 95 76 74 75 Science ↓ 86 87 78 74 75

Revised 3/3/10 54




Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap


Students with Disabilities Grade 6 Reading ↓ 85 75 95 86 86 English/Language Arts ↓ 69 61 79 64 70 Math ↑ 46 50 42 64 60 Social Studies ↔ 73 75 na na na Science ↑ 43 44 31 61 61 Grade 7 Reading ↑ 62 71 64 87 80 English/Language Arts ↑ 62 67 58 87 80 Math ↑ 66 67 64 87 78 Social Studies ↑ 73 89 na na na Science ↑ 42 56 48 56 55 Grade 8 Reading ↑ 76 81 73 90 80 English/Language Arts ↑ 66 66 68 83 78 Math ↑ 40 65 37 73 70 Social Studies ↓ 74 72 37 30 42 Science ↑ 45 68 32 40 45

Economically Disadvantaged Students Grade 6 Reading ↓ 82 91 87 89 92 English/Language Arts ↓ 69 85 75 88 87 Math ↓ 74 74 66 81 77 Social Studies ↑ 74 84 85 No data - Science ↓ 79 59 49 70 70 Grade 7 Reading ↑ 90 81 90 92 85 English/Language Arts ↑ 79 82 92 93 87 Math ↔ 79 88 88 98 92 Social Studies ↑ 75 85 93 No data - Science ↑ 86 70 77 89 78 Grade 8 Reading ↑ 81 91 92 99 95 English/Language Arts ↑ 77 87 91 93 91 Math ↑ 73 73 86 95 87 Social Studies ↓ 86 91 88 62 75 Science ↑ 72 74 75 61 65

Revised 3/3/10 55




Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap


Multi-Racial Grade 6 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 7 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 8 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few

Male Grade 6 Reading ↓ 93 91 97 91 92 English/Language Arts ↔ 89 78 89 89 90 Math ↑ 85 73 83 84 85 Social Studies ↔ 91 90 na na na Science ↑ 73 63 74 83 85 Grade 7 Reading ↑ 87 90 88 95 95 English/Language Arts ↑ 88 91 84 95 95 Math ↑ 90 93 88 99 99 Social Studies ↑ 88 93 na na na Science ↑ 79 83 80 98 98 Grade 8 Reading ↔ 91 94 94 94 95 English/Language Arts ↓ 87 94 94 90 90 Math ↑ 82 89 78 89 90 Social Studies ↓ 93 95 71 68 70 Science ↓ 81 86 74 72 73

Revised 3/3/10 56




Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

STU

DE

NT

AC

HIE

VE

ME

NT

Improve Curriculum

Mastery &

Reduce the

AchievementGap

CRCT Female Grade 6 Reading ↓ 93 91 100 96 96 English/Language Arts ↑ 90 90 96 99 99 Math ↑ 78 73 83 90 90 Social Studies ↔ 88 90 na na na Science ↑ 64 59 70 78 79 Grade 7 Reading ↑ 87 93 91 96 97 English/Language Arts ↑ 89 96 93 96 97 Math ↑ 90 89 93 99 99 Social Studies ↔ 92 94 na na na Science ↑ 80 84 85 87 88 Grade 8 Reading ↑ 96 95 96 97 98 English/Language Arts ↑ 96 93 96 99 99 Math ↑ 82 89 85 92 93 Social Studies ↓ 94 91 76 66 70 Science ↑ 82 80 72 74 75

Migrant Eligible Grade 6 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 7 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few Grade 8 Reading ↔ Too Few Too Few Too Few Too Few Too Few English/Language Arts ↔ Too Few Too Few Too Few Too Few Too Few Math ↔ Too Few Too Few Too Few Too Few Too Few Social Studies ↔ Too Few Too Few Too Few Too Few Too Few Science ↔ Too Few Too Few Too Few Too Few Too Few

Revised 3/3/10 57




Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

ST

UD

EN

T A

CH

IEV

EM

EN

T

Improve Curriculum

Mastery &

Reduce the

AchievementGap


% of students meeting or exceeding the target

Gifted Grade 6 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 100 100 100 100 100 Social Studies ↔ 100 100 na na 100 Science ↔ 100 100 100 100 100 Grade 7 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 100 100 100 100 100 Social Studies ↔ 100 100 na na 100 Science ↔ 100 100 100 100 100 Grade 8 Reading ↔ 100 100 100 100 100 English/Language Arts ↔ 100 100 100 100 100 Math ↔ 100 95 100 100 100 Social Studies ↔ 100 100 100 100 100 Science ↓ 100 100 95 100 100

Grade 8 Writing Assessment All Students ↓ 87 74 88 81 85 Black Students ↓ 73 56 83 67 75 White Students ↓ 89 78 90 84 89 Students with Disabilities ↓ 52 47 50 46 60 Hispanic ↔ 90 Too Few Too Few Too Few Too Few Gifted ↔ 100 100 100 100

ACCESS AMAO – A: Progress ↓ 61 47 68 69ACCESS AMAO – B: Attainment of Proficiency 14 13 19 20

Revised 3/3/10 58


Balanced ScorecardGOALS Performance


Measure↑↔↓

Actual Targets2005-06 2006-07 2007-08 2008-09 2009-10

ITBS

Percentile ranking

Grade 8 Reading 2005-06 2006-07 2007-08 2008-09 Vocabulary ↑ 45 44 48 49 50 Comprehension ↔ 48 50 50 52 53 Total ↑ 46 47 49 50 50

ST

UD

EN

T

AC

HIE

VE

ME

NT

Compete Nationally

English/Language Arts Spelling ↑ 49 49 57 na na Capitalization ↓ 55 52 51 na na Punctuation ↑ 48 46 50 na na Usage & Expression ↑ 47 48 48 na na Total ↑ 49 48 50 na na

MathematicsPercentile ranking Concept/Estimation ↓ 66 63 65 51 52

Problem Solving/Data Analysis ↓ 54 52 52 52 52 Computation ↓ 63 63 50 54 55 Total ↓ 61 60 56 52 52

Social Studies ↓ 48 47 44 na na Science ↓ 53 53 50 na na

Revised 3/3/10 59


GOALS Performance Objectives

Performance Measures Unit of Measure

↑↔↓

Actual Target2005-06 2006-07 2007-08 2008-09 2009-10

Stud

ent/S

take

hold

erE

ngag

emen

t Increase Student Engagement

Attendance% of Students absent more than 15 days

All Students ↓ 3.8 3.8 3.0 1.1 3.0 Black ↓ 2.9 2.9 1.2 1.2 3.0 Hispanic ↓ 3.1 3.1 0 0 3.0 White ↑ 3.9 3.9 4.1 1 3.0 Students with Disabilities ↓ 10 10 9.1 3.2 3.0 Economically Disadvantaged ↑ 5.9 5.8 6.2 1.1 3.0 Multi-Racial ↑ 5.6 5.6 11.8 5.3 3.0 ELL ↓ 6.9 6.9 0 0 3.0

Develop a Competent, Accountable Workforce

Highly Qualified # of Highly Qualified

Lea

rnin

g A

nd

Gro

wth

Paraprofessionals 100 100 100 100 100 Teachers 100 100 100 100 100New Teachers # of teachers

participating in Induction

Total number new to school 5 3 2 0 0 Teachers 0-3 years experience 3 3 3 0 0Teacher Absences % of teachers absent

> or = 5 days↑ 48% 52% 43% 35% 32%

% of teachers absent > or = 10 days

↑ 12% 10% 18% 17% 15%

Revised 3/3/10 60


Measurable Goals:

Reading and ELA:

The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT willincrease from 94.3% in 2009, then to 95 % in 2010, then to 96% in 2011, and then to 97% in 2012.

Mathematics:

The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 92.8% in 2009, then to 94% for 2010, then to 96% in 2011, and then to 97% in 2012.

Writing:

The percentage of 8th grade students at Pierce County Middle School meeting or exceeding the standard for the MGWA will increase from 81% in 2009 to 85% in 2010, then to 88% in 2011, and to 91% in 2012.

Science:

The percentage of students meeting or exceeding standards on the science portion of the CRCT will increase from a baseline of 80.9% in 2009, to 85% in 2010, then to 89% in 2011, and to 93% in 2012.

Social Studies:

The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will increase from baseline of 71.5% in 2009, to 76.5% in 2010, to 81.5% in 2011, to 86.5% in 2012.

The percentage of 8th grade students exceeding on the Social Studies portion of the CRCT will increase from 22.5% to 25%.

Revised 3/3/10 61


Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in 2011.

GSS Keys Activities, Strategies, Interventions

Funding Source,

Funding Cost, Resources

Timeline for Implementation

Person(s) or Positions

Responsible for Monitoring and

Evaluation

Means of Evaluation

Monitoring of Intervention (Artifacts)

Evidence of Impact on Student Learning

Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Research-based instruction is standard practice:

Continue Brazosport 8-Step Process of School Improvement

Apply strategies from GLISI’s Base Camp and Summit

Continue utilizing Learning-Focusedstrategies to improve the languagearts program

Review essential question writing

Assess/Evaluate introductory, extend/refine lessons, and summarizing activities in units

Develop/Edit unit checklist Inventory each unit based

developed checklist

2009-2013

August 2009

Principal/BST Leadership Team

Language Arts Teachers andInstructional Coach


GLISI Materials, Master Schedule, Teachers Schedule

Units/Graphic Organizers/Word Walls/Student Work

Unit Checklist

Leadership Team can articulate to the faculty the importance of “staying the course” on school initiatives.

Teachers will consistently use common design for unit development based on research-based strategies.

The administrators assess the components of the units.

Utilize SAI Survey and School Keys results to address strengths and weaknesses within the school.

School – Survey Monkey$20.00

Spring 2010-2013 CounselorPrincipal/BST Leadership Team/Department Heads

Data Sheets/Graphs/Charts

Administrators and department heads articulate the purpose of SAI survey and how results affect the SIP.

Revised 3/3/10 62


Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in 2011.

GSS Keys

Activities, Strategies, Interventions Funding Source, Funding Cost,

Resources

Timeline for Implementatio

n



Evaluation

Means of EvaluationMonitoring of Intervention (Artifacts)


Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Implement and align instruction with GPS Standards in reading/language arts:

Establish practices and procedures focused on improving instruction:

Continue to implement the Reading Across the Curriculum (RAC) – 25 books/1 million words

Provide list of 25 essential vocabulary words by grade level

Utilize differentiation instruction strategies

Examine student work weekly

August 09- May 10

August 09-May 10

August 09

August 09-May 10

August 09-May 10

Teachers

All Teachers

Department Teachers

All teachers

Student Reading Logs

Vocabulary list

Units, Student Choice,Observations, Awareness Walks

Student workAgenda

Students will show the standards and elements to improve skills.

Students reinforce achievement of standards mastery.

Students can articulate the expectations regarding the Reading Across the Curriculum Standard.

Teachers provide instruction differently based on student needs and interest.

Teachers examinestudent work and compare to thestandards.

Revised 3/3/10 63


Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.

Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in 2011.


Funding Source, Funding Cost,

Resources


n



Evaluation


Evidence of Impact on Student Learning Data

Utilize websites: www.USATestPrep.com

www.georgiastandards.org and www.gaoas.org www.CRCT online.com

Fund 400 FY’10-11 June 09-May 10 Summer School Teachers/Teachers

Analysis of student results

Student achievement will increase.

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion Utilize technology to reinforce

mastery MyAccess USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts

Fund 400 FY’ 10, TitleI FY’10, Title VIB FY’10

Title VIB FY ’10,SPLOST FY’10, QBE FY’10($7,470.00)

August 09- May 10

July 2010

All Teachers

Technology Coordinator

Student Achievement Data/Unit Plans/Media Log

Lap Tops, LCDProjectors, MIMOs, ELMOS

Students can provide examples of student work that has been enhanced by techonoloy.

Technology supports students’learning.

Revised 3/3/10 64

http://www.CRCT/

http://www.gaoas.org/

http://www.georgiastandards.org/

http://www.USATestPrep.com/





Funding Source,



n



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Systematic and data driven interventions that address learning weaknesses and support to accelerate:

Continue to implement a system of support (Pryamid of Intervention and RTI) for at-risk students including English Language Learners, Migrant, and Students with Disabilities:

Tier II and Tier II during the school day

Provide voluntary after- school program (6th-8th)

Fund graduation coach

Provide summer school for 8th grade students who did not meet standards including ELL/Migrant/ SWD

Provide working lunch as support

Provide CRCT Test Prep Provide resources for

effective classroom management practices

Title I FY’10

QBE FY’10

20 additional day money FY’10 – (Est.$26,000)

Title I FY ‘ 10Kay Burke Managing the Interactive Classroom

August 09-June10

August 09-June 10

June 2010

April 2010

Fall 2009

RTI Teachers

Teachers

Graduation Coach

Summer School Teachers

Teachers

Teachers

RTI Policies and ProceduresPryamid of InterventionMinutes/Agendas

Portfolio/Schedule

Sign-in SheetsSummer School Plan

Teachers’ Records

Agenda/Sign-in Sheet

Students move in and out of interventions based on frequent, ongoing, formative, and summative assessments.

Graduation coachprovides support/

Students who did not meet CRCT on 1st administration will meet or exceed on second administration.

Teachers articulate the changes in classroom management practices.

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.Revised 3/3/10 65





ResourcesTimeline for

Implementation



Evaluation

Means of Evaluation


Evidence of Impact on Student

Learning Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Ensure that students know, do, and understand the core content

Examine student work Meet regularly by department and

grade level to assess student progress

Continue to develop Balanced Assessment approach when assessingStudents

Revise Scope and Sequence of ELA/Reading

Prof. Learning FY’10, Title I and Title VI FY’10

Title I FY’10 Ahead of the Curve – Building Common Assessments

August 09-June 10

Fall 2009

August 2009

Teachers

Department Heads/Principal/ILT

ELA Teachers

Agenda/Material

Scope and Sequence Chart

Teachers will meet in departments once a month and grade level weekly to examine student work.

Teachers will implement strategies that match the students’ learning styles.Teachers will share”best practices” with staff.

Teachers articulate the changes that were made to scope and Sequence Chart.


Revised 3/3/10 66






Implementation



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Provide skill-based instruction duringExtended Learning Time

Review rigor/relevance of units and Benchmark Assessment questions (based on CRCT data)

Categorize Benchmark questions by Depth of knowledge

Develop/Incorporate performance tasks In each unit

Provide copies of standard(s) to students prior to beginning new unit for the purpose of identifying language and vocabulary within the standards

Title VIB IDEA FY ‘10

Title I FY’10Rigor/Revelance for Planning; Goal Seal Lessons ($525.00)

Prof. Learning FY’10, Title I FY’10, Title VI FY’10



August 09-May 10

August 09-May 10

August 09-May 10

August 09-May 10

August 09-May 10

ELT Teachers

Grade Level Teachers



All Teachers

ELT ScheduleLesson Plans/Unit

Units/Rubrics/Performance Tasks/Checklists/Student Work/Samples/Awareness Walks

Benchmarks Assessments

Units/Perf. Tasks

Standards

Student achievement will increase as shown by the CRCT.

Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.

Teachers will explain how the assessment questions emphasize higher-order thinking.

Performance Tasks reflect the rigor of the standards.

Students explain teacher expectations as they relate to standards.


Revised 3/3/10 67






Implementation


Responsible for

Monitoring and

Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion


Continue to provide a variety of models to meet the needs of special education students, ESOL, Migrant:

Inclusion Resource Self-contained Continue to provide a variety of

strategies to teach reading and ELA: SRA Corrective Reading Reading 1st

Wilson’s Reading

Reading Academy

Title VIB IDEA FY’10Title I Part C – FY ‘10Title IIIB – FY ‘10

Title VIB IDEA FY’10

Title I FY’10

June 09-June 10

August 09-May 09

August 09-May 10

Special Ed. Teachers/ESOLTeacher/MigrantCoordinator

Special Ed Teachers

Reading AcademyTeacher

Teachers’ Schedule/MasterSchedule

ELT Schedule

Units/AwarenessWalks

Student achievement will increase in reading/ELA

Special education teachers will provide a variety of strategies for students.

Students will be provided opportunities to receive additional reading support.

Continue to utilize Rozetta Stone and Open Book to Literacy curriculum and Spanish version of Reading Academy.

Title III FY’10 August 09-May 10 ESOL Teacher Units/AwarenessWalks

Observations indicate students working toward the same standard but in varying ways.


Revised 3/3/10 68


Annual Measurable Objective(s The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in 2011.):



Resources

Timeline for Implementat

ion



Evaluation

Means of Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Teachers and instructional leaders receive professional development on a specific framework:

Continue to develop ProfessionalLearning Communities

Develop and implement anassessment plan usingClassroom Assessment forStudent Learning

Attend Building Common Assessments in Atlanta

Continue book study groups Fail is Not Always Equal

Change Wars Ahead of the Curve

Title I and Title IIA FY’10

August 09-May 10

September 2009

Principal/Leadership Team/Rising Star Participants


Professional Books/Materials/Agenda

Materials/Agenda

Professional Books

Teachers will begin to develop an assessment plan.Teachers will redeliver information about building common assessments.

Teachers will put into practice information they have learned from book studies.


Continue to implement collaborative planning time for professional learning

Review norms and covenants Fund Instructional Coach Plan horizontally and

vertically three days per dep. Schedule monthly Focus Mtgs

o Plan an Assessment Plano Continue to study

Standards-based Grading and Reporting

Title I and Title IIA FY’10Title I and Title IIA FY’10

August 09-May 10

August 09-May10

Leadership Team/Principal

ILT

Principal/ILT/Rising Star Participants

Norms/CovenantPortfolio/Calendar

Assessment Plan

Draft of Report Card

Staff articulates how the norms and covenants support the school.Teacher teams articulate how their collaborative work time is utilized to plan for teaching and learning and how they consistently implement strategies in the SIP.


Annual Measurable Objective(s): The percentage of students in 6th-8th meeting or exceeding on the Reading/English Language Arts portion of Revised 3/3/10 69


the CRCT will increase from 94.92% in 2009, to 95% in 2010, to 96% in 2011.




Implementation



Evaluation

Means of Evaluation



Learning Data

Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

The implementation of the SIP and its impact upon student achievement are monitoring by the administration and the school leadership team.

Schedule monthly Leadership Team Fund 400 FY’10, Title IIA FY’10

August 09-May 10 Administration,/BST Team

Agendas/Minutes/SIP/Notebooks/Observation Forms

Leadership team can explain how the SIP impacts the work of the school and support student learning.

Develop strong teacher leaders at the building level:

Participate in the Rising Stars Initiativeo Lead department and staff in the

following:Leading a Team to Unpack Power Standards – Stage I and Stage IIDeveloping Assessments

Teacher CommentaryHow to Examine Student Work

Fund 400 FY’10, Title IIA FY’10

August 09-Feb 11

July 09 – May 10

Rising Star Participants

Sign-in Sheets/Agendas/PBM/Electronic Portfolios/Power Standards/Assessments/Student Samples

Teachers develop Power Standards.

Teachers explain the importance of using teacher commentary.Teacher examine student work.


Revised 3/3/10 70





Resources


ion



Evaluation

Means of Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Use a systematic process for monitoring and evaluating implementation of the curriculum

Develop a plan for conducting Awareness Walks

Conduct monthly Awareness Walks Analyze CRCT data to identify strengths

and weaknesses Organize Coaching Cycle Cohorts for the

purpose of improving instruction and student achievement

Observations of and conferences with teachers for coaching purposes (3-part cycle)

Coach will meet with each teacher in the cohort individually for 2 complete coaching cycles (Pre-Conference, Observation, and Post Conference)

Department Head will receive three days release time from classroom responsibilities per cohort cycle in order to complete this research initiative

Title IIA FY’10 August 09August 09-May10May 2010

August 09- May 10

August 09-May 10

Department Head

Department Heads/Principal/ Director of Teaching and Learning

Department Heads

Observation Instruments/Conference Forms/Data Collected

Teachers will conduct Awareness Walks monthly during the school year.

Teachers changing classroom practice as a result of professional learning.

Revised 3/3/10 71


Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.

Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011, and then to 91% in 2012.

GSS Keys


Resources


ion



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Implement GPS Standards in writing:

Implement the following strategies to improve writing:

Follow the Pierce County Writing Process

Incorporate writing in Extended Learning Time

Write daily in every content area

Use MGWA rubric for assessment Provide student choice Generate a portfolio of student work to

differentiate levels of mastery Utilize Writer’s Choice Celebrate student success

August 09-May 10

ELA Teachers Pierce County Writing Policy

Units

MGWA Rubric

Student Portfolios

Student Samples

Teachers will analyze MGWA Data.Students articulate the writing process.ELT writing classes address weaknesses and strengths of students.

Teachers will use the MGWA Rubric to analyze students’ work on the Mock Writing Test and other writing selections.Teachers will assess student reflections of writing pieces.

Revised 3/3/10 72


Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011, and then to 91% in 2012.

GSS Keys

Activities, Strategies, Interventions

Funding Source,





Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Utilize technology to reinforce mastery: Continue to implement MyAccess in

grades 7th and 8th

Fund 400 FY’10, Title I FY’10

August 09- May 10 ELA Teachers Portfolio of Students’ Writing

Students provide examples of student work that has been enhanced by technology.

Students articulate how technology supports their learning.

Use a systematic process for monitoring and evaluating implementation of the curriculum:

Performance-Based Module Leading a Team to Assess

Student Work Reevaluate anchor work samples as

models based on the Georgia MGWA

Participate in Mock MGWA in 6th and 7th grades

Monitor writing portfolios

October 2009

September 2009

January 2010

May 2010

Amanda Gay

ELA Teachers

ELA Teachers

PCMS Writing Coordinator

PBM Materials

Writing Exemplars

MGWA test

Student Portfolios

Teachers and students identify how and where the exemplary work meets the standard.

Teachers analyze results of Mock MGWA and determine the correlation with the 8th grade MGWA.

Writing portfolios will be evaluated according to PC writing standards.

Revised 3/3/10 73


Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011, and then to 91% in 2012.



Resources


ion



Evaluation



Prof

essi

onal

Lea

rnin

g an

d Sc

hool

Cul

ture

Conduct Awareness WalksAugust 09- May 10 ELA Teachers

Standards-based Awareness ChecklistSchedule of AWs

Teachers observe other during writing instruction.

Utilize collaborate planning for curriculum planning:

Plan horizontally and vertically to develop and revise standards-based units, checklists, rubrics, etc.

Plan with Leadership Team monthly

Revise instructional calendar/pacing guide/writing requirements/units

Continue to plan with Business Teachers

Fund 400 FY’10, Title IIA FY’10, Title I FY’10

August 09-May 10

August 09-May 10

August 09

August 09-May 10

Writing Coordinator/ELA Teachers

Leadership Team

Business Teachers/ELA Teachers

Sign-in SheetAgenda/MinutesChecklists/Units/Rubrics

Sign-in Sheets/Agenda/Minutes

Instructional Calendar/Pacing Guide/UnitsMinutes

Minutes

Teachers collaborately revise units/checklists/Rubrics

Leadership Team uses the MGWA data to revise writing initiatives.Instructional adjustments are made within the units.

Business teachers instruct students in the research process and assess their work.

Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.Revised 3/3/10 74


Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing Assessment will increase from 82% in 2009, to 85% in 2010, to 88% in 2011, and then to 91% in 2012.



Resources


ion



Evaluation



Cur

ricu

lum

, A

sses

smen

t &

Inst

ruct

ion

Meet with other content areas concerning Writing Across the Curriculum

August 09 Grade Level Teachers/ELA Teachers

Minutes/Sign-in Sheet/Units

Teachers provide support to one another to improve instruction. Instructional adjustments will be evident in units.

Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Revised 3/3/10 75


Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.



Resources


n



Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion




Continue utilizing Learning-Focusedstrategies to improve math.




developed checklist Attend Learning-Focused

Math Training 6-12

2009-2013

August 2009

September 2009


Language Arts Teachers andInstructional CoachPrincipal/BST Leadership Team

3 Math Teachers



Unit ChecklistTraining Materials






August 09- May 2013

CounselorPrincipal/BST Leadership Team/Dep Heads


Administrators and depart heads articulate the purpose of SAI survey and how results affect the SIP.

Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Revised 3/3/10 76


Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012. GSS Keys


Resources


n



Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Implement and align instruction with GPS Standards in math:





Exmine student work weekly

August 09- May 10

August 09-May 2010

August 09

August 09-May 10

August 09-May 10

Teachers

All Teachers

Department Teachers

All teachers


Vocabulary list


Student workAgenda

Students will show the standards and elements to improve skills.Students reinforce achievement of standards mastery.

Students can articulate the expectations regarding the Reading Across the Curriculum Standard.



Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be

Revised 3/3/10 77


increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.

GSS Keys


Resources


ion



Evaluation



Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion



Fund 400 FY’10-11 June 09-May 10

Summer School Teachers/Teachers



Utilize technology to reinforce mastery USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website GeoAlgebra Geometer’s Sketchpad

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts


Title VIB FY ’10,SPLOST FY’10, QBE FY’10($7,470.00)

August 09- May 10

July 2010

All Teachers



Lap Tops, LCDProjectors, MIMOs, ELMOS



Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.

Revised 3/3/10 78

http://www.CRCT/





GSS Keys


Funding Source,




Responsible for Monitoring

and Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion






Provide summer school for 8th grade students who did not meet standards including ELL/Migrant/ SWD

Provide working lunch as support

Provide CRCT Test Prep Provide resources for

effective classroom management practices

Title I FY’10

QBE FY’10


Title I FY ‘ 10Kay Burke Managing the Interactive Classroom

August 09-June10

August 09-June 10

June 2010

April 2010Fall 2009

RTI Teachers

Teachers

Graduation Coach


TeachersTeachers9 Teachers


Portfolio/Schedule

Sign-in SheetsSummer School Plan

Teachers’ RecordsSign-in SheetsAgenda/Sign-in Sheet





STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.

Revised 3/3/10 79


GSS Keys


Resources


n

Person(s) or Position(s) Responsible for Monitoring and Evaluation



Data

Plan

ning

and

Org

aniz

atio

n


Examine student work Meet regularly by department and

grade level to assess student progress

Continue to develop Balanced Assessment approach when assessing students

Revise Scope and Sequence of ELA/Reading



August 09-June 10

Fall 2009

August 2009

Teachers


ELA Teachers

Agenda/Material





STRATEGIC GOAL 3:By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

Annual Measurable Objective(s): ): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.GSS Activities, Strategies, Interventions Funding Source, Timeline for Person(s) or Means of Evaluation

Revised 3/3/10 80


Keys Funding Cost, Resources

Implementation

Position(s) Responsible for Monitoring and Evaluation



Plan

ning

and

Org

aniz

atio

n

Provide skill-based instruction duringExtended Learning Time



Develop/Incorporate performance tasks In each unit



Title I FY’10Rigor/Revelance for Planning; Goal Seal Lessons ($525.00)


Prof. Learning FY’10, Title I FY’10, Title VI FY’10Prof. Learning FY’10, Title I FY’10, Title VI FY’10

August 09-May 10

August 09-May 10

August 09-May 10

August 09-May 10

August 09-May 10

ELT Teachers




All Teachers

ELT ScheduleLesson Plans/Unit

Units/Rubrics/Performance Tasks/Checklists/Student Work/Samples/Awareness Walks

Benchmarks Assessments

Units/Perf. Tasks

Standards


Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.

Teachers will explain how the assessment questions emphasize higher-order thinking.


Students explain teacher expectations as they relate to standards.

STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from a baseline of 94.35% in 2009, to 95% in 2010, to then to 96% in 2011, then to 97% in 2012.GSS Activities, Strategies, Interventions Funding Source, Timeline for Person(s) or Means of Evaluation

Revised 3/3/10 81


Keys Funding Cost, Resources

Implementation

Position(s) Responsible for Monitoring and Evaluation



Plan

ning

and

Org

aniz

atio

n


Continue to provide a variety of models to meet the needs of special education students, ESOL, Migrant:

Inclusion Resource Self-contained Continue to provide a variety of

strategies to teach Math: ELT Math RTI Math

Math Academy

Title VIB IDEA FY’10Title I Part C – FY ‘10Title IIIB – FY ‘10

Title I FY’10

June 09-June 10

August 09-May 10

Special Ed. Teachers/ESOLTeacher/MigrantCoordinator

ELT TeacherRTI Teacher

Math AcademyTeacher

Teachers’ Schedule/MasterSchedule

Units/AwarenessWalks

Student achievement will increase in Math

Special education teachers will provide a variety of strategies for students.

Students will be provided opportunities to receive additional math support.

Continue to utilize Rozetta Stone and Open Book to Literacy curriculum and Spanish version of Math Academy.

Title III FY’10 August 09-May 10

ESOL Teacher Units/AwarenessWalks

Observations indicate students working toward the same standard but in varying ways.

STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math. GSS Keys

Activities, Strategies, Interventions Funding Source, Funding

Cost, Resources


Person(s) or Position(s)

Responsible for

Monitoring



Data

Revised 3/3/10 82


and Evaluation


Continue to develop ProfessionalLearning Communities

Develop and implement anassessment plan usingClassroom Assessment forStudent Learning


Continue book study groups Fail is Not Always Equal

Change Wars Ahead of the Curve


August 09-May 10

September 2009



Professional BooksMaterials/Agenda

Materials/Agenda

Professional Books

Teachers will begin to develop an assessment plan.

Teachers will redeliver information about building common assessments.Teachers will put into practice information they have learned from book studies.

Revised 3/3/10 83



Continue to implement collaborative planning time for professional learning Review norms and covenants Fund Instructional Coach Plan horizontally and vertically three

days per dep. Schedule monthly Focus Mtgs Plan an Assessment Plan Continue to study Standards-based

Grading and Reporting

Title I and Title IIA FY’10Title I and Title IIA FY’1

August 09-May10

August 09-May10

Leadership Team/PrincipalILT

Principal/ILT/Rising Star Participants

Norms & CovenaPortfolio/Calendar

Assessment Plan

Draft of Report Card

Staff articulates how the norms and covenants support the school.Teacher teams articulate how their collaborative work time is utilized to plan for teaching and learning and how they consistently implement strategies in the SIP.

Revised 3/3/10 84


STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.

GSS Keys



Resources





Learning Data

Plan

ning

and

Org

aniz

atio

n

Use a systematic process for monitoring and evaluating implementation of the curriculum

Develop a plan for conducting Awareness Walks

Conduct monthly Awareness Walks Analyze CRCT data to identify

strengths and weaknesses Organize Coaching Cycle Cohorts for

the purpose of improving instruction and student achievement

Observations of and conferences with teachers for coaching purposes (3-part cycle)

Coach will meet with each teacher in the cohort individually for 2 complete coaching cycles (Pre-Conference, Observation, and Post Conference)

Department Head will receive three days release time from classroom responsibilities per cohort cycle in order to complete this research initiative

Title IIA FY’10 August 09

August 09-May10

May 2010

August 09- May 10

August 09-May 10

Department Heads

TeachersTeachers

Department Heads/Principal/ Director of Teaching and Learning

Department Heads

Observation Instruments/Conference Forms/Data Collected

Department Heads develop plan for AW.Teachers will conduct Awareness Walks monthly during the school year.

Teachers changing classroom practice as a result of professional learning.

Revised 3/3/10 85


STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012.GSS Keys


Resources




Evidence of Impact on

Student Learning Data

Plan

ning

and

Org

aniz

atio

n




Continue utilizing Learning-Focusedstrategies to improve the languagearts program




developed checklist

2009-2013

August 2009


Language Arts Teachers andInstructional Coach




Unit Checklist






August 09- May 2013 CounselorPrincipal/BST Leadership Team/Dep Heads


Administrators and depart heads articulate the purpose of SAI survey and how results affect the SIP.

Revised 3/3/10 86



Activities, Strategies, Interventions Funding Source, Funding

Cost, Resources




Evaluation



Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Implement and align instruction with GPS Standards in science:


Continue to implement the Reading Across the Curriculum (RAC) – 25 books/1 million words and utilize database of articles


Distribute list to students and parents incorporate word walls and graphic organizers to assist students in learning vocabulary and how those words relate to/used in the standards


Examine student work weekly

August 09- May 10

August 09-May 10

August 09

August 09-May 10

August 09-May 10

August 09-May 10

Teachers

All Teachers

Department Teachers

Science Teachers

Science Teachers

All teachers


Vocabulary list


Student workAgenda

Students will show the standards and elements to improve skills.Students reinforce achievement of standards masteryStudents can articulate the expectations regarding the Reading Across the Curriculum Standard

Daily exposure and vocabulary immersion will result in higher student achievement in science.



Revised 3/3/10 87


STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012.GSS Keys


Resources








Fund 400 FY’10-11 June 09-May 10 Summer School TeachersTeachers



Utilize technology to reinforce mastery USA Test Prep Online Assessment System UnitedStreaming Brain Pop School Website

Purchase additional technology to support learning LCD Projectors Lap Tops Mimios Elmos Presentation Carts Computers Lab Equipment


Title VIB FY ’10,SPLOST FY’10, QBE FY’10($10,000)

August 09- May 10

July 2010

All Teachers



Lap Tops, LCDProjectors, MIMOs, ELMOS/ Inventory



Revised 3/3/10 88

http://www.CRCT/






Activities, Strategies, Interventions Funding Source,




Responsible for Monitoring and Evaluation

Means of EvaluationMonitoring of

Intervention (Artifacts)Evidence of Impact

on Student Learning Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

a






Provide summer school for 8th grade students who did not meet standards including ELL/ Migrant/ SWD

Provide working lunch as support Provide CRCT Test Prep Provide resources for effective

classroom management practices

Title I FY’10

QBE FY’10


Title I FY ‘ 10

Kay Burke Managing the Interactive Classroom

August 09-May10

August 09-May 10

August 09-May 10

June 10

April 2010Fall 2009

RTI Teachers

Teachers

Graduation Coach


TeachersTeachers9 Teachers


Portfolio/ScheduleSign-in SheetsSummer School Plan

Teachers’ RecordsSign-in SheetsAgenda/Sign-in Sheet





Revised 3/3/10 89


STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in scienceAnnual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012.GSS Keys






Evaluation



Data

Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion


Examine student work Meet regularly by department and grade

level to assess student progress

Continue to develop Balanced Assessment approach when assessing students

Revise Scope and Sequence of Science



August 09-May10

Fall 2009

August 2009

Teachers


Science Teachers

Agenda/Material





Provide skill-based instruction during Extended Learning Time in science Set scope and sequence of ELT

science for team and connection teachers


August 09-May 10 ELT Teachers ELT ScheduleLesson Plans/Unit


Revised 3/3/10 90


STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in scienceAnnual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012.GSS Keys


Resources




Evaluation

Means of Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion



Develop/Incorporate performance tasks in each unit


Incorporate writing in unitesSet minimal requirements for writing

across the science curriculum within each unit of study (including vocabulary and number of samples)

Use journal writing and/or portfolio assessments in science

Prof. Learning FY’10, Title I FY’10Rigor/Revelance for Planning; Goal Seal Lessons ($525.00)



August 09-May 10

August 09-May 10

August 09-May 10

August 09-May10

August 09- May 10

ScienceTeachers

ScienceTeachers

ScienceTeachers

ScienceTeachers

ScienceTeachers

Units/Rubrics/Performance Tasks/Checklists

Student Work/Samples/Benchmarks Assessments

Units/Perf. Tasks

StandardsGrade Level/Science Dept.Meeting Agenda and Minutes

Units/PerformanceTasks/Rubrics/Checklists

Journals

Teachers incorporate in units a consistent understanding or rigor and relevance that guides common expectations.Teachers will explain how the assessment questions emphasize higher-order thinking.


Students explain teacher expectations as they relate to standards

Students explain the expectations of the school wide science plan/Student Work Samples.

Students are able to communicate scientific ideas through written expressiond/

Revised 3/3/10 91


STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.







Evaluation



Cur

ricu

lum

, Ass

essm

ent &

Inst

ruct

ion

Develop school-wide template for writing scientific lap reports

August 09-May 10 Science Teachers

Lab ReportTemplate/StudentWork

Increase student proficiency in writing lab reports and communicating scientific ideas

Establish database of scientific charts, graphs, diagrams, etc. to be utilized by all teachers for the purpose of improving student achievement in informational text

August 09-May 10 ScienceTeachers

Electronic Database of Resources on the Shares Drive

Use of GPS science materials in non-science classrooms will establish cross-curricular importance of scientific thinking skills

Evidence of higher-order thinking are reflected in performance tasks chosen by students: Real-world applications and

experiences are tied to discovery learning through labs and hands-on activities embedded in unitso Provide field tripso Invite guest speakerso Establish guidelines for labs

and activities related to curriculum

August 09- May10 Science Teachers Units/Perf Tasks/Rubrics/StudentWork/Checklists/Samples/Awareness Walks

Performance Tasks display mastered standards and student’s ability to think critically about scientific concepts (what they know and can do).

Revised 3/3/10 92


STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be increased from a baseline of 80.9% in 2009, to 85% in 2010, to then to 89% in 2011, then to 93% in 2012.

Plan

ning

and

Org

aniz

atio

n






Evaluation



Learning Data

Ensure that students know, do , and understand the core content

Provide inclusion model to meet the needs of special education students, ESOL, migrant

Title VIB IDEA FY’10Title IIIB Fy’10

August 09-May 10 Special Ed. Teachers/ESOL Teacher/Migrant

Teacher’s Schedule/Master Schedule

Special Education teachers will provide a variety of strategies for students.


Continue to develop Professional Learning Communities

Develop and implement an assessment plan using Classroom Assessment for Student Learning


Continue book study groupso Fair is not Always Equalo Change Warso Ahead of the Curve


August 09 – May 10

September 2009



Assessment Plan Template

Agenda/Material

Professional Books

Teachers will begin to develop an assessment plan.

Teachers will deliver information about building common assessments.Teachers will put into practice information they have learned from book studies

Teachers engage in a process of collaborative planning for curriculum implementation:

Continue to implement collaborative planning time for professional learning Review norms and covenants Fund Instructional Coach


August 09- May 10 Leadership Team/PrincipalILT

Norms and CovenantsPortfolio/Calendar

Staff articulates how the norms and covenants support the school

Revised 3/3/10 93


STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science







Evaluation



Data

Plan

ning

and

Org

aniz

atio

n

Plan horizontally and vertically three days per department

Schedule monthly Focus Meetingso Plan an Assessment Plano Continue to study Standards-

based Grading and Reporting

Provide additional resources forscience department for materials and technologyo Consumable materials for

teaching scienceo Replace stock items as neededo Purchase new aids that

supplement GPS curriculum

Title I and Title IIA FY 10

QBE FY’ 10Fund 400 FY’10

August 09- May 10

August 09-May 10

Principal/ILT/Teachers

Principals/Dept. Heads/Science Teachers

Sign-in SheetAgendaAgendaAssessment PlanDraft of Report Card

School Budget/Purchase Orders/Inventories/Personnel Assignments/Master Schedule/ Agendas/ Minutes

Teacher teams articulate how their collaborative work time is utilized to plan for teaching and learning and how they consistently implement strategies in the SIP.

Allocated vertical planning time along with other resources will directly impact student achievement.

Conduct a needs assessment of technological and laboratory equipment

August 09 & May 10

Dept. Head/Science Teachers

Agenda/Minutes/Needs Assessment and Results

Technology and lab equipment can be utilized by teachers and students to improve student interest and achievement.

Provide teacher apprentice students for science teachers whenever possible

Local FY’10 August 09- May 10 Lala Thornton, Teacher Apprentice Teacher

Sign-in Sheets Teacher apprentice students work in providing instruction and classroom management.

Revised 3/3/10 94


STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies/Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 71.5% in 2009 to 76.5% in 2010, to 81.5% in 2011, to then to 86.5% in 2011, then to 91.5% in 2012.GSS Keys


Resources




Evaluation




Implement and align instruction with GPS standards in social studies:

Revise units to align with standards Create unit materials that include the

following: Setting Criteria Self-Assessment Conferencing/Reporting

Title I FY’10 August 09-May 10 SS Teachers Units Students will show the standards and elements to improve skills




Review instructional material Develop acquisition and extension and

product-driven units

Fund 400 FY’10

August 09- May 10 SS Teachers Student Reading Logs

Vocabulary Lists

Gallopade materials

Students articulate the expectations regarding the RAC standard.Daily exposure and vocabulary immersion result in higher achievement in social studies.

Utilize collaborate planning for curriculum planning:

Participate in key seminars featuring the following :

Standards-based grading Balanced Assessment Elluminate sessions

Create a rubric to evaluate the NSSC Conduct Awareness Walks

Prof. Learning FY’10

Title I FY’10

August 09-May 10

Nov. 13-15, 2009August 09-May 10

SS Teachers

SS TeachersSS Teachers

Notes

RubricsChecklist

Teachers articulate how their collaborative work time is utilized to plan for teaching and learning.Rubric will evaluate conference.

Revised 3/3/10 95


STRATEGIC GOAL 5: : By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies/

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be increased from a 71.5% in 2009 to 76.5% in 2010, to 81.5% in 2011, to then to 86.5% in 2011, then to 91.5% in 2012.GSS Keys






Evaluation



Learning Data

Plan

ning

and

Org

aniz

atio

n

Utilize technology to reinforce mastery: Scan pages to digital form for resource Use Internet website and use software

programs: USA Test Prep Online Assessment System United Streaming Brain Pop www.USATesstPrep.com www.georgiastandards.org

Fund FY’10-11June 09-May 10June 09-May 10

SS TeachersSS Teachers

UnitsSoftware Programs

The increased use of multimedia resources instruction along with better use of time will increase student achievement.Teachers will use resources electronically.

Revised 3/3/10 96


http://www.USATesstPrep.com/


STRATEGIC GOAL 6: Improve Graduation Rate for Pierce County School System

GSS Keys


Resources




Evaluation



Learning Data

Pare

nt In

volv

emen

t and

Com

mun

ity E

ngag

emen

t

Develop and implement a system of support (Pyramid of Intervention and RTI) for at-risk students

Title VIB IDEA FY’10

August 09- May 10 RTI CoordinatorGraduation CoachTeachersSpecial Ed Coord.

RTI Minutes Students move in and our of interventions based on assessments.

Fund Graduation Coach Collaborate with PCHS Graduation

Coach Teach and counselor at-risk students

QBE FY’10Remedial FY’10

August 09- May 10Graduation Coach Calendar Graduation Coach

provides support to at-risk students

Implement Advisor/Advisee Program Work in conjunction with PCHS –

9th grade transition program Provide CHOICES Program in

conjunction with OTC Implement Bear/Buddy Program for

at-risk 6th graders

Safe Schools Grant FY’10

August 09- May 10

May 10

August 09- May 10

All facultyGraduation Coach

OTC Consultant

Teachers/Staff

Agendas/

Agenda

Transition plan promotes graduation rate.Students will increase their knowledge of career paths

Fund Transition Coordinator for Special Education Population Develop a transition plan Develop communication plan for

parents and community with school

Title VIB IDEA FY’10ARA FY’09Prof. Learning FY’10

August 09- May 10

August 09- May 10

Transition Coordinator

Special Ed LeadTeacher

Transition PlanAgenda/Plan

Transition plan will increase graduation rate.Better communication improves success.

Continue to implement “Graduation Counts” Campaign

August 09- May 10 Faculty Signs/Banners/T-Shirts

Awareness of importance of graduation

Promote attendance Fund attendance clerk Continue attendance campaign Follow county attendance policy Provide incentives for perfect

attendance

Local FY’10

School Funding FY’10

August 09- May 10

August 09- May 10

Attendance Clerk/Counselor

Principal/Counselor

Notebook/Contracts/Power School Data

Pictures

The # of students who miss over 15 days will be below 15%.

Revised 3/3/10 97


Strategic Goal 7: To support teacher effectiveness in meeting goalsGSS Keys


Resources






Plan

ning

and

Org

aniz

atio

n

Retention of Highly Qualified Teachers

Provide professional development for teachers implementing exemplary practices in teaching:

Attend Reading First Training Attend Gifted Conference

Attend Gifted Trainings Obtain Gifted Endorsement

Attend TESOL Conference Attend RTI Training Attend System Level Committee Mtg Attend National Social Studies

Conference in Atlanta Attend Kay Burke Managing the

Interactive Classroom Attend Math training through RESA

and ETTCs Attend Graduation Coach Trainings Attend Counselors Trainings/Power

School Attend Special Ed Training

Developing Behavior Intervention Plans

Tourettes Syndrome Wilson Reading Developing Transition Plans Autism Training Data Retreat

Attend monthly focus group meetings Provide vertical planning opportunities

for teachers

Fund 400 FY’09 & FY’10

Title V FY’10

Title III FY’10

Fund 400 FY’10

Fund 400 FY’10

Title VI IDEA FY’10

Fund 400 FY’10Prof. Learn FY’10

June 2009Spring 2010

Sept. 17-19, 2009

Nov. 13-15, 2009

TBA

TBA

TBA

July 2009TBA

August 09 – May 09

Teachers/ILTGifted Teacher

ESOL Teacher

RTI CommitteeAdministrators/ILT9 Social Studies Teachers10 Teachers

3 Math Taechers

Graduation Coach2 Counselors

9 Special Ed Teachers

All teachers, administrators, ILT

Materials/Agenda/Evaluation of Prof. Learning

Conversation with administration

Professional resources

Teachers articulate how professional learning impacts the organizational effectiveness of the school and the focus of the school.

Teachers articulate and demonstrate their understanding of content through lessons they design and implement with rigorous student performances accomplished.

Teachers implement and articulate their knowledge of PD in lessons for students.

Strategic Goal 7: To support teacher effectiveness in meeting goalsRevised 3/3/10 98


GSS Keys


Resources






Plan

ning

and

Org

aniz

atio

n

Provide professional development for teachers implementing exemplary practices in teaching:

Train teachers how to develop higher-order thinking skills for all students

Attend GSTA Conference yearly

Develop strong teacher leaders at the building level:

Continue learning opportunities for science educators such as Rising Stars and Certificate Programs (Gifted, ELL, Gifted)

Utilize and fund department heads Encourage teachers to apply for Master

Teacher statuso Master Teacher Conferenceo Workshops

Fund 400 FY’09 & FY’10

Fund 400 FY’10, Title IIA FY’10

August 09- Feb 11 Materials/Agenda/Evaluation of Prof. Learning

Conversation with administration

Teachers articulate how professional learning impacts the organizational effectiveness of the school and the focus of the school.Teachers articulate and demonstrate their understanding of content through lessons they design and implement with rigorous student performances accomplished.

Teachers changing classroom practice as a result of professional learning. Research-based strategies are implemented to ensure the achievement of all learners.

Revised 3/3/10 99

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