schoolwide/school improvement plan … · carry out the comprehensive schoolwide/school improvement...

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

Mr. Richard Woods, State School Superintendent

July 2014 ● of 42 NCSS-Revised 2/2/16

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Cousins Middle School District Name: Newton County

Principal Name: Dr. Makeba Clark School Year: 2015-2016

School Mailing Address: 8187 Carlton Trail N.W., Covington, GA 30014

Telephone: 770-786-7311

District Title I Director/Coordinator Name: Dr. Sheila Thomas

District Title I Director/Coordinator Mailing Address: 2109 Newton Drive N.E.,

Covington, GA 30015

Email Address: [email protected]

Telephone: 770-787-1330

ESEA WAIVER ACCOUNTABILITY STATUS

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

Priority School Focus School

Title I Alert School

Principal’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: June 2, 2015 Revision Date: July 29, 2015 Revision Date:

October 19, 2015





SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan

must be addressed. When using SWP and SIP checklists, all components/elements

marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section

1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

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

this document.





Planning Committee Members:

NAME MEMBER’S SIGNATURE POSITION/ROLE

Dr. Makeba Clark Principal

Ms. Alison Jackson Assistant Principal

Mr. Aaron Robinson Assistant Principal

Ms. Trista Hooten-

Wilson

6th Grade

ELA/Department Chair

Ms. Renee Carey Instructional Coach/Title I

Contact

Mr. James Kitchens 6th Grade

Math/Department Chair

Ms. Christine Kraemer Exploratory Chair/Band

Director

Ms. Michelle Ozburn 8th grade

Science/Department Chair

Ms. Janel Jones 8th grade Social

Studies/Department Chair

Ms. Angela Mitchell Physical Education Chair

Ms. Patrice Peek Media Specialist

Ms. TaKisha Bryson Title Math

Ms. Royce Lawson-

Woods

Counselor & RTI

Ms. Tereska Gholston Parent

Ms. Karen Moss Parent





SWP/SIP Components

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

the needs of migratory children as defined in Section 1309(2)) that is based on information

which includes the achievement of children in relation to the state academic content

standards and the state student academic achievement standards described in Section

1111(b)(1).

Response:

A. We have developed our schoolwide plan with the participation of individuals who will

carry out the comprehensive schoolwide/school improvement program plan. Those

persons involved were the school administrators, the school improvement team members,

Title 1 teachers, parents, and the entire instructional staff. All stakeholders were involved

with the Comprehensive Needs Assessment for Cousins Middle School in multiple ways.

All staff and parents completed surveys during the 2014-15 school year. Teachers from

each grade level, academic subject area, and exploratory department participated in

disaggregating school-wide student achievement data for strengths and weaknesses among

subject areas and subgroups. Additionally, discipline and attendance data were examined

by the PBIS team each month and presented to the staff. After areas of weakness were

identified, the team developed the School Improvement Plan to drive the school in

meeting all the needs improvement areas. The plan will be shared with all stakeholders.

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

information to base this needs assessment:

2013-2014 CCRPI data

2013-2014 CRCT

ITBS

STAR Reading

STAR Math

Attendance Data

Discipline Data

C. We have taken into the account the needs of migrant children by working the Migrant

Education Program Specialist from Abraham Baldwin Agricultural College (ABAC) who

will provide support and services to our migrant student population. If a student is

identified, migrant students are placed in Tier II of the Pyramid of Intervention and are

monitored through the RTI process. The classroom teachers will implement strategies for

any Migrant Education student based on the areas of need. Newton County is a part of the

Migrant Education Consortium, which means Georgia Department of Education allows

Abraham Baldwin Agricultural College (ABAC) to serve as the fiscal agency.

Each year, all students receive an Occupational Survey to be completed by the parent or

guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant

Education Liaison in the Office of Federal Programs. Upon receipt, and review of each survey,

the Migrant Education Liaison sends selected surveys to the regional Migrant Education Program









1111(b)(1).

office. The Migrant Education Program Specialist from ABAC will contact each school to

provide support to any student who qualifies for these services

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

subjects and skills in which teaching and learning need to be improved. The results

from the analyzed data are as follows:

Graph 1-CRCT Scores 2012-2014

Reading ELA Math Science Social Studies

2012 94% 92% 83% 72% 68%

2013 96% 91% 82% 76% 75%

2014 95% 89% 82% 76% 80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rce

nta

ge M

ee

tin

g /

Exce

din

g

Cousins Middle School CRCT Scores 2012-2014

Graph 2—ITBS 2014









1111(b)(1).

Table 1--6th Grade STAR Reading, Fall, 2014










1111(b)(1).


After reviewing historical data, it was determined that our greatest strength school-wide going

into the 2013-14 school year was Reading. With the state’s transition from CRCT to Georgia

Milestones, limited data for the 2014-2015 was available for Reading; therefore, the committee

examined STAR universal data. The STAR data revealed that in the fall of 2014, 60% of 6th

graders were below grade level equivalency; 70% of 7th graders were below grade level

equivalency and 66% of 8th graders were below grade-level equivalency. This data indicated a

need for Reading improvement among all three grade levels. In the fall of 2014, data from the

ITBS indicated 6th grade reading scores at the 27th national percentile. ITBS scores further

indicated a need for Reading improvement among 6th grade students at Cousins Middle School.

In utilizing the available data from 2013-14, it was also determined that our school-wide greatest

area of need was sixth grade Science. Sixth grade Language Arts also showed weakness

compared to seventh and eighth grade results. Our Title I focus has been on Reading and Math

for the past several years. The data indicates that those efforts have played a large role in the rise

in student achievement in those areas until 2014. Georgia Milestones data will play a significant

role in reassessing the area of Reading improvement at Cousins Middle School.

Graph 3









1111(b)(1).

Graph 4

Science- The historical data indicated that our greatest need is in 6th grade science. Historical

data revealed that no significant achievement is noted in the area of 6th grade Science. In 2013,

34% of the students DNM compared to 18% DNM in 8th grade. It was particularly concerning

that in 2013 15% of sixth graders exceeded in Science, but only 9% exceeded in 2014. This

percentage was not consistent with other sixth grade science scores across the county leading the

team to the conclusion that sixth grade science was our greatest area of need. The analysis of

subgroup Science data gave us more insight on how we can meet the needs of all students. The

results of the CRCT Science indicated that our economically disadvantaged and SPED students

are the sub groups with the most urgent needs. In the fall of 2014, 6th grade ITBS scores

indicated that those students ranked in the 45th percentile nationally. 6th grade ITBS Science

scores were among the highest subject scores in 2014. Georgia Milestones data will play a key

role in reassessing our current Science data for Cousins Middle School.

Graph 5









1111(b)(1).

Social Studies – The 2013-14 data revealed a consistent increase in school-wide Social Studies

achievement. CRCT scores show a 12 percent increase over the last 3 years. The achievement

rate for 2013-14 was 80% school-wide. Although there was a significant rise in all Social Studies

scores in all three grade levels (6th – 5%, 7th - 8%, and 8th –

2%) these scores are still below the projected target scores for proficiency for each grade level.

The greatest area of deficit remained history with economics and geography following. 6th grade

Social Studies ITBS scores indicated that those students were in the 39th percentile nationally.

Georgia Milestones data will play an integral part in reassessing our students’ progress in Social

Studies.

Language Arts/ Reading – Historically, language arts has shown an increase in achievement

from year to year, but dropped 3 percentage points on the 2014 administration. Data reveals that

white females perform highest and black males are the least performing sub group on the English

Language Arts CRCT. Writing has historically been a strength for Cousins Middle School. Our

eighth graders posted the highest writing scores for the Newton County middle schools with 78%

of our students passing the Georgia Writing Test in 2013-14; however, 6th grade ITBS scores

show a low percentile ranking for written expression. Georgia Milestones Testing will offer

Cousins Middle School significant data on student achievement in writing due to the focus on

constructed response.

Table 4—Math Star Data, Spring 2015









1111(b)(1).

Math- We continued to place an emphasis on math during the 2014-15 school year. Data

revealed that our 2013-14 6th and 8th graders had the highest achievement across the district.

Sixth grade reduced the percentage of DNM from 25% to 19% and the 8th grade showed a

reduction of 3% percentage points and an 85% pass rate. The rigor of Springboard combined

with our efforts in Title I Math, Math Acceleration during FOCUS, and targeted assistance with

our SWD group is apparent in the historical data. Significantly, ITBS scores among 6th graders

indicated that in 2014, our students ranked in the 39th percentile nationally. STAR Math scores

revealed a need to help those struggling students who are below the 24th percentile ranking: 6th

grade—15%; 7th grade 28%; and 8th grade 26%.

Discipline

Discipline Data 2013-14, 2014-15

2013-14 2014-15









1111(b)(1).

# of discipline events 241 294

% of students with discipline

referrals

17.8% 22.5%

After comparing the discipline data, discipline referrals increased from 2013-2014 to 2014-15.

Referrals increased from 241 in 2013-14 to 294 referrals in 2014-15. In 2014-15, 40.38 % of the

student population is African American with 60% off the office referrals, the White student

population of 46% had 33% of referrals, and Hispanic students make up 7% of the student

population with 5% of discipline referrals. Based on the 2014-15 discipline data, 111 of the

discipline referrals were defiance/insubordination/non-compliance, 60 physical aggression, and

47 fighting.

When all the information from the resources used during our comprehensive needs assessment

were compiled, Cousins Middle School’s needs include the following:

Increase the number of students meeting the standards in all grades in Math

Increase the number of students meeting the standards in sixth grade Science

Increase the number of students meeting the standards in seventh and eighth grade Social

Studies

Increase the number of students reading on grade level lexile.

Increase the number of students meeting the standards in sixth grade English Language

Arts

Provide professional learning in increasing Depth of Knowledge and Rigor

Incorporate Writing Across the Curriculum

Increase parental involvement

Decrease the number of absences during the 2015-16 school year

Reduce the number of discipline referrals by 3%.

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

students and groups of students who are not yet achieving to the State Academic content

standards [the Common Core Georgia Performance Standards (CCGPS)] and the State

student academic achievement standards including

Economically disadvantaged students: This number continues to rise. The

population that Cousins Middle School serves is predominately generational

poverty. Many of our parents are former students.

Graph 6—Economically Disadvantaged Subgroup, Grades 6-8









1111(b)(1).

Students from Major racial and ethnic groups: The table below demonstrates the

diverse population of students. Our population is 46% White, 40% Black, 7%

Hispanic, 5% Interracial, and 2% Asian.

Students with disabilities make up 15% of our student population. These students

are predominately serviced through the co-teach model.

Students with limited English proficiency only consist of nine students. Those

students’ needs are met by an ELL teacher three days per week.

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

related data.

The major strengths we found in our program were in Reading and Language

Arts. Specifically, Reading for Information and Sentence Construction.

The major needs we discovered were Math (Numbers and Operations), Science

(Earth), and Social Studies (Georgia History and Africa and Asia) across all grade

levels and subgroups.

The needs we will address are increasing academic performance in sixth grade

Science and Language Arts, Math in all grade levels, and seventh and eighth

grade Social Studies and incorporating writing into all subject areas at every grade

level.

The specific academic needs of those students that are to be addressed in the schoolwide

program plan will include reading and writing across the curriculum. In preparation for the GA

Milestones, we will work to enhance extended response questions.

The ROOTCAUSE/s that were discovered for each of the needs was the lack of

background knowledge. Teachers will continue to receive professional









1111(b)(1).

development on unlocking students’ background knowledge and how to best

apply it to new information, using assessment data to drive instruction, and

enriching vocabulary.

A strong focus during the 2015-16 school year will be parental involvement.

Through Parent University, a Parental Involvement Center, and an emphasis on

parent contact through utilizing our current technology (Safari Montage Live), we

hope to increase parent knowledge on strategies that help students succeed.

Cousins Middle School will also place a keen focus on strengthening Professional

Learning Communities within the school environment in order to further promote

collaboration among teachers and data-driven curriculum.

There is also a need to provide social skills lessons and activities for at-risk

students.

Table 5 13-14 COUSINS MIDDLE SCHOOL CRCT Reading Results with CCRPI State

& Subgroup Performance Targets

CRCT

READING

%

DNM

Reading

%

Meets

Reading

%

Exceeds

Reading

% Meet

&

Exceeds

2014-

15

Target

Grade 6 4.10% 57.80% 38.10% 95.90% 98%

Grade 7 6.50% 59.10% 34.40% 93.50% 95%

Grade 8 5.20% 45.70% 49.10% 94.80% 97%

SWD 25.80% 61.90% 12.40% 74.30% 79%

Asian 0% 14% 86% 100% 100%

Hispanic 2% 59% 39% 98% 100%

Black 5.00% 66% 29% 95% 100%

Multi-Race 0% 58% 42% 100% 100%

White 3.00% 49% 48% 97% 100%

Economically

Disadvantaged

7.80% 59.80% 32.40% 92.20% 95%









1111(b)(1).

Gifted 0.00% 14.80% 85.20% 100.00% 100%

ELL 9.10% 72.70% 18.20% 90.90% 93%

Table 6 13-14 COUSINS MIDDLE SCHOOL CRCT ELA Results with CCRPI State &

Subgroup Performance Targets

CRCT ELA

%

DNM

ELA

%

Meets

ELA

%

Exceeds

ELA

% Meet

&

Exceeds

2014-

15

Target

Grade 6 13.20% 62.80% 24.10% 86.90% 90%

Grade 7 11.30% 50.70% 38% 88.70% 90%

Grade 8 8.30% 50.20% 41.50% 91.70% 93%

SWD 41.70% 54.20% 4.20% 58.40% 70%

Asian 0% 7.00% 93% 100.00% 100%

Hispanic 4% 64% 32% 96% 100%

Black 16% 56% 28% 84% 89%

Multi-Race 0% 48% 52% 100% 100%

White 7.20% 54% 38% 92% 95%

Economically

Disadvantaged

13.70% 58.60% 27.70% 86.30% 91%

Gifted 0% 23.40% 76.60% 100% 100%

ELL 10.90% 54.20% 34.90% 89.10% 94%

Table 7 13-14 COUSINS MIDDLE SCHOOL CRCT Math Results with CCRPI State &


CRCT MATH









1111(b)(1).

%

DNM

Math

%

Meets

Math

%

Exceeds

Math

% Meet

&

Exceeds

2014-

15

Target

Grade 6 19.50% 62.90% 17.60% 80.50% 90%

Grade 7 17.40% 54.90% 27.80% 82.70% 90%

Grade 8 15.80% 51.80% 32.40% 84.20% 90%

SWD 55.40% 39.10% 5.40% 44.50% 65%

Asian 7.10% 7.10% 86% 93.10% 96%

Hispanic 16% 61% 24% 85% 90%

Black 25% 58% 17% 75% 85%

Multi-Race 12.10% 42% 57% 99% 100%

White 11.40% 57% 31% 88% 93%

Economically

Disadvantaged

23.80% 57.90% 18.30% 76.20% 85%

Gifted 26.60% 73.40% 100% 100%

ELL 45.50% 45.50% 9.10% 54.60% 75%

Table 8 13-14 COUSINS MIDDLE SCHOOL CRCT Science Results with CCRPI State &


CRCT

SCIENCE









1111(b)(1).

%

DNM

Science

%

Meets

Science

%

Exceeds

Science

% Meet

&

Exceeds

Science

2014-

15

Target

Grade 6 33.10% 58.30% 8.60% 66.90% 85%

Grade 7 22% 43.30% 34.70% 78.00% 85%

Grade 8 18.30% 56.40% 25.30% 81.70% 85%

SWD 63.90% 30.90% 5.20% 36.10% 50%

Asian 0% 21% 79% 100% 100%

Hispanic 25% 62% 13% 75% 80%

Black 36% 48% 16% 64% 75%

Multi-Race 15% 67% 18% 85% 90%

White 15% 56% 30% 86% 91%

Economically

Disadvantaged

32% 52% 16% 68% 75%

Gifted 2.30% 31.30% 66.40% 98% 100%

ELL 46% 45.50% 9.10% 54.60% 75%

Table 9 13-14 COUSINS MIDDLE SCHOOL CRCT Social Studies Results with CCRPI

State & Subgroup Performance Targets

CRCT

SOCIAL









1111(b)(1).

STUDIES %

DNM

Social

Studies

%

Meets

Social

Studies

%

Exceeds

Social

Studies

% Meet

&

Exceeds

Social

Studies

2014-

15

Target

Grade 6 20.80% 40.40% 38.90% 79.30% 90%

Grade 7 19.30% 33.80% 46.90% 80.70% 90%

Grade 8 19.40% 48.30% 32.30% 80.60% 90%

SWD 59% 29% 12% 41% 50%

Asian 0% 7.00% 93% 100.00% 100%

Hispanic 14% 47% 39% 86% 91%

Black 29% 40% 31% 71% 80%

Multi-Race 6.10% 42% 52% 94% 100%

White 14% 42% 44% 86% 91%

Economically

Disadvantaged

26% 42.40% 31.70% 74.10% 80%

Gifted 0% 17.60% 82.40% 100% 100%

ELL 30% 60% 10% 70% 80%

G. The measurable goals/benchmarks we have established to address the needs are listed below.

The 45 Day action plan will be monitored and adjusted as needed. Results will be reviewed

monthly during school leadership team meetings. Goals are based on the new Georgia

Milestones Assessment for 2014-2015 and STAR reading universal screener. With the

emphasis on open ending questions, higher order thinking, and application of knowledge, our

goals and the understanding that first year assessments typically drop, we based our goals on

how our students might scores on the Georgia Milestones.









1111(b)(1).

Reading

Increase the percent of sixth grade students reading below grade level lexile from 67% to at least

90%.

Increase the percent of seventh grade students reading below grade level lexile from 51% to at

least 90%.

Increase the percent of eighth grade students reading below grade level lexile from 55% to at

least 90%.

English/Language Arts

Increase the percent of students with disabilities meeting standards in English/Language Arts

from 58.4% to at least 70%.

Increase the percent of students meeting/exceeding in writing from 76% to 85%

Mathematics

Increase the percent of students in grades 6-8 meeting and/or exceeding standards in

mathematics from 82.4% to at least 90%.

Increase the percent of students with disabilities meeting and/or exceeding standards in

mathematics from 44.5% to at least 65%.

Increase the percent of black students meeting and/or exceeding standards from 75% to at least

85%.

Increase the percent of economically disadvantage students meeting and/or exceeding standards


Increase the percent of English language learners meeting and/or exceeding standards from

54.6% to at least 75%.

Science

Increase the percent of 6-8 grade students meeting and/or exceeding standards in science from

75.5% to at least 85%.

Increase the percent of students with disabilities meeting and/or exceeding standards in science


Increase the percent of Hispanic students meeting and/or exceeding standards in science from

75% to at least 85%.

Increase the percent of Black students meeting and/or exceeding standards in science from 64%

to at least 75%.


in science from 68% to at least 75%.

Increase the percent of English language learners meeting and/or exceeding standards in science


Social Studies









1111(b)(1).

Increase the percent of students in grades 6-8 meeting and/or exceeding standards in social

studies from 80.2% to at least 90%.

Increase the percent of students with disabilities meeting and/or exceeding standards in social

studies from 41% to at least 50%.

Increase the percent of Black students meeting and/or exceeding standards in social studies from

71% to at least 80%.


in social studies from 71.1% to 80%.

Increase the percent of English language learners meeting and/or exceeding standards in social

studies from 70% to 80%.

Discipline

Reduce discipline referrals by 3%.

2. Schoolwide reform strategies that:

Response:

Student learning will be enhanced and improved by providing professional learning to teachers

on implementing research-based instructional strategies, differentiation, and data analysis. The

instructional coach will continue to support teachers with effectively implementing professional

learning communities to collaboratively plan instruction that meets the needs of all students,

evaluate student work, and to analyze formative and summative assessment data. The

instructional coach will also support new and struggling teachers. Teachers will provide targeted

instruction during Focus time for students who have academic gaps in reading and math.

Universal screener data, benchmark data, and common formative assessment will be used

regularly (quarterly and weekly) to identify struggling students and to monitor student progress

towards mastering academic standards.

School wide reform strategies:

are directly tied to the comprehensive needs assessment,

are directly tied to the comprehensive needs assessment

are scientifically researched based

are based upon effective means of raising student achievement.

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

address the needs of all children, particularly targeted populations, and address how the

school will determine if such needs have been met and are consistent with school

improvement plans

develop opportunities for all children in the school to meet or exceed Georgia’s Standards





2. Schoolwide reform strategies that:

of Excellence.

2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels

of student academic achievement described in Section 1111(b)(1)(D).

Response:

The ways in which we will address the needs of all children in the school, particularly the needs

of students furthest away from demonstrating proficiency on state academic standards are by

providing Focus time at the beginning of each day for all students. Students are in flexible

groups based on individual performance data which is evaluated weekly through progress

monitoring data. Students demonstrating profound deficits are placed in foundational programs

such as SRA, Accelerated Reading, and Accelerated Math. Title Math course is a direct

instructional support course that also provides effective interventions for struggling math

students during Exploratory time. Students in Title math classes will also receive interventions

through the Renaissance learning software. Students demonstrating single marginal deficits are

placed in flexible groups with a highly qualified content specific teacher. During Focus time,

math teachers will also use Math in Fast Lane as a resource for remediation and acceleration for

math students who have marginal gaps. Proficient students are given enrichment opportunities

during Focus time to expand their knowledge base through rigorous and challenging

opportunities such as Geography Bee, Social Studies Fair, Science Fair, and Robotics. During

regular academic blocks, teachers will provide opportunities to extend learning so that students

meet and exceed state standards by differentiating instruction using programs and software such

as, Springboard online, Safari Montage, Brain pop, GoFar, USA test prep, Renaissance

Learning, Discovery Science, and Reading and Writing Across the Curriculum.

2(b) Use effective methods and instructional strategies that are based on scientifically based

research that:

o strengthen the core academic program in the school.

o include strategies for meeting the educational needs of historically

underserved populations

Response:

The population which was targeted in the school’s need’s assessment consisted of individual

subgroups not meeting annual measurable objectives. Those subgroups are Black students,

students with disabilities, limited English proficiency, and Economically disadvantaged stduents.

The achievement of these populations is assessed frequently through benchmark assessments,

teach input, formative and summative assessments

School-wide reform is driven by our current 45 day action plan. Our focus is the use of RBIS in

the classroom. Teachers have received extensive professional development on RBIS. The use of

RBIS in the classroom is a non-negotiable expectation. RBIS are included in all lesson plans for

all subject areas. Progress is evaluated every 45 days and the plan is revised as needed by the

school leadership team.





Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our

effective methods and instructional practices or strategies:

Classroom Instruction That Works will be discussed in PLC’s and strategies utilized in

the classroom

Marzano’s Nine High Yield Instructional Strategies—nine instructional strategies

relevant to effective classroom practices that focuses on teaching and learning.

“Plan, Do, Check, Act” cycle—is a continuous improvement cycle used to evaluate

student learning, Teachers collaboratively develop common formative assessments,

collaboratively plan, teach students using common instructional strategies, analyze

data, and respond to the needs of students who are proficient as well needing

interventions.

School Improvement Leadership Team will frequently monitor/disaggregate data from

the most recent assessments and share with faculty, staff, and other stakeholders.

PBIS is now emergent and will continue to drive our positive approach to reducing

classroom disruptions.

Learning Focused Schools Strategies will be used for teaching all subjects. Learning

Focused is a comprehensive continuous school improvement model that provides

consistent learning and exemplary research-based practices.

Renaissance Learning program (Accelerated Reading and Accelerated Math)

ViewPath system is used by teachers to record lessons and use these recordings to self-

assess their teaching, as well as for peer observations. This gives teachers the

opportunity to reflect on each other’s teaching and to collaborate with other teachers

during their content professional learning community.

Instructional coach will focus on data-driven professional learning, model effective

classroom practices, and monitor implementation of professional learning strategies.

Provide parents with strategies to support their students beyond the school day in

math, English/Language Arts, science, and social studies Title I Contact

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

learning time.

Response:

We will increase the amount and quality of learning time by maximizing learning for students by

providing 65 minutes per content area with an additional 50 minutes of Focus learning time

Teachers follow the instructional framework with an opening, instructional period, and

summation format. Teachers will also increase the amount and quality of learning time by

incorporating the following:

CCGPS and Standards Based Classroom

21st Century After School Program will be available to our lowest performing

students

21st Century Summer School

Special Education: Co-Teaching and Differentiated Learning

RTI / Progress Monitoring





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

learning time.

Remedial Education Program

Milestones Boot Camp/Saturday School

FOCUS remediation and acceleration in all subject areas

USA Test Prep

Renaissance learning

Data-driven instruction

Continue implementing standards-based classroom by posting and referencing

essential question, unpacking standards, and using summarizing strategies.





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

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

school-wide plan and must be connected to the support of assisting students to

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

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

Required based on FY12 US ED monitoring.

Title I funds will not be used for the assistance with or for field trips.

2 (e) Include strategies to address the needs of all children in the school, but particularly the

needs of low-achieving children and those at risk of not meeting the state student

achievement standards who are members of the target population of any program that is

included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods,

which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response:

The ways in which we will address the needs of all children in the school particularly the needs

of students furthest away from demonstrating proficiency related to the State’s academic content

and student academic achievement standard are:

Additional instruction during FOCUS class based on academic need

Professional Learning Communities

Team Planning

Vertical Planning

RTI (academic and behavior)

Targeted Interventions

ELL co-teach setting

SPED co-teach classes

Increase in the use of technology

Counselors

Instructional Coach

Saturday school/after school

All students will also be provided with counseling support and guidance lessons that focuses on

developing social skills, career pathways, and PSAT/SAT and ACT prep.





2(f) Address how the school will determine if such needs have been met; and

o Are consistent with, and are designed to implement, the state and local

improvement plans, if any.

Response:

The population which was targeted in the school’s needs assessment consisted of individual

subgroups not meeting annual measurable objectives. Those groups include the Black subgroup,

Hispanic subgroup, students with disabilities, limited English proficiency, and Economically

Disadvantaged subgroups. The achievement of this population is assessed frequently through

district benchmark assessments, universal screeners, teacher input, formative and summative

assessments in conjunction with the Pyramid of Interventions. All of our Special Education

students are serviced under an IEP. The majority of their instruction is delivered in the regular

education classroom with a special education teacher and a regular education teacher co-teaching

the lesson. Differentiated instruction is provided to all students regardless of their

instructional level.

The pyramid of intervention is utilized in the school as a resource to support academically or

behaviorally challenged students. As students escalate up the tiers of interventions, the

frequency and intensity increases. The pyramid of interventions is utilized in the school as a

resource to support academically or behaviorally challenged students. Formative and summative

data is reviewed quarterly in conjunction with our 45 day action plan to identify intervention or

enrichment needs of all students. Students who do not demonstrate proficiency on quarterly

standards are provided with additional academic support through Focus learning classes.

3. Instruction from highly qualified professional staff

Response: Cousins Middle School has 63 certified staff members and 12 instructional classified staff

members. Currently 100% of the staff is considered Highly Qualified according to the No Child Left

Behind Act.

All staff members are being used to provide a quality education to the students of Cousins. The school

currently uses a pull-out model, scheduled during the PE/Explo time period, to provide academic support

(acceleration) in the areas deemed most critical and as determined by a staff review of standardized test

data.

The school system continues to use an on-line application process to appeal to educators from around the

world. Recruiting both within and outside the United States has taken place to secure Highly Qualified

teachers to work with students. Additional methods of retaining highly qualified teachers include the use of

the teacher Building Excellence and Supporting Teachers (B.E.S.T) program, which exists to provide a

support system for teachers new to Newton County. Professional/staff development also exists in Cousins

Middle School and throughout the district as a means of ensuring that teachers are not only exposed to new

trends and expectations in education but also that they feel comfortable with applying these trends in daily

instruction for students.





3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.

A. Response: We will provide instruction by highly qualified teachers who meet the standards

established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how

certification deficiencies are being addressed.)

Currently, all members of the Cousins Middle School staff are considered Highly Qualified (HiQ) as

defined by the established criteria of the state of Georgia. Per unwritten Board of Education policy and per

unwritten understanding, teachers are not hired for vacancies unless they are already Hi-Q. Only in

extreme circumstances are certified staff hired that do not meet the qualifications (under Hi-Q) for the

position for which they are hired. As such, no “deficiencies” exist with the current certified staff of

Cousins Middle School

*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,

parents, and other staff to enable all children in the school to meet the state’s student academic

achievement standards. Professional development for staff to enable all children in the school …

Response:

4(a) We have included teachers, principals, para-professionals and, if appropriate, pupil services personnel,

parents, and other staff in our staff development that addresses the root causes of our identified needs.

Professional development opportunities at Cousins Middle School fall into several categories including

programs developed by the administration, board of education, counseling department, and through grants

earned by Cousins Middle School or NCSS.

4(b) On the school level we have aligned professional development with the State’s academic content and

student academic achievement standards. Professional development centered around two projects that are

in the third year of implementation. The first project is the PBIS (Positive Behavior Intervention System).

The PBIS leadership team members have received extensive training, through the district offices, and have

delivered this information to the entire faculty upon the implementation of the PBIS system. The entire

Cousins Middle School faculty also participated in a CCRPI (College Career Ready Performance Index).

Discussions and analysis of the CCRPI score for Cousins middle school has been ongoing and a topic of

discussion in professional development sessions and the annual Data Dig. Additional professional

development sessions organized by the Cousins administration on the school level included, Infinite

Campus/State Longitudinal Data System, Viewpath, STAR Reading and Math, USA Test Prep, Safari

Montage, One Note, GoFar, Kahoot, One Drive, Office 365, Differentiation, Marzano’s Nine High Yield

Instructional Strategies, Canvas, RenLearn (Accelerated Reading and Accelerated Math), Formative

Assessments, Illuminate assessment system, Marzano’s 6-step vocabulary, and TKES/LKES evaluation

overviews. Special Education teachers will participate in ongoing professional learning in specific RESA

development classes addressing Co-teaching, Differentiation, Teaching Reading and Math to Special

Needs Students, Mindset training, and Signing in the Classroom. Teachers and support staff will attend

professional development sessions that address academic and behavior interventions for RTI (Response to

Intervention) Tier 2 and 3 through positive classroom management skills, in addition to 504-plan training.

School wide development exists through departmental vertical planning, Special education vertical

planning, grade level planning, and RTI Team sessions that are held on a weekly basis. Also, the









administrators from each middle school participate in collaborative planning meetings that include

observations of classrooms in every middle school.

One program that is returning to NCSS through a federal grant organized by Kathy Garber is the MSP

(Math Science Partnership) through the Georgia Institute of Technology. Teachers from Cousins Middle

School in our Math and Science department have participated in over 40 hours of training to implement

cross curricular planning in these academic fields. Evidence of the curriculum is in the form of lesson

plans, video lessons on Safari Montage, and administrative observations.

The Newton County School System has continued successful programs that require professional

development for all teachers. These programs include Spring Board Training, Safari Montage, and Active

Board training. Additional programs offered through the Central office include the Teacher as Leaders

programs known as Technology Cohort, Professional Development, and Leadership Development

Institute. The Teacher Leader in Technology will have the responsibility of supervising the implementation

of Infinite Campus, BYOT (Bring Your Own Technology) a county initiative, student e-mail system,

Safari Montage, Canvas, SLDS and Active Inspire with Spring Board Training for the entire faculty.

Teacher Leaders will engage all faculty members in Research Based Instruction, Learning Focus

Strategies, and other topics that are recognized throughout the academic year. Content Specialists in all

academic areas are in place to lead countywide professional planning session throughout the academic

year. This additional planning time is geared toward sharing resources, Benchmark planning, discussing

teaching models, and pacing/mapping ideas across the county. Finally the BEST Teacher Leader will

oversee new teacher orientations and the new teacher-mentoring program. Cousins Middle School has a

large number of new teachers and first year teachers this academic year, therefore necessitating the need

for the BEST Teacher Leader. NCSS organized work sessions and review/remediation seminars with Dr.

Dan Mulligan focusing on “Relevance, Rigor, and Relationships” through research based instruction

classroom instruction strategies. The county is offering gifted endorsement classes for all teachers to

complete this program by the end of this academic year.

Future professional development programs are developed by data collected from student surveys, student

test data and a staff evaluation / survey conducted by College and Career Readiness Teacher Leader and

the district’s Professional Development Director.

4(c) We have devoted sufficient resources to carry out effectively the professional development

activities that address the root causes of academic problems. Cousins Middle School has one site-based

instruction coach who supports Math, Science, English-Language Arts, and Social Studies content are

instruction. Professional learning is provided to CMS teachers by our instruction coach as well as by the

district content coach and district Instructional Technology Specialists. Scheduling at Cousins Middle

School allows for grade level/content teachers to meet every day for common planning, data analysis, and

professional learning to identify and analyze the strengths and weaknesses of their students. Professional

learning needs were identified through the root cause analysis conducted by our content area teachers, as

well as a survey providing teachers an opportunity to share their desires for additional training. We will









continue to implement or will implement the following:

Topic/Focus/Purpose Date/Time Participants Facilitator/Provider

Viewpath training August 24, 2015 All core content

teachers

Melissa Jackson

AR 360/STAR August 31, 2015 All core content

teaches

Patrice Peek and Renee

Carey

ESOL orientation September 28, 2015 All staff Tawanna McDaniel

Special education Co-

teaching training

September 29, 2015 Special education

teacher and general

education co-teacher

Jodie Williams

Office 365 October 5, 2015 All staff Melissa Jackson

Differentiation October 5, 2015 All staff Clorinda Roache-

Griffin RESA

High Yield Instructional

Strategies

October 5, 2015 Teachers new to NCSS

and optional for other

teachers

Renee Carey

Canvas October 26, 2015 All staff Peter Howdeshell and

Renee Carey

RenLearn (Accelerated

Reading and Accelerated

Math)

October 28-29, 2015 Math and Reading

teachers

Patrice Peek and Renee

Carey

Differentiated

Assessment and Data

Driving Instruction

November 4, 2015 Alison Jackson, Nicole

Porter, Yolanda Brown

Griffin RESA

Formative Assessments November 9, 2015 All staff District coaches

Illuminate assessment

system

November 16, 2015 All staff Alison Jackson

Differentiated

Assessment and Grading

November 19, 2015 Renee Carey, Heather

Pittman, Karen Moss,

Renee Pierce

Griffin RESA

Marazano’s 6-step

vocabulary

TBD All staff TBD

Response to

Intervention/Intervention

Strategies

January 2016 RTI leaders Sstage

Professional Learning on

the following topics:

Effective Instructional

strategies, technology

TBD Selected faculty TBD









integration, assessment

strategies and uses,

Positive learning

environment, Effective

use of data, Cultural

Awareness

4(d) We have included teachers in professional development activities regarding the use of academic

assessments to enable them to provide information on, and to improve, the achievement of individual

students and the overall instructional program by providing overall assessment training on

formative/summative assessments development and analysis, by identifying curriculum strengths and

weaknesses through our data dig, and by identifying student mastery of the content by standards and

subgroups. The Illuminate assessment system allows teachers to develop common formative

assessments and allows teachers to monitor and disaggregate data throughout the year.

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

family literacy services.

Response:

5(a) We will involve parents in an organized, ongoing, and timely way in the planning,

review, and improvement of schoolwide programs and the school parental involvement policy by

involving them in numerous meetings curriculum sessions data reviews, and family engagement

events. In working with our parents, we have developed a parental involvement policy that

includes strategies to increase parental involvement. During the data dig, the committee members

review parent and staff surveys to determine how to strengthen parental involvement for the

upcoming school year. Feedback is provided from the parent and community concerning better

opportunities for involvement in the school at our Annual Revision and Development Meeting.

Test data is also reviewed by all stakeholders to help improve the comprehensive schoolwide

program plan.

5(b) We will update the school parental involvement policy periodically to meet the changing

needs of parents and the school and distribute it to the parents of participating children

and make the parental involvement plan available to the local community, by placing the Parent

Involvement Policy our website and in the Parent Resource Center. The policy is also available at

each parent meeting.





5(c) We will conduct an annual meeting, at a convenient time, to inform parents about the school’s

Title I program, the nature of the Title I program, the parents’ requirements

and the school parental involvement policy, the schoolwide plan, and the school-parent compact

and encourage and invite all parents of participating children to attend by are notifying all parents

about meetings via email, newsletters, school marquis, and the school website.

5(d) We will offer a flexible number of meetings, such as meetings in the morning or evening, and

may provide, with funds provided under Title I, transportation, child care, or home visits, as such

services relate to parental involvement by to offering parental involvement opportunities during

school hours and the evenings to allow parents that have non-traditional hours an opportunity to be

involved in their child’s education.

5(e) We will provide parents of participating children with timely information about the Title I

program, a description and explanation of the curriculum in use at the school, the forms

of academic assessments used to measure student progress, and the proficiency levels students are

expected to meet, and provide opportunities for regular meetings, if requested by parents, to

formulate suggestions and to participate, as appropriate, in decisions relating to the education of

their child, and respond to any such suggestions as soon as practicably possible, through several

formats. First, a Title I Orientation night will be held in September. This night will be composed

of a comprehensive presentation by the school’s administrative staff, Title I contact person, and

classroom teachers. The Cousins Middle School Title I School-Wide Annual Parent Involvement

Orientation utilizes the Elementary and Secondary Education Assistance Act of 1965 as a

reference for parent understanding on funding source and expenditure of Title I funds, service-

models, district goals, and school goals. The presentation also includes information on the state-

mandated curriculum that allows the Cousins Middle School instructors to follow the Common

Core Georgia Standards of Excellence (GSE) for English/Language Arts, Reading, Math and the

Georgia Performance Standards (GPS) for Social Studies and Science. In addition, parents are

presented with information about The Georgia Milestones Assessment System which consists of

both End of Grade (EOG) and End of Course (EOC) measures. Parents will understand that

students’ achievement in grades 6-8 will be measured using EOG tests in language arts,

mathematics, science, social studies. Second, the school will distribute Title I packets in late

September. This packet will include a variety of documents such as the Newton County Title I

brochure, the system parental involvement policy, the school’s parental involvement policy, the

school-parent compact, the Parent’s Right to Know letter, and the Occupational Survey previously

distributed to students through their school agenda books on page 59. Next, Cousins Middle

School will provide meetings throughout the year for parent support of student achievement. Each

content area, Language Arts, Math, Science, and Social Studies will hold curriculum nights that

present content of courses, sample lessons, curriculum previews, and technology enrichment.

These curriculum nights will be held throughout the year: Math (October); Science (December);

Language Arts & Social Studies (February). Another parent evening will be scheduled to discuss

proficiency levels that students are expected to meet on Georgia Milestones. Parents are also

invited to participate in the Cousins Parent/Teacher Association (P.T.A.). The president of the

P.T.A. will work with the school’s representative in developing opportunities for parent





engagement throughout the year. An Annual Title I Revision and Development Parent Input

Meeting where all parents are invited to formulate suggestions for the Title I program.

5(f) We will jointly develop with parents of participating children a school-parent compact

that outlines how parents, the entire school staff, and students will share the responsibility for

improved student academic achievement and the means by which the school and parents will build

and develop a partnership to help children achieve the state’s high standards by inviting all parents

to attend our Annual Revision and Development meeting at the end of the year.

5(g) We will provide assistance to parents of participating children, as appropriate, in

understanding the state’s academic content standards, the state’s student academic achievement

standards, the state and local academic assessments including alternate assessments, the

requirements of Title I, Part A, how to monitor their child’s progress,

and how to work with educators, by hosting informational sessions throughout the school year

(open house in August, Title I Overview in September, Math Curriculum Night in October,

Science Curriculum Night in December, and Language Arts/Social Studies Curriculum Night in

February), distributing handouts, and utilizing the school’s website for appropriate links. The

school’s website includes a special tab for parental involvement. Course syllabi will be distributed

at the beginning of the school year to inform parents of standards and assessments. Parent

conferences will be available through early release days two times during the school year, and

conferences are encouraged by appointment with individual teachers at any time the parent or

student deems necessary. An informational session for Georgia Milestones’ testing will be held in

order to interpret the expectations and results for parents.

5(h) We will provide materials and training to help parents to work with their child to improve

their child’s achievement, such as literacy training and using technology, as appropriate,

to foster parental involvement, by offering parent nights for math, science, and social studies.

In addition to the annual parent orientation and curriculum nights scheduled for parents, Cousins

Middle School has a parent resource center available each day from the hours of 8:30-4:30.

Visitation to the center is also available by appointment if the daily hours do not suit a particular

need. This can be arranged through the school’s Title I contact. The resource center hours and

location are posted clearly in the front office window. The resource center has supplies for

projects, workbooks, student study aids, computers, and parent resources available for any parent

who chooses to visit the center. The school will hold at least two parent-tech connect classes in

conjunction with parent conference days in order to educate parents on how to help their children

utilize educational technology available to them.

5(i) We will provide training to educate the teachers, pupil services personnel, principal,

and other staff in how to reach out to, communicate with, and work with parents as equal partners,

in the value and utility of contributions of parents, and in how to implement and coordinate parent

programs, and build ties between parents and the school, by using professional learning modules

that are specifically designed to provide strategies to help build educator capacity in parent

involvement and engagement. This training will be provided twice a year.

5(j) We will, to the extent feasible and appropriate, coordinate and integrate parental involvement

programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool





Youngsters, the Parents as Teachers Program, and public preschool and other programs, and

conduct other activities, such as parent resource centers, that encourage and support parents in

more fully participating in the education of their children, by providing a Parent Information

Resource Center (PIRC) that is highly visible and accessible. A variety of resources and materials

are available to parents in the Parent Information Resource Center. The Parent Information

Resource Center provides informational materials from a variety of community groups and local

agencies such as tutoring providers, pamphlets on assisting children with their homework and

higher education information. The Parent Information Center is always available to parents during

all Family Engagement events and school activities.

5(k) We will take the following actions to ensure that information related to the school and parent

programs, meetings, and other activities, is sent to the parents of participating children in an

understandable and uniform format, including alternative formats upon request, and, to the extent

practicable, in a language the parents can understand. The availability of the translated version of

the plan was announced and provided to any parent or individual requesting a copy. Cousins

Middle School also has available a part-time ELL teacher who serves a small percentage of

students who speak other languages. This teacher also serves as a resource for translating to

parents when necessary. Additionally, Cousins Middle School employs a Spanish teacher, who

assists with translation when needed. All parental engagement events are announced at least two

weeks in advance through the distribution of a printed flyer. A follow-up flyer will be sent several

days before the event. The events are posted on the school’s website, and a reminder call from

school messenger is sent. The school also has an electronic marquee at the street entrance and a

screen display in the school’s front lobby posting school events.

5(l) We will provide full opportunities, to the extent practicable, for the participation of parents

with limited English proficiency, parents with disabilities, and parents of migratory children,

including providing information and school reports required under section 1111 of the ESEA in an

understandable and uniform format and including alternative formats upon request, and, to the

extent practicable, in a language parents understand, by several formats. First, utilizing translators

and translated copies of all flyers will ensure that parents with limited English proficiency are

served. Cousins Middle School maintains a facility that supports all people with disabilities

including handicapped parking, wheelchair accessible doors and ramps. The Parent Occupational

Survey is meant to identify migrant children, and the school diligently makes the effort to collect

the surveys at least three times during the first semester of the school year.

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

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to

local elementary school programs.

Response: Although we do not have activities for assisting preschool children in the transition

from early childhood programs, we have included transition plans for students entering middle





school or high school and for students entering from private schools including students entering

our school throughout the school year by

Cousins Middle School attempts to ease the transition process and possible anxiety for

rising sixth graders. In May, Cousins hosts rising sixth graders that are zoned to attend

Cousins for an early middle school introduction and orientation. These rising sixth

graders visit Cousins and are able to tour the school, meet with the current sixth grade

faculty, ask questions, and observe the band, chorus, and cheerleaders in action. The fifth

graders are separated by schools and are kept in small groups to ensure comfort in the

question/answer sessions. The Beta Club, guidance counselors, and current sixth grade

staff play key roles in this visit. Sixth grade student volunteers and teachers created an

engaging video for the orientation that included a tour of the school, students in daily

activities at CMS, and teachers/staff who would be available for them in the upcoming

year.

Also occurring in May is the “Concert on the Green”. During this activity, Cousins sixth

grade band members travel to the nearby elementary school, Flint Hill, and play a

concert during the elementary lunch hour. This allows rising fifth graders to get another

glimpse of the extracurricular activities that are offered in middle school.

Prior to the new school year, a “Sixth Grade Cardinal Day Camp” is offered to rising

sixth graders. The students tour the school, practice opening lockers, watch a student

produced video, receive a briefing of school rules, learn the do’s and don’ts, and again

have a question/answer session. This camp is conducted by sixth grade teachers, school

counselors, and other school staff.

The school counselors play a significant role in helping eighth graders to ease into the

transition to high school. Ninth grade student registration is handled by the school

counselors and eighth grade team teachers. Prior to registration, eighth grade students

will have completed career interest surveys and their Individual Graduation Plan (IGP).

Eighth grade students complete these tasks using GACollege411 technology during

lessons that are led by school counselors. Additionally, eighth grade students participate

in an assembly that is planned and arranged by the middle school counselors. During this

assembly, high school counselors visit the middle school and specifically discuss ninth

grade, as well as high school requirements and expectations. Eighth grade Special

Education students will also receive transitioning help with a “transition assessment”.

During their IEP meeting, a transition plan is developed for each student based on their

areas of interest. A high school representative is available at all eighth grade IEP

meetings to answer questions and to help with their registration. The counselors make

themselves available for additional help by allowing students to make appointments for

one-on-one help.

The school counselors also play a significant role in helping students transitioning from

private school. These students and their parents are taken on a tour of our school and

given an orientation of our academic programs and extracurricular activities.

Students of each grade level are welcomed at Open House prior to the first day of school.

Homeroom teachers are listed and students and parents are able to meet and greet with their

team of teachers. The building is open for several hours and students and parents are able to





learn bus numbers, early pay for lunch, and sign up to participate in chorus or band.

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

described in Section 1111(b)(3) in order to provide information on, and to improve, the

achievement of individual students and the overall instructional program.

Response:

A. The ways that we include teachers in decisions regarding use of academic assessment are:

PLC meetings

School-wide data presentation

SILT (School Improvement Leadership Team) Meetings

Department Level Meetings for data presentations and analysis

Grade level benchmark data reviews

STAR reading and math results to determine FOCUS and Title I Math Classes

County level Content leader meetings

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

programs supported under this Act, violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and

job training

Response:

Cousins Middle School has coordinated and integrated programs to provide opportunities for all

children to meet the state’s proficient and advanced levels of student academic achievement

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

be included.

Response: Title I funds will be used to enhance the overall academic experience for all students in all programs.

The coordination at the school level will focus on students who did not meet target requirements in

(subject(s) areas). Those subgroups will be targeted to help increase overall student achievement.

Title I- Salaries, Parental Involvement, Instructional Resources, Technology

Title II- Subs for teachers attending Professional Development Workshops

Title III- English Language Learners (ELL)- part-time teachers

FTE- Supplies, Instructional Materials, Computer Programs

21st Century Learning Center After School Program- for students to assist with

tutoring in the main four subject areas

Dollar General- Support an increased focus on reading instruction

State funds- FTE, 21st Century Learning Center After School Program

Local funds- Dollar General Grant, General Mills, Snapping Shoals, State Farms

General Mills- Install and maintain outdoor classrooms

Snapping Shoals- Improvement to existing outdoor classrooms

State Farm- Improvement to existing outdoor learning centers





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

Title I Part A Line Item Expenditures -

Description of Expenditures

Strategies from Component 2 Evaluation Did it work or not?

How do you know that this purchase benefit your program?

Include Data Source Title I Paid Staff Math Supplemental teacher to address the needs of all

grade levels in the area of Math. The purpose of the supplemental teacher is to provide supplemental services to students based on his/her area of need. The Supplemental teacher can provide more time for higher quality and appropriate differentiated instruction to a small group of students. Instruction will be individually based to meet the needs of each learner.

Instructional Coach A site-based instructional coach will provide support to teachers to in all academic areas to effectively implement research-based instructional strategies, vocabulary strategies, writing strategies and technology integration. The instructional coach will also facilitate and participate in common planning during grade level professional learning communities. The instructional coach will conduct walk-throughs and provide regular feedback to teachers in order to increase effective teaching. The instructional coach will assist with monitoring school-wide initiatives and interventions.

Title I Contact COMS’s Title I Contact will serve as the liaison between

the school and the district to assist the principal in

carrying out the requirements of the Parent Involvement

Program.

Subs for Title I Paid Teachers Substitutes to cover sick, personal, and professional leave

for the Title I teacher

BrainPop Software Software licenses to provide additional support for

reading, math, science, and social studies teachers with

building background knowledge.

Renaissance Learning Math Software Software licenses for interventions used by our Title I

Supplemental Teacher

Commented [CR1]: I have inserted your budget justification into your plan. Please justify each line item by aligning it with a strategy located in component 2 sections 2a or 2b.

I have added the strategy for the Title I Contact. Please make sure that Parent Involvement is included as a strategy in component 2





iPad Air Bundle to support Accelerated Math program Ipads are needed for students in Title I math and Focus

reading and math class to access Renaissance learning

software.

Safari Montage Digital Content Software Software licenses to support teachers with building

background knowledge and understanding of standards in

reading, math, science, and social studies.

Professional Learning Conference Registrations Professional learning workshops and conferences that

will support increasing student achievement, provide

teachers with effective instructional practices, and equip

school leaders with research-based practices that advance

student learning

Professional Learning Travel Costs Travel cost associated with attending professional

learning workshops and conferences

Subs for Common Planning Substitute teachers are needed so that teachers can

participate in data digs and vertically plan throughout the

school year.

Books to support core content instruction Instructional materials and books to support teachers with

increasing lexile levels, building background knowledge,

understanding of standards in reading, math, science, and

social studies.

Supplies to support core content instruction Supplies to support teachers with providing engaging and

rigorous lessons in order to meet the needs of all

students.

Supplies to support social and emotional learning Supplies to support teachers with providing social skills

to at-risk students for social, emotional, and academic

growth

Software to support core content instruction Software licenses to provide additional support for

reading, math, science, and social studies teachers with

building background knowledge.

After school/Saturday school instruction Provide additional instruction to students not meeting

grade level benchmarks





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

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

Act, and National and Community Service Act of 1990.

Response: The Federal Programs Director will continue to work to ensure that all Title I programs are integrated

and do not conflict with other federal programs and laws. Where applicable, this plan was developed

in coordination with federal laws and programs including but not limited to the School-to-Work

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

and Community Service Act of 1990.

9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall

be provided with effective, timely additional assistance, which shall include measures to

ensure that students’ difficulties are identified on a timely basis and to provide sufficient

information on which to base effective assistance.

Response:

We are providing activities to ensure that students who experience difficulty mastering

proficient or advanced levels of academic achievement standards shall be provided with

effective, timely additional assistance.

Those activities are:

Renaissance Learning (Star Reading, Star Math, Accelerated Reading, Accelerated Math)

Focus Time—additional direct instruction at the beginning of the instructional day

Title I math

9(a) Activities to ensure that students who experience difficulty mastering standards shall be

provided with effective, timely assistance, which shall include:

Response:

STAR math data 2014-2015 is used to assign students with the greatest needs to Title 1

classes taught during the CONNECTIONS/EXPLO time for each grade level. The Title 1

program provides differentiated instruction and small group instruction to meet individual

student needs. Parents will be made aware of Title 1 goals during parent meetings help

throughout the school year.

Teachers are also required to monitor their students’ progress during weekly team meetings.

Failing students are identified beginning with the first 4 ½ weeks and continues throughout the

school year. FOCUS classes are designed to allow students an opportunity to accelerate in their





weakest academic subject. Data is reviewed by the administration and grade level teams during

monthly scheduled RTI meetings. Infinite Campus is used to document interventions and

progress monitoring on students who are at-risk. The team reviews student data and determines

what interventions are needed for students who are struggling. Interventions are implemented in

a timely manner and with fidelity. The team continues to monitor progress on students

throughout the school year making necessary adjustments up or down the pyramid of

interventions.

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

Response:

Throughout the year, teachers will continue to assess student progress using a multitude of data

sources. Plans will be made at PLC meetings, parent conferences, team meetings, RTI meetings,

to ensure the success of students. Progress monitoring occurs frequently for students serviced

through RTI, 504, Special Education, and ELL. To ensure that students not meeting the

standards are provided the support needed to meet proficient or exceeding levels of achievement,

the school provides the following programs:

Title 1 classes in the areas of greatest need which for the 2015-16 school year are 6th, 7th,

and 8th grade Math.

Criteria for the 21st Century after-school program ensure that every eligible student is

invited to participate in the program. Chosen students must receive parent approval.

Parents must also complete a parent orientation before their child can attend the program.

After-school services are offered to students in grades 6-8.

Pyramid of Interventions is implemented using the following interventions, assessments,

and progress monitoring:

o Tier I: Standards-Based Classroom Learning

Common Core GPS

Differentiated Instruction

STAR Reading and Math assessments

PBIS Behavior Matrix

Accelerated Reader/Accelerated Math

USA TestPrep

Formative and Summative Assessments-Springboard

o Tier II: Needs Based Learning

RBIS

Progress Monitoring every 4-6 weeks

Parent conference/RTI meeting

Data collected and entered in Infinite Campus

o Tier III: Direct Intervention

New interventions or increase of current intervention

Collection of work samples

Continue to enter data into Infinite Campus

Progress Monitoring every 1-2 weeks

Academic progress monitoring of all students using common assessments, summative

assessments, benchmark assessments, weekly progress reports (Check In/Check Out),

report cards, and Georgia Milestones results.





Check In/Check behavior plans are implemented to help minimize behavior problems to

increase time-on-task in the classroom

Professional Learning Communities meet weekly to review and plan academic subject

matter. Planning dates and times are submitted at the beginning of the school year. PLC

meetings are visited frequently by administration and instructional coach, and weekly

minutes are kept to document meetings. Redelivery of professional development

attended outside of Cousins Middle School allow teachers to stay current on the latest

research-based interventions and teaching strategies for best practices.

9(c) Periodic training for teachers in the identification of weaknesses and appropriate

assistance for identified weaknesses.

Response: Teachers at each grade level have common planning time. During this time, teachers use county-wide

course maps to plan and guide classroom instruction. Teachers also use formative, summative and

diagnostic assessments to determine mastery of the CCGPS. Teachers receive ongoing training on

how to use the disaggregated data from these assessments. Teachers also attend scheduled school and

county-wide data analysis meetings with academic coaches to receive teaching strategies to help

improve academic performance. In addition, teachers receive trainings on the State Longitudinal

Data System (SLDS) to help them make data-informed decisions to improve student learning and

outcomes; as well as to facilitate research to increase student achievement and close achievement

gaps. RTI support meetings are scheduled monthly with each grade level, the administration, and

school counselor. The RTI support meetings are vital to consistently provide data analysis on

students who are at-risk. The administration also conducts classroom walk-throughs throughout the

school year. These walk-throughs allow the administration to provide appropriate assistance for

identified difficulties through TKES. Professional Learning Communities for D.O.K., Effective

Grouping, and Differentiation will be focused on for the 2015-16 school year. These communities

will be led by the content leader across all grade levels allowing consistency across the school.

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

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

school or in the community.

Response:

The Newton County Schools and Cousins Middle School have a strong commitment to

parent involvement. Parents have the opportunity to be involved in their children’s progress

through the following:

Two half-day schedules are set aside for parent conferences to review progress of

students and inform the parents of the role they can play in assisting their child

with meeting the standards. During parent-teacher conferences, teachers and staff

outline specific ways that the school can assist the student in meeting grade level

standards. Parents are also provided information on community resources that

may be of assistance to the family in addressing the student’s needs.

Parent curriculum nights are offered in conjunction with our Title 1 program. The





2015-16 Title I curriculum nights are as follows:

o August 20, 2015- Cardinal Curriculum Showcase

o September 11, 2015-Parent University

o October 15, 2015- Fall into Math with Springboard

o December 8, 2015- Deck the Halls with Science Fair Showcase

o February 4, 2016- African American History Read-In

o May 12, 2016- Revision and Policy Development

The Fine Arts Department also solicits parent involvement and volunteers

throughout the school year.

In addition, the 21st Century program offers monthly classes to parents of students participating

in the program.

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

provided to parents.

Student test results, such as GA Milestones, ITBS, STAR reading and math, and benchmark

scores are shared with parents in multiple ways.

As test scores become available they are sent home with nine-week report cards.

Individual teachers use a variety of ways to ensure that their classroom tests results are

passed on to the parents. For example, Language Arts and Math teachers send home

STAR Reading and Math reports especially designed for parents regarding their child’s

reading and math levels. This report is usually stapled to the child’s agenda or it may be

attached to a weekly or quarterly progress report.

ACCESS scores are sent by the ELL teacher and notification of services is made

School Council meetings where school-wide data is shared

Information will be provided for parents throughout the year related to the statewide

testing program.

The Infinite Campus Student Portal provides parents with all of their child’s academic

reports. Current grades, copies of report cards, and standardized test scores are available

to parents using their child’s individual username and password.

Informational sessions run throughout parent/teacher conference nights to assist parents

in monitoring their child’s grades and understanding the scores published under the

assessment tab.

Teachers host Curriculum Nights for each academic subject area to include

PE/Exploratory classes. The purpose of Curriculum Night is to provide parents with

information regarding school-wide goals and specific details about their child’s learning

goals and objectives for the school year. In the spring, school counselors and

administrators meet with Eighth Grade parents to discuss promotion/retention criteria.

Homeroom teachers communicate regularly with parents via phone, email, agenda, and in

person. Additionally, grade level RTI representatives are responsible for making and

documenting parent contact for students identified with an area of need.





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

results of students.

Response: The Newton County Testing Director disseminates CRCT test results to each school.

The Leadership Team in addition to grade level meetings through the avenue of Professional

Learning Communities reviews, analyzes and disaggregates results for all student groups on

state-mandated tests. This disaggregated, school-wide achievement data is placed on charts and

displayed in the school’s staff development classroom and Office for Academic Success.

Additionally, students scoring within ten to fifteen points below or above the state passing

standard of 800 are identified for possible placement in remediation classes through the Focus

classes in addition to Title I remediation classes. The data is also used in Response to

Intervention (RtI) discussions during grade level meetings held weekly

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

reliable.

Response: Steps taken and considerations to ensure that disaggregated assessment results are

valid and reliable include:

GADOE ensures the validity and reliability of assessment results by selecting a testing

company on behalf of all school systems and schools in Georgia

Georgia Governor’s Office of Student Achievement (OSA) reviews and certifies test

results before posting to its website for access by the public

The principal and other administrative staff review and validate CRCT and other test data prior

to submitting to the Superintendent for certification sign-off.

13. Provisions for public reporting of disaggregated data.

Response: Public reporting of Cousins’s disaggregated data includes:

Newton County Central Office posts all schools’ data on the system’s website

Each school’s website is accessible by link through the county’s website

All disaggregated data reports are posted on the school’s website

The school’s performance data is referenced in an article that is prepared and published

by the district’s communication specialist in selected local newspapers

School-wide data charts and summaries are prepared and presented to parents, community, and

staff at PTO meetings, School Council, and faculty meetings.

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

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

needed to develop and implement the schoolwide program

Response: The school-wide Title I planning process unfolded as follows:

School built upon SACS planning process that was conducted during 2014 – 2015.

Faculty reached consensus to request that the school implement the process to convert





from a Title I TAP program to a SWP in August 2008.

Review and analysis of student assessment data began in August – September 2008 to

determine student performance weaknesses/strengths at each grade level. Following this

year, review and analysis of student data has been conducted, yearly, to assess results.

Principal set “targets” and posted school-wide, disaggregated CRCT results in Data

Room (E4), and in the front office for reference by school staff.

Title I Planning Committee members served as the primary group that gathered, analyzed and

compiled the school-wide plan initially (SWP) from August 2008 – March 2009 and then served

as the committee to review and update the plan from August 2010 through the current date, with

members being updated yearly. Additionally, the first “Data-Dig” was held on September 14,

2010 with county level Title I staff and Rebecca Reeves, Educational consultant to review

current data. The annual data dig was held this year on June 1 and 2. The committee decided to

follow-up with the data plan later in the summer when a principal and assistant principal for

curriculum and instruction had been announced.

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

individuals who will carry out the plan, including teachers, principals, other school staff,

and pupil service personnel, parents, and students (if secondary).

Response: The committee that revised the School-wide Plan (SWP) was comprised of the

following:

Administrators Parents

Makeba Clark, Principal Karen Moss

Alison Jackson, Assistant Principal Tereska Gholston

Aaron Robinson, Assistant Principal

Teachers

Trista Hooten-Wilson

Christine Kraemer

Patrice Peek

Angela Mitchell

Jim Kitchens

Janel Jones

Michelle Ozburn

Renee Carey (Instructional Coach)

Cousins’s School Council, which includes parent and community representatives, will be given

an opportunity to review the plan at its first meeting in the Fall Semester and to provide

feedback. Subsequent to the initial development of the SWP, the school’s Leadership Team has

continued to review and update the SWP. The Leadership Team is comprised of the same make-

up as the Team that originally developed the plan. In addition, the annual plan update and

review process involve the collection of feedback from the School Council and PTO.





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

Response: The information concerning the contents and availability of the School’s Title I plan

is made available by the following media:

Report Cards

Newsletters

Website – School and County

School Messenger phone system

Student agenda and letters home

Local Newspapers

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

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

language.

Response: School used “Transact” program to translate the SWP into Spanish, which is the

primary language of some parents whose primary language is not English. The availability of the

translated version of the plan was announced and provided to any parent or individual requesting

a copy. Cousins Middle School also has available a part-time ELL teacher who serves a small

percentage of students who speak other languages. This teacher also serves as a resource for

translating to parents when necessary. Additionally, Cousins Middle School employs a Spanish

teacher, who assists with translation when needed.

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

Response: All provisions of Section 1116 have been met. The school has not has been identified

as a Focus, Priority, or Alert School under the provisions of the new College & Career Readiness

Performance Index (CCRPI) currently the measurement tool for the state of Georgia.

schoolwide/school improvement plan … · carry out the comprehensive schoolwide/school improvement...

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