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J. L. Newbern MiddleSchool Improvement Plan

Rick Thomas

School Year 2016-2017

Revision Date (September 15, 2016)

Schoolwide/School Improvement Plan 2016-2017

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: J. L Newbern Middle School District Name: Valdosta City

Principal Name:Ricky Thomas School Year: 2016-2017

School Mailing Address: 2015 E. Park Ave

Telephone: 229-333-8566

District Title One Director/Coordinator Name:

District Title One Director/Coordinator Mailing Address:

Email Address:

Telephone:

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School ☐ Focus School ☐

Subject Alert

☐ List Subject(s) Sub-Group Alert ☐ List Subgroup(s)

Graduation Alert

☐ List Subgroup(s)

Principal’s Signature: Date:

Georgia Department of Education

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Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:


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Planning Committee Members: Must include parents on this committee

NAME MEMBER’S SIGNATURE POSITION/ROLE


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SIP Components

*1. A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

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

carry out the comprehensive schoolwide/school improvement program plan. Those persons involved were Valerie Smith (Assistant Principal), Calisa Anderson (Academic Coach), Tiffanie Warren-Williams (Academic Coach), Tonyour Alexander (Special Education Teacher), Tiffany Lampkin (ELA teacher), Dr. Sue Vansant Instructional Intervention Specialist), Reida Thomas (Parent), Lakassa Baker (Parent), Bridgette Coachman (Parent), Angel Kenney (Parent), Monia Thomas (Parent/AVID Teacher), Sylvia Thomas (Parent), Kayla Merritt (Parent), William Hollimon (Guidance Counselor), Jennifer Williams (Guidance Conselor), Tiffany Lampkin (Teacher), Oscar Lee (Teacher) and Rick Thomas (Principal). The ways they were involved were reviewing and analyzing data, identifying strengths and weaknesses, determining possible root causes, setting SMART goals, selecting actions and strategies, and deciding what artifacts and evidence would be used to determine the impact on student achievement

B. We have used the following instruments, procedures, or processes to obtain this information demographic data, process data, perception data, student achievement data, our Comprehensive Needs Assessment, our Parent/Guardian Survey, the planning process for continuous improvement, our School Improvement Plan Rubric, our Title IIA Equity Plan, the Title I Requirements for an Existing School Wide Program, CCRPI Scores, CCRPI Indicators, CCRPI Achievement Gap information, CCRPI Student Growth and Performance Flags, and brainstorming. We also collected and disaggregated data for attendance and discipline. We are formatively using framework data to re-roster students for flexible groups and adjust instruction as indicated.


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C. We have taken into account the needs of migrant children by (or if you have no migratory students . . . these are the procedures we would follow should those students be in attendance . . . ) . . .JLLomax, Pinevale, VECA, and Valdosta High School-schools with Migrant students

D. We have reflected current achievement data that will help the school identify the subjects and skills in which teaching and learning need to be improved. The data sources we utilized were report card data, GMAS summary data, GAA, CCRPI Indicators, STAR, and Lexile.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standard including

● Economically disadvantaged students . . .● Students from major racial and ethnic groups . . .● Students with disabilities . . .● Students with limited English proficiency . . .

F. The data has helped us reach conclusions regarding achievement or other related data (attendance data, discipline data).

● The major strength we discovered in our program was a slight increase in the lexile levels for those students who were in the V-Language class.

● The major needs we discovered were students were not performing at the grade-level Proficiency level on the GMAS in reading and math and discipline issues which prevent students from fully participating in an academic environment.


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● The needs we will address are literacy, numeracy, and discipline referral patterns.

● The specific academic needs of those students who are to be addressed in the schoolwide program plan will be interaction with on-grade level informational and fictional texts, more relevant/challenging learning opportunities that reflect the levels 3 and 4 of the DOK and/or GMAS assessments for ELA, reading, and math.

● The ROOTCAUSE/s that we discovered for each of the needs were a majority of students who cannot read on grade level and/or have inadequate academic vocabulary to perforn well in either ELA, reading, or math and an inadequate amount of time/opportunity for students to engage in on-grade level, rigorous learning opportunities.

G. The measurable goals/benchmarks we have established to address the needs were :● Ten percent of ELA and math students who are currently levels 1 and 2 will

move up another level, and those students in levels 3 and 4 will either maintain or improve their current levels as reported by Spring 2016 GMAS to the Spring 2017 GMAS.

● Develop a culture and climate that is safe, has high expectations, ensures that rigorous learning occurs, and positive relationships are formed.

● Develop School-wide Professional Learning Communities.

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.


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Response: Newbern Middle School employs many schoolwide reform strategies that are scientifically researched based and are directly tied to our comprehensive needs assessment and academic standards. Such strategies include Thinking Maps and other visual representation when appropriate for the purpose of differentiation, Learning Focused Schools Strategies, writing across the curriculum (constructed response, Writing to Win, etc.) AVID, our Student Progress Monitoring Program, REP math and ELA, the use of the Instructional Framework, implementation of Standards Based Classrooms and Instruction; implementation of a backwards design protocol for all units and lessons which include formative assessments, higher order thinking, explicit vocabulary instruction, and writing to learn; Extended Learning Time; Close Reading; Guided Reading; Implementation of GSE and the use of V Math and Language! for students with disabilities.

2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance.

Response: Academic/content specific teachers, academic coaches, and the School Improvement Specialist will collaborate and use a variety of strategies and assessment tools to create common assignments and formative/summative assessments to be administered within teaching units.Data teams will analyze data and use research- based strategies to improve and guide instruction. Teachers will re-teach content/skills using differentiated strategies to help students close achievement gaps.The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State’s academic content and student academic achievement standards are as follows:

● Continue implementing the Instructional Frameworks to provide Standards-Based Instruction to engage students in higher order thinking skills/questioning techniques and rigorous performance tasks in all content areas. NMS will implement the use of Thinking MAPS to increase the rigor in all classes.


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● Develop common, Standards-based, unit assessments to be administered during each nine weeks. Data will be collected, tracked, and reported using our Student Progress Monitoring Program to guide instruction toward students’ mastery of Standards. Attendance and discipline data will also be tracked.

● Implement the AVID program school wide. Collaborative weekly planning meetings will

be held. Teachers will analyze student progress monthly. Cornell note taking will be implemented in all classes. AVID elective classes will be implemented in the 6th, 7th, and 8th grade.

● Provide common planning time for teachers to collaborate weekly to engage in the five step protocol for clarity of GSE, to ensure that all students are actively engaged in a rigorous curriculum, design performance tasks that have a high degree of rigor and relevance, and examine student work. Teachers will analyze student progress on common assessments and performance tasks.

● Conduct midpoint walk-throughs with Leadership Team members each semester to

monitor teacher performance. Results of these observations will be analyzed, shared with faculty members, and used to determine site-based professional learning.

● Implement a twice weekly 30 minute flexible learning time in the schedule to allow

teachers extra time with students who are struggling to master content.

● Serve at-risk students who qualify for remedial services in academic REP math and/or REP ELA as a Tier 2 intervention to enhance comprehension of GSE concepts.

● Require at-risk students who are not successful during the day to participate in Study

Island and or Read 180, which is a Tier 3 intervention. Students will be grouped based on academic needs. Learning goals will be set for students and progress will be


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monitored. Students will participate in Study Island during their core academic time on student classroom computers.

● Continue implementation of cross-curricula writing opportunities to help raise student achievement. Students will participate in writing in all content areas.

● Increase students daily interaction with a variety of texts through a focus on literary

initiatives to encourage all students to participate in specific, intensive reading. The reading will include on-grade level fiction and non- fiction materials. These resources may include, but are not limited to AR, MyON, Scholastic News magazines, newspapers, newsela, teengagement, etc. Incentives will be provided for students as they work to meet this goal. Three times a year, students will be given a STAR Reading and a STAR Math test. STAR scores and Lexile scores will be used to determine reading levels and Zone of Proximal Development (ZPD) scores of each student. ZPD is a range of readability levels from which a student should select books to read.

● Continue to implement a lab with ELA and Math software (V Math and Language!) to be used by special education students in lieu of attending one connections class. Reports will be tracked by the administration, academic coaches, and special education teachers to analyze the achievement data of these students and plan for further interventions.

● Increase teacher and student use of 21st Century modern technology (to engage students

and enhance their learning) by training teachers to effectively use the promethean board in classrooms. Title I funds will also be used to replace antiquated hardware in teachers’ classrooms and in our school’s computer labs.

● Title I funded personnel will be used to reduce the class size for the 6th, 7th, and 8th grade.

Justification for such reduction is based on research that suggests improved academic Georgia Department of Education

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achievement for students in classes with lower teacher/student ratios, as well as needs expressed by stakeholders in our Comprehensive Needs Assessment.

● Title I funded academic coaches will be used to provide high quality professional

learning and coaching to teachers as well as assist the administration and teachers with tracking student progress.

A Title I funded Parent Involvement Coordinator will be used to schedule, plan, and conduct various events at the school to get parents involved and assist parents in helping their students achieve.

2(b). Are based upon effective means of raising student achievement.Response: According to Wright, Horn, and Sander’s study (1997),

…the most important factor affecting student learning is the teacher. …The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of achievement levels, regardless of the level of heterogeneity in their classrooms. If the teacher is ineffective, students under the teacher’s tutelage will show inadequate progress academically regardless of how similar or different they are regarding their academic achievement. (as cited in Marzano, 2001, p. 3)

For this reason, teacher accountability is paramount at NMS. Teachers are provided weekly job-embedded professional learning with the expectation of implementation in their classroom instruction. Implementation is documented in their lesson plans and reviewed by their area administrator on a weekly basis. In addition, teachers are expected to collaborate weekly to develop their lesson plans. Teachers are not expected to be mere clones of each other, however, they are required to deepen their knowledge and understanding of the verbiage in the GPS and GSE. With this knowledge and understanding, they are expected to develop common


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assessments and analyze their student learning data to identify their students’ overall strengths and weaknesses and to determine appropriate instructional strategies that will address those deficient areas.

Differentiation

NMS is committed to mastering the instructional strategy of differentiation. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction (Tomlinson, 2000). Today's schools must accommodate students from different ethnic groups, language groups, cultures, family situations, and social and economic situations, with different interests and purposes for learning, and different abilities and styles of learning. In the face of all this diversity, schools can no longer operate as if one curriculum and way of teaching will fit most of the students. Instead, students can pursue a common set of curricular goals or learning standards, accomplishing them in different ways and sometimes to different degrees of mastery (National Institute for Urban School Improvement, Education Development Center, Inc, 2000).

There is no recipe for differentiation. Rather, it is a way of thinking about teaching and learning that values the individual and can be translated into classroom practice in many ways. Still, the following broad principles and characteristics will be established at NMS in order to provide a defensible differentiated classroom: make sure each student gets access to knowledge, skills, and information, individually tailored learning, use collaborative teaching arrangements, collaborate with families, agencies, and other community members, hold high expectations for student success, and build inclusive communities (National Institute for Urban School Improvement, Education Development Center, Inc, 2000).


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Academic Writing Rationale/Text Structures

A major factor in NMS’s success is their commitment to writing every day in every class. Writing, particularly writing to inform, noted the U.S. Department of Education (2003), is “one of five top instructional practices for reducing achievement gap” (as cited in Thompson & Thompson, 2009). Furthermore, “Students use writing as a tool for learning, and they write for a variety of purposes and audiences…They understand and articulate how authors use a variety of techniques and craft in their writing, and they show evidence of the author’s craft in their own writing” (Georgia Department of Education, 2006, p.1)

Thinking Maps and AVID Rationale

Implementation of the Instructional Frameworks to provide Standards-Based Instruction will engage students in higher order thinking skills/questioning techniques and rigorous performance tasks in all content areas. The implementation of Thinking MAPS and the strategies employed in the Advancement Via Individual Determination, or AVID, program will help increase the rigor needed. Thinking Maps “is a language of eight visual patterns each based on a fundamental thinking process” (Hyerle and Yeager, 2007, p.2). “The Thinking Maps language for learning is effective as shown in three general areas of research: cognitive science, effective instructional practice, and brain research” (Hyerle and Yeager, 2007, p. vi). Cornell note taking, Costa, and Interactive notebooks are three strategies that will be implemented in the AVID program.

As teachers develop their units, they must be cognizant of the fact that students learn differently. Therefore, incorporating Thinking Maps and strategies used in AVID will address Gardner’s multiple intelligences thereby maximizing teaching and learning. “The theory of multiple intelligences assumes that students learn best with various learning strategies. It asserts that students are not monolithic learners dependent on textbooks. Depending on the student, learning best takes place by tapping into different senses” (Joseph, 2008, p.161). Instructional activities integrating the constructivist theory and brain-based research also enhance teaching and learning.


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The constructivist theory states that individuals construct meaning through various experiences, producing critical thinkers. These critical thinkers can adapt and make sense of our fast-paced society and the changes taking place. The strategies taught in the AVID program are designed to prepare and equip students with the knowledge and skills necessary for students to succeed in post secondary education.

In 2001, Marzano, Pollock, and Pickering, in their book, Classroom Instruction that Works, did a meta-analysis of all of the research on instructional strategies. These nine instructional practices have been proven to have a positive impact on student achievement. According to them, using instructional strategies like identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, nonlinguistic representations, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions, and advanced organizers coupled with effective classroom management and appropriate curriculum design can enhance the learning experience for students. However, Thompson and Thompson (2008) noted that “these are learning strategies, not teaching strategies. Students have to do them, not teachers” (p. 41).

Moreover, Lenz (2008) noted that,

Education must have meaning every day. When educators connect teaching and learning to current events, personal backgrounds, and historical realities while emphasizing competency in twenty-first-century skills, learning is sure to occur. Learners are more likely to be engaged in the learning process when what they do is relevant to them. ‘’,’ (p. 1)

So then, how does one make learning relevant? He or she must first get the attention of the student’s brain. According to Patricia Wolfe, “the brain is a pattern seeking, meaning seeking device. Every encounter with something new requires the brain to fit it into an existing memory category (network of neurons)” (as cited in Thompson & Thompson, 2008, p. 3). Thompson and Thompson (2008) noted that “two factors primarily influence what our brains pay attention to: meaning and emotion (p. 3). Therefore, activating thinking prior to a lesson or building


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knowledge that they can then link to during the lesson is key. According to Marzano (as cited in Thompson & Thompson, 2008, p. 3), “What students already know about the content is one of the strongest indicators of how well they learn new information.” Once teachers have linked to prior knowledge or have built background knowledge, then they need to have a hook to motivate (meaning).

Samuel Johnson stated, “The true art of memory is the art of attention.” Anything that captures students’ attention and gets their minds engaged has the potential to produce learning; if there is no attention and no engagement, there will be no learning. Thompson and Thompson define learning as “the retention, application, and transfer of knowledge and skills” (p. Overview 7). They contend that people’s level of involvement, either active or passive, is indicative of how much they learn. Moreover, Thompson and Thompson (2008) noted that:

We tend to learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say, and 90 % of what we both say and do. (p. 7)

Why is this significant? Thompson and Thompson (2008) noted that, “Learning that lasts requires two things: understanding and engagement.” Carol Ann Tomlinson stated, “Engagement is the glue that holds their attention long enough to get to understanding.” When educators fully understand that quality teaching goes beyond the modalities of auditory and visual where learners are passive- receiving only verbally and visually, then they begin to address other modalities like kinesthetic and tactile and incorporate various strategies into their lessons. Thusly, teachers should implement a variety of teaching pedagogies to address the various learning styles throughout their instruction to increase learning and academic success.

One cannot deny that these programs, models, and initiatives can certainly have a positive impact on student learning and achievement. On the contrary, one cannot negate the wisdom of former


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principal and author Thomas Whitaker. According to Whitaker (2003),

No program inherently leads to school improvement. It is the people who implement sound programs who determine the success of the school. Programs are never the solution, and they are never the problem. Recognizing the importance of people over programs, great principals recognize that the two primary ways to improve a school are to hire better teachers and to improve the teachers already in place. (p.8)

References

Georgia Department of Education (2006). English language and reading k-5. Retrieved from

https://www.georgiastandards.org/Standards/pages/BrowseStandards/ELAStandardsK- 5.aspx

Hyerle, D. & Yeager, C. (2007). Thinking Maps: A language for learning. North Carolina:

Thinking Maps, Inc.

Improving Education: The Promise of Inclusive Schooling. (2000). National Institute for Urban

School Improvement, Education Development Center, Inc.


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Lentz, B. (2008, July). The four Rr's: Relationships in twenty-first century schools. Retrieved

from Edutopia: The George Lucas Educational Foundation Web site:

http://www.edutopia.org/www.edutopia.org/envision-schools-relationships

Marzano, R., Pollock, J. & Pickering, D. (2001). Classroom instruction that works: Research-

based strategies for increasing student achievement. Alexandria, VA.: Association for

Supervision and Curriculum Development.

Thompson, M. & Thompson, J. (2008). The Learning-Focused notebook: Connecting strategies

planning for learning redelivery notes agenda day one day two. Boone, NC:

Solutions That Work!

Thompson, M. (2007). Learning-Focused Connecting Strategies Day 1 [PowerPoint slides].

Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC

Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most.

Columbus, OH: click! Publishing Services.A.


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

A. Response: We have increased the amount of quality learning time to 75 minutes per class. Additionally, students will have two exploratory classes each day. FLEX Time, an additional 30 minute block period, is provided for teachers to work with students who are struggling two days a week. Newbern will also implement an after school program this year with the use of 20 day and Title I funds.

➢ Teachers will adhere to a schedule of 45 minutes of collaborative planning two times a week. One of the days will be spent in content and grade level planning to review and revise plans with the instructional coach, and the other day will be spent with their professional learning community.

➢ Continue implementation of Journaling to help raise student achievement. Students will participate in journal writing and process writing

➢ Continue implementing the Instructional Frameworks to provide Standards-Based Instruction to engage students in higher order thinking skills/questioning techniques and rigorous performance tasks in all content areas. The implementation of Thinking MAPS and AVID strategies will be utilized to increase rigor. The three AVID strategies used are Cornell note taking, Costa level questioning, and Interactive notebooks. Costa's and Bloom's Level of Thinking are similar. Costa's divides the level of questioning in the following ways: LOTS (Lower-Order Thinking Skills) (Level 1) Input - Gathering Information; HOTS (Higher-Order Thinking Skills)(Level 2) Processing - Processing Information; and (Level 3) Output - Applying Information.

Requiring at-risk students who are not successful during the day to participate in Study Island. Georgia Department of Education

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Students will be grouped based on academic needs. Learning goals will be set for students and progress will be monitored.

➢ Learning goals will be set for students, and progress will be monitored by the Instructional Intervention Specialist, Academic Coaches, and content area teachers.

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

Response: Create and use a variety of formative and summative assessments. Data teams will analyze data on Students with Disabilities (SWD’s) and all students. Using the results of the data, teachers will use research- based strategies to adjust and guide instructional needs by differentiating and scaffolding specific needs using flexible grouping within and across classrooms.

➢ Teachers will maintain a current account of their Student Progress Monitoring spreadsheets. Teachers will target the areas where students need improvement and address those areas early as a preventive measure. Students will set learning goals for themselves and monitor their personal performance using their academic cover sheets.

➢ Co-Teaching models will be implemented to allow SWD populations to be served in their least restrictive environment and to maintain a highly qualified teacher who can assist with needed accommodations and monitoring of IEPs.

➢ Since math is a targeted area of concern, a Math Coach will be working with all math Georgia Department of Education

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teachers to build rigor in the instruction and identifying student evidence of learning to aid them in choosing the right teaching strategies to support student achievement.

➢ Teachers will utilize FLEX Time twice a week to remediate and accelerate a particular group of students. Teachers will strategically provide instructions based on the needs of the students in a given group.

Study Island and GOFAR can be used by all subject-area teachers to view and use questions for formative and benchmark assessment purposes. These resources are also available to the entire student body for the purpose of practicing at home or being utilized in differentiated learning settings.

*3. Instruction by highly qualified professional staff.Response: 100% of NMS teachers are highly qualified.

*3(a). Strategies to attract highly qualified teachers to high-needs schools.A. Response: We will provide instruction by highly qualified teachers who meet the

standards established by the state of Georgia. ➢ In order to recruit Highly Qualified (HiQ) teachers, a Valdosta City Schools recruitment

team participates in job fairs throughout the year. Colleges in Georgia, Florida, Alabama, and South Carolina are visited. VCS participates in a job fair held at VSU twice a year. Each school is sent a hard copy of vacancy announcement to post on their individual school boards. In addition to hard copies, administrators are sent job announcements to forward to their staff via email. Job announcements are posted on www.TeachGeorgia.org and Valdosta City Schools website and sent to Coastal Plains Regional Educational Service Agency, Department of Labor, Valdosta State University, Wiregrass Georgia Technical College, Moody Air Force Base, and our neighboring schools, colleges, and universities associated with our recruitment team.


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➢ We will provide instruction by Highly Qualified teachers who meet the standards established by the state of Georgia. HiQ Reports are provided to the principal and leadership team by the Title II director. Teachers that are not HiQ must work closely with the Title II director to setup a timeline to become HiQ. This report is updated each year and the teachers’ plans, when developed with the Title II director, are shared with the principal. The Title II director and the principal must sign off on the plan.

New teachers at Newbern will be provided with a Mentor. Newbern will continue to implement the Induction Phase Teacher Program which is a system-wide initiative. The program was instituted to grow teacher effectiveness through a comprehensive induction program that receives ongoing support at the district and school level by administrators, academic coaches, teacher leaders, and induction phase teachers. Our belief is that effective teachers are developed and supported by a community of educators committed to teacher quality through collaborative, team-based approach.

Mentors are hand selected by the principal; linking same content area and grade level to capitalize on common planning time.

Induction phase teachers are to meet with their mentor every week during the month of August and at least once during the months of September through May to discuss and explain the mentoring monthly topics. The meeting details are to be recorded on the mentor log. In addition, the induction phase teachers should be observed by their mentor twice a year; a pre and post conference is held for each observation with feedback provided. A Valdosta City Schools Comprehensive Induction Program Survey should be completed at the end of the year.

B. All teachers new to the building engage in additional PL once a week for the first three months of school. PL is focused on creating an understanding of all of the instructional programs employed by the school.


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

A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. For specific examples, see bulleted items listed in Section D below.

B. We have aligned professional development with the State’s academic content and student academic achievement standards. For specific examples, see bulleted items listed in Section D below.

C. We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For specific examples, see bulleted items listed in Section D below.

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 in the following ways . . .

➢ Newbern has participated in the following professional learning the past two years: Instructional Coaches TKES and the electronic platform, and Differentiated Instruction. The academic coaches and administrators redeliver new strategies each Tuesday (Professional Learning Day).

➢ Provide professional learning communities that convey clarity of the five step protocol for Georgia Department of Education

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GSE and GPS to ensure that all students are actively engaged in a rigorous curriculum, design performance tasks that have a high degree of rigor and relevance, and examine student work. Teachers will analyze student progress on bi-weekly common assessments, and performance tasks.

➢ Provide co-teachers with the materials and supplies needed to ensure successful collaboration and teaching modifications in classrooms as well as training on co-teaching .

➢ Differentiation and assessment uses were least evident in our observations last year during our TKES observations. Therefore, more professional learning is needed in these areas to ensure implementation is occurring in all classrooms. Professional learning will also occur on Thinking Maps and Learning Focused lessons to develop greater rigor in instruction. Formative Assessment and AVID strategies will also be a focus of professional learning.

➢ Engage teachers in professional learning communities to include regular, special education teachers, and the academic coaches. Administrators will monitor to ensure coordination of materials and lesson plans, continuity of the curriculum, and the process of improving student mastery of content. Re-delivery of the Instructional Framework, the 5 step protocol, GSE, GPS, and TKES will be conducted by teachers, academic coaches, and administrators.

➢ Conduct midpoint focused walks with Leadership Team members each nine weeks to monitor teacher performance. Results of these observations will be analyzed, shared with faculty members, and used to determine site-based professional learning.

*5. Strategies to increase parental involvement.Response:


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A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide program plan in the following ways

➢ NMS will solicit parents’ input (surveys, PAC meetings, parent activities, etc…) in the improvement of the comprehensive school-wide program by contributing to the development of the School Improvement Plan (SIP), School-Parent Compact, involvement in Parent Advisory Council. Parent feedback will also be solicited at Open House, Stakeholder Input Meeting, Parent Night, and Title I Meeting and regularly scheduled parent meetings for the AVID program.

➢ NMS will use the school-parent compact to aid the teacher, student, and parent in supporting the academic advancement of the student. The compact will be available for each parent conference as a reminder of all stakeholders’ commitment to support the school in its effort to advance the student academically.

➢ NMS will encourage parents to participate in teacher appreciation days, CPIE celebrations, Student Academic Achievement Celebrations, Parent Conference Nights, operate the NMS School store, and volunteer at the Spring Book Fair. The school will recognize parents by celebrating a Parent of the Month and conducting sessions specific for Family Nights (GSE/GPS Workshop, Academic Workshops, Parent Informational Workshops, Curriculum Night, Georgia Milestones Rally, Family and Friends Night, etc).

➢ NMS will provide parent communication, using the Parent Involvement Coordinator to contact radio stations, newspapers, post events and activities on the school marquee, send home printed flyers, newsletters, school webpage, Remind 101, and Facebook to communicate with parents to ensure that all events are well advertised in a timely manner. Parentlink will also be used to inform parents about upcoming events in the school.

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


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Response: A. The following are our plans for assisting preschool children in the transition from early

childhood programs. Transition plans for students entering middle school or high school and entering from private schools, in addition to students entering our school throughout the school year are included in Newbern’s plans. Examples include Moving Days, tours for Pre-school parents, and hosting workshops in community for parents of preschool students (PK-5 schools only).

➢ Provide students opportunities to participate in an orientation activity that will assist in the transition from elementary to middle and then from middle to high school. Parents and students will receive information about GPS and GSE for the next grade, attendance requirements, and promotion requirements.

➢ Students will develop a plan using Bridge Bill, GA 411, and Infinite Campus. These Individual Graduation Plans will be developed in the computer labs with the assistance of the counselors. Homeroom teachers will advise all students during our scheduled “test talks” over topics such as career awareness, career interest inventories, and information to assist students in evaluating their academic skills and career interests.

➢ Transition meetings are scheduled in the spring of every school year with all 5th grade special education teachers of the feeder schools for NMS. The parents are invited to attend to discuss services provided at our school such as co-teaching and any other supports offered to these rising 6th graders. For all 8th grade special education students, a representative from the high school attends all IEP/Transition meetings to discuss services and supports offered at the high school level.

Students and parents participate in ninth grade orientation. The eighth grade teachers serve as advisors and assist with ninth grade registration.


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*7. Measures to include teachers in the decisions regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

Response: A. Common planning time has been provided for teachers to collaborate weekly to engage in

instructional frameworks protocol for clarity of (opening, work session, closing), GSE and GPS, writing lesson plans to ensure that all students are actively engaged in a rigorous curriculum, design performance tasks that have a high degree of rigor and relevance, and examine student work. Administrators, academic coaches and teachers will analyze student progress using common assessments, framework assessments, and performance tasks. Time will also be set aside for teachers to redeliver knowledge gained in professional learning received outside of our school setting. We will also utilize Vertical Team Workshops, Data Retreat, Leadership Team Meeting, Grade-Level meetings, and Learning Focus Training.

*8. Coordination and integration of Federal, State, and local services and programs.Response: Newbern Middle School receives Federal, State, and local services and programs. This financial support provides services for our students that would not be provided otherwise.

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

Response: Title I is a federally-funded program that provides for additional instruction, staff development, supplies, or materials to improve student achievement (K-12). The goal of the Title I program is to raise the achievement levels of disadvantaged students on the Statewide Testing Program to


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parity with other students. NMS presently has 4 teachers, 2 academic coaches, and 1 School Improvement Specialist supported with Title I funds.

Title IIA is a federally-funded program for professional development. The purpose is to increase student achievement by improving teacher and principal quality. Schools are required to assess professional development needs, use effective professional development practices and evaluate the outcomes of PD investments. NMS presently has 0 teacher/academic coach paid through Title IIA.

Remedial Education Program - is a state funded program designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Remedial Education Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. REP is a part of the Response to Intervention (RTI) framework for providing support to students. REP provides a structure for additional instruction to ensure students meet grade level expectations at the middle/high school level. NMS presently has 2 teachers paid through REP.

Migrant Education is a national program that provides supplemental educational services to eligible migrant children. The primary purpose of the Migrant Education program is to address the educational needs of migratory children in a coordinated, integrated, and efficient way through high-quality and comprehensive programs. Migrant Support Staff is available to support needs of our migrant students.Media – Local funding is provided for a media specialist and support staff. NMS presently has 1 media specialist along with 1 paraprofessional.

School Nutrition – With the passage of the Healthy, Hunger-Free Kids Act of 2010 (ACT), the National School Lunch Program now includes a new universal meal program, the Community Eligibility Provision (CEP), which is being phased in over several years by USDA. CEP permits schools eligible if at least 40% of its students are certified for free meals through means other than Free and Reduced applications. Valdosta City Schools will participate in CEP program for


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2016-2017.

Special Education is a federally-funded service which supports children 3 – 21 years of age who meet eligibility guidelines in the following areas: Autism, Deaf/Blind, Deaf/Hard of Hearing, Emotional Behavioral Disorder, Intellectual Disability, Orthopedic Impairment, Other Health Impaired, Significantly Developmentally Delayed, Speech/Language Impairment, Traumatic Brain Injury, and Visual Impairment. Special Education services are provided in all school systems in Georgia and are free of charge to parents. NMS presently has 2 self-contained special education classrooms, each with special education teacher(s). There are also 6 special education teachers to serve __ students in co-taught segments, as well as, resource classrooms, and speech teachers. NMS also has 3 paraprofessionals serving special education students.Homeless Educational Services is a federally-funded program designed to provide educational services with dignity and respect to students who meet the criteria for homelessness according to the McKinney-Vento Homeless Education Assistance Act. Students are required by law to have access to all services, programs, and activities provided by the Valdosta City School System.Gifted - Gifted students are provided a differentiated curriculum in which the content, teaching strategies, and expectations of students' mastery have been appropriately modified for gifted students. Curriculum objectives focus on developing cognitive, learning, research and reference, and metacognitive skills at each grade grouping using principles of differentiation in one or more of the following content areas: Math, Science, Language Arts, and Social Studies. NMS presently has 5 teachers serving Gifted students.Nurse – Local funding is provided for a school nurse. NMS presently has one school nurse.Counseling - State funding is provided for a comprehensive school counseling program. The comprehensive school counseling program at NMS includes classroom guidance, small group counseling, individual counseling, parent consultations, teacher consultations, and coordination of a variety of activities throughout the year to encourage the academic, career, and social/emotional development of students. NMS currently has 2 full time counselors.Community Partners in Education - A program that works to unite the local school with local


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businesses and organizations for the benefit of our entire community. This program allows us to integrate the ideas and energy of our young people with the knowledge and experience of the business and civic community. Partners have the opportunity to enhance the learning environment in our public schools with their expertise, time, and financial or material resources.21st Century Community Learning Center Partnership- Valdosta City Schools and The Boys & Girls Club of Valdosta are proud recipients of the 21st Century Community Learning Center program event. This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours. Approximately 400 Valdosta City School students are served in after-school and summer programs at the David S. Waller Unit and Donald F. Reames Teen Center.

The partnership helps students meet standards in core academic subjects, such as reading and math. It also offers students a broad assortment of enrichment activities that can supplement their regular academic programs. The program offers literacy and other educational services to the families of participating students. Meals and transportation are provided.

The program works in close partnership with the school district by employing Valdosta City School teachers, utilizing student performance data to guide programming, and fostering a relationship between the school and the club to make informed decisions about academic and social issues. This team effort benefits students by promoting social and academic achievement and ultimately helping students to become productive members of our community.

8(b). Description of how resources from Title I and other sources will be used.Response: Title I A- used to support instruction through academic coaches, additional personnel-class size reduce teacher(s), Intervention specialist, Academic coaches, Professional Learning activities, supplemental materials, Parent Involvement materials, additional technology,


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Title II-Professional Learning, Academic Coach, Fund substitutes for Professional Learning, Teacher Quality Endorsements, and Teacher RecruitmentTitle III funds support ESOL services for students for whom English is a second language.IDEA-Teachers, paraprofessionals, Professional Learning Activities, Supplemental ServicesREP: Fund teachers to serve our remedial education students. These students are served during a connections class using the Read 180 Program.

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: Students set goals based on the information on their Grade Talk sheets and develop a Bridge Bill/GA 411 plan on the computer. Student advisement and Grade Talks are held once each four and half weeks when progress reports are issued. Academic classrooms will be updated to reflect modern technology. Students also participate in career connections during exploratory. This helps students make informed decisions about a future career.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include: Response:

A. 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 extended academic time, after school program, REP, Study Skills, FLEX Time, Speech and Languages services, and AVID.

9(a). Measures to ensure that students’ difficulties are identified on a timely basis.


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Response Data are collected from teacher developed common assessments, formative assessments, district-level common assessments, Universal Screening results, report cards and progress reports, Read 180, Study Island, and Student Progress Monitoring spreadsheets. Common planning time for teachers to engage in weekly collaboration using the five step protocol for clarity of GPS and GSE, to ensure that all students are actively engaged in a rigorous curriculum, to design performance tasks that have a high degree of rigor and relevance, and to examine student work. The Pyramid of Intervention Team will utilize data to ensure students are placed in the appropriate RTI tier. Teachers will analyze student progress on common assessments, and performance tasks.

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

Response: Newbern in collaboration with Coastal Plains RESA and our intervention specialist will provide co-teaching teams with training on co-teaching models and use of the materials and supplies needed to ensure successful collaboration and teaching in inclusion classes. Teachers will engage in collaboration through weekly grade level departmental meetings to include regular and special education teachers, the ELA coach, and the math coach. Administrators will monitor to ensure coordination of materials and lesson plans, continuity of the curriculum, and the process of improving student mastery of content. Professional learning will be provided on Learning Focus and the use of Thinking MAPS to all new teachers to NMS. All teachers will receive a Thinking MAPS notebook. We will continue implementing the Instructional Frameworks to provide Standards-Based Instruction to engage students in higher order thinking skills/questioning techniques and rigorous performance tasks in all content areas.

9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community.


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➢ Response: Teacher – Parent Conferences are offered once a week. NMS uses this opportunity to inform parents of their child’s academic progress, discuss behavioral concerns, and develop behavior contracts.

➢ Parents are involved in developing the student’s behavior contracts by specifically identifying behaviors they want to improve in school and at home and setting goals that will aid in the student’s academic success.

➢ When situations are appropriate, school counselors will provide input and make referrals to community agencies for additional support.

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

Response: NMS ensures that parents are aware of Parent Portal and how to obtain log in information. The information is shared during parent nights, open house, newsletters, and periodically on flyers sent home by students. Progress reports that provide the results of the assessments will be sent home to parents every 4.5 weeks. This same information is shared with parents during the parent night sessions and during parent-teacher conferences. Academic coaches are available to interpret the assessment results to parents individually as well as during academic workshop sessions or during parent nights. We also share this information during the Georgia Milestones Pep Rally for parents. Parents are provided training on strategies to maximize their child’s learning and academic success. These trainings are offered during parent nights and Georgia Milestones Pep Rally. Parents are also provided trainings on GSE, ELA and math.

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

Response: NMS faculty collects and disaggregates data on a regular basis. The following are examples of data used and the process: Universal Screening Data, Read 180, Benchmark Data,


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Reading Benchmark, AR reports, MyON Reports, Report Card Grades, SLDS, and POINT team data. The NMS Leadership Team attends a summer data retreat to analyze and disaggregate data. Our team analyzes the school’s data to determine important points and patterns that emerge, create visual displays of the data, and make predictions.

➢ Data will be collected, tracked, and reported using Student Progress Monitoring spreadsheets and used to guide instruction toward students’ mastery of the standards. Attendance and discipline data, generated from Infinite Campus, will also be tracked. Data are collected from Universal Screening Data, SLO Assessments, common assessments (summative and formative), report cards and progress reports, GMAS results, Read 180 reports, and Study Island reports. Assessment items are gathered from various resourceful such as GOFAR.

The state has provided a new student data tracking system, Statewide Longitudinal Data System (SLDS), to all schools. This system will enhance Newbern’s ability to efficiently and accurately manage, analyze, and use data, including individual student records. Teachers will use this system in collaborative planning, differentiated instruction, leadership meetings, and parent conferences.

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

➢ Response: The primary purpose for collecting student performance data is to aid in instructional planning and educational decision-making for individual students and groups of students. The decisions we make based on these data have important instructional implications and many times drive resource allocation. To ensure that the decisions we make about students are valid, we believe it is critical to collect accurate and reliable data. Reliability is a precursor to test validity. If test scores cannot be assigned reliably, it is impossible to conclude that the scores accurately measure the domain of interest.

➢ Data are collected from multiple reliable sources. GMAS and CCRPI scores are reported and disaggregated by the state. Study Island (research based program) allows us to tailor


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an assessment based on student deficiencies. Reports are analyzed and used to guide instruction. Read 180 is a computer program used in our REP reading lab to remediate, accelerate, and track student progress. Discipline and attendance reports are generated from Infinite Campus.

Prior to assessments being administered, staff is trained on appropriate procedures to be followed in order to ensure validity and reliability of disaggregated assessments results. Trained staff oversees the administration of assessments to insure procedures are properly followed.

13. Provisions for public reporting of disaggregated data.Response: The data are displayed in the data room. Several parent involvement events are devoted to disaggregating data such as the Annual Title I meeting, parent conferences, and IEP meetings. Parents attend and participate in leadership team meetings. Imagine the Possibilities publication, system website, and school website are available for public to view data.

14. Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

Response: The plan is revised and updated at the beginning of each school year. Newbern Middle School tracks and analyzes data from monthly discipline reports, attendance reports, common assessment, Read 180 reports, Study Island reports, MyOn reports, AR reports, VMath, and Language, 4.5 and 9 week reports. The real time data are constantly being monitored and analyzed. After reviewing and analyzing the data, the leadership team shares the results with the faculty. We decide as a faculty what programs and strategies are effective, what we need to refine, or what needs to be discontinued. NMS employs the use of the Continuous Improvement Cycle. District personnel work with the school to review initiatives within our plan at 45 day increments and conduct a Fall, Winter, and Final review of the plan. Our plan is formulated and revised at a system-wide data retreat and communicated and revised within the school during


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Leadership Team and Grade Level meetings.

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: Newbern Middle provides opportunities for input from stakeholders and communicates the School Improvement Plan to all stakeholders. The School Improvement Plan is discussed during the Parent/Stakeholder Input Meeting and PAC meetings. Parent input is encouraged during this time. The plan is also available in the media center and parent resource area for anyone who was not able to attend the meeting. Several parents serve on the Leadership Team and are able to provide input during the meetings.

16. Plan available to the LEA, parents, and the public.➢ Response: Newbern Middle School will provide opportunities for input from

stakeholders and communicates the School Improvement Plan to all stakeholders. A copy of the SIP is in each administrator’s office, the media center, parent resource area, and on the school’s website. The plan is on display at all PAC meetings and parts of the plan are discussed each meeting.

Parent Resource Centers are located in the lobby and media center of the school. This area includes training materials, parent updates, newsletters, flyers, and brochures. An Internet Café is located in the media center where computers are available for parent use.

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: The School Improvement plan will be translated into the parent’s primary language, to


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the extent feasible, as requested by the parent.

18. Plan is subject to the school improvement provisions of Section 1116.Response: Our school-wide plan incorporates strategies to strengthen core academic subjects. Parents and stakeholders had the opportunity to provide input in the plan.

School effectiveness is regularly assessed through periodic progress checks during the year on strategies and initiatives.

Federal School Choice not offered. Valdosta City Schools notifies parents of their rights under House Bill 251 (HB 251) to exercise Intra-district Transfers.

Members of the NMS Leadership team will create a 45/60 Day Short Term Action Plan (STAP). We will meet every 45 days to review our 45-day action plan. The Leadership Team meets once a month to review and analyze data. Newbern Middle School tracks and analyzes data from monthly discipline reports, attendance reports, assessments, Study Island reports, MyOn reports, and AR reports. The real time data are constantly being monitored and analyzed. The Leadership Team uses data to drive the development and revisions of our plan. After reviewing and analyzing the data, the Leadership Team shares the results with the faculty, implements the changes, and monitors the fidelity of the implementation. Using the data, the faculty decides what programs and strategies are effective, what we need to refine, discontinue, or initiate. Thus, the Continuous Improvement Cycle resumes.


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J. L. Newbern MiddleSchool Implementation Plan

Mr. Rick Thomas

School Year 2016-2017


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GOAL/AREA OF FOCUS:Ten percent of ELA and math students who are currently levels 1 and 2 will move up another level, and those students in levels 3 and 4 will either maintain or improve their current levels as reported from the Spring 2016 GMAS to the Spring 2017 GMAS.

VCS PERFORMANCE OBJECTIVE

INITIATIVESActions/Strategies/Interventions

INCLUDE PROFESSIONAL DEVELOPMENTRELATED TO INITIATIVES

RESOURCES NEEDEDMaterials, Training Cost,

Supplies, Dues/Fees, Travel, Stipends, Subs, etc.

SPECIFYFUNDING & SOURCE

PERSON(S) RESPONSIBLE

TIMELINE

ACCOUNTABILITY

MONITORING OF INITIATIVES

Artifacts documenting

Initiatives

EVALUATING IMPACT ON STUDENT

LEARNINGData to be used to evaluate Initiatives

To ensure mastery of rigorous curriculum Content Professional Learning Communities

designed to create learning opportunities that require critical thinking and the use of formative assessments aligned to GSE and GPS.

Supplies-Title IStudy Island, and After School

TeachersAcademic CoachesAdministrators

August 2016-May 2017

Lesson PlansDescriptive Level RubricWalkthroughsFormative ObservationsStudent work

GradesLexile ScoresSummative AssessmentsGMAS

Read 180 Workbooks-Title ISupplies-Title I

TeachersAdministratorsAcademic CoachLiteracy Team


STAR ReportsReport CardsProgress Monitoring

Read 180 ReportsReport Cards

To ensure all students are college and career ready AVID Strategies

Supplies-Title I Books/Periodicals-Title ITraining Cost-Title ISubs-Title I

TeachersAdministratorsAcademic Coaches


Lesson PlansWalkthroughsOne World NotebooksStudent Work Samples

Report CardsProgress Monitoring Tool

GOAL/AREA OF FOCUS:DEVELOP EFFECTIVE PROFESSIONAL LEARNING COMMUNITIES SCHOOL WIDE


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Supplies, Dues/Fees, Travel, Stipends, Subs,

etc.SPECIFY

FUNDING & SOURCE


TIMELINE

ACCOUNTABILITY



Initiatives



To provide quality, ongoing professional learning for all staff Training on PLCs Supplies-QBE

Academic CoachesAdministratorsInstructional InterventionSpecialist


Content Planning FormsObservation Tools

Report CardsGrade Talk

Effective collaboration (Content and grade level) Supplies-QBE

Academic CoachesAdministratorsInstructional InterventionSpecialist


Content Planning FormsObservation Tools

Report CardsGrade Talk

VCS STRATEGIC GOAL AREA: POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERSGOAL/AREA OF FOCUS:Develop a culture and climate that is safe, has high expectations, ensures that rigorous learning occurs and positive relationships are formed.


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RESOURCES NEEDEDMaterials, Training

Cost, Supplies, Dues/Fees, Travel, Stipends, Subs, etc.



TIMELINE

ACCOUNTABILITY



Initiatives



To promote a positive school culture

PBISSupplies-QBEPBIS Rewards Program

TeachersAdministratorsVCS RTI/PBIS SpecialistBehavior Intervention Specialist


Progress Monitoring Tool/BoardDiscipline ReportsAttendance Reports

Report CardsDiscipline DataAttendance Data

To improve communication, collaboration, and engagement

Increase parental involvement Supplies-Title I

TeachersAdministratorsAcademic Coaches


Sign-In sheetsTitle I Completion Reports


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VCS STRATEGIC GOAL AREA: POSITIVE RELATIONSHIPS WITH ALL STAKEHOLDERSGOAL/AREA OF FOCUS:





Supplies, Dues/Fees, Travel, Stipends, Subs, etc.


PERSON(S) RESPONSI

BLE

TIMELINE

ACCOUNTABILITY



Initiatives



VALDOSTA CITY SCHOOLSEVALUATING THE SCHOOL IMPROVEMENT PLAN

SCHOOL: 2016-2017Georgia Department of Education

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GOAL/AREA OF FOCUS FROM THEIMPLEMENTATION PLAN

BEGINNER DEVELOPING PROFICIENT DISTINGUISHEDList Data Target Achieved for Goal/Area of Focus

in the Appropriate Column

VALDOSTA CITY SCHOOLSEVALUATING THE SCHOOL IMPROVEMENT PLAN


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SCHOOL: 2016-2017

COLLEGE & CAREER READY PERFORMANCE INDEX

INDICATORS 2013 CCRPI 2014 CCRPI 2015 CCRPI 2016 CCRPI

ACHIEVEMENT

CONTENT MASTERY

READINESS

GRADUATION

PROGRESS

ACHIEVEMENT GAP

EXCEEDING THE BAR

EL/ED/SWD PERFORMANCE

CHALLENGE POINTS TOTAL

CCRPI SCORE


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