Lindley Sixth Grade Academy - Cobb County School District 6th Grade... · 2013-02-14 · 1 Title I School-Wide Plan for Lindley Sixth Grade Academy “Passion to Succeed” Written/Revised

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Title I School-Wide Plan for

Lindley Sixth Grade Academy

“Passion to Succeed”

Written/Revised during the

School Year: 2012-2013

September 18, 2012

September 28, 2012

November 16, 2012

Principal’s Signature

Academy Principal

Mr. Travis C. Joshua

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Title I School-Wide Plan

Planning Committee Members for: LINDLEY SIXTH GRADE ACADEMY Title One and SSP

Date of Committee Meetings: On-going

Name of School: LINDLEY SIXTH GRADE ACADEMY

NAME POSITION/ROLE/PARENT SIGNATURE

Travis C. Joshua Principal

Twyla Hinton Assistant Principal

Derrick Bailey Assistant Administrator

Elizabeth James Academic Coach

Carletta Blanks Parent Representative (PTSA)

Scott Hudson Parent Representative (Council)

Sharia Williams Language Arts Coordinator

Lydia Mootry Mathematics Coordinator

Peter Choi Science Coordinator

Cherita Pugh Social Studies Coordinator

Soraya German Exceptional Education Facilitator

Willa Woods-Hodges Advanced Learning Program

Alicia Williams ESOL Coordinator

Sara McHugh Connections Coordinator

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Table of Contents Pages

1. Comprehensive Needs Assessment

A. Participation of Individuals…………………………………………5

B. Instruments, Procedures, or Processes………………………………5

C. The Needs of Homeless, Neglected, and Migrant Children………...6

D. Current Achievement Data………………………………………….6

E. Information about All Students……………………………………..7

F. Data, Conclusions…………………………………………………...7

G. Measurable Goals/Benchmarks……………………………………...9

………………………………………………..

2. Schoolwide Reform Strategies That Are Scientifically Researched

A. Schoolwide Reform Strategies That Provide Opportunities For All

Children…………………………………………………………….10

B. Effective Means of Raising Student Achievement………..…………11

C. Effective Instructional Methods That Increase Learning Time……...14

D. Address the Needs of All Children…………………………………..14

3. Instruction by Highly Qualified Professional Staff

A. Strategies to Attract Highly Qualified Teachers……………………15

B. School Status of Highly Qualified Teachers……………………..…15

4. Professional Development For Staff

A. Include Teachers, Principals, Paraprofessionals, and Others………..15

B. Aligned Professional Development with the State’s Academic

Content…………………………………………………………….…16

C. Professional Development Activities that Address the Root Causes..16

D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments…………………………………..16

E. Schools Yearly Professional Development Schedule………………17

5. Strategies to Increase Parental Involvement

A. Involved Parents in the Planning of the Comprehensive Schoolwide

Program…………………………………………………………….18

B. Parent Involvement Policy and Parent Compact……………………18

6. Plans for Assisting Preschool Children in the Transition From Early Childhood

Programs and/or Students Entering Middle School or High School………………18

7. Measures to Include Teachers in the Decisions Regarding the Use of

Assessment…………………………………………………………………..19

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8. Coordination and Integration of Federal, State, and Local Services and

Programs

A. List of State and Local Educational Agency Programs and Other

Federal Programs that will be Included……………………………...19

B. Description of How Resources from Title I and Other Sources will be

Used………………………………………………………………….20

C. Plan Developed in Coordination with Other Programs……………...20

9. Activities to Ensure that Students who Experience Difficulty Mastering

Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a

Timely Basis…………………………………………………………20

B. Periodic Training for Teachers in the Identification of Difficulties…21

C. Teacher-Parent Conferences…………………………………………21

10. Description of how Individual Student Assessment Results will be Provided

to Parents……………………………………………………………………21

11. Provisions for the Collection and Disaggregation of data…………………21

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and

Reliable……………………………………………………………………21

13. Provisions for Public Reporting of Disaggregated Data…………………21

14. Plan Developed During a One-Year Period……………………………….21

15. Plan Developed with the Involvement of the Community to be Served…22

16. Plan Available to the LEA, Parents, and the Public……………………….22

17. Plan Translated…………………………………………………………….22

18. Plan is Subject to the School Improvement Provisions of Section 1116 …22

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1. Comprehensive Needs Assessment of the entire school that addresses all academic

areas and other factors that may affect achievement.

A. Participation of Individuals

The school wide plan has been developed with the participation of individuals who will carry out the

comprehensive school wide/school improvement program plan.

The team included parent representatives and representatives from all content areas and support

services who are working collaboratively to develop the school-wide plan. The individuals involved

and their titles are mentioned in the preceding table.

B. Instruments, Procedures, or Processes

The School-Wide Planning team has used the following instruments, procedures, or processes to

obtain this information:

Brainstorming

Group and team collaboration to collect and analyze student achievement data and school

performance data from 2010-2012

Georgia Criterion Reference Test (CRCT)

Georgia Department of Education School AYP Report

Georgia Department of Education School Report Card

School Summary Reports-CRCT

School Strategic Plan

Title II Plan

School Climate Survey Results

C. The Needs of Homeless, Neglected and Migrant Children

We have taken into account the needs of homeless, neglected and migrant children by making each team

aware of those students and providing individual student support as needed through school counseling. As

more support services are needed, we get our school social worker involved to make necessary

interventions. Some of our current support systems in place include:

Free School Supplies

Free School Uniform attire

Free PE Uniform attire if applicable

Mentoring support through service organizations as needed

Using faith-based partnerships during holidays to provide baskets

Using community partnerships for assistance as needed to improve academic

habits and student achievement such as math tutoring through Whitefield

Academy

Accommodating needs for field trips so that there are no or minimal fees

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D. Current Achievement Data

We have reflected current achievement data that will help the school understand the subjects and skills in

which teaching and learning need to be improved. Lindley 6th Grade Academy analyzes all state reports

including student scores. Trend data indicate the following:

READING DATA

Lindley Middle Meets and Exceeds rate for Reading 2011-2012 Students

Spring CRCT

All Students

Cobb County

ED White Black Hispanic SWD ELL (LEP)

2012 96% 95% 93% 100% 95% 96% 85% 95%


Spring CRCT

All Students

Cobb County


2011 90% 94% 88% 100% 91% 91% 63% 81%


Spring CRCT

All Students

Cobb County


2010 88% 94% 88% 97% 96% 55% 75%

MATH DATA

Lindley Middle Meets and Exceeds rate for Math 2011-2012 Students

Spring CRCT

All Students

Cobb County


2012 74% 87% 74% 70% 81% 37% 71%


Spring CRCT

All Students

Cobb County


2011 60% 82% 58% 92% 57% 64% 37% 47%


Spring CRCT

All Students

Cobb County


2010 66% 81% 64% 67% 70% 53% 25% 47%

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LANGAUGE ARTS DATA

Lindley Middle Meets and Exceeds rate for Language Arts 2011-2012 Students

Spring CRCT

All Students

Cobb County


2012 92% 94.4% 92% 100% 91% 94% 77% 87%


Spring CRCT

All Students

Cobb County


2011 86% 93.4% 88% 84% 87% 87% 51% 79%


Spring CRCT

All Students

Cobb County


2010 89% 92% 88% 93% 94% 55% 75%

SCIENCE DATA

Lindley Middle Meets and Exceeds rate for Science 2011-2012 Students

Spring CRCT

All Students

Cobb County


2012 74% 80% 74% 64% 72% 77% 45% 59%


Spring CRCT

All Students

Cobb County


2011 62% 77% 60% 92% 61% 64% 20% 44%


Spring CRCT

All Students

Cobb County


2010 53% 75% 55% 50% 57% 53% 27% 55%

SOCIAL STUDIES DATA

Lindley Middle Meets and Exceeds rate for Social Studies 2011-2012 Students

Spring CRCT

All Students

Cobb County


2012 48% 80% 47% 42% 47% 49% 22% 23%

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Spring CRCT

All Students

Cobb County


2011 45% 76% 42% 85% 44% 44% 14% 24%


Spring CRCT

All Students

Cobb County


2010 33% 71% 31% 39% 33% 29% 11% 31%

E. Information about All Students

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

Students with disabilities did not meet proficiency standards in Math, Sci, and SS.

English Language Learners did not meet proficiency standards in Sci or SS.

Black students have made progress in Math, but are only achieving at a pass rate

of 70%.

Students at large are not meeting adequate levels of achievement in the area of SS.

The highest pass rate is only 49%.

F. Data, Conclusions (Summary of Needs)

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

The major strengths we found in our programs were (1) the number of remedial

students achieving proficiency in reading due to Read 180 program with an

increase of students’ reading comprehension skills, (2) the number of students

proficient in Reading and ELA continues to hold steady for all subgroups, with a

need to intervene with SWD, (3) the number of students taking AC classes, has

nearly doubled in every single subgroup at school, with clear evidence of closing

achievement gap between Hispanic and Black students, (4) similarly, the number

of Hispanic students becoming proficient as illustrated through Lexile scores has

increased, (5) stakeholder surveys and perceptual data continue to indicate a high

satisfaction rate with overall school programs.

The major needs we discovered were (1) all students academic success in all

content areas with a primary focus on math, science, and social studies), (2) a

need to increase meaningful parental involvement to assist with student academic

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achievement, (3) math computation and science literacy skills of incoming 6th

grade students, and (4) number sense, data/probability, and algebra content

strands of incoming 6th grade students, which is a highly tested content standard

on CRCT.

The needs we will address are (1) to increase the number of students meeting

proficiency in all content areas by at least 10%, (2) use data to plan for intensive

interventions based on students’ learning needs, (3) implement consistent

professional development catered to department needs regarding the instructional

frameworks, rigor and relevance, and engaging qualities, and (4) implement

parent leadership workshops based on parent interest to focus on increasing

student achievement.

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

school wide program will be (1) intensive mathematics instruction by placing

students on teams with 2 math teachers for math class and math connections in

order to reiterate concepts using real world application and connections and for

previewing vocabulary, (2) science and social studies students will work within

the Instructional Frameworks through the development of increased student

performance tasks utilizing increased technology-based, guided tutorials to

address remediation and acceleration of standards simultaneously, (3) students

still experiencing reading deficits will have a reading class using Read 180 model

or Achieve 3000 to help accommodate learning needs of students and increase

achievement.

The ROOTCAUSE that we discovered for each of the needs were (1) retention of

basic math computation skills, (2) a majority of students entering at the 33rd

percentile (ITBS) in all subject areas – marginal learners, (3) teachers need to

provide more intensive instruction based on the Instructional Frameworks and

engage in item analysis of common assessments more frequently to detect needs,

(4) teachers need to consistently formatively assess students for learning

throughout the instructional period, and (5) data team process needs to be used to

benefit students participating in tutoring.

G. Measurable Goals/Benchmarks

The measurable goals/benchmarks we have established to address the needs are:

1. Increase the percentage of students with disabilities meeting/exceeding

standards in math, science, and social studies on the CRCT by at least 10%.

2. Increase the percentage of English Language Learners meeting/exceeding

standards in science and social studies on the CRCT by at least 10%.

3. Increase the percentage of Black students meeting/exceeding standards in

math on the CRCT by at least 5%.

4. Increase the percentage of all student groups meeting/exceeding standards in

social studies on the CRCT by at least 10%.

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5. CRCT 2012 scores have been distributed to staff. While understanding that 6th

grade standards are significantly different than 5th grade standards, our goal is to

increase the number of students meeting standards in each subject area.

6. Common Department Assessments (pre/post tests) will be used by each department

and created collaboratively using county resources such as PICASSO and

Common Core Tasks. Departments will conduct an item analysis of the data to

determine areas of improvement based on content strands.

7. Grade Book checks are conducted periodically by administrative team to ensure

consistent practices with weighted assignments in terms of practice, progress, and

mastery and to have some systematic process in place to have grades mirror

standards-based practices and utmost reflection of students’ performance in

relation to Common Core Standards.

2. School-Wide Reform Strategies that are Scientifically Researched Based.

A. School-Wide Reform Strategies that provide Opportunities for all Children

LSGA 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 by utilizing the Instructional Framework model incorporating Language!,

READ 180, Achieve 3000, ESOL services, Remediation Support, and Gifted and Talented Education

(GATE) Program which allows students opportunities to enhance their ability levels at a much

higher success rate.

B. Effective Means of Raising Student Achievement

Differentiated Instruction (Marzano): Citation: Marzano, R.J., Pickering, D.J. and Pollock, J.E. (2001). Classroom Instruction That

Works. Alexandria, VA: ASCD.

Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine

instructional strategies that are most likely to improve student achievement across all content areas

and across all grade levels. These strategies are explained in the book Classroom Instruction That

Works:

1. Identifying similarities and differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives and providing feedback

8. Generating and testing hypotheses

9. Cues, questions, and advance organizers

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READ 180: Citation: READ 180 (2010) Retrieved November 16, 2011, from

http://read180.scholastic.com/reading-intervention-program

READ 180 comprehensive research based reading intervention software program that helps improve

reading proficiency, reading, and vocabulary skills, reading comprehension, and writing. As a

comprehensive reading intervention program, READ 180’s instructional strategies are extensive.

Scholastic provides specific program and activities that support the content, design, and

instructional methods and strategies for these areas: Phonemic Awareness, Phonics and

Syllabication, Fluency, Vocabulary, Comprehension, Spelling, Writing, Technology and instruction

for teaching ad motivating English-Language Learners. Additional, READ 180 provides target skills

instruction for the core subjects of Reading and Language Arts. READ 180 is correlated to state

standards and will effectively reinforce and support the regular curriculum. Targeted students will

participate in READ 180 on a daily basis in an elective class. Other targeted students will participate

in a weekly session.

C. Effective Instructional Methods that increase Learning Time

Academic Coach: An Academic Coach will be used to not only teach a math support class during

connections, but to provide ongoing professional learning for the staff. The coaches class will also be

used as a model classroom for teachers to see the professional learning received actually put into

practice.

Read 180: Students who failed the previous year’s math CRCT and students who passed minimally

are assigned to the Read 180 class in place of a Literacy class. Read 180 is a comprehensive

research based reading intervention software program that helps improve reading proficiency,

reading, and vocabulary skills, reading comprehension, and writing. As a comprehensive reading

intervention program, READ 180’s instructional strategies are extensive. Scholastic provides

specific program and activities that support the content, design, and instructional methods and

strategies for these areas: Phonemic Awareness, Phonics and Syllabication, Fluency, Vocabulary,

Comprehension, Spelling, Writing, Technology and instruction for teaching ad motivating English-

Language Learners. Additional, READ 180 provides target skills instruction for the core subjects of

Reading and Language Arts. READ 180 is correlated to state standards and will effectively reinforce

and support the regular curriculum. Targeted students will participate in READ 180 on a daily basis

in an elective class. Other targeted students will participate in a weekly session.

Literacy Support: Students who failed the previous year’s Reading CRCT and students who passed

minimally will receive additional literacy support through their connections class. The teachers will

provide differentiated instruction via utilization of Achieve 3000 to provide additional support for

development of literacy skills for students who have demonstrated marginal proficiency in reading

performance.

Math Connections: Students who failed the previous year’s Math CRCT and students who passed

minimally are assigned to the Math class in place of a connections’ class. Math connections will

provide additional support for students in order to increase academic achievement in mathematics in

grades 6-8 and be taught by the Academic Coach. Students are selected based on CRCT scores and

meet daily to focus on mathematical concepts and application. The lessons consist of the following

activities: goal setting, modeling, learning the concept and checking for understanding. Independent

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and group practice includes the following: independent practice, critical thinking, and problem

solving. Each element of the class is designed to motivate the students to learn. Mathematics

Connections serves as a supplemental course to the students; academic mathematics course and

other tutoring services that they may be receiving.

Students with Disabilities Math Connections Class: Students with Disabilities who failed the

previous year’s Math CRCT and students who passed minimally are assigned to the math class in

place of a connections’ class. The Special Education Math connections will provide additional

support for Students with Disabilities in order to increase academic achievement in mathematics in

grades 6-8 and be taught by the Academic Coach. Students are selected based on CRCT scores and

meet daily to focus on mathematical concepts and application. The lessons consist of the following

activities: goal setting, modeling, learning the concept and checking for understanding. Independent

and group practice includes the following: independent practice, critical thinking, and problem

solving. Each element of the class is designed to motivate the students to learn. Special Education

Mathematics Connections serves as a supplemental course to the students; academic mathematics

course and other tutoring services that they may be receiving.

Remedial Math Connections: Students who failed the previous year’s Math CRCT and students who

passed minimally are assigned to the Remedial Math class. The Remedial Math teacher will provide

differentiated instruction via push-in and pull-out models to provide additional support for

development of math skills for students who have demonstrated marginal proficiency in reading

performance.

D. Address the Needs of all Children

Through the consistent analysis of data collected, LSGA teachers and administrators will determine

if the needs of all children, particularly the targeted population, have been satisfactorily met. These

analyses include, but are not limited to common pre/post-tests in all content areas and performance

on benchmark tests two times per year as well as classroom walk-through data. Comparing CRCT

scores from previous years to current individual student reports generated from programs listed

above (2c), teachers will determine if there is consistent improvement. Quarterly review of strategies

used for students placed on RTI will also reveal to teachers how far targeted students have advanced.

To determine progress of individual students from targeted populations, teachers will collect and

analyze specific student performance reports relative to targeted programs and services such as

Read 180 and Achieve 3000.

3. Highly Qualified Professional Staff

A. Strategies to Attract Highly Qualified Teachers to High-Needs Schools

We will provide instruction by highly qualified teachers who meet the

standards established by the state of Georgia. For the current school year,

2012-2013, all certified staff members and classified staff members adhere to the

No Child Left Behind (NCLB) Act for highly qualified teachers. 100% of our

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teachers are highly qualified. All core area teachers are teaching within certified

fields.

We have been fortunate to have a 90% retention rate. We currently only have

1 new teacher in math that is provided support by the academic coach and has

been paired with a buddy for the school year. We continue to have several

requests for master teacher observations and student teachers with one of the

local colleges, Kennesaw State University, which has helped us to maintain a

record and image of excellence. Currently, we have 5 student

teachers/observers from KSU.

B. School Status of Highly Qualified Teachers

All teachers at LSGA are highly qualified. Therefore, students receive instruction by highly qualified

teachers who meet the standards established by the state of Georgia. LSGA does not generally have

difficulty attracting qualified teachers. If vacancies occur, there are typically numerous highly

qualified candidates that apply. Therefore, there are no specific incentives to attract highly qualified

teachers to LSGA. We are, however, very selective in our interview process when we have a vacancy.

We also provide mentor and support programs for teachers new to LSGA to promote their success

after they are assigned to LSGA. Additionally, we provide local and encourage district staff

development to further support and encourage additional certification in areas of need.

4. Professional Development for Staff

A. Include Teachers, Principals, Paraprofessionals, and Others

Teachers, administrators, paraprofessionals and, parents, and other staff were involved

in staff development to analyze and address the root causes of identified needs.

All release time and professional learning sessions are determined by the needs assessment. In the

initial planning, a review of the data was done to identify the areas of weakness in student

performance using the Georgia CRCT as the base instrument of assessment. Professional

development, based on the Instructional Frameworks and domain weaknesses is a primary focus in

teacher training and/or coaching. In-house professional development occurs Wednesdays during

common planning hours.

B. Align Professional Development with the State’s Academic Content

LSGA has and continues to align professional development with the State’s academic content and

student academic achievement standards.

Training for all teachers will be in-house and will consist of full day release time for collaborative

development of horizontal plans by department. Professional learning sessions will be delivered

during one hour planning periods. Teachers with unique content will also receive release time to

develop lessons that support the strategic plan. These processes will be guided and directed by Title I

and district personnel, administration and in-house support personnel. All certified instructional staff

and support instructional staff are highly qualified to teach the subjects they have been assigned to

teach or assist teachers in the assigned areas. Release time will be provided for teacher

collaboration by department for horizontal planning.

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C. Professional Development Activities that Address the Root Causes

The purpose/goal of departmental release time is to:

Analyze student performance data

Reach consensus regarding targeted content learning standards

Develop effective balanced assessments

Develop integrated reading/writing strategies appropriate to content

Develop integrated math strategies appropriate to content

Collaboratively score/evaluate/analyze student work samples and provide

teacher commentary/feedback

Discuss/analyze/chart individual student and overall performance data

specific to identified student groups “at risk” for failing to meet standards

D. Include Teachers in Professional Development Activities Regarding the Use of Academic

Assessments

Professional Learning Sessions are provided to enhance teachers’ capacity for understanding and

implementing best practices that include the following:

Planning and implementing the Instructional Frameworks

Alignment of student accommodations for students with disabilities and ESOL

students with varied service delivery models to ensure appropriate access to

grade level standards

Increase the level of rigor and relevance in lessons

Read 180 and Achieve 3000

Literacy development/strategies across content areas

Balanced Assessments

Teacher Commentary on Student Work

Technology integration in content areas

Understanding by Design Training

LSGA Collaborative planning occurs by subject area on Tuesdays and Fridays and allows teachers

to:

1. share best practices and resources

2. identify collective goals

3. examine relevant data

4. review and adjust instruction based on formative and summative data

Professional learning is designed to address the identified areas of weakness through in county

coaches’ corner funded by Title II funds. These activities include:

1. Coaches Corner: Academic Coach facilitates professional learning on relevant instructional

practices they are using in their classrooms. These are scheduled on Wednesdays during

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teacher planning period. Participation is mandatory and based on individual teacher needs

or interests. Teachers can earn professional learning units toward certification for

participation.

2. Curriculum Release Days: Quarterly provided by administrators, district personnel, or paid

consultants. These are scheduled during teachers’ planning period and participation is

required. Teachers can earn professional learning units toward certification for

participation.

E. Schools Yearly Professional Development Schedule

2012-2013 Professional Development For:

LINDLEY SIXTH GRADE ACADEMY

Name of School

Dates Core Academic Addressing Location Estimated Cost

September 2012 Workshop Model Training Lindley $2,500 Title I

October 1, 2012

Math Departmental Collaborations – Workshop follow-up Lindley 6th $525

Title II

October 9, 2012 Special Ed. IEP review and Progress reports Lindley $300

Title II

October 11, 2012 Social Studies Workshop Follow up Lindley 6th $300

Title II

October 16, 2012 ELA Reading Workshop Follow up $525 Title II

October 17, 2012 Science Workshop Follow up Lindley 6th $300 Title II

November 3, 2012

Speaker: Rick Wormelli – Differentiation and Grading Lindley 6th $5000

Title I

December 3, 2013

Connections Collaboration Vertical Area 1 $450

Title II

December 13, 2012

SS Team Collaboration – Rigor and Relevance using the Common Core Lindley 6th $300

Title II

December 18, 2012 Math Collaboration – R &R Lindley 6th $525

Title II

January 15, 2013 ELA Collaboration – R&R Lindley 6th $525 Title II

January 16, 2013 Science Collaboration – R&R Lindley 6th $300 Title II

January 18, 2013 Special Ed. Planning and data review Lindley 6th $300

Title II

January 20-23 2013 Annual Title One Conference Nashville, TN

$5,000 (4 staff)

Title I

February 21, 2013 SS Data Review Lindley 6th $300 Title II

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February 26, 2013 ELA/Reading Data Review Lindley 6th $525 Title II

March 5, 2013 Math Data Review Lindley 6th $525 Title II

March 6, 2013 Science Data Review Lindley 6th $300 Title II

June 30-July 3, 2013 Model Schools Conference Washington, DC $8000

Title I

July 2013 Leadership Training Calloway Pine Mt., GA $6,000 Title I

5. Strategies to Increase Parental Involvement.

A. Parents were involved in the planning, review, and improvement of the comprehensive school-

wide program plan by:

Inviting parents to attend all meetings by giving them the LSGA Parent Involvement

Activities Plan and posting it on the school website.

Inviting parents to serve on committees such as the School Council, School Improvement

Plan Committee, Parent Policy/Compact Action Planning Committee, and the PTSA.

Families are provided a myriad of opportunities to engage in school wide activities in

evening workshops, school wide family learning nights, and parent forums held at the South

Cobb Recreational Center. These concentrate on different subject areas including Math,

Language Arts, Literacy, and Science. LSGA also holds a bi-monthly coffee and conversation

with the principal providing parents and community members an opportunity to inquire on

any topic and express any concerns.

Describes how the school will provide individual student academic assessment results, including

an interpretation of those results.

Information on school performance is sent in school letters and also quarterly with student

report cards. Additional copies are available on the school website and in the school office.

The results of standardized tests (CRCT and Access) are sent home with parents during

Conference Week and by mail. Results can also be accesses on the Cobb County School

District website.\

Parent-Teacher Conferences are held to further assist parents the opportunity to give input

on how to work with their children.

Makes the comprehensive school wide program plan available to the LEA, parents and the public

(internet, newspaper, newsletters).

Parents receive information from the school in their child’s home language in a timely

manner. LSGA uses the following communication methods to provide parent with timely

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information: Teacher Blogs, PTSA newsletter, direct mailings, school website, targeted call

outs, and parent meetings.

An annual Title I information session and other flexible scheduled meetings are held throughout

the school year. These meetings cover the following information:

Title I Programs

Adequate Yearly Progress (AYP)/School Improvement Status

Parent’s right to know about Teacher and Paraprofessional qualifications

Parent Information Workshops & Parent volunteering

National Education Goals

School policies and procedures

School curriculum

Student assessments

Local and State assessments

State content standards

Transitioning from elementary school to LSGA and then to Lindley Middle School.

B. The School-Parent Compact was developed jointly with parents and staff.

All families, school staff, and students are asked to participate by signing the compact to show their

support. The compact will be distributed during the Annual Title 1 Meeting and the October Parent-

Teacher Conference.

6. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs,

Elementary and/or Students entering Middle School or High School.

Lindley 6th Grade Academy has a well-developed plan to assist students with the transition from early

childhood programs to the middle school concept. We also include transition plans for students entering

middle school from private/charter schools, plus students entering our academy throughout the school

year.

Fifth grade students from our feeder elementary schools participate in an articulation activity

including school visits, an orientation, and an evening informational meeting.

Teachers conduct information meetings with students and parents to discuss middle school

expectations, clubs and extracurricular activities, homework policy, routines, and procedures.

Our rising seventh grade students will participate in articulation activities with the Lindley 7th &

8th grade academy. The seventh grade counselor and the seventh grade teachers will help with

the registration process and conduct informational meetings.

Parents from the private/charter sector are welcomed on an open-door basis to tour our facility

and classrooms and meet with the principal and/or counselor to gather information about the

school.

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New students are paired with a buddy (student leader) on their assigned team to assist with the

transition process.

The same set procedures apply to our unique articulation with the Lindley 7th/8th Grade Middle

School to make for a smooth transition to another school. Transportation is provided to Lindley

MS to have students engage in an orientation embracing student expectations and student

performance achievements.

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.

The ways that we include teachers in decisions regarding the use of academic assessments are:

Teachers participate in professional learning communities and data teams to plan monthly

common assessments. They also administer benchmark tests and monitor student progress.

Teachers conduct items analyses to identify strengths and weaknesses to learn areas for

adjustment.

Teachers will participate on the School Strategic Planning and Leadership team to set goals,

devise action plans, and monitor student achievement.

Pre-planning and Summer Workshops of 2012 was utilized as a leadership process to get

teacher and parent input. Exit tickets were utilized to gather thoughts and organize them into a

cohesive improvement plan.

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

Lindley 6th Grade Academy addresses instructional extension in a variety of ways:

Title I

Math and Reading/ELA tutoring

Parent Help Nights in Mathematics/Reading/English Language Arts/Science/Social Studies

Parenting Workshops/Training

Classroom Resources

Substitute Coverage for Vertical/Horizontal Collaboration

Instructional Materials

Instructional Conferences & Staff Development Opportunities

Instructional Technology Training (Smart Boards)

Title II

Substitute coverage for Staff Development

Mathematics Professional Development to address achievement gaps

Additional math support provided by the county Math Coach

Local School Staff Development

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Professional Learning-Instructional Frameworks, Rigor and Relevance, and Data Teams

Instructional Materials

Local School, Additional Day Money (20-Day Funds)

In-School Remediation

CRCT Summit

Summer Extension Program

Supplemental Educational Services provided for students at the 6th Grade Academy. Struggling students

who scored close to 800 on the CRCT were enrolled in Math Connections and/or Flexible Grouping on

certain teams for math/reading support based on needs. Additionally, EL students are engaged in

flexible grouping as well to address critical subgroup learning deficits and barriers to success.

A parent focus group has been created to assist with parental training components that coincide to

our student achievement plan.

A. Georgia Department of Education

Metro RESA

Cobb County Professional Learning

B. Title I and other resources will be used responsibly to cover training costs, including

but not limited to, substitute teachers, registration, travel if applicable, and resource

materials.

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.

Activities for 2012 include career cruising, Junior Achievement Programs, male and

female student mentoring programs and conferences, and community parent

workshops.

9. Activities to ensure that Students who Experience Difficulty Mastering Standards shall be

provided with Effective, Timely Assistance, which shall include:

Activities will be provided to ensure that students who experience difficulty mastering proficient or

advanced levels of academic achievement standards with effective, timely additional assistance.

Those activities are In-School Tutoring, READ 180 classes, Achieve 3000 classes, Connections

Math, re-teaching lessons or enrichment classes. Evening sessions will be provided by subject areas

to help students succeed.

A. Measures to ensure that Students’ Difficulties are Identified in a Timely Basis

Teachers will be required to assess students regularly to identify those who did not meet curriculum

standards. Teachers will meet weekly to discuss students that are having difficulty in the various

subject areas and will provide re-teaching opportunities for students who did not meet curriculum

standards. Teachers will identify students for Tier 2 RTI process. Students with five or more absences

will be referred to the Truancy Intervention Panel.

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B. Periodic Training for Teachers in the Identification of Difficulties

Teachers will receive annual training on the Response to Intervention model; teachers meet in six-

week intervals and review appropriate interventions. Teachers will have access to PD 360 which

provides interventions for struggling students. Academic Coach will provide professional

development on literacy and math interventions. District-level coaches will be utilized to present

model lessons and interventions. Teachers will be provided with research-based strategies specific to

the identified difficulties.

C. Teacher-Parent Conferences

Pertinent information for parents is provided on the school’s website throughout the summer. At the

beginning of the school year, parents will be invited to an Open House night at which time parents

are given an overview of the expectations of their child and how they can play an integral role in

making sure their child’s needs are met. Parents are notified of student progress twice each nine

weeks, and parents are encouraged to attend an annual parent conference each October. Parents

also are given access to the on-line grading system so they may stay abreast of their student’s

progress. Teachers also are required to update their blog daily. Parents may also work with the

Parent Liaison to gather additional materials when necessary. The Parent Liaison also provides

workshops on issues or concerns that parents feel are needed most. The principal holds a bi-monthly

coffee and chat time for parents, and family nights are scheduled periodically. Parents are invited to

attend two different parenting skills workshops, “PASSport for Success” and “Guiding Good

Choices.”

10. Description of how Individual Student Assessment Results will be provided to Parents.

Parents will be provided individual assessment results throughout the year when appropriate and

with end of year report cards. Parents will also be informed of overall student achievement data at

the beginning of the year in a parent welcome letter and at the annual Title I Parent Meeting.

Teachers will conduct goal setting activities with students and communicate these with parents

during conference week. To further support literacy goals, teachers will also communicate each

student’s Lexile score during conference week. In communicating student goals and Lexile scores,

teachers will provide strategies and opportunities to encourage parents to take an active role in

accomplishing established goals and improving literacy.

11. Provisions for the Collection and Disaggregation of Data.

School summary reports and individual student reports are delivered from the testing company.

Data is compiled and provided from the district via the Academic Portal to the principal, who gives

it to department chairs, to disseminate to the teachers.

Teachers also access data via the Academic Portal.

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Further data discussions and disaggregation occur in departmental planning meetings in May, via

teacher collaboration during pre-planning, and through team/departmental meetings throughout the

year.

12. Provisions to ensure that Disaggregated Assessment Results are Valid and Reliable.

Disaggregated assessment data is collected from the State Board of Education, and school summary

report for each assessment administered.

13. Provisions for Public Reporting of Disaggregated Data.

Public reporting of disaggregated data will be announced on the local school website, district and

state website, in a letter to parents at the beginning of the school year, and on data charts posted

throughout the school building.

14. Plan Developed during a One-Year Period.

The school-wide planning committee worked as a large group as well as in individual teams to

review student performance and school data to develop the school-wide plan. Their work was

completed in several planning sessions throughout the 2011-2012 school year for implementation

during the 2012-2013 school year.

15. Plan Developed Collaboratively.

See chart on page 2.

16. Plan available to the LEA, Parents, and the Public. Copies of the Title I School wide/Improvement Plan will be in the main office for review by parents

and the public; available on the school website; and held by each member of the LEA.

17. Plan Translated.

The plan will be translated in Spanish to the extent feasible due to the Hispanic population at LSGA.

18. Plan is subject to the School Improvement Provisions of Section 1116.

It is developed by the team and submitted for district and state approval with the understanding that

it is subject to change based on the school improvement provisions of Section 1116, requiring the

school to maintain Adequate Yearly Progress (AYP) on a yearly basis.

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19. Appendix

Parent Involvement Policy

Lindley Sixth Grade Academy

Parent Involvement Policy

2012-2013

Revised September 18, 2012

Lindley Sixth Grade Academy is a School-wide Title I Program. As of February 2012, The

State of Georgia was granted a waiver from NCLB.

Lindley Sixth Grade Academy has jointly developed this policy and compact with our parents to

describe how we will support the important role of parents in the education of their children. In

cases where the students reside in a Neglected and Delinquent residential facility, a

representative from that facility can serve as a proxy for the parent(s). At Lindley Sixth Grade

Academy, we build capacity for parent/community involvement by implementing the six types

of involvement: Parenting, Communications, Parent Volunteering, Learning at Home, Decision-

making and Governance, and Collaboration and Exchanges in the Community. This policy will

be distributed during our Annual Title One Meeting. A copy will be available in the front office

and on the school website.

Based on the requirements of Title I, Part A of the Elementary and Secondary Act of 1965

Reauthorization (ESEA), Section 1118, and the needs identified by our parents and school staff

surveys, we will provide reasonable support for parental involvement activities as parents may

request. The following strategies were outlined:

I. An annual Title I information session and other flexible scheduled meetings will be held

throughout the school year. These meetings will cover the following information:

a. Title I Programs

b. College and Career Ready Performance Index

c. Parent’s right to know about Teacher and Paraprofessional qualifications

d. Parent Information Workshops & Parent volunteering

e. School policies and procedures

f. Parent Technology Workshops (Pinnacle, Informative websites etc.)

g. School curriculum

h. Local and State assessments

i. State content standards

j. Common Core Georgia Performance Standards (K12)

k. Writing Workshops

l. Transitioning from elementary to Lindley Sixth Grade Academy

m. Transitioning from Lindley Sixth Grade Academy to Lindley 7/8 Middle School

II. Parents will receive information from our school in their child’s home language in a

timely manner. Lindley Sixth Grade Academy uses the following communication

methods to provide parent with timely information: email, school website, phone dial

out, letters, 101Remind, and flyers.

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III. We encourage all families to be education partners in their children’s school success by:

a. Inviting parents to attend all meetings by giving them the Lindley Sixth Grade

Academy Parent Involvement Activities Plan.

b. Inviting parents to serve on committees such as the School Council, School

Improvement Plan Committee, Parent Policy/Compact Action Planning

Committee, and the PTA.

c. Providing meetings held during the school day and outside school hours. These

dates and times are listed in the Lindley Sixth Grade Academy Parent

Involvement Activities Plan.

d. Visit our Parent Resource Center, Room108, located on the main hall near the

front office, where materials are provided for check out. Various topics might

include child development, academic strategies, self- help strategies, and multiple

games and books to increase student achievement. Hours of operation are

Monday through Friday, 9 a.m. to 4 p.m. After hours are available through

appointments made with Mrs. Woods-Hodges at 770-819-2414 Ext. 264

IV. Parents will be provided information on school performance and student’s individual

assessments:

a. Information on school performance is sent home via phone dial out, flyers, and

the school website. Additional copies are available in the main office and the

Parent Resource Room.

b. Individual student results of the Criterion-Referenced Competency Tests are sent

home with students on the last day of the school year in a sealed envelope, and

parents are notified of the score report distribution via voice mail message from

school. Student results can also be picked up from the school office. School

results can be accessed via the school’s website or the Georgia Department of

Education website.

c. Parent-Teacher Conferences will be held to further give parents the opportunity to

give input on how to work with their children.

V. Parents and community members will be given timely responses to their concerns and

suggestions.

a. All concerns and suggestions submitted in writing or verbally are responded to in

a timely manner. Teachers are asked to respond within a 48 hour time span.

Concerns and suggestions regarding the School-wide Plan will be submitted to the

Title I Office. Information from parent surveys has resulted in the development

of the Lindley Sixth Grade Academy Parent Activities Plan.

VI. School Parent Compact

a. The parent compact was developed jointly with our parents, staff, and students.

All families, school staff, and students are asked to participate by signing the

compact to show their support. The compact will be distributed during the

October Parent-Teacher Conference.

VII. School and Community Partnership

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a. Our school builds ties between home and school by educating teachers, pupil

services personnel, administration, and other staff by gathering input from parents

on how to reach out to, communicate with, and work with parents as equal

educational partners.

b. Our school partnerships with the local community. Some of our partners include:

Junior Achievement of Georgia, Stevie B’s Pizza, Georgia Japanese Language

School, Whitefield Academy, Brunswick Zone, and Honey Baked Ham. Our

partners support our school by providing information about opportunities to

promote the success of our academic program.

If you have additional comments, questions, or concerns about this policy, you may contact

Willa Woods-Hodges at Lindley Sixth Grade Academy at 770/819-2414, ext. 264 or by email at

[email protected].

School Compact

Lindley 6th Grade Academy Student/Parent/School Compact

2012-2013

Lindley Sixth Grade Academy Mission:

To provide a safe and engaging learning environment while preparing students to positively contribute in a global

society.

Each member of the Lindley Middle School 6th Grade Academy plays a critical role in improving the quality of

our students’ achievement. In addition to requirements of the Cobb County School Board and the Title I, Part A of the

Elementary and Secondary Act of 1965 Reauthorization (ESEA), Section 1118, there shall be established a compact which

represents each individual’s commitment.

The compact outlines how the students, parents, and school staff will share the responsibility for improved

student academic achievement and the means by which the school and parents will build and develop a meaningful

partnership that will help students achieve the high standards developed by the state of Georgia. This school

student/parent compact is in effect during the school year of 2012-2013.

STUDENT PLEDGE: I realize my education is important. I will be successful when the school and my parents unite to

promote learning. I will show that I take responsibility for my success by carrying out the following tasks to the best of my

ability. I will:

Be responsible for my agenda book daily

Be responsible for all of my actions at all times

Wear standard school attire daily

Show respect for myself and others

Be prompt to school daily and ready to work

Be responsible for completing all my assignments and homework

Make sure that I bring all of my school supplies

Reflect on the importance of my education

Monitor my own progress in school

Develop positive leadership skills

Student Signature ____________________________________________________________ Date __________

PARENT AGREEMENT: I understand that in order to help manage my child’s education, I will be responsible for the

following. I will:

Make sure my child attends school daily

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Ensure that my child is properly dressed in uniform daily

Establish two-way communication between home and school

Check agenda book daily

Establish a time and place for homework

Ensure that my child receives the proper rest nightly

Monitor my child’s television and electronic game time

Attend parent-teacher conferences and other conferences as needed

Participate in parent trainings and workshops so that I may engage in my child’s learning confidently

Volunteer and become involved in school programs

Parent/Guardian Signature_______________________________________________________ Date __________

TEACHER AGREEMENT: I understand and accept the responsibility of being a positive role model for students and of

promoting student achievement. Therefore, I agree to carry out the following responsibilities to the best of my ability. I

will:

Believe that each child can learn

Show respect for each student and his/her family

Provide a safe and healthy learning environment that promotes and focuses on student learning and achievement

Come to class to teach on a regular basis

Communicate regularly to students and parents regarding learning and behavioral goals and expectations

Encourage students to keep their agenda books daily

Celebrate successes and unite in addressing student needs

Update Blogs weekly

Teacher Signature ____________________________________________________________ Date __________

ADMINISTRATION’S PLEDGE: Administrators at Lindley 6th Grade Academy understand and accept the

responsibility of being positive role models for students and of promoting student achievement. Therefore, in addition to

the responsibilities listed under the teacher agreement section, we agree to also carry out the following responsibilities to

the best of our ability:

Communicate regularly to students, parents, teachers, and the community regarding our school goals and plan

Celebrate successes and unite in addressing student needs

Position students, parents, teachers, and ourselves to be leaders

Principal/ Assistant Principal/ Assistant Administrator Signature _______________________________________ Date

__________

Documents

Lindley Sixth Grade Academy - Cobb County School District 6th Grade... · 2013-02-14 · 1 Title I School-Wide Plan for Lindley Sixth Grade Academy “Passion to Succeed” Written/Revised