School Strategic PlanDaniell Middle SchoolDavid Nelson, Principal

JanuaryMid-Year Update: Formative Data, What's Working and What Needs to Change/Shift

June-September

School Strategic Plan

Presentations and Review

94.6%of Our Parents Believe Our School Culture

Supports the Academic Achievement of Our Students

91.5%of Our Parents Believe Our School Is

Welcoming and Inviting

• 2013 Georgia Congress of Parents and Teachers

Community Partnership Award

• One of the Highest Performing, Most Diverse Middle Schools in CCSD

(6 student groups, 33 countries, 22 languages)

Strengths• Collaboration • Common

Summative Assessments

• Differentiated Professional Learning

• Experienced staff• Advisement

Program in place• Cohesive Data

Teams (including ESOL, SWD teachers)

Weaknesses• Instructional

Environment• Student self-

efficacy• Differentiation/

Flexible groups• Diagnostic

Assessments

Opportunities• Advisement• Data Teams• Student Self-

Efficacy• Consistent

School-Wide Expectations

Threats• Teachers teaching

more than one grade level

• Class sizes• Fewer teachers

and administrators

PRINCIPAL’S VISION

Everychild should receive,

benefit and thrive froma world class education that

prepares them for high school success.

Providing a World-Class Education for High School Success Means…

•The focus is on learning•All students achieve high standards•Instruction is engaging and rigorous•Reading and writing are taught in all content areas•There is a sense of belonging•Schools and offices are inviting, welcoming, and customer oriented•The strategic plan is accomplished by all working together

Student Learning &Performan

ce

HighlyPerformingWorkforce

Building & Sustaining Relationships with

Effective Communicatio

n

Effective Useof Resources

Safe, Healthy ,and Innovative

Learning Environments

How w

ill we

achi

eve t

he vi

sion?

Data Collected on Status of Vision Being

Implemented at Daniell

Teacher Evaluation ResultsEducational Research on Effect of

Instructional PracticesSchool Council and PTSA Feedback

Discipline RecordsStudent and Parent School Improvement Plan

Perceptual Survey ResultsCRCT ResultsITBS Results

Classroom Keys (GAPSS)College and Career Readiness Performance

Indicators

Areas of

Focus

CCSD and Building

GapsIdentified

Tactical PlanWhat are the desired results?*

How will the school/team(s) accomplish the desired results?

Embed diagnostic assessments (CP 3, ASL 2) to make DI/Flex groups happen (CP 4, SBI 5)

Develop common pre assessments with rigor through collaboration days and common planning time

Perform Classroom Walk Throughs Develop consistent classroom management (IE 1 & 2) & school expectations (especially among black male students)

Analyze discipline reports, implement a strong PBIS, staff book studies

Promote student efficacy (IE 4) Through the Advisement process & student led conferences

Increase percentage of students scoring exceeds on the CRCT (CCRPI 14)

Scheduling, More teachers being trained in AC, Send teachers to AC conference

Targeted, Job-Embedded Differentiated Professional Learning

• Diagnostics, Differentiation, Exceeding Standards:• Data Driven Instruction• AC Conference/Training for Teachers• DI/Flexible Groups• Collaboration Days for Teachers

• Classroom Management:• Classroom Management Training• Book Studies on Classroom Management• Lesson Plan Training

• Student Self-Efficacy:• Advisement/Student-Led Conferences• PBIS

• Personalized Longitudinal Walk-Through Analysis

• Areas of Focus Meetings with Key Staff• Grade Level Teacher Doing/Student Doing

Nine Week Refl ections• Personalized Coaching Feedback• Lesson Planning Notebooks• Common Core Web Walls

Monitoring Plan

How Are We Using the Framework for School Success

• Tier 1: • Establishes Common Expectations in School• Daniell Position Statements

• Tier 2: • Helps Guide the Utilization of District Resources

• Special Ed Supervisor, Lisa Geiger• Professional Learning, Mitchell Askew• RTI Support, Diane Rice

Support Needed• Implementation of Breakthrough Coaching Model• Continued Support of County Personnel in Our Areas of Focus• Funds for Professional Learning Needs ($22,331.18 requested

from Title II)• College Board Conference: $9,900• Book Studies: $432.30• PBIS: $10,162

• Part-Time Support Due to Loss of Full-Time Administrator/Teacher Leaders and Continued Increase of Student Behavior and Learning Needs ( ED 45.8%, Remedial 17.6%, 13.3% SWD, 22.9% Transciency )

• Collaboration Days for Teachers: $1837.50

In Closing

• Next Steps:• Continue Instructional Coaching• Continue to Build Teacher Leadership Capacity• Continue to Monitor and Adjust Our GAPSS

Governance Model after Losing 21.42 Teacher and Administrator Allotments

• We Have Learned:• Our Process We Have Been Using to Determine

Our Needs Is on the Right Track!