2014- 2015 School Improvement Planning Tool - Clements Middle School CONTENT MASTERY

Indicator 2013-2014 Data

2014-2015 Goal Strategies to Achieve Goal Person(s)

Responsible Metrics

Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)

6th – 83% 7th-95% 8th- 91%

6th-93.8% 7th- 93.8% 8th- 93.8%

6th – Enrichment review/reteach of grammar, Springboard text strategies, Larry Bell 12 powerful words, Do Now’s (warm-ups to review grammar, tutoring, marking the text for specific grammar, USA Test Prep 7th-Springboard Text strategies Larry Bell Power Words, highlighting unfamiliar and key words, enrichment reteaching of grammar 8th – Grammar sentence structure, mark the text, parallel teaching, graphic organizers, USA Test Prep, writing rubric

6th – 8th-ELA Teachers and connections teacher assisting the ELA teachers during enrichment, co-teachers

6th – Common Assessments and Embedded Assessments, USA Test Prep, OAS 7th- Common Assessments Embedded Assessments 8th – USA Test Prep, OAS, Common Assessments, benchmark

Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)

6th- 91% 7th-94% 8th- 92%

6th- 95.2% 7th-95.2% 8th- 95.2%

6th- Larry Bell’s Unraavel graphic organizers, Guided Reading, closed reading activities, highlighting unfamiliar and key words, tutoring, USA Test Prep, teach SLAM 7th - Larry Bell’s Unraavel graphic organizers, Guided Reading, closed reading activities, highlighting unfamiliar and key words 8th – Information and media literacy – focus on domains that students performed the lowest, mark the text, graphic organizers,

6th-8th – ELA teachers and co-teachers

6th- STAR results, Common Assessments, Content Vocabulary Quizzes 7th - Vocabulary Quizzes STAR Reading,

2014- 2015 School Improvement Planning Tool - Clements Middle School parallel teaching, springboard strategies common

assessments 8th – STAR reading, USA Test Prep, OAS, Common Assessment, benchmark

Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)

6th Grade: 69% 7th Grade: 83% 8th Grade: 72%

6th Grade: 87% 7th Grade: 93% 8th Grade: 90%

*Research Based Instructional Strategies *Building Background Knowledge *Integration of Technology *Focused Enrichment *Posting Additional Resources on Safari Montage and/or My Big Campus *Differentiated Instruction *Data Driven Professional Learning Communities *Focused Weekly Constructed Response Writing Strategies *Video Peer Critiques *Focused Walk-throughs *UNRAAVEL Strategy *Incorporating Larry Bell Power Words *Incorporating Math “Do” Words in addition to academic vocabulary *Flexible Grouping

-All regular education math teachers -All co-teachers -Instructional Coach Professional Learning: Department Chair, Grade Level Chair, Instructional Coach, Technology Team

-PLC Meeting Minutes -Department Meeting Minutes -Common Assessments -Embedded Assessments -Constructed Responses -Benchmark Data -Computer Based Instructional Programs (USA TESTPREP) -UNRAAVEL Evidence -Focus Walk-through Data -Video Critique Data

2014- 2015 School Improvement Planning Tool - Clements Middle School *Use of SLDS for data and resources *Data Talks *Keep Close Track of Attendance *Frequent Parent Contact *Professional Learning: flexible grouping, math “do” words, UNRAAVEL, constructed response questions, differentiated instruction, RBIS, BBK, integrating technology, SLDS

-Formative and Summative Assessments -Professional Learning Materials also tied to Focused Walk-throughs and Video Data STAR Math Results -Vocabulary Evidence (Power Words and Math “DO”) -IC Contact Log

Percent of students scoring at Meets or Exceeds in science (required participation rate ≥ 95%)

6th Grade: 70% 7th Grade: 82.3 8th Grade: 70%

6th Grade: 75% 7th Grade: 87% 8th Grade: 84%

*Differentiation, *Use of Research-based Instructional Strategies *Use of Building Background Knowledge Strategies, *UNRAAVEL Strategy to tackle complex text, * Teach Larry Bell 12 Power Words, *Remediate during enrichment, *Technology Integration *Tutorials , *Re-teach/Review/Remediate, *USA Test Prep.-Independent study Enrichment-

Teachers: All Science Teachers,

All Science Co-Teachers

All Para-support All Students

Benchmark Summative/ Formative: Assessments Common Benchmark & Common Mini-Assessments MY BIG CAMPUS OAS, Socrative

2014- 2015 School Improvement Planning Tool - Clements Middle School *Collaboration w/district level meetings: teachers ,Cooperative Learning

Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)

6th 83 7th 89 8th 73

6th 86.3 7th 86.3 8th 83.0

•Conduct grade level professional learning community meetings to review unit tests and benchmark data. *Monitor grade level common assessment data to determine remediation plans. •Conduct professional development with the ELA department focusing on reading strategies. Consult with special education enrichment teachers for remediation. •Social studies teachers will participate in school wide use of reading strategies (Larry Bell Strategies, Dan Mulligan Peer Buddies, and Marzano Vocabulary Instruction) in the content area. •Use of Graphic Organizers, *Use Research Based Instructional Strategies, *Differentiation, *Cite textual evidence using primary/secondary source

Weekly Common Assessments Monthly Unit Tests Weekly USA Test Prep Activities, OAS/GoFar for Test Preparation Weekly use of Quizlet

2014- 2015 School Improvement Planning Tool - Clements Middle School documents and other literature, *Summarizing Strategies and Cooperative Learning Strategies •Identify all students by name, which performed below grade level standards in reading. Students identified as reading below grade level will receive assistance through subject area enrichment. •Conduct unit mini-common assessments based on county selected Fast 5’s and conduct nine-week progress monitoring exams. •Review and analyze results within grade level PLC’s, department level monthly meetings and team meetings. Use results to re-teach content and differentiate instruction. •Conduct training on the retrieval and utilization of progress monitoring data during department/grade level meetings (Think gate) •Provide supplemental reading during enrichment to strengthen reading comprehension skills. •Utilize Coach and Prep book

2014- 2015 School Improvement Planning Tool - Clements Middle School practice materials, OAS, Study Island, USA Test Prep, workbooks and literacy materials. •Monitor teachers’ use of Common Core Literary Standards, Georgia Performance Standards and Social Studies frameworks. Conduct benchmark exams at each grade level and conduct data analysis.(on-going) •Monitor teachers’ use of the county level curriculum map. (on-going) •Monitor teachers’ use of interactive notebooks and word walls that remain up and active during the whole school year. (on-going) •Practice reading comprehension skills using primary and secondary source documents. (on-going) •Effective implementation of the co-teach model of instruction to provide academic support in regular education classrooms for students with disabilities. (on-going) •Use benchmarks and common assessment results to implement flexible grouping and remediate

2014- 2015 School Improvement Planning Tool - Clements Middle School content. (on-going) •Provide differentiated assessments for SWD students to build test-taking skills. (on-going) •Introduce Enduring Understandings/Connecting Themes at the beginning of the school year and utilize within every unit to increase students’ critical thinking abilities. (ongoing) •Utilize county critical reading and writing pieces to strengthen students reading comprehension and responsive writing abilities. •Utilize department chair to attend RESA Literacy Training and then redeliver to department during upcoming monthly department meetings. •Provide parents with continuous updates on student performance through Infinite Campus, scheduled conferences, curriculum night orientation sessions, phone contacts, and parent workshops. (on-going) •Provide supplemental assignments and support to accelerate the

2014- 2015 School Improvement Planning Tool - Clements Middle School advanced students and remediate target skills for those in need through: •Integration of technology, Quizlet, My Big Campus, Safari Montage, United Streaming, and USA Test Prep •After School Tutorial Programs •Monthly lab visits strictly for technology education (provide user friendly guides for children)

Post Middle School Readiness

Indicator 2013-2014 Data

2014-2015 Goal Strategies to Achieve Goal Person(s)

Responsible Metrics

Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

Perf. Band

Students

I 0% II 12.5% III 25% IV 0% V 25% VI 25% VII 12.5% VIII 0%

53% of students will move in a positive direction from one cohort performance band to another annually as measured by ACCESS for ELLs.

Perf. Band

CPL Perf. Point Rang.

I 1.0-2.2

1.3

*Collaboration between ESOL teachers and General Education Teachers *Professional Development for regular education teachers on WIDA ELP Standards and Can Do Descriptors

ESOL Teacher Regular Education Teachers Administration

Common Assessments ACCESS Test STAR Reading

2014- 2015 School Improvement Planning Tool - Clements Middle School

Percentage of Students in each Performance Band as measured by the 2014 ACCESS for ELLs in grades K-5.

IX 0%

Perf. Band= Performance Band CPL=Composite Proficiency Level Perf. Point. Rang.= Performance Point Range

II 2.3-3.3

1.1

III 3.4-3.9

0.6

IV 4.0-4.3

0.4

V 4.4-4.6

0.3

VI 4.7-4.9

0.3

VII 5.0-5.2

0.3

VIII 5.3-5.5

0.3

IX 5.6+ NA

2014- 2015 School Improvement Planning Tool - Clements Middle School Percent of Students With Disabilities served in general education environments greater than 80% of the school day

80% or more of day (CLMS-80%)

Approximately 90% of the SWD population will be served in the general education environment greater than 80% of the school day.

*Work with general education and special education teachers to improve co-teach model implementation. *Plan for more students with disabilities to receive instruction in the general education environment. *Plan differentiation strategies to remediate skills in the co—teach setting

Administration Special Education Teachers Regular Education Teachers

Common Mini-Assessments, Benchmarks, Embedded Assessments STAR Rdg and Math Data

Percent of students scoring at Meets or Exceeds on the Grade Eight Writing Assessment (required participation rate ≥ 95%)

51% of the 8th grade students met or exceeded in January 2014.

With the new GA Milestones Assessment all students will be assessed in Writing. The 2015 state assessment will provide baseline data.

*All staff will receive professional learning on how to use power words, the UNRAAVEL strategy and a strategy to assist students in citing textual evidence (selected by each team-S.L.A.M, A.C.E., or R.A.P.P.) in order for students to read, tackle complex text and write constructed and extended responses. *Students will write in all classes and be assessed by use of the writing rubric provided by the district. *All science & social studies teachers will include an open ended response and extended response

All Teachers Administration

Common Mini Assessments, Embedded Assessments, Unit Tests, Benchmarks, GA Milestones

2014- 2015 School Improvement Planning Tool - Clements Middle School item on all common assessments and test. *Students will have to explain their responses and cite textual evidence weekly. *Connections teachers will work to include technical reading and responding to text with citing evidence on a weekly basis. *CTAE teachers will incorporate Capstone projects that incorporate writing that students could use to extend in high school. See additional strategies

Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050

There was 72% with a Lexile Measure of 1050 in Spring of 2014 This was an increase from 2013 at 64.5%.

Eighty percent of all 8th graders will achieve a Lexile measure equal to or greater than 1050.

*Enforce Accelerated Reading daily. *Conference with all students on their Lexile scores at the beginning of the year and update throughout the year as they work towards their goal of 1050 or greater. *Social Studies teachers will use primary source documents in the classroom once a week/month. *We will do a school wide reading once a month in which the reading comprehension piece will be provided and all teachers will teach the lesson to help students comprehend the text. We will choose selections that will help them towards a

All Core Academic Area Teachers Connections & Tilte I Teachers Media Specialists Administrators

Student Reading Logs School-wide STAR Assessment Reports/Results Lexile/ATOS Reports via STAR Reading Test AR Class Reports

2014- 2015 School Improvement Planning Tool - Clements Middle School higher Lexile measure. *Promote the effective use of AR and the reading log. *Utilize the STAR Rdg Assessment to monitor reading comprehension growth throughout the year *Media Specialist will promote awareness of Lexile measures. *Media Specialist will promote reading school-wide through various means (order high interest ebooks, class rotation to media center every two weeks to check out books, advertisements, etc.).

Ewalks – Administrators Lesson Plans Benchmark Reading Assessment Data USA Test Prep Reading Assessment Data

Percent of students completing 2 or more state defined career related assessments/inventories by the end of grade 8

100% The goal will be to maintain 100% status.

*Counselors will create a calendar to schedule all students in the computer lab for completing assessments throughout the year. *Counselors will ensure that all students new to the school will complete the inventories as well. *The FTE Clerk will provide weekly updates of all new students to CLMS. *Counselors will visit Ombudsman to ensure that all students complete inventories. *Counselors will check data report with State Department to ensure that all student inventories show up on state report. *Counselors will provide homeroom

Counselors Administrators Teachers

State career inventory report through GACollege411 Computer Lab Schedule Student Completion of Inventories Document

2014- 2015 School Improvement Planning Tool - Clements Middle School teachers with document to note what inventories students have received and have them to sign off on it. These will be placed into 8th grade student records.

Percent of students with a complete state defined Individual Graduation Plan by the end of grade 8

2013 - 2014: 100% Goal for 2014-2015: 100%

8th grade teachers do registration form for 9th grade courses, parents sign off, students get preview/presentation from HS of attendance (NHS, EHS, AHS). Students log on to Ga411 to complete their 9th grade plan of study. *Counselors will lead this process.

Counselors Teachers Parents High Schools Counselors (NHS, EHS, AHS)

Documentation of Graduation Plans for all Students

Student Attendance Rate (%)

The percent for student attendance for 2013-2014 was 95.69% according to the previous rules. If we recalculate the new attendance rules for 2013-14, CLMS would have been at 45% for students missing 6 or more days.

The goal is to be at 70% for 2014-2015.

*An attendance committee is put in place to brainstorm student incentives and interventions. *Homeroom teachers are instructed call parents when students in their homeroom miss 2 days of school excused or unexcused and discuss attendance protocols and rules for the year. *Special Education Teachers will contact the parent of students on their case loads when they are absent 2 days excused or unexcused. *Homeroom and Special Education

Administration Counselors Attendance Clerk Homeroom Teachers Special Education Teachers

Attendance Reports from Infinite Campus are monitored on a daily basis.

2014- 2015 School Improvement Planning Tool - Clements Middle School teachers will document the call in Infinite Campus and note whether they discussed attendance with the parent or left a message. *Counselor and attendance clerks send letters home on 3rd absence and notify school social workers when applicable. *Counselor and assigned teacher monitor check accumulated absences and Infinite Campus to ensure that contact has been made with each parent by homeroom teacher for checks and balances. If a parent has been contacted, the counselor and assigned teacher follow up for feedback from homeroom teacher to ensure contact is made. *Monthly attendance incentives are planned for students who do not miss school.

2014- 2015 School Improvement Planning Tool - Clements Middle School PREDICTOR FOR HIGH SCHOOL GRADUATION

Indicator

2013-2014 Data

2014-2015 Goal

Strategies to Achieve Goal

Person(s) Responsible

Metrics

Percent of students in grade eight passing at least four courses in core content areas (ELA, mathematics, science, social studies) AND scoring at meets and exceeds on ALL GA Milestones Assessments.

2013 – 87.2% Goal for 2015: 90%

*Set up a grading committee to set school-wide norms for grading practices Monitor grades *Utilize RTI and RBIS to support student success *Parental Involvement *Parent Nights *Tutorials *After School Program (ASAP) for homework help and enrichment *Wolverine Academy *Interactive Notebooks *Use reading strategies in the reading content areas *Provide teachers with grades report each progress reporting period to examine which students need support to bring up grades and provide interventions.

Students Teachers Paraprofessionals Administrators After School Program Coordinator

Grades Report Provided by Admin Failure and Interventions Spreadsheets Infinite Campus Monitoring of Grades Posted Attendance Documents to Tutorials, ASAP for Interventions & Supports

2014- 2015 School Improvement Planning Tool - Clements Middle School Percent of CRCT assessments scoring at the Exceeds level

EXCEEDING THE BAR

Indicator 12-13 CCRPI Status (indicate if you received Exceeding the Bar Points for the indicator by Y/N)

2014-2015 Goal (indicate if you expect to receive exceeding the bar points for the indicator by Y/N

If you indicated “Y” for your 2014-2015 goal, what strategies will you use to achieve the points for the indicator?

If you indicated “Y” for your 2014-2015 goal what person(s) is responsible

If you indicated “Y” for your 2014-2015 goal how will it be measured?

Percent of students in grades 6 - 8 earning a passing score in above grade level core courses (ELA, mathematics, science, social studies) AND scoring at Meets or Exceeds on ALL CRCT

(No) 2013 2014 Rdg 29% 36% ELA 29% 31% Math 15% 19% Science 19% 21% SS 37% 37%

(N) Goals for 2015 Rdg 39% ELA 34% Math 22% Science 24% S. Studies 40%

*Increase rigor in every classroom *Ensure that science and social studies classes incorporate close reading strategies for primary/secondary source documents and technical reading to increase reading skills. *All classes incorporate UNRAAVEL strategy for students to tackle complex text. *All classes use strategies to assist students with citing textual evidence. *Incorporate Capstone projects in CTAE courses.

All Teachers Paraprofessionals Administrators

Common Assessments Unit Tests Benchmark Assessment Data CRCT GoFar Data USA Test Prep Data Increased Use of Rubrics and

2014- 2015 School Improvement Planning Tool - Clements Middle School *Utilize SpringBoard resources effectively *Provide professional development on SpringBoard to ensure that it is implemented with fidelity. *Addition of science and social studies enrichment classes to extend students’ depth of knowledge *Redeliver Dr. Mulligan professional learning on Rigor. *The school has decided to formally use 3 documents/resources to ensure that all staff are increasing rigor and differentiating instruction in all content areas. They may also use other resources outside of these, but all must use the designated resources as a school. *Increase performance tasks in Science & Social Studies with use of rubrics *Increase differentiation in all classrooms *Focus on levels of questions and task via Blooms Taxonomy during lesson planning in PLCs on questioning strategies

Performance Tasks in which Students Apply, Synthesize and Create Increased use of Tiered Lessons /Assessments to Reach All Levels

Percent of students earning a passing score in three middle school courses in the fine arts, or career exploratory , or world languages by

0% in 2014 By the end of the 2014 – 2015 school year, the goal is to have all accelerated 9th/10th grade students receive

*Monitor mass scheduling practices to ensure that all students take at least 3 fine arts, career exploratory or world language classes by the end of 8th grade. *Continue to set up courses for 9th grade Art, 9th grade P.E./Health and a 9th/10th

Administrators Connections/CTAE Teachers FTE Clerk

Master Schedule Student Schedules Grade Reports

2014- 2015 School Improvement Planning Tool - Clements Middle School the end of grade 8 (Course must be in the same area of concentration) Percent of students earning at least one high school credit by the end of grade 8 (ELA, mathematics, science, social studies, world languages, fine arts, CTAE) AND scoring at Meets or Exceeds on all CRCT and required EOCT

high school credit (22 students) and all 8th graders taking 9th grade art receive high school credit (30) . We also plan to have our PE/Health 8th grade students taking the 9th grade PE/Health course to receive a high school credit (47 students).

accelerated math class each year. *Add a 9th grade Spanish course.

School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification

Percent of teachers utilizing the Statewide Longitudinal Data Systems (SLDS)

100% of the teachers received their 200 hits for 2014.

The goal is 100% for 2015.

*Continue to train teachers on the use of SLDS. *Homeroom teachers use SLDS to record student data for RtI purposes.

Administration Teachers

Infinite Campus Report

2014- 2015 School Improvement Planning Tool - Clements Middle School *Administration set up professional learning days for teachers to work on SLDS hands-on. *Administrator send our bi-monthly reports on teacher usage to monitor progress.

School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement

School or LEA-defined interventions or practices designed to facilitate a personalized climate in the school

Positive Behavior Interventions & Supports (PBIS) Received Operational Status for 2013-2014

The goal is to maintain Operational Status for 2014-2015.

*PBIS team meets monthly to discuss discipline data and interventions to implement. *All staff and students receive an orientation to PBIS. *Parents receive School-wide PBIS guidelines and signature page. *Grade level Teams enforce school-wide expectations and tie behavior issues to PBIS and RtI. *The counselors support the process by providing services for peer group interventions.

Administration PBIS Committee All Staff Students

Monthly review of Discipline Data from Infinite Campus/SWIS Data System

SCHOOL SPECIFIC Office Discipline Referrals (ODRs)

2015 = 450 ODRs The goal for 2015 is

*School-wide expectations are announced daily on the morning news to

All Staff to include Teachers,

Discipline Data

2014- 2015 School Improvement Planning Tool - Clements Middle School INDICATORS TO ADDRESS CRCT Readiness Indicators for Instructional planning and decision making;PARENT INVOLVEMENT, DISCIPLINE, AND OTHER SCHOOL INITIATIVES (ADD A NEW ROW FOR EACH AREA)

May 2012 – 1100 May 2013 – 531 May 2014 - 498 (PBIS Implemented) Clements was recognized as a PBIS Operational School in 2014 by the Ga State Dept. Operational status is the highest implementation level in 2014.

to continue to lower the number of ODRs to increase student achievement and to attain the highest level of PBIS Implementation. We also strive to receive a 5-star rating on the CCRPI for School Climate based on PBIS.

remind students. *Grade level teachers will create a classroom matrix to streamline expectations in every classroom on grade level. *Administrators will reinforce positive bus behaviors. *Administrators will have an orientation for bus drivers and create a bus video to highlight positive bus behaviors with CLMS bus drivers in the video. *Administrators will issue pride paws to bus drivers to use on the bus after student bus orientation of positive behaviors. *PBIS Behavior Expectations will be reviewed by teachers and students on the second day of school in each classroom. *Students will learn about PBIS and know what the acronym for PBIS stands for (C-L-M-S). *Teachers will review the student handbook on the first day of school. *Teachers will review the PBIS behavior Matrix that covers expectations in each area of the building on the second day of school. *Administration will hold a student Town

Paraprofessionals, Custodians, Visitors, Substitute Teachers, Cafeteria Workers, Bus Drivers, and all other support personnel, etc. Students Parents

Student Achievement Data Discipline Data Student Achievement

2014- 2015 School Improvement Planning Tool - Clements Middle School Hall Meeting/Orientation on the 2nd day of school to review all behavioral and academic expectations. *Daily, Weekly and Monthly Incentives will be provided for students exhibiting positive behaviors. *PBIS Team will meet once a month to review discipline data, brain storm interventions and put them into actions. *PBIS Team will monitor effectiveness of all interventions. *PBIS Team will recognize students who have turn negative behaviors around and issue 180 degree and 360 degree awards on morning news to students. *Mentors will be assigned to at risk students. Mentors will be trained on the Check in and Check out documents to measure student progress. *Students may cash in pride paws for items at the concession stand. *Math Teachers and students will help to monitor grade level discipline data on hallways by use of student created graphs. *Discipline data will be shared with students and staff monthly.