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Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 1 of 42 NCSS-Revised 2/2/16
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Cousins Middle School District Name: Newton County
Principal Name: Dr. Makeba Clark School Year: 2015-2016
School Mailing Address: 8187 Carlton Trail N.W., Covington, GA 30014
Telephone: 770-786-7311
District Title I Director/Coordinator Name: Dr. Sheila Thomas
District Title I Director/Coordinator Mailing Address: 2109 Newton Drive N.E.,
Covington, GA 30015
Email Address: [email protected]
Telephone: 770-787-1330
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date: June 2, 2015 Revision Date: July 29, 2015 Revision Date:
October 19, 2015
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 2 of 42 NCSS-Revised 2/2/16
SWP Template Instructions
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.
Please add your planning committee members on the next page.
The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).
Please submit your School Improvement Plan as an addendum after the header page in
this document.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 3 of 42 NCSS-Revised 2/2/16
Planning Committee Members:
NAME MEMBER’S SIGNATURE POSITION/ROLE
Dr. Makeba Clark Principal
Ms. Alison Jackson Assistant Principal
Mr. Aaron Robinson Assistant Principal
Ms. Trista Hooten-
Wilson
6th Grade
ELA/Department Chair
Ms. Renee Carey Instructional Coach/Title I
Contact
Mr. James Kitchens 6th Grade
Math/Department Chair
Ms. Christine Kraemer Exploratory Chair/Band
Director
Ms. Michelle Ozburn 8th grade
Science/Department Chair
Ms. Janel Jones 8th grade Social
Studies/Department Chair
Ms. Angela Mitchell Physical Education Chair
Ms. Patrice Peek Media Specialist
Ms. TaKisha Bryson Title Math
Ms. Royce Lawson-
Woods
Counselor & RTI
Ms. Tereska Gholston Parent
Ms. Karen Moss Parent
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 4 of 42 NCSS-Revised 2/2/16
SWP/SIP Components
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Response:
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were the school administrators, the school improvement team members,
Title 1 teachers, parents, and the entire instructional staff. All stakeholders were involved
with the Comprehensive Needs Assessment for Cousins Middle School in multiple ways.
All staff and parents completed surveys during the 2014-15 school year. Teachers from
each grade level, academic subject area, and exploratory department participated in
disaggregating school-wide student achievement data for strengths and weaknesses among
subject areas and subgroups. Additionally, discipline and attendance data were examined
by the PBIS team each month and presented to the staff. After areas of weakness were
identified, the team developed the School Improvement Plan to drive the school in
meeting all the needs improvement areas. The plan will be shared with all stakeholders.
B. We have used the following instruments, procedures, or processes to obtain this
information to base this needs assessment:
2013-2014 CCRPI data
2013-2014 CRCT
ITBS
STAR Reading
STAR Math
Attendance Data
Discipline Data
C. We have taken into the account the needs of migrant children by working the Migrant
Education Program Specialist from Abraham Baldwin Agricultural College (ABAC) who
will provide support and services to our migrant student population. If a student is
identified, migrant students are placed in Tier II of the Pyramid of Intervention and are
monitored through the RTI process. The classroom teachers will implement strategies for
any Migrant Education student based on the areas of need. Newton County is a part of the
Migrant Education Consortium, which means Georgia Department of Education allows
Abraham Baldwin Agricultural College (ABAC) to serve as the fiscal agency.
Each year, all students receive an Occupational Survey to be completed by the parent or
guardian. Once the survey is returned, the school’s designee sends all forms to the Migrant
Education Liaison in the Office of Federal Programs. Upon receipt, and review of each survey,
the Migrant Education Liaison sends selected surveys to the regional Migrant Education Program
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 5 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
office. The Migrant Education Program Specialist from ABAC will contact each school to
provide support to any student who qualifies for these services
D. We have reflected on current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. The results
from the analyzed data are as follows:
Graph 1-CRCT Scores 2012-2014
Reading ELA Math Science Social Studies
2012 94% 92% 83% 72% 68%
2013 96% 91% 82% 76% 75%
2014 95% 89% 82% 76% 80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pe
rce
nta
ge M
ee
tin
g /
Exce
din
g
Cousins Middle School CRCT Scores 2012-2014
Graph 2—ITBS 2014
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 6 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Table 1--6th Grade STAR Reading, Fall, 2014
Table 2--7th Grade STAR Reading, Fall, 2014
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 7 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Table 3--8th Grade STAR Reading, Fall, 2014
After reviewing historical data, it was determined that our greatest strength school-wide going
into the 2013-14 school year was Reading. With the state’s transition from CRCT to Georgia
Milestones, limited data for the 2014-2015 was available for Reading; therefore, the committee
examined STAR universal data. The STAR data revealed that in the fall of 2014, 60% of 6th
graders were below grade level equivalency; 70% of 7th graders were below grade level
equivalency and 66% of 8th graders were below grade-level equivalency. This data indicated a
need for Reading improvement among all three grade levels. In the fall of 2014, data from the
ITBS indicated 6th grade reading scores at the 27th national percentile. ITBS scores further
indicated a need for Reading improvement among 6th grade students at Cousins Middle School.
In utilizing the available data from 2013-14, it was also determined that our school-wide greatest
area of need was sixth grade Science. Sixth grade Language Arts also showed weakness
compared to seventh and eighth grade results. Our Title I focus has been on Reading and Math
for the past several years. The data indicates that those efforts have played a large role in the rise
in student achievement in those areas until 2014. Georgia Milestones data will play a significant
role in reassessing the area of Reading improvement at Cousins Middle School.
Graph 3
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 8 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Graph 4
Science- The historical data indicated that our greatest need is in 6th grade science. Historical
data revealed that no significant achievement is noted in the area of 6th grade Science. In 2013,
34% of the students DNM compared to 18% DNM in 8th grade. It was particularly concerning
that in 2013 15% of sixth graders exceeded in Science, but only 9% exceeded in 2014. This
percentage was not consistent with other sixth grade science scores across the county leading the
team to the conclusion that sixth grade science was our greatest area of need. The analysis of
subgroup Science data gave us more insight on how we can meet the needs of all students. The
results of the CRCT Science indicated that our economically disadvantaged and SPED students
are the sub groups with the most urgent needs. In the fall of 2014, 6th grade ITBS scores
indicated that those students ranked in the 45th percentile nationally. 6th grade ITBS Science
scores were among the highest subject scores in 2014. Georgia Milestones data will play a key
role in reassessing our current Science data for Cousins Middle School.
Graph 5
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 9 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Social Studies – The 2013-14 data revealed a consistent increase in school-wide Social Studies
achievement. CRCT scores show a 12 percent increase over the last 3 years. The achievement
rate for 2013-14 was 80% school-wide. Although there was a significant rise in all Social Studies
scores in all three grade levels (6th – 5%, 7th - 8%, and 8th –
2%) these scores are still below the projected target scores for proficiency for each grade level.
The greatest area of deficit remained history with economics and geography following. 6th grade
Social Studies ITBS scores indicated that those students were in the 39th percentile nationally.
Georgia Milestones data will play an integral part in reassessing our students’ progress in Social
Studies.
Language Arts/ Reading – Historically, language arts has shown an increase in achievement
from year to year, but dropped 3 percentage points on the 2014 administration. Data reveals that
white females perform highest and black males are the least performing sub group on the English
Language Arts CRCT. Writing has historically been a strength for Cousins Middle School. Our
eighth graders posted the highest writing scores for the Newton County middle schools with 78%
of our students passing the Georgia Writing Test in 2013-14; however, 6th grade ITBS scores
show a low percentile ranking for written expression. Georgia Milestones Testing will offer
Cousins Middle School significant data on student achievement in writing due to the focus on
constructed response.
Table 4—Math Star Data, Spring 2015
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 10 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Math- We continued to place an emphasis on math during the 2014-15 school year. Data
revealed that our 2013-14 6th and 8th graders had the highest achievement across the district.
Sixth grade reduced the percentage of DNM from 25% to 19% and the 8th grade showed a
reduction of 3% percentage points and an 85% pass rate. The rigor of Springboard combined
with our efforts in Title I Math, Math Acceleration during FOCUS, and targeted assistance with
our SWD group is apparent in the historical data. Significantly, ITBS scores among 6th graders
indicated that in 2014, our students ranked in the 39th percentile nationally. STAR Math scores
revealed a need to help those struggling students who are below the 24th percentile ranking: 6th
grade—15%; 7th grade 28%; and 8th grade 26%.
Discipline
Discipline Data 2013-14, 2014-15
2013-14 2014-15
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 11 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
# of discipline events 241 294
% of students with discipline
referrals
17.8% 22.5%
After comparing the discipline data, discipline referrals increased from 2013-2014 to 2014-15.
Referrals increased from 241 in 2013-14 to 294 referrals in 2014-15. In 2014-15, 40.38 % of the
student population is African American with 60% off the office referrals, the White student
population of 46% had 33% of referrals, and Hispanic students make up 7% of the student
population with 5% of discipline referrals. Based on the 2014-15 discipline data, 111 of the
discipline referrals were defiance/insubordination/non-compliance, 60 physical aggression, and
47 fighting.
When all the information from the resources used during our comprehensive needs assessment
were compiled, Cousins Middle School’s needs include the following:
Increase the number of students meeting the standards in all grades in Math
Increase the number of students meeting the standards in sixth grade Science
Increase the number of students meeting the standards in seventh and eighth grade Social
Studies
Increase the number of students reading on grade level lexile.
Increase the number of students meeting the standards in sixth grade English Language
Arts
Provide professional learning in increasing Depth of Knowledge and Rigor
Incorporate Writing Across the Curriculum
Increase parental involvement
Decrease the number of absences during the 2015-16 school year
Reduce the number of discipline referrals by 3%.
E. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards [the Common Core Georgia Performance Standards (CCGPS)] and the State
student academic achievement standards including
Economically disadvantaged students: This number continues to rise. The
population that Cousins Middle School serves is predominately generational
poverty. Many of our parents are former students.
Graph 6—Economically Disadvantaged Subgroup, Grades 6-8
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 12 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Students from Major racial and ethnic groups: The table below demonstrates the
diverse population of students. Our population is 46% White, 40% Black, 7%
Hispanic, 5% Interracial, and 2% Asian.
Students with disabilities make up 15% of our student population. These students
are predominately serviced through the co-teach model.
Students with limited English proficiency only consist of nine students. Those
students’ needs are met by an ELL teacher three days per week.
F. The historical data has helped us reach conclusions regarding achievement or other
related data.
The major strengths we found in our program were in Reading and Language
Arts. Specifically, Reading for Information and Sentence Construction.
The major needs we discovered were Math (Numbers and Operations), Science
(Earth), and Social Studies (Georgia History and Africa and Asia) across all grade
levels and subgroups.
The needs we will address are increasing academic performance in sixth grade
Science and Language Arts, Math in all grade levels, and seventh and eighth
grade Social Studies and incorporating writing into all subject areas at every grade
level.
The specific academic needs of those students that are to be addressed in the schoolwide
program plan will include reading and writing across the curriculum. In preparation for the GA
Milestones, we will work to enhance extended response questions.
The ROOTCAUSE/s that were discovered for each of the needs was the lack of
background knowledge. Teachers will continue to receive professional
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 13 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
development on unlocking students’ background knowledge and how to best
apply it to new information, using assessment data to drive instruction, and
enriching vocabulary.
A strong focus during the 2015-16 school year will be parental involvement.
Through Parent University, a Parental Involvement Center, and an emphasis on
parent contact through utilizing our current technology (Safari Montage Live), we
hope to increase parent knowledge on strategies that help students succeed.
Cousins Middle School will also place a keen focus on strengthening Professional
Learning Communities within the school environment in order to further promote
collaboration among teachers and data-driven curriculum.
There is also a need to provide social skills lessons and activities for at-risk
students.
Table 5 13-14 COUSINS MIDDLE SCHOOL CRCT Reading Results with CCRPI State
& Subgroup Performance Targets
CRCT
READING
%
DNM
Reading
%
Meets
Reading
%
Exceeds
Reading
% Meet
&
Exceeds
2014-
15
Target
Grade 6 4.10% 57.80% 38.10% 95.90% 98%
Grade 7 6.50% 59.10% 34.40% 93.50% 95%
Grade 8 5.20% 45.70% 49.10% 94.80% 97%
SWD 25.80% 61.90% 12.40% 74.30% 79%
Asian 0% 14% 86% 100% 100%
Hispanic 2% 59% 39% 98% 100%
Black 5.00% 66% 29% 95% 100%
Multi-Race 0% 58% 42% 100% 100%
White 3.00% 49% 48% 97% 100%
Economically
Disadvantaged
7.80% 59.80% 32.40% 92.20% 95%
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 14 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Gifted 0.00% 14.80% 85.20% 100.00% 100%
ELL 9.10% 72.70% 18.20% 90.90% 93%
Table 6 13-14 COUSINS MIDDLE SCHOOL CRCT ELA Results with CCRPI State &
Subgroup Performance Targets
CRCT ELA
%
DNM
ELA
%
Meets
ELA
%
Exceeds
ELA
% Meet
&
Exceeds
2014-
15
Target
Grade 6 13.20% 62.80% 24.10% 86.90% 90%
Grade 7 11.30% 50.70% 38% 88.70% 90%
Grade 8 8.30% 50.20% 41.50% 91.70% 93%
SWD 41.70% 54.20% 4.20% 58.40% 70%
Asian 0% 7.00% 93% 100.00% 100%
Hispanic 4% 64% 32% 96% 100%
Black 16% 56% 28% 84% 89%
Multi-Race 0% 48% 52% 100% 100%
White 7.20% 54% 38% 92% 95%
Economically
Disadvantaged
13.70% 58.60% 27.70% 86.30% 91%
Gifted 0% 23.40% 76.60% 100% 100%
ELL 10.90% 54.20% 34.90% 89.10% 94%
Table 7 13-14 COUSINS MIDDLE SCHOOL CRCT Math Results with CCRPI State &
Subgroup Performance Targets
CRCT MATH
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 15 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
%
DNM
Math
%
Meets
Math
%
Exceeds
Math
% Meet
&
Exceeds
2014-
15
Target
Grade 6 19.50% 62.90% 17.60% 80.50% 90%
Grade 7 17.40% 54.90% 27.80% 82.70% 90%
Grade 8 15.80% 51.80% 32.40% 84.20% 90%
SWD 55.40% 39.10% 5.40% 44.50% 65%
Asian 7.10% 7.10% 86% 93.10% 96%
Hispanic 16% 61% 24% 85% 90%
Black 25% 58% 17% 75% 85%
Multi-Race 12.10% 42% 57% 99% 100%
White 11.40% 57% 31% 88% 93%
Economically
Disadvantaged
23.80% 57.90% 18.30% 76.20% 85%
Gifted 26.60% 73.40% 100% 100%
ELL 45.50% 45.50% 9.10% 54.60% 75%
Table 8 13-14 COUSINS MIDDLE SCHOOL CRCT Science Results with CCRPI State &
Subgroup Performance Targets
CRCT
SCIENCE
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 16 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
%
DNM
Science
%
Meets
Science
%
Exceeds
Science
% Meet
&
Exceeds
Science
2014-
15
Target
Grade 6 33.10% 58.30% 8.60% 66.90% 85%
Grade 7 22% 43.30% 34.70% 78.00% 85%
Grade 8 18.30% 56.40% 25.30% 81.70% 85%
SWD 63.90% 30.90% 5.20% 36.10% 50%
Asian 0% 21% 79% 100% 100%
Hispanic 25% 62% 13% 75% 80%
Black 36% 48% 16% 64% 75%
Multi-Race 15% 67% 18% 85% 90%
White 15% 56% 30% 86% 91%
Economically
Disadvantaged
32% 52% 16% 68% 75%
Gifted 2.30% 31.30% 66.40% 98% 100%
ELL 46% 45.50% 9.10% 54.60% 75%
Table 9 13-14 COUSINS MIDDLE SCHOOL CRCT Social Studies Results with CCRPI
State & Subgroup Performance Targets
CRCT
SOCIAL
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 17 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
STUDIES %
DNM
Social
Studies
%
Meets
Social
Studies
%
Exceeds
Social
Studies
% Meet
&
Exceeds
Social
Studies
2014-
15
Target
Grade 6 20.80% 40.40% 38.90% 79.30% 90%
Grade 7 19.30% 33.80% 46.90% 80.70% 90%
Grade 8 19.40% 48.30% 32.30% 80.60% 90%
SWD 59% 29% 12% 41% 50%
Asian 0% 7.00% 93% 100.00% 100%
Hispanic 14% 47% 39% 86% 91%
Black 29% 40% 31% 71% 80%
Multi-Race 6.10% 42% 52% 94% 100%
White 14% 42% 44% 86% 91%
Economically
Disadvantaged
26% 42.40% 31.70% 74.10% 80%
Gifted 0% 17.60% 82.40% 100% 100%
ELL 30% 60% 10% 70% 80%
G. The measurable goals/benchmarks we have established to address the needs are listed below.
The 45 Day action plan will be monitored and adjusted as needed. Results will be reviewed
monthly during school leadership team meetings. Goals are based on the new Georgia
Milestones Assessment for 2014-2015 and STAR reading universal screener. With the
emphasis on open ending questions, higher order thinking, and application of knowledge, our
goals and the understanding that first year assessments typically drop, we based our goals on
how our students might scores on the Georgia Milestones.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 18 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Reading
Increase the percent of sixth grade students reading below grade level lexile from 67% to at least
90%.
Increase the percent of seventh grade students reading below grade level lexile from 51% to at
least 90%.
Increase the percent of eighth grade students reading below grade level lexile from 55% to at
least 90%.
English/Language Arts
Increase the percent of students with disabilities meeting standards in English/Language Arts
from 58.4% to at least 70%.
Increase the percent of students meeting/exceeding in writing from 76% to 85%
Mathematics
Increase the percent of students in grades 6-8 meeting and/or exceeding standards in
mathematics from 82.4% to at least 90%.
Increase the percent of students with disabilities meeting and/or exceeding standards in
mathematics from 44.5% to at least 65%.
Increase the percent of black students meeting and/or exceeding standards from 75% to at least
85%.
Increase the percent of economically disadvantage students meeting and/or exceeding standards
from 76.2% to at least 85%.
Increase the percent of English language learners meeting and/or exceeding standards from
54.6% to at least 75%.
Science
Increase the percent of 6-8 grade students meeting and/or exceeding standards in science from
75.5% to at least 85%.
Increase the percent of students with disabilities meeting and/or exceeding standards in science
from 36.1% to at least 50%.
Increase the percent of Hispanic students meeting and/or exceeding standards in science from
75% to at least 85%.
Increase the percent of Black students meeting and/or exceeding standards in science from 64%
to at least 75%.
Increase the percent of economically disadvantage students meeting and/or exceeding standards
in science from 68% to at least 75%.
Increase the percent of English language learners meeting and/or exceeding standards in science
from 54.6% to at least 75%.
Social Studies
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 19 of 42 NCSS-Revised 2/2/16
1. A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information
which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in Section
1111(b)(1).
Increase the percent of students in grades 6-8 meeting and/or exceeding standards in social
studies from 80.2% to at least 90%.
Increase the percent of students with disabilities meeting and/or exceeding standards in social
studies from 41% to at least 50%.
Increase the percent of Black students meeting and/or exceeding standards in social studies from
71% to at least 80%.
Increase the percent of economically disadvantage students meeting and/or exceeding standards
in social studies from 71.1% to 80%.
Increase the percent of English language learners meeting and/or exceeding standards in social
studies from 70% to 80%.
Discipline
Reduce discipline referrals by 3%.
2. Schoolwide reform strategies that:
Response:
Student learning will be enhanced and improved by providing professional learning to teachers
on implementing research-based instructional strategies, differentiation, and data analysis. The
instructional coach will continue to support teachers with effectively implementing professional
learning communities to collaboratively plan instruction that meets the needs of all students,
evaluate student work, and to analyze formative and summative assessment data. The
instructional coach will also support new and struggling teachers. Teachers will provide targeted
instruction during Focus time for students who have academic gaps in reading and math.
Universal screener data, benchmark data, and common formative assessment will be used
regularly (quarterly and weekly) to identify struggling students and to monitor student progress
towards mastering academic standards.
School wide reform strategies:
are directly tied to the comprehensive needs assessment,
are directly tied to the comprehensive needs assessment
are scientifically researched based
are based upon effective means of raising student achievement.
use effective instructional methods that increase the quality and amount of learning time.
address the needs of all children, particularly targeted populations, and address how the
school will determine if such needs have been met and are consistent with school
improvement plans
develop opportunities for all children in the school to meet or exceed Georgia’s Standards
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 20 of 42 NCSS-Revised 2/2/16
2. Schoolwide reform strategies that:
of Excellence.
2(a) Provide opportunities for all children to meet the state’s proficient and advanced levels
of student academic achievement described in Section 1111(b)(1)(D).
Response:
The ways in which we will address the needs of all children in the school, particularly the needs
of students furthest away from demonstrating proficiency on state academic standards are by
providing Focus time at the beginning of each day for all students. Students are in flexible
groups based on individual performance data which is evaluated weekly through progress
monitoring data. Students demonstrating profound deficits are placed in foundational programs
such as SRA, Accelerated Reading, and Accelerated Math. Title Math course is a direct
instructional support course that also provides effective interventions for struggling math
students during Exploratory time. Students in Title math classes will also receive interventions
through the Renaissance learning software. Students demonstrating single marginal deficits are
placed in flexible groups with a highly qualified content specific teacher. During Focus time,
math teachers will also use Math in Fast Lane as a resource for remediation and acceleration for
math students who have marginal gaps. Proficient students are given enrichment opportunities
during Focus time to expand their knowledge base through rigorous and challenging
opportunities such as Geography Bee, Social Studies Fair, Science Fair, and Robotics. During
regular academic blocks, teachers will provide opportunities to extend learning so that students
meet and exceed state standards by differentiating instruction using programs and software such
as, Springboard online, Safari Montage, Brain pop, GoFar, USA test prep, Renaissance
Learning, Discovery Science, and Reading and Writing Across the Curriculum.
2(b) Use effective methods and instructional strategies that are based on scientifically based
research that:
o strengthen the core academic program in the school.
o include strategies for meeting the educational needs of historically
underserved populations
Response:
The population which was targeted in the school’s need’s assessment consisted of individual
subgroups not meeting annual measurable objectives. Those subgroups are Black students,
students with disabilities, limited English proficiency, and Economically disadvantaged stduents.
The achievement of these populations is assessed frequently through benchmark assessments,
teach input, formative and summative assessments
School-wide reform is driven by our current 45 day action plan. Our focus is the use of RBIS in
the classroom. Teachers have received extensive professional development on RBIS. The use of
RBIS in the classroom is a non-negotiable expectation. RBIS are included in all lesson plans for
all subject areas. Progress is evaluated every 45 days and the plan is revised as needed by the
school leadership team.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 21 of 42 NCSS-Revised 2/2/16
Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our
effective methods and instructional practices or strategies:
Classroom Instruction That Works will be discussed in PLC’s and strategies utilized in
the classroom
Marzano’s Nine High Yield Instructional Strategies—nine instructional strategies
relevant to effective classroom practices that focuses on teaching and learning.
“Plan, Do, Check, Act” cycle—is a continuous improvement cycle used to evaluate
student learning, Teachers collaboratively develop common formative assessments,
collaboratively plan, teach students using common instructional strategies, analyze
data, and respond to the needs of students who are proficient as well needing
interventions.
School Improvement Leadership Team will frequently monitor/disaggregate data from
the most recent assessments and share with faculty, staff, and other stakeholders.
PBIS is now emergent and will continue to drive our positive approach to reducing
classroom disruptions.
Learning Focused Schools Strategies will be used for teaching all subjects. Learning
Focused is a comprehensive continuous school improvement model that provides
consistent learning and exemplary research-based practices.
Renaissance Learning program (Accelerated Reading and Accelerated Math)
ViewPath system is used by teachers to record lessons and use these recordings to self-
assess their teaching, as well as for peer observations. This gives teachers the
opportunity to reflect on each other’s teaching and to collaborate with other teachers
during their content professional learning community.
Instructional coach will focus on data-driven professional learning, model effective
classroom practices, and monitor implementation of professional learning strategies.
Provide parents with strategies to support their students beyond the school day in
math, English/Language Arts, science, and social studies Title I Contact
2(c) Use effective instructional methods that increase the quality and amount of
learning time.
Response:
We will increase the amount and quality of learning time by maximizing learning for students by
providing 65 minutes per content area with an additional 50 minutes of Focus learning time
Teachers follow the instructional framework with an opening, instructional period, and
summation format. Teachers will also increase the amount and quality of learning time by
incorporating the following:
CCGPS and Standards Based Classroom
21st Century After School Program will be available to our lowest performing
students
21st Century Summer School
Special Education: Co-Teaching and Differentiated Learning
RTI / Progress Monitoring
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 22 of 42 NCSS-Revised 2/2/16
2(c) Use effective instructional methods that increase the quality and amount of
learning time.
Remedial Education Program
Milestones Boot Camp/Saturday School
FOCUS remediation and acceleration in all subject areas
USA Test Prep
Renaissance learning
Data-driven instruction
Continue implementing standards-based classroom by posting and referencing
essential question, unpacking standards, and using summarizing strategies.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 23 of 42 NCSS-Revised 2/2/16
2(d) Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
school-wide plan and must be connected to the support of assisting students to
achieve proficiency or advanced status in relation to the State Academic content
standards. Documentation must be provided during the budget approval process.
Required based on FY12 US ED monitoring.
Title I funds will not be used for the assistance with or for field trips.
2 (e) Include strategies to address the needs of all children in the school, but particularly the
needs of low-achieving children and those at risk of not meeting the state student
achievement standards who are members of the target population of any program that is
included in the schoolwide program which may include:
o counseling, pupil services, and mentoring services;
o college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods,
which may include applied learning and team-teaching strategies; and
o the integration of vocational and technical education programs; and
Response:
The ways in which we will address the needs of all children in the school particularly the needs
of students furthest away from demonstrating proficiency related to the State’s academic content
and student academic achievement standard are:
Additional instruction during FOCUS class based on academic need
Professional Learning Communities
Team Planning
Vertical Planning
RTI (academic and behavior)
Targeted Interventions
ELL co-teach setting
SPED co-teach classes
Increase in the use of technology
Counselors
Instructional Coach
Saturday school/after school
All students will also be provided with counseling support and guidance lessons that focuses on
developing social skills, career pathways, and PSAT/SAT and ACT prep.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 24 of 42 NCSS-Revised 2/2/16
2(f) Address how the school will determine if such needs have been met; and
o Are consistent with, and are designed to implement, the state and local
improvement plans, if any.
Response:
The population which was targeted in the school’s needs assessment consisted of individual
subgroups not meeting annual measurable objectives. Those groups include the Black subgroup,
Hispanic subgroup, students with disabilities, limited English proficiency, and Economically
Disadvantaged subgroups. The achievement of this population is assessed frequently through
district benchmark assessments, universal screeners, teacher input, formative and summative
assessments in conjunction with the Pyramid of Interventions. All of our Special Education
students are serviced under an IEP. The majority of their instruction is delivered in the regular
education classroom with a special education teacher and a regular education teacher co-teaching
the lesson. Differentiated instruction is provided to all students regardless of their
instructional level.
The pyramid of intervention is utilized in the school as a resource to support academically or
behaviorally challenged students. As students escalate up the tiers of interventions, the
frequency and intensity increases. The pyramid of interventions is utilized in the school as a
resource to support academically or behaviorally challenged students. Formative and summative
data is reviewed quarterly in conjunction with our 45 day action plan to identify intervention or
enrichment needs of all students. Students who do not demonstrate proficiency on quarterly
standards are provided with additional academic support through Focus learning classes.
3. Instruction from highly qualified professional staff
Response: Cousins Middle School has 63 certified staff members and 12 instructional classified staff
members. Currently 100% of the staff is considered Highly Qualified according to the No Child Left
Behind Act.
All staff members are being used to provide a quality education to the students of Cousins. The school
currently uses a pull-out model, scheduled during the PE/Explo time period, to provide academic support
(acceleration) in the areas deemed most critical and as determined by a staff review of standardized test
data.
The school system continues to use an on-line application process to appeal to educators from around the
world. Recruiting both within and outside the United States has taken place to secure Highly Qualified
teachers to work with students. Additional methods of retaining highly qualified teachers include the use of
the teacher Building Excellence and Supporting Teachers (B.E.S.T) program, which exists to provide a
support system for teachers new to Newton County. Professional/staff development also exists in Cousins
Middle School and throughout the district as a means of ensuring that teachers are not only exposed to new
trends and expectations in education but also that they feel comfortable with applying these trends in daily
instruction for students.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 25 of 42 NCSS-Revised 2/2/16
3(a) Strategies to attract high-quality highly qualified teachers to high-need schools.
A. Response: We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. (Use HiQ Report and school staff roster. Indicate how
certification deficiencies are being addressed.)
Currently, all members of the Cousins Middle School staff are considered Highly Qualified (HiQ) as
defined by the established criteria of the state of Georgia. Per unwritten Board of Education policy and per
unwritten understanding, teachers are not hired for vacancies unless they are already Hi-Q. Only in
extreme circumstances are certified staff hired that do not meet the qualifications (under Hi-Q) for the
position for which they are hired. As such, no “deficiencies” exist with the current certified staff of
Cousins Middle School
*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the state’s student academic
achievement standards. Professional development for staff to enable all children in the school …
Response:
4(a) We have included teachers, principals, para-professionals and, if appropriate, pupil services personnel,
parents, and other staff in our staff development that addresses the root causes of our identified needs.
Professional development opportunities at Cousins Middle School fall into several categories including
programs developed by the administration, board of education, counseling department, and through grants
earned by Cousins Middle School or NCSS.
4(b) On the school level we have aligned professional development with the State’s academic content and
student academic achievement standards. Professional development centered around two projects that are
in the third year of implementation. The first project is the PBIS (Positive Behavior Intervention System).
The PBIS leadership team members have received extensive training, through the district offices, and have
delivered this information to the entire faculty upon the implementation of the PBIS system. The entire
Cousins Middle School faculty also participated in a CCRPI (College Career Ready Performance Index).
Discussions and analysis of the CCRPI score for Cousins middle school has been ongoing and a topic of
discussion in professional development sessions and the annual Data Dig. Additional professional
development sessions organized by the Cousins administration on the school level included, Infinite
Campus/State Longitudinal Data System, Viewpath, STAR Reading and Math, USA Test Prep, Safari
Montage, One Note, GoFar, Kahoot, One Drive, Office 365, Differentiation, Marzano’s Nine High Yield
Instructional Strategies, Canvas, RenLearn (Accelerated Reading and Accelerated Math), Formative
Assessments, Illuminate assessment system, Marzano’s 6-step vocabulary, and TKES/LKES evaluation
overviews. Special Education teachers will participate in ongoing professional learning in specific RESA
development classes addressing Co-teaching, Differentiation, Teaching Reading and Math to Special
Needs Students, Mindset training, and Signing in the Classroom. Teachers and support staff will attend
professional development sessions that address academic and behavior interventions for RTI (Response to
Intervention) Tier 2 and 3 through positive classroom management skills, in addition to 504-plan training.
School wide development exists through departmental vertical planning, Special education vertical
planning, grade level planning, and RTI Team sessions that are held on a weekly basis. Also, the
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 26 of 42 NCSS-Revised 2/2/16
*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the state’s student academic
achievement standards. Professional development for staff to enable all children in the school …
administrators from each middle school participate in collaborative planning meetings that include
observations of classrooms in every middle school.
One program that is returning to NCSS through a federal grant organized by Kathy Garber is the MSP
(Math Science Partnership) through the Georgia Institute of Technology. Teachers from Cousins Middle
School in our Math and Science department have participated in over 40 hours of training to implement
cross curricular planning in these academic fields. Evidence of the curriculum is in the form of lesson
plans, video lessons on Safari Montage, and administrative observations.
The Newton County School System has continued successful programs that require professional
development for all teachers. These programs include Spring Board Training, Safari Montage, and Active
Board training. Additional programs offered through the Central office include the Teacher as Leaders
programs known as Technology Cohort, Professional Development, and Leadership Development
Institute. The Teacher Leader in Technology will have the responsibility of supervising the implementation
of Infinite Campus, BYOT (Bring Your Own Technology) a county initiative, student e-mail system,
Safari Montage, Canvas, SLDS and Active Inspire with Spring Board Training for the entire faculty.
Teacher Leaders will engage all faculty members in Research Based Instruction, Learning Focus
Strategies, and other topics that are recognized throughout the academic year. Content Specialists in all
academic areas are in place to lead countywide professional planning session throughout the academic
year. This additional planning time is geared toward sharing resources, Benchmark planning, discussing
teaching models, and pacing/mapping ideas across the county. Finally the BEST Teacher Leader will
oversee new teacher orientations and the new teacher-mentoring program. Cousins Middle School has a
large number of new teachers and first year teachers this academic year, therefore necessitating the need
for the BEST Teacher Leader. NCSS organized work sessions and review/remediation seminars with Dr.
Dan Mulligan focusing on “Relevance, Rigor, and Relationships” through research based instruction
classroom instruction strategies. The county is offering gifted endorsement classes for all teachers to
complete this program by the end of this academic year.
Future professional development programs are developed by data collected from student surveys, student
test data and a staff evaluation / survey conducted by College and Career Readiness Teacher Leader and
the district’s Professional Development Director.
4(c) We have devoted sufficient resources to carry out effectively the professional development
activities that address the root causes of academic problems. Cousins Middle School has one site-based
instruction coach who supports Math, Science, English-Language Arts, and Social Studies content are
instruction. Professional learning is provided to CMS teachers by our instruction coach as well as by the
district content coach and district Instructional Technology Specialists. Scheduling at Cousins Middle
School allows for grade level/content teachers to meet every day for common planning, data analysis, and
professional learning to identify and analyze the strengths and weaknesses of their students. Professional
learning needs were identified through the root cause analysis conducted by our content area teachers, as
well as a survey providing teachers an opportunity to share their desires for additional training. We will
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 27 of 42 NCSS-Revised 2/2/16
*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the state’s student academic
achievement standards. Professional development for staff to enable all children in the school …
continue to implement or will implement the following:
Topic/Focus/Purpose Date/Time Participants Facilitator/Provider
Viewpath training August 24, 2015 All core content
teachers
Melissa Jackson
AR 360/STAR August 31, 2015 All core content
teaches
Patrice Peek and Renee
Carey
ESOL orientation September 28, 2015 All staff Tawanna McDaniel
Special education Co-
teaching training
September 29, 2015 Special education
teacher and general
education co-teacher
Jodie Williams
Office 365 October 5, 2015 All staff Melissa Jackson
Differentiation October 5, 2015 All staff Clorinda Roache-
Griffin RESA
High Yield Instructional
Strategies
October 5, 2015 Teachers new to NCSS
and optional for other
teachers
Renee Carey
Canvas October 26, 2015 All staff Peter Howdeshell and
Renee Carey
RenLearn (Accelerated
Reading and Accelerated
Math)
October 28-29, 2015 Math and Reading
teachers
Patrice Peek and Renee
Carey
Differentiated
Assessment and Data
Driving Instruction
November 4, 2015 Alison Jackson, Nicole
Porter, Yolanda Brown
Griffin RESA
Formative Assessments November 9, 2015 All staff District coaches
Illuminate assessment
system
November 16, 2015 All staff Alison Jackson
Differentiated
Assessment and Grading
November 19, 2015 Renee Carey, Heather
Pittman, Karen Moss,
Renee Pierce
Griffin RESA
Marazano’s 6-step
vocabulary
TBD All staff TBD
Response to
Intervention/Intervention
Strategies
January 2016 RTI leaders Sstage
Professional Learning on
the following topics:
Effective Instructional
strategies, technology
TBD Selected faculty TBD
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 28 of 42 NCSS-Revised 2/2/16
*4. In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the state’s student academic
achievement standards. Professional development for staff to enable all children in the school …
integration, assessment
strategies and uses,
Positive learning
environment, Effective
use of data, Cultural
Awareness
4(d) We have included teachers in professional development activities regarding the use of academic
assessments to enable them to provide information on, and to improve, the achievement of individual
students and the overall instructional program by providing overall assessment training on
formative/summative assessments development and analysis, by identifying curriculum strengths and
weaknesses through our data dig, and by identifying student mastery of the content by standards and
subgroups. The Illuminate assessment system allows teachers to develop common formative
assessments and allows teachers to monitor and disaggregate data throughout the year.
5. Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
Response:
5(a) We will involve parents in an organized, ongoing, and timely way in the planning,
review, and improvement of schoolwide programs and the school parental involvement policy by
involving them in numerous meetings curriculum sessions data reviews, and family engagement
events. In working with our parents, we have developed a parental involvement policy that
includes strategies to increase parental involvement. During the data dig, the committee members
review parent and staff surveys to determine how to strengthen parental involvement for the
upcoming school year. Feedback is provided from the parent and community concerning better
opportunities for involvement in the school at our Annual Revision and Development Meeting.
Test data is also reviewed by all stakeholders to help improve the comprehensive schoolwide
program plan.
5(b) We will update the school parental involvement policy periodically to meet the changing
needs of parents and the school and distribute it to the parents of participating children
and make the parental involvement plan available to the local community, by placing the Parent
Involvement Policy our website and in the Parent Resource Center. The policy is also available at
each parent meeting.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 29 of 42 NCSS-Revised 2/2/16
5(c) We will conduct an annual meeting, at a convenient time, to inform parents about the school’s
Title I program, the nature of the Title I program, the parents’ requirements
and the school parental involvement policy, the schoolwide plan, and the school-parent compact
and encourage and invite all parents of participating children to attend by are notifying all parents
about meetings via email, newsletters, school marquis, and the school website.
5(d) We will offer a flexible number of meetings, such as meetings in the morning or evening, and
may provide, with funds provided under Title I, transportation, child care, or home visits, as such
services relate to parental involvement by to offering parental involvement opportunities during
school hours and the evenings to allow parents that have non-traditional hours an opportunity to be
involved in their child’s education.
5(e) We will provide parents of participating children with timely information about the Title I
program, a description and explanation of the curriculum in use at the school, the forms
of academic assessments used to measure student progress, and the proficiency levels students are
expected to meet, and provide opportunities for regular meetings, if requested by parents, to
formulate suggestions and to participate, as appropriate, in decisions relating to the education of
their child, and respond to any such suggestions as soon as practicably possible, through several
formats. First, a Title I Orientation night will be held in September. This night will be composed
of a comprehensive presentation by the school’s administrative staff, Title I contact person, and
classroom teachers. The Cousins Middle School Title I School-Wide Annual Parent Involvement
Orientation utilizes the Elementary and Secondary Education Assistance Act of 1965 as a
reference for parent understanding on funding source and expenditure of Title I funds, service-
models, district goals, and school goals. The presentation also includes information on the state-
mandated curriculum that allows the Cousins Middle School instructors to follow the Common
Core Georgia Standards of Excellence (GSE) for English/Language Arts, Reading, Math and the
Georgia Performance Standards (GPS) for Social Studies and Science. In addition, parents are
presented with information about The Georgia Milestones Assessment System which consists of
both End of Grade (EOG) and End of Course (EOC) measures. Parents will understand that
students’ achievement in grades 6-8 will be measured using EOG tests in language arts,
mathematics, science, social studies. Second, the school will distribute Title I packets in late
September. This packet will include a variety of documents such as the Newton County Title I
brochure, the system parental involvement policy, the school’s parental involvement policy, the
school-parent compact, the Parent’s Right to Know letter, and the Occupational Survey previously
distributed to students through their school agenda books on page 59. Next, Cousins Middle
School will provide meetings throughout the year for parent support of student achievement. Each
content area, Language Arts, Math, Science, and Social Studies will hold curriculum nights that
present content of courses, sample lessons, curriculum previews, and technology enrichment.
These curriculum nights will be held throughout the year: Math (October); Science (December);
Language Arts & Social Studies (February). Another parent evening will be scheduled to discuss
proficiency levels that students are expected to meet on Georgia Milestones. Parents are also
invited to participate in the Cousins Parent/Teacher Association (P.T.A.). The president of the
P.T.A. will work with the school’s representative in developing opportunities for parent
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 30 of 42 NCSS-Revised 2/2/16
engagement throughout the year. An Annual Title I Revision and Development Parent Input
Meeting where all parents are invited to formulate suggestions for the Title I program.
5(f) We will jointly develop with parents of participating children a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for
improved student academic achievement and the means by which the school and parents will build
and develop a partnership to help children achieve the state’s high standards by inviting all parents
to attend our Annual Revision and Development meeting at the end of the year.
5(g) We will provide assistance to parents of participating children, as appropriate, in
understanding the state’s academic content standards, the state’s student academic achievement
standards, the state and local academic assessments including alternate assessments, the
requirements of Title I, Part A, how to monitor their child’s progress,
and how to work with educators, by hosting informational sessions throughout the school year
(open house in August, Title I Overview in September, Math Curriculum Night in October,
Science Curriculum Night in December, and Language Arts/Social Studies Curriculum Night in
February), distributing handouts, and utilizing the school’s website for appropriate links. The
school’s website includes a special tab for parental involvement. Course syllabi will be distributed
at the beginning of the school year to inform parents of standards and assessments. Parent
conferences will be available through early release days two times during the school year, and
conferences are encouraged by appointment with individual teachers at any time the parent or
student deems necessary. An informational session for Georgia Milestones’ testing will be held in
order to interpret the expectations and results for parents.
5(h) We will provide materials and training to help parents to work with their child to improve
their child’s achievement, such as literacy training and using technology, as appropriate,
to foster parental involvement, by offering parent nights for math, science, and social studies.
In addition to the annual parent orientation and curriculum nights scheduled for parents, Cousins
Middle School has a parent resource center available each day from the hours of 8:30-4:30.
Visitation to the center is also available by appointment if the daily hours do not suit a particular
need. This can be arranged through the school’s Title I contact. The resource center hours and
location are posted clearly in the front office window. The resource center has supplies for
projects, workbooks, student study aids, computers, and parent resources available for any parent
who chooses to visit the center. The school will hold at least two parent-tech connect classes in
conjunction with parent conference days in order to educate parents on how to help their children
utilize educational technology available to them.
5(i) We will provide training to educate the teachers, pupil services personnel, principal,
and other staff in how to reach out to, communicate with, and work with parents as equal partners,
in the value and utility of contributions of parents, and in how to implement and coordinate parent
programs, and build ties between parents and the school, by using professional learning modules
that are specifically designed to provide strategies to help build educator capacity in parent
involvement and engagement. This training will be provided twice a year.
5(j) We will, to the extent feasible and appropriate, coordinate and integrate parental involvement
programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 31 of 42 NCSS-Revised 2/2/16
Youngsters, the Parents as Teachers Program, and public preschool and other programs, and
conduct other activities, such as parent resource centers, that encourage and support parents in
more fully participating in the education of their children, by providing a Parent Information
Resource Center (PIRC) that is highly visible and accessible. A variety of resources and materials
are available to parents in the Parent Information Resource Center. The Parent Information
Resource Center provides informational materials from a variety of community groups and local
agencies such as tutoring providers, pamphlets on assisting children with their homework and
higher education information. The Parent Information Center is always available to parents during
all Family Engagement events and school activities.
5(k) We will take the following actions to ensure that information related to the school and parent
programs, meetings, and other activities, is sent to the parents of participating children in an
understandable and uniform format, including alternative formats upon request, and, to the extent
practicable, in a language the parents can understand. The availability of the translated version of
the plan was announced and provided to any parent or individual requesting a copy. Cousins
Middle School also has available a part-time ELL teacher who serves a small percentage of
students who speak other languages. This teacher also serves as a resource for translating to
parents when necessary. Additionally, Cousins Middle School employs a Spanish teacher, who
assists with translation when needed. All parental engagement events are announced at least two
weeks in advance through the distribution of a printed flyer. A follow-up flyer will be sent several
days before the event. The events are posted on the school’s website, and a reminder call from
school messenger is sent. The school also has an electronic marquee at the street entrance and a
screen display in the school’s front lobby posting school events.
5(l) We will provide full opportunities, to the extent practicable, for the participation of parents
with limited English proficiency, parents with disabilities, and parents of migratory children,
including providing information and school reports required under section 1111 of the ESEA in an
understandable and uniform format and including alternative formats upon request, and, to the
extent practicable, in a language parents understand, by several formats. First, utilizing translators
and translated copies of all flyers will ensure that parents with limited English proficiency are
served. Cousins Middle School maintains a facility that supports all people with disabilities
including handicapped parking, wheelchair accessible doors and ramps. The Parent Occupational
Survey is meant to identify migrant children, and the school diligently makes the effort to collect
the surveys at least three times during the first semester of the school year.
6. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
Response: Although we do not have activities for assisting preschool children in the transition
from early childhood programs, we have included transition plans for students entering middle
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 32 of 42 NCSS-Revised 2/2/16
school or high school and for students entering from private schools including students entering
our school throughout the school year by
Cousins Middle School attempts to ease the transition process and possible anxiety for
rising sixth graders. In May, Cousins hosts rising sixth graders that are zoned to attend
Cousins for an early middle school introduction and orientation. These rising sixth
graders visit Cousins and are able to tour the school, meet with the current sixth grade
faculty, ask questions, and observe the band, chorus, and cheerleaders in action. The fifth
graders are separated by schools and are kept in small groups to ensure comfort in the
question/answer sessions. The Beta Club, guidance counselors, and current sixth grade
staff play key roles in this visit. Sixth grade student volunteers and teachers created an
engaging video for the orientation that included a tour of the school, students in daily
activities at CMS, and teachers/staff who would be available for them in the upcoming
year.
Also occurring in May is the “Concert on the Green”. During this activity, Cousins sixth
grade band members travel to the nearby elementary school, Flint Hill, and play a
concert during the elementary lunch hour. This allows rising fifth graders to get another
glimpse of the extracurricular activities that are offered in middle school.
Prior to the new school year, a “Sixth Grade Cardinal Day Camp” is offered to rising
sixth graders. The students tour the school, practice opening lockers, watch a student
produced video, receive a briefing of school rules, learn the do’s and don’ts, and again
have a question/answer session. This camp is conducted by sixth grade teachers, school
counselors, and other school staff.
The school counselors play a significant role in helping eighth graders to ease into the
transition to high school. Ninth grade student registration is handled by the school
counselors and eighth grade team teachers. Prior to registration, eighth grade students
will have completed career interest surveys and their Individual Graduation Plan (IGP).
Eighth grade students complete these tasks using GACollege411 technology during
lessons that are led by school counselors. Additionally, eighth grade students participate
in an assembly that is planned and arranged by the middle school counselors. During this
assembly, high school counselors visit the middle school and specifically discuss ninth
grade, as well as high school requirements and expectations. Eighth grade Special
Education students will also receive transitioning help with a “transition assessment”.
During their IEP meeting, a transition plan is developed for each student based on their
areas of interest. A high school representative is available at all eighth grade IEP
meetings to answer questions and to help with their registration. The counselors make
themselves available for additional help by allowing students to make appointments for
one-on-one help.
The school counselors also play a significant role in helping students transitioning from
private school. These students and their parents are taken on a tour of our school and
given an orientation of our academic programs and extracurricular activities.
Students of each grade level are welcomed at Open House prior to the first day of school.
Homeroom teachers are listed and students and parents are able to meet and greet with their
team of teachers. The building is open for several hours and students and parents are able to
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 33 of 42 NCSS-Revised 2/2/16
learn bus numbers, early pay for lunch, and sign up to participate in chorus or band.
7. Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Response:
A. The ways that we include teachers in decisions regarding use of academic assessment are:
PLC meetings
School-wide data presentation
SILT (School Improvement Leadership Team) Meetings
Department Level Meetings for data presentations and analysis
Grade level benchmark data reviews
STAR reading and math results to determine FOCUS and Title I Math Classes
County level Content leader meetings
8. Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Response:
Cousins Middle School has coordinated and integrated programs to provide opportunities for all
children to meet the state’s proficient and advanced levels of student academic achievement
8(a) List of State and local educational agency programs and other federal programs that will
be included.
Response: Title I funds will be used to enhance the overall academic experience for all students in all programs.
The coordination at the school level will focus on students who did not meet target requirements in
(subject(s) areas). Those subgroups will be targeted to help increase overall student achievement.
Title I- Salaries, Parental Involvement, Instructional Resources, Technology
Title II- Subs for teachers attending Professional Development Workshops
Title III- English Language Learners (ELL)- part-time teachers
FTE- Supplies, Instructional Materials, Computer Programs
21st Century Learning Center After School Program- for students to assist with
tutoring in the main four subject areas
Dollar General- Support an increased focus on reading instruction
State funds- FTE, 21st Century Learning Center After School Program
Local funds- Dollar General Grant, General Mills, Snapping Shoals, State Farms
General Mills- Install and maintain outdoor classrooms
Snapping Shoals- Improvement to existing outdoor classrooms
State Farm- Improvement to existing outdoor learning centers
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 34 of 42 NCSS-Revised 2/2/16
8(b) Description of how resources from Title I and other sources will be used.
Title I Part A Line Item Expenditures -
Description of Expenditures
Strategies from Component 2 Evaluation Did it work or not?
How do you know that this purchase benefit your program?
Include Data Source Title I Paid Staff Math Supplemental teacher to address the needs of all
grade levels in the area of Math. The purpose of the supplemental teacher is to provide supplemental services to students based on his/her area of need. The Supplemental teacher can provide more time for higher quality and appropriate differentiated instruction to a small group of students. Instruction will be individually based to meet the needs of each learner.
Instructional Coach A site-based instructional coach will provide support to teachers to in all academic areas to effectively implement research-based instructional strategies, vocabulary strategies, writing strategies and technology integration. The instructional coach will also facilitate and participate in common planning during grade level professional learning communities. The instructional coach will conduct walk-throughs and provide regular feedback to teachers in order to increase effective teaching. The instructional coach will assist with monitoring school-wide initiatives and interventions.
Title I Contact COMS’s Title I Contact will serve as the liaison between
the school and the district to assist the principal in
carrying out the requirements of the Parent Involvement
Program.
Subs for Title I Paid Teachers Substitutes to cover sick, personal, and professional leave
for the Title I teacher
BrainPop Software Software licenses to provide additional support for
reading, math, science, and social studies teachers with
building background knowledge.
Renaissance Learning Math Software Software licenses for interventions used by our Title I
Supplemental Teacher
Commented [CR1]: I have inserted your budget justification into your plan. Please justify each line item by aligning it with a strategy located in component 2 sections 2a or 2b.
I have added the strategy for the Title I Contact. Please make sure that Parent Involvement is included as a strategy in component 2
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 35 of 42 NCSS-Revised 2/2/16
iPad Air Bundle to support Accelerated Math program Ipads are needed for students in Title I math and Focus
reading and math class to access Renaissance learning
software.
Safari Montage Digital Content Software Software licenses to support teachers with building
background knowledge and understanding of standards in
reading, math, science, and social studies.
Professional Learning Conference Registrations Professional learning workshops and conferences that
will support increasing student achievement, provide
teachers with effective instructional practices, and equip
school leaders with research-based practices that advance
student learning
Professional Learning Travel Costs Travel cost associated with attending professional
learning workshops and conferences
Subs for Common Planning Substitute teachers are needed so that teachers can
participate in data digs and vertically plan throughout the
school year.
Books to support core content instruction Instructional materials and books to support teachers with
increasing lexile levels, building background knowledge,
understanding of standards in reading, math, science, and
social studies.
Supplies to support core content instruction Supplies to support teachers with providing engaging and
rigorous lessons in order to meet the needs of all
students.
Supplies to support social and emotional learning Supplies to support teachers with providing social skills
to at-risk students for social, emotional, and academic
growth
Software to support core content instruction Software licenses to provide additional support for
reading, math, science, and social studies teachers with
building background knowledge.
After school/Saturday school instruction Provide additional instruction to students not meeting
grade level benchmarks
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 36 of 42 NCSS-Revised 2/2/16
8(c) Plan developed in coordination with other programs, including those under the School-
to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Response: The Federal Programs Director will continue to work to ensure that all Title I programs are integrated
and do not conflict with other federal programs and laws. Where applicable, this plan was developed
in coordination with federal laws and programs including but not limited to the School-to-Work
Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act and National
and Community Service Act of 1990.
9. Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall
be provided with effective, timely additional assistance, which shall include measures to
ensure that students’ difficulties are identified on a timely basis and to provide sufficient
information on which to base effective assistance.
Response:
We are providing activities to ensure that students who experience difficulty mastering
proficient or advanced levels of academic achievement standards shall be provided with
effective, timely additional assistance.
Those activities are:
Renaissance Learning (Star Reading, Star Math, Accelerated Reading, Accelerated Math)
Focus Time—additional direct instruction at the beginning of the instructional day
Title I math
9(a) Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response:
STAR math data 2014-2015 is used to assign students with the greatest needs to Title 1
classes taught during the CONNECTIONS/EXPLO time for each grade level. The Title 1
program provides differentiated instruction and small group instruction to meet individual
student needs. Parents will be made aware of Title 1 goals during parent meetings help
throughout the school year.
Teachers are also required to monitor their students’ progress during weekly team meetings.
Failing students are identified beginning with the first 4 ½ weeks and continues throughout the
school year. FOCUS classes are designed to allow students an opportunity to accelerate in their
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 37 of 42 NCSS-Revised 2/2/16
weakest academic subject. Data is reviewed by the administration and grade level teams during
monthly scheduled RTI meetings. Infinite Campus is used to document interventions and
progress monitoring on students who are at-risk. The team reviews student data and determines
what interventions are needed for students who are struggling. Interventions are implemented in
a timely manner and with fidelity. The team continues to monitor progress on students
throughout the school year making necessary adjustments up or down the pyramid of
interventions.
9(b) Measures to ensure that student weaknesses are identified on a timely basis.
Response:
Throughout the year, teachers will continue to assess student progress using a multitude of data
sources. Plans will be made at PLC meetings, parent conferences, team meetings, RTI meetings,
to ensure the success of students. Progress monitoring occurs frequently for students serviced
through RTI, 504, Special Education, and ELL. To ensure that students not meeting the
standards are provided the support needed to meet proficient or exceeding levels of achievement,
the school provides the following programs:
Title 1 classes in the areas of greatest need which for the 2015-16 school year are 6th, 7th,
and 8th grade Math.
Criteria for the 21st Century after-school program ensure that every eligible student is
invited to participate in the program. Chosen students must receive parent approval.
Parents must also complete a parent orientation before their child can attend the program.
After-school services are offered to students in grades 6-8.
Pyramid of Interventions is implemented using the following interventions, assessments,
and progress monitoring:
o Tier I: Standards-Based Classroom Learning
Common Core GPS
Differentiated Instruction
STAR Reading and Math assessments
PBIS Behavior Matrix
Accelerated Reader/Accelerated Math
USA TestPrep
Formative and Summative Assessments-Springboard
o Tier II: Needs Based Learning
RBIS
Progress Monitoring every 4-6 weeks
Parent conference/RTI meeting
Data collected and entered in Infinite Campus
o Tier III: Direct Intervention
New interventions or increase of current intervention
Collection of work samples
Continue to enter data into Infinite Campus
Progress Monitoring every 1-2 weeks
Academic progress monitoring of all students using common assessments, summative
assessments, benchmark assessments, weekly progress reports (Check In/Check Out),
report cards, and Georgia Milestones results.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 38 of 42 NCSS-Revised 2/2/16
Check In/Check behavior plans are implemented to help minimize behavior problems to
increase time-on-task in the classroom
Professional Learning Communities meet weekly to review and plan academic subject
matter. Planning dates and times are submitted at the beginning of the school year. PLC
meetings are visited frequently by administration and instructional coach, and weekly
minutes are kept to document meetings. Redelivery of professional development
attended outside of Cousins Middle School allow teachers to stay current on the latest
research-based interventions and teaching strategies for best practices.
9(c) Periodic training for teachers in the identification of weaknesses and appropriate
assistance for identified weaknesses.
Response: Teachers at each grade level have common planning time. During this time, teachers use county-wide
course maps to plan and guide classroom instruction. Teachers also use formative, summative and
diagnostic assessments to determine mastery of the CCGPS. Teachers receive ongoing training on
how to use the disaggregated data from these assessments. Teachers also attend scheduled school and
county-wide data analysis meetings with academic coaches to receive teaching strategies to help
improve academic performance. In addition, teachers receive trainings on the State Longitudinal
Data System (SLDS) to help them make data-informed decisions to improve student learning and
outcomes; as well as to facilitate research to increase student achievement and close achievement
gaps. RTI support meetings are scheduled monthly with each grade level, the administration, and
school counselor. The RTI support meetings are vital to consistently provide data analysis on
students who are at-risk. The administration also conducts classroom walk-throughs throughout the
school year. These walk-throughs allow the administration to provide appropriate assistance for
identified difficulties through TKES. Professional Learning Communities for D.O.K., Effective
Grouping, and Differentiation will be focused on for the 2015-16 school year. These communities
will be led by the content leader across all grade levels allowing consistency across the school.
9(d) Teacher-parent conferences that detail what the school will do to help the student, what
the parents can do to help the student, and additional assistance available to the student at the
school or in the community.
Response:
The Newton County Schools and Cousins Middle School have a strong commitment to
parent involvement. Parents have the opportunity to be involved in their children’s progress
through the following:
Two half-day schedules are set aside for parent conferences to review progress of
students and inform the parents of the role they can play in assisting their child
with meeting the standards. During parent-teacher conferences, teachers and staff
outline specific ways that the school can assist the student in meeting grade level
standards. Parents are also provided information on community resources that
may be of assistance to the family in addressing the student’s needs.
Parent curriculum nights are offered in conjunction with our Title 1 program. The
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 39 of 42 NCSS-Revised 2/2/16
2015-16 Title I curriculum nights are as follows:
o August 20, 2015- Cardinal Curriculum Showcase
o September 11, 2015-Parent University
o October 15, 2015- Fall into Math with Springboard
o December 8, 2015- Deck the Halls with Science Fair Showcase
o February 4, 2016- African American History Read-In
o May 12, 2016- Revision and Policy Development
The Fine Arts Department also solicits parent involvement and volunteers
throughout the school year.
In addition, the 21st Century program offers monthly classes to parents of students participating
in the program.
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Student test results, such as GA Milestones, ITBS, STAR reading and math, and benchmark
scores are shared with parents in multiple ways.
As test scores become available they are sent home with nine-week report cards.
Individual teachers use a variety of ways to ensure that their classroom tests results are
passed on to the parents. For example, Language Arts and Math teachers send home
STAR Reading and Math reports especially designed for parents regarding their child’s
reading and math levels. This report is usually stapled to the child’s agenda or it may be
attached to a weekly or quarterly progress report.
ACCESS scores are sent by the ELL teacher and notification of services is made
School Council meetings where school-wide data is shared
Information will be provided for parents throughout the year related to the statewide
testing program.
The Infinite Campus Student Portal provides parents with all of their child’s academic
reports. Current grades, copies of report cards, and standardized test scores are available
to parents using their child’s individual username and password.
Informational sessions run throughout parent/teacher conference nights to assist parents
in monitoring their child’s grades and understanding the scores published under the
assessment tab.
Teachers host Curriculum Nights for each academic subject area to include
PE/Exploratory classes. The purpose of Curriculum Night is to provide parents with
information regarding school-wide goals and specific details about their child’s learning
goals and objectives for the school year. In the spring, school counselors and
administrators meet with Eighth Grade parents to discuss promotion/retention criteria.
Homeroom teachers communicate regularly with parents via phone, email, agenda, and in
person. Additionally, grade level RTI representatives are responsible for making and
documenting parent contact for students identified with an area of need.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 40 of 42 NCSS-Revised 2/2/16
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response: The Newton County Testing Director disseminates CRCT test results to each school.
The Leadership Team in addition to grade level meetings through the avenue of Professional
Learning Communities reviews, analyzes and disaggregates results for all student groups on
state-mandated tests. This disaggregated, school-wide achievement data is placed on charts and
displayed in the school’s staff development classroom and Office for Academic Success.
Additionally, students scoring within ten to fifteen points below or above the state passing
standard of 800 are identified for possible placement in remediation classes through the Focus
classes in addition to Title I remediation classes. The data is also used in Response to
Intervention (RtI) discussions during grade level meetings held weekly
12. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response: Steps taken and considerations to ensure that disaggregated assessment results are
valid and reliable include:
GADOE ensures the validity and reliability of assessment results by selecting a testing
company on behalf of all school systems and schools in Georgia
Georgia Governor’s Office of Student Achievement (OSA) reviews and certifies test
results before posting to its website for access by the public
The principal and other administrative staff review and validate CRCT and other test data prior
to submitting to the Superintendent for certification sign-off.
13. Provisions for public reporting of disaggregated data.
Response: Public reporting of Cousins’s disaggregated data includes:
Newton County Central Office posts all schools’ data on the system’s website
Each school’s website is accessible by link through the county’s website
All disaggregated data reports are posted on the school’s website
The school’s performance data is referenced in an article that is prepared and published
by the district’s communication specialist in selected local newspapers
School-wide data charts and summaries are prepared and presented to parents, community, and
staff at PTO meetings, School Council, and faculty meetings.
14. Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Response: The school-wide Title I planning process unfolded as follows:
School built upon SACS planning process that was conducted during 2014 – 2015.
Faculty reached consensus to request that the school implement the process to convert
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 41 of 42 NCSS-Revised 2/2/16
from a Title I TAP program to a SWP in August 2008.
Review and analysis of student assessment data began in August – September 2008 to
determine student performance weaknesses/strengths at each grade level. Following this
year, review and analysis of student data has been conducted, yearly, to assess results.
Principal set “targets” and posted school-wide, disaggregated CRCT results in Data
Room (E4), and in the front office for reference by school staff.
Title I Planning Committee members served as the primary group that gathered, analyzed and
compiled the school-wide plan initially (SWP) from August 2008 – March 2009 and then served
as the committee to review and update the plan from August 2010 through the current date, with
members being updated yearly. Additionally, the first “Data-Dig” was held on September 14,
2010 with county level Title I staff and Rebecca Reeves, Educational consultant to review
current data. The annual data dig was held this year on June 1 and 2. The committee decided to
follow-up with the data plan later in the summer when a principal and assistant principal for
curriculum and instruction had been announced.
15. Plan developed with the involvement of the community to be served and
individuals who will carry out the plan, including teachers, principals, other school staff,
and pupil service personnel, parents, and students (if secondary).
Response: The committee that revised the School-wide Plan (SWP) was comprised of the
following:
Administrators Parents
Makeba Clark, Principal Karen Moss
Alison Jackson, Assistant Principal Tereska Gholston
Aaron Robinson, Assistant Principal
Teachers
Trista Hooten-Wilson
Christine Kraemer
Patrice Peek
Angela Mitchell
Jim Kitchens
Janel Jones
Michelle Ozburn
Renee Carey (Instructional Coach)
Cousins’s School Council, which includes parent and community representatives, will be given
an opportunity to review the plan at its first meeting in the Fall Semester and to provide
feedback. Subsequent to the initial development of the SWP, the school’s Leadership Team has
continued to review and update the SWP. The Leadership Team is comprised of the same make-
up as the Team that originally developed the plan. In addition, the annual plan update and
review process involve the collection of feedback from the School Council and PTO.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mr. Richard Woods, State School Superintendent
July 2014 ● Page 42 of 42 NCSS-Revised 2/2/16
16. Plan available to the LEA, parents, and the public.
Response: The information concerning the contents and availability of the School’s Title I plan
is made available by the following media:
Report Cards
Newsletters
Website – School and County
School Messenger phone system
Student agenda and letters home
Local Newspapers
17. Plan translated, to the extent feasible, into any language that a significant
percentage of the parents of participating students in the school speak as their primary
language.
Response: School used “Transact” program to translate the SWP into Spanish, which is the
primary language of some parents whose primary language is not English. The availability of the
translated version of the plan was announced and provided to any parent or individual requesting
a copy. Cousins Middle School also has available a part-time ELL teacher who serves a small
percentage of students who speak other languages. This teacher also serves as a resource for
translating to parents when necessary. Additionally, Cousins Middle School employs a Spanish
teacher, who assists with translation when needed.
18. Plan is subject to the school improvement provisions of Section 1116.
Response: All provisions of Section 1116 have been met. The school has not has been identified
as a Focus, Priority, or Alert School under the provisions of the new College & Career Readiness
Performance Index (CCRPI) currently the measurement tool for the state of Georgia.