Lakeside Middle School T-Chartfor GAPSS Analysis

February, 25-27, 2013

Commendations Recommendations

Curriculum

The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop a quality curriculum for their students. C-2.1 Lessons are clearly aligned with standards; performance standards are posted in the majority of the classrooms observed; and many Lakeside students can articulate the learning goals of the classroom task(s) based on the posted standards. C-1.1, C-1.3 There is evidence of teachers using pacing guides to plan instruction.  C-3.1

Provide more opportunities for teachers to plan across grade levels and vertically align curriculum documents. C-1.2 Implement and monitor a systematic process for unit design to ensure consensus on: vertical alignment (C-1.2) higher order thinking and problem

solving for all students (C-1.3) analysis of student work to inform a

common understanding of proficiency and rigor (C-2.2, C-3.2)

Assessment

Commendations RecommendationsSome teachers are utilizing formative assessment and interactive questioning techniques to monitor concept development.  A-1.1

Common summative assessments have been created and data is used school-wide to plan instruction.

Conduct an external review of nine-week assessments and units to assess rigor and alignment to grade level standards. A-1.1

Use diagnostic assessment as a systematic way to determine the students' acquisition of requisite background knowledge and skills and related instructional interventions.  A-2.1

Utilize formative assessment data to adjust instruction for individual student needs in all core content areas.  A-2.2  Example:  Concluding activity (ticket out the door, short answer, etc.)

Ensure that teachers check for engagement and understanding by all students before moving on.

Instruction

Commendations Recommendations

Students are able to communicate the standard for which they are responsible. I-1.3 Faculty and staff have begun the process analyzing data to drive instructional decision-making. I-2.6 A high level of time on task was documented throughout the school. I-3 Teachers demonstrate a high degree of professionalism and knowledge of the subject areas. I-3

Incorporate additional research-based instructional strategies to promote engagement and higher order thinking skills. I-2.1 Examine the use of differentiated instruction and higher order questioning techniques in all classrooms to meet the academic needs of students. Develop strategies to more effectively apply and monitor these best practices. I-2.3Examples include: management tools for recording needs and

mastery instruction based on students’ readiness,

interests, and learning styles pre-assessments and formative assessments flexible grouping configurations feedback matched to standards and scheduled conferences

Planning and Organization

Commendations RecommendationsSchool stakeholders successfully achieve annual consensus regarding their shared sense of vision and mission. PO-1.1

Teachers indicate that resources are available to support curriculum and instruction. PO-3

Commitment to a school-wide discipline plan is evidenced in student behavior. PO-4.1

School staff and administrators have created and maintained an orderly, super clean/maintained and attractive environment conducive for teaching and learning. PO-4.1

Instructional time is maximized and minimal interruptions occur. PO-4.2

Ensure that the school improvement plan: involves input from all instructional

staff is monitored and evaluated by

school leaders on an on-going basis is research-based and data driven has strategies for 6th and 7th grade

similar to the 8th grade model addresses technology needs and

support PO- 2.1, 2.2, and 2.3; PO-3.2

Student, Family, and Community Support

Commendations RecommendationsCommunication between the school and parents and the community is consistent.

Community involvement and support has been developed to provide a variety of incentives for faculty and students.

Parents are encouraged and feel welcomed by administration, faculty, and staff.

The school is utilizing business partnerships and other community resources to enhance support for student achievement.

The school’s counseling staff works to identify student needs and connect students and their families with community and school resources.

Encourage more learning opportunities for parent sub groups inside and outside of the regular school day. SFC-1.2

Examine ways to increase diversity on the LSC, PTSA, etc. SFC-3.1

Professional Learning

Commendations Recommendations

Teachers feel supported by the administration to pursue relevant professional learning opportunities.

One hundred percent of the Lakeside Middle School staff is highly qualified.

Consider using a staff needs assessment to determine a more inclusive professional learning plan that is differentiated for the needs of the learners. PL-2.2, PL2.6.

Include technology training in a long term (2-3 year period) professional learning plan. PL 2.4

LeadershipCommendations Recommendations

This key is an area of strength for Lakeside Middle School.

Develop a more systematic approach (schedule, rubric, etc.) to consistently monitor instruction by administrators. L-1.4

Encourage more staff to take advantage of professional development opportunities. L-3.2

Continue to develop and expand Data Team analysis expectations and procedures in order to ensure the implementation of the School Improvement Plan. L-4.3

School Culture

Commendations Recommendations

The school culture consistently supports a sense of belonging of students that promotes campus and community pride.  SC-1.2

Teachers provide a supportive, risk-free classroom environment and demonstrate warmth and respect.  SC-1.4

School culture is a true strength for Lakeside Middle School.

Curriculum Assessment Instruction and Professional Learning

Planning & Organization and Leadership

Student, Family & Community and School Culture

Curriculum Assessment Instruction

The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop a quality curriculum for their students. C-2.1 Lessons are clearly aligned with standards; performance standards are posted in the majority of the classrooms observed; and many Lakeside students can articulate the learning goals of the classroom task(s) based on the posted standards. C-1.1, C-1.3 There is evidence of teachers using pacing guides to plan instruction.  C-3.1Some teachers are utilizing formative assessment and interactive questioning techniques to monitor concept development.  A-1.1Common summative assessments have been created and data is used school-wide to plan instruction.Students are able to communicate the standard for which they are responsible. I-1.3 Faculty and staff have begun the process analyzing data to drive instructional decision-making. I-2.6 A high level of time on task was documented throughout the school. I-3 Teachers demonstrate a high degree of professionalism and knowledge of the subject areas. I-3

Professional LearningTeachers feel supported by the administration to pursue relevant professional learning opportunities.One hundred percent of the Lakeside Middle School staff is highly qualified.

Planning and OrganizationSchool stakeholders successfully achieve annual consensus regarding their shared sense of vision and mission. PO-1.1

Teachers indicate that resources are available to support curriculum and instruction. PO-3

Commitment to a school-wide discipline plan is evidenced in student behavior. PO-4.1

School staff and administrators have created and maintained an orderly, super clean/maintained and attractive environment conducive for teaching and learning. PO-4.1

Instructional time is maximized and minimal interruptions occur. PO-4.2

LeadershipThis key is an area of strength for Lakeside Middle School.

Student, Family & Community Communication between the school and parents and the community is consistent.

Community involvement and support has been developed to provide a variety of incentives for faculty and students.

Parents are encouraged and feel welcomed by administration, faculty, and staff.

The school is utilizing business partnerships and other community resources to enhance support for student achievement.

The school’s counseling staff works to identify student needs and connect students and their families with community and school resources.

School CultureThe school culture consistently supports a sense of belonging of students that promotes campus and community pride.  SC-1.2

Teachers provide a supportive, risk-free classroom environment and demonstrate warmth and respect.  SC-1.4

School culture is a true strength for Lakeside Middle School.

Commendations and Celebrations – Lakeside Middle School GAPSS Analysis

November 12 – 14, 2012

Curriculum Assessment Instruction

and Professional Learning

Planning & Organization

and Leadership

Student, Family, Community Involvement

and School CultureProvide more opportunities for teachers to plan across grade levels and vertically align curriculum documents. C-1.2 Implement and monitor a systematic process for unit design to ensure consensus on: vertical alignment (C-1.2) higher order thinking and problem solving for all students (C-1.3) analysis of student work to inform a common understanding of proficiency and rigor (C-2.2, C-3.2)

Conduct an external review of nine-week assessments and units to assess rigor and alignment to grade level standards. A-1.1

Use diagnostic assessment as a systematic way to determine the students' acquisition of requisite background knowledge and skills and related instructional interventions.  A-2.1

Utilize formative assessment data to adjust instruction for individual student needs in all core content areas.  A-2.2  Example:  Concluding activity (ticket out the door, short answer, etc.)

Ensure that teachers check for engagement and understanding by all students before moving on.

Incorporate additional research-based instructional strategies to promote engagement and higher order thinking skills. I-2.1 Examine the use of differentiated instruction and higher order questioning techniques in all classrooms to meet the academic needs of students. Develop strategies to more effectively apply and monitor these best practices. I-2.3Examples include: management tools for recording needs and mastery instruction based on students’ readiness, interests, and learning styles pre-assessments and formative assessments flexible grouping configurations feedback matched to standards and scheduled conferences

Professional LearningConsider using a staff needs assessment to determine a more inclusive professional learning plan that is differentiated for the needs of the learners. PL-2.2, PL2.6.Include technology training in a long term (2-3 years) professional learning plan. PL 2.4

Planning & Organization

Ensure that the school improvement plan: involves input from all

instructional staff is monitored and evaluated

by school leaders on an on-going basis

is research-based and data driven

has strategies for 6th and 7th grade similar to the 8th grade model

addresses technology needs and support

PO- 2.1, 2.2, and 2.3; PO-3.2

LeadershipDevelop a more systematic approach (schedule, rubric, etc.) to consistently monitor instruction by administrators. L-1.4

Encourage more staff to take advantage of professional development opportunities. L-3.2

Continue to develop and expand Data Team analysis expectations and procedures in order to ensure the implementation of the School Improvement Plan. L-4.3

Student, Family & Community

Encourage more learning opportunities for parent sub groups inside and outside of the regular school day. SFC-1.2

Examine ways to increase diversity on the LSC, PTSA, etc. SFC-3.1

School CultureThis key is an area of strength at Lakeside Middle School. No recommendations.

Target Areas for Improvement (Correlated to Georgia School Keys and Implementation Resource Guide)

February 25 – 27, 2013