woodstock middle school 2016-17 school improvement plan david childress...

Woodstock Middle School

2016-17

School Improvement Plan

David Childress, Principal

School Profile Woodstock Middle School is comprised of three grade levels: sixth, seventh and eighth grades. There are three teams of teachers on each grade level, for a total of nine teams schoolwide, that provide instruction in Math, Reading, Language Arts, Science and Social Studies. Remedial education services are provided by 2.5 Remedial Education Program teachers in the areas of Reading and Math. Students attend two Connections classes each day where fourteen teachers offer a wide variety of subjects including Band, Orchestra, Chorus, Art, Family and Consumer Sciences (FACS), Math Success, Reading Success, Technology, Career Exploration, Cultures and PE/Health. Teachers and students are supported by two counselors, seven paraprofessionals, one nurse, one media specialist and three administrators. Woodstock MS also has a total of thirteen Special Education Teachers, nine of which are Interrelated Teachers and four of which are Self Contained Teachers, ranging from Autism, Emotional Behavior Disability (EBD), Moderate Intellectual Disability (MOID) and Severe Intellectual Disability/Profound Intellectual Disability (SID/PID). The school serves a total of 130 Special Education students. A total of 72 teachers are on staff. Woodstock MS’s schedule includes seven periods a day, each class period is 55 minutes long. Each teacher has two planning periods. One period is used for collaboration and training purposes, such as subject area planning by grade level departments, Response to Intervention (RTI), 504s, Individual Education Plans (IEPs), Professional Learning Communities (PLCs), parent meetings and training initiatives provided by the District. The other 55 minute planning period is used for individual instructional planning needs. Woodstock MS’s student enrollment is 1,159 students. Of those, 554 are female and 605 are male. The student population is comprised of the following: 230 Hispanic/Latino students (20%), 32 Asian students (3%) 172 African-American students (15%), six Indian students (.005%) and 665 White students (57%). The Multiracial population is comprised of 54 students, (5%). Woodstock MS’s free and reduced lunch percentage is 40%, which has decreased from 48% in 2012. The daily attendance rate is 96.4% and has remained stable within a couple of percentage points over the past five years. Student attendance continues to be a priority through such initiatives as phone calls home, team competitions for best attendance rates and relationship building strategies such as check-in/check-out for students who struggle with attendance. Woodstock MS’s scores on the 2015-2016 Georgia Milestones exceeded the state in EVERY category. The school community takes pride in the efforts teachers make to achieve this accomplishment! One hundred percent of students who took the Coordinate Algebra End of Course (EOC) test and 99% of students who took the Physical Science Test End Of Course (EOC) test achieved a passing score!!

The College and Career Ready Performance Index (CCRPI) score is 82.4 for Woodstock MS, and it continues to increase each year as the staff strives to become more aware of the CCRPI expectations and increase student achievement. Woodstock MS’s CCRPI score exceeded the Cherokee County School District’s average Middle School Score by almost five points, and the State of Georgia average Middle School Score by almost twelve points. Woodstock MS holds a four star School Climate rating and received a Governor’s Award for this rating.

School Improvement Plan Design Team: David Childress PrincipalAngela Greene Assistant PrincipalTim Murray Assistant PrincipalRosa Frederick Data Team, English/Language Arts Department HeadKaren Egner Data Team, Math Department Head Debi Taylor Data Team, Reading Department Head June Papendick Data Team, Social Studies Department Head Brandi Miller Data Team, Science Department Head Summer Dunaway Data Team, Special Education Department HeadLisa Cooke Data Team, Gifted Chair Rusty Harrelson Data Team, Physical Education Department HeadJustin Norton Data Team, Connections Department Head Wendy Cope Data Team, Media Center

A. CHEROKEE COUNTY SCHOOL DISTRICT’S MISSION STATEMENT:

We, the School Board of the Cherokee County School District, are committed to educating the emerging generation through learning environments designed to increase the performance of all students.

B. CHEROKEE COUNTY SCHOOL DISTRICT’S BELIEF STATEMENTS:

All students deserve the opportunity to learn, achieve success and become productive citizens.

Education/learning is a shared responsibility and should take place in the home, at school and in the community. All students can learn; but they learn in different ways, at different rates and with different preferential learning styles. Learning is achieved through the use of a variety of effective teaching techniques. A safe and secure environment is essential for teaching and learning. All students should be taught by teachers and parents how to learn and how to become lifelong learners. g. All students deserve equal

access to a quality education. Quality education requires quality staff, programs, facilities, equipment and technology. Parent and community participation, support and responsibility are essential to the positive social, emotional, cultural and academic

development of every student. Student achievement is enhanced through partnerships with parents, businesses, community-based organizations and agencies, local

institutions of higher learning and other public entities. All policy, administrative, instructional and educational support decisions should be based on student needs and what is best for students. Diversity should be promoted so that isolation of racial, ethnic and socioeconomic groups is avoided and education is enhanced in a

diverse, inclusive setting. All schools should be accountable for improving student achievement. All schools should reflect school-based, participatory management. All students must be prepared to function effectively in a knowledge-based, technologically-rich and culturally-diverse 21st century. All staff should have access to results-driven professional development and training which is aligned with the School Board’s Major

System Priorities and School Improvement Plans. Such professional development and training must be standards-based, job-imbedded, collaborative and build an organizational culture that insures continuous improvement.

C. CHEROKEE COUNTY SCHOOL DISTRICT’S MAJOR SYSTEM PRIORITIES:

1. Establishing internationally competitive standards for student performance and an accountability system and policy framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.

2. In collaboration with technical colleges, other institutions of higher learning and the local business community, insuring that vocational/technical education programs prepare students for a diverse and technologically rich society.

3. Insuring that all students and staff have a safe and secure environment for teaching and learning. 4. Attracting, retaining, and training the best teachers, principals, and support staff. 5. Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a major

business enterprise. 6. Increasing parental and community involvement through public engagement policies and practices that treat parents, businesses,

community-based organizations and agencies, local institutions of higher learning and other public entities as true partners in the educational process.

7. Addressing exploding student population growth, recognizing that there is a large gap between the school district’s facilities and technology needs and available capital outlay revenue.

D. ADVANCED STANDARDS FOR QUALITY:

Standard 1: Purpose and Direction. The School District maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 2: Governance and Leadership. The School District operates under governance and leadership that promote and support student performance and school effectiveness.

Standard 3: Teaching and Assessing for Learning. The School District’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning.

Standard 4: Resources and Support Systems. The School District has resources and provides services that support its purpose and direction to ensure success for all students.

Standard 5: Using Results for Continuous Improvement. The School District implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

E. SCHOOL MISSION STATEMENT: To educate, nurture, and motivate students for success, in school and beyond.

F. SCHOOL VISION STATEMENT:

Woodstock Middle School aims to prepare students for success in school and beyond by equipping them with critical thinking skills, content knowledge and core values. Students will have success for today and be prepared for a fulfilled life tomorrow.

G. SCHOOL BELIEF STATEMENTS:

Woodstock MS believes: Instruction should reflect curriculum, assessment data and effective practices. Curriculum should be integrated and relevant. Students and staff should have current technology and resources to enhance learning. Leadership should be a shared responsibility among students, faculty and staff. Individual differences and diversity should be acknowledged and supported. The environment should promote dignity, respect and accountability. The school should be safe for students and staff. The partnership of school, family and community improves student achievement.

Woodstock Middle School - School Improvement Plan - Part III

Needs Assessment

CCRPI Overall Score 2015 Score Gap

College and Career Readiness Performance Index (CCRPI)

Target Score 100

School 82.4

Like Georgia Middle Schools 81.9 Yes No

All CCSD Middle Schools 78.2 Yes No

Georgia 71.2 Yes No

Gap Analysis / Longitudinal Trends

CCRPI Achievement Points 2015 Score Gap


Target Score 50

School 34.2



Georgia 29.3 Yes No

In looking at our CCRPI Achievement Points, we can see that we are below the target score and we are working hard at Woodstock Middle School to increase our Georgia Milestones Scores in an effort to move more students into the proficient and distinguished range. We are doing this through classroom test analysis in our PLCS, as well as remediation and/or acceleration, and differentiation, as a result of this analysis. We also offer Reading and Math Success through Connections in an effort to reach our bottom 25th percentile to move them into the proficient and distinguished categories.


CCRPI Progress Points 2015 Score Gap


Target Score 40

School 37.8



Georgia 34.6 Yes No



CCRPI Achievement Gap Points 2015 Score Gap


Target Score 10

School 7.5



Georgia 6.7 Yes No


CCRPI Challenge (ED/EL/SWD) Points 2015 Score Gap


Target Score 10

School 2.9



Georgia 0.6 Yes No

After analyzing our CCRPI Challenge Points data, we would like to increase our points in an effort to increase our overall CCRPI Score. In looking at the Performance Flags, and our ELL students, we did not meet the performance targets. We are addressing this through increasing SIOP training for our teachers. We are also continually looking at the fidelity of our reading programs, in hopes of specifically increasing the lexile levels for the ELL student population. Additionally, we are no longer participating in our County Wide Language Immersion Program, which will give us more control over the instruction of our ELL students. We are also bringing WHS students over to our building two mornings a week, and into the public library two evenings a week, in an effort to offer tutoring to our ELL population. We were also very intentional about scheduling for our ELL student population for SY 2016-17, placing them on the same teams. We have purposely placed them on specific teams with teachers who have had SIOP Training or specialized skills to work with this population. Additionally, we have our ELL teacher doing a push in model one period a day to consult with general education teachers in an effort to reach our ELL population and increase our ELL scores. We also schedule our ELL students for Reading and Math Success through Connections in an effort to increase their achievement.In looking at our economically disadvantaged population, we need to work on ways to be able to address the deficiencies in our economically disadvantaged subgroup. This would include tutoring programs before or after school, which we are offering two mornings and two afternoons per week. The obstacle to this is getting the students there or picked up, due to transportation issues. Next, we are actively analyzing our attendance data in an effort to make sure our ELL and economically disadvantaged students are present at school. We make daily phone calls home to check on students, and we have an interpreter at our front desk that helps with this. We also have quarterly ice cream awards for students who have perfect attendance, and we will be implementing school team attendance competitions.Lastly, in looking at the Exceeding the Bar indicators, we are continually working with our teachers to increase their use of SLDS in tracking student data. We are doing this through Professional Learning Communities where teachers have time to work collaboratively and look at their student data.



Needs Assessment

English/Language Arts (Students Scoring at Levels 3 & 4)

2016 % Gap

Georgia Milestones End-of-Grade Results (CCRPI)

School 50

All CCSD Middle Schools 54 Yes No

Georgia 41 Yes No

We are diligent at Woodstock Middle School in analyzing this data and making efforts to increase our student achievement in English/Language Arts across 6th, 7th, and 8th grades. We are intentional about doing this through our Professional Learning Communities. We have combined our Reading and Language Arts teachers into PLCS by grade levels so that they are purposeful in their collaborative efforts. We also have all content area teachers teaching students how to answer extended response questions, as well as strategies to answer comprehension questions in a Milestones friendly format. We are also actively looking for a reading program, as well as a low cost online writing program in an effort to increase reading and writing proficiency and increase our ELA Milestones scores.


Mathematics (Students Scoring at Levels 3 & 4) 2016 % Gap


School 61


Georgia 38 Yes No


Science (Students Scoring at Levels 3 & 4) 2016 % Gap


School 53


Georgia 34 Yes No



Social Studies (Students Scoring at Levels 3 & 4) 2016 % Gap


School 49


Georgia 37 Yes No


Percent Typical/High Growth 2015 Avg. Gap


School 71


Georgia 65 Yes No



Needs Assessment

Percent of ED Students % Gap

Student Demographic Data

School 37.6


Georgia 0 Yes No


Percent of EL Students % Gap


School 3.1


Georgia 0 Yes No


Percent of SWD Students % Gap


School 11.8


Georgia 0 Yes No


Percent of RTI (Tier 2 & 3) Students % Gap


School 11.1


Georgia 0 Yes No

In looking at the percentage of our RTI Students on Tiers Two and Three, we have 11.1% of our population on RTI. We have a fantastic RTI system that is very specific in its criteria for who belongs in RTI. We work hard at Woodstock Middle School to ensure that all students are appropriately placed and on the correct tiers. We will continue to work diligently in an effort to move students out of RTI once interventions work, and into Special Education in the event that interventions do not work.



Percent of Gifted Students % Gap


School 17.4


Georgia 0 Yes No


All Students Attendance Rate % Gap


School 96.1


Georgia 0 Yes No


SWD Attendance Rate % Gap


School 95


Georgia 0 Yes No



Needs Assessment

Teacher Average Year of Experience Avg. Gap

Faculty/Staff Demographic Data

School 0


Georgia 0 Yes No


First Year Teacher % Gap


School 14.9


Georgia 21.4 Yes No

In CCSD and at Woodstock Middle School, we are always in the process of trying to attract new teachers! For SY 2016-2017, we were fortunate enough to be able to hire 14.9% new teachers. Our new teachers have been an excellent addition to our staff, and have really rejuvenated our faculty. We are hopeful that as teachers transfer an retire, we will be able to increase our first year teachers and continue to grow and energize our staff!


Gifted Endorsed Teachers % Gap


School 49


Georgia 0 Yes No



ESOL Endorsed Teachers % Gap


School 1


Georgia 0 Yes No

At present, we only have one teacher who is ESOL Endorsed. We do, however, have several teachers who have participated in county-wide and regional ESOL trainings, in order to increase their ESOL knowledge. Many of our teachers are SIOP trained, which helps them to work with the ELL population. We are in the process of strongly encouraging teachers to apply for their ESOL Endorsements through local programs that are being offered.


Teacher Average Days Absent Avg. Gap


School 0


Georgia 0 Yes No


Teacher Retention Avg. Gap


School 87.8


Georgia 80.8 Yes No

We work hard at Woodstock Middle School to retain our effective faculty members in an effort to improve our instruction and student achievement. We had a loss of teachers due to internal transfers/promotions, as well as external transfers due to families relocating, and retirement. We will continue to look at our teacher retention in an effort to maintain an effective faculty that works hard, cares about students, and achieves student growth.


Percent of Teachers at TKES Levels 3 & 4 (Overall)

% Gap


School 100


Georgia 0 Yes No



Needs Assessment

Discipline: Not SWD Out-of-School Suspension Avg. Gap

Discipline Data

School 3.6


Georgia 0 Yes No


Discipline: SWD Out-of-School Suspension % Gap

Discipline Data

School 9.4


Georgia 0 Yes No


Discipline: Minority Out-of-School Suspension % Gap

Discipline Data

School 5.4


Georgia 0 Yes No


Discipline: Not SWD In-School Suspension % Gap

Discipline Data

School 15.2


Georgia 0 Yes No



Discipline: SWD In-School Suspension Avg. Gap

Discipline Data

School 31.3


Georgia 0 Yes No


Discipline: Minority In-School Suspension Avg. Gap

Discipline Data

School 22.7


Georgia 0 Yes No



Needs Assessment

Least Restrictive Environment (LRE) Percentage % Gap

Other Data Influences

School 73


Georgia 65.3 Yes No


Woodstock Middle School - School Improvement Plan - Part IV

Goals and Action Plans

Goal #1 - Woodstock Middle School

Woodstock Middle School will decrease by 3% each year the number of 7th grade students scoring in the category “Level 1” in the Reading subtest contained within the ELA test by increasing by 3% each year the number of 7th grade students scoring in the category “Level 2” in Reading subtest contained within the ELA test as measured by 2016-17, 2017-18, and 2018-19 GA Milestones.

Applicable AdvancED Standards

1.2 - The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.1.3 - The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.2.3 - The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.2.6 - Leadership and staff supervision and evaluation processes result in improved professional practice and student success.3.1 - The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.3.2 - Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessment of student learning and an examination of professional practice.3.3 - Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.3.4 - School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.3.5 - Teachers participate in collaborative learning communities to improve instruction and student learning.3.6 - Teachers implement the school’s instructional process in support of student learning.3.7 - Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.3.8 - The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning process.3.10 - Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills andare consistent across grade levels and courses.3.11 - All staff members participate in a continuous program of professional learning.3.12 - The school provides and coordinates learning support services to meet the unique learning needs of students.4.2 - Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.4.4 - Students and school personnel use a range of media and information resources to support the school’s educational programs.4.5 - The technology infrastructure supports the school’s teaching, learning, and operational needs.4.6 - The school provides support services to meet the physical, social, and emotional needs of the student population being served.5.1 - The school establishes and maintains a clearly defined and comprehensive student assessment system.5.2 - Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.5.3 - Professional and support staff are trained in the evaluation, interpretation, and use of data.5.4 - The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.5.5 - Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.





Strategy # 1

Goal 1 - Year 1

Use Direct Instruction to improve student achievement. WHAT?Research-Based Strategies to Achieve

Goal

HOW? Read 180Wilson

Plan of Implementation of the Strategies (Programs / PD Activities /

Source of Funds / Est. Cost)

WHO?Impacted Staff

WHO?Impacted Students (RTI Tier)

Special Ed Teachers, ESOL Teacher

Tier 4(ESOL and SWD)

WHEN?Timeline

August 2016- May 2017

Actio

n P

lan

WHY?

WHY?

Planned Measurement to Assess Progress on Strategy Implementation

Data Assessing Strategy Implementation and Impact

Evide

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of E

ffective

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ss of

the

Imp

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Strategie

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Formative assessments, Easy CBM and program benchmarks, TKES observations,PLCs





Strategy # 2

Goal 1 - Year 1

Use Collaborative Learning with Peers as a strategy to increase reading comprehension and reading achievement.

WHAT?Research-Based Strategies to Achieve

Goal

HOW? STARDiscussion Notes Template



WHO?Impacted Staff


All grade level Reading teachers, REP Reading Teacher,ESOL Teacher

Tiers, 1, 2, 3, and 4

WHEN?Timeline

August 2016- May 2017

Actio

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lan

WHY?

WHY?



Evide

nce

of E

ffective

ne

ss of

the

Imp

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ted

Strategie

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Formative assessments, Easy CBM and teacher created benchmarks, TKES observations, STAR data, RTI data, PLCs

Year 1 Impact of Strategies and Action Plan on Goal #1

Mid-Year Impact Check

End-of-Year Impact Check




Woodstock Middle School will increase its Average Daily Attendance .2% each year for the 2016-17, 2017-18, and 2018-19 school years as measured by the Cherokee County Average Daily Attendance Percentages.

Applicable AdvancED Standards

1.1 - The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.1.2 - The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.1.3 - The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.2.1 - The governing body establishes policies and supports practices that ensure effective administration of the school.2.2 - The governing body operates responsibly and functions effectively.2.3 - The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.2.4 - Leadership and staff foster a culture consistent with the school’s purpose and direction.2.5 - Leadership engages stakeholders effectively in support of the school’s purpose and direction.2.6 - Leadership and staff supervision and evaluation processes result in improved professional practice and student success.3.1 - The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.3.3 - Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.3.4 - School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.3.5 - Teachers participate in collaborative learning communities to improve instruction and student learning.3.6 - Teachers implement the school’s instructional process in support of student learning.3.7 - Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.3.8 - The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning process.3.9 - The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.3.11 - All staff members participate in a continuous program of professional learning.3.12 - The school provides and coordinates learning support services to meet the unique learning needs of students.4.1 - Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.4.2 - Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.4.3 - The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.4.5 - The technology infrastructure supports the school’s teaching, learning, and operational needs.4.6 - The school provides support services to meet the physical, social, and emotional needs of the student population being served.4.7 - The school provides services that support the counseling, assessment, referral, educational, and career planning needs of allstudents.5.2 - Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.5.4 - The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.5.5 - Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.





Strategy # 1

Goal 2 - Year 1

Implement reinforcements for students who have perfect attendance in an effort to increase attendance.


Goal

HOW? Quarterly Incentives



WHO?Impacted Staff


All teachers

Tiers 1, 2, 3, and 4

WHEN?Timeline

August 2016-May 2017

Actio

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lan

WHY?

WHY?



Evide

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the

Imp

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Strategie

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Aspen Attendance data, Average Daily Attendance reports

Strategy # 2

Goal 2 - Year 1

Demonstrate personal interest in students through developing positive teacher-student relationships in an effort to increase attendance.


Goal

HOW? Mentor Program for students with attendance issues.



WHO?Impacted Staff


Counselors, select teachers

Tiers 1, 2, 3, and 4

WHEN?Timeline

August 2016-May 2017

Actio

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lan

WHY?

WHY?



Evide

nce

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ffective

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ss of

the

Imp

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Strategie

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Aspen Attendance data, Average Daily Attendance reports





Year 1 Impact of Strategies and Action Plan on Goal #2

Mid-Year Impact Check

End-of-Year Impact Check

Section 5 – Locally Required Plans A. REVIEW OF CHEROKEE COUNTY SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT FOCUS/TARGETS 2016-19

Offer professional growth opportunities designed to produce teachers and support staff prepared to promote the success of all students

through effective classroom instruction. Support the improvement of the performance of students, staff, and the organization through results-driven professional development,

which is standards-based, job embedded, and collaborative, i.e., Professional Learning Communities (PLC). Support teachers’ effective use of formative, summative and diagnostic assessments as well as the collection, analyzation and reporting of

data as a means of determining effective instruction and equitable access to student support programs. Provide professional learning opportunities for all staff which will support students' academic needs through the integration of technology

in standards-based lessons. Build capacity for instructional leadership through consistent and pervasive models of teacher and administrator training and collaboration

that lead to effective school improvement and increase student achievement.

B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT

Complete the following analysis as it relates to the effectiveness of school-based professional development activities for the 2015-16 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale Content Area Collaboration Meetings

Collaborative days provided the opportunity for each grade level to spend time creating common assessments, analyzing data, and aligning our goals. They were also beneficial as the teachers were able to share, learn, and tap into the resources of their peers to work on strategies and methodologies which enhance the classroom experience.

X Support the improvement of the performance of students, staff, and the organization.

Section 5 – Locally Required Plans B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT

Complete the following analysis as it relates to the effectiveness of school-based professional development activities for the 2015-16 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale GMEA Conference Music teachers collaborate with

local/national music instructors for best practices.

X Provide all users with access to current information and resources

Special Education Collaboration Meetings

Teachers collaborate to develop lesson plans and IEPs to meet needs of special education students.

X Support the improvement of the performance of students, staff, and the organization

GaETC Conference Participants gain insight to Technology trends in education.

X Provide all users with access to current information and resources

Rainbows Facilitator Training At the middle school level we have an ongoing need for a program that supports students’ emotional needs so that they can be successful in the classroom.

X Create an atmosphere that is conducive to learning for the whole child to give an opportunity for success.

Section 5 – Locally Required Plans

C. DEVELOPMENT OF 2016-17 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN

Complete the following chart for your school-based Professional Development Plan for the 2016-17 school year:

Total Allocation: 7364.80

Professional Learning Activity SIP

Goal(s) # Participant(s) Timeline Resources Needed

Cost (should equal

allocation) GCEE – Common Heritage 1,2 Meredith Wallace,

Lisa Cooke, Jessica Schlegel

11/2/16 substitute $126.00

MIE Certification 1, 2 22 Nov 2016 – May 2017

GMEA Conference 1 Justin Norton, Jefferson Doyle

February 2017 Registration, Substitute, and Travel funding

$800.00

RTI Collaboration Day 1, 2 3 teachers 11/15/16 Substitute Teachers $270.00 Ga Math Conference 1, 2 2 teachers 10/19/16-10/20/16 Registration, Substitute,

Travel $412.16

Content Area Collaboration Meetings

1 Academic teachers August 2015 – May 2016

Substitute Funding $5756.64


D. PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION PLAN

Provide a summary of school-based Professional Learning Community activities planned for the 2016-17 school year (limited to 250 words): Woodstock Middle School’s Professional Learning Community officially began on August 10, 2016. Each PLC meets in structured groupings each week based on subject area and grade level. Woodstock Middle’s PLC main goal is working to implement data-based common planning and develop/analyze common assessments to ensure all students are receiving high level engaging instruction and assessment feedback. The teachers use the information from the PLC to inform, differentiate, and document student learning. The administration and PLTL work closely to ensure consistency among the work of the different PLCs. Every teacher in the building is associated with a PLC. Some of the “singleton” teachers are members of PLCs with teachers from other schools that teach similar or same subjects. The PLCs also assisted in the development of the Woodstock Middle School Improvement Plan and the system wide AdvancED accreditation process.


E. TECHNOLOGY DRIVEN PROFESSIONAL DEVELOPMENT ACTIVITIES AND PLAN

Provide a summary of school-based, technology-focused Professional Development activities planned for the 2016-17 school year with the following considerations (limit response to 250 words): Needs of audience type (administrators, teachers, clerical, etc.); action plan to address needs; planned training times/schedule for training; and include numbers trained as MIE and/or Apple Vanguard (included number of certified in the program) Woodstock Middle will begin its first round of teachers, administrators, and office personnel to become MIE Certified. Through the county technology trainer, we will meet once a month during planning periods. Class Dates are as follows: November 17th – class 1 December 8th – Class 2 December 15th – Class 3 January 19th – Class 4 January 26th – Class 5 February 9th – Class 6 March 16th – Class 7 March 30th – Class 8 April 10th (ONLY MONDAY CLASS) – Class 9 May 4th – 10th class – LAST CLASS May 18th – Graduation There will be 22 participants in the first round of certification.


F. DIGITAL CITIZENSHIP EDUCATION PLAN

LEA’s that receive federal fund are required to actively deliver digital citizenship education to all students. In CCSD, we all use these funds in the form of ERATE discounts which offset our costs for Internet Services. Please describe activities within your school that support this. Include details of (limit response to 1000 words): A. who teaches the course; B. how much time is committed; and C. how often and how many/which students (and at which grade levels) they receive this instruction? (Also include evidence by embedding any links to resources used or attaching samples of lesson plans, etc.) WMS uses Commonsense Media’s Digital Citizenship curriculum supplemented by a subscription Flocabulary account in addition to other digital citizenship resources to help students become aware of their rights and responsibilities as digital citizens. The media specialist introduces this material to students in class sessions to all reading classes. WOLF lessons are housed on Edmodo. Each grade level teacher presents the material to their homeroom during the WOLF lessons that occur on Wednesdays. All students in each grade level participate in the lessons.


G. BRING YOUR LEARNING DEVICE (BYLD) PLAN

Describe how the school promotes personalized learning through the use of mobile, wireless technologies, either provided by CCSD or through the Bring Your Learning Device initiative. Include (limit respond to 500 words): A. gap analysis of the number of your teachers who actively allow/do not allow BYLD in the classroom, and B. identify any need for training in this area. Woodstock Middle school has a variety of wireless devices for students to use to promote personalized learning. In addition, Woodstock Middle is a BYLD school. Teachers are given the choice to allow students to bring their own learning devices to class. Approximately 80% of our teachers allow students to bring their own learning device. Because we do not have enough technology for every student, allowing students to bring their own learning devices to school makes it possible for all of our students to have technology ready for instructional purposes. Students have technology literally at their fingertips and can “research” or “calculate” or “respond” with efficiency. It is a battle often to ensure students are using the BYLD program as it is intended, but we feel the positive outweighs the negative. Woodstock Middle will be participating in MIE certification to enhance the teacher’s computer skills, which in turn will allow for more lessons involving technology.

H. INNOVATION ZONE GOAL

All Woodstock Innovation Zone schools will increase student's 2017 ELA SGP (as compared to 2016 Milestones EOG/EQC assessment data) through Professional Learning Communities collaboration.

woodstock middle school 2016-17 school improvement plan david childress...

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