STUDENT LEARNING PRIORITIES

• All students shall meet/exceed standards in Mathematics at or above grade level equivalency

All students shall meet/exceed standards in Science at or above grade level equivalency

All students shall meet/exceed standards in Social Studies

Our goal is to raise the achievement level in Mathematics, Literacy, Science, and Social Studies for all Lindley students with particular focus on students who are in Special Education and ESOL programs. We will also increase the number of students enrolled in advanced content classes. Our target goal is to reduce the disparity in performance of our Students with Disabilities (SWD).

7. 
   Measurable Goals Benchmarks:
   

The measurable goals/benchmarks we have established to address the needs of our learners included increases in the areas of mathematics and science, as well as increases in students’ composite ITBS scores. Below, there is a listing of initiatives that we have implemented to assist us with attaining our goal of increased student achievement.

2. 
   School-wide Reform Strategies That Are Scientifically Researched
   

1. 
   Effective Means of Raising Student Achievement:
   

In order to reach our goals set out in this improvement plan in math and literature/language arts, writing, science and other content areas, teaching strategies must meet the learning needs of all students enrolled in our school. ALL students must be placed in a position to improve performance.

Performance based instruction, as outlined by the Georgia Common Core Performance Standards, necessitates a paradigm shift for educators. By the use of Backwards Design, model instruction is focused on student understanding of the standards and applicable elements. Professional Development, as well as collaborative planning will transition teachers from activity based instruction to standards-based instruction.

2. 
   Other measures that were/ will be taken to ensure a transformation at Lindley Middle School include:
   

• Key group of teachers attended the ASCD Differentiation Conference in Orlando, FL to glean strategies to reach all learners where they are

Key groups of teachers attended the Highly Effective Teachers summer training sessions

• Based on the GAPSS recommendations we had a consultant from the International Center for Leadership in Education to come in and train the teachers on the Rigor/Relevance Framework

• Based on the GAPSS recommendations, the state Leadership Facilitator and content area representatives have conducted professional learning sessions on unpacking the standards and standards based classrooms

• We have implemented the 25 Book Campaign

• All teachers provide daily warm-ups with test prep material

• 21st Century Technology is being implemented in all classrooms- $1,200.00 Title I funded

• Manipulative’s are used in order to make certain abstract concepts become more concrete

• Data team training and weekly data team implementation

• Weekly staff development held on Mondays based on teacher needs

• Annual Best Practices Conference showcasing a variety of national presenters that focus on areas of student need such as differentiated instruction, effective co-teaching, and writing in the content areas

Advisement Time for skill reinforcement

Common content planning times

ESOL Endorsement Classes offered at local school site

Specific training opportunities to address explicit vocabulary instruction, teacher commentary, purposes and proper use of checklists and rubrics

Intense content teacher collaboration (vertical and horizontal)

Collaboration with feeder schools to align instructional framework

Curriculum mapping

Monthly Math/Literacy Nights and Saturday School

Teacher and student writing strategies training- Eric Cork-$4,800.00

Vocabulary Strategies-Differentiation- Sharon Faber- $2,500.00

Training on explicit content vocabulary and writing instruction-Bernadette Lambert- $1,500.00

Training on Common Core Implementation and Differentiated Instruction- Debby Raper- $6,000.00

Key teachers will attend Georgia Middle School Association Conference- $3,000.00

Training for teachers and students- Test Taking Strategies-Devante Parks- $1,500.00

Author Study-Author to be decided upon- $1,500.00

Additionally, based on our students’ performance on the 2011 ITBS (7^th graders) and 2012 CRCT, our students will benefit from receiving additional instructional assistance in the areas of mathematics and science (subgroups). Therefore, we have decided that all teachers will receive intense trainings regarding teaching content vocabulary, as well as the inquiry method. Our focus on these areas has been warranted based on our students’ performance data on the above-mentioned assessments. We have also incorporated a Lunch/Advisement period within our daily schedule. This allotted time provides students the opportunity for skill refinement. Teachers have ample time to gather data regarding students’ performance in specific content areas being taught. In turn, the teachers provide relevant and rigorous instruction to refine students’ skills.

3. 
   Effective Instructional Methods That Increase Learning Time:
   

Robert Marzano’s research indicates that effective schools incorporate a “viable curriculum”. This curriculum is described as one in which teachers are aware of the standards in which students are responsible to master in their designated grade level, as well as one grade level below and above. Therefore, our teachers meet weekly to discuss and plan meaningful lessons which foster student achievement for all. Additionally, we increase the amount and quality of learning time by offering before/after school tutorial sessions, Saturday School, as well as our Extended Learning Program which primarily serves our CRCT Level I students. (Offer sessions two days per week in literacy and math content areas).

• 
  First and foremost, to assist teachers with effective ways to improve quality instruction in their classrooms.
  
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  Model lessons and strategies.
  
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  Observe and provide positive construct feedback.
  
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  Advise and support teachers with instruction (materials, planning, instruction, and assessment).
  
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  Team teach
  
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  Collaborate with teachers in grade level and vertical team meetings.
  
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  Provide professional development.
  
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  Help with organization and management of their materials.
  
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  Develop intervention plans for struggling teachers
  
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  Demonstrate data disaggregation and ways to use data effectively
  
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  Meet with principal and administrators on a regular basis about teachers regarding instruction, progress, concerns, etc.
  

3. 
   Highly Qualified Professional Staff
   

For the current school year, 2012-2013 year, there are 74 certified staff (both on Provisional and Clear Renewable Certificates) and 27 classified staff members. Many of our staff members hold advanced degrees and are currently continuing educational efforts through graduate study. Adhering to the mandates of the Elementary and Secondary Education Act of 1965, we currently have one core teacher who does not meet the highly qualified teacher status. We participate in the hiring and maintenance of “Highly Qualified Teachers”, as determined by the State of Georgia, through Human Resources within the Cobb County School District. Thus, the one staff member who does fit the “highly qualified” status has been preparing to take the GACE in the designated content area to gain the above-mentioned status. We also attend and participate in the hiring and selection of highly qualified teachers through job fairs and aggressive recruitment. As we are striving to change the culture of our school, we are noticing that more teachers are becoming attracted to Lindley Middle School. Additionally, all teachers new to Lindley Middle School will participate in a new teacher mentoring program in which new teachers meet on a bi-monthly basis with their mentors. This learning community will provide opportunities for professional growth to ensure both student and teacher success.

4. 
   Professional development for staff to enable all children in the school:
   

We provide high quality and ongoing professional development on a weekly basis, as well as respond to the needs of our students and staff. We have deployed a system of “job embedded” professional development in order to equip our teachers and support staff with proven strategies that not only address our students’ needs, but are easily transferred and translated into higher student achievement.

Lindley’s teachers and administrators have participated in a variety of research based training programs. Our teachers have effectively collaborated through subject planning to produce unit lesson plans, standards based lessons, and review of student work for evidence of learning. This collaboration affords them the opportunity to use research-based strategies in their daily lessons.
Some of the Professional Development Activities include:
• Text Complexity/Common Core by Debby Raper -Title I funded

• Book Study-Middle School-Living In The Fast Lane by Sharon Faver-Title I funded

• Vertical and Horizontal Alignment

• Academic teachers participate in horizontal Data Teams which maintain a data notebook

• Training in the Rigor/Relevance Framework

• Training in unpacking the common cores standards

• Professional Development bi-weekly on Mondays

• “Learning Folio Express” training that will assist in increasing student achievement on the Georgia Writing Assessment-Title I funded

• Training on the Common Core Anchor Standards promoting increased implementation of 21st Century technology in the classroom

• Training on effective collaboration

Summer teacher content planning

Training on effective ways to teach content vocabulary-Sharon Faber-Title I funded ($2,500.00)

Training on providing timely, relevant teacher commentary

Training on conducting meaningful teacher/student conferences

Training on incorporating higher order questioning within daily instruction

Training on differentiation by content/process

Training on best writing instructional strategies from consultant, Eric Cork-“Write On” –Title I funded ($4,800.00)

Training on writing across the curriculum (thematic approach)

Training on science vocabulary and activities to promote learning- Michael Green- Title I funded

• Annual Best Practices Conference showcasing a variety of national presenters that focus on areas of student need such as effective co-teaching, content vocabulary and writing in the content areas- Bernadette Lambert- Title I funded ($1,500.00), and Common Core Implementation with Differentiation Strategies- Dr. Kay Burke-Title I funded ($6,000.00) Performance contracts will be completed and submitted to the Title I Office in accordance with the six weeks prior to services being rendered policy.

1. 
   Include Teachers, Principals, Paraprofessionals and Others:
   

We include teachers, parents, paraprofessionals and administrators within the professional development process. All certified staff members and paraprofessionals attend weekly sessions. We conduct monthly Literacy/Math Nights to inform parents about the best instructional practices in which we charge them to reinforce in the home; yielding increases in student achievement.

We have devoted sufficient resources to carry out effectively the professional development activities that address the root causes of academic problems. For example we have allocated monies to purchase books to be utilized during staff book studies, as well as supplemental resources such as Achieve 3000, Efolio Writing, Gizmos, Elmos, Brainpop, Scholastic Magazines.

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 in the following ways….

2. 
   Aligned Professional Development with the State’s Academic Content
   

3. 
   Professional Development Activities that Address the Root Causes:
   

Lindley’s professional development activities are focused around the root causes of students’ deficit areas. Our teachers have been trained to plan by the backwards design approach, as well as embed rigor and relevance within their daily instruction. As we study our data, we concluded that we must maintain rigor within our daily instruction to ensure that students’ areas of need are extended and refined, which will ensure achievement level increases.

4. 
   Include Teachers in Professional Development Activities Regarding the Use of Academic Assessments:
   

We analyze our students’ performance data and make instructional decisions based on students’ academic needs. Thus, all teachers participate in weekly data team meetings. Each content team is required to administer a common assessment (both formative and summative), then present his/her students’ performance data. Teachers determine the trends in the data and make logical instructional decisions for further units of study. Teachers also conduct error analysis with all students in order to provide timely feedback to students.