Title I school-wide Plan for
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- Title I School-wide Plan
- Table of Contents Pages
- Participation of Individuals
- Climbing Mount Lindley to Reach the Summit-No Excuses
- The 2012-2013 grade level teams consist of the following configurations
- Instruments, Procedures, or Processes
- The Needs of Homeless, Neglected, and Migrant Children
- Current Achievement Data
- Information About All Students
| Title I School-wide Plan for
Written/Revised during the School Year: Revision Dates 05 /31, 07/12. 08/12, 09.12 / 10/12 Principal’s Signature
This is the charge, the vision, of Lindley 7th & 8th Grade Academy. We are excited for the upcoming and continued growth in the 4-core academic areas of math, science, social studies, language arts, and literature. All content areas will emphasize reading and writing components to enhance student learning. It is our hope that Lindley Middle School students will improve in their ability to self-assess and self-monitor their own progress by utilizing data. This will develop higher order thinking skills and independent learners. Decisions made from this data will improve the performance of individual students and the overall instruction program. The utilization of information by teachers, students, and administrators will move students to higher levels of performance on the Georgia Performance Standards aid in the development of lifelong learners. If we are to soar to new heights, teachers, administrators, and students, must know where our students stand academically. We must build relationships and successfully move students through levels of Blooms’ Taxonomy in order to increase the level of rigor required to master Georgia Performance Standards (GPS) and to be successful contributing members of society. All Lindley students take classes from the state approved core-curriculum. The staff strives to assist all students in their area(s) of strength or weakness. Some students have a double dose of math and/or reading depending on their current performance level. We also offer advanced classes which include Spanish I, Accelerated Math 1, and Advanced Learning Program classes in all subject areas. Students are able to earn high school credit in the eighth grade for Spanish I and Accelerated Math I. The connections offerings are Chorus, Band, Orchestra, Music, Physical Education, Math Connections (Title I), Reading Connections (Title I), Health, Dance, Guitar, Keyboarding, Lindley Café’ Poetry, Helen Ruffin Reading Bowl and Art. This allows a wide variety of choice and ensures that all learning styles are met through these offerings. Lindley students benefit from a variety of extracurricular activities including: After School Reading & Tutorial Program, Band, Chorus, Dance Ensemble, Drama Ensemble, Green Thumbs Gardening Club, Intramurals, Orchestra, Pre-College Readiness Enrichment Program (PREP), Step Team, Student Ambassadors, Student Government Association (SGA), the Leading Ladies of Lindley Mentorship Program, Male Mentor Program, Japanese Language Lessons, Science Club, Top Secret Writing Club and Yearbook Staff. At Lindley, we strive to find every child a place to grow outside of the classroom. School should help develop the well-rounded student. The selection of electives and extracurricular activities is based on student and teacher requests. The qualifications for participating in extracurricular programs vary based upon advisor mandates and/or standardized criteria. Students are informed of upcoming events via daily school-wide television broadcast, WLMS, which is produced by Lindley students. This plan outlines the goals and steps to ensure students reach their highest academic level. This plan is a living document that will be monitored, evaluated, and adjusted as needed in order to maximize student accomplishment. Lindley teachers are involved in the practice of shared governance. The School Leadership Team is comprised of Subject Coordinators, Team Leaders, Administrators, District Support Staff, and the Parent Facilitator. The Leadership Team makes decisions that directly affect student achievement and school organization. The members of this team along with other stakeholders were instrumental in the development and revision of Lindley’s School-wide Plan. The development of the plan was carried forth by a committee of stakeholders that includes representatives from the leadership team, volunteer members of the staff, district support staff, parents and community members. We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were key staff members, as well as parents/community members. (See above list)….These individuals were involved by attending meetings in which the school’s leadership team met to discuss the year at a glance. During this time, former GAPSS data (2008), as well as the corresponding Title I and School Strategic Plans were revisited to discuss significant gains in student achievement and parental involvement, as well as critical areas of need. Climbing Mount Lindley to Reach the Summit-No Excuses. This is the charge, the vision, of Lindley 7th & 8th Grade Academy. We strive strategically, every day to reach those heights. We are excited for the continued growth in the 4-core academic areas of math, science, social studies, language arts/literature. It is our hope that Lindley Middle School students will improve in their ability to self-assess and self-monitor their own progress by utilizing data. This will develop higher order thinking skills and independent learners. Decisions made from this data will improve the performance of individual students and the overall instruction program. The utilization of information by teachers, students, and administrators will move students to higher levels of performance on the Georgia Performance Standards aid in the development of lifelong learners. If we are to reach the summit of Mount Lindley all teachers, administrators, parents and students, must know where our students stand academically. We must build relationships and successfully move students through levels of Blooms’ Taxonomy in order to increase the level of rigor required to master Georgia Performance Standards (GPS) and to be successful contributing members of society. The GAPSS analysis conducted in March of 2008 revealed several challenges. The challenges with the highest priority were: • A need to further unpack the state standards • A need for standards based instruction in all classrooms • A need for differentiation of instruction practices • A need for additional higher order thinking questions and activities • A lack of integration of 21st Century technology • A need to further align curriculum, assessment, and instruction with state standards. Significant Challenges The GAPSS analysis conducted in March of 2008 revealed several challenges. The challenges with the highest priority were: • A need to further unpack the state standards • A need for standards based instruction in all classrooms • A need for differentiation of instruction practices • A need for higher order thinking questions and activities • A lack of integration of 21st Century technology • A need to further align curriculum, assessment, and instruction with state standards
• High teacher turnover (result of RIF process) • High student transiency rate • Large number of students entering below grade level in reading and in math • Large number of Special Education students with significant academic needs • Large number of ESOL students with significant academic needs • A small number of parents who participate fully but overall parental and community involvement presents a challenge as well This Systematic Approach provides a more challenging, supportive, and rigorous academic program for all students. The Systematic Approach emphasizes: o Having high expectations for ALL Students o Increasing academic rigor within all subject areas o Determining the academic strengths and improvement needs of each student o Connecting with each student and forming positive relationships within a more caring school environment o High levels of teacher content collaboration-once a week for content (Tuesday) o Weekly Staff Development- weekly on Mondays o Weekly Leadership Meetings o Weekly Team Meetings o Weekly Data Team Meetings Lindley Middle School made positive improvements during the 2007-2008, 2008-2009, 2009-2010, 2010-2011 and the 2011-2012 year. Specifically, over this span of time, our students’ score significantly escalated from a 68% passing rate to the most recent 90% passing rate on the Middle Grades Writing Assessment. Our students used their knowledge and skills in writing expository and persuasive essay to guarantee success. Lindley Middle School utilizes a traditional schedule for the core-academic and connections areas (60 minutes). We attribute these significant improvements in student performance to the intense levels of common content teacher planning. All of our teachers meet weekly before/after and during school hours. They compose weekly lesson plans, as well as create common assessments, which are directly aligned to the CCGPS. According to Robert Marzano, effective schools promote a viable curriculum. A viable curriculum is one in which teachers clearly understand the standards for their designated, taught grade levels, as well as a grade level above and below. We are proud of our unique, pure middle school model that employs a certified teacher for each subject area on every team in the building. The 2012-2013 grade level teams consist of the following configurations: 1) 7th grade – four 4-man teams, Literature/ Language Arts, Math, Science, Social Studies 2) 8th grade – four 4-man teams, Literature/Language Arts, Math, Science, Social Studies We must make certain that our targeted interventions are implemented based on student learning needs and a full-time paraprofessional has been assigned to the class to assist with implementation. In addition to this initiative, the school has adopted the Inclusion Model, based on the students’ IEPs, which is used to strengthen and increase teaching effectiveness and student learning. Each instructional subject has an interrelated special education and general education teacher. The special education teachers were placed in accordance with their certification. The teachers collaborate weekly to meet the needs of all subgroups. This is beneficial to all students in the inclusion class. We pride ourselves on the cooperative nature of the class. Every student is gaining skills from both professionals. We at Lindley Middle School know that the success of our students depends on that of our teachers. With this goal in mind, all beginning teachers and teachers new to the school are assigned mentors. The mentors meet with their assigned teachers on a regular basis and perform classroom observations twice a quarter to monitor the success of their mentees. These mentors also work with new teachers on effective instruction through the Direct Instruction Program. Mentor teachers ultimately serve not only to guide our new teachers, but to support them as well.
At Lindley Middle School, we follow a sequential, data-driven process to warrant our students’ instructional needs. We administer weekly, teacher-made common assessments, 12 (twelve) and 24 (twenty-four) week benchmark assessments, Checkpoints, and spring CRCT assessments. We carefully analyze and disaggregate our students’ data. We examine the full scope of our students’ performance; all students, as well as by delineated subgroups. Subsequently, we provide professional learning sessions for our staff to align their instructional practices with students’ instructional needs.
We have taken into account the needs of homeless, neglected and migrant children by ensuring that upon enrollment, the counselors and social worker make an outreach to the families in need. According to the state we need to include the following statement for Cobb County students that reside in a Neglected and Delinquent Residential Facility: “In cases where the student(s) reside in a Neglected and Delinquent Residential Facility, a representative from that Facility can serve as a proxy for the parent(s).”
We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. For example, we will focus on school –wide literacy across all content areas as well as connection classes. We will continue to work to close achievement gaps among subgroups as we embrace the Common Core Standards and explore ways to increase text complexity. CRCT
ITBS
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 and to State student academic achievement standards including: economically disadvantage students, Black and Hispanic students, with disabilities as well as Limited English proficiency students. READING (% of Students Meeting/Exceeding Standards)
Language Arts (% of Students Meeting/Exceeding Standards)
Math
(% of Students Meeting/Exceeding Standards)
Science
(% of Students Meeting/Exceeding Standards)
Social Studies (% of Students Meeting/Exceeding Standards)
Eighth Grade Writing (% of Students Meeting/Exceeding Standards)
Grade 8 ITBS COMPOSITE – 2010/2011 – 7th Grade ITBS COMPOSITES Average Percentile Rank
The data has helped us reach conclusions regarding achievement or other related data. In all subject areas our students met or exceeded the standards with at least an 70% or higher. The major strengths included the 91.67% pass rate of all students in Reading/Language Arts. Our teachers utilize Folio Writing to help prepare for the 8th Grade Writing Assessment. The compositions are submitted electronically and students receive specific feedback about how to improve their writing. Teachers place special emphasis on the domain of ideas, which accounts for 40% of the Writing Assessment. The major needs that the data revealed showed our SWD and ELL subgroups are significantly lower than others in all core subjects on the CRCT. For example in Math the percent meeting and exceeding standards among our entire student body reflects 77.77%, while our black students are at 78.30 % and our white students are at 83.87% our ELL students are only at 63.70% and our SWD population are even lower with 46.40% meeting or exceeding the standards. This substantial decrease is evident across the board. Directory: lindley lindley -> Lindley Middle School Cobb County Public Schools Sandra Ervin, Principal Download 268.79 Kb. Share with your friends:
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