Coan Middle School Title I Plan November 5

A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.. A comprehensive needs assessment of the entire sch

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Georgia Department of Education Title I Schoolwide/School Improvement Plan

School Name: Coan Middle School District Name: Atlanta Public Schools Principal Name: Dr Betsy Bockman School Year: 2013-2014

School Mailing Address: 145 4 th Avenue, SE Atlanta, GA 30317

Telephone: 404-802-6600

District Title One Director/Coordinator Name: Andrea Fairries-Moore

District Title One Director/Coordinator Mailing Address: 130 Trinity Avenue Atlanta, Georgia 30303 Email Address: AFairries-Moore@atlanta.k12.ga.us

Telephone: (404) 802-2727

ESEA WAIVER ACCOUNTABILITY STATUS (Check all boxes that apply and provide additional information if requested.)

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Revision Date: 8/26/13 Revision Date: Revision Date:

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Schoolwide/School Improvement Plan (SWP/SIP) Template Instructions

 While there are eighteen components, all ten required components of a Title I Schoolwide

Program Plan (marked in this template with an asterisk) must be addressed Response

starters are provided in this template to guide the planning team/committee in the process of completing the schoolwide section of the plan

 Complete the schoolwide plan (SWP) and school improvement plan (SIP) checklists All components/elements marked as not met need additional development

 Please list your planning committee members on the next page along with signatures

of participating team members This team must include stakeholder involvement

(parents of Title I students, community representatives, teachers, administrators, etc.) Note:

The planning team must involve parents in the planning process

See section 1114 (b)(2)(B)(ii) Plan Development which states: The comprehensive plan shall

be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and,

if the plan relates to a secondary school, students from such school

 Attach the SIP as an addendum to the template See the Georgia Department of Education School Improvement Fieldbook for guidance and instructions on completing a school

improvement plan

Georgia Department of Education Title I Schoolwide/School Improvement Plan

Title I Schoolwide/School Improvement Plan Planning Committee Members:

Georgia Department of Education Title I Schoolwide/School Improvement Plan

SWP Components

*1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement

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 are listed in the Planning Committee chart The ways they were involved were in reviewing the school’s data for the last threeyears, identifying the school’s areas of strengths and needs, and setting SMART goals to improve the school’s areas of needs

Title I funds provide Coan Middle School with two Instructional Coaches The Instructional Coaches will beutilized to provide content and pedagogical professional development and support for all content areas Thecoaches will divide the academic subjects, with Ms Boatright focusing on literacy and social studies, and

Ms Butler focusing on mathematics and science

Coan Middle School will partner with Computers For Youth (CFY) to support parental engagement throughtechnology As many of the families served by Coan Middle School qualify for free or reduced lunch, theaccess to technology and ability to use technology to support education at home needs to be addressed TheCFY program does that by providing the technology tools and specific resources for families CFY willprovide additional support to teachers to ensure a cohesive technology plan from home to school

Title I funds will be used to purchase supplemental resources to support the continued implementation of theCommon Core Georgia Performance Standards (CCGPS) These include novel sets and consumable Coachbooks

Title I funds will be used to purchase materials for students and teachers to support the instructional program

in core content areas These materials include copy paper, lined paper, graph paper, composition book,construction paper, pencils, rulers, markers, color pencils, project boards, flash drives These materials willenhance students' mastery of standards by ensuring students have needed supplies

Coan will purchase 30 iPads and an iPad cart to ensure technology integration is accessible in all academicclasses Students will be able to utilize these iPads in classes for research, WebQuests, practice assessmentsfor CCGPS, and accessing e-books

Coan will purchase STAR Reading, STAR Math, and Kuta software to provide students and teachers withreal time data on their current performance levels and academic progress in these areas As Coan’s currentachievement rates are well below the APS average for all academic areas (reading, language arts,mathematics, science, and social studies), additional resources to support classroom instruction is required tohelp increase student outcomes

Coan will pay for a supplemental tutor each day for a total of 30 weeks to ensure all Level 1 students haveaccess to small group or one-on-one instructional to address deficiencies before the school day begins Thiswill be in addition to the teachers’ scheduled tutorial sessions and the Georgia State After-School All Starsprogram

B We have used the following instruments, procedures, or processes to obtain this information:

1 Highly Qualified Teachers, as deemed by the Georgia Professional Standards Commission,

*1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

delivering instruction to students on a daily basis

2 The use of the CCGPS to develop and implement lessons and assessments for all core content areas

3 Teachers assess student mastery of the Common Core Georgia Performance Standards (CCGPS)

through daily observations, as well as formative and summative assessments

4 Professional Learning Communities (PLC) that meet on a regular basis to discuss student

achievement, instructional strategies, assessments, rubrics, and ways to compact and differentiateboth teaching and learning

5 Instructional Meetings to discuss and review student data, discuss researched-based best practices,

and redeliver system-wide initiatives (SST/RTI, co-teaching models, least restrictive environment)

to improve student achievement

6 Faculty Meetings to redeliver and discuss state and system-wide initiatives (Teacher Keys Evaluation

System, REP) to ensure research-based practices are implemented with fidelity in classrooms

7 Regular teacher-parent conferences to discuss students’ strengths and progression to mastery of

CCGPS

8 Before-school and after-school tutorials led by classroom teachers

9 Coan provides a rich selection of identified professional development sessions in the following areas:

Pyramid of Intervention (RTI and SST), integrating technology in the classroom (teacher webpages,on-going Promethean training, interactive websites), effective instructional strategies for teachers,transition to Coan monthly meetings for new teachers, how to differentiate for all learners, on-goingassessments for learning, and data digs

10 Disaggregated data collected and published by the Georgia Department of Education (GaDOE) and

the Atlanta Journal Constitution on achievement and assessments of our students continue to beshared amongst our parents, teachers, students and all other stakeholders

11 Data tracking of pre- and post-assessments in all classes to ensure differentiation and re-teaching

occurs in classes as needed in order for students to demonstrate mastery of the CCGPS

The comprehensive needs assessment will be done by reviewing any data providing supporting information forthe established 2013-2014 goals These data sources include Criterion-Referenced Competency Test (CRCT)results, 2012-2013 Computer Adaptive Assessment System (CAAS) results, test scores, attendance andDepartment of Special Education goals The academic performance of the students who are entering theschool as well as those who are currently attending the school will be considered and, if necessary, the 2013-

2014 goals may be revised

C We have taken into account the needs of Migrant Children who enroll in the Atlanta Public District.Currently, Atlanta Public Schools does not have or expect a large population of migrant students However,the district has implemented a Migrant Education Program Student Verification Process/Procedure for schooluse to identify potential migrant students School staff will review responses to the migrant informationsection of APS Student Enrollment forms for all new students to the Atlanta Public Schools District Copies

of the enrollment forms with yes responses member to the Family Engagement Manager in the Office ofFederal Grants and Program Compliance The Family Engagement Manager will then forward theinformation to the Region 3 Consortium Administrators for confirmation and return notification of the studentstatus The school/district will work with the consortium to provide required services for students identified

as migrant

D 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 This information is summarized in the 2012 and 2013 Criterion-Referenced Competency Test Data Comparison Chart below This chart demonstrates growth in

*1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

several areas and grade levels, notably 6th and 7th grade social studies, 6th grade science, 8th grade mathematics,and 8th grade language arts This chart also enables the school-based team to reflect on areas to address for growth, specifically, 8th grade science and writing, as well as all areas where less than 60% of students are meeting or exceeding the standard for the content area

In order to address instructional strategies and student achievement, teachers receive feedback on theirinstructional practices in multiple ways The principal and assistant principal will provide teachers withfeedback using the Teacher Keys Evaluation System (TKES) The school’s two instructional coaches willconduct informal observations and provide feedback to inform teachers about their implementation ofinstructional practices for the purpose of improving these and raise student achievement

APPENDIX A - Disaggregated Data

2012 and 2013 Criterion-Referenced Competency Test (CRCT) Data Comparison

Comprehensive Needs Assessment

2012-specifically those where only 60% of the students are able to Meet or Exceed Standards, the overall results arepositive

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 and the State student academic achievement standard including

 Economically disadvantaged students, who make up almost the entire school Our plan addresses the

*1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

fact that these students may need additional resources to achieve academically These students also benefit from additional support services in the school (Graduation Coaches, enrichment opportunities through local partnerships)

 Students from Major racial and ethnic groups as these students make up almost the entire population of Coan Middle School Historically there an achievement gap between White and Black students has existed in Atlanta Public Schools This plan includes resources to make the curriculum more accessible

to all students, particularly those who historically have not demonstrated mastery of standards on the CRCT

 Students with disabilities is a subcategory of concern as the achievement gap between Coan’s regular program students and students with disabilities is at least ten scale score points for each subject tested on the CRCT in all grade levels These students will benefit from additional support in reading instruction, aligning their learning goals with instructional delivery models, and

 Students with limited English proficiency are currently not a subgroup at Coan Middle School Should these students enroll, Coan Middle School will ensure that they receive instruction from a certified ESOLTeacher, and this teacher would collaborate with all content area teachers to modify instructional

materials as appropriate

F The data has helped us reach conclusions regarding achievement or other related data

 The major strengths we found in our program were in the Reading and English/Language Arts programs,

as most students are scoring in either the Meets or Exceeds categories in all grade levels Students are able to comprehend what they read, understand utilize different forms of media, apply knowledge of grammar and sentence structure, and use their knowledge of the writing process to answer questions

 The major needs we discovered were in the areas of Mathematics, 6th and 8th grade Science, and 6th and

8th grade Social Studies While all of these areas experienced growth in the total number of Level 2 and Level 3 students, the overall percentage of students who are at least meeting the standard is not as high asReading and English/Language Arts for two consecutive years Additionally, while Coan’s 2012-2013 8th

grade Writing Assessment scores were 6th overall in APS, the percentage of students Meeting or

Exceeding the Standards decreased by 6% from 2011-2012

 The content areas of 6th grade science, mathematics, and social studies, as well as 8th grade social studies,the percentage of students demonstrating mastery is less than 60% Students in all grade levels struggle with the Mathematics domain of Number and Operations and the Social Studies domain of History

 The needs we will address are increasing our percentage of students scoring in Level 2 in mathematics, science, and social studies by decreasing our percentage of students scoring in Level 1 in these areas; decreasing the gap in scale score points between general education students and special education

students; increasing the percentage of students moving from Level 2 to Level 3 in all core subjects

 The specific academic needs of those students that are to be addressed in the schoolwide program plan will be to increase reading fluency and comprehension, particularly with regard to informational texts This will enable students to process and comprehend information in science and social studies classes, ensuring greater accessibility to and mastery of the curriculum We will address underlying skill deficits

in mathematics (multiplication and division, fractions and decimals, integers) so students are able to use these skills when working with CCGPS in all grade levels

 The ROOTCAUSE/s that we discovered for each of the needs were a consistent lack of content

knowledge by all academic teachers, lack of consistent and meaningful professional development for teachers to ensure research-based practices and lessons aligned to the CCGPS are implemented in all classes, and Level 1 students not benefiting from appropriate interventions in previous grade levels

*1 A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that may affect achievement.

G The measurable goals/benchmarks we have established to address the needs were pre-tests in each academic subject to identify students’ prior knowledge and areas of weakness, two checkpoints during the year (Octoberand February) to monitor students’ progress towards mastery of standards We will use the Computer

Adaptive Tests (CAT) to benchmark Reading, Language Arts, and Mathematics Science and Social Studies will use tests aligned to the CCGPS for their benchmarks Additional intervention will be provided for individuals who are not making progress at the checkpoints

*2 Schoolwide reform strategies that are scientifically-researched based

2(a) Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance

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 through the continued implementation of Individual Learning Plans (ILPs) for all students based on their results on the CRCT taken in Spring of 2013 or pre-tests aligned to the CCGPS taken atthe beginning of the 2043 school year

Students will meet with their team of core teachers once these results are calculate to set goals for all classes during the 2013-2014 school year This team will administer at least two benchmarks during this school year totrack progress toward the learning goals After these benchmarks, the student, teachers, and parents will meet

to discuss the student’s progress toward his/her goal, decide what additional work and support is needed to achieve this goal, and, if needed, adjust the student’s final goal to ensure it is both appropriate and reasonable while at the same time it pushes students to work toward their upper limits

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 standards, are to use the Pyramid of Intervention The Pyramid of Intervention is an integrated system of service for delivery to low performing students This prevention mode is designed to find and provide students at-risk with effective instruction, learning and interventions

Students with disabilities are served through in the Least Restrictive Environment (LRE) for Language Arts andMathematics Students learning needs are evaluated by the student’s team to determine if the appropriate placement is Resource or Inclusion Teachers will continue to monitor students’ progress toward mastery of standards and, if necessary, meet as a team to discuss academic placement Additionally, students are served through the Inclusion or Consult models in Science and Social Studies to ensure students are supported based

on individual needs

*2 Schoolwide reform strategies that are scientifically-researched based.

2(a) Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed Georgia’s proficient and advanced levels of student performance

Students identified as academically gifted students are served for one segment per day by a gifted certified teacher These teachers assist other teachers on their team in designing lessons and projects that differentiate instruction for these learners in order enable them to master content standards

2(b) Are based upon effective means of raising student achievement

Response:

The following are examples of the scientifically-based research supporting our effective methods and

instructional practices or strategies: the use of the seven-step lesson plan that includes the four stages of the learning process (engagement, exploration, explanation, and elaboration), graphic organizers, problem-based learning, and inquiry lessons to allow students to explore the content rather than remain as passive participants

in the learning process

The Individual Student Learning Plans (ILPs) are designed to address students’ current level of mastery for all CCGPS courses, set goals based on prior performance and researched-growth for each performance level, and educate students through bi-weekly advisory sessions that coach students toward achieving their goals This will be year two of the implementation of ILPs at Coan Middle School; last year, Coan Middle School studentsachieved the highest growth of any 6th – 8th grade middle school in Atlanta Public Schools

Teachers will incorporate a variety of teaching techniques based on student needs and learning styles Groups will be monitored through informal and formal assessments, pre/post assessments, Atlanta Public Schools common assessments, CRCT Coach Books, teacher observation, rubrics that correlate with specific

assignments and quarterly skills checklists and performance based assessments Results of these assessments will be monitored and daily instruction will be adjusted accordingly

Also, we have bi-weekly Professional Learning Communities (PLC) Meetings to allow collaboration of colleagues to discuss effective strategies for meeting the needs of all students These sessions will enable teachers to vertically align the CCGPS in all content areas and establish learning expectations for each grade levels These sessions will also enable teachers on the two-person teaching teams in 6th and 7th grades to plan together and integrate content effectively in their respective courses

SEE APPENDIX G – Research Citations

SEE APPENDIX B – Professional Development Calendar

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 implementing a master schedule that include 60 minute classes for all academic subjects with two core math classes each day to address the needs of both the individual school and cluster academic needs In addition, all teachers will provide either weekly before-school or after-school tutorial sessions Coan Middle School partners with two local universities, Georgia State University and Emory University, to provide on-site support for students The Georgia State Academic All-Stars afterschool tutorial program, and push-in tutors for mathematics classes through Emory READS to

2(c) Use effective instructional methods that increase the quality and amount of

learning time

provide individual attention for Level 1 students

This year Coan will use its Remedial Education Program (REP) teachers to teach an additional mathematics class for all students to ensure students receive small group instruction and timely intervention to address underlying skill deficits These teachers will collaborate with the grade level mathematics teacher to provide re-teaching opportunities, as well as acceleration opportunities when appropriate, to ensure students master mathematics standards

We are focusing our efforts on assessing students to diagnose weak areas and analyzing current data to highlight areas of need to create a foundation for the eventual success and movement of all of our students The support of the Connections classes and our plans for reading and writing across the curriculum will also reinforce the language and reading skills of our students

Also, all students will participate in the Accelerated Reading Program which monitors progress and

comprehension of reading throughout the curriculum on a regular basis Another tool that will be used throughout the school year in each classroom will be a Data Tracking system for all summative assessments

to monitor students’ mastery of standards as they are addressed in classes

2(d) 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 improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA)

Response:

Students identified as needing support in reading through class performance and low CRCT scores will beprovided an opportunity for reading enrichment as a Connections class A Student Achievement Plan will becreated to highlight content areas of weakness for each student This plan will be supported by ourcounseling team and graduation coach Through analyzing the collected test data, teachers will develop an

Individual Student Plan that focus on the areas of need for Special Education student, as well as those

students not demonstrating mastery on the CRCT

All teachers will continue to modify reading assignments and provide heterogeneous reading groups for dailyinstruction with this targeted group RTI strategies will be given on a case by case basis based on the needs

of the students Students are provided daily instruction in grammar and usage through the use of a grammar workbook in the Language Arts classes Speaking, writing, and listening skills will be demonstrated in all classes through the use of journals, responses to current events, dramatic interpretations and skits, role-playing and oral presentations Mentors from business partnerships, student teachers, and connections teachers will assist with additional tutorial for students that are currently at Level 1 or low Level 2

2(e) 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 schoolwide 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 finding for Georgia

Response: