e.t. booth middle school 2017-18 school improvement plan ... · michael manzella, principal ....

E.T. Booth Middle School

2017-18

School Improvement Plan

Michael Manzella, Principal

School Profile

E. T. Booth Middle School is located on a campus shared with Etowah High School,

commonly referred to as Eagle Mountain, and is part of the Etowah Innovation Zone. Bascomb ES, Boston ES, Oak Grove ES Fine Arts Academy, and Clark Creek ES STEM Academy feed into Booth MS.

Booth MS is made up of 6th, 7th and 8th grade students, consisting of four teams at each

grade level and overseen by five administrators: one principal and four assistant principals.

Three assistant principals are assigned the supervision of one grade of core teachers and

the disciplinary actions for the students of that grade. One assistant principal is assigned

to Special Education and student support.

When Booth MS opened its new facility in 2013 the student population was 1,634.

Currently 1,786 students are enrolled at Booth MS: 624 sixth grade students, 600 seventh

grade students, and 562 eighth grade students.

Due to the closing of the ACE Immersion Program and other factors, we have seen a

significant increase in our non-English speaking population. Currently we have 28 students

who speak limited English. These students are served through our English Second or Other

Language (ESOL) program for Language Arts and Reading and participate in inclusive

education classes for Mathematics, Science, Social Studies and Connections.

During the 2017-2018 school year, 29.79% of our student population receives Free and

Reduced Meals. We have 199 students who are served through our Special Education

Program, 157 students with 504 plans, and 39 students who are on Tier 3 of the RTI

process. In spite of these numbers, Booth MS consistently scores in the top of all Cherokee

County middle schools on the Georgia Milestones assessment.

Booth MS has a very active parent volunteer program. Parents serve on our School Council

and PTSA Board and volunteer in our front office and media center, as well as, attend field

trips, assist in classrooms, and chaperone afterschool activities.

Community support is an additional asset for Booth MS. The school has five Partners in

Education who support school initiatives like student attendance, staff morale, and

academic improvement and success.

It is the strong commitment of all stakeholders (teachers and staff, parents, and the

community) that creates a successful academic and social environment for our students at

Booth MS.

School Improvement Plan Design Team:

Mike Manzella Principal Katherine Monti Assistant Principal Scott Townsend Assistant Principal Leigh Rogers Assistant Principal Gordon Sworsdma Assistant Principal Elizabeth Crook Instructional Lead Specialist Laura Bilbo Teacher – Social Studies Julie Crowe ISS / 504 coordinator Alicia Crump Teacher – Special Education Teri Day Teacher – Connections Phil Dutko Teacher – Physical Education Amy Garner Teacher – Mathematics Amanda Graves Media Specialist Lawrence Gruszecki Teacher – Science Penny Hrouda Teacher - ELL John Hughes Teacher - Spanish Amy Loiselle Teacher – Reading Sherri McMullen Teacher – Reading / Gifted Angela Mentzel Teacher - Science Paula Neubert Teacher – Language Arts Barbara Whitaker Teacher - Connections

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:

E.T. Booth Middle School is committed to building a tradition of academic excellence in a safe, student-centered environment that emphasizes respect, responsibility and attention to the individual needs of all students.

F. SCHOOL VISION STATEMENT:

Booth MS is dedicated to partner with our community to create a safe and nurturing environment which promotes academic excellence, respect and responsibility, fosters individual student success and in turn builds a generation of productive citizens.

G. SCHOOL BELIEF STATEMENTS:

A safe and secure environment is essential for teaching and learning.

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

Quality education requires quality staff, programs, facilities, equipment and technology.

All students must be prepared for a culturally diverse, technologically rich and knowledge-based community.

All students should be taught by teachers and parents how to respect others and to be responsible members of the community.

All policy, administrative, instructional and educational support decisions should be based on student needs and what is best for

students.

All stakeholders should be accountable for improving student achievement.

Students with disabilities have the right to receive an appropriately individualized education in the least restrictive environment.

E.T. Booth Middle School - School Improvement Plan - Part IIINeeds Assessment

CCRPI Overall Score 2015 Score GapCollege and Career Readiness Performance Index (CCRPI)

Target Score 100School 86.4

Like Georgia Middle Schools 81.6 Yes NoAll CCSD Middle Schools 81.3 Yes No

Georgia 71.5 Yes NoGap Analysis / Longitudinal Trends

CCRPI Achievement Points 2015 Score GapCollege and Career Readiness Performance Index (CCRPI)


Like Georgia Middle Schools 36.3 Yes NoAll CCSD Middle Schools 35 Yes No


CCRPI Progress Points 2015 Score GapCollege and Career Readiness Performance Index (CCRPI)


Like Georgia Middle Schools 36 Yes NoAll CCSD Middle Schools 38.1 Yes No


E.T. Booth Middle School - School Improvement Plan - Part III

CCRPI Achievement Gap Points 2015 Score GapCollege and Career Readiness Performance Index (CCRPI)



Georgia 6.7 Yes No

The gap is not significant at this point, so this is not an area of concernGap Analysis / Longitudinal Trends

CCRPI Challenge (ED/EL/SWD) Points 2015 Score GapCollege and Career Readiness Performance Index (CCRPI)

Target Score 10School 0


Georgia 6.7 Yes No

N/AGap Analysis / Longitudinal Trends


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

2016 % GapGeorgia Milestones End-of-Grade Results (CCRPI)

School 56.2All CCSD Middle Schools 54 Yes No

Georgia 40 Yes NoGap Analysis / Longitudinal Trends

Mathematics (Students Scoring at Levels 3 & 4) 2016 % GapGeorgia Milestones End-of-Grade Results (CCRPI)


Georgia 40 Yes No

⦁ 6th grade math - 56% scoring at levels 3 and 4 - CCSD avg 52%⦁ 7th grade math - 54% scoring at levels 3 and 4 - CCSD avg 56%⦁ 8th grade math - 34% scoring at levels 3 and 4 - CCSD avg 42%⦁ 2015-16 math overall for Booth - 65% scoring at levels 3 and 4⦁ 2015-16 6th grade - 53%⦁ 2015-16 7th grade - 62%⦁ 2015-16 8th grade - 45%

Gap Analysis / Longitudinal Trends

Science (Students Scoring at Levels 3 & 4) 2016 % GapGeorgia Milestones End-of-Grade Results (CCRPI)


Georgia 40 Yes No

⦁ 8th grade science - 33% scoring at levels 3 and 4 - CCSD avg 31%⦁ 2015-16 8th science - 41% scoring at levels 3 and 4 - CCSD avg 27%



Social Studies (Students Scoring at Levels 3 & 4) 2016 % GapGeorgia Milestones End-of-Grade Results (CCRPI)



Percent Typical/High Growth 2015 Avg. GapGeorgia Milestones End-of-Grade Results (CCRPI)

School 74All CCSD Middle Schools 71 Yes No



Percent of ED Students % GapStudent Demographic Data


Georgia 0 Yes No

⦁ Population of ED students increased from 29.5% in 2016 to 30.5% in 2017⦁ Strategies to address growing ED population: continue to get teachers SIOP trained, ExP bus transportation, host family events off campus as well as on campus, REP/Math Success program overhaul, additional school clubs/organizations to support ED students, specified counselor to support the needs of special populations, review and refinement of RTI process


Percent of EL Students % GapStudent Demographic Data

School 3All CCSD Middle Schools 3.4 Yes No

Georgia 0 Yes No

⦁ Population of EL students increased from 1.5% in 2016 to 3.0% in 2017⦁ Strategies to address growing EL population: SIOP training, push-in scheduling, work with district ESOL coach to train math teachers, Math Success program overhaul, host family events both on and off campus to include students and adults who can assist with translating; hiring of additional staff who are bilingual, specified counselor to support the needs of special populations


Percent of SWD Students % GapStudent Demographic Data


Georgia 0 Yes No

⦁ Population of SWDs decreased from 11.5% in 2016 to 10.7% in 2017Gap Analysis / Longitudinal Trends


Percent of RTI (Tier 2 & 3) Students % GapStudent Demographic Data

School 21.9All CCSD Middle Schools 21.7 Yes No

Georgia 0 Yes No

⦁ Percent of Tier 2/3 population increased from 14.9% in 2016 to 21.9% in 2017⦁ Strategies to address increase in Tier 2/3 population: review and refinement of RTI process; additional teacher-leader oversight (one for each grade level plus one overall leader); designed consistent goals and strategies across grade levels and content areas through creation of a common OneNote resource; design of Math Success and ExP to address RTI goals in mathematics; refinement of advisement time (Falcon Focus) do address RTI interventions


Percent of Gifted Students % GapStudent Demographic Data



All Students Attendance Rate % GapStudent Demographic Data



SWD Attendance Rate % GapStudent Demographic Data




Teacher Average Year of Experience Avg. GapFaculty/Staff Demographic Data



First Year Teacher % GapFaculty/Staff Demographic Data



Gifted Endorsed Teachers % GapFaculty/Staff Demographic Data



ESOL Endorsed Teachers % GapFaculty/Staff Demographic Data




Teacher Average Days Absent Avg. GapFaculty/Staff Demographic Data



Teacher Retention Avg. GapFaculty/Staff Demographic Data



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

% GapFaculty/Staff Demographic Data




Discipline: Not SWD Out-of-School Suspension Avg. GapDiscipline Data


Georgia 0 Yes No

⦁ Percentage of students without disabilities suspended decreased from 4.1% in 2016 to 3.2% in 2017⦁ CCSD average increase from 1.1% in 2016 to 2.4% in 2017⦁ Still a gap in Booth suspensions as compared to the district⦁ Strategies to address gap include: formation of discipline committee to explore positive behavioral implementation and review current practices, review of behavior card use, school wide focus on communication with students and parents as a proactive tool, examination of suspension data by Admin PLC


Discipline: SWD Out-of-School Suspension % GapDiscipline Data


Georgia 0 Yes No

⦁ Percentage of SWDs suspended increased from 9.6% in 2016 to 11% in 2017⦁ CCSD average increase from 3.5% in 2016 to 6.2% in 2017⦁ Strategies to address increase and gap include: formation of discipline committee to explore positive behavioral implementation and review current practices, review of behavior card use, school wide focus on communication with students and parents as a proactive tool, examination of suspension data by Admin PLC, review of creative scheduling through future processes


Discipline: Minority Out-of-School Suspension % GapDiscipline Data




Discipline: Not SWD In-School Suspension % GapDiscipline Data



Discipline: SWD In-School Suspension Avg. GapDiscipline Data


Georgia 0 Yes No

⦁ Percentage of SWDs with ISS increased from 21.9% in 2016 to 22.6% in 2017⦁ CCSD average increased from 11.2% in 2016 to 20.2% in 2017⦁ Strategies to address increase and gap include: formation of discipline committee to explore positive behavioral implementation and review current practices, review of behavior card use, school wide focus on communication with students and parents as a proactive tool, examination of suspension data by Admin PLC, review of creative scheduling through future processes


Discipline: Minority In-School Suspension Avg. GapDiscipline Data




Least Restrictive Environment (LRE) Percentage % GapOther Data Influences



E.T. Booth Middle School - School Improvement Plan - Part IVGoals and Action Plans

Goal #1 - E.T. Booth Middle SchoolIncrease the percentage of students meeting typical/high growth by 3% each year as measured by the 2017-2018, 2018-2019, and 2019-2020 Georgia Milestones Assessments. Math baseline data for 2016-17: 49% school wide, 56% 6th grade, 53% 7th grade, 34% 8th grade, 51% ELL, 39% SWD, 49% ED. ELA baseline data for 2016-17: 52% school wide, 58% 6th grade, 48% 7th grade, 46% 8th grade, 43.5% ELL, 45% SWD, 47% ED.

Applicable AdvancED Standards1.1 - 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.2.4 - 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.3.2 - 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.3.11 - 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.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

Implement with fidelity Professional Learning Communities in which teachers collaboratively analyze student data and plan effective instruction.

WHAT?Research-Based Strategies to Achieve

Goal

HOW? Professional Learning Communities; DT4L training and implementation

Professional Learning: PLCs, SIOP, DT4L, CanvasPlan of Implementation of the

Strategies (Programs / PD Activities / Source of Funds / Est. Cost)

WHO?Impacted Staff

WHO?Impacted Students (RTI Tier)

All teachers; administrators; ILS

All students Tiers 1-4Tier 2-3: ELL Monitored Students

WHEN?Timeline

July 2017-June 2018

Action Plan

WHY?

WHY?

Planned Measurement to Assess Progress on Strategy Implementation

Data Assessing Strategy Implementation and Impact

Evidence of Effectiveness of the Im

plemented Strategies

PLC Meeting Notes;Observation of PLC meetings by Admin; Development of common assessments; Feedback from teachers gathered through cluster meetings



Strategy # 2

Goal 1 - Year 1

Promote teacher/student clarity: clear learning intentions describe the skills, knowledge, attitudes and values that the student needs to learn


Goal

HOW? Professional Learning Communities; DT4L training and implementation; administrative expectations and observationsPlan of Implementation of the


WHO?Impacted Staff



All students Tiers 1-4Tier 2-3: ELL Monitored Students

WHEN?Timeline

July 2017-June 2018

Action Plan

WHY?

WHY?





PLC Meeting Notes;Observation of PLC meetings by Admin; Development of common assessments; Feedback from teachers gathered through cluster meetings; TKES observations



Strategy # 3

Goal 1 - Year 1

Foster collective teacher efficacy: collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities


Goal

HOW? Cluster meetings driven by teacher data; Professional Learning Communities; Data Management and Leadership Meetings; School Committees; ILS CoachingPlan of Implementation of the


WHO?Impacted Staff



All students Tiers 1-4

WHEN?Timeline

July 2017-June 2018

Action Plan

WHY?

WHY?





PLC Meeting Notes;Observation of PLC meetings by Admin; Feedback from teachers gathered through cluster meetings; TKES observations; Committee feedback; Data and Leadership Team feedback

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

CheckEnd-of-Year Impact

Check


Goal #2 - E.T. Booth Middle SchoolDecrease the in-school suspension rates for all students by 2% each year as measured by 2017-18, 2018-19, and 2019-20 end of year student records. Baseline data for 2016-17 school year: 8.5% ISS rate for students without disabilities, 22.6% ISS rate for students with disabilities.

Applicable AdvancED Standards1.1 - The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.1.3 - The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.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.3.2 - 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.3.9 - 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.4.6 - 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.



Strategy # 1

Goal 2 - Year 1

Implement the RTI process with fidelity focusing on student identification, effective classroom strategies, monitoring student practice, and analyzing student data.


Goal

HOW? Data collection and tracking; development of common RTI interventions and strategies in a OneNote notebook; RTI trainings;RTI Chair;Administration monitoring RTI process; PD for best practice strategies

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

Source of Funds / Est. Cost)

WHO?Impacted Staff


All staff

All Tiers

WHEN?Timeline

July 2017-June 2018

Action Plan

WHY?

WHY?





RTI Data including audits, tier changes, plans implemented with fidelity; teacher feedback



Strategy # 2

Goal 2 - Year 1

Promote positive classroom behaviors and positive classroom environmentWHAT?Research-Based Strategies to Achieve

Goal

HOW? Discipline committee; analysis of discipline data; development of three-year communication plan; analysis of school behavior plan; professional learning opportunities for positive discipline techniques

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

Source of Funds / Est. Cost)

WHO?Impacted Staff


All staff

All Tiers

WHEN?Timeline

July 2017-June 2018

Action Plan

WHY?

WHY?





Results from discipline committee; feedback from teachers; ISS data

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

CheckEnd-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 2016-17 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale AdvancED Data Analysis / Writing

In preparation for CCSD Reaccreditation, select ET Booth staff members were chosen to participate in analyzing achievement data, discovering trends and writing a report on their findings. Choosing staff members facilitated an awareness of the AdvancED process while uncovering the needs of the school. The efforts of these individuals have identified specific areas of improvement

*

*

Although the AdvancED reaccreditation process was complete last year, teachers and administrators at E. T. Booth will continue to analyze data in order to discover trends and plan for school improvement.

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 2016-17 school year:



Student Achievement Continue Discontinue Rationale for both reading and mathematics instruction at ET Booth.

SPED Collaboration Day 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.

*

This process continues to help our Special Education teachers work to analyze data and provide best practice instruction for their students.

TAA Lessons TAA Lesson Writing is a collaborate effort among select sixth, seventh, and eighth grade teachers. During this professional development session, teachers design and generate thought-provoking,

socially-relevant lessons for E.T. Booth’s weekly Teachers As Advisors sessions.

*

“The Georgia Teachers-As-Advisors Framework represents a series of collaborative efforts between the Georgia Department of Education, Georgia educators representing Grades 6-12, Georgia students and parents representing Grades 6-12, Georgia postsecondary education systems, and representatives from Georgia business and industry.” GaDOE Website

Georgia STEM Forum “I learned about the Inventor Challenge that GA Tech runs and plan to incorporate some of

E. T. Booth will continue to focus on STEM integrated lessons and opportunities.

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 2016-17 school year:



Student Achievement Continue Discontinue Rationale those ideas into my 7th grade classes. I learned about grants that could be applied for to receive funding for various projects. I also was able to get good contact information for the GA Tech Inventor Challenge. Project ideas were shared and collaboration among teachers and sharing of rubrics and teaching methods will help with my student achievement.” -Danielle Deneka

*

Defiant, Manipulative, and Attention -Seeking Student

On December 1, 2016 select ET Booth staff members attended Responsibility Centered Discipline Training with Larry Thompson. These educators learned effective strategies for changing behaviors of challenging students. These strategies and the philosophy associated with RCD are being utilized to keep students in the classroom and to develop a positive reward program at ET Booth.

*

As we continue to analyze behaviour data and focus on improving our student behaviour, we are placing an emphasis on positive behavioural strategies.

Section 5 – Locally Required Plans

C. DEVELOPMENT OF 2017-18 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN

Complete the following chart for your school-based Professional Development Plan for the 2017-18 school year:

Total Allocation: 7,050.97

Professional Learning Activity SIP

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

Cost (should equal

allocation) GAEA Fall Conference 1, 2 1 teacher 10/19-21/2017 Registration, Travel, Hotel,

Sub 697.28

GMEA Conference 1, 2 1 teacher 1/25-27/2018 Registration, Travel, Sub 422.22 IReady/ Math Success 2 teachers 9/12/2017 Subs 96.90 Math Success Workshop 2 teachers 10/5/2017 and

10/9/2017 Subs 387.56

Midwest Band Conference 1 teacher 10/20-23/2017 Registration, Travel, Sub 346.89 NASA STEM Conference 3 teachers 8/26/2017 Registration, Travel 389.56 NSTA Conference 3 teachers 3/15-16/2018 Registration, Travel, Sub 1,504.82 Rainbows: Grief/Loss Training 1 counsellor, 1 AP 10/2017 Registration 160.00 RTI Audit 3 teachers 10/31/2017 Subs 145.35 TAA/ Bully Prevention 5 teachers 8/29/2017 Subs 387.56 Georgia STEM Forum 1 teacher 10/23-24/2017 Travel, Sub 299.71


D. PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION PLAN

Provide a summary of school-based Professional Learning Community activities planned for the 2017-18 school year (limited to 250 words): ET Booth Middle School’s Professional Learning Communities meet in structured groupings by grade level and subject area each week. In Fall of 2017, ET Booth’s PLCs are being DT4L trained, are developing common formative assessments and are creating data cycle calendars. In Spring of 2018, ET Booth’s PLCs will be using DT4L to track and analyze common assessment data and setting SMART Goals. This will be used to select instructional strategies to increase student growth and achievement. Select PLCs are working to further school-wide implementation of behavioral motivation programs which encourage students to do their best. Specifically, we are working on incentive programs for students who show effort as well as achievement. Our school’s PLTL, ILS and administration closely monitor the work occurring among the PLCs. The PLCs and the data provide opportunities for deep and thorough reflections on our teaching beliefs and instructional practices which allows all stakeholders to have a vested interest in the DT4L and PLC process.


E. TECHNOLOGY DRIVEN PROFESSIONAL DEVELOPMENT ACTIVITIES AND PLAN

Provide a summary of school-based, technology-focused Professional Development activities planned for the 2017-18 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)

We will continue integration of Microsoft Innovative Educator (MIE) skills into lesson plans and classroom practices. During the 2015- 2016 school year 105 staff members received training in Microsoft software use; during the 2016-2017, 2017-2018 school years teachers are collaborating to incorporate software and technological skills into their lesson plans.

We will continue integration of student laptops into daily classroom activities. During PLC’s and Department Meetings teachers are collaborating to create and implement additional lessons and activities utilizing individual student laptops.

For the 2017-2018 school year the Canvas student learning management system will be incorporated into the daily routine for teachers, students, and parents. Grades and lesson activities including assessments and supplemental materials will be posted through Canvas. Throughout the school year, training will be provided by a technology specialist and discussed during PLC’s and Department Meetings for teachers, support staff, and administration.


F. DIGITAL CITIZENSHIP EDUCATION PLAN

LEA’s that receive federal funds 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. how is the course delivered to students; B. how much time is committed; C. how often and how many/which students (and at which grade levels) they receive this instruction; and D. what resources are used within the course (include links e.g., Common Sense Media, Learning.Com, sample lesson plan)?

Section 5 – Locally Required Plans During the first week of school during Advisement all teachers review and discuss appropriate online behaviour using the CCSD Technology Acceptable Use Policy and the CCSD Discipline Code. During the first month of school our grade level counsellors meet with each team of students to discuss multiple issues including appropriate online behavior, internet safety, and digital citizenship. During the first month of school each grade level administrator meets with each team to discuss the CCSD Discipline Code. During this meeting, administrators detail the consequences for Unauthorized use of Technology, Inappropriate / Unauthorized Use of Electronic Devices, and Cyber Bullying. All teachers have access to a Digital Citizenship lesson within Flocabulary called Web Smarts. Each year E. T. Booth and Woodstock Middle School join hands to offer a Parent Forum which includes middle school issues such as: Cyber Bullying, Social Media, and Technology use. Each year E. T. Booth invites national experts to speak with our students on self-esteem, cyber bullying, and other social issues. Past speakers have included: Katie Greer, Marc Mero, and Al Duncan. Throughout the year counselors share resources with teachers. Examples: https://www.youtube.com/watch?v=Cnc4LaevRBw https://www.youtube.com/watch?v=HTdonm70d7g https://www.youtube.com/watch?v=hqezbib5qpQ https://www.youtube.com/watch?v=yrln8nyVBLU

https://www.youtube.com/watch?v=Cnc4LaevRBwhttps://www.youtube.com/watch?v=Cnc4LaevRBwhttps://www.youtube.com/watch?v=HTdonm70d7ghttps://www.youtube.com/watch?v=HTdonm70d7ghttps://www.youtube.com/watch?v=hqezbib5qpQhttps://www.youtube.com/watch?v=hqezbib5qpQhttps://www.youtube.com/watch?v=yrln8nyVBLU

Section 5 – Locally Required Plans During Teachers as Advisors (TAA) teachers implement lessons about internet safety, cyber bullying, and digital citizenship. Example below:

Week of: 10- 17-2016

WOW:

Lesson Title: Social Media Responsibility

Time: 15 min

Resource https://www.commonsensemedia.org/videos/oversharing-think-before- you-post

Purpose

To encourage appropriate use of social media

Materials

Needed

Smart board and social media problems handout

Steps:

1 . Watch video titled, Oversharing: Think Before You Post. 2. Divide students into groups and assign a social media problem. 3. Groups will discuss the problem, cite examples of that problem and list consequences that may occur.

4 . Teacher directed class discussion from each group- See below Problems and Discussion:

Social Media Responsibility

Problem # 1: Post Illegal Activities The minute students take video or images of illegal activities, they are at risk for school consequences and legal prosecution; in other words, consequences that will affect the rest of your life. Even if your profile is set to private, friends can download or screenshot videos and photos that can be used by authorities to bring charges against you. List examples of illegal activities that would result in school and legal consequences.

Problem #2: Bullying

Bullying is a serious problem on social media. Vicious treatment and hateful words between students can lead to violence, suicide, depression, and discrimination among the student body. When students use social media as a platform to bully other students, the risks are unmeasurable. Not only does the student face school consequences, but also legal prosecution. Lists examples of negative outcomes of social media bullying.

https://www.commonsensemedia.org/videos/oversharing-think-before-you-posthttps://www.commonsensemedia.org/videos/oversharing-think-before-you-post

Section 5 – Locally Required Plans Problem #3: Lie/Cheat/ Plagiarize Software programs and online services make it easy for teachers to determine whether a student’s work is original. Students who submit work that is not their own, or that is not factual run the risk of school consequences. Just as people investigate your social media, simple online searches will expose dishonesty in a student’s assignments. List examples of how students might make the mistake of lying, cheating, or plagiarizing an assignment. Problem #4: Threaten Violence Threatening a person or group of people in any situation is a serious offense. Posting anonymous, empty threats, to any person or place, on social media will always result in an investigation by school administration and law enforcement. Law enforcement can identify creators of anonymous accounts. Consequences are given and charges are brought against students who post threats on social media. List other reasons why posting threats on social media is a bad choice. Problem #5: Ignore School-Specific Polices Policies that apply in school, are also policies that should be followed outside of school on social media. Breaking certain school polices on social media can result in disciplinary actions at school. List examples of school policies that should be followed outside of school on social media. Problem #6: Post Emotionally We’ve all said things we regret, but what we post on social media never goes away. Take a moment to imagine how your social media posts affect the feelings, safety, and well-being of those around you. Angry posts and tweets might make you feel better in the moment, but the harm it can cause is never worth it in the long run. List healthy ways to express your emotions.

Discussion Guide for Teachers When listening to the groups share consequences teachers please be sure to emphasize: The importance of avoiding these mistakes.

What REAL consequences could occur: legal consequences,

expulsion from school,

losing opportunities such as athletic teams, jobs, scholarships and entrance into certain colleges,

loss of friendships etc.


G. ENHANCING OF DIGITAL LEARNING PLAN

Identify current teaching practices or those in development for your school that are designed to enhance the digital learning opportunities and technology skills and knowledge of students. Provide insight on the effectiveness/shortfalls of these practices (limit response to 500 words). ET Booth Middle has instituted a school wide policy of issuing a laptop to each student, teachers regularly integrate the use of the student laptops into their daily lessons. Through the incorporation of the Canvas student learning system both parents and students are able to access lesson plans, grades and other supplemental materials via any internet connection. Students also use Canvas to take assessments online. Our teachers regularly use our zSpace lab to participate in 3D learning opportunities. Students in Careers connections classes use the new Gafutures.org website the state created last year to look up careers, college options, and scholarship, grants and loan options to pay for college. During Computer Science Education Week, school wide participation in Hour of Code allows students to engage in an introduction to computer science. In addition, students at E. T. Booth participate in robot programming using Lego software, 3d modelling in SolidWorks and Google SketchUp, streaming of events using Wirecast, and in Pitsco Modules in Family and Consumer Science.

H. INNOVATION ZONE GOAL

Increase student achievement in school identified areas of need through collaborative analysis of student data in PLC’s-Professional Learning Communities.


I. CTAE PLAN (MIDDLE AND HIGH SCHOOLS ONLY)

In support of further developing the school’s CTAE programs and initiatives, please elaborate on the school’s activities and plans related to CTAE programs. Please include details that (limit response to 500 words):

Describe the plan that your school uses to increase the number of industry certified CTAE programs. Describe the plan your school uses to increase collaboration and vertical alignment with your zone MS CTAE/Connections programs

(beyond advisory committees). Describe the plan your school uses to implement Project-Based Learning (PBL) within CTAE classrooms. Describe the plan your school uses to form working relationships with industry based partners who support CTAE programs and career-

based instruction. In order to increase the number of industry certified CTAE programs, Booth exposes students to as many CTAE-related classes as possible per scheduling. With this, one STEM science class was added this year. There are plans for a high school IBT class to be added next year.

Each CTAE teacher uses Skype and OneNote in quarterly PLC meetings to collaborate with other middle school CTAE teachers across the county in order to share lesson plans, projects, grant info, and other subject-related resources. These teachers also work together to cross-align curriculum. Vertical alignment with zone middle school and high school CTAE is currently being handled via email, but meetings are being scheduled in order to get together to plan. Eight grade students have taken tours of the high school CTAE classes in the past, and the tours for this year are currently being arranged. CTAE teachers assign pathway projects each quarter that cover project-based Learning (PBL). Technology classes incorporate the steps of the Engineering Design Process in projects, i.e. Conquer the Castle, Buckle Up, and Engineering a Skyscraper for Wind. Booth’s CTAE department utilizes our relationships with industry-based partners in many ways. All CTAE teachers are involved in CTAE-related clubs such as 4-H, WiSTEM, Technology Team, Robotics Team, and Falcon TV. Etowah High School AVFT students mentor the Falcon TV students (i.e. Veterans Day streaming and job-shadowing EHS Football Stream Team). Likewise, students from the Etowah High School Robotics’ team mentor students from Booth Robotics’ team and answer questions about EHS’ Robotics’ program. Booth’s Technology Team has two industry-based sponsors, and 4-H and WiSTEM have sponsors from the community come assist with meetings. Mrs. Day’s Careers classes regularly have parents and community members visit as guest speakers to discuss their careers (job description, college requirements, and salaries) with her classes.


J. WELL-ROUNDED EDUCATION PLAN

In support of providing a well-rounded education, what programs and/or services are offered at the school. Please include details that (limit response to 250 words):

Describe activities/programs related to ASP, extracurricular events and/or clubs. Describe how counselling and advisement programs support the growth of the whole child. Describe how students are supported non-academic concerns. Describe how character education is addressed by the school. Describe activities/classes that provide enrichment/accelerated curriculum (ES/MS/HS) and/or Advanced Placement (HS).

E. T. Booth has 29 before/after school activities for students ranging from academic competitions to technology based clubs, service organizations, physical activities, and student requested clubs. Additionally, the school has a robust intramural program as well as championship girls’ and boys’ basketball and cheerleading programs. The ET Booth counseling program supports the growth of the whole child through programs targeted at personal/ social, emotional and academic growth. Counselors see students on an individual basis and facilitate support groups based on student needs. The counseling program provides classroom guidance based on the needs identified on the student survey and the bridge bill requirements. Non- academic concerns are addressed using the data from needs assessments that drive the individual and group counseling services focused on common mental health issues related to adolescents. Through weekly advisement lessons the counseling program addresses character education which includes: leadership, personal relationships, bullying, social media responsibility, respect for self and others and positive global citizenship contributions. We provide 6th-8th grade English to Speakers of Other Languages (ESOL) classes which utilize both reduced class size and push-in models depending on the individual needs of the students. Math Success and Reading Success classes help to support students who need an extra “dose” of content. Science Enrichment, Spanish, French, German, Accelerated Math 6th – 7th, and HS Credit Algebra 1/Geometry are offered to students who qualify for enriched or accelerated curriculum.

e.t. booth middle school 2017-18 school improvement plan ... · michael manzella, principal ....

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