treatment works. people recover

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Cobb County School District Revised 4/27/12

5/14/12

9/2013

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8/22/14

Title I School-wide Plan for

Campbell Middle School

Written/Revised during the

School Year: 2014-2015

Plan Submitted:

8/28/2014

Principal’s Signature

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Title I School-wide Plan

Planning Committee Members for School-wide Plans Review Date of

Meeting:_8/26/14_____ Name of School ___Campbell Middle School_______________________________

NAME POSITION/ROLE/PARENT SIGNATURE

Jonathan Tanner Principal (required)

Marla Mendez Parent (required)

Amanda Childress Teacher

Erin Thaler Academic Coach

Theresa Benfante Academic Coach

Cheryl Evans Academic Coach

Chris Salter Assistant Principal

Luz Thompson Parent Facilitator

Dawn Archie Teacher

Andrew Kutscher Teacher

Brett Edeker Teacher

Daniel Hoeh Teacher

Phillip Howard Teacher

Rhonda Lokey Teacher

Karen Weinmann Teacher

Neema Gilkes Teacher

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Table of Contents Pages

1. Comprehensive Needs Assessment

A. Participation of Individuals……………………………………………

B. Instruments, Procedures, or Processes…………………………………

C. The Needs of Homeless, Neglected, and Migrant Children……………

D. Current Achievement Data……………………………………………..

E. Information about All Students………………………………………...

F. Data, Conclusions (Summary of Needs)………………………………

G. Measurable Goals/Benchmarks………………………………………...

H. H.

hhh

I.

J. Data, Conclusions………………………………………………………

K.

L.

M. Measurable Goals/Benchmarks………………………………………...

………………………………………………..

2. School-wide Reform Strategies That Are Scientifically Researched

A. School-wide Reform Strategies That Provide Opportunities For All

Children………………………………………………………………..

B. Effective Means of Raising Student Achievement…………………….

C. Effective Instructional Methods That Increase Learning Time………...

D. Address the Needs of All Children……………………………………..

3. Instruction by Highly Qualified Professional Staff

A. Strategies to Attract Highly Qualified Teachers……………………….

B. School Status of Highly Qualified Teachers…………………………...

4. Professional Development For Staff

A. Include Teachers, Principals, Paraprofessionals, and Others…………

B. Aligned Professional Development with the State’s Academic

Content…………………………………………………………………

C. Professional Development Activities that Address the Root Causes…..

D. Include Teachers in Professional Development Activities Regarding

the Use of Academic Assessments……………………………………..

E. Schools Yearly Professional Development Schedule………………….

5. Strategies to Increase Parental Involvement

A. Involved Parents in the Planning of the Comprehensive School-wide

Program………………………………………………………………...

B. Parent Involvement Policy and Parent Compact………………………

6. Plans for Assisting Preschool Children in the Transition From Early

Childhood Programs and/or Students Entering Middle School or High

School………………….

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7. Measures to Include Teachers in the Decisions Regarding the Use of

Assessment……………………………………………………………………..

8. Coordination and Integration of Federal, State, and Local Services and

Programs

A. List of State and Local Educational Agency Programs and Other

Federal Programs that will be Included………………………………

B. Description of How Resources from Title I and Other Sources will be

Used……………………………………………………………………

C. Plan Developed in Coordination with Other Programs………………..

9. Activities to Ensure that Students who Experience Difficulty Mastering

Standards shall be Provided with Effective , Timely Assistance

A. Measures to Ensure that Students’ Difficulties are Identified on a

Timely Basis……………………………………………………………

B. Periodic Training for Teachers in the Identification of Difficulties……

C. Teacher-Parent Conferences……………………………………………

10. Description of how Individual Student Assessment Results will be Provided

to Parents……………………………………………………………………….

11. Provisions for the Collection and Disaggregation of data…………………….

12. Provisions to Ensure the Disaggregated Assessment Results are Valid and

Reliable…………………………………………………………………………

13. Provisions for Public Reporting of Disaggregated Data………………………

14. Plan Developed During a One-Year Period…………………………………...

15. Plan Developed with the Involvement of the Community to be Served………

16. Plan Available to the LEA, Parents, and the Public…………………………...

17. Plan Translated………………………………………………………………...

18. Plan is Subject to the School Improvement Provisions of Section 1116 ……...

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1. Comprehensive Needs Assessment of the entire school that addresses all academic

areas and other factors that may affect achievement.

A. Campbell Middle School has developed its school-wide plan with participation from a

variety of stakeholders, and in conjunction with the School Strategic Plan. Through

various meetings with parents, PTSA, community leaders, and our building leadership

team, input has been garnered from multiple stakeholders. In the spring of 2014, a

Parent Information session was held in which parents participated in a program about

the Title I grant and its functions. In early April a survey was disseminated which

allowed parents to provide specific feedback and ideas regarding our Title I plan.

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

information:

Information concerning Campbell Middle School’s current level of performance was

taken from a variety of sources. Title I parental surveys provided feedback specific to

Title I programs. Our School Improvement Survey provided feedback from students,

parents, and faculty regarding specific areas outlined in GaDOE’s School Keys. The

team used the following reports regarding student achievement in developing this

plan:

Annual results of student CRCT scores

Students Reading on Grade Level - CRCT

IOWA test for 7th grade

ITBS scores for rising 6th grade students from feeder elementaries

ReadiStep for 8th grade

Writing results from the state 8th Grade Writing Test

Mock test for 6th and 7

th grades

Access testing report (ELL)

School Transient Report

Drop-out rate report

Student Languages Report

Informal 8th grade Technology Access Survey

School Strategic Plan

School-wide data teams further analyzed the data, incorporating results from prior data

cycles and classroom experiences, to identify root causes. Based on the information

provided from this variety of sources, priority areas of focus were developed.

C. We have taken into account the needs of homeless, neglected and migrant children by

currently serving our homeless students in accordance with all policies and procedures

of the McKinney-Vento Homeless Act through our HEP program office with our

School Social Worker and Guidance Counseling Office serving as liaisons. We do not

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have migrant children, but if they were to enroll, they would be served as well through

the services of the Migrant Children’s office as well as the School Social Worker.

D. We have reported current achievement data that will help the school understand the

subjects and skills in which teaching and learning need to be improved. See data

tables:

Reading % Meeting/Exceeding Standard on CRCT

Cobb County

All Students

Black White Hispanic Asian American

Indian Multi-racial

SWD LEP Econ

Disadv

2009-2010 94 88 87 95 87 100 75 91 59 75 86

2010-2011 94 91 92 97 91 96 75 86 75 84 89

2011-2012 95 93 93 94 93 100 75 97 82 81 93

2012-2013 96 95 97 96 94 95 100 97 84 87 93

2013-2014 97 96 96 97 96 100 N/A 97 86 92 96

Campbell’s reading scores have continually improved over the last 5 years.

Campbell’s students are now less than 1% behind Cobb County’s reading scores and

have increased 8% over the last 5- year period. In 2013-2014, all of Campbell’s

student groups with a significant population also maintained or increased their success.

ELA % Meeting/Exceeding Standard on CRCT

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2009-2010 90 89 89 94 88 100 100 91 62 73 88

2010-2011 92 91 91 96 91 90 100 93 76 82 89

2011-2012 91 88 88 90 92 100 100 97 65 78 90

2012-2013 94 93 95 97 91 95 100 94 82 81 93

2013-2014 95 93 93 93 93 96 N/A 93 86 92 93

Campbell’s ELA scores have increased from 2009-2010 to 2013-2014 by 4%.

Campbell’s ELA scores are 2% below Cobb County’s average ELA score of 93%.

This past academic year revealed an increase for several subgroups: Hispanic (2%),

SWD (4%), LEP (11%).

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Math % Meeting/Exceeding Standard on CRCT

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2009-2010 85 70 67 81 68 100 80 82 30 52 67

2010-2011 87 80 77 82 77 100 50 74 55 65 75

2011-2012 87 78 79 82 79 91 100 82 45 60 78

2012-2013 89 86 87 94 86 100 100 95 76 75 87

2013-2014 88 81 81 86 79 100 N/A 85 51 65 78

While Campbell’s math scores increased 16% between 2010 and 2013, in 2014,

scores dropped to slightly higher than 2012’s scores. Because the data is consistent in

improvement otherwise, 2013 will be regarded as an outlier while further analysis is

conducted.

Science % Meeting/Exceeding Standard on CRCT

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2009-2010 79 55 53 76 51 89 75 66 16 19 51

2010-2011 80 61 63 84 57 86 33 61 39 50 57

2011-2012 82 67 67 80 60 86 100 89 28 34 62

2012-2013 85 75 78 85 70 86 67 79 44 44 73

2013-2014 84 72 75 83 63 100 N/A 78 41 48 69

Campbell’s science scores are up 17% over the last 5 years. Campbell is still behind

Cobb County’s average by 12%. While the majority of students groups had a decrease

in the percentage of students meeting or exceeding standards in 2013-2014, LEP

students had an increase of 4%.

Social Studies % Meeting/Exceeding Standard on CRCT

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2009-2010 78 58 56 78 53 100 75 57 20 26 54

2010-2011 78 62 64 77 57 90 33 65 30 45 58

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Social Studies % Meeting/Exceeding Standard on CRCT

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2011-2012 82 66 66 81 61 87 100 80 32 28 52

2012-2013 85 72 78 82 65 81 67 79 42 38 70

2013-2014 86 75 78 83 70 97 N/A 74 44 52 71

Campbell’s social studies scores are up 17% in the last 5 years. Campbell is still

behind Cobb County’s average by 11%. The majority of students groups had an

increase in the percentage of students meeting or exceeding standards in 2013-2014.

The most significant change was found for LEP students with an increase of 24%.

8th Grade Writing

% Meeting/Exceeding Standard

Cobb County

All Students


Indian Multi-racial

SWD LEP Econ

Disadv

2010-

2011

89 65 67 77 53 83 100 82 32 18 61

2011-

2012

87 76 77 70 73 100 100 86 29 67 75

2012-

2013

87 75 81 62 74 86 100 67 44 58 73

2013-

2014

86 74 33 52

Campbell’s writing scores have increased 9% over the last 5 years. Campbell is still

behind Cobb County’s average by 12%. In 2013-2014 Campbell’s writing scores

slightly decreased 1% to 74% meeting or exceeding standards. For the 2014-2015

school year, the 8th Grade Writing Test will no longer be part of the battery of

standardized tests administered.

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

Students from Major racial and ethnic groups

Students with disabilities

Students with limited English proficiency

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College and Career Ready Performance Index 2013-2014

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

The major strengths we found in our programs are that the school, through its

integration of the International Baccalaureate Middle Years Programme, is

providing students with skill competencies in many areas but most specifically

in ELA, Reading and Math. Despite “flags” from the GA State CCRPI Index,

the students have shown growth in these areas from previous years pass rates

on the CRCT. The subgroups of Hispanic students and LEP students have

demonstrated increased achievement over last several years. The Advanced

Content students, comprising approximately 25% of the school population,

continue to meet or exceed standards.

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The major academic needs we discovered that will be addressed in our school-

wide plan with Title I funds comprise of interventions related to content,

ability subgroups, and ethnicity subgroups. Comprehensive interventions are

needed for the underperformance in Science and Social Studies. While

interventions for the LEP population has yielded improvement, continued

support is needed. Effective interventions for SWD students will address the

maintenance or decrease in achievement. For the first year after several years

of growth, the black student population, who also has the highest dropout rate

in the school, has shown a decrease in achievement. The Hispanic student

population, while showing an overall increase in standardized test

achievement, has a disproportionate classroom failure rate that limits full

success.

In discussing student achievement and gaps between student groups, a number

of potential root causes for students not achieving to competency levels were

identified. These included:

State and federal standardized tests that emphasize achievement in

ELA and Math

Delay in standardized tests aligned to reflect greater depth of

knowledge and rigor as expected by state standards

Lack of cohesive plan for teaching and supporting academic

vocabulary development

Limited literacy in primary and secondary languages for students

and their families

Unaddressed gap between entering proficiency of SWD and

General Ed students in co-taught classes

A high level of transiency both in students entering and leaving

after the school year has started

Limited culturally proficient pedagogy addressing economic and

ethnicity concerns of the community

A high staff turnover rate, including reassignments to new content

and grade levels

Summary of Needs:

G. The measurable goals/benchmarks we have established to address the needs are

Goal #1: Students will increase their content mastery of Science and Social Studies by 5%

as measured by the CCRPI with the new Milestones assessment in Spring 2015.

Goal #2: Students with Disabilities will increase their content mastery scores by 5% in

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Reading, ELA, Math, Social Studies and Science as measured by the CCRPI with the new

Milestones assessment in Spring 2015.

Goal #3: LEP students will increase the rate of positive movement from one Performance

Band to a Higher Performance band by 5% as measured by the ACCESS for ELLs

administered through the academic year.

Goal #4: Black and Hispanic students will increase their pass rate of all four core content

areas (English, Math, Science, Social Studies) by 5% as measured by their semester

grades.

2. School-wide Reform Strategies that are scientifically researched based.

A. School-wide reform strategies that provide opportunities for all children in the

school to meet or exceed Georgia’s proficient and advanced levels of student

performance.

Title I will provide the

following so that all children

have the opportunity to meet

or exceed standards.

Academic Goal Addressed Cost

3 Academic Coaches Assist / mentor new teachers,

model exemplary lesson plans,

help collaborate with teams of

teachers for best practice

teaching, lead professional

learning communities, assist

with the implementation of

school wide Title I initiatives,

and provide ample

professional development

sessions for our faculty.

Academic coaches analyze,

assess, and communicate data

to stakeholders to help

teachers understand how to

use the data to enhance

instructional practices.

$201,731

1 Teacher The Title I teacher is assigned

a class in the core academic

areas. These may be academic

$43,312

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connections teachers or core

academic classroom teachers.

The Title I teachers are used

for class size reduction.

Parent Facilitator The parent liaison is a link

between the parents and

school. They provide needed

resources for parents such as:

workshops, materials they can

check out and take home to

use, as well as translating oral

and written pieces of

communication.

$59,010

IB Training IB Training develops the

capacity and expectation for

teachers to provide students

high level student analysis and

innovation in all academic

areas. In the MYP program,

the emphasis is on full-school

implementation, so that

training includes meeting

student needs of different

academic abilities and

backgrounds.

$50,000

Read 180 Our school is implementing

Read 180 to enhance guided

reading. Read 180 is funded

through Cobb’s Title I Office.

In addition, local Title I funds

are being utilized to provide

additional training for Read

180.

$43,032

Spartan Academy The Spartan Academy is a

Saturday School program that

meets at Campbell Middle

School. Both students and

parents are invited to

participate in various classes.

Title I will fund remedial

classes and parent computer

resources.

$

Flocabulary Uses visual and auditory $1500

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information to help the

students learn important ideas

in all subject areas. The

students retain the information

since it is presented in such an

engaging way. It also

encourages discussion and

writing across the curriculum,

especially within

informational writing.

Study Island Study Island’s programs are

explicitly designed to help

students master the content

specified in state and Common

Core standards.

$13,000

USA Testprep Learning resource center with

diagnostic and remdial

strategies to support all

students in English Language

Arts, Reading, Math, Science,

and Social Studies, aligned

with Common Core standards.

$4,000

Vocabulary Workshop Vocabulary Workshop

introduces high-utility and

academic vocabulary in

context and promote students’

understanding of these words

with multiple exposures.

$7,500

B. Are based upon effective means of raising student achievement.

a. Academic Coaches - Academic Coaches: Darling-Hammond, 2000.

Teacher quality and student achievement: A review of state policy

evidence. Educational Policy Analysis Archives, 8(1), 1–42.

“Researchers who examine issues related to teacher professional

development are finding that the best-trained, most knowledgeable

teachers (in any domain, not just reading) have had substantial support

from a strong mentor or coach who helped them to learn new concepts and

practice new skills in the classroom.”

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b. Professional Learning Communities - : Annenberg Institute for School

Reform, 2004, p. 3. “We support and encourage the use of professional

learning communities (PLCs) as a central element for effective

professional development and a comprehensive reform initiative. In our

experience, PLCs have the potential to enhance the professional culture

within a school district.”

c. Reduction of class sizes – Studies with positive effects of class size are

almost 60 per cent more prevalent that studies with negative effects.

Smaller class size positively affected mathematics scores for fourth

graders and improved the social environment for eight graders, which in

turn, produced higher achievement. These effects were greatest for

students of lower socio-economic status. Smaller classes allow more time

for instruction and require less time for discipline. Small class size group

had closer interaction and rapport among student–student and student–

teacher relationships than a large class size group. Based on this

background, individual students’ problems could easily be identified and

prompt attention given. It should also be noted that researchers who found

significant influence of class size on academic performances emphasized

that the effects of class size were greatest for either disadvantaged and

minority students or students of low socio-economic status. Fan, F. A.

(2012). Class Size: Effects on Students' Academic Achievements and

Some Remedial Measures. Research In Education, (87), 95-98.

doi:10.7227/RIE.87.1.7

d. Saturday school/remediation - The researcher inferred from the interview

findings that an improvement occurred in students' reading abilities as a

result of the reading component of the private after-school tutoring

program. Fortunately, effective research-based strategies such as those in

the reading component in the study exist to improve students' reading

skills. Therefore, the researcher recommends that more students and more

funding should be directed toward programs that utilize the models and

strategies in the private after-school tutoring program. A major implication

of the study involved the need for increased funding to institute more

national after-school tutoring programs that enhance reading skills.

NELSON-ROYES, A. M., & REGLIN, G. L. (2011). AFTER-SCHOOL

TUTORING FOR READING ACHIEVEMENT AND URBAN MIDDLE

SCHOOL STUDENTS. Reading Improvement, 48(3), 105-117.

Comparing five tutoring programs for preventing early reading failure,

Wasik and Slavin (1993) found that the most effective programs employed

certified teachers as tutors.

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Karsenty, R. (2010). Nonprofessional mathematics tutoring for low-

achieving students in secondary schools: A case study. Educational

Studies in Mathematics, 74(1), 1-21.

e. Online learning for study and supplementation – Magnolia Consulting,

LLC. (2012). “Developing Student Literacy Skills.” “Research on

computer assisted instruction shows a positive influence of digital

programs on reading achievement. Specifically computer program

feedback that focuses attention on specific tasks and provides information

on correct answers, leads to higher student achievement outcomes.”

f. Vocabulary Workshop – Fisher, D. and Frey, N. (2010). “Vocabulary

Instruction in the Middle Grades,” Sadlier Oxford Professional

Development Series, 2. “Modeling establishes the initial thinking

processes that one uses when reading, writing, and speaking about

vocabulary, but students need opportunities to try the words for

themselves. In particular, students need to use target vocabulary in their

spoken language before they can be expected to use it in more formal

written language. As Bromley (2007) reminds us, "Language proficiency

grows from oral competence to written competence." All students benefit

from purposeful use of new vocabulary within the context of meaningful

and engaging activities. This is even more critical for adolescent English

language learners who are simultaneously learning English while learning

in English (Fisher, Frey, & Rothenberg, 2008).”

C. Use effective instructional methods that increase the quality and amount of

learning time.

Campbell Middle School staff believes that all students can learn. Dr. Max

Thompson advises, “… to be a high performing school teachers plan ahead and

plan together for student success." Time is allotted for teacher collaboration to

organize and deliver instruction. Graphic organizers, vocabulary in context, and

standards-based classrooms are key components in increasing student

achievement. Common pre-assessments are used to identify areas of weaknesses

prior to the start of a unit so that instruction may address any significant

deficiencies. Common post-assessments are used to evaluate student achievement

and growth and to determine possible areas where additional instruction may be

necessary. The 5 Step Data Team process is fully utilized to allow for tracking of

student strengths and obstacles.

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

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with improvement plans approved under the Elementary and Secondary

Education Act of 1965 (ESEA).

The needs of all students, particularly those of our special education, English

Language Learners and our students who are Economically Disadvantaged will be

carefully monitored through RTI, data teams, quarterly assessments and report

cards. Adjustments to programs will be made to address these needs. Our

School’s Strategic Plan as well as our Title I plan goals 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)

3. Highly Qualified Professional Staff.

A. Strategies to attract highly qualified teachers to high-needs schools.

Teacher recruitment takes place at school district sponsored Job Fairs throughout

the year. Job Fairs are aimed at recruiting high quality candidates from a variety

of areas such as the Diversity Fair, fair for schools within a specific cluster, and

many from colleges around the state. In addition, Campbell partners with

Kennesaw State University and Georgia State University to provide field

experiences and internships for education majors.

B. School status of highly qualified teachers to high-needs schools

100% of Campbell’s staff is highly qualified. For staff members hired during the

school year and not considered highly qualified, Campbell will develop a plan to

support these individuals in obtaining a highly qualified status.

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

A. We have included teachers, principals, paraprofessionals and others, if

appropriate, pupil services personnel, parents, and other staff in our staff

development that addresses the root causes of our identified needs.

Professional development is job embedded and includes both collaborative

approaches as well as individual professional learning opportunities. The focus of

professional learning will be on the on-going training and implementation of the

International Baccalaureate Middle Years Program Model as well as standards-

based classrooms, collaborative data teams, performance-based instruction, and

curriculum alignment to teaching and learning. Staff is also given the opportunity

to design their own professional learning and select from numerous staff

development trainings through the school year.

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B. We have aligned professional development with the State’s academic content and

student academic achievement standards by a careful disaggregation of all

achievement data. The school’s leadership ensures all professional development

paid for with Title I funds aligns to Georgia’s Common Core curriculum and will

impact student achievement.

C. We have devoted sufficient resources to carry out effectively the professional

development activities that address the root causes of academic problems. For

example:

Providing teacher training time during the academic day for staff by

using local and county funds to pay for substitutes

Using Title I and Title II money for materials and training

Using the Parent Liaison and School Social worker to assist the school

with parent/student concerns and training

Guest speakers as needed

Using PTA funds, materials, and activities for our students and parents as

scheduled

D. 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:

Data team meetings - as part of the Professional Learning Communities

at Campbell Middle School, data teams consist of teams of teacher who

meet to discuss student progress and obstacles using common formative

assessments. By using the 5 Step Data Team process, teachers are able

to select instructional activities that meet the learning needs of their

students.

Continual reflection of assessments – Within the Professional Learning

Communities at Campbell Middle School, teachers analyze assessments

and results. As part of a balanced assessment approach, teachers are able

to ascertain student attainment of standards from various perspectives.

Staff meetings – A school wide meeting calendar has been developed

that allows time for staff to meet in a number of different incarnations

including Professional Learning Communities, grade levels, subject

areas, and full staff. Meetings at Campbell Middle School have an

agenda that is on a standard template and focused on curriculum,

instruction and assessment. Meeting agendas and minutes are posted on

the staff shared drive for all staff to access. This allows for continual

vertical and horizontal communication.

Using SIP survey information from parents, students, and staff

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responses – The Building Leadership Team, consisting of administration

and teachers analyzes the results for the SIP survey. We then identify

priority areas to focus on and develop both the Title I plan and School

Strategic Plan to articulate specific strategies to meet identified goals.

SSP committee – The School Strategic Plan Committee meets

consistently to develop and assess school-wide goals and initiatives as

aligned to district expectations and Title I requirements.

E. Schools yearly professional development schedule

2014-2015 Professional Development For:

Campbell Middle School

Month

Professional

Learning

Topic

Core Academic

Area Addressed Location

Estimated

Cost

Funding

Source

September - April Topics for

training are

aligned directly

with the stated

academic needs

of the school,

including

instructional

strategies,

student

engagement,

assessment

creation/use,

and co-

teaching.

All Content Areas Campbell $12,000 SFSD

Title II

Title I

August-May

Topics to be

determined by

needs assessed

from Academic

Coaches’ walk-

throughs and

coaching

cycles.

All Content Areas Campbell Job-

embedded N/A

September- Staff Title I All school staff Campbell Job- N/A

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October Staff embedded

October

Differentiated

Instruction 6th

-

12th

Life

Science

Science Atlanta,

GA $250 Title I

October

Differentiated

Instruction 6th

-

12th

Physical

Science

Science Atlanta,

GA $125 Title I

October

IB Workshop

on

implementation

of IB program.

All Content Areas Miami,

FL $6000 Title I

November

National

Council for the

Social Studies

Conference

Social Studies Boston,

MA $6,000

Title I

February National Title I

Conference All Title I Areas

Salt Lake

City, UT $3, 000 Title I

March

National

Science

Teachers

Association

Science Chicago,

IL $6,000 Title I

March

College Board

Preparate and

Dream

Deferred

All content areas

New

Orleans,

LA

$6,000 Title I

June IB MYP

Training All Content Areas Atlanta $44,000 Title I

* Travel Forms and Performance Contracts must be

Completed Six Weeks in Advance!

5. Strategies to increase parental involvement

A. We have involved parents in the planning, review, and improvement of the

comprehensive school-wide program plan by:

A full time Parent Facilitator, paid for with Title I funds, staffs our Parent

Information Resource Center. She has devised programs and uses strategies that

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seek to increase the participation of all family members in Campbell Middle

School. The PTSA works in conjunction with the parent facilitator to plan

multiple parental engagement opportunities throughout the year. Parents are

invited to attend an input meeting in which they may provide feedback and

suggestions regarding the Title I plan. In addition, parents are surveyed to

ascertain their opinions on the school. The 2014 parent survey results revealed an

interest and request for parent academic workshops. They also requested

workshops for supporting students with health-related issues (depression, eating

disorders) and general middle-year student issues.

WORKSHOP DESCRIPTION OF WORKSHOP Building

Capacity

Standard

Addressed

DATE TIME Cost

Annual Title 1

Parent

Information

Meeting

Provides parents information on state

academic standards, standardized

assessments, student achievement

progress monitoring, school-wide

communication practices, and

available special programs.

1, 4

September 30th

6:30 pm $100

Parent

Contributions

Training

Presentation to teachers and support

staff detailing the value and

contributions of parents as related to

student achievement. Includes

strategies describing how to engage

increased amounts of parent

involvement in the academic process.

3

September 29th

Grade

Level

Meetings

$25

Parent Input

Meeting

Review the Title I plan for the current

year, parent compact and policy and

gather input for the next year.

1,4

TBD TBD $100

WORKSHOP DESCRIPTION OF WORKSHOP Building

Capacity

Standard

Addressed

DATE TIME COST

GRADES 7-8

MEET &

GREET

Parents and students have the

opportunity to meet the teachers,

explore exciting learning

opportunities, and receive overview

of the curriculum.

Standards: 1,4

July 31

9:00-12:00

pm

No cost

LATINO &

ESOL PARENT

NIGHT

Parents and students have the

opportunity to attendee at this

meeting in Spanish, explore exciting

learning opportunities, and receive

overview of the curriculum.

Standards:1,4

July 31

6:30 pm

$100

PTSA Meeting

OPEN HOUSE

Parents and students experienced an

in-depth look into the curriculum

standards and expectations for the

school year.

Standards: 1,2,3 Aug21 6:30 pm

$100

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LUNCH &

LEARN

“Moving to

the Middle”

“Moving to the Middle”. - `Student

focused parent workshop. Parents

learn how to help students transition

through middle school. Topics

include homework, time mgt.

Standards:1,4

TBD

12:00-1:00

pm

$200

LITERACY

FAMILY

NIGHT

ALL

GRADES

Implementation Of Common Core

Curriculum that will require higher

literacy skills from all students in all

curricular areas. Parents will have the

opportunity to review the literacy

expectations and see examples of

literacy in all content areas. Breakout

sessions for all Grade Levels.

Standards:1,2,4,6

TBD

6:30-8:00

pm

$100

FAMILY MATH

NIGHT

Math activity night is for the entire

family to provide practical activities,

tools and strategies to support

students with identified standards

that have been challenging for their

specific grade level. Three sessions

specific for standards in grades, 6, 7,

and 8. These learning activities will

be teacher-led.

Standards:1,2,4,6

TBD

6:30-

8:00pm

$100

LUNCH &

LEARN

Parent

Celebration

Facilitator discusses how parents can

get involved at school. Parents share

best practices tips.

Standards: 1,6

TBD

12:00-1:30

pm

$200

Lunch & Learn

“Learn To Save”

Bringing Math into everyday!

Coupon Saving tips for parents.

Standards:1, 6

Jan 15

12:00-

1:00p.m

$200

CRCT PARENT

WORKSHOP

2014

Parents will learn more about CRCT

and its purpose, College and Career

Readiness, the promotion and

retention policy, how to help their

child be more successful

academically and resources available

to help their child meet or exceed the

standards.

Standards: 1,2

4,5,6

March

Tuesday,

Thursday and

Saturday

6:30 pm

8:00pm

And 9:00

a.m. to

12:00 pm

$100

SIXTH GRADE

ORIENTATION

Students and parents will meet with

their homeroom teachers and receive

an overview of the middle school

procedures and academic

expectations.

Standards: 1,4

TBD

9:00-12:00

pm

$25

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LLUNCH &

LEARN

“Moving to the

Middle”

Workshop for parents of students

preparing for middle school

transition.

Standards:1,2 ,4,6

Saturday

Abril 24

11:00 am-

to 1:00 pm

$200

B. We have developed a parent involvement policy included in our appendices.

As part of our Parent Compact and school plan to increase parental involvement

we will implement the following strategies for 2014-2015:

Grades 6-8 Meet & Greet

Latino & ESOL Parent Night

Annual Title I Information Session

PTSA Open House

Hispanic Heritage Breakfast

Lunch & Learns

Literacy Family Night

Family Math Night

Milestones Parent Workshop

Sixth Grade Orientation

The Spartan Academy (Saturday workshops for parents)

Multicultural Night

Advanced Content/Gifted Parent Night

Special Education Parent Night

Technology Workshop

Our Parent Resource Center is available to all parents to access student

grades and assessment results. Both the Parent Liaison and the counselors

are available to assist with interpretation of results of all local and state

assessments.

Our Title I Plan is available to the LEA, parents and public via our website.

This includes our Parent Compact and Parent Involvement Checklist.

6. Plans for assisting preschool children in the transition from early childhood

programs to local elementary school programs and/or students entering middle

school or high school

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Campbell Middle Parent Information Session for Elementary School Parents with

students entering Campbell Middle School:

Parents are invited to learn about academic offerings, Clubs & Activities, CMS facilities

(Media Center, Technology, etc.), IB MYP(International Baccalaureate Middle Years

Programme) at CMS, Renaissance Program (academic excellence reward program), and

test data & AYP Information. A school tour was also included in the session.

Elementary School visits are conducted by counselors and select students.

Transition activities from middle school to high school:

Department heads from Campbell High School visit Campbell Middle School and meet

with 8th

grade lead teachers to discuss placement procedures. Registration materials will

be brought from the high school and given to the 8th

grade counselor.

Articulation Video

Campbell High School (CHS) prepares an articulation slide show to be shown at the

middle schools immediately before the CHS student and counselor presentation.

Immediately following the video, CHS students will perform rehearsed skits that depict

various aspects of high school. After each skit, CHS students will highlight the key

points. Additionally, CHS students will discuss extra-curricular activities and the “fun”

aspects of high school. At the close, CHS students and counselors will be available to

answer questions.

Parent Night at Campbell High School

The high school will host 8th

grade parent night. There will be a brief presentation in the

auditorium. Following the presentation, there will be an opportunity for students to take

a tour of the building and to learn about CHS by attending an academic and

extracurricular activity fair.

CHS will prepare a flyer for the middle schools to promote parent night. The middle

schools will distribute the flyer to the rising 9th

graders. Additionally, the middle school

will use a dial out to inform parents of parent night.

7. Measures to include teachers in the decisions regarding the use of assessment to

provide information on, and to improve, the performance of individual students and

the overall instructional program.

The Building Leadership Team composed of staff members from all grades and

departments meets biweekly to discuss student assessment data, set short and long-term

goals, and make recommendations toward school wide improvement. In addition, data

teams convene weekly to provide opportunities for teachers to address student needs,

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student performance, and to develop strategies to move students to a higher level of

learning. Campbell teachers participate in the school improvement process thorough

collaborations, subject-areas meetings, grade level meetings, student academic reviews,

professional development, and faculty meetings.

Through the school improvement process, teachers cooperatively plan activities that

support the Title I plan and SSP strategies. Along with collaborative planning, teachers

analyze data as a grade level, both as subject specific and classroom specific. All

collaborative meetings focus on staff development and school improvement through the

examination of data collected by common assessments and benchmarks that are aligned

to the GPS. Data is organized to illustrate trends for individual students, class periods,

team, and grade levels. Through analysis of this data, appropriate instructional and needs

adjustments can be made.

8. Coordination and integration of Federal, State, and local services and programs

This component requires a description of how the school will implement the

programs listed above, a description of how Title I resources and other resources

will be coordinated to support student achievement goals in the school

improvement plan, and a listing of all state and federal programs consolidated in

the school-wide plan.

A. List of State and local educational agency programs and other federal programs

that will be included

See Chart Below.

B. Description of how resources from Title I and other sources will be used.

See Chart Below.

Funding Source Funding Use

FTE Funds Instructional staff (teachers, parapros),

consumable supplies, technology, expendable

equipment, professional learning

SPLOST Funds Technology, expendable equipment

Title I, Part A Class size reduction, Instructional staff

(teachers, parapros) consumable supplies,

technology, expendable equipment,

professional learning, academic coaches

Title II, Part A Professional Learning

20 Day Money The Spartan Academy

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C. Plan developed in coordination with other programs, including those under the

School-to-Work Opportunities Act of 1994, the Carl D. Perkins vocational and

Applied Technology Act, and National and Community Service Act of 1990.

At Campbell Middle School community service and involvement is available

through:

General Electric’s Igniting Minds Program

JAMS – an afterschool program by Junior Achievement funded by the

Goizueta Foundation

JOOI Club sponsored by our local Kiwanis’s Club

The Builder’s Club sponsored by our local Kiwanis’s Club

Red Day sponsored by Keller Williams Realty

Vegetable Garden sponsored by IBM

9. Activities to ensure that students who experience difficulty mastering standards

shall be provided with effective, timely assistance, which shall include:

We are providing activities to ensure that students who experience difficulty

mastering proficient or advanced levels of academic achievement standards shall

be provided with effective, timely additional assistance.

A. Measures to ensure that student’ difficulties are identified on a timely basis.

Campbell Middle School works diligently to identify students who are at-risk of

not meeting standards. As a part of the Data Team Process, all teachers are

required to chart student common assessment data which is inclusive of

identifying “bubble students,” students who did not meet standards/expectations

(DNM), students who meet the standards/expectations (ME), and students who

exceeded the standards/expectations (EE). The Common Assessment Log also

disaggregates results to allow teachers to view results not only by the entire class,

but also by SWD (students with disabilities) and ELL (English language learners)

subgroups. Teachers also utilize quarterly Benchmark Assessment results to

identify students who are not meeting expectations on standards taught within a

particular quarter. The results are used to offer remediation opportunities for

students in a variety of settings. The school also utilizes the ITBS (Iowa Test of

Basic Skills) results to identify eighth grade students who are potentially in

danger of not meeting expectations on the Georgia Milestones Test (replacing

Georgia Criterion Referenced Competency Test) to provide additional

intervention opportunities during the second semester of the school year.

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B. Periodic training for teachers in the identification of difficulties and appropriate

assistance for identified difficulties.

Campbell Middle School trains teachers during preplanning in identification of

students with difficulties. In addition, new to Campbell teachers receive

additional training during monthly meetings and coaching cycles.

C. Teacher-parent conferences that detail what the school will do to help the student,

what the parents can do to help the student, additional assistance available to the

student at the school or in the community.

Official Progress reports are sent home every 6 weeks and report cards every 18

weeks. Teachers may also elect to send home interim reports which outline

grades on specific assignments in addition to missing assignments. Deficiency

notices are sent home no later than 10 days before the end of a grading period.

Parents may enroll in Synergy (online grade and attendance reporting system).

Allowing parents access to student grades and attendance is one of the best tools

to prevent students from faltering academically.

During parent/teacher conferences, data is used to inform parents of their child’s

strengths and obstacles in learning. In addition, information regarding other

factors is discussed including attendance and behavior. Parents are given a

printout of their child’s grades and conduct.

10. Description of how individual student assessment results and interpretation will be

provided to parents.

Official Progress reports are sent home every 6 weeks and report cards every 18 weeks.

Teachers may also elect to send home interim reports, which outline grades on specific

assignments in addition to missing assignments. Deficiency notices are sent home no

later than 10 days before the end of a grading period. Parents may enroll in Synergy

(online grade and attendance reporting system). Allowing parents access to student

grades and attendance is one of the best tools to prevent students from faltering

academically.

Campbell Middle School has in place a plan for ongoing parent communication including

Student-Led Conferences. During this meeting, students take ownership and responsibility

for sharing individual progress with their parents. Individual Test Talks are also completed

each year with students. Test Talks allow every student at Campbell Middle School an

opportunity to speak with someone in regards to their standardized test scores and set

educational goals. Students discuss their most recent standardized test scores and create an

action plan for improvement. It is most important for students to know where their stand and

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be able to identify strategies for success. These meetings have been positive and inspiring to

students. During student-led conferences, students also share their Test Talk plan with their

parents which includes their individual score reports.

Since state testing occurs near the end of the school year, the Georgia Milestones Tests score

reports may be picked up at local schools during the summer. Parents are also given copies

of state-provided brochures to explain all standardized test results. Often times, parents

receive mini-training sessions on interpreting the results when picking up their score reports.

Interpreting score reports is also reviewed and clarified during ESOL/Latino Parent Night

and the annual Eighth Grade Parent Night.

11. Provisions for the collection and disaggregation of data on the achievement and

assessment results of students.

Data is collected and disaggregated by the Georgia Department of Education.

In addition, each data team member maintains an electronic data notebook which includes

student performance data. All teachers participate as a member of a data team to review

common assessment results, analyze student work samples, to share best instructional

practices, and to adjust instruction based on the needs of students.

Teachers use common assessments to record unit post-test results and then disaggregate data

based on all identified subgroups (all students, SWD, ELL) and student readiness levels

(proficient, close to proficient, far from proficient). Teachers also have access to current and

archived standardized test information through the state test data information portal, the State

Longitudinal Data System (SLDS). When using data from SLDS teachers have the ability to

run disaggregated reports by many criteria including subgroup classification.

12. Provisions to ensure that disaggregated assessment results for each category are

valid and reliable.

The Georgia Department of Education has verified the validity and reliability of the

disaggregated data.

13. Provisions for public reporting of disaggregated data.

The GaDOE and CCSD publish disaggregated data for each school on their respective

websites. In addition to this, Campbell publishes disaggregated data on our school web

site provide information regarding student score information on various standardized tests.

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14. Plan developed during a one-year period, unless LEA, after considering the

recommendation of its technical assistance providers, determines that less time is

needed to develop and implement the school-wide program.

The plan was developed during a one-year period in the 2013-2014 school year for the

2014-2015 school year and has been revised as needed.

15. Plan developed with the involvement of the community to be served and individuals

who will carry out the plan including teachers, principals, other staff, and pupil

service personnel, parents and students (if secondary).

The Title I, School-wide Plan was developed with the involvement of the community to

be served and individuals who will carry out the plan including teachers, principals, other

staff, and pupil service personnel, and parents.

16. Plan available to the LEA, parents, and the public.

In an effort to ensure that all stakeholders have access to the information included in this

plan, Campbell Middle will make this document available to the LEA, parents, and the public

through our web site.

17. Plan translated to the extent feasible, into any language that a significant percentage

of the parents of participating students in the school speak as their primary

language.

The International Welcome Center and parent liaison provide translation services for both

written documents and oral communication. All documents shared with parents are

translated into Spanish (our dominant language) by the IWC prior to distribution. As

required, documents are translated into other languages as well. The Parent Liaison translates

in parent/administrative conferences as needed and assists with parent calls. This Title I

School-wide plan will be submitted to the IWC for translation and made available to any

parent whose primary language is not English. Campbell Middle also has a number of

bilingual teachers who assist with translations as well.

18. Plan is subject to the school improvement provisions of Section 1116.

This school-wide plan is subject to the school improvement provisions of Section 1116.

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