School Name

Georgia Department of Education

Title I Schoolwide/School Improvement Plan 2014-2015

Valdosta Middle SchoolSchool Improvement Plan

Beth DeLoachSchool Year

2014-2015August 22, 2014SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Valdosta Middle SchoolDistrict Name: Valdosta City Schools

Principal Name: Beth DeLoachSchool Year: 2013-2014

School Mailing Address: 110 Burton Ave, Valdosta, GA 31602

Telephone: 229-333-8555

District Title One Director/Coordinator Name: JaBra Harden-Fuller

District Title One Director/Coordinator Mailing Address: 1204 Williams Street, PO Box 5407, Valdosta, GA 31603

Email Address: jharden@gocats.org

Telephone: 229-333-8500

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School FORMCHECKBOX

Title I Alert School

Subject

AlertList Subject(s)Sub-Group

Alert FORMCHECKBOX

List Subgroup(s)

White: 93.5% (2010-11)

SWD: 53% (2010-11)

Graduation AlertList Subgroup(s)

Principals Signature:

Date:

Title I Directors Signature:Date:

Superintendents Signature:Date:

Revision Date:Revision Date:Revision Date:

NAMEMEMBERS SIGNATURE POSITION/ROLE

Beth DeLoach

Principal

Louel Marshall

Assistant Principal

Mike Samaras

Assistant Principal

Valica Sampson

Assistant Principal

Hilda Edgerton

Academic Coach

Matt Cribbs

Academic Coach

Tara Walker

Counselor

Thomas Gay

Counselor

Julie Morris

Media Specialist

Ashley Berry

Special Education Teacher

Rhonda Goodson

ESOL Teacher

Andralynn Tift

8th Grade Science Teacher

Steven Hall

8th Grade Social Studies Teacher

Latasha Gosier

7th Grade Math Teacher

Anna McCall

6th Grade Science Teacher

Angela Faber

Art Connections Teacher

Alex Alvarez

Curriculum Coordinator

Jabra Fuller

Valdosta City Schools Title I Director

James Nelson

Parent/School Council Representative

Todd TillmanParent/School Council Representative

SIP Components

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

A. We developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide/school improvement program plan. Those persons involved were the school Leadership Team which is comprised of Valdosta Middle School administrators, teachers, academic coaches, school counselors and a media specialist.

The Leadership Team at Valdosta Middle meets to disaggregate CRCT data on an annual basis during a system-wide data retreat conducted by the Teaching and Learning Department for Valdosta City Schools. Additionally, the Leadership Team consistently reviews the school-based Action Plan during the Indistar process to analyze progress toward goals identified within the School Improvement Action Plan. Teachers receive and review the disaggregated data during weekly, grade level department meetings to determine areas of weakness within the departments. This data also drives our Professional learning sessions held on a weekly basis.

Criterion Referenced Competency Test

Valdosta Middle School

2012-2014Percent of All Students at or above 800Grade 6

Grade 7

Grade 8

121314

121314

121314Reading

949898

939596

959497

English/LA

919393

939595949496

Mathematics

797881

949487

738184

Science

747070

858888757079

Social Studies

828280

818983

847585

Beginning with the 2012-2013 school year, the GA DOE will transition from needs improvement (NI) distinctions based on adequate yearly progress (AYP) reports to Reward, Priority, Focus and Alert Schools distinctions based on the ESEA Flexibility Waiver formulas. Focus Schools are Title I schools that have the largest within-school gaps between the highest-achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups or, at the high school level, has the largest within-school gaps in graduation rates and are Title I high schools with a graduation rate less than 60 percent over a number of years that is not identified as a Priority School.

Focus Schools will be identified every 3 years and once identified the schools will be served for 3 years through Flexible Learning Program (FLP) support interventions. Valdosta Middle School has been identified as a Focus School based on 2011 Composite scores of all CRCT subject areas. The following data provides information concerning how the school received the designation as a Focus School. The Composite CRCT score for the highest achieving subgroup (White subgroup) was 93.5 and the Composite CRCT score for the lowest achieving subgroup (Students with Disabilities-SWD) was 53.0, resulting in a composite achievement gap of 40.5 points. Below is a chart displaying the Focus School calculations for the 2012 school year, 2013 school year and 2014 school year.

Subgroup

2012

2013

2014White

95.07

95.86

96.22

SWD

61.62

63.80

63.14

Valdosta Middle School will address the achievement gap between the White and SWD subgroups with the goal of reducing the percentage of SWD who Did Not Meet on the CRCT (Reading, English/Language Arts, Math, Science and Social Studies) by 25% over the next three years.

Percent of Students scoring at or above 800 (Meets and/or Exceeds) on the CRCTWhite subgroup

SWD subgroup

2012

2013

20142012

20132014

Reading98.8%

99.3%

98.4%

77.5%

81.6%

81.4%

English/LA98.0%

97.3%

98.7%

72.3%

74.3%

77.1%

Math91.0%

96.0%

93.0%

56.4%

66.0%

52.1%

Science93.4%

94.3%

94.2%

47.9%

45.6%

50.6%

Social Studies94.1%

92.3%

95.9%

56.4%

51.3%

48.1%

During the 2013-2014 school year, 96 students received Full Academic Year (FAY) special education services (EBD, SLD, MIID, MOID, OHI, BID, PID).

Special Education

Program Enrollment

Percent of Student

Population

2012-2013799%2013-20149611%2014-201510412.5%The data and information included below is included as evidence for how VMS previously addressed improving our students writing achievement; however, we know during the 2014-2015 school year, Georgia will no longer administer the 8th grade Writing Assessment. One of VMS main goals is to continue requiring students to write within all content classes; so that students are able to develop exemplary writing skills to prepare for the new Georgia Milestones Assessment. We expect to continue the work of writing across the contents to insure students are prepared to meet and exceed on the Georgia Milestones Assessment. This year we have implemented AVID school-wide, and students will also be expected to write using higher order thinking skills as they learn to use AVID strategies.8th Grade Writing AssessmentPercent of all 8th grade students in each category and Average Scaled ScoreCategories of Scaled

Scores

2011-12

2012-132013-14

Not on Target

16%

14%12%

On Target

80%

83%85%

Exceeds Target

4%

3%3%

Average Scaled Score

214

212215

Writing to Win was reintroduced in 2009-2010 as a system-wide grades 6-12 initiative for employing writing to learn across in all academic areas with an emphasis on process writing in social studies and science classrooms. VMS has incorporated the use of standard cover sheets for subject departments so all teachers are giving the same level of rigor in assessments. Specifically, social studies and science teachers are all implementing the W2W writing process as follows: all drafts are counted as standards check grades and all final process writing pieces are counted as a summative grade. Additionally, all content teachers are incorporating W2W Journal Strategies with fidelity to insure all students process the information taught. W2W Journaling is included within all content area cover sheets as a standards check to formatively assess the students.B. We used the following instruments, procedures, and processes to obtain this information: Valdosta Middle School utilized the data specific to Valdosta Middle School from the 2014 Valdosta City Schools Comprehensive Needs Assessment and the 2014 Valdosta City Schools Parent/Guardian Survey to get relevant information from the stakeholders addressing all academic areas and other factors that may affect achievement. School data, such as CRCT test results, common assessments, grade distribution, discipline and attendance data were analyzed for consideration during the school improvement plan development process.

C. Currently, we do not have any migrant children enrolled; a plan for addressing their needs is established with 2 hours of additional support weekly from the system migrant education staff member.

D. We reflected upon current achievement data that will help the school understand the subjects and skills in which teaching and learning needs to be improved. From the information listed below, we developed our SMART goals:

CRCT Math (All Students and SWD)

Literacy through CRCT Reading and CRCT Language Arts (All students and SWD)

Writing (all 8th Grade students)

CRCT Science (All Students and SWD)

CRCT Social Studies (All Students and SWD) Students meeting promotion requirements (all 8th Grade Students)

E. We 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: All Students (Math, Science, and Social Studies)

Students with disabilities (Math, Reading, English/Language Arts, Science and Social Studies)

All 8th Grade Students (Writing and meeting promotion requirements for 9th grade.)

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

The major strengths we found in our program were the decrease in the achievement gap between our highest achieving students and SWDs, inclusion of writing in all subject areas, 75 minute core academic content blocks of CCGPS aligned learning time, and Reading/ELA CRCT scores for all subgroups.

The major needs we discovered were to increase student reading comprehension skills for all students focusing in Science and Social Studies and to further develop co-teaching models and collaboration. VMS wants to increase the percent of students exceeding on all Georgia Milestones subtests as well as increase the number of 8th grade students meeting system promotion criteria. We also discovered the need for professional learning in the area of Differentiation and assessment uses to adequately provide individualized instruction for all students. The 21st Century Skills Assessment data indicates a need for increased use of technology in all content areas. The needs we will address are content area co-teaching for SWD, Math for All Students, Science for All Students which will include a weekly 80 minute extended learning time, Social Studies for all students, and Writing to Win process writing to reflect GPS standards in Science and Social Studies. We also will address all students academic needs by school-wide implementation of AVID strategies such as the One World Notebook, Cornell Notes, Costas Inquiry Level of Questioning. The specific academic needs of those students to be addressed in the school wide program plan will be additional support in Science during extended learning time. During ELT, VMS will focus on science hands-on activities and reading comprehension skills. Struggling math students needs will be addressed in a math CCGPS course with REP strategies embedded within the course. The teachers will address math fluency and problem solving to include critical thinking and higher order thinking skills. Use of W2W journaling and process writing along with AVID strategies will address the writing skills of students. The ROOTCAUSE/s that we discovered for each of the needs were a more functional co-teaching pairing, training, and relationship building. Additional strategies and professional learning are needed to strengthen Tier 1 instruction. Lack of a mentoring program for struggling students, parent involvement, economic disparity factors, gaps in learning of many underachieving students are all noted as root causes. Aging student technology within the classrooms and student access to technology were also noted as a root causes. During the 2014-15 school year, we plan to continue and improve the implementation of all strategies to address school-wide needs.G. The measurable goals/benchmarks we established to address the needs are listed below:Goals/Area of FocusActions/Strategies/InitiativesVMS will increase the median growth percentile for all students in grades 6-8. The SGP summary measure is the median growth percentile for all students in the school and will be determined by EOG assessment in 2015.(Exceeds goal) Advanced content classes for E/LA and Math Weekly grade level collaboration planning

Professional learning to provide teachers with research-based strategies (TKES, Instructional Frameworks, 5 step protocol, components of a standards-based classroom, Differentiation, and how to effectively assess data to provide flexible grouping and individualized instruction)

Progress Monitoring Cover Sheets to maximize student goal setting and accountability

Develop action plans to address student deficiencies

SRA Science implemented in the FLP program for all students to focus on reading comprehension, grade level science content, vocabulary building, virtual labs, writing extensions, and hands-on activities

Writing To Win curriculum; research paper, lab reports, etc.

AR/Myon/Collections curriculum will be used to increase Lexile scores for all students

After School Programs in Math and Reading

VMS will increase the percentage of students who meet or exceed grade level Lexile scores from baselines of: 70% for all 6th grade students who have a 950 Lexile score or greater in 2014 to 80% in FY15

69% for all 7th grade students who have a 1000 Lexile score or greater in 2014 to 80% in FY15

80% for all 8th grade students who have a 1050 Lexile score or greater in 2014 to 90% in FY15

(addressing literacy/Lexile) Monthly co-teaching collaborative planning sessions and data review for SWD Biweekly Progress Monitoring for SWD by special education case load manager.

Case Managers will monitor and adjust instructional intervention strategies according to SWDs progress.

Progress monitor Universal Screening/Star Testing for Reading (Fall, Winter, and Spring)

Reading Afterschool Program

Summer and mid-year data retreats/45 day reviews

V-Language in Study Skills

Literacy Family Night (Parental Involvement)80 % of all students in grades 6 8 passing all 4 courses in core content areas (ELA, Math, Science, SS)(addressing pass/fail rate/readiness)

Strategies/Programs AVID Implementation (Organization, Study Skills, etc.)

Student Directed Progress Monitoring

Research Based Instructional Strategies

PBIS Implementation, FLP

After School Program (Supplemental Instruction)

Technology Integration

Other Primary initiatives Student/Teacher Conferencing

Professional Learning

Communication with parents (Workshops, Conferencing, Web-Based, Printed/Electronic/Voice Messages, Attendance)

Assessment UsesVMS will decrease the number of discipline referrals by 20% from a baseline of 1013 to 810 in FY15.(addressing behavior)

Initiatives Professional Learning Opportunities

Harry Wongs The First Days of School Classroom Management

Establishing relationships

Correct/effective use of Behavior Logs

Communication logs

First weeks lesson plans

Behavior of the week / Matrix

Student Incentives (Modified PBIS)

*2. Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive needs assessment and academic standards.

Valdosta Middle School uses scientifically research-based strategies to improve achievement for all students.

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

A. The ways in which we will address the needs of all children in the school, particularly the needs of students furthest away from demonstrating proficiency related to Georgia Performance Standards and Common Core Georgia Performance Standards, are consistently implemented by use of Standards-Based classrooms, Learning Focused Schools instructional techniques, differentiated instructional strategies, Writing to Win (journal and process writing) and SRA Science. Students who are in need of additional academic support, remediation, and organizational and test taking skills are assigned to Study Skills during one of their connection classes to assist them in mastering state standards. Students in Study Skills will be instructed with Language! or VMath depending on their area of greatest need. During the 2014 2015 school year, Valdosta Middle will continue providing additional support for selected 7th and 8th grade students through the AVID program. AVID is being implemented school-wide to help increase student achievement among all students. AVID also will be an integral component for preparing and increasing student readiness for participation in Honors and Advanced Placement courses in high school. The ESOL Program assists students for whom English is a second language with obtaining grade level mastery of the Georgia Performance Standards and Common Core Georgia Performance Standards. Valdosta Middle School is using 21st Century Classroom Technology such as the Promethean Boards, Active Expression Response Systems, laptop computers, and Netbooks to promote student engagement and prepare all students for the technological expectations of the future. VMSs curriculum also consists of Advanced Content courses in Math and Language Arts. In addition to being recommended by teachers for these courses, parents were also offered open enrollment. Plans are being developed to increase the number of gifted endorsed teachers within the VMS faculty. Currently, an Accelerated 6th, 7th, and 8th grade Math course is offered to students who meet criteria set by the school system.

Valdosta Early College Academy (VECA) is a program within the Valdosta City School System in partnership with Valdosta State University. VECA is designed for students to earn both a high school diploma and up to 60 semester hours of college credit by the end of 12th grade. The target population for VECA includes low income, first generation high school/college students who are struggling learners with potential.

VECA recruits 48 upcoming 6th graders from both Valdosta Middle and Newbern Middle to create the new 6th grade class each year. Students are nominated for admission based on the following criteria: standardized test results, attendance, and recommendations from current teachers, school and community leaders. VECA has students in grades 6-12.

The curriculum taught through VECA blends middle/high school and college into a seamless, technology rich education program. VECA also provides a rigorous curriculum with high academic and behavioral expectations offering small classes in a collaborative and discovery learning environment. Instruction is designed to meet the needs of each student focusing on core content areas: Math, Language/Arts, Reading, Science and Social Studies.Maceo Horne Learning Center (HLC) is the alternative education program for the Valdosta City School System. It is an option for students who are in need of a different classroom setting. The HLC empowers students by providing a flexible learning environment where students complete assignments at their own pace. Middle and High School students are assigned to the HLC by parent request, student persistent violation of the student code of conduct, student commits infraction punishable by a tribunal or student being credit deficient. Elementary students are assigned to the HLC for persistent violation of the student code of conduct. These students are placed at the HLC for a limited period of time.

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

B. The following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our use of Learning Focused Schools, Writing to Win, Language!, V-Math, and differentiated instruction.Standards-Based Classrooms:

Standards-based instruction allows teachers and students to be on the same page by specifying how teachers and students will meet their education goals, including specific concepts, order, or instructional materials (Krueger & Sutton, 2001). Because the national science standards are voluntary and do not prescribe a single approach to teaching science, it is up to the individual local educational entities to determine the science content organization, focus, and delivery (Krueger & Sutton, 2001).According to theENC Focusissue titled "Looking Into a Standards-Based Classroom" (Eisenhower National Clearinghouse, 2004), a standards-based science classroom should have four embedded central strategies:

Inquiry and problem solving

Collaborative learning

Continual assessment embedded in instruction

Higher-order questioning

Reference:

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc6bnfit.htmAVID:AVID, an acronym for Advancement Via Individual Determination, is an "untracking" program designed to help underachieving students with high academic potential prepare for entrance to colleges and universities. The AVID approach to untracking places previously underachieving students (who are primarily from low income and ethnic or linguistic minority backgrounds) in the same college preparation academic program as high-achieving students (who are primarily from middle or upper-middle income and "majority" backgrounds). AVID features a rigorous academic elective course with a sequential curriculum for grades 7 through 12 that focuses on writing, inquiry, and collaboration as methodologies to accelerate student progress.

The AVID model is based on research suggesting that all students can learn challenging material if the right types of support are provided; and, more specifically, that low-performing students do better when they are given accelerated learning opportunities rather than remedial material. The model also derives from research on alternatives to tracking, and theories and research pertaining to how to foster the positive relationships and supportive conditions that are so important during students' secondary school years.Reference:http://www2.ed.gov/pubs/ToolsforSchools/avid.htmlPBIS:

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success. PBIS is a process for creating school environments that are more predictable and effective for achieving academic and social goals.A key strategy of the PBIS process is prevention. The majority of students follow the schools expectations, but are never acknowledged for their positive behavior. Through instruction, comprehension and regular practice, all stakeholders use a consistent set of behavior expectations and rules. When some students do not respond to teaching of the behavioral rules, PBIS schools view it as an opportunity for re-teaching, not just punishment.

Reference:

https://www.k12.wa.us/StudentSupport/PBIS.aspxLearning-Focused Model:

For over twenty years, the Learning-Focused Model has continued to improve with the latest educational, brain, learning style, and instructional practices research.Additionally, the research of Robert Marzano, MCREL, Douglas Reeves, the Pew Educational Forum projects, and the US DOE Evaluation Consortium has provided the basis for the model updates over the past ten years.

Robert Marzano and the USDOE have provided us with an extensive research base for instructional practices that most impact achievement. The Learning-Focused model incorporates the top five: (1) extending thinking, (2) summarizing, (3) vocabulary in context, (4) advance organizers, (5) non-verbal representations.

Douglas Reeves and The Leadership and Learning Center (http://www.leadandlearn.com/90-90-90) conducted extensive research on practices that 90/90/90 (exemplary) schools implement on a consistent and pervasive basis that typical schools do not.

Studies presented in Educational Leadership (ASCD) in the 1990s started the Learning-Focused commitment to making connections between all of the strategies and practices stated above in order to achieve maximum effectiveness on student achievement in a planning framework.

Instructional strategies research provided educators with a list of the instructional strategies most effective in student learning and achievement. Above all of these strategies, most importantly it is how and when teachers apply them in lessons, along with how the strategies are sequenced and connected. The focus of teacher planning should not be simply to choose which strategy to use in a particular lesson or unit, but to connect and sequence strategies across lessons and units to generate achievement gains well above teachers who randomly choose strategies. These research-based strategies shape the base of the Learning-Focused lesson and unit planning model. Strategies 2-3-4-5 from the above list are in every Learning-Focused acquisition lesson, and the first strategy, extending thinking skills, occurs 2-5 times in every Learning-Focused unit.

There have been several independent analyses conducted to provide evidence of the effectiveness of the Learning-Focused Model. These meet the criteria set by the US DOE for evidence-based blind studies. A few of the analyses have looked at individual schools, while others have examine data across many schools, and another one examined the data by individual teachers.

Writing to Win

For over thirty years, Dr. Warren Combs, founder and president of Erincourt Consulting and creator of Writing to Win, has aligned his writing practices with research from various agencies.

The five key practices of writing to learn the curriculum and their research base include:

1. Quantified expectations - Stephen Covey

2. Model Instructor Writing National Writing Project

3. Authentic Critical Thinking Doug Reeves, John Fulwiler

4. Collaborate learning with peers Robert Slavin

5. Student Self-Assessment Rick Stiggins

LANGUAGE!LANGUAGE! was introduced in 1994-95 as a comprehensive reading/language arts curriculum for nonreaders, second language learners, students with special education needs, and below average readers. A study using a research design that included a control group was undertaken with 45 middle and high school juvenile offenders (Greene, 1996). The average time of individual student engagement with the LANGUAGE! program was 22.7 weeks. A control group of 51 similarly adjudicated youth were provided instruction that, in contrast to LANGUAGE!, was unstructured and whole-group rather than individualized. Three assessment measures were used to evaluate students language growth: the Gray Oral Reading Test (GORT-3, Wiederholt & Bryant, 1992), the Wide Range Achievement Test (WRAT-R, Wilkinson, 1993) and the written expression subtest of the Peabody Individual Achievement Test (PIAT-R, Markwardt, 1989). Although the students in the experimental group were significantly language delayed in comparison to those in the control group, the treatment group gains were statistically significant for all measures. The gains were judged as being educationally meaningful as well, as students in the treatment group gained an average of more than three grades in word identification, spelling, comprehension, and composition during a typical six month enrollment period (Greene, 1996, p.115).

LANGUAGE! is an extremely thorough presentation of numerous reading, writing, and language arts strands, taught systematically in parallel fashion to children of all ages with delays in reading, writing, and/or language.

The instructors manual and instructors resource guide offer many materials to assist in teaching the content of the program, as well as substantial background information about the knowledge required to effectively teach the content.

LANGUAGE! is highly structured and individualized, offering each student a step-by-step progression through the curriculum at his or her own pace.

Detailed Lesson Plans for each unit tie together the many materials, sources, and activities in the program that are needed for instruction.

VMath

VMath is a results-driven, research-based math intervention program for struggling students in grades 2-8. It provides a blended solution of teacher-led instruction and student-centered technology to address the different needs as students develop the foundational knowledge for success in algebra. The teacher-led portion of VMath involves:

Systematic, scaffolded instruction with teacher modeling

Lessons that target essential concepts, skills and problem solving strategies

Time to think and talk through problems

Purposeful practice

The online assessments embedded in VMath have been designed to evaluate all aspects of student learning and to inform teacher-led instruction. The assessment data is used to help teachers:

Tailor intervention to meet student needs

Deliver appropriate pre-teaching and re-teaching strategies

Match instruction to a students optimal learning range

Continually monitor student

SRA Science

SRA Earth, Life and Physical Science Laboratories provide core science content in an alternate reading format. Each SRA Science Lab contains 180 Science Cards covering key science concepts and vocabulary. Each lab covers 90 different science topics presented at two different reading levels to meet varied student abilities. The Teachers Handbook includes hands-on inquiry activities as well as vocabulary building exercises. The Classroom Resource CR-ROM includes Writing Strategies in Science along with tests and vocabulary games.

Research documentation fully supports the reading comprehension skills instruction, practices, and strategies found in SRA Science Laboratories. Examples of such research include, but are not limited to, the following:

Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading and Writing Quarterly. 20 (2), 203218.

Fernsten, L., & Loughran, S. (2007) Reading into science: Making it meaningful. Science Scope. 31 (1), 28-30.

Freeman, G., & Taylor, V. (2006). Integrating science and literacy instruction: A framework for bridging the gap. Lanham, MD: Rowman & Littlefield.

Miller, R. G. (2006). Unlocking Reading Comprehension with Key Science Inquiry Skills. Science Scope. 30 (1), 30-33.

Zmach, C. C., et al. (2007). Infusing Reading into Science Learning. Educational Leadership 64 (4), 62-66.

The core science content found in SRA Science Laboratories is based on the recommendations of the National Academy of Science and the National Science Teachers Association, as outlined in the following:

National Academy of Science. (2005). National Science Education Standards. Washington, DC: Author.

National Research Council. (2001). Classroom assessment and the National Science Education Standards. Washington, DC: National Academy Press.

National Research Council. (2000) Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academy Press.

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

C. We will maintain the amount and quality of learning time by scheduling 75 minute academic blocks of CCGPS aligned instruction and increase the frequency of administrative monitoring of instruction through TKES formative and summative walkthroughs and observations. Teachers will work collaboratively to develop and revise lessons plans in weekly grade level/content areas planning sessions. We will continue to use Writing to Win journaling for all students, will employ process writing in Science and Social Studies, and will utilize the One World Notebook, and will have all students summarize using the Cornell note-taking system to provide formative and summative evidence of student learning. We will also integrate Costas levels of questioning, which will teach students to think critically and ask higher levels of questions which ultimately deepens their knowledge and creates connections to the material being presented. An alternate schedule will be utilized on Tuesday and Thursdays to provide Extended Learning Time to provide students additional instruction in Science which has been identified as a major weakness school wide. SWDs will benefit from smaller class sizes as well as instruction provided by special education teachers working to improve reading comprehension and vocabulary development. We will use adjusted scheduling to ensure maximum academic instruction on early release days or to accommodate school assemblies.

2(d). Address the needs of all children, particularly targeted populations, and address how the school will determine if such needs have been met and are consistent with improvement plans approved under the Elementary and Secondary Education Act of 1965 (ESEA).

D. We will employ a variety of methods to ensure that the needs of all children, particularly targeted populations, are being met. We conducted a summer data retreat to analyze student data from the previous school year. We will monitor the progress of our initiatives by consistently referring to and utilizing Indistar. Additionally, during the current school year we will monitor student achievement progress by use of common department assessments, 9 week grade distribution reports, STAR test data, SRA science pre/posttest data, and team meeting data. We have scheduled weekly departmental meetings which includes looking at student work (LASW) to facilitate teacher data analysis. Math (All Students & SWD), Reading (All Students & SWD) with emphasis on increasing Lexile scores, English/Language Arts (SWD), Writing (8th Grade students), Science (All Students & SWD) and Social Studies (All Students & SWD) will be addressed through grade level, GPS and CCGPS aligned classroom instruction. Co-taught Math and English/Language Arts instruction will be used specifically for SWD to support grade level CCGPS instruction. LANGUAGE! and VMath programs will be employed during the Study Skills connections periods to address the weakest identified areas for all students and SWD. Finally, SRA Science will be utilized during the Flexible Learning Times and SWD who are also identified as focus students will have smaller class sizes and the support of two special education teachers during this time.Special education case managers will closely monitor the IEP goals, students accommodations and students academic and behavioral progress. They will meet with students on their caseloads every two weeks to discuss IEP goals and progress. The students will be provided Excel spreadsheets and taught to self-monitor and graph their progress. The special education department will continue to meet monthly to discuss and amend strategies that affect student achievement.

Students who are unsuccessful in meeting the states standards will participate in the after school program. In addition, the school will have a RTI team who will be responsible for monitoring the implementation of interventions for and progress of Tier III students.

*3. Instruction by highly qualified professional staff.

Teachers are expected to use best practices and research-based strategies such as: teachers and students know and can explain the language of the standards, teachers become more of a facilitator in the classroom, differentiation is prevalent, technology integrated into the lessons, and students work in a variety of settings (independently, collaborative pairs and small groups). Students are given an opportunity to demonstrate mastery of the standards and teachers provide feedback. Daily strategies should be based on results from data as well as the needs of the students.

Valdosta Middle Schools staff includes four administrators, two academic coaches, 44 classroom teachers, 13 special education teachers, two guidance counselors, one media center specialist and other support personnel such as paraprofessionals. Of the faculty and staff, approximately 32.5% are male, 42.6 % are African American and >1% Hispanic. For the current school year, 2014-2015 every teacher at Valdosta Middle School is identified as highly qualified and one paraprofessional is considered not highly qualified.

*3(a). Strategies to attract highly qualified teachers to high-needs schools.

Valdosta City Schools utilize a recruitment team to pursue highly qualified teachers who possess the following qualities: knowledge of their content area(s), the ability to recognize and work within a diverse population of students and have a passion for children and the teaching profession. During the recruitment process, Valdosta City Schools conduct a comprehensive campaign to hire teachers that value professional learning and professional learning communities as an opportunity to grow throughout their careers and increase student achievement. Recognizing that highly qualified teachers seek employment early, Valdosta City Schools seek to hire teachers early by using Intent-to-Hire letters as a first step to issuing teacher contracts. Principals may also offer a contract on-the-spot at the conclusion of an interview to applicants in areas of critical need. This agreement between the principal and applicants means that the applicant is being recommended for hire the next school year.

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

A. We include teachers, administrators, paraprofessionals and if appropriate, pupil services, personnel, the School Council, parents and other staff in our professional development that addresses the needs of our identified students. For example: Academic Coaches training, Common Core and Georgia Performance Standards training in Math, English/Language Arts, Science and Social Studies. Advancement Via Individual Determination, (AVID) strategy training for school wide implementation of AVID strategies. Co-Teaching training will continue to be provided to regular and Special Education teachers as well as teachers teaching English Language Learners. (ELs)

B. We have aligned professional learning with the states academic content and student achievement standards through Instruction and Curriculum Frameworks and the Common Core Performance Standards. Professional learning is required weekly for school staff to provide strategies that will increase the opportunity for student achievement. Professional learning topics are selected based upon the identified needs of students, teachers, and staff. Teachers are scheduled to plan weekly, as a team and content area departments to collect and analyze data that identify weaknesses that will influence decisions for future professional learning.

C. We have devoted sufficient resources to carry out effectively the professional learning activities needed to provide teachers and students the opportunity to increase student achievement. For example: grade level planning, team and content area department meetings that meet a total of 270 minutes per week. (Academic coaches are also available for team and content area meetings). AVID Site Team training and school wide training will be provided to facilitate the inclusion of writing across the curriculum strategies and AVID strategies in grades six through eight. Special Education co-teaching training and support for regular education teachers who serve students with disabilities. Teachers of ELs will receive training and data to help meet the needs of English Language Learners in academic classes. Extended Learning in science will be addressed with weekly professional learning to provide teachers with materials and activities to address the needs of all students, as well as assessment data to provide differentiated instruction during Extended Learning Time.

D. We have included teachers in professional learning activities regarding the uses of academic assessments to provide information to them which will enable them to improve the achievement of individual students and the overall instructional program in the following ways: Subject area training including Common Core Performance Standards, use of the Instructional Frameworks and the 5-Step Protocol, on-going training in writing strategies, differentiation and the use of flexible grouping, TKES platform training, SRA science instruction, AVID Cornell note-taking, One World Notebook training, and best practices associated with standards-based classroom.

E. We have included teachers in professional development activities regarding the use of academic assessments to provide information to them which will enable them to improve the achievement of individual students and the overall instructional program in the following ways: Subject area training including Common Core Performance Standards, use of the Instructional Frameworks and the 5-Step Protocol, on-going training with Writing to Win strategies, differentiation and the use of flexible grouping, TKES, SRA science instruction, and best practices associated with standards-based classroom.

*5. Strategies to increase parental involvement.

A. We involved parents in the planning, review, and improvement of the comprehensive school-wide program plan by working in collaboration with parents through the School Council, PTO and Open House. The draft plan was made available electronically on the school website and in print in the front office and the media center. Parents were notified through the Parent Link all call system of the plans availability and the request for parental input. A Stakeholders Input Meeting is also held so input can be given after time has been given to ask questions and the plan is discussed in detail. The stakeholders are given time to provide written feedback on a form provided by Valdosta City Schools.

B. A Parent Involvement Plan will be continued this school year: Includes strategies currently used to increase parental involvement such as PTO meetings/Open Houses and Special Events such as Math and Literacy Night. Math Nights, which students demonstrate math standards that they have been learning during the current grading period each semester. Literacy Nights, which students share information learned, or students share a completed project that they created within their Language Arts class during the current grading period each semester. A Gallery Walk is hosted, and students showcase their learning in all academic areas and also including artistic student work samples from the students connections classes. Describes how the school will provide individual student academic assessment results, including an interpretation of those results: Cover sheets which explain the upcoming content for each subject area are given quarterly, interim reports and report cards are sent home with students and directly reflect each students mastery of the state-mandated curriculum. The cover sheet now includes a column for students to input their goals for each assignment. ELA and Math cover sheets also include a section for recording STAR Reading and Math scores. Parents have access to their childs grades through the Parent Portal web link. Parent conferences are held to discuss the academic progress of students as they relate, summative assessments, standards check assignments and end-of-term averages. Individual student CRCT results are sent home and includes a letter explaining the interpretation of those results. Makes the comprehensive school-wide program plan available to the LEA, parents, and the public through posting the completed and approved School Improvement Plan on the school website and making a printed copy available for parents to review through the Media Center. A school-based Parent Compact was developed and was used to get a written commitment from parents, students and teachers regarding the expected behavior of each toward achieving student learning goals. Each party to the compact signed the letter and teachers retain a copy for use in parent/teacher conferences. Homeroom teachers distributed the compact and discussed the importance and relevance to the students. Returned compacts are checked by grade level administrators to ensure all signatures are present.

*6. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs.

A. The Valdosta Middle School administrators, counselors and teachers organize orientations in the spring and fall for students transitioning from the elementary to middle school setting. Additionally, the high school and middle school counselors conduct orientations in the spring of each year to aid students in registering for and transitioning to the 9th grade. In accordance with the BIDGE Bill legislation, 6th, 7th and 8th grade students will be provided with counseling, advisement, career awareness, career interest inventories, and information to assist them in evaluating their academic skills and career interests. Each 8th grade students will develop an individual graduation plan to assist with aligning their educational and broad career goals with a course of study in grades 9 through 12. The AVID connection class has expanded to include 7th and 8th grade students. Additionally, a study skills connection course has been added for 6th grade students. VMS has now implemented AVID school-wide. The One World AVID Notebook and implementation of AVID strategies are expected to help every student with each grade level transition. Several AVID strategies are used across all academic contents including Cornell Note Taking, One World Notebooks, and Costas Level Inquiry. These strategies are based on AVIDs WICOR learning support structure. The AVID connections teacher and site team provide transition support for 8th grade AVID students.

*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.

A. Teachers are included in decisions regarding use of academic assessment by receiving and reviewing the disaggregated data in grade level department meetings to determine areas of weakness among their students. STAR Reading and Math Universal Screening data is distributed to help teachers evaluate students skill level and progress. During grade level/content collaborative planning ELA and SPED teachers discuss learning goals and various instructional strategies to meet the needs of every student. This year REP classes are embedded within the Common Core Georgia Performance Standards (CCGPS); therefore, collaborative planning helps the REP teachers differentiate instruction to meet the needs of struggling learners. Each grade level and content area is responsible for documenting their collaboration time and plan of action to meet the individualized needs of the students. Teachers monitor students improvement of reading comprehension in the content of Science by the implementation of the FLP Program/SRA Science Program. Teachers will use SRA Science pre- and post- assessments to monitor students progress. Writing to Win is used by every academic teacher with fidelity. Dr. Combs research has proven that when students are writing in all content areas, the students become more knowledgeable and develop a complete understanding of the content being taught. This year AVID strategies will be implemented school-wide, and the incorporation of the AVID strategies help teachers formatively assess what their students learned which leads to content mastery for summative assessments.Teachers meet as grade level departments to create and/or revise units of learning which include how to measure student performance through a variety of methods and procedures. These methods and procedures include common unit and performance assessments (60%), common standards check and formative tasks, teacher-created quizzes (30%), and learning tasks (10%) which are comprised of information covered in each content area (language arts, science, social studies, and math). Each grade level and content teacher collaborates to develop a cover sheet, which consists of the upcoming assessments, standards check, and learning tasks descriptions. These cover sheets are utilized for student self-assessment and for parents to track their childs progress throughout the nine weeks. Also, collaborative work evaluating the quality of the assessments occurs within grade level meetings. Also included are projects, culminating activities, performance tasks, and writing extensions. Teachers also meet weekly for Professional Learning provided by the Academic Coaches. This allotted PL time provides the teachers with useful resources and Common unit assessments are created, reviewed, and revised annually with teacher input. Lastly, professional learning during the summer months of 2014 included work with CCGPS units in Math, English/Language Arts Science and Social Studies. During summer workshops designated Math and English/Language Arts teachers collaborated to develop quality curriculum for Advanced Content classes.

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

Valdosta Middle School receives local and state Quality Basic Education (QBE) money which provides for the majority of staff, supplies and instructional materials for General Instruction, Special Education, Remedial Education, Gifted Education, Media, Music and Band.

Valdosta Middle School participates in and receives funds from the school-wide Title I, Title II and Title III programs. Title I is a federally-funded program that provides for additional staff, instruction support, staff development, supplies, or materials to improve student achievement (K-12). The goal of the Title I program is to raise the achievement levels of disadvantaged students on the Statewide Testing Program to parity with other students. Valdosta Middle School presently have two content teachers and two academic coaches paid through Title I.

The goal of Title I Part A is to assist schools in providing a high-quality education for every child, so the program provides extra help to students who need it most.Title I resources are directed to schools with high poverty levels.

Title IIA is a federally-funded program for professional development. The purpose is to increase student achievement by improving teacher and administrator quality. Schools are required to assess professional development needs, use effective professional development practices and evaluate the outcomes of PD investments.

Title III is for ESOL student instruction. The English to Speakers of Other Languages (ESOL) is a program for students from diverse language and cultural backgrounds who are English Learners (ELs).Valdosta Middle School presently has one full time ESOL teacher.

Migrant Education is a national program that provides supplemental educational services to eligible migrant children. The primary purpose of the Migrant Education program is to address the educational needs of migratory children in a coordinated, integrated, and efficient way through high-quality and comprehensive programs.

The Remedial Education Program is a state funded program designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Remedial Education Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. REP is a part of the Response to Intervention (RTI) framework for providing support to students. REP provides a structure for additional instruction to ensure students meet grade level expectations at the middle/high school level. Valdosta Middle School presently schedules students qualifying for the REP program into a Math or English/Language Arts class specifically designed to address their needs.Special Education is a federally-funded service which supports children 3 21 years of age who meet eligibility guidelines in the following areas: Autism, Deaf/Blind, Deaf/Hard of Hearing, Emotional Behavioral Disorder, Intellectual Disability, Orthopedic Impairment, Other Health Impaired, Significantly Developmentally Delayed, Speech/Language Impairment, Traumatic Brain Injury, and Visual Impairment. Special Education services are provided in all school systems in Georgia and are free of charge to parents. Valdosta Middle School presently has two self-contained special education classrooms, each with one certified special education teacher. There are also six special education teachers to serve 69 students in co-taught segments, a resource classroom with one teacher, two self-contained teachers, and one speech teacher. Valdosta Middle School also has four paraprofessionals serving special education students.

Gifted students are provided a differentiated curriculum in which the content, teaching strategies, and expectations of students' mastery have been appropriately modified for gifted students. Curriculum objectives focus on developing cognitive, learning, research and reference, and metacognitive skills at each grade grouping using principles of differentiation in one or more of the following content areas: Math, Science, Language Arts, and Social Studies. Valdosta Middle School presently has a specified number of Gifted segments: 7 mathematics, 6 English and Language Arts, and 3 foreign language.Homeless Educational Services is a federally-funded program designed to provide educational services with dignity and respect to students who meet the criteria for homelessness according to the McKinney-Vento Homeless Education Assistance Act. Students are required by law to have access to all services, programs, and activities provided by the Valdosta City School System.

School Nutrition is federally funded in all schools in the Valdosta City School System and the Special Provision II for breakfast allows all students to eat breakfast for free. In addition, Valdosta City Schools is a member of a program available to the State of Georgia called the Community Eligibility Option (CEO) for the 2014-2015 school year. All enrolled students of Valdosta City Schools are eligible to receive a healthy breakfast and lunch at school at no cost for the 2014 2015 school year. Valdosta Middle School presently has one manager and eleven assistant cook employees on staff.

State funding is provided for a middle school level comprehensive school counseling program. The comprehensive school counseling program at Valdosta Middle School includes classroom guidance, small group counseling, individual counseling, parent consultations, teacher consultations, Bridge Bill implementation, and coordination of a variety of activities throughout the year to encourage the academic, career, and social/emotional development of students.

Local funding is provided for a school nurse. Valdosta Middle School presently has one school nurse.Local funding is provided for a media specialist and support staff. Valdosta Middle School presently has one media specialist along with one paraprofessional.

Community Partners in Education is a program that works to unite the local school with local businesses and organizations for the benefit of our entire community. This program allows us to integrate the ideas and energy of our young people with the knowledge and experience of the business and civic community. Partners have the opportunity to enhance the learning environment in our public schools with their expertise, time, and financial or material resources.

The Race to the Top fund is a grant provided to states and local school systems through the USDOE to support new, innovative approaches in education in four reform areas: standards and assessments, great teachers and leaders, data systems, and turning around lowest achieving schools.

Finally, Professional Learning is supported through local, state and federal funds to provide teachers and administrators with training to increase instructional effectiveness and student achievement.

8(a). List of State and local educational agency programs and other federal programs that will be included.

1. State of Georgia Quality Basic Education program (QBE)

2. Local general education funds (Valdosta City Schools)

3. Title I Federal program

4. Title II Federal program

5. Title III Federal program

8(b). Description of how resources from Title I and other sources will be used.

Title I funds are used to support instruction through the positions of two Academic Coaches, who provide assistance to students, parents, teachers and administrators regarding instructional strategies that will enhance and maximize the learning opportunities for students. The Academic Coaches facilitate weekly grade level/content area meetings to ensure effective program implementation, assist in guiding and facilitating articulation of the curriculum and in the development and implementation of instructional plans, coach classrooms teachers on effective instructional strategies and techniques and monitor their progress and identify and secure appropriate instructional materials and equipment. Title I funds support instruction through computer equipment (portable Netbook labs), instructional supplies, communication (postage), expendable equipment, books and periodicals and copy costs. Title I funds support the improvement of instructional services by providing substitutes for staff professional development, stipends, registration fees for professional development and Travel and Lodging.

Title II funds support professional learning, substitutes for professional learning, teacher quality endorsements and teacher recruitment.

Title III funds support ESOL services for students for whom English is a second language.

State QBE and local monies are used to support general education for all students. Additionally, students who require Special Education, Gifted or Remedial Education (for students during grade level connections with additional instruction and support in the areas of math and/or reading).

8(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.

Valdosta Middle School provides career awareness and exploration to students, as outlined in the School-to-Work Opportunities Act of 1994, through a Career Connections course and extends these career oriented opportunities through advisement days during which students receive career oriented guidance and counseling as articulated in the Bridge Bill. Students make use of the Gacollege411website and resources to explore career interest pathways and construct a graduation plan by the end of their 8th grade year. Valdosta Middle School coordinates its programs with the Carl D. Perkins Vocational and Applied Technology Act by offering connections classes in Technology, Computer Applications and Career Connections. Valdosta Middle School has two Service Learning Projects simultaneously linking students at VMS to students in England and Ghana which both serve to address goals identified in the National and Community Service Act of 1990.

*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

Co-Taught math and language arts classes provide students with disabilities the opportunity to receive grade level instruction in regular education setting while receiving support for their individual needs. School Improvement funds allocated to VMS, due to our status as a Focus School, will be used to enhance technology and the use of technology in the classroom, primarily for SWDs. Math and reading acceleration and remediation are provided during Connections in the REP and Study Skills classes through the use of teacher led instruction and the computer program. Re-teaching strategies are used and implemented in addition to interventions and other classroom strategies. Valdosta Middle School has also partnered with Valdosta State University to offer an on-site Reading Education class where VSU education majors will provide tutoring to students as a component of their class requirements. Additionally, Valdosta Middle School has been identified as a Focus School based on 2011 Composite scores of all CRCT subject areas. Focus Schools are Title I schools that have the largest within-school gaps between the highest-achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups. As a Focus School, Valdosta Middle School has designed and implemented a Flexible Learning Program (FLP). The FLP will be implemented on Tuesdays and Thursdays using a modified schedule to include two 40 minute classes with a focus on science.

9(a). Measures to ensure that students difficulties are identified on a timely basis.

Valdosta City Schools conducted a summer data retreat to analyze student data from the previous school year.

Prior to the beginning of the school year, student achievement data was utilized to rank students to determine the students placement during Extended Learning Time on Tuesdays and Thursdays. On a weekly basis, teachers on each academic team are trained to provide specific science topics and strategies to the FLP students.

REP reading and math placement was determined based upon student achievement data from prior year CRCT scores. Student data is analyzed to determine whether student goals have been met and if rosters need to be adjusted.SWDs who are in need of additional academic support, remediation, and organizational and test taking skills are assigned to Study Skills during one of their connection classes to assist them in mastering state standards. Students in Study Skills will be instructed with Language! or VMath depending on their area of greatest need.

Teacher teams meet weekly to analyze student achievement data and adjust instruction as needed. Teachers will be provided professional learning to effectively implement differentiation strategies.

Additionally, the Leadership Team consistently reviews the school-based Action Plan during the Indistar process to analyze progress toward goals identified within the School Improvement Action Plan. Valdosta Middle School will review and analyze data during the current school year to progress monitor common department assessments, 9 week grade distribution reports, STAR test data, SRA science pre/posttest data, and Team meeting data.

9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance for identified difficulties.

The academic coaches, administrators, and other designated personnel provide periodic training and review to grade level/content area teachers regarding use of best practices in standards based classrooms to assist in increasing student achievement. The Academic Coaching Cycle focuses on student and teacher behaviors to maximize student progress and achievement. Co-Teaching training has been employed to assist co-teaching pairs with additional assessment and instructional skills geared specifically to Students with Disabilities. GRLS support staff will work directly with Special and Regular Education teachers to support all learners in the classrooms. We will periodically schedule professional learning days for Special Education teachers to review and amend IEPs.

9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to help the student, and additional assistance available to the student at the school or in the community.

Valdosta Middle School offers teachers and parents the opportunity to schedule and attend Teacher-Parent conferences during grade level planning or after school, to address academic and/or behavioral concerns of students. According to Valdosta Middle Schools teacher handbook all teachers are required to notify parents of student failure during a specific grading period. The teachers provide additional measures, beyond regular classroom instruction, which are used to meet the needs of the student. For example: Study Skills, and Extended Learning Time. The Teacher-Parent conferences also make use of the Parent-School Compact to address the supportive role that parents play in assisting their child in being successful at school and the role of the student in ensuring their own education.

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

Valdosta Middle School teachers use a variety of assessment tools and techniques: common unit and performance assessments, common standards check and performance tasks, teacher constructed quizzes, and learning tasks in determining student progress toward meeting Common Core Georgia Performance Standards (CCGPS) and Georgia Performance Standards (GPS). Parents are given copies of students individual score results from state assessments, and provided guidance in interpreting the results through Title I information night. Following the ReadiStep assessment, parents of 8th grade students receive a copy of the Student Score Report and a Skills Insight document. These documents can be used to identify academic deficiencies in the areas of critical reading, writing, and mathematics, as well as offer suggestions to support and improve achievement in these areas. Additionally, the School Council, Parent Teacher Organization and Parent-Teacher conferences provide avenues for the explanation and interpretation of state assessments. Parents receive 4 week progress reports midway through each grading period and a comprehensive report card every nine weeks detailing student progress. Students will also maintain a coversheet listing assignments and assessments graded during the 9 weeks period to inform parents of daily/weekly progress. Parents are provided access to their childs standards check assignments and summative assessments results through the Parent Portal website link and are encouraged to schedule and attend conferences with their childs teachers during either grade level planning or after school to discuss student academic progress and concerns. Finally, parents will be given an assessment interpretation description sheet explaining how they can interpret Universal Screening data for math and reading in conjunction with classroom performance to adequately understand their childs present level of performance within core content areas.

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

The Leadership Team at Valdosta Middle meets to disaggregate CRCT data on an annual basis during a system-wide data retreat conducted by the Teaching and Learning Department for Valdosta City Schools. Additionally, the Leadership Team consistently reviews the school-based Action Plan during the Indistar process to analyze progress toward goals identified within the School Improvement Action Plan. Teachers receive and review the disaggregated data in grade level department meetings to determine areas of weakness within the departments and use the data to alter classroom instruction and provide differentiation. Teachers and administrators have access to the Statewide Longitudinal Data System, which provides multi-year, student achievement data such as CRCT scores, academic grade distribution and student Lexile scores that can be viewed through Infinite Campus based on class rosters or individual students.

VMS disaggregated and analyzed student data to determine which content area to address the Focus status needs of our school. Science was the identified area of need.

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

Disaggregated assessment results are measured for reliability and validity in several ways. Common unit assessments are created with input from each teacher in the grade level and department. Most questions are employed using the released CRCT test items in the Georgia OAS system along with other state released test items, which are validated through the state assessment procedures. Other measures include test item analysis using the Scantron sheets for class analysis which can help teachers identify outliers on test questions. Interim reports and report cards directly reflect students mastery of the state mandated curriculum.

13. Provisions for public reporting of disaggregated data.

School wide data and Annual School Improvement SMART Goals are posted for parents to view in the center of the school on a Parent Involvement information board. CRCT disaggregated data and school reports are available to the public on the Georgia Department of Education. A link for our school data will be added to our website. Additionally, a parent informational session is scheduled to present school achievement data and SMART goals and to solicit feedback from stakeholders.

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 schoolwide program.

The plan is revised at least annually. Additionally, Continuous Improvement Cycle-VCS (45/90 review, Fall, Winter and Final), System-wide Data Retreat, Leadership Team Meetings, and Grade Level meetings are also vital to an effective plan.While the Valdosta Middle School Improvement Plan was developed during a one year period, it is most accurately viewed as a work in progress employing the Plan/Do/Check/Act cycle for continuous improvement.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).

A. The Valdosta Middle School Improvement Plan was developed with involvement and input from teachers, administrators and other staff through the school-wide needs assessment survey conducted in the spring of 2015. Additionally, parents were encouraged to complete a written or electronic survey to gather their thoughts and perceptions of the effectiveness of Valdosta Middle Schools instructional programs. Our plan is posted on our school web-site for parents to view and provide feedback, and copies of our plan are available in our media center for those parents and community stakeholders who do not have internet access (Notification will be provided via an all call and flier). Stakeholders are invited to a face-to-face meeting in which the plan is discussed in detail. The stakeholders are given time to provide written feedback using a form provided by Valdosta City Schools.

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

The Valdosta Middle School Improvement Plan is made available in printed form (available in the school Media Center and front lobby Parent Information kiosk) or in electronic form (posted on the school website) to the LEA, parents and the public.

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 Valdosta Middle School Improvement Plan will be 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, as requested by a parent.

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

The Valdosta Middle School Improvement Plan was developed with involvement and input from teachers, administrators and other staff through the school-wide needs assessment survey conducted in the Spring of 2014. Additionally, parents were encouraged to complete a written or electronic survey to gather their thoughts and perceptions of the effectiveness of Valdosta Middle Schools instructional programs. Survey data is combined with academic, discipline, attendance and other relevant data, to form the raw materials for a system wide Data Retreat which is held annually during the summer. The system wide Data Retreat serves as a venue for the continuation of a never ending cycle of improvement. The School Improvement Plan is most accurately viewed as a manifestation of the Plan/Do/Check/Act paradigm which drives school improvement and action plan development, implementation, review and revision.

Once the data has been gathered and analyzed, areas of concern are identified in relation to Annual Measurable Objectives as set by the Elementary and Secondary Education Act of 1965. School wide SMART Goals are established to target student groups and subgroups whose Meets/Exceeds percentage rates do not meet the standards set for achieving Adequate Yearly Progress. The identified areas of concern/SMART Goals are then used as a basis for the construction of a comprehensive school improvement plan through which an action plan is developed for identifying strategies, intervention programs and professional learning to positively impact student achievement toward meeting student achievement objectives. Additionally, the school improvement plan details resources needed, persons monitoring plan implementation, the timeline for the plan, artifacts documenting initiatives and the methods for evaluating the impact on student learning.

Once assembled, a draft version of the School Improvement Plan is posted on the school website and shared with stakeholders to provide system-level personnel, administrators, teachers, parents and community members at large with an opportunity to view the proposal and provide feedback. Finally, the plan is sent to the Teaching and Learning Department for review and final approval.

Beginning with the 2012-2013 school year, the GaDOE will transition from needs improvement (NI) distinctions based on adequate yearly progress (AYP) reports to Reward, Priority, Focus and Alert Schools distinctions based on the ESEA Flexibility Waiver formulas.

Focus Schools will be identified every three years and the identified school will be served for 3 years through a Flexible Learning Program (FLP) support interventions. These schools are Title I schools that have the largest within-school gaps between the highest-achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups or, at the high school level, has the largest within-school gaps in graduation rates (within-school-gaps Focus School) and are Title I high schools with a graduation rate less than 60 percent over a number of years that is not identified as a Priority School (low-graduation-rate Focus School).

Valdosta Middle School has been identified as a Focus School based on 2011 Composite scores of all CRCT subject areas. The following data provides information concerning how the school received the designation as a Focus School. The Composite CRCT score for the highest achieving subgroup (White subgroup) was 93.5 and the Composite CRCT score for the lowest achieving subgroup (Students with Disabilities-SWD) was 53.0, resulting in a composite achievement gap of 40.5 points. The Valdosta Middle 2012 Composite CRCT score for the White subgroup was 95.0 and the composite score for the SWD subgroup was 61.6, resulting in a composite achievement gap of 33.4 points.

Valdosta MiddleSchool Implementation Plan

Principal: Beth DeLoachSchool Year

2014-2015 School Implementation PlanSMART Goal:

VMS will increase the median growth percentile for all students in grades 6-8. The SGP summary measure is the median growth percentile for all students in the school and will be determined by EOG assessment in 2015.

School

KeysInitiatives

Actions/Strategies/Interventions

Include Professional Development

related to InitiativesResources Needed

Materials, Training Cost, Supplies, Dues/Fees, Travel, Stipends, Subs, etc.Specify

Funding & SourcePerson(s) ResponsibleTimeline Accountability

Monitoring of Initiatives

Artifacts documenting InitiativesEvaluating Impact on Student Learning

Data to be used to evaluate Initiatives

CP1,CP2, CP3, A1,A2,A3,A4,A5,12,

13,14,

15,16,

18,PL1

PL2,PL3,PL6,L2,L6,PO2

Weekly grade level content area collaborative planning to develop and revise lessons, analyze student work and data, continue implementation in CCGPS, utilize TLE Platform, and implement strategies learned from weekly Professional learning sessions as well as state and local conferences.Subs, travel, lodging, registration fees, books and periodicals. One day data retreat for Math teachers in October. 12 subs will be paid for out of Title I.

Administrators, Academic Coaches, and teachers2014-2015Collaborative meeting notes, lesson plans, professional learning agendas and classroom observations.Disaggregated data, common assessments, and STAR Testing data, data

CP1,CP2,CP3,A3,A4,12,13,14,19,PL1,PL3,PL4,L2,L7,L8,PO3,PO5SRA Science implemented in the FLP program for all students to focus on reading comprehension, grade level science content, vocabulary building, virtual labs, writing extensions, and hands-on activities. Gizmo online tools will provide virtual laboratory experiences.

SRA Science materials,

Contracted personnel for professional learning,

Materials for hands-on activities, Gizmo, copy cost

Funding: Title I 100%Administrators, Academic Coaches, teacher leaders and teachers2014-2015Professional learning agendas and resources provided by teacher leaders. Rosters with designated reading levels, FLP status, and SWD FLP status.Pre and post assessments for SRA Science, progress report and 9 week report card grades, and observations.

PL1,PL2,PL3,PL4,PL5,PL6,L2,L6,L7,PO3,12,13,14Professional learning Tuesdays provide teachers with research-based strategies to increase student achievement. Strategies include but are not limited to: TKES, Instructional Frameworks, AVID strategies, PBIS, components of a standards-based classroom, Differentiation, and how to effectively assess data to provide flexible grouping and individualized instruction. Materials for training, copy costAdministrators, Academic Coaches, teachers.2014-2015Professional learning agendas, standards based checklist, observations, meeting minutes and lesson plans.TKES Data, standards based checklist data, lesson plans, pass rates, and assessment data.

CP1,CP2,CP3,A2,A4,14,19Monthly co-teaching collaborative planning sessions and data review for SWD.Copies of common assessments, STAR and VMath reportsSWD Administrator and teachers2014-2015Meeting minutes and agendas.Common assessment, STAR, and VMath reports.

A1,A4,13,14, 19VMath and Language! instruction in study skills (SWD) Special EducationSWD Resource teacher2014-2015VMath reportVMath reports (SWD)

CP2,12,13,15, 16Writing To Win Curriculum

Instructional supplies

Title I: 100%Teachers and Academic Coaches2014-2015Writing to Win journal entriesCommon assessment, STAR data

CP2,A1A4,12, 13,17, 19, BrainPop for all content areasPurchase site license

Title I: 100%Teachers and Media Specialist2014-2015Teacher lesson plansCommon assessment data

12,13,16,17,PO5,FCE5Increase student achievement through the use of technology for reading comprehension, research and information fluency, and critical thinking skills.Purchase i-pads and i-pad ApplicationsTeachers2014-2015Lesson plans and class observations21st Century Skills Assessment data

CP1,A1,A2,A3,A4,A5,16Progress Monitoring Cover Sheets to maximize student goal setting and accountability

Copy costsTeachers and Academic Coaches2014-2015Cover sheets and grade book9 weeks grade distribution data, STAR data

C1,A1, PL2,L2

L3,L4, L6,L7, PO2, PO4, PO6Summer and mid-year data retreats / Indistar indicatorsLeadership Team2014-2015Indistar indicators, Common assessment data, STAR reports, reports, Study Island reports, and grade distribution, discipline reports, FLP data, School Surveys, etc. Implementation status for indicators, Common assessment data, STAR reports, reports, Study Island reports, and grade distribution, discipline reports, FLP data, School Surveys, etc.

Advanced content classes for ELA and MathAdditional instructional suppliesAdvanced content teachers2014-2015collaborative meeting notes, lesson plans, cover sheets, professional learning agendas and classroom observations, Retention rates of students enrolled advanced content sections from fall semester to spring semester

Develop action plans to address student deficienciesCopy costsTeachers2014-2015Student grade distribution at each 4.5 week interval, collaborative meeting notes, lesson plansStudent grade distribution at the end of each semester

AR/Myon/Collections curriculum will be used to increase Lexile scores for all studentsPurchase i-pads to support Collections ELA Teachers2014-2015collaborative meeting notes, lesson plansSTAR data, common assessment data, and EOG assessment data

After School Programs in Math and ReadingPurchase Study Island site license, copy costs, additional instructional suppliesAfter school program director and after school teachers2014-2015After school attendance reports, lesson plans, Study Island reportsStudent grade distribution, Common assessment data, STAR data, Student enrollment in REP sections

Implementation of RTIProfessional learning for RTI teamRTI team2014-2015STAR data, assessment data, discipline dataDecrease the number of students receiving tier three support

School Implementation Plan

SMART Goal:

VMS will increase the percentage of students who meet or exceed grade level Lexile scores from baselines of: 70% for all 6th grade students who have a 950 Lexile score or greater in 2014 to 80% in FY15

69% for all 7th grade students who have a 1000 Lexile score or greater in 2014 to 80% in FY15

80% for all 8th grade students who have a 1050 Lexile score or greater in 2014 to 90% in FY15

School

KeysInitiatives

Actions/Strategies/Interventions

Include Professional Development

related to InitiativesResources Needed

Materials, Training Cost, Supplies, Dues/Fees, Travel, Stipends, Subs, etc.Specify

Funding & SourcePerson(s) ResponsibleTimeline Accountability

Monitoring of Initiatives

Artifacts documenting InitiativesEvaluating Impact on Student Learning

Data to be used to evaluate Initiatives

CP1,CP2, CP3, A1,A2,A3,A4,A5,12,

13,14,

15,16,

18,PL1

PL2,PL3,PL6,L2,L6,PO2

Weekly grade level collaborative planning to develop and revise lessons, analyze student work and data, continue implementation in CCGPS, utilize TLE Platform, and implement strategies learned from weekly Professional learning sessions as well as state and local conferences.Subs, travel, lodging, registration fees, books and periodicals. One day data retreat for E/LA teachers. 12 subs will be paid through Title I.

Administrators, Academic Coaches, and teachers2014-2015Collaborative meeting notes, lesson plans, professional learning agendas and classroom observations.Disaggregated data, common assessments, and STAR Testing data, data, Writing Assessment data

CP1,CP2,CP3,A3,A4,12,13,14,19,PL1,PL3,PL4,L2,L7,L8,PO3,PO5SRA Science implemented in the FLP program for all students to focus on reading comprehension, grade level science content, vocabulary building, virtual labs, writing extensions, and hands-on activities. Gizmo online tools will provide virtual laboratory experiences.

SRA Science materials,

Contracted personnel for professional learning,

Materials for hands-on activities, Gizmo, copy cost

Funding: Title I 100%Administrators, Academic Coaches, teacher leaders and teachers2014-2015Professional learning agendas and resources provided by teacher leaders. Rosters with designated reading levels, FLP status, and SWD FLP status.Pre and post assessments for SRA Science, progress report and 9 week report card grades, and observations.

PL1,PL2,PL3,PL4,PL5,PL6,L2,L6,L7,PO3,12,13,14Professional learning Tuesdays provide teachers with research-based strategies to increase student achievement. Strategies include but are not limited to: TKES, Instructional Frameworks, AVID strategies, PBIS, components of a standards-based classroom, Differentiation, and how to effectively assess data to provide flexible grouping and individualized instruction.Subs, materials for training, copy cost, Administrators, Academic Coaches, teachers.2014-2015Professional learning agendas, standards based checklist, observations, meeting minutes and lesson plans.TKES Data, standards based checklist data, lesson plans, pass rates, and assessment data.

CP1,CP2,CP3,A2,A4,14,19Monthly co-teaching collaborative planning sessions and data review for SWD.Copies of common assessments, STAR and VMath reportsSWD Administrator and teachers2014-2015Meeting minutes and agendas.Common assessment, STAR, and VMath reports.

CP1,CP2,CP3,A2,A4,14,19Monthly co-teaching collaborative planning sessions and data review for SWD.SWD Administrator and teachers2014-2015Meeting minutes and agendas.Common assessment, STAR, and Language reports.

CP1,A1,A2,A3,A4,A5,16Progress Monitoring Cover Sheets to maximize student goal setting and accountability

Copy costsTeachers and Academic Coaches2014-2015Cover sheets and grade book9 weeks grade distribution data, STAR data

CP2,12,13,15, 16Writing to Win journaling in ELAInstructional supplies

Title I: 100%Teachers and Academic Coach2014-2015Writing to Win journal entriesCommon assessment, STAR & data

CP2,A1A4,12, 13,17, 19, BrainPop for all content areasPurchase site license

Title I: 100%Teachers and Media Specialist2014-2015Teacher lesson plansCommon assessment data

C1,A1, PL2,L2

L3,L4, L6,L7, PO2, PO4, PO6Summer and mid-year data retreats / Indistar indicatorsLeadership Team2014-2015Indistar indicators, Common assessment data, STAR reports, reports, Study Island reports, and grade distribution, discipline reports, FLP data, School Surveys, etc. Implementation status for indicators, Common assessment data, STAR reports, reports, Study Island reports, and grade distribution, discipline reports, FLP data, School Surveys, etc.

CP2,13,15,16,PO-2,PO-5PL-1,PL-5L-2,Accelerated Reader Program for ELA, science, and social studiesTeachers and Media Specialist2014-2015Cover sheets, grade book, and Renaissance Place reports for AR test dataSTAR Reading Data for lexile growth and AR reports

Biweekly Progress Monitoring for SWD by special education case load manager to adjust instructional intervention strategies according to SWDs progressSPED administrator and teachers2014-2015Progress monitoring logs SPED student performance data

Progress monitor Universal Sc