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TRANSCRIPT
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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
Black White Hispanic Asian American
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
Black White Hispanic Asian American
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
Black White Hispanic Asian American
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
Black White Hispanic Asian American
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
Black White Hispanic Asian American
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
Black White Hispanic Asian American
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.