School Name: Riverwatch Middle School

School Name: Riverwatch Middle School

Due 9/2/16 to Teaching Learning

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Step 1: Review 15-16 School Imp. Plan Reflection
Step 2: Executive Summary
Step 3: School Improvement Plan
___ CCRPI Goal
___ Academic/Instructional Goal
___ Climate Goal
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Step 4: Growth Measure for Teachers of Non-SGP Courses
Step 5: Continuous, Job-Embedded Prof. Learning Plan
Step 6: 16-17 SIP Reflection due Friday, June 16, 2017
2015-18 Executive Summary
Continuous Improvement Goals / AdvancED Standards
(Check all that apply) / Learner Profile
(Check all that apply) / Support from FCS Depts.*
(List all that apply)
CCRPI Goal
Riverwatch Middle School will increase our CCRPI score by 1.5 points by increasing the percentage of the day our students with disabilities spend in the general education environment. / X / Purpose & Direction / X / Pursue Continuous Learning / Continued assistance from Teaching and Learning regarding CCRPI
X / Governance & Leadership / Exhibit Strong Personal Qualities
X / Teaching & Assessing for Learning / X / Utilize Creative & Critical Thinking
X / Resources & Support Systems / X / Engage & Contribute
X / Using Results for Continuous Improvement / X / Interact Effectively
Academic / Instructional Goal
(ELA) Teachers at each grade level will decrease the percentage of students in the Beginning category by 1% and will increase the combined percentage in Proficient and Distinguished by 5%.
(Math) Teachers will increase the combined number of students in Proficient and Distinguished by 2%. / Purpose & Direction / X / Pursue Continuous Learning / Erin Zitka – Math support & EnVision Training
Robin Elmore – DBQ trainings & support
Governance & Leadership / Exhibit Strong Personal Qualities
X / Teaching & Assessing for Learning / X / Utilize Creative & Critical Thinking
X / Resources & Support Systems / Engage & Contribute
X / Using Results for Continuous Improvement / Interact Effectively
Climate Goal
On the RMS Health Survey, results for students experiencing sadness, overwhelming fear, or worries will decrease by 10%. / Purpose & Direction / Pursue Continuous Learning
Governance & Leadership / X / Exhibit Strong Personal Qualities
Teaching & Assessing for Learning / Utilize Creative & Critical Thinking
X / Resources & Support Systems / Engage & Contribute
x / Using Results for Continuous Improvement / x / Interact Effectively
* FCS Departments: Educational Leadership, Facilities, Finance & Operations, Food & Nutrition Services, Human Resources, Public Information & Communications, School Safety & Discipline, Special Education, Student Support Services, Superintendent, Teaching & Learning, Technology & Information Services, and Transportation
2016-17 School Improvement Plan
CCRPI Goal:
SMART Goal: Riverwatch Middle School will increase our CCRPI score by 1.5 points by increasing the percentage of the day our students with disabilities spend in the general education environment.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Instead of a special education study skills class that we have previously utilized for our students with disabilities, RMS will implement a general education literacy course designed to target vocabulary development, reading comprehension, research & writing skills, and math fluency & computation. / If students with disabilities participate in the general education environment for a greater percentage of the school day then students are exposed to increased academic rigor. / August - May / Administrators – scheduling and course creation
Special Education Teachers – amendments to IEPs
Graduation Coach & QWF – ongoing support and resource provisions for Literacy teachers
SOAR – soft skills development program implemented by Literacy teachers
Describe how your SMART Goal will be monitored throughout the year:

• Literacy teachers will be coached and supported by our Graduation Coach & QWF in providing appropriate instructional strategies and resources to implement this new course with fidelity.
• TKES Observations
• 711 Meetings

Academic / Instructional Goal: English Language Arts
SMART Goal:
Teachers at each grade level will decrease the percentage of students in the Beginning category by 1% and will increase the combined percentage in Proficient and Distinguished by 5%.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Develop & Implement 6-8 Writing Framework / If students are exposed to a consistent, school-wide writing framework, then students will exhibit growth in all areas of the writing process.
If students are exposed to a consistent evidence-based writing structure, then they will exhibit growth in constructing evidence-based responses, including argumentative & informational prompts.
If students are exposed to narrative writing elements, then they will exhibit growth in constructing creative & well-developed narrativepieces. / August-May
August – May
August - May / Framework for each grade level (ELA Department)
Vertically-aligned organizers, rubrics, & exemplars (ELA Department & Enrichment teachers)
Narrative writing prompts & exemplars (ELA Department)
Academic Vocabulary unit taught in Enrichment and Literacy classes, as well as supported through other content areas. / If students understand academic vocabulary, then they will be better equipped to answer complex reading comprehension and writing prompts.
If students in 6-8 Art illustrate the definitions of academic terms, then they will have a deeper understanding of its definition and application and will therefore score higher in those areas of the Georgia Milestones.
If 6 – 7 grade Business and Computer Science reinforces academic vocabulary in projects and activities, then students will be better equipped to answer complex reading comprehension and writing prompts. / Quarter 1
Quarters 1 – 4
Quarters 1 - 4 / Academic Vocabulary Unit (Enrichment & Literacy teachers)
List of Academic Terms (Enrichment Teachers)
List of Academic Terms (Enrichment Teachers)
Increase exposure in both quantity and frequency of complex texts. / If students are exposed to a variety of complex texts in all content areas, then they will increase their Lexile levels and writing skills.
If students are assigned scientific articles to analyze in 7th grade science, then their ability to comprehend and analyze complex texts will increase.
If 8th grade social studies students are given complex texts, specifically primary and secondary sources, to use as a vehicle to learn about historical events, then they will increase reading stamina and comprehension.
If 7th grade social studies students complete four in-depth novel studies over the course of the year, then they will increase their Lexile levels and writing skills.
If 6th grade social studies students are exposed to and guided in the comprehension & analysis of a variety of content-related complex texts, then they average Lexile reading level of students will increase.
If Health and Physical Education teachers incorporate the reading and discussion of non-fiction, health related articles and texts in daily activities, then students will improve reading comprehension & analysis skills. / August-May
August – May
August – May
August – May
August - May
August – May / Independent Reading Contracts(6-8 ELA Teachers)
7th grade Science Teachers
New Georgia Encyclopedia & other resources made available through FCS Georgia Studies itslearning Resource page. (8th grade Social Studies Teachers)
Novel study units, including Red Scarf Girl, The Breadwinner, A Long Walk to Water & fourth title TBD (7th grade Social Studies Teachers)
Content-related primary & secondary source materials at challenging Lexile levels. (6th grade Social Studies Teachers
Articles & Content-Appropriate Texts (Health & PE Department)
Incorporation of content-area writing in 6th, 7th, and 8th grade science.
Incorporation of content-area writing in 6th, 7th, and 8th grade social studies.
Incorporation of content-area writing in 8th grade band & chorus courses.
Incorporation of content-area writing in 8th grade Broadcast Journalism. / If students are exposed to constructed-response questions on assessments & labs and are required to incorporate content-specific, academic vocabulary, then they will exhibit growth in constructed response writing.
If 7th grade social studies students are exposed to two document-based question activities over the course of the year, then they will exhibit growth in the writing process.
If 8th grade band & chorus students produce critical, written analysis of performances, then they will exhibit growth in the writing process as they generalize writing skills across content areas and gain additional practice.
If 8th grade Broadcast Journalism students write dialog scripts for the daily news program & other news segments, then students will have additional practice and real-world application of the writing process. / August – May
1 DBQ/semester –Advanced
2 Mini DBQ/semester – On-Level
1 analysis/semester following a concert; students will critically analyze their own performance recording
August - May / Constructed response questions on warm-ups, classroom activities, assessments & labs. (Science & Social Studies Teachers)
Primary & secondary sources to use for DBQ format for constructed responses. (Social Studies Teachers)
Support in crafting appropriate and challenging constructed-response questions. (TKES administrators & academic coaches)
Support in evaluating constructed-responses. (TKES administrators & academic coaches)
Strengthen students’ linguistic knowledge in order to better understand vocabulary and grammar concepts. / If students are exposed to a variety of vocabulary and grammar concepts in Spanish, then they will be able to connect those concepts to English and apply them in their ELA classes. / August – May / County Foreign Language Curriculum Units (World Language Department)
Describe how your SMART Goal will be monitored throughout the year:

• Data Team Meeting Logs (formative & summative assessment data)
• Subject Area Meeting Logs
• itslearning Planner
• TKES Conferences & Observations
• 711 Meetings

Academic / Instructional Goal: Mathematics
SMART Goal:
Teachers will increase the combined number of students in Proficient and Distinguished by 2%.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Implementation of Math Literacy on teams with grade level content teacher, with focus on differentiated skill building in areas of weakness. / If 6th grade Math Literacy students are exposed to more individualized skill practice in areas of weakness, then students will exhibit mathematical growth.
If 7th grade Math Literacy students are exposed to models appropriate to the content, then they will gain a concrete understanding of abstract standards/topics.
If all Math Literacy teachers use online programs to differentiate assignments according to student readiness, then students’ areas of weakness will improve. / August – May
August – May
August – May / Resources: iXL, Khan Academy, Envision (Envision Training c/o Erin Zitka)
Resources: hands-on manipulatives (Moore, Dutton, Tuck)
Resources: iXL, Pearson, Envision
Increase of rigor in all levels of math to better differentiate between the math levels offered at RMS (Resource, On-level, Advanced, & Accelerated). / If all 6 – 8 math teachers utilize the Forsyth County Test Bank to differentiate the level of summative assessments, then students’ exposure to higher-level questions will increase.
If all 6-8 math teachers utilize an online program (such as USA TestPrep, iXL, or Pearson), then the level of questions can be differentiated per level for formative practice & assessment.
If all 6-8 math teachers focus on content-appropriate vocabulary, then students will be better equipped to dissect word problems and higher-level DOK questions. / August – May
August – May
August – May / Forsyth County Test Bank (all math teachers)
Resources: USA TestPrep & Pearson (county provisions), iXL (PTSA Grant funded)
Achievement Level Descriptors & Milestones Blueprints (itslearning)
Incorporate 7th grade math content in 7th grade Life Science. / If 7th grade science teachers reinforce math standards in their units on genetics (statistics & probability) and population studies (Punnett squares & population capacity), then students will be exposed to real-world applications & additional practice with these concepts.
If 7th grade advanced science students are exposed to metric conversions and significant figures in Life Science, then students’ understanding and ability to apply these concepts will become more concrete. / November – December
August - September / 7th Grade Science Teachers
7th Grade Science Teachers
Incorporate 8th grade math content in Engineering & Technology course for 8th graders. / If Engineering & Technologyreinforces math standards(functions, geometry, expressions and equations, ratios, graphing) in projects/activities, then students will be exposed to real-world applications & additional practice with these concepts. / Semesters 1 & 2 / Copy of 8th grade math standards (downloaded from DOE; Jeff Whiting)
Describe how your SMART Goal will be monitored throughout the year:

• Online Resources – track student progress
• Data Team Meeting Logs - (formative & summative assessment data)
• Subject Area Meeting Logs
• itsLearning Planner
• TKES Conferences & Observations
• 711 Meetings

Climate Goal:
SMART Goal:
On the RMS Health Survey, results for students experiencing sadness, overwhelming fear, or worries will decrease by 10%.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
RMS staff will research and select a character-ed program and begin implementation in the 2016-17 SY. / If RMS implements a character-ed program that addresses social and emotional issues that middle-school-aged students are prone to experiencing, then students will gain perspective, understanding, and coping strategies when faced with stressful situations. / Semester 1 - Presentation of Character-Ed programs to staff
Semester 2 – Training & initial implementation / Schedule presentations from Habitudes & 7 Mindsets (Carpenter)
Schedule trainings & develop implementation plan (SLT)
RMS counselors will leverage classroom guidance lessons to help students learn strategies for coping with stress. / If RMS counselors provide classroom guidance focusing on coping strategies for stress, worries, and fears, then students will gain knowledge needed to apply appropriate coping strategies. / 6th grade – monthly
7th & 8th grade –
bi-monthly / Classroom guidance lessons (RMS Counselors)
Describe how your SMART Goal will be monitored throughout the year:

• Classroom Guidance Pre & Post-tests
• Health Survey Results

Growth Measure for Teachers of Non-SGP Courses
Measure(s):
Teachers of Non-SGP courses will be measured by the Riverwatch mean SGP in math & ELA.
Implementation Plan
All teachers of non-SGP courses have developed a minimum of one action step or “if…then” statement to support either the math or ELA Academic/Instructional goal. This action step/”if…then” statement will be a part of their TKES Professional Growth goal.
Continuous, Job-Embedded Professional Learning Plan
Professional Learning Goal(s):
Timeline: Dates/Hours
(Add/Modify as Needed) / Professional Learning Actions, Strategies and Interventions / Impact on Student and Adult Behavior
(“If…then...” Statements) / Connection to Continuous Improvement Goal(s):
NEO/SLO (K-3), July 25 / N/A
NEO (K-12), July 26-27 / itslearning& Technology Training
RMS Mission & Beliefs Orientation (What it means to be an H3 Panther) / If new teachers are trained to be effective users of itslearning & the technology provided by Forsyth County Schools, then home-school communication, student engagement, differentiated instruction, personalized learning, and data analysis will be readily available and frequently implemented.
If new teachers are effectively oriented to Riverwatch’s mission & beliefs, they will be equipped to determine how they can personally support and carryout our vision & purpose. / Academic/Instructional Goals
Preplanning, July 28-29 & Aug. 1-3 / School Improvement goal-setting and planning
DCD TKES Orientation / If all staff members are active participants in the school-improvement process, then students will benefit from our united efforts and common goals.
If teachers are oriented with the changes to the TKES process, they will have a firm understanding of how they will be evaluated and how to professionally grow throughout the year under the Teacher Keys Effectiveness System. / CCRPI Goal
Academic/Instructional Goals
Climate Goal
Early Release/Prof. Dev., Aug. 31 / AdvancEd Accreditation Requirements / If all staff members participate in the AdvancEd Accreditation Requirements, then all stakeholders will have an understanding of how the accreditation process works and an active role in the process.
Prof. Dev., Oct. 21 / Data Teams – Q1 reflection upon school improvement goals / If staff members monitor their progress toward our school improvement goals through the data teams process, then it is more likely that we will attain the goals outlined in our School Improvement Plan. / Academic/Instructional Goals
Prof Dev., Jan. 4 / Mid-year reflection upon school improvement goals - pacing adjustments based on reflection on goals
AdvancEd final preparations / If staff members monitor their progress toward our school improvement goals and make adjustments to pacing and instruction accordingly, then it is more likely that we will attain the goals outlined in our School Improvement Plan. / Academic/Instructional Goals
Prof. Dev., Feb. 21 / Final adjustments to pacing & assessments for Milestones
Completion of TKES Professional Goal reflection/documentation / If staff members monitor their progress toward our school improvement goals and make adjustments to pacing and instruction accordingly, then it is more likely that we will attain the goals outlined in our School Improvement Plan. / Academic/Instructional Goals
Post Planning, May 30-31 / 2016-17 Reflection & Data Analysis (if scores are available) / If staff members analyze and reflect upon 2016-17 Georgia Milestones scores, CCRPI ratings, and Health Survey results, then we can measure our success against our School Improvement Plan goals and use that information for future planning. / CCRPI Goal
Academic/Instructional Goals
Climate Goal
2016-17 School Improvement Plan Reflection
Please provide a short reflection summary for each goal listed below. (Did you meet your goals? Why or why not? What were your strengths / weaknesses? Did you monitor your goals throughout the year? If so, then how? Did you revise your goals throughout the year? If so, then why? What can be improved?)
CCRPI Goal
Academic / Instructional Goal
Climate Goal