School Name: South Forsyth Middle School

Due 9/2/16 to Teaching Learning

/
Step 1: 15-16 School Improvement Plan Reflection
Step 2: Executive Summary
Step 3: School Improvement Plan
___ CCRPI Goal
___ Academic/Instructional Goal
___ Climate Goal
/
Step 4: Growth Measure for Teachers of Non-SGP Courses
Step 5: Continuous, Job-Embedded Professional 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
South Forsyth Middle School will improve student achievement through the design and implementation of high rigor and relevant learning experiences described as Quadrant D of the Rigor/Relevance Framework® from the International Center for Leadership in Education. / X / Purpose & Direction / X / Pursue Continuous Learning / Educational Leadership
Teaching & Learning
Technology & Information Services
X / Governance & Leadership / Exhibit Strong Personal Qualities
X / Teaching & Assessing for Learning / X / Utilize Creative & Critical Thinking
Resources & Support Systems / X / Engage & Contribute
X / Using Results for Continuous Improvement / Interact Effectively
Academic / Instructional Goal
The teachers will work collaboratively with their grade and content-alike peers to use a variety of data to identify academically struggling students. Teachers will use data to implement instructional strategies and differentiate learning to improve student performance of identified students. / X / Purpose & Direction / X / Pursue Continuous Learning / Educational Leadership
Special Education
Student Support Services
Teaching & Learning
Technology & Information Services
X / Governance & Leadership / X / Exhibit Strong Personal Qualities
X / Teaching & Assessing for Learning / Utilize Creative & Critical Thinking
X / Resources & Support Systems / Engage & Contribute
X / Using Results for Continuous Improvement / X / Interact Effectively
Climate Goal
South Forsyth Middle School will reduce the number of 6th and 7th grade student discipline slips by changing the mindsets of the students through the implementation of The 7 Mindsets program. / X / Purpose & Direction / X / Pursue Continuous Learning / Educational Leadership
Special Education
Student Support Services
Teaching & Learning
Technology & Information Services
X / Governance & Leadership / X / Exhibit Strong Personal Qualities
Teaching & Assessing for Learning / Utilize Creative & Critical Thinking
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:
South Forsyth Middle School will improve student achievement through the design and implementation of high rigor and relevant learning experiences described as Quadrant D of the Rigor/Relevance Framework®.
SMART Goal:
The percent of students with typical or high growth in English Language Arts and Mathematics will increase four percentage points from the 2014-2015 school year to the 2016-2017 school year as measured by the CCRPI Progress Score.
2014-2015 2015-2016 (Pending) 2016-2017 (Projected)
Language Arts 73% Language Arts Language Arts 77%
Mathematics 75% Mathematics Mathematics 79%
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Teachers will create classroom lessons, activities and projects with a focus on providing high rigor and relevant (Quadrant D) learning experiences for students. / If teachers work collaboratively to develop lessons which are high rigor and add relevance to the learning, students will be more engaged in the learning experiences and achievement will increase. / 2016-2017 School Year / Administrative Team
Certified Teachers
Teachers will work collaboratively with grade level colleagues to create “Expo Days” throughout the year which require cross-curricular planning for the day’s activities demonstrating the relevance of the courses to each other. / 2016-2017 School Year / Administrative Team
Certified Teachers
Teachers will participate in ongoing professional learning to improve the development of Quadrant D, high rigor and relevant learning experiences based on the work of Bill Daggett and the International Center for Leadership in Education. / 2016-2017 School Year / Administrative Team
Certified Teachers
Describe how your SMART Goal will be monitored throughout the year:
Data Teams will meet on a regular basis to review both classroom assessments and the school-developed benchmark assessments to monitor student achievement.
Teachers will share lesson plans and student work samples during the TKES mid-year and final conferences showing how rigor and relevant work was embedded into classroom instruction.
Academic / Instructional Goal:
The teachers will work collaboratively with their grade and content alike peers to use benchmark assessment data and summative assessment data to identify academically struggling students. Teachers will use data to implement instructional strategies and differentiate learning to improve student performance of identified students.
SMART Goal:
100% of all students will show improvement from the beginning benchmark assessments administered in September of 2016 to the final benchmark administered in May of 2017. Additionally, 85 % of all identified students will score at or above the proficiency level of 70 % on the final benchmark.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Teachers will work collaboratively with grade level peers to develop a benchmark exam which aligns with the domains on the Georgia Milestones. / If teachers design a benchmark test with fidelity, aligning the test to the domains of the Georgia Milestones and use the data to design work based on students’ needs, then student achievement will increase. / 2016-2017 School Year / Administrative Team
Certified Teachers
The benchmarks will be given three time per year, September, December and May. Teachers will analyze the data from each administration and design differentiated student work based on the data. / 2016-2017 School Year / Administrative Team
Certified Teachers
Teachers will usestate assessments, benchmark data and classroom summative assessment and formative assessment data to identify the strengths and weaknesses of academically-struggling students. Data will be used to guide the selection of instructional strategies and aid in differentiating work based on the need of the students. / If teachers are more deliberate in the design and presentation of information for struggling studentsto meet their needs, then students will show improvement in academic performance. / 2016-2017 School Year / Administrative Team
Certified Teachers
Teachers will participate in professional learning opportunities to improve their knowledge and understanding of effective instructional strategies and differentiation techniques that meet the needs of academically-struggling students. / 2016-2017 School Year / Administrative Team
Certified Teachers
Describe how your SMART Goal will be monitored throughout the year:
The teachers, in content and grade level specific Data Teams, will complete a data spreadsheet recording all students’ scores on the three administrations of the benchmark test. Teachers will review the data from the benchmarks and classroom summative data to identify students’ strengths and weaknesses, design differentiated learning experiences and implement intentional instructional strategies to meet the needs of all students including academically-struggling students. Each Data Team will hold bi-monthly meetings, record data results and complete Data Team Assessment Results Reflective Questions. The administrative team will meet with the Data Teams on an ongoing basis to review the data results and participate in the discussion of selected instructional strategies and differentiation techniques used to maximize learning.
Climate Goal:
South Forsyth Middle School will reduce the number of 6th and 7th grade student discipline slips by changing the mindsets of the students through the implementation of The 7 Mindsets program.
SMART Goal:
The total number of discipline slips issued to 6th and 7th grade students for not following directions and/or not exhibiting appropriate classroom behavior will decrease at least 20 % when data from the first nine-week period is compared to the data from the fourth nine week period.
Actions, Strategies and Interventions
(Includes Prof. Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
Students will be exposed to videos and materials supported by teacher-led discussions leading to students embedding the curriculum concepts and beliefs of the 7 Mindsets into their daily thoughts and practices. Through the internalization of the program’s concepts, students will demonstrate more responsibility, accountability, and ownership of their learning and behavior, thus reducing the number of discipline slips issued for not following written and verbal directions and/or not exhibiting appropriate classroom behavior.
Teachers have designed an Eagles Expectation discipline plan which is aligned to the 7 Mindsets program and the Learner Profile. The expectations are shared with the students at the beginning of the year. Each nine weeks, students who have 5 or fewer discipline slips earn the privilege to participate in a reward activity. / If students participate in the 7 Mindsets program, then their way of thinking and behaving will change to show more maturity in decision-making. Students will take more ownership and responsibility of their learning reducing the number of discipline slips issued for not following written and verbal directions and/or not exhibiting appropriate classroom behavior. / 2016-2017 School Year / Administrative Team
Certified Teachers
Describe how your SMART Goal will be monitored throughout the year:
The number of discipline slips will be recorded for each student who does not follow written and verbal instructions or does not exhibit appropriate classroom behavior. As the year progresses, 6th grade and 7th gradestudents will participate in the 7 Mindsets program and discuss how the 7 Mindsets relate to responsibility, accountability, and ownership of their own learning. Data from the first nine weeks of school will be compared to data the last nine weeks of school to calculate the impact 7Mindsets program had on student behavior.
Growth Measure for Teachers of Non-SGP Courses
Measure(s):
Each teacher of a non-SGP course will collaborate with SGP teachers to identify Language Arts and/or Mathematics standards which can be supported in the non-SGP classroom. The non-SGP course teachers will embed identified standards into their curriculum throughout the year to support the school’s overall mean SGP. The teachers of non-SGP courses will document evidence of embedded Language Arts and/or Mathematics standards in their lesson plans. Additionally, the teachers of non-SGP courses will collect student work samples demonstrating the embedded Language Arts and/or Mathematics standards. Teachers of the non-SGP courses will be required to show evidence and student work samples during their TKES mid-year conference and end-of-year conference.
Implementation Plan
In September, teachers of SGP courses will collaborate with teachers of non-SGP courses to identify Language Arts Standards and/or Mathematics standards that can be incorporated into the non-SGP courses.
Throughout the year, teachers of the non-SGP courses will embed the identified standards in their lesson plans.
During the TKES mid-year conference and end-of-year conference, teachers of the non-SGP courses will show evidence of the Language Arts and/or Mathematics standards embedded into their non-SGP course lesson plans.
Continuous, Job-Embedded Professional Learning Plan
Professional Learning Goal(s): Teachers will participate in year-long professional learning opportunities focused on developing rigorous and relevant lessons and strategically select instructional strategies to enhance learning for all students with a focus on an identified group of academically struggling students.
Professional Learning Actions, Strategies and Interventions / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Connection to Continuous Improvement Goal(s):
Twice a month, teachers will participate in grade level professional learning opportunities allowing teachers to share examples of rigorous and relevant lessons, lessons demonstrating transformational technology or lessons incorporating effective, research-based instructional strategies. / If teachers improve instructional practices by developing rigorous and relevant student work, then a deeper level of learning will occur and student achievement will increase. / 2016-2017 School Year / Rigorous and relevant work
Data Teams-selecting appropriate instructional strategies based on data
Teachers will continuously collect, analyze and use data to drive instructional decisions and differentiate learning for students. Data Teams will meet a minimum of two times per month to review and reflect on the most current data and make educational decisions to enhance learning for all levels of students with a focus on the students who were identified as academically struggling. / If teachers use data to drive the selection of instructional strategies and differentiate learning, then student achievement will increase. / 2016-2017 School Year / Rigorous and relevant work
Data Teams-selecting appropriate instructional strategies based on data
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