District Goal 1,2,&4 GSPS: Instruction 2, 3, 4, 5, 6, 8, 9 Implementation: Teachers will utilize MyOn and/or primary documents weekly in their classrooms. PLC collaboration minutes with reading support addressed will be turned in weekly online to Canvas. Weekly, math teachers will provide students word problems with context, and require students to provide a constructed response. Students will complete a constructed response task with the EMBRACER writing protocol once per 9 in their classrooms. None Teachers by PLC groups Data and work samples submitted quarterly by 10/7, 12/20, 3/16, & 5/5 planning forms completed and uploaded on Canvas each week, observation of implemented lesson, student work samples and rubrics turned in quarterly, RI data baseline, mid-year, and end of year check for progress. School Leaders Demonstrate: Creation of collaborative planning form and creation of Canvas modules to submit the form weekly. Support for choice of writing structure and reading strategies, support via PL when needed. Collection of data/work sample. Teachers Demonstrate: Meet to plan and discuss, complete form and upload to Canvas, implement lessons as discussed. Turn in data and work samples. Students Demonstrate: Students will read weekly, utilizing MyOn and/or primary documents. Students will complete constructed response activities in which they utilize proper grammar, punctuation, explanation of thoughts and ideas, evidence to support, and revise their writing.
East Paulding Middle, School Improvement Action Plan SMART Goal 3: We will decrease the amount of students in grades 6th, 7th, and 8th who fail 2 or more classes according to the Final Course Average by 20%, from 52 students to 42 students. Strategy/Initiative: Designated staff members will participate in a mentoring program that supports students who are at risk of failing due to historical academic and/or behavior data. District Goal & GSPS Action Steps Cost/ Resources & Funding Source Person(s) Responsible Timeline Evaluation of Implementation and Impact on Student Learning Artifacts Evidence District Goal 3 & 4 GSPS P&O 6 F&C 4 SC 1,2,3,4,5 Professional Learning: Teachers will engage in and apply PL on mentoring students and building relationships. Teachers will engage in and apply PL on Positive Behavior, Interventions, and Support. EPMS participation in District provided PBIS Pilot. Counselors provide support and guidance for mentoring students. Teachers Kim Burford (EAC), Counselors 8/26/16 – Initial PL provided for designated mentors 9/2/16 – Follow up from initial meeting after 1st student meeting Quarterly meetings with EAC and/or admin Sign in sheets, agendas, mentoring profile meeting forms. School Leaders Demonstrate: Schedule, lead, participate, and model mentoring with students and staff. Teachers Demonstrate: Participate in PL opportunities for mentoring, PBIS, and building relationships. Meet with mentor student. District Goal 3 & 4 GSPS P&O 6 F&C 4 Planning: Teachers will schedule time to meet with mentor student and review grades, behavior, concerns, and praise. Plan for that will None Connections teachers – gathering and data Make initial contact with mentor and plan first Monthly mentoring forms completed by designated School Leaders Demonstrate: Protected planning time and support when needed for questions. Provide support with use of mentor forms and provide
District Goal 3 & 4 GSPS P&O 6 F&C 4 SC 1,2,3,4,5 Monitoring: Teachers and administrators will pull data from IC to assess and determine student needs and successes. Connections teachers will check in on student progress bi-monthly and provide support and guidance as needed. Administration will review meeting minutes in Professional Learning room at the end of each Minutes will include current student progress, concerns, and successes. Administration will meet with mentors quarterly to provide support and hear concerns. Administration will review data quarterly to determine if students need to be added or exited from the mentoring program. None and Teachers August- May Review of data quarterly and monthly for mentor program. Data and reports pulled from IC. School Leaders Demonstrate: Help to pull and analyze data from IC to share progress with mentors. Provide feedback to mentors on student progress. Teachers Demonstrate: Pull and analyze data while Meeting bi-monthly with mentee student. Continue to build relationships with mentee and encourage success. Participate in quarterly meetings for updates and support. Students Demonstrate: Self-monitor progress and set goals. Meet with Mentor monthly and discuss needs and celebrate successes.
East Paulding Middle School, Professional Learning Plan Professional Learning Strategy/Support Cost/ Resources & Funding Source Person(s) Responsible Timeline Evaluation of Implementation and Impact on Student Learning Artifacts Evidence USA Test Prep training and support None- program by District office Burford (EAC) Curtis (AP) Teachers (PLC’s) July 26 August PL writing assessment Quarterly review of data and PL on pulling reports and analyzing data Ticket out the Door & feedback task post PL sessions. Data & student grades, USA Test Prep reports Teachers Demonstrate: Plan, implement, and support use of USA Test Prep during NBI time and class time. Students Demonstrate: Completion of common assessments and support modules, proficient or better math grades. PLC’s None Burford Alverson Curtis Jacobs August PL norms, set roles for each person, October- protocols for and review of lessons Ticket out the Door & feedback task post PL sessions. Collaborative planning expectations, procedure, roles, planning forms, lesson plans, data, observations Teachers Demonstrate: Successful and positive engagement in PLC collaboration. Students Demonstrate: High levels of engagement in appropriately rigorous ,
Mentoring students None- program created by the school and Teachers August- training teachers on the program and Ticket out the Door & feedback task post PL sessions. Mentor Profile Minutes turned in monthly, student grades. Teachers Demonstrate: Understanding of the mentoring program and its expectations, meeting bi-monthly with their mentee and completing their minute’s sheet. Students Demonstrate: Understanding of the mentoring program, participation in monthly meetings with their mentor. Reading and Writing across the curriculum via Lucy Calkins, EMBRACER, and MyOn.com None- school created writing protocols. District purchase of MyOn.com Teachers, PL with Burford and department heads August- PL session with Dept. Heads on writing protocol and how to use it in their content area. August Teri Harris PL Ticket out the Door & feedback task post PL sessions. Creation of protocol for each content area, via work samples, sign in sheets, lesson Teachers Demonstrate: Agreement on the creation of a content area specific writing structure, implementation quarterly, and analysis. Students Demonstrate: Structured writing in each content area at least once per 9 weeks, with set expectations and Participate in reading for information in all classes on a weekly basis via MyOn.com.
Constructed response and vocabulary support for math None- RESA support via District office Terry Haney (RESA) Kim Burford (EAC) Math teachers August- Terry H. PL session Ticket out the Door & feedback task post PL sessions. of lessons, student work samples using vocabulary and writing. Teacher lesson plans and PLC meeting sheet. Teachers Demonstrate: Implementation of lessons that support critical thinking and reasoning skills needed to compose constructed responses, as well as strong math vocabulary skills. Students Demonstrate: Use of correct math vocabulary during accountable talk as well as written explanations. Students will be able to explain and make connections to concepts when composing constructed responses in math at least once each 9 weeks. Coaching Sessions with Individual Teachers and teachers on PLP’s No cost to the school All Ongoing Monthly as needed or agreed per PLP’s Feedback task post coaching session. Reflection sheets at and summative conference. Administrators Demonstrate: Modeling and coaching sessions in the classroom and during conferences. Teachers Demonstrate: Participation in coaching sessions, reflections, and application of new and strategies. New Teacher Mentoring Program District funds for Mentors Mentors and Mentor Chair (EAC) Ongoing 25 hours with Mentor meeting sessions with EAC 8/4, 12/12, 4/24 of observations, conferences, meetings, hourly log. Mentors Demonstrate: Document and meet with mentee to support growth as a first year teacher. Observe 3 times and provide feedback from August to May. Mentees Demonstrate: Be an active mentee during meeting sessions, focus on areas of growth as they transition to a full-time teacher. Observe their mentor once.