2016-17 Cobb County School District Strategic Plan Goal 1: Vary learning experiences to increase success in college and career pathways. District Focus Priorities 2016-2019 2016-17 Aligned Actions and Measurements (Due September 1, 2016) Focus Priorities: (Based on priorities identified by IE2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results Of Key Actions: (Due June 30, 2017) Focus Priority Status: NM = Not Met IP = In Progress M = Met 1. Organize student performance data through CTLS for full accessible use by teachers and school leaders. (S) (AdvED) As a Cohort 3 CTLS school, Durham staff is receiving ongoing training from the TTIS throughout the year on Mondays during grade level meetings. CTLS data analysis; Touchstones, Milestone growth Teachers & Admin Monday grade levels; SFSD/Cell tower funds for release and Cohort 3 CTLS training from TTIS Training was completed by all staff members. Both 8th grade Math and ELA teachers participated in “Proof of Concept” for Constructed Response questions. Durham will continue to implement and use CTLS in future years, and focus areas for ongoing training have been identified for next year. M 2. Organize, examine, and adjust instruction on student progress monitoring data. (AD) Use data routinely in order to differentiate instruction and adjust instructional focus. Integrate CTLS data into progress monitoring. SLO assessments and analysis of teacher created common formative and summative assessment; student grade/ academic performance All teaching faculty members Monday grade levels; SFSD/Cell tower funds for release and Cohort 3 CTLS training from TTIS As we grow in our establishment of the PLC culture, this use of data to adjust and differentiate instruction will continue to be a We will continue to integrate all data, utilizing CTLS and other assessment sources. IP
5. Increase percentage of students reading on grade level. (S) on CCRPI 2014 Reading Scores) Read 180 Implementation expanded from 8th grade only to now include all grade levels for readers at the 30th percentile or below. In addition, System 44 has been implemented for our lowest performing students in Reading who need basic/phonics instruction. ELL students receive intensive reading strategies using components of the ELL Read 180 program. RTI; Study Skills, & Extended Day tutoring are offered to students below grade level or struggling academically. Continued focus on literacy in the content areas and the use of RI data to group and serve students. Milestone scores, data, RI scores, teacher assessments, CTLS Touchstone data; PLC/Data team results & teachers 20-Day funds, Monday grade levels, Read 180/System 44 training and coaching visits; dedicated computers & headphones for Read 180 program and for small group lab. SRI data indicates that growth has been made in this area. Milestone results are not yet fully in; therefore, the data in this area is not yet complete. IP
6. Increase percentage of student performance in math/algebra at every grade level. (S) (Based on CCRPI ES-MS Math & HS Algebra Scores) Extended Day tutoring offered to students who qualify 30th percentile, retention candidates, remedial, etc.) Identify those students not performing on grade level for strategic interventions – including RTI, Study Skills, etc. Utilize CTLS Touchstones and other resources for “almost there” assessments and remediation. Utilize MI, math fluency feedback, and common assessments in order to identify students with specific needs for skill reinforcement. Daily warmup activities that reinforce, target, and review necessary core math skills; utilize differentiation based on skill needs. Re-evaluate math placement criteria so that students are appropriately placed in the correct levels of math courses. RTI; Study Skills, & Extended Day tutoring are offered to students below grade level or struggling academically. 20-day plan for remediation of students in danger of failing Milestone in 8th grade during Maymester. Milestone scores, CCRPI data, MI scores, teacher assessments, CTLS Touchstone data; PLC/Data team results Admin & teachers 20-Day funds, Monday grade levels, Gizmos purchase and training for math skill practice, Purchase of MobyMax and USA Test Prep as tools for math teachers. SMI data indicates that growth has been made in the area of math. Milestone data is not fully in; therefore, data for this indicator is not yet complete. We have determined that the purchase of Gizmos has not been as effective as we had hoped, and it will not be continued. We will, however, continue to utilize USA Test Prep and other online support tools. IP
Identify and provide resources to increase opportunities for advanced, on-level, and remedial students to earn initial credit, embedded credit, dual credit, recovered credit, distance learning, and certifications in areas of student interest. (AD) N/A N/A N/A N/A N/A N/A Other: (Priorities specific to school, division, or area. Can be multiple.) Release time for collaboration, PLC/Data team training, Milestones data review. Master schedule designed for teacher schedules with only two preps (requires no “teams”). Improved achievement data on CCRPI, student performance, Gap closure, etc. Admin and teachers SFSD and cell tower funds. Release time has been essential in order to communicate and clarify expectations, review student data, and make a plan for interventions. The master schedule has been designed to give teachers no more than 2 preps and to have planning time aligned with the grade levels that the teachers teach, even when teachers cross grade levels. M Board Goal 3: Develop stakeholder involvement to promote student success. District Priorities 2016-2019 2016-17 Aligned Actions and Measurements (Due September 1, 2016) Focus Priorities: (Based on priorities identified by IE2, AdvancEd-AdvEd, Superintendent-S, and Academic Division-AD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results Of Key Actions: (Due June 30, 2017)
Other: (Priorities specific to school, division, or area. Can be multiple.) Establish mission statement for Durham Middle School. Regular attendance at ABA meetings to increase community involvement. Staff awareness of mission and action toward mission. Increased support and partnerships with local businesses and churches. All staff members None A mission was established last year, but with our new learning about the PLC process, this is something that requires that we revisit this year. ABA partnership is still strong. IP Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence. District Priorities 2016-2019 2016-17 Aligned Actions and Measurements (Due September 1, 2016) Priorities: (Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) Key Actions: (List as many actions as needed in each box.) Measured by: Owner(s): Resources Needed: Results Of Key Actions: (Due June 30, 2017) Focus Priority Status: NM = Not Met IP = In Progress M = Met Seek and hire teachers who meet the qualifications for a highly effective teacher. (IE2) Utilize rigorous interview questions to promote better, more in depth interviews. Hire special education teachers for special education openings and provide strong mentorship in order to change the culture of SPED at Durham Survey data, retention, and school climate ratings Principal None Hiring is always in process. I utilize rigorous interviews and work to bring the right people onto the staff. Special education teachers at Durham are now all specifically trained, certified, and desiring to teach special education. This has improved the morale in this department and improved the student outcomes as well. IP Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school’s environment. (IE2) N/A N/A N/A N/A N/A N/A Support local school teachers and leaders to improve retention rate. (IE2) (S) N/A N/A N/A N/A N/A N/A
Use results of TKES and LKES to improve professional performance (IE2) Reflect upon instruction, administration, and current practices. Utilize flexible assessment system where able for experienced teachers demonstrating proficiency. Trend data from surveys, observation, student performance on common assessments, and stakeholder feedback (teachers, parents, students) and teachers None TKES and LKES are annual evaluations. Reflection is ongoing with regard to staff survey data, areas of growth and areas of strength. Each year is independent of the previous year, so this use of results continues each year. IP Other: (Specific to school, division, or area. Can be more than one.) N/A N/A N/A N/A N/A N/A