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2016-2017 Title I Schoolwide / School Improvement Plan
1/4/2016

 

 

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Bagley Middle School

District Name: Murray

Principal Name: Shalina Stone

School Year:        2016-2017

School Mailing Address: 4600   Highway 225 North, Chatsworth, GA   30705

Telephone: 706-695-1115

District Title I Director/Coordinator Name: Barbie Kendrick

District Title I Director/Coordinator Mailing Address: PO Box 40, Chatsworth, GA 30705

Email Address: barbie.kendrick@murray.k12.ga.us

Telephone: 706-695-4531

ESEA WAIVER   ACCOUNTABILITY STATUS

(Check all boxes that apply and   provide additional information if requested.)

Priority School  

Focus School    

Title I Alert School

Principal’s Signature:

 

Date:

Title I Director’s Signature:

 

Date:

Superintendent’s Signature:

 

Date:

Revision Date: 8/16/16

Revision Date: 8/24/16

Revision Date: 8/31/16

           

 

 


SWP Template Instructions

·         All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

·         Please add your planning committee members on the next page.

·         The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

·         Please submit your School Improvement Plan as an addendum after the header page in this document.


 

Planning Committee Members

NAME

MEMBER’S SIGNATURE

POSITION/ROLE

Shalina Stone

 

BMS Principal

Daphne Winkler

 

Assistant Principal / Title I Coordinator

Dustin Strickland

 

Academic Coach

Adrian Ellis

 

Media Specialist

Holly Cash

 

Science Teacher / 7Gold Team Leader

Ben Massengale

 

ELA Teacher /             7Black   Team Leader

Debra Roland

 

ELA Teacher /   8Gold Team Leader

Rachel Adams

 

Math Teacher / 8Black Team Leader

Crystal House

 

ESS Self-Contained / ESS Team Leader

Richard Hejda

 

Technology Teacher / Electives Team Leader

Robin Baggett

 

SS Teacher / Team White Team Leader

 

 

7th Grade Parent

Tanner Davis

 

Business Partner

Sam Smith

 

Faith Based Partner

 

 

8th Grade Parent

Barbie Kendrick

 

Central Office Title I Director

 

 

 

 

 

 


 

SWP/SIP Components

  

  

1.      A comprehensive needs assessment of the entire school, (including    taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the    achievement of children in relation to the state academic content standards    and the state student academic    achievement standards described in Section 1111(b)(1).

  

We have developed our school-wide plan with the   participation of individuals who will carry out the comprehensive   school-wide/school improvement program plan. Those persons involved were:

·           BMS Leadership Team

·           School Council (consisting of parents and   community members)

·           Parent Involvement Committee

·           BMS Faculty and Staff

 

The following instruments, procedures, or processes were   used to obtain this information:

·           Quarterly Benchmark Assessments (pre/post   tests)

·           CCRPI Data

·           Scholastic Reading Inventory Lexile Scores

·           Student Work Samples

·           End of year data

·           School Climate Results

·           Planning Committee Meetings

·           GaDoe Website www.gadoe.org

·           Georgia Standards Website www.gastandards.org

·           Study Island results

·           TKES standards on evaluation of teachers

·           Fast ForWord Literacy Skills Program

·           iReady Math and Reading Diagnostics

·           SLDS

·           Leadership team meetings

·           The faculty and staff look at the data and   brainstorm ideas where there are discrepancies in an effort to improve by   gleaning ideas from one another as a strategy for Needs Assessment.

·           In order to address and analyze student   academic achievement, Bagley administers a state-mandated test, the Georgia Milestones.   This test measures the students’   performance based on Georgia Standards of Excellence (GSE) in   Reading/Language Arts/Writing, Mathematics, Science, and Social Studies. It is given to all students in seventh and   eighth grades in the spring of each school year.

 

Achievement Data: We have disaggregated current   achievement data that will help the school understand where improvements need   to be made. The school met on May 31,   2016 to perform an End of the year Title-I Evaluation. BMS staff looked at Georgia Milestones   scores and benchmark data to measure achievement and plan for improvement of   instruction. Teachers identified areas   where they may need assistance with professional development.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
   

BMS Georgia Milestones Comparison

   
   

7th ELA

   
   

2015

   
   

2016

   
     

7th Math

   
   

2015

   
   

2016

   
     

7th SCI

   
   

2015

   
   

2016

   
     

7th SS

   
   

2015

   
   

2016

   
   

BMS

   
   

37%

   
   

32%

   
     

BMS

   
   

33%

   
   

41%

   
     

BMS

   
   

37%

   
   

42%

   
     

BMS

   
   

34%

   
   

39%

   
   

District

   
   

34%

   
   

29%

   
     

District

   
   

28%

   
   

37%

   
     

District

   
   

34%

   
   

40%

   
     

District

   
   

31%

   
   

36%

   
   

State

   
   

37%

   
   

39%

   
     

State

   
   

37%

   
   

42%

   
     

State

   
   

36%

   
   

39%

   
     

State

   
   

36%

   
   

39%

   
                             
   

8th ELA

   
   

2015

   
   

2016

   
     

8th Math

   
   

2015

   
   

2016

   
     

8th SCI

   
   

2015

   
   

2016

   
     

8th SS

   
   

2015

   
   

2016

   
   

BMS

   
   

34%

   
   

52%

   
     

BMS

   
   

40%

   
   

53%

   
     

BMS

   
   

34%

   
   

33%

   
     

BMS

   
   

31%

   
   

42%

   
   

District

   
   

32%

   
   

42%

   
     

District

   
   

28%

   
   

53%

   
     

District

   
   

28%

   
   

40%

   
     

District

   
   

24%

   
   

37%

   
   

State

   
   

39%

   
   

44%

   
     

State

   
   

37%

   
   

33%

   
     

State

   
   

32%

   
   

27%

   
     

State

   
   

33%

   
   

38%

   

·           For the 2016 school year Bagley students   performed better than the state average in all 8th grade academic   areas as well as Science and Social Studies in the 7th Grade. When comparing the past two years of data,   Bagley students increased the percentage of students in levels three and four   in all areas except 7th grade English-Language Arts and 8th   grade Science.

 

                                                                                                                                                                                                                             
   

CCRPI Comparison

   
   

CCRPI Score

   
   

Achievement Points

   
   

Progress Points

   
   

Achievement Gap Points

   
   

Challenge Points

   
   

Bagley Middle

   
   

2015 CCRPI

   
   

70.8

   
   

30.3

   
   

30.6

   
   

5.8

   
   

4.1

   
   

State

   
   

71.2

   
   

29.3

   
   

34.6

   
   

6.7

   
   

0.6

   
   

Bagley Middle

   
   

2014 CCRPI

   
   

80.3

   
   

52.2

   
   

14.7

   
   

6

   
   

7.4

   
   

State

   
   

73.8

   
   

48.7

   
   

16.3

   
   

7

   
   

1.8

   
   

Bagley Middle

   
   

2013 CCRPI

   
   

83.2

   
   

54

   
   

15.9

   
   

7

   
   

6.3

   
   

State

   
   

74.6

   
   

48.3

   
   

16.7

   
   

7

   
   

2.6

   
      
  • The 2015 CCRPI data        shows Bagley to be four tenths of a point below the state average        score. The biggest discrepancy        can be found in progress points, though Bagley received almost four        times the amount of challenge points as the state received. Bagley scored above the CCRPI state        average for both the 2014 and 2013 school years.

 

 

Demographic Data:

      
  • Mobility: We        have taken into account the needs of migrant children by training        teachers of identified migrant children to take extra precaution and        provide one on one instruction, retain analyzed work samples for        progress monitoring, and submit updates to the system level migrant        director, Mr. Spencer Gazaway. A parent liaison helps to keep open        communication between the school and parents. Of the 518 students at Bagley Middle        School, two students are considered migrant students.

 

                                                                                                                                                                                                                                                                                                                                                                                               
   

Discipline Referrals Per Month

   
   

                                                                                                             

                       
     

 

     
   
   

2010-2011

   
   

2011-2012

   
   

2012-2013

   
   

2013-2014

   
   

2014-2015

   
   

2015-2016

   
   

September

   
   

20

   
   

22

   
   

14

   
   

7

   
   

16

   
   

3

   
   

October

   
   

55

   
   

52

   
   

26

   
   

18

   
   

14

   
   

11

   
   

November

   
   

51

   
   

38

   
   

11

   
   

17

   
   

13

   
   

10

   
   

December

   
   

31

   
   

28

   
   

14

   
   

19

   
   

7

   
   

11

   
   

January

   
   

32

   
   

50

   
   

17

   
   

15

   
   

22

   
   

11

   
   

February

   
   

50

   
   

33

   
   

21

   
   

7

   
   

17

   
   

20

   
   

March

   
   

90

   
   

82

   
   

34

   
   

31

   
   

28

   
   

28

   
   

April

   
   

31

   
   

19

   
   

29

   
   

19

   
   

21

   
   

21

   
   

May

   
   

48

   
   

45

   
   

35

   
   

21

   
   

11

   
   

32

   
   

TOTAL

   
   

408

   
   

369

   
   

201

   
   

154

   
   

149

   
   

147

   

·           Discipline data has steadily decreased over   the past six years at Bagley Middle School.   Bagley continues to use the Positive Behaviors Interventions and   Supports (PBIS) system to reward students for displaying positive   behaviors.

 

      
  • Attendance: BMS        students maintained a 96% attendance rate for the 2015-2016 school        year. This is comparative to the 2014-2015        school year in which the attendance rate was 96% and 97% for the        2013-2014 school year.

 

 

 

 

Areas of Priority:

      
  • Content Area Subgroups:

Economically   disadvantaged students: Seventy-two   percent of BMS students received free and reduced lunches; therefore, the   majority of students live in economically disadvantaged situations. Professional journal articles will be used   to supplement the teacher / student relationship. BMS teachers will continue to look for   research based materials that provide best practice in the classroom.

Students   with disabilities: Regular and special education teachers   teach with needs in mind. The   inclusion teachers take work samples and assessments of students with   disabilities to identify mastery of standards and to pinpoint the needs. Whole class, small group, and individual   instruction are provided. As weak areas are identified, every effort is made   for correction. Teachers plan differentiated lessons to help students master   all standards. Regular education   teachers are provided accommodations/modifications for each student with an   IEP to make sure their educational needs are being met. The Georgia   Alternative Assessment (GAA) is used to ensure that all students, including   students with significant cognitive disabilities, have access to a general   curriculum that encompasses challenging academic standards. The GAA is a portfolio of student work that   enables the demonstration of achievement and progress relative to selected   skills that are aligned to the GA curriculum. 100% of the students who were   on GAA for the 2015-2016 school year passed the GAA Assessment. Of the 518 students, 14% received special   education services.

English-Language   Learners (EL) students are given the Access test to determine their   levels of English proficiency. Regular education teachers are provided with   Access scores and recommendations of differentiated teaching strategies to   incorporate in their classrooms. WIDA   standards are posted in every academic classroom. The EL teacher provides instruction in a pull   out model. EL students receive at   least one segment of EL instruction per day.     Of the 518 students, 2% received EL services.

 

·           Demographic   Trends: BMS is representative of a variety of ethnic groups. Of the 518 students who attended BMS in the   SY 15-16: Caucasian 73%; Hispanic 21%;     Multi-racial 1%; African-American 1%; Asian 0%; Indian 4%.

 

Professional   Development: Teachers will need   more professional learning and support as we continue to implement the GSE. New materials will need to be purchased to match   the standards in the GSE.Greater efforts will be made by science   and social studies teachers to address Literacy across the Curriculum. Interactive word walls, writing and   speaking opportunities, and vocabulary acquisition strategies will be the   focus.   Math teachers will continue to incorporate learning strategies   developed by Marzano that will encourage student engagement and   interaction. All academic teachers   will continue to use and integrate more use of assistive technology using   computers, tablets, and electronic student response systems for learning   activities and assessments.

The specific   academic needs of those students that are to be addressed in the   school-wide program plan will be:

      
  • All students are given        quarterly benchmarks (pre/post) to assess specific academic needs.

For students who do not master standards, small   group interventions and assistive technologies are implemented.

·           As new literacy standards are implemented,   science and social studies teachers will embed literacy activities   (vocabulary and writing) to improve students’ manipulation of informational   texts.

·           In an effort to move from teacher-focused   instruction to student-focused instruction, math teachers will continue   implementing Marzano’s (Nine) High-Yield Instructional Strategies.

·           Students will use technology for assessment,   research, skill practice, communication, product creation, vocabulary   acquisition.

 

Root-Cause that we   discovered for each of the needs were:

·           High poverty rate

·           Low reading skills and vocabulary acquisition   rate

·           Weak study skills

·           New methods of communication have undermined   correct writing skills (texting, IM, Facebook, and Tweeting).

 

The major   strengths we found in our program were:

      
  • Focus on Graduation:        Our school system has seen a dramatic increase over the last three years        in the number of students graduating from high school. We put a lot of        emphasis on graduation at the middle school level. Research has shown        that many students decide to drop out of school while they are still in        middle school. Bagley implements a school-wide theme that focuses on        graduation. High school graduates parade the hallways in their caps and        gowns at all feeder elementary and middle schools each year to promote        our commitment to graduation for all students. The counselor works with        students and teachers using the GCIS (Georgia Career Institute System)        to help them find career paths they are interested in.
  •   
  • Using internet-based        tools such as Study Island, Scantron Achieve, learning.com, Brain Pop,        United Streaming, OAS, and Fast ForWord with fidelity has increased        student engagement and student achievement. The use of these tools has        helped teachers assess and plan for instruction.
  •   
  • Creating a standard’s        check list for math and science classes, work sample analysis, class        starters (as review/scaffolding), needs-based groups, weekly        collaboration in grade/subject, Thinking Maps, remediation, and        acceleration have a significant impact in student achievement.
  •   
  • Students are provided        with a copy of the student handbook.        
  •   
  • Writing lesson plans has        helped increase the level of rigor in classroom instruction.
  •   
  • Teachers are supplied        with copy paper, ink, poster maker supplies, class supplies, headphones,        computers, printers and scantron sheets.  
  •   
  • Providing afterschool        tutoring for students who need extra assistance in math and reading has        made a tremendous impact on the number of students who are performing        better in the classroom. During        afterschool tutoring, students also work with teachers on improving        study skills to assist in mastery of particular curriculum        standards.

 

The major needs   we discovered in our program were:

      
  • In an effort to        constantly improve, the faculty and staff of BMS looked at the academic        areas where student achievement can improve. Professional learning opportunities: Georgia        Standards of Excellence; Literacy Across the Curriculum; Marzano        Learning Strategies; Technology- Student Use; Lexile Scores.
  •   
  • As a result of the        analysis of our parent/family survey and the number of volunteer hours        logged, we have identified parent/family/community involvement as a        weakness for our school. We have several initiatives in place to help        improve this area. The committee feels that we don’t put enough emphasis        on parent/family/community involvement and that parents are reluctant to        come into the school to help with a middle school child. They could be        afraid to embarrass their child, or they are intimidated by the middle        school environment. Bagley uses        SchoolWay, a district-wide and school tool app. Parents can download        this free app and sign up for the service to receive alert messages from        the school concerning upcoming events, report card dates, school        closings, etc.

 

Goals  

 

      
  • 7th ELA: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 32%        to 40%. This is compared to        the state percentage of 39%.
  •   
  • Needs: Research-based writing instruction program and        higher Lexile level texts.

 

      
  • 7th Math: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 41% to        43%. This is compared to the state percentage of 42%.
  •   
  • Needs: Classroom supplies for interactive notebooks

 

      
  • 7th Science: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 42%        to 43%. This is compared to        the state percentage of 39%.
  •   
  • Needs: Study Island and premade vocabulary        acquisition/topic reviews.

 

      
  • 7th SS: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 39%        to 40%. This is compared to        the state percentage of 39%.
  •   
  • Needs: Study Island, primary sources, classroom        supplies for notebooks and projects.
  •   
  • 8th ELA: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 52%        to 55%. This is compared to        the state percentage of 44%.
  •   
  • Needs: Research-based writing instruction program,        non-fiction text, and higher Lexile level texts.

 

      
  • 8th Math: To Maintain the percentage of student scoring 3’s and 4’s on        the Georgia Milestones of 53%. This is compared to the state percentage of 33%.
  •   
  • Needs: Classroom supplies for interactive notebooks

 

      
  • 8th Science: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 33%        to 40%. This is compared to        the state percentage of 27%.
  •   
  • Needs: Lab supplies and access to computers

 

      
  • 8th SS: To Increase the percentage of student scoring 3’s and 4’s on        the Georgia Milestones from 42%        to 45%. This is compared to        the state percentage of 38%.
  •   
  • Needs: Primary sources and classroom supplies for        notebooks and projects.

 

      
  • Principal        Goal #1

 

      
  • Principal        Goal #2

 

 


 

  

  

2.         Schoolwide reform strategies that:    

  

We are implementing numerous new strategies at Bagley   Middle School to provide our students with ample opportunities to experience   academic success.

      
  • The Leadership Team helps to develop and communicate        school improvement goals, developing the strategic plan, and        interpreting survey results. This        committee shares the agenda from each meeting with team members and        leads any corrective measures on their respective teams and/or subject        area. This team consists of Holly Cash, Ben Massengale, Debra Roland,        Rachel Adams, Robin Baggett, Crystal House, Richard Hejda, Anthony Cain,        Adriane Ellis Dustin Strickland, Daphne Winkler, and Shalina Stone.
  •   
  • The School Council helps to develop and understand        the goals and mission of the school.         The council shares ideas for community involvement and        communication with parents and the community. The council members        include Rev. Sam Smith, Rock Bridge Community Church; Alan Kendrick,        business partner; Tanner Davis, business partner;, 7th Grade parent;        8th Grade parent, Kenneth Kesley, teacher; Dustin        Strickland, Academic Coach; Daphne Winkler, Assistant Principal – Title        I Coordinator; and Shalina Stone, Principal.
  •   
  • The Bagley Middle School faculty and staff meet three        times a year to review and amend the School Improvement Plan. The faculty looks at benchmark data,        EOY data, and survey data to determine the strengths and weaknesses in        instruction and relationships to better plan for student success.
  •   
  • Content teachers meet weekly to collaborate as        departments to look at assessments and lessons to help to students meet        and exceed state educational standards and specific student needs.
  •   
  • McKinney-Vento Homeless Assistance is provided to        Murray County students who are lacking a fixed, regular and adequate        nighttime residence. The goal of        the McKinney-Vento Homeless Assistance Act is to identify and assist        students so they may enroll, attend and succeed in school. The employees of the Murray County        School System work with students, families, Enrollment Center and        community agencies to meet the requirements of the Homeless Education        Program under the McKinney-Vento Act, which is a part of No Child Left        Behind. Students’ grades,        benchmark assessment scores, attendance rates, and Georgia Milestones        are monitored and shared with school and District administrators each        grading period. McKinney-Vento students are offered free tutoring if        they are struggling academically throughout the school year.
  •   
  • The PBIS (Positive Behavior Intervention Support) team        works to address the needs of students by rewarding and encouraging good        behaviors and good attendance.         Team members include David Newsome, Amanda Parrett, Ginger        Phillips, Trey Miller, Stacy Roland, Kelley Flood, Dustin Strickland,        Daphne Winkler, and Shalina Stone.
  •   
  • C2G (Commitment to Graduation is led by Anthony Cain,        school counselor, in an effort to help students and parents understand        the importance of high school graduation. This program assists students in        setting academic and career goals.
  •   
  • Georgia College 411 is an on-line program that helps        students research and plan for their college and career goals.

 

  

  
       
  • Provide opportunities for all children to         meet the state’s proficient and advanced levels of student academic achievement described in Section         1111(b)(1)(D).
  •   
  

Response:

     The GSE   (Georgia Standards of Excellence) for all academic subjects are implemented   in each grade level. Teachers and support staff have copies of their   content-specific standards, pacing guides, content maps, frameworks, and   student test data in their classroom. Those items are organized into a data   notebook/teacher portfolios provided by the school’s Academic Coach. Data   notebooks/Teacher Portfolios are monitored by classroom observations and are   analyzed each month at the vertical content area team meetings. The data   gathered is utilized to identify students with specific instructional needs   and to determine interventions needed to meet those needs. Teachers may also   access documents for teaching the GSE on the school, district, and state   websites. Students advancing through the standards have been placed on a team   by themselves. This team contains all   gifted students and students who perform at high levels, though they are not   determined to be gifted. On this team,   teachers work to advance through the curriculum and provide research based   projects to further instruction. Below   is the class schedule that allows for maximized classroom instruction:

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
   

7Gold

   
     

7Black

   
     

7White

   
   

Homeroom

   
   

7:30-7:40

   
     

Homeroom

   
   

7:30-7:40

   
     

Homeroom

   
   

7:30-7:40

   
   

1st

   
   

7:40-8:50

   
     

1st

   
   

7:40-8:50

   
     

1st

   
   

7:40-8:50

   
   

2nd (Electives)

   
   

8:50-10:00

   
     

2nd

   
   

8:50-10:00

   
     

2nd

   
   

8:50-10:00

   
   

3rd

   
   

10:00-11:20

   
     

3rd (Electives)

   
   

10:00-11:10

   
     

3rd

   
   

10:00-11:10

   
   

SUCCESS

   
   

11:20-11:40

   
     

SUCCESS

   
   

11:10-11:30

   
     

4th (Electives)

   
   

11:10-12:20

   
   

Lunch

   
   

11:40-12:10

   
     

Lunch

   
   

11:30-12:00

   
     

Lunch

   
   

12:20-12:50

   
   

4TH

   
   

12:10-1:30

   
     

4TH

   
   

12:00-1:30

   
     

5th

   
   

12:50-2:30

   
   

5TH

   
   

1:30-3:00

   
     

5th

   
   

1:30-3:00

   
     

SUCCESS

   
   

2:30-3:00

   
               
   

8Gold

   
     

8Black

   
     

8White

   
   

Homeroom

   
   

7:30-7:40

   
     

Homeroom

   
   

7:30-7:40

   
     

Homeroom

   
   

7:30-7:40

   
   

1st (Electives)

   
   

7:40-8:50

   
     

1st

   
   

7:40-9:00

   
     

1st

   
   

7:40-8:50

   
   

2nd

   
   

8:50-10:20

   
     

2nd

   
   

9:00-10:20

   
     

2nd

   
   

8:50-10:00

   
   

3rd

   
   

10:20-11:40

   
     

3rd

   
   

10:20-11:50

   
     

3rd

   
   

10:00-11:10

   
   

SUCCESS

   
   

11:40-12:00

   
     

SUCCESS

   
   

11:50-12:10

   
     

4th (Electives)

   
   

11:10-12:20

   
   

Lunch

   
   

12:00-12:30

   
     

Lunch

   
   

12:10-12:40

   
     

Lunch

   
   

12:20-12:50

   
   

4th

   
   

12:30-1:40

   
     

4th (Electives)

   
   

12:40-1:50

   
     

5th

   
   

12:50-2:30

   
   

5th

   
   

1:40-3:00

   
     

5th

   
   

1:50-3:00

   
     

SUCCESS

   
   

2:30-3:00

   

 

 

Use   effective methods and instructional strategies that are based on scientifically based research that:

o     Strengthen the core academic   program in the school.

o     increase the amount and quality   of learning time, such as providing and extended school year and before- or   after-school and summer programs and opportunities, and help provide an   enriched and accelerated curriculum

o     include strategies for meeting   the educational needs of historically underserved populations

In order to   strengthen the core academic program Bagley utilizes:

      
  • The Response to Intervention (RTI) model for student        support is used to assist struggling students. Using data, students are        identified as needing intensive intervention. They move through an eight        week program where they are given intensive intervention and their        progress is carefully monitored using various forms of data. If interventions        are not successful after this time period, more intensive interventions        begin with work sample analysis and monthly parent meetings for the next        three months.
  •   
  • Bagley has fully        implemented the inclusion        model for Students with Disabilities (SWD) so that they are        fully immersed in the general curriculum along with their peers.        Co-teachers and support personnel are available to help these students        within the context of their regular classes. They are trained to        implement learning focused strategies and do so in order to help students        with disabilities to succeed.
  •   
  • Students categorized as economically disadvantaged        are identified by their participation in the school’s free and reduced        price meals program. These students are assisted academically by also being        placed in tutoring labs, working with Study Island and Fast        ForWord.
  •   
  • English learners students are served by a half-time English-learner        teacher and by in-class intervention in order to ensure their success in        the classroom, on the Georgia Milestones or Georgia Alternative        Assessment (GAA), and in the school environment. English-learner        strategic scheduling for smaller class sizes and focus on vocabulary        skills in content is also a supported by personnel.

In order to   increase the amount of quality learning time Bagley utilizes:

      
  • After School Tutoring to any student who needs extra        help in academic classes. This        services if offered three days per week for one hour each day.
  •   
  • SUCCESS Time to students who are struggling in their        academic classes. This time is        built into the schedule and teachers take turns tutoring students during        their break time.
  •   
  • Enriched / Accelerated Curriculum for students who        have mastered the standards and are ready to move on in the        content. This service is offered        to students who are heterogeneously grouped on a particular team. These        students are either deemed gifted or accelerated learners.

Strategies for   meeting the educational needs of historically underserved populations

      
  • The targeted subgroups students with disabilities (SWD),        economically disadvantaged (ED), and English-learners (EL)        receive many forms of support at Bagley.
  •   
  • Students with disabilities receive targeted        instruction from their regular teachers, special education teachers, and        special education support staff. Their progress is closely monitored and        shared with their parents on a regular basis.
  •   
  • English-learner students receive specialized        instruction from a certified English-learner teacher. Their progress is        monitored by the English-learner and regular teachers and is also        conveyed to parents of these students.
  •   
  • Economically disadvantaged subgroups are monitored by the        Academic Coach, guidance counselors, and attendance coordinator. Their        progress is also shared with their parents on a regular basis.
  •   
  • Vertical content area team meetings are held monthly        for each subject area. These meetings are used to share best practices,        analyze data, troubleshoot problems, identify new ideas, analyze student        work samples, and set goals for student achievement. These vertical        content teams also work with the school’s Title I Coordinator to        monitor, implement, and revise the school’s improvement plan. Both        teachers and support staff are part of these vertical teams. Data is        used at these meetings to monitor progress and to plan for instruction.
  •   
  • Academic/grade-level teams meet weekly to discuss        information from that week’s School Leadership Team meeting. Teachers        from each team meet to discuss calendar events, scheduling,        discipline/management issues, parent contacts, district/school policy        implementation, school improvement initiatives, tracking student        progress, and goal setting. Parent contacts and/or conferences are also        made during these meetings. Student progress through the GSE is        monitored and data used to determine students who may need        individualized intervention. Careful planning during these meetings        ensures that instructional time is maximized and interruptions are limited.
  •   
  • Lesson plans are prepared weekly and organized by the        school’s Instructional Coach. One standard format is used by all the        teachers. They are monitored to ensure alignment with the Georgia        Standards of Excellence (for academic subjects), and with national        standards (for elective courses). These lesson plans follow the Learning        Focused Schools model and include activating strategies, essential        questions, key vocabulary, teaching strategies, summarizing strategies,        differentiation strategies, intervention plans, and assessment        strategies. The plans may be turned in as unit plans or as weekly lesson        plans. Many teachers collaborate with their grade-level counterparts to        create lesson plans together. They share ideas, find resources,        create activities, and plan assessments collaboratively in order to        maximize instructional time and quality of instruction.

 

 

 

 

 

 

  

  

Include    strategies to address the needs of all children in the school, but    particularly the needs of low-achieving children and those at risk of not    meeting the state student achievement standards who are members of the    target population of any program that is included in the schoolwide program    which may include:

  

o   counseling, pupil services, and mentoring services;

  

o   college and career awareness and preparation, such as college and    career guidance, personal finance education, and innovative teaching methods,    which may include applied learning and team-teaching strategies; and

  

o   the integration of vocational and technical education programs; and

  

 

  

Bagley utilizes effective instructional methods that   increase the quality and amount of learning time and offers a variety of   opportunities to help students who struggle with academics.

      
  • After-school tutoring to students who are struggling        to succeed in the classroom during the second part of the school year as        the Georgia Milestones approaches. This program takes place three days        per week after school and focuses on Reading and Math skills. It is open        to any student at BMS who needs extra support outside the classroom.
  •   
  • The administration,        faculty, and staff make every effort possible to maximize the instructional time spent in the        classroom for every student. Flexible scheduling is used to ensure that        time is used effectively and efficiently.
  •   
  • Detailed lesson plans offer focus for the teachers so        that students are learning at the optimal rate.
  •   
  • Project based learning classrooms incorporate        technology and 21st century skills, college and career        awareness and preparation, and innovative teaching methods that follow        the project based learning researched format.
  •   
  • Clubs play an important        role at BMS for career guidance. Each club offers students a chance to        explore an activity that they would not otherwise be exposed to. Clubs        offered include: cooking, strategy games, disc games, videography,        photography, guitar, etc.
  •   
  • Learning Focused is one of the most widely recognized        school reform models in education at the present. A great deal of research went into        creating the model and much research has been completed on its        effectiveness in the classroom. The        planning and instructional strategies embraced by LFS are appropriate        for all grade levels and all content areas at Bagley. Learning Focused provides tools and        resources for teachers that assist with teaching the CCGPS. All teachers        and many support staff received extensive training on all aspects of        LFS. New teachers who have joined the faculty since adopting LFS are        also being trained to implement its strategies in their classrooms. The training has provided the faculty        and staff with valuable tools to help students succeed and reach higher        levels of achievement in the classroom and on the Georgia        Milestones.
  •   
  • Study Island is a web-based program that instructs        and assesses students in alignment with the Georgia Standards of        Excellence (GSE) in all content areas. Students are assigned an individual        login and can access the program from any internet-ready computer. The students work through all the GSE        for each subject in a prescribed order. They must meet minimum passing        requirements before moving on to the next standard in the course of        instruction. Teachers have access        to the student records and can track their performance any time using        the extensive reporting feature. Because        the program is fully aligned to the GSE, students are receiving quality        standards-based instruction and support by using this program. Teachers can also create custom        assignments and assessments in the program. These are used as intervention and        progress monitoring tools for students who struggle to master the        standards.
  •   
  • Fast ForWord & Reading Assistant - The Fast        ForWord & Reading Assistant program develops and strengthens memory,        attention, processing rate, and sequencing—the cognitive skills        essential for reading intervention program success. The strengthening of these skills        results in a wide range of improved critical language and reading skills        such as phonological awareness, phonemic awareness, fluency, vocabulary,        comprehension, decoding, working memory, syntax, grammar, and other        skills necessary to learn how to read or to become a better reader (www.scilearn.com, 2013).
  •   
  • Positive Behavior Intervention System (PBIS): Improving student academic and        behavior outcomes is about ensuring all students have access to the most        effective and accurately implemented instructional and behavioral        practices and interventions possible. SWPBIS provides an operational        framework for achieving these outcomes. More importantly, SWPBIS is not        a curriculum, intervention, or practice, but is a decision making        framework that guides selection, integration, and implementation of the        best evidence-based academic and behavioral practices for improving        important academic and behavior outcomes for all students (www.pbis.org, 2013). The main focus of our PBIS system is Responsible + Respectful =        Successful. All of the rules,        procedures, incentives, and consequences center on those three        areas. First, students will be        awarded “Bagley Bucks” for positive behavior. These Bagley Bucks can be        used to purchase incentives such as: concession items, BMS spirit gear,        t-shirts, passes to after school activities, and lunch with friends. Criteria for earning Bagley Bucks        include: 100% weekly attendance, following the BMS Motto, helping other        students, and going above and beyond what is required. Second, the PBIS team has created        posters to place around the school to remind the students of the expected        behaviors. Each poster explains what the expectations are in different        parts of the building such as the hallways, cafeteria, restrooms, and        classrooms.
  •   
  • Technology : BMS        will continue the use of Learning.com to incorporate curriculum with 21st        Century skills. Pre and post-test assessment for student growth are used        to determine growth throughout the program. Other technologies used in        the classroom include SMART Boards, tablets, CPS units, laptops, and        Mobi devices.
  •   
  • Literacy Strategies:         Peer Assisted Reading Strategies (PALS) helps students gain        confidence in reading abilities.
  •   
  • Thinking Maps link thinking to a visual        representation to improve student performance.
  •   
  • Standards-Based Classrooms: In a standards-based        classroom curriculum, assessment, instruction and student learning are        explicitly aligned to the standards.         All students have access to the standards and produce evidence of        standards-mastery through performance tasks. Several key components of a        standards-based classroom include the following items: Standards are clearly posted and        referenced before, during, and after instruction; Key vocabulary words        are displayed on a word wall; Vocabulary        words are pulled directly from the standards and content, taught        explicitly, referenced often during instruction, and assessed; Essential        Questions are posted daily, aligned to the standards and lesson being        taught, and are referenced throughout instruction; Classroom rules and        procedures are posted, positively stated, and there is a consistent        system for behavior management; and Student work is posted with        standards-based commentary that includes strengths, weaknesses, and next        steps.
  •   
  • 21st Century Classrooms: Bagley uses        21st-Century technology to ensure that students have opportunities to        meet and/or exceed state standards on the Georgia Milestones. Student engagement has risen due to        the use of SMART interactive whiteboards, laptop computers, and student        response systems in all the classrooms.         Teachers and administrators at Bagley believe that this higher        level of engagement has and will continue to result in higher levels of        student academic achievement.         Many software and web-based programs are in use at Bagley        including: Study Island, Scientific Learning, iReady, Online Assessment        System, United Streaming, Georgia Public Broadcasting, Virtual Science        Lab, Brain Pop, Fast ForWord, Classzone.com, Learning.com, among many        others. Students have access to three        full computer labs and several mini-labs throughout the building. In addition, students have access to a        Fast ForWord Reading lab during elective time.  
      
  • Focus on Graduation: Our school system has seen a        dramatic increase over the last three years in the number of students        graduating from high school. We put a lot of emphasis on graduation at        the middle school level. Research has shown that many students decide to        drop out of school while they are still in middle school. Bagley        implements a school-wide theme that focuses on graduation. High school        graduates parade the hallways in their caps and gowns at all feeder        elementary and middle schools each year to promote our commitment to        graduation for all students. The counselor works with students and teachers        using the GCIS (Georgia Career Institute System) to help them find        career paths they are interested in.
  •   
  • Using internet-based tools such        as Study Island, Scantron Achieve, learning.com, Brain Pop, United        Streaming, OAS, and Fast ForWord with fidelity has increased student        engagement and student achievement. The use of these tools has helped        teachers assess and plan for instruction.
  •   
  • Creating a standard’s check list for        math and science classes, work sample analysis, class starters (as        review/scaffolding), needs-based groups, weekly collaboration in        grade/subject, Thinking Maps, remediation, and acceleration have a        significant impact in student achievement.

 

 


 

Address how the school will   determine if such needs have been met; and

Are consistent with, and are   designed to implement, the state and local improvement plans, if any.

      
  • Bagley’s Academic Coach currently completes weekly        learning focused classroom checks wherein research based strategies are        monitored. Our teachers are then provided feedback from Administrators        and Academic Coach to provide clear expectations on meeting school goals        and alignment with TKES standards
  •   
  • Study Island is a web-based program that instructs        and assesses students in alignment with the GSE (Georgia Standards of        Excellence) in all content areas. Students are assigned an individual        login and can access the program from any internet-ready computer. The        students work through all the GSE for each subject in a prescribed        order. They must meet minimum passing requirements before moving on to        the next standard in the course of instruction. Teachers have access to        the student records and can track their performance any time using the        extensive reporting feature. Because the program is fully aligned to the        GSE, students are receiving quality standards-based instruction and        support by using this program. Teachers can also create custom        assignments and assessments in the program. These are used as        intervention and progress monitoring tools for students who struggle to        master the standards.
  •   
  • Fast ForWord and Reading Assistant - The Fast ForWord        and Reading Assistant program develops and strengthens memory,        attention, processing rate, and sequencing—the cognitive skills        essential for reading intervention program success. The strengthening of        these skills results in a wide range of improved critical language and        reading skills such as phonological awareness, phonemic awareness,        fluency, vocabulary, comprehension, decoding, working memory, syntax,        grammar, and other skills necessary to learn how to read or to become a        better reader (www.scilearn.com, 2013). These programs are used at BMS        with a targeted group of struggling students. We will continue to monitor student SGPs        and teacher SGPs and use state averages to compare data and set goals        for further growth.

 

Assessment is an ongoing   process at Bagley. A variety of methods are used to assess student progress   and achievement including:

      
         
    • GA         Milestones - yearly
    •    
    • Subject         Area Benchmark Tests – quarterly
    •    
    • Teacher-Created         Benchmarks – ongoing as needed
    •    
    • Curriculum         Based Assessments – ongoing as needed
    •    
    • Study         Island Assessments – ongoing as needed
    •    
    • Online         Assessment System Tests – ongoing as needed
    •    
    • SRI         Lexile Inventory- beginning, mid, and end of school year
    •    
    • Formative         Assessments (quizzes, teacher questioning, warm-up exercises)
    •    
    • Chapter/Unit         Tests – ongoing as needed
    •    
    • GSE         based Performance Tasks
    •    
    • Projects
    •    
    • Rubrics
    •    
    • iReady         Diagnostic Assessments and Reading         Plus for SWD students – ongoing as needed
    •    
    • Student         Self-Assessments and Interest Inventories
    •    
    • Fast ForWord & Reading         Assistant literacy program for students requiring intervention         in Reading
    •    
    • GA         College 411
    •    
    • 21ST         Century Skills Assessment through Learning.com software program
    •    
    • Classroom Performance         Systems (CPS) assessments
    •   

Progress Monitoring:

      
  • Teachers keep artifacts of student work        and display them in the hallways and in classrooms as examples.
  •   
  • Teachers provide commentary on student work        that addresses how the students met or did not meet the specific        standard for each assignment. That feedback is shared both verbally and        in writing.
  •   
  • These assessments are        also used to identify students who are in need of additional instruction        to help them master the GSE. These students are targeted for        intervention in the classroom as well as in after-school tutoring labs. SWD students who also        need additional instruction participate in these tutoring labs as well.
  •   
  • Administrators, the Academic        Coach, counselors, and teachers use data        from the Georgia Department of Education and from in-house        assessments to determine student subgroups that need additional support        in order to succeed. The subgroups identified as Bagley’s most at-risk        of low achievement are the Students with Disabilities (SWD), English        Language Learners (EL), and Economically Disadvantaged (ED). These        groups are targeted with special assistance such as after-school        tutoring during the second part of the school year, working with the Study        Island and Fast ForWord programs specifically designed to help them        succeed.

 

 


 

  

  

3.         Instruction by highly qualified professional staff

  

100% of   the teachers at BMS are highly   qualified in their respective field. We also had a great attrition   rate at only 93% for the current school year. We are able to maintain a staff   of “highly qualified” teachers. In   addition, are years of experience are highlighted below:

      
  • 22% have 0-4 years’        experience
  •   
  • 37% have 5-10 years’        experience
  •   
  • 28% have 11-20 years’        experience
  •   
  • 13 % have 20 plus        years of experience

Many   teachers have added TSS, Gifted, Reading Endorsements to their professional   certificates. Teachers/paraprofessionals meet in collaborative and   vertical planning groups to help to assess and plan for students’ needs.

Instructional technologists   provide staff development in using hardware as instructional tools, and   online and computer based assessment for planning for instructional and   interventions.

New teachers work   closely with the Academic Coach who helps to direct them in instruction,   behavior management, and parental involvement.

    

 

 


 

  

  

4.                     In accordance with Section    1119and subsection (a)(4), high-qualified and ongoing professional    development for teachers, principals, and paraprofessionals and, if    appropriate, pupil services personnel, parents, and other staff to enable    all children in the school to meet the state’s student academic achievement    standards.

  

       Professional Development at Bagley Middle will focus on four broad   categories during the 2016-2017 school year. These overarching categories   include Differentiation, Higher Order Thinking Skills, Increasing Student   Engagement, and Technology Integration.   Many of the professional development opportunities will address   specific areas of need addressed in the Striving Readers Grant and the SACS   Review. This training plan is a living   document and subject to change to meet the needs of our school.

Types of Trainings:

      
  • Academic Coach        Trainings
  •   
         
    • Trainings         during Planning Period
    •   
      
  • RESA Trainings
  •   
  • Additional PD        Opportunities

Academic Coach Trainings:

      
  • Trainings will        take place during planning periods on Tuesdays. Each training will contain a        technology component as a way to showcase various technology        apps/programs to use in
  •   
  • Data Days:
  •   
         
    • ½ Review data         discussion:
    •    
    • Collaboration         with Gladden: Math, Social Studies
    •   

 

                                                                                                                                                                                                                                             
   

Date

   
   

Training Topic

   
   

Pre     Planning

   
   

TKES,     Thinking Maps, Non-Negotiables, RTI, Data Notebook

   
   

September     13, 2016

   
   

John     Hattie Visible Learning

   
   

September     27, 2016

   
   

Virtual     Parent Conference/MDM/Air Watch Training/ Thinking Maps /Milestone Update

   
   

October     12, 2016

   
   

RTI/Watch     Kids/Data

   
   

October     27, 2016

   
   

Google     Classrooms/Needs Based

   
   

November     10, 2016

   
   

Interactive Notebooks

   
   

December     1, 2016

   
   

GOFAR/Tech     Sites

   
   

January     12, 2017

   
   

Airwatch/Mindset/RTI

   
   

February     2, 2017

   
   

Milestone Blueprints/Poverty

   
   

February     8, 2017

   
   

½ Day Data Review, (Tentative dates)

   
   

March     10, 2017

   
   

½ Day Data Review ((Tentative dates)

   
   

March     14, 2016

   
   

Peer     Observation

   
   

March     28, 2016

   
   

De-stress Activity

   
   

April     26, 2016

   
   

Watch     Kids/RTI Intervention strategies

   
   

May     10, 2016

   
   

Teacher     Appreciation Dessert

   
   

May     24, 2016

   
   

Year     End Data Review- Improving Instruction for next year

   

 

RESA Trainings:

      
  • Teaching of        Reading: online
  •   
  • Google Apps for        Education: Sept 27 – Adriane Ellis
  •   
  • Google Forms: Oct        4
  •   
  • Google Classroom:        Oct 18
  •   
  • Introduction to Basic Functional Behavior        Assessment: Oct 25 – Moss Fountain

 

Additional Professional Development Opportunities:

      
  • GACIS Fall        Conference: Sept 22-23 – Dustin Strickland and Trey Miller
  •   
  • Georgia Math        Conference: Oct 18-21 Rachel Adams and Amanda Parret
  •   
  • Georgia Stem        Conference: Oct 24-25 Daphne Winkler         and Crystal House
  •   
  • Georgia        Educational Technology Conference: Nov 2-4 Dustin Strickland and Eric        Pierce
  •   
  • Winter GACIS: Dec        5-6 Dustin Strickland and TBD
  •   
  • Striving Reader        Institutes: Jan 11-12 Dustin Strickland, Shalina Stone, Daphne Winkler
  •   
  • Ron Clark: TBD
  •   
  • Virtual        Economics: Eric Pierce
  •   
  • SMART board        Training: Eric Pierce, Angelia Samples, Scotty Rich, Moss Fountain
  •   
  • Thinking Maps        Writing: Stacy Roland, Dustin Strickland TBD
  •   
  • Gifted        Endorsement – Anna Fowler

 

 


 

5.         Strategies to   attract high-quality highly qualified teachers to high-need schools.

Bagley Middle School provides its students with the best   possible educational opportunities and experiences.

      
  • BMS administration        seeks out the most qualified and competent faculty and staff.
  •   
  • All teachers have        degrees and both teachers and paraprofessionals are certified/ licensed        to teach by the Georgia Professional Standards Commission.
  •   
  • Bagley Middle School’s        teaching staff is supported by an Academic Coach who conducts        professional development and assists teachers in implementing and        executing the GSE.
  •   
  • Many teachers have        added TSS, Gifted, ELL or Reading Endorsements to their professional        certificates, as well as advanced degrees.
  •   
  • Teachers/paraprofessionals        meet in collaborative and vertical planning groups to help assess and        plan for students’ needs.
  •   
  • Instructional        technologists provide staff development in using hardware as        instructional tools, and online and computer based assessment for        planning for instruction and interventions.
  •   
  • New teachers are        assigned a mentor teacher who helps direct them in instruction, behavior        management, and parental involvement.
  •   
  • Teachers who        demonstrate excellent skill and go “above and beyond” are recognized as        Teacher of the Month.
  •   
  • Teachers nominate and        select one teacher from the faculty each year as Teacher of the Year.
  •   
  • College students/        student teachers are assigned practicum and student teaching at Bagley        Middle School. With these        opportunities, the new professionals enjoy the experiences and often        attempt to gain employment.

 

 

 

 


 

6.         Strategies to increase parental involvement in accordance with Section   1118, such as
     family literacy services.

We have involved parents in the planning, review, and   improvement of the comprehensive school-wide program.

      
  • The School-wide Title        I plan and parent involvement plan is reviewed by stakeholders to ensure        that BMS is implementing strategies to increase parental involvement.
  •   
  • Parents and community        members serve on Bagley’s        School Council. This council meets quarterly with the principal        to discuss upcoming events, discuss concerns, share ideas and successes,        and promote the school to the community. This committee also helps to        revise, improve, and share the comprehensive school improvement plan.
  •   
  • BMS effectively        communicates to inform families and the community about student progress        and school programs.
  •   
  • Teachers communicate        with parents and families in a variety of ways, including e-mail, phone        calls, face-to-face meetings, Infinite Campus Parent Portal web access,        report cards, remind.com, progress reports, newsletters, and through the        school website.
  •   
  • Current events and        student achievements are shared with families on the school’s website as        well as through local newspapers.
  •   
  • At the beginning of        each school year, Bagley hosts an extensive Open House where students        can register for classes, purchase a locker, pick up schedules, meet        teachers, and become acclimated to the school.  
  •   
  • Upcoming events and        important dates are also changed frequently on the school sign as a tool        for parents.
  •   
  • At the end of each        grading period, the school hosts PTN (Parent-Teacher Night). At PTN the school provides free snacks        for parents, families, and staff.
  •   
  • Student work is        displayed throughout the school and teachers open their rooms for        informal meetings with parents to discuss student progress.

BMS has involved parents in the planning, review, and   improvement of the comprehensive school-wide program plan by:

a.)    Parent   Involvement Committee (2 meetings- provide input to school)

b.)    Parent   Involvement Plan

c.)    School   Council

d.)   Parent   Involvement Survey

e.)    Parent   Compact

f.)     Using   Title-I funds

g.)    Social   Media: text messaging (School Way and Remind.com)  

BMS has developed a parent involvement policy included in   our appendices that:

a.)    includes   strategies to increase parental involvement (such as family literacy   services)

b.)      describes how the school will provide   individual student academic assessment results, including an interpretation   of those results

c.)      makes the comprehensive school-wide program   plan available to the LEA, parents, and the public (internet, newspaper,   newsletters)

d.)     compacts required – included with policy

e.)      Parent Involvement checklist included.

 

 

7.         Plans for assisting preschool children in the transition from early   childhood programs,
     such as Head Start, Even Start,   Early Reading First, or a state-run preschool program, to
     local elementary school programs.

Following are our plans for assisting preschool children   in the transition from early childhood programs. Also included are transition plans for   students entering middle school or high school and entering from private   schools plus students entering our school throughout the school year.

a.)      RISING   7TH GRADERS

In the spring, Bagley   Middle School will invite its rising seventh graders from the elementary   schools to attend an orientation day event.   Students are greeted by our administrators, school guidance   counselors, teachers from seventh grade, and our exploratory teachers. Bagley’s Transition Team familiarizes the   students with the middle school schedule, grade level team set-up,   exploratory classes, athletic teams, clubs, and all other activities   available to Bagley students. After   receiving the transition information, Bagley Student Council members divide   the students into small groups and provide a tour of the building. During the tour the students are encouraged   to ask questions they may have about their upcoming school year. Bagley also hosts a parent night for   upcoming 7th graders.   Parents and students are invited to tour the school and meet their   teachers. Several days before the   school year ensues, Bagley Middle holds an Open House for students and their   families. Open House provides an   avenue for everyone to feel comfortable making the transition to middle   school. Students receive a copy of   their schedule, team assignment, meet their teachers, receive necessary   paperwork, supply lists, and tour the building. Parents are encouraged to sign-up for Infinite   Campus Parent Portal access which allows them to view their child’s progress   and attendance through the internet. They are also asked to sign up for School   Way and Remind.com. Parents are   provided with information about volunteer opportunities available to them as   well as information on the school’s Title I program and the free/reduced   meals program.

b.)     EIGHTH   TO NINTH GRADES

Students transitioning   to the high school are provided with an opportunity to meet the counselors   from North Murray High School. The   eighth grade students travel to North Murray in December to learn about the   different career pathways offered.   They are toured around the school to meet teachers, administrators,   and other staff. Information is then   provided through a PowerPoint presentation and a question / answer   session. A parent night is held at   North Murray High School after students go on their visit. Parents are invited to tour the school and   obtain resources about high school.   Parents and students are informed about the Georgia graduation   requirements, attendance requirements, the new End of Course Tests, and   specific programs of study.

c.)      NEW/TRANSFER   STUDENTS

New students to Bagley are greeted by the guidance counselor. The counselor confers                       with the new students   and their parents concerning school policies and procedures. The student is assigned a team of teachers   and is registered in his/her classes.   The counselor familiarizes the new student with the school through a   tour of the building on the way to meet their team of teachers and   exploratory teachers.

 

8.         Measures to include teachers in the decisions regarding the use of   academic assessments
  described in Section 1111(b)(3) in order
to   provide information on, and to improve, the
  achievement of individual students and the overall instructional program.

Teachers at Bagley Middle School use a variety of   assessments to drive instruction. To   lead students to mastery of the GSE, teachers look at the assessments to plan   in collaborative meetings to create lessons, remediation strategies, and   enrichment activities for the entire class and individual students. Teachers   are involved in setting achievement goals and plans for the school   improvement plan.

      
  • Benchmark assessments are given before teaching units        or concepts. At the conclusion of        each grading period, a post test is given to assess mastery. Teachers document students who need        interventions/remediation and plan accordingly. Teachers also plan acceleration for        those students who have mastered the standards and need to move on to        the next level.  
  •   
  • Georgia Milestones scores are used to identify        students who need extra help in the areas of reading and math. Teachers plan and assign who is        responsible for helping students reach mastery.
  •   
  • Online and computer based assessment tools are as        follows: Study Island, OAS,        GoFar, Achievement Series and Benchmark Achievement. Student Longitudinal Data system (SLD)        is used to help collect and retrieve data. Teachers are supplied with copy paper,        ink, poster maker supplies, class supplies, headphones, computers,        printers and scantron sheets.  
  •   
  • Scholastic Reading Inventory Data is used to measure student        progress three times a year (beginning, middle, and end of year.) This data gives teaches an overview of        student learning and allows them to plan strategies effectively.
  •   
  • Monthly Data Days are planned to allow content        teachers the opportunity to get together with the Academic Coach to        discuss specific standards mastery.        
  •   
  • Looking at the        GSE-SY2016 and the units to be taught, teachers meet to vertically plan and        create pacing guides and curriculum calendars. From this collaboration, benchmark        tests are built for assessment for instruction. Unit assessments are built by teachers        and shared to see consistency in instruction.
  •   
  • The Leadership Team meets with the administration to        discuss school-wide issues and participate in the decision making process        for correcting or modifying said issues.

Decisions regarding the use of state academic assessments   to provide information on and to improve achievement of individual students   and the overall instructional program are directly or indirectly in the hands   of the teachers. Bagley Middle School   teachers accept this responsibility and give every effort to insure the   academic needs of students are met.

 


 

9.         Activities to ensure that students who experience difficulty mastering   the proficient or
  advanced levels of academic achievement standards required by Section   1111(b)(1) shall be provided with effective, timely additional assistance,   which shall include measures to ensure that students’ difficulties are   identified on a timely basis and to provide sufficient information on which   to base effective assistance.

Activities

      
  • A Standards Mastery Checklist is kept by every teacher        for each standard.
  •   
  • Students with        disabilities have Individualized        Educational Plan meetings which are used to discuss student        strengths, weaknesses, and strategies for improvement.
  •   
  • English-learner classes are offered to all English        Language Learner students by a qualified English-learner teacher.
  •   
  • Bagley is an inclusive school for all        students with disabilities. Students        with disabilities are served in the regular classroom by special        education teachers and paraprofessionals.
  •   
  • Newsletters are provided to parents and students that        outline current and future topics being studied in each content area.
  •   
  • Students may attend the        Boys’ and Girls’ Club of        Murray County, which is housed at Bagley Middle School, where        they have Power Hour to work on homework and study skills.
  •   
  • Parent-Teacher conferences are used to discuss        student progress, areas of strength and weakness, strategies for        increasing achievement, resources for parents to use at home, explain        assessment data, and provide information on community resources        available.
  •   
  • Student Compacts are given to each student and are        signed and shared with the students’ teachers, parents, and advisors.
  •   
  • After-school tutoring during the second part of the        school year is offered to all students in all academic subjects.        Students are tutored one-on-one or work with Study Island and Online        Assessment to practice skills. Students are also given help with their        homework if needed.
  •   
  • iReady diagnostic software program is used for the        regular assessment and progress monitoring of all students with        disabilities in Reading and Math.
  •   
  • 21st Century technology includes the following: SMART        interactive whiteboards, student computers, iPads for teacher and        student use.
  •   
  • Fast ForWord software program is used for all        students but specifically for students needing assistance with reading.
  •   
  • Response to intervention interventions are used for        struggling students.
  •   
  • Daily Interventions for students who are struggling        on specific standards.

Timely Feedback

      
  • Quarterly report cards analyzed by teachers and sent        home to parents
  •   
  • Georgia Milestone scores are analyzed for pass/fail,        as well as for strengths and weaknesses in different subject areas.
  •   
  • Benchmark testing data is analyzed to determine        students’ progress through the standards.
  •   
  • Formative and summative classroom assessments are        used to determine if intervention is needed for individual students then        strategies are implemented/documented for those students.
  •   
  • Teachers and parents        may request conferences        at any time.
  •   
  • Parent/family phone and/or e-mail contacts        made as needed to discuss student progress.
  •   
  • Mid-quarter progress reports sent        home to parents.
  •   
  • Students with disabilities student progress reports        sent home and signed by parents quarterly.
  •   
  • Progress Monitoring – teachers track student academic        performance and provide feedback to the students and parents on a        regular basis.
      
  • Scholastic Reading Inventory is used to measure        student progress three times a year (beginning, middle, and end of        year.) This data gives teaches an        overview of student learning and allows them to plan strategies        effectively.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10.       Coordination and integration of federal, state, and local services and   programs, including
     programs supported under this Act, violence   prevention programs, nutrition programs,
      housing programs, Head Start, adult education, vocational and   technical education, and
     job training

    

                                                                                                                                                                                                   
   

Grant

   
   

School Year 2016-2017

   
   

Title I, Part A: Improving Basic Programs Operated by     Local Education Agencies

   
   

Academic Coach;     other personnel paid through Title I;  achievement series; benchmark     development; Fast ForWord; technology equipment; parental involvement; After     school instruction; instructional supplies; technology; professional     development activities; Ink and paper for the poster maker for     instructional materials

   
   

Title I, Part C: Education of Migrant Children

   
   

Supplies for     migrant population; migrant coordinator that identifies and provides     outreach to families.

   
   

Title II A: Teacher and Principal Training and     Recruiting Fund

   
   

Provides funds     for academic coaches, funds reimbursement for certification tests, provides     funding for teacher recruitment activities, provides professional     development to improve differentiated instruction, and provides evaluation     training for administrators to improve instruction.

   
   

Title IIIA: English Language Acquisition, Enhancement,     & Academic Achievement

   
   

Provides     interpreters for parent involvement; books; supplies for EL population;     training for teachers.

   
   

IDEA Part B

   
   

Achievement Series,     Staff Development for core content areas, RTI, differentiated instruction,     provides behavior intervention specialist, ESS social worker, ESS Transition     Coordinator, ESS Parapros, Diagnostician, MY ACCESS

   
   

Commit to Graduate Partners

   
   

Bagley has two     Commit to Graduate (C2G) partners:     Paul’s Drive In, and RockBridge Community Church. These two business partner with Bagley on     a regular basis providing various services such as: breakfast for meetings,     waters for Title I nights, C2G banners for the school, etc.

   
   

Homeless

   
   

School supplies;     training for homeless liaison and social worker; travel for tutoring.

   
   

State Funds

   
   

Salaries;     textbooks; supplies; professional learning

   
   

Local Funds

   
   

Salaries;     textbooks; operations; Technology; travel assessments

   
   

Striving Readers Grant

   
   

Federal Grant: The     Striving Reader Comprehensive Literacy Grant will provide the tools and     professional development to implement the Georgia State Literacy Plan and the     GSE. The SRCL will help to increase student literacy through: professional     development in literacy, GSE, and differentiation for all teachers, and     upgrading technology tools such as computers, electronic readers, software     programs, diagnostic tools, networks, and literacy building tools.

   
   

School-to-Work Opportunities     Act of 1994,

   
   

Work-Based Learning: Instruction in general workplace competencies; and a     planned sequence of job training including pre-employment and employment     skills to be mastered at progressively higher levels, relevant to a     student's career major and leading to the award of School based learning: Career     awareness, career exploration and counseling

   
   

the Carl D. Perkins Vocational     and Applied Technology Act

   
   

Organized educational programs     offering sequences of courses directly related to preparing individuals for     paid or unpaid employment in current or emerging occupations requiring     other than a baccalaureate or advanced degree-list pathways

   
   

National and Community Service     Act of 1990.

   
   

Senior Corps, which     incorporates the longstanding Foster Grandparents, RSVP (Retired and Senior     Volunteer Program), and Senior Companion programs; The newly created AmeriCorps, which     incorporates the longstanding VISTA, the new National Civilian Community     Corps programs, and the full-time demonstration program that had been     established under the 1990 Act; and Learn and     Serve America, formerly known as     Serve America.

   

 

   

Every Student   Succeeds Act (ESSA)

 

The Every Student Succeeds Act (ESSA)   was signed by President Obama on December 10, 2015, and represents good news   for our nation’s schools. This bipartisan measure reauthorizes the   50-year-old Elementary and Secondary Education Act (ESEA), the nation’s   national education law and longstanding commitment to equal opportunity for   all students.

The new law builds on key areas of   progress in recent years, made possible by the efforts of educators,   communities, parents, and students across the country.

 

Southern Association of Colleges and Schools (SACS)

 

Department of Human   Resources

The DHR provides referral services and support for   students who have been abused or neglected. They work directly with our   school counselors and social worker to provide necessary services.

 

Student Resource Officer Program

Bagley Middle has a part-time resource   officer available who helps maintain school safety. This program is a partnership   with the Murray County Sheriff’s Department.

 

United Way of Northwest Georgia

The United Way offers programs and resources to the students   and families of Bagley Middle School. A direct service of the United Way at   Northwest is the 4-H Program of Murray County.

 

School Nutrition Program

Seventy-two percent of Bagley Middle School students qualify   for free and/or reduced price meals. These students are served through the   school’s nutrition program which provides breakfast and lunch daily for all   students.

 

Partners in Education

These partners are made up of local businesses who provide   both monetary support and

 


 

11.    Description of how individual student assessment results and   interpretation will be provided to parents.

When Georgia   Milestone results are returned to the Murray County School District   and to Bagley Middle School, parents will be:

      
  • Given his/her own hard        copy of the results to keep. A copy is made and placed in the student’s        permanent record, and the original is sent home to the parents with the        student.
  •   
  • A written explanation        of results.
  •   
  • Provided the web        address for state, system, and school reports on the GaDOE website at http://www.gadoe.k12.ga.us.
  •   
  • Parents with remaining        questions are encouraged to conference with their child’s teacher.

 

Teachers and parents may also meet to discuss student   progress or areas of concern to make appropriate action plans for a child’s   educational needs. Benchmark scores   (progress monitoring) are sent home each quarter so parents can see how students   are mastering standards.

 

Parents are also provided a copy of the data that provides   an explanation of mastery and shares Lexile   scores with reading recommendations.  

 

Eighth graders   who do not pass the content area for the year will be required to attend a   placement meeting. Meetings are set up   with parents to explain areas of weakness, and an academic learning plan of   action is made that includes parents, students, and educators.

 

12.    Provisions for the collection and disaggregation of data on the   achievement and assessment results of students.

The State of   Georgia achievement results are reliable and valid. Assessment results for the Georgia   Milestones are sent to the Curriculum Department of Murray County Schools   from the Georgia Department of Education Testing Department. The test scores are then forwarded to the   principal of each individual school. For   the Georgia Milestones each school receives:

      
  • A        disaggregated state summary report broken down by grade-level
  •   
  • A        disaggregated system summary report broken down by grade-level
  •   
  • A        disaggregated school summary report broken down by grade-level
  •   
  • A        disaggregated class summary report broken down by grade-level teams
  •   
  • Class        reports listing all students, their scores for each content area, and        the homeroom teacher’s name
  •   
  • Individual        student reports

Score reports are   shared with the grade-level team leaders, counselors, and Academic Coach by   the principal at BMS. The team leaders   then share the scores with their team members.

 

 


 

13.       Provisions to ensure that disaggregated assessment results for each   category are valid and
  reliable.

 

The State of Georgia achievement results are reliable and   valid.

 

14.    Provisions for public reporting   of disaggregated data.

Bagley Middle School shares student achievement data in a   variety of ways.

      
  • Data walls displayed        in the conference room in the front office and in a data room on the 7th        grade hallway.
  •   
  • Articles in the local        newspapers
  •   
  • Displays on the school        marquee/sign
  •   
  • Hard copy of the test        results and CCRPI reports are available in the front office
  •   
  • System, school, and        teacher websites
  •   
  • GADOE website at http://www.gadoe.k12.ga.us
  •   
  • Parent        Newsletters

 

 

15.       Plan developed during a one-year   period, unless the LEA, after considering the
     recommendation of its technical   assistance providers, determines that less time is
     needed to develop and implement
the schoolwide program

Bagley Middle School has operated as a school-wide Title I   school since 2004. Plans are updated   each year to reflect the needs of each school based on the comprehensive   needs assessment and the evaluation of the current plan.  

 

16.       Plan developed with the   involvement of the community to be served and
  individuals who will carry out the plan, including teachers, principals,   other school staff, and pupil service personnel, parents, and students (if   secondary).

The 2016-2017 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 parents. Copies of the plan were shared via   electronic mail with parents, families, and community members. Feedback from these stakeholders was used to   develop this plan and to implement its strategies:

                                                                                                                                                                                                                                             
   

NAME

   
   

POSITION/ROLE

   
   

Shalina Stone

   
   

BMS Principal

   
   

Daphne Winkler

   
   

Assistant Principal / Title I Coordinator

   
   

Dustin Strickland

   
   

Academic Coach

   
   

Adrian Ellis

   
   

Media Specialist

   
   

Holly Cash

   
   

Science Teacher / 7Gold Team Leader

   
   

Ben Massengale

   
   

ELA Teacher /             7Black     Team Leader

   
   

Debra Roland

   
   

ELA Teacher /   8Gold Team     Leader

   
   

Rachel Adams

   
   

Math Teacher / 8Black Team     Leader

   
   

Crystal House

   
   

ESS Self-Contained / ESS Team Leader

   
   

Richard Hejda

   
   

Technology Teacher / Electives Team Leader

   
   

Robin Baggett

   
   

SS Teacher / Team White Team Leader

   
   

 

   
   

8th     Grade Parent

   
   

Tanner Davis

   
   

Business Partner

   
   

Sam Smith

   
   

Faith Based Partner

   
   

 

   
   

7th     Grade Parent

   
   

Barbie Kendrick

   
   

Central Office Title I Director

   

 

 

 

 

 

17.       Plan   available to the LEA, parents, and the public.

The   Title I plan is available to the LEA, parents and the public. Bagley Middle School’s plan is available in   electronic and print format to the district LEA. The plan is available to parents at the   annual Title I meeting, and an electronic copy is available via the school   website, and in print form in the front office of the school. The public will have access to the plan via   the school and system website.

18.       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   plan is 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   primary language of the student population at BMS is English, therefore the   plan is currently available only in English. Upon request, the plan will be translated   into the language of the parent/party making the request.

 

19.       Plan is subject to the school improvement provisions of   Section 1116.

The   Bagley Middle School Title I School-wide Improvement Plan is subject to the   school improvement provisions of Section 1116.